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Business Cycles Columbia Economists Methodology

Columbia. Wesley Clair Mitchell Reflects on his Personal Research Style. 1928

This post provides a transcription of Wesley Clair Mitchell’s original reply to methodological questions posed to him by his younger Columbia colleague John Maurice Clark in 1928. Clark was so impressed with Mitchell’s reply that he had it published in 1931 and later then reprinted in 1952 (see links below). For autobiographical context I have included a brief statement by Mitchell, one of Decatur, Illinois’ favorite sons, that was written shortly after his methodological reflections.

Fun Fact: Adolph C. Miller, who was one of Mitchell’s teachers at the University of Chicago and later his colleague at Berkeley, was married to Mary Sprague, older sister of Mitchell’s wife, Lucy Sprague.

Coming attraction: We will learn more about Wesley Clair Mitchell’s parents and the Baptist grand-aunt who raised his mother in a later post.

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Decatur Herald (Decatur, Illinois)
7 July 1929, p. 44

Mitchell One of First To Prove Business Cycle

Every business man in the United States is familiar now with the theory of the business cycle. Comparatively few, even in Decatur, probably know that it was a former Decaturian, Dr Wesley C. Mitchell, who did the pioneer work in economic research establishing the theory of a business cycle.

“My father and mother were John Wesley Mitchell and L. Medora McClellan Mitchell.

“After living several years opposite the Stapps Chapel, we moved out to a ten-acre place on what later became Leafland avenue. There were seven children and we all went through Decatur schools. My High school class was 1893; but I dropped out in the fourth year in order to push more rapidly my preparation for taking college entrance examinations. In that way I entered the University of Chicago in the autumn of ’93. From that time forward I returned to Decatur only during vacations until the time when my parents moved to Louisiana about 1902.

Studied In Germany

“My undergraduate work was done at the University of Chicago. Graduating in 1896, I received a fellowship which permitted me to go on immediately with postgraduate work. The year ’97-98 I spent on a traveling fellowship in Germany and Austria. The next year I was back at Chicago receiving the degree of Doctor of Philosophy summa cum laude in ’99. My chief subjects were economics and philosophy.

“No more congenial opening turning up, I spent 1900 in the Census Office at Washington in a small Division of Analysis and Research presided over by Walter F. Willcox of Cornell. Next year I was appointed instructor at the University of Chicago and taught there in 1900-02. The end of this period I published my first book, “A History of the Greenbacks.”

“One of my teachers at Chicago, Professor A. C. Miller, now a member of the Federal Reserve board, was called to the University of California as head of the Department of Economics. He asked me to go with him. As a result I lived from 1902 to 1912 in Berkeley as an assistant, associate and finally full professor of economics. While there I published a second volume of my monetary studies called “Gold Prices and Wages in the United States”(1908), and also a book called “Business Cycles” (1913). I also spent one of these years lecturing at Harvard.

Helped to Launch School

“In 1912 I married Lucy Sprague a daughter of Otho S. A. Sprague of Chicago. We went to Europe for a year and then came to live in New York city where I became attached to Columbia University. During the war I was chief of the Price Section in the Division of Planning and Statistics in the War Industries board. After the war I helped organize the New School for Social Research in New York and later the National Bureau of Economic Research, with which I am still connected as one of the directors.

“In these later years my investigations have been carried on very largely in conjunction with the National Bureau’s programs. My latest book, “Business Cycles: The Problem and Its Setting,” was published in 1927, and I am now working upon the supplementary volume to be called “Business Cycles: The Rhythm of Business Activity.”

“It is many years since I have been in Decatur or had an opportunity to talk with any of my old friends, aside from Will Westerman who graduated from the Decatur High school a little before my time, and who is now one of my colleagues at Columbia, where he is a professor of ancient history.

“It will be a great pleasure to get the records of other old friends which your Centenary number will doubtless contain. Accept my congratulations upon this enterprise.

WESLEY C. MITCHELL

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NBER Memorial Volume
for Wesley Clair Mitchell

Wesley Clair Mitchell: The Economic Scientist, National Bureau of Economic Research, New York, 1952.

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Backstory:

Memorial Address
by John Maurice Clark.

“I had undertaken to analyze his methods of studying business cycles, for a volume of such analyses, edited by Stuart Rice; and as part of my preparations I had written to Mitchell, asking him some rather searching questions. In reply, he sent me an autobiographical sketch of his intellectual development, starting with his adolescent arguments over theology with his grandaunt. The letter was close to three thousand words long and so beautifully written as to be fit for publication without the change of a comma. Much against his desires, Mitchell was persuaded to allow this correspondence to be published, as part of the study which had occasioned it.* Its great value, naturally, lay in the fact that it had been written without a thought of publication, merely in a characteristically generous response to my request for inside information. More than anything else I know in print, it gives not only his typical mental attitudes, but the flavor of his genially pungent personality.”

Source: Wesley Clair Mitchell: The Economic Scientist, National Bureau of Economic Research (New York, 1952), p. 142.

*Appendix: “The Author’s Own Account of His Methodological Interests” to John Maurice Clark’s “Preface to Social Economics” in Methods in Social Science: A Case Book. Edited by Stuart A. Rice for the Social Science Research Council, Committee on Scientific Method in the Social Sciences. University of Chicago Press, 1931. Pages 673 ff.

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Typed copy of Wesley Clair Mitchell’s Response to Questions
posed him by John Maurice Clark

[Handwritten note: “Revised Feb 11, 1929”]

Huckleberry Rocks, Greensboro, Vt.
August 9, 1928.

Dear Maurice:

                  I know no reason why you should hesitate to dissect a colleague for the instruction, or amusement, of mankind. Your interest in ideas rather than in personalities will be clear to any intelligent reader. Nor is the admiration I feel for you skill as an analyst likely to grow less warm if you take me apart to see how I work. Indeed, I should like to know myself!

                  Whether I can really help you is doubtful. The questions you put are questions I must answer from rather hazy recollections of what went on inside me thirty and forty and more years ago. Doubtless my present impressions of how I grew up are largely rationalizations. But perhaps you can make something out of the type of rationalizations in which I indulge.

*  *  *  *  *  *  *  *  *  *  *

                  Concerning the inclination you note to prefer concrete problems and methods to abstract ones, my hypothesis is that it got started, perhaps manifested itself would be more accurate, in childish theological discussions with my grand aunt. She was the best of Baptists, and knew exactly how the Lord had planned the world. God is love; he planned salvation; he ordained immersion; his immutable word left no doubt about the inevitable fate of those who did not walk in the path he had marked. Hell is no stain upon his honor, no inconsistency with love. — I adored the logic and thought my grand aunt flinched unworthily when she expressed hopes that some back-stairs method might be found of saving from everlasting flame the ninety and nine who are not properly baptized. But I also read the bible and began to cherish private opinions about the character of the potentate in Heaven. Also I observed that his followers on earth did not seem to get what was promised them here and now. I developed an impish delight in dressing up logical difficulties which my grand aunt could not dispose of. She always slipped back into the logical scheme, and blinked the facts in which I came to take a proprietary interest.

                  I suppose there is nothing better as a teething-ring for a child who likes logic than the garden variety of Christian theology. I cut my eye-teeth on it with gusto and had not entirely lost interest in that exercise when I went to college.

                  There I began studying philosophy and economics about the same time. The similarity of the two disciplines struck me at once, I found no difficulty in grasping the differences between the great philosophical systems as they were presented by our text-books and our teachers. Economic theory was easier still. Indeed, I thought the successive systems of economics were rather crude affairs compared with the subtleties of the metaphysicians. Having run the gamut from Plato to T. H. Green (as undergraduates do) I felt the gamut from Quesnay to Marshall was a minor theme. The technical part of the theory was easy. Give me premises and I could spin speculations by the yard. Also I knew that my “deductions” were futile. It seemed to me that people who took seriously the sort of articles which were then appearing in the Q.J.E. might have a better time if they went in for metaphysics proper.

                  Meanwhile I was finding something really interesting in philosophy and in economics. John Dewey was giving courses under all sorts of titles and every one of them dealt with the same problem — how we think. I was fascinated by his view of the place which logic holds in human behavior. It explained the economic theorists. The thing to do was to find out how they came to attack certain problems; why they took certain premises as a matter of course; why they did not consider all the permutations and variants of those problems which were logically possible; why their contemporaries thought their conclusions were significant. And, if one wanted to try his own hand at constructive theorizing, Dewey’s notion pointed the way. It is a misconception to suppose that consumers guide their course by ratiocination — they don’t think except under stress. There is no way of deducing from certain principles what they will do, just because their behavior is not itself rational. One has to find out what they do. That is a matter of observation, which the economic theorists had taken all too lightly. Economic theory became a fascinating subject — the orthodox types particularly — when one began to take the mental operations of the theorists as the problem, instead of taking their theories seriously.

                  Of course Veblen fitted perfectly into this set of notions. What drew me to him was his artistic side. I had a weakness for paradoxes — Hell set up by the God of love. But Veblen was a master developing beautiful subtleties, while I was a tyro emphasizing the obvious. He did have such a good time with the theory of the leisure class and then with the preconceptions of economic theory! And the economists reacted with such bewildered soberness: There was a man who really could play with ideas! If one wanted to indulge in the game of spinning theories who could match his skill and humor? But if anything were needed to convince me that the standard procedure of orthodox economics could meet no scientific tests, it was that Veblen got nothing more certain by his dazzling performances with another set of premises. His working conceptions of human nature might be a vast improvement: he might have uncanny insights; but he could do no more than make certain conclusions plausible — like the rest. How important were the factors he dealt with and the factors he scamped was never established.

                  That was a sort of problem which was beginning to concern me. William Hill set me a course paper on “Wool Growing and the Tariff.” I read a lot of the tariff speeches and got a new sidelight on the uses to which economic theory is adapted, and the ease with which it is brushed aside on occasion. Also I wanted to find out what really had happened to wool growers as a result of protection. The obvious thing to do was to collect and analyze the statistical data. If at the end I had demonstrated no clear-cut conclusion, I at least knew how superficial were the notions of the gentlemen who merely debated the tariff issue, whether in Congress or in academic quarters. That was my first “Investigation” — I did it in the way which seemed obvious, following up the available materials as far as I could, and reporting what I found to be the “facts.” It’s not easy to see how any student assigned this topic could do much with it in any other way.

                  A brief introduction to English economic history by A. C. Miller, and unsystematic readings in anthropology instigated by Veblen reenforced  the impressions I was getting from other sources. Everything Dewey was saying about how we think, and when we think, made these fresh materials significant, and got fresh significance Itself. Men had always deluded themselves, it appeared, with strictly logical accounts of the world and their own origin; they had always fabricated theories for their spiritual comfort and practical guidance which ran far beyond the realm of fact without straining their powers of belief. My grand aunt’s theology; Plato and Quesnay; Kant, Ricardo and Karl Marx; Cairnes and Jevons, even Marshall were much of a piece. Each system was tolerably self-consistent — as if that were a test of “truth”! There were realms in which speculation on the basis of assumed premises achieved real wonders; but they were realms in which one began frankly by cutting loose from the phenomena we can observe. And the results were enormously useful. But that way of thinking seemed to get good results only with reference to the simplest of problems, such as numbers and spatial relations. Yet men practiced this type of thinking with reference to all types of problems which could not be treated readily on a matter-of-fact basis — creation, God, “just” prices in the middle ages, the Wealth of Nations in Adam Smith’s time, the distribution of incomes in Ricardo’s generation, the theory of equilibrium in my own day.

                  There seemed to be one way of making real progress, slow, very slow, but tolerably sure. That was the way of natural science. I really knew nothing of science and had enormous respect for its achievements. Not the Darwinian type of speculation which was then so much in the ascendant — that was another piece of theology. But chemistry and physics. They had been built up not in grand systems like soap bubbles; but by the patient processes of observation and testing — always critical testing — of the relations between the working hypotheses and the processes observed. There was plenty of need for rigorous thinking, indeed of thinking more precise than Ricardo achieved; but the place for it was inside the investigation so to speak — the place that mathematics occuped in physics as an indispensable tool. The problems one could really do something with in economics were problems in which speculation could be controlled.

                  That’s the best account I can give off hand of my predilection for the concrete. Of course it seems to me rather a predilection for problems one can treat with some approach to scientific method. The abstract is to be made use of at every turn, as a handmaiden to help hew the wood and draw the water. I loved romance — particularly William Morris’ tales of lands that never were — and utopias, and economic systems, of which your father’s when I came to know it seemed the most beautiful; but these were objects of art, and I was a workman who wanted to become a scientific worker, who might enjoy the visions which we see in mountain mists but who trusted only what we see in the light of common day.

*  *  *  *  *  *  *  *  *  *  *

                  Besides the spice of rationalizing which doubtless vitiates my recollections — uncontrolled recollections at that — this account worries me by the time it is taking yours as well as mine. I’ll try to answer the other questions concisely.

                  Business cycles turned up as a problem in the course of the studies which I began with Laughlin. My first book on the greenbacks dealt only with the years of rapid depreciation and spasmodic wartime reaction. I knew that I had not gotten to the bottom of the problems and wanted to go on, so I compiled that frightful second book as an apparatus for a more thorough analysis. By the time it was finished I had learned to see the problems in a larger way. Veblen’s paper on “Industrial and Pecuniary Employments” had a good deal to do with opening my eyes. Presently I found myself working on the system of prices and its place in modern economic life. Then I got hold of Simmel’s Theorie des Geldes — a fascinating book. But Simmel, no more than Veblen, knew the relative importance of the factors he was working with. My manuscript grew — it lies unpublished to this day. As it grew in size it became more speculative. I was working away from any solid foundation — having a good time, but sliding gayly over abysses I had not explored. One of the most formidable was the recurring readjustments of prices, which economists treated apart from their general theories of value, under the caption “Crises.” I had to look into the problem. It proved to be susceptible of attack by methods which I thought reliable. The result was the big California monograph. I thought of it as an introduction to economic theory.

*  *  *  *  *  *  *  *  *  *  *

                  This conception is responsible for the chapter on “Modern Economic Organization.” I don’t remember precisely at what stage the need of such a discussion dawned upon me. But I have to do everything a dozen times. Doubtless I wrote parts of that chapter fairly early and other parts late as I found omissions in the light of the chapters on “The Rhythm of Business Activity.” Of course, I put nothing in which did not seem to me strictly pertinent to the understanding of the processes with which the volume dealt. That I did not cover the field very intelligently, even from my own viewpoint, appears from a comparison of the books published in 1913 and 1927. Doubtless before I am done with my current volume, I shall be passing a similar verdict upon the chapter as I left it last year.

*  *  *  *  *  *  *  *  *  *  *

                  As to the relation between my analytic description and “causal” theory I have no clear ideas — though I might develop some at need. To me it seems that I try to follow through the interlacing processes involved in business expansion and contraction by the aid of everything I know, checking my speculations just as far as I can by the data of observation. Among the things I “know” are the way in which economic activity is organized in business enterprises, and the way these enterprises are conducted for money profits. But that is not a simple matter which enables me to deduce certain results — or rather, to deduce results with certainty. There is much in the workings of business technique which I should never think of if I were not always turning back to observation. And I should not trust even my reasoning about what business men will do if I could not check it up. Some unverifiable suggestions do emerge; but I hope it is always clear that they are unverified. Very likely what I try to do is merely carrying out the requirements of John Stuart Mill’s “complete method.” But there is a great deal more passing back and forth between hypotheses and observation, each modifying and enriching the other, than I seem to remember in Mill’s version. Perhaps I do him injustice as a logician through default of memory; but I don’t think I do classical economics injustice when I say that it erred sadly in trying to think out a deductive scheme and then talked of verifying that. Until a science has gotten to the stage of elaborating the details of an established body of theory — say finding a planet from the aberrations of orbits, or filling a gap in the table of elements — it is rash to suppose one can get an hypothesis which stands much chance of holding good except from a process of attempted verification, modification, fresh observation, and so on. (Of course, there is a good deal of commerce between most economic theorizing and personal observation of an irregular sort  — that is what has given our theories their considerable measure of significance. But I must not go off into that issue.)

*  *  *  *  *  *  *  *  *  *  *

                  Finally, about the table of decils. One cannot be sure that a given point on the decil curves represents the relative price of just one commodity or the relative wage of just one industry. For it often happens, particularly near the center of the range covered, that several commodities and industries have identical relatives in a certain year and these identical relatives may happen to be decil points. But I think the criticisms you make of my interpretations of the movements of the decils are valid. Frederick C. Mills makes similar strictures in his Behavior of Prices, pp. 279 following, particularly p. 283 note. The fact is that when writing the first book about business cycles I seem to have had no clear ideas about secular trends. The term does not occur in the index. Seasonal variations appear to be mentioned only in connection with interest rates. Of course certain rough notions along these lines may be inferred; but not such definite ideas as would safeguard me against the errors you point out. What makes matters worse for me, I was behind the times in this respect. J.P. Norton’s Statistical Studies in the New York Money Market had come out in 1902, I ought to have known and made use of his work.

                  That is only one of several serious blemishes upon the statistical work in my 1913 volume. After Hourwich left Chicago, and that was before I got deep into economics, no courses were given on statistics in my time. I was blissfully ignorant of everything except the simplest devices. To this day I have remained an awkward amateur, always ready to invent some crude scheme for looking into anything I want to know about, and quite likely to be betrayed by my own apparatus. I shall die in the same sad state.

*  *  *  *  *  *  *  *  *  *  *

                  I did not intend to inflict such a screed upon you when I started. Now that I have read it over, I fell compunctions about sending it. Also some hesitations. I don’t like the intellectual arrogances which I developed as a boy, which stuck by me in college, and which I shall never get rid of wholly. My only defense is that I was made on a certain pattern and had to do the best I could — like everybody else. Doubtless I am at bottom as simple a theologian as my grand aunt. The difference is that I have made my view of the world out of the materials which were available in the 1880’s and ’90’s, whereas she built, with less competent help than I had, out of the material available in the farming communities of the 1840’s and ’50’s. Perhaps you have been able to develop an outlook on the world which gives you a juster view than I had of the generations which preceded me and of the generation to which I belong. If I did not think so, I should not be sending you a statement so readily misunderstood.

Ever yours,
Wesley C. Mitchell.
(Copy by J.M.C. )

Source: Columbia University Libraries, Special Manuscript Collections. Mitchell, W.C. Collection. Box C8, Ch-Ec. Folder “Clark, John Maurice v.p., 8 Apr 1926 & 21 Apr 1927 to Wesley C. Mitchell 2 a.l.s. (with related material)”.

Image: Wesley Clair Mitchell.  Detail from a departmental photo dated “early 1930’s” in Columbia University Libraries, Manuscript Collections, Columbiana. Department of Economics Collection, Box 9, Folder “Photos”. Colorized at Economics in the Rear-view Mirror.

Categories
Berkeley Curriculum Economics Programs

Berkeley. Expansion of economics course offerings announcement. Course offerings 1904-1905.

 

In May 1903 the College of Commerce at the University of California announced a complete reorganization of the economics department’s course offerings for the coming academic year. This was reported in the Berkeley Gazette newspaper which appears to be a slight rearrangment of the University of California’s official Register for 1903-04. The newspaper article is provided in this post followed by the faculty and course announcements for the 1904-05 academic year.

So in the yin and yang of economic theory and application, practical economics received a boost at Berkeley early in the twentieth century with the introduction of  “…a large number of new courses in economics of the most direct practical application to the needs of modern industrial life.”

 

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Enlarges Economic Courses.
University Offers New Opportunities for Students of Practical Business.
[Announced for 1903-1904]

In response to the needs of the rapidly increasing number of students enrolled in the College of Commerce of the University of California, the work of the Department of Economics has been completely reorganized. Announcement has been made of a large number of new courses in economics of the most direct practical application to the needs of modern industrial life. These courses will be of the greatest interest, however, not only to students who are fitting themselves for banking, insurance, commerce, manufacturing, and exploitation of mineral resources, but also to the theoretical student.

Professor Carl C. Plehn, Dean of the College of Commerce, will offer during the coming year a course in “American Agriculture,” in which he will discuss the development of agriculture in the United States and its present condition from an economical point of view; a new course in “Accounting and Corporation Finance,” setting forth the principles of accounting and credit as illustrated by the methods of large corporations and of the Government, the character of negotiable securities, and the methods exemplified in bank statements and railroad and other corporation and trusts accounts: and courses in “Public Finance,” “Taxation,” and in “Statistics.”

Assistant Professor Wesley C. Mitchell will offer a new course in “Banking,” intended primarily to give men who expect to engage in business such general knowledge of banking as will best prepare them for their professions; a new course in “Hondy” [sic,  very likely a typographical error with “Money” the actual course name, see below] — a study of the economic problems centering around the monetary system; and courses in “Elementary Economic Ideas;” “The Problem of Labor” — a study of the position of wage earners in the economic organization of today; and in “Economic Origins.”

Mr. Lincoln Hutchinson, Instructor in Commercial Geography, will offer a new course in “The Materials of Commerce,” dealing with the principal commodities which enter into commercial affairs, production, sources and markets; a new course on the “Industrial and Commercial Development of the United States,” involving a discussion of the leading commercial problems of the day; a new course entitled the “Economic Position of the Great Powers,” a new course on “The Consular Service,” involving a brief history of the consular service, followed by a technical study of the training and duties of consuls and the practice of the leading commercial nations in consular affairs; and courses in “The History of Commerce,” “Commercial Geography,” and “The Commercial Resources of the Spanish-American Countries.”

Dr. Simon Litman, who recently came to the University as Instructor in Commercial Practice, will offer new courses in “Tariff Policies,” in “Modern Colonial Economics,” a study of the principal commercial and industrial problems which arise in connection with colonial conditions, as illustrated by the experience of the leading colonizing nations, and in “Communication and Transportation,” a study of the Post, the Telegraph, the Telephone, Trade Journals, and facilities for transportation other than railroads; and he will repeat courses already given in “Industrial Processes” and “The Technique of Trade.”

The instruction offered by the Department of Economics will be rounded out by special economic courses offered by professors in other departments. Professor Elwood Mead of the chair of Irrigation will offer a course on “The Organization of the Irrigation Industry,” Professor John C. Moore courses on “The Methods China and Japan,” Professor Ernest C. Moore courses on “The Methods of Modern Charities and Corrections,” and Albert W. Whitney of the Department of Mathematics -a new course in “Insurance,” an account of the history, principles and problems of life, fire, and other forms of insurance, with special study of the mathematical principles involved in actuarial science, and with practice in the computation and use of tables; and Mr. N. M. Hall of the Botany Department a course in “Economic Botany,” dealing with the plant families which furnish important commercial products and agricultural crops.

The work in economics will be completed by the highly important courses offered by the head of the department, Professor Adolph C. Miller of the chair of Political Economy and Commerce. Professor Miller announces a new course in “Railway Transportation,” an examination of the chief financial and economical questions which arise in railway organization and management, embracing such topics as capitalization, speculation, accounting, rate-making, competition, pooling, and consolidation; a new course in “Socialism,” a review of modern socialistic thought with some consideration of its bearing on the proper conception of the problem of social organization; a course in “Modern Industrialism,” dealing with the workings of competition and the tendency toward industrial monopolies; “The Financial History of the United States,” and a course in “Advanced Economics.”

As the culmination of the work of the department, Professor Miller announces a Seminary in Economics. Arrangements will be made for the guidance of individual students or groups of students competent, to engage in economical research. The results will be presented to the Seminary for discussion as occasion may suggest.

Source: The Berkeley Gazette (May 1, 1903), p. 2.

____________________________

Economics Course Offerings
[1904-1905]

Adolph Caspar Miller, M.A., Flood Professor of Political Economy and Commerce.

Carl Copping Plehn, Ph.D., Associate Professor of Finance and Statistics, on the Flood Foundation, and Dean of the Faculty of the College of Commerce.

Henry Rand Hatfield, Ph.D., Associate Professor of Accounting, on the Flood Foundation,

Wesley Clair Mitchell, Ph.D., Assistant Professor of Commerce, on the Flood Foundation

Simon Litman, Dr.jur., Instructor in Commercial Practice.

Jessica Blanche Peixotto, Ph.D., Lecturer in Sociology.

Elwood Mead, M.S., C.E., D.Eng., Professor of the Institutions and Practice of Irrigation.

Thomas Walker Page, Ph.D., Associate Professor of Mediæval History.

Ernest Carroll Moore, LL.B., Ph.D., Assistant Professor of Education.

Albert Wurts Whitney, A.B., Assistant Professor of Mathematics and Insurance Methods.

1. The courses prerequisite to a group (15 units) of Upper Division work in the departments of History, Political Science, Economics, or Jurisprudence are any three of the following five; History 51, 54, 64, Political Science 1 (A and B), and Economics 1. No part of the work in the group of advanced courses is to be undertaken until all the three prerequisite courses shall have been completed.

2. But students who plan to take less than twelve units of Upper Division work in the four departments above mentioned may proceed immediately with the advanced courses for which they have the particular prerequisites.

The above regulations apply to students graduating in or after May, 1907. Other students are requested to observe the rules set forth in the Register for 1903-04, page 143.

A. Lectures on Commerce. Members of the Staff.

1 hr., throughout the year, ½ unit each half-year. M, 4. Prescribed each year for all students in the College of Commerce.

1. Introduction to Economics. Professor Miller.

A study of the elementary laws of economics as illustrated in the growth of industry and commerce in England and the United States.
3 hrs., throughout the year. M W F, 9.

2. Principles of Economics. Professor Miller and Assistant Professor Mitchell.

A critical exposition of the leading principles of economics on the basis of a selected text.
3 hrs., either half-year. First half-year, M W F, 10; second half-year, M W F, 9. Prerequisite: Course 1.
N. B. — This course should be taken by all students who intend to take any considerable amount of Economics.

5. Economics of Industry. Associate Professor Plehn.

An elementary course planned to meet the needs of the students in the Engineering Colleges.
3 hrs., first half-year. MWF, 1.

N.B. — This course will not be accepted as fulfilling any prescribed work in the College of Commerce, nor in the Colleges of General Culture.

3. Introduction to Commercial Geography. Associate Professor Hatfield.

The elements of scientific geography; relation between geographical phenomena and economical development; brief survey of the resources of the leading countries of the world.
2 hrs., first half-year. Tu Th, 11. Prerequisite: Course 1.

4. The Materials of Commerce. [Not given in 1904-05.]

The principal commodities which enter into commercial dealings; causes promoting their production; effects of climate, soil, and other conditions; detailed study of their sources, and of the markets in which they are sold.
3 hrs., second half-year. Tu Th S, 10. Prerequisite: Course 3.

4A. Geography of International Trade. Associate Professor Hatfield.

Demand and supply in the world markets; exports and imports of the leading countries; sea-ports; commercial and industrial centers; routes and methods of transportation; postal and telegraphic communication, etc.
2 hrs., second-half year. Tu Th, 11. Prerequisite: Course 3.

5a. American Agriculture. Associate Professor Plehn.

Leading factors in the development of agriculture in the United States and a study of its present condition from an economical point of view. This course will be based largely upon the materials furnished by the government reports and the census returns.
3 hrs., second half-year. M W F, 1. Prerequisite: Course 1, except that advanced students in the College of Agriculture may be admitted, with the consent of the instructor, without Course 1B, but a familiarity with the fundamental ideas and terminology of economics is essential.

6. History of Commerce. [Not given in 1904-05.]

Mediaeval commerce and the “Golden Age” of the Italian Republics; Turkish conquests and the “Age of Discovery”; new routes and the shifting of trade centers; the era of colonization and commercial rivalries; mercantilism and its results; nineteenth century commerce; its development and problems.
3 hrs., second half-year. Tu Th S, 10. Prerequisite: Course 3 and one course in English History.

7. Modern Industrialism. Professor Miller. [Not given in 1904-05.]

A descriptive and interpretative account of the rise of the modern industrial system, especially as affected by the Industrial Revolution. The workings of competition in the nineteenth century and the recent tendency toward the formation of industrial monopolies will receive particular attention.
3 hrs., second half-year. M W F, 2. Prerequisite: Courses 1 and 2.

8. Theory and History of Banking. Assistant Professor Mitchell.

A study of banking from the standpoint of its relations to the economic development of society. To show what rôle banks have played in this development and the functions they perform at present, attention will be directed to the origin of banking in Europe and America; the gradual changes in banking methods; governmental policies toward banks; the relations between banking, monetary, and fiscal systems; the effect of banking operations upon price fluctuations; the control of banks over the direction of investment; the special banking requirements of different communities; etc.
3 hrs., second half-year. M W F, 8. Prerequisite: Courses 1 and 2.

8A. Practical Banking. Associate Professor Hatfield.

The internal organization and administration of a modern bank, the nature of bank investments, the extension of credit, the valuation of an account, methods of keeping records.
3 hrs., first half-year. Tu Th S, 10. Prerequisite: Courses 1 and 2.

8B. Money. Assistant Professor Mitchell.

A study of the economic problems centering around the monetary system.
3 hrs., first half-year. M W F, 8. Prerequisite: Courses 1 and 2.

8C. International Exchanges. Assistant Professor Mitchell.

Foreign bills; a study of the various factors that affect their price; international trade in commodities; investments of capital in foreign countries; interest rates in important money-markets; shipments of gold; etc.
2 hrs., second half-year. Tu Th, 9. Prerequisite: Courses 1 and 2.

9. Public Finance-Taxation. Associate Professor Plehn.

The theory and methods of taxation, illustrated by the experience of various nations; the expenditure and administration of public funds; public debts. Especial attention will be paid to taxation in California.
3 hrs., first half-year. M W F, 2. Prerequisite: Course 1.

10. Statistics. Associate Professor Plehn.

The history, theory, and methods of statistics. The collection, analysis, and presentation of statistical data relating to eco nomics and kindred sciences. Practice in the use of mechanical, graphical, and other devices, and apparatus for tabulation, computation and analysis.
3 hrs., throughout the year, including one laboratory period. Tn Th, 11, and a laboratory period to be arranged.
Prerequisite: Course 1; Mathematics 20A must be taken in conjunction with this course. The special consent of the instructor is also necessary.

11. Insurance. Assistant Professor Whitney.

An account of the history, principles and problems of Insurance, particularly of Life-insurance and of Fire-insurance; a special study of the mathematical principles involved in actuarial science, with practice in the computation and use of tables.
3 hrs., second half-year. M W F, 9. Prerequisite: Mathematics 20a.

(77) The Economic Factors in American History. Associate Professor Page.

This course is intended to present, in their proper historical perspective, the facts and tendencies in the growth of American commerce, industry, and finance, and to indicate their influence on the constitutional and social development of the nation.
3 hrs., first half-year. M W F, 3. Prerequisite: Course 1 and two courses in American History.
[This course may be recorded as Economics 77 or History 77.]

12. Industrial and Commercial Development of the United States. [Not given in 1904-05.]

A study of the economic growth of the United States during the nineteenth century. The object is to give the student an understanding of causes which have brought the country to its present position among the nations of the world, and a basis for discussion of the leading commercial problems of to-day.
3 hrs., first half-year. Tu Th S, 9. Prerequisite: At least Sophomore standing, Course 3, and one course in American History.

12A. History of Economic Science. Professor Miller.

A critical review of the leading systems of economic thought since the sixteenth century.
2 hrs., first half-year. Tu Th, 2. Prerequisite: Courses 1 and 2, and at least Junior standing.

13A. Problems of Labor. Assistant Professor Mitchell.

The position of wage-earners in the economic organization of to-day.
3 hrs., first half-year. M W F, 9. Prerequisite: Courses 1 and 2, and at least Junior standing.

14. Principles of Accounting. Associate Professor Hatfield.

The interpretation of accounts with regard to the need of the business manager rather than those of the accountant. The formation and meaning of the balance sheet. The profit and loss statement. The various accounts appearing in the balance sheet and errors frequently found therein.
3 hrs., throughout the year. Tu Th S, 9. Prerequisite: Courses 1 and 2.

14A. The Investment Market. Associate Professor Hatfield.

Investment securities, corporation stocks and bonds, municipal and government bonds, market quotations, operations on the stock exchange, foreign and domestic exchange, the construction and use of exchange, bond and interest tables.
3 hrs., second half-year. Tu Th S, 9. Prerequisite: Course 14.

15. Financial History of the United States. Professor Miller.

A detailed study of the legislation and experience of the United States touching currency, banking, debt, taxation, expenditure, etc. The work will be based, as far as possible, on first-hand examination of sources.
3 hrs., second half-year. M W F, 10. Prerequisite: Courses 1 and 2, and at least Junior standing.

16A. Railway Transportation. Associate Professor Plehn.

An examination of the chief financial and economic questions which arise in railway organization and management, embracing such topics as capitalization, speculation, and accounting, rate making, competition, pooling, consolidation, etc.
3 hrs., second half-year. M W F, 2. Prerequisite: Courses 1 and 2, and at least Junior standing.

18. Methods of Modern Charities and Corrections; Theoretical. Assistant Professor Moore.

Studies in the administration of poor relief, the treatment of delinquents and defectives. Readings and lectures.
2 hrs., first half-year. Tu Th, 2. Prerequisite: Course 1 and Philosophy 2. Class to be limited at the discretion of the instructor.

19. Methods of Modern Charities and Corrections; Investigation. Assistant Professor Moore.

Investigation and field work to be done in part in connection with the Associated Charities of San Francisco and Oakland.
2 hrs., second half-year. Tu Th, 2. Prerequisite: Course 18.

23. Modern Industrial Processes. Dr. Litman.

The development and present condition of leading modern industries with particular reference to such industries as now exist or may be established on the Pacific Coast; emphasis will be laid on the technical processes.
3 hrs., first half-year. MWF, 10. Prerequisite: Course 1.

24. Mechanism and Technique of Trade. Dr. Litman.

Devices used by governments and individuals to promote commerce; exposition of the work performed by Boards of Trade, Commercial Museums, Mercantile Agencies, of transactions on Produce and Stock Exchanges, of modern wholesale and retail trade organizations. The course will include the reading by the student of mercantile publications, such as consular reports, trade and financial journals, etc.
3 hrs., first half-year. M W F, 9. Prerequisite: Course 1.

24A. Business Forms and Practice. Dr. Litman.

Detailed study of methods and forms used in connection with the purchase, sale and forwarding of goods; calculations necessitated by the various systems of weights, measures and moneys in different countries; the significance of price quotations in different markets; the meaning and determination of standards and grades as to quality; the forms and functions of invoices, bills of lading, warehouse receipts, consular certificates, and other business documents relating to trade.
3 hrs., second half-year. M W F, 9. Prerequisite: Course 1.

30. Economic Position of the Great Powers. [Not given in 1904-05.]

A comparative study of the commercial and industrial position of the leading nations, with particular reference to the countries of Europe.
2 hrs., first half-year. Tu Th, 11. Prerequisite: Course 3, at least Junior standing, and ability to use French and German statistical publications; consent of instructor must be obtained before enrollment.

31. The Consular Service. [Not given in 1904-05.]

A brief history of the consular service, followed by a technical study of the training and duties of consuls and the practice of the leading commercial nations in regard to appointments, etc.
2 hrs., second half-year. Tu Th, 11. Prerequisite: At least Junior standing; the consent of the instructor must be obtained before enrollment.

35. Customs Tariffs and Regulations. Dr. Litman.

Tariffs and existing reciprocity treaties and agreements of the leading commercial nations with special reference to the Tariff Law and Customs Regulations of the United States. A short tariff history and a general discussion of the aims and means of tariff policies will precede the practical part of the course, which latter will acquaint the student with the problems confronting the American importer and exporter in connection with duties, bounties, etc.
2 hrs., first-half-year. Tu Th, 2. Prerequisite: Course 1.

36. Modern Colonial Economics. Dr. Litman.

The principal commercial and industrial problems which arise in connection with colonial conditions, as illustrated by the experience of the leading colonizing nations. The object of this course is to acquaint the student with questions confronting a merchant and an investor in different colonies, and to show him how these have been and may be dealt with.
2 hrs., second half-year. Tu Th, 2. Prerequisite: Courses 1 and 2.

37. Communication and Transportation. Dr. Litman.

Means and methods of communication and transportation other than railroads, and their utilization in the service of commerce. An exhaustive study of internal, coast, and trans-oceanic shipping, of modern harbor facilities, of the post, the express, the telegraph, the telephone, etc.
3 hrs., second half-year. M W F, 10. Prerequisite: Course 1.

38. Commercial Resources of the Spanish-American Countries. [Not given in 1904-05.]

Detailed study of the geography, natural resources, and possibilities of development of these countries, devoting a year to each. In 1903–04 the Argentine Republic was studied. Particular attention is given to commercial relations with the United States. 1 hr., throughout the year. Hour to be arranged. Open only to graduate students who satisfy the instructor of their preparation for the work.

40. Economic Origins. Assistant Professor Mitchell.

An investigation of the origin and early development of fundamental economic customs and institutions.
2 hrs., first half-year. Tu Th, 10. Prerequisite: Courses 1 and 2.

42. Contemporary Socialism. Dr. Peixotto.

A study of the program and methods of the contemporary socialistic parties; a critical investigation of the theories on which these programs are based.
3 hrs., first half-year. M W F, 3. Prerequisite: Courses 1 and 2, and at least Junior standing.

43. History of Socialism. Dr. Peixotto.

An examination of the antecedents of contemporary socialism.
3 hrs., second half-year. M W F, 3. Prerequisite: Course 42.

45. Advanced Economics. Professor Miller.

This course is designed for students who wish to make a more thorough study of economic theory than can be undertaken in Courses 1 and 2. The aim is to work out a tenable system of economics on the basis of an examination of the theories of leading writers, past and present.
2 hrs., second half-year. Tu Th, 2. Prerequisite: Courses 1 and 2, and at least Senior standing.

20. History and Theory of Prices. Associate Professor Plehn.

The methods of scientific investigation applicable to a study of prices and the causes of their fluctuations.
The course runs throughout the year and credit will be given according to work done. For graduates only. A good training in economics and mathematics and a reading knowledge of French and German are prerequisite.

26. Seminary in Economics. Professor Miller.

Under this head are included arrangements for the guidance of the work of individual students, or groups of students, competent to engage in economic research. The results will be presented to the seminary for discussion as occasion may suggest. The course runs throughout the year, and credit will be given according to work done.

Oriental Languages 1A. Commerce of China and Japan. Professor Fryer.

A course of lectures on the historical and geographical features of the commerce of China and Japan, adapted for students in general, but particularly for those in the College of Commerce.
3 hrs., first half-year. M W F, 1.
[John Fryer, LL.D., Agassiz Professor of Oriental Languages and Literatures.]

Botany 14. Economic Botany. Mr. H. M. Hall.

Laboratory work on the morphology, relationships, properties, and geographical distribution of the plant families which furnish important commercial products and agricultural crops, accompanied by lectures on the uses, origin, cultivation, collection, and commerce of plant products.
6 hrs., first half-year; 3 units. M W F, 8–10.
[Harvey M Hall, M.S., Instructor in Botany, and Assistant Botanist to the Experiment Station]

Irrigation 1. Irrigation Institutions and Economics. Professor Mead and Mr. Stover.

Present conditions of irrigation in the United States; irrigation legislation; methods of establishing rights to water; interstate problems; conditions necessary to development of the agricultural resources of the arid west; comparisons of irrigation methods and laws of other lands with those of the United States; irrigation in humid sections of the United States; operation of irrigation works, individual, coöperative and corporate enterprises; national irrigation; water right contracts; duty of water. Lectures and recitations.
3 hrs., second half-year. Prescribed, Senior year, in the course in Irrigation Engineering, College of Civil Engineering, and in some courses in the College of Agriculture. Elective to students in Economics.
[Elwood Mead, M.S., C.E., Professor of the Institutions and Practice of Irrigation.
Arthur P. Stover, B.S., Instructor in Irrigation Engineering.]

Source: University of California. Register, 1904-1905, pp. 153-162, 171, 237-238, 264.

Image Source: University of California Buildings, Berkeley California, ca. 1907. Library of Congress Prints and Photographs Division Washington, D.C. Colorized by Economics in the Rear-View Mirror.

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Economic History Exam Questions Harvard Socialism

Harvard. Final exams in political economy and ethics of social reform, 1889-1890

 

The Harvard University Archives provide a fairly complete collection of final examinations for all Harvard courses. Slowly but surely Economics in the Rear-view Mirror is adding transcriptions of economics exam questions, sometimes for individual courses together with syllabi where available and sometimes as annual collections along with course enrollments. In this post we get one year closer to the turn of the twentieth century. Stay tuned or, better yet, subscribe to the blog below!

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1889-90
PHILOSOPHY 11.
THE ETHICS OF SOCIAL REFORM.

Enrollment.

[Philosophy] 11. Prof. [Francis Greenwood] Peabody. The Ethics of Social Reform. — The modern social questions: Charity, Divorce, the Indians, Temperance, and the various phases of the Labor Question, as questions of practical Ethics. — Lectures, essays, and practical observations. — Students in this course made personal study of movements in charity and reform. They inspected hospitals, asylums, and industrial schools in the neighborhood, and the various labor organizations, cooperative and profit-sharing enterprises and movements of socialism, temperance, etc., within their reach. Four special reports were presented by each student, based so far as possible upon these special researches. Hours per week: 2 or 3.

Total 112: 1 Graduate, 53 Seniors, 34 Juniors, 9 Sophomores, 15 Others.

Source: Harvard University. Annual Report of the President of Harvard College 1889-1890, p. 79.

1889-90
PHILOSOPHY 11.
THE ETHICS OF SOCIAL REFORM
[Mid-Year Examination. 1890.]

Omit one question.

  1. “This Course of study has a twofold purpose, — an immediate and practical purpose, and an indirect and philosophical purpose.” — Lecture I. Illustrate both of these intentions of the Course in the case of either Social Question thus far treated.
  2. Compare the “Social Organism” of Hobbes or of Rousseau with the modern conception of society.
  3. “Here is a tenant-farmer whose principles prompt him to vote in opposition to his landlord…May he then take a course which will eject him from his farm and so cause inability to feed his children?…No one can decide by which course the least wrong is likely to be done.” — Spencer, Data of Ethics, p. 267.

“Thou love repine and reason chafe,
There came a voice without reply —
‘Tis man’s perdition to be safe
When for the truth he ought to die.’”

Emerson, Poems, p. 253. Sacrifice.

Define and compare the principles of conduct proposed in these two passages.

  1. The doctrine of the “Forgotten Man,” — its meaning and its effect on charity and on the stability of the State. Interpret, under this principle of conduct, the parable of the Good Samaritan.
  2. The history of the English Poor Law as illustrating the progress and the dangers of modern charity.
  3. The Law of Marriage in the United States, — its two chief forms, its effect on divorce, and the changes proposed in the interest of Divorce Reform.
  4. The Patriarchal Theory, — its definition, its evidence, and its place in the Philosophy of the Family.
  5. Exogamy, — its meaning, its suppose causes, and its effect on the development of society.
  6. The relation of the stable family type to —
    1. The Philosophy of Individualism.
    2. The Philosophy of Socialism.
  7. Illustrate the dependence of the question of the home on the industrial and economic tendencies of the time.

Source: Harvard University Archives.  Harvard University, Mid-year examinations, 1852-1943. Box 2. Bound volume. Examination Papers, Mid-Year 1889-90.

 

1889-90
PHILOSOPHY 11.
THE ETHICS OF SOCIAL REFORM
[Year-end Examination. 1890.]

[Omit one question.]

  1. State, briefly, any general results which you may have seemed to yourself to gain from this course of study.
  2. The facts, so far as investigated, as to the distribution of wealth in England and in this country, and the lessons to be derived from these facts in either case.
  3. The economic doctrine of Carlyle’s “Past and Present,” and its value in the modern “Social Question.”
  4. Distinguish Anarchism, Communism, and Socialism in their relation to: —
    1. The philosophy of Individualism
    2. The present industrial order.
  5. The tendency in modern legislation which encourages the Socialist. How far, in your opinion, is his inference from this tendency justifiable?
  6. Distinguish the logical and the practical relationships of Socialism to: (a) Religion. (b) Co-operation.
  7. The business principles which give a commercial advantage to an English co-operative store.
  8. State the issue between Federalism and Individualism in Co-operation.
  9. Describe the four prevailing methods of liquor legislation, their relation to each other, and the arguments which encourage each.
  10. Illustrate the “correlation” of the temperance question with other social questions of the time.
  11. How far does such a study of the Social Questions as we have pursued go to establish a theory of Ethics? Illustrate this philosophical contribution in the case of any one of the questions of this Course.

Source: Harvard University Archives. Harvard University, Examination papers, 1873-1915. Box 3. Bound Volume: Examination Papers, 1890-92. Papers set for Final Examinations in Philosophy, Political Economy, History, Roman Law, Fine Arts, and Music in Harvard College (June, 1890), pp. 8-9.

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1889-90
POLITICAL ECONOMY 1.

Enrollment.

[Political Economy] 1. Profs. [Frank William] Taussig and [Silas Marcus] Macvane, and Mr. [Edward Campbell] Mason. Mill’s Principles of Political Economy. — Cairnes’s Leading Principles of Political Economy. — Lectures on Social Questions (Coöperation, Profit-Sharing, Trades-Unions, Socialism). Banking, and the financial legislation of the United States. Hours per week: 3.

Total 179: 2 Graduates, 29 Seniors, 65 Juniors, 60 Sophomores, 23 Others.

Source: Harvard University. Annual Report of the President of Harvard College 1889-1890, p. 80.

 

1889-90
POLITICAL ECONOMY 1.
[Mid-Year Examination. 1890.]

  1. Define wealth; define capital; and explain which of the following are wealth or capital: pig iron, gold bullion, water, woolen cloth, bank-notes.
  2. Is there any inconsistency between the propositions (1) that capital is the result of saving, (2) that it is perpetually consumed, (3) that the amount of capital in civilized communities is steadily increasing?
  3. On what grounds does Mill conclude that the increase of fixed capital at the expense of circulating is seldom injurious to the laborers? On what grounds does he conclude that, when government expenditures for wars are defrayed from loans, the laborers usually suffer no detriment?
  4. Explain the proposition that even though all the land in cultivation paid rent, there would always be some agricultural capital paying no rent.
  5. Trace the connections between the law of population and the law of rent.
  6. What is the effect on values, if any, of (1) a rise of profits in a particular occupation, (2) a general rise in profits?
  7. “The preceding are cases in which inequality of remuneration is necessary to produce equality of attractiveness, and are examples of the equalizing effect of competition. The following are cases of real inequality, and arise from a different principle.” Give examples of differences of wages illustrating each of these two sets of cases; and explain what is the principle from which the second set arise.
  8. “Retail price, the price paid by the actual consumer, seems to feel very slowly and imperfectly the effect of competition; and when competition does exist, it often, instead of lowering prices, merely divides the gains of the high price among a greater number of dealers.” Explain.
  9. What are the laws of value applying to (1) land, (2) raw cotton, (3) cotton cloth, (4) gold?
  10. How does the legislation of the United States on National Banks provide for the safety of notes and of deposits?

Source: Harvard University Archives.  Harvard University, Mid-year examinations, 1852-1943. Box 2. Bound volume. Examination Papers, Mid-Year 1889-90.

 

1889-90
POLITICAL ECONOMY 1.
[Year-end Examination. 1890.]

Arrange your answers strictly in the order of the questions.
One question may be omitted.

  1. How does Mill explain the fact that the wages of women are lower than the wages of men? Wherein is his explanation analogous to certain propositions on which Cairnes laid stress?
  2. “Wages, then, depend mainly upon the proportion between population and capital. By population is here meant the number only of the laboring class, or rather of those who work for hire; and by capital, only circulating capital, and not even the whole of that, but the part which is expended in the direct purchase of labor.” — Mill.
    What has Cairnes added to this statement of the wages-fund doctrine?
  3. On what grounds does Cairnes conclude that trades unions cannot raise general wages?
  4. Explain how it may happen that a thing can be sold cheapest by being produced in some other place that that at which it can be produced with the greatest amount of labor and abstinence.
  5. What effect does the growth of a country have on the relative values of hides and beef? How far would improvements enabling beef to be transported for great distances affect Cairnes’s conclusions on this subject?
  6. Mill lays it down that an emission of paper money beyond the quantity of specie previously in circulation will cause the disappearance of the whole of the metallic money; but observes that if paper be not issued of as low a denomination as the lowest coin, such coin will remain as convenience requires for the smaller payments. What light does experience of the United States during the Civil War throw on the main proposition, and on the qualification?
  7. “No nation can continue to pay its foreign debts by the process of incurring new debts to meet a balance yearly accruing against it; yet this, in truth, is the nature of the financial operation by which of late years the United States has contrived to settle accounts with the rest of the world…These considerations lead me to the conclusion that the present condition [1873] of the external trade of the United States is essentially abnormal and temporary. If that country is to continue to discharge her liabilities to foreigners, the relation which at present obtains between exports and imports in her external trade must be inverted.”
    State the reasoning by which Cairnes was led to this prediction; and explain how far it was verified by the events of the years after succeeding 1873. Point out the bearing of those events on the resumption of specie payments by the United States.
  8. “Suppose that, under a double standard, gold rises in value relatively to silver, so that the quantity of gold in a sovereign is now worth more than the quantity of silver in twenty shillings. The consequence will be that, unless a sovereign can be sold for more than twenty shillings, all the sovereigns will be melted, since as bullion they will purchase a greater number of shillings than they exchange for as coin.” — Mill.
    Explain (1) the conditions assumed in regard to international trade in this reasoning; (2) the mode in which, under the double standard, the metal whose value rises in fact goes out of circulation; (3) the reasons why the coinage of silver in the United States since 1878 has not driven gold out of the currency.
  9. Are general high prices an advantage to a country?
  10. What were Mill’s expectations as to the future of coöperative production? Cairnes’s? What does experience lead you to expect?

Source: Harvard University Archives. Harvard University, Examination papers, 1873-1915. Box 3. Bound Volume: Examination Papers, 1890-92. Papers set for Final Examinations in Philosophy, Political Economy, History, Roman Law, Fine Arts, and Music in Harvard College (June, 1890), pp. 10-11.

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1889-90
POLITICAL ECONOMY 2.

Enrollment.

[Political Economy] 2. Prof. [Frank William] Taussig and Mr. [John Graham] Brooks. First half-year: Lectures on the History of Economic Theory. — Discussion of selections from Adam Smith and Ricardo. — Topics in distribution, with special reference to wages and managers’ returns. — Second half-year: Modern Socialism in France, Germany, and England. — An extended thesis from each student. Hours per week: 3. *Consent of instructor required.

Total 24: 7 Seniors, 12 Juniors, 1 Sophomores, 4 Others.

Source: Harvard University. Annual Report of the President of Harvard College 1889-1890, p. 80.

 

1889-90
POLITICAL ECONOMY 2.
[Mid-Year Examination. 1890.]

  1. Sidgwick supposes that, in a country where the ratio of auxiliary to remuneratory capital is 5 to 1, 120 millions are saved and added to the existing capital, and asks, “in what proportion are we to suppose this to be divided?” Answer the question.
  2. On the same supposition Cairnes’s answer is expected to be that the whole of the 120 millions would be added to the wages fund. “But then, unless the laborers became personally more efficient in consequence — which Cairnes does not assume — there would be no increase in the annual produce, and therefore the whole increase in the wages fund would be taken out of the profits within the year after the rise. Now, though I do not consider saving to depend so entirely on the prospect of profit as Mill and other economists, still I cannot doubt that a reduction in profits by an amount equivalent to the whole amount saved would very soon bring accumulation to a stop; hence the conclusion from Cairnes’s assumptions would seem to be that under no circumstances can capital increase to any considerable extent unless the number of laborers increases also.”
    What would Cairnes say to this?
  3. Explain what is Sidgwick’s conclusion as to the effect of profits on accumulation; and point out wherein his treatment of this topic differs from Cairnes’s and from Ricardo’s.
  4. In what sense does George use the term “wages”? Ricardo? Mill? Cairnes?
  5. Explain wherein Sidgwick’s general theory of distribution differs from Walker’s.
  6. Compare the treatment of rent by the Physiocratic writers and by Adam Smith.
  7. What was Adam Smith’s doctrine as to labor as a means of value? What was Ricardo’s criticism on that doctrine?
  8. What did Adam Smith say to the argument that taxes on the necessaries of life raise the price of labor, and therefore give good ground for import duties on the commodities produced at home by the high-priced labor? What would Ricardo have said to the same argument?
  9. How does Ricardo show that the application of labor and capital to worse soil brings a decline of profits not only in agriculture, but in all industries?

Source: Harvard University Archives. Examination papers in economics 1882-1935 of Professor F. W. Taussig (HUC 7882). Scrapbook.
Also included in Harvard University Archives.  Harvard University, Mid-year examinations, 1852-1943. Box 2. Bound volume. Examination Papers, Mid-Year 1889-90.

 

Political Economy 2.
[Year-end Examination, June 1890.]

  1. Characterize French Socialism, chiefly with reference to St. Simon and Louis Blanc.
  2. What general differences do you note between French and German Socialism?
  3. Summarize Lasalle’s theory of history development.
  4. State and criticize in detail Marx’s theory of surplus value. What follows as to Socialism, if this theory fails?
  5. Is Schaeffle a Socialist? If so, why? If not, why not?
  6. State the present attitude of English Socialism, with special reference to the Fabian Society. Note the most important changes from the Marx type.
  7. In what definite ways would Socialism modify the system of private property?

Source: Harvard University Archives. Harvard University Examination papers, 1873-1915. Box 3, Vol. Examination Papers, 1890-92. Papers set for Final Examinations in Philosophy, Political Economy, History, Roman Law, Fine Arts, and Music in Harvard College (June, 1890), pp. 11-12. Previously posted in Economics in the Rear-view Mirror.

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1889-90
POLITICAL ECONOMY 3.

Enrollment.

[Political Economy] 3. Prof. [Frank William] Taussig and Mr. [John Graham] BrooksInvestigation and Discussion of Practical Economic Questions. — Subjects for 1889-90: Profit-Sharing; the Silver Situation in the United States; Prices since 1850; the Regulation of Railways by the Interstate Commerce Act. — Lectures and discussion of theses. Hours per week: 2. *Consent of instructor required.

Total 19: 15 Seniors, 4 Juniors.

Source: Harvard University. Annual Report of the President of Harvard College 1889-1890, p. 80.

 

1889-90
POLITICAL ECONOMY 3.
[Mid-Year Examination. 1890.]

  1. Define Profit-sharing, distinguishing it from Coöperation and from existing forms of the wages system.
  2. What in your opinion are the four most successful experiments, with specific reasons for the choice?
  3. State as definitely as possible the conditions under which Profit-sharing is most likely to succeed.
  4. What are the advantages of immediate as against deferred participation?
  5. How serious is the current objection that the laborer cannot or ought not to bear the losses incident to business?
  6. What of the objection that secrecy is impossible?
  7. What specific evidence is there that an extraordinary person is not permanently necessary to successful Profit-sharing?
  8. State briefly the actual advantages and disadvantages of Profit-sharing as they have appeared in history.
  9. What would be the probably effects of competition upon a larger application of Profit-sharing to our industrial system?
  10. What is the best method of dividing the bonus? Add any criticism upon the actual division as seen in history.
  11. Will self-interest alone insure successful Profit-sharing? If not, how can the difficulty be met without violating “business principles”?

Supplementary Questions.

  1. What, if any, is the nature of the antagonism in Profit-sharing among capitalist, manager, and workman?
  2. What of the objection that Profit-sharing is inconsistent with the nature of a legal contract?
  3. Would a wider application of Profit-sharing modify any given theory (as that of Cairnes or Walker) as to the wage fund?

Source: Harvard University Archives.  Harvard University, Mid-year examinations, 1852-1943. Box 2. Bound volume. Examination Papers, Mid-Year 1889-90.

 

1889-90
POLITICAL ECONOMY 3.
[Year-end Examination. 1890.]

  1. In 1887 the Secretary of the Treasury suggested that the purchase by the government of silver for coinage into standard dollars should be subject only to one limitation: that whenever the silver dollars held by the Treasury, over and above those held against outstanding certificates, exceeded $5,000,000, the purchase and coinage should cease.
    Explain (1) how the effects of this plan, in the years from 1887 to 1889, would have differed from those of the actual coinage and issue; (2) whether the silver currency so issued could, under any circumstances, be at a discount as compared with gold.
  2. Give the same explanations in regard to a plan by which the government should purchase every month $4,500,000 worth of silver bullion and issue therefor certificates, redeemable, at the government’s option, in gold or silver coin; or, at the holder’s option, in silver bullion at its market value on the day of their presentation for redemption.
  3. What are India Council Bills? How does their issue affect the price of silver?
  4. Point out what bearing you think improvements in production have on the existence and effects of an appreciation of gold.
  5. Explain the following terms, giving examples: (a) group rate; (b) differential; (c) relatively reasonable rates; (d) arbitraries, (e) commodity rate.
  6. Is it unjust discrimination, under the Interstate Commerce Act, (1) to offer a discount to any consignee who receives more than a specified quantity of freight a year; (2) to give a lower rate to regular shippers than to occasional shippers; (3) to refuse to pay mileage for the use of cars furnished by a shipper of cattle, when mileage is paid for the use of cars furnished by a shipper of oil; (4) to charge more per mile on long hauls than on short hauls.
  7. Comment on the following: “The value of service is generally regarded as the most important factor in fixing rates…The value of service to a shipper in a general sense is the ability to reach a market and make his commodity a subject of commerce. In this sense, the service is more valuable to a man who transports a thousand miles than to a man who transports a hundred miles, so that distance is an element in value of service. In a more definite and accurate sense, it consists in reaching a market at a profit, being in effect what the traffic will bear, to be remunerative to the producer or trader.”
  8. Explain how the penalties for violating the Interstate Commerce Act can be enforced, and how they have been enforced.

Source: Harvard University Archives. Harvard University, Examination papers, 1873-1915. Box 3. Bound Volume: Examination Papers, 1890-92. Papers set for Final Examinations in Philosophy, Political Economy, History, Roman Law, Fine Arts, and Music in Harvard College (June, 1890), pp. 12-13.

______________________

1889-90
POLITICAL ECONOMY 4.

Enrollment.

[Political Economy] 4. Mr. [Adolph Caspar] Miller. Economic History of Europe and America since the Seven Years’ War. — Lectures and written work. Hours per week: 3.

Total 106: 25 Seniors, 27 Juniors, 35 Sophomores, 3 Freshmen, 16 Others.

Source: Harvard University. Annual Report of the President of Harvard College 1889-1890, p. 80.

*  *  *  *  *  *

From the prefatory note to Benjamin Rand’s (ed.) Selections illustrating economic history since the Seven Years’ War (Cambridge, MA: Waterman and Amee, 1889):

These selections have been made for use as a text-book of required reading to accompany a course of lectures on economic history given at Harvard College.

*  *  *  *  *  *

1889-90
POLITICAL ECONOMY 4.
[Mid-Year Examination. 1890.]

[Take all of A, and seven questions from B.]

A.

  1. “It has often been imagined that the property of these great masses of land was almost entirely in the hands of the church, the monasteries, the nobility, and the financiers; and that before 1789 only large estates existed, while the class of small proprietors was created by the Revolution. Some consider this supposed change as the highest glory, and others as the greatest calamity of modern times; but all are agreed as to the fact. — Von Sybel, [Economic Causes of the French Revolution] in Selections, p. 52.
    (a) What do you consider to be the fact?
    (b) Granting the fact, how do you regard the change?
  2. Speaking of the fall of wages in England during the French wars, Mr. Porter [The Finances of England, 1793-1815Selections, p. 114] says: “Nor could it well be otherwise, since the demand for labor can only increase with the increase of the capital destined for the payment of wages.” Why was there no increase of the capital destined for the payment of wages when, according to J. S. Mill, “the wealth and resources of the country, instead of diminishing, gave every sign of rapid increase”?
  3. Porter [Selections, p. 121] says: “There never could have existed any doubt of the fact that, whenever the necessity for borrowing should cease, the market value of the public funds would advance greatly…. The knowledge of this fact should have led the ministers, by whom successive additions were made to the public debt, to the adoption of a course which would have enabled them to turn this rise of prices to the advantage of the public, instead of its being, as it has proved, productive of loss.”
    What was the course adopted and how was it productive of loss? Was this “loss” at all offset by any advantages?
  4. Mention briefly the events associated in your mind with six of the following names: Sheffield; Slater; Coalbrookdale; Young; Dud Dudley; Coxe; Killingworth; Clarkson; “Rocket.”

B.

  1. How was England commercially affected by the loss of her American colonies in 1783?
  2. (a) Compare the French debt and taxation in 1789 with those of England at about the same date.
    (b) Point out the significance of England’s debt in 1783 as compared with 1889.
  3. (a) What method would you pursue in investigating the question as to the depreciation of bank notes during the Restriction?
    (b) Tooke’s explanation of the high price of bullion during the Restriction. Wherein did it differ from the opinion of the Bullion Committee?
    (c) How do you account for the high profits of the Bank of England during the Restriction?
  4. (a) Describe the French assignats and point out wherein they differed from the territorial mandates.
    (b) What was the tiers consolidé?
  5. (a) In what particular ways were England and the United States peculiarly benefited by the introduction of steam navigation?
    (b) What changes were introduced into the French railway system under Napoleon III.?
  6. (a) Napoleon’s Continental System. Its effects upon England and France respectively.
    (b) Point out the chief factors determining the commercial development of the United States from 1789 to 1816.
  7. (a) General commercial and industrial nature of the period 1815 to 1830.
    (b) Were the progressive changes of prices a cause or an effect of the disturbances of this period?
    (c) How did the increase of pauperism affect the distribution of wealth in England during and following the Napoleonic wars?
  8. (a) Why has the current of liberal commercial opinions been successful in influencing legislation in England, but ineffective in France?
    (b) Describe the Merchants’ Petition, and point out its importance.
  9. (a) Formation and constitution of the Zoll Verein.
    (b) In what manner were the duties of the Zoll Verein levied?

Source: Harvard University Archives.  Harvard University, Mid-year examinations, 1852-1943. Box 2. Bound volume. Examination Papers, Mid-Year 1889-90.

 

1889-90
POLITICAL ECONOMY 4.
[Year-end Examination. 1890.]

[Take all of A and eight questions from B.]

A.

  1. Cairnes [From Cairnes’ Essays in Political Economy, “The New Gold”, in Selections, p. 211] says that “as a general conclusion we may say, that in proportion as in any country the local depreciation of gold is more or less rapid than the average rate elsewhere, the effect of the monetary disturbance will be for that country beneficial or injurious.”
    1. By what process of reasoning does Mr. Cairnes reach this conclusion?
    2. To what extent was it verified by the history of the new gold movement?
    3. What would determine the rapidity of the local depreciation in any country?
  2. The writer in Blackwood’s [“The French Indemnity: The Payment of the Five Milliards” in Selections, p. 250], speaking of the origin of the indemnity bills, quotes M. Say as being of the opinion “that scarcely any part of the indemnity bills was furnished by the current commercial trade of the country.” How were they furnished?
  3. The same writer [Selections, p. 246] says that “the quantities of bills, of each kind, that were bought by the French Government as vehicles of transmission, in no way indicate the form in which the money was handed over to the German Treasury.” Why?
  4. Wells [Recent Economic Changes, p. 218] says “the changes in recent years in the world’s economic condition have essentially changed the relative importance of the two functions which gold, as the leading monetary metal, discharges; namely, that of an instrumentality for facilitating exchanges and as a measure of value.” Describe some of the agencies and evidences of this change in the functions of gold, and point out what influence has thus been exerted upon the value of gold.

B.

  1. Why was an additional supply of gold especially important, 1850-69?
  2. What part did India play in the gold movement, 1851-67? How has her ability in this respect been modified?
  3. To what extent can the decline of our tonnage be ascribed to the effects of the Civil War?
  4. How do you account for the increase of the trading classes during the Civil War?
  5. American wheat and its effect upon English agriculture. How were the results modified by the lord and tenant system?
  6. German coinage and the crisis of 1873. To what extent did it contribute to the fall of prices after 1873?
  7. How did the crisis of 1873 simplify the problem of specie resumption for the United States? Did it do the same for France?
  8. Why did France recover so rapidly after the war of 1870-71?
  9. The Suez Canal and Oriental trade.
  10. Compare the period 1873-89 with the period 1815-30.

Source: Harvard University Archives. Harvard University, Examination papers, 1873-1915. Box 3. Bound Volume: Examination Papers, 1890-92. Papers set for Final Examinations in Philosophy, Political Economy, History, Roman Law, Fine Arts, and Music in Harvard College (June, 1890), pp. 13-14.

______________________

1889-90
POLITICAL ECONOMY 6.

Enrollment.

[Political Economy] 6. Prof. [Frank William] Taussig. History of Tariff Legislation in the United States. — Lectures on the History of Tariff Legislation. — Discussion of brief theses (two from each student). — Lectures on the Tariff History of France and England. Hours per week: 2 or 3. 2d half-year. *Consent of instructor required.

Total 29: 19 Seniors, 9 Juniors, 1 Other.

Source: Harvard University. Annual Report of the President of Harvard College 1889-1890, p. 80.

 

1889-90.
POLITICAL ECONOMY 6
[End-Year]

  1. What grounds are there for believing that the restrictive policy of Great Britain did or did not have a considerable effect on the industrial development of the American colonies?
  2. What was the effect of the political situation in 1824 on the tariff act of that year? in 1842 on the act of 1842?
  3. “The tariff of 1846 was passed by a party vote. It followed the strict constructionist theory in aiming at a list of duties sufficient only to provide revenue for the government, without regard to protection.”—Johnston’s American Politics.
    Was the act passed by a party vote? Did it disregard protection? Did it succeed in fixing duties sufficient only to provide revenue?
  4. What basis is there for the assertion that the gold premium, in the years after the civil war, increased the protection given by the import duties?
  5. Under what circumstances was the tariff act of 1864 passed? How long did it remain in force?
  6. Is there any analogy between the effects of the duties on cotton goods after 1816 and those on steel rails after 1870?
  7. Wherein would there probably be differences in the effects of reciprocity treaties (1) with Canada, admitting coal free; (2) with Great Britain, admitting iron free; (3) with Brazil, admitting sugar free?
  8. Apply Gallatin’s test as to the effect of duties on the price of the protected articles, to the present facts in regard to (1) clothing wool, (2) silks.
  9. On what grounds is the removal of the duty on pig iron more or less desirable than that of the duty on sugar?
  10. Is it a strong objection to ad valorem duties that they depend on foreign prices and that therefore the duties are fixed by foreigners? Is it a strong objection to specific duties that they operate unequally?

Source: Harvard University Archives. Harvard University, Examination papers, 1873-1915. Box 3. Bound Volume: Examination Papers, 1890-92. Papers set for Final Examinations in Philosophy, Political Economy, History, Roman Law, Fine Arts, and Music in Harvard College (June, 1890), pp. 14-15.
Also: Harvard University Archives. Examination papers in economics, 1882-1935. Prof. F. W. Taussig.

______________________

1889-90
POLITICAL ECONOMY 7.
Public Finance and Banking.

[Omitted in 1889-90]

Source: Harvard University. Annual Report of the President of Harvard College 1889-1890, p. 80.

______________________

1889-90
POLITICAL ECONOMY 8.

Enrollment.

[Political Economy] 8. Mr. [Adolph Caspar] Miller. History of Financial Legislation in the United States. — Lectures and brief theses. Hours per week: 2 or 3. 1st half-year.

Total 25: 13 Seniors, 10 Juniors, 2 Others.

Source: Harvard University. Annual Report of the President of Harvard College 1889-1890, p. 81.

 

1889-90
POLITICAL ECONOMY 8.
[Mid-year examination]

[Take two questions from A, and eight from B.]

The questions under A are supposed to require half an hour each for careful treatment, and those under B fifteen minutes each.

A.

  1. Commenting on those provisions of the Funding Act of August 4, 1790, by which the six-per-cent stock was made “subject to redemption by payments not exceeding in one year, on account of both principal and interest, the proportion of eight dollars upon each hundred, Professor Adams remarks: —
    “In our previous study of annuities it was discovered that long-time annuities did not meet the requirements of good financiering, because they unnecessarily embarrassed the policy of debt payment. The same objection attaches to this plan of Mr. Hamilton. The record of subsequent treasury operations renders it reasonably certain that a simple six-per-cent bond, guaranteed to run for twenty years, would have proved satisfactory to public creditors, and have induced them to comply with the other conditions which the Government imposed. This would have brought the larger part of the six-per-cent bonds under the control of Congress in the years 1811 and 1813, and permitted either their redemption or their conversion into stock bearing a reduced rate of interest. But since the right of redemption except at a stated rate, had been signed away, it was found necessary to continue the higher rate of interest upon the common stock till 1818, and upon the ‘deferred stock’ until 1824. As the matter turned out, the war of 1812 would have rendered such an operation upon the common stock impossible, had it been permitted by the contract; but this does not excuse the Federalists for having adopted a bad theory of funding.”
    Do you consider this a sound criticism of Hamilton’s plan of funding? By what means do you determine whether or not it met the “requirements of good financiering”?
  2. “Our sinking fund, however, differed materially from that which was adopted in the early financial history of Great Britain, as it was not exclusively applied to the liquidation of a particular debt in existence. It was also unlike that of Mr. Pitt, as the amount of the capital appropriated was not fixed before 1802….Properly speaking, the essential character of a sinking fund was not to be found in the operations of that of the United States.” — Jonathan Elliot, Funding System of the United States and of Great Britain, p. 406, note.
    Discuss the above with particular reference to the alleged difference of principle between Pitt’s sinking-fund policy and Hamilton’s. In this connection, also point out carefully what changes were introduced into the sinking-fund policy of the United States in 1802. Do those changes represent any real departure from the principle of Hamilton’s sinking-fund?
  3. “The most generally received opinion is, that, by direct taxes in the Constitution, those are meant which are raised on the capital or revenue of the people….As that opinion is in itself rational,… it will not be improper to corroborate it by quoting the author from whom the idea seems to have been borrowed. Dr. Smith Wealth of Nations, book V. chap. 2) says, ‘The private revenue of individuals arises ultimately from three different sources: Rent, Profit, and Wages. Every tax must finally be paid from some one or other of those three different sorts of revenue, or from all of them indifferently.’ After having treated separately of those taxes which, it is intended, should fall upon some one or other of the different sorts of revenue, he continues, ‘The taxes which, it is intended, should fall indifferently upon every different species of revenue, are capitation taxes, and taxes upon consumable commodities.’ And, after having treated of capitation taxes, he finally says, ‘The impossibility of taxing the people, in proportion to their revenue, by any capitation, seems to have given occasion to the invention of taxes upon consumable commodities. The State, not knowing how to tax directly and proportionably the revenue of its subjects, endeavours to tax it indirectly.’ The remarkable coincidence of the clause of the Constitution, with this passage, in using the word ‘capitation’ as a generic expression, including the different species of direct taxes, — an acceptation of the word peculiar, it is believed, to Dr. Smith, — leaves little doubt that the framers of the one had the other in view at the time, and that they, as well as he, by direct taxes, meant those paid directly from, and falling immediately on, the revenue.” — Albert Gallatin, Sketch of the Finances, p. 12.
    Discuss the above with particular reference to the source and meaning of the phrase “direct taxes” in the Constitution of the United States.

B.

  1. “The Act provided, that, if the total amount subscribed by any state exceeded the sum specified therein, a similar percentage should be deducted from the claims of all subscribers. Four ninths of the stock issued by the government for this loan bore interest at six per cent, beginning with the year 1792; on third bore three per cent interest, beginning at the same time, and the balance, two ninths, bore six per cent interest after the year 1800. The latter kind of stock was to be redeemed whenever provision was made for that purpose. And, with respect to seven ninths of the stock, the government was at liberty to pay two per cent annually, if it desired; but no imperative obligation was created to pay it.” — A. S. Boles, Financial History of the United States, vol. II. p. 28.
    Is this an accurate statement, so far as it goes, of the provisions of the Act of August 4, 1790, for assuming the State debts?
  2. How is President Madison’s approval of the Bank Act of April 10, 1816, to be reconciled with his bank veto of January 30, 1815?
  3. “During the winter of 1833-34 there was a stringent money market and commercial distress. The State banks were in no condition to take the public deposits. They were trying to strengthen themselves, and put themselves on the level of the Treasury requirements in the hope of getting a share of the deposits. It was they who operated a bank contraction during that winter…The administration, however, charged everything to Biddle and the bank.” — W. G. Sumner, Andrew Jackson, p. 316.
    Where do you consider that the real responsibility for the pressure of 1833-34 rested?
  4. What criticism would you make on the financial management of the war of 1812? Was it a fair test of the policy of relying upon public credit for defraying the extraordinary expenses of war?
  5. What kind of currency did the government use and where did it keep its moneys, and under what authority of law, from 1811 to 1864?
  6. How is the extension of accommodations by the Bank of the United States from 1830 to the middle of 1832 to be explained?
  7. What were the terms of the one hundred and fifty million bank loan of 1861, and how was it financially important?
  8. Point out the steps by which the legal-tender notes have become a fixed and permanent part of the currency.
  9. What is the essence of the national bank system, so far as concerns note-circulation, and what bearing does this have upon the future of the system?
  10. Is Mr. Chase entitled to take rank in American history as a great finance minister? State carefully and concisely the grounds of your opinion.

Source: Harvard University Archives.  Harvard University, Mid-year examinations, 1852-1943. Box 2. Bound volume. Examination Papers, Mid-Year 1889-90.

______________________

1889-90
POLITICAL ECONOMY 9.
Management and Ownership of Railways.

[Omitted in 1889-90]

Source: Harvard University. Annual Report of the President of Harvard College 1889-1890, p. 81.

 

Image Source: Harvard University Archives. Harvard Square, 1885.

 

 

Categories
Chicago Curriculum Economics Programs

Chicago. First detailed announcement of Political Economy program, 1892

 

The founding Head-Professor of Political Economy, J. Laurence Laughlin, arrived at the University of Chicago in June 1892. The following printed announcement of the programme of courses in political economy ends with a call for fellowship applications with a last-submission date of June 1, 1892. Thus we can presume that Laughlin had organized his department’s course offerings and staffing before he physically reported for duty,  and I would guess this announcement was published in the late winter/early spring of 1892. Besides being an artifact we can date to the Big Bang moment of creation of the University of Chicago’s department of political economy, the announcement provides us relatively thick descriptions of the respective courses in the political economy programme at that early date.

 

_______________

THE UNIVERSITY OF CHICAGO
1892-3

PROGRAMME OF COURSES IN POLITICAL ECONOMY

CHICAGO
The University Press of Chicago
1892

*  *  *  *  *  *  *

DEPARTMENT OF POLITICAL ECONOMY.
1892-3.

OFFICERS OF INSTRUCTION:

J. LAURENCE LAUGHLIN, Ph. D., Head-Professor of Political Economy.

ADOLPH C. MILLER, A. M., Associate-Professor of Political Economy.

WILLIAM CALDWELL, A. M., Tutor in Political Economy.

*  *  *  *  *  *  *

INTRODUCTORY.

The work of the department is intended to provide, by symmetrically arranged courses of instruction, a complete training in the various branches of economics, beginning with elementary work and passing by degrees to the higher work of investigation. A chief aim of the instruction will be to teach methods of work, to foster a judicial spirit, and to cultivate an attitude of scholarly independence, (1) The student may pass, in the various courses of instruction, over the whole field of economics; (2) when fitted, he will be urged to pursue some special investigation. (3) For the encouragement of research and the training of properly qualified teachers of economics, Fellowships in Political Economy have been founded. (4) To provide a means of communication between investigation and the public, a review, entitled The Journal of Political Economy, has been established, to be edited by the officers of instruction in the department; while (5) larger single productions will appear in a series of bound volumes to be known as Economic Studies of the University of Chicago.

REMARK: In the following list the term Minor, is applied to a course which calls for four or five hours of class-room work per week for a period of six weeks. A Double Minor is a Minor running through two periods of six weeks.

 

LIST OF COURSES OF INSTRUCTION.

STARRED * COURSES ARE NOT GIVEN IN 1892-3.

  1. First Quarter: Principles of Political Economy. — Exposition of the Laws of Political Economy in its present state. — Mill’s Principles of Political Economy (Laughlin’s edition).

5 hrs. a week, Double Minor.
Associate Professor A. C. Miller.

Second Quarter:

Either, 1A. Advanced Political Economy. — Cairnes’s Leading Principles of Political Economy. — Marshall’s Principles of Economics (vol. I.).

5 hrs. a week, Double Minor.
Mr. Caldwell.

Or, 1B. Descriptive Political Economy. — Lectures and Reading on Money, Banking, Cooperation, Socialism, Taxation, and Finance. — Hadley’s Railroad Transportation. — Laughlin’s Bimetallism.

4 hrs a week, Double Minor.
Associate Professor A. C. Miller.

  1. Industrial and Economic History. — Leading Events in the Economic History of Europe and America since the middle of the Eighteenth Century. — Lectures and Reading.

4 hrs. a week, 2 Double Minors.
Mr. Caldwell.

  1. Scope and Method of Political Economy. — Origin and Development of the Historical School. — History of Political Economy in Germany. — Lectures and Reports.

4 hrs. a week, Double Minor.
Mr. Caldwell.

  1. Unsettled Problems of Economic Theory. — Questions of Exchange and Distribution.— Critical Examination of selections from leading writers.

4 hrs. a week, Double Minor.
Professor Laughlin.

  1. History of Political Economy. — History of the Development of Economic Thought, embracing the Mercantilists and the Physiocrats, followed by a critical study of Adam Smith and his English and Continental Successors. — Lectures and Reading. — Reports.

5 hrs. a week, Double Minor.
Mr. Caldwell.

  1. Recent German Systematic Writers*. — Wagner, Cohn, Schmoller, Schäffle, and Menger. — Exposition, critical comments, and reading of authors. — Reports.

4 hrs. a week, Double Minor.
Mr. Caldwell.

  1. Socialism. — History of Socialistic Theories. — Recent Socialistic Developments. — Lectures and Reports.

4 hrs. a week, Double Minor.
Dr. Veblen.

  1. Social Economics. — Social questions examined from the economic standpoint.

A*. Social Reforms. — Future of the Working-classes. — Immigration. — State Interference. — Insurance Legislation. — Arbeitscolonien.

4 hrs. a week, Double Minor.
Mr. Caldwell.

B. Coöperation. — Profit-Sharing. — Building Associations. — Postal Savings. — Trade Unions. — Factory Legislation. — Public Charities.

4 hrs. a week, Double Minor.
Associate Professor Bemis.

  1. Practical Economics. — Training in the Theoretical and Historical Investigation of Important Questions of the Day. — Lectures and Theses.

4 hrs. a week, Double Minor.
Associate Professor A. C. Miller.

  1. Statistics. — Methods and practical training. — Organization of Bureaus. — Tabulation and Presentation of Results.

4 hrs. a week, Double Minor.
Mr. Fisher.

  1. Railway Transportation. — History and Development of Railways. — Theories of Rates. — State Ownership.

4 hrs. a week, Double Minor.
Professor Laughlin.

  1. Tariff History of the United States. — Legislation since 1789. — Economic Effects. — Reading.

4 hrs. a week, Double Minor.
Professor Laughlin.

  1. Financial History of the United States.— Rapid Survey of the Financial Experiences of the Colonies and the Confederation. — Detailed Study of the Course of American Legislation on Currency, Debts, and Banking since 1789. — Lectures and Reports.

4 hrs. a week, Double Minor.
Associate Professor A. C. Miller.

  1. Taxation. — Theories and Methods of Taxation. — Comparative Study of the Revenue Systems of the Principal Modern States. — Problems of State and Local Taxation in America. — Lectures and Reports.

4 hrs. a week, Double Minor.
Associate Professor A. C. Miller.

  1. Public Debts and Banking. — Comparative Study of European and American Methods of Financial Administration. — The Negotiation, Management, and Effects of Public Debts. — Examination of Banking Problems and Banking Systems. — Lectures and Reports.

4 hrs. a week, Double Minor.
Associate Professor A. C. Miller.

  1. Problems of American Agriculture*. — Comparison with European Systems of Culture. — Land Tenures. — Lectures, Reading, Reports.

4 hrs. a week, Double Minor.
Professor Laughlin.

  1. Seminary. — Intended only for mature students capable of carrying on independent researches.

4 hrs. a week, 3 Double Minors

 

 

DESCRIPTION OF COURSES
GENERAL.

The courses may be roughly classified into —

Group I., Elementary. — Courses 1, 1A, 1B, and 2;
Group II., Theoretical. — Courses 3, 4, 5, 6, and 7;
Group III., Practical. — Courses 8, 9, 10, 11, 12, 13, 14, 15, and 16.

Students are advised to begin the study of economics not later than the first year of their entrance into the University College; and students of high standing, showing special aptitude for economic study, may properly take Course 1 in the last year of the Academic College.

For admission into the courses of Groups II. and III., a prerequisite is the satisfactory completion of Course 1 (with either 1A or 1B), or its equivalent. Those desiring only a general acquaintance with the subject are expected to take Course 1B during the second quarter; but those who intend to make a serious study of economics are advised to take 1A during the second quarter.

After passing satisfactorily in Course 1 (with either 1A or 1B), the student will find a division of the courses into two general groups: Group II. will be concerned chiefly with a study of economic principles, their historical development, and the various systems of economic thought; Group III., while making use of principles and economic reasoning, will be devoted mainly to the collection of facts, the weighing of evidence, and an examination of questions bearing on the immediate welfare of our people. For a proper grasp of the subject, Courses 3, 4, and 5 are indispensable; and in the second year of his study of economics the student should supplement a course in Group I. by a course in Group II.

Ability to treat economic questions properly can be acquired only if the student, being possessed of some natural aptitude for the study, devotes sufficient time to it to enable him to assimilate the principles into his thinking, and to obtain certain habits of mind, which are demanded for proficiency in this, as in any other important branch of study. Tests of proficiency will be exacted at the end of each period, six weeks.

 

 

SPECIAL.

COURSE 1.

First Quarter: Principles of Political Economy. —Exposition of the Laws of Political Economy in its Present State. — Mill’s Principles of Political Economy (Laughlin’s edition).

5 hrs. a week, Double Minor.

Second Quarter:

Either, 1 A. Advanced Political Economy.— Cairnes’s Leading Principles of Political Economy. — Marshall’s Principles of Economics (vol. I).

5 hrs. a week, Double Minor.

Or, 1B. Descriptive Political Economy. — Lectures and Reading on Money, Banking, Cooperation, Socialism, Taxation, and Finance. — Hadley’s Railroad Transportation. — Laughlin’s Bimetallism.

4 hrs. a week, Double Minor

All students beginning the study of Political Economy will take Course 1. At the second quarter the class will divide. Those desirous of laying the foundation for work in the advanced courses will take 1A; those who, while giving their attention mainly to other departments, seek simply that general knowledge of economics demanded by a liberal education, and cannot devote more time to the study, will take Course 1B. Course 1 is designed to give the student an acquaintance with the working principles of Political Economy.

Course 1A will continue the theoretical training in the principles of Political Economy. The discussions will be based on Cairnes’s Leading Principles of Political Economy, and Marshall’s Principles of Economics (vol. I). Only those students who have passed satisfactorily in Course 1A, will be admitted to Courses 3, 4, 5, 6, 7 and 9.

Course 1B is mainly descriptive and practical; in it will be considered the various practical questions illustrating the application of economic principles, the lectures and reading supplying the student with the knowledge necessary for the more intelligent discharge of the duties of citizenship. The subjects discussed will be: Money, banking, coöperation, socialism, taxation, finance, and railway transportation. Students will be expected to read Hadley’s Railroad Transportation, and Laughlin’s History of Bimetallism in the United States.

COURSE 2.

Industrial and Economic History. — Leading Events in the Economic History of Europe and America since the middle of the Eighteenth Century. Lectures and Reading.

4 hrs. a week, 2 Double Minors.

This course endeavors to present a comprehensive survey of the industrial, commercial, and economic development of the western world since the middle of the last century. After a preliminary study of the industrial revolution and the rise of the factory system, attention will be called to the economic and social effects of the American and French revolutions; to the development of American commerce; to the introduction of steam transportation; to the adoption of free trade by England; to the new gold discoveries and their wide-spread effects; to the civil war in the United States; to the French indemnity; to the crisis of 1873; and to the economic disturbances of the past twenty years. The course is conducted mainly by lectures, but a course of collateral reading will be prescribed upon which students will be expected to report from time to time.

No previous economic study is required of students entering this course, but it will be taken to best advantage by those who already have some knowledge of economic principles, or who are taking this course in connection with Course 1.

COURSE 3.

Scope and Method of Political Economy. — Origin and Development of the Historical School. — History of Political Economy in Germany. Lectures and Reports.

4 hrs. a week, Double Minor.

This course attempts to define the province, postulates and character of Political Economy; to determine its method, and to examine the nature of economic truth. The methods of proof and the processes of reasoning involved in the analysis of economic phenomena and the investigation of economic problems, and the position of Political Economy in the circle of the Moral Sciences — its relation to Ethics, Political Science, and Sociology — will be studied. In view of the controversies which have arisen on these fundamental topics, a critical estimate will be made of the views of leading writers on Methodology, such as Mill, Cairnes, Menger, Wagner and Schmoller.

The origin and development of the modern historical school will be described, special attention being devoted to Knies, Die Politische Oekonomie vom Geschichtlichen Standpunkte.

In connection with this work, the course of German economic thinking will be traced from the earlier writers, Rau, von Thünen, and Hermann; after which the influence of the English writers, the later formation of various groups, with their distinguishing tenets, and the German point of view, will be presented. The statements of the writers themselves, rather than opinions about them, will be studied.

Students will be required to prepare critical studies on books, or subjects, selected by the instructor. Course 3 is preliminary to Course 6.

COURSE 4 .

Unsettled Problems of Economic Theory. — Questions of Exchange and Distribution. Critical examination of selections from leading writers.

4 hrs. a week, Double Minor.

Little use will be made of text-books, or lectures, in this course, it being intended to take up certain topics in economic theory and to follow out their treatment by various writers. The more abstruse questions of exchange and distribution will be considered. No student, therefore, can undertake the work of this course with profit who has not already become familiar with the fundamental principles. The course is open only to those who have passed satisfactorily in Course 1A., or who can clearly show that they have had an equivalent training.

The subjects to be considered in 1892-3 will be as follows: The theories of final utility and cost of production as regulators of value, the wages-fund and other theories of wages, the interest problem, manager’s profits, and allied topics. The discussion will be based upon selected passages of important writers. The study of wages, for example, will include reading from Adam Smith’s Wealth of Nations, Ricardo’s Works, and the writings of J. S. Mill, Longe, Thornton, Cairnes, F. A. Walker, Marshall, George and Böhm-Bawerk. Students will also be expected to discuss recent important contributions to these subjects in current books or journals; and they will be practised in the exposition of special points before their fellow students.

COURSE 5 .

History of Political Economy. History of the Development of Economic Thought, embracing the Mercantilists and the Physiocrats, followed by a critical study of Adam Smith and his English and Continental Successors. Lectures, Reading, and Reports.

5 hrs. a week, Double Minor.

This course treats of the history of economic theory, not of the history of economic institutions; of the origin and development of our existing knowledge of economic principles, not of the phenomena of wealth with which these economic principles are concerned. Since it investigates the evolution of economic thinking as expressed in a growing collection of principles, the student will have little occasion to study writers previous to the XVI century. The time will be given to the economic theories and commercial policy of the Mercantile system; to the Physiocratic school; to Adam Smith and his immediate precursors; to the English writers from Adam Smith to the present day; and to a brief review of French, Italian, and American writers. From the multiplicity of writers, selections will be made of those who have had great influence, or who have made marked contributions to political economy. The whole study will aim to present the continuity of development of economic doctrine from its origin to the present time.

The work, however, is not intended merely as a means of information. It is expected that the student himself should in every case read portions of the great authors bearing on cardinal principles, and, by critical comment and comparison, it is hoped he may gain much in discipline and in judicial insight. It is believed that a more fresh, original, and just understanding of the history of political economy can be obtained by this mode of treatment than by taking a knowledge of the authors at second-hand. The work of this course, therefore, must largely be carried on in the Economic Library. In this, as in other courses, the instructor will pay early attention to bibliography and to the best methods of using books.

COURSE 6.

Recent German Systematic Writers. Wagner, Cohn, Schmoller, Schäffle, and Menger. Exposition, critical comments, and reading of authors. Reports.

4 hrs. a week, Double Minor.

It is the object of this course to present the point of view of the leading recent German writers in Economics, through a study of the character and contents of their systematic treatises. In this way it is hoped that the desire for a direct acquaintance with the particular economic doctrines which are actually taught in Germany at the present day can be adequately met. The student will be helped to appreciate the spirit, quality, and tendency of German economic thinking, and thus be enabled to broaden his view of fundamental economic ideas.

The instructor will outline the system of each writer, give the substance of less important portions, and, with comments, translate in the class-room considerable selections. The student will be expected to have a working knowledge of German, and will be required to read parts of the authors not read in the class-room, upon which reports and critical studies in writing must be made. An incidental aim of this course will be to assist the student in acquiring a rapid reading knowledge of economic German.

The authors to be used are as follows:

Wagner, Volkswirthschaftslehre. Grundlegung.
Schmoller, Ueber einige Grundfragen des Rechts und der Volkswirthschaft.
Schäffle, Bau und Leben des socialen Körpers (ed. 1881).
Cohn, System der Nationaloekonomie. Grundlegung.
Menger, Grundsätze der Volkswirthschaftslehre,

COURSE 7.

Socialism. History of Socialistic Theories. Recent Socialistic Developments. Lectures and Reports.

4 hrs. a week, Double Minor.

The origin of the present socialistic movements, whether popular or scientific, will be traced to their beginnings previous to the middle of the present century; the events ending in 1848 will be described; and an examination will be made of the writings of Rodbertus, Marx, Lassalle, Karl Marlo, and William Thompson, from the economic standpoint. The criticisms offered, among other writers, by Leroy-Beaulieu, Rae, H. Spencer, and Schäffle, will be brought under review. A study of the “International” will be followed by an account of the spread of Socialism to England and America. The position and tenets of the Fabian Society in England; the popular agitations of the present day in Europe and America; the socialistic tendencies imputed to George’s Progress and Poverty, Gronlund’s Coöperative Commomwealth, and Bellamy’s schemes for Nationalism, will be taken up. Practical work will be done with the programs and platforms of socialistic, labor, and trade organizations.

Attention will then be given to the alleged socialistic trend of development, to State Socialism, to the economic factors in operation, and to the ethical aspect of the economic questions involved.

Students will be expected to make written reports and critical studies from time to time, in addition to selected reading. Those who have not examined questions of value and distribution carefully will be at a disadvantage in this course.

COURSE 8.

Social Economics. Social questions examined from the economic standpoint.

Course 8 includes two separate courses, known as Course 8A, and Course 8B. Under these heads many subjects into whose treatment ethical and social considerations enter, but which have a distinct economic character, will be considered.

COURSE 8A. Economic Reforms — Future of the Working-classes. Immigration. — State Interference. — Insurance Legislation. — Arbeitscolonien.

4 hrs. a week, Double Minor.

Under this head the ethical, sociological and political principles underlying proposed practical reforms and methods of social improvement will be noticed and criticised, and their economic values and effects will be considered and estimated. It will be sought to determine, as far as possible, the teaching of history and experience on these matters, and also the conditions and range, the merits and defects of various experiments.

COURSE 8B. Coöperation. — Profit-Sharing. — Building Associations. — Postal Savings. — Trades Unions. — Factory Legislation. — Public Charities

4 hrs. a week, Double Minor.

In this course schemes of economic reform will be studied and presented with a view to inform the student how they may be carried out into actual practice. It is hoped that members of this course, under the guidance of the instructor, may be familiarized with the process of organizing desirable movements of a philanthropic character in various parts of the community.

Both of these courses may well be elected by candidates for the ministry, who have already passed in Course 1. Reading and reports will accompany the lectures.

COURSE 9.

Practical Economics.Training in the Theoretical and Historical Investigation of Important Questions of the Day. Lectures and Theses.

4 hrs. a week, Double Minor.

Preliminary training for investigation is combined in this course with the acquisition of desirable statistical information on practical questions of the day. The student is instructed in the bibliography of a subject, taught how to collect his data, and expected to weigh carefully the evidence on both sides of a mooted question. The short theses form a connected series, and give practice in written exposition as well as in the graphic representation of statistics. Mere compilation is objected to, and the student is urged to reach his conclusions independently and solely on the facts before him. Fresh and independent judgments are encouraged. The work of writing theses is so adjusted that it will correspond to the work of other courses counting for the same number of hours.

The instructor will criticise the theses before the class, and members of the class will be frequently called upon to lecture on the subjects of their theses and answer questions from their fellow-students.

The subjects taken up will be chosen from the following: Money, prices, bimetallism, note-issues, shipping, and commercial crises.

COURSE 10.

Statistics. Methods and practical training. Organization of Bureaus. Tabulation and Presentation of Results.

4 hrs. a week, Double Minor.

The purpose of this course is to train students in the theory and methods of statistics. Inasmuch as economic principles throw light upon the proper choice and comparison of statistical data, a knowledge of Course 1 is a prerequisite to entrance into this course. On the other hand, statistical methods are needed for the correction and furthering of our knowledge of economic principles.

Attention will be given to the vast statistical material at hand, and the student will have an introduction into the bibliography of the subject. The growth of the study; establishment of statistical offices and their organization; collection and elaboration of data; detection and elimination of errors; presentation of results in tabular form; training in graphic representation; — will form a part of the work.

Practical exercises will be required of each student in connection with the collection and presentation of statistics of mortality, insurance, production, population, wages, prices, trade, crime, etc. The great libraries of the City of Chicago will furnish exceptional advantages for this work.

COURSE 11.

Railway Transportation. History and Development of Railways. — Theories of Rates. — State Ownership.

4 hrs. a week, Double Minor.

The economic, financial, and social influences arising from the growth of modern railway transportation, especially as concerns the United States, will be discussed. The history of railway development in Europe and America; its social and economic influence; railway accounts; competition and combination; various theories of rates; railway legislation in the United States; state railway commissions; the Inter-State Commerce Act; government ownership; and a comparison with the railway systems of Great Britain, France, Germany, Austria, Italy, and Australia, — will form the essential work of the course.

Studies in writing will be exacted from each student. In addition to the lectures, the student is expected to read Hadley’s Railroad Transportation, and Acworth’s The Railways and the Traders.

COURSE 12.

Tariff History of the United States. Legislation since 1789. Economic Effects. Lectures and Reports. Reading.

4 hrs. a week, Double Minor.

Course 12 is fitly taken in connection with Course 13, which runs parallel with it. An historical study will be made of the legislation on the tariff in the United States from the beginning in 1789 to the present day. Study will be given to the provisions of each act, the causes of its passage and its economic effects. The growth of the principal industries of the country will be sketched in connection with the duties affecting them.

Students will be required to present studies on special topics connected with the course.

COURSE 13.

Financial History of the United States.— Rapid Survey of the Financial Experiences of the Colonies and the Confederation. — Detailed study of the course of American Legislation on Currency, Debts, and Banking since 1789. Lectures and Reports.

4 hrs. a week, Double Minor.

Without excluding the history of taxation, this course concerns itself chiefly with the history of our national legislation on currency, loans, and banking. The study will be based upon a careful examination at first-hand of the leading provisions of the Acts of Congress, and other materials important in our financial history. These will be reviewed from the political as well as from the financial standpoints, it being one of the objects of the course to develop the relation between finance and politics in our history. Special attention will be given to Hamilton’s system of finance and the changes introduced by Gallatin; to the financial policy of the War of 1812; to the establishment of the Second United States Bank and the struggles over its re-charter; to the crisis of 1837-9 and the establishment of the independent Treasury; to the financial problems and management of the Civil War; to the establishment of the national banking system; the refunding and reduction of the debt; and the resumption of specie payments.

COURSE 14.

Taxation. Theories and Methods of Taxation. — Comparative Study of the Revenue Systems of the principal modern States. — Problems of State and Local Taxation in America. Lectures and Reports.

4 hrs. a week, Double Minor.

This course is both theoretical and practical, and the method of presentation historical as well as systematic. A critical estimate of the theories of leading writers — such as Wagner, Cohn, Leroy-Beaulieu — will be made with a view of discovering a tenable basis of taxation. Principles are discussed; the various kinds of taxes are examined and their complementary functions in a system of taxes determined; the methods in vogue in different countries are described, special attention being given in this connection to the experiences of France. In their proper places the incidence of taxes, progressive taxation, the single tax, and the special problems of American taxation will be carefully considered. All questions will be discussed from the twofold standpoint of justice and expediency. A reading knowledge of either French or German will be expected of all students entering this course.

COURSE 15.

Public Debts and Banking. — Comparative Study of European and American Methods of Financial Administration. — The Negotiation, Management, and Effects of Public Debts. — Examination of Banking Problems and Banking Systems. Lectures and Reports.

4 hrs. a week, Double Minor.

This course treats of the organization and methods of financial administration; the formal control of public expenditures by means of the budget; the development of public debts and their economic and social effects. Consideration will be given to the various problems involved in the management of public debts, such as modes of issue, conversion, and reduction; and the methods practised in our own and other countries will be described. This course also treats of the development and history of banking; the leading systems are compared, and proposed changes in legislation examined. The relations of the banks to the public and their management in a time of crisis will receive special attention.

COURSE 16.

Problems of American Agriculture. Comparison with European systems of culture. Land Tenures. Lectures, Reading, and Reports.

4 hrs. a week, Double Minor.

Special study will be given to the extension and changes of the cultivated area in the United States; the methods of farming; the influence of railways and population, and of cheapened transportation; the fall in values of Eastern farm-lands; movements of prices of agricultural products; European markets; competition of other countries; intensive farming; diminishing returns; farm mortgages, and the comparison of American with European systems of culture. Systems of holdings in Great Britain, Belgium, France, and Germany will be touched upon, together with the discussion of forestry legislation.

Reports will be prepared by students on topics assigned.

COURSE 17.

Seminary. Intended only for mature students capable of carrying on independent researches.

4 hrs. a week, 3 Double Minors.

Under this head are placed the arrangements for Fellows, graduates, and suitably prepared persons, who wish to carry on special researches under the guidance of the instructors. Candidates for the higher degrees will find in the seminary a means of regularly obtaining criticism and suggestion. It is hoped that each member of the Seminary will steadily produce from time to time finished work suitable for publication. Emphasis will be placed on accurate and detailed work upon obscure or untouched points.

Students may carry on an independent study upon some special subject, making regular reports to the seminary; or, several students may be grouped for the study of a series of connected subjects. For this purpose, during 1892-3, the following topics are offered:

(a) American Shipping, with a retrospect to the experience of Great Britain and Holland since 1650, and a comparative study of modern European policies.

(b) A Study of Modern Currency Problems, treated theoretically and historically.

(c) A critical and historical examination of the Internal Revenue System of the United States.

 

FELLOWSHIPS.

Independently of the fellowships offered by the departments of Political Science and Social Science, at least three Fellowships, yielding an annual income of $500, will be assigned to students within the department of Political Economy for the year 1892-3. Appointments will be made only on the basis of marked ability in economic studies, and of capacity for investigation of a high character. Candidates for these fellowships should send to the President of the University a record of their previous work and distinctions, degrees and past courses of study, with copies of their written or printed work in economics. Applications for 1892-3 should be sent in not later than June 1, 1892.

Fellows are forbidden to give private tuition, and will be called upon for assistance in the work of teaching in the University; but in no case will they be expected or permitted to devote more than one-sixth of their time to such service.

 

PUBLICATIONS.

As a means of communication between investigators and the public, the University will issue quarterly The Journal of Political Economy, beginning in the autumn of 1892. Contributions to its pages will be welcomed from writers outside as well as inside the University, the aim being not only to give investigators a place of record for their researches, but also to further in every possible way the interests of economic study throughout the country. The Journal will aim to lay more stress than existing journals upon articles dealing with practical economic questions. The editors will welcome articles from writers of all shades of economic opinion reserving only the privilege of deciding as to merit and timeliness.

Longer investigations, translations of important books needed for American students, reprints of scarce works, and collections of materials will appear in bound volumes in a series of Economic Studies of the University of Chicago. Announcement of works already in preparation will be made at an early date.

 

LIBRARIES.

In the suite of class-rooms occupied by the department will be found the Economic Library. Its selection has been made with great care, in order to furnish not only the books needed for the work of instruction in the various courses, but especially collections of materials for the study of economic problems. It is believed that ample provision has thus been made for the work of serious research. The work of the students will necessarily be largely carried on in this Library.

Arrangements have been made with other libraries in the city for supplementing the Economic Library of the University on a large and generous scale. The combined library facilities of Chicago are exceptional. The Public Library, maintained by a large city tax; the Newberry Library, under the supervision of W. F. Poole, with a fund of several millions of dollars; and other possibilities, will enable the student to obtain any books he may need in the prosecution of detailed investigation. In the near future, it is confidently believed, the supply of reference books for students in the libraries of Chicago will be greater than anywhere else in this country; and graduate students will have exceptional opportunities for specialized research.

The officers of the department will cheerfully answer any inquiries from institutions looking for suitable teachers of Political Economy.

Inquiries and applications of students should be addressed to

THE EXAMINER,
The University of Chicago,
Chicago.

 

Source:  The University of Chicago: programme of courses in political economy, 1892-1893. Chicago, IL : University of Chicago Press, 1892.

Image Source: University of Chicago yearbook, Cap and Gown , 1900 , p. 19.

Categories
Business School Chicago Curriculum

Chicago. Laughlin on Establishing a Business School, 1895

Basic training in graduate education in economics has been distilled into a trinity of microeconomics, macroeconomics and econometrics. This tends to be taken for granted by most economics departments. However long before we ever got here, “political economy” or “economics” has coexisted with history, business, sociology and public affairs, perhaps each within a separate cubicle but all nevertheless sharing a common office space. We see in today’s posting for the University of Chicago that the branching off of business studies occurred fairly early in the development of U.S. graduate/professional education.

I think this sort of development is important to follow because once administrative walls have been built, interdisciplinarity gets reduced to Pyramus and Thisbe interactions. (Plot spoiler: it didn’t end well for that couple.)

The following interview with the head of the Chicago department of political economy, J. Laurence Laughlin, provides us with an ex ante view of business education.

________________________________________

 

NO SCHOOL IS LIKE IT
SCHEME OF INSTRUCTION WITHOUT
AN AMERICAN PARALLEL.

Chicago Daily Tribune, May 12, 1895

University of Chicago’s Department of Business Economics and Journalism to Cover Wide Range of Practical Every-Day Training—Forecast of the Leading Courses—Railways to Receive Special Attention—Number of Instructors Required in the School of Economics.

“Is the University of Chicago to have a department of business and economics and journalism similar to the Wharton School of the University of Pennsylvania?” was asked Prof. J. Laurence Laughlin, head of the department of economics in the university yesterday afternoon.

“No, it is not,” he replied, “we are to have a school in business economics and journalism, but it will not be modeled after the Wharton school.”

“It seems strange,” Prof. Laughlin continued, “but the statement made by President Harper at the April convocation regarding the establishment in the university of courses in banking, transportation, insurance, consular and diplomatic service, and corporation management seems to have been entirely buried in the public mind. As a matter of fact, Dr. Harper gave utterance to a scheme the like of which has never been attempted in this country. People are familiar with schools of law, medicine, and dentistry, but the idea that a journalist, a banker, a railroad man, a diplomat, or a manager of a corporation should have special training in their particular line of employment is not readily conceived. The new work which the University of Chicago expects to undertake will, as I say, constitute a new departure in modern education. The Wharton school has an endowment of only about $100,000; the University of Chicago expects to organize its departments of business economics with no less than $1,000,000. True, these various departments of practical economic work will not deal with the arithmetic of banking or the technique of railroading or journalism. These things must be learned by practical contact with men and affairs. It is, however, necessary that a banker should be thoroughly acquainted with the principles and functions of money, that he should understand the industrial economics of his own and other countries, and that he should understand the character and extent of the changes in this own business which may be brought about by constantly arising changes in industrial economics, money legislations, etc.”

No Fear as to Results.

            “Are you not met with the objection that the training of young men to be bank Presidents, railway magnates, diplomats, etc., is in the face of present-day competition and business shifts, a rather dangerous undertaking? was asked.

“No, I do not think so. In 1880, for instance, one-fifth of those engaged in gainful pursuits in the Unite States were engaged in transportation. The business of a banker, a railroad manager, an actuary, or an expert accountant is becoming sufficiently extensive and of sufficient importance not only to warrant such training, but to make it necessary to the successful management of any one of these businesses. The fact should be emphasized that we shall not attempt the clerical part of an education in any of these lines of work. In the school of journalism we shall be satisfied if the student learns to think clearly and independently upon economic subjects and is fairly well grounded in the kind of history, law, and economics acquaintance with which every public teacher requires.”

Prof. Laughlin is Chairman of a committee, the other members of which he is not prepared to announce, which is at work upon the courses which will enter into the new curriculum. It is not known at just what time the scheme will be announced in detail, but there is no doubt that the plan will, in due time, be operated along the lines indicated. When asked whom the university would probably invite to captain the various departments of the new school Prof. Laughlin said he had nothing for publication.

The leading courses under the new scheme will undoubtedly be banking and railroading. Of the first course Prof. Laughlin will probably have charge. The course will probably deal with the comparative banking systems of the United States, England, France, Germany, Switzerland, and other countries, and special attention will be given to the manner in which each meets the problems of currency (coin, note, and deposit), reserves, discount, and exchange. The relations of the banks to the public, their influence on speculation, their management in financial crises, special dangers, and most efficient safeguards will be discussed; also relative advantages and different fields of action for national banks, State banks, deposit and trust companies, and savings banks.

Course in Railway Transportation.

            Prof. von Holst and Prof. Laughlin are thoroughly alive to the field which the railway is opening up to the student and business-man. Prof. von Holst says a competent history of the United States cannot be written until the growth and mechanism of the railway has been set forth. The course in railway transportation for the winter of 1896 suggests the character and extent of work which the new economic training will offer. The course will begin with a discussion of the economic, financial, and social influences arising from the growth of modern railway transportation, especially as concerns the United States. Then will follow an account of the means of transportation developed in Europe and America during the early part of this century, the experiments of the States in constructing and operating canals and railways; national, State, and municipal aid to private companies; the rapid and irregular extension of the Untied States railway system in recent years, with some attention to railway building in other countries.

A discussion of various theories of rates; competition, combination, discrimination, investments, speculation, abuse of fiduciary powers; State legislation and commissions and the inter-State commerce act, with decisions under it; also the various relations of the State, the public, investors, managers, and employés will form the most important part of the work. A comparison of the United States railway system with those of other countries will be made, with special attention to the problems of State ownership.

Prof. E. R. L. Gould, the statistician-elect from Johns Hopkins University, will likely be the statistician of the new school. Prof. Gould will assume his duties at the university next October. In his department Prof. Gould will trace the historical development of statistics and examine into the work of private statistical associations and of official agencies in all the leading countries. The student will be given the claims of statistics to scientific recognition, the principles of statistical judgments, and the problems of systematic statistics. Together with the necessity of uniformity of method and comparability of data, graphical methods, and cartography, attention will be drawn to the technique of statistics.

Thorough Analysis of Statistics.

            Demonstrations with actual statistical material being the most satisfactory method of statistical instruction, particular stress will be laid upon this feature of the course. Statistical returns of various sorts will be carefully analyzed and generalizations made when possible. International comparisons will also receive special attention and exposition and practical analysis will be applied in the following classes of statistics: Population, education, vital statistics, paupers, criminals and defectives, social statistics of cities, industry and labor, land and agriculture, transportation, trade and commerce, prices and public finance.

Prof. A.C. Miller will have charge of the department of finance. In this course it is intended to make a comprehensive survey of the whole field of public finance. Review will be made of the growth of and present state of the expenditures of leading modern nations, and the methods used for defraying them. Taxation, holding the place of first-importance among the resources of the modern state, will be the principal subject of the course. A critical estimate will be made of the theories of leading writers with a view to discovering a tenable basis for taxation. Special attention will be given to the comparative study of the tax systems of the principal modern states, and to the problems of State and local taxation in America. All questions will be discussed from the two-fold standpoint of justice and expediency.

The remaining pars of the course will treat of the organization and methods of financial administration, the formal control of public expenditures by means of the budget, the growth of public debts and their economic and social effect. The various problems involved in the management of public debts, such as methods of borrowing, conversion, and reduction, will be considered, and the methods practiced in our own and other countries described.

A course to be given by Dr. Thorstein B. Veblen in “Problems in American Agriculture” will be a feature of the economic work for 1895-’96. In this department special attention will be given to the extension and changes of the cultivated area of the United States; the methods of farming; the influence of railways and population and of cheapened transportation; the fall in values of Eastern farm lands; movements of prices of agricultural products; European markets; competition of other countries; intensive farming; diminishing returns; farm mortgages; and the comparison of American with European systems of culture. Systems of holdings in Great Britain, Belgium, France, and Germany will be touched upon, together with the discussion of forestry legislation.

Twenty-nine Instructors Required.

            This description of a few courses in economics announced for 1895-’96 will give some idea of the scope of work with which the new school of economics will deal. Seven instructors are registered in the department of political economy, four in political science, nine in history, and nine in sociology and anthropology—all related sciences, and each of which will probably be represented in the new school, or rather in the extension of the present school.

Besides courses in banking, railway transportation, insurance, and corporation management the new school will include courses in the consular and diplomatic service, trading and shipping, and municipal government. No attempt will be made to go into the details of these departments further than is essential to a comprehension of the mechanism and principles of the entire business.

The problem to which the University of Chicago addresses itself is the proper arrangement of the courses, the engagement of expert instructors, and the establishment of libraries and bureaus of information for the use of students.

Chicago being the greatest railway center of the United States and the home of several prominent railway managers, it is thought that certain Chicago men will be solicited for a portion of their time to be spent in university instructions, the aim being to united with a theoretical education a practical business training, unencumbered, however, with the clerical routine and forms.

“After all,” says Prof. Laughlin, “our graduated banker must begin at the bottom and work his way up like other individuals; but he will, nevertheless, have the indisputable advantage over his rival of seeing and conceiving different departments of the bank in connection with the whole. Details are, after all, easily learned. The new department will savor little of the ‘school,’ will be practical and up to date in its methods, and will give the would-be banker or railway manager or superintendent the same preparation as I now given the intending lawyer or physician in a law or medical school.”

Image Source: University of Chicago Photographic Archive, apf1-03687, Special Collections Research Center, University of Chicago Library.