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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.

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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.

 

Categories
Curriculum Yale

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

 

 

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

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

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

 

30 Economics. 3 hrs.

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

President Hadley and Professor Schwab.

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

 

31 Statistics. 2 hrs.

Monday and Thursday, 12.30.

Dr. Bailey.

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

 

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

 

32 Finance. [Seniors.] 3 hrs.

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

Professor Schwab.

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

 

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

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

President Hadley and Professor Schwab.

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

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

 

34 Mathematical Economics. [Seniors.] 2 hrs.

Wednesday and Saturday, 10.30.

Mr. Gaines.

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

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

 

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

Tuesday, 4.00 to 5.50.

Dr. Raynolds.

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

 

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

Friday, 2.00 to 3.50.

Professor J. B. Clark.

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

 

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

Wednesday, 12.30, E2 O.

Professor Schwab.

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

 

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

Monday and Thursday, 8.30, A1 O.

Professor Sumner.

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

 

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

Monday and Thursday, 8.30, A1 O.

Professor Sumner.

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

 

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

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

Mr. Gager.

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

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

Professor E. J. Phelps.

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

* * * *

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

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

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

ECONOMICS AND SOCIAL SCIENCE

Professor Sumner :—

1 Anthropology. 2 hrs.

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

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

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

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

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

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

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

5 The Beginnings of the Industrial Organization. 2 hrs.

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

*6 The Science of Society. 2 hrs.

[See Course 40, page 68.]

*6a The Science of Society. 2 hrs.

[See Course 41, page 69.]

 

Professor J. B. Clark :—

7 History of Theories of Distribution.

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

 

Professor Farnam:—

8 Pauperism. 2 hrs. 1st term.

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

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

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

10 The Principles of Public Finance. 2 hrs.

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

 

President Hadley and Professor Schwab :—

*11 Economics. 2 hrs.

[See Course 30, page 66.]

*12 United States Industrial History. 2 hrs.

[See Course 33, page 67.]

 

Professor Schwab :-

*13 Finance. 2 hrs.

[See Course 32, page 66.]

*14 United States Financial History. 1 hr.

[See Course 38, page 68.]

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

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

 

Professor Blackman :—

16 Social Science. 2 hrs.

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

 

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

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

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

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

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

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

 

Dr. Bailey :-

20 The Economic System of Classical Antiquity. 1 hr.

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

*21 Statistics. 2 hrs.

[See Course 31, page 66.]

 

Mr. Gaines :—

*22 Mathematical Economics. 2 hrs.

[See Course 34, page 67.]

 

Dr. Keller :—

23 Homeric Social Life.

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

 

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

Categories
AEA Economists

AEA Twenty-fifth Anniversary Celebration, NYC 1909

December 27, 1907 at Carnegie Hall

MAYOR McCLELLAN, OF NEW YORK, ADDRESSING THE CONVENTION OF HISTORIANS AND ECONOMISTS AT CARNEGIE HALL, DECEMBER 27.

Others on the platform, beginning at left, are: William Jay Schieffelin, Isaac N. Seligman, Davis R. Dewey, John B. Clark, Albert Bushnell Hart, William M. Sloane, Ambassador James Bryce, Governor Hughes, Nicholas Murray Butler, Frank A. Vanderlip, Waldo Lincoln and Edwin R. A. Seligman.

____________________________________

The last posting came from the 25th anniversary celebration of the University of Chicago. It just so happens that I came across a clipping from the New York periodical The Independent in the John Bates Clark Papers in the Columbia University Archive that was about the joint 25th anniversary celebration of the American Historical Association and the American Economic Association held in New York City from December 27-31, 1909. Political Science, Sociology and Labor Legislation Associations also participated in the meetings. The report includes several photos of the men who were the movers-and-shakers of their respective associations (though none from the “playlet” and tableaux provided by the “ladies’ reception committee of the Waldor Astoria”).

As I like to provide the visitors of Economics in the Rear-View Mirror both accurate transcriptions and interesting images from yore, I hunted down scanned copies of The Independent at www.archive.org and www.hathitrust.org to extract a rough text file and better images than my amateur photographs of those in John Bates Clark’s clipping to create this posting.

 

____________________________________

A Notable Gathering of Scholars

BY REUBEN G. THWAITES

[Dr. Thwaites is secretary and superintendent of the State Historical Society of Wisconsin. He was for ten years managing editor of the Wisconsin State Journal and is well known as an author and editor of historical works. He attended the recent convention in New York as a delegate from Wisconsin. — EDITOR.]

 

THE twenty-fifth anniversary celebration of the American Historical Association and the American Economic Association, held in New York City from December 27 to 31, brought together the largest and doubtless the most distinguished assemblage of students of the social sciences ever convened in this country. In addition to the meetings of the two principal societies, which thus rounded out the quarter-centenary of their existence, were conferences by seven closely-related organizations—the American Political Science Association, the American Statistical Association, the American Sociological Society, the American Association for Labor Legislation, the American Social Science Association, the Bibliographical Society of America, and the American Society of Church History. Eleven hundred persons, engaged either in teaching or studying these several specialties, were gathered here from nearly every State or important institution of learning in the Union, and meetings, either — singly or jointly, occupied four busy days.

The attendance of several representative scholars from both Europe and Asia, who took part in many of the discussions, some of whom presented formal papers, and whose presence was recognized by numerous receptions and other social functions in their honor, gave to the gathering much of the significance of an international congress. Most prominent among the foreigners was the British Ambassador, Mr. Bryce, whose appearance at any of the meetings was invariably greeted with spontaneous applause, and whose many impromptu responses to calls by chairmen and toastmasters were never happier than on this anniversary occasion, into whose buoyant spirit he appeared keenly to enter.

Among other prominent foreign guests were: G. W. Prothero, of London, editor of the Quarterly Review, and former president of the Royal Historical Society; Prof. Herbert A. L. Fisher, fellow of New College, Oxford; Camille Enlart, director of comparative sculpture, of the Trocadero; Eduard Meyer, professor of ancient history, University of Berlin, exchange professor of Harvard; Dr. Cellenbrander, advisory secretary of the Dutch commission on governmental historical publications; Prof. Rafael Altamira y Crevea, professor-elect in the University of Madrid; Dr. Higgs, representing the Royal Economic Society of Great Britain, and Signor Maffeo Pantaleoni, of Rome, attending the Economic convention.

On occasions such as this presidential addresses are generally didactic, and by many of the older habitués are scrupulously avoided. But President Hart, of the Historical Association; President Lowell, of the Political Science, and President Dewey, of the Economic, always have something worth saying, and did not lack large and interested audiences. Dr. Hart’s discussion of “Imagination in history” was keen in its penetration and aglow with humor; he dwelt on the practical importance of the imaginative faculty on the part of the historian, but pointed out its manifest dangers, arising from a disposition to overemphasize dramatic episodes that really are rare in the history of a nation, whereas the most vital factors in its development are generally slow moving and commonplace. Dr. Lowell discussed “The physiology of politics”; while not deprecating the importance of library collections in the study of political science, the most useful laboratory work is, he said, the observation of the practical workings of political institutions, about which we are still insufficiently informed. Dr. Dewey spoke of “Observation in economics”; his thought being much in line with that of President Lowell, that field observation is of greater value than closet study, altho both are essential.

Ex-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.)
Ex-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.)

 

 

 

 

EARLY PRESIDENTS OF THE AMERICAN HISTORICAL ASSOCIATION Photograph by Brady, Washington, D. C. Beginning at left: William F. Poole, Justin Windsor, Charles Kendall Adams, George Bancroft, John Jay, Andrew D. White, Herbert B. Adams standing in rear.
EARLY PRESIDENTS OF THE AMERICAN HISTORICAL ASSOCIATION
Photograph by Brady, Washington, D. C.
Beginning at left: William F. Poole, Justin Windsor, Charles Kendall Adams, George Bancroft, John Jay, Andrew D. White, Herbert B. Adams standing in rear.
LIVING EX-PRESIDENTS OF THE AMERICAN HISTORICAL ASSOCIATION. (Clockwise from upper-left) James Ford Rhodes, Goldwin Smith, James Schouler, James Burrill Angell.

 

The programs of the nine associations were crowded with what the sporting gentry style “events,” but popular interest appeared chiefly to be with the joint sessions, some of which would have been noteworthy occurrences had they not jostled one another in this remarkable conference week. Wednesday morning’s joint session of the Historical and Economic associations called out a large and brilliant audience, with President Lowell in the chair. The general topic was “British constitutional and political development with special reference to the Gladstone centenary.” Professor Wrong, of Toronto, was hopeful concerning “Canadian nationalism and the imperial tie”; Professor Fisher, of Oxford, gave an exceptionally clear and informing account of the South African union, and Ambassador Bryce spoke forcefully on recent English history in its constitutional aspects.

Another excellent joint session was that held by the political scientists and the, association charging itself with scientific suggestion in the matter of labor legislation. The relation of the State to labor was interestingly and suggestively discussed by delegates from the Mississippi basin, where, perhaps, the best opportunities just now exist for trying out some of the theories of economic and sociological reformers.

The Historical Association, with its three thousand members, has of late years been doing its most effective work thru an admirable and impressive congerie of, commissions and conferences. This year’s meeting was chiefly noticeable for the variety and general success of these conferences, several of which were generally in session at one and the same time. One morning the topics were ancient, medieval, and American history and the treatment of archives. Later in the day the historians were conferring upon modern, European and American history, and relative to the methods and aims of State and local historical, a fertile theme, now engaging much attention in all parts of the country. One of the most interesting of the conferences was devoted to the consideration of “The contribution of the romance nations to the history of America,” in which Spain, France, Portugal and the Latin- American republics were represented either by scholars from those nations or by American specialists in the topics treated. A general session on Southern history brought out an interesting group of papers; while another on the work of historical societies in Europe was noticeable for careful reports from representatives of Great Britain, Germany, France. Holland and Spain, by the delegates from those countries.

The Economic Association has less varied interests, altho it also held a round-table conference on “Rural economics in relation to conservation.” At its first general session economic theory was treated both from the stand of “dynamic economics” and that of “theory of wages.” It was plain from the vigor of the discussion that economic theory, as doubtless it always will be, is in a state of flux, few men agreeing as to any one cure for the existing ills of the body politic. Another general session was held at the Chamber of Commerce, in connection with the financial magnates. Hereat was frankly considered “the causes and remedies for trusts,” in which the several divergent points of view, practical and theoretical, were squarely presented, presumably with mutual enlightenment.

For a young society, the Political Science people were exceptionally busy and vigorous. Ballot reform, the valuation of public service corporations (jointly with the economists), the relation of the State to labor (jointly with the labor legislation association), methods of instruction in municipal government and government of the Far East, were all duly considered, exhibiting a wide range of interest and possible future usefulness.

FRANK J. GOODNOW, Columbia University, first president American Political Science Association.

The sociologists were concerned (jointly with the Statistical Association) in such topics as the next census, the standardizing of units in studying public administration under democratic conditions, and the social marking system; and, individually, in the problems of methods in teaching psychological sociology, and in the religious factor in social revolution.

FRANKLIN H. GIDDINGS, Columbia University, vice-president Sociological Society.
FRANKLIN H. GIDDINGS, Columbia University, vice-president Sociological Society.

The labor legislation folk and the. statisticians chiefly held their sessions in conjunction with other bodies. For the most part the remainder of the participating societies confined themselves to listening to the usual presidential addresses and the transaction of necessary routine business.

HENRY W. FARNAM. Yale University, president of the American Association for Labor Legislation
HENRY W. FARNAM. Yale University, president of the American Association for Labor Legislation

The social side of the great conference was in every way notable. The entertainments offered to the thousand and more delegates ranged from receptions and breakfasts to formal dinners. The two most striking features of the daily and remarkably diverse program of hospitality were the great welcome meeting at Carnegie Hall, on Monday night, and the very attractive “historical playlet” and tableaux given by the ladies‘ reception committee at the Waldorf-Astoria (the headquarters of the several associations) on Wednesday night.

At Carnegie Hall the delegates were given the freedom of the city and State by Mayor McClellan and Governor Hughes. President Butler extended the welcome of Columbia University, and Mr. Joseph H. Choate and Professor Sloane spoke for the Committee of Arrangements. All were excellent addresses, but the Governor in particular rose to the occasion and earnestly commended the work of his hearers, who in their several ways are striving to find the correct principles underlying human society and seeking practically to apply these to the manifold problems of the State

In addition to the formal entertainments provided by the general committee were numerous unofficial attentions paid to various groups of visiting scholars. Among the most welcome of the unannounced gatherings of this character was the dinner given to fifty members of the American Antiquarian Society at the Metropolitan Club—the joyous forerunner, it was hoped, of annual banquets of these gentlemen at successive conferences of the American Historical Association. In all of these hospitalities practically every learned institution in the city, Columbia University properly leading, actively participated.

WALDO GIFFORD LELAND, A. M.,Carnegie Institution of Washington, secretary American Historical Association; THOMAS N. CARVER, Harvard University, secretary and treasurer, American Economic Association.
WALDO GIFFORD LELAND, A. M.,Carnegie Institution of Washington, secretary American Historical Association; THOMAS N. CARVER, Harvard University, secretary and treasurer, American Economic Association.

In every respect, professionally and socially, the great conference has been a marked success. The attendance was record-breaking, and the quality of the personnelle probably quite unexcelled in this country, even by the literary congresses at Chicago and St. Louis. The delegates, domestic and foreign, returned to their homes more than ever imprest [sic] by the hospitality, greatness and potentialities of America’s much favored metropolis.

Madison, Wis.

_______________________________ 

Source:  Reuben G. Thwaites “A Notable Gathering of Scholars,” The Independent, Vol. 68, January 6, 1910, pp. 7-14.

  • Copy in John Bates Clark Papers, Series II.4, Box 9, Folder 11, Report on American Economic Association’s 25th Anniversary, 1910”.
  • At www.archive.org the 68th volume of The Independent.    There I downloaded “Single Page Original JPS TAR” (warning: > 1 GB and then extracted the pages of the article, from which I have clipped the photos.
Categories
Chicago Columbia Cornell Courses Economists Harvard Johns Hopkins Michigan Pennsylvania Yale

Graduate Economics Courses. 23 US Universities. 1898-99

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

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

____________________

EXPLANATORY

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

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

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

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

 

 

 

  1. ECONOMICS, SOCIOLOGY, ANTHROPOLOGY, AND ETHNOLOGY. 

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

 

BARNARD.
16 Graduate Students, 1897-8.

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

 

BROWN.
8 Graduate Students, 1897-8.

 

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

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

 

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

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

 

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

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

 

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

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

 

 

BRYN MAWR.

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

 

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

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

 

 

CALIFORNIA.

1 Graduate Student, 1897-8.

 

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

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

 

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

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

 

CHICAGO.

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

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

 

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

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

 

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

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

 

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

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

 

Merton Leland Miller, Lecturer in Anthropology.

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

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

 

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

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

 

C. H. Hastings.
A.B., Bowdoin, ’91.

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

 

 

COLUMBIA.

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

Civil Aspects of Ecclesiastical Organizations. i, 30.

 

 

CORNELL.
14 Graduate Students, 1897-8.

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

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

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

 

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

Theory and Methods of Statistics*. iii, 30.

 

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

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

 

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

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

 

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

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

 

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

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

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

 

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

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

 

 

JOHNS HOPKINS.
9 Graduate Students, 1897-8.

 

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

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

 

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

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

 

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

 

MICHIGAN.
10 Graduate Students, 1897-8.

 

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

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

 

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

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

 

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

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

 

 

MINNESOTA.
26 Graduate Students, 1897-8.

 

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

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

 

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

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

 

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

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

 

 

MISSOURI.
3 Graduate Students, 1897-8.

 

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

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

 

 

NEW YORK.
21 Graduate Students, 1897-8.

 

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

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

 

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

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

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

 

 

NORTHWESTERN.
6 Graduate Students, 1897-8.

 

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

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

 

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

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

 

 

PENNSYLVANIA.
12 Graduate Students, 1897-8.

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

 

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

 

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

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

 

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

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

 

 

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

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

 

W. J. Ashley.

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

 

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

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

 

G. S. Callender.

Econ. Hist. of U. S.*

 

Edward Cummings.

Princ. of Sociol.* iii, 30.

 

Edward Cummings and John Cummings.

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

 

John Cummings.

Statistics, Theory, Methods, Practice.*

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

 

F. Russell.

Gen. Anthropol.* —?

 

 

VANDERBILT.
2 Graduate Students, 1897-8.

 

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

 

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

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

 

 

WELLESLEY.
o Graduate Students, 1897-8.

 

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

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

 

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

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

 

 

WESTERN RESERVE.
4 Graduate Students, 1897-8.

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

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

 

 

WISCONSIN.
24 Graduate Students, 1897-8.

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

 

YALE.
43 Graduate Students, 1897-8.

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

 

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

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

 

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

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

 

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

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

 

A. T. Hadley and Irving Fisher.

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

 

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

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

 

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

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

 

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

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

____________________

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