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

 

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

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

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

Of the different departments of study,

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

 

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

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

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

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

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

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

In Sanskrit, one studied with Mr. Greenough.

In English, four studied Composition with Mr. Hill.

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

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

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

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

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

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

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

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

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

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

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

Three studied Analytical Geometry with Mr. Byerly.

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

One received instruction from Mr. Benjamin Peirce in Quaternions.

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

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

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

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

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

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

 

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

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

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

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

ARTHUR GILMAN,
Secretary.

Cambridge, Nov. 10, 1880

 

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

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Courses of Study for the Year 1880-1881

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

VIII. POLITICAL ECONOMY.

  1. Principles of Political Economy. Financial Legislation of the United States. Mr. Laughlin

  2. Advanced Course. Cairnes’ Leading Principles of Political Economy. Blanqui’s History of Political Economy. Mr. Laughlin

 

Source: Private Collegiate Instruction for Women in Cambridge, Mass. Courses of Study for 1880-81, with Requisitions for Admission and Report of the First Year. Cambridge, Mass.: William H. Wheeler, 1880. Pages 3, 5.

________________________

 

WORK OF THE SECOND YEAR
[1880-81]

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

Numbers in the Classes.

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

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

 

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

 

Work in the Class Room.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Mr. Byerly had two in the Differential Calculus.

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

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

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

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

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

 

Readings and Lectures.

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

 

Courses Offered but not Called For.

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

The following list shows the courses not called for:—

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

SANSKRIT and Comparative Philology. MR GREENOUGH.

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

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

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

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

SPANISH. Course by MR. BENDELARI.

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

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

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

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

MATHEMATICS. Cosmical Physics. Prof. BENJAMIN PEIRCE.

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

MINERALOGY. Crystallography. Mineralogy. MR. MELVILLE.

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

[…]

The Future.

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

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

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

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

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

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

ARTHUR GILMAN.
Secretary

Cambridge, Mass.
December 10, 1881.

 

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

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

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

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

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

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

The Society not Creating, but Satisfying a Demand.

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

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

Numbers of Students in the Different Classes.

 

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

 

[…]

Courses Offered but not Taken

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

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

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

 

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

________________________

 

From Fifth Year [1883-84] Annual Report

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

 

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

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From Sixth Year [1884-85] Annual Report

 

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

[…]

Political Economy.

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

 

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

 

_______________________

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

[…]

Political Economy.

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

 

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

________________________

 

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

[…]

Political Economy.

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

 

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

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

[…]

Political Economy.

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

 

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

________________________

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

[…]

Political Economy.

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

 

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

________________________

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

[…]

Political Economy.

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

 

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

________________________

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

[…]

Political Economy.

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

 

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

________________________

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

[…]

Political Economy.

(Primarily for Undergraduates.)

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

 

(For Graduates and Undergraduates.)

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

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

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

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

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

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

 

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

________________________

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

[…]

History

(Primarily for Graduates.)

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

[…]

Economic [sic].

(Primarily for Undergraduates.)

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

 

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

 

(For Graduates and Undergraduates.)

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

 

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

Image Source: Fay House,   Radcliffe College Archives W359459_1.

 

Categories
Harvard

Harvard. Labor Economics, Social Policy. Willoughby, 1901

When Professor Edward Cummings of Harvard resigned his post in the summer of 1900, Harvard turned to the government economist William Franklin Willoughby who had published numerous pieces on labor issues and social welfare policies (several papers in the Quarterly Journal of Economics) to cover Cummings’ labor class for second semester of 1900-01. A second social policy course (Provident Institutions) was offered by Willoughby as well.

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[Willoughby’s c.v.]

William Franklin Willoughby (1867-1960), A. B. Johns Hopkins University 1888. He…

“served as statistical expert for U. S. Department of Labor; member of International Jury of Awards, Paris Exposition of 1900; instructor of economics at Harvard, 1901; treasurer, secretary, and president of Executive Council of Puerto Rico, 1901-1909; assistant director of U. S. Census, 1910; member of U. S. Commission on Economy and Efficiency in Government; McCormick professor of Jurisprudence at Princeton, 1912[-17]; deputy legal advisor to president of China, 1914-1916; director of Institute for Government Research, 1916-1932; and consultant to the Library of Congress, 1940-1944.”

Source:   Manuscripts and Rare Books Department, Swem Library, The College of William and Mary in Virginia. William F. Willoughby Papers, Finding Aid.

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[Early “Brookings” connection]

“William F. Willoughby, a Johns Hopkins University graduate statistician and one of the early directors of the [Institute for Government Research in Washington, D.C., that later merged with the Institute of Economics and the Robert Brookings Graduate School of Economics and Government to form the Brookings Institution in 1927], helped the institute play an important role in the crafting of the 1921 legislation that led to the creation of the first U.S. Bureau of the Budget, the predecessor of the Office of Management and Budget.”

Source: “Brookings Institution”, Encyclopedia Britannica, and Donald E. Abelson, Capitol Ideas: Think Tanks and U.S. Foreign Policy (2006).

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[Course Announcements]

ADDITIONAL ANNOUNCEMENTS ON COURSES IN ECONOMICS

Course 9 will be given in 1900-01 as a half-course only, by Mr. W. F. Willoughby, on Tu., Th., Sat., at 10 (second half-year).

There will also be given in 1900-01:—

9a. Provident Institutions—Workingmen’s Insurance, Friendly Societies, Savings Banks. Half course (second half-year). Mon., Wed., Fri. at 9. Mr. W. F. Willoughby.

In this course various institutions will be examined for providing aid to workingmen or their families in case of sickness, infirmity, old age, or death. Among the subjects covered will be the system of compulsory workingmen’s insurance in Germany, and the systems on the same principle in other countries of the Continent; the French and English legislation for compulsory insurance in case of accident; the voluntary Friendly Societies organized by workmen in various countries; Savings Banks, postal and ordinary; and People’s Banks and Building and Loan Associations. The problem of the unemployed and the efforts for its solution or mitigation will also be considered.

Source: From a note printed on a separate piece of paper included with first edition of the Announcement of the Courses of Instruction of Harvard University. The course was included in Announcement of the Courses of Instruction Provided by the Faculty of Arts and Sciences for the Academic Year 1900-01 (second edition).  Cambridge, Massachusetts: 1900, p. 42.

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[Course Enrollments]

[Economics] 92 hf. Mr. W. F. WILLOUGHBY. —The Labor Question in Europe and the United States. The Social and Economic Condition of Workingmen.

3 Graduates, 53 Seniors, 40 Juniors, 35 Sophomores, 3 Freshmen , 12 Other: Total 146.

 

[Economics] 9a2 hf. Mr. W. F. WILLOUGHBY.—Provident Institutions. Workingmen’s Insurance, Friendly Societies, Savings Banks.

1 Graduate, 13 Seniors, 5 Juniors, 2 Sophomores, 1 Other: Total 22.

 

Source: Harvard University. Annual report of the President and reports of the departments, 1900-01, p. 64.

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ECONOMICS 9
THE LABOR QUESTION IN EUROPE AND THE UNITED STATES

TOPICS AND REFERENCES

[Books marked * reading required.]

 

I.—Methods of Industrial Remuneration

*1. Schloss: Methods of Industrial Remuneration (to be purchased).
*2. Gilman: Profit Sharing
*3. Gilman: A Dividend to Labor, Parts I and III.
*4. Monroe: Profit Sharing in the United States. (American Journal of Sociology, May, 1896.)
*5. W. J. Ashley: Coöperative Production in England. (In Surveys, Historic and Economic.)
*6. Gide: Productive Coöperation in France. (Quarterly Journal of Economics, November, 1899)
7. Acland and Jones: Workingmen Coöperators.
8. Beatrice Potter: The Coöperative Movement in Great Britain.
9. Holyoake: The Cooperative Movement of To-day.
10. H. D. Lloyd: Labor Copartnership.
11. Benjamin Jones: Coöperative Production.
12. Gide: Has Coöperation Introduced a New Principle into Economics? (Economic Journal, December, 1898.)
13. History of Coöperation in the United States. (Johns Hopkins University Studies, VI.)
14. Reports of British Labor Department on—

(a) Profit Sharing, by D. F. Schloss.

(b) Gain Sharing, by D. F. Schloss.

(c) Standard Piece Rates and Sliding Scales, 1900.

(d) Coöperative Contracts, by D. F. Schloss.

 

II.—Organization of Industry

1. Hobson: Evolution of Modern Capitalism, Chaps. IV and V.
2. Wright: The Factory System. (U. S. Tenth Census.)
*3. Wright: The Factory System as an Element in Civilization. (In Rand’s Economic History.)
*4. Willoughby: The Concentration of Industry in the United States. (Yale Review, May, 1898.)
5. Willoughby: The Regulation of the Sweating System. (Economic Monographs, U.S. Commission to Paris Exposition, 1900.)
6. Jenks: The Trust Problem.
7. Ely: Trusts and Monopolies.

 

 

III.—The Organization of Employers and Employees

1. Sidney and Beatrice Webb: The History of Trade Unionism.
2. Sidney and Beatrice Webb: Industrial Democracy.
3. Howell: Conflicts of Labor and Capital.
*4. Trade Unionism, Old and New (to be purchased).
5. Hollander: A Study of Trade Unionism. (Political Science Quarterly, December, 1898.)
*6. Cummings: A Collectivist Philosophy of Trade Unionism. (Quarterly Journal of Economics, January, 1899.)
7. Wright: An Historical Sketch of the Knights of Labor. (Quarterly Journal of Economics, Vol. I, No. 2.)
*8. Aldrich: The American Federation of Labor. (Economic Studies, American Economic Association, August, 1898.)
9. Burke: History and Function of Central Labor Unions. (Columbia Studies, 1900.)
10. Sidney and Beatrice Webb: Trade Union Democracy. (Political Science Quarterly, September and December, 1896.)
*11. Wright: Industrial Evolution of the United States, Chaps. XVIII-XX.
12. De Rousiers: The Labor Question in Britain.
13. McNeill: The Labor Movement.
14. Great Britain Labor Department: Annual Reports on Trades Unions.

 

IV.—Industrial Disputes: their Prevention and Settlement

1. U. S. Department of Labor: Reports on Strikes and Lockouts.
2. U. S. Department of Labor: Bulletins. (See digests of foreign statistical reports for statistics of strikes in European countries.)
3. Great Britain Labor Department: Annual Reports on Strikes.
4. U. S. Strike Commission, 1894: Report.
*5. Industrial Evolution of the United States, Chaps. XXIV-XXVI.
6. Wright: Industrial Conciliation and Arbitration, 1881.
7. Josephine Lowell: Industrial Arbitration and Conciliation.
8. T. A. Carroll: Conciliation and Arbitration in the Boot and Shoe Industry. (Bulletin, U. S. Depart. of Labor, No. 8.)
9. J. B. McPherson: Voluntary Conciliation and Arbitration in Great Britain. (Bulletin, U. S. Depart. of Labor, No. 28.)
10. Edward Cummings: Action under Labor Arbitration Acts. (Quarterly Journal of Economics, July, 1887.)
*11. Edward Cummings: Industrial Arbitration in the United States. (Quarterly Journal of Economics, July, 1895.)
*12. S. N. D. North: Industrial Arbitration; its Methods and its Limitations. (Quarterly Journal of Economics, July, 1896.)
*13. F. J. Stimson: The National Arbitration Law. (International Journal of Ethics, July, 1898.)
14. Willoughby: Industrial Arbitration and Conciliation. (Economic Monographs, U. S. Com. to Paris Exposition, 1900.)

 

V.—Stability of Employment

1. Great Britain Labor Department: Report on Agencies and Methods for Dealing with the Unemployed, 1893.
2. Massachusetts Board: Report of the Massachusetts Board to Investigate the Subject of the Unemployed, 1895.
3. Geoffrey Drage: The Unemployed, 1894.
4. Hobson: The Problem of the Unemployed, 1896.
5. Great Britain Labor Depart.: Annual Reports on Trade Unions.
*6. Willoughby: Employment Bureaus. (Economic Monographs, U. S. Commission to Paris Exposition, 1900.)
*7. Bogart: Public Employment Offices in the United States and Germany. (Quarterly Journal of Economics, May, 1900.)
8. Mavor: German Labor Colonies and the Unemployed. (Journal of Political Economy, December, 1893.)
9. Peabody: The German Labor Colonies. (Forum, Feb., 1892.)
10. Gore: The Poor Colonies of Holland. (Bulletin, U. S. Department of Labor, No. 2.)

 

VI.—The State in Relation to Labor

*1. Jevons: The State in Relation to Labor.
2. Brentano: The Relation of Labor to the Law of To-day.
3. Stimson: Labor in its Relation to Law.
*4. Stimson: Handbook to the Labor Law of the United States.
5. Willoughby: Foreign Labor Laws. (Bulletin, U. S. Department of Labor, Nos. 25-28, 30, 33.)
*6. Willoughby: State Activities in Relation to Labor in the United States. (Johns Hopkins University Studies, 1901.)
7. Willoughby: Accidents to Labor as Regulated by Law in the United States. (Bulletin, U. S. Depart. of Labor, No. 32.)

 

VII.—The Coöperative Movement

*1. Beatrice Potter: The Coöperative Movement in Great Britain (to be purchased).
2. Holyoake: The Coöperative Movement of To-day.
*3. Edward Cummings: Coöperative Stores in the United States. (Quarterly Journal of Economics, April, 1897.)
*4. Edward W. Bemis: Coöperative Distribution in the United States. (Bulletin, U. S. Department of Labor, No. 6.)
5. Report of First Annual Congress of the International Coöperative Alliance, London, 1896.
6. Henry Wolff: Peoples’ Banks.
7. Dexter: Coöperative   Savings and Loan Associations.
*8. Dexter: Coöperative Savings and Loan Associations. (Quarterly Journal of Economics, April, 1889.)
9. U. S. Department of Labor: Report on Building and Loan Associations.
*10. Willoughby: Building and Loan Associations in the United States. (Economic Monographs, U. S. Commission to Paris Exposition, 1900.)

 

VIII.—Provident Institutions

*1. Willoughby: Workingmen’s Insurance (to be purchased).
*2. Willoughby: The French Workmen’s Compensation Act. (Quarterly Journal of Economics, July, 1898.)
*3. Willoughby: The Belgian General Savings and Old-Age Pension Bank. (Journal of Political Economy, March, 1900.)
*4. Brabrock: Provident Institutions and Industrial Welfare.
5. U. S. Department of Labor: Report on Compulsory Insurance in Germany, by J. G. Brooks.
6. New York Bureau of Labor: Annual Report, 1899, Part 2, The Compensation of Accidental Injuries to Workingmen.
7. Great Britain Labor Department: Report on Provision for Old Age by Government Action in certain European Countries, 1899.
8. Wilkinson: The Friendly Society Movement.
9. Emory Johnson: Brotherhood Relief and Insurance of Railway Employees. (Bulletin, U. S. Department of Labor, No. 17.)
10. Edward W. Bemis: Benefit Features of American Trade Unions. (Bulletin, U. S. Department of Labor, No. 22.)
11. Hoffman: History of the Prudential Insurance Company of America.

 

IX.—Housing of the Working Classes

1. U. S. Department of Labor: Report on the Housing of the Working Classes, by E. R. L. Gould.
2. New York Tenement House Committee: Report.
*3. Willoughby: The Modern Movement for the Housing of the Working Classes in France. (Yale Review, November, 1899.)
4. Reynolds: The Housing of the Poor in American Cities. (Pub. American Economic Association, VIII, Nos. 2,3.)

 

X.—Socialism and Communism

1. Kirkup: History of Socialism.
2. Rae: Socialism of To-day. [sic, Contemporary Socialism is the correct title]
3. Webb: Socialism in England.
4. Nordhoff: Communistic Societies in America.
5. François: Socialism in France. (Journal of Political Economy, December, 1898.)
6. Schmidt: The Present Condition of Social Democracy in Germany. (Journal of Political Economy, September, 1898.)
7. Russell: German Social Democracy.

 

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ECONOMICS 9
WRITTEN EXERCISE

  1. What is the attitude of the trade-union movement towards the wages system?
    In this respect how is it essentially different from socialism or the coöperative movement as a method of social reform?
  2. At about what date did trade unions begin to be formed in Great Britain?
    Show why, in view of existing industrial conditions, trade unions were not formed at an earlier date, and why the rise of the modern industrial system has led to the constant development of these unions.
  3. Divide the history of trade unions in Great Britain into periods, and give the characteristic features of each.
  4. What general organization or federation of trade unions are there now in Great Britain and the general character of each?
  5. Enumerate some of the principal events in the history of trade unions in the United States.
  6. Contrast the Knights of Labor and the American Federation of Labor as regards their scheme of organization, objects and means of action.
  7. Describe the existing forms of trade union organizations: the Local Union, National Trade Union, Central Labor Union or City Trades Council, State Federation, and American Federation of Labor so as to show the relations existing between them.
    Show also why there is need for these various kinds of organizations, and why they do not conflict one with the other.
  8. Explain why the national trade union is the unit of government rather than the local union.
    Show the severe of action of the American Federation of Labor, its power over the national trade unions and the service performed by it in bringing about unity and harmony in the labor movement.
    Why does the Federation permit the affiliation of “local trade unions” and “federal unions”?
  9. Show why the primary form of organization must be by trades rather than by districts, and subsequent union be by federation rather than amalgamation.
  10. What are the essential aims of the trade unions as regards (a) the method of making the labor contract, and (b) the terms of the labor contract.
  11. What is meant by the standard rate? Show how this principle in connection with collective bargaining once determined upon must logically be extended so as to mean the fixing of a standard rate for the trade of the whole country by means of a joint bargain between the national associations of the employers and employees.
    In what trades has this condition been reached within the past year in this country?
  12. Explain how the benefit feature of trade unions is an element of strength to the unions in their strictly trade action, as well as a device for mutual assistance.
  13. Give the reasoning according to which the unionists maintain that under modern conditions collective bargaining preserves the freedom of contract better than individual bargaining.
    Give the employer’s reasons for insisting upon bargaining with his employees individually.
  14. What effect does a standard rate have upon the question of incentive to work on the part of individuals and of industrial efficiency generally?
  15. What are the means of action of trade unions in enforcing their demands?
  16. Explain the essential difference between conciliation, mediation, and arbitration.
  17. Show the importance of distinguishing between disputes involving (1) the interpretation and enforcement of labor contracts and (2) the making of new contracts. Especially show why arbitration is a principle that can properly be invoked as regards the first class, but it should only be the last resort as regards the second.
  18. In what ways has the state in Europe and the United States intervened for the prevention or adjustment of labor disputes?
    Show why its action has in all cases been productive of so little result.
  19. Show how collective bargaining in practical operation necessitates the constitution of joint boards of conciliation, and therefore offers a very effective means for avoiding and settling industrial disputes.
  20. What are some of the most important respects in which the trade union movement in Europe is different from the trade union movement in Great Britain and the United States?

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ECONOMICS 9a
PROVIDENT INSTITUTIONS

TOPICS AND REFERENCES

[Books marked * reading required.]

1. Willoughby:

*Workingmen’s Insurance (to be purchased).
*The French Workmen’s Compensation Act. (Quarterly Journal of Economics, July, 1898.)
*The General Savings and Old-Age Pension Bank of Belgium. (Journal of Political Economy, March, 1900.)
*Building and Loan Associations. (Economic Monographs. U. S. Commission to Paris Exposition, 1900.)
*2. Brabrock: Provident Institutions and Industrial Welfare.
*3. Wolff: Peoples’ Banks.
*4. Wilkinson: The Friendly Society Movement.
*5. Dexter: Coöperative Savings and Loan Associations. (Quarterly Journal of Economics, III-3.)
*6. Bemis: Benefit Features of American Trade Unions. (Bulletin U. S. Department of Labor, No. 22.)
*7. Fiske: Industrial Insurance. (Charities Review, March, 1898.)
*8. Johnson: Brotherhood Relief and Insurance of Railway Employees. (Bulletin U. S. Department of Labor, No. 17.)
9. Transactions of Second International Actuarial Congress, London, 1898.
10. U. S. Department of Labor: Report on Compulsory Insurance in Germany, by J. G. Brooks.

Report on Building and Loan Associations.
11. National Fraternal Congress (U. S.): Reports of Annual Meetings.
12. New York Bureau of Labor: Annual Report, 1899, Part II.

The Compensation of Accidental Injuries to Workingmen.
13. Great Britain Labor Department: Report on Provision for Old Age by Government Action in certain European Countries.
14. Hoffman: History of the Prudential Insurance Company of America.
15. Baernreither: English Associations of Workingmen.
16. Dexter: Coöperative   Savings and Loan Associations.
17. Dr. Zacher: Die Arbeiter-Versicherung im Auslande.

[Other reading will be assigned later.]

 

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003 (HUC 8522.2.1), Box 1, Folder “Economics, 1900-1901”.

Image Source: The Washington Times, 28 March 1911.

 

 

Categories
Economists Harvard

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

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

ECONOMICS.

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

F. W. Taussig, 79.

 

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The Harvard Graduates’ Magazine. Vol. 1, July, 1893, p. 576.

[Birth of a semester system, emphasis added]

The elective pamphlet announcing the courses to be offered in 1893-94 by the Faculty of Arts and Sciences contains few striking changes. There is a tendency manifested in it to increase the number of half-courses beginning or ending in February, at the time of the mid-year examinations. Thus History 12 is split into two halves, the first half being on the recent history of Continental Europe, and the second half on the recent constitutional history of England; Economics 7 is cut in two, and Economics 12 is established as two half-courses, one on International Payments and the Flow of Precious Metals, and the other on Banking and the History of the Banking Systems. Other examples might be given to emphasize the drift towards something akin to a division of the year into two semesters, particularly for the convenience of graduate students. 

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The Harvard Graduates’ Magazine. Vol. 1, July, 1893, p. 590.

ECONOMICS.

In the department of Economics several new courses are offered for 1893-94. Professor Dunbar offers two half-courses, one on international payments and the flow of the precious metals from country to country, the other on banks and the leading banking systems. The two half-courses come at the same hours in the first and second half-years, and, when taken together, form a convenient full course running through the year. This new course will alternate with Course 7, on taxation and finance, which is to be omitted in 1893-94, and will be resumed in 1894-95. — Professor Ashley offers a course on Economic History, from the Middle Ages to modern times, which will take the place of the former Course 4, on the economic history of Europe and America since the middle of the eighteenth century. The new course covers a longer period than was covered in Course 4, and will supplement effectively the instruction in history as well as in economics. Professor Ashley also offers a new half-course, intended mainly for advanced and graduate students, on land tenure and agrarian conditions in Europe. — Professor Cummings offers a half-course, also intended for advanced students, on schemes for social reconstruction from Plato’s Republic to the present time, including the proposals of Bellamy and Hertzka. The course is meant to give opportunity for the discussion of social and political institutions and of socialist theories. — Economics 1, the introductory course in the department, will be remodeled in part in the coming year. A somewhat larger proportion of the exercises will take the form of lectures to all members of the course. Professor Taussig will lecture on distribution and on financial subjects, Professor Ashley on economic development, Professor Cummings on social questions.

F. W. Taussig, ’79.

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The Harvard Graduates’ Magazine. Vol. 3, March, 1895, pp. 383-384.

ECONOMICS.

The matter that has of late most engaged the attention of the Department has been the welcome and yet embarrassing growth in the number of students taking the introductory course known as Economics 1. This has risen from 179 in 1889-90 to 201 in ’90-91, 288 in ’91-92, 322 in ’92-93, 340 in ’93-94, until in the present year it is 398. Such an increase necessarily raises grave questions both of educational method and of academic discipline. Those professors to whose labors in past years the success of the course has been due are still of opinion that the recitation method, in its best form, — the discussion day after day and chapter by chapter of some great treatise like the work of John Stuart Mill, — furnishes a mental training such as no other plan can provide. But for its successful practice it is necessary either that the class should be quite small, or that, if divided, the sections should be few and small. Accordingly it became evident that some modification of plan was necessary; and last year the arrangement was hit upon of retaining the section work for the greater part of the year, but diversifying it with three months of set lectures at different periods by Professors Taussig, Ashley, and Cummings. The experiment was so satisfactory that it has been repeated this year; and, in the absence of Professor Taussig, Professors Ashley and Cummings have each lectured for six weeks. If the numbers continue to grow, it may seem advisable in the future to take further steps in the same direction. But Upper Massachusetts, in spite of its historical associations, has abominable acoustic properties; the room in Boylston, which was suggested as an alternative, is redolent of Chemistry; and it may ultimately become necessary to invade the sacred precincts of Sanders Theatre. — In the absence of Professor Taussig upon his sabbatical, before referred to, his course on Economic Theory (Econ. 2) has been divided into two half-courses, and undertaken by Professor Ashley and Professor Macvane. Professor Macvane’s action will do something to break down that middle wall of partition between departments which is sometimes so curiously high and strong in this University of free electives. It need scarcely be added that to those who know how considerable have been Professor Macvane’s contributions to economic theory, and how great his reputation is with foreign economists, he seems altogether in place when he takes part in the economic instruction of Harvard University. — Professor Taussig’s course on Railway Transportation (Econ. 5) has been assigned for the present year to Mr. G. O. Virtue, ’92; his other courses have been suspended. — Mr. John Cummings, ’91, has returned, with a year’s experience as instructor and his doctorate, from the University of Chicago, and is now an Assistant in Econ. 1; he is also offering a new course on Comparative Poor Law and Administration. — The instructors in this, as in other Departments, find themselves increasingly hampered by the difficulty of providing the necessary books for the use of students. Oxford and Cambridge Universities, with hardly more students than Harvard, have libraries in every college, together with the Union libraries and the University libraries; here in Harvard, if an instructor in class mentions any but the best known of books, the chances are that there is only one copy in the place,— that in the University Library; and unless he has been provident enough to have that book “reserved,” some undergraduate promptly takes it out, and nobody else can see it. It is true that undergraduates ought to buy more books; but frequently there is not a copy to be had even in the Boston bookstores. It would certainly be a great relief if the societies could see their way to create, each for itself, a modest working library of a few hundred books. Meanwhile something may be done by strengthening the Departmental Library in University Hall. This, which owes its creation to the generosity of some of the members of the Class of 1879, is in urgent need of enlargement; and the professors in the Department will be glad to hear from any graduate whose eye this happens to catch. — Finally, it may be advisable to mention that, as the result of careful deliberation on the part of the members of the Division Committee, a detailed statement of requirements for the Degree of Doctor of Philosophy in Political Science was drawn up last spring, and will now be found at the end of the Division pamphlet This Statement is noteworthy in that it defines for the first time the “general” examination, and the examination on “a special field;” and also for the stress it lays upon “a broad basis of general culture ” as the foundation of specialist work. “A command of good English, spoken and written, the ability to make free use of French and German books, and a fair acquaintance with general history ” are mentioned as “of special importance.”

W. J. Ashley.

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The Harvard Graduates’ Magazine. Vol. 4, December, 1895, pp. 242-243.

ECONOMICS.

The Department of Economics began its work for the year under unfortunate circumstances. Professor Dunbar, its honored head, was compelled by ill-health to withdraw from academic work for the year, and was given leave of absence by the Corporation. His withdrawal rendered necessary changes in the courses of instruction. Of those announced to be given by Professor Dunbar, course 7, on Financial Administration and Public Debts, was undertaken by Dr. John Cummings, and course 12, on Banking and the History of the Leading Banking Systems, by Professor Taussig. The additional work thus assumed by Professor Taussig was made possible through the aid of Professor Macvane, who will conduct during the second half-year that part of Economics 2 which had been announced to be given by Professor Taussig. Course 8, on the History of Financial Legislation in the United States, has been shifted to the second half-year, and will then be given by Dr. Joseph A. Hill, A. B. ’86, Ph. D. ’92. By this rearrangement all the courses originally announced will be given, and no diminution in the Department’s offering results from Professor Dunbar’s absence. — Another change has taken place, affecting course 1. The numbers in this introductory course have grown steadily of late years, and it is now taken annually by about 400 men. It had been the policy of the Department to conduct it not by lectures, but mainly by face to face discussion, in rooms of moderate size, the men being divided into sections for this purpose. As the numbers grew, however, it became more and more difficult to keep the sections at a manageable size, to find convenient rooms for them, and to secure efficient instructors. The alternative of lecturing to the men in one large room had long presented itself, but the probable educational advantages of instruction in smaller rooms by sections caused this alternative to be avoided. For the present year, however, the withdrawal of Professor Dunbar rendered some economizing of the force of the Department necessary, and it has been accordingly determined to try the lecture plan for the current year. All the members of the course meet in Upper Massachusetts, — a room which, by the way, proves reasonably well adapted for this use, — and there are given lectures by the various instructors who take part in the course. By way of testing their reading and securing for the instructors some evidence as to their attainments, a system of weekly written papers has been introduced. On a given day of each week the students write answers to questions bearing upon the work of that week and of previous weeks. These answers are examined and corrected, and serve as a means of estimating the diligence and attainments of the students. Whether this radical change of plan will prove to be advantageous remains to be decided by the year’s experience; but it indicates a change in the methods of college work which is making its way in all directions, and which presents new and difficult problems to instructors. — The Seminary in Economics opens the year with sixteen advanced students of good quality, and promises well. Two are Seniors in Harvard College; the remainder are members of the Graduate School. Four are candidates for the degree of Doctor of Philosophy at the close of the current year. The growth of the Seminary in numbers and the better organization of its work are part of the general advance of the Graduate School, which is now reaping the fruits of the marked gains it has made in recent years.

F. W. Taussig, 79.

_____________________________

The Harvard Graduates’ Magazine. Vol. 7, March, 1899, pp. 427-8.

ECONOMICS.

Like other departments, that of Economics finds itself confronted with the problem of the best mode of dealing with large numbers of students in the courses much sought for, and especially in the general introductory course. Economics 1 is now regularly chosen by from 450 to 500 students. Well-nigh every undergraduate takes it at some stage of his college career, and the question of its numbers seems to be simply a question of the number of students in the College and Scientific School. This great demand for general training in the subject has imposed on the Department an obligation to make its instruction as stimulating and efficient as may be, and yet has made this task more difficult than ever before. Inevitably, the old method of dividing the course into sections for all of the instruction has been abandoned. Its place has been taken by a mixed method of lectures and oral exercises. Twice a week, lectures are given to the whole course in one large room. Upper Massachusetts, remodeled, reheated, and reseated, serves for these lectures, — not well, but not unendurably ill; there is great need, for the use of the large courses, of a new and well-equipped building. The lectures are largely in the nature of comment on assigned reading. The third hour in the week is then given to meetings in sections of moderate size, in which the lectures and the reading are subject to test and discussion. The course is divided into some fifteen sections, each of which meets its instructor once a week. At these exercises, a question is first answered in writing by each student, twenty minutes being allowed for this test; the remainder of the hour is used in oral discussion. Some continuous oversight of the work of students is thus secured, and opportunity is given for questions to them and from them. A not inconsiderable staff of instructors is necessary for the conduct of the sections, and a not inconsiderable expenditure by the Corporation for salaries; but some such counter-weight on the lecture system pure and simple is felt to be necessary. The Department has been fortunate in securing trained and competent instructors for this part of the work; and the new method, if not definitively adopted, is at least in the stage of promising experiment. — During the second half year of 1898-99, the place of Professor Ashley, who is absent on leave, is taken by Dr. Wm. Cunningham, of Trinity College (Cambridge, England). Dr. Cunningham and Professor Ashley are easily the leaders among English-speaking scholars on their subject, economic history; and the Department has cordially welcomed the arrangement by which the scholar from the Cambridge of England fills the place, for the time being, of the scholar of the American Cambridge. Dr. Cunningham gives two courses in the current half year, — one on Western Civilization in its Economic Aspects, Mediaeval and Modern, the other on the Industrial Revolution in England.

F. W. Taussig, ‘79.

_____________________________

The Harvard Graduates’ Magazine. Vol. 8, December, 1899, p. 223.

ECONOMICS.

The Department finds, as usual, large numbers of students to deal with during the current year. In the introductory course, Economics 1, nearly 500 students are enrolled, and once again it appears that the University has no good lecture room adequate for the accommodation of such numbers. The system of instruction which has been in use in this course for several years is continued. For part of the time, lectures are given to all members of the course; for the remainder of the time, it is split into small sections for question and discussion. So long as lectures are given at all, there is little gain from splitting the course into two or more parallel courses, as has sometimes been proposed; but the absence of a good lecture room for the whole number makes the present situation trying. In its advanced courses, the Department has again the services of Prof. Ashley, who returns after a year’s leave of absence, and finds large numbers enrolled in his course on modern economic history. His advanced course, on the history and literature of economics to the close of the 18th century, also attracts a satisfactory number of mature students. Prof. Cummings omits for the year his course on the labor question; but compensation for this is found in Philosophy 5, a course having a similar range of subjects, which is again given by Prof. Peabody, who has returned from his year’s leave of absence. Professors Dunbar and Taussig give, without material change, the courses usually assigned to them. — The Department assumes some additional burden through a change in its plans for the publication of the Quarterly Journal of Economics. That journal, whose 14th volume begins with the opening issue of this year, is hereafter to appear in more ambitious form. Its size will be somewhat increased, the departments varied, and the elaborate bibliography of current publication will be strengthened. At the same time the price goes up from $2 to $3 a year, — a change which, it is hoped, can be carried out without a loss of subscribers.

F. W. Taussig, 79.

_____________________________

The Harvard Graduates’ Magazine. Vol. 10, December, 1901, pp. 261-2.

ECONOMICS.

An unusual number of changes have to be noted in this Department. Prof. Taussig’s leave of absence, and Prof. Ashley’s recent resignation, have made it necessary to call in several men from the outside to give instruction during the present year. Prof. Taussig’s work is provided for in part by Prof. C. J. Bullock, of Williams College, who is giving the courses on finance and taxation, — and in part by a redistribution of the work among the members of the regular teaching staff. Dr. Andrew has charge of Economics 1, and Dr. Sprague of Economics 6, on the Economic History of the United States. Prof. Ashley’s courses, as announced for the year, have been provided for as follows: Prof. Wm. Z. Ripley, of the Massachusetts Institute of Technology, is giving course 5 on Statistics, and is to give the latter half of course 17 on the Economic Organization and Resources of European Countries, Mr. Meyer having charge of it during the first half year. Dr. C. W. Mixter is giving course 15 on the History and Literature of Economics to the opening of the 19th century. In addition, Prof. Ripley is giving course 5a on Railway Economics. In the second half year, Mr. W. F. Willoughby is to give courses 9 and 9a on Problems of Labor. — The courses preparing for a business career have been extended somewhat. Mr. W. M. Cole continues his course on the Principles of Accounting, and Prof. Wambaugh his course on Insurance. In addition to these, Mr. Bruce Wyman is conducting a new course on the Principles of Law in their Application to Industrial Problems, using the case method as it has been developed in the Law School. The popularity of these courses, in spite of the unusual severity of the examinations, is some indication of their success, and suggests, at least, the practicability of still further extensions. While there is a tendency in some quarters to carry the idea of commercial education to extremes, it is to be noted that these courses neither pretend to take the place of business experience, nor to teach those things which can be learned better in a business office than in any institution of learning. Moreover the work is confined to a mastery of principles and not to the gaining of general information. — The number of students in the Department continues large, there being upward of 480 in course 1, and about 1100 in the Department as a whole, not excluding those counted more than once. The housing of Economics 1 continues to be a problem, as Upper Massachusetts is uncomfortably packed at each meeting. More difficult, however, is the problem of finding small rooms for the 11 sections into which this class is divided for discussion and consultation once each week. — The Board of Overseers have confirmed the appointment of Dr. A. P. Andrew, Dr. O. M. W. Sprague, and Mr. H. R. Meyer as instructors without limit of time. — The change from two dollars to three dollars per year in the subscription price of the Quarterly Journal of Economics has been followed by no diminution in the number of subscribers, and the hope of the editors that the Journal might be conducted on a somewhat more ambitious scale is being realized.

T. N. Carver.

_____________________________

The Harvard Graduates’ Magazine. Vol. 11, December, 1902, pp. 247-248.

ECONOMICS.

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

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

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

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

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

T. N. Carver.

_____________________________

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

ECONOMICS.

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

 

1902-3. STUDENTS IN ECONOMICS.

ECONOMICS.

HISTORY.
1st half year 1st half year

Econ.

 5 60 Hist. 12a 93

“

 7b 21 “ 16a 151 244
“ 8a

100

 2d half year

“

 12a 10 Hist. 12b 79

“

 10 16 “ 16b

148
“ 18 45 252 “ 29 86

313
2d half year ½ course thro yr.

Econ.

 8b 152 Hist. 17 4

4

“

 11b

19

 Whole courses.

“

 12b 43 Hist. 1

506
“ 16 29 243 “ 3

6
½ course thro yr.

“

 4

7

Econ.

 4 15 15 “ 6

19
Whole courses.

“

 8

8

Econ.

 1 519 “ 9 36

“

 2 26 “ 10 188

“

 3 45 “ 11 67
“ 6 122 “ 13

214
“ 9 111 “ 15 13
“ 14 15 “ 20d

3

“

 17 9 “ 20e 12
“ 20 11 “ 21

1

“

 20a 5   “ 25

3

“

 21 60 “ 26 11

“

 22 6(?) Hist. of Relig. 2 50

1144
Deduct 50 given by another Faculty

1705

1655
________________________________________
Whole courses

11

 Whole courses

16
Half-courses

11

5 ½

 Half-courses

6

3
16 ½

19
Including 5 courses of over 100 students, of which 2 are half courses. Including 5 courses of over 100 students, of which 2 are half courses.

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

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

 

_____________________________

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

ECONOMICS.

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

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

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

W. Z. Ripley.

_____________________________

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

ECONOMICS.

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

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

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

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

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

Categories
Economists Harvard Research Tip

Harvard. Research Tip. Edward Cummings Papers

Edward Cummings papers, ca. 1875-1926

The papers of Edward Cummings (1861-1926) contain his personal and professional correspondence, including correspondence with his longtime friend J. Estlin Carpenter and with his mentor, Edward Everett Hale. This series also contains Edward’s personal and professional papers, including records from the Mayor’s Advisory Committee on Penal Aspects of Drunkenness, the Theodore Parker Memorial, and the Russian Famine Relief Committee of Boston. Edward’s writings include essays, reports, and lecture notes. The largest portion of his papers consist of dated and undated sermons, addresses, and notes that span the period of his ministry at South Congregational Church in Boston (1900-1926). Also included are diaries, datebooks, notebooks, and scrapbooks that particularly emphasize his European study and travel from 1888 to 1891.See also Printed material, especially Harvard-related material, newspaper clippings about Edward Cummings, and the printed works of Edward Cummings.

Source: Cummings-Clarke Family Papers, 1793-1949

Categories
Economists Harvard

Harvard Economics. Edward Cummings Resignation, 1900

As social scientific life evolved, economics and sociology were still swimming in the same tidal pool at the end of the 19th century, and they weren’t even the only marine life there. History and political science were an integral part of the ecosystem too. Edward Cummings of Harvard is not only interesting as a pioneer of U.S. academic sociology when it was regarded a sub-field of political economy/economics, he and his wife, Rebecca Haswell Clarke, spawned the poet Edward Estlin Cummings (1894-1962), a.k.a. “E.E. Cummings“.

_________________

Cambridge Tribune, August 25, 1900

Prof. Cummings Called

Is Asked to Take the Associate Pastorship
of South Congregational Church—He Will
Accept, It is Said

At a special meeting of the South Congregational society of Boston in Channing hall, Unitarian building, last Monday afternoon, it was unanimously decided to extend a call to Professor Edward Cummings of the economics department of the university, to the associate pastorship of the South Congregational church. Dr. Edward Everett Hale will remain pastor emeritus of the church and society. It is certain that Professor Cummings will accept the charge and the members of the society regard his coming as a considerable victory for the church as against sociological work, to which Professor Cummings has been so devoted.

Professor Cummings has never been ordained in any church, and his change from the Harvard professorship to the pulpit of Dr. Hale’s church is an interesting one. It is expected that he will be ordained at the South-Congregational church about October 1.

The following interview with Professor Cummings, who is at Madison, N. H., for the summer, was printed in a Boston paper Wednesday morning:

“I shall accept the call; in fact, provided the corporation took favorable action, this was practically an understood thing long ago. It will be, in a sense, a sacrifice for me, as it comes in; my sabbatical year, and I had intended to publish a volume, perhaps two volumes, during this year. My sabbatical year came last year, and I had several offers of churches, but then came a postponement for a year. I had planned to go abroad and to work with a friend, an Oxford man. Now I see no leisure in prospect sufficient to admit of doing this work.”

Professor Cummings graduated at Harvard in the class of 1883. As an undergraduate he was an enthusiastic student of philosophy, history and economics, and already keenly interested in the practical as well as the theoretical aspects of those social, industrial and philanthropic problems which were destined within the next few years to gain academic standing with marvellous and unexpected rapidity under the comprehensive title of sociology.

Convinced then, as now, that the liberal ministry offered the most hopeful and inspiring opportunity for social service, he entered the divinity school of Harvard University in 1883. He was a member of the divinity school for two years. In 1885 he received from the university the degree of A.M.

Two years of divinity school training persuaded him of the absolute necessity of giving greater attention to the study of sociological problems as a preparation for the actual work of the liberal ministry. He therefore withdrew from the divinity school in 1885, and continued his preparation in the graduate department of the university, giving a portion of his time as instructor in the department of English to teaching rhetoric and argumentative composition.

A significant step in advancing the academic status of sociological study; was the foundation at Harvard in 1887 of the Robert Treat Paine Fellowship in Social Science. Mr. Cummings was the first incumbent of this foundation. As Paine Fellow In Social Science, he continued his sociological studies in Europe for three years, travelling extensively in England. Scotland. France, Italy and Germany. He made a comparative study of the social and economic condition of wage earners in different countries; examined the methods, and effectiveness of diverse philanthropic agencies; investigated with special care such self-help movements as trade unionism, co-operation, and friendly societies, no less than the meliorative institutions created by employers and by the state.

In the winter of 1888-89 he was an active resident of Toynbee hall, Whitechapel, London. At the Paris exposition of 1889 he was delegate to several international congresses.

The sudden and almost world-wide interest in both the theoretical and the practical aspects of sociology a decade ago, and the equally sudden efforts of the universities to meet the popular demand for instruction in this newly recognized department of science, brought with it an embarrassment of opportunities for those who had any claim to be regarded as specialists in this direction, and eventually divested Mr. Cummings from his original plan of practical work. He continued his investigations, however, in France. Italy and Germany till the spring of 1891 —including studies at the Sorbonne, the Ecole Libre des Sciences Politiques, and the University of Berlin.

In 1891, having declined a tempting invitation to take charge of a sociological experiment in London, he accepted an appointment as instructor in sociology at Harvard University. Two years later an assistant professorship of sociology was established, and Mr. Cummings has since filled this chair, taking some part in the introductory teaching in economics, but devoting himself especially to courses dealing with theoretical sociology, labor questions and socialism.

Professor Cummings had been granted the customary Sabbatical leave of absence on half pay for the year 1900-01. It was his original intention—if the present unexpected and exceptional opportunity for carrying out a cherished plan of practical work had not presented itself —to devote the coming year to the elaboration of a couple of volumes, embodying some of the results of his sociological work.

During his professorship at Harvard he has been one of the editors of the Quarterly Journal of Economics, and many of his contributions to the literature of trade unionism, co-operation, arbitration, university settlements and socialism have appeared in that periodical, and some have been reprinted for the use of university students.

Outside the university, Professor Cummings is known both as a lecturer and as a practical worker. He has served on the board of directors of the Boston Associated Charities for several years: is secretary of the mayor’s advisory committee on the penal aspects of drunkenness, which by means of printed reports, public discussions and legislative hearings has recently convinced the public and the Massachusetts legislature of the necessity of extending the probation system and making other reforms in the penal system. During the past winter and spring he gave a course of lectures on the Adin Ballou foundation at the Meadville Theological Seminary, and a series of five lectures in the South course, on the industrial revolution of the 19th century, not to mention addresses delivered before the Free Religious Congress, and numerous other bodies.

With all his interest in non-academic affairs, Professor Cummings is an enthusiastic teacher, who feels the work of teacher and preacher closely allied, and he has eagerly welcomed his opportunities to influence the student parish of young men and women who have come under his instruction in Harvard University and Radcliffe College. He has given much attention to the deeper and much neglected problems of life and education which beset a great and loosely organized student community: and not a little of his interest and energy has, from the first, avowedly been given to the cultivation of those personal, friendly relationships which extend beyond the formal intercourse of the classroom to the hospitality of the home.

He turns again to the work of the ministry after these years of academic experience, more than ever convinced of the inspiring opportunities which it presents for social service, and confident that the teachings of science, whether of political economy, biology or sociology, serve only to reinforce the fundamental teachings of ethics and religion.

Professor Cummings has for many years been an affectionate and enthusiastic admirer of Dr. Edward Everett Hale, and the present arrangement by which he takes up his work as Dr. Hale’s associate is a source of great personal satisfaction.

Source:  Cambridge Tribune, Volume XXIII, Number 25, 25 August 1900, p. 2.

Categories
Chicago Columbia Cornell Courses Economists Harvard Johns Hopkins Michigan Pennsylvania Yale

Graduate Economics Courses. 23 US Universities. 1898-99

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

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

____________________

EXPLANATORY

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

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

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

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

 

 

 

  1. ECONOMICS, SOCIOLOGY, ANTHROPOLOGY, AND ETHNOLOGY. 

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

 

BARNARD.
16 Graduate Students, 1897-8.

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

 

BROWN.
8 Graduate Students, 1897-8.

 

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

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

 

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

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

 

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

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

 

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

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

 

 

BRYN MAWR.

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

 

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

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

 

 

CALIFORNIA.

1 Graduate Student, 1897-8.

 

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

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

 

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

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

 

CHICAGO.

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

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

 

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

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

 

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

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

 

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

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

 

Merton Leland Miller, Lecturer in Anthropology.

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

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

 

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

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

 

C. H. Hastings.
A.B., Bowdoin, ’91.

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

 

 

COLUMBIA.

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

Civil Aspects of Ecclesiastical Organizations. i, 30.

 

 

CORNELL.
14 Graduate Students, 1897-8.

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

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

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

 

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

Theory and Methods of Statistics*. iii, 30.

 

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

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

 

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

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

 

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

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

 

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

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

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

 

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

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

 

 

JOHNS HOPKINS.
9 Graduate Students, 1897-8.

 

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

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

 

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

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

 

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

 

MICHIGAN.
10 Graduate Students, 1897-8.

 

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

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

 

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

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

 

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

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

 

 

MINNESOTA.
26 Graduate Students, 1897-8.

 

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

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

 

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

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

 

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

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

 

 

MISSOURI.
3 Graduate Students, 1897-8.

 

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

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

 

 

NEW YORK.
21 Graduate Students, 1897-8.

 

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

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

 

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

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

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

 

 

NORTHWESTERN.
6 Graduate Students, 1897-8.

 

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

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

 

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

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

 

 

PENNSYLVANIA.
12 Graduate Students, 1897-8.

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

 

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

 

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

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

 

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

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

 

 

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

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

 

W. J. Ashley.

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

 

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

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

 

G. S. Callender.

Econ. Hist. of U. S.*

 

Edward Cummings.

Princ. of Sociol.* iii, 30.

 

Edward Cummings and John Cummings.

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

 

John Cummings.

Statistics, Theory, Methods, Practice.*

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

 

F. Russell.

Gen. Anthropol.* —?

 

 

VANDERBILT.
2 Graduate Students, 1897-8.

 

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

 

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

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

 

 

WELLESLEY.
o Graduate Students, 1897-8.

 

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

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

 

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

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

 

 

WESTERN RESERVE.
4 Graduate Students, 1897-8.

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

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

 

 

WISCONSIN.
24 Graduate Students, 1897-8.

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

 

YALE.
43 Graduate Students, 1897-8.

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

 

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

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

 

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

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

 

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

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

 

A. T. Hadley and Irving Fisher.

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

 

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

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

 

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

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

 

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

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

____________________

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

Categories
Courses Curriculum Economists Harvard Regulations

Harvard Economics. Courses, Degree Requirements 1897-98

For a Ph.D. in Political Science (that was awarded for government and economics) candidates to demonstrate a “good knowledge” in examination on seven subjects of twelve listed, only three of which economics. Only sections directly bearing on economics included here. Entire document can be downloaded here.

_________________________

Harvard University

FACULTY OF ARTS AND SCIENCES
DIVISION OF HISTORY AND POLITICAL SCIENCE
COMPRISING THE DEPARTMENTS OF HISTORY AND GOVERNMENT[,]
AND ECONOMICS

1897-98

[p. 2]

DIVISION OF HISTORY AND POLITICAL SCIENCE.

The Division of History and Political Science is one of the twelve Divisions of the Faculty of Arts and Sciences. It comprises the departments of History and Government, and Economics. The administrative officers of the Division and Departments are : —

Professor F. W. Taussig, Chairman of the Division, 2 Scott St.

Professor Charles Gross, Chairman of the Department of History and Government, 11 Putnam Ave.

 Professor W. J. Ashley, Chairman of the Department of Economics, 6 Acacia St.

 

[p. 3]

INSTRUCTORS.

History and Government.

James Bradley Thayer, LL.B., LL.D., Weld Professor of Law, 5 Phillips Place.

Ephraim Emerton, Ph.D., Winn Professor of Ecclesiastical History, 19 Chauncy St.

Silas Marcus Macvane, Ph.D., McLean Professor of Ancient and Modern History, 34 Kirkland St,

Abbot Lawrence Lowell, A.B., LL.B., Lecturer on Existing Political Systems, 709 Exchange Building, Boston.

Edward Channing, Ph.D., Professor of History, 1 Brewster St.

Charles Gross, Ph.D., Assistant Professor of History, and Chairman of the Department of History and Government, 11 Putnam Ave.

Albert Bushnell Hart, Ph.D., Professor of History, 15 Appian Way.

Joseph Henry Beale, Jr., A.M., LL.B., Professor of Law, 13 Chauncy St.

John Winthrop Platner, A.B., Assistant Professor of Ecclesiastical History, 14 Avon St.

Archibald Cary Coolidge, Ph.D., Instructor in History, 15 Ware Hall.

George Willis Botsford, Ph.D., Instructor in the History of Greece and Rome, 45 Walker St.

Frank Beverly Williams, A.M., Assistant Professor of Law, 29 Thayer Hall.

James Sullivan, Jr., A.M., Instructor in History and Palaeography .

 

[p. 4]

Economics.

 Charles Franklin Dunbar, LL.D., Professor of Political Economy, 64 Highland St.

Frank William Taussig, LL.B., Ph.D., Professor of Political Economy, and Chairman of the Division, 2 Scott St.

William James Ashley, A.M., Professor of Economic History, and Chairman of the Department of Economics, 6 Acacia St.

Edward Cummings, A.M., Assistant Professor of Sociology, Corner of Irving St. and Scott St.

John Cummings, Ph.D., Instructor in Political Economy, 7 Thayer Hall.

Hugo Richard Meyer, A.M., Instructor in Political Economy, 53 Weld Hall.

Guy Stevens Callender, A.M., Instructor in Political Economy.

 

ASSISTANTS.

Joseph Dana Allen, A.B., in History 1.

John Charles States Andrew, A.B., in History 1.

Sidney Bradshaw Fay, A.B., in History 1.

———— in History 10.

———— in History 12.

Henry Barrett Learned, A.M., in History 13.

Edward Henry Warren, A.M., in History 13.

Charles Edward Seaman, A.M., in Government 1 and 7.

Harry Augustus Bigelow, A.B., in Government 4.

Charles Sumner Griffin, A.M., in Economics 1.

Edward Henry Warren, A.M., in Economics 1.

———— in Economics 1.

———— in Economics 3 and 14.

 

[p. 5]

COURSES IN HISTORY AND POLITICAL SCIENCE.

An asterisk (*) prefixed to the title of a course indicates that it can be taken only with the previous consent of the instructor.

The courses primarily for Graduates are also open to Undergraduates of adequate training. Whether taken by Graduates or Undergraduates, the instructor must first be consulted.

Knowledge of German will be of advantage in any of the courses; and ability to make use of French books will be assumed.

[…]

[p. 30]

ECONOMICS.

 

GENERAL STATEMENT.

Course 1 is introductory to the other courses. It is intended to give a general survey of the subject for those who take but one course in Economics, and also to prepare for the further study of the subject in advanced courses. It is usually taken with most profit by undergraduates in the second or third year of their college career. It may be taken with advantage in the second year by those who are attracted to political and social subjects. A knowledge of general history (such as is given in Course 1 in History) is a useful preparation.

The advanced courses divide themselves into two groups. The first group contains Courses 2, 3, 13, 14, 15, which are concerned chiefly with economic and social theory. Courses 2 and 15 follow the development of economic theory from its beginnings to the present time, with critical examination of the conclusions reached by economists of the past and the present. Course 13, on scope and method in economic investigation, continues the same subjects; it is taken to best advantage after either 2 or 15. Course 3 considers the wider aspects of economic and social study, and reviews the progress of sociological inquiry. Course 14 takes up the history and literature of socialistic and communistic proposals, and leads to a discussion of the foundations of existing institutions.

The second group contains the remaining courses, which are of a more descriptive and historical character. In all of them, however, attention is given to principles as well as to facts, and some acquaintance with the outlines of economic theory is called for.

Before taking any of the advanced courses, students are strongly advised to consult with the instructors. Courses 2, 3, 4, 7, 10, 12, 13, 14, 15, 16 may not be taken without the previous consent of the instructors. It is advised that Course 1 be taken in all cases as a preparation for the advanced courses; and such students only as have passed satisfactorily in Course 1 will be admitted to Courses 2, 3, 4, 12, 13, 14, 15, 16. But Courses 5, 7, and 9, may also be

[p. 31]

taken by Juniors and Seniors of good rank who are taking Course 1 at the same time; Course 6 is open to students who have taken or are taking cither History 13 or Economies 1; and Courses 10 and 11 are open to students who have passed satisfactorily either in History 1 or in Economics 1.

The Seminary in Economics is intended primarily for Graduate Students; but Seniors in Harvard College, who have had adequate training in the subject, may be admitted to it.

 

 

  1. Outlines of Economics. —Principles of Political Economy.— Lectures on Social Questions and Monetary Legislation. Mon., Wed., Fri., at 9. Professor Taussig, Asst. Professor Edward Cummings, Dr. John Cummings, assisted by Messrs. Griffin, Warren, and ——.   (I)

Course 1 gives a general introduction to economic study, and a general view of Economics sufficient for those who have not further time to give to the subject. It begins with a consideration of the principles of production, distribution, exchange, money, and international trade, which is continued through the first half-year. In the second half-year, some of the applications of economic principles and some wider aspects of economic study are taken up. Social questions and the relations of labor and capital, the theory and practice of banking, and the recent currency legislation of the United States, will be successively treated in outline.

Course 1 will be conducted mainly by lectures. A course of reading will be laid down, and weekly written exercises will test the work of students in following systematically and continuously the lectures and the prescribed reading. Large parts of Mill’s Principles of Political Economy will be read, as well as parts of other general books; while detailed references will be given for the reading on the application and illustration of economic principles.

 

 

[*10. The Mediaeval Economic History of Europe. Tu., Th., (and at the pleasure of the instructor) Sat., at 12. Professor Ashley.]     (X)

Omitted in 1897-98.

The object of this course is to give a general view of the economic development of society during the Middle Ages. It will deal, among others, with the following topics: — the manorial system in its relation to mediaeval agriculture and serfdom ; the merchant gilds and the beginnings of town life and of trade ; the craft gild and the gild-system of

[p. 32]

industry, compared with earlier and later forms; the commercial supremacy of the Hanseatic and Italian merchants ; the trade routes of the Middle Ages and of the sixteenth century ; the merchant adventurers and the great trading companies ; the agrarian changes of the fifteenth nd sixteenth centuries and the break-up of the mediaeval organization of social classes ; the appearance of new manufactures and of the domestic industry.

Special attention will be devoted to England, but that country will be treated as illustrating the broader features of the economic evolution of the whole of western Europe; and attention will be called to the chief peculiarities of the economic history of France, Germany, and Italy.

Students will be introduced in this course to the use of the original sources, and they will need to be able to translate easy Latin.

It is desirable that they should already possess some general acquaintance with mediaeval history, and those who are deficient in this respect will be expected to read one or two supplementary books, to be suggested by the instructor. The course is conveniently taken after, before, or in conjunction with History 9; and it will be of especial use to those who intend to study the law of Real Property.

 

 

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

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

 

 

  1. The Economic History of the United States. Tu., Th., at 2.30, and a third hour at the pleasure of the instructors. Mr. Callender. (XI)

Course 6 gives a general survey of the economic history of the United States from the formation of the Union to the present time, and considers also the mode in which economic principles are illustrated by the experience so surveyed. A review is made of the financial history of the United

 

[p. 33]

States, including Hamilton’s financial system, the second Bank of the United States and the banking systems of the period preceding the Civil War, coinage history, the finances of the Civil War, and the banking and currency history of the period since the Civil War. The history of manufacturing industries is taken up in connection with the course of international trade and of tariff legislation, the successive tariffs being followed and their economic effects considered. The land policy of the United States is examined partly in its relation to the growth of population and the inflow of immigrants, and partly in its relation to the history of transportation, including the movement for internal improvements, the beginnings of the railway system, the land grants and subsidies, and the successive bursts of activity in railway building. Comparison will be made from time to time with the contemporary economic history of European countries.

Written work will be required of all students, and a course of reading will be prescribed, and tested by examination. The course is taken advantageously with or after History 13. While an acquaintance with economic principles is not indispensable, students are strongly advised to take the course after having taken Economics 1, or, if this be not easy to arrange, at the same time with that course.

 

 

*15. The History and Literature of Economics to the Close of the Eighteenth Century. Mon., Wed., (and at the pleasure of the instructor) Fri., at 12.     Professor Ashley. (IV)

The course of economic speculation will here be followed, in its relation alike to the general movement of contemporary thought and to contemporary social conditions. The lectures will consider the economic theories of Plato and Aristotle; the economic ideas underlying Roman law; the mediaeval church and the canonist doctrine; mercantilism in its diverse forms; “political arithmetic;” the origin of the belief in natural rights and its influence on economic thought; the physiocratic doctrine; the work and influence of Adam Smith; the doctrine of population as presented by Malthus; Say and the Erench school; and the beginnings of academic instruction in economics.

The lectures will be interrupted from time to time for the examination of selected portions of particular authors; and careful study will be given to portions of Plato’s Republic and Aristotle’s Politics (in translation) to Mun’s England’s Treasure, Locke’s Considerations of the Consequences of the Lowering of Interest, certain Essays of Hume, Turgot’s Réflexions, and specified chapters of Adam Smith’s Wealth of Nations, and Malthus’ Essay. Students taking the course are expected to procure the texts of the chief authors considered, and to consult the following critical works:

[p. 34]

Ingram, History of Political Economy; Cossa, Introduction to the Study of Political Economy; Cannan, History of the Theories of Production and Distribution; Bonar, Philosophy and Political Economy; Bohm-Bawerk, Capital and Interest; Taussig, Wages and Capital.

 

 

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

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

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

Course 2 is taken with advantage in the next year after Course 1; but Course 15 may also be taken with advantage after Course 1, and then followed by Course 2, or taken contemporaneously with it.

 

 

*132 hf. Scope and Method in Economic Theory and Investigation. Half-course (second half-year). Mon., Wed., Fri., at 11. Professor Ashley.     (III)

Course 13 will examine the methods by which the important writers, from Adam Smith to the present time, have approached economic questions, and the range which they have given their inquiries; and will consider the advantage of different methods, and the expediency of a wider or narrower scope of investigation. Mill’s essay on the Definition of Political Economy; Cairnes’ Logical Method of Political Economy; Keynes’ Scope and Method of Political Economy; certain sections of Wagner’s Grundlegung and Schmoller’s essay on Volkswirthschaft will be carefully examined. The conscious consideration of method by the later writers of the classic school and by their successors in England; the

[p. 35]

rise of the historical school and its influence; the mode in which contemporary writers approach the subject, — will he successively followed.

Course 13 is open to students who take or have taken Course 2 or Course 15. A fair reading knowledge of German as well as of French will be expected of students, and the opportunity will be taken to assist them to acquire facility in reading scientific German. Subjects will be assigned for investigation and report, and the results of such investigations will be presented for discussion.

 

 

*3. The Principles of Sociology. Mon., Wed., and (at the pleasure of the instructor) Fri., at 1.30. Asst. Professor Edward Cummings.     (XIII)

Course 3 begins with a general survey of the structure and development of society; showing the changing elements of which a progressive society is composed, the forces which manifest themselves at different stages in the transition from primitive conditions to complex phases of civilized life, and the structural outlines upon which successive phases of social, political, and industrial organization proceed. Following this, is an examination of the historical aspects which this evolution has actually assumed: Primitive man, elementary forms of association, the various forms of family organization, and the contributions which family, clan and tribe have made to the constitution of more comprehensive ethnical and political groups ; the functions of the State, the circumstances which determine types of political association, the corresponding expansion of social consciousness, and the relative importance of military, economic, and ethical ideas at successive stages of civilization. Special attention is given to the attempts to formulate physical and psychological laws of social growth; to the relative importance of natural and of artificial selection in social development; the law of social survival; the dangers which threaten civilization; and the bearing of such general consideration upon the practical problems of vice, crime, poverty, pauperism, and upon mooted methods of social reform.

The student is thus acquainted with the main schools of sociological thought, and opportunity is given for a critical comparison of earlier phases of sociological theory with more recent contributions in Europe and the United States. Regular and systematic reading is essential. Topics are assigned for special investigation in connection with practical or theoretical aspects of the course.

 

 

*14. Socialism and Communism, — History and Literature. Tu., Th., and at the pleasure of the instructor) Sat., at 9. Asst. Professor Edward Cummings.     (VII)

Course 14 is primarily an historical and critical study of socialism and communism. It traces the history and significance of schemes for social

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reconstruction from the earliest times to the present day. It discusses the historical evidences of primitive communism, the forms assumed by private ownership at different stages of civilization, the bearing of these considerations upon the claims of modern socialism, and the outcome of experimental communities in which socialism and communism have actually been tried. Special attention, however, is devoted to the recent history of socialism, — the precursors and the followers of Marx and Lassalle, the economic and political programmes of socialistic parties in Germany, France, and other countries.

The primary object is in every case to trace the relation of historical evolution to these programmes; to discover how far they have modified history or found expression in the policy of parties or statesmen; how far they must be regarded simply as protests against existing phases of social evolution; and how far they may be said to embody a sane philosophy of social and political organization.

The criticism and analysis of these schemes gives opportunity for discussing from different points of view the ethical and historical value of social and political institutions, the relation of the State to the individual, the political and economic bearing of current socialistic theories.

The work is especially adapted to students who have had some introductory training in Ethics as well as in Economics. A systematic course of reading covers the authors discussed; and special topics for investigation may be assigned in connection with this reading.

 

 

  1. The Labor Question in Europe and the United States. — The Social and Economic Condition of Workingmen. Tu., Th., Sat., at 10. Asst. Professor Edward Cummings and Dr. John Cummings.    (VIII)

Course 9 is a comparative study of the condition and environments of workingmen in the United States and European countries. It is chiefly concerned with problems growing out of the relations of labor and capital. There is careful study of the voluntarily organizations of labor, — trade unions, friendly societies, and the various forms of cooperation; of profit-sharing, sliding scales, and joint standing committees for the settlement of disputes ; of factory legislation, employers’ liability, the legal status of laborers and labor organizations, state courts of arbitration, and compulsory government insurance against the exigencies of sickness, accident, and old age. All these expedients, together with the phenomena of international migration, the questions of a shorter working day and convict labor, are discussed in the light of experience and of economic theory, with a view to determining the merits, defects, and possibilities of existing movements.

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The descriptive and theoretical aspects of the course are supplemented by statistical evidence in regard to wages, prices, standards of living, and the social condition of labor in different countries.

Topics will be assigned for special investigation, and students will be expected to participate in the discussion of selections from authors recommended for a systematic course of reading.

The course is open not only for students who have taken Course 1, but to Juniors and Seniors of good rank who are taking Course 1.

 

 

*4. Statistics. — Applications to Social and Economic Problems. — Studies in Movements of Population. — Theory and Method. Mon., Wed., Fri., at 11. Dr. John Cummings.     (III)

This course deals with statistical methods used in the observation and analysis of social conditions, with the purpose of showing the relation of statistical studies to Economics and Sociology, and the scope of statistical inductions. It undertakes an examination of the views entertained by various writers regarding the theory and use of statistics, and an historical and descriptive examination of the practical methods of carrying out statistical investigations. The application of statistical methods is illustrated by studies in political, fiscal, and vital statistics, in the increase and migration of population, the growth of cities, the care of criminals and paupers, the accumulation of capital, and the production and distribution of wealth.

 

 

52 hf. Railways and other Public Works, under Government and Corporate management. Half-course (second half-year). Tu., Th., and (at the pleasure of the instructor) Sat., at 1.30. Mr. Meyer.     (XIV)

 

In this course it is proposed to review the history and working of different modes of dealing with railway transportation, and to deal summarily with other similar industries, such as the telegraph, street railways, water and gas supply. Consideration will be given to the economic characteristics of these industries, the theory and history of railway rates, the effects of railway service and railway charges on other industries, the causes and consequences of monopoly conditions. The history of legislation in the more important European countries will be followed, as well as the different modes in which they have undertaken the regulation and control of private corporations, or have assumed direct ownership, with or without management and operation. Some attention will be given also to the experience of the British colonies, and more especially of those in Australia. In the United States, there will be consideration of the growth of the great systems, the course of legislation by the federal government,

[p. 38]

the working of the Interstate Commerce Act, and the modes of regulation, through legislation and through Commissions, at the hands of the several States. So far as time permits, other industries, analogous to railways, will be discussed in a similar manner.

Written work, in the preparation of papers on assigned topics, will be expected of all students in the course.

 

 

*71 hf. The Theory and Methods of Taxation, with special reference to local taxation in the United States. Half-course (first half-year). Tu., Th., and (at the pleasure of the instructor) Sat., at 1.30. Professor Taussig.     (XIV)

Course 71 undertakes an examination of the theory of taxation, based upon the comparative study of methods as practised in different countries and in different States of the American Union. This examination necessarily includes some discussion of leading questions in revenue legislation, such as the taxation of incomes and personal property, the single tax, progressive taxation, and indirect taxes.

 

 

*72 hf. Financial Administration and Public Debts. Half-course (second half-year). Tu., Th., Sat., at 11. Professor Dunbar.       (IX)

Course 72 is devoted to an examination of the budget systems of leading countries, and their methods of controlling expenditure, the methods of borrowing and of extinguishing debts practised by modern states, the form and obligation of the securities issued, and the general management of public credit.

Topics will be assigned for investigation by the students, and a list of topics, references, and required reading will be used.

 

 

* 121 hf. International Payments and the Flow of the Precious Metals. Half-course (first half-year). Tu., Th., Sat., at 11. Professor Dunbar and Mr. Meyer. (IX)

 

[*122 hf. Banking and the History of the leading Banking Systems. Half -course (second half-year). Tu., Th., Sat., at 11. Professor Dunbar.]     (IX)

Omitted in 1897-98.

Course 121 is taken up with the discussion of the movements of goods, securities, and money, in the exchanges between nations and in the settlement of international demands. After a preliminary study of the general doctrine of international trade and of the use and significance of bills of exchange, it is proposed to make a close examination of some cases of

[p. 39]

payments on a great scale, and to trace the adjustments of imports and exports under temporary or abnormal financial conditions. Such examples as the payment of the indemnity by France to Germany after the war of 1870-71, the distribution of gold by the mining countries, and the movements of the foreign trade of the United States since 1879, will be investigated and used for the illustration of the general principles regulating exchanges and the distribution of money between nations.

In Course 122 the modern system of banking by deposit and discount is examined, and its development in various countries is studied. The different systems of note-issue are then reviewed and compared, and the relations of banks to financial crises carefully analyzed. Practical banking does not come within the scope of this course. The study is historical and comparative in its methods, requiring some examination of important legislation in different countries, practice in the interpretation of banking movements, and investigation of the general effects of banking. The course, therefore, naturally leads to an examination of the questions now raised as to bank issues in the United States.

 

 

*162 hf. Selected Topics in the Financial Legislation of the United States. Half-course (second half-year). Tu., Th., at 2.30. Professor Dunbar.      (XI)

The topics for study in this course for 1897-98 will be: (1) The Legal Tender Issues of the Civil War; (2) Development of the National Banking System. Subjects will be assigned and reports called for, requiring thorough investigation in the debates of Congress and other contemporary sources of information, for the purpose of tracing the history and significance of the legislative acts to be discussed, and a close study of such financial and commercial statistics as may throw light upon the operation of the acts.

Arrangements will be made by which graduate students and candidates for Final Honors in Political Science may take this course in connection with the Seminary in Economics as a full course running through the year.

 

 

  1. Seminary in Economics. Mon., at 4.30. Professors Dunbar, Taussig, and Ashley, and Asst. Professor Edward Cummings.

In the Seminary the instructors receive Graduate Students, and Seniors of high rank and adequate preparation, for training in investigation and discussion. No endeavor is made to limit the work of the Seminary to any one set of subjects. Subjects are assigned to students according to their needs and opportunities, and may be selected from any of the larger fields covered by the courses in which stated instruction is given. They

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may accordingly be in economic theory, in economic history, in applied economics, in sociology, or in statistics. It will usually be advisible for members of the Seminary to undertake their special investigation in a subject with whose general outlines they are already acquainted; but it may sometimes be advantageous to combine general work in one of the systematic courses with special investigation of a part of the field.

The general meetings of the Seminary are held on the first and third Mondays of each month. The members of the Seminary confer individually, at stated times arranged after consultation, with the instructors under whose special guidance they are conducting their researches.

At the regular meetings, the results of the investigations of members are presented and discussed. The instructors also at times present the results of their own work, and give accounts of the specialized literature of Economics. At intervals, other persons are invited to address the Seminary on subjects of theoretic or practical interest, giving opportunity for contact and discussion with the non-academic world. Among those who thus contributed to the Seminary in 1895-97 were President Francis A. Walker, Dr. Frederick H. Wines, Mr. S. N. D. North, Mr. A. T. Lyman, Mr. E. W. Hooper, and Mr. F. C. Lowell.

In 1896-97 the Seminary had fifteen members, of whom twelve were Graduate Students, two were Seniors in Harvard College, and one was a Law Student. Among the subjects under investigation in that year were: The Woollen Industry in England during the 17th and 18th centuries; Over-production and Over-accumulation in Economic Theory; The Taxation of Sugar in the United States and in Foreign Countries; The National Banking System with regard to its operation in the West and South; The Financial History of the Pennsylvania Railway; The Financial History of the Union Pacific Railway; The History of Immigration into the United States.

 

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GENERAL INFORMATION.

ORGANIZATION.

The Division of History and Political Science comprises two departments: History and Government, and Economics. The Division has charge of the administration of Final Honors, and of the Degree of Ph.D., in History and Political Science. The recommendation of candidates for assistantships, fellowships, and scholarships is in the hands of the respective departments; Second-Year Honors in History and Government are administered by the Department of History and Government; and in general each Department has charge of all matters relating specially to its own instruction.

 

HONORS.

Honors are awarded to students who attain high grades in a certain number of courses in one subject or group of subjects, and who give satisfactory evidence, at a special examination, as to the range and accuracy of their general knowledge of the subject in which the Honors are awarded.

Second-Year Honors in History and Government are awarded, at the end of the Sophomore or Junior year, on the following conditions : —

1. Distinguished excellence in the work of three and a half courses in History and Government or of three such courses and one course in Political Economy.

2. Passing with distinction a special examination, which shall be a test of the candidate’s general acquirements in History and Government.

3. The study of a special topic upon which the candidate may be required to report in written form. This report must be presented not later than May 15 to the instructor under whose direction it has been prepared.

Candidates for Second-Year Honors are required to register their names at the office of the Dean of the College, as early as the first

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day of April of the year in which they present themselves for examination.

The examinations for Second-Year Honors are conducted by the Department of History and Government.

Final Honors in History and Government or in Political Science are awarded, usually with the degree of A.B. or A.M., on the following conditions : —

Every student who wishes to be regarded as a candidate must present a written application to the Dean of the College before November 1, in his Senior year. Blank forms of application may be obtained from the Recorder.

 

[…]

In Political Science the candidate will present for approval by the Division of History and Political Science, not later than October 10 of his final year of preparation, a plan of study which shall comprise not less than five courses, not elementary, selected from those offered under History and Government, and Economics, including at least one course in Economics, one in History, and one in Government.

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The candidate may also state in his plan of study further work in Political Science which he desires to have considered in determining the award of Honors.

Not later than May 15, the candidate will present a thesis, which may also be counted as part of his work in one or more courses, and which should be handed to the instructor under whose guidance it is prepared; and he will be required to pass an examination on the general field of his studies in Political Science.

 

DEGREES.

The degree of Bachelor of Arts is conferred usually after four years of residence. At least one year of residence is required. Graduates of other colleges and students of the higher classes of other colleges are admitted to advanced standing in Harvard College, without examination, on presenting testimonials of scholarship and character, and satisfactory evidence of work well performed in the institutions previously attended.

The degree of Master of Arts is conferred on persons who have the degree of Bachelor of Arts from Harvard College (or who have pursued successfully at some other college a course of study accepted by the Faculty of Arts and Sciences as equivalent to the A.B. of Harvard College), and who have pursued at Harvard University advanced studies with high credit for a whole year.

For the degree of Doctor of Philosophy no set period of study is prescribed. It is not usually taken in less than three years after the attainment of the degree of Bachelor of Arts in Harvard College, or an equivalent. In order to be admitted to the degree the candidate must show a general training in the whole field of study, firm grasp of his special subject within the field, and independent research in some portion of that subject. He must present a thesis, showing original treatment or investigation, and must pass such examination or examinations as may be required by the Division. The degree is given on the ground of thorough study and high attainments. Appropriate studies carried on in the Graduate School of any other university may be recognized as a part of the candidate’s preparation for the degree. The minimum period of residence at Harvard University is one year.

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The University confers the degree of Doctor of Philosophy in History and in Political Science. Candidates for the degree under either of these heads are subject to supervision and examination by the Division of History and Political Science. In order to indicate the grounds on which it is prepared to recommend candidates for the degree, the Division has adopted the following statements and suggestions.

All communications relative to the doctorate should be sent to the Chairman of the Division of History and Political Science.

 

 

THE DEGREE OF PH.D. IN POLITICAL SCIENCE.

General Preparation.

Every candidate for the degree of Doctor of Philosophy in Political Science, will be expected, at an early stage in his preparation, to submit to the Division, through its chairman, evidence of the extent and quality of his general studies. A command of good English, spoken and written, the ability to make free use of French and German books, and a fair acquaintance with general history, are expected in all cases. On the evidence presented, the Division will decide, provisionally, as to the sufficiency of the candidate’s general training. No set examinations will be held in any of these elementary requirements. Candidates may be required to make up deficiencies by pursuing specified College courses, or in such other way as the Division may designate. The provisional acceptance of a candidate, as regards this portion of his preparation, does not preclude the Division from rejecting him later, if, in the examination on specific subjects, it shall appear that his general education is insufficient.

 

Examinations.

Candidates must ordinarily pass two examinations: the first general, the second on a special field, defined in each case by vote of the Division.

I. The aim of the first examination is to ascertain the candidate’s acquaintance with a considerable range of subjects included within the scope of Political Science. He may satisfy this requirement by showing a good knowledge of any seven of the subjects named in

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the following list, — at least one to be taken from each of the three groups :

 

Group A.

  1. Political Institutions of Mediaeval Europe, including England.
  1. History of Political Institutions in Continental Europe since 1500.
  1. Constitutional History of England since the beginning of the Tudor period.
  1. History of American Institutions, including the Colonial period.

 

Group B.

  1. Theory of the State.
  1. Modern Government and Comparative Constitutional Law.
  1. International Law and Diplomatic History.
  1. Roman Law and selected topics in the history of Legal Institutions.

 

Group C.

 

  1. Economic Theory and its history.
  1. Applied Economics : Money and Banking, International Trade, Taxation and Finance.
  1. Economic History: either the outlines of the economic history of Europe and the United States ; or economic history of the United States with special reference to the Tariff, Financial Legislation, and Transportation.
  1. Sociology.

 

Candidates are not required, however, to follow the details of this plan. They may present, for the consideration of the Division, reasonable substitutes for any of the topics named, and may offer appropriate combinations of parts of the separate subjects. They are advised, in all cases, to submit their plans of study for approval at an early date. The examination of each candidate will be confined to the subjects selected by him and approved by the Division; but in judging of his fitness for the degree, regard will be had to the general grasp and maturity shown, as well as to the range and accuracy of his attainments in the specific subjects of examination.

II. The second examination will be on a single limited subject agreed upon in advance. It is intended that each candidate should have, as far as possible, freedom of choice in selecting his subject, but it is expected that he will submit, for approval, an outline of work to be presented in satisfaction of this requirement. It is desirable that this outline should be submitted a year in advance of

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the examination. The ground covered may properly be less extensive than that included in any of the general subjects named above and may lie within one of the general subjects offered by the candidate. At the final examination the candidate will be expected to show such a mastery of his chosen subject, and such an acquaintance with the literature bearing on it, as would qualify him to give instruction to mature students.

 

Thesis.

The thesis must be in the hands of the Division on or before May 1 of the year in which the degree is sought. It must be accepted as satisfactory before the candidate can be admitted to the final examination. It must show an original treatment of the subject, or give evidence of independent research, and must also be in good literary form and suitable for publication.

[…]

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[…]

FELLOWSHIPS AND SCHOLARSHIPS.

About $40,000 is distributed annually among undergraduate students, in amounts ranging from $40 to $450. Eighteen fellowships and about forty-seven scholarships are also annually assigned to graduate students, the former varying in amount from $400 to $750, the latter from $150 to $300. Many of these appointments may be given or promised to persons not already members of the University. Some of the Fellowships permit the holders to study either at Harvard University or elsewhere; others require residence in Cambridge.

Four of the Fellowships have special reference to political and economic studies, namely: the Henry Lee Memorial Fellowship (income $450), for the study of Political Economy; the Robert

Treat Paine Fellowship (income $500), for the study of Social Science; the Henry Bromfield Rogers Memorial Fellowship (income $450), for the study of Ethics in its relation to Jurisprudence or to Sociology; the Ozias Goodwin Memorial Fellowship (income $450), assigned to students of Constitutional or International Law.

_______________________________

Source: Harvard University. Faculty of Arts and Sciences. Division of History and Political Science Comprising the Departments of History and Government and Economics, 1897-98.