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Distribution Harvard Suggested Reading Syllabus

Harvard alumnus. Extension course of six lectures on distribution. William M. Cole, 1896

During one of my recent scavenger hunts in the internet archive hathitrust.org I  scored the serendipitous discovery of a syllabus for six lectures given in 1896 by the recent Harvard economics A.M. alumnus and later professor of accounting, William M. Cole. His subject was the unequal distribution of wealth and the lectures were held under the auspices of the American Society for the Extension of University Teaching of Philadelphia. In previous years this subject was treated by  Richard T. Ely and John Bates Clark.

Cole had been a teaching assistant for Frank W. Taussig’s introduction to the principles of economics and one presumes much (if not all) of what Cole offered his public was theory à la Taussig, warmed up and perhaps somewhat dumbed down for popular consumption.

An earlier post provides more detail about the later career of William M. Cole.

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Homecoming, 1896

…Portland people will be interested to know that Mr. William M. Cole, who is in this city to represent the American University Extension Society at Assembly hall tonight, is a Portland boy. He was a Brown medical scholar at the High school, graduating from Harvard as one of the eleven Summa cum laude men of his class, has been instructor in political economy at Harvard and at Radcliffe, and was secretary of the Massachusetts commission on the unemployed. He is now a lecturer on economics for the American University Extension Society. Mr. Cole devotes his leisure largely to literary work. His latest work is “An Old Man’s Romance,” published last summer, and favorably reviewed by such literary papers as the Bookman, the Bookbuyer, the Boston Transcript and the Atlantic Monthly. It appeared under the pseudonym, Christopher Craigie. Mr. Cole had an article “Alone on Osceola,” in the August New England Magazine.

Source: The Portland Daily Press (Portland, Maine)
6 Feb 1896, p. 8.

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Cole Lectured on Wealth Distribution four times in 1896

  • Bangor, Maine. Mar. 16, 30 Apr. 13, 20, 27 May 4
  • Farmington, Maine. Feb 18 Mar. 17, 31 Apr. 14, 21, 28
  • Portland, Maine. Apr. 2, 9, 16, 23, 30 May 6
  • Saco, Maine. Feb. 19, Mar. 18, Apr. 1, 15, 22, 29.

Source: The American Society for the Extension of University Teaching, Philadelphia. The Citizen (April 1896) p. 72.

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[Series E.]

University Extension Lectures
under the auspices of
The American Society
for the
Extension of University Teaching.
Syllabus of a
Course of Six Lectures on

The Causes of the Unequal Distribution of Wealth Treated with Special Reference to the Principles Underlying the Problems of Labor, Land and Capital.

BY
WILLIAM MORSE COLE, A. B.
Late Instructor in Political Economy in Harvard University.

No. 16.
Price, 15 Cents.

Copyright, 1896, by
American Society for the Extension of University Teaching,
111 S. Fifteenth St., Philadelphia, Pa.

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The Causes of
the Unequal Distribution of Wealth.

CLASS.— At the close of each lecture a class is held for those students who wish to study the subject more thoroughly. All who attend the lectures may remain for the class discussion, whether desirous of participating in it or not. The object of the class is to give the students an opportunity of coming into personal contact with the lecturer, in order that they may, by conversation and discussion, the better familiarize themselves with the principles of the subject, and get their special difficulties explained.

PAPERS.— Students are urged to send to the lecturer at regular intervals papers on the topics set. These papers are returned with corrections and comment.

EXAMINATIONS.— Those students whose papers and attendance upon the class exercises have satisfied the lecturer of the thoroughness of their work will be admitted to an examination at the close of the course. Each student who passes the examination successfully will receive from the society a certificate in testimony thereof.

STUDENTS’ ASSOCIATION.— The formation of a Students’ Association for the reading and study before and after the lecture course, as well as during its continuance, is strongly recommended. In the case of fortnightly lectures the sessions of the Association may be held on the same evening of the alternate week.

REFERENCES.

NOTE.— Since Economics is a comparatively new science, the amount of new literature of which the permanent value has not yet been determined is very great. Much of the new doctrine, moreover, is incorporated in general text-books and set forth in detail rather for the specialist than for the general reader and thinker. It is deemed wise, therefore, to refer for this course to a few only of the standard books. These will familiarize the student with recognized doctrine so that he may read new literature with discrimination.

LECTURE I.

Wealth.— J. S. Mill, Political Economy, first ten pages of Preliminary Remarks; or J. L. Laughlin’s Abridgment of Mill, Preliminary Remarks.

Agents in Production.— Mill [The reference “Mill” will mean J. S. Mill, Political Economy.], Bk. I, Chaps. I to VII (incl.); or, Laughlin [The reference “Laughlin” will mean J. L. Laughlin’s Abridgment of Mill’s Political Economy.], Bk. I. F. A. Walker, Political Economy, Part. II.

Rent.— Mill, Bk. II, Chap. XVI; or Laughlin, Bk. II, Chap. VI. Walker, Polit. Econ., Part II, Chap. I, §§ 44, 45; Part IV, Chap. II.

Law of Diminishing Returns.— Walker, Wages Question, Chap. V.

LECTURE II.

Unearned Increment.— Mill, Bk. V, Chap. II, §§ 5, 6; or, Laughlin, Bk. V, Chap. I, § 5. Henry George, Progress and Poverty, Bk. VII, Chap. III; Bk. VIII, Chap. II. Walker, Polit. Econ., Pt. IV, Chap. II, §v258; Pt. VI, Chap. VII (3d Ed., Chap. X).

LECTURE III.

Wages and Profits.— Mill, Bk. II, Chap. XI, §§ 1, 2, 3; Chap XV; or, Laughlin, Bk. II, Chap. II, §§ 1, 2, 3; Chap. V. Walker, Polit. Econ., Pt. IV, Chaps. III. IV. V.

LECTURE IV.

The Increase of Capital.— Mill, Bk. I, Chap. XI and Chap. VIII; or, Laughlin, Bk. I, Chap. VIII and Chap. VI.

Trusts.— E. von Halle, Trusts (Macmillan & Co., 1895).

Railroads.— A. T. Hadley, Railroad Transportation, (G. P. Putnam’s Sons, 1890) Chaps. III, IV, V.

LECTURE V.

Wages in Different Employments.— Mill, Bk. II, Chap. XIV; or, Laughlin, Bk. II, Chap. IV. J. E. Cairnes, Political Economy, Part I, Chap. III, § 5. Report Mass. Commission on Unemployed, Pt. IV, p. 1 to lii. Walker, Wages Question, Chap. XIV.

Trade Unions.— J. E. Cairnes, Political Economy, Pt. II, Chaps. III, IV. Walker, Wages Question, Chap. XIX.

Profit Sharing.— N. P. Gilman, Profit Sharing (Houghton, Mifflin & Co., 1889) Chaps. IX, X.

The Question of Population.— Mill, Bk. II, Chap. XI, § 6; Chaps. XII, XIII; or Laughlin, Bk. II, Chap. II, §§ 4, 5; Chap. III. Walker, Wages Question, Chap. VI; Chap. XVIII, § 3.

The Wages Fund.— J. E. Cairnes, Pt. II, Chap. I. Walker, Wages Question, Chaps. VIII, IX.

LECTURE VI.

International Trade.— Mill, Bk. III, Chap. XVII; or Laughlin, Bk. III, Chap XIII. J. E. Cairnes, Political Economy, Pt. III, Chap. I.

The Classical View of Laissez Faire.— Mill, Bk. V, Chap. XI. J. E. Cairnes, Polit. Econ., Pt. II, Chap. V.

Instability of Modern Conditions.— Walker, Polit. Econ., Pt. III, Chap. VI. C. F. Dunbar, The Theory and History of Banking, (G. P. Putnam’s Sons, 1891) Chaps. I, II. Report Mass. Commission on Unemployed, Pt. IV, Introduction.

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LECTURE I.
The Agents in the Production of Wealth and the Primary Principle of Rent.

The field of economic study is the production, distribution, and exchange of wealth in civilized society and among men actuated by normal motives and conducting their operations in the normal manner. Economics, therefore, does not offer its conclusions to be applied directly to abnormal conditions or transactions. It is highly practical, for it furnishes the general, fundamental principles which give an insight into all economic activity. Its relation to politics, or the art of government, is like that of physiology to hygiene. It does not decide between policies, —it furnishes the knowledge of principles which enables one possessed of facts and having certain aims to decide for himself. (See Quarterly Journal of Economics, July, 1891, “The Academic Study of Political Economy,” by C. F. Dunbar.)

A knowledge of the primary laws of production and distribution is essential for a comprehension of the problems of wealth and poverty. Not all things useful or agreeable are wealth, but only those which are also transferable, capable of accumulation, and limited in quantity.

Man’s only physical power is that of moving things. His mechanical agency in producing wealth is therefore small. Without the forces and materials supplied by nature, man would be helpless. Yet, in modern times, even with the maximum assistance of nature, few men unassisted by capital could produce a tithe of what they consume. Thus land and labor are the requisites of production: and capital, though not always absolutely necessary, is a necessity if modern methods are used, and in any case increases the produce many fold.

Not all labor is productive of wealth; but some which seems at first sight unproductive is in reality highly productive and much that is unproductive is of far greater importance to the community than it could be if it were devoted to production.

Capital, in the economic sense of the word, is wealth set apart to assist further production. The owner has sacrificed his immediate satisfaction in the use of it by devoting it to increase the productive forces of the community. It serves its use by being consumed, but would be valueless to the community if it were hoarded. Recompense for its consumption is furnished in the product which it assists in producing.

Of the three parts into which the produce of industry is commonly divided, we shall first consider rent. Rent owes its origin to the diversity of lands. If all land were like all other land and there were enough to satisfy everyone, there would be no rent. At one time in every country there was enough good land to satisfy everyone, and therefore no one paid rent. The poor lands were not cultivated. As the community grew and required a greater produce, however, the law of diminishing returns came into effect and forced cultivation down on poorer lands or induced more expensive processes of cultivation on the old lands. As the community was thus obliged to pay more for its produce, the better lands, producing as cheaply as before, yielded more than enough to pay the normal wages and profit. The owner demanded this surplus in rent, and the cultivator not only was able to pay it, but was forced to do so by the competition of others. Rent, then, is payment made to the owner of superior land for its use, and the amount of rent is measured by the superiority of that land over land which yields only normal wages and profits, i.e., the superiority of that land over the poorest land which must be cultivated to supply the needs of the community. A change in the demand for products which affects the margin of cultivation therefore affects rents.

Not only fertility, but accessibility, surroundings, etc., determine rent. These are the chief elements in the rental price of stores, offices, wharves, factories and residences. Yet a part of this is not rent but profit on the capital invested in the buildings.

Rent forms no part in the cost of production, for it is paid for superior advantages.

LECTURE II.
The Land Question.

Rent arises not only from superior fertility or productiveness, but from superior accessibility and superior surroundings. These are variable and are often the result of the growth of society, independent of effort on the part of the owners of land. Yet the owners appropriate the increase in rental or selling value without recompense to the society which produced it. Such appropriation of “unearned increment” is the origin of many fortunes in every community. Though legally and politically just, such appropriation is morally unjust. Yet there is no apparent way of remedying the injustice by any political machinery now in operation. A man who refused to appropriate the unearned increment would simply leave it for another’s benefit. The advocates of the single tax recommend the abolition of all injustice arising from appropriation of unearned increment by seizing for public benefit without compensation to the owner, except for improvements made, all land now privately owned. This would secure for society not only all present and future but also all past unearned increment. This would bring great wealth to the public treasury and thus make it possible to relieve poverty, but it would perpetrate an injustice much greater than that which it would correct; for the greater part of the unearned increment has been appropriated by past owners, and to confiscate the property of present owners would be to take away from them property for which they have already paid a presumably fair price. The single tax advocates say that there never was properly any valid title to land, since the land was created for all and no man made it, —and that therefore it is a man’s own fault if he buys and pays for a right which the seller did not possess.

This raises the question whether the right to exclusive control over land is a moral right. The usual answer is summed up in the phrase, “Give a man an insecure tenancy of a garden, and it will become a desert; but give him a nine years’ lease of a desert, and he will convert it into a garden.” Private ownership is considered necessary for a proper care and cultivation of landed property. This, however, is solely on the ground of policy. Yet, justice demands as much. In many localities population is excessive, crowds closer and closer together, and thereby not only raises the cost of living, but destroys much that makes the pleasure of the old inhabitant. If he, and his ancestors before him, or anyone from whom he may purchase, have chosen a place for their habitation or their work, no justice can demand that he be caused to suffer by the encroachment of a new population or an increased population for which he is not responsible. If population is to grow, as some predict, until it is pressed for means of subsistence, there is the more reason for sustaining, now while the world is big enough for all, the right of anyone to secure for himself and his descendants land which shall be their allotted space. Certain incompetent classes of population can grow in excess of all usefulness for themselves or others, and as their growth involves evil to those who are innocent of irresponsible growth, the one protection in the right of private property in land cannot justly be withdrawn.

This right of private property in land, however, does not include the right to appropriate the “unearned increment” which is the creation of society. The assumption of it by society would be both just and politic. The difficulty is one of practicability. The assumption could not cover the unearned increment of the past, for that cannot be traced; it could not cover all that in the present and future, for many of the present land owners have already compensated past owners for expected increment, and would thus suffer from injustice; and the line between earned and unearned increment, and the amount of increment, are not always apparent. Justice demands this assumption, however, and ways of making it practicable will be devised.

In one class of land, no private right of ownership should be recognized at all. Much of the world’s mineral wealth, for example, is locked up in few localities. This belongs to society at large. All mines, therefore, should be public property, and managed for society’s interest.

In the same category belong all lands having special narrowly-limited properties, such as that comprising grand scenery and natural transportation routes. Permanent private control of them constitutes monopoly, which is counter to public justice.

LECTURE III.
The Relation of Profits and Wages.

No man works in these days without the assistance of capital; and even his wages are paid out of capital. Temporarily, therefore, the rate of wages will depend upon the number of persons desiring employment and the number of commodities suitable for their use which are offered them by persons desiring their services. An increase in the number of persons desiring employment, without a corresponding increase in the capital available for their payment, produces lower wages, and an increase in the capital offered as wages, without corresponding increase in the number desiring employment, produces higher wages. A sudden rise in the value of commodities produced does not necessarily bring with it the ability to pay higher immediate wages, for as wages are usually paid out of capital, the wage-paying power is not immediately affected.

Labor is required by capital. The rate of wages, therefore, cannot permanently remain below the point which suffices to supply a working population. The amount which will supply population is determined largely by the workers themselves. If workers are unwilling to undertake the support of families at a given rate of wages, the number of marriages declines, the birth rate is reduced, and the population fails to supply the demand of capitalists for workers. Then the competition of employers for workers raises wages until the point at which workers are willing to marry and assume the support of families is reached. This point is in the long run the minimum limit of wages. Though there is no maximum limit, there is in most communities a natural force which tends to keep wages from reaching a very high range. The tendency of population to increase is generally manifest, and in most communities there appears to be a marked connection between the rate of increase and the wages of labor. An increase of wages among certain classes of workers often results in a larger population; and this, when unaccompanied by a proportionally increased capital, results in a reduction of wages. Thus the rise in wages counteracts itself. This increase in population, however, is by no means universal, and is in no case necessary. An important check on sudden fluctuations in wages is found in migration of laborers.

As capital greatly increases the world’s produce, and is a necessary element in carrying on business by modern methods, the possessor of it receives a share of the produce. This share is called profit, or, more strictly speaking, interest. The justification of this share lies in the fact that capital is the result of self-denial on the part of someone at sometime, in devoting to productive use wealth which might have given him immediate personal gratification if spent. Similar self-denial is involved also on the part of an inheritor of wealth who devotes it to productive use. Interest is not only just, but its payment is dictated by policy, for capital would not increase rapidly enough to assist the growing population if this inducement were withdrawn.

Chronologically, interest or profit is a residue. It consists of the balance of production after wages are paid. If the total amount of production is fixed, the greater the share of labor, the smaller that of capital, and vice versa. The rate of profit cannot permanently remain below that point at which it is worth the while of possible capitalists to save rather than to spend their wealth; for the moment it falls below that point expenditure increases and the fund for paying wages decreases, until laborers are obliged to accept lower wages or go without work. Then this reduction of wages increases profits, and it thus restores the rate at which wealth will be saved. A very high rate of profit, on the other hand, stimulates saving, and thus, by increasing the amount of capital seeking to hire laborers, raises wages and partially counteracts itself. The migration of capital is an important check upon extreme variations.

Yet high wages and high profits are not inconsistent. The interests of laborers and of capitalists are conflicting only in the act of dividing the produce of industry. They have a common ground in the desire to increase the produce so that the share of each may be larger.

The distinction between interest and profits is wide. One is the share of the owner of capital as such, and the other is the share of a manager, — or, strictly speaking, wages of superintendence. Thus, profits though usually associated with capital, are really reward for labor; and they form the usual path by which men pass from the rank of laborer to that of capitalist.

LECTURE IV.
The Problems of Capital.

No adequate understanding of economic problems is possible without some appreciation of the amount of capital involved in modern industries. Formerly, labor was assisted by capital; now the function of labor is chiefly directing capital. Dividing capital into two parts, the auxiliary (which the laborer employs in his work), and the remuneratory (which supports the laborer while he is engaged in production), the remuneratory will be found in many industries but a tithe as much as the auxiliary. Man has acquired and accumulated great control over the forces and supplies of nature, and converting these into capital he increases many fold the production of wealth. Whatever, therefore, affects the amount of capital in a community is of great importance.

No judgment upon the value of the service of capital is adequate unless it takes into account the element of risk involved in modern investment. A turn of fashion, a change of government policy, a new discovery in science, a new invention in machinery, may annihilate not only expected profits but capital itself. New investments are often surrounded with great risk. As it is the expectation rather than the actual existence of profit that determines the conversion of wealth into capital, a rate of profit extraordinarily high is justified if the possibility of it was needed to induce capitalists to enter a venture clearly for the public good.

Great combinations of capital result often from the risks of business. The prosperity of each business firm is dependent not only on the ability of its manager, but also, in a certain degree, upon that of competitors. An ill-judged move by one firm often brings disaster to its bitterest enemies as well as to itself. A union of interest so that the wisest counsel will prevail among all concerned is a natural step. Moreover, the union forms an insurance of each against the monopoly of special privileges and improvements by the others.

Much of the gain from the combination of capital arises from the conduct of business upon large scales. Too much emphasis can hardly be placed upon this element. Great saving arises from cheaper purchase of material in large quantities; from better utilization of material through a larger range of methods, machines and facilities; and through economy in purchasing, selling and directing agencies. Each member of a combination has the advantage of the best knowledge of every other member. Whether the goods produced are sold cheaper in consequence or not, society is richer, because the energy and capital saved are available for other things.

Combinations of capital to control the markets and exact tribute from consumers have no such economic basis. They are analogous to the monopoly of rich mines discovered by accident. It will be found, moreover, that combinations of capital to force unduly high prices are seldom permanently successful unless they are founded on a natural monopoly. In such cases it is the monopoly of things which should be the property of society at large, and not the combination of capital, that brings evil. Though a powerful combination having no natural monopoly may for a time control the market, it cannot long keep prices above the point at which they would be maintained without the combination; for whenever they raise prices artificially beyond that point a large profit can be made by any outside producer, and such will not be wanting.

One is not accustomed to consider crime an element in economics. Yet we find a species of it an important element in our discussion of capitalism. Unfortunately, the great combinations are not free from evidence of it. Many of them have been known to commit robbery and bribery. Their facilities for such work in bankrupting railroads, robbing stockholders, bribing legislatures, securing unjust discrimination, and the like, are great. Though their economic power gives them this political power, the question is not properly one of economics. Justice will not suffer any economic consideration, whatever it may be, to issue the final word in the matter of combinations of capital, if it is found that they create moral degradation and political corruption.

LECTURE V.
The Problems of Labor.

Though the wages of labor are found to differ in different employments in consequence of the conditions of each trade (as, e.g., the cost of learning, steadiness of employment, agreeableness, etc.,) the differences are often found much greater than can be accounted for by such causes. The explanation lies in the existence of barriers setting off non-competing groups, — the wages of the members of each group being determined largely by the economic position of the commodity which they produce. The wages of workers above the lowest class are determined partly by the principles that govern rent. This is especially clear of the entrepreneur or manager’s class.

The steady growth of improvements, adding to the productive power of capital, decreases the proportional though not the absolute share of the laborer in the product of industry. A great hope for the laborer lies in the possibility of becoming a capitalist. The law of minimum wages shows that a laborer who begins his career with determination may become a capitalist.

Co-operation is specially directed toward the realization of interest and profits for the laborer. Its failures have been due largely to inadequate appreciation by the co-operators of the functions of the entrepreneur.

Profit sharing, though aiming less high directly, may, when scientifically conducted, give the laborer as good opportunities. In principle, it furnishes the laborer opportunity to use his employer’s facilities for producing wealth, and to share with his employer the produce resulting.

The most popular agency for improving the worker’s lot is the trade-unions. Associations of workers to gather and spread information concerning trade conditions, to set high standards of workmanship, to stir up public opinion against inhuman employers, and to perform other like functions, are economic agents of good; but trade-unions have often defied natural law and involved themselves in inevitable destruction. Their danger is the blind following of unintelligent leaders, but a knowledge of fundamental economic principles is spreading among them.

Trade-unions, co-operation and profit-sharing are at best but palliatives. The ultimate labor problem lies deeper. Three fundamental questions must be asked. What does the laborer do for society? What does society do for the laborer? What does society owe the laborer?

The grades of labor are infinite, — from him who has brute strength and will work faithfully when under supervision, to him who has executive ability to direct and combine the varied works of a thousand others. The first can barely without aid support himself, and he cannot render to society much that it desires. The service of this man is hardly greater than that of his ancestors two centuries ago: if he does more, he does so through the help of inventions or the capital of others. It is the work of others, therefore, and not his work which is of increased utility.

The worker who is able by quick mind and nimble fingers to operate a delicate machine — the manipulation of which has been taught him — contributes somewhat individually to society; but the greater part of the gain here, also, lies in the machine which he operates. If, however, he can devise new methods, acquire versatility to operate several machines and thus economise time or labor, or invent a new machine or process, he has contributed something to economic progress. The services which may be rendered to society are infinite, and society’s wants are infinite.

Wages are higher in this generation than ever before in the history of the world. The poorest laborer counts as necessities articles of consumption which were luxuries for the well-to-do a century ago . Poverty to-day is rather relative than absolute. Fluctuations in circumstance rather than continued distress constitutes present-day poverty . For the fluctuations society is largely responsible, but the opportunities for success to make a fair average are continually growing.

Society does not owe more than it has received. A proper aim of life is development, which must proceed from generation to generation. A class of population industrially as incapable as its ancestors of two hundred years ago is a drag on society. Its labor is hardly more valuable to society than to itself. The highest grades of labor, utilizing the advance in knowledge and accumulated wealth, are able to render greater service to society than to themselves, and their reward is greater in consequence.

Though society may not owe more to the laborer, can she afford to give more? Clearly the advance of wealth renders high wages possible for all. Yet, even if society owes a living to every man of this generation, it does not owe a living to all the children he may beget. Whether one accepts the so-called Malthusian theory or not , one comes face to face with poverty which is clearly due to excessive population in certain classes. The growth of these classes is out of proportion to the growth of the services which they render society, and society cannot afford to assume the responsibility for their support and for the support of their increase.

The positive check to population has but infrequent play in our civilization. The preventive, though obvious, is alarmingly absent in the classes most needing a check. The true remedy for poverty, therefore, is a combination of the preventive check, operating in these classes, with an improvement in the character of the population which, through proper conditions of birth and education, shall lift the new generations into more efficient industrial classes.

LECTURE VI.
Modern Tendencies.

Not many years ago the wealth of the community depended largely upon its own industrial conditions. As the means of transportation were improved, the natural advantages of one section were reaped in part by others, through a division of labor. Division of labor sprang up internationally as well as locally, determined by comparative rather than absolute cheapness.

Nowadays though trade is continuing between different sections of the world, it is not merely international. The inhabitants of other continents obtain some of the advantages of the natural resources of America by coming personally to our shores. This change, though not wholly economic, had its origin in economic changes.

The natural resources of America are great only relatively: great because the population is unusually energetic and has not been numerous. As America absorbs more and more of the rest of the world, and becomes more and more like it, she loses more and more of her economic advantage.

Though the tendency is for greater correspondence in the industrial condition of different countries, the tendency is for greater inequality in the distribution of wealth in each country. Every year sees new control over the forces of nature, and this control is not universally shared. The man who by executive or inventive ability can add to the comfort or pleasure of many others is usually able thereby to secure a fair income. The number of men who can and do render service to society in such manner is yearly increasing. The ignorant laborer, on the other hand, has not, as a rule, ability or capital either to make or to use new discoveries, methods or combinations. The maximum productiveness of mere obedient brute force was reached many hundred years ago, and there is no economic reason why the man who has now nothing but obedient brute force to offer society should receive more for his work than such a man received several hundred years ago. Thus as society grows both in numbers and in wealth, the difference in income between the most serviceable member of society and the least serviceable member, economically speaking, becomes greater and greater.

Not only is the distribution of wealth tending to greater inequality, but to greater instability. Commercial transactions were formerly carried on largely with money. To day, money plays practically no part except in the retail trade. Its chief use is as a common measure of value. The world’s financial work is carried on almost wholly by credit. Merchants buy goods largely with notes or with checks; these notes and checks are discounted or deposited with banks, and in return bank credits are given. With these bank credits in the form of checks other payments for goods or notes are made, and thus the circuit is completed without the use of money. Though the banks hold money in reserve for the payment of their obligations, it is in small proportion to the amount of them; and much of this money, moreover, is either bank-bills or government legal tender, — both of these being paper based almost entirely on government credit. In international relations, finally, most payments are made in drafts (which correspond in nature to notes or checks), and international balances are settled largely in bonds, which are themselves forms of credit. The failure of any person concerned in these transactions to meet his obligation may precipitate difficulty on others, who again involve a new circle, and a financial crisis may result. In such a crisis not only speculative but real values collapse, and able, careful men of high financial standing may be rendered penniless by the misjudged steps of men across seas of whom they have never heard. Labor as well as capital may be involved in these disasters, for commercial stagnation often results temporarily. With most barriers broken down between nations, each is partly involved in the disasters of others, whether those disasters result from unpredictable circumstances or from mis judged or short-sighted policy.

One of the premises of economics is freedom from artificial restrictions. Until one realizes that natural laws are in operation, one is surprised to see how wages and profits, values, prices, etc., work themselves out to equilibrium. The conclusions of economics show that things must be thus and so. Yet we must not assume too readily that they are actually so in real life. All logic is based on premises, and therefore before applying the logic of economics to any particular phase of life, we must see that the premises correspond with the actual conditions. As a matter of fact, few communities realize the freedom which economics assumes. Whether one believes that this or that is the true fundamental principle for improving the condition of man- kind, one must know that a particular individual can never be judged wholly by that which is true of his class, that the hazards of modern industrial life have rendered generalization useful only for large classes, and that individual duty toward other individuals is greater than ever before.

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Questions.

LECTURE I.

  1. Which, if any, of the following persons are agents in increasing the wealth of the community: a pianist, a piano maker, a soldier, a dress maker, an architect, a hairdresser, a teamster, the captain of an excursion steamer? In each case, give your reason for including or excluding the person named.
  2. Would the total wealth of the community be increased immediately or ultimately, or both, if you sold to your neighbor for $9000 a house which cost you $8000, thus compelling him to save $1000 on the expense of a trip to Europe, and you devoted your profit to establishing a harness shop?
  3. Explain fully the cause of rent and show how rent may be estimated.
  4. How does Mr. Walker’s treatment of the law of “diminishing returns” differ from Mr. Mill’s?

LECTURE II.

  1. Explain the nature of the “unearned increment” from land.
  2. State the grounds for the assumption of “unearned increment” by the State
  3. What do you think of the justice of Mr. George’s single tax on land?
  4. What do you think of General Walker’s objections to the public assumption of the “unearned increment?”

LECTURE III.

  1. What do you understand to be the minimum rate of wages that may prevail in any community?
  2. Is there any economic reason for paying women lower wages than men?
  3. Explain by what process wages and profits are kept at an equilibrium.
  4. What is the difference between interest and profits?

LECTURE IV.

  1. Explain the chief advantages of production upon a large scale.
  2. What is the effect upon labor of the sudden conversion of large amounts of remuneratory capital into auxiliary capital? Is this a necessary result?
  3. What do you think of Karl Marx’s statement that capital is unproductive, and interest is mere confiscation of the product of laborer’s industry?
  4. What, in your opinion, are the comparative dangers in a combination of steel manufacturers and a combination of cotton cloth manufacturers?

LECTURE V.

  1. Do you believe that the restriction of population is the only fundamental remedy for poverty in the laboring classes?
  2. What would you give as the law of the differences of wages in different employments?
  3. Would you say that the failures of profit-sharing militate against it as a practicable palliative for the condition of laborers?
  4. What do you think of a proposition to “make work” by inaugurating an eight-hour day?

LECTURE VI.

  1. Do you look upon restriction of immigration as an economic necessity in the near future?
  2. Explain the effect of changes in transportation upon the growth of cities.
  3. What do you understand to be the conditions under which international trade will spring up?
  4. What is your attitude toward the doctrine of “Laissez-faire?

Source: University Extension Lectures under the auspices of The American Society for the Extension of University Teaching. Syllabus. Series E. Number 16.

Image Source: William Morse Cole faculty portrait in Radcliffe College, Book of the Class of 1913-14. Colorised at Economics in the Rear-view Mirror.

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Columbia

Columbia. 50th anniversary dinner of the Faculty of Political Science, 1930

The founder of the Columbia Faculty of Political Science (the home of the graduate department of economics), John William Burgess was 86 years old when the Faculty celebrated the fiftieth anniversary of its founding in October 1930. He died only three months after receiving the tributes from his colleagues to him as the evening’s guest of honor.

The Faculty of Political Science celebrated itself in style and not a lily was left ungilded.

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A few related links

Alvin S. Johnson’s remembrances of the Columbia professors Burgess, Munroe-Smith, Seligman, and Giddings.

John W. Burgess, Reminiscences of an American Scholar; the Beginnings of Columbia University. Columbia University Press, 1934).

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THE POLITICAL SCIENCE DINNER
[15 Oct 1930]

On the evening of October fifteenth, by invitation of the Trustees of Columbia University, a dinner was served at the Hotel Ritz-Carlton to three hundred and eighty-five guests, in celebration of the semi-centennial of the Faculty of Political Science at the University. At the close of the dinner President Butler, who was presiding, stepped into the reception room and soon reappeared escorting Professor John W. Burgess to the head table. When the guest of honor had been seated amidst applause,

President Butler, turning to Professor Burgess, spoke as follows:

My dear Professor Burgess, My Fellow Members of the University and our Welcome Guests: We are fifty years old, and greatly pleased; but see how far we have to go! The world of letters is just now celebrating the two thousandth anniversary of the birth of the poet Vergil; so we may confidently anticipate one thousand nine hundred and fifty years more of life, if the doctrine of stare decisis is to hold!

Imagine, if you can, what would be the satisfaction of Alexander Hamilton if he could join this company tonight. Imagine that rare spirit and great mind witnessing what has happened in that little old college of his, to the study of those subjects of which in his day he was the world’s chiefest master. We have come a long way since Samuel Johnson put that first advertisement in the New York Mercury. We have climbed many mountains; we have crossed not a few rivers; we have trudged, in weariness sometimes, over wide and dusty plains; but in these latter days we have come into our academic garden of trees and beautiful flowers with their invitations to mind and spirit to cultivate and to labor for those things which mean most to man.

Fifty years ago, as Professor Burgess told us yesterday on Morningside in words and phrases that will never be forgotten by those who heard them, he carried to completion the dream of his youth. He told us how that vision came to him as he stood in the trenches, a young soldier of the Union Army, after a bloody battle in the State of Tennessee: Was it not possible that men might in some way, by some study of history, of economics, or social science, public law and international relations, was it not possible that they might find some way to avert calamities such as those of which he was a part? And then he traced for us that story, ending with one of the most beautiful pictures which it has been my lot to hear painted by mortal tongue, the picture of that evening on the heights above Vevey, when that little group had completed their draft of a supplement to the Statutes of Columbia College, had outlined their program of study, had discussed the Academy, the Political Science Quarterly, the Studies, and had gone out to look upon the beauties of that scene, with all that it suggested and meant in physical beauty and historical reminiscence, to be greeted by the brilliant celebration of the Fall of the Bastille. It was from the trenches of Tennessee to Bastille Day on the slopes above Lake Geneva that marked the progress of the idea, which like so many great ideas, clothed itself in the stately fabric of an institution whose first semi-centennial we are celebrating tonight.

Fifty years have passed and of that group so distinguished as to be famous, our beloved teacher and chief is himself the sole survivor. It is not easy for me to find words to express my delight and the gratitude which we must all feel that he has felt able to come to us out of his peaceful and reflective retirement, that we, his old and affectionate pupils and lifelong friends might greet him in person, hear a few words from his voice and give a unique opportunity to those of the younger generation to see this great captain of our University’s history and life. [Applause.]

I repeat, most of the others of that notable group have gone on the endless journey — Richmond Mayo-Smith, eminent economist and teacher of economics; Edmund Munroe Smith, brilliant expounder of Roman law and comparative jurisprudence; Clifford Bateman, the forerunner of our work in administrative law, who died so soon that he hardly became permanently identified with the undertaking and was followed by Goodnow, detained from us tonight, unfortunately, by illness. Then came Edwin Seligman, our brilliant economist, who is in the same unhappy situation as Frank Goodnow and greatly grieved thereby; then Dunning and Osgood in History, John Bates Clark and Giddings. One after another that group was built, John Bassett Moore coming to us from the Department of State, until in a few short years Professor Burgess had surrounded himself with an unparalleled company of young scholars, every one of whom was destined to achieve the very highest rank of academic distinction. What shall I say of its achievements of the greatest magnitude, of the brilliant men who from that day to this, as teachers, as investigators, as writers, have flocked to these great men and their successors, who have gone out into two score, three score, five score of universities in this and other lands, highly trained, themselves to become leaders of the intellectual life and shapers of scholarship in these fields? Are we not justified in celebration and in turning over in our minds what it all means, not alone by any means for Columbia, but what it means for the American intellectual life, for the American public service, for the conduct of our nation’s public business, for our place among the nations of the earth and for the safe and sound and peaceful conduct of our international relations?

To each and all of these that little group, the seed of the great tree, has contributed mightily, powerfully and permanently. If ever there was a man in our American intellectual life who could turn back to his Horace and say that he had “built for himself a monument more enduring than bronze” here he is!

It is not for me to stand between this company and those who are here to speak on various aspects of that which we celebrate; but first and foremost, as is becoming, before any junior addresses you, I am to have the profound satisfaction of presenting for whatever he feels able and willing to say, the senior member of Columbia University, its ornament for all time, the inspiration and the builder of our School of Political Science and the fountain and origin of influence and power that have gone out from it for fifty years, my dear old teacher, Professor Burgess. [Applause.]

PROFESSOR BURGESS responded:

Mr. President, Colleagues, Friends, all: I did not come here tonight to add anything to what I said yesterday. I had my say, and I came to listen, and I have been fully repaid for all the trouble I have taken to get here, with what has already been said.

In thinking over, however, what I said to you in my remarks yesterday, I was struck with their incompleteness, in one respect at least; the failure to make plain the aim which I had in mind in the establishment of the School of Political Science. I do not know that I had that aim clearly in mind myself from the first, but before the school was established, it became clear, that what we intended, all four of us, was to establish an institution of pacifist propaganda, genuine, not sham, based upon a correct knowledge of what nature and reason required, geographically in reference to foreign powers, policies of government, in reference to individual liberty and social obligations.

We thought that alone upon such a knowledge, widely diffused, we might hope to have, some day, genuine pacifism, but not before.

I only wish to impress upon you that one thought and I can illustrate it by one picture. I have said to you in general terms that the idea of the School of Political Science came to me in the trenches, but it was not exactly in the trenches. It was this way; it was on the night of the second of January, 1863, when a young soldier, barely past his military majority, stood on one of the outposts of the hardly-pressed right wing of the Union Army in Tennessee, in a sentry-box….

[Here Professor Burgess drew for his audience a vivid picture of the battle of Stone’s River and rehearsed the prophetic vow which he had taken in the midst of that tragic scene, a vow to dedicate his life to aid in putting law in the place of war. These passages, made more memorable by his tone and manner, had originally been intended for his historical address the previous day, but had been excluded then for lack of time. They may now be found as the third paragraph of that address printed on a preceding page.]

You cannot wonder therefore that I say now, that I want to leave that word with you as my parting word, the Faculty of Political Science, the School of Political Science, is an institution for genuine pacifist propaganda.

Mr. President, I have only now to thank you and the other members of the faculty, all of the students or who have been students in the School of Political Science, all the friends who have met here tonight for this glorious demonstration of the fiftieth birthday of the School of Political Science, I thank you all; I am deeply grateful. I cannot express myself, my feelings will not allow it. Amen! [All arose and applauded.]

PRESIDENT BUTLER then said:

We are to have the privilege of hearing an expression from one of our elder statesmen. I remember being summoned to a meeting of the Committee on Education of the Trustees on another matter at the time when Professor Burgess succeeded in having established the Chair of Sociology. The Chairman of the Committee was Mr. George L. Rives, one of the most charming, one of the most cultivated, one of the most influential members of the University. When Professor Burgess’ proposal had been accepted and a distinguished professor of Bryn Mawr had been called to be Professor of Sociology, Mr. Rives turned to Professor Burgess and said: “Now that we have established a Chair of Sociology, perhaps someone will explain to me what sociology is.”

That has been the task of Professor Giddings. He has not only explained what it is, but by the integration of material drawn from history, from economics, from ethics, from public law, from the psychology of the crowd, he has set it forth in the teaching with which his life has been identified. He belongs in the history of the School of Political Science to the second group, the one now left to us, fortunately, in active membership. I have the greatest pleasure in presenting our distinguished colleague and friend, Professor Franklin H. Giddings, Professor Emeritus of Sociology and the History of Civilization.

PROFESSOR GIDDINGS spoke as follows:

President Butler, Doctor Burgess, and a host of friends that I see here tonight, who in former years gave me the delight of welcoming and working with them in my classroom: It was thirty years ago that I began teaching in this Faculty; that was two years before my appointment as a professor here; Professor Richmond Mayo-Smith planning to spend a Sabbatical year abroad, asked me if I would take over some instruction in sociology at Columbia in place of the courses which he was obliged to drop in social science. The Trustees of Bryn Mawr College, where I was then teaching graciously gave their consent and made this possible for me, and I was glad to improve the opportunity. This action of Bryn Mawr was subsequently followed by the appointment here of a remarkable group of men drawn from that small faculty. They included E. B. Wilson, Thomas Hunt Morgan, Frederick S. Lee and Gonzales Lodge. They came from a small college for women to take up graduate work in the faculty of this University.

I began my work in the autumn of 1892, and the work was with a class of very interesting young men among whom were two dear friends whom I greet here tonight, Professor Ripley and Victor Rosewater, soon afterward editor of the Omaha Bee. The work of that Friday afternoon course then begun and now since my retirement from teaching continued by Professor MacIver, has been uninterrupted from that day to this, I think a somewhat remarkable case of continuity in an academic program.

When I came here finally, resigning from Bryn Mawr in 1894, I was so cordially welcomed and so unfailingly assisted in every way, that you will not be surprised when I tell you my most vivid memories, my most cherished ones, of those years are of the faith, sympathy and support of these new colleagues of mine. I knew that as Professor of Sociology I was an experiment, but never once did my colleagues admit that I was, or that the teaching which I had begun was to be experimental; they assumed that it would achieve at least a measure of success. I felt many misgivings, but I wanted to find the answer to a question that disturbed me. Here was a group of gifted scholars of unsurpassed erudition in political theory, public law, history and economics, but I thought I saw multiplying evidences that the actual behavior of multitudes of human beings was not in line with the academic teachings of these men.

The carefully thought-out distinctions between the sphere of government and the sphere of liberty which our honored leader was year by year elaborating apparently had no interest for the multitude, and that embodiment of these distinctions which Americans possess in their heritage of Constitutional Law was subject to increasing disparagement and attack. That was in the days of talk about referendum, initiative, recall of judges and all that sort of thing; my question was, “Why is our political behavior so different from our political theory?”

I went to work on that question. My tentative answer was the naturalistic sociology which for two years I had been teaching in my Friday lectures. Increasing density and miscellaneousness of population mean an increasingly severe struggle for existence. The numbers of the unsuccessful multiply, and they have no understanding of the real causes of their misfortunes. Low in their minds, they attribute their hard luck to man-made injustice. Therefore, they think to better themselves by expropriation, by equalizing opportunity, by restricting liberty and, in the last resort, by communism.

In a population so constituted, government by discussion, by parliamentary methods, is obviously impossible. The working out of programs is handed over to dictators. At the present moment the political behavior of the multitude is more and more conforming to this picture, I think you will agree, and less and less to the parliamentarism and constitutionalism which half a century ago we thought we had achieved for all time.

Naturalistic sociology is abhorrent to sentimentalists, and to the men and women whom our former Fellow, Dr. Thomas Jesse Jones, calls the professional sympathizers.

I found it seemingly incompatible also with the humane ideas of men and women of nobler quality. Foremost among these was President Low. He was deeply interested in a possible salvation of the unfit which nature would eliminate. At his wish and suggestion a close coöperation was brought about between the professorship of sociology and such agencies as the social settlements, the Charity Organization Society and the State Charities Aid Association.

A way of reconciliation was easier to find then to follow. It consists in logically developing the familiar discrimination long ago made in law and political theory between the natural man and the legal person. The legal person is a purely artificial bundle of immunities and powers. The state makes it and can unmake it. The natural man is biological and psychological only. He has neither social status nor legal powers. It is theoretically possible therefore, and presumably possible in fact, to exterminate the unfit as legal persons by extinguishing their law-made capacities and powers and yet at the same time without harm to the body politic or to future generations, to seek and save the lost, as human sympathy prompts and Christian teaching enjoins, provided we save them only as natural individuals, divested of social status and legal personality.

In the years that have passed we have made some real progress, I think, in working out these possibilities. Under the leadership of Dr. Devine, for some years a member of this Faculty, and of Professor Lindsay, still here, multiplying contacts were made with every kind of accredited social work; and the study of social legislation and the programs of the Academy of Political Science, always so practical and up-to-date under Professor Lindsay’s administration, have enabled us to achieve much.

But these years have not gone by without their disappointments. We have heard of the passing on of a large number of the men that were my colleagues and associates when I came here in those early days, but there still remain a goodly number of men, many of them here tonight, with whom my relations have always been of the most affectionate nature, and the chief word I want to say to you in conclusion is that so long as the years are spared to me I shall feel that the most satisfying moments of my life have been those in which, with the aid and support of these dear friends, I have been enabled in a measure to carry on the work I came here hoping to do.

For all the time that remains I know that I shall, day by day and through all the years, if there may be years, have the most affectionate regard for these colleagues for whom it is impossible to express my feelings of gratitude and love. [Applause.]

PRESIDENT BUTLER continued:

A part of Professor Burgess’ original plan was the organization of an Academy of Political Science. Its primary purpose was to bring together former students and alumni into a permanent body for the consideration and discussion of questions which fell within the purview of the political sciences, and then to add to such a group others like-minded in that and neighboring communities.

That Academy has flourished, done notable work from that day to this, and from its ranks we are to have the pleasure of hearing from an old, very old friend, despite his youth, Dr. Albert Shaw, Editor of the Review of Reviews and Vice President of the Academy of Political Science and associated with it these many years. I have great pleasure in presenting Dr. Shaw.

Dr. SHAW then spoke as follows:

President Butler, Professor Burgess, Friends of Columbia University and Members of the Faculty of Political Science in the University: I feel more than usually diffident in standing here as representative of the Academy of Political Science, a speaker on behalf of the Academy who is not himself a member of the Faculty of the University. I may say that I have come at times near to being considered a member of the Faculty. I came to New York almost forty years ago with some academic experience behind me, and a great deal of printer’s ink on my fingers, and a great ambition to present in my editorial work in a practical way to the man in the street some of the aims and ideals for social and public improvement that I knew were represented in the work of the men who were leading the University.

I realized that the University was a great and permanent source of inspiration and of help to the body politic, that government could derive enormous aid from the standards that could be set by the University and particularly here in this great metropolis by the Faculty that Professor Burgess was gathering about him in the University.

The hospitality of the University toward me when I came here is something I remember with gratitude. I had been here only a year, almost forty years from now, when the University asked me to give lectures in conjunction with Cooper Union, on the way Europe governed its cities in contrast to the way we governed ours. I had been criticised for my writings about the city government, as I had held up some of the practical and progressive ways in which European cities were trying to provide for their own people in contrast with some of our forms of government.

Columbia University did not mind in the least my seeming heretical point of view and gave me the opportunity to speak my mind.

At other times I had the same kind of more than kindly and generous recognition from Columbia, so I have always felt that though I was working at a practical, every-day profession, I was regarded at Columbia as of the same mind and as of the same purpose. So I have tried through long years to give a little of the touch and flavor of the academic spirit to the discussions of practical and current affairs.

A good many years ago, in an acute presidential campaign when tariffs and questions of that kind were in rather bitter controversy, I thought that it might be desirable to give to the politicians of the country a little booklet [The National Revenues: A Collection of Papers by American Economists, Chicago, 1888.] presenting those subjects from the academic standpoint, written by men working in the universities; that was before I had come to New York. I was then an editor in the west. I picked up today that forgotten little book and I found that the contributors had so presented their topics that my volume is very much like one of the current issues of the proceedings of an annual or semi-annual meeting of the Academy of Political Science. Professor Mayo-Smith contributed, Dr. Seligman contributed, Professor John B. Clark contributed, Dr. James H. Canfield contributed and one or two other men who were then or have since become conspicuously associated with the work of the Faculty of Political Science, contributed to this little book of mine, published in 1888, dealing with the most acute questions with the most perfect frankness. Professor Hadley from Yale, two men from Harvard, Dr. Ely from Johns Hopkins, himself a Columbia man, all dealt with the subjects with perfect candor and without reservations, telling their views about tariffs and similar pending questions, but all with that air of truth-seeking that was in such contrast with the kind of discussion that was current at that time. It gave me as a journalist a fresh understanding of the possibility of presenting subjects in such a way that there might be permanence in the quality of the discussion, although the issue itself might change with the lapse of time.

It seems to me this permeation of our social and political life by a great body of scholars, of men who were essentially statesmen, has had a greater effect upon the country, been a greater protection to our institutions as they have gone forward, than is commonly realized. There are so many conditions in our current political life, so many things that seem unworthy in politics, so many men who hold offices who do not exhibit in their expressions and in their work the standards we should like to set for them, that we are a little confused at times; but it does seem to me that the spirit that goes out from the universities is, to surprising degree, developing the standards of public opinion and they in turn bear upon the course of practical politics and save us from many things that otherwise might be more disgraceful than anything that ever comes to light in the processes of exposure or investigation.

I remember very well the growth and development of the Teachers College and the whole science and philosophy of education as centered in Columbia University and now that in a great metropolis like this we have more than a million children being trained, I have within the last weeks looked over reports and documents of all kinds pertaining to the courses of study and instruction and the standard now prevailing in the schools of New York in order to see if I might trace there what one might call the developing standard of education as fixed and set by our institutions, like the Teachers College. It seemed to me that the profession of teaching moves on, improves the school, lifts the lives of our children to far better standards than one found here twenty, thirty, forty, fifty years ago; that in spite of any sort of condition in political life that may or may not be exposed, the standards of civilization are improving all the time in American life and largely through such agencies as that which we have heard described tonight, this remarkable leadership in the study of politics as a science and in the various departments of economic and political and social study.

The freedom with which men meet and discuss those subjects has been greatly improved by the practices that prevail in this Academy of Political Science which was one of the features of Professor Burgess’ scheme as he outlined it some half century ago. The Academy could not have developed as it has except in its close association with the University and it has enabled a great many men not in the University to come into contact with the University leadership and the association has been very valuable to them.

The Academy beginning with a small group at the University has now so extended that there are several thousand members. The Quarterly, founded at the same time, has grown and gone forward in association with the Academy; it and the annual Proceedings give the membership a sense of contact with Columbia thought. So it has been possible to hold the activities all together as an associated group, and their influence has been very valuable as the Academy has taken up from time to time current questions and problems and presented them to the country in such a way as to have undoubted influence on public opinion and the course of affairs.

Dr. Lindsay has been President of the Academy for almost a quarter of a century; he might better have spoken for it; but at least I have the opportunity to speak in praise of his work, and I know all of you would be glad to have that work so praised.

I am sure that I have spoken as long as I ought to. I can only thank the Faculty of Political Science and the Academy for permitting me to speak on its behalf. [Applause.]

PRESIDENT BUTLER then said:

I have a message from one of our seniors, kept from us tonight by illness, which I am happy to read: “It is with the greatest regret that I find myself prevented from attending the ovation to my old teacher, colleague and dear friend. Whatever of note has been achieved by the Faculty of Political Science in the half century of its existence is due in large part to the tradition of scholarship he emphasized, the spirit of tolerance he inculcated and the freedom of thought and expression he exemplified in person and so zealously guarded for all his colleagues. (Signed) EDWIN R. A. SELIGMAN.” [Applause.]

It is becoming that we should turn now to one of Professor Burgess’ “bright young men.” Among those who in the early days of the Faculty came quickly to distinction and occupied the position of Prize Lecturer for a number of years is the distinguished economist of national and more than national reputation who has served so long and with so great distinction at Harvard University that he is now Professor Emeritus of Economics in that Institution. I have the very greatest pleasure in presenting to you, as a representative of the very early group of graduates in political science from this University, Professor William Z. Ripley.

PROFESSOR RIPLEY spoke as follows:

Beloved Dean, Mr. President, Professor Giddings, and my former colleagues and outsiders: I take it that this is a family party. First I want to correct the record. Our honored President is not the first man in New York who has tried to place me on the shelf; a taxi-driver tried to do it, also, a few years ago. [On 19 January, 1927, Professor Ripley was seriously injured by an automobile in New York City. — THE EDITOR.] I am no longer Professor Emeritus; I am back on the job; in fact, when depression came on they found they could not do without me. [Laughter.]

I am here, I take it, in a two-fold capacity; first, and by all means the pleasantest, is to present the felicitations of other universities, particularly of Harvard University, to the Dean and to the School of Political Science and to confess and acknowledge that it did a pioneer work that none of us can claim a place of priority in any respect in this field. I trust you will believe me when I say that in fealty to Harvard University, I have spent a good part of the last two weeks digging over every source that I could discover in order to find some way in which Harvard University scored in this field, and I cannot find it. [Laughter.] And so I come with the full acknowledgment of my colleagues that this was pioneer work.

Think back, and see where we stood at Harvard University in this field. Dunbar, a newspaper editor, was giving one course in economics. But the elective system had not yet come in; practically all of the time of the students was tied up on a fixed schedule. This course of Dunbar’s was admitted on the side as an extra and didn’t amount to much except in quality; in following it stood for very little at the time of the foundation of this School of Political Science. Macvane was there in history; there was nobody in government; there were one or two attempts by other men but they were half-hearted and one might characterize them as one did on a certain occasion speaking of a man, saying “he was a good man in his business career, but he was not a fanatic about it.” And so we acknowledge with the utmost gratitude the contribution that you made, sir, and that this University made, in founding the School of Political Science.

We have but one satisfaction. That was that in these endeavors there was a very happy understanding between the two institutions. The Political Science Quarterly and the Quarterly Journal of Economics, if I am not misinformed, started in the same year. For a moment there was a little feeling lest there might be rivalry, but I am told in the interchange of correspondence largely by Mayo-Smith on your side and Dunbar and Taussig on our end, that there was not only understanding but accord and agreement that they would divide the field. They have never been rivals and each has been utterly proud of the achievement of the other.

I spoke of there being a two-fold capacity in which I appear. I take it I am exhibited here as a horrible example, one of the products of this School of Political Science. I am tempted to paraphrase an introduction an acquaintance of mine told me he heard Mark Twain give in Sydney, Australia, the time he went around the world. He came on the platform for his lecture with a lugubrious countenance and said: “My friends, Julius Caesar is no more; Alexander the Great has passed on; Napoleon has joined his fathers, and I am not feeling very well myself!” [Laughter.] If I were to paraphrase that, I should put it something like this: The glacial epoch took place we will say ten million years ago; the Pyramids were set up six or eight thousand, (we won’t quibble about a thousand more or less) and I graduated from the School of Political Science thirty-seven years ago! [Laughter.]

There was a connection, perfectly happy on my side, as Prize Lecturer so long as I was at Tech, but Dr. Seligman told me frankly when chosen as Professor at Harvard, that would have to come to an end. He said, “You could hardly ride two horses, even if you ride parallel.” So I resigned, with a whole year to run on that Prize Lectureship; think of it!

Thinking back over the early days, it may take down your pride to think how modest some of those affairs were. My lot as a teacher here was not as happy as Professor Giddings’. He spoke about his class being experimental, in a way. I was there as a student the first year; there must have been thirty or forty of us at least; [turning to Professor Giddings] you didn’t have to worry when a rainy day came, or a snow storm, wondering whether you would lose your whole body of students. I did! For two or three years, in that course in anthropology, I had only two students, and when you have only two, the weather counts. [Laughter.] I realized that on another occasion when the Hartford Theological Seminary decided to go into sociology. I had two students. The next year the course was not repeated because those two married one another! [Laughter.]

In this Academy of Political Science that they are blowing about, I read a paper the first year of my attendance here at Columbia, down at Forty-ninth Street. We held the meeting in Dr. Seligman’s office; you remember what a little place that was? Francis A. Walker was there; I got him to go. Dr. Seligman was there. I think Mayo-Smith came. Nobody else but the faculty, Francis A. Walker and the speaker; we had a wonderful meeting, and I got the chance of publishing that paper in the Political Science Quarterly. But the existence of that Academy, even in that little way, in its early beginnings, was stimulating. The young student could feel that there was an opportunity to present something he had worked out in his own head, and all these agencies played in together, the Quarterly was there to publish the paper and when it appeared as an address before the Academy of Political Science the world at large didn’t know how many people there were not present at the time. [Laughter.]

In closing I want to emphasize for you the happy fact that this Faculty, this School of Political Science should have arisen in the greatest center of population and activity in our whole country; you don’t realize it, you who live in it. If you lived in a remote part of the country, where as Barrett Wendell once told me he doubted whether most of our colleagues realized that the Charles River was not mightier than the Mississippi, you would realize what a live spot New York is, and, I take it, to the economist and student of government it is a little bit like Vienna in its attractiveness to the medicos; you get what diseases you get in very, very advanced stages. As a spot where you get the ultimate fruition and decomposition of human endeavor, New York seems to me to be unsurpassed.

That is why it is such a royal laboratory, why there is such a stimulus to the young men coming from all over the United States to be suddenly thrown into this great aggregation of human beings. I like to apply the description that I ran across the other day in Hardy’s letters. Somewhere he spoke of London, “that hot plate of humanity, on which we first sing, then simmer, then boil, and dry up to ashes and blow away.” That is New York, viewed from the outside. Never in our history has there been such opportunity for wholesome, stimulating activity and an example of a body like this, than at the present time.

We are all of us appalled and discouraged at times by what we see, and tempted to lose faith and “let ’er slide,” but it is the continued activity of institutions of this sort and led by this particular School which means so much for the whole land. And so, from the outside, I bring felicitations, and from the inside I bring affectionate acknowledgment. [Applause.]

PRESIDENT BUTLER:

Not even in darkest New York can one always be wholly accurate. The other day a typical old-fashioned New Yorker, a former student in the School of Political Science, ventured to offer to the public a list of the really controlling personalities in the life of America. [See James Watson Gerard, 1889 C, 1891 A.M., 1929 LL.D., in the New York newspapers of 21 August, 1930.] Shortly afterward Rollin Kirby had a cartoon in which he had a bootlegger standing with a racketeer, and they were looking at this list. One said to the other: “That man is simply ignorant!” [Laughter.]

Yesterday, Professor Burgess made it clear in a score of ways why we honor at Columbia the name of Ruggles. He made it plain that it was the foresight and the energy and the persistence of Samuel B. Ruggles that enabled him to carry to a conclusion his project in the month of June, 1880. Mr. Ruggles left his physical mark upon the island of Manhattan in Gramercy Park. He left his intellectual mark through some forty years of service to old Columbia College as a Trustee, the crowning part of which was his making himself the agent to secure the approval by the Trustees for Professor Burgess’ plan. It is highly appropriate then that the Ruggles Professorship of Constitutional Law should exist and that its incumbent at the moment should be the Dean of the Faculty of Political Science, as well as the Dean of the Faculties of Philosophy and of Pure Science in Columbia University.

An anniversary of this kind offers two invitations: one to look back; with sentiment, with rich memory and affection; the other to look forward with hope, with courage and high purpose. What could be more fitting then than that we should hear in conclusion this evening from that colleague and friend who is the captain of our enterprise as it enters upon its second half century, Dean McBain.

DEAN MCBAIN responded as follows:

Professor Burgess, Mr. President, my friends and guests: We celebrate a birth, the birth of the Faculty of Political Science and of its hand-maiden the Academy of Political Science. Fifty years have unrolled since our distinguished founder called together, as he told us so vividly, so dramatically, yesterday, that small but remarkable group of young scholars who then and there dedicated their lives to the difficult but most inspiring task of applying at least the aspirations of science to the study of actualities of society. For thirty years and more he guided and he shared the life of these twin children of his youthful vision. Happily he tarries with us, as rich in intellect and experience as in years. He lingers to behold that unlike the ephemeral grass of the Scriptures this vision of his youth which grew up in the morning is not in the evening of his life cut down, dried up and withered.

I say we celebrate a birth. Much more truly do we celebrate the passing of a mere paltry half-century of our indomitable and perennial youth. Our youth must be perennial because the fields of our interests never have been and never can be fallow fields. On the contrary, they are all too fertile of problems old and of problems new, that call for investigation and study in the intensely interested but dispassionate spirit of scientific inquiry. As long as man remains on earth in something like the present estate of mind and of body just so long will the political and social sciences also remain.

I confess that as my mental fingers move across the keys of my memory, I find some difficulty in choosing the chord I would most like tonight to sound and for a moment to hold. For one thing the possible chords are numerous; for another, they are intricate of execution; for a third, I do not perform well, either in public or private, upon a theme that lies very close to my heart. The Faculty of Political Science is such a theme.

Obviously, as the President just indicated, I have a choice of toasting the past, or of hailing the present or feasting the future. Of these, to toast the past would no doubt seem the most appropriate. The occasion invites to reminiscence, to appraisal. But the truth is that our past needs no toasting; certainly it needs no toasting at our own hands. Even for our honored dead we pour our libations in reverence and affection rather than in praise or exaltation. Moreover, were I competent to the task, it would ill become me to venture to appraise the men of this Faculty and their work.

Professor Burgess yesterday told us of those thrilling events that marked the fateful fourteenth of July, 1880. I beg leave to mention another event that happened almost at the same moment, wholly unknown to that little band in Switzerland. Under that same summer moon that smiled gloriously down upon the birth of the Faculty of Political Science, in that same week of July 14th, in that same year 1880, another very important event also occurred: I was born. Important, of course only to me. The Faculty and I crossed our first quarter century mark in company, though I need scarcely remark that I, then a student under the Faculty, was somewhat more aware of and more interested in this coincidence of anniversary than were my revered preceptors. Fortunately for me we are likewise crossing our second quarter century in company.

Since the beginning of its history, only sixty-three men have held membership in this Faculty. I have personally known every one of them save two who passed beyond the portals of the University before I entered them. I can say, therefore, that I have known and that I know the Faculty, which makes it all the more difficult, not to say impossible, for me to talk to the Faculty about the Faculty.

But this I must record, striking again the beautiful note just sounded by Professor Giddings: Scholars I suppose are essentially individualists. Men have been and are appointed to this Faculty primarily on the basis of scholarly achievement and scholarly promise. But the quality of being a scholar does not inevitably preclude such qualities as irascibility, even pugnacity. It is, therefore, or it may be, only a chance, but surely a very providential chance, that this Faculty, this company of scholars, have lived their lives together in such splendid harmony. They are the most coöperative group I have ever known. Indeed, they exemplify better than any other group I have ever heard of that non-existent thing, the group-mind.

I do not imply that we have not known occasional trouble and disagreement. We are human beings. But such experiences have been Faculty ever passed, one of my fundamentally irreligious colleagues once said to me: “Jesus was right; the only thing worth while in life is love, and our Faculty has that.” He spoke truly, and I feel no shame in avowing the deep affection that the members of this Faculty have and have had for one another.

In connection with this celebration, it was at one time mooted that we should publish a history of these fifty years of the Faculty of Political Science. But such a history written by or under the aegis of the Faculty could with Jeffersonian decent respect for the opinions of mankind have been little more than a record without appraisal. It might not have been wholly barren of interest, but in its indispensably backward leaning objectivity could scarcely have failed to minify or otherwise mispresent facts. Nor could it possibly have expressed that many-faceted, flashing thing of spirit that is and always has been the Faculty of Political Science. And so it was abandoned, this project of a history. In its stead we are publishing a bibliography of all the members of the Faculty, past and present-a stark list of the titles of the books, the articles, the pamphlets, the papers of their authorhood. The list runs to something over three thousand five hundred items. To this we are appending the titles of the nearly seven hundred dissertations that have been written under the guidance of the Faculty, into the warp of which (perhaps I should say some of which) there have been woven many hours of love’s labor in the cause of sound scholarship. To some of you such a volume may seem both deadly dull and useless. I think you will find it is neither of these. To the members of the Faculty themselves this volume cannot fail to be a treasury of historical recall. To them and to others it cannot fail to be of use as a locator of vaguely remembered contributions that lie in widely scattered depositories. But more than that, I think you will find, strange to relate, that this skeleton of titles tells a story, partial it is true, but a story of the progress of the intellectual life and intellectual interests of the Faculty, and something of its services.

Consider the period in which this Faculty has lived its life. Measured in terms of cosmic history, it is less than infinitesimal. Measured in terms of even authentic human history, it is almost negligible. But in terms of social, economic, even political change, this fifty years just past is probably longer than the millennium between the fall of Rome and the discovery of America, or the tercentenary span between Gutenberg and Arkwright. In this packed period of change in the subjects of its interest, the Faculty has lived its thus far life; and its deep absorption in the problems of its own age is reflected in this list of writings, not, of course, but what numerous other interests are also reflected. Our distinguished founder, as our distinguished President remarked the other day, was indeed both prophet and seer. But of a certainty, as Mr. Justice Holmes once said of our constitutional fathers, he and his coadjutors “called into life a being the development of which could not have been foreseen completely by the most gifted of its begetters.”

A glance at the formidable list of its publications might convince one that the members of this Faculty, apart from student contacts, have spent their entire lives behind locked doors reading, pondering, writing. This is far from fact. Again and again its members have responded to knocks upon those doors calling them to exacting public and quasi-public service. To you, Mr. President, both the public and the Faculty owe an unpayable debt, in that you have not only given sympathetic ear and understanding thought to the scholarly interests and desires of the Faculty but have also aided and abetted in every possible way their ambitions to be of use in the formulation of public policies and the direction of public affairs. You recognized, as one would know you would recognize, that their scholarship equipped them for service as their service enriched their scholarship. Pericles once said of Athens that it differed from other states in that it regarded the man who held himself aloof from public affairs not as quiet but as useless. Almost, though not quite—it should not be quite the same may be said of the Faculty of Political Science.

You see I have, despite my disclaimer of intention, been toasting the past. I would do more. The loss of a great scholar whether by retirement or resignation or death is always irreparable. Someone else may take his chair, may succeed to his subject, though not even that always happens. But nobody ever takes his place. He would not be a great scholar if his place could be taken. We have had losses from time to time with the results I have just mentioned, and so the company with the passing of the years gradually changes in personnel, in point of attack, in point of specific interest, in method of approach. It could not be otherwise, and those who have gone before would not wish it otherwise. They need no reflectors, no echoes. And well they know that each scholar must with his own hands laboriously carve his niche in the huge hall of human fame, and that the work of carving is not the work of a day or a year, but of a life. The spirit alone remains unaltered—the spirit of fearless and unrelenting search for social truth and of devotion to the high and precious ideals of scholarship.

And so, Mr. President, while with all my heart and soul I toast our honorable past and the achievements that have gone into its making, I also hail with satisfaction our honorable present, and feast with great confidence the honor of our future. [Applause.]

PRESIDENT BUTLER said in conclusion:

This notable and memorable evening comes to its end. My dear Professor Burgess, may I, for all this company, say once more to you what a satisfaction, what a deep satisfaction, your presence and your words yesterday and today have given us. As to our younger members who are personally known to you for the first time, we, their elders, may well feel that we have offered them a benefaction. We only say, my dear Teacher, Au revoir! As you go back to your quiet home, your books and your reflections, it will continue to be your spirit, your teaching, your ideals that will guide and inspire us, as we set out on the second half-century of the study of what Mr. Oliver has so charmingly described as The Endless Adventure, the government of men. [Applause.]

SourceColumbia University Quarterly. Vol. 22 (December 1930), pp. 380-396.

Image Source: John W. Burgess in Universities and their Sons, Vol. 2. Boston: R. Herndon Company, 1899,  p. 481. Colorized by Economics in the Rear-view Mirror.

Categories
Economics Programs Wisconsin

Wisconsin. Programmes of Political Economy, Political Science, and History. 1904-1905.

A few posts ago Economics in the Rear-view Mirror added the programme of the Department of Political Economy at the University of Chicago for 1904-05 to its collection of artifacts. The printed copy that I transcribed for Chicago was filed with an analogous publication of the University of Wisconsin from the same year. Both rest quietly in an archival box at Harvard containing records of the Division of History, Government, and Economics (the exact archival coordinates are provided at the end of this post).

Fun Fact: the text-book used for the graduate course on modern economic theory in 1904-05 was Gustav von Schmoller’s Grundriss der Allgemeinen Volkswirtschaftslehre. Erster Teil, (Leipzig, 1900.) Zweiter Teil (Leipzig, 1904). 

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Research Tip

Lampman, Robert J. (ed.). Economists at Wisconsin: 1892-1992. (Madison: University of Wisconsin, Department of Economics) 1993. A total of 380 pages of information on a century’s worth of insruction and research in the department of political economy/economics at the University of Wisconsin.

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University of Wisconsin
1904-1905

POLITICAL ECONOMY, POLITICAL SCIENCE, AND HISTORY.

Contents

Staff of Instruction
General Statement

Outline of Courses:

Political Economy
Political Science
History

Special Training Courses:

Statistics
Practical Sociology
Public Service
Journalism

__________________

Staff of Instruction.

Van Hise, Charles R., Ph.D., LL.D., President of the University.

Birge, Edward A., Ph.D., Sc. D., LL.D., Dean of the College of Letters and Science.

__________________

Commons, John R., A.M., Professor of Political Economy.

Ely, Richard T., Ph.D., LL.D., Professor of Political Economy.

Meyer, Balthasar H., Ph.D., Professor of Institutes of Commerce.

Munro, Dana C., A.M., Professor of European History.

Parkinson, John B., A.M., Vice-President of the University. Professor of Constitutional and International Law.

Reinsch, Paul S., Ph.D., Professor of Political Science.

Scott, William A., Ph.D., Director of the Course in Commerce. Professor of Political Economy.

Turner, Frederick T., Ph.D., Professor of American History.

__________________

Adams, Thomas S., Ph.D., Assistant Professor of Statistics and Economics.

Burchell, D. Earle, Assistant Professor of Accounting and Business Practice.

Coffin, Victor, Ph.D., Assistant Professor of European History.

Fish, Carl R., Ph.D., Assistant Professor of American History.

Sparling, Samuel E., Ph.D., Assistant Professor of Political Science.

Blackmar, Frank W., Ph.D., Professor of Sociology and Economics in the University of Kansas. Lecturer in Economics.

Garrison, George P., Ph.D., Professor of History in Texas University. Lecturer in History.

Thwaites, Reuben G., Secretary and Superintendent of the Wisconsin Historical Society. Lecturer in History.

Woodburn, James A., Ph.D., Professor of American History in Indiana University. Lecturer in American History.

__________________

Lorenz, Max O., A.B., Instructor in Economics.

Phillips, Ulrich B., Ph.D., Instructor in History.

Sellery, George C., Ph.D., Instructor in European History.

Taylor, Henry C., Ph.D., Instructor in Commerce.

Dowd, Jerome, A.M., Resident Lecturer in Sociology.

__________________

Barnett, James D., A.B., Assistant in Political Science.

Lyle, Edith K., M.L., Assistant in History.

Putnam, James W., A.M., Assistant in History.

Tuthill, James E., A.M., Assistant in European History.

__________________

Boggess, Arthur C., A.B., Fellow in History.

Field, Arthur S., A.B., Fellow in Economics.

Gannaway, John W., A.B., Fellow in Political Science.

Scholz, Richard F., A.B., Fellow in History.

__________________

Faber, Charlotte A., A.B., Scholar in Economics.

Hockett, Homer C., B.L., Scholar in History

Lloyd-Jones, Chester, B.L., Scholar in Political Science.

Note, —The above lecturers, assistants, fellows, and scholars are members of the instructional staff for 1903-04. Appointments for 1904-05 have not been made as yet.

__________________

General Statement.

                  The departments of Political Economy, Political Science, and History, though separate in organization, have arranged their work so as to coöperate with each other in a systematic attempt to cover the field of the historical and social sciences The undergraduate and graduate courses are so arranged as to furnish a comprehensive general knowledge of political economy, political science, European and American history.

                  Advanced courses and seminaries for special investigations offer an opportunity for detailed work in these allied subjects without sacrificing any to a hard and fast system. The student is thus given an opportunity to gain a sound knowledge of historical method, to secure training and knowledge in contemporary, social and political activities, and to provide for the comparative and analytical study of institutions.

                  The purpose of the department of Political Economy is to afford superior means for systematic and thorough study in economics and social science. The courses are graded and arranged so as to meet the wants of students in the various stages of their progress, beginning with elementary and proceeding to the most advanced work. They are also designed to meet the needs of different classes of students; as, for instance, those who wish to enter the public service, the professions of law, journalism, the ministry, or teaching, and those who wish to supplement their legal, theological or other professional studies with courses in economics or social science.

                  Capable students are encouraged to undertake original investigations, and assistance is given them in the prosecution of such work through seminaries and the personal guidance of instructors. A large fund has been placed at the disposal of the senior professor of the department to defray the expenses of an exhaustive investigation of the history of labor and allied movements in the United States, and special attention will be given to this field of research for several years.

                  The fundamental purpose of the department of History is to develop in the student the power to use critically and constructively the historical method. Familiarity with history and with the historical method of study is an essential element of a liberal education, promotes more intelligent citizenship, and is important in the special training for such professions as law, journalism, and the civil service. The department offers advanced courses leading to the master’s and doctor’s degrees, and prepares students for the teaching of history and for historical investigation. Numerous elementary and advanced courses are offered in the various fields of European history. Training in original research is given by means of seminaries and by special courses in palacography, diplomatics, historiography, editorial technique, and historical bibliography and criticism. In American history the aim is to give a thoroughly continental treatment to the subject. For the study of the interior and the southern states, exceptional opportunity is at. forded by the unique collections of the State Historical Society of Wisconsin and by special courses on western and southern history. Particular attention is given to the study of the evolution of the various sectional groupings — social, economic, and political — in the history of the United States, and to the physiographic factors in American development.

Libraries.

                  The libraries at Madison, all of which are at the service of members of the University, are five in number, viz., the Library of the University of Wisconsin, the Library of the State Historical Society of Wisconsin, the Library of the Wisconsin Academy of Sciences, Arts and Letters, the State Law Library, and the Madison Free Public Library. These libraries duplicate books only to supply exceptional demands, and have an effective strength approximately equal to the total number of volumes possessed by them. The total number of bound volumes and pamphlets exceeds 400,000.

                  The first three libraries above named are all housed in the new library building of the State Historical Society on the Lower Campus of the University. This building, erected by the State of Wisconsin at a cost of $620,000, was occupied in the fall of 1900, and affords exceptional facilities in the way of convenient and commodious quarters to University students. In the planning of the building, the special needs of the University were equally consulted. In the south half of the first floor are located three department libraries of the Historical Society, viz., documents, newspaper files, and maps and manuscripts. In the north end of this floor is a series of five fine seminary rooms, allotted to American history, European history, economics, political science, and mathematics. The greater part of the second or main floor is occupied by the general reading room and the periodical room, which are used in common by the two libraries. In these two reading rooms 275 readers may find ample accommodation at one time. In open cases in the reading room are shelved several thousand reference and “reserved” books. To these, as well as to the large collection of general and engineering periodicals in the adjoining periodical room, all readers have direct access. The main portion of both libraries is stored in the stack wing adjoining the delivery room on the west. Officers of the University have direct access to the shelves in all parts of the library, and students engaged in advanced work, upon recommendation of their instructors, are allowed access to those parts of the collection dealing with their special subjects.

                  In general, the library of the University of Wisconsin aims to be uniformly developed in all fields, but appropriations and gifts in recent years have rendered it especially strong in the lines of European history, economics, political science, and in Germanic and classical philology. During the academic year 1900-1901, the library received two notable gifts, one of $2,000 from three Milwaukee citizens for the purchase of books for the Course in Commerce, and the other of $2,645, contributed by friends of the University in New York City, Milwaukee, and elsewhere, to the departments of Economics and Political Science for the development of the library in those fields. These gifts have greatly increased the library facilities of the two schools mentioned. In December, 1901, the late President Charles Kendall Adams presented to the University his fine private library of 2,000 volumes, especially rich in material on European history. A gift of $500 from Mr. Frederick Vogel, of Milwaukee, in 1902, has been expended for a collection of 600 volumes in the field of political science and modern French legislative history.

                  The library of the State Historical Society is remarkably rich in manuscript and other material for the study of the history of the Mississippi valley. The collections of the late Dr. Lyman C. Draper are included in the library. These manuscripts are particularly useful for the study of the interior of Virginia, the Carolinas, and Georgia, and of Kentucky, Tennessee, and the Old Northwest. The Society files of newspapers, periodicals and the publications of historical societies are among the most complete in the United States. There is an unusually complete collection of published colonial records and the United States government documents, and the material for the study of American state and local history, western travel, the revolution, slavery, and the civil war, is abundant. Among the sources of English history, the Library possesses the Calendars of State Papers, the Rolls Series, the publications of the Records and Historical Manuscripts Commissions, as well as the journals and debates of Parliament, of almost all the important historical societies, and many works of local history. The Tank collection (Dutch) offers special resources for the study of the Netherlands.

                  More than 500 periodicals are regularly received. The University possesses complete sets of the most important historical, economic, political, and philological journals, and the current publications enable the students to follow the most recent investigations in the various sciences in Europe and America.

                  The State Law Library, of 32,500 volumes, and the especial library of the University College of Law, of 4,000 volumes, furnish an ample law library.

Graduate Work.

                  The graduate work in these departments may lead to the master’s degree in not less than one year, and to the doctor’s degree in not less than three years. Among the subjects offered, any one of the following may constitute a major in the work for a higher degree:

                  Political economy, political science, sociology, European history, or American history.

                  Any one of the following may constitute a minor:

                  Political economy, political science, sociology, statistics, jurisprudence (including public law and historical jurisprudence), administration, European history, or American history.

                  Candidates for the degree of Doctor of Philosophy are required to present in their principal subject the equivalent of at least two full graduate courses during three years; in their first subordinate the equivalent of at least one such course during two years; and in their second subordinate the equivalent of at least one such course during one year.

                  Candidates for the master’s degree must present in their principal subject the equivalent of at least two full graduate courses during one year; and in their subordinate subject the equivalent of at least one such course.

                  Special attention is here called to the fact that graduates who are pursuing the law course may prepare to take their master’s degree at the same time with the degree in law by completing the equivalent of two full studies during one year’s work. Graduates of the College of Law are encouraged to devote an additional year to broadening out their training in economics, polities, and jurisprudence.

                  The University offers each year fourteen fellowships of the annual value of $400, and honorary fellowships and scholarships whose holders are exempt from the payment of fees. One of the University fellowships is permanently assigned to American history, one to European history, and two to economics and political science; applications should be in the hands of the President of the University before May 1. There are also established by the University ten graduate scholarships, two of which are assigned to economics and political science, and one each to American and to European history. They represent an annual value of $225 each; the student pays an incidental fee of ten dollars per semester. For further information concerning the qualifications and duties of fellows see the University Catalogue for 1903-04, or the announcement of the Graduate School.

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OUTLINE OF COURSES.

Department of Political Economy.

Professor Ely, Professor Scott, Professor Meyer,
Professor Commons, Assistant Professor Adams,
Assistant Professor Burchell, Dr. Brauer,
Mr. Dowd, Mr. Lorenz, and Dr. Taylor.
Special lecturers: Professor
Blackmar, Mr. Hunter,
and Dr. Rosewater.

                  The work of this department has the following distinct but related aims:

  1. To provide instruction in economics and sociology for undergraduates in all the courses of the University.
  2. To provide advanced and graduate work in the studies falling within its field.
  3. To assist and encourage the development of these studies.
  4. With the coöperation of other departments, to provide special training courses for various practical pursuits.
  5. To supplement the work of the College of Law.

                  The requirements for an undergraduate major, in addition to the thesis are twenty-one semester hours as a minimum, selected in part from the introductory courses and in part from the advanced courses.

Primarily for Undergraduates.

  1. The Elements of Economic Science. A general survey based upon the study and discussion of a text-book, supplemented by lectures, assigned reading, and exercises. Required of sophomores in the Course in Commerce and of all students beginning the subject of economies. Repeated each semester; M., W., F., at 8, 9, and 10. Mr. Lorenz.
  2. The Elements of Sociology. A study of primitive man, followed by an investigation of the phenomena of civilized societies, leading up to a statement of the general principles of social evolution. First semester; M., W., F., at 10. Mr. Dowd.
  3. Elements of Public Finance. An introductory study of the general principles of public expenditure, public revenue, public indebtedness, and financial administration. First semester; M., W., F., at 9. Assistant Professor Adams.
  4. Agricultural Economics. This course is designed for short-course students in the College of Agriculture. Twelve lectures: December and January; Tu, Th., at Dr. Taylor.
  5. The Elements of Money and Banking. An introductory course, repeated each semester. In the first semester the course will be adapted to the needs of those who expect to continue the subject. In the second semester the needs of those who do not expect to specialize in banking and finance will be chiefly consulted. First semester; M., W., F., at 8; second semester at 9. Professor Scott.
  6. The Economic Functions of the State. This course has special reference to pharmacy. One lecture a week; first semester. Professor Meyer.
  7. Economic Geography. A general survey of the resources, industries, and commerce of the chief countries of the world, followed by a special study of the production and distribution of the staple articles of commerce, with special reference to the foreign trade of the United States. Throughout the year; M., W., F., at 8 and 9. Dr. Taylor.
  8. Business Administration. In this course students are given thorough instruction in bookkeeping, accounting, auditing, and the various other branches of business administration. The work is graded and arranged in three groups, adapted respectively to the attainments of sophomores, juniors, and seniors. In each group a careful study is made of office equipment, business relations, and administrative duties by means of lectures, text-books, and outside reading in trade journals, and this is followed by laboratory practice, each student being appointed to various positions, and promoted through the various branches of administrative work in merchandizing, manufacturing, banking and transportation.
    1. Sophomore Year. The work of this year centers in business forms and correspondence, bookkeeping, and clerical duties.
    2. Junior Year. The special feature of the work of this year is the study of legal forms, credit instruments, funding operations, accounting, and executive duties.
    3. Senior Year. During this year emphasis is placed upon the work of supervision and auditing, especially in connection with passenger transportation, light and power companies, savings institutions, insurance, jobbing, the commission business, brokerage, importing and exporting. Throughout three years; two hours a week. Assistant Professor Burchell.
  9. Commercial Law. The law of contracts, commercial paper, agency, partnership, corporations, sales, bailments, and insurance, treated from the point of view of the business man rather than the lawyer. Three times a week throughout the year. Dr. Brauer.
  1. Senior Seminaries for Thesis Students. Professor Meyer, Professor Scott, Assistant Professor Adams, and Dr. Taylor.

For Graduates and Undergraduates.

  1. Industrial Evolution and its Problems. A general survey of industrial development followed by an examination of special problems such as competition, monopolies and trusts, concentration of wealth, municipal ownership, the inheritance of property, etc. First semester; Tu., Th., at 10. Professor Ely.
  2. History of Economic Thought. The principal topics will be the following: the history of economic thought in classic antiquity; its subsequent development to the time of the mercantilists; the rise and growth of economics as a distinct branch of social science, with a brief discussion of existing schools of economic thought. Second semester; Tu., Th., at 10. Professor Ely.
  3. Modern Socialism. A study of the socialist movement during the nineteenth century, and an examination of the theories of those writers who are usually called socialists. First semester; Tu., Th., at 9. Mr. Lorenz.
  4. Economic Problems. This course is devoted principally to the important labor problems of the day: strikes, trades-unions, employers’ associations, arbitration, immigration, child labor, etc. Second semester; M., W., F., at 9. Assistant Professor Adams.
  5. Problems in Taxation. Comprehends the more concrete problems of the day: mortgage, railroad, insurance, and double taxation, the personal property and inheritance taxes, etc. May be taken by those who have not had course 3. Second semester; M., W., F., at 10. Assistant Professor Adams.
  6. Labor Legislation. Comprehends a study of the labor law of the United States and foreign countries, the practical working of important statutes, and the sphere and function of the labor law in general. First semester; M., W., F., at 10. Assistant Professor Adams.
  7. The Elements of Agricultural Economics. This course treats of the economic principles which underlie the prosperity of the farmer, and of all other classes so far as they are dependent upon agriculture. The subject is divided into two parts. In part one the point of view is that of the farmer, and in part two that of the nation as a whole. First semester; Tu., Th., at 12. Dr. Taylor.
  8. Historical and Comparative Agriculture. This course consists of lectures and assigned readings on the agriculture of the Romans; on the development of agriculture in England and the United States, and on the present status of agriculture in the most important countries, with an attempt to find the explanation of historical changes and geographical differences. Second semester; Tu., Th., at 12. Dr. Taylor.
  9. Agricultural Industries. An investigative course for seniors in the commercial and agricultural courses, and for other advanced students. Second semester; at hours to be arranged. Dr. Taylor
  10. Manufacturing Industries. An investigative course for seniors in the Course in Commerce, and for other advanced students. First semester; at hours to be arranged. Dr. Taylor.
  11. Social Statistics. Includes a study of vital statistics, suicide, crime, pauperism, etc. In this and the following course the laboratory method is followed. Students are required to do a thorough piece of statistical investigation under the immediate guidance of an instructor. This course is specially recommended to students taking thesis work in economics. Two lectures and two hours’ laboratory work a week, for which a credit of three-fifths is given. First semester; Tu., Th., at 12, and M. from 2 to4. Assistant Professor Adams and Mr. Lorenz.
  12. Economic Statistics. Prices, wages, family budgets, labor and financial statistics will be studied. Second semester; Tu., Th., at 12, and M. from 2 to 4. Assistant Professor Adams and Mr. Lorenz.
  13. Government Statistics. A course on public statistical bureaus: their organization, methods, and publications. Second semester; Tu., Th., at 11. Assistant Professor Adams.
  14. Currency History. A systematic presentation of the currency of England, France, Germany, and the United States. Special attention will be given to the history of bimetallism, to the development of the banking system of these countries, and to the chief monetary problems which have arisen in these nations, and the methods which were employed in their solution. An elementary knowledge of money and banking is needed as a preparation for this course. Second semester; M., W., F., at 8. Professor Scott.
  15. Corporation Finance and Securities. A study of the methods of financiering employed in great corporations, with special reference to the various sorts of negotiable securities which they issue, and the circumstances which affect their value. The course includes a study of the stock and produce exchanges, and of their relations to the business of banking. Open to students who have had Money and Banking. Lectures and assigned reading. First semester; Tu., Th., at 12. Professor Meyer.
  16. Transportation and Communication. This is a general introductory course dealing with the most important principles and facts relating to railways, waterways, and the express, telephone, telegraph, and post office services. Repeated each semester; M., W., F., at 9. Professor Meyer.
  17. Special Problems in Transportation. This is an advanced course in which the more important special transportation problems are discussed in detail. Each student pursues an independent line of investigation. Lectures and reports. Open to students who have had course 35 or its equivalent. Second semester; Tu., Th., at 9. Professor Meyer.
  18. Foreign Systems of Railways. This course embraces a study of the railways of the leading countries of the world, historically and economically. Each student may select the railways of a particular country, or read systematically in connection with the lectures on railways in different countries. Open to students who have had course 35 or its equivalent. Second semester; Tu., Th., at 8. Professor Meyer.
  19. This course deals with the general principles of the different forms of personal and property insurance and the main problems connected with each. Lectures and reading. Open to students who have had the Elements of Economic Science. First semester; Tu., Th., at 11. Professor Meyer.
  20. Modern Sociological Thought. A survey of sociological writers, beginning with Bodin and including the principal writers down to Gumplowiez, Schäffle, Giddings, and Small. First semester; M., W., F., at 8. Mr. Dowd.
  21. Charities and Corrections. This course embraces first, a study of the dependent class, with special reference to the slum conditions in London, New York, Chicago, and Philadelphia; second, the defective class and the institutional treatment of this class; the delinquent class, causes and prevention of crime, prison management and discipline. Reformatories and other public institutions will be visited. First semester; M., W., F., at 11. Mr. Dowd.
  22. Public and Private Charity. A comparative study of poor relief in the United States, England, and the principal continental countries. Second semester; M., W., F., at 11. (Omitted in 1905.) Mr. Dowd.
  23. Charity Organizations. A study of poverty in American cities, with special reference to the work of charity organization societies. Second semester; Tu., Th., at 9. (Omitted in 1905.) Mr. Dowd.
  24. Field Work. Students are encouraged to study charitable and correctional institutions in Madison and the vicinity, and opportunity is afforded for continuous work elsewhere during the summer months. During the past years students from the University have engaged in field work, and several of these students have taken up work of this kind as a career. It is believed that this method of continuous study, followed by field work, yields the best results. It is the aim of this department to furnish secretaries of charity organization societies, and other trained workers.

Primarily for Graduates.

  1. Economic History. A study of the development of economic institutions and economic doctrines, and of their influence upon each other and upon the other phases of social life. The period 1776 to 1850 will be studied in 1904-05. An investigative course for advanced students and graduates. Two sessions a week, at hours to be arranged. Credited as a full study. Professor Scott.
  2. Modern Economic Theory. Designed to give students some acquaintance with recent movements in economic theory, and practice in reading German texts. As a point of departure and contrast Schmoller’s Grundriss der Allgemeinen Volkswirtschaftslehre will be used as a text. Second semester; Tu., Th., at 9. Assistant Professor Adams.
  3. The Distribution of Wealth. Part I. This course deals chiefly with the fundamental institutions in the existing social order and their relation to the present distribution of wealth. The principal topics discussed are: private property, contract and its conditions, vested interests, custom, competition, monopoly, authority, and the caritative principle. First semester; M., W., Th., from 2:30 to 4:00. Professor Ely.
  4. Distribution of Wealth. Part II. This course deals with the shares of the various factors in distribution, viz.: rent[,] interests, profits, and wages. May be taken by those who have not had Part I, course 52. First semester; M., W., Th., from 2:30 to 4:00. (Omitted in 1904-05) Professor Ely.
  5. Public Finance. This course deals first with the nature of public finance as a science, and with its history, with the development and working of the public economy, and then proceeds to a discussion of public expenditures and a brief examination of public revenues. Second semester Tu., Th., from2:30 to 4:00. (Omitted in 1904-05.) Professor Ely.
  6. American Public Finance. Part I. The financial history of the United States. A critical and historical discussion of the finances of the federal government. Second semester; Tu., Th., 2:30 to 4:00. Professor Ely.
  7. American Public Finance. Part II. An historical and critical account of the finances of the American commonwealths and local political units. Second semester; Tu., Th., 2:30 to 4:00. (Omitted in 1904-05.) Professor Ely.
  8. The Theory of Taxation. This course covers the general theoretical problems of taxation, equality and uniformity, shifting and incidence, etc. First semester; Tu., Th., at 10. Assistant Professor Adams.
  9. Monopolies and Trusts. This course deals with the theories of monopoly, historically and critically; and examines the tendencies of large-scale business with reference to competition and monopoly. (Omitted in 1904-05.) Professor Ely.
  10. Principles of Transportation. This is a lecture course designed exclusively for graduates who do not desire to specialize in transportation. An endeavor will be made to present the most important facts and principles of railway development as illustrated in the leading countries of the world. Second semester; two-fifths study. (Omitted in 1904-05.) Professor Meyer.
  11. The Psychological Sociologist. This course deals with that group of sociologists who approach sociology from a psychological point of view. First semester; Tu., Th., at 8. (Omitted in 1904-05.) Mr. Dowd.
  12. Seminary in Sociology. Topics in theoretical and practical sociology, selected with reference to the needs and interests of the students, will be investigated. Two hours a week. Mr. Dowd.
  13. Race Elements in American Industry. The unique feature of American industrial and labor problems is the variety of races and nationalities that have participated. In order to prepare a way for the proper understanding of labor history in the United States, this course will include an examination of the industrial qualities of the several races, their capacities as producers, their part in promoting American industrial supremacy, their standards of living, the relative influence of climate, civilization, and heredity on industrial capacities, the sources of immigration, the distribution of races in industries and localities, the competition of races, the influence of industry and labor organizations in the assimilation of races, legislation regulating immigration, etc. The course will be divided into two parts: Part I consisting of lectures, three hours a week; Part II consisting of reports and discussions, two hours a week. First semester; M., Tu., W., Th., F., at 8. Professor Commons.
  14. The History of Labor and Industrial Organization Prior to the Civil War. A survey of labor conditions in colonial times, the beginnings of labor agitations, the origins of labor unions, the communistic, sentimental, and utopian programs and experiments, free labor and slavery, political and civil rights of wage-earners, the rise of manufactures and rapid transportation. This course is divided into two parts like the foregoing. First semester; M., Tu., W., Th., F., at 8. (1905-06.) Professor Commons.
  15. The History of Labor and Industrial Organization since the Civil War. The effects of the Civil War on capital and labor, the rise of the Knights of Labor and the American Federation of Labor, the effects of machinery, inventions, divisions of labor, and large-scale production, the changes in wages, hours of labor, and working conditions, the policies of trade unions, the influence of socialism, radicalism, and conservatism in labor unions, the beginnings of employers’ associations, the concentration of capital, growth of arbitration and trade agreements, and their practical results, labor legislation and judicial decisions, labor and public employment, women’s and children’s work and wages, etc. This course is divided into two parts like the foregoing. First semester; M., Tu., W., Th., F., at 8, (1906-07.) Professor Commons.
  16. Research Course in Labor Problems. This is designed especially for students electing thesis on these subjects. Special attention will be given to thesis work by way of personal and seminary conferences, in which the student will be associated with the instructor in the special investigations of the labor history on which he is engaged. First semester; F., from 2:15 to 4:00. Professor Commons.
  1. Economic Seminary. This is designed for graduate students who wish to carry on special investigations under the guidance which the department affords. A subordinate feature of the seminary work is a review of recent books and important articles published in the periodicals. Tuesday evening, throughout the year, from 7:30 to 9:30. Professor Ely, Professor Commons, Professor Meyer, Assistant Professor Adams, Mr. Dowd, Mr. Lorenz, and Dr. Taylor.

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Department of Political Science.

Professor Parkinson, Professor Reinsch,
Assistant Professor Sparling, and Mr. Barnett.

Arrangement of Courses.

                  The introductory courses are open for election in the sophomore and junior years. As a rule, at least five semester hours of this work should be done before electing any of the advanced courses. The advanced courses are open for election by juniors, seniors, and graduates. Sophomores of advanced standing may make arrangements to take some of these courses (courses 12, 15, and 20). The requirements for an undergraduate major in political science, in addition to the thesis are twenty-one semester hours as a minimum.

Primarily for Undergraduates.

  1. Elements of Political Science. A general survey of the field of political science. First semester; M., W., F., at 8. Assistant Professor Sparling.
  2. Elementary Law. The nature and sources of law, and the methods of its application. First semester; Tu, Th., at 8; M., at 3. Mr. Barnett.
  3. Elements of Administration. The theory of administration, and a survey of the administrative systems of the chief states of modern Europe, and of the United States. First semester; Tu., Th., at 8. Assistant Professor Sparling.
  4. The Constitution of the United States. An outline course of lectures designed, primarily for those who cannot give more time to this subject, but which may be taken with profit in connection with any of the longer courses in constitutional law. Second semester; F., at 10. Professor Parkinson.
  1. Administrative Problems. A survey of the primary administrative activities of the chief states of Europe and the United States. Second semester; Tu., Th., at 8. Assistant Professor Sparling.
  2. Government and Politics in the United States. A general study of the American system of government in its local, state, and federal organs, and their relations to each other, as well as of the methods of political action. Second semester; M., W., F., at 8. Professor Reinsch.

For Undergraduates and Graduates.

  1. Roman Law. a. History of the development of Roman law from the Twelve Tables to the Corpus Juris of Justinian. b. Institutes of Roman law. These divisions are given alternately. First semester; M., W., at 12. Professor Reinsch.
  2. History of English and American Law. Second semester; M., W., at 12. (Omitted in 1905.) Professor Reinsch.
  3. Jurisprudence. Analysis of the main concepts of the science of law on the basis of the juristic classics. Open to students who have had an elementary course in law. Second semester; Tu., Th., at 12. Mr. Barnett.
  4. Constitutional Law. A short course of lectures on the English constitution, followed by a detailed study of the constitution of the United States. Throughout the year; M., W., F., at 9. Professor Parkinson.
  5. Constitutional Law. Designed to follow, or at least to supplement, course 12, with emphasis upon the study of cases; may be taken independently by those of suitable preparation. Open only to graduates and other advanced students. Throughout the year; Tu., Th., at 9. Professor Parkinson.
  6. Seminary in Constitutional Law. A comparative study of the essential features of the leading constitutions of the world. Open to graduates, and to seniors who have had courses 12 and 13, or their equivalent. Second semester; M., W., at 10. Professor Parkinson.
  7. Municipal Government in Europe and the United States. Second semester; M., W., F., at 8. Assistant Professor Sparling.
  8. State Administration. A study of the local and state administrative systems of the United States. First semester; Tu., Th., at 9. Assistant Professor Sparling.
  9. American Administrative Law. This course has in view the needs of the legal profession. Second semester; Tu., Th., at 11. Assistant Professor Sparling.
  10. International Law. First semester; M., W., F., at 10. Professor Parkinson.
  11. Seminary in International Law. Emphasis will be placed upon diplomatic relations, treaties, the rights and obligations of neutrals, and the methods of settling international disputes without resort to war. Open to graduates, and also to others who have had course 18. Second semester; M., W., at 10. (Omitted in 1905.) Professor Parkinson.
  12. Contemporary International Politics. In 1905 the oriental situation will be the special subject of this course. Second semester; M., W., F., at 10. Professor Reinsch.
    In connection with the above course a series of public lectures on problems of international politics will be given.
  13. Colonial Politics. A study of the principal systems of colonial government. First semester; M., W., F., at 10. Professor Reinsch.
  14. Party Government. Special attention will be given to party organization and the methods of legislative bodies. First semester; Tu., Th., at 11. Assistant Professor Sparling.
  15. Federal Administration. A study of the organization and functions of the different branches of our federal service. Second semester; Tu., Th., at 9. Assistant Professor Sparling.
  1. The Law of the Press. The law of copyright, literary property, libel, privileged publications, and other topics relating to the publication of books and newspapers. Designed especially for students preparing for journalism and the law. Second semester; M., at 3. (Omitted in 1905.) Professor Reinsch.

Primarily for Graduates.*

  1. History of Political Thought. The development of political philosophy from the Greeks to the present time, and its connection with political history. (May be taken by seniors of suitable preparation.) First semester; M., W., F., at 11. Professor Reinsch.
  2. Philosophy of the State. A critical study of contemporary political thought and terminology. May be elected by seniors who take their major in political science. Second semester; M., W., at 11. Professor Reinsch.
  3. Juristic Classics. In 1906: Reading of Gaius, with commentaries. Second semester; M., W., at 11. Professor Reinsch.
  1. Seminary in Administration. Some important phases of state administration will be studied. Two hours throughout the year. Assistant Professor Sparling.
  2. Seminary in Politics. For 1904-05: Parliamentary institutions of the present time. A study of parliamentary procedure, legislation, and party development in Germany and Italy during the last quarter century. Throughout the year; W., 7:30 to 9:30. Professor Reinsch.

*Studies given under the heading, “For Undergraduates and Graduates,” may also be taken as graduate work, but in this case special reading will be assigned by the instructor in addition to that required of undergraduate students.

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Department of History.

Professor Turner, Professor Munro,
Assistant Professor Coffin, Assistant Professor Fish,
Dr. Tilton, Dr. Sellery, Dr. Phillips, and Assistants.

Arrangement of Courses.

                  The courses in history are divided into three groups, as follows:

A. Introductory courses 1 to 9 are primarily for undergraduates, and are planned to afford a comprehensive survey of the general field of history. They cannot be counted toward advanced degrees, and graduates are required to have completed an equivalent of sixteen semester hours of these studies as a preparation for graduate work for a degree. It will be noted that a substantial historical basis can be laid for advanced work by such an election as the following: freshman year, Medieval (course 1) and Colonial (course 3) or English (course 6); sophomore year, Modern (course 2) and United States (course 4). The study of Greek and Roman history (courses 8 and 9) is particularly recommended to those who may intend to teach history. It is not recommended that students shall cover all of the introductory courses to the neglect of advanced work.

B. Advanced courses 11 to 45 are designed to continue the work begun in the preliminary courses in the direction of greater specialization. These courses are open to undergraduates and graduates who have taken the necessary preliminary work.

C. Graduate courses 51 to 60 are not open to undergraduates. They consist of courses in the technique of history, and seminaries in American, Medieval, and Modern history, in which the subject of study changes from year to year.

History Major.

                  The requirements for an undergraduate major in history, in addition to the thesis, are twenty-six semester hours as a minimum, selected as follows:

I. One or more introductory courses in both European and American history.

II. Advanced courses to the amount of at least ten semester hours.

For Undergraduates.

  1. Medieval History. A general survey of the history of continental Europe from the barbarian invasions to the close of the fifteenth century. Advanced students will be given special quiz sections and more advanced work. Throughout the year; M., W., at 11, for lectures, and a third hour in sections. Professor Munro, Dr. Tilton, Dr. Sellery, and assistants.
  2. Modern European History. A general survey extending from the close of the fifteenth century to the present day. Not open to freshmen. Throughout the year; Tu., Th., at 11, and a third hour in sections. First semester, Dr. Sellery; second semester, Assistant Professor Coffin.
  3. American Colonial and Revolutionary History. An introduction to the history of the United States, designed to acquaint the student with the beginnings of American institutions. Text-book, lectures, and topics. The class meets in divisions. Throughout the year; Tu., Th., at 9 and 10. Assistant Professor Fish and Dr. Phillips.
  4. History of the United States. A general survey from the Revolutionary era to the present, with emphasis upon political history. Lectures, text-book, collateral reading, and topics. Not open to first year students. This course, or an equivalent, must precede all advanced courses in American history.
    4a. To the presidency of Jackson. First semester; M., W., F., at 11. Assistant Professor Fish.
    4b. From the presidency of Jackson to the present. Second semester; M., W., F., at 11. Assistant Professor Fish.
  5. English History. A general survey with especial reference to economic and social conditions. Text-book, lectures, and topics. Throughout the year; M., W., F., at 9 and 11. Dr. Tilton and Dr. Sellery.
  6. English History. A course with especial reference to social and political conditions, useful for students of English literature, and recommended to those who expect to teach history. Students are not permitted to elect both courses 5 and 6. Throughout the year; Tu, Th., at 9. Assistant Professor Coffin, Dr. Tilton, Dr. Sellery, and Dr. Phillips.
  7. History of Europe in the Nineteenth Century, 1815-1900. Designed for freshmen in the Course in Commerce. Throughout the year; M., W., F., at 11. Assistant Professor Coffin.
  8. Ancient and Greek History. A brief outline of primitive and oriental history and a general course in Greek history. Recommended to all who expect to teach history. First semester; Tu., Th., F., at 11. (Omitted in 1904-05.) Professor Munro and Dr. Tilton.
  9. Roman History. A general survey with especial emphasis on the period of the later Republic and Early Empire. Recommended to all who expect to teach history. Second semester; Tu., Th., F., at 11. (Omitted in 1904-05.) Professor Munro and assistants.

For Undergraduates and Graduates.

  1. The History of the West. Particular attention is paid to the conditions of westward migration and to the economic, political and social aspects of the occupation of the various physiographic provinces of the United States, together with the results upon national development. Lectures, collateral reading, and topics. Throughout the year; M., W., F., at 12. Professor Turner.
  2. History of the South. The course deals with the period since the Revolution, and especial attention is given to the economic and social forces involved in the plantation system, slavery, and the occupation of the Gulf Plains, as a basis for understanding the political history of the South and its place in national history. Throughout the year; Tu., Th. at 3. Dr. Phillips.
  3. History of New England. Special attention will be paid to the colonial period, and to New England expansion. Second semester; M., W., F., at 2. (Omitted in 1904-05.) Assistant Professor Fish.
  4. Economic and Social History of the United States. Designed to treat economic topics in relation to the general movement of national history. Throughout the year; M., W., F., at 12. (Omitted in 1904-05.) Professor Turner.
  5. Diplomatic History of the United States. An historical survey of our foreign relations from the Revolution to the present time. Throughout the year; Tu., Th., at 10. Assistant Professor Fish.
  6. Constitutional and Political History of the United States from the Confederation to the Presidency of Jefferson. First semester; M., W., at 2:15. (Omitted in 1904-05.)
  7. Undergraduate Seminary in American History. Designed to train undergraduates in the use of sources, by studying different problems in different years. The period since the Civil War will probably furnish the field for 1904-05. Elective by semesters to students who have had course 4 or its equivalent. M., W., at 2:15. Assistant Professor Fish.
  1. Roman Imperial Institutions. A study of the organization and government of the Empire, especially in the second century A.D. First semester; Tu., Th, at 10. (Omitted in 1904-05.) Professor Munro.
  1. Medieval Civilization. Designed to supplement course 1 by a more special study of the social and intellectual life of the Middle Ages. First semester; Tu., Th., at 10. Professor Munro.
  2. Feudal Institutions. Tu., Th., at 10. Open to graduate students and seniors of suitable preparation. (Omitted in 1904-05.) Professor Munro.
  3. Constitutional History of the Middle Ages. A comparative study of the governments in Germany and France, especially during the twelfth and thirteenth centuries. Open to graduate students and seniors of suitable preparation. Second semester; Tu., Th., at 10. Professor Munro.
  1. Period of the Renaissance. An investigation of the chief political problems in the epoch of the foundation of the great European states, 1300-1500. Open to juniors and seniors who have had course 1 or an equivalent. First semester; Tu., Th., at 11. Dr. Sellery.
  2. Age of Louis XIV. A study of the development of the absolute monarchy in continental Europe. Open to juniors and seniors who have had course 1 or 2, or an equivalent. Second semester; Tu., Th., at 11. Dr Sellery.
  1. The French Revolutionary and Napoleonic Periods, 1789-1814. Open to those who have had course 2 or its equivalent. Throughout the year; M., W., F., at 10. (Not offered in 1904-05.) Assistant Professor Coffin.
  2. History of Europe in the Nineteenth Century, 1815-1900. Open to those who have had course 2 or its equivalent. The work will be devoted especially to tracing in this period the influence of the French revolutionary ideas in the development of social and political institutions. First semester; M., W., F., at 10. Assistant Professor Coffin.
  1. Constitutional History of England. A study of the growth of English institutions. Throughout the year; Tu., Th., at 12. Open to juniors and seniors who have had course 5 or 6. First semester, Dr. Tilton; second semester, Assistant Professor Coffin.
  2. Economic and Social History of England, 1300-1600. A summary of English civilization in the thirteenth century and a view of the chief economic and intellectual changes from medieval to modern civilization. Open only to students who have had course 1, 5, or 6. Second semester; Tu., Th., at 9. Dr. Tilton.
  1. The Development of Modern Prussia, 1640-1871. This course is intended to explain the development of the Prussian state and trace the Prussianizing of modern Germany. Open to those who have had course 2. First semester; Tu., Th., at 12. Assistant Professor Coffin.
  1. Methods of History Teaching, with special reference to the work of secondary schools. For seniors of suitable preparation and graduates. Throughout the year; F., at 3. Professors Turner and Munro.

For Graduates.

  1. Historical Bibliography. An account of the present state of the materials for historical research, and an examination of the bibliographical tools most essential to the special study of history. First semester; W., at 10. (Omitted in 1904-05.) Professor Munro.
  2. Historical Criticism. An introductory survey of the principal problems of historical method, accompanied by practical exercises. Second semester; W., at 10. Given in alternate years. Professor Munro.
  3. Paleography and Diplomatics. (a) Elements of paleography, with practical exercises in the reading of manuscript facsimiles; (b) Elementary exercises in diplomatics. The first part of the course is identical with the first part of course 18 in Latin, and is arranged for the benefit of advanced students of language as well as for students of history. Second semester; F., 9 to 11. Given in alternate years. Professor Munro.
  1. Seminary in Medieval History. In 1904-05 the First Crusade is studied by special topics, illustrating the causes, the relations of the chiefs with the Greek emperor, and the social conditions in the Latin Kingdom of Jerusalem. Th., 4 to 6. Professor Munro.
  2. Seminary in Modern European History. The work will center about the diplomatic revolution of 1756. Throughout the year; S., 11 to 1. Assistant Professor Coffin.
  3. Seminary in American History. For 1904-05, the seminary will study the history of Monroe’s administration. Throughout the year; three hours a week in two sessions. Professor Turner.
  1. Historical Conference. A fortnightly meeting of the instructors and graduate students of the school for conference and consideration of papers. A considerable portion of the time of the conference is devoted to a coöperative study of the work of important historians, so planned as to give in successive years a general view of modern historiography. Throughout the year; alternate Fridays, 4 to 6.

Special Lectures.

                  Besides the regular courses of class instruction described above, two series of lectures were given each year by scholars from without the University. In 1903-04, the following were delivered:

                  Transcontinental Explorations, with especial reference to Lewis and Clark. Four lectures by Reuben Gold Thwaites, Secretary of the State Historical Society of Wisconsin.

                  The Causes of the Civil War. Four lectures by Professor James A. Woodburn, of Indiana University.

Summer Courses.

                  Elementary and advanced courses in history are offered each year in the Summer Session of the University. For a fuller description see the Summer Session circular, which may be obtained by application to the Registrar of the University.

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Special Training Courses.

Statistics, Practical Sociology, Public Service
and Journalism.

                  In order to offer opportunity for careful and systematic training in practical pursuits, the studies offered by the departments of Political Economy, Political Science, and History, together with a number of allied subjects, have been arranged so as to form four special courses, viz.: in statistics, in practical sociology, in preparation for public service, and in preparation for journalism.

                  The course in statistics will give special training in the use and collection of statistical material, with a view of fitting the student for practical statistical work in connection with public administration or with the business of railway and insurance companies.

                  The course in practical sociology consists of studies in modern social and economics problems, social theory, and practical charity and reform. The class work of the student is to be supplemented by the direct study of social conditions, and reformatory and charitable institutions. The course is primarily intended as a preparation for pastoral work, and the activities connected with organized charity and other ameliorative agencies.

                  The course in public service covers the subjects of politics, administration, diplomacy and modern history. A thorough knowledge of the mechanism and workings of contemporary government is becoming increasingly important with the constantly expanding sphere of political activities. To the training in the general principles of politics and methods of government, there will added in this course specific instruction in the work of the various governmental departments, and the students will be kept informed concerning the various openings for a career in the public service, as well as the requirements and examinations that form a condition for entering thereupon.

                  The course in preparation for journalism does not aim to offer technical instruction in the methods of practical journalism, but to provide a fund of information on social, economic, political, and historical questions, which is indispensable in journalistic work of a high grade.

                  The special training courses cover a period of three years, beginning with the junior year. At the end of the second year the bachelor’s degree is conferred. At the end of the third year the master’s degree. No thesis is required with the latter. Any students in the above courses will be under the special supervision and advice of that member of the instructional force under whom the major part of their work is done. The faculty will keep in close touch with men of experience and representative position in the branches to which these courses relate, and will make use of their aid and suggestions to render the instruction most helpful to the students.

                  Upon the completion of the course of three years the graduate will receive a certificate, stating that he has taken a special course, and indicating to what group of studies he has devoted his attention. No rigid uniformity is required of the students in the matter of selection of their studies. They must, however, select at least ten-fifths a semester from the work recommended, and this work must be taken in the sequence indicated, unless exceptions are made for special cause. Some studies which are absolutely indispensable in a certain course are italicized, and others will be indicated by the special adviser of the student, according to the work for which the latter is pre-paring. Beyond this the students are left free to take electives in other departments.

                  Admission. Students who have completed the sophomore year in any college or university of approved standing are admitted to the special courses, but all such students will be subject to the same conditions as students entering other courses in the junior year. The graduates of any such college or university may arrange to complete any one of the courses in two years. It is presumed that students entering the school have studied ancient, medieval and modern history, as well as the elements of economics and political science. In the absence of such preparation students will be expected to make up their deficiency during the junior year. The language requirements will be adapted to individual needs, but the minimum requirement will be that of the regular course in the College of Letters and Science.

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The Course in Statistics.

[The first numeral following the name of the course indicates the number of hours per week, the Roman numeral the semester.]

Junior.

                  Economic Statistics, 3-II; Social Statistics, 3-I; Analytical Geometry and Calculus, 3; Commercial Geography, 4; Agricultural Industries, 2-II; Economic Problems, 3-II; Money and Banking, 3-I; Elements of Administration, 2-1.

Senior.

                  Railway and Insurance Statistics, 2-I; Government Statistics, 2-II; Theory of Probabilities, 2-II; Expert Accounting, 2-II; Insurance, 2-I; Railways, 2-II; Social and Economic Legislation, 3; State and Federal Administration, 2-II; Markets and Securities, 2-II.

Graduate.

                  Distribution of Wealth, 5-I; Public Finance, 5-II; Economic Seminary; Seminary Administration, 2; Laboratory Work in Statistics, 2; Railway Economies, 2-I; Public Accounting, 2-II.

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The Course in Practical Sociology.

Junior.

                  Charities and Correction, 3-I; Field Work; Elements of Sociology, 3-I; History of Education, 3-I; Municipal Government, 3-II; Physiology, 3-I, 2-II; Psychology, 3-I; Ethics, 3-II; Moral Education, 1-II.

Senior.

                  Social Ethics, 2-I; Social Statistics, 3-I; Psychology and Sociology, 3-I; Modern Sociological Thought, 3-II; Field Work in Charities; Charity Organization, 2-II; Communicable Diseases, 1; Biology of Water Supplies, 5-I; American History, 2.

Graduate.

                  Seminary in Sociology, 2; Advanced Ethics, 3-I; Anthropology, 2-1; Abnormal Psychology, alternating with Comparative Psychology, 2-II; Distribution of Wealth, 5-I; History of Political Thought, 2-I; Labor Legislation, 3-I; Economic and Social History, 3; Laboratory Work in Statistics, 2.

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The Course in Preparation for Public Service.

Junior.

                  Elements of Administration, 2-I; State and Federal Administration, 2-II; Constitutional Law, 3; American History, 2; Elements of Finance, 3-I; Colonial Politics, 2-I; Elementary Law, 3-I; Advanced English, 3; Social and Economic Statistics, 3.

Senior.

                  Federal Services, 2-I (a study of the organization of the various departments of the federal government with methods of work and conditions of entry); International Law, 3-II; Diplomacy, 3-II; Municipal Government, 3-II; Nineteenth Century History, 3; Administrative Law, 2-I; Contemporary Politics, 2; Political Thought, 3; English Constitutional History, 2; Social and Economic History, 3.

Graduate.

                  Seminary in Administration, 2; Administrative Services (relating to state and municipal services), 2-II; Public Finance, 5-II; Seminary in Political Philosophy, 2; American Constitution and Political History, 3; Seminary in Modern European History, 2; Seminary in Public Law, 2; Social Ethics, 2-I; Roman Law, 2-II; Municipal and Sanitary Engineering, 2-I.

                  In order to adapt the course to the special needs in individual cases, the students will be advised to devote a part of the senior and graduate year to more special preparation for some branch of the public service, and will be encouraged to take a group of electives with that end in view. Every student is, moreover, required to take as part of his senior and graduate work one of the following groups of obligatory studies, or one of other groups hereafter to be arranged, intended to form the basis of more special preparation.

a) Financial: Public Finance, 5-II, first half of semester; American Federal Finance, 5-II, second half of semester; Public accounting, 2-II; Money and Banking, 3.

(b) Internal Governments: Agricultural Industries, 2-II; Social and Economic Legislation, 3; Social and Economic Statistics, 3; American Social and Economic History, 3.

(c) State and Municipal Governments: Municipal Government, 3-II; Public Securities, 2; Municipal and Sanitary Engineering 2-I; Public Accounting, 2-II; American State and Municipal Finance, 3-II.

(d) Diplomacy: Diplomacy, 3-II; International Law, 3-I; Contemporary Politics, 2; Nineteenth Century History, 2; Advanced French and a thorough study of another European language (German, Spanish, Italian, Russian or Norse).

__________________

The Course in Preparation for Journalism.

Junior.

                  Economic Problems, 3-II; American History, 2; Constitutional Law, 3; Modern Systems of Education, 2-I; Agricultural Industries; 2-II; Municipal Government, 3-II; Moral Progress and Moral Education, 1-Il; Advanced English, 3; General survey of English Literature (with special reference to the great prose writers of the eighteenth and nineteenth centuries), 3; American Literature, 2.

Senior.

                  English Constitutional History, 2; Nineteenth Century History, 2; Political Thought, 2-I; Contemporary Polities, 2; History of the West, alternating with Economic and Social History, 3; Colonial Politics, 2-I; Social Ethics, 2-II; Press Laws, 1; State and Federal Administration, 2-II; International Law, 3-I; Advanced English, 2; English Literature (Courses 32, 33, 36, 39, and 43).

Graduate.

                  Advanced English, 2; Seminary in American History, 2; Distribution of Wealth, 5-I; Public Finance, 5-II; Modern Sociological Thought, 2-II; Seminary in Political Philosophy, 2; Seminary in Economics; Diplomacy, 3-II; History of Institutions, 2.
Seminary work in some line will be required.

Source: “University of Wisconsin, Departments of Political Economy, Political Science, and History.” Bulletin of the University of Wisconsin, no. 89 (Madison, Wisconsin: May 1904). Transcription from a copy in the Harvard University Archives, Division of History, Government, and Economics. Ph.D. exams and records of candidates, study plans, lists, etc. pre-1911-1942. Box 2, Unlabeled Folder.

Image Sources: Collage of cropped portraits of Richard T. Ely (left, ca. 1910) and John R. Commons (1904) from University of Wisconsin-Madison Archives and Commons’ autobiography Myself (after p. 94), respectively.

Categories
Economists Gender Northwestern Uncategorized Yale

Yale. Economics Ph.D. Alumna, 2nd wife of Richard T. Ely, Margaret Hahn Ely

One can imagine the raised eyebrows when colleagues learned that Professor Richard T. Ely at the tender age of 77 married his former student who was a gentle 32 years old, leaving a 45 year age gap to fill with conjugal bliss. It even became national news when it was reported that Richard T. Ely became father for the fourth and fifth times at ages 78/79, respectively. Robust Professor Ely lived another ten years and his widow Margaret Hale Ely, née Hahn, went on to teach economics at Connecticut College for Women for two decades after his passing. Along the way, she picked up her Yale economics Ph.D. Her retirement years spanned another seventeen years.

______________________

Professor Ely is Married to Former Pupil

Madison—Prof. Richard Theodore Ely, 78, honorary professor of political economy at the University of Wisconsin, was secretly married last summer to Miss Margaret Hahn, 30 [sic, 32 years is correct], once his student at Northwestern university friends here learned today.

The economist and his bride are living at Radburn, N.J., near the Institute for Research in Land Economics and Public Utilities established by Dr. Ely several years ago in New York.

He was professor of political science at the University of Wisconsin from 1892 until 1925, when he went to Northwestern. There he met the co-ed destined to become his wife.

In 1933 he received an LL.D. degree from the university.

Before coming to Wisconsin he was head of the department of political economy at Johns Hopkins university for 11 years.

His marriage to Miss Hahn was his second. In 1884 he was married to Miss Anna Morris Anderson, who died in 1923. He has three children, Richard S. Ely, John T. A. Ely and Mrs. Anna Ely Morehouse.

Dr. Ely received his A.B. and A.M. degrees from Columbia university, his Ph.D. at the University of Heidelberg, and another LL.D. from Hobart college.

He was founder of the American bureau of industrial Research, one of the organizers of the American Economics association, first president of the American Association for Labor Legislation, and founder of the Institute for Research in Land Economics and Public Utilities.

He has written several books dealing with economics.

Source:  Wisconsin State Journal, December 21, 1931, pp. 1,4.

______________________

L.A. Times exclusive, 1932

Economist Ely Becomes Father
at 79 (sic, should be 78) Years of Age

New York, July 15 (Exclusive)

Prof. Richard T. Ely, the economist, 79 years of age, who last year married Miss Margaret Hahn, still in her early thirties, became the father of an 8-pound son on the 1st, it was learned today.

Prof. Ely proudly confirmed the news at the offices of the Institute for Economic Research, Inc., of which he is the head.

“He’s a fine, big, kicking fellow,” he said. “We named him after William Brewster, a leader in the Mayflower colony and an early ancestor of his.”

Prof. and Mrs. Ely live at Radburn, N.J., the model motor-age real-estate development planned by the professor and financed by John D. Rockefeller, Jr., and others.

Prof. Ely and the mother of his child, who was born in a Paterson (N.J.) hospital, met at Northwestern University, Evanston, Ill., where he was teaching in the summer of 1931. She was one of his students, and received a Ph.D. degree at that institution of learning (sic, she did not).

The professor, a noted economist, is the author of a number of books. He came to New York several years ago to establish the institute he heads.

Source: The Los Angeles Times (July 16, 1932), p. 1.

______________________

Associated Press, 1934

Dr. Ely Father Again at 79
Daughter Second Child
Since He Wed Former Pupil in 1931

By the Associated Press.

New York, March 30.–Dr. Richard T. Ely, 79-year-old economist and president of the Bureau of Economic Research, became the father of his sixth child last Wednesday, friends here have learned.

A nine-pound-seven-ounce daughter, named Mary Charlotte, was born to his wife, the former Margaret Hahn of Chicago, in Paterson General Hospital, Paterson, N.J. Dr. Ely will be 80 April 13. Dr. and Mrs. Ely have another child, William Brewster Ely, born in July, 1932. Mrs. Ely is the economist’s second wife. Dr. Ely, founder of the American Economic Association, married her, a former pupil, in 1931.

SourceSt. Louis Post-Dispatch (March 30, 1934), p. 2.

______________________

From the horse’s mouth:
Richard T. Ely’s Memoir
1938

It was at Northwestern, also, that I found the young woman who later became my wife, Margaret Hale Hahn was a member of my round table, a dynamic personality, with many varied interests. She was a Northwestern graduate and had attained distinction in athletics, as well as in scholastic work. She was a member of the debating group and was one of the first women to represent the university in a joint debate with Wisconsin; she was also president of the hockey team and had obtained her letter. We were married in 1931. Her companionship and her vitality have greatly enriched my life. We are now the proud parents of two loverly children, Billy, six, and Mary, four.

Source: Richard T. Ely. Ground Under Our Feet, p. 250.

______________________

Personal and professional timeline of
Margaret Hale Ely, née Hahn

1899. June 29. Born in Ohio to Parents Raymond C. Han and Mary Katruah Hahn née Hale.

1923. B.S. from Northwestern University.

1931, August 8. Marriage to Richard Theodore Ely in Old Lyme, Connecticut.

1932, July 1. Birth of son, William Brewster Ely in Paterson, New Jersey.

1934, March 28. Birth of daughter, Mary Charlotte Ely in Paterson, New  Jersey. [Family residing at 2 Audubon Place, Rayburn, N.J.]

1936, May 12. Third child, stillborn.

1943, October 4. Richard T. Ely dies at home in Old Lyme, Connecticut.

1944. Appointed assistant professor of economics at Connecticut College for Women.

1947. A.M. from Yale University.

1954. Ph.D. in economics from Yale University.

1966. Retires from Connecticut College for Women.

1983, May 24. Died May 24. in Waterford, Connecticut.

______________________

MRS. MARGARET H. ELY
Associate Professor of Economics

Mrs. Margaret H. Ely’s life, on this campus and away from it, has been expressive of a personal philosophy which will continue to pervade her experience after she leaves her position as Associate Professor of Economics at Connecticut. She believes strongly in a commitment to education as a challenge and as a creative process, and she considers the lack of such a commitment the main problem in education today. In accord with this belief, Mrs. Ely has taught the Senior Seminar in Economic Research since she has been here. This course emphasizes creative research and enables students to talk with experts in their particular area. Labor and investment have always been Mrs. Ely’s own favorite areas of interest and instruction. She was originally trained as a banker in the investment division of the Irving Trust Company. In addition to her love of teaching, she has actively extended her own education. Last summer she attended a Contemporary Economics Seminar and this year at Connecticut she has studied mathematical statistics. In the language of economics, Mrs. Ely feels there is a great deal of manpower, the country’s most valuable resource, which is being wasted in the form of the unmotivated student. She believes this situation can be improved and, with this in mind, she intends to continue working in the educational system: We can expect further significant accomplishments by Mrs. Ely, a woman dedicated to her field and her profession.

Source: Connecticut College for Women student yearbook, Koiné 1964, p. 74.

______________________

Retirement note by Connecticut College President

Mrs. Margaret Ely joined the Faculty in 1944 as a recent widow and the mother of two young children. Ten years later she had received her Doctor’s degree in Economics at Yale, created new courses in Labor Economics and Corporations at this college and brought her own children into young manhood and womanhood. She likes to teach the lore of corporations by the case study method. A study of her own case suggests that she is the sort of educated American woman who has demonstrated to the undergraduates of this college that a woman of purpose and courage can do anything she wants to do. Her human warmth and ingenious teaching methods will be available to us for one year more in the absence of her Department Chairman.

SourceConnecticut College Alumnae News, August 1964, p. 19.

Image SourceConnecticut College Alumnae News, August 1964, p. 19. Colorized by Economics in the Rear-view Mirror.

Categories
Popular Economics Suggested Reading Syllabus

Chautauqua Literary and Scientific Circle. Economics Readings, Topics for 1889-1890

The Chautauqua Institution established a four-year cycle of reading assignments that provided a popular college liberal arts education. Beginning in 1885 an introduction to economics was introduced into the program with an economics textbook listed every fourth year among the half-dozen or so books to be read by participants in the circle.

This post begins with a brief history of the Chautauqua Literary and Scientific Circle (a.k.a. the C.L.S.C.) followed by a list of the economics texts assigned during the first sixty-six years of the C.L.S.C. The economics content from the outline for 1889-90 published in the C.L.S.C. journal, The Chautauqua, is the core artifact of this post. As an added bonus, 140 questions and answers provided for study of Richard T. Ely’s textbook, An Introduction to Political Economy, have been included as well.

On October 24, 1889 the C.L.S.C. held an Adam Smith Memorial Day. Q&A’s for discussion were included in The Chautauqua.

___________________________

Chautauqua Literary and Scientific Circle.

Excerpt from “A Brief History of the CLSC”

…Bishop [John Heyl] Vincent [cofounder with Lewis Miller of the Chautauqua Institution] conceived the idea of the Chautauqua Literary and Scientific Circle (CLSC), and founded it in 1878, four years after the founding of the Chautauqua Institution.

At its inception, the CLSC was basically a four year course of required reading. The original aims of the CLSC were twofold:

To promote habits of reading and study in nature, art, science, and in secular and sacred literature

and

To encourage individual study, to open the college world to persons unable to attend higher institution of learning.

On August 10, 1878, Dr. Vincent announced the organization of the CLSC to an enthusiastic Chautauqua audience.

Over 8,400 people enrolled the first year. Of those original enrollees, 1,718 successfully completed the reading course, the required examinations and received their diplomas on the first CLSC Recognition Day in 1882.

The idea spreads and reading circles form.

As the summer session closed in 1878, Chautauquans returned to their homes and involved themselves there in the CLSC reading program. Many introduced the CLSC idea to their friends and neighbors and, in turn, additional groups were established for the purpose of studying and discussing the CLSC course of instruction. The concept of local “CLSC Reading Circles” spread and, by the turn of the century, over 10,000 “circles” had been formed.

Clearly, the rapid and widespread growth of the CLSC filled a deeply felt need for a structured program of reading and learning. As such, its importance both to the Chautauqua movement and to the spread of education was significant to the history of our country. Arthur E. Bestor, Jr., president of the Institution 1915-1944, wrote in his Chautauqua Publications: “Through the home reading courses of the Chautauqua Literary and Scientific Circle, it (Chautauqua) reached into innumerable towns, especially in the Midwest, and made education a powerful force in American life.”

The CLSC becomes a role model.

With the success of its program of planned reading, book selections
and local circles, the CLSC became the prototype for book clubs, study groups and university extension courses. According to the World Book Encyclopedia, the CLSC was “an example to American universities when they developed their extension programs, and influenced adult education leaders in such countries as England, Japan and South Africa.”

Dr. Vincent’s ideal yields nationwide results.

From 1878 through the 1920s the CLSC maintained a preeminent position in the field of adult education and augmented the general support for learning. This, in turn, prompted the spread of libraries in small communities, the extension of adult education, the growth of book clubs, the availability of book review services, the increasing opportunities for enrollment in institutions of higher learning, and the involvement of people in community life and social organizations generally.

More nationwide reading opportunities result in a period of decline.

The accumulated effects of the Depression, the spread of libraries
in small communities, the extension of adult education, the growth
of book clubs, the availability of book review services, the increasing opportunities for enrollment in institutions of higher learning and
the involvement of people in community life and social organizations steadily detracted from the influence of the CLSC….

Economics from the CLSC Book List:
1878-1944

1885-1886

George McKendree Steele. Outline Study of Political Economy. New York: Chautauqua Press, 1885.

1889-1890

Richard T. Ely. An Introduction to Political Economy. New York: Chautauqua Press, 1889.

1893-1894

Richard T. Ely. Outlines of Economics. Meadville, Penn.: Flood and Vincent, 1893.

1895-1896

Carroll D. Wright. The Industrial Evolution of the United States. Meadville, Penn.: Flood and Vincent, 1895.

1899-1900

Richard T. Ely. The Strength and Weakness of Socialism. New York: Chautauqua Press, 1899.

1903-1904

Richard T. Ely. Studies in the Evolution of Industrial Society. New York: Macmillan, 1903.

1907-1908

John R. Commons. Races and Immigrants in America. New York: Macmillan, 1907.

1910-1911

Edward P. Cheyney. An Introduction to the Industrial and Social History of England. New York: Macmillan, 1907.

1915-1916

Albert Bushell Hart, ed. Social and Economic Forces in American HistoryChautauqua, New York: Chautauqua Press, 1913.

1943-1944

John W. McConnell. The Basic Teachings of Great Economists. New York: Blakiston, 1943.

Source:  Chautauqua Literary & Scientific Circle. Book List 1878-2017.

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The Chautauqua Literary and Scientific Circle.
Books for 1889-90.

An Introduction to Political Economy. Ely $1.00

Bible in the Nineteenth Century. Townsend $0.40

How to Judge of a Picture. Van Dyke $0.60

Outline History of Rome. Vincent and Joy $0.70

Physics. Steele $1.00

Preparatory and College Latin Course in English. 1 vol . Wilkinson $1.30

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C. L. S. C. OUTLINE AND PROGRAMS.
FOR OCTOBER [1889]

First week (ending October 8).

“Political Economy.” Chapters I.-VII. inclusive.

Suggestive Programs for Local Circle Work:

The Lesson. (The uneven division of the work in Political Economy as laid out in the Outline is made that the work might be taken up by topics; first, the growth of industrial society; second, the characteristics of industrial society; third, the definition of political economy; fourth, the division, methods, and utilityof political economy.)

Second week (ending October 15).

“Political Economy.” Chapters VIII. and IX.

In the Chautauquan: Helen Campbell, Child Labor and Some of its Results (pp. 21-24)

The Lesson. (As marked out in the Outline)

Debate—Resolved: That the Government should abolish all restrictions on the rate of interest. (See Ely’s “Political Economy,” p. 79.)

Third week (ending October 23)

“Political Economy.” Chapters X. and XI.

**  **  **  **  **  **  **  **

Adam Smith Day.—October 24.

“The wise form right judgment of the present from what is past.”—Sophocles.

  1. Paper—Life and Character of Adam Smith.
  2. Questions on Adam Smith in The Question Table.
  3. A Symposium of Letters—The best method of national taxation. Each member is to write and read a letter addressed to the president of the circle, giving his views on this subject. He is to commend or censure the American system—that of protection—and show that it is either in harmony with, or in opposition to, the four maxims regarding taxation laid down by Adam Smith:

    1. The Subjects of every state ought to contribute toward the support of the government, as nearly as possible, in proportion to their respective abilities: that is, in proportion to the revue which they respectively enjoy under the protection of the state.
    2. The tax which each individual is bound to pay ought to be certain and not arbitrary. The time of payment, the manner of payment, the quantity to be paid, ought all to be clear and plain to the contributor and to every other person.
    3. Every tax ought to be levied at the time and in the manner in which it is most likely to be convenient for the contributor to pay it.
    4. Every tax ought to be so contrived as both to take out and keep out of the pockets of the people as little as possible over and above what it brings into the public treasury of the state.

SPECIAL MEMORIAL, DAY.—ADAM SMITH.

  1. Of what nationality was Adam Smith?
    A. Scotch
  2. What happened him when he was three years old?
    A. He was carried off by Gypsies.
  3. His introduction as an author was made by an article in the Edinburgh Review on what famous book?
    A. Dr. Johnson’s Dictionary.
  4. Under what sobriquet is Smith spoken of in the “Noctes Ambrosiae”?
    A. Father Adam.
  5. Upon what work does his fame mainly rest?
    A. His book “The Wealth of Nations.”
  6. What probably induced this “Kirkcaldy recluse” to accept the office of traveling tutor to the young Duke of Buccleuch?
    A. The opportunity it would afford him for collecting facts for this book.
  7. What great event was transpiring in America at the time the “Wealth of Nations” was published?
    A. The opening of the Revolutionary War.
  8. If according to the historian Green, “books are measured by their effect on the fortunes of mankind,” what rank must be assigned to the “Wealth of Nations”?
    A. It must be classed among the greatest of books.
  9. Who said that it was “perhaps the only book which produced an immediate, general, and irrevocable change in some of the most important parts of the legislation of all civilized nations”?
    A. Sir James Mackintosh.
  10. What does Smith consider the only source of wealth?
    A. Labor
  11. What method of compulsory education did he propose?
    A. That every one wishing to enter upon a trade be required to pass a test examination.
  12. From what three classes or orders of civilized society did he contend came all the revenues which supply every other class?
    A. Landlords, laborers, and capitalists.
  13. From what great historian did the “Wealth of Nations” receive its first emphatic welcome?
    A. David Hume.
  14. What prime minister of England took the principles it taught as the ground-work of his Policy?
    A. William Pitt.
  15. What great event not long after its publication set England against the doctrines of political innovation taught in the book?
    A. The French Revolution.
  16. What change of opinion did Pitt undergo regarding Smith’s free trade notions?
    A. At first warmly participating in them, he became one of their leading opponents.
  17. What habit of Smith’s, indulged even in society, caused much amusement?
    A. The absent mindedness which led him to talk to himself.
  18. What acts showed his beneficent nature?
    A. Much of his ample fortune was spent in secret charities.
  19. What did he call himself in reference to his weakness, the collection of a fine library?
    A. A “beau in his books.”
  20. Throughout his life who was his closest friend?
    A. His mother.

Questions: pp. 97-98. Answers: p. 229.

**  **  **  **  **  **  **  **

Fourth week (ending October 31).

“Political Economy.” Chapters IX.—XV. inclusive.

Source: The Chautauquan. Vol X. No. 1 (October, 1889), pp. 87-88.

**  **  **  **  **  **  **  **

Questions and Answers.
On Ely’s “Political Economy.”

  1. Q. Of what science does political economy form a branch?
    A. Sociology, or social science.
  2. Q. What is sociology?
    A. The science which deals with society.
  3. Q. Into how many departments has social science been divided?
    A. Eight: language, art, science and education, family life, social life (in the narrower sense), religious life, political life, and economic life.
  4. Q. What is meant by economic life?
    A. That part of man’s life which is concerned with “getting a living.”
  5. Q. What forms a fundamental fact of economic life?
    A. The dependence of man upon his fellows.
  6. Q. In what respect does the economic life of a nation differ from that of an individual?
    A. The basis of national economy is political independence.
  7. Q. What is a state?
    A. The union of a stationary people, occupying a defined territory, under a supreme power and a definite constitution.
  8. Q. What are the two great factors in a national economy?
    A. Territory and man.
  9. Q. Cite one example showing the tendency of a national economy to change?
    A. Landed property was once largely common property; in civilized nations it came into the possession of individuals; now a reverse process is seen in the fact that forests are becoming public property.
  10. Q. Viewed from the standpoint of production, into what five stages is the economic progress of humanity divided?
    A. The hunting and fishing stage; the pastoral; the agricultural; the commercial; and the industrial.
  11. Q. Viewed from the standpoint of transfer of goods, how many economic stages are there?
    A. Three: truck economy; money economy; and credit economy.
  12. Q. What people are a type of the hunting and fishing stage?
    A. The American Indians.
  13. Q. Where are vivid pictures of people living in the pastoral stage found?
    A. In the earliest chapters of the Bible.
  14. Q. To what manner of life did the pastoral stage give rise?
    A. To the nomadic.
  15. Q. What was probably the earliest form of settled agricultural life?
    A. Village communities.
  16. Q. What remain to-day as witnesses of the former common ownership of land?
    A. The Boston “Common”’ and the “commons” of other New England towns.
  17. Q. What radical changes mark the commercial stage?
    A. Important cities arose along the sea-coast and on rivers; mines were worked; and the use of money became more general.
  18. Q. What made possible the far-reaching changes marking the industrial stage?
    A. The application of steam to industry and the improvement in the means of communication and transport.
  19. Q. With what periods was the truck, or barter, economy coincident?
    A. The hunting and fishing, the pastoral, and part of the agricultural periods.
  20. Q. What one fact is sufficient to show the change from money economy to that of credit?
    A. The fact that banks now form an essential part of the entire national economy.
  21. Q. What are some of the main causes for the existence of the present economic problems?
    A. The industrial revolution; the new importance of capital; the possibility of improvement; and the higher ethical standards.
  22. Q. What are some of the remarkable features of the recent development of the industrial revolution?
    A. Increased domestic and international commerce; corporations and trusts; problem of the working day; resistance to improvements; and sudden riches.
  23. Q. What great change in production occurred during the industrial revolution?
    A. Two of its chief factors, capital and labor, were separated.
  24. Q. What has been the result of this division?
    A. Capital has acquired a new power which has created modern socialism.
  25. Q. What is the wide-spread belief of reformers regarding the solution of this problem?
    A. That labor and capital must be again united, but they differ as to the methods.
  26. Q. In what are three characteristic features of modern economic life to be found?
    A. In the relations which it bears to freedom, to ethics, and to the state.
  27. Q. Under what condition has economic freedom ever been absolute?
    A. Under primitive anarchy.
  28. Q. In what way may real freedom be increased by restriction laws?
    A. Such laws may remove restrictions to liberty arising outside of law.
  29. Q. In what five ways does economic freedom manifest itself?
    A. Freedom of labor, of landed property, of capital with respect to loans, in the establishment of enterprises, and of the market.
  30. Q. What restrictions have been placed up on freedom of movement?
    A. Tramp laws, the anti-Chinese legislation, and a law forbidding contracts with foreign laborers to come to the United States to work.
  31. Q. In what respect is freedom of the market restricted in the United States?
    A. Heavy taxes are laid on foreign trade.
  32. Q. What is mentioned as the leading advantage resulting from a general freedom of the market?
    A. Competition would develop new forces, and reveal new resources of economy, excellence, and variety of products.
  33. Q. What disadvantages is it claimed would follow such a freedom?
    A. The moral standard of economic life would be lowered; and there would result longer hours of labor and cheaper prices.
  34. Q. What does ethics demand for the truly civilized life of each individual?
    A. That so far as possible each should be supplied with economic goods to satisfy his reasonable wants and afford the completest development of his faculties.
  35. Q. What is the basis of the economic life of modern nations?
    A. Individual responsibility.
  36. Q. What part, then, does the state enact in this life?
    A. It enters where the individual’s powers are insufficient.
  37. Q. Give the derivation and meaning of the term political economy.
    A. It comes from three Greek words and means the housekeeping of the state.
  38. Q. Give a definition of political economy in its most general terms?
    A. It is the science which treats of man as a member of economic society.
  39. Q. What is the true business of the political economist?
    A. To describe the best means for the promotion of the welfare of the people as a whole.
  40. Q. What aims does political economy distinctly include within its province?
    A. Ethical aims; it does not merely tell us how things are, but also how they ought to be, and shows that in many cases the general honesty which exists now as a mere matter of course was once a future ideal.
  41. Q. Into what three parts is political economy commonly divided?
    A. Into general eco nomics, special economics, and finance.
  42. Q. By what three methods is all knowledge acquired?
    A. The inductive, the deductive, and the statistical.
  43. Q. What term has been selected by the author as the most fitting to describe the laws governing political economy?
    A. Social laws.
  44. Q. What assertion is often made against political economy by business men?
    A. That it is not practical.
  45. Q. In return what assertion may be made against the opinions of business men?
    A. Their range of facts is too narrow, and each man is apt to be absorbed in his own affairs
  46. Q. What is brought forward as an illustration of this point?
    A. That the attempt to improve politics by putting practical business men in office has often resulted disastrously.
  47. Q. What elements have united in forming the science of political economy?
    A. Business, philosophy, jurisprudence, politics, and philanthropy.
  48. Q. Give examples showing how different systems of religion have affected the character of nations?
    A. The fatalism of the Turks led to indolence; the Jewish religion stimulated its followers to activity and accumulation; Christianity dignifies honest labor.
  49. Q. What service does political economy perform for law?
    A. It explains the reasons for a great part of the laws, their nature, and the principles which should govern them.
  50. Q. For what is a body of international law now needed as never before?
    A. To regulate international economic relations.

Source: The Chautauquan. Vol X. No. 1 (October, 1889), pp. 94-95.

___________________________

C. L. S. C. OUTLINE AND PROGRAMS.
FOR NOVEMBER. [1889]

First week (ending November 8).

“Political Economy.” Part II. Chapters I. and II.

Second week (ending November 15).

“Political Economy.” Part II. Chapters III. and IV.

“Questions and Answers on Political Economy,” in The Chautauquan.

Third week (ending November 22)

“Political Economy.” Part III. Chapters I. and II.

Debate—Resolved: That by granting private ownership in land the state permits a monopoly of one of the bounties of nature. (See text-book on “Political Economy,” pp. 77-78, 161, and 296-297.)

Fourth week (ending November 30).

“Political Economy.” Part III. Chapters III. and IV.

Debate—Question: Is the coinage of silver as authorized by the “Bland Bill” a source of financial danger to the United States?

Source: The Chautauquan. Vol X. No. 2 (November, 1889), pp. 217-218.

**  **  **  **  **  **  **  **

Questions & Answers
ELY’S “POLITICAL ECONOMY.”

  1. Q. What is the only operation man can perform upon matter?
    A. He can simply move it.
  2. Q. What can he produce by this action?
    A. Quantities of utility.
  3. Q What is the economic term applied to the creation of utilities?
    A. Production.
  4. Q. What is the term applied to the results of labor?
    A. Wealth.
  5. Q. If the quantity of cotton cloth should double between two censuses, and the price fall one half, would the wealth of the country be increased?
    A. It would be doubled.
  6. Q. What sets the limit to all production?
    A. The power of consumption.
  7. Q. What supply motives of economic activity to man?
    A. His wants.
  8. Q. Into how many classes may those things which man wants be divided?
    A. Into necessaries, comforts, conveniences, and luxuries.
  9. Q. What are luxuries?
    A. Whatever contribute chiefly to enjoyment, rather than to a better training of man’s powers.
  10. Q. What are the three factors of production?
    A. Nature, labor, and capital.
  11. Q. Considered in an economic sense, what is meant by nature?
    A. Simply land.
  12. Q. What is capital?
    A. Every laid-by product which may be used for further production.
  13. Q. What tendency marks the development of industrial civilization?
    A. It becomes constantly more complex.
  14. Q. What forms at present a characteristic feature in the organization of the productive factors?
    A. The division of labor.
  15. Q. To what part of political economy is the name exchange applied?
    A. To that dealing with transfers of goods.
  16. Q. What is value?
    A. The measure of utility.
  17. Q. What is price?
    A. Value expressed in money.
  18. Q. Upon what does price depend?
    A. Immediately, upon supply and demand; secondarily, upon cost of production.
  19. Q. What is money?
    A. A universal standard of value and a medium of exchange.
  20. Q. Under the different conceptions concerning it, what single form of money will pass as money in every sense of the word?
    A. Gold money.
  21. Q. When is paper money said to be redeemable?
    A. When government pays coin for it on demand.
  22. Q. How much paper money can be issued by a nation with safety?
    A. An amount equal to one-third of the government revenues payable in this kind of money.
  23. Q. What effects follow the arbitrary de crease or increase of the amount of money?
    A. In the former case burdens are added to every debtor; in the latter, creditors are robbed.
  24. Q. What is the established ratio between gold and silver in the United States?
    A. One to sixteen.
  25. Q. What is meant by the term demonetization of silver?
    A. The withdrawing it from current use as full legal tender.
  26. Q. What is meant by bi-metalism?
    A. The use of both silver and gold at a fixed ratio of value as legalized currency.
  27. Q. On what condition only could the introduction of bi-metalism be regarded with favor by economists?
    A. That it become an international measure.
  28. Q. What restriction does the Bland Bill lay upon the coinage of silver in the United States?
    A. Not less than $2,000,000 or more than $4,000,000 worth of silver must be coined every month by the mints.
  29. Q. What is John Stuart Mill’s definition of credit?
    A. Permission to use the capital of another person.
  30. Q. What instrument of credit is known as a check?
    A. An order on a banker by a person having money on deposit to pay to the bearer a certain specified sum of money.
  31. Q. What is a draft?
    A. A check given by one banker against another.
  32. Q. What are bankers?
    A. Middle men between borrowers and lenders.
  33. Q. What banks are allowed to issue notes which circulate as money?
    A. National banks.
  34. Q. What is a clearing-house?
    A. An institution designed to save for the banks of a city, time, labor, and circulating notes.
  35. Q. What is protection as used in political economy?
    A. A regulation which lays a tax on all imported commodities when similar commodities can be produced at home.
  36. Q. What are the two leading arguments of protectionists?
    A. The diversified-natural industry argument and the protection-to-infant industry argument.
  37. Q. What are the leading arguments of free traders?
    A. That protection is not needed to accomplish either of the above mentioned ends; that it is not a benefit to the laboring man; and that it fosters monopolies.
  38. Q. What reform is needed at the present time more than a tariff reform?
    A. That of municipal government.
  39. Q. What have been far greater forces in adding to the wealth of modern nations than the tariff policy?
    A. Inventions and discoveries, especially the application of steam to industry.
  40. Q. If it be true that American labor would be better off without it, why should the protective system not be removed suddenly?
    A. It is an historical growth which has taken deep root, and sudden removal would be dangerous.

Source: The Chautauquan. Vol X. No. 2 (November, 1889), pp. 225-226.

___________________________

C. L. S. C. OUTLINE AND PROGRAMS.
FOR DECEMBER. [1889]

First week (ending December 8).

“Political Economy.” Part IV. Chapters I-V. inclusive.

Book Review—“Looking backward.” By Edward Bellamy.

Debate—Resolved: That the formation of trusts and combinations are a development in the right direction. (See Ely’s “Political Economy,” p. 241.)

Second week (ending December 16).

“Political Economy.” Finish Part IV. Part V.

Third week (ending December 23)

“Political Economy.” Part VI.

Questions and Answers  on “Political Economy,” in The Chautauquan.
Debate—Resolved: That I have a right to know how much I shall do for the state, which is impossible under the present tariff system.

Fourth week (ending December 31).

“Political Economy.” Part VII.

Roll-Call—A written question on any point in political economy.
Table Talk—Discussion of the above named questions. (If preferred, the questions may be taken from the list in the back part of the text-book, or the whole time may be devoted to any one of these questions.)

Source: The Chautauquan. Vol X. No. 3 (December, 1889), p. 344.

**  **  **  **  **  **  **  **

Questions & Answers
ON ELY’S “POLITICAL ECONOMY.”

  1. Q. What is private property?
    A. The exclusive right of a person over economic goods.
  2. Q. In the case of what land in the United States was it felt that the individual elements in property encroached upon the social elements?
    A. That surrounding Niagara Falls.
  3. Q. Into what four parts are the products of industry usually divided?
    A. Rent, interest, profits, and wages.
  4. Q. What is rent?
    A. The annual return of land in itself.
  5. Q. What determines the amount of rent?
    A. The surplus yielded above returns on labor and capital.
  6. Q. What is interest?
    A. The sum paid for capital lent to others.
  7. Q. What determines the rate of interest?
    A. The opportunities for, and the fruitfulness of, investments.
  8. Q. What are profits?
    A. Whatever is left after paying rent, interest, and wages.
  9. Q. Under what circumstances do profits tend to equality?
    A. When the flow of capital is free—that is out of the power of monopolists.
  10. Q. What is the difference between capital and capitalization?
    A. Capital is the amount actually invested in property; capitalization is the amount at which property is valued.
  11. Q. What familiar form is often assumed by capitalization?
    A. “Stock-watering.”
  12. Q. What determines the wages of labor?
    A. The “standard of life” fixed for the laborer; called also the iron law of wages.
  13. Q. What methods have been found better adapted to keep the industrial peace than the ordinary wages system?
    A. The sliding scale of wages, and arbitration and conciliation.
  14. Q. What one factor of production is embraced in modern labor organizations?
    A. The laborers.
  15. Q. What are mentioned as some of the advantages secured by labor organizations for their members?
    A. Diminished intemperance; educational opportunities; and social culture.
  16. Q. What is meant by profit sharing?
    A. Securing to laborers a share of the profits in addition to their wages.
  17. Q. Where voluntary co-operation is carried out successfully, what good effects on character has it produced?
    A. It has made men diligent, frugal, intelligent, and considerate of the rights of others.
  18. Q. By what name is a coercive co-operation for productive enterprises known?
    A. Socialism.
  19. Q. What good service has socialism rendered?
    A. It has called general attention to social problems and to the need of social reform.
  20. Q. Of what American laws is it claimed that they create artificial monopolies?
    A. The tariff laws.
  21. Q. What other privileges are classed under artificial monopolies?
    A. Copyrights and patents.
  22. Q. What are natural monopolies?
    A. Those businesses which become monopolies on account of their own inherent properties.
  23. Q. What plan is advocated for the prevention of private monopolies?
    A. The limitation of charters for natural monopolies.
  24. Q. What is one of the most serious social evils of the present?
    A. Child labor.
  25. Q. What should be the constant aim of public authority and private effort, regarding social troubles?
    A. To anticipate and prevent their existence.
  26. Q. What is the meaning of consumption as used in political economy?
    A. The destruction of a utility.
  27. Q. When does consumption become wasteful?
    A. When nothing is left to show for it.
  28. Q. When is there most danger of a glut in the market?
    A. When least is produced, or in crises of industrial life.
  29. Q. What is public finance?
    A. That part of political economy which deals with public revenues.
  30. Q. At what are the annual revenues of the various governments of the United States—federal, state, and local—estimated?
    A. At about $800,000,000.
  31. Q. What would be the result if these governments received a surplus of money each year and kept it from circulation?
    A. A panic.
  32. Q. In the United States how alone can the money flowing into the treasury from the revenues get out again?
    A. In payment of claims on the United States.
  33. Q. What makes the importance of finance plainly apparent?
    A. A knowledge of the magnitude of the revenues and expenditures of governments in modern times.
  34. Q. Of what in general are these increased expenditures of government a sign?
    A. Of national health.
  35. Q. What are the three permanent sources of revenue?
    A. Productive domains, industries, and taxes.
  36. Q. How is it shown that by means of taxation popular rights have been secured?
    A. Monarchs were obliged to ask money of the people; the people granted them on condition of receiving their demands.
  37. Q. Do large expenditures of public money for the public ever prove ruinous to a nation?
    A. Not if the money to be collected is justly distributed among the people.
  38. Q. What are customs duties?
    A. Taxes on imported articles.
  39. Q. What are excise taxes?
    A. Taxes on articles produced in the United States.
  40. Q. What is one of the greatest evils against the present system of taxation?
    A. It is not properly proportioned, and falls more heavily on the poor than on the rich.
  41. Q. What seems the most promising remedy against the evils of taxation?
    A. An income tax.
  42. Q. When did political economy as a distinct science come into being?
    A. A little more than a hundred years ago.
  43. Q. Why did it not arise earlier as a separate science?
    A. Chiefly because finance and labor—its two most fruitful sources of inquiry—have only in modern times become questions of importance to governments.
  44. Q. What side of economics was taught and practiced in the Orient?
    A. The ethical side.
  45. Q. How did Aristotle regard industrial life?
    A. He strictly subordinated it to the higher callings of society.
  46. Q. What does the economic life of the Romans plainly show?
    A. The disastrous consequences of slave labor and of landed property.
  47. Q. In what particular does Christianity teach the opposite of all former instruction in economy?
    A. It asserts the honorableness of toil.
  48. Q. To what standpoint have modern economists arrived?
    A. That law, morality, and utility must harmonize.
  49. Q. What is the laissez faire theory of political economy?
    A. The non-interference of government in matters of trade.
  50. Q. In what two countries is the greatest activity in economics to be found at the present time?
    A. Germany and the United States.

Source: The Chautauquan. Vol X. No. 3 (December, 1889), p. 352-353.

___________________________

C. L. S. C. OUTLINE AND PROGRAMS.
FOR JANUARY. [1890]

First week (ending January 8).

Second week (ending January 15).

Third week (ending January 23).

In the Chautauquan: The Railroads and the State [by Franklin H. Giddings, pp. 413-417]

Debate—Resolved: The state ownership of railroads is the best remedy for the evils connected with the present system.

Source: The Chautauquan. Vol X. No. 4 (January, 1890), p. 472-473.

___________________________

C. L. S. C. OUTLINE AND PROGRAMS.
FOR FEBRUARY.

Second week (ending February 15).

In the Chautauquan: “Economic Internationalism.” [Richard T. Ely, pp. 538-542.]

Source: The Chautauquan. Vol X. No. 5 (February, 1890), p. 602.

___________________________

C. L. S. C. OUTLINE AND PROGRAMS.
FOR MARCH.

Third week (ending March 22)

In the Chautauquan: “The Nationalization of Industry in Europe” [by Franklyn H. Giddings, pp. 668-672]

Source: The Chautauquan. Vol X. No. 6 (March, 1890), pp. 729-730.

[Other economic writings in this issue]

Charles J. Little. Karl Marx. 1818-1883, pp. 693-698

George Gunton. Trusts and How to Deal with Them, Part I,  [Feb. 1890] pp. 573-575

___________.  Trusts, and How to Deal with Them. Part II. pp. 699-703.

 

Categories
Johns Hopkins Popular Economics Syllabus

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

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

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

________________________

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

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

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

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

________________________

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

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

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

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

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

________________________

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

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

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

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

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

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

 

Categories
Cornell Economist Market Economists Michigan

Michigan. Henry Carter Adams’ Plea on Own Behalf, 1887

 

The dirtiest my hands have ever become from archival work was during my exploration of Columbia University’s collection of John Maurice Clark’s papers. Now having the luxury of digital images to scroll through, I can work without forsaking the pleasures of biting my finger nails, rubbing my eyes and scratching my nose. The younger Clark was quite a paper hoarder so it pays to return to my folders with the images of  his documents.

This post builds on notes Clark took after a talk given by his colleague Joseph Dorfman on the economist Henry Carter Adams. Clark was struck by a phrase used by Adams, “all power carries responsibility,” that was a recurring theme in Clark’s own “preaching”. Attached to his brief note was a typed copy of a transcribed letter that Henry Carter Adams had written to the President of the University of Michigan to plead the case that he wished to be judged for a professorial appointment for the right reasons, i.e. not for any particular policy positions he might be thought not to hold but for exhibiting high scholarly virtues in his research and teaching.

Adams had earlier managed to attract the ire of a Cornell trustee, businessman Henry Williams Sage, much in the way Paul Samuelson was to attract the ire of the former member of the M.I.T. corporation, Lamott Dupont II, some 60 years later. Clearly not wanting his Cornell history to repeat itself, Henry Carter Adams successfully went pro-active with the University of Michigan in lobbying on his own behalf. He did get the appointment.

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Socialist Tease?

Henry C. Adams along with Richard T. Ely was attacked for “Coquetting with Anarchy” in The Nation (September 9, 1886), pp. 209-210. In that article Adams was incorrectly identified as President [C. K.] Adams of Cornell. The correction was immediately forthcoming in the following issue, September 16, 1886 issue, p. 234. The essay by Henry Carter Adams being attacked was “Principles that Should Control the Interference of the States in Industries” that was read before the “Constitution Club”of New York City.

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Several biographical accounts of Adams

Joseph Dorfman. The Economic Mind in American Civilization, vol. 3. Pp. 164-174.

S. Lawrence Bigelow, I. Leo Sharfman, and R. M. Wenley, “Henry Carter Adams,” The Journal of Political Economy, April 1922, pp. 201-11 (includes a selected bibliography);

Memorial to Former President Henry C. Adams,” The American Economic Review, September 1922, pp. 401-16.

Mark Perlman’s review of the 1954 publication of Henry Carter Adams’ Relation of the State to Industrial Action (1887) and his American Economic Association Presidential Address (1896) edited by Joseph Dorfman with introductory essay. [Note: this re-publication of two of Adams’ essays includes the letter transcribed from Dorfman’s copy in J. M. Clark’s papers.]

A. W. Coats. Henry Carter Adams: A Case Study in the Emergence of the Social Sciences in the United States, 1850-1900. Journal of American Studies, Vol. 2, No. 2 (October 1968), pp. 177-197.

Nancy Cohen. The Reconstruction of American Liberalism, 1865-1914. University of North Carolina Press, 2002. (Especially Chapter 5 “The American Scholar Revisited”, pp. 154-158, 162-164, 169-174)

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Henry C. Adams, some early publications

The Position of Socialism in the Historical Development of Political Economy. Penn Monthly, April 1870, pp. 285-94.

Outline of Lectures upon Political Economy (Baltimore: privately printed, 1881); (second edition, Ann Arbor: privately printed, 1886).

The Labor Problem,” Sibley College Lectures.—XI. Scientific American Supplement, August 21, 1886.

Adams’ statement in The Labor Problem, edited by William E. Barns (New York: Harper, 1886), pp. 62-63.

Principles that Should Control the Interference of the States in Industries” read before the “Constitution Club” of the City of New York. [Fun Fact: Frank Taussig’s copy]

Relation of the State to Industrial Action. Publications of the American Economic Association, 1887. Pp. 471-549.

Public Debts: An Essay in the Science of Finance (New York: D. Appleton and Company, 1887).

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Note by John Maurice Clark attached to transcribed copy of Henry Carter Adams’ letter

Letter of Henry Carter Adams (1851-1921)
to President James B. Angell, March 15, 1887.

J.M.C. Nov. 27, 1951, Comment, from memory of Dorfman’s remarks yesterday.

President Angell appointed Adams professor after receipt of this letter, and Thomas Cooley (father of Charles Horton Cooley?) who was on the original Interstate Commerce Commission, got Adams the job of chief statistician of the Commission, where he created the system of control of accounts of railroads aiming at enough uniformity to make financial and operating reports comparable, so totals for the country and comparisons of companies would mean something.

Adams had already commented on Jevon’s “The State in Relation to Labor[”] and Adams’ original paper on this theme was later (later than Mar 15, 1887) worked over and enlarged, and came to be regarded as a classic by economists between Adams’ generation and mine.

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[Clark’s note] This is the letter of a man 36 years old who had earned his academic freedom by a sober and responsible attitude. From my standpoint, it is especially interesting because Adams gives such central importance to the principle that all power carries responsibility (presumably inner responsibility plus subjection to checks and controls where appropriate). This is the principle I’ve been preaching (or announcing factually) as the only alternative to regimentation or chaos.

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

COPY

Ithaca, N.Y. March 15, 1887.

Dear Dr. Angell:

I don’t think there is any danger of my misunderstanding your letter or the spirit in which it was written. Last year, your questions came to me with the shock of a complete surprise, but I am coming to be pretty well accustomed to such expressions now.

You ask if I can help you any more so you can see your way clear on my nomination. I don’t see as I can, except it be to suggest that, in my opinion, your point of view in this matter is not the right one. If you make a man’s opinions the basis of his election to a professorship, you do, whether you intend it or not, place bonds upon the free movement of his intellect. It seems to me that a board has two things to hold in view. First, is a man a scholar? Can he teach in a scholarly manner? Is he fair to all parties in the controverted questions which come before him? Second, is he intellectually honest? If these two questions are answered in the affirmative, his influence upon young men cannot be detrimental.

Upon these points, certainly, nothing new can be said. I have served for five years as an apprentice and you have had opportunity to know. Or, with regard to the fairness in which topics are presented in the classroom, you have the outline of (the) lectures. My conscious purpose in teaching is two-fold. To portray social problems to men as they will find them to be when they leave the University and to lead men to recognize that morality is an every day affair.

But all this, you will say, is by the point. You say you do not know what my views are on capital and labor. I am not surprised at that for I have intentionally withheld them. No one knows them and I had madeup my mind to keep them to myself until I had worked through my study of the industrial society. My reason for such a decision was, that, in my study of social questions I had found myself on all sides of the question, I started as an individualist of the most pronounced type. But my advocacy of it led me to perceive its errors, and my criticisms were formulated before I read any literature of socialism. But when, upon coming into contact with socialistic writers I found their criticisms were the same as my own I was for a while carried away by their scheme. But upon further study, I found their plans to be, not only as I though impracticable, but contrary to the fundamental principles of English political philosophy, in which I still believed. You can imagine that was not a pleasant condition for one appreciative of logical symmetry. You said a year ago that my views were not logical, that is, that some of my expressions were contradictory to each other. I don’t doubt that they appeared so, it seems bad logic to admit the purpose of individualism and the criticism of socialists at the same time. You say now in your letter that I have not worked out my ideas into clear and definite shape. That is true, but I am doing it as fast as I can and in my own way. My book upon Pub. Debts is one stage in this direction.

But to go back to the development of this subject in my own mind. The illogical position into which my mind had drifted as the result of the first five years of study, was the occasion of keen intellectual pain: but the sense of the necessity of harmony led me finally to discover a principle, which I thought, and still think, adequate to bridge over the chasm between the purpose of individualism and the criticisms of socialism. This principle is the principle of personal responsibility in the administration of all social power, no matter in what shape that power may exist. This principle has given form to our political society: I wish it to be brought over into industrial relations. Its realization will cure the ills of which socialists complain, without curbing or crushing that which is the highest in the individual. I thought, at first, this principle to be so simple that its statement must gain for it quick recognition. But when I tried to make that statement, and work the theory out, I was at once surprised and chagrined to see what a task lay before me. It is useless to deny that the interests of the privileged classes in our civilization is against responsible administration of industrial power. I worked at it for a year, and then came to the conclusion that I did not yet know enough, nor was I sure enough of my position, to make public the thought which had assumed direction of my studies. It was then that I took up the study of finance and went to work upon Pub. Debts. This is the most simple of any of the topics which must be treated as the subject of constructive economics opened before me: it was also furthest removed from the points likely to cause controversy. I thought I might, perhaps, gain the reputation of a sound thinker so that expressions of views more unusual might attract a candid reading from scholarly men. It has taken a year and a half longer than I had anticipated, and now that it is done seems to have dwarfed in importance.

I do not think this narration will relieve you from embarrassment. I do not see that anything can do that, except a promise on my part to give expression only to orthodox views of social relations. But it has relieved me somewhat and I trust you will consider that an adequate apology. I have of course full confidence in your personal friendship: I only wish you might have equal confidence in my scholarly purposes.

Very truly yours,
H.C. ADAMS.

P.S.

May I add a postscript, for I am sure it is an unjustifiable pride which kept me from inserting it in the body of the letter. I presume the expression(s) of my views which have given you the greatest solicitude are to be found in the Sibley address of last year, and in the syndicate article which I wrote on the Knights of Labor. I do not wish to recall anything said, but I am willing to say that these expressions were as unwise as they were unpremeditated. In justice to myself I should say: that the Sibley address was on Friday afternoon and my invitation was on the Wednesday previous. Professor [R. H.] Thurston said he had been disappointed in his lecturer for the afternoon, that he did not like to postpone the meeting, and that he would like me to open a discussion on the labor problem. He told me, who besides myself would speak, and they were all decidedly opposed to any expression of sympathy with the struggle of the Knights then going on. After my opening address, the man against whom I talked, who, it was said, would reply to me, took his hat and left. Others spoke, among them President [Charles Kendal] Adams, Mr. Smith [sic, perhaps Mr. Frank B. Sanborn?] and Henry [W.] Sage. The President was not dogmatical but did not understand what I tried to say. The others were. My part in the discussion has cost me a professorship, for I do not see how, with the views of Mr. Sage to the functions of a teacher, he can vote for me. It was after the address was made that the talk began, and I thought it then cowardly not to let it be printed, and dishonest to change it. So it went in, as nearly as I could remember as it was given. I think it unfair to judge of my classroom work on this address.

With regard to the syndicate article [“What Do These Strikes Mean?”, a copy attached to Adams’ letter to James B. Angell dated March 25, 1887], I confess myself to have been deceived by the attitude of the Knights of Labor during their strike on the Gould system or I should not have written it. In their articles of complaint, they said certain things which I believed to be true, and I thought the men who drew them up had thought the labor problem through to its end, and had made a stand on a principle in harmony with English Liberties. If so, it was time for men of standing to declare themselves. But it turns out that the Knights hit the mark by a chance shot. They did not know what they were about and got whipped as they deserved. The result of this unfortunate venture is, that I believe more strongly than ever in the necessity of scholarship as one element in the solution of this terrible question that is upon us.

Have you seen “The Ind. Revolution” by Arnold Toynbee? His death is a loss. The scraps of his lectures and letters show him to have had much the same purpose as myself in his studies.

Respectfully
H.C.A.

Source: Columbia University Archives. John M. Clark Collection, Economic Theory and Methodology, Box 28. Folder “Group Power carries moral responsibility”.

Image Source: Johns Hopkins University Sheridan Libraries, graphic and pictorial collection. Henry Carter Adams (Ph.D., Johns Hopkins, 1878). Photograph by Sam B. Revenaugh (1847-1893), Ann Arbor, Mich.

Categories
AEA Bibliography

American Economic Association. Monographs: 1886-1896

 

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

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

A few other useful collections:

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

The Twentieth Century Economics Library

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

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

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

VOLUME I

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

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

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

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

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

 

VOLUME II

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

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

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

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

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

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

 

VOLUME III

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

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

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

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

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

 

VOLUME IV

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

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

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

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

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

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

 

VOLUME V

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

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

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

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

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

 

VOLUME VI

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

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

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

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

 

VOLUME VII

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

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

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

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

 

VOLUME VIII

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

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

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

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

 

VOLUME IX

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

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

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

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

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

 

VOLUME X

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

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

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

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

 

VOLUME XI

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

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

 

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

Categories
Johns Hopkins Pennsylvania Suggested Reading

Johns Hopkins/Wharton. Linked Reading List for History and Theory of Money. Sherwood, 1891-92

 

 

Sidney Sherwood, 1860-1901 received his Ph.D. from Johns Hopkins University in 1891 where he was to become the successor of Richard T. Ely as head of the department of Political Economy.

This post includes two memorials that provide a bit of biographical background followed by a rich, linked course of readings that were published in an appendix to the University Extension lecture material for Sherwood’s course, The History and Theory of Money, during the year he taught at the Wharton School of Finance and Economy (1891-92). 

The next post will provide the course outline with the specific reading assignments for Sherwood’s twelve lectures.

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SIDNEY SHERWOOD.

Sidney Sherwood, Associate Professor of Economics in the Johns Hopkins University, died after a brief illness at Ballston, New York, August 5,1901. While spending a part of his vacation on a farm he accidentally cut his right hand. Blood poisoning ensued which led to fatal results in spite of the best medical aid. He was buried at Cornwall-on-the-Hudson, where for many years he maintained a summer home.

Dr. Sherwood was born at Ballston, May 28, 1860. He graduated from Princeton College in 1879, then entered Columbia University, where he studied law. He afterwards practiced that profession in New York City, but having become interested in economic questions he entered the Johns Hopkins University in 1888 in order to pursue advanced studies under Professors Ely and Adams. He received the degree of Doctor of Philosophy in 1891 and was called at once to the University of Pennsylvania as Instructor in Economics. In 1892, Dr. Sherwood returned to Baltimore, having been appointed Associate in Economics; in 1895, he was made Associate Professor.

At a meeting of the Board of University Studies a committee was appointed to draft appropriate resolutions. Their report is as follows:

“The Board of University Studies is compelled with sorrow to record the death of Associate Professor Sidney Sherwood, who as student and teacher, was connected with this University for more than twelve years.

“During all this period Dr. Sherwood grew steadily in the esteem and affection of his colleagues. Beneath a modest demeanor he revealed most amiable as well as most substantial qualities. As a writer he gave evidence of solid learning and sound judgment. As a teacher and counsellor of students in this University his services were of great value and his absence will be deeply felt.

“The members of the Board desire to extend to Mrs. Sherwood and her family their heartfelt sympathy in this bereavement.”

Source: Johns Hopkins University. University Circulars. (Vol. XXI. No. 154, December 1901) p. 9.

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SIDNEY SHERWOOD: A MUCH LOVED PROFESSOR OF OTHER DAYS
BY BERNARD C. STEINER, PH.D. 1891

ABOUT a month after the opening of the University year of 1888, there came into the Historical Seminary, a quiet, rather reserved man, somewhat older and considerably more experienced than the rest of the graduate students. He chose for his subjects, history, political economy, and English, and wrote, as his dissertation, a “History of the University of the State of New York.” In 1891, he took the degree of Ph.D. — such is the skeleton of the University life of Sidney Sherwood. To those who were his fellow-students, the mention of his name recalls a personality of gentle force, an accurate and careful scholarship, a faithful friend, who could be relied upon in any emergency. In the large third story room, known as the Bluntschli Library, the historical students came into such close contact that they knew each other thoroughly and all came to esteem Sherwood highly. In a little quiz class of a few men who took their degree together, he showed his thoughtful studiousness, even more than in the larger seminary, and also displayed his sane and ripe judgment.

He was born on May 28, 1860, at Ballston Spa, Saratoga County, N. Y., his parents being Thomas Burr and Mary Frances (Beattie) Sherwood. He prepared for College at Mr. Buckley’s private school in his native town, having the reputation of being the brightest boy that the master had ever taught. In the fall of 1875, he entered the College of New Jersey, as Princeton University was then called.

After graduating from Princeton in the well-known class of ’79, with Woodrow Wilson and other prominent men, to use his own words, written to his class secretary in 1894, he “tackled life, in the capacity of professor of Latin, Greek, mathematics, French, and German in the Newton Collegiate Institute of Newton. N. J. I likewise officiated as coach in football. The idea of a college course, as giving general culture, was certainly realized in the Princeton curriculum of that period, otherwise I never should have been fitted for that broad chair.” After a year of teaching, he went to Europe and spent two years, to quote him again, “in Great Britain and Western Europe, trying to get more general culture.” When he returned to the United States, he served a few months as a reporter upon the New York Tribune, “reading law on the sly.” Then the death of his father, in February, 1883, made it necessary for him to spend a year on the paternal farm in Saratoga County, during which time he read law at Ballston Spa. In the autumn of 1884, he entered the Columbia Law School; but, after a year of study there, he left the school and entered the office of Abner C. Thomas, LL.D., with whom he formed a partnership, when admitted to the bar in February, 1886 and for whom he did much of the hard research work connected with the preparation of the well-known and useful work known as Thomas on Mortgages. He continued this connection, until he gave up the practice of law and came to Baltimore. This change of purpose came through the mayoralty campaign, in which Henry George was one of the candidates, in which campaign Sherwood was much interested. He found that it “opened up a new field of study and work — the field of social philosophy and social progress. An academic career, the study and teaching of the forces and mechanism of human progress became henceforth my chief aim.” He said “I belong to the party of progress” and his mind in an unusual manner faced the future, while preserving conservative modes of thinking.

Few men ever held opinions more firmly, or with less bigotry than Sherwood, nor did he ever confuse the essential principles, which must be held firmly, with the unessential ones, which may be changed. So he was a moderate Republican and a Presbyterian, but he was a thoroughly convinced patriot and Christian.

Shortly after leaving the University, on September 3, 1891, he married Miss Mary A. Beattie of Cornwall, N. Y.

In a sketch such as this, the delightful home life of Sherwood’s family may not be more than mentioned and yet all who knew him know also that no sketch of him should be written without some such mention. The loving devotion of that true woman, who linked her fortunes with his and the ingenuous charm of the children made a fine background to the picture, and in that home, he found refreshment and strength. Four daughters and a son came into the family — the last too late, however, to remember his father, for he was born only a few months before the end.

In the autumn of 1891 he began teaching in the Wharton School of the University of Pennsylvania, as instructor in finance. While in this position, he delivered a course of lectures on the “History and Theory of Money,” which was published in 1893. In 1892, Professor Richard T. Ely was called from the Johns Hopkins to the University of Wisconsin and Sherwood became his successor in Baltimore. He carried on the work of the economic department until his death, growing yearly in power and influence, giving faithful and patient attention to each of his students, and showing equal faithfulness in the directorship of such institutions in Baltimore as he found time to enter. His thought ripened slowly and his great work on finance was ever in preparation. One summer towards the close of his life, he forewent the pleasure of staying with his family and crossed the Atlantic Ocean to Germany to collect material there, but the book remained unwritten to the end. His History of the University of the State of New York published in 1893, widened to an History of Higher Education in New York State, a bulky volume, printed by the United States Bureau of Education in 1900 as part of a series, in the preparation of which Professor Adams had enlisted the services of a number of Hopkins men.

With fearful suddenness came the interruption of the useful work he was doing. Hale and strong, in the mellow maturity of his powers, he went into the garden of his summer home one day to prune some bushes. A scratch must have conveyed some vegetable poison into his veins, blood poisoning followed, and, after a very few days’ illness, he died “during a beautiful golden sunset” on August 5, 1901. The poignancy of the grief at the loss of a friend mingled in the minds of those who knew him, with the keen regret that the University was deprived of a scholar whose teaching by his example, what should be the attitude of a professor, was as important as the principles of political economy which he laid down in his lectures. The influence of such a man is pervasive and permanent and one of the privileges which lengthening years bring to the University is that it can look back upon the unselfish and complete service of such men as Sidney Sherwood.

Source: The Johns Hopkins Alumni Magazine. Vol. 5, No. 1 (November, 1916) pp. 32-35.

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READINGS FOR THE HISTORY AND THEORY OF MONEY

USEFUL BOOKS OF REFERENCE.

The literature of Money is so vast that a wise selection of a few books is almost impossible. The list here given is meant to contain books which are easily accessible, and which will tempt to further study after the lectures are finished.

Two books mentioned in the list — viz., Report of the International Monetary Conference of 1878 and W. S. Jevons’s Investigations in Currency and Finance — contain extensive and valuable bibliographies of money which will be of great service in making a thorough study of the subject.

Reference to works in foreign languages has been avoided. The French literature on this subject is very rich; the Italian and German also. The student reading any of these languages can easily find trace of the books he needs from references in the books here mentioned.

 

THE GENERAL SUBJECT OF MONEY.

Andrews, E. B., Institutes of Economics.

Bastable, C. F.,Money.” Encyclopaedia Britannica [9th ed.]

Colwell, Stephen, Ways and Means of Payment.

Ely, R. T., Introduction to Political Economy.

Jevons, W. Stanley, Money and the Mechanism of Exchange. [Text-book of the course, which should be in the hands of every student.]

Mill, J. S., Principles of Political Economy. [Ashley edition of 7th ed., 1909]

Nicholson, J. S., Money and Monetary Problems.

Patterson, R. H., The Science of Finance.

Poor, H. V., Money: its Laws and History.

Ricardo, David, Works.

Smith, Adam, Wealth of Nations. [Cannan ed. (1904)]

Walker, Francis A., Money in its Relations to Trade and Industry. [Text-book of the course, which should be in the hands of every student.]

_______, Political Economy (larger edition).

_______, Money.

Walker, J. H., Money, Trade, and Banking.

Willson, H. B., Currency.

 

SPECIAL MONETARY TOPICS.

Ashley, W. J., English Economic History. [2nd ed. Volume I; Volume II]

Atkinson, Edward, Report on Bimetallism in Europe. (Sen. Exec. Doc, No. 34, 50th Congress.)

Bagehot, Walter, Lombard Street: A Description of the Money-Market.

Böhm-Bawerk, Capital and Interest.

Bolles, Financial History of the United States. [1774-1789; 1789-1850; 1861-1885]

Carey, H. C, Pamphlets on the Currency. See Works, Vol. XXXI. [Perhaps “The Currency Question” in Miscellaneous Works of Henry C. Carey (1872?)]

Dunbar, C. F., Theory and History of Banking.

Evans, History of the United States Mint and Coinage.

Giffen, Robert, Essays in Finance. [1880; Second series, 3rd ed (1890)]

Gilbart, J. W., History, Principles, and Practice of Banking. [1904 ed.: Volume I; Volume II]

Goschen, Theory of the Foreign Exchanges.

Horton, S. Dana, Gold and Silver. [sicSilver and Gold and their Relation to the Problem of Resumption (1877)]

_______, The Silver Pound.

_______, [Appendix: Historical Material for and contributions to the Study of Monetary Policy] Report of International Monetary Conference of 1878. (Sen. Exec. Doc, No. 58, 45th Congress.)

Ingram, J. K., History of Political Economy.

Jacob, William, Historical Inquiry into the Production and Consumption of the Precious Metals. [Volume I; Volume II]

James, E. J., “Banks of Issue.” Lalor’s Cyclopaedia.

Jevons, W. S., Investigations in Currency and Finance.

Knox, John Jay, United States Notes.

_______, “Banking in the United States.” Lalor’s Cyclopaedia.

Laughlin, J. L., History of Bimetallism in the United States.

Laws of the United States relating to Loans and the Currency, Coinage and Banking. (Compilation published by the Government in 1886.)

Leslie, T. E. C, Essays in Political and Moral Philosophy.

Linderman, H. R., Money and Legal Tender in the United States.

Liverpool, Lord, A Treatise on the Coins of the Realm.

Macaulay, T. B., History of England. [Volume I; Volume II; Volume III; Volume IV; Volume V; Volume VI; Volume VII;Volume VIII; Volume IX; Volume X] [Popular edition (1889) in two volumes: Volume I; Volume II]

Patterson, R. H., The New Golden Age. [Volume I; Volume II]

Rogers, J. E. T., The First Nine Years of the Bank of England.

Sherman, John, Speeches and Reports on Finance and Taxation.

Sumner, W. G., History of American Currency.

Upton, J. K., Money in Politics.

Wells, David A., Recent Economic Changes.

 

MISCELLANEOUS.

Annual Finance Reports of the United States, containing reports of

Comptroller of the Currency, Director of the Mint, etc.

Congressional Record.

House and Senate Documents.

Report of the International Monetary Conference of 1878.

Journal of the Royal Statistical Society, London.

American Bankers’ Magazine.

Rhodes’s Journal of Banking.

Reports of the Annual Meetings of the American Bankers’ Association.

Bradstreet’s and other periodicals devoted to economic, financial,

commercial, and monetary subjects.

Encyclopaedia Britannica.

Lalor’s Cyclopaedia of Political Science, Political Economy, and United States History. [Volume I (Abdication-Duty); Volume II (East India Company-Nullification); Volume III (Oath-Zollverein)]

 

OUTLINE OF A COURSE OF READING.

Two books are essential, and should be carefully studied:

  1. Jevons’s Money and the Mechanism of Exchange.
  2. Walker, F. A., Money in its Relations to Trade and Industry.

For the purpose of this course of lectures, no substitutes for these books could be suggested which would be of equal worth. If students wish to purchase a few more books, the following are recommended: Knox, United States Notes; Dunbar, Theory and History of Banking; Andrews, Institutes of Economics; Bagehot, Lombard Street: A Description of the Money-Market; Sumner, History of American Currency; Laws of United States relating to Loans, etc., 1886.

 

SHORT COURSE OF READING.

Jevons and Walker should be followed by the reading suggested at the beginning of each lecture. The reader will find frequent reference in these books to other books, and can follow the line of his special interest still further if he wishes. Some good text-book in Political Economy should be always at hand for the close study of the economic principles involved. Walker and Andrews are especially good on money.

 

LONGER COURSE OF READING.

After Jevons and Walker, Professor Bastable’s article on “Money,” in the Encyclopaedia Britannica (9th ed.), may be read as giving an admirable general review of the subject.

The historical evolution of money and money substitutes should be grasped before going deeply into the theory and the practical aspects of the subject.

Enough is given in Jevons, Walker, and Bastable on the subject of primitive money. Books of travel, writings of anthropologists, accounts of early institutions, history of ancient or barbarous peoples, old laws, early records of state, etc., furnish innumerable instances of all types of early money. The student should form the habit of making all his general reading aid his systematic special study.

On the subject of coins and coinage, read articles “Mint” and “Numismatics,” in the Encyclopaedia Britannica, Liverpool’s Coins of the Realm, pp. 25-56, Walker’s Money, Chapters IX., X., XL, and Linderman’s Money and Legal Tender. Linderman was formerly Director of the Mint, and has given a very clear and interesting account of the history of United States coinage and some of the processes of coinage. Consult the Laws of the United States relating to Loans and the Currency, Coinage and Banking (1886). The coinage laws from 1792 to 1886 are there given, pp. 211-288. Consult, also, Evans, United States Mint and Coinage. Visit the Mint, and learn as much as possible of the technical processes of coinage, and examine the various collections of United States and foreign coins.

The subject of the production of the precious metals is very important. Jacob’s book is the great authority, and will repay reading through, although rather long. Walker’s Money (the large work), in Chapters V.-VIII., treats historically of this subject, and follows Jacob quite closely. An excellent plan would be to read these chapters in Walker, referring constantly to Jacob, and reading such parts as are of special interest. Having thus got the general facts clearly in mind, read Adam Smith, Wealth of Nations, Book I., Chapter XI., ” Digression on the Variations in the Value of Silver,” for the sake of getting an idea of this old master. The most valuable discussions of the problems involved by great discoveries of gold and silver have been written since 1850. Read in Laughlin’s Bimetallism, Chapter V., on the gold discoveries; VIII., on production of gold since 1850; and XII., on cause of fall in value of silver. Follow this with the essay in Nicholson’s Money on the “Effects of Great Discoveries of the Precious Metals,” and Chapter VII. in the same book, on the international influences that fix general prices. The second article in Jevons’s Investigations, etc. (on the fall in the value of gold), may then be read, followed by “Changes in General Prices and in the Purchasing Power of Gold,” being Part VII. of Appendix D in Atkinson’s Report on Bimetallism. Various other parts of this Report will be found helpful. Patterson’s New Golden Age may be consulted with much profit. Wells’s Recent Economic Changes is excellent, as pointing out other factors than the quantity of money which may be operative in change of prices.

Passing on to credit substitutes for money, we take up first the “Organization of Credit” in the Banking System. Begin with Adam Smith’s account of the Bank of Amsterdam, Wealth of Nations, Book IV., Chapter III., Part I. Then read the chapters of Gilbart’s Banking, indicated below. Mr. Gilbart was a practical banker for half a century, from his twentieth year till his death in 1863. After twenty years’ experience in a London and in an Irish bank, and after publishing various writings on the subject of banking, he was made General Manager of the London and Westminster Bank, — the first of the Joint-Stock Banks in England, opened in 1834. It was largely through his efforts that the Joint-Stock Banks survived the opposition encountered on every side, and became established as a part of the English banking system. His book may be relied on for accuracy, and is clear in statement. Read §§ I. and II. for the early history of banks in England and elsewhere; §§ III.- VI. for an account of the Bank of England and the other English banks; § XXVIII. for a discussion of the relation of the Bank of England to the currency since the Act of 1844; § XXXV. for a sketch of the Clearing-House; and §§ XXXVI. and XXXVII. for a history of the crises of 1857, 1866, 1875, and 1878. Macaulay, in History of England, Chapter XX., tells in his graphic way the story of the founding of the Bank of England. It would be well to read also his third chapter on the state of England in 1685, and his account of the controversy over the Recoinage Act of 1696 (Chapter XXI.). Rogers’s First Nine Years of the Bank of England is very suggestive, admirably bringing out the political side of the movement for the Bank. Then read Professor Sumner’s discussion of the “Bank Restriction” in his History of American Currency, which also con tains the “Bullion Report.” Ricardo’s Works might well follow. Read Chapter XXVII. in his Principles of Political Economy, on “Currency and Banks,” and also one or two of his classical essays on currency questions. Next take up Bagehot’s Lombard Street: a Description of the Money-Market, a book written with all the nervous vigor and keen insight of this versatile author. While the book treats mainly English conditions, a clever shifting of recitals to the American money-market will throw much light on the intricate subject.

This reading will have taken the student over the Bank Charter Act of 1844 and its effects. Then read the article in Lalor on “Banks of Issue,” by Professor E. J. James, to get a general view of the subject and a clear idea of the scientific questions involved.

Turning now to American Currency and Banking, the article in Lalor, by John Jay Knox, on “Banking in the United States,” will be found the best introduction to the subject. He has described the National Bank system in his report as Comptroller of the Currency (Finance Report, 1875). Then read Sumner’s History of the American Currency. The subject of paper money is best approached through the history of American Government issues, both colonial and national. Follow Sumner with Knox’s United States Notes, Upton’s Money in Politics, and Sherman’s Speeches on the Currency. The Government compilation of Laws relating to Loans and the Currency, Coinage and Banking, published 1886, and before mentioned, should be constantly at hand for reference. Study the Legal-Tender Act and Legal-Tender Cases, the National Bank system, and the present coinage laws of the United States, so as to understand clearly our present currency. Bolles’s Financial History of the United States is especially useful. Colwell’s Ways and Means of Payment is an able, systematic treatise on money and credit, and might well be read at this point.

This reading will bring into view the principles underlying the whole monetary system as well as the practical questions at issue. For clear exposition and able discussion of these principles, especially in regard to the part played by credit as organized in the banking system, turn to J. H. Walker’s Money, Trade, and Banking, C. F. Dunbar’s Theory and History of Banking, and R. H. Patterson’s Science of Finance. This latter book discusses also the question of the relation of the state to the currency.

The problem of the monetary standard remains, — “The Battle of the Standards.”

A great classic is A Treatise on the Coins of the Realm, by Lord Liverpool, published at Oxford in 1805. The writer had held many high offices, — Secretary of the Treasury, Lord of the Treasury, President of the Board of Trade, among others. In 1774 he had successfully urged the recoinage of the gold coins. England had always had a silver standard; gold, however, being a legal tender at a certain fixed ratio to silver. The silver had become very worn. Coin was scarce, the bank having stopped specie payments in 1797. Lord Liverpool urged the change from a silver to a gold standard, the making of gold the sole, full legal tender, giving only a small legal- tender limit to silver as a subsidiary coin. This policy was substantially carried out by the Recoinage Law of 1816, which as amended in 1870 is the English law to-day, and Englishmen have now forgotten that they ever had a silver standard. S. Dana Horton says of this Treatise, it “became the great charter of Monetary Right for the Nineteenth Century.” It contains much valuable historical information on English coinage, as well as formal discussions of the nature and functions of money and the principles applying to a monetary system. Its bearing upon the bimetallic controversy is obvious. Then read Ricardo’s essay, “Proposals for an Economic and Secure Currency.” The book to be next read is Horton’s The Silver Pound and England’s Monetary Policy since the Restoration, or Horton’s Gold and Silver [sic, “Silver and Gold” is the correct title]. Laughlin’s Bimetallism in the United States should follow. The Report of the International Monetary Conference of 1878 is very valuable, containing an appendix filled with historical material bearing on this question, a brief account of the Latin Monetary Union, and an extensive bibliography mentioned above. Atkinson’s Report on Bimetallism in Europe will also be found useful. Nicholson has several good essays in favor of Bimetallism in his Money and Monetary Problems. Giffen writes on the other side. Read also Jevons’s essays on the subject in his Investigations, etc., and the chapter on “Bimetallism” in Walker’s Political Economy. Henry C. Carey’s Pamphlet on Financial Crises, and Willson’s Currency, pp. 250-284, would be a good introduction to the subject of panics. Follow with Jevons’s essays on Crises, in his Investigations, etc., and with Wells’s Recent Economic Changes.

A work of the highest importance is Lalor’s Cyclopaedia of Political Science. It should be diligently referred to throughout this entire course of reading. The unique value of this book is that it contains the whole political and eco nomic history of the United States in compact form, and with abundant reference to special authorities, while at the same time treating particular questions not merely in the light of American experience, but with a broad outlook upon European conditions, and in a manner truly scientific.

Finally, when the above outline of reading is exhausted, take up Andrews’s Institutes of Economics and study Part II., Exchange; Part III., Money and Credit; Part IV., Chapter III., Interest; Part VI., Chapters I.- III., United States Currency. It is compact with suggestive thought and an excellent stimulus to independent thinking on the part of the reader.

 

Source: From Sidney Sherwood, The History and Theory of Money, Appendix “Syllabus of the Preceding Course of Twelve Lectures on the History and Theory of Money” (Philadelphia: J. B. Lippincott, 1896) pp. 359-365.

Image Source: Photograph of Sidney Sherwood by photographer Blessing. Johns Hopkins University. Sheridan Libraries.

Categories
Cambridge Chicago Columbia Economists Germany Harvard History of Economics Johns Hopkins LSE Oxford Teaching Undergraduate Wisconsin Yale

Survey of Economics Education. Colleges and Universities (Seligman), Schools (Sullivan), 1911

 

In V. Orval Watt’s papers at the Hoover Institution archives (Box 8) one finds notes from his Harvard graduate economics courses (early 1920s). There I found the bibliographic reference to the article transcribed below. The first two parts of this encyclopedia entry were written by Columbia’s E.R.A. Seligman who briefly sketched the history of economics and then presented a survey of the development of economics education at  colleges and universities in Europe and the United States. Appended to Seligman’s contribution was a much shorter discussion of economics education in the high schools of the United States by the high-school principal,  James Sullivan, Ph.D.

_________________________

 

ECONOMICS
History 

Edwin R. A. Seligman, Ph.D., LL.D.
Professor of Political Economy, Columbia University

The science now known as Economics was for a long time called Political Economy. This term is due to a Frenchman — Montchrétien, Sieur de Watteville — who wrote in 1615 a book with that title, employing a term which had been used in a slightly different sense by Aristotle. During the Middle Ages economic questions were regarded very largely from the moral and theological point of view, so that the discussions of the day were directed rather to a consideration of what ought to be, than of what is.

The revolution of prices in the sixteenth century and the growth of capital led to great economic changes, which brought into the foreground, as of fundamental importance, questions of commerce and industry. Above all, the breakdown of the feudal system and the formation of national states emphasized the considerations of national wealth and laid stress on the possibility of governmental action in furthering national interests. This led to a discussion of economic problems on a somewhat broader scale, — a discussion now carried on, not by theologians and canonists, but by practical business men and by philosophers interested in the newer political and social questions. The emphasis laid upon the action of the State also explains the name Political Economy. Most of the discussions, however, turned on the analysis of particular problems, and what was slowly built up was a body of practical precepts rather than of theoretic principles, although, of course, both the rules of action and the legislation which embodied them rested at bottom on theories which were not yet adequately formulated.

The origin of the modern science of economics, which may be traced back to the third quarter of the eighteenth century, is due to three fundamental causes. In the first place, the development of capitalistic enterprise and the differentiation between the laborer and the capitalist brought into prominence the various shares in distribution, notably the wages of the laborer, the profits of the capitalist, and the rent of the landowner. The attempt to analyze the meaning of these different shares and their relation to national wealth was the chief concern of the body of thinkers in France known as Physiocrats, who also called themselves Philosophes-Économistes, or simply Économistes, of whom the court physician of Louis XVI, Quesnay, was the head, and who published their books in 1757-1780.

The second step in the evolution of economic science was taken by Adam Smith (q.v.). In the chair of philosophy at the University of Glasgow, to which Adam Smith was appointed in 1754, and in which he succeeded Hutcheson, it was customary to lecture on natural law in some of its applications to politics. Gradually, with the emergence of the more important economic problems, the same attempt to find an underlying natural explanation for existing phenomena was extended to the sphere of industry and trade; and during the early sixties Adam Smith discussed these problems before his classes under the head of “police.” Finally, after a sojourn in France and an acquaintance with the French ideas, Adam Smith developed his general doctrines in his immortal work. The Wealth of Nations, published in 1776. When the industrial revolution, which was just beginning as Adam Smith wrote, had made its influence felt in the early decades of the nineteenth century, Ricardo attempted to give the first thorough analysis of our modern factory system of industrial life, and this completed the framework of the structure of economic science which is now being gradually filled out.

The third element in the formation of modern economics was the need of elaborating an administrative system in managing the government property of the smaller German and Italian rulers, toward the end of the eighteenth century. This was the period of the so-called police state when the government conducted many enterprises which are now left in private hands. In some of the German principalities, for instance, the management of the government lands, mines, industries, etc., was assigned to groups of officials known as chambers. In their endeavor to elaborate proper methods of administration these chamber officials and their advisors gradually worked out a system of principles to explain the administrative rules. The books written, as well as the teaching chairs founded, to expound these principles came under the designation of the Chamber sciences (Camiralia or Cameral-Wissenschaften) — a term still employed to-day at the University of Heidelberg. As Adam Smith’s work became known in Germany and Italy by translations, the chamber sciences gradually merged into the science of political economy.

Finally, with the development of the last few decades, which has relegated to the background the administrative and political side of the discipline, and has brought forward the purely scientific character of the subject, the term Political Economy has gradually given way to Economics.

Development of Economic Teaching

Edwin R. A. Seligman, Ph.D., LL.D.
Professor of Political Economy, Columbia University

Europe —

As has been intimated in the preceding section, the first attempts to teach what we to-day would call economics were found in the European universities which taught natural law, and in some of the Continental countries where the chamber sciences were pursued. The first independent chairs of political economy were those of Naples in 1753, of which the first incumbent was (Genovesi, and the professorship of cameral science at Vienna in 1763, of which the first incumbent was Sonnenfels. It was not, however, until the nineteenth century that political economy was generally introduced as a university discipline. When the new University of Berlin was created in 1810, provision was made for teaching in economics, and this gradually spread to the other German universities. In France a chair of economics was established in 1830 in the Collège de France, and later on in some of the technical schools; but economics did not become a part of the regular university curriculum until the close of the seventies, when chairs of political economy were created in the faculties of law, and not, as was customary in the other Continental countries, in the faculties of philosophy. In England the first professorship of political economy was that instituted in 1805 at Haileybury College, which trained the students for the East India service. The first incumbent of this chair was Malthus. At University College, London, a chair of economics was established in 1828, with McCulloch as the first incumbent; and at Dublin a chair was founded in Trinity College in 1832 by Archbishop Whately; at Oxford a professorship was established in 1825, with Nassau W. Senior as the first incumbent. His successors were Richard Whately (1830), W. F. Lloyd (1836), H. Merivale (1838), Travers Twiss (1842), Senior (1847), G. K. Richards (1852), Charles Neate (1857), Thorold Rogers (1862), Bonamy Price (1868), Thorold Rogers (1888). and F. Y. Edgeworth (1891). At Cambridge the professorship dates from 1863, the first incumbent being Henry Fawcett, who was followed by Alfred Marshall in 1884 and by A. C. Pigou in 1908. In all these places, however, comparatively little attention was paid at first to the teaching of economics, and it was not until the close of the nineteenth century and the beginning of the twentieth that any marked progress was made, although the professorship at King’s College, London, dates back to 1859, and that at the University of Edinburgh to 1871. Toward the close of the nineteenth century, chairs in economics were created in the provincial universities, especially at Birmingham, Manchester, Liverpool, Sheffield, Bristol, Durham, and the like, as well as in Scotland and Wales; and a great impetus to the teaching of economics was given by the foundation, in 1895, of the London School of Economics, which has recently been made a part of the University of London.

— United States 

Economics was taught at first in the United States, as in England, by incumbents of the chair of philosophy; but no especial attention was paid to the study, and no differentiation of the subject matter was made. The first professorship in the title of which the subject is distinctively mentioned was that instituted at Columbia College, New York, where John McVickar, who had previously lectured on the subject under the head of philosophy, was made professor of moral philosophy and political economy in 1819. In order to commemorate this fact, Columbia University established some years ago the McVickar professorship of political economy. The second professorship in the United States was instituted at South Carolina College, Columbia, S. C, where Thomas Cooper, professor of chemistry, had the subject of political economy added to the title of his chair in 1826. A professorship of similar sectional influence was that in political economy, history, and metaphysics filled in the College of William and Mary in 1827, by Thomas Roderick Dew (1802-1846). The separate professorships of political economy, however, did not come until after the Civil War. Harvard established a professorship of political economy in 1871; Yale in 1872; and Johns Hopkins in 1876.

The real development of economic teaching on a large scale began at the close of the seventies and during the early eighties. The newer problems bequeathed to the country by the Civil War were primarily economic in character. The rapid growth of industrial capitalism brought to the front a multitude of questions, whereas before the war well-nigh the only economic problems had been those of free trade and of banking, which were treated primarily from the point of view of partisan politics. The newer problems that confronted the country led to the exodus of a number of young men to Germany, and with their return at the end of the seventies and beginning of the eighties, chairs were rapidly multiplied in all the larger universities. Among these younger men were Patten and James, who went to the University of Pennsylvania; Clark, of Amherst and later of Columbia; Farnam and Hadley of Yale; Taussig of Harvard; H. C. Adams of Michigan; Mayo-Smith and Seligman of Columbia; and Ely of Johns Hopkins. The teaching of economics on a university basis at Johns Hopkins under General Francis A. Walker helped to create a group of younger scholars who soon filled the chairs of economics throughout the country. In 1879 the School of Political Science at Columbia was inaugurated on a university basis, and did its share in training the future teachers of the country. Gradually the teaching force was increased in all the larger universities, and chairs were started in the colleges throughout the length and breadth of the land.

At the present time, most of the several hundred colleges in the United States offer instruction in the subject, and each of the larger institutions has a staff of instructors devoted to it. At institutions like Columbia, Harvard, Yale, Chicago, and Wisconsin there are from six to ten professors of economics and social science, together with a corps of lecturers, instructors, and tutors.

Teaching of Economics in the American Universities. — The present-day problems of the teaching of economics in higher institutions of learning are seriously affected by the transition stage through which these institutions are passing. In the old American college, when economics was introduced it was taught as a part of the curriculum designed to instill general culture. As the graduate courses were added, the more distinctly professional and technical phases of the subject were naturally emphasized. As a consequence, both the content of the course and the method employed tended to differentiate. But the unequal development of our various institutions has brought great unclearness into the whole pedagogical problem. Even the nomenclature is uncertain. In one sense graduate courses may be opposed to undergraduate courses; and if the undergraduate courses are called the college courses, then the graduate courses should be called the university courses. The term “university,” however, is coming more and more, in America at least, to be applied to the entire complex of the institutional activities, and the college proper or undergraduate department is considered a part of the university. Furthermore, if by university courses as opposed to college courses we mean advanced, professional, or technical courses, a difficulty arises from the fact that the latter year or years of the college course are tending to become advanced or professional in character. Some institutions have introduced the combined course, that is, a combination of so-called college and professional courses; other institutions permit students to secure their baccalaureate degree at the end of three or even two and a half years. In both cases, the last year of the college will then cover advanced work, although in the one case it may be called undergraduate, and in the other graduate, work.

The confusion consequent upon this unequal development has had a deleterious influence on the teaching of economics, as it has in many other subjects. In all our institutions we find a preliminary or beginners’ course in economics, and in our largest institutions we find some courses reserved expressly for advanced or graduate students. In between these, however, there is a broad field, which, in some institutions, is cultivated primarily from the point of view of graduates, in others from the point of view of undergraduates, and in most cases is declared to be open to both graduates and undergraduates. This is manifestly unfortunate. For, if the courses, are treated according to advanced or graduate methods, they do not fulfill their proper function as college studies. On the other hand, if they are treated as undergraduate courses, they are more or less unsuitable for advanced or graduate students. In almost all of the American institutions the same professors conduct both kinds of courses. In only one institution, namely, at Columbia University, is the distinction between graduate and undergraduate courses in economics at all clearly drawn, although even there not with precision. At Columbia University, of the ten professors who are conducting courses in economics and social science, one half have seats only in the graduate faculties, and do no work at all in the college or undergraduate department; but even there, these professors give a few courses, which, while frequented to an overwhelming extent by graduate students, are open to such undergraduates as may be declared to be advanced students.

It is necessary, therefore, to distinguish, in principle at least, between the undergraduate or college courses properly so-called, and the university or graduate courses. For it is everywhere conceded that at the extremes, at least, different pedagogical methods are appropriate.

The College or Undergraduate Instruction. — Almost everywhere in the American colleges there is a general or preliminary or foundation course in economics. This ordinarily occupies three hours a week for the entire year, or five hours a week for the semester, or half year, although the three-hour course in the fundamental principles occasionally continues only for a semester. The foundation of such a course is everywhere textbook work, with oral discussion, or quizzes, and frequent tests. Where the number of students is small, this method can be effectively employed; but where, as in our larger institutions, the students attending this preliminary course are numbered by the hundreds, the difficulties multiply. Various methods are employed to solve these difficulties. In some cases the class attends as a whole at a lecture which is given once a week by the professor, while at the other two weekly sessions the class is divided into small sections of from twenty to thirty, each of them in charge of an instructor who carries on the drill work. In a few instances, these sections are conducted in part by the same professor who gives the lecture, in part by other professors of equal grade. In other cases where this forms too great a drain upon the strength of the faculty, the sections are put in the hands of younger instructors or drill masters. In other cases, again, the whole class meets for lecture purposes twice a week, and the sections meet for quiz work only once a week. Finally, the instruction is sometime carried on entirely by lectures to the whole class, supplemented by numerous written tests.

While it cannot be said that any fixed method has yet been determined, there is a growing consensus of opinion that the best results can be reached by the combination of one general lecture and two quiz hours in sections. The object of the general lecture is to present a point of view from which the problems may be taken up, and to awaken a general interest in the subject among the students. The object of the section work is to drill the students thoroughly in the principles of the science; and for this purpose it is important in a subject like economics to put the sections as far as possible in the hands of skilled instructors rather than of recent graduates.

Where additional courses are offered to the Undergraduates, they deal with special subjects in the domain of economic history, statistics, and practical economics. In many such courses good textbooks are now available, and especially in the last class of subject is an attempt is being made here and there to introduce the case system as utilized in the law schools. This method is, however, attended by some difficulties, arising from the fact that the materials used so quickly become antiquated and do not have the compelling force of precedent, as is the case in law. In the ordinary college course, therefore, chief reliance must still be put upon the independent work and the fresh illustrations that are brought to the classroom by the instructor.

In some American colleges the mistake has been made of introducing into the college curriculum methods that are suitable only to the university. Prominent among these are the exclusive use of the lecture system, and the employment of the so-called seminar. This, however, only tends to confusion. On the other hand, in some of the larger colleges the classroom work is advantageously supplemented by discussions and debates in the economics club, and by practical exercises in dealing with the current economic problems as they are presented in the daily press.

In most institutions the study of economics is not begun until the sophomore or the junior year, it being deemed desirable to have a certain maturity of judgment and a certain preparation in history and logic. In some instances, however, the study of economics is undertaken at the very beginning of the college course, with the resulting difficulty of inadequately distinguishing between graduate and undergraduate work.

Another pedagogical question which has given rise to some difficulty is the sequence of courses. Since the historical method in economics became prominent, it is everywhere recognized that some training in the historical development of economic institutions is necessary to a comprehension of existing facts. We can know what is very much better by grasping what has been and how it has come to be. The point of difference, however, is as to whether the elementary course in the principles should come first and be supplemented by a course in economic history, or whether, on the contrary, the course in economic history should precede that in the principles. Some institutions follow one method, others the second; and there are good arguments on both sides. It is the belief of the writer, founded on a long experience, that on the whole the best results can be reached by giving as introductory to the study of economic principles a short survey of the leading points of economic history. In a few of the modem textbooks this plan is intentionally followed. Taking it all in all, it may be said that college instruction in economics is now not only exceedingly widespread in the United States, but continually improving in character and methods.

University or Graduate Instruction. — The university courses in economics are designed primarily for those who either wish to prepare themselves for the teaching of economics or who desire such technical training in methods or such an intimate acquaintance with the more developed matter as is usually required by advanced or professional students in any discipline. The university courses in the larger American institutions which now take up every important subject in the discipline, and which are conducted by a corps of professors, comprise three elements: first, the lectures of the professor; second, the seminar or periodical meeting between the professor and a group of advanced students; third, the economics club, or meeting of the students without the professor.

(1) The Lectures: In the university lectures the method is different from that in the college courses. The object is not to discipline the student, but to give him an opportunity of coming into contact with the leaders of thought and with the latest results of scientific advance on the subject. Thus no roll of attendance is called, and no quizzes are enforced and no periodical tests of scholarship are expected. In the case of candidates for the Ph.D. degree, for instance, there is usually no examination until the final oral examination, when the student is expected to display a proper acquaintance with the whole subject. The lectures, moreover, do not attempt to present the subject in a dogmatic way, as is more or less necessary in the college courses, but, on the contrary, are designed to present primarily the unsettled problems and to stimulate the students to independent thinking. The university lecture, in short, is expected to give to the student what cannot be found in the books on the subject.

(2) The Seminar: Even with the best of will, however, the necessary limitations prevent the lecturer from going into the minute details of the subject. In order to provide opportunity for this, as well as for a systematic training of the advanced students in the method of attacking this problem, periodical meetings between the professor and the students have now become customary under the name of the seminar, introduced from Germany. In most of our advanced universities the seminar is restricted to those students who are candidates for the degree of Doctor of Philosophy, although in some cases a preliminary seminar is arranged for graduate students who are candidates for the degree of Master of Arts. Almost everywhere a reading knowledge of French and German is required. In the United States, as on the European continent generally, there are minor variations in the conduct of the seminar. Some professors restrict the attendance to a small group of most advanced students, of from fifteen to twenty-five; others virtually take in all those who apply. Manifestly the personal contact and the “give and take,” which are so important a feature of the seminar, become more difficult as the numbers increase. Again, in some institutions each professor has a seminar of his own; but this is possible only where the number of graduate students is large. In other cases the seminar consists of the students meeting with a whole group of professors. While this has a certain advantage of its own, it labors under the serious difficulty that the individual professor is not able to impress his own ideas and his own personality so effectively on the students; and in our modern universities students are coming more and more to attend the institution for the sake of some one man with whom they wish to study. Finally, the method of conducting the seminar differs in that in some cases only one general subject is assigned to the members for the whole term, each session being taken up by discussion of a different phase of the general subject. In other cases a new subject is taken up at every meeting of the seminar. The advantage of the latter method is to permit a greater range of topics, and to enable each student to report on the topic in which he is especially interested, and which, perhaps, he may be taking up for his doctor’s dissertation. The advantage of the former method is that it enables the seminar to enter into the more minute details of the general subject, and thus to emphasize with more precision the methods of work. The best plan would seem to be to devote half the year to the former method, and half the year to the latter method.

In certain branches of the subject, as, for instance, statistics, the seminar becomes a laboratory exercise. In the largest universities the statistical laboratory is equipped with all manner of mechanical devices, and the practical exercises take up a considerable part of the time. The statistical laboratories are especially designed to train the advanced student in the methods of handling statistical material.

(3) The Economics Club: The lecture work and the seminar are now frequently supplemented by the economics club, a more informal meeting of the advanced students, where they are free from the constraint that is necessarily present in the seminar, and where they have a chance to debate, perhaps more unreservedly, some of the topics taken up in the lectures and in the seminar, and especially the points where some of the students dissent from the lecturer. Reports on the latest periodical literature are sometimes made in the seminar and sometimes in the economics club; and the club also provides an opportunity for inviting distinguished outsiders in the various subjects. In one way or another, the economics club serves as a useful supplement to the lectures and the seminar, and is now found in almost all the leading universities.

In reviewing the whole subject we may say that the teaching of economics in American institutions has never been in so satisfactory condition as at present. Both the instructors and the students are everywhere increasing in numbers; and the growing recognition of the fact that law and politics are so closely interrelated with, and so largely based on, economics, has led to a remarkable increase in the interest taken in the subject and in the facilities for instruction.


Economics
— In the Schools 

James Sullivan, Ph.D., Principal of Boys’ High School, Brooklyn, N.Y.

This subject has been defined as the study of that which pertains to the satisfaction of man’s material needs, — the production, preservation, and distribution of wealth. As such it would seem fundamental that the study of economics should find a place in those institutions which prepare children to become citizens, — the elementary and high schools. Some of the truths of economics are so simple that even the youngest of school children may be taught to understand them. As a school study, however, economics up to the present time has made far less headway than civics (q.v.). Its introduction as a study even in the colleges was so gradual and so retarded that it could scarcely be expected that educators would favor its introduction in the high schools.

Previous to the appearance, in 1894, of the Report of the Committee of Ten of the National Educational Association on Secondary Education, there had been much discussion on the educational value of the study of economics. In that year Professor Patten had written a paper on Economics in Elementary Schools, not as a plea for its study there, but as an attempt to show how the ethical value of the subject could be made use of by teachers. The Report, however, came out emphatically against formal instruction in political economy in the secondary school, and recommended “that, in connection particularly with United States history, civil government, and commercial geography instruction be given in those economic topics, a knowledge of which is essential to the understanding of our economic life and development” (pp. 181-183). This view met with the disapproval of many teachers. In 1895 President Thwing of Western Reserve University, in an address before the National Educational Association on The Teaching of Political Economy in the Secondary Schools, maintained that the subject could easily be made intelligible to the young. Articles or addresses of similar import followed by Commons (1895), James (1897), Haynes (1897), Stewart (1898), and Taussig (1899). Occasionally a voice was raised against its formal study in the high schools. In the School Review for January, 1898, Professor Dixon of Dartmouth said that its teaching in the secondary schools was “unsatisfactory and unwise.” On the other hand, Professor Stewart of the Central Manual Training School of Philadelphia, in an address in April, 1898, declared the Report of the Committee of Ten “decidedly reactionary,” and prophesied that political economy as a study would he put to the front in the high school. In 1899 Professor Clow of the Oshkosh State Normal School published an exhaustive study of the subject of Economics as a School Study, going into the questions of its educational value, its place in the schools, the forms of the study, and the methods of teaching. His researches serve to show that the subject was more commonly taught in the high schools of the Middle West than in the East. (Compare with the article on Civics.)

Since the publication of his work the subject of economics has gradually made its appearance in the curricula of many Eastern high schools. It has been made an elective subject of examination for graduation from high schools by the Regents of New York State, and for admission to college by Harvard University. Its position as an elective study, however, has not led many students to take it except in commercial high schools, because in general it may not be used for admission to the colleges.

Its great educational value, its close touch with the pupils’ everyday life, and the possibility of teaching it to pupils of high school age are now generally recognized. A series of articles in the National Educational Association’s Proceedings for 1901, by Spiers, Gunton, Halleck, and Vincent bear witness to this. The October, 1910, meeting of the New England History Teachers’ Association was entirely devoted to a discussion of the Teaching of Economics in Secondary Schools, and Professors Taussig and Haynes reiterated views already expressed. Representatives of the recently developed commercial and trade schools expressed themselves in its favor.

Suitable textbooks in the subject for secondary schools have not kept pace with its spread in the schools. Laughlin, Macvane, and Walker published books somewhat simply expressed; but later texts have been too collegiate in character. There is still needed a text written with the secondary school student constantly in mind, and preferably by an author who has been dealing with students of secondary school age. The methods of teaching, mutatis mutandis, have been much the same as those pursued in civics (q.v.). The mere cramming of the text found in the poorest schools gives way in the best schools to a study and observation of actual conditions in the world of to-day. In the latter schools the teacher has been well trained in the subject, whereas in the former it is given over only too frequently to teachers who know little more about it than that which is in the text.

See also Commercial Education.

 

References: —

In Colleges and Universities: —

A Symposium on the Teaching of Elementary Economics. Jour. of Pol. Econ., Vol. XVIIl, June, 1910.

Cossa, L. Introduction to the Study of Political Economy: tr. by L. Dyer. (London, 1893.)

Mussey, H. R. Economies in the College Course. Educ. Rev. Vol. XL, 1910, pp. 239-249.

Second Conference on the Teaching of Economics, Proceedings. (Chicago, 1911.)

Seligman, E. R. A. The Seminarium — Its Advantages and Limitations. Convocation of the University of the State of New York, Proceedings. (1892.)

In Schools: —

Clow, F. R. Economics as a School Study, in the Economic Studies of the American Economic Association for 1899. An excellent bibliography is given. It may be supplemented by articles or addresses since 1899 which have been mentioned above. (New York, 1899.)

Haynes, John. Economics in Secondary Schools. Education, February, 1897.

 

Source: Paul Monroe (ed.), A Cyclopedia of Education, Vol. II. New York: Macmillan, pp. 387-392.

Source: E.R.A. Seligman in Universities and their Sons, Vol. 2 (1899), pp. 484-6.