Tag: Ashley

Radcliffe. Economics Course Offerings, 1894-1900

Post author By Irwin Collier
Post date 2018-02-11

Besides documenting the course offerings available to Radcliffe students at the end of the 19th century, the post today offers us relatively thick course descriptions of what were essentially identical to Harvard economics courses that I have not found for that period. Pre-Radliffe economics course offerings and the first actual Radcliffe courses for 1893-94 have been posted earlier.

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1894-95
ECONOMICS.

(Primarily for Undergraduates.)

PROFESSOR CUMMINGS. — Outlines of Economics. — Mill’s Principles of Political Economy. — Lectures on Economic Development, Distribution, Social Questions, and Financial Legislation. This course gave a general introduction to Economic study, and a general view of Economics for those who had not further time to give to the subject. It was designed also to give argumentative training by the careful discussion of principles and reasoning. The instruction was given by question and discussion. J. S. Mill’s Principles of Political Economy formed the basis of the work. At intervals lectures were given which served to illustrate and supplement the class-room instruction. In connexion with the lectures, a course of reading was prescribed. The work of students was tested from time to time by examinations and other written work. — 13 students.

PROFESSOR ASHLEY. — The Elements of Economic History from the Middle Ages to Modern Times. The object of this course was to give a general view of the economic development of society from the Middle Ages to the present time. It dealt, among others, with the following topics: the manorial system and serfdom; the merchant gilds and mediaeval trade; the craft gilds and mediaeval industry; the commercial supremacy of the Italian and Hanseatic merchants; trade centres, and trade routes; the merchant adventurers and the great trading companies; the agrarian changes of the sixteenth century; domestic industry; the struggle of England with Holland and France for commercial supremacy; the beginning of modern finance; the progress of farming; the great inventions and the factory system. Attention was devoted chiefly to England, but that country was treated as illustrating the broader features of the economic evolution of the whole of western Europe. Arrived at the 17th century, it was shown how English conditions were modified by transference to America. The opportunity was taken, throughout the course, to introduce the students to the use of the original sources. — 6 students.

(For Graduates and Undergraduates.)

PROFESSOR ASHLEY. — Aristotle to Ricardo. — Economic Theory. This course traced the development of economic theory from its beginnings to Ricardo. It was treated partly by lectures and partly by the discussion of selections from leading writers. The more important chapters of Adam Smith’s Wealth of Nations, of Malthus’s Essays on Population, and Ricardo’s Principles of Political Economy and Taxation, were read by students, and discussed in the class-room; and an attempt was made to show the relation of the “classical economists ” to more recent economic speculation. — 8 students.

PROFESSOR CUMMINGS. — The Principles of Sociology. — Development of Modern State, and of its Social Functions. An introductory course in sociology, intended to give a comprehensive view of the structure and development of society in relation to some of the more characteristic ethical and industrial tendencies of the present day. The course began with a theoretical consideration of the relation of the individual to society and to the state, – with a view to pointing out some theoretical misconceptions and practical errors traceable to an illegitimate use of the fundamental analogies and metaphysical formulas found in Comte, Spencer, P. Leroy Beaulieu, Schaeffle, and other writers. The second part followed more in detail the ethical and economic growth of society. Beginning with the development of social instincts manifested in voluntary organization, it considered the genesis and theory of natural rights, the function of legislation, the sociological significance of the status of women and of the family and other institutions, – with a view to tracing the evolution of certain types of society based upon a more or less complete recognition of the social ideas already considered. The last part dealt with certain tendencies of the modern state, discussing especially the province and limits of state activity, with some comparison of the Anglo-Saxon and the continental theory and practice in regard to private initiative and state intervention in relation to public works, industrial development, philanthrophy, education, labor organization, and the like. Each student selected for special investigation some question closely related to the theoretical or practical aspects of the course; and a certain amount of systematic reading was expected. — 7 students.

PROFESSOR ASHLEY. — Economic Seminary. Here four graduate students investigated the present industrial organization of the U. S.; one giving particular attention to the Woollen and Cotton Industries of New England; a second to the Coal and Iron Industries of Pennsylvania; a third to the Petroleum business; and the fourth to the Labor movement, especially around Chicago.

Source: Radcliffe College. Report of the President, 1894-95, pp. 48-49.

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1895-96
ECONOMICS.

(Primarily for Undergraduates.)

1. PROFESSOR CUMMINGS. — Outlines of Economics. — Mill’s Principles of Political Economy. — Lectures on Economic Development, Distribution, Social Questions, and Financial Legislation. This course gave a general introduction to economic study, and a general view of Economics. It was conducted mainly by questions and discussions, supplemented by lectures. Large parts of Mill’s Principles of Political Economy were read, as well as parts of other general books; while detailed reference was given for the reading on the application and illustration of economic principles. — 20 students.

(For Graduates and Undergraduates.)

10. PROFESSOR ASHLEY. — The Mediaeval Economic History of Europe. The object of this course was to give a general view of the economic development of society during the Middle Ages. It dealt, among others, with the following topics: the manorial system in its relation to mediaeval agriculture and to serfdom; the merchant gilds and the beginnings of town life and of trade; the craft gild and the gild-system of industry, compared with earlier and later forms: the commercial supremacy of the Hanseatic and Italian merchants; the trade routes of the Middle Ages and of the sixteenth century; the merchant adventurers and the great trading companies; the agrarian changes of the fifteenth and sixteenth centuries and the break-up of the mediaeval organization of social classes; the appearance of new manufactures and of domestic industry. Special attention was devoted to England, but that country was treated as illustrating the broader features of the economic evolution of the whole of western Europe. — 6 students.

2¹. PROFESSOR ASHLEY. — Economic Theory, from Adam Smith to the present time.- Selections from Adam Smith and Ricardo. — 8 students.

2². PROFESSOR MACVANE. — Economic Theory. Modern Writers. — 4 students.

3. PROFESSOR CUMMINGS. — The Principles of Sociology. This course began with a general survey of the structure and development of society; showing the changing elements of which a progressive society is composed, the forces which manifest themselves at different stages in the transition from primitive conditions to complex phases of civilized life, and the structural outlines upon which successive phases of social, political, and industrial organization proceed. Following this, was an examination of the historical aspects which this evolution has actually assumed: Primitive man, elementary forms of association, the various forms of family organization, and the contributions which family, clan and tribe have made to the constitution of more comprehensive, ethnical, and political groups; the functions of the State, the circumstances which determine types of political organization, the corresponding expansion of social consciousness, and the relative importance of military, economic, and ethical ideas at successive stages of civilization. There was careful consideration of the attempts to formulate physical and psychological laws of social growth; the relative importance of natural and of artificial selection in social development; the law of social survival; the dangers which threaten civilization; and the bearing of such general considerations upon the practical problems of vice, crime, poverty, pauperism, and upon mooted methods of social reform. The student was made acquainted with the main schools of sociological thought, and opportunity was given for a critical comparison of earlier phases of sociological theory with more recent contributions in Europe and the United States. Regular and systematic reading was required. Topics were assigned for special investigation in connection with practical or theoretical aspects of the course. — 4 students.

(Primarily for Graduates.)

20. PROFESSOR ASHLEY. — Seminary in Economics. One student continued her investigation into mediaeval land tenure, and another began an inquiry into the relations between Adam Smith and Turgot. — 2 students.

Source: Radcliffe College. Report of the President, 1895-96, pp. 46-47.

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1896-97
ECONOMICS.

Primarily for Undergraduates: —

1. Asst. Professor CUMMINGS and Dr. JOHN CUMMINGS. — Outlines of Economics. Principles of Political Economy. Lectures on Economic Development, Distribution, Social Questions, and Financial Legislation. 3 hours a week.

15 Undergraduates, 3 Special students. Total 18.

For Graduates and Undergraduates: —

11. Professor ASHLEY. — The Modern Economic History of Europe (from1400). 2 hours a week.

2 Graduates, 1 Undergraduate, 1 Special student. Total 4.

9. Asst. Professor CUMMINGS and Dr. JOHN CUMMINGS. — The Labor Question in Europe and the United States. — The Social and Economic Condition of Workingmen. 3 hours a week.

1 Undergraduate, 4 Special students. Total 5.

3. Asst. Professor CUMMINGS. — The Principles of Sociology. Development of the Modern State and of its Social Functions. 3 hours a week.

1 Graduate, 1 Undergraduate, 4 Special students. Total 6.

Source: Radcliffe College. Report of the President, 1896-97, p. 38.

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1897-98
ECONOMICS.

Primarily for Undergraduates: —

1 Graduate, 20 Undergraduates, 4 Special students. Total 26.

For Undergraduates and Graduates: —

11. Professor ASHLEY. — The Modern Economic History of Europe (from1400). 2 hours a week.

1 Graduate, 3 Special students. Total 4.

9. Asst. Professor CUMMINGS and Dr. JOHN CUMMINGS. — The Labor Question in Europe and the United States. — The Social and Economic Condition of Workingmen. 3 hours a week.

1 Graduate, 3 Undergraduates, 1 Special student. Total 5.

3. Asst. Professor CUMMINGS. — The Principles of Sociology. Development of the Modern State and of its Social Functions. 3 hours a week.

1 Graduate, 2 Undergraduates, 1 Special student. Total 4.

6. Dr. CALLENDER. — The Economic History of the United States. 3 hours a week.

1 Graduate, 1 Undergraduate. Total 2.

2². Professor TAUSSIG. — Economic Theory. Half-course. 3 hours a week. 2d half-year.

3 Undergraduates, 1 Special student. Total 4.

Primarily for Graduates: —

20. Professor ASHLEY. — Seminary in Economics. The Mediaeval History of certain English manors.

1 Graduate. Total 1.

Source: Radcliffe College. Report of the President, 1897-98, pp. 38-39.

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1898-99
ECONOMICS.

Primarily for Undergraduates: —

1. Asst. Professor CUMMINGS and Dr. JOHN CUMMINGS. — Outlines ofEconomics. Principles of olitical Economy. Lectures on Economic Development, Distribution, Social Questions, and Financial Legislation. 3 hours a week.

16 Undergraduates, 4 Special students. Total 20.

For Undergraduates and Graduates: —

11². Dr. CUNNINGHAM. — The Industrial Revolution in England in the 18^th and 19^th centuries. Half-course. 3 hours a week, 2d half-year.

1 Graduate, 11 Undergraduates, 7 Special students. Total 19.

6. Dr. CALLENDER. — The Economic History of the United States. 3 hours a week.

1 Graduate, 3 Undergraduates, 1 Special student. Total 6.

3. Asst. Professor CUMMINGS. — The Principles of Sociology. Development of the Modern State and of its Social Functions. 3 hours a week.

1 Graduate, 2 Undergraduates, 1 Special student. Total 4.

9. Asst. Professor CUMMINGS and Dr. JOHN CUMMINGS. — The Labor Question in Europe and the United States. — The Social and Economic Condition of Workingmen. 3 hours a week.

2 Graduates, 4 Undergraduates, 2 Special students. Total 8.

Primarily for Graduates: —

20. Asst. Professor CUMMINGS. — Seminary in Economics.

1 Special student. Total 1

Source: Radcliffe College. Report of the President, 1898-99, pp. 35-36.

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1899-1900
ECONOMICS.

Primarily for Undergraduates: —

1. Asst. Professor CUMMINGS and Dr. JOHN CUMMINGS. — Outlines of Economics. — Principles of Political Economy. — Lectures on Economic Development, Distribution, Social Questions and Financial Legislation. 3 hours a week.

27 Undergraduates, 4 Special Students. Total 31.

For Undergraduates and Graduates: —

11. Professor ASHLEY. — The Modern Economic History of Europe and America (from 1600). 2 hours a week (and occasionally a third hour).

8 Graduates, 7 Undergraduates, 2 Special students. Total 17.

6. Dr. CALLENDER. — The Economic History of the United States.2 hours a week.

2 Graduates, 5 Undergraduates. Total 7.

3. Asst. Professor CUMMINGS. — The Principles of Sociology. — Development of the Modern State and of its Social Functions. 3 hours a week.

2 Graduates, 6 Special students. Total 8.

Primarily for Graduates: —

**15. Professor ASHLEY. — The History and Literature of Economics to the close of the Eighteenth Century. 2 hours a week.

1 Graduate. Total 1.

**20c¹. Professor Taussig. The Tariff History of the United States.Thesis. Half-course. 1 hour a week, 1st half-year.

1 Graduate. Total 1.

Source: Radcliffe College. Report of the President, 1899-1900, pp. 42-43.

Image Source: Library in Fay House, 1890s. Schlesinger Library. Radcliffe Institute for Advanced Study Harvard University Webpage.

Tags Ashley, Callender, CummingsEdward, CummingsJohn, Cunningham, Macvane, Taussig

Economic History Gender Harvard Radcliffe

Radcliffe. Economics courses offered by Harvard professors with descriptions, 1893-94

Post author By Irwin Collier
Post date 2017-12-26

Information about economics courses offered for women by Harvard professors before Radcliffe College officially came into existence (1879-1893) were included in an earlier post. Today’s post provides course descriptions for the four course offerings in economics in Radcliffe’s first year of existence. Besides the obvious interest for the intersection of gender and history of economics, the course descriptions turn out to be more detailed in these Radcliffe Presidential Reports at this time than what I can find in the corresponding Harvard catalogues.

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Radcliffe College, 1893-94
Economics

(Primarily for Undergraduates.)

PROFESSOR [EDWARD] CUMMINGS. — Outlines of Economics. — Mill’s Principles of Political Economy. — Lectures on Economic Development, Distribution, Social Questions, and Financial Legislation. This course gave a general introduction to Economic study, and a general view of Economics sufficient for those who had not further time to give to the subject. It was designed also to give intellectual discipline by the careful discussion of principles and reasoning.

The instruction was given by question and discussion. J. S. Mill’s Principles of Political Economy formed the basis of the work. At intervals lectures were given which served to illustrate and supplement the class-room instruction. In connection with the lectures, a course of reading was prescribed. The work of students was tested from time to time by examinations and other written work. — 16 students.

PROFESSOR [WILLIAM JAMES] ASHLEY. — The Elements of Economic History from the Middle Ages to Modern Times. The object of this course was to give a general view of the economic development of society from the Middle Ages to the present time. It dealt, among others, with the following topics: the manorial system and serfdom; the merchant gilds and mediaeval trade; the craft gilds and mediaeval industry; the commercial supremacy of the Italian and Hanseatic merchants; the merchant adventurers and the great trading companies; the agrarian changes of the sixteenth century; domestic industry; the struggle of England with Holland and France for commercial supremacy; the beginning of modern finance; the progress of farming; the great inventions and the factory system; modern business methods; and recent financial history.

During the earlier part of the course attention was devoted chiefly to England, but that country was treated as illustrating the broader features of the economic evolution of the whole of western Europe. Arrived at the 17th century, it was shown how English conditions were modified by transference to America; and from that point an attempt was made to trace the parallel movement of English and American affairs and their mutual influence. — 8 students.

(For Graduates and Undergraduates.)

PROFESSOR [EDWARD] CUMMINGS. — The Principles of Sociology. — Development of Modern State, and of its Social Functions. An introductory course in sociology, intended to give a comprehensive view of the structure and development of society in relation to some of the more characteristic ethical and industrial tendencies of the present day. The course began with a theoretical consideration of the relation of the individual to society and to the state, — with a view to pointing out some theoretical misconceptions and practical errors traceable to an illegitimate use of the fundamental analogies and metaphysical formulas found in Comte, Spencer, P. Leroy Beaulieu, Schaeffle, and other writers.

The second part followed more in detail the ethical and economic growth of society. Beginning with the development of social instincts manifested in voluntary organization, it considered the genesis and theory of natural rights, the function of legislation, the sociological significance of the status of women and of the family and other institutions, — with a view to tracing the evolution of certain types of society based upon a more or less complete recognition of the social ideas already considered.

The last part dealt with certain tendencies of the modern state, discussing especially the province and limits of state activity, with some comparison of the Anglo-Saxon and the continental theory and practice in regard to private initiative and state intervention in relation to public works, industrial development, philanthrophy, education, labor organization, and the like.

Each student selected for special investigation some question closely related to the theoretical or practical aspects of the course; and a certain amount of systematic reading was expected. — 4 students.

(Primarily for Graduates.)

PROFESSOR [WILLIAM JAMES] ASHLEY. — Seminary in Economic History. Two students were engaged in investigations under the guidance of the Professor. Of these, one was occupied in the study of the English Poor Law and its administration, and especially of the various attempts in the sixteenth, seventeenth and eighteenth centuries to deal with the “unemployed.” The other was studying the original materials for English manorial and agrarian history in the Middle Ages; and has prepared what is believed to be a fairly exhaustive list of such materials as are already in print, classified and arranged both chronologically and topographically. This list has been published by Messrs. Ginn & Co., under the authority of Radcliffe College, as Radcliffe College Monograph. No. 6. [Frances Gardiner Davenport, A. B., A Classified List of Printed Original Materials for English Manorial And Agrarian history during the Middle Ages, prepared under the direction of W. J. Ashley, M. A., Professor of Economic History in Harvard University.]

Source: Radcliffe College. Reports of the President, Regent, and Treasurer 1894, pp. 49-51.

Image Source: From the cover of the 1893 Radcliffe Yearbook.

Tags Ashley, CummingsEdward

Exam Questions Harvard

Harvard. History of Economic Theory. Final exam questions, Taussig, 1897-1900

Post author By Irwin Collier
Post date 2017-12-05

Examination questions spanning just over a half-century can be found in Frank Taussig’s personal scrapbook of cut-and-pasted semester examinations for his entire Harvard career. Until Schumpeter took over the core economic theory course from Taussig in 1935, Taussig’s course covering economic theory and its history was a part of every properly educated Harvard economist’s basic training. In an earlier posting you will find Taussig’s exam questions for the academic years 1886/87 through 1889/90 along with enrollment data for this course; analogous material from 1890/91 through 1893/94 has also been posted.

Note: Taussig did not teach Economics 2 1894/95 and 1895/96. Instead it was taught by William James Ashley, A.M., Professor of Economic History and Silas Marcus Macvane, Ph.D., McLean Professor of Ancient and Modern History. Taussig was on leave from Harvard 1894-95 [Harvard University, Annual Reports of the President and Treasurer of Harvard College, 1894-95, p. 76.]

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Course Enrollment
1894-95

For Graduates and Undergraduates:—

[Economics] 2. Professors Ashley and Macvane. — Economic Theory from Adam Smith to the Present Time. — Selections from Adam Smith and Ricardo. — Modern Writers. — Lectures. 3 hours.

Total 34: 9 Graduates, 14 Seniors, 6 Juniors, 1 Sophomore, 4 Others.

Source: Harvard University, Annual Reports of the President and Treasurer of Harvard College, 1894-95, p. 62.

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Course Enrollment
1895-96

For Graduates and Undergraduates:—

[Economics] 2. Professors Ashley and Macvane. — Economic Theory from Adam Smith to the present time. — Selections from Adam Smith and Ricardo. — Modern Writers. — Lectures. 3 hours.

Total 37: 5 Graduates, 14 Seniors, 7 Juniors, 4 Sophomore, 7 Others.

Source: Harvard University, Annual Reports of the President and Treasurer of Harvard College, 1895-96, p. 63.

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Course Enrollment
1896-97

For Graduates and Undergraduates:—

[Economics] 2. Professor Taussig. — Economic Theory from the Middle of the Nineteenth Century to the Present Time. — English Writers. — The Austrian School. 3 hours.

Total 42: 12 Graduates, 12 Seniors, 13 Juniors, 2 Sophomores, 3 Other.

Source: Harvard University, Annual Reports of the President and Treasurer of Harvard College, 1896-97, p. 65.

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1896-97.
ECONOMICS 2.
[Mid-Year. 1897.]

“According to Ricardo, the exchange value of commodities contains neither return to capital nor rent, but simply labor.” Why? or why not?
Sketch concisely the development of the general theory of value at the hands of Ricardo, Mill, Cairnes.
“Skill, as skill, produces no effect on value; in other words, commodities do not under any circumstances exchange for each other in proportion to the degree of skill bestowed on them. Skill, though in itself inoperative on value, nevertheless affects it indirectly in two distinct ways; first, where competition is effective among producers, through the cost which must be undergone in acquiring the skill; . . . and secondly, in the absence of competition, through the principle of monopoly.” — Cairnes.
Explain and illustrate.
“If there really was a national fund the whole of which must necessarily be applied to the payment of wages, that fund could be no other than an aggregate of smaller similar funds possessed by the several individuals who compose the employing part of the nation. Does, then, any individual employer, possess any such fund? Is there any specific portion of any individual’s capital which the owner must necessarily expend upon labour? . . . May he not spend more or less on his family and himself, according to his fancy, — in the one case having more, in the other less, left for the conduct of his business? And of what is left, does he or can he determine beforehand how much shall be laid out on buildings, how much on materials, how much on labour? . . . Be it observed, fixity of definiteness is the very essence of the supposed wages-fund. No one denies that some amount or other must within any given period be disbursed in the form of wages. The only question is, whether that amount be determinate or indeterminate.” — Thornton, On Labour.
State carefully, and consider critically, the answers Cairnes made to these questions.
Would you accede to the statement that “President Walker’s theory is, in reality, not a theory of manager’s earnings at all, but a theory of differences in manager’s earnings”?
“For an understanding of the machinery by which distribution is accomplished, the classification of sources of income should thus be different from that to be adopted for an explanation of the fundamental causes.” — Taussig.
Wherein different?
Explain what is meant by Consumer’s Rent; and consider how its significance is affected by inequalities in wealth.
“As a rule, the poorer soils rise in value relatively to the richer, as the pressure of population increases.” — Marshall. Why?

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1896-97.
ECONOMICS 2.
[Final. 1897.]

Do you believe that a permanent gain for the theory of wages has been made by Walker’s discussion of that subject? If so, wherein? if not, why not?
Does Marshall’s analysis of the different grades of labor, and of the barriers between them, differ in essentials from Cairnes’s? from Mill’s?
Explain what “quasi-rent” is, wherein it differs from true rent, wherein resembles true rent; and state whether the conception seems to you a helpful one, deserving to be permanently embodied in economic theory.
What do you conceive the difference to be between what Walker calls “current product,” Marshall “the national dividend,” and the instructor in the course “real income”?
On what grounds does Marshall maintain that “the extra income earned by natural abilities may be regarded as a rent, when we are considering the sources of the income of individuals, but not with reference to the normal earnings of a trade”? What is your own opinion?
“The attribute of normal value implies systematic and continuous production.” CAIRNES. Would Böhm-Bawerk accede to this proposition? Why, or why not? Give your own opinion.
Explain what Böhm-Bawerk means by (subjective) “value”; and consider his analysis of the relation between value and cost.
Enumerate the grounds on which Böhm-Bawerk maintains that “present goods have greater value than future goods of like kind and quantity”; consider to which of these grounds he gives most attention; and give your opinion as to the justice of this emphasis.

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Course Enrollment
1897-98

For Undergraduates and Graduates:—

[Economics] 2. Professor Taussig. — Economic Theory in the Nineteenth Century. 3 hours.

Total 32: 9 Graduates, 9 Seniors, 11 Juniors, 3 Sophomores.

Source: Harvard University, Annual Reports of the President and Treasurer of Harvard College, 1897-98, p. 77.

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Detailed Course Description
1897-98

*2. Economic Theory in the Nineteenth Century. Mon., Wed., Fri., at 2.30. Professor Taussig. (V)

Course 2 is designed to acquaint the student with the history of economic thought during the nineteenth century, and to give him at the same time training in the critical consideration of economic principles. The exercises are accordingly conducted mainly by the discussion of selected passages from the important writers; and in this discussion students are expected to take an active part. Lectures are given at intervals, tracing the general movement of economic thought and describing its literature. Special attention will be given to the theory of distribution.

The course opens with an examination of Ricardo’s doctrines, selections from Ricardo’s writings being read and discussed. These will then be compared with the appropriate chapters in Mill’s Principles of Political Economy, and further with passages in Cairnes’ Leading Principles. The theory of wages, and the related theory of business profits, will then be followed in the writings of F. A. Walker, Sidgwick, and Marshall, and a general survey made of the present stage of economic theory in England and the United States. The development on the continent of Europe will be traced chiefly in lectures; but toward the close of the year a critical examination will be made of the doctrines of the modern Austrian school.

Course 2 is taken with advantage in the next year after Course 1 [Outlines of Economics taught by Professor Frank Taussig, Assistant Professor Edward Cummings and Dr. John Cummings]; but Course 15 [The History and Literature of Economics to the Close of the Eighteenth Century taught by Professor William James Ashley] may also be taken with advantage after Course 1, and then followed by Course 2, or taken contemporaneously with it.

Source: Harvard University, Faculty of Arts and Sciences, Division of History and Political Science, 1897-98, p. 34.

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1897-98.
ECONOMICS 2.
[Mid-year. 1898.]

[Arrange your answers in the order of the questions. One question may be omitted.]

According to Ricardo, what is the effect, if any, of a rise in the price of food on wages? on profits? on the prices of commodities?
“Ricardo expresses himself as if the quantity of labor which it costs to produce a commodity and bring it to the market, were the only thing on which its value depended. But since the cost of production to the capitalist is not labor but wages, and since wages may be greater or less, the quantity of labor being the same; it would seem that the value of the product cannot be determined solely by the quantity of labor, but by the quantity together with the remuneration; and that values must depend on wages.” — Mill.
What do you conceive Ricardo would have said to this?
“We have therefore remarked that the difficulty of passing from one class of employments to a class greatly superior, has hitherto caused the wages of all those classes of laborers who are separated from one another by any very marked barrier, to depend more than might be supposed upon the increase of population of each class, considered separately; and that the inequalities in the remuneration of labor are much greater than could exist if the competition of the laboring people generally could be brought practically to bear on each particular employment. It follows from this that wages in each particular employment do not rise or fall simultaneously, but are, for short and sometimes even for long periods, nearly independent of each other. All such disparities evidently alter the relative costs of production of different commodities, and will therefore be completely represented in the natural or average value.” — Mill.
What has Cairnes added to this?
“He [Mr. Longe] puts the case of a capitalist who, by taking advantage of the necessities of his workmen, effects a reduction in their wages; and asks how is this sum, thus withdrawn, to be restored to the fund? . . . The answer to the case put by Mr. Longe is easy on his own principles; and I am disposed to flatter myself that the reader who has gone with me in the foregoing discussion will not have much difficulty in replying to it on mine.” — Cairnes.
Give the reply.
“Fixity or definiteness is the very essence of the supposed wages-fund. No one denies that some amount or other must within a given period be disbursed in the form of wages. The only question is whether that amount be determinate or indeterminate.” — Thornton.
What is Cairnes’s answer to the question put in this passage?
What would you expect the relation of imports to exports to be in a country whose inhabitants had for a long time been borrowing, and were still borrowing, from the inhabitants of other countries?
Are general high wages an obstacle to a country’s exporting?
“Granted a certain store of provisions, of tools, and of materials for production, sufficient, say, for 1000 laborers, those who hold the wage-fund theory assert that the same rate of wages (meaning thereby the actual amount of necessaries, comforts, and luxuries received by the laborer) would prevail whether these laborers be Englishmen or East Indians. . . . On the contrary, it is not true that the present economical quality of the laborers, as a whole, is an element in ascertaining the aggregate amount that can now be paid in wages; that as wages are paid out of the product, and as the product will be greater or smaller by reason of the workman’s sobriety, industry, and intelligence, or his want of these qualities, so wages may and should be higher or lower accordingly?”
Give your opinion.
What do you conceive to be the “no profits class of employers” in President Walker’s theory of distribution?

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1897-98.
ECONOMICS 2.
[Final. 1898.]

The answer to one question may be omitted.

The analysis of capital in its relation to labor and wages at the hands of Ricardo and of Böhm-Bawerk, — wherein the same? wherein different?
The contributions of permanent worth for economic theory by Cairnes? by F.A. Walker? [Consider one.]
The position of Carey and Bastiat in the development of economic theory.
“If the efficiency of labor could be suddenly doubled, whilst the capital of the country remained stationary, there would be a great and immediate rise in real wages. The supplies of capital already in existence would be distributed among the laborers more rapidly than would otherwise be the case, and the increased efficiency of labor would soon make good the diminished supplies. The fact is that an increase in the efficiency of labor would bring about an increase in the supply of capital.” — Marshall. Why? or why not?
“The capital of the employer is by no means the real source of the wages even of the workmen employed by him. It is only the intermediate reservoir from which wages are paid out, until the purchasers of the commodities produced by that labor make good the advance and thereby encourage the undertaker to purchase additional labor.” W. Roscher.
What do you say to this?
“If the rate of profit falls, the laborer gets more nearly the whole amount of the product. But if the rate of wages falls, we have a corresponding fall in prices and little change in the relative shares of labor and capital.” Hadley.
Why, or why not, in either case?
“In the present condition of industry, most sales are made by men who are producers or merchants by profession, and who hold an amount of commodities entirely beyond any needs of their own. Consequently, for them the subjective use-value of their own wares is, for the most part, very nearly nil; and the figure which they put on their own valuation almost sinks to zero.” Explain the bearing of this remark on the theory of value as developed by Böhm-Bawerk.
What, according to Böhm-Bawerk, is the explanation of interest derived from “durable consumption goods”? And what is your own view?
How far do you conceive that there is a “productivity” of capital, serving to explain the existence of interest, and the rate?

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Course Description and Enrollment
1898-99

For Undergraduates and Graduates:—

[Economics] 2. Professor Taussig. — Economic Theory in the Nineteenth Century. Discussion of selected paassages from leading writers. The history of theory. Lectures and recitations (3 hours).

Total 67: 5 Graduates, 27 Seniors, 22 Juniors, 3 Sophomores, 10 Others.

Source: Harvard University, Annual Reports of the President and Treasurer of Harvard College, 1898-99, p. 72.

_______________________

1898-99.
ECONOMICS 2.
[Mid-Year. 1899.]

Are the high wages earned by some kinds of skilled laborers cause or effect of high prices of commodities made by them?
Many Americans annually visit European countries, and there spend freely. Supposing this to be the only cause, beside the imports and exports of merchandise, affecting the international trade of the United States, what would you expect the usual relation of its imports and exports to be? and what the usual flow of specie to or from the country?
“What a nation is interested in is, not in having its prices high or low, but in having its gold cheap — understanding by cheapness not low value, but low cost — a small sacrifice of ease and comfort; and it generally happens that cheap gold is accompanied by a high scale of prices.”
How does a country gain from having its gold cheap? and why need cheap gold not be accompanied by a high scale of prices?
“The distinction, then, between capital and non-capital does not lie in the kind of commodities, but in the mind of the capitalist — in his will to employ them for one purpose rather than another; and all property, however ill adapted in itself for the use of laborers, is a part of capital, so soon as it, or the value to be received from it, is set apart for productive reinvestment.” Is this true?
“The multitudes who compose the working class are too numerous and too widely scattered to combine at all, much more to combine effectually. If they could do so, they might doubtless succeed in diminishing the hours of labor, and obtaining the same wages for less work. But if they aimed at obtaining actually higher wages than the rate fixed by demand and supply — the rate which distributed the whole circulating capital of the country among the working population — this could only be accomplished by keeping a part of their number permanently out of employment. . . . The workpeople collectively would be no better off than before, having to support the same numbers out of the same aggregate wages.”
Whom do you suppose to be the writer of this passage? What would Cairnes say to it? Professor Taussig?
“If the efficiency of labor could be suddenly doubled, whilst the capital of the country remained stationary, there would be a great and immediate rise in real wages. The supplies of capital already in existence would be distributed among the laborers more rapidly than would otherwise be the case, and the increased efficiency of labor would soon make good the diminished supplies. The fact is that an increase in the efficiency of labor would bring about an increase in the supply of capital.” — Marshall.
Why? or why not?
Do you believe Walker’s discussion of the theory of wages has promoted the better understanding of the causes affecting the welfare of laborers? If so, how? If not, why not?
“The extra gains which any producer or dealer obtains through superior talents for business, or superior business arrangements, are very much a similar kind [to rent]. If all his competitors had the same advantages, and used them, the benefit would be transferred to their customers, through the diminished value of the article: he only retains it for himself because he is able to bring his commodity to market at a lower cost, while its value is determined by a higher. All advantages, in fact, which one competitor has over another, whether natural or acquired, whether personal or the result of social arrangements . . . . assimilate the possessor of the advantage to a receiver of rent.” Mill.
Wherein does Walker’s doctrine differ from this?

_______________________

1898-99.
ECONOMICS 2.
[Final. 1899.]

Arrange your answers strictly in the order of the questions.

I.

Three questions from this group.

J. S. Mill’s contributions to economic theory, and his position as regards the development of theory.
“Cost of production” and “expenses of production”: what Marshall designates by these phrases; whether he believes that “expenses” measure “cost”; and how far Cairnes and Mill believed “expenses” to measure “cost.”
It has been said that the wages-fund doctrine grew out of the industrial conditions of England during the Napoleonic wars, — capital having then been accumulated to such an extent as to enable employers to pay their laborers by the month, week, or day, without waiting for the marketing of the product. It has been said also that its general acceptance was favored by the fact that it afforded a complete justification, as to wages, for the existing order of things. — Give your opinion as to the historical accuracy of these statements as to the origin and the ready acceptance of the doctrine.
Marshall’s conclusions on the relation of cost and of utility to the value of a commodity, —

(a) for long periods, if it be subject to the law of constant returns;
(b) for short periods, if it be subject to the law of constant returns;
(c) for long periods, if it be subject to the law of increasing returns.

Which among these conclusions has been heretofore most dwelt on by economists? and which is applicable to the greatest range of phenomena?

II.

Three questions from this group.

Explain “consumers’ rent” (or “surplus,”) “producers’ rent,” “savers’ rent,” “quasi-rent”; and consider how far any or all of these conceptions are analogous to the traditional one of “economic rent.”
The effect on consumers’ rent of a tax on a commodity subject to the law of diminishing returns; and the mode in which the reasoning would be affected according as the commodity were tobacco or diamonds.
Admitting that interest is the reward of “abstinence,” does it follow that the rate of interest is a measure of the “abstinence” undergone by the several receivers of interest? Why or why not?
The rent of rare natural abilities may be regarded as a specially important element in the income of business men, so long as we consider them as individuals. In relation to normal value, the earnings even of rare abilities are, as we have seen, to be regarded rather as a quasi rent than as a rent proper.” Is the rent of rare abilities specially important in the case of business men? if so, why? and why not to be regarded as rent in relation to normal value?

III.

Two questions in this group.

“ The instructed man of today desires that the world generally and all other countries should have a full circulation, while he would like for his own country, if that were possible, a trifle less than its distributive share of that supply, so that it may be a good country to buy in and not a very good country to sell in. He desires to have prices everywhere sustained, in order that trade may be good. He would like, if that were possible, to have prices in his own country permanently lower, though only a shade lower, than anywhere else, in order that his countrymen may get the largest share of that trade.’ Walker
Would you agree?
Your conclusion as to whether in general a régime of falling prices is a cause of depression and an obstacle to prosperity; and whether the actual fall in prices during the past generation has had ill effects of this sort.
The compensatory action of bimetallism, in regard to the ratio between the metals, and in regard to their stability in value: is it made out in either way? in both ways?

_______________________

Course Description and Enrollment
1899-1900

For Undergraduates and Graduates:—

[Economics] 2. Professor Taussig. — Economic Theory in the Nineteenth Century. Lectures and discussions (3 hours); required reading.

Total 65: 8 Graduates, 17 Seniors, 27 Juniors, 3 Sophomores, 1 Freshman, 9 Others.

Source: Harvard University, Annual Reports of the President and Treasurer of Harvard College, 1899-1900, p. 69.

_______________________

1899-1900.
ECONOMICS 2.
[Mid-Year. 1900.]

Arrange your answers strictly in the order of the questions. One question may be omitted.

“That high wages make high prices, is a popular and widely-spread opinion. The whole amount of error involved in this proposition can only be seen thoroughly when we come to the theory of money.”
“It is another common notion that high prices make high wages; because the producers or dealers, being better off, can afford to pay more to their labourers.”
What would Cairnes say was the “amount of error” in the opinions here stated by Mill?
“What was Cairnes’s answer to the question put by him: “Are these grounds for a separate theory of international trade?”
Suppose country A to have to remit regularly a tribute to country B: trace the effects on imports and exports, on the usual rates of foreign exchange, on the level of prices in the two countries.
Is Cairnes’s reasoning as to the effect which trade unions may exercise on wages consistent with his reasoning as to “a certain proportion of the sums invested, which must go to the payment of wages”?
(a) “The tiller of the soil must abide in faith of a harvest, through months of ploughing, sowing, and cultivating; and his industry is only possible as food has been stored up from the crop of the previous year . . . To the extent of a year’s subsistence, then, it is necessary that some one should stand ready to make advances to the wage-laborer out of the products of past industry. All sums so advanced came out of capital.”
(b) ”But how largely, in fact, are wages advanced out of capital?. . . In some exceptional industries [e.g. transportation companies] it happens that the employer realizes on his product in a shorter time than once a week, so that the labourer is not only paid out of the product of his industry, but actually advances to the employer a portion of the capital on which he operates.”
(c) “In new countries . . . the wages of labor are paid only partially out of capital . . . A collection of accounts from the books of farmers in different sections before 1851 shows the hands charged with advances of the most miscellaneous character. Yet in general the amount of such advances does not exceed one third, and it rarely reaches one half, of the stipulated wages of the year. Now it is idle to speak of wages thus paid as coming out of capital. At the time these contracts were made the wealth which was to pay those wages was not in existence.”
Consider whether an advance from capital, or the absence of an advance, is made out in the cases here described by Walker.
How far you regard wages and other incomes as predetermined, — i.e. determined by causes that have operated in the past; and how far your conclusion is affected by the saving and investment of a part of current money income.
Your conclusion as to what share in distribution is “residual” (a) over short periods, (b) over long periods.
Is the doctrine of a rigid and predetermined wages-fund set forth by Ricardo? by Mill?
The “laissez-faire” and “natural rights” theory at the hands of Adam Smith, of Bastiat, of John Stuart Mill.

_______________________

1899-1900.
ECONOMICS 2.
[Final. 1900.]

Arrange your answers strictly in the order of the questions.

a) “The analysis of consumer’s surplus, or rent, gives definite expression to familiar notions, but introduces to new subtlety.”
Explain.
b) Consider qualifications to be borne in mind in measuring consumer’s surplus; and give your conclusion as to helpfulness of the doctrine thus qualified.
“When we speak of the national dividend, or distributable net income of the whole nation, as divided into the shares of land, labour, capital, we must be clear as to what things we are including, and what things we are excluding . . . The labour and capital of the country, acting on its natural resources, produce annually a certain net aggregate of commodities, material and immaterial, including services of all kinds. This is the true net annual income, or revenue, of the country; or, the national dividend.”
“It is to be understood that the share of the national dividend, which any particular class receives during the year, consists either of things that were made during the year, or the equivalents of those things. For many of the things made, or partly made, during the year are likely to remain in the possession of capitalists and undertakers of industry and to be added to the stock of capital; while in return they, directly or indirectly, hand over to the working classes some things that had been made in previous years.“
Consider as to these passages, (1) their relation to the doctrine of total utility and consumer’s rent, (2) whether you would accede to either statement, or to both.
Define monopoly revenue; and consider the effect on monopoly and on the prices of the monopolized article of (1) a tax proportional to monopoly revenue, (2) a tax fixed in total amount, (3) a tax proportional to quantity produced.
“We might reasonably dispute whether it is the upper blade of a pair of scissors or the lower that cuts a piece of paper, as whether value is governed by utility or cost of production. It is true that when one blade is held still, and the cutting is effected by moving the other, we may say with careless brevity that the cutting is done by the second; but the statement is not strictly accurate, and is to be excused only so long as it claims to be merely a popular and not a strictly scientific account of what actually happens.” Explain; and consider whether Mill or Cairnes would have accepted this conclusion.

5, 6, 7 (answer separately, or as one question, at your pleasure).

Rent and quasi-rent;
Producer’s rent and saver’s rent;
Producer’s rent and business profits, —

wherein like, wherein unlike; with a consideration of the helpfulness of the distinctions for the solution of economic problems.

Compare the conclusions of Mill, Cairnes, Marshall, as to the causes of the differences in remuneration in different social strata.
Suppose France, Germany, and the United States had not legislated as they did in 1873-75, what would have been, in your opinion, the course of the price of silver?

Source: Harvard University Archives. Prof. F. W. Taussig, Examination Papers in Economics 1882-1935 (Scrapbook).

Image Source: The Harvard Portfolio. Volume VI, Class of 1895.

Tags Ashley, Macvane, Taussig

Courses Gender Harvard Radcliffe

Harvard. Pre-Radcliffe economics instruction for women, 1879-1893

Post author By Irwin Collier
Post date 2017-12-03

Before there was a Radcliffe College, there was “A Society for the Private Collegiate Instruction of Women by Professors and other Instructors of Harvard College”. Below are excerpts mostly relating to political economy and economics courses from the fourteen reports that preceeded the official establishment of Radcliffe College in 1893/94. I have highlighted the economics references but definitely recommend reading the other text as well. For several years early on enrollments in economics were actually zero. By 1892 seventeen women were enrolled in the introductory economics course. The course descriptions get more detailed in the last half-dozen or so reports.

________________________

REPORT OF THE WORK OF THE FIRST YEAR.
[1879-80]

The Managers of the plan for the Private Collegiate Instruction for Women by Professors and other Instructors of Harvard College take pleasure in making the following Report to the supporters of the undertaking. Funds amounting to more than sixteen thousand dollars were subscribed, by a small number of persons payable at various times within four years from the beginning of the work, according to the needs of the Managers. The Report of the Treasurer, given below, shows the sums paid in, and the mode of their expenditure during the year. The movement was first brought to public notice by a circular issued February 22, 1879. The requisites for admission to the courses of instruction were published in a second circular, issued April 19, and the first examination was held at Cambridge, September 24-27, after which the classes began to receive instruction immediately. Twenty-seven ladies began the year, one of whom soon after left to study abroad, and another withdrew on account of the difficulty of coming to Cambridge regularly while living in another town. The remaining twenty-five continued through the year. At the examination four ladies were examined on a preparatory course the same as that required for admission to college, one on a course akin to that of the Women’s Examination and the remainder in one or more branches. Three began a regular course, the studies taken being the same as those of a first year’s course in college. Another began a four years’ course of advanced studies. The others were special students, of whom thirteen took one study, four took two, and four took four.

Of the different departments of study,

Greek was taken by 6;
Latin by 9;
Sanskrit by 1;
English by 5;
German by 5;
French by 6;
Philosophy by 4;
Political Economy by 6;
History by 4;
Music by 1;
Mathematics by 7;
Physics by 3;
Botany by 5.

In Greek, three read Lysias, Plato, and Homer with Mr. L. B. R. Briggs.

One studied Greek Composition and Written Translation with Mr. White.

Two read the Agamemnon and Eumenides of Aeschylus, and Thucydides with Mr Goodwin.

In Latin, five read Livy and the Odes of Horace with Mr. Hale.

Three studied Latin Composition and Translation at Sight with Mr. Gould.

Two read Pliny’s Letters and Tacitus with Mr. Lane.

In Sanskrit, one studied with Mr. Greenough.

In English, four studied Composition with Mr. Hill.

In German, four took the elementary course with Mr. Bartlett.

One studied German Composition and Oral Exercises, and German Literature from Luther to Lessing, with Mr. Sheldon.

Two studied Goethe and German Literature of the XIX. Century with Mr. Bartlett.

In French, three took Mr. Bôcher’s course in La Fontaine, Racine, Taine, and Alfred de Musset.

Two studied the Literature of the XIX. Century with Mr. Jacquinot.

In Philosophy, three studied Metaphysics and Logic with Mr. Palmer.

In Political Economy, six studied with Mr. [James Laurence] Laughlin.

In History, one studied the period of the Revival of Learning and the Reformation with Mr. Emerton.

Two studied the period of the French Revolution with Mr. Bendelari.

In Music, one studied Harmony and Counterpoint with Mr. Paine.

In Mathematics, two studied Solid Geometry, Plane Trigonometry, and Advanced Algebra with Mr. G. R. Briggs.

Three studied Analytical Geometry with Mr. Byerly.

Two studied the Differential and Integral Calculus with Mr. J. M. Peirce.

One received instruction from Mr. Benjamin Peirce in Quaternions.

In Physics, three studied Descriptive Physics, — Mechanics, Light, and Heat with Mr. Willson.

In Natural History, three received Laboratory Instruction in the Microscopic Anatomy, Physiology, and Development of Plants with Mr. Goodale.

Regular examinations were held in the middle and at the end of the year, which were passed by the students with credit.

Recitation rooms were rented in two private houses on Appian Way, and there was also provided a separate apartment for the convenience of students who need a place where they can spend the intervals between recitations. Here some of the instructors have left books of reference from time to time. The students have been encouraged to make free use of this room. Blackboards, tables, etc., have been provided for there citation rooms

During the year the Secretary has kept a list of the names of those private families in which students could find board and lodging. On this list only such names were recorded as were approved by the Managers.

There has been no difficulty in finding comfortable and suitable homes for those students who were not provided for by their friends.

There are now forty-two ladies in the following classes:—

In Greek,	4 classes, and	18 students.
In Latin,	4 classes, and	15 students.
In English,	2 classes, and	10 students.
In German,	3 classes, and	10 students.
In French,	1 class, and	2 students.
In Italian,	1 class, and	2 students.
In Philosophy,	2 classes, and	8 students.
In Pol. Econ’y,	1 class, and	1 student.
In History,	3 classes, and	8 students.
In Mathematics,	4 classes, and	10 students.
In Physics,	1 class, and	4 students.
In Botany,	1 class, and	2 students.
In Astronomy,	2 classes, and	3 students.

The twenty-nine classes are taught by seven Professors, four Assistant Professors and twelve Instructors.

Ten ladies are pursuing the regular course of four years. Of the remainder, twenty-one take one course, seven take two curses, and four take four courses.

ARTHUR GILMAN,
Secretary.

Cambridge, Nov. 10, 1880

Source: Private Collegiate Instruction for Women in Cambridge, Mass. Courses of Study for 1880-81, with Requisitions for Admission and Report of the First Year. Cambridge, Mass.: William H. Wheeler, 1880. Pages 12-15.

________________________

Courses of Study for the Year 1880-1881

Two hours of instruction a week will be given in all courses not otherwise designated.

VIII. POLITICAL ECONOMY.

Principles of Political Economy. Financial Legislation of the United States. Mr. Laughlin
Advanced Course. Cairnes’ Leading Principles of Political Economy. Blanqui’s History of Political Economy. Mr. Laughlin

________________________

WORK OF THE SECOND YEAR
[1880-81]

During the second year of the operation of the plan for the Private Collegiate Instruction of Women by Professors and other Instructors of Harvard College, forty-seven ladies were connected with the classes.

Numbers in the Classes.

The following table exhibits the numbers in the different classes: —

In Greek,	4 classes, and	21 students.
In Latin,	4 classes, and	17 students.
In English,	2 classes, and	9 students.
In German,	3 classes, and	11 students.
In French,	1 class, and	2 students.
In Italian,	1 class, and	2 students.
In Philosophy,	2 classes, and	9 students.
In Pol. Econ’y,	1 class, and	1 student.
In History,	3 classes, and	12 students.
In Mathematics,	4 classes, and	11 students.
In Physics,	1 class, and	5 students.
In Botany,	1 class, and	2 students.
In Astronomy,	2 classes, and	4 students.

The twenty-nine classes were taught by eight Professors, three Assistant-Professors and twelve Instructors of Harvard College, and the instruction given is a repetition of that of the College in the different departments.

Work in the Class Room.

There were four classes in Greek. Three ladies read in Aeschylus, Pindar and Aristotle with Mr. Goodwin.

Three studied Greek Composition and Written Translation at Sight with Mr. White.

Four read from Plato (Phaedo), Sophocles (Ajax) and Euripides (Medea) with Mr. Wheeler.

Ten read Plato’s Apology and Crito, and Homer’s Odyssey with Mr. Briggs.

The Latin classes were the following: – Mr. Lane had three in Pliny’s Letters, Horace, Plautus and Cicero.

Mr. J.H. Wheeler had three in Composition and Translation at Sight.

Mr. Greenough had three in Cicero’s Epistles, Terence and the Epistles of Horace.

Mr. Gould had nine in the Odes and Epodes of Horace, Cicero de Amicitia and Composition.

In English, Mr. Hill had four in Composition and five in Literature.

In German, Mr. Bartlett had three in Parzival and other mediaeval poems, and five in Elementary German.

Mr. Sheldon had three in the Romantic School, Lyric Poetry and the practice of writing German.

In French Mr. Jacquinot had two in the study of French Prose.

In Italian, two took the elementary course under Mr. Bendelari.

In Philosophy, Mr. Palmer had six in Metaphysics and Logic and three in the study of Locke, Berkeley and Hume.

In Political Economy, Mr. [James Laurence] Laughlin gave the advance course to one student who had begun the study the previous year.

In History, Mr. Emerton had three in the European History of the Middle Ages.

Mr. MacVane had one in the Mediaeval and Modern History of France and England, who had begun the previous year.

Mr. Young had eight in an Introduction to the Study of History. This was a course of lectures begun by Mr. Emerton, but resigned to Mr. Young on account of an unexpected pressure of other work.

In Mathematics, Mr. Peirce had one student in Quaternions.

Mr. Byerly had two in the Differential Calculus.

Mr. H.N. Wheeler had two in Analytic Geometry.

Mr. Briggs had six in Solid Geometry, Plan Trigonometry and Algebra.

In Physics, Mr. Willson had five in Descriptive Physics, — Mechanics, Light and Heat.

In Botany, Mr. Goodale had four in Laboratory Instruction in the Microscopic Anatomy, Physiology and Development of Plants.

In Astronomy, Mr. Waldo had two students in Descriptive and Practical Astronomy.

Readings and Lectures.

The Calendar of the University has been regularly posted upon our bulletin-board, and the students thus notified of the Lectures by the Professors, and the Readings from classical authors, to which they were privileged to go. A number of them have been present at the readings by Professor Child from Chaucer, at the lectures of Professor Lanman on the Veda, and at the Greek readings of Professors Goodwin, White, and Palmer, and of Mr. Dyer and Mr. Briggs. The performance of the Oedipus Tyrannus in Sanders Theatre was an extraordinary opportunity for becoming acquainted with a phase of Greek literature and life which was of as great advantage to the young ladies as to the students of the University.

Courses Offered but not Called For.

A comparison of the studies actually pursued by the young ladies and the electives offered in the circular at the beginning of the year shows that thirty-one courses of instruction, offered by twenty-three instructors, were not called for by actual students. Though some of the present students will take some of these courses at other stages of their progress, the comparison seems to indicate on the part of women seeking the higher education a tendency towards the traditional classical curriculum and not towards science, and that the preparatory schools offer advantages for obtaining a knowledge of French and Italian sufficient for most women. All the courses in Greek were taken.

The following list shows the courses not called for:—

LATIN. Latin Poetical Literature, Lectures on the Latin Poets. MR. SMITH. – Cicero, Lucretius and Seneca. MR. GOULD.

SANSKRIT and Comparative Philology. MR GREENOUGH.

ENGLISH. Milton. Lectures on English Literature. MR. PERRY. – Elocution. MR. TICKNOR.

GERMAN. Niebelungenlied or Gudrun. Selections from Goethe or Schiller. MR. LUTZ. — German Literature (Goethe, Schiller and Jean Paul). DR. HEDGE.

FRENCH. Elementary Course. French Prose. MR. JACQUINOT. – Romance Philology. MR. SHELDON and MR. BENDELARI.

ITALIAN. Elementary Course. MR. BENDELARI. — Dante. MR. NORTON.

SPANISH. Course by MR. BENDELARI.

PHILOSOPHY. Psychology. DR. JAMES. – German Philosophy (Critical Study of Kant, Hegel or Schopenhauer). DR. EVERETT. – Ethics. DR. PEABODY. – Advanced Logic. DR. PEABODY.

POLITICAL ECONOMY. Principles. Financial Legislation of the United States. MR. [James Laurence] LAUGHLIN.

HISTORY. The French Revolution. MR. BENDELARI. – The First Ten Christian Centuries or Catholic Civilization of the Middle Ages. Mr. ALLEN.

MUSIC. Harmony and Counterpoint. History of Music. The Instrumental Music of Haydn, Mozart, Beethoven and their successors. (Three distinct courses.) MR. PAINE.

MATHEMATICS. Cosmical Physics. Prof. BENJAMIN PEIRCE.

PHYSICS. Experimental Physics. (Mayer’s Treatise on Light and Sound.) MR. TROWBRIDGE.

MINERALOGY. Crystallography. Mineralogy. MR. MELVILLE.

NATURAL HISTORY. Physical Geography, Structural Geology and Meteorology. MR. DAVIS. – Elementary Botany. Under direction of MR. GOODALE. – Zoology. Lectures by MR. MARK. – Laboratory Work in the Anatomy and Histology of Animals. MR. MARK

[…]

The Future.

The Managers do not make prognostications regarding the future. Their simple purpose from the beginning has been to try the experiment of offering to women advantages that had previously been given to men only. They have in no way endeavored to attract students, but have merely proposed to supply the demands made upon them by duplicating the courses of instruction given in the College. Their success has been beyond their expectations. They have proved that there exists in the community a class of women capable of taking this grade of instruction, and requiring it. The co-operation of the Instructors of the College has been so cheerfully rendered and their work so carefully done that nothing is left to be desired in that direction.

The students have conducted themselves in a manner so exemplary and in all respects satisfactory, notwithstanding the almost entire freedom to which they have been left, that they have rendered the work of both Managers and Instructors pleasant, and have prepared the public to support the movement with heartiness.

The preparatory schools find that there is an increase in the number of young women taking the classical course, and they will soon become more effectual feeders to our classes. The prospect seems to be that the number of students entering for the course of four years will regularly increase, but a rapid augmentation of numbers can hardly be expected.

The Managers raised funds at the beginning of their work, sufficient, in their opinion, to carry it forward four years. Two of those have passed and the funds have not been drawn upon to so great an extent as was anticipated. It may be that the work can be continued for six years, but at the end of that time the Managers will consider that their work has been accomplished.

If, at that time, it appears that it is desirable to make the work permanent, the responsibility will be laid upon the public. Large funds will be required, and the Managers doubt not that they will be contributed.

The endowment at Cambridge of an Institution for Women of the high grade that the Managers have in view would be an honor to women, and women will be found ready to make it sure.

ARTHUR GILMAN.
Secretary

Cambridge, Mass.
December 10, 1881.

Source: Private Collegiate Instruction for Women by Professors and Other Instructors of Harvard College. Second Year Reports of the Treasurer and Secretary. Cambridge, Mass.: William H. Wheeler, 1881. Pages 3-6, 10.

________________________

THE SOCIETY FOR THE COLLEGIATE INSTRUCTION OF WOMEN.
THIRD YEAR.
[1881-82]

The year that has just closed marks an era in the history of the instruction of women by the Professors and other Instructors of Harvard College, for during it the. Managers have obtained a Charter under the seal of the State of Massachusetts, and a legal name, “The Society for the Collegiate Instruction of Women.”

The Charter states the objects of the organization to be to promote the education of women with the assistance of the Instructors in, Harvard University, “and for this purpose it empowers the Society to “employ teachers, furnish instruction, give aid to deserving students, procure and hold books, suitable apparatus ,and lands and buildings for the accommodation of officers, teachers and students,” to “perform all acts appropriate to the main purpose of the Association.” and to transfer “the whole or any part of its funds or property to the President and Fellows of Harvard College,” whenever the same can be so done as to advance the purpose for which the Society is chartered, in a manner satisfactory to the Association.

The Charter is ample for the present needs of the Society, and places it in a position to receive funds and to hold and administer them legally for the purposes of the collegiate instruction of women. It makes it practicable for the Society to raise a proper endowment to establish the work upon a permanent basis, and it seems that the moment has arrived when the contribution of an adequate fund will found an institution that will give women advantages in Cambridge equal to those enjoyed from time immemorial by their more favored brothers. The students are here in considerable numbers, and they are properly prepared for the instruction that is offered for them. Others are now passing through preparatory courses with the intention of coming here, and there is a prospect that the classes will be kept up year by year by a succession of earnest women who will go out to raise the average of intelligence throughout various portions of the land.

It may be said with some confidence that a fund of one-tenth the size of that represented by the property and endowments of Harvard University, contributed to this Society now, will give women greater privileges than are within their reach in America, and will make them permanent.

The Society not Creating, but Satisfying a Demand.

It is not the purpose of the Society to stimulate a demand for the education that it offers. Its directors have never held the doctrine that it is the duty of every young woman to pass through a regular course of study such as is represented by the four years’ course of the candidates for the Bachelor’s degree in College. It is their wish simply to offer to women advantages for this highest instruction, and to admit to the privileges of the Society any who may actually need them.

The teachers of America are to a large degree women, and it is desirable that all women who select this profession should be as well prepared to perform its duties as the men are who are engaged in similar work. But it is not teachers only who wish the highest cultivation of the mental powers. Many women study with us for the sake of the general addition to their knowledge. It is not demanded that every man who takes a collegiate course shall become a teacher, and more must not be expected of women.

Numbers of Students in the Different Classes.

Department	No. of Classes.	No. of Students.
Greek	4	23
Latin	4	16
English	4	25
German	4	14
French	2	4
Italian	1	1
Fine Arts	1	1
History	2	11
Mathematics	4	12
Physics	1	3
Botany	1	5

[…]

Courses Offered but not Taken

Latin. One course offered was not called for.
Sanskrit. Two courses.
English. One course.
French. Two courses.
Italian. One course.
Spanish. One course.
Philosophy. One course.
Political Economy. Two courses.
History. Three courses.
Fine Arts. One course.
Music. Three courses.
Astronomy. Two courses.
Mineralogy. Two courses.
Physical Geography. One course.
Meteorology. One course.
Botany. One course.
Zoology. Two courses. (One of Lectures and one of Laboratory Work.)

It appears that twenty-eight courses were given during the year, and twenty-seven that were offered were not given. This shows that the courses offered are for the present beyond the immediate demand for any one year, but, as the demand varies from year to year, with the progress of the different classes and the differing tastes and needs, of the students, the list of electives cannot be curtailed to advantage.

It will be seen that the managers have endeavored to use a liberal discretion in the application of the privilege reserved to them, of withholding any course not applied for by three properly prepared candidates. They have waived the rule in the case of any student whose stage of progress made any special course a necessity for her during the year. It must at times happen that the highest courses will be applied for by small numbers, and in such cases the rule must be occasionally waived, or the most advanced students discouraged.

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Third Year Reports of the Treasurer and Secretary. Cambridge, Mass.: William H. Wheeler, 1882. Pages 3-5 ,7-8.

________________________

From Fifth Year [1883-84] Annual Report

Department	No. of Classes.		No. of Students
	1882-83.	1883-84.	1882-83.	1883-84.
Sanskrit	0	1	0	1
Greek	5	6	23	43
Latin	4	4	22	27
English	3	4	15	38
German	3	3	14	18
French	1	1	4	5
Philosophy	1	2	5	11
Music	0	1	0	3
History	3	2	9	12
Mathematics	2	2	11	10
Physics	1	1	8	5
Astronomy	2	0	4	0
Botany	2	1	5	9
Totals	27	28	120	182

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Fifth Year Reports of the Treasurer and Secretary, 1884. p. 9.

________________________

From Sixth Year [1884-85] Annual Report

Department	No. of Classes. 1884-85.	No. of Students. 1884-85.
Greek	4	25
Latin	5	31
English	4	59
German	3	16
French	2	12
Philosophy	3	16
Political Economy	1	9
History	4	20
Mathematics	3	16
Physics	1	6
Zoology	1	4
Totals	31	214

[…]

Political Economy.

Nine heard lectures from Professor [James Laurence] Laughlin on Banking and on Finance, and studied under him Mill’s Principles of Political Economy.

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Sixth Year Reports of the Treasurer and Secretary, 1885, p. 9, 11

_______________________

From Seventh Year [1885-86] Annual Report
November 16, 1886

[…]

Political Economy.

Professor [James Laurence] Laughlin. Mill’s Principles of Political Economy. Lectures on Banking and the Financial Legislation of the United States.—6 [students].

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Seventh Year Reports of the Treasurer and Secretary, 1886, p. 12

________________________

From Eighth Year [1886-87] Annual Report
October 25, 1887

[…]

Political Economy.

Professor [James Laurence] Laughlin. Mill’s Principles of Political Economy. Dunbar’s Chapters on Banking. Lectures.—7 [students].

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Eighth Year Reports of the Treasurer and Secretary, 1887, p. 11.

________________________

From Ninth Year [1887-88] Annual Report
November 5, 1888

[…]

Political Economy.

Professor [James Laurence] Laughlin and Mr. Coggeshall. — Mill’s Principles of Political Economy. Dunbar’s Chapters on Banking. Lectures on Money, Finance, Labor and Capital, Coöperation, Socialism and Taxation.—5 [students].

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Ninth Year Reports of the Treasurer and Secretary, 1888, p. 18.

________________________

From Tenth Year [1888-89] Annual Report
October 29, 1889

[…]

Political Economy.

Professor [Frank William] Taussig and Mr. [Francis Cleaveland] Huntington. 1^st half year. “Principles of Political Economy.” J. S. Mill (Laughlin’s Edition) Books I, II, III, and IV. Lectures on Co-operation (Mr. Taussig). 2^nd half year, “Some Leading Principles of Political Economy.” J. E. Cairnes. The whole book except Chapters 4 and 5 of Part I. “History of Bimetallism in the United States.” J. L. Laughlin.—7 students.

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Tenth Year Reports of the Treasurer and Secretary, 1889, p. 16.

________________________

From Eleventh Year [1889-90] Annual Report
October 28, 1890

[…]

Political Economy.

Mr. [Edward Campbell] Mason. First half year. Principles of Political Economy. J. S. Mill. Books I, II (omitting Chapters V-X), III (Chapters I-XVI). Second half-year. The working Principles of Political Economy, by S. M. Macvane. Chapters XXV XXVI. Principles of Political Economy. J. S. Mill. Books III (Chapters XVII, XVIII), V (Chapters I-VII). Some Leading Principles of Political Economy, by J. E. Cairnes. The whole book except Chapter 5, Part I.—5 students.

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Eleventh Year Reports of the Treasurer and Secretary, 1890, p. 25.

________________________

From Twelfth Year [1890-91] Annual Report
October 27, 1891

[…]

Political Economy.

Mr. [Edward Campbell] Mason and Mr. [William Morse] Cole — Mill’s Principles of Political Economy: Book I; Book II, Chap. XI et seq; Book III, to chap. XXIV; Book IV, to chap. VII. Cairnes’s Some Leading Principles of Political Economy. Lectures: Socialism; Banking; Recent Financial History in U. S. During the first half year attention was given to the main principles of Political Economy. In the second half-year the object was to illustrate the application of principles dealt with in the first half-year, and to give general information on certain economic questions of practical importance. The work was mainly descriptive and historical and was carried on partly by lectures and partly by the discussion of the books mentioned above.—8 students.

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Twelfth Year Reports of the Treasurer and Secretary, 1891, p. 23.

________________________

From Thirteenth Year [1891-92] Annual Report
October 25, 1892

[…]

Political Economy.

(Primarily for Undergraduates.)

Professor [Frank William] Taussig and Mr. [William Morse] Cole. — Mill’s Principles of Political Economy: Production; Wages, Profits, Rent; Value; Money and Credit; International Trade; Progress of Society; Taxation. Cairnes’s Some Leading Principles of Political Economy. Lectures; Social Questions, Banking, Recent Financial History in the United States. During three-quarters of the year attention was given to the main principles of Political Economy. During the remainder of the year the work consisted of the application of principles and the description of some leading economic features of society. — 17 students.

(For Graduates and Undergraduates.)

Mr. [Edward] Cummings. — The Principles of Sociology. — Development of the Modern State, and of its Social Functions.

An introductory course in sociology, intended to give a comprehensive view of the structure and development of society in relation to some of the more characteristic ethical and industrial tendencies of the present day.

The course began with a hypothetical consideration of the relation of the individual to society and to the State-with a view to pointing out some theoretical misconceptions and practical errors traceable to an illegitimate use of the fundamental analogies and metaphysical formulas found in Comte, Spencer, P. Leroy Beaulieu, Schaeffle, and other publicists.

The second part followed more in detail the ethical and economic growth of society. Beginning with the development of social instincts manifested in voluntary organization, it considered the genesis and theory of natural rights, the function of legislation, the sociological significance of the status of women and of the family and other institutions — with a view to tracing the evolution of certain types of society based upon a more or less complete recognition of the social ideals already considered.

The last part dealt with certain tendencies of the modern state, discussing especially the province and limits of state activity, with some comparison of the Anglo-Saxon and the continental theory and practice in regard to private initiative and state intervention in relation to public works, industrial development, philanthropy, education, labor organization, and the like.

Each student selected for special investigation some question closely related to the theoretical or practical aspects of the course; and a certain amount of systematic reading was expected. — 6 students.

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Thirteenth Year Reports of the Treasurer and Secretary, 1892, pp. 25-26.

________________________

From Fourteenth Year [1892-93] Annual Report
October 31, 1893

[…]

History

(Primarily for Graduates.)

Professors [William J.] Ashley and [Abert Bushnell] Hart.— Seminary in Economic and American History. The purpose of this research course was to train students in the use of sources, in the collection of material, and in reaching independent results on important questions. Each student had frequent conferences with one or other of the instructors; the general exercises were lectures on methods by the instructors, and papers prepared by the students as reports of their work. The subjects studied were Manumission in America; the early phases of the Anti-slavery movement; the Freedman’s Bureau; Serfdom in England; the Black Death; and the Peasant’s Revolt of 1381. The students had the use of the Harvard College Library and of the various Boston libraries. — 6 students (1 graduate).

[…]

Economic [sic].

(Primarily for Undergraduates.)

Professor [William J.] Ashley and Mr. [William Morse] Cole. — The first half-year was devoted to a consideration of the main conceptions of Political Economy, and the work took the form of recitations based upon Mill’s Principles.
The class read the chapters on the functions of labor, capital and land and the laws governing their increase; on the distribution of produce among laborers, capitalists and landholders; on the exchange value, both domestic and international, of commodities; on the functions of money and the laws governing its value; on the influence of progress upon the production and distribution of wealth. The class-room work consisted of general informal discussion suggested by the chapters read, with the intent that the students should acquire facility in independent thinking upon economic subjects.
The second half-year was chiefly occupied by lectures on Socialism, Methods of Industrial Remuneration, Taxation, Protection, Banking and Currency. Students were required to read certain portions of Rae, Contemporary Socialism, Schloss, Methods of Industrial Remuneration, Dunbar, Banking, Taussig, Silver Situation, and other works. — 8 students.

Professor [William J.] Ashley. — The Economic History of Europe and America, down to the Eighteenth Century. This course of lectures and exercises dealt with the following topics, among others; the scope and purpose of economic history; the agricultural and industrial organization of the Roman Empire, — the villae and collegia; the tribal system of the Celts, Teutons, and Slavs; the problem of the origin of the manor; the manor in its complete form, and its subsequent transformation; the rise of commerce and industry, and the history of merchant gilds and craft gilds in relation thereto; the organization of international trade in the Middle Ages; the agricultural changes of the Sixteenth Century in England and elsewhere; the great trading companies; the woollen trade of England, and the domestic system of industry; the transition from English to American agrarian conditions. — 8 students.

(For Graduates and Undergraduates.)

Mr. [Edward] Cummings. — The Principles of Sociology. — Development of the Modern State, and of its Social Functions. An introductory course in sociology, intended to give a comprehensive view of the structure and development of society in relation to some of the more characteristic ethical and industrial tendencies of the present day.
The course began with a hypothetical consideration of the relation of the individual to society and to the State — with a view to pointing out some theoretical misconceptions and practical errors traceable to an illegitimate use of the fundamental analogies and metaphysical formulas found in Comte, Spencer, P. Leroy Beaulieu, Schaeffle, and other publicists.
The second part followed more in detail the ethical and economic growth of society. Beginning with the development of social instincts manifested in voluntary organization, it considered the genesis and theory of natural rights, the function of legislation, the sociological significance of the status of women and of the family and other institutions — with a view to tracing the evolution of certain types of society based upon a more or less complete recognition of the social ideals already considered.
The last part dealt with certain tendencies of the modern state, discussing especially the province and limits of state activity, with some comparison of the Anglo-Saxon and the continental theory and practice in regard to private initiative and state intervention in relation to public works, industrial development, philanthropy, education, labor organization, and the like.
Each student selected for special investigation some question closely related to the theoretical or practical aspect of the course; and a certain amount of systematic reading was expected. — 3 students.

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Fourteenth Year Reports of the Treasurer and Secretary, 1893, pp. 34-38.

Image Source: Fay House, Radcliffe College Archives W359459_1.

Tags Ashley, Coggeshall, ColeWM, CummingsEdward, Huntington, Laughlin, MasonEC, Taussig

Courses Economic History Harvard Suggested Reading Syllabus

Harvard. Readings for Modern Economic History. Ashley, 1899-1900

Post author By Irwin Collier
Post date 2017-06-23

The following course outline with reading assignments comes from one of the two year-long courses William J. Ashley taught at Harvard for nearly a decade around the turn of the 20th century. No copy of his reading list for Medieval Economic History of Europe is found in the Harvard Archive’s collections of course reading lists that include fewer and fewer courses as we move back to the earliest years of the 20th century and before. However there is the printed copy of the readings for the Economic History of Europe and the United States since 1500 that has been transcribed for this posting.

A biographical piece published in 1899 has already been posted in Economics in the Rear-view Mirror.

____________________________

From Taussig’s history of the department of economics:

“…The Department from the first gave attention to economic theory; and the slant which was thus given its work under Dunbar’s leadership persisted. It was always known in the country as giving much attention to the matters of principle which are indicated by the term ‘economic theory,’ and also to the history of the development of economic thought.

Another aspect, the historical, was emphasized by the appointment in 1892 of William J. Ashley* as Professor of Economic History. As in the case of Dunbar, this was an unprecedented move. Ashley’s appointment was evidence of a desire to promote the new current of thought for increased attention to history in its widest range: letters, law, morals, as well as economics. He remained in service for nearly 10 years, resigning to accept a chair in England. His place was soon taken by a scholar of no less distinction, Edwin F. Gay…”

________________

* Sir William Ashley, as he became in 1917, took a First in Modern History at Balliol in 1881, and in 1888 published his pioneer work, An Introduction to English Economic History and Theory.

Source: Chapter 9, “Economics” by Frank William Taussig in Samuel Eliot Morison (ed.), The Development of Harvard University since the Inauguration of President Eliot, 1869-1929. Cambridge: Harvard University Press, 1930.

___________________________

Course Announcement (from 1897-98)

[Economics] 11. The Modern Economic History of Europe and America (from 1500). Tu., Th., (and at the pleasure of the instructor) Sat., at 12. Professor Ashley.

This course, — which will usually alternate with Course 10 [The Mediaeval Economic History of Europe] in successive years, — while intended to form a sequel to Course 10, will nevertheless be independent, and may usefully be taken by those who have not followed the history of the earlier period. The main thread of connection will be found in the history of trade; but the outlines of the history of agriculture and industry will also be set forth, and the forms of social organization dependent upon them. England, as the first home of the “great industry,” will demand a large share of attention; but the parallel or divergent economic history of the United States, and of the great countries of western Europe, will be considered side by side with it.

Source: Harvard University, Faculty of Arts and Sciences. [Announcement of the] Division of History and Political Science Comprising the Departments of History and Government and Economics 1897-98, pp. 31-32.

___________________________

Course Enrollment

[Economics] 11. Professor ASHLEY.—The Modern Economic History of Europe. Lectures (2 or 3 hours).

Total 76: 15 Graduates, 21 Seniors, 26 Juniors, 6 Sophomores, 8 Others.

Source: Harvard University. Annual Report of the President of Harvard College 1899-1900, p. 69.

___________________________

ECONOMICS 11.
PRESCRIBED READING FOR THE FIRST HALF-YEAR

[Stamp: Harvard College Library, Cambridge, Mass. Jan 15, 1900]

(A supplement to, and not an alternative for, the lectures.)

* * * * *

Warner, English Industrial History, to p. 208.
Fiske, Discovery of America, I, pp. 256-334, 354-365,453-460; II, App. A and B.
Hunter, History of British India, I, ch. 1-5.
Marco Polo, Travels, ed. Yule; or pub. Cassell.
Hakluyt, Discovery of Muscovy, pub. Cassell.
Fox Bourne, English Merchants, 1886, pp. 13-149.
Easterlings, Hanse of London, Hanse Towns, and Hanseatic League in Palgrave’s Dictionary of Political Economy; or Hanse in Say et Chailley, Nouveau Dictionnaire d’Économie Politique; or Hanse in Handwörterbuch der Staatswissenschaften; or Hanseatic League in Encyclopœdia Britannica.
Pigeonneau, Histoire du Commerce de la France, I, pp. 211-218.
Jacobs, Story of Geographical Discovery.

* * * *

Seebohm, English Village Community, pp. 1-32; or Ashley, Economic History, I, §1; the former recommended.
Jones, Peasant Rents, ch. 2, 3, §§4-6, App., pp. 172-190.
Ashley, Economic History, II, ch. 4,5.
Belfort Bax, German Society at the close of the Middle Ages, Intro., and ch. 1, 5-8.
The Twelve Articles of the German Peasants in 1525; German text in Zimmermann, Geschichte des Bauernkrieges, Zweiter Theil, 1862, pp. 98 seq.; imperfect English translation in Belfort Bax, Peasants’ War, pp. 63 seq.
More’s Utopia (Arber’s reprint recommended), bk. I; or Harrisons’s Description of England (in Elizabethan England, Camelot series), ch. 1, 2, 4, 7, 9, 10.
Ashley, Economic History, II, ch. 1-3.
Articles of the Spurriers and White-tawyers in Riley’s Memorials of London, pp. 226-228, 232-234, and of the Exeter Tailors in English Gilds, pp. 312-316; or all three in Penn. and Reprints, vol. II, no. I.
Statute 5 Eliz. c. 4, in Statutes of the Realm, or in Prothero, Statutes and Constitutional Documents.
Levasseur, Histoire des classes ouvrières, II, pp. 119-126; or Martin Saint-Léon, Histoire des corporations de métiers, pp. 247-253.
Report of the Commission of the German Diet in 1522; text in Belfort Bax, German Society at the close of the Middle Ages, pp. 245-259; imperfect translation, ibid., pp. 231-245; together with the account of the Fuggers, , App. C.
Defoe, Tour through the Eastern Counties, pub. Cassell.
Defoe, From London to Land’s End, pub. Cassell.
Schmoller, Mercantile System.

* * * * *

ADDITIONAL READING RECOMMENDED.

Cunningham, Growth of English Industry and Commerce. I. Early and Middle Ages, Bk. III, ch. 4; Bk. IV, ch. 2-5; Bk. V, ch. 5. II. Modern Times, Bk. VI, ch. 4.
Cunningham, Alien Immigrants to England, ch. 3 & 4.
Pigeonneau, Histoire du Commerce de la France, Tome II, livre 1.
Lindner, Die deutsche Hanse.
Dixon, The Florentine Wool Trades, in R. Hist. Soc., 1898.
Ruskin, The Stones of Venice, ch. 1, §§1-16.
Hallam, Account of the Government of Florence, in Middle Ages, I, ch. 3, pt. 2.
The Common Weal of this Realm of England, ed. Lamond.
Cheyney, Social Changes in England in the 16^th Century.
Leadam, The Domesday of Inclosures, R. Hist. Soc.

ECONOMICS 11.
PRESCRIBED READING FOR THE SECOND HALF-YEAR

[Handwritten pencil note: “1899-1900”]

(A supplement to, and not an alternative for, the lectures.)

* * * * *

Warner, English Industrial History, p. 209 to end.

* * *

Text of the Navigation Acts, Amer. History Leaflets, No. 19.
Text of the Poor Law of Elizabeth, 43-44 Eliz., cap. 2, in Statutes of the Realm, or Prothero Constitutional Documents.

* * *

Hunter, History of British India, ch. 6-10.
Noel, Histoire du Commerce du Monde, II, pp. 150-164, 270-274.
Macaulay, Lord Clive, in Critical and Historical Essay.
Adam Smith, Wealth of Nations, Bk. V, ch. 1, pt. 3, art. 1.
Day, The Culture System, Yale Review, Feb. 1900.
Seeley, Expansion of England, Course I, Lectures 1, 2, 6; Course 2, Lecture 3.
Mahan, Influence of Sea Power, 1660-1783, ch. 1.
Ashley, The Commercial Legislation of England and the American Colonies, 1660-1760, Quarterly Journal of Economics, Nov. 1899.

* * *

Prothero, Pioneers and Progress of English Farming, pp. 29-103.
Seeley, The Emancipating Edict of Stein, in his Life of Stein, Pt. 3, ch. 4; reprinted in Rand, Economic History.

* * *

Fox Bourne, English Merchants, p. 150 to end.
Sargent, The Economic Policy of Colbert.
Hewins, English Trade and Finance, pp. 74-164.
Toynbee, The Industrial Revolution, pp. 27-136.
Fowle, The Poor Law, ch. 3, 4.
Defoe, Essay on Projects, pub. Cassell; especially pp. 1-42, 77-80.
Macpherson, Annals of Commerce. Account of the South Sea Company and the Mississippi Scheme, s. aa. 1711, 1713-1715, 1717-1720.
Macaulay, Account of the
East India Company (ch. 18 and elsewhere),
Bank of England (ch. 20),
Recoinage (ch. 21),
Darien Company (ch. 24),
in History of England.

* * * * *

Harvard. Graduates’ Magazine reports on Economics Dept. 1892-1904.

Post author By Irwin Collier
Post date 2016-01-19

The Harvard Graduates’ Magazine. Vol. 1, October, 1892, pp. 116-117.

ECONOMICS.

Ten years ago, the Department of Political Economy had one professor and one instructor, neither giving all of his time to the subject. At present, the Department of Economics has three professors and two instructors. The change in name, from Political Economy to Economics, indicates of itself an enlargement of the range of subjects. The number of courses offered has grown from two to a dozen, with a corresponding development in the variety of topics treated. The increase in the number of students is indicated by the fact that the first course, introductory to the rest, which was taken ten years ago by perhaps fifty students, now has over three hundred. This striking development is significant of the rapid increase in the attention given to economic problems by the public and by our institutions of learning. The staff now consists of Professors Dunbar, Taussig, and Ashley, and Messrs. Cummings and Cole. Professor Ashley enters upon his duties for the first time this autumn, his chair being a newly created one of Economic History. Professor Dunbar continues to edit the Quarterly Journal of Economics, which was established by the University in 1886 with the aid of a fund contributed by John Eliot Thayer, ’85, and which has an established position among the important periodicals on economic subjects. The Department has recently done service to economic students by a reprint, under Professor Dunbar’s care, of Cantillon’s Essai sur le Commerce, a rare volume of importance in the history of economic theory; and it has now in press a volume of State Papers and Speeches on the Tariff, meant to aid students of the tariff history of the United States. For its growth in the past the Department has depended wholly on the expenditure by the Corporation of unpledged resources. No doubt the increasing sense of the importance of economic study will in time change the situation in this regard, and will make this department as attractive for benefactors as those which are older and more familiar.

F. W. Taussig, 79.

_____________________________

ECONOMICS.

Prof. Taussig’s continued absence has occasioned some readjustment of work within the Department during the present year. Dr. A. P. Andrew has full charge of Course I, Dr. O. M. W. Sprague of Course 6, and Prof. T. N. Carver of Course 2, while Prof. Taussig’s course on Adam Smith and Ricardo has been combined with Dr. C. W. Mixter’s course on Selected Topics in the History of Economic Thought since Adam Smith. Prof. W. Z. Ripley, formerly of the Massachusetts Institute of Technology, has accepted a professorship in our Department, and is giving Course 9 on Problems of Labor and Industrial Organization, the first half of Course 3, on the Principles of Sociology, the second half of Course 17, on the Economic Organization and Resources of European Countries, and Course 4, on the Theory and Method of Statistics. Dr. E. F. Gay, who has spent several years in Europe investigating in the field of economic history, has accepted an instructorship here, and is giving Courses 10 and 11, on the Economic History of Mediaeval and Modern Europe.

The interest in the work of the Department continues to grow. Economics I has 542 students, as compared with about 480 at this time last year. Mr. Wyman’s course (21), on The Principles of Law in their Application to Economic Problems, now contains over 60 students, as compared with 38 last year. Other courses show no great variation one way or the other, except Prof. Ripley’s course in Statistics. The interest which is being revived in this too much neglected field promises well for the future of economic studies in Harvard.

The change in the hour of Economics I from Monday, Wednesday, and Friday, at 9, to Tuesday, Thursday, and Saturday, at 11, was necessary in order to find a suitable room. This makes it possible for a larger number of Freshmen to elect the course, since it no longer conflicts with History I. Whether this is going to prove advantageous or not remains to be seen. At present the policy is to discourage Freshmen from electing this course. If there should be a considerable increase in the number of men who complete the college course in three years, it may be advisable to allow some of the more mature members of the Freshman Class to take Economics I. In that case it will be necessary to increase the number of courses which are somewhat general in their scope. Thus the course on Economic Theory (2) might be made somewhat less special than it now is, and a new course covering the general field of Practical Economics might be started. In this way the evils of too early specialization might be avoided. However, no definite policy has as yet been decided upon.

The Department has secured the use of Room 24, University Hall, as headquarters. In this room the mail of the Department and of the Quarterly Journal of Economics will be received, and the exchanges will be available for immediate inspection. This room has also been fitted up with drawing tables and other apparatus necessary for practical work in statistics. It is the purpose to make it a statistical laboratory.

The accounts of the Quarterly Journal of Economics are satisfactory, and the subscription list is making slow but substantial gains.

T. N. Carver.

_____________________________

The Harvard Graduates’ Magazine. Vol. 11, June, 1903, pp. 560-562.

ECONOMICS.

An interesting comparison between the allied departments of History and Economics is shown below on the basis of the number of students electing such courses. Some of the novel problems entailed by the rapid growth of the very large courses are now being considered by both departments. This rapid growth in large courses, coupled with the increase in the number of highly specialized courses, is bound to make necessary a constant increase in the instructing staff, if full justice to the work is to be done. Among the new courses offered for next year are the following: Economics of Agriculture, by Prof. Carver; Corporation Finance, by Prof. Ripley; Outlines of Agrarian History, by Prof. Gay; and American Competition in Europe since 1873 and The Indirect Activities of the State in Australasia and in Europe, by Mr. Meyer. A general revision of the methods of the Seminary is also under consideration, although plans in that direction are not as yet completed,

1902-3. STUDENTS IN ECONOMICS.

ECONOMICS.				HISTORY.
1^st half year				1^st half year
Econ.	5	60		Hist.	12a	93
“	7b	21		“	16a	151	244
“	8a	100		2^d half year
“	12a	10		Hist.	12b	79
“	10	16		“	16b	148
“	18	45	252	“	29	86	313
2^d half year				½ course thro yr.
Econ.	8b	152		Hist.	17	4	4
“	11b	19		Whole courses.
“	12b	43		Hist.	1	506
“	16	29	243	“	3	6
½ course thro yr.				“	4	7
Econ.	4	15	15	“	6	19
Whole courses.				“	8	8
Econ.	1	519		“	9	36
“	2	26		“	10	188
“	3	45		“	11	67
“	6	122		“	13	214
“	9	111		“	15	13
“	14	15		“	20d	3
“	17	9		“	20e	12
“	20	11		“	21	1
“	20a	5		“	25	3
“	21	60		“	26	11
“	22	6(?)		Hist. of Relig.	2	50	1144
				Deduct 50 given by another Faculty			1705
							1655
________________________________________
Whole courses			11	Whole courses			16
Half-courses		11	5 ½	Half-courses		6	3
			16 ½				19
Including 5 courses of over 100 students, of which 2 are half courses.				Including 5 courses of over 100 students, of which 2 are half courses.

A prompt response to suggestions made to the committee on instruction in economics of the Board of Overseers, as to the needs of the Department, has been made by Mr. Arthur T. Lyman in the shape of a gift of $500, to be expended in the preparation of charts, maps, and other illustrative material. The courses in general descriptive economics, it was felt, can be very greatly improved by the use of such material. Chart cases had already been installed in the new department headquarters, but this will enable the services of an expert draftsman for commencing the preparation of a suitable collection.

Among the other needs of the Department expressed at this meeting was that of an adding and computing machine for use in connection with the courses in Finance and Statistics. It was felt that the so-called “Burroughs Adder,” so generally in use in banking houses and statistical offices, could be utilized to great advantage in the prosecution of original work. The cost of such a machine is approximately $350. It is also to be hoped in the course of time that a collection of illustrative material other than maps may be commenced. This would include, for example, samples of the leading raw materials whose classification enters into tariff discussions and debates, photographs of social and industrial establishments, and other material of this sort. Such a collection, within moderate limits, along the lines of the Philadelphia Commercial Museums, has already been begun at Dartmouth, Ann Arbor, and other places. It should be kept in mind as a possible department at Cambridge.

_____________________________

The Harvard Graduates’ Magazine. Vol. 12, December, 1903, p. 246.

ECONOMICS.

Prof. Taussig has returned after an absence of two years, entirely restored in health. His resumption of work completes the working corps in the department, enabling it to offer its full list of announced courses. The number of graduate students is considerably increased over the preceding years, and there is every prospect of a successful resumption of the regular work in all lines.

The November number of The World’s Work contains the first of a noteworthy series of articles by Prof. Carver upon agricultural conditions in the West. Prof. Carver made a tour of some hundreds of miles on horseback during the summer, principally in the corn belt. It is his intention to supplement this tour by similar observations in other parts of the country in the coming years. This issue of The World’s Work forms distinctively a Harvard number, containing also an article on The Progress of Labor Organizations, by Prof. Ripley.

Among the new courses announced for this year are several by Prof. Bullock, one upon “The History and Literature of Economics,” with an additional research course entitled “Studies in American Finance.” Prof. Gay’s course upon ” The German Economists” last year met with so cordial a response that it has been expanded to a full course, covering the French as well as the German authorities. Mr. H. R. Meyer, having re- signed as an instructor, will continue as a lecturer, giving two courses upon “American Competition in Europe since 1873” and “The Industrial Activities of the State in Australasia and in Europe.”

W. Z. Ripley.

_____________________________

The Harvard Graduates’ Magazine. Vol. 13, December, 1904, p. 278.

ECONOMICS.

Economics 1 opens with an enrolment of 491 students, and is again the largest elective course in College. Government 1 is a close second, with 481 students; History 1 has 436. The numbers in Economics 1 are distinctly less than last year, which doubtless reflects the decline in attendance in the College at large. More than half of the total are Sophomores (255) ; the Juniors number 102, and the Freshmen 73. The resort to these three courses shows how strong is the trend to ward instruction in subjects connected with political life, and how great is the need for careful teaching and careful organization. Economics 1 continues to be conducted on the system which has been in use for some years past, and has been followed also in Government 1 and History 1. Two hours of lectures are given each week; for the third hour the course is divided into sections, in which there is a weekly examination, coupled with oral discussion of the subjects taken up during the week. Five assistant instructors conduct these sections, and the system seems to solve the problem of large courses satisfactorily.

In line with the policy adopted last year in the Department of paralleling the various undergraduate courses with advanced courses for graduate students, involving more or less research in each special field, Prof. Andrew is this year giving an advanced course upon the theories of crises, as a continuation of his larger course upon crises and cycles of trade.

An experiment intended to deal with the increasing difficulty of giving required reading to constantly enlarging classes will be tried in Economics 9b, through the publication of a casebook in economics similar to those in use in the Law School. The plan is to reprint official documents and detailed descriptions of particular phases of corporate economics, leaving to the lectures the task of supplying the connecting links and of tracing the development of the subject as an organic whole.

A valuable collection of charts of railway mortgages has recently been acquired through the generosity of graduates. These charts, prepared for the different railway systems, illustrate the exact character and situs of the securities. The collection of other charts and diagrams, made possible through the generosity of Mr. Arthur T. Lyman, is also making progress.

Source: See the listings for the Harvard Graduates’ Magazine at Hathitrust. These are some of the items found using the index for the first twenty volumes.

Tags AndrewAP, Ashley, Bullock, Carver, Cole, ColeWM, CummingsEdward, CummingsJohn, Cunningham, Dunbar, Gay, Hill, Macvane, MeyerHR, Mixter, Peabody, Ripley, Sprague, Taussig, Wambaugh, Willoughby, Wyman

Economic History Economists Harvard

Harvard. Economic historian William J. Ashley. Short biographical sketch, 1899

Post author By Irwin Collier
Post date 2016-01-03

“William James Ashley (1860–1927) was one of a group of economists (including, among others, William Cunningham, H. S. Foxwell, and W. A. S. Hewins) who at the turn of this century constituted the English school of economic history, the school which had been given its form in the 1870s and 1880s by Thorold Rogers and Arnold Toynbee. Ashley, alone of this group, also had ties with the German school of historical economists, which under the leadership of Gustav Schmoller had, from the 1870s on, posited a historical, statistical, and inductive method against the abstract, deductive method of the classical school of Ricardo.”

More can be found in the entry written by Bernard Semmel in the International Encyclopedia of the Social Sciences (1969).

_________________________________

ASHLEY, William James, 1860-

Born in London, Eng., 1860; educated at Balliol College, Oxford; Fellow of Lincoln College, Oxford; Lecturer in Modern History in Lincoln and Corpus Christi Colleges; Professor of Political Economy and of Constitutional History in the University of Toronto, Canada; Professor of Economic History at Harvard; Corresponding member of the Royal Historical Society (England); author of “Introduction to English Economic History and Theory.”

WILLIAM JAMES ASHLEY, A.M., Professor of Economic History at Harvard since 1892, is the son of James and Jane (Short) Ashley, and was born in London, England, February 25, 1860. His early education was obtained at St. Olave’s Grammar School, Southwark, London; and his collegiate training as a Scholar of Balliol College, Oxford, where he received the degree of Bachelor of Arts in 1881, (obtaining the Lothian Prize in the next year), and the degree of Master of Arts in 1885. For the three years preceding 1888 he was a Fellow of Lincoln College, Oxford, and Lecturer in Modern History in Lincoln and Corpus Christi Colleges. From then until 1892 he was a Professor of Political Economy and Constitutional History in the University of Toronto, Canada. The last named year he was appointed Professor of Economic History at Harvard. Mr. Ashley is a Corresponding Member of the Royal Historical Society (England). As a writer as well as an Instructor he has won pronounced recognition. His chief work is An Introduction to English Economic History and Theory, of which the first volume was published in 1888 [Part I. The Middle Ages: first edition, 1888; second edition, 1892; third edition, 1894; fourth edition, 1909] and the second in 1893 [Part II. The End of the Middle Ages: first edition, 1888; second edition, 1893; fourth edition, 1906], several editions being put to press, and the book appearing both in England and America, as well as being translated into German and French. Various articles have also appeared from his pen in the Quarterly Journal of Economics, in the Political Science Quarterly, in the Economic Journal, in the Economic Review and in the English Historical Review. He married, on July 2, 1888, Annie Margaret, daughter of George Binkbeck Hill, D.C.L., the Editor of Boswell, and has three children: Annie, Alice Mary and Walter Ashley.

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. 595.

Tags Ashley

Economists Harvard

Harvard. Seminary in Economics. Topics and Speakers, 1891/2-1907/8

Post author By Irwin Collier
Post date 2015-12-27

The inspiration for the research workshop goes back to the German tradition of the research seminar for which the English word “seminary” was used. A sole economics seminary was announced at Harvard for the period 1892-1933 according to the annual Announcement of Courses of Instructions. One presumes the division of workshops is limited by the extent of the graduate program and that, by the early 1930s, the scale and scope of the Harvard department supported greater differentiation of its research seminars. The later Hansen-Williams Fiscal Seminar is an example of the kind of specialized workshop that was to develop.

This posting provides the names and topics of presenters at the seminary in economics as published in the Harvard University Catalogues up through the academic year 1907/08 after which time we need to draw on other sources, e.g. announcements of individual seminars published in the Harvard University Gazette or the Harvard Crimson. Where invited guest lecturers for the public were announced, e.g. John Commons and Thorstein Veblen, I have included the information for the corresponding year.

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[First announcement of the Seminary in Economics, 1892-93]

Economics 20. Seminary in Political Economy.

Professors Dunbar and Taussig, and Mr. Cummings, will guide competent students in research on topics assigned after consolation. The Seminary will hold weekly meetings; and in addition each student will confer individually, once a week, with the instructor under whose guidance he carries on his investigations.

Source: Harvard University, Announcement of Courses of Instruction provided by the Faculty of Arts and Sciences for the Academic Year 1892-93, p. 32.

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[Last announcement of the Seminary in Economics, 1932-33]

The Seminary in Economics. Mon., at 7.45 P.M.

Meetings are held by instructors and advanced students for the presentation of the results of investigation.

Source: Harvard University, Announcement of Courses of Instruction provided by the Faculty of Arts and Sciences for the Academic Year 1932-33 (second edition), p. 130.

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1891-92

At the Seminaries of Political Economy and American History (Joint Meetings):

Colonial Tariffs. Mr. William Hill.
Periodical Literature and Collections. Professor Taussig.
Suppression of the African Slave Trade. Mr. W. E. B. DuBois.
The Episcopal Church and Slavery. Mr. W. L. Tenney.
The Pacific Railways. Mr. H. K. White.
The Central Pacific Railway. Mr. W. Olney.
Impeachment Trials. Mr. Melville E. Ingals, Jr.
Some Early Anti-Immigration Laws. Mr. E. E. Proper.
Reconstruction in South Carolina. Mr. D. F. Houston.

Source: Harvard University Catalogue 1892-93, p. 122.

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1892-93

At the Seminary in Economics:

The economic periodicals of France and England. Prof. C. F. Dunbar.
The economic periodicals of Germany and the United States. Professor F. W. Taussig.
Georgia’s experiment in state railway management. Mr. G. Walcott.
The theory of gluts, with special reference to earlier discussions. Mr. C. W. Mister.
Public works in Pennsylvania. Mr. A. M. Day.
Postal subsidies in Great Britain. Mr. H. C. Emery.
Internal improvement in Indiana. Mr. H. H. Cook.
Railway Pools in the United States. Mr. G. L. Sheldon.
The earlier history of the anthracite coal industry. Mr. G. O. Virtue.
The construction of the Union Pacific Railway. Mr. H. K. White.
The organization of Poor Relief in Massachusetts. Mr. H. K. White.

At the Seminaries of American History and Institutions and of Economics. (Joint Meetings):

Study of History and Economics in English Universities. Professor W. J. Ashley.
The Mark theory. President E. A. Bryan.
Tariff legislation in the United States from 1783-1789. Mr. William Hill.
The federal import and the tariff act of 1879. Mr. William Hill.
The currency situation in the United States. Professor F. W. Taussig.
Legislation by the states on the issue of bank notes. Mr. D. F. Houston.

Source: Harvard University Catalogue 1893-94, pp. 129-130.

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1893-94

At the Seminary of Economics:

The economic congresses and meetings at Chicago. Professors Cummings and Taussig.
The economic and statistical meetings at Chicago. Professor Taussig.
Combinations among anthracite coal producers since 1873. Mr. Virtue.
Results of recent investigations on prices in the United States. Professor Taussig.
Some phases of public management of railways in Victoria (Australia). Mr. H. R. Meyer.
Local rivalry in the earlier development of internal improvements in the United States. Mr. A. M. Day.
Forestry legislation in the United States. Mr. C. C. Closson.
The Trunk Line Pool, and its effects on railway rates. Mr. G. L. Sheldon.
Sismondi and the theory of gluts. Mr. C. W. Mixter.
The earlier stages of the operation of the Erie canal. Mr. W. R. Buckminster.
The income tax of the civil war. Mr. J. A. Hill.
Internal improvements in Illinois. Mr. G. S. Callender.
Changes in the factory population of the United States. Mr. E. H. Vickers.
The Canadian Pacific Railway. Mr. G. W. Cox.
Public railway management in New South Wales. Mr. H. R. Meyer.
The development of the theory of gluts and over-accumulation. Mr. C. W. Mixter.
Compulsory insurance in Germany. Mr. J. G. Brooks.
The Erie canal. Mr. W. R. Buckminster.
The factory system in the United States. Mr. E. H. Vickers.

Source: Harvard University Catalogue 1894-95, p. 136.

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1894-95

At the Seminary of Economics:

Wilhelm Roscher. Professor Ashley.
The factory operatives in the United States. Mr. E. H. Vickers.
The classification of the Political Sciences. Professor Ashley.
The English Budget of 1894. Mr. F. R. Clow.
The antecedents of J. S. Mill’s “Principles.” Messrs. Aldrich, Estabrook, and Harper.
The theory of “House-Industry.” Mr. O. M. W. Sprague.
Definition and history of statistics. Mr. H. H. Cook.
The distribution of mediaeval fairs. Mr. J. Sullivan.
The United States and its mineral lands Mr. G. O. Virtue.
Child labor in the early factories. Mr. Hisa.
The economic condition of the South. Dr. E. von Halle.
The Chicago strike. Professor Ashley.
Legislation on arbitration in the United States. Rev. T. P. Berle.
The taxation of sugar in Germany. Mr. G. E. Chipman.
State railroads in New South Wales. Mr. H. R. Meyer.
Economic teaching in Germany. Rev. W. L. Bevan.
English industrial organization in the 17th and 18th centuries. Mr. O. M. W. Sprague.
Mediaeval fairs and the law merchant. Mr. J. Sullivan.
The antecedents of Mill’s “Doctrine of Value.” Mr. E. H. Harper.
The financing of internal improvements in the Northwest. Mr. G. S. Callender.
The antecedents of Mill’s chapters on Property and Land-Tenure. Mr. H. K. Estabrook.
Technical education in England. Mr. G. W. Cox.

Source: Harvard University Catalogue, 1895-96, p. 139.

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1895-96

Eight lectures by Francis A. Walker, LL.D., on Bimetallism since the Discovery of America.

Lecture. The Present Condition of the Currency of the United States. Professor F. W. Taussig.

At the Seminary of Economics: —

Economics in Italy. Professor Taussig.
The study of economics in German universities. Mr. C. W. Mixter.
The theory of the standard of living, from Adam Smith to J. S. Mill. Mr. R. Ware.
Financial operations by the loyal states during the Civil War (1861-1865). Mr. H. H. Cook.
International borrowing in its early stages, with special reference to England and the United States, 1820-1840. Mr. G. S. Callender.
The workman in the textile industries of England and the United States. Mr. S. N. D. North.
Attainment of the income tax in England. Mr. A. M. Chase.
Public management of railways in Victoria. Mr. H. R. Meyer.
The organization and regulation of certain domestic industries in England in the 18th century. Mr. O. M. W. Sprague.
The taxation of personal property in Massachusetts. Mr. E. W. Hooper.
The annual appropriation bill of the city of Boston. Mr. W. H. King.
The legal tender acts of 1862. Mr. D. C Barrett.
Fundamental errors in sociology. Dr. Frederick H. Wines.
International borrowing before 1850. Mr. G. S. Callender.
The tonnage laws and the shipping policy of the United States. Mr. P. D. Phair.
The internal revenue act of 1862. Mr. G. Thomas.
The beginning of liquor legislation. Mr. A. P. Andrew.
The international trade of the United States in its relation to recent currency legislation. Mr. A. Sweezey.
Beginnings of trade and industry in Scotland, with some account of the early Guilds. Mr. T. Allison.
The bimetallic situation. President Francis A. Walker.
The Intercolonial Railway of Canada. Mr. C. E. Seaman.
The railway situation in California. Mr. H. C. Marshall and Dr. F. E. Haynes.
The taxation of sugar in the United States since 1860. Mr. C. S. Griffin.
The economic basis of Irish emigration 1650-1850. Mr. H. H. Cook.

Source: Harvard University Catalogue 1896-97, pp. 138-9, 141-42.

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1896-97

Eight lectures on the Income Taxes in Germany, Switzerland, and England, by Dr. J. A. Hill. Subjects as follows: —

Income Taxes in Germany: Historical Development. The Taxpayers, the Taxable Income, and the Rates.
The Methods of Assessment. Income and Property Taxes in Switzerland: Their Development. The Rate and Exemptions. The Methods of Assessment.
The English Income Tax: Its History. The Assessment.

At the joint meetings of the Seminary of American History and Institutions and the Seminary of Economics:

Methods and experience of historical investigation. Mr. J. F. Rhodes.
The financial procedure of a state legislature. Mr. F. C. Lowell.

At the Seminary of Economics:

French economic periodicals and other aids to economic study. Professor Dunbar.
Periodicals and other aids to economic study, in France. Professor Dunbar.
Periodicals and other aids to economic study, in England and the United States. Professor Ashley.
John Rae: A neglected economist. Mr. C. W. Mixter.
Some impressions of reformatories. Mr. W. H. Gratwick.
Sir Robert Giffen on prices in relation to material progress in England. Mr. F. Atherton.
The woolen manufacturer and the tariff. Mr. A. T. Lyman.
British capital and American resources, 1815-1850. Mr. G. S. Callender.
The taxation of sugar in the United States, 1789-1861. Mr. C. S. Griffin.
Recent immigration into the United States. Mr. E. H. Warren.
Apportionments of national bank currency. Mr. T. Cooke.
Some phases of the history of the Union Pacific Railway. Mr. S. P. West.
Some recent phases of economic thought in the United States. Mr. J. A. Tirrell.
The condition of coal-miners in the bituminous districts. Mr. H. E. George.
Certain phases of the history and literature of industrial depression from 1873 to 1886. Mr. C. Beardsley, Jr.
The financial history of the Pennsylvania Railway. Mr. R. D. Jenks.
Some aspects of the financial history of the Union Pacific Railway. Mr. S. P. West.

Aids in Economic study: (1) Specialized publications in Germany. Professor F. W. Taussig.
(2) English and American literature. Professor Ashley.
(3) American publications. Professor Taussig.
The conference on trusts at Chicago. Mr. John Graham Brooks.
Legislation on combinations and trusts in the United States. Mr. R. C. Davis.
Judicial decisions on statutes relating to combinations and trusts. Mr. R. C. Davis.
The tenement house exhibition, and tenement conditions in Boston. Mr. F. A. Bushée.
The influence of the tariff on the iron and steel industry. Mr. D. S. Bobb.
The duties on wool and their effects, 1870-1899. Mr. F. W. Wose.
The duty on copper and its effects. Mr. W. D. Shue.
The duties on sugar and their effects. Mr. G. H. Johnston.
The economic aspects of close commercial relations with Hawaii. Mr. U. S. Parker.
The discussion of value at the hands of English writers before Adam Smith. Mr. C. Bowker.
The silk manufacture and the tariff. Mr. S. S. Fitzgerald.
The commercial crisis of 1857. Mr. C. Hobbs.
The economic significance of the Hebrew year of jubilee. Mr. R. J. Sprague.

Source: Harvard University Catalogue 1900-1, pp. 429, 432.

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1900-01

Six lectures on Statistics of Wages, by the Hon. Carroll D. Wright:—

Methods and Difficulties in Collecting Statistics of Wages.
Difficulties and Fallacies in Presentations of Wages.
Chief Sources of Statistical Information on Wages.
Value of the Various Collections of Wages Statistics.
Money Wages as shown by Statistics during last Half Century.
Real Wages for the same period.

At the Seminary of Economics:

The trusts and the tariff. Mr. Charles Beardsley.
Civil service reform in Australia: its successes and its failures. I. Victoria; II. New South Wales. Mr. H. R. Meyer.
The early history of the Standard Oil Combination. Mr. G. H. Montague.
Manufacturing industries in the South End of Boston. Mr. R. F. Phelps .
Notes on a transcontinental journey. Professor Taussig.
Relations of employers and workmen in the Boston building trades. Mr. W. H. Sayward.
Changes in the geographical distribution of the Southern negroes since the Civil War. Mr. R. J. Sprague.
Changes in the tenure and ownership of land in the South since the Civil War. Mr. R. J. Sprague.
The early history of the Erie Railway. Mr. A. J. Boynton.
The early history of banking in Massachusetts. Mr. F. L. Bugbee.
The work of the United States Industrial Commission. Professor E. D. Durand, of Stanford University.
The cotton-seed oil industry. Mr. W. D. Shue.
Combinations in the German iron trade. Mr. E. B. Stackpole.
Are the English payments to mail steamships subsidies? Mr. W. E. Stilwell.

Source: Harvard University Catalogue 1901-02, pp. 414, 419-420.

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1901-02

Seminary in Economics. Mon., at 4.30. Professor Ashley and Asst. Professor Carver.

In the Seminary, the instructors undertake the guidance of students in independent investigation, and give opportunity for the presentation and discussion of the result of investigation. Members of the Graduate School who propose to conduct inquiries having in view the preparation of theses to be presented for the degree of Doctor of Philosophy, may select subjects agreed upon after conference with the instructors, and may carry on investigations on such subjects, as part of the work in the Seminary.
The general meetings of the Seminary are held on the first and third Mondays of each month. The members of the Seminary confer individually, at stated times arranged after consultation, with the instructors under whose special guidance they are conducting their researches.
At the regular meetings, the results of the investigations of members are presented and discussed. The instructors also at times present the results of their own work, and give accounts of the specialized literature of Economics. At intervals, other persons are invited to address the Seminary on subjects of theoretic or practical interest, giving opportunity for contact and discussion with the non-academic world.

Source: Harvard University Archives. Official Register of Harvard University 1901-1902. Box 1. Faculty of Arts and Sciences, Division of History and Political Science (June 21, 1901), University Publications, New Series, No. 16, p. 48.

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

Four lectures by Professor Edward A. Ross, on “The Growth and present Stage of the Literature of Sociology”:—

The Building of Sociology.
The Recent Tendencies of Sociology.
The Moot Points of Sociology.
The Desiderata of Sociology.

At the Seminary of Economics:

The Rise of the Oil Monopoly. Mr. G. H. Montague.
The Conditions of Employment and Housing of South End (Boston) Factory Operatives. Mr. R. Morris.
Principles Underlying the Demarcation between Public and Private Industries. Mr. R. Morris.
Restriction of Municipal Gas and Electric Plants in Massachusetts. Mr. A. D. Adams.
Economic Conditions in Nicaragua. Dr. C. W. Mixter.
Some Theoretical Possibilities of Protective Tariffs. Professor Carver.
A Study of some Records of the Associated Charities of Boston. Mr. H. R. Meyer.
The Rise and Regulation of Municipal Gas and Electric Plants in Massachusetts. Mr. A. D. Adams.
Le Solidarisme social de M. Leon Bourgeois. Professor Léopold Mabilleau.
A Review of the French and Italian Economic Journals. Professor Ripley, Dr. A. P. Andrew, Mr. C. W. Doten, and Mr. R. F. Phelps.
National Corporation Laws for Industrial Organizations. Mr. James B. Dill.
The Budgetary System of Canada. Mr. R. C. Matthews.
The Elements of Labor and Relief Departments in Railway Expenditure. Mr. A. L. Horst.
The Economics of Colonization. Professor E. A. Ross.
Elizabethan Mercantilism as seen in the Corn Trade. Mr. R. G. Usher.
The Present Position of Economics in Japan. Mr. Nobushiro Sakurai.
The Economic Theories of Josiah Tucker. Mr. Robert Morris.
Urban and Suburban Residence of South End (Boston)
Factory Employés. Mr. R. F. Phelps.
The Recent History of the Standard Oil Monopoly. Mr. G. H. Montague.
State v. Local Control of the Boston Police. Mr. F. R. Cope.
The Laws regulating Muncipal Gas and Electric Plants in Massachusetts. Mr. A. D. Adams.

Source: Harvard University Catalogue 1902-03, pp. 431, 434-435.

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1902-03

Eight lectures on “Some Leading Principles of Political Economy and Statistics,” by Professor F. Y. Edgeworth, of Oxford University, as follows: —

The Theory of Value applied to International Trade.
The Exceptions to the Rule of Free Trade.
Value in a Regime of Monopoly.
The Value of Land and other Factors of Production.
The Taxation of Urban Site Values.
The Higher Theory of Statistics.
Index Numbers.
Supplementary.

The Forces in Industrial Consolidation. Mr. V. Custis.
Railroad Reorganization. Mr. S. Daggett.
The Specialized Literature of Economics: Periodicals, Dictionaries, and the Like. I. German Publications. Professor Taussig.
II. English and American. Professor T. N. Carver.
The French Corn Laws from 1515 to 1660. Mr. A. P. Usher.
The Meeting of the American Economic Association at Chicago. Professor Taussig.
Trade Unionism and Politics. Mr. Ray Stannard Baker.
Social Problems of American Farmers. President Kenyon L. Butterfield, of Rhode Island College of Agriculture.
Wool-growing in the United States. Mr. C. W. Wright.
Public Opinion as a Factor in Industrial Consolidation. Mr. V. Custis.
Marx’s Theory of Value. Mr. F. W. Johnston.
The Atchison System. Mr. S. Daggett.
Wool-growing in the United States since 1860. Mr. C. W. Wright.
The Negro in Boston. Mr. J. Daniels.

Source: Harvard University Catalogue 1905-06, pp. 456-457, 460-1.

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1905-06

Lecture. Followers of Karl Marx. Professor T. B. Veblen, of the University of Chicago.

Lecture. The Diffusion of Economic Knowledge. Professor Simon Newcomb.

At the Seminary of Economics:

Railroad Reorganization, The Philadelphia and Reading R. R. Mr. Stuart Daggett.
The Railway Rate Situation. Mr. C. A. Legg.
Stages of Economic Growth. Professor E. F. Gay.
The Finances of Boston, 1820-1860. Mr. C. P. Huse.
The Intendants and the Organization of the Corn Trade in France, 1683-1715.
Mr. A. P. Usher. Collateral Bond Issues. Mr. Thomas Warner Mitchell.
The Earlier History of the English Post-office. Mr. J. C. Hemmeon.
The Meeting of the American Economic Association at Baltimore. Professor Taussig.
The Organization of a Cooperative Business. Mr. E. A. Filene.
The Development of English Trade to the Levant. Miss G. F. Ward.
The Telephone Situation in Great Britain. Mr. A. N. Holcombe.
Characteristics of Railroad Reorganizations. Mr. Stuart Daggett.
The Distribution of Socialistic Sentiment. Professor T. B. Veblen, of the University of Chicago.
Transportation in Modern England, to 1830. Mr. W. Jackman.
The Dutch-English Rivalry, with Special Reference to Fisheries. Mr. H. L. Drury.
Recent History of the Glass Manufacture in the United States. Mr. D. F. Edwards.
A Discussion of Distribution. Mr. F. W. Johnston.

Source: Harvard University Catalogue 1906-07, pp. 536-7, 540.

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1906-07

Lectures on Municipal Ownership. Major Leonard Darwin, of London, England, gave a series of lectures on Municipal Ownership: —

1. The Main Issues connected with Municipal Ownership. The Regulation of Private Trade. Municipal Ownership and Local Taxation.
2. English Municipal Statistics. The Probability of Profit-Making by Municipal Ownership. Municipal Management.
3. Municipal Corruption. Wages under Municipal Ownership. The Direct Employment of Labour by Municipalities.
4. Municipal Ownership without Direct Employment. Municipal Ownership and Socialistic Ideals.

Through the courtesy of the National Civic Federation, a series of five public lectures on Socialism and the Allied Social and Economic Questions was given by W. H. Mallock, A.M.

Lecture. The New Interstate Commerce Act. Professor F. H. Dixon.

At the Seminary of Economics:

Impressions of Sociological Study in Foreign Countries. Mr. J. A. Field.
Field Observations on the Tobacco Industry. Mr. S. O. Martin.
The Financial Policy of Massachusetts from 1780 to 1800. Professor Bullock.
The Financial Policy of Alabama from 1819 to 1860. Mr. W. O. Scroggs.
The Finances of Boston, 1820-1860. Mr. C. P. Huse.
Some Aspects of the History of the English Mining Classes. Dr. G. R. Lewis.
Some Aspects of the Early Railway Era in Great Britain. Mr. William Jackman.
Land and Capital. Professor Fetter.
The Theory of Interest. Professor Fetter.
The Beet-Sugar Industry in the United States. Mr. M. H. Salz.
The Recent Tariff History of Canada. Mr. W. W. McLaren.
Commercial Education in American Universities. Mr. F. V. Thompson.
The English Board of Trade during the Seventeenth and Eighteenth Centuries, and its Records. Mr. J. R. H. Moore.
The Cotton Manufacture in the United States since 1860. Mr. M. T. Copeland.
Some Discoveries in Economic History. M. le vicomte Georges d’Avenel.
A Course of Instruction in Business Management. Mr. H. S. Person.
Bank Reserves in England, Canada, and the United States. Mr. F. S. Mead.
A Journey into the Tobacco-raising Districts of the West and South. Mr. S. O. Martin.
Sketch of the Legislative History of Massachusetts Business Corporations. Mr. W. E. Rappard.
The English Fisheries, 1500-1800. Mr. H. L. Drury.
Municipal Ownership of Telephones in Great Britain. Mr. A. N. Holcombe.
Researches in a Manufacturing Suburb. Mr. E. L. Sheldon.

Source: Harvard University Catalogue 1907-08, pp. 431, 437-438.

_________________________________________

1907-08

Under the auspices of the Department of Economics, Dr. Victor S. Clark gave two lectures on Australian Economic Problems: —

1. Railways: History and Administration.
2. Railways: Description and Statistics.

Dr. Clark also gave two public lectures: —

1. State and Federal Finance in Australia.
2. The Tariff Policy of Australia.

At the Seminary of Economics:

General Principles of Railroad Reorganization. Dr. Stuart Daggett.
The Silk Manufacture. Mr. F. R. Mason.
The Silk Manufacture and the Tariff. Mr. F. R. Mason.
Certain Phases of the Theory of Population since Malthus. Mr. J. A. Field.
The Commercial Use of Credit Instruments previous to 1724. Mr. A. P. Usher.
The Conduct of Public Works in English Towns in the Thirteenth and Fourteenth Centuries. Miss S. L. Hadley.
The Growth of the Knit Goods Industry. Mr. M. T. Copeland.
The Foreign Trade of England during the Thirteenth Century, especially with regard to the Italian. Miss G. F. Ward.
A Statistical Survey of Italian Emigration. Mr. R. F. Foerster.
The Meetings of the Economic and Sociological Associations at Madison. Professor Carver and Mr. J. A. Field.
The Canadian Reciprocity Treaty of 1854. Mr. W. W. McLaren.
Factory Labor in Massachusetts: Legislation and Economic Condition, 1810-1880. Mr. C. E. Persons.
Tax Administration in New York City. Mr. Lawson Purdy.
The Recent History of the Standard Oil Company. Mr. H. B. Platt.
The Wool and Woolens Act of 1867. Mr. P. W. Saxton.
The Causes of the Rise in Prices since 1898. Mr. H. L. Lutz.
The Corn Law Policy in England up to 1689. Mr. N. S. B. Gras.
Agrarian Conditions in Southwest Germany from the Thirteenth to the Sixteenth Century. Mr. H. C. Dale.
The Land Policy of Australia. Dr. Victor S. Clark.
Proposed Old Age Pension Legislation in England. Mr. R. M. Davis.
The Anthracite Coal Roads and the Coal Companies. Mr. E. Jones.
The Greenback Movement, with Special Reference to Iowa and Wisconsin. Mr. C. O. Ruggles.
Fibres and Fibre Products. Mr. B. S. Foss.
A Study of the Population of Cambridgeport. Mr. A. J. Kennedy.

Source: Harvard University Catalogue 1908-09, pp. 450, 455-6.

Tags AndrewAP, Ashley, Beardsley, Bullock, Carver, Commons, Cummings, DuBois, Dunbar, Durand, Edgeworth, FetterFA, Gay, Rappard, Ripley, Sprague, Taussig, Usher, Veblen, WalkerFrancis, Willcox, WrightC

Economists Harvard

Harvard. Early Evolution of Behavioral and Social Science Departments. Mason Report.

Post author By Irwin Collier
Post date 2015-11-04

Today I generate another posting from the Mason Committee Report The Behavioral Sciences at Harvard published in June, 1954. Here we have a quick trot through Harvard’s own history of behavioral and social sciences, the splitting of some of its divisions into departments and the creation of new departments and schools. It is an extremely convenient collection of names and dates to help us see where economics and economists fit into the larger academic community during the first half century or so following the emergence of political economy and government at Harvard College. You can tell an economist chaired the committee, it’s so much about us. I have added boldface to help readers of this blog find stuff they might (should) be interested in.

________________________

[p. 18]

HISTORY OF THE DEVELOPMENT OF THE BEHAVIORAL SCIENCES AT HARVARD

The future historian of Harvard will note that a new term began to be prominent in University documents during 1953-1954. A reorganization of course offerings in the Graduate School of Education created the “behavioral sciences” as a prominent new rubric. Reports in the Business School allude to present and planned developments in the “behavioral sciences” and this survey utilizes the new term as an inclusive category to define the area of its inquiry.

If the term is of recent birth, Harvard’s activities in the area of the behavioral sciences certainly are not. Taking the loose definition of the behavioral sciences, which we have adopted (at least provisionally) for this survey, their cultivation at Harvard goes back at least to the emergence of Harvard as a modern university in the second half of the nineteenth century. At least some of the behavioral sciences shared in the rapid growth of Harvard to university stature at the end of the nineteenth century. The reorganization of 1890, establishing the system of Divisions and Departments of the Faculty of Arts and Sciences, brought into existence a Division of History, Government, and Economics. Prior to this time there had been instruction in all of these fields, and Harvard could already point to distinguished scholars in some parts of them. History, after a “false dawn” in 1838 when Jared Sparks was appointed to the new McLean Professorship of Ancient and Modern History, was rapidly coming to strength under the inspiration of Henry Adams and the young men bringing new methods and standards from the German universities. Economics had begun its emergence from moral philosophy in the early Seventies when anxiety that sound currency doctrines be heard in Harvard College led to the appointment of Charles F. Dunbar as Professor of Political Economy. The study of government was comfortably developing in the work of a group of historians who were predominantly concerned with constitutional and institutional history.

Today the Division of History, Government, and Economics has been reduced to a shadowy holding company for three powerful and [p. 19] autonomous departments. In 1890-1891, the situation was different. Prior to the reorganization, the Harvard College faculty had indeed been subdivided into departments, but they were very loose and informal bodies, so casual in their operation that regular meetings were not held nor formal records kept. After 1891, a new structure of departments established itself firmly, and the Faculty of Arts and Sciences quickly became the nexus of self-contained subdivision that it is today. History and government naturally fell together in a department first labeled that of “History and Roman Law” which in 1895 became the Department of History and Government.¹ The split of this joint department into the present Departments of History and Government took place considerably later, in 1911. A Department of Political Economy was in existence from 1879, and economics courses enjoyed a separate listing under this heading until the present Department of Economics became established in 1892.

Within this evolving framework, Harvard quickly pushed to a place of prominence in studies in this area. In history the dominant pattern of activity was clear:

“Institutional History was uppermost at Harvard in the last third of the nineteenth century. Maine and Stubbs in England, Waitz in Germany, Fustel de Coulangcs in France, initiated an eager search into the origins and development of political institutions, believing therein to find the true explanation of human progress. Henry Adams introduced the fashion to Harvard. To take a sample year, 1890-91, there was hardly a history course in the catalogue, save History I, and those given by Emerton, which did not smack of Verfassungsgeschichte. There was Constitutional Government (later Government 1), Constitutional History of England since George I, and Principles of Constitutional Law, by Professor Macvane; English Constitutional History from 1485 to George I, and Early Medieval History “with special reference to Institutions,” by Mr. Bendelari; French History to Louis XIV, with the same emphasis, by Dr. Snow; Constitutional History, Constitutional Development, and Federal Government by Professor Hart; Early American Institutions, by Professor Channing; and three more courses on English Constitutional History by Dr. Gross. Certainly no institutions in the United States or England today would offer so much constitutional history. . . “²

The doctoral dissertations accepted before 1900 in history and government reflect this concentration of interest. In a total of thirty-one accepted during the period 1873-1900, twelve were in United States national and colonial history, ten were in English institutional history, three were in “government and international law.”³ While Harvard initially lagged behind Johns Hopkins in its production of Ph.D.’s, it was early in the field, and its staff played a prominent role in the professionalization of historical study. They were active in the establishment of the American Historical Association (1884) and can claim [p. 20] to have been the prime movers in starting the American Historical Review. The intimate connection between political science and history which was fostered by the joint department and the nature of historical studies in this early period served to give the study of political science a strong historical cast. But instruction in political science extended beyond clearly historical courses, and Government 1 by 1900 was established as one of the great introductory courses with more than four hundred students.

After beginnings in the Seventies with the appointment of Charles F. Dunbar as Professor of Political Economy, Harvard’s work in economics quickly took on strength in the Eighties. The year 1886 is notable for two events: the establishment of the first professional economics journal in the English language, the Quarterly Journal of Economics, which has been continuously published under the auspices of the Department since that date; and the appointment of Frank W. Taussig, who became perhaps the central figure in a generation of growth in Harvard economics. As Professor Taussig modestly remarks in his own survey of department history, after 1886, the Department of Political Economy “was able to present a substantial offering.”⁴ From the first, the work of the Department showed a strong concern with contemporary issues of public policy, but it also reflected the late nineteenth-century concern with economic history in the appointments of William J. Ashley (1892) and Edwin F. Gay. Economics 1 took its place alongside History 1 and Government 1 as one of the famous introductory courses and like them attracted more than four hundred students by 1900.⁵ A temporary dip in activity occurred shortly after the turn of the century, but the foundations were laid for an exuberant later development.

The history of the other behavioral sciences in this early period is more varied, tentative, and uncertain. Anthropology got off to an early start with the Peabody bequest in 1866 establishing the Peabody Museum and the Peabody Professorship of American Archaeology and Ethnology. The terms of the bequest were such that part of it had to be left to accumulate until it had reached a specified level. The building which now houses the Peabody Museum was not begun until 1876, and the Professorship was not filled until 1887 (by Frederick Ward Putnam).⁶ The gathering of collections, however, began almost immediately after the Peabody bequest, and the first Report dates from 1868. By the Nineties the Museum collections had grown impressively, [p. 21] and the University acquired a major resource when the Museum became an integral part of it in 1897. Instruction in anthropology was almost lacking before 1890, there being no undergraduate courses and only a few graduate students. The reorganization of 1890 established a Division of American Archaeology and Ethnology, but no regular course in general anthropology was offered until 1894-1895. During the Nineties the Division shared in the general expansion of the University, increasing its staff and offerings so that by 1903 its old title was inappropriate, and it became the Department of Anthropology which still exists. The Nineties saw the beginning of a long series of archaeological and ethnological expeditions in the Americas and elsewhere which have enriched the collections of the Museum and the literature of the field. Studies and instruction in physical anthropology began at this time and have continued to the present day.

Psychology at Harvard is relatively old. Professor Boring when interviewed in the course of this survey has emphasized the point:

“America was very early in the development of experimental psychology, and the development was centered largely at Harvard. James had a very small laboratory as early as Wundt, actually — that is, in 1875. It is true that Germany led the world in experimental psychology in the 1890’s, but there was a great push in America to get psychological laboratories started, and I would say that they lagged behind Germany by less than ten years. In America there was a laboratory developed at Johns Hopkins in 1883, and ours here at Harvard officially began in 1892, although, as I said, there was a small laboratory before that.”

William James not only began experimental studies in psychology at an early date; in 1875 he offered a course in the Relations between Physiology and Psychology, and in the following year he presented another psychology course under the label of Natural History 2. His enthusiasm for experimental psychology led him to raise the necessary funds for the official establishment of the Psychology Laboratory in 1892. He did not, however, want to devote himself primarily to this work, and at his instigation Dr. Hugo Muensterberg was brought from Freiburg, first temporarily (in 1892), then after a brief interval, as a permanent Professor of Psychology in 1897. The early years of the new century saw important additions to the staff (in E. B. Holt and Robert M. Yerkes) and the availability of new space for the laboratories in Emerson Hall (1905). Instruction in psychology grew rapidly, but no independent department appeared. In 1913 psychology courses won separate listing, and the title of the sheltering department was expanded to become the Department of Philosophy and Psychology.

Sociology began its Harvard career in at least two places. The broad concern about social problems which swept over American society in the last third of the nineteenth century and did so much to establish sociology as an academic discipline had its representation at Harvard. The Reverend Francis Greenwood Peabody was giving a course in [p. 22] Practical Ethics in 1881, and from 1883 he offered another in Ethical Theories and Moral Reform. In 1905 it became possible, largely through the benefactions of Andrew Tredway White, to establish instruction of this sort more amply in a separate Department of Social Ethics. The early years of the new department saw expanded work in various types of social problems and a somewhat cautious venture in the direction of professional social work training.⁷

Not all of Harvard’s early sociology was contained in this lineal ancestor of its present work in sociology. The Department of Economics appointed an assistant professor of sociology in 1893, and after his appointment in 1901 Thomas Nixon Carver regularly gave sociology courses. There was further concern with sociology in connection with such subjects as labor problems, but in summing up the situation to 1929, Professor Taussig found cause to lament Harvard’s failure to “keep pace with the forward movement of economic science … in the field of the social applications or implications of the subject.”

Our sketch thus far has brought the account of the behavioral sciences at Harvard down to the years preceding the first World War. The subsequent years were crowded and active ones, but they have put their imprint so clearly on the present that we may hope to bridge them quickly, reserving details for the contemporary picture presented in Section B.

The organization of the behavioral sciences at Harvard has seen both fission and fusion in the twentieth century. We have noted the splitting off of Social Ethics in 1905 from its parent Department of Philosophy. The next fission was that between Government and History in 1911. In this, as in other organizational changes at Harvard, personalities and special local problems played their role, but the development of the fields themselves made the change a natural one. As Harvard developed rapidly into one of the major American centers of historical study, the heavy concentration in constitutional and institutional history yielded to more diversity. Many of Harvard’s great historians continued to write history in which political events and institutions bulked large, but the range of interests became increasingly catholic. In the history of religions George Foote Moore and others continued and ornamented an established Harvard tradition, Charles H. Haskins ranged over a vast field of medieval studies, Frederick J. Turner brought a sweeping perspective on American democracy, and by 1924 the University had a recognized practitioner of the “new” history in Arthur M. Schlesinger, Sr. An era arrived in which social and economic history took established positions among the common varieties of historical writing so that they now look like older trends in the 1954 picture. A glance at the list of doctoral dissertations submitted [p. 23] to the Department shows a steady and strong growth in American and modern European history paralleling the over-all growth of the Department to a commanding position in the production of the professional historians.⁸

Since its independent establishment in 1911, the Department of Government has shown continued loyalty to its older union with History. In Charles Mcllwain it had an inspiring continuator of the tradition in English constitutional history and thought. The new Department rapidly expanded its concern with political theory and made new ventures in constitutional and international law, American national, state and local government, comparative government, and international relations. The establishment of the Graduate School of Public Administration in 1937 broadened and strengthened work on matters related to contemporary public policy. A steady rise in the popularity of government as a field of undergraduate concentration brought the Department in the years after World War II into the demanding position of caring for more undergraduates than any other department.

The Department of Economics has continued to grow until it stands today among Harvard’s largest. The concern with the issues of the day which engaged Harvard economists from the first has persisted. The tradition of government consulting blossomed with the work of Taussig, Ripley, Gay and Day during World War I, and in the ill-fated Harvard Economic Service Harvard economists in the Twenties ventured predictions on the course of business conditions. Theoretical economics was pursued with distinction, and a rounded development of the field could be pointed to as a basis for a commonly recognized position of leadership. The Graduate School of Public Administration at its founding could draw on a department with vigorous interests in economic policy, and it in turn provided stimulus and facilities for such work.

Anthropology at Harvard during the early decades of this century continued activities on the wide front established in the Nineties. While Harvard could claim no single figure of such commanding leadership as Boas at Columbia, men like Dixon, Tozzer, and Hooton took major places in the development of American anthropology. A long series of Peabody Museum expeditions extended all over the globe and established Harvard’s position of leadership in Middle American archaeology, Southwestern archaeology, Old World prehistory, and other fields. The large-scale Irish expedition in the Thirties brought widely-known results, and it is perhaps less well remembered that the Yankee City study had its inception in the Department of Anthropology. The Forties brought an important organizational change in the establishment of the Department of Social Relations (1946). This move, which relocated part of the work in [p. 24] Social Anthropology in a new department, has resulted in a substantial expansion of the total numbers of anthropologists on the Harvard staff and of the range and quantity of anthropological investigation.

The chapter on psychology in an official history of Harvard published in 1930 was written by a philosopher, Ralph Parton Perry. Professor Perry notes at the beginning of his account: “Harvard is almost the only American university in which Philosophy and Psychology still constitute a single department.”⁹ This tardiness of Harvard in following the movement toward an independent status for psychology continued until 1934, when the Department of Psychology was established with Professor Boring as chairman. The lack of separate status had not meant inactivity. The work of the Psychological Laboratory begun under James and Muensterberg continued under the direction of Langfeld (until 1924) and later under Professor Boring. The range of work included that of Yerkes on animal psychology, Troland on physiological optics, and McDougall (after 1920) on social psychology. In 1926 a special bequest for work in abnormal and dynamic psychology led to the establishment of the Psychological Clinic, first under Dr. Morton Prince, and later under Professor Henry A. Murray. The appointment of Professor K. S. Lashley in 1936 brought new work in physiological psychology which was later transferred to the Yerkes Laboratories of Primate Biology, Orange Park, Florida. During the second World War, Harvard’s psychologists became heavily involved in work which led to the present Psycho-Acoustic Laboratory under the direction of Professor S. S. Stevens. Substantial uncertainty as to the ideal arrangements for psychology in the University persisted. A special commission was appointed in 1945, under the chairmanship of Dr. Alan Gregg to examine this question,¹⁰ but the work was overtaken by action from another quarter which issued in the founding of the Department of Social Relations in 1946. The consequences of this change will be evidenced at many places in this report; suffice to say here that work in clinical and social psychology was moved to the new department, experimental and physiological psychology remaining in the Department of Psychology.¹¹

Sociology at Harvard continued under the departmental label of Social Ethics until 1929. In the early years of this department (after 1905) the ethical and practical concerns of its founder marked both instruction and research.¹² Courses were taught in criminology and penology, radical social movements, juvenile delinquency, housing, immigration, and the typical range of “social problems” found in sociology [p. 25] curricula of this era. After World War I, when Dr. Richard C. Cabot was made Professor of Social Ethics and Chairman of the Department (1920), sociology extended its concerns into philosophical questions and some applied fields, while preserving the ethical orientation. As Professor Cabot’s retirement approached, the status of sociology was subject to a general re-examination. A new Department of Sociology was established under the direction of a committee drawn from various existing departments and including a new appointee, Pitirim A. Sorokin, as Chairman and Professor of Sociology. The new department continued through the Thirties, establishing a strong tradition in theoretical sociology and producing a small but distinguished group of Ph.D.’s. A need for further organizational change was felt by the beginning of the Forties,¹³ and when the Department of Social Relations emerged in 1946, it had absorbed the old Department of Sociology. Since that time, sociology has been without separate departmental status at Harvard, but it has been strongly represented in the new organization.

This rapid survey could include little more than the most conspicuous and central developments in the behavioral sciences within the Faculty of Arts and Sciences at Harvard. It has neglected many interdisciplinary committees and degree programs, research organizations, area programs, and the growth of such indispensable facilities as the College Library. A great many of the most important special developments have appeared since World War II and are still in existence. As elsewhere throughout the country, much of the history of behavioral sciences at Harvard crowds onto the contemporary scene.

The history we have presented has been largely a history of departments, but we think this not improper. The departments have long been and remain the fundamental units in the organization of the Faculty of Arts and Sciences. The historical record of the growth of the behavioral sciences at Harvard seems to show a common pattern. Harvard has not been unresponsive to new needs and the development of new fields, but it has moved cautiously, making its first ventures under the shelter of established departments. Government, psychology, and sociology at Harvard thus began under older departments, only slowly winning autonomous status. Ultimately, fields like these have taken their place in an extended roster of the same type of organization which fostered them, namely, as departments on the established model. The record is doubtless a conservative one, substantively and organizationally, but it is perhaps in keeping with President Eliot’s aim of building “securely and slowly, a university in the largest sense.”

Thus far the growth of the behavioral sciences in the professional [p. 26] schools has gone largely unmentioned. Their development will be sketched briefly near the end of Section B, but, to avoid too much repetition, the more detailed historical developments are reserved for Part VI of this report, where each professional school receives a unified and comprehensive analysis. Unless the reader familiarizes himself with the trends in the utilization of the behavioral sciences in the graduate schools of Business, Education, Law, Medicine and Public Health, and Public Administration he will have only a partial image of Harvard’s activities in this field.

[NOTES]

1 Emerton and Morison, in Morison, ed.. Development of Harvard University, 1869-1929 (1930) p. 153, n. 1.

2 Emerton and Morison, op. cit., pp. 159-160.

3 Tabulation in Emerton and Morison, op. cit., p. 164.

4 In Morison, op. cit., p. 190.

5 A graph in Morison (between pp. 194-195) traces the rise in enrollment in these courses. They followed roughly the over-all increase in college enrollment.

6 A delay in the approval of Putnam’s appointment by the Board of Overseers deprived Harvard of the distinction of having the first professorship of American archaeology. (Daniel S. Brinton was appointed Professor of American Archaeology and Linguistics at Pennsylvania in 1886.) Dixon in Morison, p. 211, n. 1.

7 Ford in Morison, op. at., p. 225.

8 Cf. tabulation in Morison, op. cit., p. 164, and data below in Section B.

9 Morison, op. cit., p. 216.

10 Cf. The Place of Psychology in an Ideal University (1947).

11 A contemporary report on the nature and rationale of the split may be found in a joint article by Professors Allport and Boring, American Psychologist, v. 1, 1946, pp. 119-122.

12 Cf. the chapter by James M. Ford in Morison, op. cit., pp. 223-230.

13 The Report of the Visiting Committee to the Department for 1944-1945 remarks, “Obviously, the Department should not be allowed to continue as at present constituted.” Report No. 32, p. 219.

Source: The behavioral sciences at Harvard; report by a faculty committee. June, 1954.

Image Source: Faculty portraits of Professors Taussig, Ripley, Gay and Day from Harvard Album, 1916.

Tags Ashley, Carver, Day, Dunbar, Gay, Ripley, Taussig

Chicago Columbia Cornell Courses Economists Harvard Johns Hopkins Michigan Pennsylvania Yale

Graduate Economics Courses. 23 US Universities. 1898-99

Post author By Irwin Collier
Post date 2015-06-21

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

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

____________________

EXPLANATORY

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

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

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

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

ECONOMICS, SOCIOLOGY, ANTHROPOLOGY, AND ETHNOLOGY.

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

BARNARD.
16 Graduate Students, 1897-8.

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

BROWN.
8 Graduate Students, 1897-8.

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

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

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

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

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

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

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

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

BRYN MAWR.

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

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

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

CALIFORNIA.

1 Graduate Student, 1897-8.

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

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

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

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

CHICAGO.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Merton Leland Miller, Lecturer in Anthropology.

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

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

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

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

C. H. Hastings.
A.B., Bowdoin, ’91.

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

COLUMBIA.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Civil Aspects of Ecclesiastical Organizations. i, 30.

CORNELL.
14 Graduate Students, 1897-8.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Theory and Methods of Statistics*. iii, 30.

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

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

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

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

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

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

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

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

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

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

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

JOHNS HOPKINS.
9 Graduate Students, 1897-8.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

MICHIGAN.
10 Graduate Students, 1897-8.

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

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

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

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

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

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

MINNESOTA.
26 Graduate Students, 1897-8.

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

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

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

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

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

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

MISSOURI.
3 Graduate Students, 1897-8.

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

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

NEW YORK.
21 Graduate Students, 1897-8.

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

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

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

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

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

NORTHWESTERN.
6 Graduate Students, 1897-8.

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

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

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

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

PENNSYLVANIA.
12 Graduate Students, 1897-8.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

W. J. Ashley.

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

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

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

G. S. Callender.

Econ. Hist. of U. S.*

Edward Cummings.

Princ. of Sociol.* iii, 30.

Edward Cummings and John Cummings.

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

John Cummings.

Statistics, Theory, Methods, Practice.*

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

F. Russell.

Gen. Anthropol.* —?

VANDERBILT.
2 Graduate Students, 1897-8.

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

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

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

WELLESLEY.
o Graduate Students, 1897-8.

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

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

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

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

WESTERN RESERVE.
4 Graduate Students, 1897-8.

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

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

WISCONSIN.
24 Graduate Students, 1897-8.

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

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

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

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

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

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

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

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

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

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

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

YALE.
43 Graduate Students, 1897-8.

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

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

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

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

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

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

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

A. T. Hadley and Irving Fisher.

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

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

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

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

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

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

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

____________________

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

Tags AdamsHenryC, Ashley, Balch, Bullock, Callender, ClarkJB, Colby, Coman, Cooley, CummingsEdward, CummingsJohn, Daniels, Dunbar, Ely, Emerick, Falkner, Farnam, FisherIrving, Gardner, Giddings, Gray, Hadley, Hatfield, HicksFC, Hill, Hollander, Hull, Jenks, JohnsonEmory, JonesEdward, Laughlin, Mayo-Smith, McVey, MeyerHR, Miller, Moses, Patten, Plehn, Ripley, Ross, Schwab, Scott, Seager, Seligman, Sherwood, Small, Sumner, Taussig, TaylorFM, Veblen, Warner, Weston, Willcox

1894-95 ECONOMICS.

(Primarily for Undergraduates.)

(For Graduates and Undergraduates.)

1895-96 ECONOMICS.

(Primarily for Undergraduates.)

(For Graduates and Undergraduates.)

(Primarily for Graduates.)

1896-97 ECONOMICS.

Primarily for Undergraduates: —

For Graduates and Undergraduates: —

1897-98 ECONOMICS.

Primarily for Undergraduates: —

For Undergraduates and Graduates: —

Primarily for Graduates: —

1898-99 ECONOMICS.

Primarily for Undergraduates: —

For Undergraduates and Graduates: —

Primarily for Graduates: —

1899-1900 ECONOMICS.

Primarily for Undergraduates: —

For Undergraduates and Graduates: —

Primarily for Graduates: —

Radcliffe College, 1893-94 Economics

(Primarily for Undergraduates.)

(For Graduates and Undergraduates.)

(Primarily for Graduates.)

Course Enrollment 1894-95

Course Enrollment 1895-96

Course Enrollment 1896-97

1896-97. ECONOMICS 2. [Mid-Year. 1897.]

1896-97. ECONOMICS 2. [Final. 1897.]

Course Enrollment 1897-98

Detailed Course Description 1897-98

1897-98. ECONOMICS 2. [Mid-year. 1898.]

1897-98. ECONOMICS 2. [Final. 1898.]

Course Description and Enrollment 1898-99

1898-99. ECONOMICS 2. [Mid-Year. 1899.]

1898-99. ECONOMICS 2. [Final. 1899.]

Arrange your answers strictly in the order of the questions.

I.

II.

III.

Course Description and Enrollment 1899-1900

1899-1900. ECONOMICS 2. [Mid-Year. 1900.]

1899-1900. ECONOMICS 2. [Final. 1900.]

REPORT OF THE WORK OF THE FIRST YEAR. [1879-80]

Courses of Study for the Year 1880-1881

VIII. POLITICAL ECONOMY.

WORK OF THE SECOND YEAR [1880-81]

Numbers in the Classes.

Work in the Class Room.

Readings and Lectures.

Courses Offered but not Called For.

The Future.

THE SOCIETY FOR THE COLLEGIATE INSTRUCTION OF WOMEN. THIRD YEAR. [1881-82]

The Society not Creating, but Satisfying a Demand.

Numbers of Students in the Different Classes.

Courses Offered but not Taken

From Fifth Year [1883-84] Annual Report

From Sixth Year [1884-85] Annual Report

Political Economy.

From Seventh Year [1885-86] Annual Report November 16, 1886

Political Economy.

From Eighth Year [1886-87] Annual Report October 25, 1887

Political Economy.

From Ninth Year [1887-88] Annual Report November 5, 1888

Political Economy.

From Tenth Year [1888-89] Annual Report October 29, 1889

Political Economy.

From Eleventh Year [1889-90] Annual Report October 28, 1890

Political Economy.

From Twelfth Year [1890-91] Annual Report October 27, 1891

Political Economy.

From Thirteenth Year [1891-92] Annual Report October 25, 1892

Political Economy.

From Fourteenth Year [1892-93] Annual Report October 31, 1893

History

Economic [sic].

From Taussig’s history of the department of economics:

Course Announcement (from 1897-98)

1894-95
ECONOMICS.

1895-96
ECONOMICS.

1896-97
ECONOMICS.

1897-98
ECONOMICS.

1898-99
ECONOMICS.

1899-1900
ECONOMICS.

Radcliffe College, 1893-94
Economics

Course Enrollment
1894-95

Course Enrollment
1895-96

Course Enrollment
1896-97

1896-97.
ECONOMICS 2.
[Mid-Year. 1897.]

1896-97.
ECONOMICS 2.
[Final. 1897.]

Course Enrollment
1897-98

Detailed Course Description
1897-98

1897-98.
ECONOMICS 2.
[Mid-year. 1898.]

1897-98.
ECONOMICS 2.
[Final. 1898.]

Course Description and Enrollment
1898-99

1898-99.
ECONOMICS 2.
[Mid-Year. 1899.]

1898-99.
ECONOMICS 2.
[Final. 1899.]

Course Description and Enrollment
1899-1900

1899-1900.
ECONOMICS 2.
[Mid-Year. 1900.]

1899-1900.
ECONOMICS 2.
[Final. 1900.]

REPORT OF THE WORK OF THE FIRST YEAR.
[1879-80]

WORK OF THE SECOND YEAR
[1880-81]

THE SOCIETY FOR THE COLLEGIATE INSTRUCTION OF WOMEN.
THIRD YEAR.
[1881-82]

From Seventh Year [1885-86] Annual Report
November 16, 1886

From Eighth Year [1886-87] Annual Report
October 25, 1887

From Ninth Year [1887-88] Annual Report
November 5, 1888

From Tenth Year [1888-89] Annual Report
October 29, 1889

From Eleventh Year [1889-90] Annual Report
October 28, 1890

From Twelfth Year [1890-91] Annual Report
October 27, 1891

From Thirteenth Year [1891-92] Annual Report
October 25, 1892

From Fourteenth Year [1892-93] Annual Report
October 31, 1893

ECONOMICS 11.
PRESCRIBED READING FOR THE FIRST HALF-YEAR

ECONOMICS 11.
PRESCRIBED READING FOR THE SECOND HALF-YEAR