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Assistant Professors’ Salaries in U.S. Economics Departments (3), 1964/5-1965/66

 

 

This is the third table from the so-called “Cartel” summary report from December 1965 of 9-10 month salaries paid in U.S. economics departments. Tables 3c give figures for the distribution of assistant professor salaries across the departments reporting. Last posting gave the distribution for full-professors and the distribution for associate professors. The next posting has the distribution for entering salaries for new Ph.D.’s. Refer to the first posting in this series of tables for information about the compiler Professor Francis Boddy of the University of Minnesota and a list of the 30 departments belonging to the Chairmen’s Group.

Also there is a table of the anticipated (as of December 1965) range of salaries to hire freshly completed PhD’s for the coming academic year, 1966-67.

Using the BLS web CPI Inflation calculator, one can inflate nominal levels (say for December 1965, the date of the report) to April 2017 using a factor of 7.69.

____________________

TABLE 3c
ASSISTANT PROFESSORS 1965-66, 1964-65

(1)
Median Salaries
All Assistant Professors

MID-POINT
OF RANGE

1965-66 1964-65
Over 11,249 0

1

11,000

0 0
10,500 3

0

10,000

7 1
9,750 2

0

9,500

6 6
9,250 3

2

9,000

4 5
8,750 1

6

8,500

1 2
8,250 1

3

8,000

1 2
7,750 0

0

7,500

0 0
7,250 0

1

N=

29 29
Median $9,500

$8,900

Mean

$9,402

$8,936

 

 

TABLE 3c
ASSISTANT PROFESSORS 1965-66, 1964-65

(2)
Average Salaries
“Superior Assistance Professors”
(Top 1/3)

MID-POINT
OF RANGE

1965-66 1964-65
Over 11,249 4

1

11,000

3 2
10,500 8

5

10,000

7 3
9,750 2

2

9,500 3 4
9,250 0

3

9,000

1 3
8,750 1

3

8,500

0 0
8,250 0

2

8,000

0 0
7,750 0

0

7,500

0 0
7,250 0

1

N=

 

29

 

29

Median $10,250

$9,500

Mean

$10,333

$9,575

 

 

TABLE 3c
ASSISTANT PROFESSORS 1965-66, 1964-65

(3)
Average Salaries
“Average Assistant Professors”
(Lower 2/3)

MID-POINT
OF RANGE

1965-66 1964-65
Over 10,749 0

1

10,500

1 0
10,000 5

0

9,750

2 0
9,500 4

3

9,250 7 1
9,000 2

8

8,750

4 3
8,500 1

5

8,250

2 3
8,000 1

1

7,750

0 2
7,500 0

1

7,250

0 1
N= 29

29

Median

$9,300 $8,800
Mean $9,251

$9,063

 

Source: Johns Hopkins University. The Ferdinand Hamburger, Jr. Archives. Department of Political Economy, Series 5, Box 6, Folder 2 “Statistical Information”.

Image Source: Brussells conference, cartel magnate (detail). Postcard from 1902. Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA.

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Associate Professors’ Salaries in U.S. Economics Departments (2), 1964/5-1965/66

 

This is the second table from the so-called “Cartel” summary report from December 1965 of 9-10 month salaries paid in U.S. economics departments. Tables 2c give figures for the distribution of associate professor salaries across the departments reporting. Last posting gave the distribution for full-professors. Future postings include the actual salary distributions for assistant professors and freshly completed PhD’s 1964/65 and 1965/66. Refer to the first posting in this series of tables for information about the compiler Professor Francis Boddy of the University of Minnesota and a list of the 30 departments belonging to the Chairmen’s Group.

Also there is a table of the anticipated (as of December 1965) range of salaries to hire freshly completed PhD’s for the coming academic year, 1966-67.

Using the BLS web CPI Inflation calculator, one can inflate nominal levels (say for December 1965, the date of the report) to April 2017 using a factor of 7.69.

____________________

TABLE 2c
ASSOCIATE PROFESSORS 1965-66, 1964-65

(1)
Median Salaries
All Associate Professors

MID-POINT
OF RANGE
1965-66 1964-65
Over 13,749 3 0
13,500 2 0
13,000 2 1
12,500 6 3
12,000 5 2
11,500 4 3
11,000 3 11
10,500 2 4
10,000 0 0
9,750 0 1
9,500 0 2
N= 27 27
Median $12,000 $11,000
Mean $12,173 $11,093

 

 

TABLE 2c
ASSOCIATE PROFESSORS 1965-66, 1964-65

(2)
Average Salaries
“Superior Associate Professors”
(Top 1/3)

MID-POINT
OF RANGE
1965-66 1964-65
Over 16,249 0 1
16,000 1 0
15,500 1 0
15,000 2 0
14,500 2 0
14,000 5 2
13,500 6 4
13,000 4 6
12,500 3 3
12,000 0 4
11,500 1 3
 [sic, cell empty] 1 2
 [sic, cell empty] 0 1
N= 26 26
Median $13,000 $12,186
Mean $13,082 $12,159

 

 

TABLE 2c
ASSOCIATE PROFESSORS 1965-66, 1964-65

(3)
Average Salaries
“Average Assoc Professors”
(Lower 2/3)

MID-POINT
OF RANGE
1965-66 1964-65
14,500 0 0
14,000 1 0
13,500 0 0
13,000 4 1
12,500 4 1
12,000 2 2
11,500 3 2
11,000 7 8
10,500 3 4
10,000 2 4
9,750 0 1
9,500 0 2
9,250 0 0
9,000 0 0
8,750 0 1
8,500 0 0
N= 26 26
Median $11,265 $10,775
Mean $11,640 $10,760

 

Source: Johns Hopkins University. The Ferdinand Hamburger, Jr. Archives. Department of Political Economy, Series 5, Box 6, Folder 2 “Statistical Information”.

Image Source: “The monopolists’ may-pole” by F. Opper.  Centerfold of Puck, vol. 17, no. 425 (April 29, 1885). Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA.

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Professors’ salaries in U.S. economics departments (1), 1964/5-1965/66

 

 

From my March 2017 expedition to the Johns Hopkins University archives’ collection of material from the Department of Political Economy, I came across one of those documents that help to provide an empirical baseline for the history of the market for economics professors. It is worth savouring the sets of tables one by one. In all, this so-called “cartel” summary with information collected from 29 departments in October 1965 consists of eight sets of tables.

On the last page of this summary for full-professor salaries can be found the name of the presumable compiler of the tables: Francis M. Boddy, Graduate School, University of Minnesota. It is dated December 21, 1965.

Two documents later in the same folder I found the list of 30 members of the Chairmen’s Group, dated December 13, 1965. With 29 responses to the salary questionnaire from which the “cartel” data have been assembled, it leaves only to guess which department did not report back to the “cartel”. I do believe that the ironic self-designation of cartel is not entirely contrary to functional fact here.

The salary distributions across the participating departments for associate professors, assistant professors, and for the starting salaries for newly minted Ph.D. hires have been posted in the meantime. Also there is a table of the anticipated (as of December 1965) range of salaries to hire freshly completed PhD’s for the coming academic year, 1966-67.

Using the BLS web CPI Inflation calculator, one can inflate nominal levels (say for December 1965, the date of the report) to April 2017 using a factor of 7.69.

___________________________________

About Francis M. Boddy

Boddy, Francis M, 1115 Bus. Admin., West Bank, Dept. of Econs., U. of Minn., Minneapolis, MN 55455. Phone: Office (612)373-3583;Home (612)926-1063. Fields: 020, 610. Birth Yr: 1906. Degrees: B.B.A., U. of Minn., 1930; M.A., U. of Minn., 1936; Ph.D., U. of Minn., 1939. Prin. Cur. Position: Prof. Emer. Of Econs., U. of Minn. At Twin Cities. 1975-. Concurrent/Past Positions: Acting Exec. Secy., Bd. Of Investment, State of Minn., 1978-79; Assoc. Dean of Grad. Sch. U. of Minn., 1961-73.

Source: “Biographical Listing of Members.” The American Economic Review 71, no. 6 (1981): p. 67.

___________________________________

Research Hint:
Boddy’s data go back to 1957/58

“I have, over the past six years, conducted an informal survey of some 30 of the leading departments of economics in the country, defined largely as being those departments which have been major producers of Ph.D.’s in economics.”

Source:  Boddy, Francis M. “The Demand for Economists.” The American Economic Review 52, no. 2 (1962): 503-08.

 

Also of interest from about the same time is the AER Supplement:

Tolles, N. Arnold, and Emanuel Melichar. “Studies of the Structure of Economists’ Salaries and Income” The American Economic Review 58, no. 5 (1968):

___________________________________

MEMBERS OF THE CHAIRMEN’S GROUP, 1965-66
December 13, 1965

  1. Professor Gerard Debreu
    University of California
    Berkeley, California 94720
  2. Dean R. M. Cyert
    Carnegie Institute of Technology
    Pittsburgh 13, Pennsylvania
  3. Professor Arnold C. Harberger
    University of Chicago
    1126 East 59th Street
    Chicago 37, Illinois
  4. Professor Carl McGuire
    University of Colorado
    Boulder, Colorado
  5. Professor William Vickrey
    Columbia University
    New York 27, New York
  6. Professor Douglas F. Dowd
    Acting Chairman
    Cornell University
    Ithaca, New York
    (Professor Frank H. Golay, the Chairman, is on leave in 1965-66.)
  7. Professor Robert S. Smith
    Duke University
    Durham, North Carolina
  8. Professor John Dunlop
    Harvard University
    Cambridge, Massachusetts 02138
  9. Professor John F. Due
    University of Illinois
    Urbana, Illinois 61803
  10. Professor George Wilson
    Indiana University
    Bloomington, Indiana 47405
  11. Professor Karl A. Fox
    Iowa State University
    Ames, Iowa 50010
  12. Professor Carl F. Christ
    Johns Hopkins University
    Baltimore, Maryland
  13. Professor Robert F. Lanzilotti
    Michigan State University
    East Lansing, Michigan
  14. Professor Warren L. Smith
    University of Michigan
    Ann Arbor, Michigan
  15. Professor E. Cary Brown
    Massachusetts Institute of Technology
    Cambridge 39, Massachusetts
  16. Professor Emanuel Stein
    New York University
    New York 3, New York
  17. Professor John Turnbull
    University of Minnesota
    Minneapolis, Minnesota
  18. Professor Ralph W. Pfouts
    university of North Carolina
    Chapel Hill, North Carolina
  19. Professor Robert Eisner
    Northwestern University
    Evanston, Illinois
  20. Professor Paul G. Craig
    Ohio State University
    Columbus, Ohio
  21. Professor Irving B. Kravis
    University of Pennsylvania
    Philadelphia 4, Pennsylvania
  22. Professor Richard A. Lester
    Princeton University
    Princeton, New Jersey
  23. Dean Emanuel T. Weiler
    Purdue University
    Lafayette, Indiana
  24. Professor Lionel McKenzie
    University of Rochester
    Rochester 20, New York
  25. Professor Edward S. Shaw
    Stanford University
    Stanford, California
  26. Professor Carey Thompson
    University of Texas
    Austin, Texas
  27. Professor James W. McKie
    Vanderbilt University
    Nashville, Tennessee
  28. Professor Alexandre Kafka
    Acting Chairman
    University of Virginia
    Charlottesville, Virginia
    (Professor Warren Nutter, the Chairman, is on leave in 1965-66.)
  29. Professor David B. Johnson
    University of Wisconsin
    Madison, Wisconsin
  30. Professor Raymond Powell
    Yale University
    New Haven, Connecticut

 

Source: Johns Hopkins University. The Ferdinand Hamburger, Jr. Archives. Department of Political Economy, Series 5, Box 6, Folder 2 “Statistical Information”.

 

___________________________________

 

CARTEL
SUMMARY of the October-1965 Questionnaire to Departments of Economics in the United States

SUMMARY of the salary (1965-66 and 1964-65 academic years, 9-10 month basis) and other data of 29 (out of 29) Departments of Economics. N = Number of Departments reporting.

 

TABLE 1c
PROFESSORS 1965-66, 1964-65

(1)
Median Salaries
All Professors

MID-POINT
OF RANGE

1965-66

1964-65

Over 20,249

2 1
20,000 4

0

19,500

0 1
19,000 3

1

18,500

2 3
18,000 2

1

17,500

3 1
17,000 2

4

16,500

2 4
16,000 1

4

15,500

2 0
15,000 2

1

14,500

0 2
14,000 3

1

13,500

0 1
13,000 1

4

N=

29 29
Median $17,500

$16,500

Mean

$17,377

$16,319

 

 

TABLE 1c
PROFESSORS 1965-66, 1964-65

(2)

Average Salaries
“Superior Professors”
(Top 1/3)

MID-POINT
OF RANGE

1965-66

1964-65

Over 23,749

3 1
23,500 2

0

23,000

0 0
22,500 3

0

22,000

1 2
21,500 4

3

21,000

1 2
20,500 4

2

20,000

0 3
19,500 2

2

19,000

2 4
18,500 1

0

18,000

3 1
17,500 1

2

17,000

0 0
16,500 2

1

16,000

0 4
15,500 0

1

15,000

0 0
14,500 0

1

14,000

0 0
N= 29

29

Median

$20,600 $19,500
Mean $20,677

$19,093

 

 

TABLE 1c
PROFESSORS 1965-66, 1964-65

(3)

Average Salaries
“Average Professors”
(Lower 2/3)

MID-POINT
OF RANGE

1965-66

1964-65

Over 18,749

4 2
18,500 0

1

18,000

3 1
17,500 1

1

17,000

3 1
16,500 3

2

16,000

5 8
15,500 1

4

15,000

2 1
14,500 1

1

14,000

2 0
13,500

2

2

13,000

1 4
12,500 1

0

12,000

0 1
11,500 0

0

N=

29 29
Median $16,100

$15,390

Mean

$16,192

$15,119

 

Source: Johns Hopkins University. The Ferdinand Hamburger, Jr. Archives. Department of Political Economy, Series 5, Box 6, Folder 2 “Statistical Information”.

Image: From left to right: Monopolies, Uncle Sam, Trusts.

Taylor, Charles Jay, Artist. In the hands of his philanthropic friends / C.J. Taylor. , 1897. N.Y.: Published in Puck, March 10, 1897. . Retrieved from the Library of Congress, . (Accessed May 12, 2017). https://www.loc.gov/item/2012647652/

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Curriculum Yale

Yale. Undergraduate and Graduate Courses in Economics, 1899-1900

 

 

Occasionally Economics in the Rear-view Mirror will post the economics course offerings at leading U.S. and Canadian universities at the turn of the twentieth century. Today we have both undergraduate and graduate course offerings in economics and social science at Yale for 1899/1900. While Irving Fisher was already member of the Yale Faculty, he was in the middle of a three year struggle with tuberculosis, returning to teaching (part-time) in the fall term of 1901. We see that John Bates Clark was brought in to teach a course on theories of income distribution. For those who find the discipline name “sociology” somewhat ugly, they will discover here that William G. Sumner appeared to have a certain fondness for the alternative “Societology“. 

_____________________

 

 

Catalogue Yale University 1899/1900,
pp. 66-70

II. POLITICAL SCIENCE AND LAW
[Undergraduate Courses, Yale College]

 

30 Economics. 3 hrs.

Lectures: Wednesday and Saturday, 11.30. 12 divisions,
Monday to Saturday, 8.30.

President Hadley and Professor Schwab.

            Two hours a week will be devoted to lectures,—for two-thirds of the year by President Hadley on the general problems of production, exchange and distribution of wealth; for the remaining time by Professor Schwab on money and monetary questions. The third hour will be occupied by a quiz-exercise in small sections under an assistant.
Text-books: Hadley’s Economics and Jevons’ Money and the Mechanism of Exchange.

 

31 Statistics. 2 hrs.

Monday and Thursday, 12.30.

Dr. Bailey.

            The sources and reliability of statistical data are discussed, and the methods of distinguishing true and false inferences are pointed out. Index numbers are studied, and the lectures treat of statistics of population, crime, suicide, property, etc. The attempt is made to determine the laws which govern the group actions of men.
Mayo-Smith’s Statistics and Sociology is used as a basis.

 

The following courses (32 to 38 inclusive) are open only to those who have already studied elementary economics.

 

32 Finance. [Seniors.] 3 hrs.

Monday and Thursday, 11.30, A1 O; divisions
I, Monday, 8.30.
II, Wednesday, 8.30.
III, Friday, 8.30.
IV, Tuesday, 12.30.

Professor Schwab.

            A course on Money, Banking, and Finance. Two hours a week will be devoted to lectures, one hour a week to quiz-exercises in small sections under Dr. Bailey.
Text-books: White, Money and Banking, Dunbar, Banking; Greene, Corporation Finance, and Plehn, Public Finance.

 

33 United States Industrial History. [Seniors.] 3 hrs.

Tuesday and Friday, 11.30, A1 O; divisions
I, Tuesday, 8.30.
II, Wednesday, 12.30.
III, Saturday, 8.30.
IV, V, Saturday, 9.30.

President Hadley and Professor Schwab.

A course on the history of the tariff legislation and industrial development of the United States. Two hours a week will be devoted to lectures—for two-thirds of the year by Professor Schwab on tariff history, foreign commerce and industrial organization; for the remaining time by President Hadley on railroads. The third hour will be occupied by a quiz-exercise in small sections under Dr. Bailey.

Text-books: Taussig, Tariff History of the United States (edition 1898); Hobson, Evolution of Modern Capitalism; Hadley, Railroad Transportation, and Newcomb, Railway Economics.

 

34 Mathematical Economics. [Seniors.] 2 hrs.

Wednesday and Saturday, 10.30.

Mr. Gaines.

The course is prefaced by a few lessons in elementary calculus. These are followed by the analysis of: I, value and prices; II, general price-levels; III, effects of “appreciation” and “depreciation,” with statistical discussion; IV, bimetallism and other currency schemes, with especial reference to the experience of France, Austria, and India; V, international trade; VI, capital and interest; VII, distribution.

Cournot’s Mathematical Theory of Wealth and Fisher’s Introduction to the Calculus; Value and Prices, and Appreciation and Interest, are used as a basis. Reading is also assigned in other works, especially recent investigations. Special papers are read by members of the class.

 

35 Debates on Public Questions. [Seniors.] 2 hrs.

Tuesday, 4.00 to 5.50.

Dr. Raynolds.

Members of the class will be expected to organize debates each week on subjects of public interest; to prepare and interchange briefs, and argue the questions at issue on the basis of special study and investigation.

 

36 Theories of Distribution. [Seniors.] 2 hrs.

Friday, 2.00 to 3.50.

Professor J. B. Clark.

A comparative study of theories of the Distribution of Wealth. An outline of recent theories of Wages, Interest and Profits is presented and is compared with the doctrines of Adam Smith, Malthus, Ricardo, Senior, Mill and Cairnes. A study is made of the relation of changes in the processes of industry and in the structure of society to Economics as a science; and a view is afforded of the natural relation of the deductive method of study to the historical method. It is an object of the course to accomplish a certain constructive work, and to utilize the results of comparative studies in determining positive laws of distribution.

 

38 United States Financial History. [Seniors.] 1 hr.

Wednesday, 12.30, E2 O.

Professor Schwab.

An investigation course in the financial history of the United States. The periods selected for study are the years 1873–1900; and the topics investigated are those connected with the silver agitation.

 

40 The Science of Society. [Seniors.] 2 hrs.

Monday and Thursday, 8.30, A1 O.

Professor Sumner.

An elementary course, with text-book lessons and examinations, in Anthropology and Ethnology, with the origin of civilization and the development of institutions. In connection with this will be a course of lectures on Systematic Sociology [Societology]. Topics are: The organization of society; the individual and the social; social forces; militarism and industrialism; property; marriage, family, and the status of women; primitive notions in religion and philosophy; civil government, law and rights; slavery and classes; economic interests and their collisions; conditions of welfare; origin of moral standards; reaction of reason on experience. These topics are treated exclusively in the light of Historical Anthropology and Ethnology.

 

41 The Science of Society. [Seniors.] 2 hrs., to count as 3 hrs.

Monday and Thursday, 8.30, A1 O.

Professor Sumner.

A course with a German text-book (Lippert’s Kulturgeschichte, 2 vols., Stuttgart, 1887), for those who are able to read difficult German. The exercises are coincident with those of course 40, including the lectures as above.
[Those who take this course are responsible for providing themselves with the text-book before Sept. 28.]

 

45 Jurisprudence and Law. [Seniors.] 2 hrs.

First term: Friday and Saturday, 12.30, A1 O.

Mr. Gager.

Lectures, recitations, private readings, and examinations on the following subjects: law in its relations to the origin, development, and government of political society; origin and development of customary law; relation of statute law to customary law; formation and development of codes of law; nature and origin of legal rights; principles of the law governing rights in land; principles of the law governing contract rights; the law of remedies for the violation of rights; origin and procedure of courts of law and equity; criminal law. The instruction in this course is designed to present an historical and philosophical view of the law in its great outlines, as common to all nations, and particularly as developed in the Anglo-Saxon race. In addition it is designed to show the practical methods which obtain in modern commercial transactions and the law as applied to them, and to point out the principal rights acquired, the duties owed, and the liabilities incurred in the every-day conduct of affairs.
To those exhibiting satisfactory evidence of having read the four books of Blackstone’s Commentaries in connection with this course, a special examination in Blackstone will be given. All who satisfactorily pass such special examination will be entitled to a certificate of having completed the reading of Blackstone.

Second term; Friday and Saturday, 12.30, A1 O.

Professor E. J. Phelps.

Lectures upon American Constitutional Law and upon International Law. Text-books are read in connection with the lectures. This course is not intended merely for those who are contemplating the study of the law as a profession, but for all who may be interested in the subjects as a branch of general education. Students who pursue the course and pass the graduating examination thereon, are entitled to a certificate which in many States is accepted as counting a year in the period of study required for admission to the bar.

* * * *

Catalogue Yale University 1899/1900, pp. 210-14

II. ECONOMICS AND SOCIAL SCIENCE, HISTORY, LAW
[Graduate School]

President Hadley, LL.D. George P. Fisher, D.D., LL.D.
Edward J. Phelps, LL.D. William H. Brewer, Ph.D.
Arthur M. Wheeler, LL.D. William G. Sumner, LL.D.
Charles H. Smith, LL.D. George B. Adams, Ph.D.
Henry W. Farnam, R. P. D. John B. Clark, Ph.D., LL.D.
William F. Blackman, Ph.D. Edward G. Bourne, Ph.D.
John C. Schwab, Ph.D. Irving Fisher, Ph.D.
George L. Fox, M.A. Edwin B. Gager, B.A.
Frederick Wells Williams, B.A. Walter I. Lowe, Ph.D.
William B. Bailey, Ph.D. Edward D. Collins, Ph.D.
John M. Gaines, B.A. Albert G. Keller, Ph.D.

ECONOMICS AND SOCIAL SCIENCE

Professor Sumner :—

1 Anthropology. 2 hrs.

A careful study of Ranke’s Der Mensch (2d ed.), with an examination of the separate topics by means of all the appropriate material.
[Not given in 1899–1900.]

2 Systematic Societology; Section IV. a. 2 hrs.

An ethnological study of the development of the Mental Operations and of the growth and contents of the Mental Outfit of the human race, in the earlier stages; knowledge and pseudo-knowledge, world-philosophy, otherworldliness, industrial theories, mores, codes, mental training, traditional wisdom.
[Not given in 1899–1900.]

3 Politics and Finance in the History of the United States. 2 hrs.

A study of the evolution of the institutions of the democratic republic, of the societal organization, and of the history of the money of account.
[Not given in 1899–1900.]

4 The Industrial Revolution of the Renaissance Period. 2 hrs.

A chapter in the history of the development of the industrial organization. The industrial element in the Renaissance. The transition from medieval to modern society in its causes, new elements, effects on classes, effects on economic doctrine. Changes imposed on the industrial organization; world-commerce, land-tenure, handicrafts, banking, and money.
[Monday, 10.30 A.M. and Wednesday, 9.30 A. M.]

5 The Beginnings of the Industrial Organization. 2 hrs.

An ethnological study of the industrial organization from its earliest beginnings. Division of labor between the sexes and the special functions of each; regulation of industry; slavery; formation of capital; discoveries and inventions; domestication of animals and plants; money, etc.
[Wednesday and Thursday, 10.30 A.M.]

*6 The Science of Society. 2 hrs.

[See Course 40, page 68.]

*6a The Science of Society. 2 hrs.

[See Course 41, page 69.]

 

Professor J. B. Clark :—

7 History of Theories of Distribution.

A comparative study of theories of the Distribution of Wealth. An outline of recent theories of Wages, Interest and Profits is presented and is compared with the doctrines of Adam Smith, Malthus, Ricardo, Senior, Mill and Cairnes. A study is made of the relation of changes in the processes of industry and in the structure of society to Economics as a science; and a view is afforded of the natural relation of the deductive method of study to the historical method. It is an object of the course to accomplish a certain constructive work, and to utilize the results of comparative studies in determining positive laws of distribution.
[Friday, 2.00 to 3.50.]

 

Professor Farnam:—

8 Pauperism. 2 hrs. 1st term.

An examination of the nature and causes of indigence, the history of efforts to deal with it, and some of the modern problems arising in connection with it.
[Not given in 1899–1900.]

9 The Modern Organization of Labor. 2 hrs. 2d term.

These lectures treat of the historical antecedents and the development during the nineteenth century of associations of wage-receivers. They therefore include an account of the structures, aims, and methods of such societies in different countries, together with a discussion of their relations to socialism, the factory system, labor disputes, labor legislation, workingmen’s insurance, provision for the unemployed, and other features of the modern industrial world.
[Not given in 1899–1900.]

10 The Principles of Public Finance. 2 hrs.

A systematic survey of the means by which the expenditures of government are met, being had both to the economic principles involved and to the fiscal systems of modern states. Leading topics are: the budget, taxation (national and local), public debts, and state banks considered as aids to public credit.
[Not given in 1899–1900.]

 

President Hadley and Professor Schwab :—

*11 Economics. 2 hrs.

[See Course 30, page 66.]

*12 United States Industrial History. 2 hrs.

[See Course 33, page 67.]

 

Professor Schwab :-

*13 Finance. 2 hrs.

[See Course 32, page 66.]

*14 United States Financial History. 1 hr.

[See Course 38, page 68.]

15 The Finances of the Confederate States, 1867-65. 1 hr.

A course of lectures upon the financial and industrial history of the South during the Civil War.
[Tuesday, 10.30 A.M.]

 

Professor Blackman :—

16 Social Science. 2 hrs.

A study of some important problems of American life, such as the negro; the immigrant; the defective, dependent, vicious and criminal classes (charities and correction); the city; the wage and factory system; the family; and communism, socialism, and anarchism. The lectures are supplemented by reports and book-reviews by the students, and (probably) by a visit to the charity and correctional institutions of New York. As introductory to the course, a few lectures are given on the study and literature of Sociology.
[Wednesday and Saturday, 8.25 A. M.]

 

17 The Literature of Sociology. 2 hrs. 1st term.

A classification of the principal writers in “schools,” and a comparison and contrast of their points of view and methods: contractual (Rousseau), positivist (Comte), evolutionary (Spencer, Drummond), biological (Schäffle), psychological (Tarde, Durkheim, Le Bon, Simmel, Ward, Giddings, Baldwin), “groupwise” (Gumplowicz), observational, and statistical (Le Play, Quetelet), theocratic (Old Testament).
[Thursday, 10 A. M.]

18 A Sociological Study of the Family. 1 hr. 2d term.

Its biological and psychological bases; its history; matriarchy and patriarchy; polyandry, polygyny, monogamy; heredity, physical and social; prostitution, and divorce; the moral and social significance of the family.
[Thursday, 10 A. M.]

19 The Social Teaching and Influence of Christianity. 1 hr.

Selected portions of the following works will be studied and discussed: Friedländer’s Sittengeschichte Roms, Sienkiewicz’s Quo Vadis, Mathews’s Social Teaching of Jesus, Schmidt’s Social Results of Early Christianity, Uhlhorn’s Conflict of Christianity with Heathenism and Die Christliche Liebesthätigkeit, Nash’s Genesis of the Social Conscience, Lecky’s History of European Morals, Dennis’s Christian Missions and Social Progress.
[Thursday, 8.25 A.M.]

 

Dr. Bailey :-

20 The Economic System of Classical Antiquity. 1 hr.

A critical study is made of the political and social institutions of Greece and Rome. The lectures treat of the income and expenditure of the state, the currency, credit instruments, poor relief, slavery, land tenure, commerce, trade regulations, marriage institutions, etc.
[Tuesday, 9.30 A.M.]

*21 Statistics. 2 hrs.

[See Course 31, page 66.]

 

Mr. Gaines :—

*22 Mathematical Economics. 2 hrs.

[See Course 34, page 67.]

 

Dr. Keller :—

23 Homeric Social Life.

A systematic study of Homeric social life from the direct documentary evidence of the Iliad and Odyssey; National Environment, Industrial Organization, Religion, Property, Marriage, Government and Classes will be studied in the light of Sociology and Culture-history. The comparative method will be used as far as possible, and an attempt will be made to “place” the Homeric Age in its various relations to general culture-development. The course will afford practice in the interpretation of historical documents and will be most profitably pursued by those able to read German or French.

 

 Image Source:  “Old Library, Yale Coll., New Haven, Conn.”The Miriam and Ira D. Wallach Division of Art, Prints and Photographs: Photography Collection, The New York Public Library. The New York Public Library Digital Collections. 1898 – 1931.

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Columbia Economic History Economists Yale

Columbia Economics Ph.D. alumnus. John M. Montias, 1958

The history of economics would be duller fare should we fail to add a portion of ancestor worship as seasoning. Since my motto is “Economists are not born but they are made” and that for well over a century economists have been made in graduate schools, I would be remiss in not using Economics in the Rear-View Mirror to erect shrines from time to time to those economists who trained me.

During the academic year 1973-74 while an undergraduate at Yale, I took a graduate course taught by John Michael Montias on comparative economic systems.  Having been born in Paris, he volunteered out of interest in the topic to be the second reader of my senior essay about French mercantilism and the Physiocrats. I recall him as a thoughtful scholar and a kind man. He was one of four professors (the others were Raymond Powell, Abram Bergson and Evsey Domar) who in different courses valiantly tried to teach me the lessons of Richard H. Moorsteen’s article “On Measuring Productive Potential and Relative Efficiency” Quarterly Journal of Economics (1961) 75 (3): 451-467. The teaching efforts of Montias et al. did ignite in me a long professional interest in the economic theory of index numbers though I do not recall them exactly cracking the code in class for us. Montias’ own ambition was less on the bean-counting side of empirical comparative economics as on the theoretical side in pursuit of a formal systematization of a “macro”-institutional economics. We began his course by reading his essay co-authored with Tjalling Koopmans published in Comparison of Economic Systems: Theoretical and Methodological Approaches, Alexander Eckstein (ed.), Berkeley: University of California Press, 1971. I believe we can all agree that economic outcomes depend jointly on the economic environment, economic system and economic policies within the system. I also believe that the last sentence reads no better when expressed in mathematical notation. 

John Michael Montias’ greatest hits in economics were to appear after I had moved on. He had a passion for Dutch and Flemish art that led to seminal contributions in the history of 17th century Dutch art markets. Tulip bubbles are cool, but I’d say Vermeer is hot.

P.S.  Fun Fact: The U.S. Embassy official in Hungary who had to deal with Montias’ expulsion from Hungary in the early 1960’s, Edward Alexander, was in charge of the Press and Culture department of the U.S. Embassy in East Berlin during my  seven month IREX stay in 1978. There I fell in love and became engaged to an economist at the Central Institute of Economics in the GDR Academy of Sciences. Until my East German fiancée (Kerstin Rüdiger) was allowed to leave East Germany at the end of 1979 (and perhaps afterwards too), Edward Alexander had to deal with any diplomatic fall-out from our case.

_____________________________

 

From the 1989 Survey of AEA Members

Montias, John M.

Fields: 050, 110
Birth Yr:
1928
Degrees:
B.A., Columbia U., 1947; M.A., Columbia U., 1950; Ph.D., Columbia U., 1958
Prin. Cur. Position:
Prof. of Econs. Yale U., 1964
Concurrent/Past Positions:
Assoc. Prof., Yale U., 1963-64; Asst. Prof., Yale U., 1958-63.
Research:
 Economic systems

Source: American Economic Association. Biographical Listing of Members, American Economic Review, Vol. 79, No. 6, (Dec. 1989) p. 334.

_____________________________

New York Times obituary

John Montias, 76, Scholar of Economics and of Art, Is Dead
By KATHRYN SHATTUCKAUG. 1, 2005

John Michael Montias, an economist who became one of the foremost scholars on the painter Johannes Vermeer and a pioneer in the economics of art, died on Tuesday at a hospice in Branford, Conn. He was 76 and lived in New Haven.

The cause was complications from melanoma, said his son, John-Luke Montias.

Part of the Annales school of economists and historians, Mr. Montias was among those who, in the early and mid-20th century, promoted a new form of history by replacing the examination of major leaders and events with the microstudy of ordinary people and occurrences.

Through the scrupulous analysis of common documents ranging from notes and letters to receipts and legal papers, Mr. Montias peeled back the layers in the life of Vermeer, one of his favorite artists — and one of the world’s most enigmatic. His work opened the door for a new genre of art history in which artists were analyzed in the context of their societal and economic surroundings and not merely their works.

“I think he was important for all of us,” said Egbert Haverkamp-Begemann, the John Langeloth Loeb professor emeritus at New York University’s Institute of Fine Arts. “When he started this in the 1960’s and 70’s, there was no one who approached the history of art from that point of view. His work was pioneering — accurate, extremely convincing, with many novel insights. What was not considered to be relevant to the work of art in the past, we all have subsequently used.”

Mr. Montias’s research was a primary source for Tracy Chevalier’s 2000 novel “Girl With a Pearl Earring,” about Vermeer’s relationship with the model for his iconic work, and for the 2003 film adaptation.

Mr. Montias began teaching at Yale University in the late 50’s, where he specialized in the economic systems of the Soviet bloc during the 1960’s and 70’s and served as a consultant to high-ranking government officials. His analysis of the economies of Eastern European countries at times drew suspicion, perhaps never more so than during his visits to Czechoslovakia and Hungary from 1963 to 1965; he was shadowed and eventually expelled from Hungary on suspicion of espionage. But if his work was economics, his passion was art, particularly that of the 16th- and 17th-century Netherlands.

“I came to Vermeer ‘sideways,”‘ he said in a 2003 interview for the Essential Vermeer Web site (www.essentialvermeer.20m.com), explaining the genesis of his second career. Having won a summer grant in 1975 to write a comparative study of Dutch art guilds, he traveled to Delft, where he discovered that no in-depth study of a guild existed.

“In the course of this research, I realized that, contrary to my expectations, previous scholarship on Vermeer’s life had not exhausted the subject,” he said.

And so began his quest to uncover the life of one of the world’s most mysterious artists, with Mr. Montias unearthing and poring over 454 documents related to Vermeer and his family that lay, long undisturbed, in the archives of no fewer than 17 Dutch and Belgian cities.

In 1989 he published “Vermeer and His Milieu: A Web of Social History” (Princeton University Press), in which he revealed secrets of Vermeer’s life: that Vermeer’s grandfather was a convicted counterfeiter; that his grandmother ran illegal lotteries; and that the artist himself fathered 13 children and died at the age of 43, destitute.

Reviewing the book in The New York Times, the art critic John Russell wrote that Mr. Montias had previously “proved that there is a great deal more to art history than shuffling slides in a library.”

“His new book does not crack the code of Vermeer’s personality, let alone the code of his inner experience,” the review continued. “But as detective work, and as a portrait of an era, it ranks high.”

In fact, Mr. Montias’s midlife obsession had adolescent roots. Born on Oct. 3, 1928, in Paris, he was sent in 1940, alone and by ship, by his Jewish parents to the safety of the United States — and an Episcopalian baptism — just as the Germans were preparing to invade France. He boarded at the Nichols School in Buffalo, where as a 14-year-old volunteer in the small library of the Albright-Knox Art Gallery, he came across Wilhelm Bode’s gilt-edged folio volume of Rembrandt and was immediately captivated.

Mr. Montias’s curiosity resurfaced in 1954 when, as a Ph.D. candidate in the economics department at Columbia University, he considered writing his dissertation on the prices of Dutch paintings at auction. He failed to get financial support for his project, perhaps thought frivolous during the cold war.

Things changed when Mr. Montias met Mr. Begemann in the mid-1960’s, when they were both at Yale. A specialist in Dutch and Flemish art, Mr. Begemann gave Mr. Montias his first lessons in connoisseurship, and soon after he began to study the genre’s history methodically. His first project in the field — the 1975 summer grant — required Mr. Montias, already a gifted linguist, not only to learn modern Dutch but also to read 17th-century manuscript sources in old Gothic script.

“He decided to attack the archives in Delft, knowing that they had been scoured for information on Vermeer,” recalled Otto Naumann, a Manhattan art dealer who studied under Mr. Montias. “With the confidence that only a true genius can posses, he decided that he could do better, without first learning Dutch.”

It took Mr. Montias one week to find an unpublished document that mentioned Vermeer and but another to decipher it, Mr. Naumann said.

Mr. Montias published three more books about the 17th-century Dutch art market: “Artists, Dealers, Consumers: On the Social World of Art” (Hilversum: Verloren, 1994); “Public and Private Spaces: Works of Art in 17th-Century Dutch Houses” (Zwolle, 2000), with John Loughman; and “Art at Auction in 17th-Century Amsterdam” (Amsterdam University Press, 2003).

In addition to his son, of Manhattan, he is survived by his wife, Marie, of New Haven, and his mother, Giselle de la Maisoneuve, of Paris.

____________________________

Yale Bulletin & Calendar obituary

Yale Bulletin & Calendar. September 2, 2005. Vol. 34, Number 2.

John-Michael Montias, economist and expert on Vermeer

John-Michael Montias, one of the world’s foremost scholars on the life of 17th-century Dutch artist Johannes Vermeer and professor emeritus of economics at Yale, died July 26 of complications from melanoma. He was 76.

Montias, who joined the Yale faculty in the late 1950s, was a specialist in the economic systems of the Soviet bloc. He researched the economies of many Eastern European countries during the 1960s and 1970s. During the Cold War, he served as a consultant to some of the highest officials of the U.S. government. His publications from that period include “Central Planning in Poland” and “The Structure of Economic Systems,” both published by the Yale University Press.

Although his academic work was in the field of economics, Montias’ passion was art, specifically 16th- and 17th-century Dutch painting. While on a fellowship at the Netherlands Institute for Advanced Social Studies in 1978, he combined the two interests by writing a comparative study of Dutch art guilds during the 16th century, poring over 16th- and 17th-century archival records in the process of teaching himself gothic Dutch. The result was his 1982 book “Artists and Artisans in Delft, a Study of the 17th Century.”

During the course of his research, Montias was surprised to learn that the scholarship on one of his favorite artists, Vermeer, was far from exhausted. He began a quest to uncover the life of the artist, considered one of the most enigmatic and mysterious. In 1989 he published the critically acclaimed “Vermeer and His Milieu: A Web of Social History.” In this book, Montias traced the artist’s life through notary records, discovering that Vermeer’s grandfather was a convicted counterfeiter; that his grandmother ran illegal lotteries; and that the artist himself fathered 13 children and died at the age of 43, completely destitute. Today, it is estimated that there are only about 35 Vermeer paintings still in existence, and the most recent work sold at auction was purchased for $26 million in London last July.

Montias published three more books about the 17th-century Dutch art market: “Artists, Dealers and Consumers: The World of Social Art” (1994), “Public and Private Spaces: Works of Art in 17th-Century Dutch Houses” (2000) and “Art at Auction in 17th-Century Amsterdam” (2002).

Born Oct. 3, 1928 in Paris, France, Montias came to the United States when he was 12. At 16 he matriculated as an undergraduate at Columbia University. After serving in the Army during the Korean War, he returned to Columbia, earning both his M.A. and Ph.D. in economics. He was awarded a Guggenheim Fellowship in 1961.

Montias is survived by his wife, Marie, of New Haven; his mother, Giselle de la Maisoneuve, of Paris, France; and his son John-Luke, and his fiancé, Samantha, both of New York City.

The Yale economist was buried in Grove Street Cemetery.

 

Image Source: Montias as Guggenheim Fellow (1961) John Simon Guggenheim Memorial Foundation. Detail from “Montias at the launching party at Amsterdam University Press of his book Art at auction in 17th-century Amsterdam, 10 September 2002 (Photo: Gary Schwartz)

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Chicago Economists Yale

Chicago. James Tobin Autobiographical Letter from Faculty Meeting, 1950

The following autobiographical remarks by James Tobin were circulated among the University of Chicago faculty before its Monday, February 13, 1950 meeting. After discussing the “Old Business” of the Committee Report on Ph. D. Thesis requirements and Departmental policy on library acquisitions, a third item added by hand to the mimeographed agenda was “C. Appointment (Tobin)”. 

Cf. the Search Committee report on Tobin from Columbia University, also from 1950.

Robert Dimand has recently published the book James Tobin in the Palgrave Macmillan series Great Thinkers in Economics.

A list of major works and Tobin-related links are at the Gonseca History of Economic Thought Website.

_____________________________________

If you find this posting interesting, here is the complete list of “artifacts” from the history of economics I have assembled. You can subscribe to Economics in the Rear-View Mirror below. There is also an opportunity for comment following each posting….

_____________________________________

TO: Professor T. W. Schultz

DATE: January 27, 1950

FROM: J. Marschak

 

Following our conversation on Tuesday, I attach 20 copies of the biography of James Tobin, with the request that they be circulated among the members of the Department.

Please note that Tobin’s article “Tax Measures to Encourage Saving” has been published in the meantime in the recent issue of the American Economic Review.

Sincerely yours,

Jacob Marschak

 

 

JAMES TOBIN. (Letter of April 2, 1949)

I was born March 5, 1918, in Champaign, Illinois, attended the local schools and the University of Illinois High School. I went to Harvard College on a National Scholarship and was graduated in 1939. I majored in economics in college, and did two years of graduate work in economics at Harvard 1939-41. I worked at Washington at OPACS and WPB from June 1941 to April 1942, when I went into the Navy and served as a line officer on a destroyer. I was “separated” in January 1946 and returned to Harvard to write a thesis. I was a part-time teaching fellow until I received the degree of Ph. D. I am married and have one child, aged 8 months.

I have indicated my training in economics in the previous paragraph: it is better than my mathematical background. In college I had two years of calculus, and as a graduate student I took a half-year course in mathematical statistics and a half-year course in mathematical economics. One of my chief occupations as a Junior Fellow has been to try to improve my mathematical equipment, by attending some courses and by independent work. I have studied advanced calculus, probability, differential equations, modern algebra.

Publications: “Note on the Money Wage Problem,” QJE, LV, 1941, 508-15. “The Role of Statistical Forecasts in Planning for Defense,” Public Policy, III, 1942, 197-223. “Liquidity Preference and Monetary Policy,” Rev. Ec. Stat., XXIX, 1947, 124-131. “Rejoinder” (to Clark Warburton, on same subject), ibid., XXX, 1948, 314-317. “Money Wage Rates and Employment,” in The New Economics, 572-587. “The Fallacies of Lord Keynes’ ‘General Theory’” (By Jaccques Rueff): Comment,” QJE, LXII, 1948, 763-770. A note on “Tax Measures to Encourage Saving” will be published in the AER later this year.

My thesis was entitled “A Theoretical and Statistical Analysis of Consumer Saving.” In it I attempted to derive a saving function by using both budget data and time series—a device suggested by you—and to bring in variables other than income: asset holdings, capital gains, price level. An article based on the thesis is promised for the projected volume in honor of John H. Williams. I am very much interested in the problems involved in obtaining statistical demand functions and am at present completing work on one for food, again using both budget data and time series.

 

Source: Hoover Institution Archives, Milton Friedman Papers, Box 79, Folder 2 “University of Chicago Minutes, Economics Department, 1949-1953”.

Image Source: Yale University Manuscripts & Archives. Digital Images Database. “James Tobin in war uniform (1945-December)”.

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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.

 

 

Categories
Suggested Reading Syllabus Yale

Yale. Graduate Course Keynesian Economics, Tobin. 1951-52

James Tobin came to Yale in 1950 at the rank of associate professor following his three years as a Junior Fellow of Harvard’s Society of Fellows that included a research stay at Richard Stone’s Department of Applied Economics in Cambridge. His Yale graduate course on “Aggregative Theory” covered contemporary Keynesian macroeconomics at mid-century.

This picture in his navy uniform is dated December 1945 according to the Yale archives.

_______________________________

Economics 110: 1951-52

1. Introduction to Model-building. Equilibrium Systems and their Stability

T. C. Schelling, National Income Behavior, Chs. 2, 3, 4 (pp 41-2), 5, 12.
R. G. D. Allen, Mathematical Analysis for Economists, Sections 2.9, 11.6, 11.7.
P. A. Samuelson, Foundations of Economic Analysis, Chs. I, II, and pp. 257-260.
Schelling, pp. 42-52.

2. The Keynesian and Classical Aggregative Models

J. R. Hicks, “Mr. Keynes and the Classics; a Suggested Interpretation”, Econometrica, V, 1937, p. 147.
R. F. Harrod, “Keynes and Traditional Theory” Econometrica, V, 1937 (reprinted, in The New Economics, p. 591.)
F. Modigliani, “Liquidity Preference and the Theory of Interest and Money” Econometrica, XII, 1944.
O. Lange, “The Rate of Interest and the Optimum Propensity to Consume” Economica, 1938 (reprinted in Readings in Business Cycle Theory, p. 169.
L. R. Klein, The Keynesian Revolution, Ch. III.

J. E. Meade, “A Simplified Model of Keynes’ System”, Review of Economic Studies, February 1937 (reprinted in The New Economics, p. 606)
Samuelson, Foundations, pp. 276-283.

W. Leontief, “The Fundamental Assumption of Keynes’ ‘General Theory’” Quarterly Journal of Economics, LI, 1936, p. 192.
W. Leontief, “Postulates: Keynes’ General Theory and the Classicists,” The New Economics, p. 232.

L. R. Klein, The Keynesian Revolution, 199-206.
J. Marschak, Income, Employment, and the Price Level, Lectures 18, 19, 20, Supplementary Lectures II, III.

3. The Consumption Function

a. Asset Holdings and the “Pigou Effect”

A. C. Pigou, “The Classical Stationary State”, EJ, 1943, 343-351.
M. Kalecki, “Professor Pigou on ‘The Classical Stationary State’—A Comment”, EJ 1944, 131-2.
Pigou, “Economic Progress in a Stable Environment”, E, 1947, 180-90.
Don Patinkin, “Price Flexibility and Full Employment”, AER 1948, 543-64 and Comment by H. Stein and Reply by Patinkin, AER 1949, 725-8.
Klein, 206-213
[Handwritten addition:] G. Ackley, “The Wealth-Saving Relationship”, JPE 1951, 154-161.

b. Problems of Aggregation

Klein, 192-196.
Staehle, “Short-period Variations in the Distribution of Incomes,” REStat 1937, 133-143, and 1939, 129-30.
Marschak, “Personal and Collective Budget Functions” REStat 1939, 161-70.
T. Haavelmo, “Family Expenditures and the Marginal Propensity to Consume”, Ec 1947, 335-341.
J. S. Duesenberry, Income, Saving and the Theory of Consumer Behavior, Chapters III, IV.
H. Lubell, “Effects of Income Redistribution on Consumers’ Expenditures” AER 1947, 157-170 and 930-1.
D. Brady and R. Friedman, “Savings and the Income Distribution”, Studies in Income and Wealth, X, 247-265.

c. The “secular” and “cyclical” functions

A. H. Hansen, Economic Policy and Full Employment, Ch. XIV.
A. H. Hansen, “A Note on the Secular Consumption Function” AER 1950, 662-4.
F. Modigliani, “Fluctuations in the Saving-Income Ratio” Studies in Income and Wealth, XI, 371-443.
J. S. Duesenberry, op. cit., Chapters III, IV, V.
L. Metzler, “Three Lags in the Circular Flow of Income”, in Income, Employment, and Public Policy (in honor of Hansen), 11-32.
R. P. Mack, “The Direction of Change in Income and the Consumption Function”, REStat, 1948, 239-258.

4. Liquidity Preference and the Theory of Interest

T. Wilson, Fluctuations in Income and Employment, Chapters I, II.
D. H. Robertson, Essays in Monetary Theory, Ch. I.
D. H. Robertson, “Some Notes on the Theory of Interest” in Money, Trade, and Economic Growth (in honor of J. H. Williams) 193-209.
A. H. Hansen, Monetary Theory and Fiscal Policy, Chapters 3, 4.
W. Fellner, Monetary Policies and Full Employment, Chapters V, VI.
N. Kaldor, “Speculation and Economic Stability” RES Oct. 1939, 1-27.
M. Kalecki, “The Short-Term and the Long-term Rate of Interest” Studies in Economic Dynamics, 32-46.
J. R. Hicks, Value and Capital, Chapters XI, XII, XIII.
P. A. Samuelson, Foundations, 122-4.
T. Scitovsky, “A Study of Interest and Capital” E 1940, 293-317.
A. Smithies, “Process Analysis and Equilibrium Analysis” EC 1942, 26-38.
[Handwritten addition:] L. Metzler, “Wealth, Saving, and the Rate of Interest”, JPE 1951, 93-113.

5. The Investment Function

Klein, 196-199.
Wilson, op. cit., Chapters V, VI, VII.
N. Kaldor, “A Model of the Trade Cycle” EJ 1940, 78-92.
M. Kalecki, “A New Approach to the Problem of Business Cycles” RES, Vol. XVI, 1949-50, 57-64.
A. P. Lerner, The Economics of Control, Chapter 25.
R. M. Goodwin, “Econometrics in Business-Cycle Analysis” in Hansen, Business Cycles and National Income, 442-449 (rest of chapter will be assigned later)
M. Kalecki, “The Principle of Increasing Risk”, Essays in the Theory of Economic Fluctuations, 95-106.

H. D. Henderson, “The Significance of the Rate of Interest” OEP #1, October 1938, 1-13.
J. Meade and P. W. S. Andrews, “Summary of Replies to Questions on the Effects of Interest Rates” OEP #1, October 1938, 14-31.
R. S. Sayers, “Business Men and the Terms of Borrowing” OEP #3, Feb. 1940, 23-31.
P.W. S. Andrews, “A Further Inquiry into the Effects of Rates of Interest”, OEP #3, Feb. 1940, 32-73.

K. Arrow, “Alternative Approaches to the Theory of choice in Risk-taking Situations” EC October 1951.

 

End of First Term

Abbreviations:

AER:                American Economic Review
EJ:                   Economic Journal
E:                     Economica
EC:                  Econometrica
QJE:                 Quarterly Journal of Economics
JPE:                 Journal of Political Economy
OEP:                Oxford Economic Papers
RES:                Review of Economic Studies
REStat:            Review of Economic(s and) Statistics

_______________________________

 

Economics 110
Reading List for Second Term: Dynamic Aggregative Theory

1. The Meaning of “Dynamics”

Samuelson, “Dynamic Process Analysis,” in Survey of Contemporary Economics, 352-355, 374-376.
Frisch, “On the Notion of Equilibrium and Disequilibrium,” Review of Economic Studies, 1935-36, 100-106.
Samuelson, Foundations of Economic Analysis, 311-320, 350-355.
Harrod, Towards a Dynamic Economics, 1-19.

[Handwritten marginal comment: Baumol? Schelling?]

2. The Mathematics of Dynamics

Samuelson, “Dynamic Process Analysis,” 356-367, 377-387.
Tinbergen, Business Cycles in the U.S.A. 1919-1932, 15-18, 140-147.

Suggested for further study:
Allen, Mathematical Analysis for Economists, Chapter XVI.
Samuelson, Foundations, Appendix B.
[Handwritten addition:] Schelling, Appendix.

3. The Nature and Logic of Dynamic Business Cycle Theory

Tinbergen, “Econometric Business Cycle Research”, in Readings in Business Cycle Theory.
Samuelson, Foundations, 335-342.
Frisch, “Propagation Problems and Impulse Problems in Dynamic Economics”, Economic Essays in Honour of Gustav Cassel, 171-206.
Tinbergen, “Annual Survey: Quantitative Business Cycle Theory”, Econometrica, 1935, 241-308.
Schumpeter, Business Cycles, 179-192, 533-535.

4. The Short-run Stability of Aggregative Models

Samuelson, Foundations, 257-269, 276-283.
Kaldor, “A Model of the Trade Cycle,” Economic Journal, 1940, 78-92.
Smithies, “Process Analysis and Equilibrium Analysis,” Econometrica, 1942, 26-38.
Metzler, “Three Lags in the Circular Flow of Income,” in Income, Employment, and Public Policy (Essays in Honor of Alvin H. Hansen).
Metzler, “The Nature and Stability of Inventory Cycles,” Review of Economic Statistics, 1941, 113-129.

5. Capital Accumulation and Growth

Domar, “Capital Expansion, Rate of Growth, and Employment,” Econometrica, 1946, 137-148.
Domar, “Expansion and Employment,” American Economic Review, 1947, 42-55.
Harrod, “An Essay in Dynamic Theory”, Economic Journal 1939, 14-33.
Fellner, Monetary Policies and Full Employment, Chapter II.
Schelling, “Capital Growth and Equilibrium,” American Economic Review, 1947, 864-876.
Alexander, “The Accelerator as a Generator of Steady Growth,” Quarterly Journal of Economics, 1949, 174-197.

6. Capital Accumulation and Cycles

Samuelson, “Interaction between the Multiplier Analysis and the Principle of Acceleration,” in Readings in Business Cycle Theory, 261-269.
Kalecki, Essays in the Theory of Economic Fluctuations, 116-149.
(Suggested: Kalecki, “A Macrodynamic Theory of Business Cycles,” Econometrica, 1935, 327-344.)
Hicks, The Trade Cycle.
Leontief, “Recent Developments in the Study of Interindustrial Relationships, American Economic Review (Proceedings), Mar. 1949, 211-225.
Georgescu-Roegen, “Relaxation Phenomena in Linear Dynamic Models,” in Activity Analysis of Production and Allocation, (Cowles Commission Monograph 13).

7. The Dynamic Theory of Inflation

Keynes, How to Pay for the War, 57-74.
Koopmans, “The Dynamics of Inflation,” Review of Economic Statistics, 1942, 53-65.
Smithies, “The Behavior of Money National Income under Inflationary Conditions”, Quarterly Journal of Economics, 1942-43, 113-128.
Duesenberry, “The Mechanics of Inflation,” Review of Economics of Statistics, Mar. 1950, 144-149.
Holzmann, “Income Determination in Open Inflation,” Review of Economics & Statistics, Mar. 1950, 150-158.

 

Source: Yale University Library, Manuscripts and Archives. James Tobin Papers, Box 18, Folder “Ec 103 [sic]” and “Ec 110, 1951-52].

 

Image Source: Yale University Manuscripts & Archives. Digital Images Database. “James Tobin in war uniform (1945-December)”.

 

Categories
Economists Yale

Yale. Young Irving Fisher. 1899.

While it is easy to find extensive biographical information for Irving Fisher, I am posting this item from the second volume of Universities and their Sons (1899), mostly for the picture of this young, newly minted, 32 year-old full professor of political economy at Yale. We see that middle-aged Irving Fisher’s more than passing resemblance to Col. Sanders of Kentucky Fried Chicken fame was preceded by boyish good looks of this, his academic youth. Again simply a reminder of the once youthfulness of the residents of our Pantheon of economics. Links are provided to the four works cited in this brief entry for Irving Fisher.  

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FISHER, Irving, 1867—

Born in Saugerties, N. Y., 1867; prepared for College at the high schools of Peace Dale, R I., and New Haven, Conn., and at Smith Academy, St. Louis; A.B. Yale, 1888; Ph.D. Yale, 1891; studied in Berlin and Paris, 1893-94; Instructor in Mathematics Yale, 1890; Tutor, 1891; Assistant Professor, 1893; Assistant Professor of Political Economy, 1895; Professor, 1899—

IRVING FISHER, Ph.D., Professor of Political Economy at Yale, was born February 27, 1867, at Saugerties, New York, son of the Rev. George Whitefield and Ella (Wescott) Fisher. His early education was acquired in the high schools of Peace Dale, Rhode Island, and New Haven, Connecticut, and at the Smith Academy, St. Louis, Missouri. He graduated from Yale in 1888 as valedictorian, and took the degree of Doctor of Philosophy in 1891. From 1890 to 1895 Mr. Fisher instructed in Mathematics at Yale. He became Assistant Professor of Mathematics in 1893, and Assistant Professor of Political Economy in 1895. The year 1893-1894 he spent in study in Berlin and Paris. He was made full Professor of Political Economy in 1899. He is a member of the American Mathematical Society, of the American Economic Association, the British Economic Association, and the Connecticut Academy of Arts and Sciences. Professor Fisher is the author of several books, among others: Mathematical Investigations in the Theory of Value and Prices [Published in Transactions of the Connecticut Academy of Arts and Sciences, Vol. 9, New Haven (1892 to 1895), pp. 1-124], Appreciation and Interest [1896] and Brief Introduction to the Infinitesimal Calculus, [1st ed. 1897] the last named being designed for students of Mathematical Economics and Statistics. He also wrote with Professor Phillips Elements of Geometry [1896]. He was married June 24, 1893, to Margaret Hazard, and has two daughters: Margaret and Caroline Fisher.

 

Source: University and their Sons. History, Influence and Characteristics of American Universities with Biographical Sketches and Portraits of Alumni and Recipients of Honorary Degrees. Editor-in-chief, General Joshua L. Chamberlain, LL.D. Vol II (1899), p. 392.

 

Categories
Economists Suggested Reading Yale

Yale. Suggested readings in social sciences from Arthur T. Hadley, 1901

President of Yale and former Professor of Political Economy, Arthur T. Hadley provides guidance to reading in the social sciences in the literature survey of this posting. It was published as one of six papers in a volume “based upon lectures arranged by the American Society for the Extension of University Teaching, and delivered in Philadelphia in the winter of 1898-99. The impulse to read good books that has grown out of the work of the Society in Philadelphia seemed to demand the suggestions that it was the purpose of these lectures to offer to those who desire to read wisely.”

Economics is discussed between pages 155 and 162 in the text following the book references, but visitors are encouraged to read the entire essay to appreciate the place of economics in Hadley’s scheme of the social sciences.

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SOCIOLOGY, ECONOMICS, AND POLITICS
BY ARTHUR T. HADLEY

REFERENCES

“History of the Science of Politics,” by Sir Frederick Pollock, London, 1890.
[First edition 1890New and Revised Edition 1911; Reprint 1930.]

“Commentaries on the Laws of England,” by Blackstone, London, 1765-69.
[John Adams’ copies:  Book IBook II;  Book IIIBook IV]

“Fragment on Government,” by Jeremy Bentham, London, 1776.

“Ancient Law,” by Sir Henry Sumner Maine, London, 1861.

“Wealth of Nations,” by Adam Smith, 1776. Edition with notes by Thorold Rogers, Oxford, 1880. Abridgment by Ashley, London, 1895.  [Vol I.; Vol II.]

“Principles of Political Economy, with some of their Applications to Social Philosophy,” by John Stuart Mill, London, 1848.
[1871: Seventh edition:   Vol. IVol. II.]

“Contemporary Socialism,” by John Rae. Second edition, London, 1891.
[1884: First edition; 1891: Second edition;  1901: Third edition]

“Burke,” by John Morley, London, 1888.

“Social Evolution,” by Benjamin Kidd, London, 1894.

“Physics and Politics,” by Walter Bagehot, London and New York, 1872. [1873: First Edition; 1881: Sixth Edition]

 

[p. 139]

SOCIOLOGY, ECONOMICS, AND POLITICS

It is the work of the biographer or the historian to gather the events which group themselves about some man or body of men, and trace the subtle sequences of causation by which they are connected. The task of the student of political theory, whether he call himself economist, jurist, or sociologist, is a more ambitious and a more perilous one. His explanations of political events must be general instead of specific. It is not enough for him to correlate the occurrences of a particular life or a particular period. He must frame laws which will enable his followers to correlate the events of any life or any period with which they may have to deal, and to sum up in a single generalization the lesson of many such lives and periods.

This is the kind of result at which the sociologist must aim, if he has the right to call himself a sociologist at all. His manner of [140] reaching it will depend upon his individual character. It may be in flashes of genius like that of Burke. It may be by the strict observance of logical processes like those of John Stuart Mill. It may be — and this is the most common method of all — by a painstaking study of history like that of Aristotle or Adam Smith. Such a study of history the sociologist is at some stage of his progress practically compelled to make. The most brilliant genius must verify his theories by comparing them with the facts. The most astute logician must test the correctness of his processes by applying his conclusions to practical life. In default of such study we have not a work of science but a work of the imagination. This is the character of books like Plato’s “Republic,” like More’s “Utopia,” like Bellamy’s “Equality.” It is to a less degree the character of books like Rousseau’s “Contrat Social” or George’s “Progress and Poverty.” Each of these is a work of genius; but in Plato or Bellamy there is no historical verification at all, and in Rousseau or George there is not enough of it. A work of this kind is sure to be unscientific; and what is worse, it is [141] almost equally sure to be pernicious in its practical influence.

We are sometimes told that these imaginative works of sociology bear the same relation to politics that the historical novel does to history. This may be true if we look at them solely from the standpoint of literary art. But if we judge from their moral effect upon the reader the parallel fails. Reader and author both know that the historical novel is not true. It does not pretend to be true. No one is in danger of mistaking “Quentin Durward”or “Henry Esmond” for actual histories of the time with which they deal. With the writings of political theorists it is far otherwise. The line between the picture of an actual state and the picture of a possible state is not a very clear one. The reader of Rousseau or George hardly knows when he passes from a description of real evils and abuses to a description of imaginary remedies. The greater the ability with which such a work is written the greater is the danger of confusion. The author as well as the reader is excited by the exercise of imaginative power. Bellamy is said to have written “Looking Backward” as a work of fiction [142] pure and simple; but when his readers began to regard him in the light of a prophet, there was an irresistible temptation for the author to regard himself in the same way.

If a man can write literature at all, the construction of a work of political imagination gives him a fatally easy chance to act as a leader of men’s thoughts, Plato’s “Republic” was a far easier work to construct than Aristotle’s “Politics.” The one required only concentrated thought, the other involved in addition a painstaking use of material. There is the same advantage in facility of construction in the works of Rousseau as compared with those of Turgot. The easily written work is also the one which enjoys more readers and which has more influence, at least during the writer’s lifetime. George’s “Progress and Poverty” was not based on an investigation into the history of land tenure. He was therefore able in good faith to promise his readers the millennium if certain schemes of social reform were adopted; and readers anxious for the millennium were enthusiastic over the book. Wagner, in his “Foundations of Political Economy,” unfortunately not translated into English, made a [143] scrupulous investigation of those historical points which George had overlooked, and he was therefore unable to promise his readers the millennium. The consequence is that where Wagner counts one disciple George counts a thousand. Of the ultimate disappointment and evil which result when we trust ourselves to unhistorical theories of politics it is hardly necessary to speak. The work of political imagination may have the same artistic character as the historical novel, but it has a baneful practical influence which makes it, from the moralist’s standpoint, an illegitimate use of artistic resources.

It is not in his choice of subject matter, but in the form of his conclusions, that the work of the sociologist differs from that of the writer of history. The man who aims at specific explanations, however widespread, is an historian; the man who is occupied with verifying generalizations, however narrow, is a sociologist. Bryce’s “American Commonwealth” is essentially a work of history. That he deals with a set of contemporary events instead of successive ones is an accident of his subject. He has taken a cross section of history, instead of a longitudinal [144] section, because American political events are better understood by looking at them in the former way than in the latter. On the other hand, Bagehot’s “English Constitution,” though very similar to Bryce’s “American Commonwealth” in its subject and in its external arrangement, is predominantly a sociological work; and the same thing may be said yet more unreservedly of Burke’s “Reflections on the Revolution in France.” To Bagehot and to Burke, the understanding of English or French politics was not an end; it was rather an incident in the discovery and application of those profounder laws which regulate the politics of every nation.

The use of the name “sociology” to designate investigations of this kind dates from Auguste Comte; its widespread popular acceptance, which makes it necessary for us to use it whether we like it or not, results chiefly from the influence of Herbert Spencer. Many students of political theory regard the term as an unfortunate one; and I am inclined to think that we shall understand the real scope of our subject better if we use the word sociology only under protest. This is not because it is bad Latin, — though it is very bad [145] Latin indeed, — but because it has prevented the use of a much better term, ethics, the science of customs and morals. The effect of calling our subject sociology instead of ethics has been bad, both on the students of morals and on the students of society. It has caused the students of morals to follow old methods and to make their science predominantly a deductive rather than an empirical one. Instead of availing themselves of the results of history and making a social study of those laws of conduct which are essentially social phenomena, they have continued, like their fathers, to make it a branch of psychology. Meantime it has caused the professed students of sociology to go too far in the other direction; to neglect the help which they can get from wide-awake psychologists like Mark Baldwin, whose “Social and Ethical Interpretations in Mental Development” is really a profound contribution to political study, and to occupy themselves far more with classifying things which they see from the outside, than with explaining those which they get from the inside. Among people who have but a slight knowledge of the methods and purposes of political science, [146] there is a tendency to apply the name “sociology” to every description of the actions of men in society, whether scientific or not. The story of a public bath-house, the collection of a few wage statistics, or the scheme for a new method of measuring criminals are all described as studies in sociology; and the observer, who has perhaps collected a little material for the future historian, is deluded by the high-sounding name into the belief that he has done more truly scientific work than Gibbon or Mill, Nor do the really scientific sociologists wholly escape the baleful influence of a name which tends to separate their field so widely from that of the moralists. It leads them to make their science a branch of anthropology; to deal with men chiefly in masses; to give disproportionate importance to the study of prehistoric races just because they are so readily looked at in this way. Even if, like Bastian or Giddings, we give just importance to the development of mental processes, as distinct from physical ones, we are prone to begin at a point so remote from our own that we are unable to test the correctness of our descriptions.

Thus it has come to pass that there is in [147] the popular mind not only a separation but an antithesis between ethics, which deals with the profounder instincts derived from our consciousness, and the various branches of sociology, — law, economics, politics, — whose study and whose precepts are empirical. This way of looking at things is fundamentally wrong. All good sociological work has a profoundly ethical character. Aristotle, Hobbes, Rousseau, Blackstone, Adam Smith, not to mention a score of scarcely less distinguished writers, obtained their hold upon the public by the light which they threw upon ethical difficulties and moral problems. Their sociological work has sometimes been based on good ethics and sometimes on bad ethics; in fact, its ethics has generally been good or bad according to the greater or less completeness of the historical study which has preceded it. But some powerful ethical reasoning it has contained and must contain in order to secure a hold on mankind. It must explain men’s mental and moral attitude toward each other. Sociology is ethics, and ethics is sociology. The apparent opposition between the two is the result of deductive scientific methods on one side or the other.

[148] We have now defined the limits of our subject. We are seeking to gain a general view of that literature which is based upon history, expresses its conclusions in general laws, and seeks to explain men’s moral conduct as members of society. The successful investigations in this field fall under three groups: law, economics, and politics. The first seeks to explain, criticise, and justify the judicial relations of mankind as determined by the necessities of public security; the second their commercial relations as determined by the necessities of business; while the third, as yet in its infancy, attempts to consider their political and moral relations as members of a civil society in whose government they have a share.

The principles of law were of course formulated at a very early period. First we have codes of procedure, like the Twelve Tables of Rome; then we have formal rules of conduct which will be enforced by the civil authority; still later we have judicial decisions and legal text-books indicating the methods in which these traditional rules are applied to new cases. But none of these is literature. Legal literature, in the broader [149] sense, may be said to begin when we endeavor to explain the relations between the rules of law and the principles of natural justice accepted by the conscience of the community. The two greatest modern works of law, Blackstone’s “Commentaries” in England and Savigny’s “System of the Roman Law of To-day” in Germany, both owe their power to this underlying idea. Not that it is obtruded upon the reader, but that it is held in reserve as a vivifying force. Blackstone is distinguished from “Coke upon Littleton,” not in being a greater legal authority, — for, technically speaking, “Coke upon Littleton” is legal authority while Blackstone is not, — but because Blackstone wrote a work for the public and not for the lawyers; a work which put all English-speaking gentlemen in touch with the common law, and made it, not an instrument of professional success, but a part of the reader’s life. The ethical character manifest in Blackstone’s writings is from the necessity of the case even more saliently developed in the works of the international lawyers, and most of all in their great leader Grotius. For international law rests not [150] upon the authority of a superior who has the physical force to make his commands respected, but on the common sense and common consent of the parties in interest. A treatise on international law is therefore in the highest sense a treatise on ethics, — ethics put to the test of practice, and verified or rejected by history.

But profound as is the harmony between law and justice in civilized nations, the occasional dissonance is on that ground all the more marked. These dissonances have therefore occupied a large attention among those who studied the relations between law and ethics. What gives authority to certain principles which we call law, more or less independent of those other principles which we call justice? It was Hobbes who, in his “Leviathan,” first undertook a systematic answer to this question, and developed the theory of the social compact which, for good or ill, has formed the subject of so many political controversies. According to Hobbes, a state of nature is for mankind a state of anarchy. To avoid the intolerable evils of this condition, governments have been established for the purpose of giving [151] security. As long as a government does, in fact, give such security, it performs its part of the compact under which it was established; and its subjects, as representatives of the other party to such a compact, are bound to obey its ordinances. The evils of anarchy were, in Hobbes’s view, so great that no approximation to the enforcement of justice could be obtained except under such a surrender of personal rights and opinions as was implied in his fiction of the social compact.

In the hands of Hobbes this doctrine was a conservative force. It justified men in keeping quiet under evils against which their moral sense would otherwise have led them to revolt. But in the century following Hobbes, Locke and Rousseau made a use of the social compact theory of which its author never dreamed, — a use which made it not a conservative but a revolutionary power, — a use which reintroduced into politics and into law those discussions of natural justice which it had been Hobbes’s aim to exclude. For Rousseau denied emphatically that the government had fulfilled its part of the contract with the people when it simply [152] maintained a state of public security. It was not enough to govern, it must govern well; it must not merely repress positive disorder, but promote that justice and that happiness which the collective public opinion of the community demanded. The government, as Rousseau regarded it, was a trustee for the people, pledged and required to pursue popular happiness, and forfeiting its trust the moment it used it for any other purpose. It was on these views of Locke and Rousseau that the authors of the Declaration of Independence based their political doctrines. It was on these views that the French Revolution was founded, and in the exaggeration of these views that its excesses were committed.

But just at the time when this idea of the social compact was most widely influential in practice, it received its deathblow as a theory. With marvelously acute analysis, Bentham, in his “Fragment on Government,” proved that there was neither historically nor logically any such thing as a social compact. Government, according to Bentham, derives its authority, not from an ancient promise to give public security, nor from [153] a long standing trusteeship in behalf of the people, but from the habitual obedience of its subjects. Where such habitual obedience exists, there is government. The accredited acts of such a government are lawful, whether they conform to the ideas of natural justice in any individual case or not. If these acts are habitually contrary to the people’s sense of justice, discontent will culminate in revolution, and then the government will be changed so that another authority and another set of laws will come into being. But the second government, like the first, derives its authority from the fact of being able to exercise its power. Any rights which Hobbes might deduce from a supposed agreement by which it was brought into being, or any limitations on its authority which Rousseau might deduce from a similar hypothesis, are both alike fictitious.

Such was the ground taken by Bentham; and he has been followed by almost all English and American writers who deal with law from a professional standpoint. But there has very recently been a tendency to react from this extreme view and to take a middle ground between the position of [154] Bentham and Hobbes. For while it is undoubtedly true that people habitually obey a government, and that its authority is in fact based on this habitual obedience, it is also true that they obey cheerfully only within certain limits set by public opinion, and that beyond those limits they defeat the governmental authority, not by a revolution, but by the quieter process of nullification. The same habit which establishes the government establishes bounds within which it regards the authority of that government as salutary, and beyond which it will not encourage or even allow the government to go. This view was foreshadowed by Burke in some of the noblest of his political orations. It was applied historically by Sir Henry Maine in his studies of Indian village communities. It has received vigorous support from Herbert Spencer in his brilliant collection of essays, “The Man versus the State.” In America, where the extreme views of Bentham have never enjoyed the unquestioned authority which they possessed in England, even professional lawyers like Abbott Lawrence Lowell have developed theories of law and government based on this [155] view. It only remains for some man of genius to summarize the conclusions of these scattered works, and to develop a theory of the relations between law and justice which shall do for the students of our day what Aristotle did for those of two thousand years ago.

The study of economics, or principles of commerce, began much later than the study of law. The recognition of the ethical character of governments antedated by at least two thousand years the recognition of the ethical character of commerce. Those who look at business operations from the outside, as most of the early writers did, regard them as presumably immoral; as bearing the same relations to the principles of justice which the thief bears to the policeman. Aristotle, Cicero, Aquinas, are all actuated by this idea. It was reserved for Adam Smith to develop a philosophy of business which was in the highest and best sense of the word a moral philosophy. There have been a good many needless inquiries as to the reasons which make the “Wealth of Nations” superior in merit and influence to the many other acute economic [156] writings in the latter part of the last century. The answer to these inquiries is a simple one. It was because Smith presented clearly to the reader the essentially moral character of business under modern conditions. His predecessors had generally thought of trade as a bargain, as a contest between buyer and seller, where the more skillful and more unscrupulous party gained the advantage over the other. Smith showed how under free competition the self-interest of the several parties, intelligently pursued, conduced to the highest advantage of the community. Did high prices prevail? It was a symptom of scarcity. If we forbade the seller to take advantage of that scarcity, we perpetuated the evil. If, on the other hand, we invited other sellers to compete with him, we directed the industrial forces of the community to the point where they are most needed; we relieved the scarcity of which the high price is but a symptom, and at comparatively small expense to society effected a lasting cure. There is not time to develop this theory of Smith’s in all its varied applications, or to show how, under the marvelous adjustments of modern business, price tends [157] to adjust itself to cost, and cost to be reduced to such a degree as to give the various members of the community the maximum of utility with the minimum of sacrifice. That Smith saw this truth, was his fundamental merit. That he was the first to see it in anything like its full scope, that he had the power to verify it, the candor to recognize its limits, the vigorous English in which to communicate his ideas to others, are facts which give the “Wealth of Nations” the place it deservedly holds in science and in literature. Not in economic science only, but in the whole field of morals have we learned from Adam Smith to expect a harmony of interests between the enlightened self-interest of the individual and the public needs of the community. The fact that the completeness of this harmony has been exaggerated by subsequent writers does not detract from the merit of its discoverer, but rather is a testimony to his power.

Of course Smith’s economic principles were widely called in question and vigorously debated. Some rejected his views altogether. Out of this rejection came the socialist controversy. Others held that his [158] principles of commerce were true as between individuals, but not as between nations; that in the latter case we necessarily had a bargain and a contest rather than a competition, a conflict of interests rather than a harmony. Out of this grew the protectionist controversy. The whole problem of protection is so interwoven with difficult points in the theory of taxation that the best discussion of the subject is often highly technical, and scarcely belongs to the domain of literature. But it would be wrong, in the city of Philadelphia, to give a review of economic writing which should pass over in silence the honored name of Henry C. Carey, who alone, perhaps, among protectionist writers meets the points of Adam Smith with a moral purpose not less profound than that of his opponent.

The socialist controversy belongs in far larger degree to the domain of literature. For half a century succeeding Adam Smith the benefits of increased competition were so great that all classes joined in demanding the removal of barriers against trade. But by the middle of the nineteenth century it had become quite evident that universal [159] happiness was not to be obtained in this way. Under the influence of Malthus many of the professed economists said that it was useless to strive in that direction; that with an increase of population misery must be the lot of the larger part of mankind. Such views aroused a reaction against commercialism. The literature of this reaction falls into two groups, — that of the Christian or conservative socialists, represented in English by Carlyle, Kingsley, and Ruskin, and that of the social democracy, whose great leaders in literature as well as in politics were Lassalle and Marx. The work of the Christian socialists has given us some charming examples of literary art. For the most part, however, the history of this school illustrates the danger of attempts to write on sociology without the necessary historical study. When it came to practical questions the Christian socialists as a body were found on the side of the slaveholder and the tyrant. Actual progress in emancipation came from the cautious and somewhat pessimistic student like Mill or Bright, who saw the difficulties in the way of reform, rather than from the man to whom impatience [160] seemed a virtue and idealism a substitute for history.

Lassalle and Marx deserve far more attention. Lassalle’s works have not been translated into English, and those of Marx are too voluminous and too abstruse for the general reader; but a good account of their character and influence can be found in Rae’s “Contemporary Socialism.” Lassalle was primarily a student of history, Marx a critic of actual business conditions. Lassalle thought that he discovered a law of historical evolution by which the control of business was moving farther and farther down among the masses of the people. Adam Smith’s work represented to him a period of transition from a narrower to a broader economy. It had the merit of taking business out of the hands of the privileged classes. It had the demerit of incompleteness, in that it left it in the hands of the property-owners. The evils of this incomplete work were accentuated — and over-accentuated — by Lassalle and Marx and their followers. Starting from the Aristotelian dogma that value is based on labor, Marx showed that the laborer did not get at present [161] all the product, but only a part of it; and he held that the other part, kept back from the laborer, represented legalized robbery.

Of the great ability of these writers and of their importance in the world’s literature there can be no doubt. In intellectual brilliancy they were probably superior to their greatest contemporary among the defenders of the existing order, — John Stuart Mill. Their failure was the result of a faulty method. Instead of starting from historical facts and working out towards explanations, they started with a principle of deductive ethics, that labor was necessarily the source of value. It was not in intellectual acuteness that they failed by comparison with Adam Smith, but in the intrinsic weakness of purely deductive methods for dealing with social phenomena. And it was just by knowing when to abandon these methods that John Stuart Mill succeeded. It is the fashion nowadays to criticise Mill’s economic writings unsparingly, to say that he carried nothing out to its logical conclusion, that he used neither the relentless logic of the last century nor the Darwinian methods [162] of the present. Yet Mill was greater than his critics. He had a profound conception of the importance of his subject in its moral aspects. He had a wide knowledge of facts. He had infinite industry in testing those facts. The very incompleteness of his conclusions, which has been made a subject of complaint against him, was the result of that candor which would not allow him to deal unscrupulously with facts that interfered with his theories. Great in the sense of Adam Smith he probably was not, at any rate as an economist, for he developed no new truths of wide-reaching importance. His work was not a work of seedtime, but a work of harvest. It was his to gather and store for use the fruit which Adam Smith had sown.

But the middle of the nineteenth century witnessed the beginnings of a political science wider than the study of law or the study of economics. Men’s minds were no longer satisfied with analyzing the relations between law and justice or between commerce and justice. They demanded to know what was that justice itself, and who made it. The Catholic theory that it was made by the [163] Church, and the Protestant theory that each man made it for himself, were found to be equally inadequate for explaining historical events. We needed a broader science of politics, which should explain the social structure and the public opinion which held it together, — the political entity, of which law was but one manifestation and business another.

The problem was not a new one. Men had tried to solve it in all ages; and at least four attempts had been made which possessed great merit, whether viewed from the standpoint of scientific care, of literary form, or of practical influence. These were the “Politics” of Aristotle, at the culmination of Greek thought; the “Republic” of Jean Bodin, at the close of the Middle Ages; the “Spirit of the Laws” of Montesquieu, in the literary movement which preceded the French Revolution, and the “Philosophy of History and Law” of Hegel. It was the method of analysis which was new. The Darwinian theory, with its doctrine of survival and elimination, gave us a means of explaining political evolution which our ancestors had not possessed. Crude as were the first efforts in [164] its application, and incomplete as are the results even now attained, it represents a new power in political and moral study. In one sense it was not really new; for orators like Burke and Webster and Lincoln were applying to the problems of practical statesmanship those conceptions of evolution and struggle and survival which we associate with the name of Darwin. But the growth of the modern science of biology has had a profound influence on the science and literature of politics; and those ideas which a century or even a half century ago were but the occasional inspirations of our men of genius, are now being systematized and developed in all directions. They form the background of books like Kidd’s “Social Evolution” or Fiske’s “Destiny of Man;” they are reflected in almost every page of the political essays of John Morley; they are made the basis of scientific studies as diverse as those of Spencer, Giddings, and — best of all — Bagehot, whose “Physics and Politics” perhaps represent the high-water mark of constructive attainment in this field of literary and scientific activity. Not that Bagehot’s work is in any sense final; the great book [165] to which future generations shall refer as marking an epoch in this progress remains yet to be written.

But though we cannot yet point to any such culminating achievement, we can indicate with much precision the fundamental ideas which modern political science is following, — the lines of development —

“Where thought on thought is piled till some vast mass
Shall loosen, and the nations echo round.”

The first of these fundamental ideas is that of race character. Each social group — horde, tribe, or nation — has its type of personal development. The habits of the race limit the activity of the individual. Institutions, religions, philosophies of life and conduct, are but the expressions of this race type. This is what is really meant by saying that society is an organism. The men who first made this expression popular, like Spencer, tended to carry too far this analogy to a biological organism, and to study the processes of social nutrition rather than those of social psychology. But this error is largely a thing of the past. The success of a book like Kidd’s “Social Evolution,” in spite of the vagueness or crudeness of many [166] of its parts, shows how eagerly people are looking for a science which shall lay stress on explaining their beliefs and moral characteristics rather than their visible organization.

A second fundamental idea is that this race character is but the record of the past history of the people; embodying itself in habits of action which are a second nature to the individuals that compose it. “In every man,” says Morley, “the substantial foundations of action consist of the accumulated layers, which various generations of ancestors have placed for him. The greater part of our sentiments act most effectively when they act most mechanically.” Or to quote the noble passage in Burke which suggested this utterance of Morley: “We are afraid to put men to live and trade each on his own private stock of reason, because we suspect that this stock in each man is small, and that the individuals would do better to avail themselves of the general bank and capital of nations and of ages. Many of our men of speculation, instead of exploding general prejudices, employ their sagacity to discover the latent wisdom which prevails in them. [167] If they find what they seek, and they seldom fail, they think it more wise to continue the prejudice with the reason involved, than to cast away the coat of prejudice, and to leave nothing but the naked reason: because prejudice with its reason has a motive to give action to that reason, and an affection which will give it permanence. . . . Prejudice renders a man’s virtue his habit, and not a series of unconnected acts.”

A third idea following closely upon the second is that these habits of mind have been given their shape in a struggle for existence between different races, no less severe than that which prevails among the lower animals; only this human struggle is chiefly a conflict between ethical types rather than physiological ones, and stamps its verdict of fitness or unfitness upon moral characteristics rather than physical structures. This is where the work of Darwin has given the modern investigator his greatest advantage. There were writers prior to Darwin who, like Hegel, were just as completely possessed of the idea of evolution as Spencer or Bagehot; but Hegel and every other political writer who preceded Darwin found it [168] hard to get, outside of his own consciousness, either a test of fitness or a compelling force which should make for progress. To the Darwinian this is easy. Here are two tribes, with different standards of morality. One standard preserves the race which holds it, and is therefore self-perpetuating; the other has the reverse effect, and is therefore self-destructive. The process of elimination by natural selection does its work and registers its verdict.

But the race characteristics which contributed to success in one age or state of civilization may not be equally successful in a later age or more advanced state. The race which would be permanently successful must have the means of adapting itself to new conditions. A really permanent system of morals must provide for progress as well as discipline, for flexibility to meet future conditions as well as firmness to deal with present ones. How is the combination to be secured ? The answer to this question gives us the modern doctrine of liberty, as developed by Mill and his followers. This represents the fourth and greatest of the ideas of modern social philosophy, which can be [169] applied to almost every department of human activity — commercial freedom, religious toleration, or constitutional government. We cannot better close our survey of political literature than by availing ourself of John Morley’s unrivaled powers of statement in summarizing this great principle.

“We may best estimate the worth and the significance of the doctrine of Liberty by considering the line of thought and observation which led to it. To begin with, it is in Mr. Mill’s hands something quite different from the same doctrine as preached by the French revolutionary school; indeed, one might even call it reactionary, in respect of the French theory of a hundred years back. It reposes on no principle of abstract right, but, like the rest of its author’s opinions, on principles of utility and experience.

“There are many people who believe that if you only make the ruling body big enough, it is sure to be either very wise itself, or very eager to choose wise leaders. Mr. Mill, as any one who is familiar with his writings is well aware, did not hold this opinion. He had no more partiality for mob rule than De Maistre or Goethe or Mr. Carlyle. [170] He saw its evils more clearly than any of these eminent men, because he had a more scientific eye, and because he had had the invaluable training of a political administrator on a large scale, and in a very responsible post. But he did not content himself with seeing these evils, and he wasted no energy in passionate denunciation of them, which he knew must prove futile. . . . Mr. Carlyle, and one or two rhetorical imitators, poured malediction on the many-headed populace, and with a rather pitiful impatience insisted that the only hope for men lay in their finding and obeying a strong man, a king, a hero, a dictator. How he was to be found, neither the master nor his still angrier and more impatient mimics could ever tell us.

“Now Mr. Mill’s doctrine laid down the main condition of finding your hero; namely, that all ways should be left open to him, because no man, nor the majority of men, could possibly tell by which of these ways their deliverers were from time to time destined to present themselves. Wits have caricatured all this, by asking us whether by encouraging the tares to grow, you give the [171] wheat a better chance. This is as misleading as such metaphors usually are. The doctrine of liberty rests on a faith drawn from the observation of human progress, that though we know wheat to be serviceable and tares to be worthless, yet there are in the great seed-plot of human nature a thousand rudimentary germs, not wheat and not tares, of whose properties we have not had a fair opportunity of assuring ourselves. If you are too eager to pluck up the tares, you are very likely to pluck up with them these untried possibilities of human excellence, and you are, moreover, very likely to injure the growing wheat as well. The demonstration of this lies in the recorded experience of mankind.”

 

Source: H. Morse Stephens et al. Counsel upon the Reading of Books, Boston and New York: Houghton, Mifflin and Company. The Riverside Press, Cambridge, 1901.

Image Source: Wikipedia, Arthur Twining Hadley.