Tag: Hadley

Yale. Arthur Twining Hadley. Biographical Sketch, 1899

Post author By Irwin Collier
Post date 2015-12-22

HADLEY, Arthur Twining, 1856-

Born in New Haven, Conn, 1856; fitted for College at Hopkins Grammar School; A.B. Yale, 1876; studied political science for a year at Yale, and history and political science at the University of Berlin, 1877-79; Tutor at Yale, principally in German, 1879-83: University Lecturer on Railroad Administration, 1883-86; Professor of Political Science in the Graduate Department, 1886-99, and also during the absence of Professor Sumner, in the Academic Department, 1891-93; has also lectured at Harvard, at the Mass. Institute of Technology and elsewhere; Associate Editor of Railroad Gazette, 1887-89; author of numerous articles and monographs, and of several books, among them: Railway Transportation: Its History and its Laws; and Economics: An Account of the Relation between Private Property and Public Welfare. In 1899, on the retirement of Prof. Timothy Dwight, he was elected by the Corporation Thirteenth President of Yale, being the first layman to hold that office; LL.D. from several institutions, 1899.

ARTHUR TWINING HADLEY, LL.D., thirteenth President of Yale, was born in New Haven, Connecticut, April 23, 1856. He comes of an academic family. His grandfather, James Hadley, was a Professor of Chemistry in Fairfield Medical College in Herkimer county, New York. His father, James Hadley, is one of the most notable of Yale’s long line of notable instructors. His memory is treasured with feelings of woe by thousands of students throughout the country who have struggled through his (Greek Grammar; though as a teacher his memory is honored to-day by all of the large number of Yale students who came under his instruction. Arthur Twining Hadley fitted for College at the Hopkins Grammar School of New Haven and entered Yale in 1872. He graduated from Yale in 1876, being the Valedictorian of his class. He was one of the youngest men in his class, but Yale, and continued there in that capacity until 1883, teaching various branches, but mainly German. During the ensuing three years he was University Lecturer on Railroad Administration, contributing during this period a series of articles on transportation to Lalor’s Cyclopaedia of Political Science, and part of the article on Railways in the Encyclopaedia Britannica. In 1885 appeared his Railway Transportation: Its History and Its Laws, which is one of his best known works and has gone through translations into French and Russian. In 1886 Professor Hadley was elected by the Corporation to the Professorship of Political Science which he held until his election to the Presidency. Governor Harrison, in 1885, appointed him Commissioner [563] of Labor Statistics of the State of Connecticut, and his two reports in this capacity are marvels of research into the details of his work. It is impossible to more than summarize Professor Hadley’s writings. He has contributed numerous articles to the principal magazines of the country, and an article in Harper’s Magazine for April 1894 in which he laid stress upon the value of Yale Democracy, the importance of a high standard of scholarship and strict adherence to it, and the utility of athletics as a factor in University life. His greatest work. Economics: An Account on the Relation between Private Property and Public Welfare, appeared in 1896, and is in use as a text-book in a number of colleges. He was associated with Colonel H. G. Prout in the editorship of the Railroad Gazette from 1887 to 1889. In 1898 Professor Timothy Dwight resigned the Presidency of Yale, and the problem which confronted the Corporation in finding his successor was no small one. There was a general feeling that it would perhaps be well to break away from some of the established precedents into somewhat broader methods. After months of careful consideration the choice devolved upon Professor Hadley, who was elected Thirteenth President of the University in 1899. The very fact that he was chosen marks considerable of a departure from Yale’s traditions and shows the ability of the man, for he was the first President in all of Yale’s two hundred years of history who was not entitled to prefix Reverend to his name. He assumed office at Commencement in 1899, and began his duties with the well wishes of thousands of Yale Alumni all over the country. Professor Hadley married, June 3, 1891, Helen Harrison, daughter of former Governor Luzon B. Morris. They have three children: Morris, Hamilton and Laura Hadley.

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. 562-563.

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Yale

Yale. History of graduate education up to 1898.

Post author By Irwin Collier
Post date 2015-12-20

The following sketch of the history of Yale’s graduate school was published in 1898. What would become the graduate “seminaries” of the respective disciplines were organized as extracurricular “clubs”. The introduction of graduate fellowships and scholarships is of interest as in the early openness Yale showed with respect to graduate admission for women. Arthur Twining Hadley enters the Yale scene as professor of political science and later of political economy as well as serving as the Graduate Dean.

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[343]

CHAPTER VI
The Graduate School

GRADUATE instruction, apart from that leading to one of the three “learned professions,” [i.e. clergy, law and medicine] was probably not thought of at Yale before the present century. Its beginnings can perhaps be traced in the comprehensive plans of President Dwight, who, as one of the founders of the Connecticut Academy of Arts and Sciences in 1799, showed his desire to encourage independent research, and the acquisition of knowledge in other fields than those which had hitherto been almost exclusively cultivated. “Resident Graduates” came here for study during his term of office, but it is not known to what extent their studies were other than theological. The catalogue of 1814, contains the names of seventeen, the first official record of their presence, and the list is continued in succeeding catalogues, rising in one year to thirty-one, until 1824, when it suddenly disappears. But in that year, “Theological Students” are entered for the first time, and the presumption is that they are simply the “Resident Graduates” appearing now under their proper descriptive title. In1826, appear the names of four Resident Graduates, and as the students of the three professional Schools are all separately entered, we doubtless have here the first reliable list of non-professional graduate students. Three of these were Bachelors of Arts from Amherst College, one being Charles U. Shephard, afterward for many years a Professor at Amherst, and well known for his mineralogical collections. For the next twenty years, with a few exceptions, lists of graduate students appear in the Catalogue, the largest number for anyone year being seven. Among these were Robert McEwen and Gordon Hall, afterward prominent clergymen; B. G. Northrup, the well-known Superintendent of Education in Connecticut; Noah Porter, James D. Dana and Denison Olmsted, Professors at Yale; and William L. Kingsley, for many years Editor of the “New Englander.” The instruction of this class of students is known to have appealed especially to the scholarly enthusiasm of President Woolsey during the years of his Professorship, and their claims always received his special attention. Professor Thacher also, with his usual forethought, expressed at an early date his desire that provision might be made for them.

In 1841, an important step was taken in the appointment of Edward E. Salisbury as Professor of Arabic and Sanskrit. This was the first provision made for the instruction of graduate students by other than College Professors whose attention was mainly given to undergraduates. It was also the first recognition in this country (if the importance of Sanskrit in the study of language, and, so far as demand for instruction went, was in advance of the time. For eight years no student presented himself; then two came. They were William D. Whitney and James Hadley. The former had taken his first degree at Williams College, and came to Yale for graduate study, attracted by Professor Salisbury, who was the only Professor of Sanskrit in the country. He studied here one year, in 1849-50, then went to Germany for three years. He returned to Yale in 1854, and took the Chair of Sanskrit which had been vacated for him by Professor Salisbury, who retained the Chair of Arabic two years longer.

Professor Whitney’s appointment came at a time when the Graduate School was beginning to emerge clearly to view as a distinct section of the new Department of Philosophy [344] and the Arts. This, as is elsewhere stated, commenced in 1847, and was opened to “graduates and others.” That year there were eleven students, five of whom were undergraduates. Contrary to expectation, the number of the latter greatly increased, so that in 1852, it was found best to classify them in separate Schools of Chemistry and Engineering, leaving two graduates who were not pursuing those studies. These were Daniel C. Gilman and Hubert A. Newton. In 1854, the year of Professor Whitney’s appointment, the courses in Chemistry and Engineering were brought together under the title “Yale Scientific School,” and the following year a scheme of lectures and instruction designed especially for graduates not in the Scientific School appears.

In 1861. the degree of Doctor of Philosophy was conferred for the first time, and its recipients were Eugene Schuyler, James M. Whiton and Arthur W. Wright. These three scholars, since so well known in their respective lines of work, were, so far as academic form goes, the first finished product of the Yale Graduate School. Yale was the first institution in the United States to confer this degree on the basis of at least two years’ resident graduate work, with a final examination and thesis giving evidence of high attainment. It furnished to young men of ability and ambition, but moderate means, the opportunity to earn this most highly prized of all academic degrees without going abroad, and at the same time gave a notable impulse to the cause of advanced scholarship in the United States.

The award of the degree in 1861, gave consistency and dignity to the courses leading to it, though much remained to be done in the way of development and further organization of a Graduate School. In 1872, the Department of Philosophy and the Arts was re-organized, as elsewhere mentioned, so as to include all the sub-departments of instruction outside the three Professional Schools, and the graduate students, both of letters and science, in the new Department, were entered in a single list in the Catalogue. At the same time the Graduate School was given a definite organization by the appointment of an Executive Committee to “receive and record the names of applicants for instruction, and judge and approve the courses of study proposed.” Shortly after, the number of degrees to be awarded in the School was increased. These at first were Doctor of Philosophy and Civil Engineer. In 1873, that of Mechanical Engineer was added. In 1874, the degree of Master of Arts, hitherto given in course to Bachelors three years after graduation on payment of five dollars, was rescued from its comparative worthlessness as a certificate of longevity and pecuniary ability, and was made to depend upon one year of non-professional study. In 1897, the degree of Master of Science was established.

In 1892, the organization of the School was further improved by the appointment of Professor A. T. Hadley as Dean. At the same time a step of much significance was taken, in the opening of the School to the graduates of Women’s Colleges, who were invited to come here and study for the degree of Doctor of Philosophy. This practical recognition of the needs of women, and of their right to participate in the advantages of the more highly specialized courses to be found only at the larger Universities, was accorded to them in New England first at Yale. This move was received with much interest in academic circles, and has met with a fair measure of success. The matter of pecuniary assistance, combined with honorable recognition of merit, was also taken up. Five fellowships of $400 each, and twenty scholarships of $100 each, were established by the Corporation. These were to be open to all members of the School, though the fellowships were to be given by preference to students in their second year who had shown marked ability in the first. In 1895, Professor [345] Phillips succeeded Professor Hadley as Dean, and was established in a convenient office where he zealously looks after the interests of the School. In 1896-7, its membership was two hundred and twenty-seven, including thirty-one women, an increase of fourfold in ten years.

The Faculty of the School consists of the Professors of the four sub-departments of the Department of Philosophy and the Arts, with Lecturers and Instructors wherever available, and University Professors whose time is given mostly to research. The latter have been few in number, owing to the very limited resources of the University. One of Yale’s greatest needs to-day is large endowment for University Professorships which will furnish opportunities for lives devoted to the highest work of the scholar, such as are hardly possible when time and strength are mainly given to undergraduate teaching. It is no disparagement of the work of the teacher to say that in practice it is apt to interfere with the best work of the scholar. Both are necessary to the highest usefulness of a University, but in the assignment of work, the best results can be obtained by a judicious release of some from undergraduate teaching, rather than by the requirement of substantially the same amount from all. The University Professorship furnishes the golden opportunity for advancing the bounds of knowledge along scholarly lines.

Mention has been made of the appointments of Professors Salisbury and Whitney. In 1866, Othniel C. Marsh was appointed Professor of Palaeontology. His work has been done mainly in connection with the Peabody Museum. In 1871, Josiah W. Gibbs was appointed Professor of Mathematical Physics. In 1877, Samuel Wells Williams, the well-known and eminent student of Chinese language and history, accepted a Professorship of Chinese, which he kept until his death in 1884. In 1886, William R. Harper came as Professor of Semitic Languages, and Arthur T. Hadley was appointed Professor of Political Science. These appointments awakened much interest, and the membership of the School was nearly doubled in five years. At the end of that time Professor Harper left to assume the duties of President of the Chicago University, and Professor Hadley was transferred to the Chair of Political Economy in the College. In 1895, Edward W. Hopkins was appointed Professor of Sanskrit to succeed Professor Whitney, who died in 1894.

From the date last given it will be seen that Professor Whitney was connected with the Graduate School for forty years, which is substantially the whole period of its existence. In a certain sense he was the gift of Professor Salisbury to Yale. It was Professor Salisbury who as his teacher in 1850, discovered his special gifts and encouraged him to cultivate them, then in 1854, made a place for him by giving up to him a portion of his own work, and again in 1869, made it possible for him to remain here by endowing for him the Chair of Sanskrit and Comparative Philology. In that year President Eliot signalized the first month of his Presidency by inviting Professor Whitney to Harvard, and the latter would have felt constrained by financial considerations involving the welfare of his family to accept, had it not been for the prompt and generous action of his former teacher and life-long friend. Concerning this invitation Professor Lanman of Harvard has said, “It reflects no less credit upon Mr. Eliot’s discernment of character and attainments than upon Mr. Whitney’s surpassing gifts, that the youthful President should turn to him, among the first, for aid in helping to begin the great work of transforming the Provincial College into a National University.” Professor Whitney gladly remained at Yale and made it a centre of Philological study for the country. Of his work here Dr. [346] Ward of the “Independent” has said, “What Harvard did for the science of life in America through Agassiz, Yale did for Indo-European philology through Whitney.”

Important agencies in carrying on the work of the School are the clubs, of which there are now eleven, namely, the Classical, Mathematical, Political Science, Philosophical, Semitic, Biblical, Comparative Religion, Modern Language, English, Physics Journal and Engineers, Clubs. The older ones are in a measure revivals of earlier organizations for the promotion of original research; but in their present form they have appeared within the past twenty years, and most of them quite recently. Their membership consists of the instructors and graduate students in the department of study indicated by the name of the club. Their meetings furnish opportunities for interchange of views between teachers and pupils, and thus supplement in a most useful way the more formal instruction of the class-room. In the language clubs, authors are read and discussed. In nearly all, papers are presented which embody the results of individual investigations, and the most important of these have been subsequently read before various larger organizations and printed in their transactions. The Physics Journal Club does not aim at research, but has for its object the reading and discussion of the various periodicals in the field of Physics. Several of the clubs have rooms set apart for their use, and the Classical Club is especially favored in having a commodious, well-lighted room, and a good working-library of its own. For some years it occupied the upper story of the “Old Chapel ;” but when Phelps Hall was completed, it moved into the top story of that beautiful building, where it enjoys its present quarters, exceptionally well arranged and located for quiet uninterrupted work. The opening of the club-room in 1896 was observed with public exercises in the Chapel, where an address was delivered by Professor Gildersleeve of Johns Hopkins University, followed by a social gathering of classical scholars from different parts of the country. During the evening, announcement was made that Mr. Sears of Boston had purchased and presented to the University the valuable classical library of the late Ernst Curtius, the distinguished historian of Greece. This had been pronounced by competent authority in Berlin, “the most valuable library in its department which had been offered for sale in Germany since 1870.” A considerable part of this choice collection of books was placed on the shelves of the Classical Club, where they “increase in a marked degree the facilities for advanced work in the classics.”

A part of the work of the Graduate School is done in connection with the American Classical School at Athens. The Soldiers’ Memorial Fellowship at Yale is conferred upon a Yale graduate who has shown special proficiency in Greek. It may be held five years, and a part or all of that time may be spent at the School in Athens. During ten of the fifteen years since the School started, Yale has been represented by six Soldiers’ Memorial Fellows. Four other Yale men have studied there, so that out of the seventy-three students going from the twenty-three Colleges co-operating in the support of the School, ten have gone from Yale, a number exceeded by Harvard alone. Four of the Directors also, including Professor Richardson, the present head of the School, have been graduates of Yale, which from the first has been one of the most active promoters of the enterprise. A similar school for Latin classical study has been started at Rome, and Professor Peck of Yale is to serve as its Director during the year 1898-9.

The Graduate School claims to be non-professional. This claim rests partly on the fact that the School does not train its students for one of the three traditional “learned [347] professions.” It also rests partly on the theory that the School seeks to promote culture, to strengthen scholarly habits of life and thought, and to widen the fields of knowledge, quite apart from any use which may be made of these acquisitions as capital in the ordinary work of life. It is earnestly hoped that this ideal may be realized in future years, when a goodly number of young men and women may be able and willing to lengthen the period given to a general education before commencing special preparation for a particular calling. At present, however, the School is in fact largely a professional one, furnishing such an equipment as is most useful to the teacher. Its great academic prize, the Ph.D. degree, is sought mainly by those who expect to teach, and is valued largely because it helps its possessor to secure a College Professorship. Such being the case, attention is naturally called to the success of a School in fitting its students for the higher walks of the teacher’s calling, and in this respect the record of the Yale Graduate School is a most honorable one. In the Chicago University, out of fifty-nine Doctors of Philosophy on the Faculty above the grade of Instructor, eleven received their degree from Yale, a larger number than from any other institution, Harvard coming next with six. In all, over one hundred and thirty Professors in different Colleges and Universities have studied at the Yale Graduate School since 1860, but not all have completed the course for a degree. They are widely distributed in the United States, the British Provinces and Japan.

During the past ten years, a number of graduates of the Swedish Colleges, Augustana and Gustavus Adolphus, have been to Yale for their Doctor’s degree. The movement of these Swedes to Yale, especially in view of the fact that most of them have specialized in Philosophy and Biblical studies, has signified more than the individual preferences of the persons concerned. It has been from the first the subject of much interest and careful deliberation in the Swedish Lutheran body in the United States, and the confidence thus shown in the University opens for the latter a most promising and important field of usefulness.

In Japan the name and work of Yale are well-known through the gifted men who have come here for study, mainly in the Law and Graduate Schools, and on returning to their own country have occupied high positions in political and educational life. An interesting episode in the relations of Yale to educational work in Japan was the threefold invitation extended to Professor Ladd by the Trustees of the Doshisha, the teachers of the summer school at Hakone, and certain gentlemen of Tokio who were interested in education. Complying with this invitation, Professor Ladd spent the summer of 1892 in Japan, delivering lectures on Philosophy, especially the Philosophy of Religion. His reception was most cordial, and his lectures, given three times in as many places, were well received by large and attentive audiences. One result of his visit was additional interest in Yale, and desire to secure its advantages, which have brought an increased attendance of Japanese students. It is safe to say that, of American Universities, Yale occupies at present the first position of influence in Japan, and it seems reasonable to believe that the years spent here by men now in influential positions in that country have helped to prepare the way for the liberal policy of the Empire which throws open to Christians the highest offices in the State. Nor, in the matter of maintaining peaceful and friendly relations between the United States and Japan, can it be a matter of indifference that scholarly men of the two countries have worked together, and have learned to respect and trust each other.

Image Source: Arthur Twining Hadley. Ibid, Vol 2, p. 562.

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Economists Pennsylvania

Philadelphia. Summer Meeting of Economists. University Extension, 1894

Post author By Irwin Collier
Post date 2015-10-01

We have here I think the first major extracurricular Summer Workshop in Economics for university graduates, post-docs and teachers of social studies and college instructors. Perhaps a dream-team of 1894 American economists (note the absence of Ely of Wisconsin, Taussig of Harvard and Laughlin of Chicago, though I don’t know if they might have been approached). The overview of Economic Science in America is really very interesting, both for ringing the exceptionalism bell and the light it casts on German graduate training in economics. The (approximate) ages of the lecturers in the Summer Meeting of Economists: Andrews (50), Clark (47), Giddings (39), Hadley (38), Jenks (38), Mayo-Smith (40), Patten(42), and Seligman (33).

Here the Announcement of the Summer Meeting of Economists by section:

Corps of Lecturers
Economic Science in America
To Graduates of Colleges
A Word to Students and Teachers of History
Statement of Courses
Program of Lectures
Preparatory Reading
More about University Extension

_________________________

Summer Meeting of Economists

IN CONNECTION WITH
The Second Session of the University Extension Summer Meeting,
JULY 2-28, 1894.
UNIVERSITY OF PENNSYLVANIA, PHILADELPHIA.

CORPS OF LECTURERS:

E. B. ANDREWS, Brown University; J. B. CLARK, Amherst College; F. H. GIDDINGS, Bryn Mawr College; A. T. HADLEY, Yale University; J. W. JENKS, Cornell University; R. MAYO-SMITH, Columbia College; S. N. PATTEN, University of Pennsylvania; E. R. A. SELIGMAN, Columbia College.

The Summer Meeting of Economists is held for the purpose of giving expression to present American Economic thought. The instructors are all identified with the recent remarkable expansion of Economic science and they have made important additions to its literature. The lectures which they will deliver in the Summer Meeting are intended primarily for students and teachers of economics, rather than for the diffusion of elementary knowledge.

The lectures will occupy about three hours daily for the four weeks. After each lecture an opportunity will be given for general discussion of the subject presented in the lecture. Besides the lectures and discussions, arrangement has been made for informal talks from several of the regular lecturers of the corps on methods of teaching. The program will be of interest to teachers of History, Political Science and similar subjects and to University students looking forward to any profession in which will be found useful a knowledge of economic science, and of the relations between economics and sociology on the one hand and economics and politics on the other.

Statement of the courses offered in the Economics Department of the Summer Meeting, program of lectures, and other information relating to the meeting, are contained in this number of the Bulletin. We present our readers also with a supplement with portraits of the lecturers in the Economics Department. An early number of the Bulletin, containing full announcement of other Summer Meeting Departments, will be sent on application.

Inaugural Lecture of Summer Meeting, Saturday evening, June 30, by Richard Watson Gilder, editor of the Century Magazine. Admission free by ticket.

Registration for Department of Economics, Ten Dollars.

Inclusive Ticket admitting to all Departments of Summer Meeting, Fifteen Dollars.

Instruction in other departments in Literature, Science, Architecture, Music, History, Mathematics, and Pedagogy.

For information concerning the Department of Economics or other Departments, address:
EDWARD T. DEVINE, Director, Fifteenth and Chestnut Streets, Philadelphia.

_________________________

Economic Science in America.

The eight economists who constitute the corps of instructors in the Summer Meeting are representative of various phases of the new economics which, since the seventies, has swept like a wave over Europe and America. Until the appearance of General Walker’s “The Wages Question,” in 1876, there had been in the economic thought of the United States, two distinct and antagonistic schools. The orthodox English system had its chief interpretation in a translation of the Political Economy of J. B. Say, though there were American editions of the “Wealth of Nations” in its author’s lifetime, and the works of Ricardo, Malthus and McCulloch were familiar to students. After 1848, Mill’s Political Economy to some extent supplanted that of Say as the standard textbook. The native American economics dates not from Rae, who is properly of the English school, though he was a protectionist, and though by accident his book was published in Boston instead of in Scotland, nor from List, whose National System although contained in brief outline in a series of letters written in 1827 at Reading, Pa., had little or no influence on any American writers until it came through the medium of a French translation from the German work, but from Henry C. Carey, the Philadelphia economist, whose first book appeared in 1835.

The orthodox Political Economy, strongest in the New England colleges and in the South, stood for hard money and free trade. The Economics of Carey stood for protection and expansion of the currency. The former was in harmony with the naturally conservative temper of the English race, embodied, perhaps, more fully in Americans than in the English themselves, the latter was an expression of the spirit of enterprise which was called forth in the American people, or better, perhaps, forced upon them by their economic conditions. This first school of American thinkers was fortunate in thus being identified with what came to be known as the characteristic American spirit; it was unfortunate in its lack of conservatism on the question of money, and the resumption of specie payments in 1879, must be looked upon as a final victory for its opponents on the subject in which, if there is to be prosperity and progress, conservatism is essential.

Both these tendencies, that toward conservatism and that toward industrial enterprise, were characteristically American, but the one found its most natural expression in the English economics, the other in Carey’s system. Both schools influenced political thought. Daniel Webster in the Senate, would not have delivered his phillipic against “Political Economy” if that which he attacked had not had an active influence. Carey would not have found his German, French and Italian disciples if his system had been without scientific basis, and had been calculated like the essays of Mathew Carey, merely to exercise a temporary political influence. No doubt Carey cared much more about converting voters to his own views than he did about accomplishing a revolution in the science, yet he professed and, perhaps, came nearer than his critics have cared to admit in realizing both aims.

Such was the general condition of economic science in America when, in 1876, General Walker published his “Wages Question.” This book and the “Political Economy” of 1883, mark a new epoch. General Walker would doubtless prefer to be classed, if a classification is necessary, with the orthodox school of economists. He does not break with its earlier representatives on what they would have regarded as fundamental questions. His book naturally displaced Mill as the ordinary text at Oxford and Cambridge. Even in the discussion of distribution where Walker proposes his most radical departures, he starts with the Ricardian doctrine of rent, and declares, explicitly, that on this question he is a “Ricardian of Ricardians.” Nevertheless the appearance of these books in America mark the close of a long and, with the exceptions that have been noted, an almost barren epoch. Several textbooks, a few of them excellent for their purpose, had been prepared by American writers, but whatever originality they contained appeared chiefly in the omission, from the reproduction of the orthodox system, of particular dogmas which were felt to be inconsistent with the industrial conditions with which the writers were familiar.* Unlike his predecessors General Walker did not merely omit, he examined and analyzed those conditions, and when he was compelled to form new conclusions he neither attacked the old system entire, because of its errors, nor made the mistake of regarding his discoveries as slight modifications of detail. It has become clear that the changes were important though they were not revolutionary.

[footnote: *One exception to this statement must be made in favor of the clear and vigorous writings of Professor A. L. Perry, who did much to keep alive an interest in Political Economy in its languishing days and whose text-books have perhaps had more readers than those of any other American writer.]

In view of the introduction of a marked German influence almost immediately after Walker’s views became known, it is fair to regard the Political Economy of 1883 as the culmination of the influence of the “English economics” as it was also the most important contribution to economic science by the writers of that school since the appearance of the Political Economy of John Stuart Mill. If Walker belongs to the English school it must not be forgotten that his system is that of the English school remoulded by a man who understood and felt the full significance of American industrial conditions, and who was entirely free from any notion that Political Economy is a science comprising only a few ready-made principles and laws which are capable of statement in formal propositions.

Soon after the close of the Civil War, there was noticed a new interest in the scientific study of monetary and industrial, financial and economic problems. The pen of David A. Wells is to be credited in very large part with the creation of this new interest and with the diversion of public attention from the purely political to the economic aspects of the issues then in the public mind. His treatment of the probable issue of the war itself is typical of the character of his discussions. Far in advance of general public opinion, Mr. Wells discerned that the North would win because of its greater economic resources. This insistence on a controlling economic element in questions of public policy is always needed, but never more than in this period when political passions had dominated the country so completely and when a depreciated currency, a large national debt, and when a devastated South called for careful attention to sound policy in recuperative measures and in the new industrial activity which peace was to inaugurate. The reputation of the author of “Recent Economic Changes,” does not rest entirely upon the pamphlets which he issued at this time; but if we are to estimate rightly the causes of the intense interest in economics during the past twenty years we must not ignore their influence both on public opinion in general and particularly upon the young men who were interested in the great problems of the day, but were dissatisfied with the conventional political arguments.

And now began a new influence in American economics. The universities were unable to meet the demand for competent guidance in these studies and students began to seek such instruction abroad. The greater hospitality of the German universities, the unrivaled reputation of the founders of the German historical school of economics, and a feeling that more would be gained by foreign residence in a country whose institutions differ radically from our own were among the causes that combined to attract the American students almost exclusively to the German universities. Within a few years the American colleges began to give evidence of the new movement in the expansion of the curricula, the founding of new chairs, and the increase of students.

The English influence had been communicated by the importation and the republication of books. The German influence came through personal channels. This difference in the method of communication accounts in part for the astonishing differences in results. In the case of the English economics there were at hand standards of orthodoxy, a “system” in crystallized form. In the college classes there was produced a ready conviction of the correctness of certain principles and dogmas. In the case of the German influence such standards were lacking. Each new doctor of philosophy brought back the ideas of his instructors and associates in the foreign universities not in a formulated exact system, but in the form in which they had been impressed upon himself. He brought not so much a system of economics as an enthusiasm for independent research. The result is that no “system” has been transplanted by the newer economics, but only tendencies and a quickening impulse to activity in every branch of economic investigation, and already the impulse is seen to be of more importance than the particular tendencies.

When the American Economic Association was formed in 1885, as a tangible evidence of the new birth, a platform was adopted committing the association though not the individual members to favor increased industrial activity in the State, increased emphasis on the ethical element in economics, and increased attention to the historical method as distinguished from the deductive method which some of the leaders of the new organization believed to have been responsible for the decay of interest in economic science. But this platform was found to be too narrow, and in a few years it was discarded for a simple statement that any one might be chosen a member who is interested in the study of economics. General Walker was elected the first president of the association and continued in that office until 1892. Dr. Richard T. Ely, who served as secretary until the same year, labored indefatigablv in the interests of the association, building up its membership and also for a time editing its publications. In 1893 Professor Charles F. Dunbar, of Harvard, became president, and Professor Edward A. Ross, then of Cornell, secretary, and for the present year Professor John B. Clark, of Amherst, is president, and Professor J. W. Jenks, of CornelI, the secretary of the association. Professor F. H. Giddings succeeded Dr. Ely as chairman of the publication committee, a position which is held at present by Professor H. H. Powers, of Smith College.

The seven annual meetings of the American Economic Association have served as milestones of a rapid development of the science. Its position in the universities as a regular discipline of the university curriculum has become every year more secure. Thirty or forty professors and assistants are engaged in teaching its principles. Schools of finance and economy, departments of political and social science, lectureships on special economic topics abound. Every college has either an independent chair of Political Economy or a combined chair of economics and history, or some other subject. The larger universities have now organized, and in some instances liberally endowed these departments until they rival the best equipped corresponding departments of German, French and Italian universities. The movement which began in the seventies by sending dozens of students across the Atlantic, already bears fruit in courses of study sufficiently attractive to hold at home scores of students quite as ambitious and as discriminating.

There must be noticed finally, a new movement coming in part from the Austrian economists, in part from the English economist, Jevons, and in part originating with native-American writers, a movement which has been pronounced by some critics reactionary, but by its friends the most promising of all the various phases of our economic thought, the movement in the direction of deductive theory. Professor Patten’s “Premises of Political Economy” and Professor Clark’s “Philosophy of Wealth,” published respectively in 1885 and 1886, were its first fruits; and abundant evidences of its subsequent fruitfulness are to be found in the monographs of the Economic Association, in articles published in the economic journals and in the later literature generally. The translation of Böhm-Bawerk’s works by Professor William Smart, and the appearance of Professor Marshall’s “Principles of Economics,” both of which have had great influence in America, are landmarks in the progress of this movement. The “newer economics” has much to say of the relation between value and utility, the economic basis of prosperity and progress, the effects of dynamic forces. It seeks a new correlation of the social sciences, and in its scheme of human progress does not omit to take account of costs, and to distinguish sharply individual costs or “expenses” from social costs, which latter item it measures subjectively and ventures to compare directly with utilities or “satisfactions” as a means of determining the, social surplus.

One group of writers belonging with the newer movement, but devoting its energies directly to sociological studies, gives promise of rescuing that much misconceived branch of study from the hands of its injudicious representatives and putting it upon a high scientific plane. Professor F. H. Giddings who will become Professor of Sociology in Columbia College on July 1 of the present year, is the foremost scholar of this group, and the first man in any American university to occupy a chair with this designation. The future of economic science in American universities is bright with promise of scholarly and useful work. The attitude of the university world and of the public toward what is after all a new science, is all that could be desired. One indication of the present healthy and vigorous condition of this branch of science in American universities, is the quality and quantity of its scientific literature. The “younger economists” are already mature in years and in scholarship, and the publications of the American Economic Association, of the American Academy of Political and Social Science, of the separate universities in their series of Political Economy, Public Law, of studies in Historical and Political Science, etc., add to the stock of valuable economic literature no less than the regular issues of such quarterly journals as the Yale Review, the Journal of Political Economy the Political Science Quarterly and the Quarterly Journal of Economics, or the bi-monthly journal, the Annals of the American Academy of Political and Social Science.

The Summer Meeting of economists, of which announcement is made in full in this number of the Bulletin, may well become a great landmark, an emphatic sign of the golden opportunities awaiting students who turn their attention seriously to these problems.

Edward T. Devine.
The American Society for the Extension of University Teaching

_________________________

To Graduates of Colleges.

The increasing tendency toward specialization in the upper college classes makes it difficult for the college student to secure an acquaintance with as many different subjects properly falling within the college curriculum as every cultured man or woman considers desirable. College students who have specialized on economics and finance, may have left serious gaps in their knowledge of the physical sciences and vice versa, while both may have neglected the humanities, belles lettres and philosophy. University Extension courses in the local centres have already been eagerly utilized by many college graduates to supply such deficiencies and even if the purpose of the movement be chiefly, as some contend, to carry university privileges to those that have them not, it is attaining that purpose in meeting just such demands. The University Extension Summer Meeting offers similar opportunities. It takes place in a vacation month. It calls to the lecture room eminent specialists in many departments of university study. The student who is proficient in literature may hear brief courses in science or philosophy. The teacher who is thoroughly familiar with his special subject may make a careful study of a pedagogical system, or may refresh his intellectual powers by attacking vigorously a new line of study. It is true that every teacher should at some time or other have “specialized” to such an extent as to understand and to share somewhat the modern university spirit, but it is also true that modern culture demands of persons trained in a special subject a sufficient knowledge of other and entirely distinct fields of knowledge to awaken an intelligent interesting the achievements of the specialists of those fields.

In two ways therefore the Summer Meeting may be of use to college graduates. It will give to the student of a particular subject a favorable opportunity to supplement his specialized knowledge by a general—not necessarily a superficial—knowledge of other subjects. It will enable the student who wishes to broaden his knowledge of his own subject to do so by acquainting himself at first hand with a knowledge of the systems held and the methods employed by teachers of that subject in other institutions. It will be of great advantage for instance for the young man who has studied Political Economy in the University of Pennsylvania, or Johns Hopkins, or Cornell, to hear lecturers from Yale and Columbia discuss the same subject; and to become acquainted with the men who have studied that subject in those institutions, and vice versa. No student of history in an Eastern institution could fail to profit by the course of lectures on the Place of the West in our history by the professor of History in the University of Wisconsin. Graduates of normal schools, or of departments of pedagogy will derive more benefit than any others from the course on the Herbartian pedagogy by one who vigorously champions the system and has studied it at its fountain head in the University of Jena, and from the lectures on child study and its pedagogical value by the specialist who has been prosecuting an investigation of that subject in the State Normal School of Massachusetts, and under the direction of Dr. G. Stanley Hall, of Clark University.

This is the great advantage of the Summer Meeting over a summer session of corresponding length in any single university. We plan not a summer school, but a meeting, a mingling of students and lecturers, a gathering with all the definiteness of aim and of program which characterizes a school or the summer term of a university, but with the added advantages of a University Extension spirit as an esprit de corps and a union of progressive elements from many universities in an elective system of lectures and classes.

_________________________

A Word to Students and Teachers of History.

The now famous report of the Committee of Ten on Secondary School Studies contains the following resolutions from the “Conference on History, Civil Government and Political Economy:”

Resolved: That formal instruction in Political Economy be omitted from the school program; but that economic subjects be treated in connection with other pertinent subjects. (Resolution 9.)

Resolved: That no formal instruction in Political Economy be given in the secondary schools, but that in connection particularly with United States History, Civil Government and Commercial Geography, instruction be given in those economic topics, a knowledge of which is essential to the understanding of our economic life and development. (Resolution 30.)

Accompanying the resolutions is a memorandum in which it is stated that “in making these recommendations the Conference does not intend to suggest that less time than is customary be given to Political Economy or that less emphasis be given to its importance as a study in the high schools;” and the report of the Conference elsewhere contains the following significant statements: “The methods of teaching the economic principles thus indicated must be left to the discretion of the teacher. It is a subject in which textbook work is particularly inefficient, and no teacher ought to undertake the work who has not had some training in economic reasoning.”

The unavoidable inference from these resolutions and recommendations is that every teacher of history, civil government, or commercial geography in the schools of secondary grade should have some opportunity for training in economic reasoning. Since, in the opinion of the committee, there are no “proper text-books for high school use” it becomes of importance that teachers should become familiar at first hand with the vital principles as taught by the best economic authorities. A few years ago it was thought necessary to visit the German or other foreign universities for such contact with leaders of economic thought. At present the men who are teaching these subjects in Harvard, Yale, Columbia, Johns Hopkins, Cornell and Pennsylvania, are scholars of international reputation and are original contributors to economic science.

The program of the Department of Economics in the Summer Meeting is framed with the express end of giving a rapid view of such principles as are by the economists deemed essential, and illustrating the methods of instruction in vogue in the leading universities. Those who expect to teach Political Economy in university, college or secondary school, those who are expecting to give instruction in history, civil government or commercial geography, and those who are regularly engaged in teaching these branches are cordially invited to examine carefully the courses announced for the Summer Meeting of Economists, and to avail themselves of the opportunities offered by the meeting.

The president, first vice-president and secretary of the American Economic Association are included in the corps of instructors. Among higher institutions Amherst, Brown, Bryn Mawr, Columbia, Cornell, Johns Hopkins, Pennsylvania and Yale are represented. One of the instructors is a university president, the others are university or college professors. All have written important books or monographs on economic subjects. All have national and even international scientific reputation. All are associated with the recent notable development of economic science, and the corresponding expansion of economic departments in the higher educational institutions. They do not however, all represent the same or similar tendencies. The corps includes the two or three economists who have done most among American writers to emphasize the importance of deductive work, and the necessity of reforming economic theory, but it also contains the two or three men who would be first thought of in connection with such practical topics as public finance, railways and trusts.

It is difficult to imagine a more profitable method of spending a vacation month for a person who has a professional interest in acquainting himself with the methods used and the conclusions held by the men whose scientific reputation and academic standing entitle them to speak with a certain degree of authority. If the Committee of Ten and the Conference on History, Civil Government and Political Economy are correct in their view, this includes not merely the teacher of Political Economy and Political Science, but also teaches of such allied subjects as commercial geography, civil government and history.

The above considerations are strengthened by the fact that parallel with these economic course there will be instruction in European and American history by such distinguished and competent lecturers as Professor John Bach McMaster and Mr. W. H. Munro, of the University of Pennsylvania, Professor Frederick J. Turner, of the University of Wisconsin, Professor W. H. Mace, of Syracuse University and Dr. Edward Everett Hale, of Boston. A fuller announcement of these courses will be sent on application. Round-Table Conferences on the teaching of history in secondary schools will be conducted by Professor Ray Greene Huling, of Boston, and Professor Edward G. Bourne, of Adelbert College, both of whom were members of the conference from whose report extracts have been made.

_________________________

Statement of Courses in the
Summer Meeting of Economists,

July 2-28, 1894.

Course I—Money. By E. Benjamin Andrews, LL. D., President of Brown University.

Five Lectures—July 16-20. (1) Money and the Times; (2) England’s Monetary Experiment in India; (3) “Counter” and Quality in Monetary Theory; (4) What Fixes Prices; (5) Labor as a Standard of Value.

Course II—Distribution. By J. B. Clark, Ph. D., Professor of Political Economy in Amherst College, and Lecturer in Johns Hopkins University.

Ten Lectures—July 2-18. (1) Normal Distribution equivalent to Proportionate Production; (2) The Relation of the Law of Value to the Law of Wages and Interest; (3) The Social Law of Value; (4) Groups and Sub-groups in Industrial Society; (5) The Nature of Capital and the Source of Wages and Interest; (6) The Static Law of Distribution ; (7) Dynamic Forces and their Effects; (8) The Origin and the Distribution of Normal Profits; (9) Trusts and Public Policy; (10) Labor Unions and Public Policy.

Course III—Scientific Subdivision of Political Economy. By F. H. Giddings, M. A., Professor of Political Science in Bryn Mawr College and Professor elect of Sociology in Columbia College.

Five Lecture»—July 2-7. (1) The Conception and Definition of Political Economy; (2) The Concepts of Utility, Cost and Value; (3) The Theory of Consumption; (4) The Theory of Production; (5) The Theory of Relative Values.

Course IV—Theories of Population. By Arthur T. Hadley, M. A., Professor of Political Economy in Yale University.

Two Lectures—July 5, 6.

Course V—Relations of Economics and Politics. By J. W. Jenks, Ph. D, Professor of Political Economy and Civil and Social Institutions in Cornell University.

Five Lectures—July 16-20. (1) The Nature and Scope of Economics and of Politics Compared; (2) Influence of Economic Conditions upon Political Constitutions; (3) The Influence of Economic Conditions and Theories upon Certain Social and Legal Institutions not Primarily Political; (4) The Influence of Present Economic Conditions and Beliefs upon Present Political Methods and Doctrine; (5) The Political Reforms that would be of most Economic Advantage.

Course VI—Ethnical Basis for Social Progress in the United States. By Richmond Mayo-Smith, Ph. D., Professor of Political Economy and Social Science in Columbia College.

Three Lectures— July 24-26. (1) Theories of Mixture of Races and Nationalities and Application to the United States; (2) Assimilating Influence of Climate and Intermarriages; (3) Assimilating Influence of Social Environment.

Course VII—Introduction to the Ricardian Economics. By Simon N. Patten, Ph. D., Professor of Political Economy in the University of Pennsylvania.

Five Lectures—July 9-13.

Course VIII—Premises of Political Economy. By Simon N. Patten, Ph. D.

Five Lectures—July 16-20.

Course IX—Theory of Dynamic Economics. By Simon X. Patten, Ph. D.

Five Lectures—July 23-27.

Course X—Public Finance. By Edwin R. A. Seligman, Ph. D., Professor of Political Economy and Finance in Columbia College.

Five Lectures—July 23-27. (1) The Development of Taxation; (2) The Effects of Taxation; (3) The Basis of Taxation; (4) The Principles of Taxation; (5) The Single Tax.

Course XI—Various Phases of the Money Question. By Professor Clark, Professor Giddings, Professor Patten and Professor Seligman.

Address “The Monetary Conference of 1 892.” By President Andrews. July 19.

Address on Methods of Teaching Political Economy. By members of the corps of lecturers.

Discussion of the subjects presented in each of the various courses by those in attendance. The lecture will usually last for sixty minutes, and the discussion for thirty minutes. An hour and a half is allowed for each exercise.

_________________________

Program of Lectures.
Summer Meeting of Economists.

[For program of other departments apply to the Director.]

July 2.

8.30 A. M.—Professor Giddings.

The Conception and Definition of Political Economy.

10 A. M.—Professor Clark.

Normal Distribution Equivalent to Proportionate Production.

July 3.

8.30 A. M.—Professor Giddings.

The Concepts of Utilitv, Cost and Value.

10 A. M— Professor Clark.

The Relation of the Law of Value to the Law of Wages and Interest.

July 4.

10 A. M.—Address by Edward Everett Hale, D. D., in the University Library.

July 5.

8.30 A. M.—Professor Giddings.

The Theory of Consumption.

10 A. M.—Professor Clark.

The Social Law of Value.

11.30 A. M.—Professor Hadley.

Theories of Population.

July 6.

8.30 A. M.—Professor Giddings.

The Theory of Production.

10 A. M.—Professor Clark.

Groups and Sub-Groups in Industrial Society.

11.30 A. M.—Professor Hadley.

Theories of Population.

5 P. M.—Professor Clark.

An Ideal Standard of Value.

July 7.

8.30 A. M.—Professor Giddings.

The Theory of Relative Values.

10 A. M—Professor Clark.

The Nature of Capital and the Sources of Wages and Interest.

July 9.

8.30 A. M.—Professor Patten.

Ricardian System of Economics.

10 A. M.—Professor Clark.

The Static Law of Distribution.

5 P. M.—Address on Methods.

July 10

8.30 A. M.—Professor Patten.

Ricardo’s Theory of Distribution.

10 A. M.—Professor Clark.

Dynamic Forces and their Effects.

5 P. M.—Address on Methods.

July 11.

8.30 A. M.—Professor Patten.

Ricardo’s Theory of Money.

10 A. M— Professor Clark.

The Origin and Distribution of Normal Profits.

5 P. M.—Address on Methods.

July 12.

8.30 A. M— Professor Patten.

The Confusion of Industrial and Monetary Problems.

10 A. M.—Professor Clark.

Trusts and Public Policy.

July 13.

8.30 A. M.—Professor Patten.

Ricardian System of Economics.

10 A. M.—Professor Clark.

Labor Unions and Public Policy.

July 16.

8.30 A. M.—Professor Patten.

Premises of Political Economy.

10 A. M.—President Andrews.

Money and the Times.

July 17.

8.30 A. M.—Professor Patten.

Premises of Political Economy.

10 A. M.—President Andrews.

England’s Monetary Experiment in India.

July 18.

8.30 A. M.—Professor Patten.

The Stability of Prices.

10 A. M.—President Andrews.

“Counter” and Quality in Monetary Theory.

July 19.

8.30 A. M.—Professor Patten.

The Law of Diminishing Returns.

10 A. M.—President Andrews.

What Fixes Prices?

8 P. M.—President Andrews.

Monetary Conference.

July 20.

8.30 A. M.—Professor Patten.

The Consumption of Wealth.

10 A. M.—President Andrews.

Labor as a Standard of Value.

July 23.

8.30 A. M.—Professor Patten.

Theory of Dynamic Economics.

5 P. M.—Professor Seligman.

Development of Taxation.

8 P. M.—Professor Jenks.

Nature and Scope of Economics and Politics Compared.

July 24.

8.30 A. M.—Professor Patten.

Theory of Dynamic Economics.

10 A. M.—Professor Seligman.

The Effects of Taxation.

11.30 A. M.—Professor Mayo-Smith.

Theories of Mixture of Races, and Nationalities.

8 P. M.—Professor Jenks. Influence of Economic Conditions upon Political Constitutions.

July 25.

8.30 A. M — Professor Patten.

Theory of Dynamic Economics.

10 A. M.—Professor Seligman.

Basis of Taxation.

11.30 A. M.—Professor Mayo-Smith.

Assimilating Influences of Climate and Intermarriages.

8 P. M.—Professor Jenks.

Influence of Economic Conditions and Theories upon Certain Social and Legal Institutions not Primarily Political.

July 26.

8.30 A. M.—Professor Patten.

Theory of Dynamic Economics.

10 A. M.—Professor Seligman.

The Principles of Taxation.

11.30 A. M.— Professor Mayo-Smith.

Assimilating Influences of Social Environment.

8 P. M.—Professor Jenks.

Influence of Present Economic Conditions and Beliefs upon Present Political Methods and Doctrine.

July 27.

8.30 A. M — Professor Patten.

Theory of Dynamic Economics.

10 A. M.—Professor Seligman.

The Single Tax.

11.30 A. M.—Professor Jenks.

The Political Reforms that would be of Most Economic Advantage.

_________________________

Preparatory Reading.

Those who expect to attend the sessions of the Summer Meeting of Economists will find it of advantage to possess a knowledge of the elements of the science such as may be obtained by the study of Walker’s Political Economy, Marshall’s Principles of Economics or Mill’s Political Economy.

In special preparation for the meeting, Giddings’ The Theory of Sociology (in press) will be found useful. In special preparation for Course I, students may read Andrews’ An Honest Dollar, and Nicholson’s Money and Monetary Problems; for Courses II and III, Clark’s Philosophy of Wealth, and Modern Distributive Process, by Clark and Giddings; for Course VII, Patten’s The Interpretation of Ricardo in Quarterly Journal of Economics for April, 1893; for Course VIII, Patten’s Premises of Political Economy; for Course IX, The Theory of Dynamic Economics.

_________________________

Source: American Society for the Extension of University Teaching. The University Extension Bulletin. Vol. I, No. 8. Philadelphia: May 10, 1894.

Image Source: American Society for the Extension of University Teaching. Supplement to the The University Extension Bulletin. Vol. I, No. 8. Philadelphia: May 10, 1894. Copy found in Box 2 of Franklin Henry Giddings Papers, Columbia Rare Book & Manuscript Library, Folder “Photographs”.

More on what University Extension was all about.

Essay by Simon N. Patten, The Place of University Extension. [n.d.]
Bittner, W. S. “The University Extension Movement.” Department of the Interior. Bureau of Education. Bulletin, 1919, No. 84. Washington: GPO, 1920.

Tags Andrews, ClarkJB, Giddings, Hadley, Jenks, Mayo-Smith, Patten, Seligman

Columbia Cornell Economists Pennsylvania Yale

Portrait of Eight Economists. University Extension Summer Meeting. 1894

Post author By Irwin Collier
Post date 2015-07-12
1 Comment on Portrait of Eight Economists. University Extension Summer Meeting. 1894

This set of pictures was found in Box 2, Folder “Photographs” of the Franklin Henry Giddings papers, 1890-1931, Columbia University, Rare Book & Manuscript Library. Judging from the college/university affiliations given (about a two year window) and the fact that the Seventh Annual Meeting of the American Economic Association was held with Columbia College, New York City, December 26-29, 1894, my first guess was that this was related to the AEA event and put together by the local organizers.

However we can be certain that this handsome collection of portraits was published instead as a supplement to the University Extension Bulletin. Exactly these eight economists are the “corps of lecturers” for the University Extension Summer Meeting held July 2-28, 1894 at the University of Pennsylvania as described in The University Extension Bulletin, Vol. I, No. 8 (May 10, 1894). Further it is announced: “We present our readers also with a supplement with portraits of the lecturers in the Economics Department.” Here at haithitrust.org is that supplement.

Tags Andrews, ClarkJB, Giddings, Hadley, Jenks, Mayo-Smith, Patten, Seligman

Chicago Columbia Cornell Courses Economists Harvard Johns Hopkins Michigan Pennsylvania Yale

Graduate Economics Courses. 23 US Universities. 1898-99

Post author By Irwin Collier
Post date 2015-06-21

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

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

____________________

EXPLANATORY

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

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

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

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

ECONOMICS, SOCIOLOGY, ANTHROPOLOGY, AND ETHNOLOGY.

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

BARNARD.
16 Graduate Students, 1897-8.

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

BROWN.
8 Graduate Students, 1897-8.

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

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

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

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

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

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

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

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

BRYN MAWR.

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

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

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

CALIFORNIA.

1 Graduate Student, 1897-8.

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

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

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

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

CHICAGO.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Merton Leland Miller, Lecturer in Anthropology.

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

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

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

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

C. H. Hastings.
A.B., Bowdoin, ’91.

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

COLUMBIA.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Civil Aspects of Ecclesiastical Organizations. i, 30.

CORNELL.
14 Graduate Students, 1897-8.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Theory and Methods of Statistics*. iii, 30.

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

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

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

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

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

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

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

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

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

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

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

JOHNS HOPKINS.
9 Graduate Students, 1897-8.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

MICHIGAN.
10 Graduate Students, 1897-8.

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

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

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

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

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

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

MINNESOTA.
26 Graduate Students, 1897-8.

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

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

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

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

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

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

MISSOURI.
3 Graduate Students, 1897-8.

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

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

NEW YORK.
21 Graduate Students, 1897-8.

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

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

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

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

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

NORTHWESTERN.
6 Graduate Students, 1897-8.

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

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

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

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

PENNSYLVANIA.
12 Graduate Students, 1897-8.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

W. J. Ashley.

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

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

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

G. S. Callender.

Econ. Hist. of U. S.*

Edward Cummings.

Princ. of Sociol.* iii, 30.

Edward Cummings and John Cummings.

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

John Cummings.

Statistics, Theory, Methods, Practice.*

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

F. Russell.

Gen. Anthropol.* —?

VANDERBILT.
2 Graduate Students, 1897-8.

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

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

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

WELLESLEY.
o Graduate Students, 1897-8.

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

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

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

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

WESTERN RESERVE.
4 Graduate Students, 1897-8.

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

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

WISCONSIN.
24 Graduate Students, 1897-8.

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

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

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

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

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

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

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

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

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

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

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

YALE.
43 Graduate Students, 1897-8.

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

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

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

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

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

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

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

A. T. Hadley and Irving Fisher.

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

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

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

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

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

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

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

____________________

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

Tags AdamsHenryC, Ashley, Balch, Bullock, Callender, ClarkJB, Colby, Coman, Cooley, CummingsEdward, CummingsJohn, Daniels, Dunbar, Ely, Emerick, Falkner, Farnam, FisherIrving, Gardner, Giddings, Gray, Hadley, Hatfield, HicksFC, Hill, Hollander, Hull, Jenks, JohnsonEmory, JonesEdward, Laughlin, Mayo-Smith, McVey, MeyerHR, Miller, Moses, Patten, Plehn, Ripley, Ross, Schwab, Scott, Seager, Seligman, Sherwood, Small, Sumner, Taussig, TaylorFM, Veblen, Warner, Weston, Willcox

HADLEY, Arthur Twining, 1856-

CHAPTER VI The Graduate School

Summer Meeting of Economists

CORPS OF LECTURERS:

Economic Science in America.

To Graduates of Colleges.

A Word to Students and Teachers of History.

Statement of Courses in the Summer Meeting of Economists,

July 2-28, 1894.

Program of Lectures. Summer Meeting of Economists.

Preparatory Reading.

CHAPTER VI
The Graduate School

Statement of Courses in the
Summer Meeting of Economists,

Program of Lectures.
Summer Meeting of Economists.