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Courses Harvard Undergraduate Yale

Yale. Sheffield Scientific School, Ethics of Business Lectures for Seniors, endowed by Edward D. Page, 1908-1915

 

In the previous post we met the 1896 Columbia University economics Ph.D., Henry C. Emery, who went on to become a professor at Yale. In preparing that post, I came across the Page Lecture Series for the senior class of the Sheffield Scientific School at Yale University and wondered who was the Sheffield alumnus who sponsored that series and so this post was born.

It appears that the series only ran from 1908-1916 with only the first eight rounds resulting in published volumes. 

The sponsor of the lecture series, Edward Day Page (1856-1918) was an 1875 graduate of the Sheffield Scientific School of Yale and a successful business man who closed down his dry goods commission partnership and retired from active business in 1911. Included below is an excerpt from an 1886 letter by Page to The Nation that provides a comparison between political economy taught at Yale and Harvard claiming the superiority of Harvard’s broader use of elective courses. This is followed by obituaries for his firm and him, respectively. Finally, we discover that his New Jersey estate was one of the list of places that have a legitimate claim to George Washington having had slept there.

Edward Day Page was a rare sort of business man (now an endangered species) who appears to have thought deeply about what constitutes ethical behavior in the conduct of business. 

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Page Lecture Series.
Addresses delivered before the Senior Class of the Sheffield Scientific School, Yale University.

“For some time prior to [1908] the authorities of the Sheffield Scientific School had been considering the possibility of a course of five lectures dealing with the question of right conduct in business matters, to be given to the members of the Senior Class toward the end of their college year. While these addresses were to be in a sense a prescribed study for members of the Senior Class, it was intended that the course should not be restricted to them but should be open to all members of the University who might desire to attend. Through the generosity of Mr. Edward D. Page, of New York City, a graduate of the Sheffield Scientific School in the Class of 1875, this course, now named for the founder, was established in the summer of 1907; and in the spring of 1908 the first lectures in the series were delivered…”

Source: Morals in Modern Business, addresses delivered in the Page lecture series, 1908, before the senior class of the Sheffield scientific school, Yale university. New Haven: Yale University Press, 1909. Publisher’s note, p. 5

 

Morals in Modern Business (1908 address, published 1909)

The Morals of Trade in the Making. Edward D. Page
Production. George W. Alger
Competition. Henry Holt
Credit and Banking. A. Barton Hepburn
Public Service. Edward W. Bemis
Corporate and Other Trusts. James McKeen

Every-day Ethics (1909 Lectures, published in 1910)

Journalism. Norman Hapgood
Accountancy. Joseph E. Sterrett
Lawyer and Client. John Brooks Leavitt
Transportation. Charles A. Prouty
Speculation. Henry C. Emery

Industry and Progress by Norman Hapgood (1910 Lectures, published in 1911).

Trade Morals: Their Origin, Growth and Province by Edward D. Page (1911 Lectures, published in  1914).

“This book is the outgrowth of a course of lectures delivered to the graduating class at the Sheffield Scientific School of Yale University in the spring of 1911. Their object was to show in some consecutive form the growth of trade morals from the social and mental conditions which form the environment of business men, and to illustrate their meaning and purpose in such a way as to clarify if not to solve some difficulties by which the men of our time are perplexed. The lecturer took for granted a basis of knowledge such as is possessed by undergraduate students of the natural and social sciences, and the effort was made to carry minds so prepared one step further along toward the interpretation of some of the problems with which they would soon be compelled to cope. Nearly all of them were shortly to come into contact with business — to engage in it, in fact — and he felt that it was important that they should make this start with some definite notion of the values and problems involved in the business side of their vocational career.

Politician, Party and People by Henry Crosby Emery (1912 Lectures, published in 1913)

Questions of Public Policy. (1913 Lectures, published in 1913)

The Character and Influence of Recent Immigration. Jeremiah W. Jenks
The Essential and the Unessential in Currency Legislation. A. Piatt Andrew
The Value of the Panama Canal to this Country. Emory R. Johnson
The Benefits and Evils of the Stock Exchange. Willard V. King.

Ethics in Service by William Howard Taft. (1914 Lectures, published in 1915).

Industrial Leadership by H. L. Gantt. (1915 Lectures, published 1916).

Character and Conduct in Business Life by Edward D. Page. (1916 Lectures)

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Harvard-Yale Comparison (1886)
by Edward D. Page

The second cause which has determined the progress of Harvard is the great extension of optional studies which has taken place under the administration of President Eliot. It is not my purpose to enter into any argument of the merits of the optional system. It has existed at Harvard for forty-five years, during the last fifteen of which it has had broad extensions and thorough trial. Facts speak for it. It is undeniably popular among both students and instructors. It has been denounced by Yale’s venerable triumvirate and their backers as wasteful and demoralizing. Yet they yielded so far to popular clamor, some five years since, as to formulate the system of limited election which now prevails in the two upper classes. If elective studies are good, why were they not adopted years ago? If, on the contrary, they are bad, why adopted at all?

The following table shows, for the college year 1885-86, the number of hours weekly which the student can devote to the studies of his own choice:

HOURS OF ELECTIVE STUDIES (PER WEEK).

Yale.

Harvard.

Freshman Class

None

9

Sophomore Class

None

All

Junior Class

9

All

Senior Class

13

All

In this respect, then, Yale stood till five or six years ago just where she stood in the eighteenth century, and stands to-day almost exactly where Harvard stood in 1841. Of course the opportunities of choice are far greater at Yale to-day than they could be at any American college forty-five years ago: but they are still far inferior to the advantages which Cambridge now affords.

Subjoined is a table showing the courses given in the Academical Department of each university, and the number of hours of instruction offered weekly in each course:

Yale.

Harvard.

Semitic Languages

1

17

Indo-Iranian Languages

4

12

Greek

13 ½

39 ½

Latin

17 ½

37 ½

Greek and Latin Philology, etc.

6

English and Rhetoric

10

24

German

15

20

French

18

26

Italian

6

10 ½

Spanish

6

10 ½

Philosophy and Ethics

11

25

Political Economy

4 ½

14

History

11 ½

24

Roman Law

1 ½

4 ½

Fine Arts

10 ½

Music

14

Mathematics

30 ½

42 ½

Physics

4

23 ½

Chemistry

2

24

Natural History

11

49 ½

International Law, etc.

1 ½

Linguistics

½

Hygiene

1

170

434 ½

In other words, the Harvard undergraduate has the allurement and opportunity of over two and a half times the amount of instruction that is offered by Yale. In this respect the latter is somewhat behind where Harvard was in 1871, when 168 hours were offered in the elective courses alone.

Thoroughness of instruction is a more difficult factor to estimate, and one which I approach with great diffidence. I shall be contented with a table of comparison showing the courses given in political economy, which, in importance to the citizen, yields to no other science. At Harvard the instruction is given by a professor, an assistant professor, and an instructor. At Yale one man performs all these functions and is Professor of Social Science as well. The time occupied by each course is reduced to the number of hours per week annually offered:

YALE.

HARVARD.

Elementary course.

1 ½ hrs.

Elementary course.

3 hrs.

Longer elementary course

2 hrs.

History of economic theory

3 hrs.

Economical history of America and Europe

3 hrs.

Tariff legislation

1 hr.

Financial legislation

1 hr.

Discussion and investigation

1 hr.

Discussion and investigation

3 hrs.

Independent research say

3 hrs.

For Seniors

4 ½ hrs.

For Sophomores, Juniors, and Seniors.

17 hrs.

From this it is apparent that something more is offered at Harvard than a merely superficial knowledge of a subject which few men have the time to pursue in after life. Yale now devotes scarcely more time to the subject than Harvard did in 1872.

It may be well to note in passing that while psychology is a required study for four terms at Yale, political economy is an optional study, which can be pursued at utmost for but two. It is difficult to discern the principle on which this discrimination is based, unless, indeed, that otherwise a smaller attendance would flatter the one course given by the President of the University!

Source: From Edward D. Page, “A Comparison” the Nation, 25 February 1886. A follow-up to his article “Two Decades of Yale and Harvard” 18 February, 1886.

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Edward Day Page’s Business Career

Old Dry Goods Firm to Quit
Faulkner, Page & Co., in Business 78 Years, to End with the Year.
The New York Times. 9 October 1911

Conformable to the wishes of the two senior partners, who are eager to retire, the dry goods commission firm of Faulkner, Page & Co., of 78 Worth Street and 80 Fifth Avenue, will go out of business at the end of the current year, after seventy-eight years of activity.

The business was founded in Boston in 1834, by Charles Faulkner, who had been a salesman for Thomas Tarbell, a dry goods jobber of Boston. Faulkner’s family operated several woolen mills, and he united the agency for these mills with the business of Mr. Tarbell, under the namerof Thomas Tarbell & Co.

In 1850 the name of the firm was changed to Faulkner, Kimball & Co., Thomas Tarbell retiring, and M. Day Kimball and Robert C. Billings being admitted. The importing end of the business was dropped at the outbreak of the civil war, and the house went more largely into the sale of goods, both woolen and cotton, manufactured by New England mills. On Jan. 1, 1859, Henry A. Page, a nephew of Mr. Kimball, who had been brought up in the retail dry goods business in Haverhill, Mass., was admitted to partnership. Mr. Page came to New York and opened a branch office, the business of which grew rapidly, and within three years its sales had passed those of its Boston parent. On the death of Mr. Kimball in 1871 the name of the firm was changed to Faulkner, Page & Co. In 1870 Joseph S. Kendall, formerly senior partner of Kendall, Cleveland & Opdyke, had been admitted, and in 1878 Alfred W. Bates, formerly of Leland, Allen & Bates, and George M. Preston, a nephew of Mr. Faulkner, became members of the firm.

Edward D. Page, now the senior partner, entered its employ as an office boy in 1875, upon his graduation from Yale. He was admitted to the firm in 1884. Charles Faulkner died later in the same year.

Shortly after the death of Henry A. Page in 1898, and of Robert C. Billings in 1899, the firm was reorganized. George W. Bramhall, formerly of Bramhall Brothers & Co., joined on Jan. 1, 1900, and on Jan. 1, 1903, Nathaniel B. Day, formerly of H.T. Simon & Gregory of St. Louis, but at that time selling agent for the Mississippi Mills, was admitted to partnership. Alfred W. Bates died in 1892; Joseph S. Kendall died in 1903.

Satisfactory arrangements haven made for transferring the mill accounts of the retiring firm to other well established houses.

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Obituary for Edward Day Page
The Morning Call (Patterson, New Jersey). 26 December 1918. Pages 1, 9.

STRICKEN FATALLY AT DINNER TABLE
Edward Day Page, Scientist and Art Patron, Dies While Entertaining Friends.

ESTATE AT OAKLAND.
Was Known in This City for His wonderful collection of Paintings and His Library.

Edward Day Page, known in the mercantile and scientific circles of this country and Europe, died of heart failure yesterday afternoon while eating a Christmas dinner with his family and guests at his residence in Oakland. Mr. Page, a graduate of the Sheffield scientific school of Yale university, class of 1875, was a member of forty-two scientific societies and other organizations In the United States and European countries. The library attached to his late home contains 40,000 volumes.

For the past three weeks Mr. Page had been suffering from influenza and pleurisy. His physician reported that he was on the road to recovery, therefor his sudden death yesterday came as a great shock to the family. News that Mr. Page had passed away brought forth many expressions of deep regret in Oakland, where the deceased man was the leading and wealthiest citizen.

The deceased man was born in Haverhill, Mass., in 1856. He was a resident of Oakland for several years and was known in Paterson. At the outbreak of the war between this country and Germany. Mr. Page was appointed as chairman of the civilians’ advisory committee to the quartermaster’s department and acted also as the expert on textiles for the department. He continued in this service until the quartermaster’s department was reorganized. In New York Mr. Page was a member of the Century club, Merchants’ club, and up to the time of his death took an active interest in the affairs of the Merchants’ association of New York. Mr. Page published several books on political and economical subjects which were well received throughout the country. At the time of his death he was editor-in-chief of the Sussex Register, part of the estate of his late son, Harry S. Page, who passed away about a year ago. Until several years ago, Mr. Page was a member of the late firm of Falkner, Page & Co., commission merchants, of New York.

The Page property, consisting of 700 acres of ground and the most up-to-date equipment and buildings, was looked upon by residents and farmers throughout the northern part of the state as an ideal farm. It has been said that the Page home has no equal In beautiful surroundings. The residence holds an exceedingly valuable collection of paintings, Mr. Page having been a connoisseur of the art, and a magnificent organ. Mr. Page’s library of 40,000 books is believed to have no equal as a private collection in the country.

In naming his property Mr. Page selected “Die Tweeligen,” which, in the German language, means “The Twins.” This name was chosen because of two great boulders found on the property. Mr. Page named his farm “The Vygeberg.”

Mr. Page was a resident of Oakland since 1896. His son, Lee Page, is a professor of civics in Yale college. The first wife of the deceased man, who was Miss Nina Lee, of Orange, died in 1915. He married again less than a year ago, to the present Mrs. Page, who formerly was Miss Mary Hall, of Newton, by whom he is survived. A daughter, Mrs. Nelson Deitch, of Oakland, and son, Lee Page, also survive him. Funeral arrangements have not been completed.

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Fun Fact:
Washington Slept There

“It was a mere 235 years ago that General George Washington temporarily used the then-home of Hendrick Van Allen as his headquarters on July 14 and 15, 1777. The home’s history begins in 1748, when Hendrick Van Allen, his wife Elizabeth, and their ten children moved to what is today Oakland. Hendrick was a deacon at the Ponds Church, which was located approximately one mile west of his home. The stone masonry home that Hendrick built consisted of four rooms. Its architecture reflects the Dutch design of the period…

Hendrick Van Allen lived in the home with his wife and children until his death in July 1783, at the age of 76. Van Allen’s property was divided amongst his children. Records indicating the ownership of the property between 1788 and 1864 are illegible. Between 1864 and 1900, three other families owned the property.

In 1900 the property was transferred to Edward Page, a successful merchant and businessman. Edward Day Page was born in Haverhill, Massachusetts in 1856, but by 1860 was living in South Orange, New Jersey with his family. Because of his father’s business connections, Page became a partner at the wholesale dry goods firm Faulkner, Page & Co., located in New York. Page began his employment as an office boy and became a full member of the firm in 1884, eventually working his way to senior partner. The business continued until December 1911.

Edward Page’s purchase of the property in 1900 corresponds with a period in the region’s history when many wealthy New York merchants and industrialists moved from the urban centers to the rural countryside and modern suburbs of northeastern New Jersey. The 700 acres of land that Page purchased became the Vygeberg Estate, which he built for himself and his family. The estate was a working farm that encompassed almost all of the Mountain Lakes section of Oakland. Seeing the need for fresh dairy products in Oakland, the farm was primarily a dairy farm with several cow barns. As part of the estate, Page constructed a family mansion, known as De Tweelingen, barns and other necessary outbuildings, including the Vygeberg Office (Stream House), which was built in 1902 on the Van Allen House property….

Page belonged to a number of organizations and served several elected positions in Oakland including councilman from 1902 to 1908, mayor from 1910 – 1911, recorder in 1912 and as vice president of the Board of Education in 1913. Page passed away at his home in Oakland on December 25, 1918 at the age of 62.”

Source: “From Dutch Homestead to Dairy Farm Estate: The Van Allen / Vygeberg Property” in The Oakland Journal, 16 January 2014.

Image Source: Find A Grave Website, Edward Day Page.

 

 

Categories
Johns Hopkins Popular Economics Syllabus

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

Categories
AEA Bibliography

American Economic Association. Monographs: 1886-1896

 

Besides transcribing and curating archival content for Economics in the Rear-view Mirror, I occasionally put together collections of links to books and other items of interest on pages or posts that constitute my “personal” virtual economics reference library. In this post you will find links to early monographs/papers published by the American Economic Association. 

Links to the contents of the four volumes of AEA Economic Studies, 1896-1899 have also been posted.

A few other useful collections:

The virtual rare-book reading room (classic works of economics up to 1900)

The Twentieth Century Economics Library

Laughlin’s recommended teacher’s library of economics (1887)

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PUBLICATIONS OF THE AMERICAN ECONOMIC ASSOCIATION. MONOGRAPHS.
1886-1896

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General Contents and Index to Volumes I-XI.
Source: Publications of the American Economic Association, Vol XI (1896). Price 25 cents.

VOLUME I

No. 1 (Mar. 1886). Report of the Organization of the American Economic Association. By Richard T. Ely, Ph.D., Secretary. Price 50 cents.

Nos. 2 and 3 (May-Jul. 1886). The Relation of the Modern Municipality to the Gas Supply. By Edmund J. James, Ph.D. Price 75 cents.

No. 4 (Sep. 1886). Co-öperation in a Western City. By Albert Shaw, Ph.D. Price 75 cents.

No. 5 (Nov. 1886). Co-öperation in New England. By Edward W. Bemis, Ph.D. Price 75 cents.

No. 6 (Jan. 1887). Relation of the State to Industrial Action. By Henry C. Adams, Ph.D. Price 75 cents.

 

VOLUME II

No. 1 (Mar. 1887). Three Phases of Co-öperation in the West. By Amos G. Warner, Ph.D. Price 75 cents.

No. 2 (May 1887). Historical Sketch of the Finances of Pennsylvania. By T. K. Worthington, Ph.D. Price 75 cents.

No. 3 (Jul. 1887). The Railway Question. By Edmund J. James, Ph.D. Price 75 cents.

No. 4 (Sep. 1887). The Early History of the English Woolen Industry. By William J. Ashley, M.A. Price 75 cents.

No. 5 (Nov. 1887). Two Chapters on the Mediaeval Guilds of England. By Edwin R. A. Seligman, Ph.D. Price 75 cents.

No. 6 (Jan. 1888). The Relation of Modern Municipalities to Quasi-Public Works. By H. C. Adams, George W. Knight, Davis R. Dewey, Charles Moore, Frank J. Goodnow and Arthur Yager. Price 75 cents.

 

VOLUME III

No. 1 (Mar. 1888). Three Papers Read at Meeting in Boston: “The Study of Statistics in Colleges,” by Carroll D. Wright; “The Sociological Character of Political Economy,” by Franklyn H. Giddings; “Some Considerations on the Legal-Tender Decisions,” by Edmund J. James. Price 75 cents.

No. 2 (May 1888). Capital and its Earnings. By John B. Clark, A.M. Price 75 cents.

No. 3 (Jul. 1888) consists of three parts: “Efforts of the Manual Laboring Class to Better Their Condition,” by Francis A. Walker; “Mine Labor in the Hocking Valley,” by Edward W. Bemis, Ph.D.; “Report of the Second Annual Meeting,” by Richard T. Ely, Secretary. Price 75 cents.

Nos. 4 and 5 (Sep.-Nov. 1888). Statistics and Economics. By Richmond Mayo-Smith, A.M. Price $1.00.

No. 6 (Jan. 1889). The Stability of Prices. By Simon N. Patten, Ph.D. Price 75 cents.

 

VOLUME IV

No. 1 (Mar. 1889). Contributions to the Wages Question: “The Theory of Wages,” by Stuart Wood, Ph.D.; “The Possibility of a Scientific Law of Wages,” by John B. Clark, A.M. Price 75 cents.

No. 2 (Apr. 1889). Socialism in England. By Sidney Webb, LL.B. Price 75 cents.

No. 3 (May. 1889). Road Legislation for the American State. By Jeremiah W. Jenks, Ph.D. Price 75 cents.

No. 4 (Jul. 1889). Report of the Proceedings of Third Annual Meeting of the American Economic Association, by Richard T. Ely, Secretary; with addresses by Dr. William Pepper and Francis A. Walker. Price 75 cents.

No. 5 (Sep. 1889). Three Papers Read at Third Annual Meeting: “Malthus and Ricardo,” by Simon N. Patten; “The Study of Statistics,” by Davis R. Dewey, and “Analysis in Political Economy,” by William W. Folwell. Price 75 cents.

No. 6 (Nov. 1889). An Honest Dollar. By E. Benjamin Andrews. Price 75 cents.

 

VOLUME V

No. 1 (Jan. 1890). The Industrial Transition in Japan. By Yeijiro Ono, Ph.D. Price $1.00.

No. 2 (Mar. 1890). Two Prize Essays on Child-Labor: I. “Child Labor,” by William F. Willoughby, Ph.D.; II. “Child Labor,” by Miss Clare de Graffenried. Price 75 cents.

Nos. 3 and 4 (May-Jul. 1890). Two Papers on the Canal Question. I. By Edmund J. James, Ph.D.; II. By Lewis M. Haupt, A.M., C.E. Price $1.00.

No. 5 (Sep. 1890). History of the New York Property Tax. By John Christopher Schwab, A.M. Ph.D. Price $1.00.

No. 6 (Nov. 1890). The Educational Value of Political Economy. By Simon N. Patten, Ph.D. Price 75 cents.

 

VOLUME VI

No. 1 and 2 (Jan.-Mar. 1891). Report of the Proceedings of the Fourth Annual Meeting of the American Economic Association. Price $1.00.

No. 3 (May 1891). I. “Government Forestry Abroad,” by Gifford Pinchot; II. “The Present Condition of the Forests on the Public Lands,” by Edward A. Bowers; III. “Practicability of an American Forest Administration,” by B. E. Fernow. Price 75 cents.

Nos. 4 and 5 (Jul.-Sep. 1891). Municipal Ownership of Gas in the United States. By Edward W. Bemis, Ph.D. with appendix by W. S. Outerbridge, Jr. Price $1.00.

No. 6 (Nov. 1891). State Railroad Commissions and How They May be Made Effective. By Frederick C. Clark, Ph.D. Price 75 cents.

 

VOLUME VII

No. 1 (Jan. 1892). The Silver Situation in the United States. Ph.D. By Frank W. Taussig, LL.B., Ph.D. Price 75 cents.

Nos. 2 and 3 (Mar.-May 1892). On the Shifting and Incidence of Taxation. By Edwin R.A. Seligman, Ph.D. Price $1.00.

Nos. 4 and 5 (Jul.-Sep. 1892). Sinking Funds. By Edward A. Ross, Ph.D. Price $1.00.

No. 6 (Nov. 1892). The Reciprocity Treaty with Canada of 1854. By Frederick E. Haynes, Ph.D. Price 75 cents.

 

VOLUME VIII

No. 1 (Jan. 1893). Report of the Proceedings of the Fifth Annual Meeting of the American Economic Association. Price 75 cents.

Nos. 2 and 3 (Mar.-May 1893). The Housing of the Poor in American Cities. By Marcus T. Reynolds, Ph.B., M.A. Price $1.00.

Nos. 4 and 5 (Jul.-Sep. 1893). Public Assistance of the Poor in France. By Emily Greene Balch, A.B. Price $1.00.

No. 6 (Nov. 1893). The First Stages of the Tariff Policy of the United States. By William Hill, A.M. Price $1.00.

 

VOLUME IX

No. 1 (Supplement, Jan. 1894). Hand-Book and Report of the Sixth Annual Meeting. Price 50 cents.

Nos. 1 and 2 (Jan.-Mar. 1894). Progressive Taxation in Theory and Practice. By Edwin R.A. Seligman, Ph.D. Price $1.00, cloth $1.50.

No. 3 (May. 1894). The Theory of Transportation. By Charles H. Cooley Price 75 cents.

No. 4 (Aug. 1894). Sir William Petty. A Study in English Economic Literature. By Wilson Lloyd Bevan, M.A., Ph.D. Price 75 cents.

Nos. 5 and 6 (Oct.-Dec. 1894). Papers Read at the Seventh Annual Meeting: “The Modern Appeal to Legal Forces in Economic Life,” (President’s annual address) by John B. Clark, Ph.D.; “The Chicago Strike”, by Carroll D. Wright, LL.D.; “Irregularity of Employment,” by Davis R. Dewey, Ph.D.; “The Papal Encyclical Upon the Labor Question,” by John Graham Brooks; “Population and Capital,” by Arthur T. Hadley, M.A. Price $1.00.

 

VOLUME X

No. 3, Supplement, (Jan. 1895). Hand-Book and Report of the Seventh Annual Meeting. Price 50 cents.

Nos. 1,2 and 3 (Jan.-Mar.-May 1895). The Canadian Banking System, 1817-1890. By Roeliff Morton Breckenridge, Ph.D. Price $1.50; cloth $2.50.

No. 4 (Jul. 1895). Poor Laws of Massachusetts and New York. By John Cummings, Ph.D. Price 75 cents.

Nos. 5 and 6 (Sep.-Nov. 1895). Letters of Ricardo to McCulloch, 1816-1823. Edited, with introduction and annotations by Jacob H. Hollander, Ph.D. Price $1.25; cloth $2.00.

 

VOLUME XI

Nos. 1, 2 and 3 (Jan.-Mar.-May 1896). Race Traits and Tendencies of the American Negro. By Frederick L. Hoffman, F.S.S., Price $1.25; cloth $2.00.

No. 4 (Jul. 1896). Appreciation and Interest. By Irving Fisher, Ph.D., Price 75 cents.

 

Image Source: As of 1909 the former Presidents of the American Economic Association (S. N. Patten in the center, then clockwise from upper left are R. T. Ely, J. B. Clark, J. W. Jenks, F. W. Taussig.) in Reuben G. Thwaites “A Notable Gathering of Scholars,” The Independent, Vol. 68, January 6, 1910, pp. 7-14.

Categories
Chicago Economists Johns Hopkins

Chicago. The Edward W. Bemis controversy, 1895

 

 

 

This post turns out to include nearly twenty pages worth of artifacts bearing on the so-called Bemis controversy at the University of Chicago in 1895. Edward W. Bemis was a student of Richard T. Ely at Johns Hopkins University where he earned a Ph.D. in 1885 with the thesis “Local Government in Michigan and the Northwest.” Bemis was an early hire for the University Extension division at the University of Chicago, teaching courses in economics and sociology. I originally intended only posting three newspaper articles that presented claims and counterclaims regarding the grounds for his controversial dismissal. This academic affair was framed by the press as one of academic freedom being attacked by money-interests. The closer I looked at the case, the more complicated it seemed. 

Once I gathered most of the artifacts transcribed below, I looked for secondary literature and found Harold E. Bergquist Jr.’s “The Edward W. Bemis Controversy at the University of Chicago” published in the AAUP Bulletin, Vol. 58, No. 4 (Dec., 1972), pp. 384-393. Looking at essentially the same material, Bergquist concluded that Bemis’s views on labor and municipal gas monopolies attracted so much negative attention that Chicago president William R. Harper chose to sacrifice the lone-scholar Bemis in the interests of the university. Compared to other attacks on academic freedom from about the same time at Stanford (Ross) and Wisconsin (Ely), the Bemis incident appears to me to be far-more of an in-house affair where the merit assessments of an individual professor and the institutional powers have significantly diverged.

Following a few biographical items, I present a roughly chronological set of artifacts that reveal the complexity of this one man’s academic fate. For what it is worth, I see the tale to be ultimately one of rejection of a Richard T. Ely transplant into the Chicago host departments. The university department heads of political economy (J. Laurence Laughlin) and sociology (AlbionW.  Small) thought well enough of Bemis for the adult-education and outreach Extension program but didn’t really want him in their own departmental backyards. Bemis’ positions on labor disputes and municipal gas monopolies certainly attracted the displeasure of the actual and potential donors to the University of Chicago, but their displeasure appears much less important than the fact that Bemis had not been particularly successful in generating income for the infant university extension program as originally hoped.

For background a convenient first-stop: Edward W. Bemis, 1860-1930 at the History of Economic Thought Website. Includes a list of major works.

RESEARCH TIP:   The Guide to the University of Chicago Office of the President, Harper, Judson and Burton Administrations Records 1869-1925  includes links to scans of the documents.

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Biographical Notes on Edward W. Bemis
Western Reserve Historical Society

BEMIS, EDWARD W. (7 Apr. 1860-25 Sept. 1930), a college professor, expert on public taxation, and proponent of municipal ownership, was a political ally of TOM L. JOHNSON, serving as superintendent of the Cleveland Water Works from 1901-09. Born in Springfield, Mass., Bemis, son of Daniel W. and Mary W. Tinker Bemis, was educated at Amherst College (A.B., 1880; A.M., 1884) and Johns Hopkins (Ph.D., 1885), studying history and economics. He reportedly taught the first university extension course in America, at Buffalo, N.Y., in 1885, then taught economics at Amherst (1885-86); Vanderbilt (1888-92); the University of Chicago (1892-95), which he had to leave because of his “radical” views; and Kansas State Agricultural College (1897-99). Bemis prolifically wrote about local government, tax policy, municipal ownership of utilities, working conditions, labor strikes, trade unions, socialism, and religion and social problems.

Tom Johnson gave Bemis an opportunity to enact his reforms as head of the municipal waterworks, a department described as “a nest of party hacks.” Bemis replaced the spoils system with the merit system, unleashing protests from both the department and the local Democratic organization. Bemis ran the department in a businesslike manner, installing a record 70,000 meters and reducing rates. The elimination of graft and incompetent workers enabled completion of the water-intake tunnel. Bemis also crusaded for higher tax evaluations on properties owned by utilities and railroads. After 1909, Bemis moved to New York City, where he served in similar capacities and worked as a consultant.

Married on 28 Oct. 1889 to Annie L. Sargent, Bemis had three children: Walter S., Alice L., and Lloyde E. Bemis died in Springfield, MO and was buried in New York City.

Source:  Bemis, Edward W. in Encyclopedia of Cleveland History.

*  *  *  *  *

From the 1911 Encyclopaedia Britannica

BEMIS, EDWARD WEBSTER (1860-[1930]), American economist, was born at Springfield, Massachusetts, on the 7th of April 1860. He was educated at Amherst and Johns Hopkins University. He held the professorship of history and political economy in Vanderbilt University from 1887 to 1892, was associate professor of political economy in the university of Chicago from 1892 to 1895, and assistant statistician to the Illinois bureau of labour statistics, 1896. In 1901 he became superintendent of the Cleveland water works. He wrote much on municipal government, his more important works being some chapters in History of Co-operation in the United States (1888); Municipal Ownership of Gas in the U.S. (1891); Municipal Monopolies (1899).

Source: 1911 Encyclopaedia Britannica Vol. 3, p. 714.

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A handwritten letter from J. Laurence Laughlin to President William R. Harper, August 1893

 

Beaver River Station,
via Herkimer, N.Y.
Aug. 31, 1893

My dear President Harper,

Yours of 29that hand.

The real difficulty in re Bemis, is that (1) he was acquiesced in solely for University Extension work, and I never for a moment thought of him as holding a permanent position in the regular officers of instruction. And (2) at that time also you emphasized the clear line of demarcation between the Extension Dep’ts & the University—proper. Now, nothing has occurred to change these two things. But from a desire for “uniformity” simply, a move is made which, in the judgment of a Head-Professor seriously impairs the morale of his department. It is my duty to enter my protest, both as a matter of policy & principle. (1) I do not believe Bemis is a man of such value to you that he is worth the injuring of a department. Consequently I suggest that he be transferred to another department. Would it not be perfectly easy to put both his courses into Social Science? Bemis really wishes to lecture on Labor etc rather than on Trades Unions etc., & the Labor course might go under Soc. Sci.—if Small does not object. Then, I have no objection to his remaining in charge of the Extension work in Economics; although I do not believe he is competent to treat a difficult economic problem. (2) Is it fair to hold a head-professor responsible for the working of his department if action is taken contrary to his judgment? In this case, I think your are unwittingly doing us harm; and consequently, I must ask to be relieved of settling questions arising from it, or of responsibility for the efficiency of the work. Of course, if it is your policy to take on yourself a large part of the responsibility hitherto laid on the head-professor, and yourself to watch many of the details, that is another matter; no doubt, you can do it far better than I. Only we should clearly understand what you expect me to do. I need not say it would be a great relief to have these matters taken off my mind; then I could occupy myself entirely with my own economic studies.

I am very sorry indeed to trouble you with this matter; but I should be disloyal to you and to the University if I did not point out the dangers inherent in this case. It is no easy matter to keep in harmonious adjustment the work and careers of six or seven men in a new department, as you will be the first to appreciate.

Very sincerely yours,

Laurence Laughlin

 

Source:   University of Chicago. Office of the President. Harper, Judson and Burton Administrations. Records, Box 57, Folder #13 “Laughlin, J. Laurence, 1892-1917”, Special Collections Research Center, University of Chicago.

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Bad news from Harper to Bemis
January 1894

Office of the President

The University of Chicago
Founded by John D. Rockefeller

Chicago January 1894

Copy.

My dear Prof. Bemis:-

I write you this letter because I think I can state what is in my mind more easily in writing than in conversation. You will remember that I was very anxious to have you take hold of the work with us in the University, and you will recall the battle I had with some of our gentlemen in reference to it, a battle fought and won. I counted upon great results from the Extension work, and I hoped that as time passed there would be opportunities for your doing a larger amount of work in the University Proper. As matters now stand the Extension work has been this year largely a failure so far as you are concerned, and instead of the opportunity becoming better on your part for work in the University Proper, the doors seem to be closing. You will perhaps be surprised, but it is necessary for me to say that it does not seem best for us to look forward to your coming more definitely into the work of the University Proper. After a long consideration of the matter, and a study of all circumstances; looking at it too from your point of view and with a view to your interests, I am persuaded that in the long run you can do in another institution because of the peculiar circumstances here, a better and more satisfactory work to yourself than you can do here. I am very sorry to say this, for as I need not assure you, I am personally very much attached both to you and to Mrs. Bemis. You are, however, man of the world enough to know that unless one is in the best environment, he cannot work to the best advantage. You are so well known and your ability so widely recognized that there will surely be no difficulty in securing for you a good position, one in which you will be monarch, and one in which you will be above all things else independent. I wish to say that I will do all I can, and I think I can do much to help you in this matter, and I beg you to understand that I have come to this conclusion after much study and with greatest reluctance. If you will accept this and allow me to help you, I am sure that we can arrange matters in a first rate way. The interests of all I think would be conserved if the new arrangement could be made for the year beginning July 1stor Oct 1st. I shall be very glad to meet you, not to discuss this, for I think it best to call it settled, but to discuss the question of your future work, in which I wish to express the deepest interest. You will, I am confident, distinguish in your mind between the official act which I am compelled to perform, and the personal attitude which I wish now and always to assume toward you. I should be glad to see you at your earliest convenience.

Yours very truly,

Source:   University of Chicago. Office of the President. Harper, Judson and Burton Administrations. Records, Box 11, Folder #4 “Bemis, Edward W., 1892-1895”, Special Collections Research Center, University of Chicago.

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Handwritten letter from Bemis to Harper
July 1994

5835 Drexel St.

July 23-94

My dear President Harper!

Having been informed today on second hand but apparently trustworthy authority that some of the authorities (trustees I assume) of our University are displeased with what they suppose has been my attitude in this great RR strike, I write to correct any possible false reports.

I wrote a letter to Mr. Debs just before the strike urging him, for I knew him slightly, not to have the strike.

Then when all the trades were considering the propriety of a general strike in the city I spent several hours in trying to dissuade the leaders of some of the unions. Later when the officers of many national unions came here to consider the further extension of the strike I feel sure I contributed to strengthening the resolution of Pres’t Gompers & Sec’y Evans of the American Federation of Labor not to participate.

In every way have I tried to calm the troubled waters, while making use of the opportunity to urge upon large employers a conciliatory Christ-like attitude & the recognition of the trusteeship of wealth as suggested in the parable of the ten talents, and endorsed by modern philosophy.

I realize how easily in times of ferment one’s views may be misquoted as were yours last winter & trust you will believe me ever determined to be both scientific and judicial though earnest in treating these great problems & that you will always wait to hear both sides before judging.

Very sincerely yours

[signed]
Edward W. Bemis

 

Source:   University of Chicago. Office of the President. Harper, Judson and Burton Administrations. Records, Box 11, Folder #4 “Bemis, Edward W., 1892-1895”, Special Collections Research Center, University of Chicago.

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From handwritten letter from J. Laurence Laughlin to President William R. Harper, Aug 1894

Newman, N. Y.
Aug. 6, 1894

Dear Pres. Harper,

[…]

This recalls Bemis. I fear the affair in Dr. Barrows’ church has been a last straw to some good friends of the University, like A. A. Sprague. And in antagonizing Pres. Hughitt he is quaking very hard the establishment of a great railway interest in the University. And Bemis is wholly one-sided on this railway question. I have looked into it, but I could do nothing without throwing out all his railway lectures. This was sometime ago. At every turn in Chicago, in July, I heard indignant remarks about Bemis, & I had nothing whatever to do in introducing the subject. I know you have done what seemed best to stop him; and Small has told me regretfully how he somewhat spoiled your arrangement; but in my opinion, the duty to the good name of the University now transcends any soft-heartedness to an individual. I do not now see how we can escape saving ourselves except by letting the public know that he goes because we do not regard him as up to the standards of the University in ability and scientific methods. It would have been better for him to have gone quietly. You probably know he told Small that his hold on the working classes was so strong that the University dare not drop him—or something to that purpose. I believe you will find the Extension men of my opinion—certainly Mr. Butler.

At any rate, I see Bemis is no longer in my department: and I understand that his economic lectures will not be announced next year by the Extension Division. The labor subjects will be covered by Brooks. As regards the money lectures, I have a suggestion. How would it do to tie to us in this way Prof. Kinley, of the University of Illinois? Is it feasible? Could he not be asked to give 6 or 12 lectures on money, appear in our list as an Extension lectures, & yet hold his position at Champaign? His work is of a radically different kind from Bemis’, & yet he was one of Ely’s men. You can also get Miller’s idea of Kinley. I quite like him; & he would, I think, welcome getting closer to us. His book on the “Independent Treasury” is quite good. This is only a suggestion. If it is worthless—then better no lectures at all on money than those Bemis gives.

[…]

Sincerely yours,
Laurence Laughlin

Source:   University of Chicago. Office of the President. Harper, Judson and Burton Administrations. Records, Box 57, Folder #13 “Laughlin, J. Laurence, 1892-1917”, Special Collections Research Center, University of Chicago.

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From “Prof. Bemis’ Secret Out.”
Chicago, Ill., Aug. 17 [1895]
(Special Correspondence to The Voice]

… “President Harper and certain wealthy trustees of the university have at sundry times indicated to Professor Bemis that while his work was not radical nor inappropriate for universities in general, there were inflections of truth which the University of Chicago could utter more gracefully and sincerely than the principles of practical economics. It was not desirable, they intimated, for this institution, with its own particular way of being born and nurtured, to be in close touch either with the labor question or with municipal and monopoly problems.

In the presence of Professor Bemis’ success as a member of the university faculty, and in the absence of any enlightenment as to the cause of his “resignation,” people generally have had the effrontery to imagine that the fact that the president of the big Standard Oil Combine has been a heavy benefactor of the university, has in some way had something to do with the peculiar pedagogical disability hinted at from time to time by President Harper.

But members, attachés of the University of Chicago, are not the only persons who have been unable to appreciate the naïve and reckless manner in which Professor Bemis has neglected to obscure the facts of the new political economy. The manager of the consolidated gas companies of this city refused, a short time ago, to allow to the university the customary reduction in gas rates, because Professor Bemis was a member of the faculty. A prominent officer of the largest gas trust in this country—a trust controlling the gas supply in over 40 cities—said to Professor Bemis not long ago: “Professor Bemis, we can’t and don’t intend to tolerate your work any longer. It means millions to us. And if we can’t convert you, we’re going to down you.” Such intellectual discharges, considered in connection with President Harper’s eloquent silence and capital’s fraternal relations to the university, are not absolutely meaningless…”

 

Source:   University of Chicago. Office of the President. Harper, Judson and Burton Administrations. Records, Box 11, Folder #4 “Bemis, Edward W., 1892-1895”, Special Collections Research Center, University of Chicago.

 

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President Harper’s Statement
From a Convocation Address at the University of Chicago, Oct. 1 [1895]

From the beginning the university has believed in the policy of appointing to positions in the same department men who represent different points of view. No instructor in the university has been or will be asked to separate himself from the university because his views upon a particular question differ from those of another member of the same department, even though that member be the head.

From the beginning of the university, there has never been an occasion for condemning the utterances of any professor upon any subject, nor has any objection been taken in any case to the teachings of a professor, and in reference to the particular teachings of an instructor no interference has ever taken place.

The university has been, in a conspicuous way, the recipient of large gifts of money from wealthy men. To these men it owes a debt of sincere gratitude. This debt is all the greater, moreover, because in absolutely no single case has any man, who has given as much as one dollar to the university, sought by word or act, either directly or indirectly, to control, or even to influence, the policy of the university in reference to the teachings of its professors, in the departments of political economy, history, political science or sociology. To be still more explicit, neither John D. Rockefeller, Charles T. Yerkes, Martin A Reyerson, Marshall Field, Silas B. Cobb, Sidney Kent, George C. Walker, nor any other benefactor of the university, has ever uttered a syllable or written a word in criticism of any theory advocated by any professor in any department of the university.

This public statement is made because the counter statement has been published, far and wide, and because it is clear that a serious injury will be done the cause of higher education if the impression should prevail that in a university, as distinguished from a college, there is not the largest possible freedom of expression—a freedom entirely unhampered by either theological or monetary considerations.

 

Source:   University of Chicago. Office of the President. Harper, Judson and Burton Administrations. Records, Box 11, Folder #4 “Bemis, Edward W., 1892-1895”, Special Collections Research Center, University of Chicago.

 

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Bemis sends three clippings to Walter F. Willcox of Cornell

477 Dearborn St.
Chicago
Oct. 25 [1895]

Dear Professor Willcox:

Please show the enclosed, which I send at your request to Prof. Jenks & write me what you both think.

Very sincerely
[signed]
Edward W. Bemis

*  *  *  *  *

Chicago Chronicle
Oct 9, 1895

The controversy between Professor E. W. Bemis and the University of Chicago faculty and officials have led the dismissed instructor to issue a public statement giving his side of the matter. It is the first direct expression he has made since the trouble arose. Professor Bemis is to lecture at the University of Illinois four days next week, when it is expected that he may give public utterance to his views. The statement is as follows:

“Despite the urgent advice of many and the demand for the facts from the greater portion of hundreds of editorials in newspapers which have been sent me I have hitherto refused to publish the reasons for my leaving the University of Chicago. To injure the university or to have newspaper notoriety is as distasteful to me as to dwell on my personal relations with a great institution.

“The University of Chicago is doing an important work, and throughout the country there is sympathy with all our great universities which I would not wish in any way to disturb.

“During my three years’ connection with the university my personal relations with the president and my colleagues in the sociological department, where I have done all my work the past year and more, were always pleasant. But President Harper’s emphatic denial at convocation, Oct. 1, of any interference with college independence by Mr. Rockefeller, Mr. Yerkes and other donors is producing the natural and apparently intended inference that the university had other and justifiable grounds for my dismissal.

REFUTES HARPER’S STATEMENT.

“I have also since Oct. 1 had conclusive evidence that the president is privately stating that I leave because incompetent. Silence is no longer possible, not alone from personal considerations, but because the vital principle of college freedom is also at stake.

“It has been stated by some influential papers on the authority of the president himself, as I am reliably informed, that I was engaged at the University of Chicago for a period of three or five years, and that period having expired the university simply did no renew the appointment.

“I desire to deny emphatically the truth of this statement. In none of the negotiations between the university and myself respecting my coming to the university was there a single word as to any limit of time.

“I was to devote at first two-thirds of the college year to university extension. But I insisted, as a condition of leaving what all assured me was practically a life position at Vanderbilt university to go to Chicago in 1892, that I should not only have one-third of the year for inside or class teaching, but that I should have a gradual increase of it. Both the presidents and the heads of the departments of economics and sociology gave me this assurance, as has often been admitted. Jan. 5, 1894, President Harper wrote me: ‘I hoped that as time passed there would be opportunity for your doing a larger amount of work in the university proper.’

ASKS HARPER TO EXPLAIN.

“Now what I wish the president to do is not to give a general denial of Mr. Rockefeller’s having criticized ‘any theory advanced by any professor,’ but to explain why the above ‘hope’ and understanding were not carried out, and what he meant by the following in the letter above quoted: ‘Instead of the opportunity becoming better for work on your part in the university proper, the doors seem to be closing. * * * I am persuaded that in the long run you can do in another institution, because of the peculiar circumstances here, a better and more satisfactory work to yourself than you can do here. I am personally very much attached to you. You are, however, man of the world enough to know that, unless one is in the best environment, he cannot work to the best advantage. You are so well known and your ability so widely recognized that there will be surely no difficulty in securing for you a good position, one in which you will be monarch, and one in which you will be, above all things else, independent.’

“I have never had occasion to doubt the president’s implication above that ‘the peculiar circumstances,’ and the ‘environment’ at the university were the true explanation of its action.

“On receipt of this letter I should have resigned had I not very soon been led to believe, erroneously as it proved, that the situation was improving.

“I very much regret the necessity of publishing this and other letters and conversations which, while not considered confidential, would not under any ordinary circumstances, be made public by me.

ASSOCIATES SATISFIED.

“I cannot have been dropped because of dissatisfaction on the part of my associates, for on Aug. 7, 1895, President Harper emphatically declared that the head of the economic department was not responsible for my going, and that the head of the sociological department had, almost to the very end, ‘pleaded for’ my retention.

“I cannot have been dismissed because personally not agreeable to the president, for his letter above quoted states: ‘I am personally very much attached to you.’

“Neither can the university’s action have been due to failure in my university extension work, which was done with constantly growing and, with the exception of a few places the first year, with almost uniform success. In judging of the success of extension courses designed to be educational in character, in economics and sociology, due regard must be had to the fact that the subjects do not appeal to so many of the usual supporters of extension courses, chiefly women, as do literature and history.

“In November and December, 1894, my extension work kept me busy nearly every night, and at least one long engagement had to be refused on this account. Yet in the face of my most popular and really most successful university extension season, my name was dropped from the budget or salary list by the trustees Christmas week, 1894, to take effect the following summer. The singular fact that I was not informed of the above action until March 7, 1895, more than two months afterward, I pass without comment.

NOT LACK OF ABILITY.

“President Harper’s reasons for dropping me could not have been lack of ability or personal character, for Sept. 29, 1894, after observing my work for two years, he wrote me: ‘I have great respect for you and your work.’ In view of this written statement, I cannot understand his recent private declaration that I was dropped for incompetency.

“March 7, 1895, speaking of the reason for my going he said: ‘It is not a question of competency; simply, the general situation is against you here. Of course you are an A No. 1 man, just as much as when we got you, but you are a misfit here.’

“I cannot have been dropped because of dissatisfaction with my classroom work, for Professor Small, under whom I carried on all my extension work and my spring and summer courses of class work in 1894 and 1895, to constantly growing classes of seniors and graduate students, has repeatedly declared to others and to myself that there was no fault or criticism of my class work.

“A considerable portion of my students have taken a second course with me, and I invite the fullest inquiry among them all as to my work. Their attitude was shown in an editorial in their organ, the University of Chicago Weekly, Aug. 1, 1895: ‘His work here has been of the best.’ The president’s comment to me on Aug. 7 last was: ‘Students don’t count. Anybody that knows how can get around students.’ Yet many of my pupils were graduate students and even teachers elsewhere. Again, I repeat, that only the most extreme provocation has overcome my great reluctance to publish such conversations.

QUOTES A LETTER.

“In this connection, I am permitted to quote the following letter to Dr. Charles B. Spahr of the Outlook, written Aug. 27, 1895, by the chancellor of Vanderbilt university, Dr. James H. Kirkland:

“It affords me greatest pleasure to testify to the high character of Professor Bemis’ work at Vanderbilt university. He had a strong hold upon his Students and was regarded by them as an unusually able and strong instructor. I give this communication cheerfully and without reserve. You may make whatever use of it you wish.’

“I am not a socialist, but I am a believer in the wisdom of a gradual taking over of some of our local monopolies by cities, as in Glasgow and Birmingham, but have never urged that it should be done at once in all places, and have held that many cities cannot be urged to go further at present than the leasing for moderate periods, as has been done with the street car lines in Toronto, Canada, with ample provision for city ownership on easy terms at the close of the lease, if then desired by the citizens. Yet the then president of the so-called gas trust of Chicago refused in 1893 to render a financial favor to the university because I was on the faculty. President Harper has since denied that he was influenced thereby.

“The manager of the largest aggregation of gas capital in America, outside of Chicago, referring to my monograph in the publications of the American Economic association, and to other writing on municipal gas works, such as in the February, 1893, issue of the Review of Reviews, declared to me in the summer of 1893: ‘If we can’t convert you we are going to down you. We can’t stand your writing. It means millions to us.’

HIS AID SOLICITED.

“As illustrative of how my work is regarded by many prominent businessmen acquainted with it, I may add that some weeks ago so conservative a magazine as the Bibliothecra Sacra, whose sociological department is edited by a conservative businessman of Chicago, asked me to become an associate editor.

“In an interview March 13, 1895, as at other times before and since, President Harper fully agreed with my assertion that I was not radical, and that it was true conservatism to favor moderate social changes; but when I asserted that the university ought to be in close touch with the labor question and with municipal and monopoly problems in the way I had been trying in a moderate spirit, in the Civic Federation and elsewhere, to effect, he replied: ‘Yes, it is valuable work, and you are a good man to do it, but this may not be—this is not the institution where such work can be done.’

“I spoke in the First Presbyterian church of Chicago July 15, 1894, in condemnation of the great railway strike, but ventured to suggest that the railroads had also been law-breakers in the past and should set a better example. Realizing the gravity of the situation and my position in the university, I spoke from carefully prepared manuscript, and can publish it, if any doubt the general verdict of very prominent men in the congregation who have commended its moderate tone. The only sentences afterward criticized were these:

“’If the railroads would expect their men to be law-abiding they must set the example. Let their open violation of the interstate commerce law and their relations to corrupt legislatures and assessors testify as to their part in this regard. I do not attempt to justify the strikers in their boycott of the railroads; but the railroads themselves not long ago placed an offending road under the ban and refused to honor its tickets. Such boycotts on the part of the railroads are no more to be justified than is a boycott of the railroads by the strikers. Let there be some equality in the treatment of these things.’ The rest of the address criticized the strikers more than their employers.

OFFERS THE PROOF.

“A prominent railroad president, immediately after the dismissal of the congregation, challenged me for proof of boycotting and I replied that not only were the newspapers full of such things, but I had proof in my study which I would send him in writing. He said: ‘It is an outrage. That a man in your position should dare to come here and imply that the railroads cannot come into court with clean hands is infamous.’ He complained to one or more trustees and to President Harper. The latter then wrote me, July 28, 1894: ‘Your speech at the First Presbyterian church has caused me a great deal of annoyance. It is hardly safe for me to venture into any of the Chicago clubs. I am pounced upon from all sides. I propose that during the remainder of your connection with the university you exercise great care in public utterances about questions that are agitating the minds of the people.’

“In view of this letter of President Harper, I am at a loss to understand the statement he made at convocation: ‘From the beginning of the university there never has been an occasion for condemning the utterance of any professor upon any subject.’

INFLUENCE OF MONEY.

“The benumbing influence of a certain class of actual or hoped-for endowments, whether this influence is directly exerted by donors or only instinctively felt by university authorities and instructors, is a grave danger now confronting some of the best institutions.

“A wealthy and leading trustee of the university spoke to me in 1893 of ‘our side’ in some club discussion of a noted strike. By ‘our side’ you mean–?’ I asked. ‘Why, the capitalists’ side, of course,’ was the quick reply.

“To a gentleman of unquestioned veracity the president, when referring to me, said in substance: ‘It is all very well to sympathize with the workingmen, but we get our money from those on the other side and we can’t afford to offend them.’

“The name of the last gentleman quoted cannot be given to the public or to the university, but he is ready to assert the truth of the above to any disinterested and honorable gentleman the president may name.

“President Harper, as the press has intimated, has privately claimed that by speaking he can ruin me, and that he is keeping quiet on my account. It is time that these innuendoes ceased.

“Altogether aside from my personal interest in the question is the far larger issue of the subjection of college teaching to any lower aims than the pursuit of truth.”

*  *  *  *  *

DR. HARPER REPLIES.
ANSWERS PROF. BEMIS’ CHARGES
Chicago Record, Oct. 18, 1895.

Says the Lecturer’s Financial Failure Was Alone Responsible for His Retirement from the University of Chicago—Letter in Full

President William R. Harper of the University of Chicago has written a reply to the statement made by Prof. Edward W. Bemis which was published in The Record Oct. 9.

The following is Dr. Harper’s reply in full, exactly as the president of the university, with the assistance of Prof. Albion W. Small, head professor of sociology, and Prof. Nathaniel Butler, director of the university extension department, prepared it:

“In view of the desire of the public as manifested in various ways to know the facts in reference to the work of Mr. Bemis as a university extension associate professor in the University of Chicago, and in order to remove certain impressions which his letter of a recent date occasions, we, who have been from the beginning most thoroughly conversant with the facts, and, indeed, connected officially with his work, desire to make the following statement:

“1. Mr. Bemis’ position in the university from the beginning has been that of a university extension associate professor, the understanding being that his work should be largely in this department, since his services were not needed in the class work of the university proper, in view of the large number of professors there employed.

Attendance at Lectures Decreased.

“2. During the first year (’92-’93) of his connection with the university he delivered fifteen courses of extension lectures. During the second year (’93-’94) he gave seven courses. During the third year (’94-’95) he gave six courses of lectures. It was a striking fact that, except in one instance, Mr. Bemis never returned to an extension center for a second course. In his course given during ’94-’95 in Joliet on ‘Questions of Labor and Social Reform’ the attendance at the first lecture was 124; second, 108; third, 76; fourth, 79; fifth, 75, and sixth, 44. The actual earnings of Mr. Bemis in university extension work were about $1,000 a year, his salary being $2,500 a year. A portion of this salary, it is true, was paid him for courses offered in the university proper, but he was permitted to offer a larger number of courses in the university than he would otherwise have done, because the administrative officers of the extension division were unable to persuade university extension centers to avail themselves of his lectures. It should be added that no man who has ever given a dollar to the university has ever directly or indirectly entered objection to the views taught by Mr. Bemis in his lectures; and that so far as the university knows, his teaching upon subjects of municipal reform, trusts, etc., are teachings to which the authorities would not think of interposing objection.

“3. In no discussion of Mr. Bemis’ relations to the university, between ourselves as officers of the university or with the president of the university, has the question of Mr. Bemis’ views on questions of political economy or sociology been raised. Mr. Bemis himself acknowledged in our presence early in August, 1895, that he was then convinced that no outside pressure had been brought to bear in reference to his resignation.

Dependent on the Fees.

“4. The simple fact is that the university extension division, which at present has no regular endowment to pay the salaries of professors engaged in this particular work, is dependent upon the fees received from the lecturers for the money with which to pay the salaries of such lecturers. Inasmuch as the officers of the department were not able to make arrangements with extension centers for Mr. Bemis to lecture before them it was evident from a business point of view that the work of Mr. Bemis in this division of the university must cease.

“5. The president’s letter to Mr. Bemis, in which he expressed cordial good will and appreciation of his ability represented the feelings of all who were associated with Mr.

Bemis at that time. It was, however, the opinion of the head of the university department in which Mr. Bemis worked, and of the director of the university extension division as well as the president, that Mr. Bemis could find a better field for his work in a smaller institution, in which he could be free to confine his teaching to the class-room, and not be dependent upon the general public through university extension centers.

“6. The letter of President Harper to Mr. Bemis in reference to his remarks in the First Presbyterian church was written at a time when the citizens of Chicago were in great anxiety because of the disturbed condition of affairs. It should be noted that President Harper’s request that Mr. Bemis should exercise care in his statements was not made with reference to any utterances which Mr. Bemis was making in university work or in a university extension lecture, but in an outside capacity before a promiscuous audience. This was, as already intimated, at a time when agitation of any kind was universally regarded as imprudent. It should not even then take issue with Mr. Bemis on any ‘doctrine,’ but that he requested him to be careful about making untimely and immature statements.

“7. Mr. Bemis was more than a year ago given to understand that it seemed desirable for the reasons recited above, that he should seek another field of usefulness. This intimation was made and was apparently received by him in the kindest spirit, and efforts were made on the part of the University of Chicago to secure him a position better adapted to his abilities. One of several such positions might have been secured had not Mr. Bemis himself by his public attitude rendered it out of the question that these positions should be offered him. We refer later to influences which may account for the unfortunate light in which Mr. Bemis allowed his personal affairs to be presented. The whole case is one in which a university instructor is found to be not well adapted to the position which he holds. Such cases arise almost continually in universities. In almost any other department of instruction than the one in which Mr. Bemis occupied a position such a case would attract no general comment, nor would it be regarded as involving injustice to the instructor. It was perhaps inevitable that Mr. Bemis’ department of teaching, and the fact that the University of Chicago has been generously endowed by private munificence, would occasion the construction which has been put upon this matter. That construction, however, is absolutely without foundation in truth.

As to Another Position.

“8. Mr. Bemis’ real complaint was not that he was asked to resign from the university extension staff, but that he was not transferred to a corresponding position on the staff of instructors inside the university. We state now only our opinion when we say that, so far as we are able to judge, every member of the faculty who is acquainted with Mr. Bemis would indorse the president’s conclusion that such transfer would have placed Mr. Bemis in a position which he is not strong enough to fill. Mr. Bemis dissents from this opinion and repeatedly urged the head of the department of sociology to recommend his appointment as a member of the sociological staff. The answer had to be made that if the trustees would appropriate money without limit to the sociological department, work might be assigned to Mr. Bemis which would be important and valuable in itself, but that the money which would be available for some time to come was much more needed for kinds of instruction which he was not competent to give.

“Some of the elements which entered into the failure of his extension work would be fatal objections to a university instructor. In attempting to be judicial he succeeded in being indefinite. Instead of erring by teaching offensive views the head and front of his offending was that he did not seem to present any distinct views whatever.

“9. We have urged President Harper, throughout the campaign of abuse which has been waged during the last summer, not to depart from his purpose of silence respecting the reasons which led him to call for Mr. Bemis’ resignation. We know that President Harper was more considerate of Mr. Bemis than the latter knew how to be for himself. We had and still have the most friendly feelings for our former associate and agreed with President Harper that the university could afford to suffer rather than cause needless injury to an individual by publication of facts which a discreet person would wish to suppress.

Believes Bemis Was Influenced.

“10. We have changed our view of what is just to all interests concerned, because we are obliged to believe that the prominence which this case has attained through the press is not the result of misunderstanding, but that it is the carrying out of a deliberate design to misrepresent the facts. We believe that Mr. Bemis has received advice which has made him the tool of private animosity toward the university, under the mistaken notion that he is vindicating his violated rights. Our reasons for this view are in part as follows:

“Soon after Mr. Bemis was informed, more than a year ago, that his services were no longer desired by the university, one of the signers of this paper was notified by a friend of Mr. Bemis, first by letter and afterward verbally, that ‘If Prof. Bemis is not retained a newspaper agitation will be begun from which the university will not recover in a generation.’ The reply was that if this was intended as a threat, no more direct means could be taken to hasten the termination of Mr. Bemis’ connection with the university. That it was intended as a threat was evident from the response that ‘the newspapers are all ready to begin the attack if Bemis is sent away, and the University will drop him at its peril.”

“The name of the person who made the threat has repeatedly crept into the published statements for which Mr. Bemis has been directly or indirectly responsible. Both Mr. Bemis and his mentor have refused to act in accordance with the positive testimony of those who knew the facts and have persisted in misconstruction of indirect evidence to suit their purpose of detraction. We therefore think it our duty to the university to add these things to previous official statement in behalf of the university.

Compelled to Discuss the Case.

“11. To summarize, Mr. Bemis has compelled us to advertise both his incompetency as a university extension lecturer and also the opinion of those most closely associated with him that he is not qualified to fill a university position. We wish to make the most emphatic and unreserved assertion which words can convey that the ‘freedom of teaching’ has never been involved in the case. The case of Mr. Bemis would have been precisely the same if his subject had been Sanskrit or psychology or mathematics.

“12. As final evidence that the university had no quarrel with Mr. Bemis’ ‘doctrines’ we add that the university offered to continue to announce Prof. Bemis’ extension courses in the university lists to give him all possible assistance to make lecture engagements, Mr. Bemis to retain all the fees, without the customary deduction for office expenses. This offer was to hold good until Jan. 1, 1896, and Mr. Bemis did not decline it until August 1895. Had he not chosen to represent himself as a martyr he might have been lecturing today under the auspices of the university, although on his own financial responsibility.

Albion W. Small,
“Head Professor of Sociology.
Nathaniel Butler,
“Director the University Extension Division.”

Concurred in by President Harper.

“The above has my concurrence and approval. I think that this recital of facts will be sufficient to assure all candid persons who have become interested in the case, first, that no principle has been involved about which there was occasion ro public solicitude; second, that the university was guarding Prof. Bemis’ interest in attempting to avoid the necessity of publishing an official judgment about the value of his services.

William R. Harper, President”

Chicago, October 16, 1895.

Source:  U. S. Library of Congress, Manuscript Division. The Papers of Walter Willcox, Box 3, Folder “General Correspondence A-C”.

*  *  *  *  *

The above statement was prepared and put in type for the purpose of submitting it to the trustees and leaving the question of its publication to their decision. The proofs of the statement were stolen from the University printing office and given to the public. The employé who committed the theft has been discovered and discharged. If it had been decided to publish the statement, the phraseology would probably have been somewhat changed, and certain additions would have been made. The statement, however, as it was published, is correct. Under the circumstances it seems proper to add the following:

  1. The statement placed in my mouth: “It is all very well to sympathize with the workingmen, but we get our money from those on the other side, and we cannot afford to offend them,” I absolutely deny. I have never even entertained the thought implied in the statement. The University has received contributions from hundreds of workingmen. One, however, can feel no sympathy with those agitators who draw lines between the rich and the poor and seek to array them against each other. It is, of course, true that the president of a university could have no wish to offend the patrons of his institution. But the patrons of the University embrace all classes in the community. The issue raised is an entirely false one, and based on charges without the shadow of a foundation.
  2. Mr. Bemis, recognizing that there was no longer a work for him to do in ordinaryUniversity Extension, proposed that the University pay his salary and allow him to work in the city in connection with the Civic Federation and other public and charity organizations, this work being, as he suggested, University Extension work in a broad sense. To thisproposition it was, of course, necessary to reply that it was a valuable work, and he a good man to do it, but that it was a kind of work which the University could not undertake.
  3. It is understood that when an instructor withdraws at the request of the University, his case shall, in no instance, be prejudiced before the public. The University will assist him in every possible way. The real facts in the case of Mr. Bemis would, under ordinary circumstances, never have been given to the public. In the convocation statement care was taken to utter no word which would in the slightest degree injure him. His recent publication of abstracts of letters, in which the facts were grossly misrepresented, has made this statement necessary.
  4. Once more it is desired to say that neither the expressed nor the supposed wishes and views of the patrons of the University have had anything to do with the case in hand. It has been merely a question of finance, in the effort to bring the expenditures of the division of University Extension within its income. There is not an institution of learning in the country in which freedom of teaching is more absolutely untrammeled than in The University of Chicago. The history of the University during its first three years is sufficient guarantee to those who will examine into it that the policy of the Trustees of the University in reference to this whole subject will not be changed.

William R. Harper.
October 21 [1895]

 

Source:   University of Chicago. Office of the President. Harper, Judson and Burton Administrations. Records, Box 11, Folder #4 “Bemis, Edward W., 1892-1895”, Special Collections Research Center, University of Chicago.

*  *  *  *  *

PROF. BEMIS’ DEFENSE.
REPLY TO PRESIDENT HARPER.
Chicago Record, Oct 19, 1895

The Professor of Sociology Makes Vigorous Rejoinder to the Head of the University of Chicago—Chance for Harper to Explain.

The celebrated case of Harper vs. Bemis was given an interesting airing exclusively in the columns of The Record yesterday, the plaintiff filing his brief, as it were in reply to the statement of the defense which appeared in The Record Wednesday, Oct. 9. Now comes Prof. Bemis, the defendant, with a vigorous rejoinder, which he prepared for The Record last evening and which is reproduced in full.

“When I issued my first statement, Oct. 9, I realized the limits to which the university might go in seeking to reply, for on Aug. 7 President Harper said to me: ‘If I speak you will be damned forever. If we say we did not like you here you can’t get another college place in America.’ He then made some such denial of monopoly influence as at convocation and, having held up a sufficiently frightful fate in store for me, said: ‘I have a stenographer waiting in the next room. I desire to call him in have you make a statement to the public at once that proof has been shown you (for I have said so, and you don’t believe me a liar) that you were entirely mistaken in supposing that monopoly influence had anything to do with your leaving here.’

“It is possible that in the excitement of the moment I admitted a general belief in the truthfulness of the president, but I declined to sign such a statement, saying, however, that I was willing to state that he then denied monopoly influence.

“’Oh, that will do no good,’ he replied; ‘people won’t believe it. They would say that of course I would deny it.’

“But, while I realize the seriousness of the situation, I cannot rest under such unfounded charges of incompetency as are publicly made, with the president’s indorsement, this morning, and which I first learned of on my return to Chicago this afternoon.

Charges Answered Seriatim.

“Time at my disposal does not admit of an adequate reply, but a few things must be said:

“1. With regard to my university extension work. In order to make up a case against me the attendance at Joliet is given, showing a marked falling off the last night as compared with the first. Now, as I have repeatedly stated, this is the one and only center among all the ten where I gave twelve courses in 1894 where there was want of enthusiasm in my work. On the first night at Joliet, if I remember correctly, many complimentary tickets were issued, while the last lecture was suddenly and without due notice changed to another evening in the week to enable courses to begin elsewhere.

“That was the place, too, which complained that I too much avoided making positive statements. It was the first place where I lectured after receiving that letter from President Harper quoted in my previous statement and ending with ‘I propose that during the remainder of your connection with the university you exercise great care in public utterances about questions that are agitating the minds of the people.’ From even Joliet, however, business men have come to me unsolicited to tell me how much they valued my course.

Opinions of the Lectures.

“Relative to a course in Washington, Iowa, early in 1894, the secretary of the center, the Rev. Arthur Fowler, wrote, Feb. 24, 1894, to the head of the university-extension department of the University of Chicago: ‘Nothing but favorable reports have been given of Prof. Bemis’ lectures. He is well liked here.’ To another he wrote, June 8, 1895: ‘Our engagement with Mr. Bemis was entirely satisfactory. The audience increased with each successive lecture. He did us much good.’

“Relative to a course given in Quincy, Ill., early in 1894, the secretary of the center, Edwin A. Clarke, wrote the head of the University of Chicago extension department, March 19, 1894: ‘The course given us by Dr. Bemis has been to those few who attended the lectures the most interesting and valuable of any we have had so far.’

“Relative to a course at Mason City, Iowa, in the fall of 1894, the Rev. C. C. Smith wrote a gentleman in Montana:

“ ‘In the beginning we had considerable fears as to the result, because of the difficulty we have had in making anything in the line of lectures succeed in this town. Now, however, the success of another course is insured, the enthusiasm is great, and this is due wholly to Prof. Bemis as a man and to the excellency of his lectures. He is a teacher, clear, concise, conclusive. His lectures bristle with facts and figures up to date and each has a point and pertinency to the present pressing problems. His patriotism is free from party prejudice, so far, at least, as his lectures are concerned.’

More Words of Praise.

“Relative to two courses at Burlington, Iowa, in the fall and early winter of 1894, the secretary, E. M. Neally, wrote the University of Chicago:

“ ‘We believe Prof. Bemis to be unusually qualified for this sort of work and the desire has even been expressed that we may arrange for a further course by the same lecturer at some future date.’

“In a letter in August, 1895, to a large newspaper Mr. Neally wrote:

“ ‘Having had occasion, as secretary of the Burlington center, to look into the record of Prof. Bemis’ work at various centers, I find it almost invariably described by the secretaries as very successful. No adverse criticism from any local secretary has ever come to my notice.’

“The secretary of the Waterloo (Iowa) center wrote to an inquirer relative to my course there in 1894:

“ ‘His audiences were attentive and the numbers kept up. Prof. Bemis, in my individual opinion, has the right idea of the extension lecture and carried it out.’

“Relative to a course at Osage, Iowa, in the fall of 1894, the Rev. W. W. Gist, secretary of the center, wrote the university Jan. 2, 1895: ‘Dr. Bemis gave us a good, strong course of lectures here.’

“In short, I can quote favorable letters from the secretaries of at least eight of my ten centers in 1894 and from a good proportion of those in the preceding years.

An Error Corrected.

“It is claimed that I never returned to an extension center for a second course, save one. In fact, I did so three times, for I gave twelve lectures at Burlington and two courses to the wage-workers of Chicago. To be sure, the Burlington center engaged the two courses at the start, but they did not manifest the slightest regret over this when the first six lectures were finished. One of the other extension lecturers, who is retained in full favor, was only recalled a second time to three centers prior to this fall, and two prominent officials in the office tell me that it is customary to advise a place not to recall the same lecturer for some time, but to try variety.

“The university has always claimed that its extension work was scientific and worthy of indorsement by a great university because of its strictly educational features. Yet the university now attempts to apply rigid financial tests, as though the extension lecturers must return to the university in fees all their salary, as in a girls’ ‘finishing’ school. March 7 last President Harper told me that every lecturer must earn his own salary in this work. Such conditions were never mentioned to me when I agreed to take hold of the work.

The Financial Account.

“Yet, as a matter of fact, prior to Christmas week, 1894, when the trustees dropped me from the salary list, to take effect this last summer, the university had paid me only $5,625 and had received from my extension fees about $3,600, and the salary for my two and one-half quarters of inside work equaled the entire balance of the $5,625. Though the university now states that some of my inside work was given simply to atone for some lack of extension courses, it certainly was not true of any of the above, however true it may have been of my work in July and August of this year. During 1894 the university received in fees for my work $1,335 or more than my salary for that part of the year devoted to extension work, and as given in my previous statement my last two months of work before the action of the trustees Christmas week, 1894, were crowded with courses, and these the most successful I had ever given.

A Breach of Agreement.

“2. The university does not deny that the understanding under which I came was that I should have a gradual increase of inside or class teaching. Neither does the president explain what he meant in his letter of Jan. 15, 1894, when he intimated that I had better leave and could not have more inside work ‘because of the peculiar circumstances here,’ adding:

“ ‘You are man of the word enough to know that, unless one is in the best environments, he cannot work to the best advantage. You are so well known and your ability so well recognized that there will be surely no difficulty in securing for you a good position, one in which you will be monarch and one in which, you will be, above all things else, independent.’

“3. As to my inside work—does Prof. Small deny having repeatedly told myself and others, as late even as last August, that he had never had any fault or criticism to find with my class work and scientific writing?

“4. On March 9, 1895, Prof. Small told me: ‘When President Harper claims that I stand in your way he is joking, and you know it.’ I replied: ‘Do you mean that the president is speaking in a Pickwickian sense?’ ‘Certainly I do, and you can see it all the time,’ was Prof. Small’s rejoinder.

“On Aug. 7 last he admitted using that exact language, but said he was joking when he said it! Perhaps a similar humorous interpretation is to be put upon the statement in The Record this morning.

“5. My classes at the university averaged about four students to a class the first year and over ten the last quarter, while I know of other men conducting similar graduate work without criticism at the university to-day, and even in sociology, to classes of one. Although my classes averaged as large in size as did most of the others, they would probably have been larger had not Prof. Laughlin, head of the department of political economy and of my work the first two years, advised students not to elect my courses.

As to Prof. Bemis’ Qualifications.

“6. Since the university has seen fit in a most unjust and unwarranted way to attack my class work, I will quote the following from a letter of one of the most famous economic and sociological teachers and writers of the world, Prof. John B. Clark. He thus wrote to a college president April 27 last:

“ ‘I should like to say that Dr. Bemis has unusual qualifications for giving instruction in sociology in an institution where this branch of science is to be taught in a scientific way. His range of learning is very extensive and his training in economics has been very thorough. He has clear insight and sound judgment. His views are conservatively progressive, and he seems to me to be a safe guide for students.’

“The chancellor of Vanderbilt university, where I was professor for the third year preceding my call to Chicago, wrote April 27 to the same president:

“ ‘I have a very high regard for Prof. Bemis both as a scholar and as a teacher. His work with us was very successful in both respects, and it was a source of great regret that we could not keep him. I wish we were able to call him back again.’

Questions for the President.

“7. Does President Harper deny having told me Aug. 7 that he had decided as he had, despite the fact that the head professor of sociology had ‘pleaded for’ my retention and had used an almost convincing argument therefor?

“I do not find in the statement by the university this morning any denial of the president’s remark to me, March 13 last, that for the university to be in close touch with the labor question and with municipal and monopoly problems in a moderate spirit was ‘valuable work and you are a good man to do it; but this may not be, this is not the institution where such work can be done.’ Indeed, I hardly find a denial of anything in my previous statement except in the implication that what was there quoted of the letters and words of the president relative to the excellence of my class work was not to be taken seriously.

“Too Close to Social Movements.”

“8. On Jan. 15, 1895, Prof. Small told me that I was too much identified with modern social movements, while the necessities of the case forced him in his own lectures to go off more and more into ‘transcendental philosophy.’

“9. Since the university tries to make out my incompetency for inside or class work at so large a university, perhaps an explanation will be given of the statement of Prof. Small, March 7, in the presence of the president, that I was the best man in the country to write books on many of the following—immigration, population, cooperation, profit-sharing, building and loan associations, life insurance, labor organizations, arbitration, factory and other labor legislation, but these subjects were ‘too specialized for university instruction.’

“10. In the university’s statement this morning there is no denial of the absolute contradiction between a letter of the president’s July 28, 1894, and his convocation address. In the former he declares that because of my address at the First Presbyterian church (which was very moderate and wholly true ‘it is hardly safe for me to venture into any of the Chicago clubs,’ and ‘proposes’ that I exercise ‘great care in public utterances’ henceforth. In the latter he states: ‘From the beginning of the university there never has been an occasion for condemning the utterance of any professor upon any subject.’

Peculiar Use of Language.

“11. The president’s peculiar use of language was illustrated by his statement to me March 7, that a signed resignation, which at his request I soon gave, was no resignation, and we could both so state, until he chose to date it, the date being left blank by me at his suggestion.

“12. I desire to deny that my action in making my previous statement was due to the ‘mentor’ that the university seems to have in mind. I had not seen the one I suppose to be referred to for some time and acted contrary to his advice anyway, but in conformity to the advice of all but two of the many prominent friends heard from since Oct. 1.

An Unmade Denial.

“13. It will be noticed that President Harper does not deny having told a gentleman of unquestioned veracity, when referring to me: ‘It is all very well to sympathize with the workingmen, but we get our money from those on the other side and we can’t afford to offend them.’

“14. Another gentleman—one of national and very high reputation—is prepared to assert to any honorable and disinterested third party the president may name that the latter stated to him: ‘I am on the capitalist side. There is where I get my money.’

“In conclusion, and I wish to speak judicially and fairly, I must say that the statement of certain professors, as indorsed by the president, seems to me evasive and disingenuous and not at all worthy of a great institution of learning. I regret, exceedingly, that the unfounded and injust attacks of the university upon my work have compelled me to make the above statement. Edward W. Bemis.”

Source:  U. S. Library of Congress, Manuscript Division. The Papers of Walter Willcox, Box 3, Folder “General Correspondence A-C”.

*  *  *  *  *

DR. HARPER WAS EMBARRASSED.
Chicago Record, Oct 19, 1895

Says That the Statement Signed by Him Was Meant to Be Kept Secret.

Dr. Harper was asked yesterday why he had made answer to Prof. Bemis at this late day, after having declared that he would not notice the professor’s letter.

“I have made no statement,” said the doctor, “and the publication in The Record this morning was embarrassing to me. The matter was prepared for submission to the board of trustees this afternoon, and if they had desired to make it public they could, of course, have done so. But it is unfair to say I have made any public statement concerning the matter.”

“The document published was the one prepared with your knowledge and consent, was it not?”

“Yes, I do not intend to assert that there is anything wrong with the document, but if it had been prepared for the public no doubt many things it does not contain would have been incorporated.”

“In the printed statement it is said that the extension lectures of Prof. Bemis were a failure financially. Does this mean that the extension work is languishing?”

“Not at all. It only means that Prof. Bemis did not succeed, and there was no sense in our keeping him when we could get men who would put money in our treasury instead of being a drag upon us.”

Source: U. S. Library of Congress, Manuscript Division. The Papers of Walter Willcox, Box 3, Folder “General Correspondence A-C”.

__________________

MEMORANDUM OF AGREEMENT between E. W. BEMIS and WILLIAM R. HARPER:
[undated]

  1. Bemis agrees to give Mr. Harper his resignation as University Extension Associate Professor in the University of Chicago, the date to be left blank and to be filled out by Mr. Harper, but not before Mr. Bemis has secured a position in another institution, provided that the date shall in no case be later than July 1, 1896.
  2. Bemis agrees to receive as compensation for his services in the University after July 1, 1895, in case service is rendered, the receipts from such lecture courses as he may give in the Extension Division and the sum of Six Hundred and Twenty-five ($625.00) dollars, for six weeks of instruction during the summer quarter of 1895.
  3. Bemis agrees, in case the above arrangement is carried out by Mr. Harper, to release the University from any obligation to pay him a fixed salary for the year beginning July 1, 1895, should he remain connected with the University during that year.
  4. Harper agrees to carry out the above arrangements in connection with University Extension work and in connection with University work during the summer quarter of 1895.

[Signed by both]
Edward W. Bemis
William R. Harper

 

Source:   University of Chicago. Office of the President. Harper, Judson and Burton Administrations. Records, Box 11, Folder #4 “Bemis, Edward W., 1892-1895”, Special Collections Research Center, University of Chicago.

__________________

Image Source:  Chauncey L. Moore (Springfield, MA) photograph of Edward Webster Bemis from Johns Hopkins Sheridan Libraries, Graphic and Pictorial Collection.

 

Categories
Chicago Curriculum Economics Programs

Chicago. First detailed announcement of Political Economy program, 1892

 

The founding Head-Professor of Political Economy, J. Laurence Laughlin, arrived at the University of Chicago in June 1892. The following printed announcement of the programme of courses in political economy ends with a call for fellowship applications with a last-submission date of June 1, 1892. Thus we can presume that Laughlin had organized his department’s course offerings and staffing before he physically reported for duty,  and I would guess this announcement was published in the late winter/early spring of 1892. Besides being an artifact we can date to the Big Bang moment of creation of the University of Chicago’s department of political economy, the announcement provides us relatively thick descriptions of the respective courses in the political economy programme at that early date.

 

_______________

THE UNIVERSITY OF CHICAGO
1892-3

PROGRAMME OF COURSES IN POLITICAL ECONOMY

CHICAGO
The University Press of Chicago
1892

*  *  *  *  *  *  *

DEPARTMENT OF POLITICAL ECONOMY.
1892-3.

OFFICERS OF INSTRUCTION:

J. LAURENCE LAUGHLIN, Ph. D., Head-Professor of Political Economy.

ADOLPH C. MILLER, A. M., Associate-Professor of Political Economy.

WILLIAM CALDWELL, A. M., Tutor in Political Economy.

*  *  *  *  *  *  *

INTRODUCTORY.

The work of the department is intended to provide, by symmetrically arranged courses of instruction, a complete training in the various branches of economics, beginning with elementary work and passing by degrees to the higher work of investigation. A chief aim of the instruction will be to teach methods of work, to foster a judicial spirit, and to cultivate an attitude of scholarly independence, (1) The student may pass, in the various courses of instruction, over the whole field of economics; (2) when fitted, he will be urged to pursue some special investigation. (3) For the encouragement of research and the training of properly qualified teachers of economics, Fellowships in Political Economy have been founded. (4) To provide a means of communication between investigation and the public, a review, entitled The Journal of Political Economy, has been established, to be edited by the officers of instruction in the department; while (5) larger single productions will appear in a series of bound volumes to be known as Economic Studies of the University of Chicago.

REMARK: In the following list the term Minor, is applied to a course which calls for four or five hours of class-room work per week for a period of six weeks. A Double Minor is a Minor running through two periods of six weeks.

 

LIST OF COURSES OF INSTRUCTION.

STARRED * COURSES ARE NOT GIVEN IN 1892-3.

  1. First Quarter: Principles of Political Economy. — Exposition of the Laws of Political Economy in its present state. — Mill’s Principles of Political Economy (Laughlin’s edition).

5 hrs. a week, Double Minor.
Associate Professor A. C. Miller.

Second Quarter:

Either, 1A. Advanced Political Economy. — Cairnes’s Leading Principles of Political Economy. — Marshall’s Principles of Economics (vol. I.).

5 hrs. a week, Double Minor.
Mr. Caldwell.

Or, 1B. Descriptive Political Economy. — Lectures and Reading on Money, Banking, Cooperation, Socialism, Taxation, and Finance. — Hadley’s Railroad Transportation. — Laughlin’s Bimetallism.

4 hrs a week, Double Minor.
Associate Professor A. C. Miller.

  1. Industrial and Economic History. — Leading Events in the Economic History of Europe and America since the middle of the Eighteenth Century. — Lectures and Reading.

4 hrs. a week, 2 Double Minors.
Mr. Caldwell.

  1. Scope and Method of Political Economy. — Origin and Development of the Historical School. — History of Political Economy in Germany. — Lectures and Reports.

4 hrs. a week, Double Minor.
Mr. Caldwell.

  1. Unsettled Problems of Economic Theory. — Questions of Exchange and Distribution.— Critical Examination of selections from leading writers.

4 hrs. a week, Double Minor.
Professor Laughlin.

  1. History of Political Economy. — History of the Development of Economic Thought, embracing the Mercantilists and the Physiocrats, followed by a critical study of Adam Smith and his English and Continental Successors. — Lectures and Reading. — Reports.

5 hrs. a week, Double Minor.
Mr. Caldwell.

  1. Recent German Systematic Writers*. — Wagner, Cohn, Schmoller, Schäffle, and Menger. — Exposition, critical comments, and reading of authors. — Reports.

4 hrs. a week, Double Minor.
Mr. Caldwell.

  1. Socialism. — History of Socialistic Theories. — Recent Socialistic Developments. — Lectures and Reports.

4 hrs. a week, Double Minor.
Dr. Veblen.

  1. Social Economics. — Social questions examined from the economic standpoint.

A*. Social Reforms. — Future of the Working-classes. — Immigration. — State Interference. — Insurance Legislation. — Arbeitscolonien.

4 hrs. a week, Double Minor.
Mr. Caldwell.

B. Coöperation. — Profit-Sharing. — Building Associations. — Postal Savings. — Trade Unions. — Factory Legislation. — Public Charities.

4 hrs. a week, Double Minor.
Associate Professor Bemis.

  1. Practical Economics. — Training in the Theoretical and Historical Investigation of Important Questions of the Day. — Lectures and Theses.

4 hrs. a week, Double Minor.
Associate Professor A. C. Miller.

  1. Statistics. — Methods and practical training. — Organization of Bureaus. — Tabulation and Presentation of Results.

4 hrs. a week, Double Minor.
Mr. Fisher.

  1. Railway Transportation. — History and Development of Railways. — Theories of Rates. — State Ownership.

4 hrs. a week, Double Minor.
Professor Laughlin.

  1. Tariff History of the United States. — Legislation since 1789. — Economic Effects. — Reading.

4 hrs. a week, Double Minor.
Professor Laughlin.

  1. Financial History of the United States.— Rapid Survey of the Financial Experiences of the Colonies and the Confederation. — Detailed Study of the Course of American Legislation on Currency, Debts, and Banking since 1789. — Lectures and Reports.

4 hrs. a week, Double Minor.
Associate Professor A. C. Miller.

  1. Taxation. — Theories and Methods of Taxation. — Comparative Study of the Revenue Systems of the Principal Modern States. — Problems of State and Local Taxation in America. — Lectures and Reports.

4 hrs. a week, Double Minor.
Associate Professor A. C. Miller.

  1. Public Debts and Banking. — Comparative Study of European and American Methods of Financial Administration. — The Negotiation, Management, and Effects of Public Debts. — Examination of Banking Problems and Banking Systems. — Lectures and Reports.

4 hrs. a week, Double Minor.
Associate Professor A. C. Miller.

  1. Problems of American Agriculture*. — Comparison with European Systems of Culture. — Land Tenures. — Lectures, Reading, Reports.

4 hrs. a week, Double Minor.
Professor Laughlin.

  1. Seminary. — Intended only for mature students capable of carrying on independent researches.

4 hrs. a week, 3 Double Minors

 

 

DESCRIPTION OF COURSES
GENERAL.

The courses may be roughly classified into —

Group I., Elementary. — Courses 1, 1A, 1B, and 2;
Group II., Theoretical. — Courses 3, 4, 5, 6, and 7;
Group III., Practical. — Courses 8, 9, 10, 11, 12, 13, 14, 15, and 16.

Students are advised to begin the study of economics not later than the first year of their entrance into the University College; and students of high standing, showing special aptitude for economic study, may properly take Course 1 in the last year of the Academic College.

For admission into the courses of Groups II. and III., a prerequisite is the satisfactory completion of Course 1 (with either 1A or 1B), or its equivalent. Those desiring only a general acquaintance with the subject are expected to take Course 1B during the second quarter; but those who intend to make a serious study of economics are advised to take 1A during the second quarter.

After passing satisfactorily in Course 1 (with either 1A or 1B), the student will find a division of the courses into two general groups: Group II. will be concerned chiefly with a study of economic principles, their historical development, and the various systems of economic thought; Group III., while making use of principles and economic reasoning, will be devoted mainly to the collection of facts, the weighing of evidence, and an examination of questions bearing on the immediate welfare of our people. For a proper grasp of the subject, Courses 3, 4, and 5 are indispensable; and in the second year of his study of economics the student should supplement a course in Group I. by a course in Group II.

Ability to treat economic questions properly can be acquired only if the student, being possessed of some natural aptitude for the study, devotes sufficient time to it to enable him to assimilate the principles into his thinking, and to obtain certain habits of mind, which are demanded for proficiency in this, as in any other important branch of study. Tests of proficiency will be exacted at the end of each period, six weeks.

 

 

SPECIAL.

COURSE 1.

First Quarter: Principles of Political Economy. —Exposition of the Laws of Political Economy in its Present State. — Mill’s Principles of Political Economy (Laughlin’s edition).

5 hrs. a week, Double Minor.

Second Quarter:

Either, 1 A. Advanced Political Economy.— Cairnes’s Leading Principles of Political Economy. — Marshall’s Principles of Economics (vol. I).

5 hrs. a week, Double Minor.

Or, 1B. Descriptive Political Economy. — Lectures and Reading on Money, Banking, Cooperation, Socialism, Taxation, and Finance. — Hadley’s Railroad Transportation. — Laughlin’s Bimetallism.

4 hrs. a week, Double Minor

All students beginning the study of Political Economy will take Course 1. At the second quarter the class will divide. Those desirous of laying the foundation for work in the advanced courses will take 1A; those who, while giving their attention mainly to other departments, seek simply that general knowledge of economics demanded by a liberal education, and cannot devote more time to the study, will take Course 1B. Course 1 is designed to give the student an acquaintance with the working principles of Political Economy.

Course 1A will continue the theoretical training in the principles of Political Economy. The discussions will be based on Cairnes’s Leading Principles of Political Economy, and Marshall’s Principles of Economics (vol. I). Only those students who have passed satisfactorily in Course 1A, will be admitted to Courses 3, 4, 5, 6, 7 and 9.

Course 1B is mainly descriptive and practical; in it will be considered the various practical questions illustrating the application of economic principles, the lectures and reading supplying the student with the knowledge necessary for the more intelligent discharge of the duties of citizenship. The subjects discussed will be: Money, banking, coöperation, socialism, taxation, finance, and railway transportation. Students will be expected to read Hadley’s Railroad Transportation, and Laughlin’s History of Bimetallism in the United States.

COURSE 2.

Industrial and Economic History. — Leading Events in the Economic History of Europe and America since the middle of the Eighteenth Century. Lectures and Reading.

4 hrs. a week, 2 Double Minors.

This course endeavors to present a comprehensive survey of the industrial, commercial, and economic development of the western world since the middle of the last century. After a preliminary study of the industrial revolution and the rise of the factory system, attention will be called to the economic and social effects of the American and French revolutions; to the development of American commerce; to the introduction of steam transportation; to the adoption of free trade by England; to the new gold discoveries and their wide-spread effects; to the civil war in the United States; to the French indemnity; to the crisis of 1873; and to the economic disturbances of the past twenty years. The course is conducted mainly by lectures, but a course of collateral reading will be prescribed upon which students will be expected to report from time to time.

No previous economic study is required of students entering this course, but it will be taken to best advantage by those who already have some knowledge of economic principles, or who are taking this course in connection with Course 1.

COURSE 3.

Scope and Method of Political Economy. — Origin and Development of the Historical School. — History of Political Economy in Germany. Lectures and Reports.

4 hrs. a week, Double Minor.

This course attempts to define the province, postulates and character of Political Economy; to determine its method, and to examine the nature of economic truth. The methods of proof and the processes of reasoning involved in the analysis of economic phenomena and the investigation of economic problems, and the position of Political Economy in the circle of the Moral Sciences — its relation to Ethics, Political Science, and Sociology — will be studied. In view of the controversies which have arisen on these fundamental topics, a critical estimate will be made of the views of leading writers on Methodology, such as Mill, Cairnes, Menger, Wagner and Schmoller.

The origin and development of the modern historical school will be described, special attention being devoted to Knies, Die Politische Oekonomie vom Geschichtlichen Standpunkte.

In connection with this work, the course of German economic thinking will be traced from the earlier writers, Rau, von Thünen, and Hermann; after which the influence of the English writers, the later formation of various groups, with their distinguishing tenets, and the German point of view, will be presented. The statements of the writers themselves, rather than opinions about them, will be studied.

Students will be required to prepare critical studies on books, or subjects, selected by the instructor. Course 3 is preliminary to Course 6.

COURSE 4 .

Unsettled Problems of Economic Theory. — Questions of Exchange and Distribution. Critical examination of selections from leading writers.

4 hrs. a week, Double Minor.

Little use will be made of text-books, or lectures, in this course, it being intended to take up certain topics in economic theory and to follow out their treatment by various writers. The more abstruse questions of exchange and distribution will be considered. No student, therefore, can undertake the work of this course with profit who has not already become familiar with the fundamental principles. The course is open only to those who have passed satisfactorily in Course 1A., or who can clearly show that they have had an equivalent training.

The subjects to be considered in 1892-3 will be as follows: The theories of final utility and cost of production as regulators of value, the wages-fund and other theories of wages, the interest problem, manager’s profits, and allied topics. The discussion will be based upon selected passages of important writers. The study of wages, for example, will include reading from Adam Smith’s Wealth of Nations, Ricardo’s Works, and the writings of J. S. Mill, Longe, Thornton, Cairnes, F. A. Walker, Marshall, George and Böhm-Bawerk. Students will also be expected to discuss recent important contributions to these subjects in current books or journals; and they will be practised in the exposition of special points before their fellow students.

COURSE 5 .

History of Political Economy. History of the Development of Economic Thought, embracing the Mercantilists and the Physiocrats, followed by a critical study of Adam Smith and his English and Continental Successors. Lectures, Reading, and Reports.

5 hrs. a week, Double Minor.

This course treats of the history of economic theory, not of the history of economic institutions; of the origin and development of our existing knowledge of economic principles, not of the phenomena of wealth with which these economic principles are concerned. Since it investigates the evolution of economic thinking as expressed in a growing collection of principles, the student will have little occasion to study writers previous to the XVI century. The time will be given to the economic theories and commercial policy of the Mercantile system; to the Physiocratic school; to Adam Smith and his immediate precursors; to the English writers from Adam Smith to the present day; and to a brief review of French, Italian, and American writers. From the multiplicity of writers, selections will be made of those who have had great influence, or who have made marked contributions to political economy. The whole study will aim to present the continuity of development of economic doctrine from its origin to the present time.

The work, however, is not intended merely as a means of information. It is expected that the student himself should in every case read portions of the great authors bearing on cardinal principles, and, by critical comment and comparison, it is hoped he may gain much in discipline and in judicial insight. It is believed that a more fresh, original, and just understanding of the history of political economy can be obtained by this mode of treatment than by taking a knowledge of the authors at second-hand. The work of this course, therefore, must largely be carried on in the Economic Library. In this, as in other courses, the instructor will pay early attention to bibliography and to the best methods of using books.

COURSE 6.

Recent German Systematic Writers. Wagner, Cohn, Schmoller, Schäffle, and Menger. Exposition, critical comments, and reading of authors. Reports.

4 hrs. a week, Double Minor.

It is the object of this course to present the point of view of the leading recent German writers in Economics, through a study of the character and contents of their systematic treatises. In this way it is hoped that the desire for a direct acquaintance with the particular economic doctrines which are actually taught in Germany at the present day can be adequately met. The student will be helped to appreciate the spirit, quality, and tendency of German economic thinking, and thus be enabled to broaden his view of fundamental economic ideas.

The instructor will outline the system of each writer, give the substance of less important portions, and, with comments, translate in the class-room considerable selections. The student will be expected to have a working knowledge of German, and will be required to read parts of the authors not read in the class-room, upon which reports and critical studies in writing must be made. An incidental aim of this course will be to assist the student in acquiring a rapid reading knowledge of economic German.

The authors to be used are as follows:

Wagner, Volkswirthschaftslehre. Grundlegung.
Schmoller, Ueber einige Grundfragen des Rechts und der Volkswirthschaft.
Schäffle, Bau und Leben des socialen Körpers (ed. 1881).
Cohn, System der Nationaloekonomie. Grundlegung.
Menger, Grundsätze der Volkswirthschaftslehre,

COURSE 7.

Socialism. History of Socialistic Theories. Recent Socialistic Developments. Lectures and Reports.

4 hrs. a week, Double Minor.

The origin of the present socialistic movements, whether popular or scientific, will be traced to their beginnings previous to the middle of the present century; the events ending in 1848 will be described; and an examination will be made of the writings of Rodbertus, Marx, Lassalle, Karl Marlo, and William Thompson, from the economic standpoint. The criticisms offered, among other writers, by Leroy-Beaulieu, Rae, H. Spencer, and Schäffle, will be brought under review. A study of the “International” will be followed by an account of the spread of Socialism to England and America. The position and tenets of the Fabian Society in England; the popular agitations of the present day in Europe and America; the socialistic tendencies imputed to George’s Progress and Poverty, Gronlund’s Coöperative Commomwealth, and Bellamy’s schemes for Nationalism, will be taken up. Practical work will be done with the programs and platforms of socialistic, labor, and trade organizations.

Attention will then be given to the alleged socialistic trend of development, to State Socialism, to the economic factors in operation, and to the ethical aspect of the economic questions involved.

Students will be expected to make written reports and critical studies from time to time, in addition to selected reading. Those who have not examined questions of value and distribution carefully will be at a disadvantage in this course.

COURSE 8.

Social Economics. Social questions examined from the economic standpoint.

Course 8 includes two separate courses, known as Course 8A, and Course 8B. Under these heads many subjects into whose treatment ethical and social considerations enter, but which have a distinct economic character, will be considered.

COURSE 8A. Economic Reforms — Future of the Working-classes. Immigration. — State Interference. — Insurance Legislation. — Arbeitscolonien.

4 hrs. a week, Double Minor.

Under this head the ethical, sociological and political principles underlying proposed practical reforms and methods of social improvement will be noticed and criticised, and their economic values and effects will be considered and estimated. It will be sought to determine, as far as possible, the teaching of history and experience on these matters, and also the conditions and range, the merits and defects of various experiments.

COURSE 8B. Coöperation. — Profit-Sharing. — Building Associations. — Postal Savings. — Trades Unions. — Factory Legislation. — Public Charities

4 hrs. a week, Double Minor.

In this course schemes of economic reform will be studied and presented with a view to inform the student how they may be carried out into actual practice. It is hoped that members of this course, under the guidance of the instructor, may be familiarized with the process of organizing desirable movements of a philanthropic character in various parts of the community.

Both of these courses may well be elected by candidates for the ministry, who have already passed in Course 1. Reading and reports will accompany the lectures.

COURSE 9.

Practical Economics.Training in the Theoretical and Historical Investigation of Important Questions of the Day. Lectures and Theses.

4 hrs. a week, Double Minor.

Preliminary training for investigation is combined in this course with the acquisition of desirable statistical information on practical questions of the day. The student is instructed in the bibliography of a subject, taught how to collect his data, and expected to weigh carefully the evidence on both sides of a mooted question. The short theses form a connected series, and give practice in written exposition as well as in the graphic representation of statistics. Mere compilation is objected to, and the student is urged to reach his conclusions independently and solely on the facts before him. Fresh and independent judgments are encouraged. The work of writing theses is so adjusted that it will correspond to the work of other courses counting for the same number of hours.

The instructor will criticise the theses before the class, and members of the class will be frequently called upon to lecture on the subjects of their theses and answer questions from their fellow-students.

The subjects taken up will be chosen from the following: Money, prices, bimetallism, note-issues, shipping, and commercial crises.

COURSE 10.

Statistics. Methods and practical training. Organization of Bureaus. Tabulation and Presentation of Results.

4 hrs. a week, Double Minor.

The purpose of this course is to train students in the theory and methods of statistics. Inasmuch as economic principles throw light upon the proper choice and comparison of statistical data, a knowledge of Course 1 is a prerequisite to entrance into this course. On the other hand, statistical methods are needed for the correction and furthering of our knowledge of economic principles.

Attention will be given to the vast statistical material at hand, and the student will have an introduction into the bibliography of the subject. The growth of the study; establishment of statistical offices and their organization; collection and elaboration of data; detection and elimination of errors; presentation of results in tabular form; training in graphic representation; — will form a part of the work.

Practical exercises will be required of each student in connection with the collection and presentation of statistics of mortality, insurance, production, population, wages, prices, trade, crime, etc. The great libraries of the City of Chicago will furnish exceptional advantages for this work.

COURSE 11.

Railway Transportation. History and Development of Railways. — Theories of Rates. — State Ownership.

4 hrs. a week, Double Minor.

The economic, financial, and social influences arising from the growth of modern railway transportation, especially as concerns the United States, will be discussed. The history of railway development in Europe and America; its social and economic influence; railway accounts; competition and combination; various theories of rates; railway legislation in the United States; state railway commissions; the Inter-State Commerce Act; government ownership; and a comparison with the railway systems of Great Britain, France, Germany, Austria, Italy, and Australia, — will form the essential work of the course.

Studies in writing will be exacted from each student. In addition to the lectures, the student is expected to read Hadley’s Railroad Transportation, and Acworth’s The Railways and the Traders.

COURSE 12.

Tariff History of the United States. Legislation since 1789. Economic Effects. Lectures and Reports. Reading.

4 hrs. a week, Double Minor.

Course 12 is fitly taken in connection with Course 13, which runs parallel with it. An historical study will be made of the legislation on the tariff in the United States from the beginning in 1789 to the present day. Study will be given to the provisions of each act, the causes of its passage and its economic effects. The growth of the principal industries of the country will be sketched in connection with the duties affecting them.

Students will be required to present studies on special topics connected with the course.

COURSE 13.

Financial History of the United States.— Rapid Survey of the Financial Experiences of the Colonies and the Confederation. — Detailed study of the course of American Legislation on Currency, Debts, and Banking since 1789. Lectures and Reports.

4 hrs. a week, Double Minor.

Without excluding the history of taxation, this course concerns itself chiefly with the history of our national legislation on currency, loans, and banking. The study will be based upon a careful examination at first-hand of the leading provisions of the Acts of Congress, and other materials important in our financial history. These will be reviewed from the political as well as from the financial standpoints, it being one of the objects of the course to develop the relation between finance and politics in our history. Special attention will be given to Hamilton’s system of finance and the changes introduced by Gallatin; to the financial policy of the War of 1812; to the establishment of the Second United States Bank and the struggles over its re-charter; to the crisis of 1837-9 and the establishment of the independent Treasury; to the financial problems and management of the Civil War; to the establishment of the national banking system; the refunding and reduction of the debt; and the resumption of specie payments.

COURSE 14.

Taxation. Theories and Methods of Taxation. — Comparative Study of the Revenue Systems of the principal modern States. — Problems of State and Local Taxation in America. Lectures and Reports.

4 hrs. a week, Double Minor.

This course is both theoretical and practical, and the method of presentation historical as well as systematic. A critical estimate of the theories of leading writers — such as Wagner, Cohn, Leroy-Beaulieu — will be made with a view of discovering a tenable basis of taxation. Principles are discussed; the various kinds of taxes are examined and their complementary functions in a system of taxes determined; the methods in vogue in different countries are described, special attention being given in this connection to the experiences of France. In their proper places the incidence of taxes, progressive taxation, the single tax, and the special problems of American taxation will be carefully considered. All questions will be discussed from the twofold standpoint of justice and expediency. A reading knowledge of either French or German will be expected of all students entering this course.

COURSE 15.

Public Debts and Banking. — Comparative Study of European and American Methods of Financial Administration. — The Negotiation, Management, and Effects of Public Debts. — Examination of Banking Problems and Banking Systems. Lectures and Reports.

4 hrs. a week, Double Minor.

This course treats of the organization and methods of financial administration; the formal control of public expenditures by means of the budget; the development of public debts and their economic and social effects. Consideration will be given to the various problems involved in the management of public debts, such as modes of issue, conversion, and reduction; and the methods practised in our own and other countries will be described. This course also treats of the development and history of banking; the leading systems are compared, and proposed changes in legislation examined. The relations of the banks to the public and their management in a time of crisis will receive special attention.

COURSE 16.

Problems of American Agriculture. Comparison with European systems of culture. Land Tenures. Lectures, Reading, and Reports.

4 hrs. a week, Double Minor.

Special study will be given to the extension and changes of the cultivated area in the United States; the methods of farming; the influence of railways and population, and of cheapened transportation; the fall in values of Eastern farm-lands; movements of prices of agricultural products; European markets; competition of other countries; intensive farming; diminishing returns; farm mortgages, and the comparison of American with European systems of culture. Systems of holdings in Great Britain, Belgium, France, and Germany will be touched upon, together with the discussion of forestry legislation.

Reports will be prepared by students on topics assigned.

COURSE 17.

Seminary. Intended only for mature students capable of carrying on independent researches.

4 hrs. a week, 3 Double Minors.

Under this head are placed the arrangements for Fellows, graduates, and suitably prepared persons, who wish to carry on special researches under the guidance of the instructors. Candidates for the higher degrees will find in the seminary a means of regularly obtaining criticism and suggestion. It is hoped that each member of the Seminary will steadily produce from time to time finished work suitable for publication. Emphasis will be placed on accurate and detailed work upon obscure or untouched points.

Students may carry on an independent study upon some special subject, making regular reports to the seminary; or, several students may be grouped for the study of a series of connected subjects. For this purpose, during 1892-3, the following topics are offered:

(a) American Shipping, with a retrospect to the experience of Great Britain and Holland since 1650, and a comparative study of modern European policies.

(b) A Study of Modern Currency Problems, treated theoretically and historically.

(c) A critical and historical examination of the Internal Revenue System of the United States.

 

FELLOWSHIPS.

Independently of the fellowships offered by the departments of Political Science and Social Science, at least three Fellowships, yielding an annual income of $500, will be assigned to students within the department of Political Economy for the year 1892-3. Appointments will be made only on the basis of marked ability in economic studies, and of capacity for investigation of a high character. Candidates for these fellowships should send to the President of the University a record of their previous work and distinctions, degrees and past courses of study, with copies of their written or printed work in economics. Applications for 1892-3 should be sent in not later than June 1, 1892.

Fellows are forbidden to give private tuition, and will be called upon for assistance in the work of teaching in the University; but in no case will they be expected or permitted to devote more than one-sixth of their time to such service.

 

PUBLICATIONS.

As a means of communication between investigators and the public, the University will issue quarterly The Journal of Political Economy, beginning in the autumn of 1892. Contributions to its pages will be welcomed from writers outside as well as inside the University, the aim being not only to give investigators a place of record for their researches, but also to further in every possible way the interests of economic study throughout the country. The Journal will aim to lay more stress than existing journals upon articles dealing with practical economic questions. The editors will welcome articles from writers of all shades of economic opinion reserving only the privilege of deciding as to merit and timeliness.

Longer investigations, translations of important books needed for American students, reprints of scarce works, and collections of materials will appear in bound volumes in a series of Economic Studies of the University of Chicago. Announcement of works already in preparation will be made at an early date.

 

LIBRARIES.

In the suite of class-rooms occupied by the department will be found the Economic Library. Its selection has been made with great care, in order to furnish not only the books needed for the work of instruction in the various courses, but especially collections of materials for the study of economic problems. It is believed that ample provision has thus been made for the work of serious research. The work of the students will necessarily be largely carried on in this Library.

Arrangements have been made with other libraries in the city for supplementing the Economic Library of the University on a large and generous scale. The combined library facilities of Chicago are exceptional. The Public Library, maintained by a large city tax; the Newberry Library, under the supervision of W. F. Poole, with a fund of several millions of dollars; and other possibilities, will enable the student to obtain any books he may need in the prosecution of detailed investigation. In the near future, it is confidently believed, the supply of reference books for students in the libraries of Chicago will be greater than anywhere else in this country; and graduate students will have exceptional opportunities for specialized research.

The officers of the department will cheerfully answer any inquiries from institutions looking for suitable teachers of Political Economy.

Inquiries and applications of students should be addressed to

THE EXAMINER,
The University of Chicago,
Chicago.

 

Source:  The University of Chicago: programme of courses in political economy, 1892-1893. Chicago, IL : University of Chicago Press, 1892.

Image Source: University of Chicago yearbook, Cap and Gown , 1900 , p. 19.

Categories
Chicago Curriculum

Chicago. Faculty and Course Offerings in the beginning, 1893/94.

 

 

The University of Chicago’s first academic year was 1892/93. The first annual publication of the University Register announced the course offering for 1893/94. This is close enough to the big bang of the department of political economy founded by J. Laurence Laughlin for most purposes. I have added some biographical data on the faculty taken from the following year’s Register. That biographical information is placed within brackets. Otherwise, as in most other transcriptions, I have attempted to give the “look and feel” of the original formatting.

_______________________

The following abbreviations are used in the list of Courses of Instruction:

M=Minor. DM=Double Minor. MM=Major. DMM=Double Major.

Courses marked with a star (*) are intended exclusively or primarily for Graduate Students. Courses the numbers of which are enclosed in brackets [ ] are not given in 1893-4.

_______________________

 

II. THE DEPARTMENT OF POLITICAL ECONOMY.

OFFICERS OF INSTRUCTION.

J. LAURENCE LAUGHLIN, PH.D., Head Professor of Political Economy.

[A. B., Harvard University, 1873; A. M. and Ph. D., HarvardUniversity,1876. Master in Private Classical School, 1873-8; Instructor in Political Economy, Harvard University,1878-83; Assistant Professor in Political Economy, Harvard University, 1883-8. Secretary and President of the Philadelphia Manufacturers’ Mutual Fire Insurance Co.,1888-90; Professor of Political Economy and Finance, Cornell University, 1890-2; Editor of the Journal of Political Economy.]

EDWARD W. BEMIS, PH.D. University Extension Associate Professor of Political Economy.

[A. B., Amherst College, 1880, and A. M., 1884; Ph. D., Johns Hopkins University, 1885; Lecturer, Amherst College, 1886; Vassar and Carleton Colleges and Ohio University, 1887; Vanderbilt University, 1888-9; Northwestern University, 1892; Adjunct Professor of History and Economics, Vanderbilt University, 1889-92; Secretary of the Training Department, University of Chicago, 1892-4.]

ADOLPH C. MILLER, A.M., Professor of Finance.

[A. B., University of California, 1887; A. M., Harvard University, 1888; Instructor in Political Economy. Harvard University, 1889-90; Lecturer on Political Economy, University of California, 1890-1, and Assistant Professor-elect of History and Political Science in same, 1891; Associate Professor of Political Economy and Finance, Cornell University, 1891-2; Associate Professor of Political Economy. University of Chicago, 1892-3.]

WILLIAM CALDWELL, A.M., D.S., Instructor in Political Economy.

[A. M., pass degree. 1884. A. M., Honors of the First Class, 1886, University of Edinburgh; First place on the Honors List, with Bruce of Grangehill Fellowship, 1886; Student at Jena, Paris, Cambridge, Berlin, Freiburg; Ferguson Scholarship (open to honorsmen of all Scottish Universities), 1887; Assistant Professor of Logic. Edinburgh University, 1888-90; Locumtenens Professor of the Moral Sciences, Cardiff for Winter term of 1888; Sir William Hamilton Fellow, Edinburgh, 1888 for three years; Shaw Fellow, 1890, for five years; Lecturer of University Association for Education of Women, Edinburgh, 1889: Government Examiner for Degrees in the Moral Sciences, St. Andrews University, 1890, for three years; Lecturer on Logic and Methodology, Sage School of Philosophy, Cornell University, 1891-2; Tutor in Political Economy, the University of Chicago, 1892-3; Shaw Lecturer, University of Edinburgh, 1898; Doctor in Mental Science, ibidem, 1893.]

WILLIAM HILL. A.M., Instructor in Political Economy.

[A. B., University of Kansas, 1890; A. B. ,Harvard University, 1891; A.M., ibid., 1892; Lee Memorial Fellow in Harvard University, 1891-3; Instructor in Political Economy, ibid., 1893; Tutor in Political Economy, University of Chicago, 1893-4.]

THORSTEIN B. VEBLEN, PH.D., Tutor in Political Economy.

[A.B., Carleton College, 1880; Graduate student, Johns Hopkins University; Ph.D., Yale University, 1884; Fellow in Economics and Finance, Cornell University, 1891-2; Fellow in the University of Chicago, 1892-3; Reader in Political Economy, ibid., 1893-4.]

ISAAC A. HOURWICH, PH.D., Docent in Statistics.

[Graduate, Classical Gymnasium, Minsk, Russia, 1877; Candidate of Jurisprudence (Master of Law), Demidoff Juridical Lyceum, Yaroslavl, 1887; Member of the Bar, Court of Appeals of Wilno, Russia, 1887-90; Seligman Fellow, Columbia College, 1891-2; Ph.D., ibid., 1893.]

 

INTRODUCTORY.

The work of the department is intended to provide, by symmetrically arranged courses of instruction, a complete training in the various branches of economics, beginning with elementary work and passing by degrees to the higher work of investigation. A chief aim of the instruction will be to teach methods of work, to foster a judicial spirit, and to cultivate an attitude of scholarly independence. (1) The student may pass, in the various courses of instruction, over the whole field of economics. (2) When fitted, he will be urged to pursue some special investigation. (3) For the encouragement of research and the training of properly qualified teachers of economics, Fellowships in Political Economy have been founded. (4) To provide a means of communication between investigators and the public, a review, entitled THE JOURNAL OF POLITICAL ECONOMY, has been established, to be edited by the officers of instruction in the department; while (5) larger single productions will appear in a series of bound volumes to be known as Economic Studies of the University of Chicago.

COURSES.
[1893-94]

1. Principles of Political Economy. —Exposition of the laws of Political Economy in its present state. Mill, Principles of Political Economy, (Laughlin’s edition). Dunbar, Banking.

DM.  Autumn and Summer Quarters.
PROFESSOR MILLER AND MR. HILL.

Open only to students who elect either 1a or 1b in the Winter Quarter.

1a. Advanced Political Economy.—Cairnes, Leading Principles of Political Economy. Marshall, Principles of Economics (vol. I).

DM. Winter Quarter.
PROFESSOR MILLER.

1b. Descriptive Political Economy. —Lectures and Reading on Money, Banking, Coöperation, Socialism, Taxation, and Finance. Hadley, Railroad Transportation. Laughlin, Bimetallism.

DM. Winter Quarter.
MR. CALDWELL.

2. Industrial and Economic History. —Leading Events in the Economic History of Europe and America since the middle of the Eighteenth Century. Lectures and Reading.

2 DM. Winter and Spring Quarters.
MR. HILL.

3. Scope and Method of Political Economy. —Origin and Development of the Historical School. Lectures and Reports.

DM. Winter Quarter.
MR. CALDWELL.

4. Unsettled Problems of Economic Theory. —Questions of Exchange and Distribution. Critical examination of selections from leading writers.

DM. Spring Quarter.
PROFESSOR LAUGHLIN.

5. History of Political Economy. —History of the Development of Economic Thought, embracing the Mercantilists and the Physiocrats, followed by a critical study of Adam Smith and his English and Continental Successors. Lectures and Reading Reports.

DM. Winter and Spring Quarters.
MR. CALDWELL.

6. Economic Factors in Civilization. —Study of the origin of some phases of our present Industrial Conditions. Lectures and Reports.

Summer Quarter.
MR. CALDWELL.

7. Socialism. —History of Socialistic Theories. Recent Socialistic Developments. Critical Review of Theoretical Writers, Programs and Criticisms. Lectures and Reports.

2 DM Winter and Spring Quarters.
DR. VEBLEN.

8. Social Economics. —Social Questions examined from the Economic standpoint:

A.  Poor Laws, and kindred topics to be announced later.

DM. Spring Quarter.
MR. CUMMINGS.

B. Social Reforms—Future of the Working-classes. Immigration. State Interference. Insurance—Legislation. Arbeitercolonien.

DM. Summer Quarter.
ASSOCIATE PROFESSOR BEMIS.

C. Coöperation. Profit-Sharing. Building Associations. Postal Savings. Trade Unions.

DM. Spring Quarter.
ASSOCIATE PROFESSOR BEMIS.

9. Money and Practical Economics. —Training in the Theoretical and Historical Investigation of Important Questions of the Day. Lectures and Theses.

DM. Autumn and Winter Quarters.
PROFESSOR LAUGHLIN.

10. Statistics. —Methods and Practical Training. Organization of Bureaus. Tabulation and Presentation of Results.

DM. Autumn Quarter.
DR. HOURWICH.

11. Advanced Statistics. —Statistics of Prices and Markets.

DM. Winter Quarter.
DR. HOURWICH.

12. Railway Transportation. —History and Development of Railways. Theories of Rates. Combination. Investments. State Ownership or Control. Lectures, Reports, Discussions, and Reading.

2 DM. Autumn and Winter Quarters.
MR. HILL.

13. Tariff History of the United States. —Legislation since 1780. Economic Effects. Political Causes. Lectures and Reports with Discussions. Reading.

Spring Quarter.
MR. HILL.

14. Financial History of the United States.—Rapid Survey of the Financial Experiences of the Colonies and the Confederation. Detailed Study of the Course of American Legislation on Currency, Debts. and Banking since 1789. Lectures and Reports.

DM. Spring Quarter.
PROFESSOR MILLER.

15. Finance. —Public Expenditures. Theories and Methods of Taxation. Public Debts. Financial Administration.

DM. Autumn Quarter.
PROFESSOR MILLER.

16. American Agriculture.—Movements of Prices. Foreign Competition. Changing Conditions of Agriculture. Land Tenure. Lectures, Reading, and Reports.

DM. Autumn Quarter.
DR. VEBLEN.

[17.] Banking. —Comparison of Modern Systems. Study of Principles. Lectures and Theses.

DM.
MR. HILL.

*18. Seminar in Finance.

2 DM. Winter and Spring Quarters.
PROFESSOR MILLER.

*19. Economic Seminar.

3 DM.  Autumn, Winter, and Spring Quarters.
PROFESSOR LAUGHLIN.

 

SOURCES:

University of Chicago, Annual Register. July, 1892—July, 1893 with Announcements for 1893-4, pp. 38, 40-41.

University of Chicago, Annual Register. July, 1893—July, 1894 with Announcements for 1894-5, pp. 11-18, 46-47.