Tag: PriceLL

 

The Cunningham Committee report on methods of economic training in the United Kingdom and other European and North American countries from 1894 provides a wonderful overview of the (Western) state of economics education.

Previous posts with information for U.S. economics courses taught in the 1890s can be found in the previous posts:

Chicago, Columbia, Harvard 1893-94

United States. Economics Courses in 23 universities, 1898-99

____________________________

Methods of Economic Training in this and other Countries.

Report of the Committee, consisting of Professor W. CUNNINGHAM (Chairman), Professor E. C. K. GONNER (Secretary), Professor F. Y. EDGEWORTH, Professor H. S. FOXWELL, Mr H. HIGGS, Mr. L. L. PRICE, and Professor J. SHIELD NICHOLSON.

APPENDIX

I.— On the Methods of Economic Training adopted in Foreign Countries, by E. C. K. Gonner, pp. 2 ff.

1. 1. 1. Austria
      2. Hungary
      3. Germany
      4. Holland
      5. Belgium
      6. Italy
      7. Russia
      8. United States of America

II.— On Economic Studies in France, by H. Higgs, pp. 20 ff.

III.—On the Condition of Economic Studies in the United Kingdom, by E. C. K. Gonner, pp. 23 ff.

1. 1. 1. England
      2. Scotland
      3. Ireland

IN furtherance of the above purpose three reports have been drawn up after due inquiry and laid before your Committee.

These reports, which are appended, bring out very clearly some features of difference between the position of such studies in this and in foreign countries, and, with other information before your Committee, seem to them to call for the following observations. Before proceeding to the consideration of certain particular points they would remark that the growth of economic studies, and in particular the development among them of the scientific study of the actual phenomena of life (both in the past and in the present), have important effects, so far as the organisation of the study and its suitability for professional curricula are concerned. It may be hoped, indeed, that when the empirical side is more adequately represented, the importance of the careful study of economics as a preparation for administrative life will be more fully recognised both by Government and the public.

(a) The Organisation of the Study of Economics. — While fully recognising the great energy with which individual teachers in this country have sought to develop the study of this subject, your Committee cannot but regard the condition of economic studies at the universities and colleges as unsatisfactory. As contrasted with Continental countries and also with the United States, the United Kingdom possesses no regular system. In one place economics is taught in one way, and in connection with some one subject, not infrequently by the teacher of that subject ; in another place in another way, and with another subject. Very often it is taught, or at any rate learnt, as little as possible. In most places this lack of organisation is due to the weariness of introducing elaborate schemes for the benefit of problematic students.. At Cambridge the pass examination which has recently been devised only attracts a few. With regard to the higher study of economics, Professor Marshall, among others, has written strongly of the comparatively small inducements offered by economics as compared with other subjects. He adds: “Those who do study it have generally a strong interest in it; from a pecuniary point of view they would generally find a better account in the study of something else.” Some considerations bearing on this point are offered below, but here it may be observed that the attempts to introduce more system into the teaching of economics, and to secure for it as a subject of study fuller public recognition, should, so far as possible, be made together.

In the opinion of your Committee economics should be introduced into the honour courses and examinations of the universities in such a manner as to allow students to engage in its thorough and systematic study without necessarily going outside the range of degree subjects.

(b) The Position of Economics with regard to Professional and other Curricula. — In most Continental countries economics occupies a place more or less prominent in the courses of training and in the examinations through which candidates for the legal profession or the civil service have to pass. In Austria, Hungary, and the three southern States of Germany this connection is very real, and the nature of the study involved very thorough. The same cannot be said with regard to the northern States of the latter empire, where the importance attached to this subject is so slight as to make its inclusion almost nominal. To some extent or in some form it is regarded as a subject obligatory on those preparing for those callings, or, to speak more accurately, for the legal calling and for certain branches of the civil service in Italy, Spain, Sweden, Norway, Denmark, and Switzerland. In Holland and Belgium, while a certain general knowledge only is required for a few posts or branches of the civil service, a very thorough study is incumbent on those qualifying for the higher branch of the legal profession. In both France and Russia it is an integral and necessary portion of the legal curriculum.

The two studies are cognate, and according to the view of your Committee not only would the institution of an examination in economics at some stage of legal degrees and qualifications be advantageous professionally, but the work of those who had enjoyed a legal training would react favourably on the advance of the science. In addition, economics should receive a much more important place in the Civil Service Examinations.

_______________________

APPENDIX I.

On the Methods of Economic Training
adopted in Foreign Countries.
By E. C. K. Gonner.

The comparative study of the continental and other foreign systems of Economic Education brings out in clear relief certain features of either difference or coincidence which relate respectively to the impulses or circumstances giving this particular study its importance, to the method of study, and, lastly, to its organisation and the degree of success attained in the various countries.

(1) Putting on one side the purely scientific impulse to learn for learning’s sake, which can, after all, affect comparatively few, the inducement to a large or considerable number of students to interest themselves in any particular study must consist in its recognition, either positive or tacit, as a necessary preliminary to some professions or to certain positions. This may, as has been suggested, be either direct and positive, or indirect and tacit; direct and positive, that is, in the case of economics when in either one or more branches they are made part of the examinations admitting to the legal profession and the higher civil service; indirect and tacit when public opinion demands economic knowledge as necessary in those holding prominent positions as citizens or anxious to direct and control their fellows, either by the pen as journalists, or by act or word as statesmen or politicians. The importance of both these motives is, of course, largely increased when they exist in close connection with the purely scientific impulse. By itself this is not sufficient. The exclusion of one study, as economics, from professional or technical curricula, unless counteracted by the existence of a very powerful popular sentiment in its favour, practically removes it from the reach of students who have to make themselves ready to earn their living. Of the two influences, described above, the former, or the actual and positive recognition is given, in some shape or other, in Austria and Hungary, the southern states of the German empire, France, Belgium, Italy, Spain, Switzerland, Sweden, Norway, Denmark, Russia, and Holland. In America, and to some extent in Canada, popular sentiment and interest supply the needful impetus by making economics a tacit requisite for those exercising particular callings. In both Germany and Austria there are signs of the growth of economics in popular appreciation. In Austria, indeed, the circumstances are peculiarly fortunate. Economic instruction is recognised as a matter of serious importance, while, on the other hand, economic knowledge is one of the subjects of the State examinations for the legal and administrative service. In addition, its careful and scientific study is pursued by a fair number of advanced students. In this way Austria occupies a central position among the various nations which range themselves with America at one extreme, where there is no positive or direct obligation in favour of economic study, and at the other extreme, the Scandinavian and lesser Latin countries where all recognition that exists is positive, but where this positive recognition is largely nominal.

It has been urged that the ill-success of economic studies in these latter countries is largely an argument against their inclusion in obligatory curricula—a proposition which probably those who make it would hardly apply to the cases of other subjects. But from the evidence furnished by the countries before us this ill-success can be traced to other causes. It is due, firstly, to differences in the methods of study, and, secondly, to the differences in the thing made obligatory. In South Germany, Austria, and Hungary, economics is obligatory on certain classes of students, and the study of economics is making rapid and satisfactory progress, but then in South Germany, Austria, and Hungary, the method of study is one which commends itself to advanced students and educational critics, and the knowledge required in the examinations is thorough. In the lesser Latin countries, as Spain and Italy, the knowledge which the candidate is expected to show is elementary in itself, largely confined to elementary theory, and a marked unreality is imparted to the whole study, an unreality recognised alike by examiners, teachers, and students. On the other hand, the advantages which economics may receive from its public and positive recognition are borne witness to by those best acquainted with the condition of the study in Germany, where the usages of the north and south differ. Broadly speaking they consist in the removal of economics from the category of unnecessary to the category of necessary acquirements. Many of those who begin the study from compulsion continue it from choice. In America, indeed, the strength of popular sentiment and the ever present interest of politics together with the action of the universities, where nearly all studies, and not economics alone, are put on a voluntary footing, give it an adequate position; but failing the combination of conditions such as these, its absence, both from all professional curricula and from the earlier stages of education, cannot but be regarded as disastrous and unjust.

(2) The method of economic studies is of a certain importance with regard to the subject last discussed. Though it would be unfair to estimate the work, or to judge of the scope of schools of economic teaching from their extreme tendencies, these afford not unsatisfactory means of distinction. Speaking broadly, they may be placed in two groups—those in which the dominant influence is empirical; those in which it is theoretical or abstract. Very few economists, whether teachers or writers, are wholly empirical or wholly theoretical. Some bias, however, they nearly all have, and it is by that they may be ranked for the present purpose. Nor must it be supposed that the distinctions drawn in one country, with regard to these opposing lines of study, at all correspond with those existing in another. In Germany, for instance, the attitude of Professor Wagner is attacked by the members of the historical school— one branch of the empirical—but judged by the standards of France and England he would rank in the main as an empiricist. The theorists of Germany and Austria do little more than assert that theoretical study has its due place and is a necessary part of the equipment of an economist.

When discussing the assertion that compulsory economics, however enforced, tended to issue in perfunctory attendances and poor results so far as interest was concerned, it was urged that these consequences depended largely on the method and nature of study. This is remarkably llustrated by the fact that the countries where such evils are regretted or anticipated are those where the study of economics is mainly theoretic, or where economics is distinctly and openly subordinated to other subjects. Lessons of this latter kind are never thrown away upon students. But with regard to the former, it is not from the southern states of the German empire, or from Austria, that we hear these complaints. There economic study is obligatory, and the economic study involved is two thirds of it empirical in character. In the Latin countries the state of things is very different. The basis of study is, if I may say so, text-book theory, and the position of economics, so far as progress is concerned, is unsatisfactory in the extreme. This has been particularly dealt with in the paragraphs relating to Italy.

In two of the great nations the mode of study practised is largely empirical. In Germany, despite the contrast between different leaders of thought, the importance of this method is well illustrated by the position which the study of Practical or Applied Economics invariably occupies. In America, the study of economic history and of modern economic fact grows into greater prominence year by year.

(3) Turning to the question of success, the question arises at once as to the tests whereby such may be measured. Of these, many, varying from popularity to eclecticism, have been suggested, but possibly the one most suitable is the ability of a system to produce a high general level amongst a good number of students. Something more is required of a system than that it should bring together large audiences for elementary courses, while as for the production of a few very good students, a few will always press to the front through all difficulties, despite systems good or bad, or in the absence of any system at all. But a system that is to be deemed good must place within the reach of all industrious and apt students the means of a good general economic training, while stimulating him to prosecute original and independent work. Further, it should provide these advantages regularly and not intermittently. The way in which these two needs are met in practice can be stated briefly. General training is provided by a systematic series of courses which should include at least Theory of Economics, Applied Economics, and Finance. The seminar, or classes organised like the seminar, offer opportunities for guiding a student into the ways of original work.

Seminar instruction is given regularly in Germany, Austria, Hungary, in the better equipped universities of America, Switzerland, and to some extent in both Sweden and Holland. In Russia the professors may and sometimes do organise seminars or discussion classes. In Belgium classes are held in connection with some of the courses.

With regard to the systems of providing for a good ground knowledge of the leading branches of Economics, classification is rendered difficult by the different methods adopted in the various countries. Some are more, some less thorough. Among the former we may put without hesitation the countries already singled out for notice—Germany, America, Austria, and Hungary.

From the accounts given in detail below it is clear that in these countries the study of economics is advancing. The training is systematic. A fair proportion of students pass from the more general into the more special or advanced courses. The production of work, not necessarily of the first order, for with that we are not dealing, but of the second, or third, or fourth order, is great and still increases.

AUSTRIA.

The position of Economics in Austria is largely determined by its relation to legal studies, by the place, that is, which its various branches hold in the examinations qualifying for the legal profession and for the juridical and higher administrative services. According to the system till recently in force, but now somewhat modified, candidates intending to enter these had to attend certain courses at the universities, and to pass certain examinations varying according to the positions sought. Those entering the legal profession had to pass the first State examination in addition to the three political rigorosa of the university, success in which latter conferred the degree of Doctor. Other candidates only needed to pass the three State examinations. These latter were as follows:— The first (Rechtshistorische Staatsprüfung) was held at the end of the second year of study, and comprised the following subjects: Roman Law, Canon Law, and German Law in its historical aspect. The second (Judizielle Staatsprüfung) was held towards the end of the eighth semester, in the following subjects: Austrian Law, civil, commercial, and penal; Austrian civil and criminal Procedure. At the end of the four years came the third and final examination (Staatswissenschaftliche Staatsprüfung), which alone is of importance so far as the legal recognition of Economics is concerned. The subjects examined in were Austrian Law, International Law, Economics (including Economics, the Science of Administration, Finance and Statistics). The political rigorosa, while they correspond in outline to the State examinations, have some few points of difference both with regard to method and subjects. They, too, are three in number, and may be described as the Austrian rigorosum, corresponding to the second State examination, the Romanist, corresponding to the first State, and the Staatswissenschaftlich, which closely resembles the third State examination, though not including Statistics or Administration. There is no regulation as to the order in which they are to be passed, but that indicated above is customary. Their greater severity may be judged from both the additional length of preparation prescribed and the manner in which they are conducted. The earliest date at which a candidate may pass his first rigorosum is at the end of the fourth in place of the second year. The second and third may follow at respective intervals of two months. The Staatsprüfung is an examination taken by groups of four students, each group being under examination for two hours; but in the rigorosa each candidate is under examination for two hours, spending half-an-hour with each examiner. Both State and university examina tions are oral, and the latter are said to impose a severe strain on both examiner and candidate. In the latter the examiners are the university professors, while in the State examinations these are variously composed of professors, functionaries of the State, and barristers of good standing.

By the law of April 28, 1893, which came into effect in October, the system sketched above underwent certain alterations. A complete separation will be effected between the university examinations or rigorosa, and those qualifying for the legal profession and State services, the former no longer serving as a possible substitute for the second and third of the latter. In addition, some slight change has been introduced into the curriculum and examinations imposed upon students designing to enter these. They will have to attend courses and to be examined in— (a) The Science of Administration (Verwaltungslehre), and with special reference to Austrian Law; (b) Economics, theoretical and practical; (c) Public Finance, and especially Austrian Finance. In addition they must attend lectures (without subsequent examination) on Comparative and Austrian Statistics. These alterations will leave the number of students in the more elementary subjects unaffected, and so far from operating in discouragement of economic and political studies, will, it is hoped, lead to their more thorough prosecution, by raising the degree to a more scholarly position.

The marked recognition of Economics by the State, and the large number of students whose prospects are involved in its successful study, naturally affect the teaching organisation provided by the universities and other bodies.

This is fairly uniform throughout Austria, as apart from Hungary, though the extent to which the subject is pursued, and the variety of its forms, depend mainly on the enthusiasm of particular teachers and the greater opportunities offered by particular universities or other institutions. At the universities the ground plan of work may be described as identical, Economics being taught in the faculty of law. There are certain courses which must be delivered, and at which attendance is obligatory for certain classes of students. These are on National Economy, Finance, Statistics, and the Science of Administration (Verwaltungslehre), which includes instruction in practical economics, public health, army, matters of policy, justice, &c. But in addition to these the teachers, whether professors or privat-docents may, and often do, deliver special courses dealing with more particular subjects. These are not necessarily or usually the same from year to year; and may be described as instruction of an unusually high order, inasmuch as each teacher is accustomed to select for treatment such branch of science in which his own activities and studies lie. The large² voluntary attendance at such lectures is a testimony to the regard in which economic studies are held among a large body of students.

¹Vienna—Prag (German), Prag (Bohemian), Graz, Innsbruck, Krakau (Polish), Lemburg (Polish).
²At Vienna the attendants at special courses varies from 50 to 100.

Seminar instruction is customary, as in Germany. At Vienna there are two seminars, one for Economics, one for Statistics and Political Science (Staatswissenschaft), while in addition there is an Institute of Political Science, attached to all of which are libraries and places for the members to carry on their work in close contact with their professor or his deputy. The members consist in part of young doctors of the university who have recently graduated, in part of those preparing for the examinations of the university, and include, as a rule, several foreigners who have come to Vienna to pursue their studies. The arrangements at the other universities are similar, though in some they lack the completeness displayed at Vienna.

Students who, having passed their examinations with credit, or other wise performed their work to the satisfaction of their teachers, wish to carry on their studies in other countries are eligible for Reisestipendia (travelling scholarships). These are rewarded to encourage study in foreign universities, or to enable their holders to carry out investigations which necessitate a journey. Unfortunately they are but few in number, and as they are open to students of all faculties, few economists can hope to obtain them. Among the more recent holders in Vienna are Professors Böhm-Bawerk, Robert Meyer, Von Phillipovich, and Dr. Stephen Bauer, the two latter of whom published reports on matters studied abroad.

In this way a method of economic instruction has been developed in the Austrian universities which not only provides a large number with a carefully systematised series of courses, but offers to those disposed to more thorough or more special study ample opportunity. The more eager and energetic pass through the courses compulsory for the law degree, in themselves a fitting preliminary to more detailed work, to attendance at the special courses and membership of the seminar; from these they may, if fortunate, advance into the position of travelling or research scholars of their university. Though most of the students at the Economic Lectures are jurists, the attendance frequently includes members qualifying in other faculties, or even more general ‘hearers.’ At Krakau, students of the philosophical faculty form some 20 to 25 per cent of the total. All these students are entirely free so far as their choice of Economic courses is concerned. It is not possible to give the exact numbers of the students to be described respectively as elementary and advanced. The particulars, however, furnished by the various universities permit a rough general estimate. Not fewer than one thousand students undergo the more general courses, thus attaining to a fair systematic acquaintance with the main branches of economic study, while out of that number more than two hundred take special courses and enter the various seminars. This account rather under than over estimates the extent to which economic studies extend. As to the character of the advanced work there is no doubt. As has been pointed out, it is of a high order. But some question has been raised as to the value of the knowledge likely to be attained by the more general student. The variety of subjects required in the examinations either of the university (political rigorosa) or of the State, and the number of courses obligatory on the students, do not allow of an early specialisation.¹ But a glance at the nature of the examination, and at the syllabus of the various courses, forbids the inference that the instruction given is of a purely rudimentary nature.

¹This, as Professor von Milewski contends, interferes with the scientific character of the various studies required for the degree. As each has to take up several subjects, and to pass examinations in these, he cannot give very special attention to Economics or any other branch of social science in which he may happen to be interested.

Much, it is true, depends upon the personal enthusiasm and force of the teacher, for, despite the obligation of attendance, a dull and unininteresting lecture will rarely obtain the audiences registered to him, many students preferring to buy copies of the course hectographed from the notes of their predecessors in the lecture room, and only troubling themselves to appear at the beginning and end of the semester.

In the University of Krakau, Economics are obligatory, both in study and examination, for the students of agriculture who attend special lectures, apart, that is, from the law students. Instruction in Economics (Political Economy, Finance, and Statistics) is given also at all the Technical High Schools (Technischen Hochschulen) in Austria,¹ while attendance at the courses (though without examination) is obligatory at the schools of agriculture, where similar conditions prevail. At the Commercial Academies (Handelsakademien of Vienna and Prague) a course of lectures is given with particular reference to the Economic branches which throw most light on commercial facts and features, and on the relations existing between the various classes engaged in industry and trade. To obtain the diploma of these institutions the lectures are followed by an examination. Courses are provided for the consular service at the Oriental Akademie in Vienna, and for the service of the administration of the army.² There is also a Fortbildungschule for officials of the railway, where political economy is taught and examined in. Members of these courses are considered specially fitted for the attainment of the higher posts in their service.

¹Of these there are six:-Vienna, Brünn, Graz, Prag (German), Prag (Bohemian), Lemburg (Polish). After examination diplomas are granted, which are necessary for those becoming teachers in agricultural schools, and are, it is said, a strong recommendation in the eyes of landlords when engaging their officials, agents, &c.
²An Intendanz-Class for officers willing to serve as Intendanten for the provision of the army.

A knowledge of Economics, duly and doubly certified by registered lecture courses and by examination, is a necessary preliminary to certain careers. Attendance at the university lectures and the attainment of the juridical degree are the qualification for the higher branches of the legal profession (advocate, &c.), and like attendance and degree, or, in the place of the latter, the diploma of public service, are required for all branches of the legal profession and for the whole civil service. Entrance into the consular and diplomatic services may also be obtained through the courses of the Oriental Academy. Further, as has been pointed out above, a certain acquaintance, or supposed acquaintance, with economic studies is considered necessary in some other vocations.

At the present time very considerable importance is attached to economic studies in Austria. Their scientific character is a general matter of care, and an extension of the sphere in which they are obligatory, or at least advisable on the part of those who seek success in their particular calling or profession, is earnestly advocated by some. In the first direction the reforms in the juridical studies at the universities will operate. As Dr. Mataja writes:— ‘Economics will have greater and not less weight.’ On the other hand, and in the other direction, different suggestions have been made. Some advocate the extension of compulsory study to engineers who will become officials and directors in factories, to the employés of the fiscal service, to those attending the more elementary technical schools. Others would like to see schools of political and social science (including Economics) founded in the great industrial centres. Whether these suggestions be carried out or not, they serve to illustrate the feeling which exists, at least on the part of some, with regard to the value of Economics both as a special and as a branch of general study.

HUNGARY.

Economics holds a position somewhat similar to that in Austria. It is obligatory on all students in the faculty of law and political science at the two universities,¹ and in the Rechtsakademien (legal faculties, as at Kassa), who must take courses in Economics and Finance before the end of their second year, when they have to pass an examination, among the subjects of which these are included. After the second year their studies bifurcate, according to the degree which they seek (Dr. Juris, or Dr. Cameralium). In order to obtain the former, they must pass an examination in financial law. But if they wish to take the latter degree (Dr. Cameralium), they must pass two rigorosa, among the subjects of which are Economics (theoretical and practical), Finance, Finance Law, and Statistics. The knowledge required in this case is exceedingly thorough, and the degree is of high value in the public service. There are also state examinations which serve as qualifications, though to a lesser extent, for the legal and administrative services. Though easier, they correspond closely with the above. In the universities the system of economic study in its general features resembles that in vogue in Austria, the chief courses being those on Economics and Finance; but both at Budapest and Klausenburg, as, for instance, at Strassburg to take a parallel, these studies belong not to a sole legal faculty, but to a legal and political faculty (Rechts- und Staatswissenschaftliche Fakultät). In addition to successful examinations the candidates have to present a thesis. The possession of the degree of Dr. Cameralium implies a very sound economic training, and it was till lately the chief means of entering the higher civil service both of the kingdom and of the states. Considerable attention is paid to Economics, the seminars being well frequented, and the interest and activity of students great. This is particularly true of Budapest, where the lectures are varied and delivered by a numerous and able staff.

¹Budapest, Klausenburg (Kalorsvar).

GERMANY.

The differences in the history and regulations of the various states composing the German empire have led, not unnaturally, to considerable differences in the positions which economic studies occupy. On the one hand, they are affected by the diversity of usage existing as to their connection with the course of study required for the legal profession and the civil service. On the other hand, the particular faculty in which they are included has been determined by reasons possessing little but historical validity.

1. Prussia.—At the Prussian universities Economics belongs to the faculty of philosophy, and, speaking generally, to that section of this faculty known as the Sciences of the State. A student takes his degree in Economics entirely apart from law, the position of which as a separate faculty unfortunately precludes a student who presents a thesis in one of these two subjects from selecting the other as one of the two collateral subjects which he is bound by regulation to offer himself for examination in. Further, it must be noticed that the degree of doctor in this country, and, indeed, in Germany generally, is not a qualification, as was till recently the case in Austria and still is in certain of the Latin countries. Some assistance it may be in a judicial career, but even then the degree of Doctor Juris has naturally much more value than that of Doctor of Philosophy in the State Sciences.

Nor does Economics occupy an important place in the State examinations which qualify for the legal and administrative services. To enter these a candidate must pass examinations, the first of which is common to both services (referendar Examen). This consists of two parts, the first written and dealing with law, the second oral, which includes, among other matters, the elements of Economics. So subordinate is this subject that, in the opinion of many critics, it hardly counts in the decision as to the eligibility of candidates. The course of examination then bifurcates, some taking that for Justiz-Assessor, others for that of Regierungs Assessor, for neither of which is Economics required. At the latter of these (Reg. Assessor) some knowledge of Economics in its applied branches is said to be highly desirable, but inasmuch as the examination takes place some five years after the conclusion of the university course, the demands it makes are chiefly met by knowledge supplied from books. With regard to the constitution of the examining boards it should be noticed that, even at the referendar Examen, it is not in accordance with common practice to include professors of Economics.

2. Saxony. —The system recently adopted in Saxony is, in so far as the subordination of Economics is concerned, nearly identical with that of Prussia. In one point it is more favourable to the interests of this subject, the professoriate being invariably represented on the board of examiners.
3. Reichsland.—In the Reichsland Economics is of no more importance than it is in Prussia.
4. Saxe Weimar.—In Saxe Weimar, too, it is of but nominal importance in the juridical examinations. There, too, the board of examiners is constituted irrespective of economic requirements, and, as has been caustically said, it is rare to find the examiners academically qualified in the subjects in which they are supposed to examine. The position, in the main, is very similar to that prevailing in Prussia.
5. Bavaria.— In the chief southern and south-western states Economics holds a more important position in the legal and civil service curricula. Thus, in Bavaria, all students of law, administration, and forest (Landwirth) have to pass an examination in which it forms one of the subjects. The time of the examination is at the conclusion of the four years devoted to legal or other studies respectively, and the presence of the Professor of National Economy among the professorial examiners necessitates due attendance at lectures and thorough study. The second examination for the civil service is technical in character, and only requires economic knowledge in its connection with practical developments and issues.
6. Würtemburg.—In Würtemburg, though Economics forms no part of the strictly legal examinations, in the other State examinations for administrative students it is of very great importance. For these there are two examinations, the first of which, more general in character than the other, takes place at Tübingen, and involves a very considerable acquaintance with Economics.
7. Baden.—Every legal student, as well as every candidate seeking entrance into the higher employments in the State departments of revenue and administration, must, in his time, attend lectures on, and pass examinations in, the economic and financial sciences.

The varying positions which Economics holds in the examinations qualifying for State and legal employment in the different German states affect a large number of university students who have to pass these examinations, but do not of necessity take a degree. To them the connection of Economics with one faculty or the other in the university cannot be a matter of much importance, but with others the case is different. Students reading for the degree are, as has been already said, restricted now on one side, now on another, as to their choice of collateral subjects for examination. Sometimes they can offer Economics in connection with law, sometimes they cannot. In addition, the influence which kindred studies taught in one faculty may bring to bear on the methods of instruction may, in some instances, prove of not inconsiderable importance even in the case of the students studying for the doctorate. Professor Brentano, however, whose personal experience extends from Leipzig to Strassburg, from Vienna to Breslau and Munich, contends that the varieties of combination matter less than might seem probable. The facultative position of Economics varies considerably. In Prussia and Saxony they find place among the many heterogeneous subjects grouped together in the faculty of philosophy, though in certain places, as at Berlin, they fall into a distinct subdivision. At Berlin they belong to the Staats- Cameral-und Gewerbewissenschaften. At Strassburg (Reichsland) they combine with law to form a Rechts- und Staatswissenschaftliche Facultät. At Tübingen (Würtemburg) a Staatswissenschaftliche Facultät exists independent of the law, a practice identical with that current at Munich (Bavaria). At some universities, as for instance at Jena, economic lectures are largely attended by the students of Landwirthschaft.

A comparison of the studies preliminary to the doctorate in Germany with those in Austria reveals two chief points of difference. At German universities there is little prescription of the course of study, or, indeed, of the methods to be adopted by the student, who within certain wide limits has a perfectly free choice of subjects. But this comparative freedom from restraint is closely connected with the great importance attached to the thesis, a custom which, its critics urge, leads to premature specialisation. In both countries candidates for the civil and legal services are much more closely restricted to definite courses.

In their practical working the systems of the different universities bear a close resemblance, at any rate in their earlier stages. There are three main courses, delivered annually, on pure Economics, Applied Economics, and Finance, all of which, even the first, involve a careful study of economic fact as distinct from hypothesised theory. The extent to which the method adopted in the first course is empirical depends, of course, on the position of the teacher as an adherent of one or other of the opposing schools of economic thought; but, speaking generally, even the least empirical among them would be deemed empirical by those accustomed to English methods. But, in addition to these three annual courses, lectures are delivered on special subjects. At Freiburg (in Baden), in the summer semester of 1891, these were:

• • History of National Economy and Socialism.
  • Agrarian and Industrial Policy, including the Labour Question.
  • History of Statistics.

The list of special lectures at Berlin, to take the most completely equipped of the universities, shows more clearly the wide range of subjects dealt with under the term Economics. In the summer term, 1892, besides the ordinary annual courses, there were courses of lectures on the following subjects:

• • Theory of Statistics.
  • History of Statistics.
  • Statistics of the German Empire.
  • The Economic and Social History of Germany from the end of the Middle Ages to the Peace of Westphalia.
  • History and Modes of Industrial Undertakings.
  • Money and Banking.
  • Early Commercial and Colonial Policy (till 1800).
  • Industrial and Commercial Policy.
  • The Social Question.
  • Forms of Public Credit.

In addition to lectures, necessarily more or less formal, opportunities are afforded for systematic instruction in classes and in the seminar. The latter institution varies considerably, according to the character of the students frequenting particular universities, for its efficiency, and accord ing to the position of the professor undertaking it, for the direction of its studies. Each teacher collects around himself a group of students who follow his method, adopt his attitude, and frequently devote themselves to those branches of economic research which have occupied his attention. Thus, at Strassburg, Professor Knapp’s seminar deals chiefly with agrarian questions; at Berlin, Professor Wagner’s influence is seen in the predominance of finance and financial topics among the subjects discussed. At Munich, to pass to the question of organisation and method, the two professors join in holding a seminar in which “there are about twenty-four young men taking part. Each of them has to undertake some work: the younger ones get a book to read, and have to report on it; the more advanced have to treat a subject after reading several books on the subject; the most advanced have to make a work themselves, the professors aiding them in furnishing material and giving assistance.’ At some universities there are two seminars, at others one. It is a matter for regret that, with all these opportunities, a comparatively small number of students are ranked as advanced. The explanations offered are many, but probably a very adverse effect on the study is produced by the paucity of the positions to which a thorough economic study can serve as an introduction. Teaching posts are few, and the requirements in the State examinations for the legal and administrative services are, if not as in many cases nominal, strictly limited to an elementary knowledge.

In some of the technical schools, and in all the schools of commerce, instruction in some branch of economics forms part of the regular course, and, in these latter, an examination is held. In the former, however, the subjects thus taught are distinctly subordinated to the technical sciences which occupy the chief attention of the students, while in the schools of commerce only those branches receive adequate treatment which bear or appear likely to bear upon commerce in its practical aspects.

HOLLAND.

The connection between the universities and the legal profession is close in Holland, none but doctors of jurisprudence being qualified to practise as advocates. This is a circumstance which has a material effect upon the study of economics, inasmuch as this, in its more elementary branches, forms one of the obligatory subjects of the first examination for the degree. Thus, so far as this one profession is concerned, a certain knowledge of economics is necessitated.

In the higher administrative service no such knowledge is obligatory, but it is considered that officials who possess the degree of doctor of political science have better chances of promotion. For this degree a thorough study of economics is required. In certain other government services demand is made for acquaintance with certain branches of the subject. In the examinations for the consular service the ‘general principles of economics’ and the ‘elements of statistics,’ chiefly with regard to trade and shipping, form subjects of examination. A similar knowledge is required for the diplomatic service. In none of these cases, it should be noted, is attendance at specified courses compulsory. The subject forms part of the examination.

The requirements indicated above explain to some extent the position which economics occupies in the four Dutch universities. It is a necessary subject for two degrees—the doctorate in laws and the doctorate in political science. But the nature of the knowledge required differs greatly. In the former it is elementary, not going beyond the first principles of the theory, while in the latter case the examination necessitates a really careful and detailed study. In addition to the general course of lectures taken by all, candidates for this latter distinction usually attend two other courses, one in capita selecta (taxation, finance, socialism, &c.), and another in statistics. These courses, unlike those at German universities, extend throughout the academic year, i.e. from September to July. For advanced students discussion classes are held, where the students, after a previous study of a chosen subject, meet to discuss it among themselves and with the professor. Before proceeding to the degree of doctor a candidate has to write, and afterwards to defend, a dissertation on some branch of the general science which he has taken up. Thus, in the case of political science, the thesis may be on some economic question. Outside the universities the chief study of economics takes place in the intermediate schools, where, during the fourth and fifth years of the five years’ curriculum, it is taught for two hours weekly by a doctor of political science, or by another teacher duly qualified by a special examination. At the Polytechnic at Delft there is a chair of economics, but neither is attendance at the course obligatory, nor does it form one of the subjects of examination.

BELGIUM.

By the law of 1890, which provides the regulation for higher instruction, political economy is made obligatory for the attainment of the degree of doctor of laws, a distinction proving a professional qualification, and for the grade of engineer, the course for the former involving some forty-five lectures, that for the latter some fifteen. In both cases the subject is taken in the earlier years of study. Students training for these professions would appear to form the great bulk of those attending economic lectures at the universities. In neither case can the course be said to furnish more than elementary instruction.

The universities have made provision outside these State requirements for more advanced students. The candidates for the degree of doctor of political science have to show a more thorough acquaintance with economic subjects. At the University of Ghent the course which is provided for them is considerably longer; still more stringent regulations prevail at the University of Louvain, for the degree of  ‘docteur en sciences politiques et sociales.’ The important regulations are as follows :—

ART. 5.

Pour être admis à l’épreuve du doctorat il faut:

1. 1. Avoir acquis depuis une année au moins le grade de docteur en droit.
   2. Avoir pris une inscription générale aux cours du doctorat en sciences politiques et sociales et avoir suivi les cours sur lesquels porte l’épreuve.
   3. Présenter, sous l’approbation du président de l’École, un travail imprimé sur un sujet rentrant dans le cadre du doctorat.

ART. 7.

L’épreuve comprend un examen oral d’une heure et demie. Cet examen porte:—

1. 1. Sur six branches portées comme principales au programme de l’École.
   2. Sur deux branches au moins choisies parmi celles qui sont portées comme branches libres au programme de l’École ou—avec l’autorisation du président de l’École—parmi celles qui sont portées au programme de l’université.
   3. Sur le travail présenté par le récipiendaire.

The list of lectures for the two years’ curriculum, 1892-3, 1893-4, is as follows :-

For the first year—Histoire parlementaire de la Belgique depuis 1830, la législation ouvrière comparée ; le droit public comparé; de la neutralité de la Belgique et de la Suisse; du régime légal des sociétés commerciales en droit comparé.

For the second year—Histoire diplomatique de l’Europe depuis le Congrès de Vienne; l’Evolution économique au XIXe siècle; les institutions de la France et de l’Allemagne; lé régime colonial et la législation du Congo; les associations en droit comparé.

Seminar or class instruction is given at the universities, though the particular form it takes varies with the other organisation provided, and the character of the students. At the University of Ghent a class supplementary to the lectures is formed, where discussion takes place; at Louvain Professor Brants directs a ‘cours pratique,’¹ the members of which (some dozen in number) write treatises, discuss economic movements, and make excursions to centres presenting features of economic interest.

¹Conférence d’Économie Sociale. Rapport sur ses travaux, 1891-92. Louvain.

ITALY.

Outside the universities there are in Italy but few institutions which give much instruction in economics. Though courses are delivered at the superior schools of commerce, as, for instance, at Genoa, Venice, and Bari, and the Polytechnic School of Milan, which compare in their nature with those existing at similar places in Austria and Germany, the main aim of such schools, and the limited extent to which they are frequented, prevent them from obtaining any control over the development of economic teaching in the country. It is, then, to the universities that we must look for information as to the methods chiefly employed. At them economics is studied as a subsidiary subject to law, being taken by students in their second year. There are three courses at which attendance, or, to speak more accurately, inscription is obligatory on legal students. In the case of the three obligatory courses the attendance is fairly regular, owing, it is said, to the combined effect of the latitude allowed in the teaching of the subject and the position of the professor as examiner. Without passing the economic examinations students cannot attain to legal degrees. The courses are those in Economic Theory and Administration, Finance, and Statistics. According to the condition of the university these are taught by the same or different teachers, in most cases by the professors who are appointed and paid by the State. In addition to these courses others are given at the option of the teachers, either professors or docents. The attendance at these is not good, though in many cases a large number of students enter themselves as a mark of courtesy towards the lecturer. It costs them nothing, as they pay a compound fee, and it benefits him considerably if a docent, as he receives from the State a payment proportionate to the number of students registered for his courses. In addition to the examination, a candidate for the legal degrees presents a thesis which may, and not infrequently does, deal with some economic subject.¹ The study of economics is, moreover, obligatory on students seeking the higher official careers. Many complaints are made as to the position occupied by economic studies in Italy. Their connection with law creates no doubt a certain and a large audience in the lecture room; but, as one Italian professor points out, students do not remain there long enough to acquire anything like a sufficient knowledge of the subject. They come from the schools wholly unprepared, and they leave the university without having undergone a training thorough enough to counterbalance the loose economic notions gathered from their more diligent study of the newspapers. The study of economic facts does not seem to have had sufficient place in the universities of Italy. Attempts are now being made to remedy this defect by the formation of discussion societies among the students of economics, and the encouragement of research into statistical and similar questions.

¹Professor Tullio Martello calculates that at the University of Bologna some 15 per cent of those graduating in law present a thesis dealing with economics.

At the minor technical schools lectures are delivered on elementary economics, finance, and statistics.

RUSSIA.

The conditions under which Economics is taught in Russia bear a superficial resemblance to those prevalent in the Latin countries, where it is annexed to the study of law, and pursued very much as a subject of secondary importance. Here, too, it forms part of the regular training through which a jurist must pass in his four years’ curriculum. There are three economic courses which he must attend, and in the subject-matter of which he must display sufficient knowledge in the May State examinations. These are on Economic Theory, Statistics, &c., and Finance. In addition to formal lectures, the professors in charge of the subject may, and sometimes do, organise classes, discussion societies, or seminars, though attendance at these is not obligatory.

The provision for further and more detailed study is considerable. A student who has finished his law studies with a diploma of the first degree can remain in the university, if he wishes, for more special research in one or other subject (Roman law, political economy, private law, financial law, &c.), under the supervision of the special professor or professors. Such a student is examined, and, if successful, obtains the title of magistrandus of the subject in question. Then he must present a dissertation and defend it, after which he obtains the degree of magister. After a second dissertation and disputation he attains the higher degree of doctor of his special subject.

UNITED STATES OF AMERICA.

The conditions under which the study of Economics is carried on in the United States of America are widely different from those which prevail in the countries of continental Europe. On the one hand, there is no inducement held out to students by its inclusion among the subjects of state or professional examinations. On the other, there is evidence in the importance which such subjects have assumed at the universities and colleges of a strong public sentiment in favour of their careful study far exceeding that in existence either in these countries or in the United Kingdom. In one respect the regulations of the colleges have had an important effect, independent of the action which they have taken in respect of the strong public demand. Owing to the freedom of the students in most of these institutions from prescribed and compulsory courses of study in most stages of their career, Economics has escaped being relegated, as, for instance, in England, to the position of a subject outside the usual curriculum, and optional only in some one or, perhaps, two stages. Where such prescription does exist it is not deemed a subject necessarily unfit to form part of a compulsory general course. Its inclusion, to some extent, would probably be demanded by the strong public opinion which has grown up during the past twenty years.

The causes of the popularity of Economics are stated with fair unanimity by various writers, though their respective importance is very differently estimated. In the first place, the very novelty of economic studies is itself in favour of their ardent prosecution. Till comparatively recently, it has been said till between 1870 and 1880, they were disregarded because unknown. Now they are seized, studied, and followed because they offer, or seem to offer, an explanation of the vast and complex economic condition which is in process of rapid evolution in this country at once so great and so new. So, too, in England some half century back or more the theories of the economists of that time were received by large numbers as an intellectual gospel. But in the next place the circumstances attending this ‘novelty’ of study have considerable consequences. That the study of Economics is a novel study is important, but it is of equal importance that it is novel at the present time and under present conditions. The American economists have not to shake off the half-uttered, half-silent opprobrium attached to their subject through the action of the more numerous though less conspicuous of their predecessors in their rigid adherence to incomplete or ill-founded theories. They are fortunate in entering upon their teaching at a time when the need of inductive inquiry and training is more fully recognised. This gives a more systematic aspect to the economic instruction demanded from them than was the case in England. In the third place, the campaign in favour of civil service and tariff reform has drawn a great deal of attention to those departments which deal with finance and the more prominent aspects of political life. Lastly, it is urged that the political eagerness which so largely affects the younger generation of Americans combines with the foregoing to crowd the economic lecture rooms with anxious and willing students. Economics is needed by politicians, and ‘we are all politicians,’ writes one professor; it is needed by journalists both because they are keen for political knowledge themselves and because they write for politicians.

The same causes which stimulate economic students have often led to its connection with political science, with history, and in some instances with general sociology.

Returns from several of the universities show the large number of students who attend economic lectures, and the comparatively large number who pass into advanced courses. The universities differ so much among themselves that no common standard of teaching exists. In some the elementary courses are very elementary, in others more thorough than might be concluded from the name. Thus at Harvard these include a study of Mill’s ‘Principles of Political Economy,’ lectures on general theory, or on what is termed descriptive economics, including a survey of financial legislation, while in addition a course is provided on the Economic History of England and America since the Seven Years’ War. In some cases a great part of the junior work consists in the use of text-books, and proceeds rather by class instruction and interrogation than by lecture. Turning to the consideration of the courses organised for the more advanced students, it is highly satisfactory to note the very considerable proportion which these form of the total number engaged in economic study. According to the information collected from various quarters, at Harvard they amount to some 38 per cent; at Columbia College to 41 per cent; at Cornell to 26 per cent. At some others they do not present so favourable an appearance, though at Michigan I am informed that the twenty returned as ‘advanced’ consists entirely of very advanced students, all the others being included under the heading of elementary. No doubt students described as advanced at one institution may not be so regarded at others, for, as has been already suggested, these vary very greatly as regards both their courses and the attainments of their students. With regard to the former, those provided at some of the better known and more highly developed and equipped universities afford a description of the nature of the training offered in the United States. At Harvard the advanced courses for the year 1892–93 are as follows:—

Full courses—

• • Economy Theory—Examination of Selections from leading writers.
  • The Principles of Sociology—Development of the Modern State and its Social Functions.
  • The Social and Economic Condition of Working Men in the United States and in other Countries.
  • The Economic History of Europe and America, to 1763.

Half-courses—

• • History of Tariff Legislation in the United States.
  • Railway Transportation.
  • The Theory and Methods of Taxation.
  • History of Economic Theory down to Adam Smith.
  • History of Financial Legislation in the United States.

At Columbia College the courses are as follows:—

• • Elements of Political Economy.
  • Historical and Practical Economics.
  • History of Economic Theories.
  • Science of Finance.
  • Science of Statistics.
  • Railway Problems.
  • Financial History of the United States.
  • Tariff and Industrial History of the United States.
  • Communism and Socialism.
  • Taxation and Distribution.
  • Sociology.

At Cornell the lectures which succeed the purely elementary ones are not quite so full, but consist of courses on—

• • Economic Reforms.
  • Finance.
  • Economic Legislation.
  • Statistics.
  • Economic History.
  • Financial History of the United States.

There are few universities which do not offer some courses beyond these on elementary theory and history. As a rule, finance and some other branch of applied economics are added. Where graduate schools have been established, as, for instance, at Harvard and at Michigan, the study proceeds very much on the lines indicated above, so far as the former is concerned. At Michigan, the advanced courses are distinguished into intermediate and graduate. Intermediate courses treat of the following:—The Transportation Problem. Principles of the Science of Finance. Theory of Statistics. History and Principles of Currency and Banking. History of the Tariff in the United States. History and Theory of Land Tenure and Agrarian Movements. Industrial and Commercial Development of the United States. History and Theory of Socialism and Communism. History of Political Economy. Graduate courses:–Critical Analysis of Economic Thought. Critical Examination of the Labour Problem and the Monopoly Problem.

Most universities have, in addition, established seminars, where study proceeds on the lines with which continental students are familiar. Individual members, in most instances graduates, and all advanced students, undertake particular subjects on which they prepare reports or treatises to be read and discussed at the weekly meeting. During their researches they are more or less under the direction of the professor or teacher who undertakes the courses in connection with the department of economics under which their subject falls. At Yale there are two seminaries and one discussion society; at Columbia College there is one for students who have studied only one year, two (in Economics and Finance) for those who are more advanced. The value of the work produced differs, of course, with the character of the university. At Harvard and the other more highly developed universities it is naturally very high.

In certain other countries the attention given to the subject of Economics demands for different reasons less detailed notice. In some instances the resemblance to countries already described renders further description superfluous; in others the geographical limitations of the country, or the comparative absence of opportunities for such special branches of the higher education, necessitate a much slighter notice than that given to the foregoing countries.

In Spain the connection between economic and legal studies is very similar to that existing in Italy. Students of the first and second year attend courses in Economics and Finance, Statistics being apparently nowhere insisted upon. At some of the universities an attempt is made to supplement these elementary courses by conferences and by visits, both to industrial undertakings, as factories, mines, &c., and to financial establishments, as banks; while the introduction of sociological institutes or seminars is looked for at others, as, for instance, at Oviedo.

In Sweden ‘there are two professors of political economy, one at the University of Upsala, one at the University of Lund, both belonging to the Faculty of Law, and teaching in addition to Political Economy some purely juridical subjects. There are also two professors in Politics and Statistics, one at Upsala, one at Lund, both belonging to the Faculty of Arts, and teaching at their discretion, Public Law, either Swedish or foreign, and Statistics.’ ‘The two professors of Political Economy in the Faculty of Law have to prepare and examine all the students who go in for the State examinations for entrance to the different branches of the civil service. But as Political Economy possesses very little importance in any of the three forms of these examinations, as compared with Jurisprudence, little stress is laid on its study in this faculty. Of the two other professors, one (at Upsala) lectures chiefly on Politics, the other on Statistics, both these studies being optional for the two arts degrees. The theory of Political Economy is not taught. Seminar instruction is arranged to supplement that given in the lecture courses.

In Norway, at the University of Christiania, the system is nearly identical with that of Sweden. There, too, it is found that, owing to the complete subordination of Economics to Law, the knowledge required is elementary in character.

The same impulses which direct the attention of young Americans to the study of Economics are felt in Canada. At the University of Toronto the importance attached to such studies is adequately shown by the large attendances present at the several courses. These courses are carefully arranged and graduated so as to furnish the student with a sound knowledge of the various branches of the subject, and to fit him to undertake, as he is expected to do in his latter years, research into some branch of economic fact.

In Switzerland, the position held by economic studies is, on the whole, at least as favourable as that in the southern countries of Germany. A knowledge of Economics is obligatory on those entering the legal profession, while, owing to the arrangements made, the duty of examining the candidates may, and in practice, I believe, does fall largely on the university professors. Moreover, in the university curricula, the place of economics, so far as Berne is concerned, is very fortunate. True, the subject is optional, as indeed are all subjects for the doctorate, but it may be taken for either the legal or the philosophical doctorate (Dr. Juris, or Dr. Phil.). At the Zürich Polytechnicon it is taught, being obligatory in some form or other for the diplomas of forestry and agriculture. In addition there is a fair voluntary attendance at these lectures. The system of instruction presents no features requiring particular notice. The chief courses are on National Economy and Finance, with the frequent addition of Practical Economics. These are supplemented by special courses at the option of the teacher, and by the seminar.

 

APPENDIX II.

On Economic Studies in France.
By Henry Higgs.

Economic teaching in France, so far as it consists of lectures regularly delivered at the same place by the same person, is to be looked for in—

(i.) The Collège de France, Paris;

(ii.) The Conservatoire des Arts et Métiers, Paris;

(iii.) The Université de France, consisting of the aggregate of local ‘universities,’ or faculties officially recognised, in Paris and the provinces;

(iv.) The free or unofficial faculties and schools in Paris and the provinces, including all the Catholic ‘universities’ (which cannot come to terms with the State on the question of the faculty of theology), the École Libre des Sciences Politiques, Paris, and others.

A certain amount of economic instruction is also imparted in the Écoles supérieures du Commerce, generally endowed by the municipalities of commercial towns. Elementary notions of Economics are officially prescribed as part of the programme of elementary schools.

(i.) It is at the Collège de France that one expects to find leading teachers of Economics in France. The traditions of its chair (which was founded in 1830), and the authority vested in its occupants, added to the attractions of a scientific post in Paris, have been a sufficient inducement for the most eminent economists to offer themselves for appointment here. The stimulus of contact with growing, vigorous, and inquiring minds is not, however, afforded to the professors, and they have to fight against a tendency to fall into prosy sermons and easy repetitions of old theory. No fees are charged to the students, nor is any record kept of their names unless they wish to obtain certificates. The lectures are delivered twice a week (two on Economics by M. Leroy-Beaulieu, and two on Statistics by M. Levasseur), in the afternoons. The auditors are for the most part a casual collection of shifting persons, of whom many are foreigners passing through Paris, who attend once or twice out of curiosity to see the lecturer. There is no discussion either during or after the lectures. The professors are paid a fixed stipend by the State. They appear to regard their lectures in the main as vehicles for the dissemination of generally received economic theory. So far, however, as they employ their leisure in prosecuting original research, their stipends may be regarded as an endowment for the advancement of Economics. Their personal examples are stimulating. It would be difficult to mention two more active economists in Europe. But in their lectures they are perhaps too dogmatic to supply students with the zest of grappling with ‘unsettled questions,’ or with the incentive to enlarge, however little, the bounds of knowledge by pointing out to their hearers the frontiers of ignorance which are often in sight.

(ii.) The oldest chair of Political Economy is in the Conservatoire des Arts et Métiers, and was first filled, in 1819, by J. B. Say. The instruction now given here is of a more popular character, consisting of lectures addressed to the working classes at a late hour of the evening. M. Levasseur delivers a five-year cycle of about fifty lectures a year on Economics, and M. de Foville a four-year cycle on Industry and Statistics. There are on the average from 300 to 400 auditors. They pay no fees. The professors are appointed and paid by the Government.

(iii.) By a law passed in 1877 Economics was for the first time officially incorporated into the organisation of higher education in France, by being made an obligatory subject in the second year’s studies of the faculties of law. Economics in France has, it is said, laboured under the disadvantage of offering no opening for a career. On the other hand, the youth of the country flock to the schools of law, for to lawyers all careers are open— politics, journalism, literature, education, legal practice, and many official appointments. The professor of law is overworked, and the professor of Economics underworked. The faculty of law, therefore, generally expects of its professor of Economics that he shall be able to help in legal instruction and examinations; and there has been a tendency to select a lawyer rather than an economist for these chairs. This reproach, however, is rapidly being removed, and the new professors of Economics are in many cases vigorous and promising in their proper spheres. Economics has recently been transferred from the second to the first year’s programme. The law students are said to show a better intelligence of law now that they also study Economics. It can hardly yet be stated what effect this organisation will produce on Economics itself.

In addition to this obligatory study, Economics may be taken as one of the eight optional courses at a later period of preparation in the law faculties. For this purpose there is generally a special course of lectures on Finance, in which financial legislation is a prominent topic; but the option in favour of Economics is not much exercised.

The professors and lecturers in Economics and (in italics) in Finance in the official faculties of law are as follows:—

Paris. MM. Beauregard, Alglave and Ducrocq; Fernand Faure (Statistics); Planiol (Industrial Legislation); Maroussem (Monographs).
Aix: M. Perreau.
Bordeaux: MM. St. Marc, de Boech.
Caen: MM. Willey, Lebret.
Dijon: MM. Mongin, Lucas.
Grenoble: MM. Rambaud, Wahl.
Lille: MM. Deschamps, Artus.
Lyons: MM. Rougier, Berthélémy.
Montpellier: MM. Gide, Glaise.
Nancy: M. Garnier.
Poitiers: MM. Bussonnet, Petit.
Rennes: MM. Turgeon, Charveau.
Toulouse: M. Arnault.

There are also at Montpellier lectures on industrial legislation by M. Laborde.

(iv.) The position of the Catholic ‘universities’ has already been referred to. While following the lead of the State in associating economics with law, they have the advantage of recruiting among their students a large number of those who desire to enter the Church with a training in economic science as an aid to the study of social problems. The respective professors are MM. Jannet (Paris), Baugas (Angers), Béchaud (Lille), Rambaud (Lyons), and Peyron (Marseilles).

The École Libre des Sciences Politiques, Paris, directed by M. Boutmy, is perhaps the most hopeful academic institution in France for the promotion of economic study. Lectures are given by MM. Cheysson (Economics); Stourm, Dubois de Lestang, Plaffin, Courtin (Finance); Levasseur (Statistics); Dunoyer (History of Economics since Adam Smith); Arnauné Foreign Trade and Customs Laws); Lévy (Banking); P. Leroy-Beaulieu (Colonial Systems); Paulet (Industrial Legislation); and Guieysse (Industrial Problems). In addition to these lectures, which are well attended by paying students, there are discussions and classes for original work on the seminar plan. Travelling scholarships are also given, and excellent work is done, to which the general scheme of instruction largely contributes. The primary function of the school is the thorough intellectual equipment of young officials for the State. Foreign languages, travel, and comparative study of laws and social institutions are encouraged, together with an intelligent interest in history and politics. The personal assistance rendered to individual students by the professors, the seminar, and the scholarships, the comprehensive breadth of view, and the rigid impar. tiality of this school are, as yet, unique in France.

Other economic lectures in Paris which require mention are those of M. Colson, at the École Nationale des Ponts et Chaussées (where the Government non-military engineers and road surveyors are trained), of M. Cheysson at the École Nationale des Mines (also under Government), of M. F. Passy at the École des Hautes Études Commerciales (endowed by the municipality), of M. Émile Chevallier, &c. Lectures (by M. Guérin) are organised by the Société d’Economie Sociale, founded by Le Play. M. Demolins, the leader of a secession from this school, also delivers a course of lectures. There is, on the whole, too much diffusion of separate economic lectures in Paris.

An impressive plea has lately been published by M. Chailley-Bert for the recognition of distinct economic faculties, and for such endowments as will spare professors from the need of spending their time and brains upon accessory sources of income.

APPENDIX III.

On the Condition of Economic Studies
in the United Kingdom.
By E.C.K. Gonner.

Though the full extent of the disadvantages under which economic study in this country suffers can only be realised from a fairly detailed account of its position in the various universities and with relation to certain professions, it will not be out of place to preface this report with a few words as to their nature.

(a) In the first place it is a matter of serious concern that economics is not regarded as a necessary part of any professional curriculum. This particular hardship, however, might be faced with comparative equanimity were there existent in this country, as for instance in the United States of America, a strong body of popular feeling in support of its study and its efficient teaching. But, despite frequent assertions to the contrary, I believe, and in this I shall have the concurrence of many colleagues engaged in teaching, that there is no such body of feeling. Its absence has been variously accounted for. To a great extent it is no doubt part of the legacy of distrust and misunderstanding due to the false view of Economics placed before a former generation, and it will probably be a long time before the popular conception of an economist as a compound of text-book theory and ignorance of fact can be entirely dispelled.

(b) Owing largely to the early prominence of the abstract school of economic thought in England the position which the subject holds in the University curricula is far from satisfactory. It is treated as a subject narrow in scope and subordinate—necessarily and naturally subordinate— to other subjects. But this is by no means the position which it should hold, and now that the importance of the studies of economic fact and administration is more clearly seen, the impossibility of effective teaching within the prescribed lines has become glaringly apparent. At present indeed English economic teaching is without a regular system. It is usually supposed that prescribed University courses should offer a means of systematic training in the various subjects, the pass courses of ordinary training, the honours courses of advanced and thorough training. So far as Economics is concerned, this is precisely what the Universities do not provide. With one possible exception they offer at the present time little more than isolated opportunities of showing economic knowledge in examinations primarily devoted to other subjects.

In the United Kingdom the encouragement of the study of Economics rests entirely with educational bodies. So far as professional examinations and curricula are concerned it meets with almost universal neglect. This is wholly so with regard to the examinations qualifying for the practice of law, either as barrister or solicitor, and partly so in the case of the Civil Service Examinations. For these latter Economics may be taken up, as may almost any other subject included in the Sciences and Arts. It is not recognised, that is to say, as more cognate to the administrative callings for which these examinations qualify, than is Chemistry, for instance; indeed, in comparison with many of these other subjects it is at a discount owing to the smaller maximum of marks assigned to it. In other words, it is excluded from the legal curriculum; in the Civil Service Examinations it is an optional but not an important subject. Elementary Political Economy is one of the optional subjects in the examination for chartered accountants, and is obligatory on candidates for the voluntary examination recently instituted by the Institute of Bankers.

At the Universities it receives an insufficient recognition in the degree courses, but as its position varies a great deal a brief summary of the usages of the various Universities with regard to it may be given. Degrees are granted in England by the five Universities of Oxford, Cambridge, Durham, London, and Victoria; in Scotland by the Universities of Edinburgh, Glasgow, Aberdeen, and St. Andrews; in Ireland by Trinity College and the Royal University of Ireland.

ENGLAND.

At Oxford it is an optional subject which may be taken up as one of the three selected subjects for the pass B.A. degree. As studied for this examination it is mainly elementary and largely theoretical, many of the questions relating to certain prescribed portions of the works of Adam Smith and Walker. To pass this examination, for which the yearly number of candidates presents an average of two hundred, demands common sense and a fair general acquaintance with leading Economic topics. A paper on Economics is included among those set in the Honour School of Modern History.

At Cambridge the position occupied by Economics in the University curricula is far more satisfactory. In some shape or other it forms part of three degree examinations. All candidates for the ordinary pass B.A., after passing the general examination, have to take up a special subject for their concluding study. Of these, sixteen in all, there are seven arts special subjects, one of which is Economics. The special examination in Economics (Political Economy) consists of two parts, which may be taken at separate times:—

Part I.—Three papers.

• • Two in General Economic Theory.
  • One in Economic History.

Part II.—Three papers.

• • Two in Taxation and Economic Functions of Government, with History of Trade and Finance, 1760–1860.
  • One in General Theory of Law and Government.

In the Moral Science Tripos (Honour B.A.) there are six obligatory papers, two being assigned to Political Economy (i.e. Theory), while in addition advanced Political Economy ranks as one of the optional subjects, two of which must be passed in by a candidate desirous of being classed. Lastly, in the Historical Tripos (Honour B.A.), one paper is in Economic History, the paper on general History of England also being supposed to require some Economic knowledge. Further, candidates who desire it may take Political Economy and theory of Government with International Law as an alternative to the study of a second special subject. Of these three examinations the one which seems most satisfactory, so far as Economics is concerned, is the special for the pass B.A., which embraces at once the four important branches of administrative, theoretical, historical, and financial Economics, and it is to be regretted that it has not yet been possible to organise an Honour examination on corresponding lines, but wider and more advanced. Were such in existence it would furnish English students with similar encouragement to systematic study and similar opportunities to those provided in the better developed Continental schools.

In the University of Durham, in addition to the obligatory subjects, two optional subjects have to be chosen by candidates for the degree. These are selected out of a number of subjects, of which Economics is one. The knowledge required is not of an advanced nature.

In the University of London Economics holds no position but the somewhat unfortunate one of an optional subject for candidates proceeding from the B.A. to the M.A. degree in Moral Science, a position which at once restricts the number of students likely to study it, and prevents its study from extending beyond the knowledge of general theory. It is not a subject, either optional or obligatory, at any other examination.

In the Victoria University Economics, comprising Political Economy and Economic History, forms one of the twelve optional subjects, of which two have to be selected for the final year of study by candidates for the pass B.A. degree, the two other subjects being more or less restricted. Economic Theory or History may also be taken in conjunction with Modern History as one subject by candidates who wish, for instance, to take Modern History but not Ancient History. As, however, nearly all the other subjects are, with some difference of standard or period, subjects at the Intermediate or Second-year Examination, in some instances compulsory, and again in certain cases subjects at the final examination, the study of Economics, involving as it does the entry of the student upon a wholly new subject during his final year, is naturally discouraged. Further, Economic Theory (Political Economy), like any other arts or science subject, may, by permission, be substituted for one of the two selected general subjects, Ethics or Modern History, at the intermediate stage of the Law degree (LL.B.). A course of lectures in Political Economy has to be attended by candidates for the Honours degree in History. It is not a subject in the examination.

SCOTLAND.

By the regulations of the Commission applicable to all Scotch Universities Economics holds a two-fold position.

(a) With regard to the ordinary M.A. examination, it is one of the three optional subjects which have to be selected out of the usual arts and science subjects. In all, seven subjects must be taken, but of these four are more or less prescribed. The course which must be attended consists of at least 100 lectures.

(b) It is further a compulsory subject for the first examination for the Agricultural B.Sc. In this case the knowledge required is much slighter, and naturally much more closely related to rural economy.

IRELAND.

At Trinity College Economics is part of one of the seven groups in which the Honour degree may be taken, the other subjects in this group being History and Law. All candidates for the law degree must be graduates in Arts, but not necessarily graduates in honours, or if in honours, in this particular group. It is also included among the options for the pass degree.

In the Royal University of Ireland Economics (Political Economy) is an alternative with Ethics in one of the three groups, one of which must be passed by candidates for the ordinary pass B.A. In the examinations for the Honour degree (B.A.) it, with Civil and Constitutional History and General Jurisprudence, constitutes one of the six groups open to the student. It holds a very similar position in the examination for the M.A. degree.

—————————

The foregoing account shows clearly how little opportunity is given for the systematic study of Economics as a preliminary to degree examination, and especially in the case of honours. It is certainly very unfortunate that an able student anxious to graduate in honours is almost precluded from devoting a large amount of attention to the study of Economics.

In face of this tacit discouragement, so far as examinations are concerned, the provision for teaching made in many places by colleges and universities is almost a matter for surprise. At both Cambridge and Oxford it is satisfactory in all but one respect. It is varied, copious and comprehensive, but—and this is a matter of regret—it is not systematic. At each of these universities there is a professor engaged in active teaching, while other lecture courses are provided by college lecturers. At the universities and colleges in the rest of England the provision for teaching is of necessity less complete. At those best equipped, instruction in Economics depends on the energy and vigour of a single teacher, supplemented, perhaps, by an occasional course of lectures by some other Economist, while at the rest, if taught at all, it is attached to the duties of a teacher principally engaged in, and probably principally interested in, teaching some other subject, for, as a general rule, the teaching of Economics in conjunction with some other subject has meant little more than that the teacher of some other subject has had to give a course of lectures on General Economics. At two of the three colleges of the Victoria University Economics has separate teachers, at Liverpool one holding the rank of professor, at Manchester one holding that of a lecturer. At Leeds, on the other hand, there is no teacher of Economics. At the other university colleges in England the two London colleges possess each a professor, though the professor at King’s College delivers Economic lectures only during the six winter months. At the University College, Nottingham, Economic lectures are delivered by a professor at the same time engaged in teaching history and literature. The other colleges (Birmingham, Bristol, Sheffield, and Newcastle) at present make no provision for teaching a subject which they find so discounted as a subject for examination.

In Wales two of the University Colleges (Aberystwith and Cardiff) have made some sort of provision for Economic teaching by the appoint. ment of lecturers in History and Political Economy, while at Bangor Economics is tacked on to the duties of the Professor of Moral Philosophy.

In Scotland there is a fully instituted chair of Political Economy at the University of Edinburgh, and measures are in progress for the endowment of a Professorship at Glasgow, where the Economic work has recently been performed by a lecturer acting as assistant to the Professor of Moral Philosophy. At St. Andrews a yearly course of lectures is delivered by the Professor of Moral Philosophy.

In Ireland, at Trinity College, Dublin, there is a Professorship of Economics. At the Queen’s Colleges of Belfast, Cork, and Galway this teaching is combined with that of Jurisprudence, and limited to a very short portion of the year. Owing to the great differences existing between the courses delivered at the various institutions, and the entirely diverse character of the respective audiences, it is impossible to give any satisfactory statistics of attendance. From most quarters come complaints. Indeed, with the two possible exceptions of Oxford and Cambridge, it is difficult to imagine a more complete indifference to the scientific study of Economics than that displayed at the present time.

In addition to lectures, more informal instruction is often imparted to more advanced students, but the formation of a seminar in Economics has been undertaken but seldom, if at all. That this is due not to lack of will on the part of the teachers in those colleges where Economic teaching is entrusted to a separate teacher, but mainly to the singular deficiency in advanced or even moderately advanced students, is shown by the readiness with which individual instruction, often involving much sacrifice of time, is given to such students when they do present themselves. Such an institution can be successfully introduced only when Economic studies are so recognised as to be able to attract the abler students in a university or college.

Attempts to develop popular Economic instruction by means of evening classes, and separate courses of lectures, have been made by the University Colleges and other institutions, and by the Societies for the Extension of University Teaching; and at some of the former particular attention has been paid to the Economic teaching, noticeably at Owens College, Manchester, and University College, Liverpool. The class of students attracted to these lectures may be spoken of very favourably. From the reports and information supplied by the Societies, it would seem that though the attendance at Economic courses, when given, is good, the demand for them is not very great. The interest shown in the subject in some one or other of its branches is said to be reviving—certainly to be greater than it was some few years ago. There has been a decided increase in the demand for lectures on Economics, and subjects partially economic, during the last two years.

Economic studies in England require at the present time organisation and encouragement. As to the ability of English Economists and the quality of their contributions there can be no doubt; but, when compared with continental countries, England is sadly lacking in the number of Economic students. Where they have many, she has few. As has been said, this is largely due to the unfortunate positions to which Economics has been relegated in many Universities, and its neglect so far as professional callings are concerned. On the other hand, the revival of interest in Economic matters, so abundantly manifested, makes it more than ever desirable to provide means and opportunities for sound scientific training.