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Carnegie Institute of Technology Columbia Economists Tufts

Columbia. Economics PhD alumnus, Leonard Stott Blakey, 1912

In today’s edition of Meet an Economics Ph.D. alumnus we encounter a 1912 Columbia economics Ph.D. who had fallen through the cracks of my list of Columbia University economics graduates. Leonard Stott Blakey actually did manage to obtain an economics professorship at the Carnegie Institute of Technology for a couple of years. His Columbia thesis adviser was the sociologist Franklin Giddings at a time when the gap between academic economics and sociology was relatively small.

Blakey died at age 38 after a car ran into him in Chicago where he had found a job as economic advisor to the Benjamin Electric Company. So there is not much of a shadow cast into future economic research, but his story still possesses value as a one mosaic tile in the greater sweep of the history of economics. 

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Leonard Stott Blakey
(1881-1919)

1881. Born April 15 in Racine County, Wisconsin. Son of Charles and Ella Apple Blakey.

1883. Family moved to a farm near Spirit Lake, Iowa.

Family later moved to Estherville, Iowa where Leonard attended grade and high school.

1900. Graduated from high school.

1904. B.S. from Beloit College.

Taught in high school at Savanna, Illinois and Memorial University, Mason City, Iowa.

1907-08. University scholarship, Columbia University. Columbia Spectator (June 1, 1907), p. 1.

1908-09. Schiff Fellow, Columbia University.

1910. The Boston Globe (September 18, 1910), p. 56. Tufts hired Leonard Stott Blakey, a graduate of Beloit, as instructor in economics.

Courses taught by Blakey  at Tufts:  From the catalogues 1910-1912

1. Elements of Economics. Ely’s Outlines of Economics will be used as a guide
2. Modern Industrial History of Europe
22. Economic and Industrial History of the United States. Bogart’s Economic History of the United States is used as a guide.
4. Principles of Public Finance. The Elements of Public Finance, by Daniels, is used as a guide.
5. Money, Credit, and Banking. Dewey’s Financial History of the United States is used as a guide.
14. Theory of Statistics.
15. Social Statistics.

1911-12. Annual Report of the President of Tufts College 1911-12.  “The following gentlemen have severed their connection with the ‘College on the Hill,’ either through resignation or the expiration of their terms of office,…Leonard Stott Blakey, B.S., Instructor in Economics and Statistics” p. 4

1912. Ph.D. Thesis: The Sale of Liquor in the South: the History of the Development of Normal Social Restraint in Southern Commonwealthsby Leonard Stott Blakey, A.M., Sometime Schiff Fellow in Columbia University, Associate Professor of Economics and Sociology in Dickinson College
“This work owes its origin to a suggestion which came to the writer from his instructor, Professor Franklin H. Giddings of Columbia University, while pursuing graduate courses of study in that institution.”

1912-13. Assistant Professor of Economics and Sociology
Catalogue of Dickinson College 1912-1913. Carlisle, PA.

1913-14. Professor of Economics and Sociology
Catalogue of Dickinson College 1913-1914
. Carlisle, PA

Dickinson College
ECONOMICS AND SOCIOLOGY

Professor Blakey

In its course of instruction, the chief aim of the department of Economics and Sociology is to give a general view of the most important subject matter in the economic and sociological sciences, beginning with the elements of the science and passing by degrees to courses of an investigative order. In addition to this broad general outline the courses and the methods of study are arranged to give some specialized preparation to students looking forward to business careers.

A. ELEMENTS OF ECONOMICS.

This course will give the student a general survey of the fields of theoretical and practical economics. The first part deals with the principles of production, distribution, exchange and consumption of wealth; the second part, with the present organization of industry and the economic and social problems arising from the relations of employers and employees. Among the problems considered are the labor problem, including the history and policies of trade unions, injunctions, arbitration, co-operation, profit-sharing, child labor, factory legislation, workingmen’s insurance, and socialism. Taussig’s Principles of Economics will be used as a text.

Required of all Sophomores. Three hours per week.

B. MODERN INDUSTRIAL HISTORY OF EUROPE.

After a brief survey of the economic conditions in the European countries at the close of the Middle Ages, the course deals with the commercial and industrial development of the chief European countries since the middle of the eighteenth century, with special attention to Great Britain.

Lectures, supplemented by prescribed topical readings. Open to Juniors and Seniors. Three hours per week. First half-year.

C. ECONOMIC DEVELOPMENT OF THE UNITED STATES.

A brief survey of the economic life of the colonists will be followed by a study of the factory system, public land policy, transportation facilities, and shipping before the Civil War; export trade, scientific agriculture, and railway extension after the War; recent development of large scale production, industrial combinations, and labor problems.

Lectures, supplemented by prescribed topical readings.

Open to Juniors and Seniors. Three hours per week, second half-year.

D. COURSES B AND C COMBINED.

E. INDUSTRIAL ORGANIZATION AND BUSINESS MANAGEMENT.

This course will include an examination of the human and physical factors in the organization and processes of industry; the internal economies of organization due to the division of labor, etc.; external economies of organization due to the concentration and integration of businesses; and the influences of the modern means of intercommunication on businesses. Special emphasis will be given to the growing size and complexity of modern business structure and to the managerial, financial, and political questions arising from business concentration, and the programs proposed for their solution will be analyzed.

Attention is given to the general nature and the different types of business management, and to the functions of the entrepreneur. The various problems involved in the philosophy, demands, and applicability of scientific management will be examined. The course closes with an analysis of the growing spirit of co-operation in business management, the growing interest in the problems of vocational guidance, and the tendency to interpret industry in terms of human worth.

Lectures, assigned readings, and discussions. Open to Seniors. Three hours per week.

F. PRINCIPLES OF SOCIOLOGY.

Beginning with a study of the biological and psychological bases of human society, this course traces its evolution under the operation of the various forces — physical environment, growth and migration of populations, social institutions, etc. and analyzes social phenomena with the view of arriving at certain laws of social progress and noting their bearing upon present social problems.

Chapin’s Introduction to the Study of Social Evolution will be used as a text. Open to Juniors and Seniors. Three hours per week.

G. SOCIAL AND ECONOMIC PROBLEMS.

The work of this course will consist largely of practical investigations, by individual members of the class, of some selected problem in economics or sociology, to be assigned by the instructor and pursued under his direction. A paper will be prepared on the assigned topic, the results presented before the class for criticism and discussion. The course will open with an introduction to the principles, theory, and practice in the statistical method. Open to Seniors completing Economics E or Sociology F. Three hours per week.

SourceCatalogue of Dickinson College, 1913-1914, pp. 31-33.

1914-15.  Professor of Economics and Sociology at Dickinson College (Absent on leave)

1914. Review of H.R. Seager’s Principles of Economics: Being a Revision of Introduction to Economics. In Annals of the American Academy of Political and Social Science (September 1914, pp. 294-296). Identified as “Leonard Stott Blakey, Dickinson College).

1914-16[?]. Worked at the air nitrates plant in Muscle Shoals, Alabama

1916. Assistant Professor of Economics and Business Administration, School of Applied Science, Carnegie Institute of Technology. Pittsburgh.

1918. The Pittsburgh Post (February 21, 1918), p. 14.
Assistant Professor of economics and business administration of the Carnegie Institute of Technology.

End of the WWI, associated with the Bing and Bing Construction Co. of New York.

1919. He had accepted a position as Economics Advisor to the Benjamin Electric Company of Chicago.

1919. “Prof. Leonard Blakey of the Carnegie Institute of Technology, Pittsburgh, died yesterday in the county hospital. He was struck by an automobile Friday night.” Blakey “had come to Chicago to make arrangements with a. W. Shaw & Co. for the publication of his book, which deals with the high cost of living.” Brother A.R. Blakey lives in Chicago. Chicago Tribune (October 5, 1919), p. 1.

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Other Newspaper Accounts
of Leonard Blakey’s death

Pittsburgh Post-Gazette (Oct. 6, 1919), p. 20.

“[Leonard Blakey] was not connected with the Carnegie Institute of Technology at the time of his death, according to officials of the institution.
Prof. Blakey, two years ago, was assistant professor of commercial engineering at the Pittsburgh school, but left here to go to Washington, where he entered government service.”

Evening Times-Republican, Marshalltown, Iowa (December 15, 1919), p. 2.

At time of his death in Chicago, Leonard Blakey just completing a book called “Wage Scales and the Living Costs”, a comprehensive survey of the wage question and cost of living put down in a concise and readable form. The book, which is just now making its appearance, following his death, is creating a great amount of interest throughout the country, as it deals with present day conditions. The New York Sun introduced the book, noting Blakey was born in Racine, Wisconsin, educated there and in Iowa, graduated from Beloit College, taking post-graduate course at Columbia University. Instructor in economics in Tufts College and at Dickinson, and Carnegie Institute of Technology. “During the war he was the labor expert at the Mussels Shoals air nitrate enterprise. In January 1919 he began his study. He went to Chicago (as opposed to New York City to get speedy publication”. “He met his death as he was on his way to have his final revision of the last chapter retyped for the printers.

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Obituaries for Leonard Stott Blakey transcribed at the Find-A-Grave Website

Leonard Blakey Hit By Auto
Was In Chicago Attending to Business Matters – Struck By Speeding Car
Just Completed Gov. Book
Was Brought Here for Burial, Was a Son of Chas. Blakey, a Former Resident Here

Estherville Enterprise, Estherville, IA, October 8, 1919.

Friends of Leonard Blakey of the Chas. Blakey family, were greatly shocked on Sunday last to learn of the sudden death by accident of Leonard Blakey in Chicago. He had been connected with a New York firm and was making a change to Chicago. He came there and took rooms with his father, sister and brother Roy, who is in the Rush Medical school. He had been down to the city during the day consulting his new employer and that evening went to the Y.M.C.A. building to get some stenographic work done. It was about 9 o’clock in the evening and it is supposed he was returning from the Y.M.C.A. building when an auto struck him. He was so badly injured he never regained consciousness. He had no Chicago address and the police rushed him to the hospital. On his clothing was his Pittsburg address and they at once endeavored to get in touch with someone there. In the hospital was an Intern who remembered there was a medical student in Rush by that name and after twenty-four hours after the accident they got in touch with Roy Blakey. The Blakey family in the meantime had made an endeavor through the police to locate him.
The remains were brought to this city for burial.

The following is the obituary used by Rev. Voorhies who officiated at the funeral services:

Leonard Stott Blakey was born in Racine County, Wis., April 15, 1881, the son of Charles and Ella Apple Blakey. He attended school near Spirit Lake, Iowa, the family having moved to a farm near there when he was two years old. Later the family moved to Estherville where Leonard attended the grade and high school, graduating in 1900. In the Fall of the same year he entered Beloit College where he graduated in 1904. Following this he taught in the high school at Savanna, Illinois, and Memorial University, Mason City, Iowa. Then he attended Columbia University, New York, receiving the degree of Doctor of Philosophy in 1911 (sic). He again took up teaching, going first to Tufts College, Boston, and later to Dickinson College, Carlisle, Pa. The following year he went to Muscle Shoals, Alabama, to take up employment work with the Air Nitrates plant. At the close of the war he became associated with the Bing and Bing Construction Co., of New York. During the latter period he has been writing a book on the subject: Has Labor Carried Its War Burden,” which is now in the hands of the publishers. He had just accepted a position as Economics Advisor to the Benjamin Electric Company of Chicago. Surviving members of the family are: His father, Charles Blakey, his brother Roy Blakey, and sister Dorothy Blakey, all being residents of Chicago.

Book of A Local Boy is Popular
Leonard Blakey’s Work Now Running in New York Sun Was Recently Killed
Work Has to Do With the Wage Scale and High Cost of Living – Is Authority

Vindicator and Republican, Estherville, IA, December 10, 1919

At the time Leonard Blakey met with his death in Chicago last fall he was just completing a book called “Wage Scales and the Living Costs.” It is a comprehensive survey of the wage question and the cost of living put down in a concise and readable form. The book which is just now making its appearance following his death, is creating a large amount of interest throughout the country as it deals with present day conditions.
Leonard Blakey was an Estherville boy. He was known to the great majority of our people and his career followed with a great deal of interests by local people. His untimely death last fall was deeply mourned by all his former friends. Had he been permitted to live he would have accomplished great things in this world. As it is, he leaves behind this scientific analysis which is being used throughout the country in settling important questions of the day. The Vindicator and Republican has on file a copy of the New York Sun containing the first installment of the book and we will be glad to loan it any former friends who may wish to read it. Following is the tribute paid to the memory of Leonard by that paper at the beginning of the article:
Leonard Blakey, economist and professor, from whose last work the following analysis of Wage Increases and Living Costs was taken, was killed accidentally by an automobile in Chicago recently just as he was to reap the fruits of years of study. He was born thirty-eight years ago in Racine, Wisconsin, was educated in the public schools there and in Iowa, and graduated from Beloit College, taking a post graduate study course at Columbia University in this city.
He was an instructor in economics in Tufts College and at Dickson, and then was attached to the Carnegie Institute of Technology. During the war he was the labor expert at the Mussels Shoals air nitrate enterprise. Last January Mr. Blakey began his study of wage increases and living costs with the idea that the findings might be of value to the nation in its reconstruction problems. When the report was partly completed he was urged to publish it in book form for use as a text book at Columbia and at Carnegie Tech. He also planned to send copies for use of the Industrial conference in session in Washington.
Owing to conditions in the book trade in New York Mr. Blakey went to Chicago to get speedy publication. The A. W. Shaw Company took up the work. He met his death as he was on his way to have his final revision of the last chapter retyped for printers.

Source: Wayback machine archived copy of the Find-A-Grave entry for Leonard Stott Blakey (1881-1919).

Image Source: Carnegie Institute of Technology yearbook, The 1918 Thistle, p. 80. Portrait of Professor Stott Blakey.

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Columbia Economists

Columbia. Excerpt from Dean’s Report dealing with faculty of political science. 1930-1931

The previous post was a backward look from October 1930 at the first fifty-years of Columbia’s Faculty of Political Science (home of its graduate economics department). The following excerpts from the annual report of the Dean of the Faculties of Political Science, Philosophy, and Pure Science give us a snapshot of the Faculty of Political Science for the year 1930-31.

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FACULTIES OF POLITICAL SCIENCE, PHILOSOPHY, AND PURE SCIENCE

REPORT OF THE DEAN
FOR THE ACADEMIC YEAR ENDING JUNE 30, 1931

To the President of the University

Sir:

As Dean of the Faculties of Political Science, Philosophy, and Pure Science, I submit the following report for the academic year ending June 30, 1931.

The year was marked by a number of events of interest and importance to the Graduate Faculties. Scarcely was it under way when the University celebrated with appropriate dignity and simplicity the Fiftieth Anniversary of the Founding of the Faculty of Political Science. The details of this celebration, having been elsewhere recorded in print, need not be repeated here. The presence on that occasion of the venerable founder of the Faculty, Emeritus Professor John William Burgess, still in vigor of mind and of personality, gave it peculiarly interesting and dramatic focus. It was a fortunate circumstance that this expression of the University’s homage and debt to him was given at that time. Only a few months thereafter, deservedly honored and mourned, he passed from the earthly scene.

As a permanently useful memento of this celebration there was published a Bibliography of the Faculty of Political Science containing the list of the several thousand books and important articles written by its members as well as the titles of the nearly seven hundred doctoral dissertations that have been prepared and published under its guidance. Important to our University life as the integrity and unity of this Faculty is both historically and presently, it is regrettable that because of this fact this Bibliography falls far short of including the total of our contributions to the field of the social sciences. A complete bibliography of our publications in this wide field would have included numerous books and articles by members of other faculties, notably the Faculties of Business and of Law.

But while the Faculty of Political Science momentarily paused on the threshold of the year to celebrate its semicentenary, to look back upon its achievements and modestly to rejoice in its traditions, its spirit was in 1930, as in 1880, the spirit of youth. Professor Burgess himself was only thirty-five when he fathered the Faculty. And of the early famous small group whom he called to aid him in his high adventure in scholarship Professors Mayo-Smith and Munroe Smith were only twenty-six, and Professors Goodnow and Seligman twenty-four. Even among later arrivals Professor John Bassett Moore was only thirty-one, Professor Dunning thirty-two, Professor Osgood thirty-five, and Professor Giddings thirty-seven, when they joined the Faculty. It was a youthful company courageously and energetically facing the future.

And so this Faculty continues. It was the Department of Economics that was especially called upon this year to take thought of tomorrow. It had suffered severe losses. Professor Henry L. Moore retired in the spring of 1930. Professor Seager died in August of the same year. Professor Seligman retired at the end of the year. Inevitably the School of Business and the Department of Economics have been developing along many related lines of teaching and research. It would have been calamitous had they developed at cross purposes or in ungenerous rivalry. Happily no such misfortune befell. From the inception of the School of Business these two units have been held to common purpose by ties of common sense and of that fine spirit of loyalty and of friendship that is so much a part of the Columbia spirit. But the breach in the ranks of the Department of Economics seemed an appropriate occasion for welding these separate units, at least in so far as graduate work is concerned, into closer organic integration. Everybody recognizes that under our more or less arbitrary, but certainly unavoidable, scheme of departmentalization there are subjects and interests appropriate to a professional school of business that might not properly be included under a graduate department of economics. Conversely, there are manifestly subjects and interests that not only may be, but also should be, included under both. We severed the knot of this difficult problem of University organization by asking five members of the Faculty of the School of Business to become members of the Department of Economics and accept seats in the Faculty of Political Science. These were Professors Bonbright, Haig, McCrea, Mills, and Willis. This is no mere paper arrangement; it means a vital amalgamation of intellectual forces working toward common ends.

In recognition of the growing rapprochement between law and the social sciences it seemed fitting also that two members of the Faculty of Law, whose fields of interest are considerably economic, should be invited into this enlarged departmental membership. Professors Llewellyn and Berle were in consequence drawn into the unit. This was in line with the historic dual relationship that has so long prevailed with profitable results to teaching and scholarship between the Department of Public Law and the School of Law.

In addition to these internal realignments several new members were added to the Department of Economics. These are: Leo Wolman, eminent economist and practitioner in the field of labor problems; Carter Goodrich, whose special field for development will be American economic history; and Harold Hotelling, a distinguished mathematician turned economist. Arthur R. Burns, Lecturer in Economics in Barnard College, will henceforth devote himself to graduate instruction and research upon problems of industrial and business organization. Michael Florinsky, working upon recent economic developments in Europe, and Joseph Dorfman upon the development of American economic thought, have been made Associates in the Department. The remolding of this important Department at a moment of unprecedentedly swift change in the economic world augurs for the years ahead rich results in scholarship and in service.

In the closely related Department of Social Science the appointment of Robert S. Lynd, distinguished sociological investigator and for some years past Secretary of the Social Science Research Council, is likewise an omen of certain promise. It can scarcely fail to quicken, expand, and deepen the activities of our sociologists in this great laboratory of society in which we live, the city of New York.

[…]

I express the deep grief of the University over the death in August, 1930, of Henry Rogers Seager, Professor of Political Economy, and in June, 1931, of Franklin Henry Giddings, Professor Emeritus in Residence of Sociology and the History of Civilization. For a quarter of a century or more here at Columbia, Professor Seager studied with and expounded to his students the problems of labor in a changing industrial society and the economic problems of corporations and trusts. Scholar, teacher, writer, humanitarian, active participant in welfare movements and organizations, he died at the age of sixty, depriving us of many years of companionship and service upon which we had never thought not to count. Beloved of both students and colleagues, his deep personal interest in and influence upon the former will not be easily supplied by another. His loss to the latter is irreparable.

Professor Giddings’ death brought to its close a long, rich life of labor, of profound reflection, and of purposeful achievement. Trail blazer in an almost unexplored and unstaked field of social inquiry he more than any other American gave meaning to the term sociology and direction to its course. His numerous writings attest the catholicity of his interests, the depth of his penetrating scholarship, and the clarity of his thinking on social problems and developments. Scholars the world over acclaimed him, while the large company of his students and the small company of his immediate colleagues held him in the affectionate regard which his rich humanity and his fineness of spirit inspired and compelled.

The end of the academic year brought with it the retirement from active service to the University of Edwin R. A. Seligman, McVickar Professor of Political Economy, and of Edward Delavan Perry, Jay Professor of Greek. Professor Seligman’s enormous and varied contributions to modern economic thought, especially in the field of public finance, as well as his numerous public and quasi-public services are so widely and so favorably known that it seems quite as useless as it is impossible summarily to estimate them here. His name is known and his views are valued wherever informed men in almost any land discuss problems of finance, and many are the important laws embodying fiscal policies of city, state, and nation that bear in their contours the impress of his studious acumen and practical genius. A scholar in affairs he was and continues to be. Happily he tarries with us in residence as active and as interested as ever. For him relief from classroom instruction can but mean an increase of productive scholarship and of public activity, if such a thing be conceivable.

[…]

Respectfully submitted,
Howard Lee McBain,
Dean

June 30, 1931

Source: Columbia University. Annual Report of the President and Treasurer to the Trusteesfor the year ending June 30, 1931. Pp. 202-204; 208-209; 214.

Image Source: Low Memorial Library, Columbia University from the Tichnor Brothers Collection, New York Postcards, at the Boston Public Library, Print Department.

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Columbia

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

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

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

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A few related links

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

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

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THE POLITICAL SCIENCE DINNER
[15 Oct 1930]

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

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

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

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

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

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

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

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

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

PROFESSOR BURGESS responded:

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

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

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

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

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

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

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

PRESIDENT BUTLER then said:

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

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

PROFESSOR GIDDINGS spoke as follows:

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

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

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

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

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

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

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

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

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

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

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

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

PRESIDENT BUTLER continued:

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

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

Dr. SHAW then spoke as follows:

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

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

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

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

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

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

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

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

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

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

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

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

PRESIDENT BUTLER then said:

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

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

PROFESSOR RIPLEY spoke as follows:

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

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

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

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

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

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

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

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

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

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

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

PRESIDENT BUTLER:

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

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

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

DEAN MCBAIN responded as follows:

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

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

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

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

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

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

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

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

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

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

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

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

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

PRESIDENT BUTLER said in conclusion:

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

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

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

Categories
Columbia Economics Programs Economists Germany

Columbia. Munroe Smith’s history of the faculty of political science as told by A.S. Johnson, 1952.

 

The following paragraphs come from Alvin S. Johnson’s 1952 autobiography that is filled with many such nuggets of fact and context that are relevant for the work of Economics in the Rear-View Mirror. The institutional histories from which departments of economics have emerged provide some of the initial conditions for the evolution of organized economics education. Like Johns Hopkins and unlike Harvard and Chicago, Columbia University economics was to a large part made in Germany.

_________________________

[p. 164] …Munroe Smith gave me detail after detail of the history of the faculty. Dean Burgess, as a cavalry officer in the Civil War, had had much time for reflection on the stupendous folly of a war in which citizens laid waste other citizens’ country and slaughtered each other without ill will. All the issues, Burgess believed, could have been compromised if the lawyers who controlled Congress and the state legislatures had been trained in history, political science, and public law. As soon as he was discharged from the army, after Appomattox, he set out for Germany to study the political sciences. He spent several years at different universities, forming friendships with the most famous professors and imbuing himself thoroughly with the spirit of German scholarship. On his return he accepted an appointment in history at Columbia College, then a pleasant young gentlemen’s finishing school. He was permitted to offer courses in public law. Although these could not be counted for credit toward the A.B., many of the ablest students were drawn to his lectures.

From among his students he picked out four and enlisted them in a project for transforming Columbia College into a university. The four were Nicholas Murray Butler, E. R. A. Seligman, Frank Goodnow, and Munroe Smith. They were to proceed to Germany to get their doctorates. Butler was to study philosophy and education; Seligman, economics; Goodnow, administration; Munroe Smith, Roman law. The young men executed Burgess’s command like good soldiers and in due time returned to offer non-credit courses at Columbia College.

Burgess’s next move was to turn his group into a graduate faculty. Such a faculty had been set up at Johns Hopkins, the first in America, and commanded nationwide interest among educators. Burgess argued with President Frederick Barnard on the need of a graduate school in the greatest city of the country. After some years the Board of Trustees authorized in 1886 the setting up of a graduate School of Political Science, manned by Burgess and his disciples, now advanced to professorial rank.

Butler early stepped aside to develop courses he later organized into Teachers College. Burgess and his three younger colleagues watched for opportunities to enlist additional abilities: William A. Dunning in political theory, Herbert L. Osgood in American history, John Bassett Moore in international law, John Bates Clark in [p. 165] economics Franklin Giddings in sociology. This process of expansion was going on energetically while I was on the faculty; Henry R. Seager and Henry L. Moore were enlisted for the economics department, Edward T. Devine and Samuel McCune Lindsay for sociology, James Harvey Robinson and later Charles A. Beard for history. In the meantime other graduate courses were springing up throughout the institution. The towering structure of Columbia University had risen up out of Burgess’s small bottle.

Still in my time the controlling nucleus of our faculty consisted of Burgess, Seligman, Goodnow, and Munroe Smith. They all knew American colonial history well and had followed the step-by-step evolution of Massachusetts Bay from a settlement governed by a chartered company in England to a free self-governing community, germ of American liberty. Step by step Burgess and his lieutenants built up the liberties of the School of Political Science. They got the Board of Trustees to accept the principle of the absolute freedom of the scholar to pursue the truth as he sees it, whatever the consequences; the principle of absolute equality of the faculty members; the principle that no scholar might be added to the faculty without the unanimous consent of the faculty. The principle was established that the president and trustees could intervene in the affairs of the faculty only through the power of the purse.

President Seth Low, regarding himself justly as a recognized authority on administration, sought admission to the meetings of the faculty. He was turned down. A university president could not conduct himself as an equal among equals. When Nicholas Murray Butler became president he thought it would be a good idea for him to sit in with the faculty. After all, he had been one of Burgess’s first panel. We voted the proposition down, unanimously.

Since my time the faculty has grown in numbers and its relations with other departments of the university have become closer. But the spirit of liberty and equality, established by Burgess and his lieutenants, still lives on at Columbia and has overflowed into the universities of America. From time to time a board of trustees steps outside its moral sphere and undertakes to purge and discipline the faculty. But established liberties stricken down are bound to rise again.

Source: Alvin Saunders Johnson. A Pioneer’s Progress. New York: Viking Press, 1952.

Image Source: The Miriam and Ira D. Wallach Division of Art, Prints and Photographs: Picture Collection, The New York Public Library. “Columbia College, Madison Ave., New York, N.Y” [Architect: C. C. Haight] The New York Public Library Digital Collections. 1886-09-04. Image of the Mid-town Campus from The American Architect and Building News, September 4, 1886. (cf. https://www.wikicu.com/Midtown_campus)

Categories
Columbia Economists

Columbia. Alvin S. Johnson’s impressions of Edwin R.A. Seligman, 1898-1902

Alvin Saunders Johnson’s 1952 autobiography, A Pioneer’s Progress, provides us a treasure chest of granular detail regarding his academic and life experiences. This co-founder of the New School for Social Research in New York City went on to live another 19 years after publishing his autobiography to reach the age of 96.

Economics in the Rear-View Mirror will clip personal and departmental remembrances of Johnson’s own economics training and teaching days. This post shares a transcription of his impressions of Edwin R. A. Seligman.

Previously posted Johnson observations: John W. BurgessFranklin H. Giddings.

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Other posts with
E.R.A. Seligman content

_________________________

Alvin Johnson reminisces
about Seligman

[p. 123] Edwin R. A. Seligman was head of the Department of Economics.

He was a strikingly handsome figure, with his thick dark beard, wavy in structure, with mahogany overtones. We called it an ambrosial beard; I doubt great Zeus had a handsomer.

No economist living had read so widely in the literature of the social sciences as Seligman. He had a catholic mind and found some good in every author, no matter how crackbrained. A man of large income, he was the foremost academic advocate of progressive income and inheritance taxes at a time when all regular economists abominated the idea of the income tax as a Populist attack on the wealthy and cultured classes. He was a staunch supporter of trade unionism and government regulation of railway rates. It was hard for me to distinguish between Seligman’s populism and mine.

As a lecturer he was systematic and eloquent. He never appeared before a class without thorough preparation, and in the seminar meetings at his house he was always primed with all the facts and ideas that might supplement the students’ papers. He was a great teacher, and most of the graduate students turned to him for direction…

*  *  *  *  *  *

[p. 137]…As the doctoral examinations approached in the spring of 1901, three of our group of students — Jesse Eliphalet Pope, Allan Willett, and I — spent much time together cramming. We were to be examined on the entire literature of our major economics — and on the courses in the minors for which we had registered, in my case sociology under Giddings. It goes without saying that we hadn’t a chance to load ourselves up for the particular questions we might be asked in a three-hour oral examination. Still we boned manfully.

Our Columbia professors were as a rule very humane. If a student seemed to be floored by a question the examiner made haste to substitute another and easier question. I felt I was getting on very satisfactorily under the questioning of Seligman and Clark. But then Giddings pounced on me with blood in his eye. He was having a feud with Seligman at the time and meant to take it out of my hide. He did, and I resented it, for he was my friend.

After the examination I waited in the corridor to hear the results of the examiners’ deliberations. Soon Seligman came out and announced that I had passed with flying colors….

We were all three candidates for teaching positions, and Seligman had a powerful reach out into the colleges of the country. Three openings came to his jurisdiction: an associate professorship at New York University, which he awarded to Pope, the faculty favorite; an instructorship at Brown University, which went to Willett; and a position as Reader at Bryn Maw College, which he reserved for me. I was [p. 138] so very young, he said — all through my undergraduate life I had felt reprehensibly old. At Bryn Maw I would give only one three-hour course and have nearly all my time for finishing my doctor’s thesis.

*  *  *  *  *  *

[p. 151] … [At] Columbia and Barnard, in the fall of 1902, instruction presented problems quite new to me. Sometimes the problems were perplexing, often annoying, but usually capable of some sort of solution. By the end of my four years at Columbia I had been whipped into the shape of a fairly good teacher, although I was quite incapable of rising to the quizmaster heights many heads of departments at that time regarded as ideal.

My principal function was to drill classes of juniors, at Columbia and Barnard, in Bullock’s Introduction to Economics. At Columbia, Professor Seligman would lecture one hour to the assembled classes.

At Barnard, Professor Henry L. Moore would likewise assemble all the students for a general lecture. Then I would take over the students in smaller, though still large, groups and try to polish them off by quizzing them. It was on the whole a bad method.

*  *  *  *  *  *

 

Source: Alvin Saunders Johnson. A Pioneer’s Progress. New York: Viking Press, 1952.

Image Source: E.R.A. Seligman in Universities and their Sons, Vol. 2 (1899), pp. 484-6. Colorized by Economics in the Rear-View Mirror.

 

 

Categories
Columbia Sociology

Columbia. Alvin S. Johnson’s impressions of Franklin H. Giddings, 1898-1902

 

Alvin Saunders Johnson’s 1952 autobiography, A Pioneer’s Progress, provides us a treasure chest of granular detail regarding his academic and life experiences. This co-founder of the New School for Social Research in New York City went on to live another 19 years after publishing his autobiography to reach the age of 96.

Economics in the Rear-View Mirror will clip personal and departmental remembrances of Johnson’s own economics training and teaching days. This post shares a transcription of his impression of the sociologist Franklin H. Giddings and his experience with him as one of his doctoral examiners. Economist readers are gently reminded that at the turn of the twentieth century sociology was still regarded by many economists (and sociologists) as a subfield of economics. 

Trigger warning: Giddings appears to have been both an academic bully and one who spoke fluent anti-semitic speech.

Previously posted Johnson observation: John W. Burgess.

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Other posts with
Franklin H. Giddings’ content

_________________________

Alvin Johnson reminisces
about Giddings

[p. 122] …Columbia men swore by Franklin H. Giddings as the greatest living sociologist. He was a large, genial man, with bluntly pointed red beard and a markedly dolichocephalic skull, of which he was very proud. In his view, all distinction in the world, all energy, all genius, were carried by the dolichocephalic blonds Aryans, we called them then. Other peoples might acquire merit by imitation.

“Look at the Jews,” he would say in the privacy of the Sunday evening meetings at his house. “They are middlemen in economic life and middlemen in the world of ideas.”

Down the corridor from Giddings’ office was the office of Franz [p. 123] Boas, anthropologist. Logically he belonged in the School of Political Science, and in scholarly attainment, originality, and intellectual leadership he ranked with the best of them. Years later, when I was a member of the faculty, I urged the annexation of Franz Boas, then recognized throughout the world as the foremost anthropologist. Giddings vetoed the idea with the vigor of a Gromyko. Anthropology was either a natural science, having no proper place in a School of Political Science, or an amateurish sociology we could not afford to recognize…

*  *  *  *  *  *  *  *  *  *  *

[p. 137] … the doctoral examinations approached in the spring of 1901 …. We were to be examined on the entire literature of our major economics — and on the courses in the minors for which we had registered, in my case sociology under Giddings. It goes without saying that we hadn’t a chance to load ourselves up for the particular questions we might be asked in a three-hour oral examination. Still we boned manfully.

Our Columbia professors were as a rule very humane. If a student seemed to be floored by a question the examiner made haste to substitute another and easier question. I felt I was getting on very satisfactorily under the questioning of Seligman and Clark. But then Giddings pounced on me with blood in his eye. He was having a feud with Seligman at the time and meant to take it out of my hide. He did, and I resented it, for he was my friend.

After the examination I waited in the corridor to hear the results of the examiners’ deliberations. Soon Seligman came out and announced that I had passed with flying colors. Giddings followed, jovially slapped me on the back, and said, “Well, Johnson, I made you sweat. I knew it wouldn’t hurt you. Seligman would have bulled you through if you had flunked every question. But say, you knew more of the answers than I’d have known if I hadn’t loaded up for you.

So it was just good, clean fun, like pushing an absent-minded companion off an embankment…

*  *  *  *  *  *  *  *  *  *  *

[pp. 163-164] … There was, to be sure, a certain amount of personal friction, particularly between Giddings and Seligman. It was aired in the offices, not at faculty meetings. Giddings would encounter Seligman in the Political Science Quarterly office, where I was working, and would roar out his discontent with some plan of Seligman’s. Seligman always remained imperturbably courteous.Once I asked Giddings what he really had against Seligman.

“What I’ve got against him? I can’t get under the skin of that infernal Christian. You know, Johnson, I sometimes think only Jews can really behave like Christians. The Jews created that religion, and it suits their temperament. It doesn’t suit the temperament of us Aryans.”…

Source: Alvin Saunders Johnson. A Pioneer’s Progress. New York: Viking Press, 1952.

Image Source: University and their Sons. History, Influence and Characteristics of American Universities with Biographical Sketches and Portraits of Alumni and Recipients of Honorary Degrees. Editor-in-chief, General Joshua L. Chamberlain, LL.D. Vol. II, pp. 453-5. Portrait colorised by Economics in the Rear-View Mirror.

 

 

Categories
AEA Amherst Columbia Economists Germany Johns Hopkins Smith

Columbia. Short biographical note on John Bates Clark at age 52

 

Today’s post adds to the virtual clipping file of relatively obscure biographical items for John Bates Clark. The turn of the century volumes edited by Joshua L. Chamberlain, Universities and Their Sons, serve as a who’s who with an academic twist and the source of this early-through-mid-career biography for the great John Bates Clark.

Pro-tip: At the bottom of this post you can click on the keyword “ClarkJB” to summon all the John Bates Clark related posts here at Economics in the Rear-view Mirror.

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Other Biographical postings for John Bates Clark

From the Smith College yearbook (1894)

Columbia University Memorial Minute (1938)

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CLARK, John Bates, 1847-

Born in Providence, R. I., 1857; studied at Brown for two years; Amherst for two years, graduating in 1872; studied abroad at Heidelberg University for one and a half years and at Zurich University one-half year; Professor of Political Economy and History, Carleton (Minnesota) College, 1877-81; Professor of History and Political Science at Smith College, 1882-93; Professor of Political Economy at Amherst, 1892-95; Lecturer on Political Economy, Johns Hopkins. 1892-94; Professor of Political Economy at Columbia since 1895.

JOHN BATES CLARK, Ph.D., LL.D., Professor of Political Economy at Columbia, was born in Providence, Rhode Island, January 26, 1847. His parents were John Hezekiah Clark, a well-known manufacturer of Providence, and Charlotte Stoddard Huntington, a granddaughter of General Jedediah Huntington of New London, Connecticut. He received his early education in the public schools of his native place. In 1865 he entered Brown, spending two years in study there, and later entered Amherst. During an interval of absence from this College he engaged in the manufacture of ploughs, and was one of the founders of the Monitor Plow Company, of Minneapolis, Minnesota. He retired from active business in 1871, and returned to Amherst, graduating in 1872. He then went abroad and studied for a year and a half at the University of Heidelberg, for a term at the University of Zurich, and for a short period in Paris. He returned to America in 1875 and, two years later, became Professor of Political Economy at Carleton College. He retained this position for four years, and then came to Massachusetts to take the Professorship of History and Political Science at Smith College. He was with Smith in this capacity for eleven years, until, in 1893, he was made Professor of Political Economy at Amherst College. From 1892 to 1894 he was also Lecturer on Political Economy at Johns Hopkins. He left Amherst in 1895 to take a Chair of Political Economy at Columbia, and has since been in charge of the department of Economic Theory of the University. In 1893 and also in 1894 he was elected President of the American Economic Association. Professor Clark has written a number of monographs and articles on economic subjects, and a book — The Philosophy of Wealth — which presents new theories. He also published in collaboration with Professor F. H. Giddings, The Modern Distributive Process, and is now about to publish a second work on Distribution [The Distribution of Wealth; A Theory of Wages, Interest and Profits (1899)]. He is a member of the Century and Barnard Clubs. Professor Clark married, September 28, 1875, Myra Almeda Smith of Minneapolis. They have four children, three girls and a boy.

Source: Universities and their sons; history, influence and characteristics of American universities, with biographical sketches and portraits of alumni and recipients of honorary degrees, Joshua L. Chamberlain, ed., Vol. II (Boston: R. Herndon Company, 1899), p. 423.

Image Source: Same.

 

Categories
Popular Economics Suggested Reading Syllabus

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

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

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

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

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Chautauqua Literary and Scientific Circle.

Excerpt from “A Brief History of the CLSC”

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

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

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

and

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

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

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

The idea spreads and reading circles form.

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

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

The CLSC becomes a role model.

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

Dr. Vincent’s ideal yields nationwide results.

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

More nationwide reading opportunities result in a period of decline.

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

Economics from the CLSC Book List:
1878-1944

1885-1886

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

1889-1890

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

1893-1894

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

1895-1896

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

1899-1900

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

1903-1904

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

1907-1908

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

1910-1911

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

1915-1916

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

1943-1944

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

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

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

An Introduction to Political Economy. Ely $1.00

Bible in the Nineteenth Century. Townsend $0.40

How to Judge of a Picture. Van Dyke $0.60

Outline History of Rome. Vincent and Joy $0.70

Physics. Steele $1.00

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

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

First week (ending October 8).

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

Suggestive Programs for Local Circle Work:

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

Second week (ending October 15).

“Political Economy.” Chapters VIII. and IX.

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

The Lesson. (As marked out in the Outline)

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

Third week (ending October 23)

“Political Economy.” Chapters X. and XI.

**  **  **  **  **  **  **  **

Adam Smith Day.—October 24.

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

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

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

SPECIAL MEMORIAL, DAY.—ADAM SMITH.

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

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

**  **  **  **  **  **  **  **

Fourth week (ending October 31).

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

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

**  **  **  **  **  **  **  **

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

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

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

___________________________

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

First week (ending November 8).

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

Second week (ending November 15).

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

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

Third week (ending November 22)

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

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

Fourth week (ending November 30).

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

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

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

**  **  **  **  **  **  **  **

Questions & Answers
ELY’S “POLITICAL ECONOMY.”

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

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

___________________________

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

First week (ending December 8).

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

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

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

Second week (ending December 16).

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

Third week (ending December 23)

“Political Economy.” Part VI.

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

Fourth week (ending December 31).

“Political Economy.” Part VII.

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

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

**  **  **  **  **  **  **  **

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

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

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

___________________________

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

First week (ending January 8).

Second week (ending January 15).

Third week (ending January 23).

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

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

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

___________________________

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

Second week (ending February 15).

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

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

___________________________

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

Third week (ending March 22)

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

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

[Other economic writings in this issue]

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

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

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

 

Categories
AEA Bibliography

American Economic Association. Monographs: 1886-1896

 

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

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

A few other useful collections:

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

The Twentieth Century Economics Library

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

_____________________

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

_____________________

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

VOLUME I

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

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

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

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

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

 

VOLUME II

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

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

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

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

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

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

 

VOLUME III

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

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

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

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

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

 

VOLUME IV

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

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

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

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

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

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

 

VOLUME V

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

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

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

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

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

 

VOLUME VI

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

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

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

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

 

VOLUME VII

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

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

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

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

 

VOLUME VIII

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

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

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

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

 

VOLUME IX

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

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

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

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

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

 

VOLUME X

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

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

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

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

 

VOLUME XI

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

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

 

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

Categories
Chicago Columbia Sociology Teaching Undergraduate

Columbia. Encyclopedia article on teaching and university research in sociology. Tenney and Giddings, 1913

 

 

About a dozen posts ago I provided the text to a 1913 article on economics education written by E. R. A. Seligman and James Sullivan that was published in A Cyclopedia of Education, edited by Paul Monroe and published by Macmillan. Since the field of sociology was a fraternal twin of economics in many academic divisions at the time and not an uncommon field for graduate students of economics to choose as one of their fields of examination, this post provides now the text for the analogous article on sociology education published in the same 1913 “Cyclopedia”.

____________________

SOCIOLOGY.

Alvan A. Tenney, Ph.D.
Assistant Professor of Sociology, Columbia University.

Franklin H. Giddings, Ph.D., LL.D.
Professor of Sociology and the History of Civilization, Columbia University.

Scope of the Subject. —

Sociology is the scientific study of society. Men, and many of the lower animals, live in groups. The scientific problem is to dis cover, by means of observation, induction, and verification, quantitative expressions for the regular ways in which group life operates, i.e. what, in quantitative terms, are the consequences of the fact that “man is a political animal.” Study of this problem necessitates inquiry into the origin, composition, interrelationships and activities of groups. It includes consideration of the environmental, biological, and psychological factors which, historically, have conditioned the character of such groups as the process of evolution has produced. It requires investigation also of such differences and resemblances among groups as are of significance in explaining the control which the group exercises over the individuals composing it. For quantitative expression the statistical method must be used. The ultimate aim of such study is to create a scientific basis for the conscious control of human society, to the end that evolution may be transformed into progress both for the race and for the individual. Unfortunately the scope of the subject has not been always thus conceived by teachers who label their courses Sociology. The latter half of the nineteenth century, the pioneer period in scientific sociology, witnessed a remarkable development of interest in the problems of philanthropy and penology. Inquiries into the causes of poverty and crime stimulated inquiry into the broader field of social causation in general, and the term sociology was used loosely to cover any portion of these fields. (See Social Sciences.) The term “applied sociology” for some time was equivalent to philanthropy and penology (q.v.). Recognition of the fact, however, that a theory of sociology can be “applied” in the guidance of public policy in every department of social life has initiated a movement, in America especially, to segregate the special problems of philanthropy and penology under the term social economy. This movement has not worked itself out fully, and there are still many courses given as sociology that should be called social economy. Sociology, in the scientific sense, of necessity uses the materials of history, and the demonstration or the concrete illustration of sociological principles has led naturally to systematic treatment of the historical evolution of society. It has been customary, therefore, to include, as a legitimate part of the scientific study of society, the history of social institutions. Beyond these limits there is a more or less indefinite zone of subjects such as social ethics, civics, social legislation, or even certain special questions in political economy and philosophy that have been included under the term sociology. The popular tendency, however, to make the term cover discussion of any social question whatsoever is gradually disappearing.

The present status of sociology as a science has been a direct result of the history of the subject itself. No one has yet done for sociology what Marshall did for economics. None of the textbooks is entirely satisfactory nor has entire agreement yet been reached as to the subjects which should receive most attention in a fundamental course. Nearly all the pioneers in sociology, with the exception of the very earliest, still retain leadership both in the science itself and in university chairs. Though all such leaders agree on fundamental points, each has naturally emphasized in his teaching that phase of the subject to which he has contributed most. At the present time, however, both the leaders and the large body of younger teachers who have been trained by them are beginning to place somewhat the same relative emphasis on the various factors that have been found useful in explaining the problems of the science. Nevertheless, even now the teacher is compelled to organize his own courses to a considerable extent on the basis of his own reading and such special training as he may be fortunate enough to have had. The particular form which that organization takes in any given instance is usually dependent to a considerable degree upon the university at which the teacher has studied and upon the sources with which he has become familiar. The conditions which have made this situation inevitable can be appreciated only by understanding the history of the subject itself and thus realizing both the richness of the field and the freedom in choice of material which is open to the teacher.

History of the Subject. —

The beginning of sociology, in the study of society itself, must have commenced far earlier than historical records permit proof of the fact; for the propensity of individuals to take thought as to how a group of men may be controlled can hardly be considered a recently acquired trait. Primitive man early developed systematic methods for teaching youth the means whereby both nature and man could apparently be controlled, and the teaching of that part of primitive magic which pertained to social control must have constituted one of the first courses in sociology. Problems of warfare, leadership, and group dominion must have also led both to practical knowledge of the nature of group activity and to the transmission of that knowledge from generation to generation.

Of necessity the statesman has ever been a sociologist. Likewise the philosopher has always busied himself with the relation of man to his fellow man. When Plato wrote the Republic and Aristotle the Politics the philosophical study of the subject was well advanced. A considerable part of the education of a Grecian youth was thus definitely in the field now called sociology. Later, when the evolution of world-empires led to the study of how great bodies of heterogeneous groups might be maintained in a single organized and harmoniously working system, men began to construct theories of group action, e.g. those of sovereignty and of the contractual nature of the state. Machiavelli, Bodin, Hobbes, Locke, and Rousseau each added elements to the growing body of social theory and helped to render the theory of group action more precise. Finally, in the nineteenth century, when the bounds of knowledge had become world-wide, when the development of the natural sciences had demonstrated the utility of exact scientific method and when the rise of modern nations, the growth of the industrial system, the ideals of democratic government, and the theory of evolution had begun to influence men, Comte and Spencer led the way in the construction of a comprehensive theory of society, utilizing scientific method to elucidate modern problems of social evolution and of social progress. August Comte (q.v.) first used the word sociology in the Cours de Philosophie positive, and it was he who first insisted upon the use of the positive method in the development of the subject. It was Herbert Spencer, however, who in Social Statics, in the various volumes of the Synthetic Philosophy, and in The Study of Sociology attempted by wide observation to demonstrate that universal laws operate in human society. The work of many other men ought, however, to be included in a fuller statement of the important contributors to the development of scientific sociology in the latter half of the nineteenth century. To the influence of Charles Darwin and his kinsman Francis Galton, for example, must chiefly be credited that intensification of interest in the part which biological influences play in society which has resulted in the so-called eugenic school. (See Eugenics.) In the comparative study of institutions the pioneer work of Sir H. S. Maine cannot be forgotten, nor in the philological method of tracing social relationships, that of the Grimm brothers. In anthropo-geography and ethnology, moreover, there were such men as Ratzel, Robertson-Smith, McLennan, Morgan, and many others. Without the work of these men and their followers sociology must have rested upon a far more speculative foundation than is now the case.

Concerning the chief writers who have followed these leaders and who have contributed more particularly to sociological theory in the narrower sense of the term, it must suffice merely to mention names and to indicate the portion of the field in which each has done his chief work. Of such writers Durkheim has particularly emphasized division of labor as the essential factor in the explanation of society; Tarde, imitation; Le Bon, the impression of the mass on the individual; Gumplowicz, the struggle of races; Ratzenhofer, the motivating power of interests; De Greef, social contact and social contract ; Simmel, the forms of society and the process of socialization; Ward, the importance of human intelligence and inventiveness ; Sumner, the unconscious processes in the evolution of institutions; Giddings, sympathy and likemindedness as subjective causes of the origin and maintenance of groups, the tendency to type formation, and the identification of type form with that of the group; Small, the interests to which men react and the methods of the subject; Ross, social control; and Cooley, social organization.

The competent teacher of sociology to-day utilizes the work of all of these men and that of many others who have elucidated less striking phases of the subject. If, perchance, he be capable of contributing to the science, he may be aiding in the recently inaugurated effort to place the entire subject on a quantitative basis.

The Teaching of Sociology.

The organized teaching of sociology as a university subject began long after the questions with which it deals had gained a firm hold upon the public mind. Little by little teachers of other political or social sciences which had already attained a recognized place in the educational system began to introduce sociological material into their courses and sometimes without sufficient justification to call the result sociology. Popular courses of lectures under the authority of recognized institutions of learning and dealing with almost every conceivable social question sprang up in nearly every civilized land and were called sociology. It was on this inclusive basis that in 1886 a report was made to the American Social Science Association that practically all of some hundred or more universities and colleges in the United States gave instruction in some branch of social science. A similar report could doubt less have been made for every country in Europe.

The first teaching of scientific sociology as a regular part of a college curriculum appears to have been in the United States when Professor Sumner in 1873 introduced Spencer’s Study of Sociology as a textbook at Yale. In 1880 the Trustees of Columbia College established the School of Political Science in that institution, and in it Professor Mayo-Smith received the chair of adjunct professor of political economy and social science. The first department of social science was created at Chicago University in 1894. In the same year the first chair of sociology definitely so called was created in Columbia, and was held then, as now, by Professor Giddings.

The entire decade in which these last mentioned events occurred, however, showed a marked increase of interest, by educators, in sociology. By 1895 the University of Chicago announced numerous courses in the subject and at least twenty-five other colleges and universities in the United States were teaching sociology proper. As many more had made provision for instruction in charities and correction. In Belgium the Université Nouvelle de Bruxelles, established in 1894, with the eminent sociologist Guillaume de Greef as its first Rector, was itself launched largely because of a revolt against the conservatism of other universities with respect to the social sciences. De Greef’s work is now largely supplemented by that of Professor Waxweiler and his staff of the Institut Solvay in the same city. Instruction is both in scientific sociology and social economy. In Switzerland as late as 1900 the only instruction in the subject consisted of a course by Professor Wuarin, the economist, given at Geneva, and one by Dr. Ludwig Stein, Professor of Philosophy at Bern. Italy has produced a number of sociologists of eminence, e.g.Lombroso, Ferri, Sighele, Ferrero, and Sergi, but even in 1900 not one of them was teaching in a university. In that year also there did not exist a single chair of sociology, so called, in Germany. Throughout the preceding six academic years, however, or during one or more of them, courses in sociology were given by Simmel (Berlin), Sombart (Breslau), Bernheim (Greifswald), Sherrer (Heidelberg), Tönnies (Kiel), and Barth (Leipzig). Schäffle of Stuttgart had also become known as the chief representative of the “organic” school. France, the land of the early physiocrats in economics and the home of Comte, was almost the last to organize instruction in the social sciences. During the first three quarters of the nineteenth century no other social sciences were taught in France than the strictly juridical and moral. At the beginning of the last quarter, however, a place for political economy was made in the examination for the bachelor’s degree in law. Even in 1900, according to Professor Gide, sociology was not taught anywhere in France in the form of a regular course, but three professors of philosophy and one of law were delivering free lectures on the subject, Durkheim at Bordeaux, Bouglé at Montpellier, Bertrand at Lyon, and Haurion at Toulouse. Letourneau, however, had by this time achieved a reputation in Paris. The privately supported Collège Libre des Sciences Sociales, had been found in 1892, but the courses included in its somewhat glittering program consisted of but ten lectures each, and were not well attended. Nevertheless, the most celebrated of French sociologists, Gabriel Tarde, first delivered at that institution in 1897 the lectures that subsequently appeared as his Lois Sociales. The school was later organized as the École des Hautes Études Sociales. At the Collège de France, also, certain courses in sociology were given after 1895, honoris causa.

In Austria Gumplowicz and Ratzenhofer have been the most noted names. The former taught at Graz. Russia contributed Lilienfeld and Novicow, but did not establish chairs for them. In Great Britain there was no chair or lectureship in the subject in any university prior to 1904 in spite of the fact that the Sociological Society was already in existence. The first important systematic series of lectures on sociology in the University of London was given in that year. Prior to that, however, Professor Geddes had been lecturing in Glasgow, and at the London School of Economics the sociological movement had received encouragement.

Such were the beginnings of systematic instruction in sociology. It is not practicable here to follow in detail the later development of the movement in all countries. The United States has introduced the subject in institutions of learning more rapidly than has been the case elsewhere. Nevertheless there has been advance in all countries. The present status of the subject in educational institutions in the United States is well reflected by the report of December, 1910, upon the questionnaire issued by the committee on the teaching of sociology of the American Sociological Society. The questionnaire was sent to 396 institutions, of which over 366 were known to give courses in sociology. One hundred and forty-five replies were received. One hundred and twenty-eight institutions reported one or more courses in sociology. In addition to universities and colleges, five theological and twelve normal schools answered the questionnaire. In an effort to gauge the character of subject matter chiefly emphasized in the 128 institutions the number of times various types of subject matter were specifically mentioned in the replies was tabulated and resulted in the following classification and marks: historical subject matter, 84 ; psychological, 80; practical, 56; economic, 22; descriptive and analytic, 21; biological, 16; In addition, definite reference to “sociological theory” occurred 40 times and to “social pathology” 13 times. Under the first subject was included specific mention of anthropology, ethnology, institutions, and social evolution; under the second, social psychology, association, and imitation; under the third, congestion, housing, philanthropy, criminology, and “social problems”; under the fourth, industrial and labor conditions and socialism; under the fifth, physical influences and the study of a specific social group; under the sixth, eugenics and statistical treatment of population. These figures and classes do not imply exclusive or preponderating attention to any one of the classes of subjects mentioned, but merely indicate roughly the type of sociological subject matter which is primarily emphasized in the educational institutions of the country at large. Eighty-six specific suggestions for subject matter to form a fundamental course distributed emphasis as follows historical, 28; psychological, 25; practical, 16; biological, 7; descriptive and analytic, 7; economic, 3. The same report includes a statement of texts and authorities cited in five or more replies to the questionnaire.

From the foregoing it is possible to understand clearly why sociology has not as yet made its way into the high school. The subject is already beginning to find a place in the curricula of normal schools, however, and sooner or later it will make its way in a simple form either to supplement or eventually to precede elementary courses in economics, civics, and history. Logically, a discussion of the fundamental bases of social organization should precede any of the questions that assume the existence of a particular sort of social organization, and there is, in reality, no reason at all why the essential factors that cooperate to produce the activities of social groups cannot be explained in such a way that a child may appreciate the simpler modes of their operation and thus be helped to understand later the complex relations of the social life of modern civilization.

Methods of Teaching Sociology. —

The subject matter of sociology, as is evident from the preceding review, lends itself most conveniently to the lecture method of presentation — at least when it is taught as a university subject. This is preeminently true if the historical evolution of society is to be treated in an adequate fashion. No student can be required to do the reading necessary for independent judgment upon the disputed points which often baffle the expert, nor would it be possible to discuss all phases of the subject in the brief time which the ordinary student can devote to sociology. The teacher may usually consider his work in this field fairly satisfactory if he succeeds in making clear the fact that the causes of social evolution can be subjected to scientific analysis as truly, if not as exactly, as any other phenomena whatsoever, if he is able to explain how the combination of various factors — physical environment, race, dynamic personality, economic, religious, and other cultural institutions — created the various types of society that have existed from the earliest forms of tribal organization to the modern world society, if he indicates the sources of information and their trustworthiness, and if in the presentation of these subjects he develops in the student a realization of the historical perspective from which it is necessary to view mankind’s development whenever rational criticism of public policy is required.

In the more closely analytical study of sociological theory more use can be made of existing texts. Even with these, however, the teacher must be ready to illustrate, explain, supplement, and criticize on the basis of reading inaccessible to the student or too extensive for him to master. Discussion of special problems in theory that arise from assigned readings in original sources is indispensable, however, if independent thinking is to be gained. For this purpose source books are a valuable aid. Many teachers have found it possible to stimulate intense interest and thought by setting each student the task of independently observing and interpreting for himself by the Le Play monographic method the phenomena of sociological significance in a concrete social group or community with which he himself is or may become familiar (e.g. his home town, college, or club). By collecting, through observation of such a group, data concerning situation, healthfulness, resources, economic opportunities, racial types, religious, educational, political, and other cultural traits, sex and age classes, nationality, ambitions and desire for wealth, justice and liberty, degree of self-reliance or dependence, amount of cooperation, constraint, discipline, tolerance, emotional and rational reactions, relations with other groups and other such matters, the student gains a lively appreciation of the factors which make or mar the efficiency of the group of which he is himself a member. By comparison of the results of such study in the seminar, characteristic and important differences may be made vivid and vitality given to discussion of the regular antecedents of social activities.

More general studies in demography, based on the census or other official records, and pursued in such a way as to throw light on current problems such as immigration, race questions, growth of cities, significant movements of population, mortality, birth, marriage and divorce rates, or sanitary conditions, often serve to give a concreteness to theory that could not otherwise be gained. Such work, moreover, often forms an excellent preparation for the more difficult task of analyzing the mental phases of collective activity, such as mob action and the formation of rational public opinion, or of determining the conditions under which social choice is free or controlled, conservative or radical, impulsive or deliberate, governed by tradition or based on scrutiny of evidence.

In addition to methods of this sort some teachers have even inspired their students with enthusiasm for making sociology a quantitative science by first grounding them well in statistical methods and then setting them simple though definite and concrete sociological problems that involve the use of that method. For example, it is quite within the power of any college class acquainted with such a simple text as Elderton’s Primer of Statistics to count the number of hours per week spent by each person in a group upon such recreational activities as are carried on, plot out the result, find the prevailing tendency, apply the usual statistical measures, median, mode, quartiles, etc., and gradually acquire facility in attacking more extensive data. (See Graphic Curve.) For instruction of this character the regular meeting of seminars or practicums for report by students upon their particular tasks becomes the most convenient pedagogical device to promote independent criticism and discussion. The seminar method is also useful for the discussion of special reports upon readings in the works of the more prominent sociological writers. In order that the observational method may be successfully applied it is evident that the canons of inductive method must be thoroughly understood by the student. It is also apparent that in the review of extant theory there must be appreciation of the criteria for judging the value of evidence. Above all, encouragement must be given to every inclination on the part of the student to investigate particular problems for himself. He must be made to realize, moreover, that sociologists must be as willing to undertake protracted and laborious tasks in the assembling of data as are the biologists, the psychologists, or the chemists.

The foregoing methods are applicable chiefly to the university student. In college or in high school the methods employed are naturally more useful if they arouse the student’s interest in problems that pertain to civic welfare, and if they aid him in understanding the forces that make or mar the efficiency of the particular social groups in which he is himself to play a part. For such purposes the method of studying current social problems becomes extremely useful, provided the teacher is skillful in the selection of the topics for discussion and can utilize sociological principles of interpretation. By using the ordinary facts present in every town or village, it is possible much earlier than is usually supposed to have the pupil observe significant sociological facts and become familiar with the scientific mode of interpreting them.

In addition to these simple statements of method it is, perhaps, unnecessary to remark that in the teaching of the science itself the most inspiring instructor is he who is himself able to employ successfully the usual deductive, inductive, comparative, historical, and statistical methods in the discovery of new truth.

References: —

Bagehot, W. Physics and Politics. (New York, 1887.)

Bernard, L. L. The Teaching of Sociology in the United States. Amer. Jour. of Sociology, Vol. XV, p. 164. (1909-1910.)

Carver, T. N. Sociology and Social Progress. (Boston, 1905.)

Chapin, F. S. Report of the Questionnaire of the Committee on Teaching of the American Sociological Society. Publications of the Amer. Sociological Society, Vol. V. (1900.)

Clow, F. R. Sociology in Normal Schools. Amer. Jour. of Sociology, Vol. XVI, p. 253. (1910- 1911.)

Cooley, C. H. Social Organization. (New York, 1909.)

Dealey, J. Q. The Teaching of Sociology. Publications of the Amer. Sociological Society, Vol. IV, p. 177. (1909.)

Ellwood, C. A. How Should Sociology be Taught as a College or University Subject? Amer. Jour. of Sociology, Vol. XII. p. 588. (1906-1907.)

Giddings, F. H. Modern Sociology. The International Monthly, Vol. II, No. 5. (Nov., 1900.)

___________. Democracy and Empire. (New York, 1901.)

___________. Principles of Sociology. (New York, 1896.)

___________. Sociology. Columbia Univ. Series on Science, Philosophy, and Art. (New York, 1908.)

___________. Sociology as a University Subject. Political Science Quarterly, Vol. VI, p. 635. (1891.)

___________. The Province of Sociology. Annals of the American Academy of Political and Social Science, Vol. I, p. 76. (1890.)

Hobhouse, L. T. Social Evolution and Political Theory. (New York, 1911.)

Howerth, I. W. The Present Condition of Sociology in the United States. Annals of the American Academy of Political and Social Science, Vol. V, Pt. I, p. 260. (1894.)

Ross, E. A. Foundations of Sociology. (New York, 1905.)

___________. Social Control. (New York, 1908.)

Semple, E. C. Influences of Geographic Environment. (New York, 1911.)

Small, A. W. General Sociology. (Chicago, 1905.)

Spencer, H. First Principles, Pt. II. (London, 1887.)

___________. Principles of Sociology. (London, 1885.)

___________. The Study of Sociology. (New York, 1884.)

Sumner, W. G. Folkways. (Boston, 1907.)

Tarde, G. Laws of Imitation. (New York, 1903.)

Tenney, A. A. Some Recent Advances in Sociology. Political Science Quarterly, Vol. XXV, No. 3. (Sept., 1910.)

Thomas, W. I. Source Book for Social Origins. (Chicago, 1909.)

Ward L. F. Contemporary Sociology. Amer. Jour. of Sociology, Vol. VII, p. 476. (1900-1901.)

___________. Pure Sociology. (New York, 1907.)

___________. Applied Sociology. (Boston, 1906.)

___________. Sociology at the Paris Exposition of 1900. Rep. U. S. Com. Ed., 1899-1900, Vol. II, pp. 1451-1593.

For a list of textbooks, together with statistics of their use in institutions of learning, see Reportof the Committee on Teaching of the American Sociological Society in Publications of the American Sociological Society, Vol. V., p. 123. (1910.)

 

Source: A Cyclopedia of Education, Paul Monroe (ed.), Vol. 5. (New York: Macmillan, 1913), pp. 356-361.

Image Source: Franklin H. Giddings in University and their Sons. History, Influence and Characteristics of American Universities with Biographical Sketches and Portraits of Alumni and Recipients of Honorary Degrees. Editor-in-chief, General Joshua L. Chamberlain, LL.D. Vol. II, pp. 453-5.