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Columbia Economists Harvard Michigan Salaries

Columbia. Appointment of James Waterhouse Angell, 1924

 

The head of the Columbia University economics department, Edwin R. A. Seligman, invested considerable effort in recruiting James Waterhouse Angell in 1924. The items below come from central administration files. There are also several letters back-and-forth between Seligman and Angell in Seligman’s papers (saved for a later posting). Clearly Angell was a red-hot prospect with “a very charming little woman” spouse.

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Columbia University
in the city of New York
Faculty of Political Science

March 20, 1924.

Dean F. J. E. Woodbridge,
University Hall.

My dear Dean Woodbridge:

Following up the recommendations in my budget letter for the new Professorship in the Department of Economics, I beg to state that after much investigation and consideration the Department of Economics has come to the unanimous conclusion to recommend Dr. James Waterhouse Angell Jr. [sic, “ Jr.” is incorrect], of Harvard University, the son of President Angell of Yale University and the grandson of President Angell of the University of Michigan. Dr. Angell is a younger man, but in our opinion an abler man, than any of the others that we have considered. He is at present instructor in Harvard University, and has been offered a promotion there for next year and he has also been offered a full Professorship at the University of Michigan. On account of his comparative youth, however, we preferred to offer him, in a tentative way, only a Lectureship, at a salary of three thousand dollars, although with the distinct understanding that if he made good, he would be recommended for promotion, first in salary, and then in rank. Dr. Angell will make a distinct sacrifice—and as compared with the Michigan offer a very considerable sacrifice—in accepting our offer; but he would be very glad to accept such an offer from us because of the opportunities for research and advanced work.

Dr. Angell has had an interesting career. He has an A. B. from Harvard in 1918 and has since then received the degree of both A.M. and Ph.D. He was also Kirkland Fellow at Harvard and the incumbent of the Sheldon Traveling Fellowship at Harvard. He was assistant at the University of Chicago, 1918-1920, tutor in the Division of History, Government, and Economics at Harvard, 1921-22, and is at present instructor in Economics. Professors Young and Ripley agree in saying that Dr. Angell is the ablest student in Economics that they have ever had, and Professor Taussig and his other colleagues have an equally high opinion of him. Dr. Angell has written several articles of a very high order of merit in the Journal of Political Economy [“The Illinois Blue Sky Law”] and the Quarterly Journal of Economics [“International Trade under Inconvertible Paper”], and his Doctor’s thesis is entitled “The Theory of International Prices and its History”.

If Dr. Angell comes to us he proposes to devote his energies to the general subjects of International Trade and International Investments, which are precisely the topics mentioned in my budget letter as constituting the most serious gap now existing in the University. It is the judgment of the Department of Economics that there is no one in the country better calculated to do good work in this subject than Dr. Angell and I may add that the recommendation of the Department has already been unanimously approved by the Committee on Instruction of the Faculty of Political Science. Dr. Angell has a very pleasing personality and has recently married, as we are informed, a very charming wife.

I should like to urge favorable action on our recommendation, not only because we shall thus be filling a long-felt gap in the Department, but because, with the impending absence next year of Professor Seager, an additional instructor in the Department of Economics becomes imperatively necessary.

Now that Professor Chaddock is to go over to the Department of Sociology, — a transfer that is being made with the full assent of the Department of Economics, it will become absolutely impossible for Professor Mitchell, Professor Simkhovitch, and myself to attend next year to the administrative work of the Department and the needs of our graduate students. At no time in the past few decades have we felt the pressure of work as we are feeling it now and unless this addition is made to our forces, either our scientific work or the carrying on of our academic duties will be seriously jeopardized.

I venture, therefore, to hope that the recommendation of the Department will be approved. If the approval can take place speedily there will yet be time to insert the announcement of the new courses in the forthcoming bulletin, which will be of considerable advantage in attracting students who are interested in that particular field of international economic relations.

Respectfully,
[signed]
Edwin R. A. Seligman

__________________________

 

Columbia University
in the City of New York
Faculty of Political Science

April 16, 1924

President Nicholas Murray Butler,
Columbia University.

My dear Mr. President:

I have received word from Dean Woodbridge of the approval of the Angell proposition by the committee on education and the committee of finance of the Trustees. I want to thank you personally for your kindness in this entire matter and I want to express the confident expectation that young Angell will make good. His wife is a very charming little woman and took tea with us the other day.

With kind regards,

Faithfully yours,
[signed]
Edwin R. A. Seligman

__________________________

May 14, 1924

Professor E.R.A. Seligman

Department of Economics

Dear Professor Seligman:

I beg to advise you that at the meeting of the trustees held on May 5, the Budget for the Department of Economics for the next academic year was amended by inserting provision for a Lecturer in Economics at $3,000, and that Dr. James Waterhouse Angell, Jr. [sic, “ Jr.” is incorrect] was appointed to this post for the academic year 1924-25.

Very truly yours,

Frank D. Fackenthal

Source: Columbia University Archives. Central Files. Box 338; Folder 16, “Seligman, Edwin Robert Anderson”

Image Source: College Photo of James Waterhouse Angell in Harvard Class of 1918, Twenty-fifth Anniversary Report. Cambridge: 1943.

Categories
Barnard Columbia Courses Curriculum

Columbia. Economics Courses with Descriptions, 1905-07

 

 

From time to time I mistakenly repeat the preparation of an artifact, as is the case with this list of instructors and courses offered in economics and social sciences by the Columbia University Faculty of Political Science in 1905-07. Still, I am getting better with respect to formatting, so I am replacing the V1.0 with this V2.0 today.

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OFFICERS OF INSTRUCTION
FACULTY OF POLITICAL SCIENCE
[Economics and Social Sciences (1905-07)]

EDWIN R. A. SELIGMAN, Ph.D., LL.D., McVickar Professor of Political Economy
[Absent on leave in 1905-06.]
FRANKLIN H. GIDDINGS, Ph.D., LL.D., Professor of Sociology
JOHN B. CLARK, Ph.D., LL.D., Professor of Political Economy
HENRY R. SEAGER, Ph.D., Professor of Political Economy, and Secretary
HENRY L. MOORE, Ph.D., Adjunct Professor of Political Economy
VLADIMIR G. SIMKHOVITCH, Ph.D., Adjunct Professor of Economic History
EDWARD THOMAS DEVINE, Ph.D., LL.D., Professor of Social Economy

OTHER OFFICERS

ALVIN S. JOHNSON, Ph.D., Instructor in Economics
GEORGE J. BAYLES, Ph.D Lecturer in Ecclesiology [A.B., Columbia, 1891; A.M., 1892; LL.B., 1893; Ph.D., 1895.]
ELSIE CLEWS PARSONS, Ph.D., Lecturer in Sociology in Barnard College

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GROUP III—ECONOMICS AND SOCIAL SCIENCE

GRADUATE COURSES

It is presumed that students who take economics, sociology or social economy as their major subject are familiar with the general principles of economics and sociology as set forth in the ordinary manuals. Students who are not thus prepared are recommended to take the courses in Columbia College or Barnard College designated as Economics 1 and 2 (or A and 4) and Sociology 151-152.

The graduate courses fall under three subjects: A—Political Economy and Finance; B—Sociology and Statistics; C—Social Economy.

Courses numbered 100 to 199 are open to Seniors in Columbia College.

Courses numbered 200 and above are open to graduate women students upon the same terms as to men.

All the courses are open to male auditors. Women holding the first degree may register as auditors in Courses numbered 200 and above.

Subject A—Political Economy and Finance

ECONOMICS 101-102—Taxation and Finance. Professor SELIGMAN.
M. and W. at 1.30. 422 L.

This course is historical, as well as comparative and critical. After giving a general introduction and tracing the history of the science of finance, it treats of the various rules of the public expenditures and the methods of meeting the same among civilized nations. It describes the different kinds of public revenues, including the public domain and public property, public works and industrial undertakings, special assessments, fees, and taxes. It is in great part a course on the history, theories, and methods of taxation in all civilized countries. It considers also public debt, methods of borrowing, redemption, refunding, repudiation, etc. Finally, it describes the fiscal organization of the state by which the revenue is collected and expended, and discusses the budget, national, state, and local. Although the course is comparative, the point of view is American. Students are furnished with the current public documents of the United States Treasury and the chief financial reports of the leading commonwealths, and are expected to understand all the facts in regard to public debt, revenue, and expenditure contained therein.

Given in 1906-07 and in each year thereafter.

ECONOMICS 103—Money and Banking. Professor H. L. MOORE.
Tu. and Th. at 10.30, first half-year. 415 L.

The aim of this course is (1) to describe the mechanism of exchange and to trace the history of the metallic money, the paper money, and the banking system of the United States; to discuss such questions as bi-metallism, foreign exchanges, credit cycles, elasticity of the currency, present currency problems, and corresponding schemes of reform; (2) to illustrate the quantitative treatment of such questions as variations in the value of the money unit, and the effects of appreciation and depreciation.

ECONOMICS 104—Commerce and Commercial Policy. Dr. JOHNSON.
Tu. and Th. at 10.30, second half-year. 415 L.

In this course the economic bases of modern commerce, and the significance of commerce, domestic and foreign, in its relation to American industry, will be studied. An analysis will be made of the extent and character of the foreign trade of the United States, and the nature and effect of the commercial policies of the principal commercial nations will be examined.

ECONOMICS 105—The Labor Problem. Professor SEAGER.
Tu. and Th. at 11.30, first half-year. 415 L.

The topics considered in this course are: The rise of the factory system, factory legislation, the growth of trade unions and changes in the law in respect to them, the policies of trade unions, strikes, lockouts, arbitration and conciliation, proposed solutions of the labor problem, and the future of labor in the United States.

Given in 1906-07 and in alternate years thereafter.

ECONOMICS 106—The Trust Problem. Professor SEAGER.
Tu. and Th. at 11.30, second half-year. 415 L.

In this course special attention is given to the trust problem as it presents itself in the United States. Among the topics considered are the rise and progress of industrial combinations, the forms of organization and policies of typical combinations, the common law and the trusts, anti-trust acts and their results, and other proposed solutions of the problem.

Given in 1906-07 and in alternate years thereafter.

[ECONOMICS 107—Fiscal and Industrial History of the United States. Professor SELIGMAN.
M. and W. at 3.30, first half-year. 415 L.

This course endeavors to present a survey of national legislation on currency, finance, and taxation, including the tariff, together with its relations to the state of industry and commerce. The chief topics discussed are: The fiscal and industrial conditions of the colonies; the financial methods of the Revolution and the Confederation; the genesis of the protective idea; the fiscal policies of the Federalists and of the Republicans; the financial management of the War of 1812; the industrial effects of the restrictive and war periods; the crises of 1819, 1825, and 1837; the tariffs of 1816, 1824, and 1828; the distribution of the surplus and the Bank war; the currency problems before 1863; the era of “free trade,” and the tariffs of 1846 and 1857; the fiscal problems of the Civil War; the methods of resumption, conversion and payment of the debt; the disappearance of the war taxes; the continuance of the war tariffs; the money question and the acts of 1878, 1890, and 1900; the loans of 1894-96; the tariffs of 1890, 1894, and 1897; the fiscal aspects of the Spanish War. The course closes with a discussion of the current problems of currency and trade, and with a general consideration of the arguments for and against protection as illustrated by the practical operations of the various tariffs.

Not given in 1905-07.]

[ECONOMICS 108— Railroad Problems; Economic, Social, and Legal. Professor SELIGMAN.
M. and W. at 3.30, second half-year. 415 L.

These lectures treat of railroads in the fourfold aspect of their relation to the investors, the employees, the public, and the state respectively. A history of railways and railway policy in America and Europe forms the preliminary part of the course. The chief problems of railway management, so far as they are of economic importance, come up for discussion.

Among the subjects treated are: Financial methods, railway constructions, speculation, profits, failures, accounts and reports, expenses, tariffs, principles of rates, classification and discrimination, competition and pooling, accidents, and employers’ liability. Especial attention is paid to the methods of regulation and legislation in the United States as compared with European methods, and the course closes with a general discussion of state versus private management.

Not given in 1905-07.]

ECONOMICS 109 — Communistic and Socialistic Theories. Professor CLARK.
Tu. and Th. at 2.30, first half-year. 406 L.

This course studies the theories of St. Simon, Fourier, Proudhon, Rodbertus, Marx, Lassalle, and others. It aims to utilize recent discoveries in economic science in making a critical test of these theories themselves and of certain counter-arguments. It examines the socialistic ideals of distribution, and the effects that, by reason of natural laws, would follow an attempt to realize them through the action of the state.

ECONOMICS 110 — Theories of Social Reform. Professor CLARK.
Tu. and Th. at 2.30, second half-year. 406 L.

This course treats of certain plans for the partial reconstruction of industrial society that have been advocated in the United States, and endeavors to determine what reforms are in harmony with economic principles. It treats of the proposed single tax, of the measures advocated by the Farmers’ Alliance, and of those proposed by labor organizations, and the general relation of the state to industry.

ECONOMICS 201—Economic Readings I: Classical English Economists. Professor SEAGER.
Tu. and Th. at 11.30, first half-year. 415 L.

In this course the principal theories of the English economists from Adam Smith to John Stuart Mill are studied by means of lectures, assigned readings and reports, and discussions. Special attention is given to the Wealth of Nations, Malthus’s Essay on Population, the bullion controversy of 1810, the corn law controversy of 1815, and the treatises on Political Economy of Ricardo, Senior, and John Stuart Mill.

Given in 1905-06 and in alternate years thereafter.

ECONOMICS 202—Economic Readings II: Contemporary Economists. Professor SEAGER.
Tu. and Th. at 11.30, second half-year. 415 L.

In this course the theories of contemporary economists are compared and studied by the same methods employed in Economics 201. Special attention is given to Böhm-Bawerk’s Positive Theory of Capital and Marshall’s Principles of Economics.

Given in 1905-06 and in alternate years thereafter.

ECONOMICS 203-204—History of Economics. Professor SELIGMAN.
M. and W. at 3.30. 415 L.

In this course the various systems of political economy are discussed in their historical development. The chief exponents of the different schools are taken up in their order, and especial attention is directed to the wider aspects of the connection between the theories and the organization of the existing industrial society. The chief writers discussed are:

I. Antiquity: The Oriental Codes; Plato, Aristotle, Xenophon, Cato, Seneca, Cicero, the Agrarians, the Jurists.

II. Middle Ages: The Church Fathers, Aquinas, the Glossators, the writers on money, trade, and usury.

III. Mercantilists: Hales, Mun, Petty, Barbon, North, Locke; Bodin, Vauban, Boisguillebert, Forbonnais; Serra, Galiani ; Justi, Sonnenfels.

IV. Physiocrats: Quesnay, Gournay, Turgot, Mirabeau.

V. Adam Smith and precursors: Tucker, Hume, Cantillon, Stewart.

VI. English school: Malthus, Ricardo, Senior, McCulloch, Chalmers, Jones, Mill.

VII. The Continent: Say, Sismondi, Cournot, Bastiat; Herrmann, List, von Thünen.

VIII. German historical school: Roscher, Knies, Hildebrandt.

IX. Recent Development—England: Rogers, Jevons, Cairnes, Bagehot, Leslie, Toynbee, Marshall; Germany: Wagner, Schmoller, Held, Brentano, Cohn, Schäffle; Austria: Menger, Sax, Böhm-Bawerk, Wieser; France: Leroy Beaulieu, Laveleye, Gide, Walras; Italy: Cossa, Loria, Pantaleoni; America: Carey, George, Walker, Clark, Patten, Adams.

Given in 1906-07 and in alternate years thereafter.

ECONOMICS 205—Economic Theory I. Professor CLARK.
M. and W. at 2.30, first half-year. 406 L.

This course discusses, first, the static laws of distribution. If the processes of industry were not changing, wages and industry would tend to adjust themselves according to certain standards. A study of the mechanism of production would then show that one part of the product is specifically attributable to labor, and that another part is imputable to capital. It is the object of the course to show that the tendency of free competition, under such conditions, is to give to labor, in the form of wages, the amount that it specifically creates, and also to give to capital, in the form of interest, what it specifically produces. The theory undertakes to prove that the earnings of labor and of capital are governed by a principle of final productivity, and that this principle must be studied on a social scale, rather than in any one department of production. The latter part of this course enters the field of Economic Dynamics, defines an economic society and describes the forces which so act upon it as to change its structure and its mode of producing and distributing wealth.

ECONOMICS 206—Economic Theory II. Professor CLARK.
M. and W. at 2.30, second half-year. 406 L.

This course continues the discussion of the dynamic laws of distribution. The processes of industry are actually progressing. Mechanical invention, emigration and other influences cause capital and labor to be applied in new ways and with enlarging results. These influences do not even repress the action of the static forces of distribution, but they bring a new set of forces into action. They create, first, employers’ profits, and, later, additions to wages and interest. It is the object of the course to show how industrial progress affects the several shares in distribution under a system of competition, and also to determine whether the consolidations of labor and capital, which are a distinctive feature of modern industry, have the effect of repressing competition. It is a further purpose of the course to present the natural laws by which the increase of capital and that of labor are governed and to discuss the manner in which the earnings of these agents are affected by the action of the state, and to present at some length the character and the effects of those obstructions which pure economic law encounters in the practical world.

ECONOMICS 207—Theory of Statistics. Professor H. L. MOORE.
Tu. and Th. at 1.30, first half-year. 418 L.

The aim of this course is to present the elementary principles of statistics and to illustrate their application by concrete studies in the chief sources of statistical material. The theoretical part of the course includes the study of averages, index numbers, interpolation, principles of the graphic method, elements of demography, and statistical principles of insurance. The laboratory work consists of a graded series of problems designed to develop accuracy and facility in the application of principles. (Identical with Sociology 255.)

ECONOMICS 208—Quantitative Economics I: Advanced Statistics. Professor H. L. MOORE.
W. and F. at 11.30, second half-year. 418 L.

Quantitative Economics I and II (see Economics 210) investigate economics as an exact science. This course treats economics from the inductive, statistical side. It aims to show how the methods of quantitative biology and anthropology are utilized in economics and sociology. Special attention is given to recent contributions to statistical theory by Galton, Edgeworth, and Pearson. Economics 207, or an equivalent, is a prerequisite.

Given in 1905-06 and in alternate years thereafter.

ECONOMICS 210—Quantitative Economics II: Mathematical Economics. Professor H. L. MOORE.
W. and F. at 11.30, second half-year. 418 L.

This course treats economics from the deductive side. It aims to show the utility of an analytical treatment of economic laws expressed in symbolic form. The work of Cournot is presented and used as a basis for the discussion of the contributions to the mathematical method by Walras, Marshall, and Pareto. Economics 207, or an equivalent, is a prerequisite.

Given in 1906-07 and in alternate years thereafter.

ECONOMICS 241—The Economic and Social Evolution of Russia since 1800. Professor SIMKHOVITCH.
M. and F. at 9.30, first half-year. 418 L.

This course describes the economic development of the country, the growth of slavophil, liberal and revolutionary doctrines and parties, and the disintegration of the autocratic régime. (Identical with History 281.)

ECONOMICS 242—Radicalism and Social Reform as Reflected in the Literature of the Nineteenth Century. Professor SIMKHOVITCH.
M. at 9.30 and 10.30, second half-year. 418 L.

An interpretation of the various types of modern radicalism, such as socialism, nihilism, and anarchism, and of the social and economic conditions on which they are based.

ECONOMICS 291-292—Seminar in Political Economy and Finance. Professors SELIGMAN and CLARK.
For advanced students. Tu., 8.15-10.15 P.M. 301 L.

 

Subject B—Sociology and Statistics

SOCIOLOGY 151-152—Principles of Sociology. Professor GIDDINGS.
Tu. and Th. at 3.30. 415 L.

This is a fundamental course, intended to lay a foundation for advanced work. In the first half-year, in connection with a text-book study of theory, lectures are given on the social traits, organization, and welfare of the American people at various stages of their history and students are required to analyze and classify sociological material of live interest, obtained from newspapers, reviews, and official reports. In the second half-year lectures are given on the sociological systems of important writers, including Montesquieu, Comte, Spencer, Schäffle, De Greef, Gumplowicz, Ward, and Tarde. This course is the proper preparation for statistical sociology (Sociology 255 and 256) or for historical sociology (Sociology 251 and 252).

SOCIOLOGY 251—Social Evolution—Ethnic and Civil Origins. Professor GIDDINGS.
F. at 2.30 and 3.30, first half-year. 415 L.

This course on historical sociology deals with such topics as (1) the distribution and ethnic composition of primitive populations; (2) the types of mind and of character, the capacity for coöperation, the cultural beliefs, and the economic, legal, and political habits of early peoples; (3) early forms of the family, the origins, structure, and functions of the clan, the organization of the tribe, the rise of the tribal federations, tribal feudalism, and the conversion of a gentile into a civil plan of social organization. Early literature, legal codes, and chronicles, descriptive of the Celtic and Teutonic groups which combined to form the English people before the Norman Conquest, are the chief sources made use of in this course.

SOCIOLOGY 252—Social Evolution—Civilization, Progress, and Democracy. Professor GIDDINGS.
F. at 2.30 and 3.30, second half-year. 415 L.

This course, which is a continuation of Sociology 251, comprises three parts, namely: (1) The nature of those secondary civilizations which are created by conquest, and of the policies by which they seek to maintain and to extend themselves; (2) an examination of the nature of progress and of its causes, including the rise of discussion and the growth of public opinion; also a consideration of the policies by which continuing progress is ensured,—including measures for the expansion of intellectual freedom, for the control of arbitrary authority by legality, for the repression of collective violence, and for the control of collective impulse by deliberation; (3) a study of the nature, the genesis, and the social organization of modern democracies, including an examination of the extent to which non-political associations for culture and pleasure, churches, business corporations, and labor unions, are more or less democratic; and of the democratic ideals of equality and fraternity in their relations to social order and to liberty. The documents of English history since the Norman Conquest are the chief sources made use of in this course.

SOCIOLOGY 255—Theory of Statistics. Professor H. L. MOORE.
Tu. and Th. at 1.30, first half-year. 418 L.

This course is identical with Economics 207 (see [above]).

SOCIOLOGY 256—Social Statistics. Professor GIDDINGS.
Tu. and Th. at 1.30, second half-year. 418 L.

Actual statistical materials, descriptive and explanatory of contemporaneous societies, are the subject-matter of this course, which presupposes a knowledge of statistical operations (Sociology 255) and applies it to the analysis of concrete problems. The lectures cover such topics as (1) the statistics of population, including densities and migrations, composition by age, sex, and nationality, amalgamation by intermarriage; (2) statistics of mental traits and products, including languages, religious preferences, economic preferences (occupations), and political preferences; (3) statistics of social organization, including families, households, municipalities, churches, business corporations, labor unions, courts of law, army, navy, and civil service; (4) statistics of social welfare, including peace and war, prosperity, education or illiteracy, vitality, and morality, including pauperism and crime.

SOCIOLOGY 259—Ecclesiology. Dr. BAYLES.
Tu. and F. at 4.30, first half-year. 405 L.

The purpose of this course is to define the present relations of the ecclesiastical institutions to the other institutions of American society: the state, the government, marriage, family, education, and public wealth. An analysis is made of the guarantees of religious liberty contained in the federal and commonwealth constitutions; of the civil status of churches in terms of constitutional and statute law; of the methods of incorporation, of the functions of trustees, of legislative and judicial control; of denominational polity according to its type; of the functional activity of churches in their departments of legislation, administration, adjudication, discipline, and mission; of the influence of churches on ethical standards; of the distribution of nationalities among the denominations, of the territorial distribution of denominational strength, of the relation of polity to density of population, and of the current movements in and between various organizations tending toward changes of functions and structure.

SOCIOLOGY 279-280—Seminar in Sociology. Professor GIDDINGS.
W. at 3.30 and 4.30, bi-weekly. 301 L.

The Statistical Laboratory, conducted by Professors GIDDINGS and H. L. MOORE, is equipped with the Hollerith tabulating machines, comptometers, and other modern facilities.

Subject C—Social Economy

SOCIAL ECONOMY 281—Poverty and Dependence. Professor DEVINE.
Th. and F. at 4.30, first half-year. 418 L.

The purpose of this course and of Social Economy 282, which follows, is to study dependence and measures of relief, and to analyze the more important movements which aim to improve social conditions. An attempt is made to measure the extent of dependence, both in its definite forms, as in charitable and penal institutions, and in its less recognized and definite forms, as when it results in the lowering of the standard of living or the placing of unreasonably heavy burdens upon children or widows. Among the special classes of social debtors which are studied, besides the paupers, the vagrants, the dissipated, and the criminals, who require discipline or segregation as well as relief, are: Orphans and other dependent children; the sick and disabled; the aged and infirm; the widow and the deserted family; the immigrant and the displaced laborer; the underfed and consequently short-lived worker.

Given in 1905—06 and in alternate years thereafter.

SOCIAL ECONOMY 282—Principles of Relief. Professor DEVINE.
Th. and F. at 4.30, second half-year. 418 L.

In this course the normal standard of living is considered concretely to secure a basis from which deficiencies may be estimated. A large number of individual typical relief problems are presented, and from these, by a “case system,” analogous to that of the modern law school, the principles of relief are deduced. Among the larger movements to be considered are: Charity organization; social settlements; housing reform; the elimination of disease; the restriction of child labor; and the prevention of overcrowding, and especially the congestion of population in the tenement-house districts of the great cities.

Given in 1903-06 and in alternate years thereafter.

SOCIAL ECONOMY 283—Pauperism and Poor Laws. Professor SEAGER.
M. at 3.30 and 4.30, first half-year. 418 L.

This is an historical and comparative course intended to supplement Social Economy 281 and 282. Lectures on the history of the English poor law are followed by discussions of farm colonies, the boarding-out system for children, old-age pensions, and other plans of relief currently advocated in England. On this basis the public relief problems of New York State and City and the institutions attempting their solution are studied by means of excursions, lectures, and discussions.

SOCIAL ECONOMY 285—The Standard of Living. Professor DEVINE.
Th. and F. at 4.30, first half-year. 418 L.

A concrete study of the standard of living in New York City in the classes which are above the line of actual dependence, but below or near the line of full nutrition and economic independence. While this course will not be given in the year 1905-06, assignments will be made in the School of Philanthropy for research in such portions of this field as suitably prepared students may elect to undertake.

Given in 1906-07 and in alternate years thereafter.

SOCIAL ECONOMY 286—The Prevention and Diminution of Crime. Professor DEVINE.
Th. and F. at 4.30, second half-year. 418 L.

This course will deal with the social function of the penal and police systems. Special attention will be given to such subjects as juvenile courts; the probation system; indeterminate sentence; treatment of discharged prisoners; the system of local jails; segregation of incorrigibles, and prison labor.

Given in 1906-07 and in alternate years thereafter.

SOCIAL ECONOMY 290—Crime and Criminal Anthropology. Professor GIDDINGS.

Students desiring to make a special study of crime, criminal anthropology, and the theory of criminal responsibility may take the lectures of Sociology 256 or of Social Economy 286 and follow prescribed readings under the direction of Professor GIDDINGS.

SOCIAL ECONOMY 299-300—Seminar in Social Economy. Professor DEVINE.
Two hours a week. Hours to be arranged.

The work of the Seminar for 1905-07 will be a study of recent developments in the social and philanthropic activities of New York City; e. g., the social settlements; parks and playgrounds; outside activities of public schools; children’s institutions; relief societies; agencies for the aid of immigrants, and the preventive work of organized charities.

COURSES IN THE SCHOOL OF PHILANTHROPY

The School of Philanthropy, conducted by the Charity Organization Society, under the direction of Professor Devine, offers courses* aggregating not less than ten hours a week throughout the academic year, and also a Summer School course of six weeks in June and July. These courses are open to regular students of Columbia University who satisfy the director that they are qualified to pursue them with profit, and are accepted as a minor for candidates for an advanced degree.

The program of studies for 1905-06 is as follows:

            A—General survey (forty lectures) ; B—Dependent families (fifty lectures); C—Racial traits and social conditions (thirty-five lectures); D—Constructive social work (fifty lectures) ; E—Child-helping agencies (forty lectures); F—Treatment of the criminal (thirty lectures); G—Administration of charitable and educational institutions (thirty lectures); H—The State in its relation to charities and correction (forty lectures).

* These courses are given in the United Charities Building, corner Fourth Avenue and 22d Street.

 

COURSES IN COLUMBIA COLLEGE

ECONOMICS 1-2—Introduction to Economics—Practical Economic Problems. Professors SELIGMAN and SEAGER, and Dr. JOHNSON.
Section 1, M. and W. at 9.30, and F. at 11.30. Section 2, M., W., and F. at 11.30. M. and W. recitations in 415 L. F. lecture in 422 L.

 

COURSES IN BARNARD COLLEGE

ECONOMICS A—Outlines of Economics. Professor MOORE and Dr. JOHNSON.
Three hours, first half-year.
Section 1, Tu., Th., and S. at 9.30. Section 2, Tu. and Th. at 11.30, and S. at 9.30.

ECONOMICS 4—Economic History of England and the United States. Professor MOORE and Dr. JOHNSON.
M., W., and F. at 10.30, second half-year.

ECONOMICS 105—The Labor Problem. Professor SEAGER.
Tu. and Th. at 1.30, first half-year.

The topics treated in this course are the rise of the factory system, factory legislation, the growth of trade unions and changes in the law in respect to them, the policies of trade unions, strikes, lockouts, arbitration and conciliation, proposed solutions of the labor problem, and the future of labor in the United States.

ECONOMICS 120—Practical Economic Problems. Professor SEAGER.
Tu. and Th. at 1.30, second half-year.

The topics treated in this course are the defects in the monetary and banking systems of the United States, government expenditures and government revenues, protection vs. free trade, the relation of the government towards natural monopolies, and federal control of trusts.

ECONOMICS 121—English Social Reformers. Professor MOORE.
W. and F. at 1.30, first half-year.

A critical study of the social teachings of Carlyle, Ruskin, John Stuart Mill, Kingsley, and Thomas H. Green.
Open to students that have taken Course A or an equivalent.

ECONOMICS 122—Economic Theory. Professor MOORE.
W. and F. at 1.30, second half-year.

A critical study of Marshall’s Principles of Economics. The principal aim of this course is to present the methods and results of recent economic theory.
Open to students that have taken Course A or an equivalent.

ECONOMICS 109—Communistic and Socialistic Theories. Professor CLARK.
Tu. and Th. at 11.30, first half-year.

In this course a brief study is made of the works of St. Simon, Fourier, Proudhon, Owen, and Lassalle, and a more extended study is made of Marx’s treatise on capital. Recent economic changes, such as the formation of trusts and strong trade unions, are examined with a view to ascertaining what effect they have had on the modern socialistic movement.

ECONOMICS 110—Theories of Social Reform. Professor CLARK.
Tu. and Th. at 11.30, second half-year.

In this course a study is made of modern semi-socialistic movements and of such reforms as have for their object the improvement of the condition of the working class. Municipal activities, factory legislation, the single tax, recent agrarian movements and measures for the regulation of monopolies are studied.

SOCIOLOGY 151-152—Principles of Sociology. Professor GIDDINGS.
Tu. and Th. at 2.30.

This is a fundamental course, intended to lay a foundation for advanced work. In the first half-year, in connection with a text-book study of theory, lectures are given on the social traits, organization, and welfare of the American people at various stages of their history, and students are required to analyze and classify sociological material of live interest, obtained from newspapers, reviews, and official reports. In the second half-year, lectures are given on the sociological systems of important writers, including Montesquieu, Comte, Spencer, Schäffle, De Greef, Gumplowicz, Ward, and Tarde.

SOCIOLOGY 153-154 —Family Organization. Dr. ELSIE CLEWS PARSONS.
Tu. at 3.30, bi-weekly.

Field work in the study of family groups. Consultations.
Open to Seniors.

In connection with the lectures and field work of this course opportunities are given to students to become acquainted with the more important private institutions for social betterment in New York City, and to study the organization and activity of the various public agencies charged with the welfare of the community.

 

COURSES IN THE SUMMER SESSION

sA—Economic History of England and America. Lectures, recitations, and essays. Dr. JOHNSON.
Five hours a week at 1.30. 501 F. Credit I
(Equivalent, when supplemented by prescribed reading, to Economics 4.)

sB—Principles of Economics. Lectures and class discussions. Dr. JOHNSON.
Five hours a week at 2.30. 501 F. Credit I.
(Equivalent, when supplemented by prescribed reading, to Economics 1.)

sA1—Principles of Sociology. Descriptive and theoretical. Professor GIDDINGS.
Five hours a week at 10.30. 415 L. Credit I, II.
(Equivalent to Sociology IS1-)

sA2—Principles of Sociology. History of sociological theory. Professor GIDDINGS.
Five hours a week at 9.30. 415 L. Credit I, II.
(Equivalent to Sociology 152.)

Source: Columbia University. Bulletin of Information. Courses Offered by the Faculty of Political Science and the Several Undergraduate Faculties. Announcement 1905-07. pp. 3, 24-36.

Image Source: Roberto Ferrari, Unveiling Alma Mater [Sept 23, 1903]. Columbia University Libraries. July 15, 2104.

Categories
Columbia Economic History Economists Harvard Illinois Johns Hopkins Minnesota Yale

Columbia. Seligman Recommends Three Harvard Colleagues for English Visiting Professorship, 1925

 

The Sir George Watson Chair of American History, Literature, and Institutions was administered by the Anglo-American Society for a distinguished visiting professor to lecture in several English universities. The inaugural lecture was given in 1921 by Viscount Bryce. That lecture, “The Study of American History” was published along with an account of the establishment of the Sir George Watson Chair. The first full course of lectures, “Economic Problems of Democracy” was given the following year by the economist and President-Emeritus of Yale University, Arthur T. Hadley. 

From the following exchange of letters between the president of Columbia University and economist, E.R.A. Seligman, we harvest Seligman’s ranking of four economics professors (three from Harvard and one from Johns Hopkins) regarded by Seligman to dominate the leading specialists in American economic history for this prestigious visiting position in “American History, Literature, and Institutions”. I have been unable at this time to determine who was actually appointed in 1925 or 1926

______________________________

Columbia President Butler Requests E.R.A. Seligman to Propose Names of Distinguished Economists for a British Chair in American History

Columbia University
in the City of New York
President’s Room

January 6, 1925

Professor E. R. A. Seligman
Department of Economics

My dear Professor Seligman

The electors to the Watson Chair of American History in British Universities contemplate acting upon a suggestion of mine and naming in the not distant future a competent American scholar to present the subject of our economic history and development. The topics that I have in mind include the migration West and the settlement of the large land areas there, the development of government aid in internal improvements, the building up of the railway and other transportation systems, the struggles over the tariff, the development, both industrially and geographically, of our manufacturing system, and the growth and character of foreign trade. There would, of course, also have to be treatment, although in general fashion, of the high points of our financial history.

Can you out of your wide acquaintance with American economists suggest a few names that I might send to the electors for consideration when they come to make their choice? The man ought to have enough standing at home to make his appointment abroad significant. He ought to be a good lecturer before a general academic audience and he ought to have a sufficiently philosophic cast of mind to avoid plunging into a morass of facts and statistics when what is needed is philosophic exposition of principles, happenings and trends of events.

With cordial regards an all the compliments of the season, I am

Faithfully yours
[signed]
Nicholas Murray Butler

______________________________

Copy of Seligman’s Response to Butler’s Request

January 7, 1925.

President Nicholas Murray Butler,
Columbia University.

My dear President Butler:

In reply to your letter of January 6th I would say that the professed economic historians are not of the very first rank. The best of them are Clive Day, of Yale, who is, I am afraid, a bit ineffective as a speaker; E. L. Bogart, of Illinois, who is a much more impressive personality and who is a fine fellow, although not a scholar of the first rank; and, finally, Professor Gras, of Minnesota, who is a younger man. It would be far better, it seems to me, to choose some prominent economist, many of whom either give courses in economic history as an incidental matter or who may be assumed to have a competent knowledge of American history. In this rank I should put first Professor E. L.(sic) Gay, of Harvard, with whom no doubt you are acquainted, and who was formerly editor of the Evening Post; then either Ripley or A. A. Young, of Harvard, would do very well, as they are both men of distinction and personality. Other men, like Hollander of Johns Hopkins, occasionally gives courses similar to the one that I give every few years, on economic and fiscal history. Taking it all in all, the order of my choice would be Gay, Young, Ripley, Hollander.

If you desire more detailed information about any of these and their characteristics or standing, I should be glad to talk it over with you.

Faithfully yours,
[E.R.A. Seligman]

 

Source: Columbia University Archives. Edwin Robert Anderson Seligman Collection, Box 37, Folder “Box 100, Seligman, Columbia 1924-1930”.

Image Source: E.R.A. Seligman portrait in  American Economic Review, 1943.

Categories
Columbia Economists

Columbia. Faculty of Political Science Minute in Memory of E.R.A. Seligman, 1939

 

This Columbia Faculty of Political Science minute dedicated to the memory of E.R.A. Seligman is the second biographical item posted for him in Economics in the Rear-view Mirror. The earlier item was published in Universities and Their Sons (vol. 2) in 1899.

 

________________________________

Edwin Robert Anderson Seligman, 1861-1939

Through the death of Professor Seligman on July 18, the Faculty of Political Science has lost a colleague distinguished in many ways and beloved for many qualities. No member of the University except President Butler has served Columbia for so many years, and none had contributed more as investigator, teacher, editor, and counsellor to its work. What he did for science and for education grew out of a keen interest in social welfare and grew into multiform activities as a philanthropist, a citizen, and an adviser to lawmakers and public officials. Our sorrow at his passing is mingled with pride in his career a life-long effort to make learning help toward solving problems that confront mankind.

Inheritance and environment combined to produce Professor Seligman’s alert intellect and his social sympathies. Born in New York City on April 25, 1861, eleven days after Fort Sumter fell, he was christened Edwin Robert Anderson in honor of its defender. Growing up in a family of vitality, wealth, and wide cultural interests, he responded to the stimulating influences of his circle with remarkable precocity. Even more remarkable was his industry. After studying in the Columbia Grammar School, he entered Columbia College at fourteen. In his senior year the teaching of Professor John W. Burgess focussed his interests upon political science. On graduating at eighteen he chose a scholar’s life despite his father’s wish that he enter the family bank – a choice the more noteworthy because he possessed a quickness in analyzing complicated problems, and ability in negotiation, and drive toward incessant activity that would have won success in business.

In 1879, still only eighteen, he went abroad for post-graduate study. Two years in Germany, and one in France, supplemented by vacations in Italy and England, gave him a broad view of European work in the fields he wished to cultivate and acquainted him with many of the workers. Returning to New York in 1882, he entered this School of Political Science that had just been formed at Columbia, and, at the same time, begin the study of law. Within two years he was awarded the degrees of M.A. and LL.B. and in one year more that of Ph.D.

Promptly appointed to a prize lectureship in the School of Political Science, young Dr. Seligman began his career as a teacher in 1885 – a career that continued for forty-six years. His early courses dealt with the history of economics, railway problems, and tariffs. Presently what he’d like to call a “mere accident of departmental organization” led him to take up public finance. It proved to be a subject admirably suited to one who united capacity for analysis with extraordinary mastery of realistic detail, and unflagging energy.

A notice in the Political Science Quarterly sense of his work in this field:

“Professor Seligman early recognized the practical importance in the scientific interest of incidence and progression and he made these two subjects peculiarly his own province, pushing the analysis to borders far beyond those reached by earlier writers. His monographs in dealing with these topics served as the foundation stones of his reputation. However, as he was drawn into the discussion of the many important fiscal issues that arose during his lifetime, he wrote the luminously on almost every aspect of public finance – on the income tax, the general property tax, the inheritance tax, on war finance, and international double taxation, and on many other topics, dignifying and illuminating every subject he discussed.

“It has been an occasion for regret, particularly by his host of students, that Professor Seligman never published a systematic treatise covering the general field of public finance. His reason for not doing so reveals one of his most appealing characteristics, that in his constant and passionate questing for new truth. He made plans for such a treatise and carried the work forward to an advanced stage; but no draft was ever satisfactory, judged by his own high standard, for he was always modifying and adjusting his views and his analysis in the light of further observation, study and reflection. Only five years before his retirement he published in this Quarterly a remarkable series of articles, entitled “The Social Theory of Fiscal Science”, in which he radically modified many of the fundamental concepts and definitions used in his earlier work. The mind of Professor Seligman continued to grow until the very end. It would not be surprising if his monumental theory of fiscal science, the fruit of his last seven years since retirement, should prove, when published, to be the most valuable and significant of his contributions.”

In addition to the enormous amount of work devoted to his “specialty”, Professor Seligman somehow found time and energy for other undertakings that would have overtasked most mortals. He helped to organize the first university settlement in this country, and later served both Greenwich House and the Neighborhood Guild. He took an effective share in fighting the spoils system in local government, and was among the founders of the City Club of New York and the Bureau of Municipal Research. Housing reform was one of his life-long interests. The Society for Ethical Culture counted him among its staunchest supporters. Though he grew up in a great city and made his home there, he loved nature, and labored with the characteristic shrewdness and vigor for the preservation of wildlife.

Economists are grateful to Professor Seligman not only for his scientific contributions but also for the active party took in founding the American Economic Association, for the Encyclopedia of the Social Sciences which he did more than anyone else to turn from a dream into an accomplishment, and for the loving care with which he assembled his great collection of books relating to the development of economics. Purchased by Columbia, the Seligman Library ranks high among the University’s treasures, and will be used for generations to come by scholars who are interested in the gradual unfolding of men’s thoughts about their social institutions.

All who believe in liberty of thought are indebted to him for wise and forceful championship of academic freedom. Long before the American Association of University Professors was founded, he had defended scholars who were under fire for expressing what they held to be true, and he kept this course through praise and blame after many others had rallied to his side. What he said carried weight because he stressed the duty of a teacher to maintain a scientific attitude in discussing controversial issues not less strongly than he stressed the duty of administrators and trustees to remember the Bill of Rights.

As the years went on, the calls for his help multiplied beyond any man’s power to meet. Especially was his advice sought upon questions of public finance. No one has contributed so much directly and through pupils, to improve the fiscal systems of American governments, local, state and national. Generously as he gave time to philanthropic and public service, he never neglected his university duties. Year after year he taught classes that grew in size, and carried the burden of administration for his department. He served long terms as editor of the Political Science Quarterly and of the Columbia Studies in History, Economics, and Public Law. His acts of kindness to youthful colleagues and his students are memories treasured by many in our circle, and by more who are far away.

Recognition came to him in abundance – honorary degrees, medals, membership in foreign academies, decorations. His numerous books were translated into many tongues. And every quarter of the globe he had devoted pupils and friends, from Ambedkar of the Untouchables in India, to Lord Stamp in Great Britain and the Chief Justice of the United States. We who had the privilege of working by his side wherever the qualities to which his friendship, fame, and honors were spontaneous tributes, and shall seek to emulate as best we can the example he set of on resting search for knowledge.

 

Source: Columbia University Archives. Minutes of the Faculty of Political Science, 1920-1939. November 17, 1939, pp. 856-859.

________________________________

Columbia Honors Late Dr. Seligman

The late Dr. Edwin R. A. Seligman, economist and tax authority will be honored at a Memorial meeting sponsored by Dr. Nicholas Murray Butler and trustees of Columbia University in Low Memorial Library at 4:30 P, M. today.

Dr. Butler will read a letter from Charles Evans Hughes, Chief Justice of the United States, extolling Professor Seligman, who died July 18. Dr. Seligman was a member of the Columbia teaching staff for fifty-four [sic, 45] years, and was professor emeritus from 1931 until his death.

 

Source: Columbia Daily Spectator, Volume LXIII, Number 52, 13 December 1939.

Image Source: Clipping from portrait in American Economic Review, 1943.

 

Categories
Columbia Curriculum

Columbia. School of Political Science. Faculty and Curriculum, 1890-91

 

 

I have included everything in this Circular that describes the graduate program offered by the School of Political Science at Columbia except for a list of the trustees and a time-slots by day-of-the-week schedule matrix of courses for the three year program. This shows how political economy was embedded within a broad public policy framework at Columbia. Because of the length of the circular, I have provided visitors with a linked table of contents.

Information for the School of Poltical Science for 1882-83 is available in a previous post.

___________________________

Columbia College
School of Political Science
Circular of Information 1890-91

Officers of Instruction and Government

General Statement

Purposes of the School
Admission
Matriculation and Tuition Fees

Course of Instruction General Scheme

Undergraduate Courses

Graduate First Year

First Session
Second Session

Graduate Second Year

First Session
Second Session

Graduate Third Year

First Session
Second Session

Course of Instruction in Detail

I. Constitutional History

II. Constitutional and Administrative Law

III. Political Economy and Social Science

IV. History of European Law and Comparative Jurisprudence

V. Diplomacy and International Law

VI. History of Political Theories

Prizes

Preparation for the Civil Service

Admission to Other Courses

Library

Examinations and Degrees

Examination Fees
Commencement

Academy of Political Science

Prize Lectureships

Calendar

 

OFFICERS OF INSTRUCTION AND GOVERNMENT.

Seth Low, President of Columbia College.

John W. Burgess, Ph.D., LL.D.,

Professor of Constitutional and International History and Law.

Richmond Mayo Smith, A.M.,

Professor of Political Economy and Social Science.

Edmund Munroe Smith, A.M., J.U.D.,

Adjunct Professor of History and Lecturer on Roman Law and Comparative Jurisprudence.

Frank J. Goodnow, A.M., LL.B.,

Adjunct Professor of Administrative Law. Secretary of the Faculty.

Edwin R. A. Seligman, LL.B., Ph.D.,

Adjunct Professor of Political Economy.

Frederick W. Whitridge, A.M., LL.B.,

Lecturer on the Political History of the State of New York.

William A. Dunning, Ph.D.,

Lecturer on Political Theories.

A. C. Bernheim, LL.B., Ph.D.,

Prize Lecturer, 1888-91, on New York State and City Politics.

Frederic Bancroft, Ph.D.,

Prize Lecturer, 1889-92, on Diplomatic History of the United States.

_____________

Prize Lecturer, 1890-93.

William B. Nye,

Registrar.

 

 

GENERAL STATEMENT.

 

PURPOSES OF THE SCHOOL.

The School of Political Science was opened on Monday the fourth day of October, 1880.

The purpose of the school is to give a complete general view of all the subjects, both of internal and external public polity, from the threefold standpoint of history, law, and philosophy. Its prime aim is therefore the development of all the branches of the political sciences. Its secondary and practical objects are:

a. To fit young men for all the political branches of the public service.

b. To give an adequate economic and legal training to those who intend to make journalism their profession.

c. To supplement, by courses in public law and comparative jurisprudence, the instruction in private municipal law offered by the School of Law.

d. To educate teachers of political science.

            To these ends the school offers a course of study of sufficient duration to enable the student not only to attend the lectures and recitations with the professors, but also to consult the most approved treatises upon the political sciences and to study the sources of the same.

 

ADMISSION.

Any person may attend any or all of the courses of the School of Political Science by entering his name with the registrar and paying the proper fee.

Students proposing to enter the school are desired to present themselves for matriculation on the Friday next before the first Monday in October.

The names of students intending to become members of the school may be entered at the room of the president on the Monday immediately preceding commencement day in June, or on the day appointed as above for matriculation.

Students desiring the degree of Ph.B. or A.B. must matriculate in the first year of the school, and follow faithfully the studies of that year, or part of the studies of that year, together with studies in the senior year of the School of Arts. For the courses in the senior year of the School of Arts, see infra, ” Admission to Undergraduate Courses.” Any combination desired by the student is allowed, provided that he takes not less than fifteen hours per week.

Students desiring the degree of A.M. must matriculate in the second year of the school, and follow faithfully all the studies of the second year. But students who are at the same time students in the School of Law, or students in the graduate department of philosophy, philology, and letters, taking courses which offer at least six hours per week, shall not be required to take more than nine hours per week in the School of Political Science. Any combination desired by the student is allowed.

Students desiring the degree of Ph.D. must matriculate in the third year of the school, and follow faithfully all the studies of the third year. But students who are at the same time students in the School of Law, or students in the graduate departments of philosophy, philology, and letters, taking courses which offer at least six hours per week, shall not be required to take more than nine hours per week in the School of Political Science. Any combination desired by the student is allowed, but he must pass a satisfactory examination on all the subjects he has chosen, and must present an acceptable thesis on some subject previously approved by the faculty.

Students not candidates for any degree may, after matriculating, attend any of the courses of the school.

 

MATRICULATION AND TUITION FEES.

Matriculation fee. — A fee of five dollars is required for matriculation at the beginning of each scholastic year.

Tuition fee. — The annual tuition fee of each student of the school taking the full course is one hundred and fifty dollars, payable in two equal instalments of seventy-five dollars each, the first at matriculation, and the second on the first Monday of February of each year. For single courses of lectures the fee regulates itself according to the number of lectures per week; during the first year the annual fee for a one-hour course being ten dollars; for a two-hour course, twenty dollars; for a three-hour course, thirty dollars; for a four-hour course, forty dollars; and during the second and third years, the annual fee for a two-hour course, thirty; for a three-hour course, forty-five; for a five-hour course, seventy-five; for a six-hour course, ninety dollars. In every case the fee covers the specified number of hours throughout the year — no student being received for a less period than one year. Such fees, when not more than one hundred dollars, are payable in advance; otherwise, in half-yearly instalments at the same time as regular fees.

 

COURSE OF INSTRUCTION GENERAL SCHEME.*

[*For details of each course and schemes of lectures — infra, “Course of Instruction in Detail.”]

 

UNDERGRADUATE COURSES.
(Hours per week per half year)

Outline of Mediaeval History (2 hours).
Outline of Modern History (2 hours).
Outline of European History since 1815 (2 hours).
Elements of Political Economy (2 hours).

 

[GRADUATE] FIRST YEAR

FIRST SESSION.

Physical and political geography; Ethnography; General political and constitutional history of Europe (4 hours).
Political and constitutional history of England to 1688 (2 hours)
Political economy: historical and practical (3 hours)
Seminarium in political economy (2 hours)
History of political theories (3 hours)
Historical and political geography (1 hour)
Political history of the State of New York (1 hour)
The relations of England and Ireland (1 hour)

 

SECOND SESSION.

Political and constitutional history of the United States (4 hours)
Political and constitutional history of England since 1688 (2 hours)
Political economy: taxation and finance (3 hours)
Seminarium in political economy (2 hours)
History of political theories (3 hours)
Historical and political geography (1 hour)
Political history of the State of New York (1 hour)

 

[GRADUATE] SECOND YEAR.

FIRST SESSION.

Comparative constitutional law of the principal European states and of the United States (3 hours)
History of European law (3 hours)
Comparative administrative law of the principal European states and of the United States (3 hours)
Social science: communistic and socialistic theories (2 hours)
History of political economy (2 hours)
Financial history of the United States (2 hours)
Seminarium in political economy (1 hour)

 

SECOND SESSION.

Comparative constitutional law of the several commonwealths of the American union (3 hours)
History of European law (3 hours)
Comparative administrative law of the principal European states and of the United States — Financial administration and administration of internal affairs (3 hours)
Social science: communistic and socialistic theories (2 hours)
History of political economy (2 hours)
Financial history of the United States (1 hour)
Tariff history of the United States (1 hour)
Seminarium in political economy (1 hour)

 

[GRADUATE] THIRD YEAR.

FIRST SESSION.

General history of diplomacy (2 hours)
International private law (1 hour)
Comparative jurisprudence (2 hours)
Local government (2 hours)
Social science: statistics, methods, and results (2 hours)
Seminarium in political economy (1 hour)
Ethnology and social institutions (1 hour)
New York city politics (1 hour)

 

SECOND SESSION.

Public international law (2 hours)
International private law (1 hour)
Comparative jurisprudence (2 hours)
Municipal government (2 hours)
Social science: statistics, methods, and results (2 hours)
Railroad problems (1889-90) (3 hours)
Seminarium in political economy (1 hour)
Ethnology and social institutions (1 hour)
Diplomatic history of the United States (1 hour)

 

 

COURSE OF INSTRUCTION IN DETAIL.

I.—CONSTITUTIONAL HISTORY.

The student is supposed to be familiar with the outlines of European history, ancient and modern. Students who are not thus prepared are recommended to take the undergraduate courses in mediaeval and modern history. The courses of lectures held in the school are as follows:

  1. General political and constitutional history, comprehending in detail: a view of the political civilization of imperial Rome; the history of the development of the government of the Christian church into the form of papal monarchy; the overthrow of the Roman imperial system and the establishment of German kingdoms throughout middle, western, and southern Europe; the character and constitution of these kingdoms; the conversion of the Germans to the Christian church, and the relations which the Christian church assumed towards the Germanic states; consolidation of the German kingdoms into the European empire of Charlemagne: character and constitution of the Carolingian state; its disruption through the development of the feudal system and the independent hierarchic church, and division into the kingdoms of Germany, France, and Italy; character and history of the feudal system as a state form; reestablishment of the imperial authority by the re-connection of Germany with Italy; conflict of the middle ages between church and state; the political disorganization and papal despotism resulting from the same: the development of the absolute monarchy and the reformation; the limitation of absolute kingly power and the development of constitutionalism — first in England, then in the United States, thirdly in France, and fourthly in Germany; lastly, the realization of the constitutional idea of the nineteenth century. [Professor Burgess]
  1. Political and constitutional history of England. — This course supplements the general course above outlined, giving a fuller view of the constitutional development of England from the Anglo-Saxon period to the present day. [Professor R. M. Smith]
  1. Political and constitutional history of the United States. — This course of lectures covers the history of the colonies and of the revolutionary war; the formation and dissolution of the confederate constitution; the formation of the constitution of 1787, and its application down to the civil war; the changes wrought in the constitution by the civil war, and the resulting transformation of the public law of the United States. [Professor Burgess]
  1. The political and constitutional history of Rome is contained in the general history of Roman law. The topics to which especial attention is paid are: the probable origin of the city and its relation to the Latin confederacy; the character and mutual relation of the gentes and the kingship; the Servian constitution and the aristocratic reaction; the establishment of the aristocratic republic; the struggle between the orders and the modification of the constitution; the conquest of Italy and the relations established between Rome and the conquered states; the increase of the powers of the Roman senate; the conquest of the Mediterranean basin and the organization and government of the provinces; the social and economic effects of the conquest upon the Roman people; the struggle between the senatorial clique and the party of reform; the social and civil wars and the establishment of the principate; the development, in the third century after Christ, of the absolute empire; the alliance of the empire with the Christian church; the conquest of Italy by the Germans. [Professor Munroe Smith]
  1. Political history of the State of New York. — The purpose of this course is to give a knowledge of the constitutional development and political history of the State of New York, beginning with the foundation of the colony by the Dutch and extending to the present time. It gives a brief account of the condition of the colony of New York, and the constitution of its government; then of the constitution made in 1777, and of each of the constitutions of 1821 and 1846, the amendments of 1875, together with the conventions in which each of these constitutions was made; also the history of political parties in the State of New York, showing their particular relation to these constitutions, and showing finally the methods of procedure of those parties and the influence exercised by them upon the legislation and procedure, or “practical politics,” of other states and of the great national political parties. [Mr. Whitridge]
  1. Historical and Political Geography. — The purpose of this course is to give a description of the physical geography of Europe; to point out the various sections into which it is divided; to trace the territorial growth of modern European states; to describe the various geographical changes that have been made in the history of Europe; and to point out the ethnic conditions of the present states of the continent. [Professor Goodnow]
  1. The relations of England and Ireland. — In a general way the Irish question has been the question of imposing upon the last and most persistent remnant of the old Celtic race the Teutonic ideas and institutions that have been developed in England. Three phases of the process are clearly distinguishable in history — the political, the religious, and the economical. It is designed in the lectures to follow out in some detail the modifications in the relations of the two islands affected by the varying prominence of these different phases. The long struggle for English political supremacy over all Ireland, from the twelfth to the seventeenth century, the religious wars, and the ruthless suppression of the Catholic population during the two succeeding centuries, and the origin and development of the land question out of the circumstances of both these periods, are described with special reference to their influence on the modern state of Irish affairs. Incidentally to these leading topics, the questions of governmental organization that have been prominent from time to time since the conquest are discussed, and the history of the Irish parliament is followed out in such a way as to illustrate the nature and importance of the agitation for home rule. [Dr. Dunning]
    1. New York City politics. — This course treats of the relations of the city to the state, showing the growth of municipal independence. The early charters conferred but few rights on the city, the selection of the most important city officials being made at Albany. Tammany Hall has been the most important and powerful party organization. A brief history of the Tammany organization, its rulers, and its method of nominating public officers will be given. The “Tweed Ring” and the efforts of purifying city politics since its downfall will be described, including the reform charter of 1873, the amendments of 1884, the report of the Tilden Committee in 1875, and of the Roosevelt and Gibbs investigating committees. [Dr. Bernheim]

 

II.— CONSTITUTIONAL AND ADMINISTRATIVE LAW.

  1. Comparative constitutional law of the principal European states and of the United States; comprehending a comparison of the provisions of the constitutions of England, United States, France, and Germany, the interpretation of the same by the legislative enactments and judicial decisions of these states, and the generalization from them of the fundamental principles of public law, common to them all. [Professor Burgess]
  1. Comparative constitutional law of the several commonwealths of the American Union. — In this course of lectures comparison is made in the same manner of the constitutions of the thirty-eight states of the Union.
  1. Comparative administrative law of the principal European states and of the United States. — The purpose of this course of lectures is to give a description of the methods of administration in the United States, France, Germany, and England. Special attention will be given to the laws both of Congress and of the different state legislatures, while the laws of foreign countries will be referred to for the purpose of instruction and comparison. The following list of topics will give a general idea of the subject, for which the name of administrative law has been chosen, because both in France and Germany, where this special part of the public law has been selected as the object of a thorough course of instruction, a similar name has been made use of.

General Part.

The separation of powers; the executive power; administrative councils; heads of departments; their tenure of office, their powers and duties; the general system of local government; officers, their appointment or election, their duties, their rights, removal from office; the administration in action; the control over the administration. This control is threefold in its character. I. — Administrative control. This is exercised by the superior over the inferior administrative officers by means of the power of removal and the power (given in many cases) to annul or amend administrative acts. II. — Judicial control. This is exercised by the courts, to which recourse is often granted against the action of the administration. Here the new courts will be examined, which have been established in France and Germany during this century, and to which the name of administrative courts has been given. III. — Legislative control. This is exercised by the legislature by means of its power to inform itself of the acts of the administration, and, if need be, to impeach administrative officers. [Professor Goodnow]

Special Part.

This part of the lectures will treat of the relations of the administrative authorities, both general and local, with the citizens. BOOK I. Financial administration. The management of public property, taxation, and public accounts, considered from the administrative rather than from the financial standpoint.— BOOK II. Internal administration. The legal provisions which aim at the prevention of evil, and which are sometimes designated as police measures — measures tending to prevent public disorder, public immorality, and disease. Further, provisions of a more positive character, whose purpose is to promote the public welfare; thus measures taken to provide means of public communication; to further the interests of trade, commerce, and industry; to ensure the control of the state over enterprises of a quasi-public character, such as railway companies and institutions of credit; to assist the poor, and educate the ignorant.

Each topic which will come under consideration will be treated historically, and with reference to the positive existing law: and for matters of special interest the comparison of systems of legislation will be extended to other countries than the four mentioned, when it is thought that this may be done with profit. In general, however, the comparison will be limited to the United States, France, Germany, and England.

  1. Local government. — This course will be devoted to the consideration of the various important systems of local government in the rural districts. The organization of the town and county and their corresponding divisions in other countries will be treated; and special attention will be directed to the historical development of existing systems, and to the question of administrative centralization. [Professor Goodnow]
  2. Municipal administration.— -The subjects to which special attention will be directed in these lectures are: the growth and importance of cities; the independence of cities from state control; the city as a public organ, and as a juristic person— a corporation; city organization and municipal elections; municipal civil service; city property and local taxation. In these lectures special attention is given to American cities and the City of New York; but the experience of foreign cities will be appealed to whenever it is thought that any thing may be learned therefrom. [Professor Goodnow]
  3. Seminarium in constitutional and administrative law.

 

III.— POLITICAL ECONOMY AND SOCIAL SCIENCE.

It is presumed that students possess a knowledge of the general principles of political economy as laid down in the ordinary manuals by Walker or Mill, before entering the school. Students who are not thus prepared are recommended to take the undergraduate course on the elements of political economy.

The courses of lectures held in the school are as follows:

  1. Historical and practical political economy.— This course is intended to give the student a knowledge of the economic development of the world, in order that he may understand present economic institutions and solve present economic problems. The principal topics are: Introduction, concerning the study of political economy and its relation to political science; general sketch of the economic development of the world; the institutions of private property, bequest, and inheritance, and the principle of personal liberty as affecting the economic condition of the world; the problems of production, such as land tenure, population, capital, different forms of productive enterprise, statistics of production, particularly the natural resources of the United States; problems of exchange, such as free trade and protection, railroads money, bimetallism, paper-money, banking, commercial crises, etc.; problems of distribution, such as wages, trades-unions, co-operation, poor relief, factory laws, profit and interest, rent, progress and poverty; and finally a consideration of the function of the state in economic affairs. [Professor R. M. Smith]
  1. Science of finance.— This course is also historical as well as comparative and critical. It treats of the expenditure of the state, and the methods of meeting the same among different civilized nations. It describes the different kinds of state revenues, especially taxes, and discusses the principles of taxation. It considers also public debt, methods of borrowing money, redemption, refunding, repudiation, etc. Finally it describes the financial organization of the state, by which the revenue is collected and expended. Students are furnished with the current public documents of the United States treasury, and expected to understand all the facts in regard to public debt, banking, and coinage therein contained. [Professor Seligman]
  1. Financial history of the United States. — This course endeavors to present a complete survey of American legislation on currency, finance, and taxation, as well as its connection with the state of industry and commerce. Attention is called in especial to the financial history of the colonies, (colonial currency and taxation); to the financial methods of the revolution and the confederation; to the financial policy of the Federalists and the Republicans up to the war of 1812, including the refunding and payment of the debt, the internal revenue, and the banking and currency problems; to the financial history of the war with England; to the changes in the methods of taxation, and the crises of 1819, 1825, 1837; to the distribution of the surplus and the United States bank; to the currency problems up to the civil war; to the financial management of the war; to the methods of resumption, payment of the debt, national banks, currency questions, and problems of taxation; and finally to the recent development in national, state, and municipal finance and taxation. [Professor Seligman]
  1. Industrial and tariff history of the United States. — The arguments of extreme free-traders as of extreme protectionists are often so one-sided that an impartial judgment can be formed only through a knowledge of the actual effects of the tariffs. It is the object of this course to give a detailed history of each customs tariff of the United States from the very beginning, to describe the arguments of its advocates and of its opponents in each case; to trace as far as possible the position of each of the leading industries before and after the passage of the chief tariff acts, and thus to determine how far the legislation of the United States has developed or hampered the progress of industry and the prosperity of the whole country. Attention is called in especial to the industrial history of the colonies; to the genesis of the protective idea and to Hamilton’s report; to the tariffs from 1789 to 1808; to the restriction and the war with England; to the tariffs of 1816, 1824, and the “tariff of abominations” of 1828; to the infant-industry argument; to the compromise and its effect on manufactures; to the era of moderate free trade; to the tariff of 1857, to the war tariffs; to their continuance, and to the pauper-labor argument; to the changes up to the present time. [Probably Professor Seligman]
  1. History and criticism of economic theories. — This course comprises two parts. In the first the various systems are discussed, attention being directed to the connection between the theories and the organization of industrial society. In the second, the separate doctrines — e. g, of capital, rent, wages, etc. — are treated in their historical development. [Professor Seligman]

The first part is subdivided as follows:

I. Antiquity: Orient, Greece, and Rome.
II. Middle ages: Aquinas, Glossators, writers on money, etc.
III. Mercantilists: Stafford, Mun, Petty, North, Locke; Bodin, Vauban, Forbonnais; Serra, Galiani, Justi, etc.
IV. Physiocrats: Quesnay, Gournay, Turgot, etc.
V. Adam Smith and precursors: Tucker, Hume, Cantillon, Stewart.
VI. English school: Malthus, Ricardo, Senior, McCulloch, Chalmers, Jones, Mill, etc.
VII. The continent: Say, Sismondi, Hermann, List, Bastiat, etc.
VIII. German school: Roscher, Knies, Hildebrand.
IX. Recent development: Rogers, Jevons, Cairnes, Bagehot, Leslie, Toynbee; Wagner, Schmoller, Held, Brentano; Cherbuliez, Leroy-Beaulieu, De Laveleye; Cossa, Nazzani, Loria; Carey, George, Walker.

  1. Communistic and socialistic theories: — The present organization of society is attacked by socialistic writers, who demand many changes, especially in the institution of private property and the system of free competition. It is the object of this course to describe what these attacks are, what changes are proposed, and how far these changes seem desirable or possible. At the same time an account is given of actual socialistic movements, such as the international, social democracy, etc. Advantage is taken of these discussions to make the course really one on social science, by describing modern social institutions, such as private property, in their historical origin and development, and their present justification. [Prof. R. M. Smith]
  1. Statistical science; methods and results.— This course is intended to furnish a basis for a social science by supplementing the historical, legal, and economic knowledge already gained by such a knowledge of social phenomena as can be gained only by statistical observation. Under the head of statistics of population are considered: race and ethnological distinctions, nationality, density, city, and country, sex, age, occupation, religion, education, births, deaths, marriages, mortality tables, emigration, etc. Under economic statistics: land, production of food, raw material, labor, wages, capital, means of transportation, shipping, prices, etc. Under the head of moral statistics are considered: statistics of suicide, vice, crime of all kinds, causes of crime, condition of criminals, repression of crime, penalties and effect of penalties, etc. Finally is considered the method of statistical observations, the value of the results obtained, the doctrine of free will, and the possibility of discovering social laws. [Prof. R. M. Smith]Railroad problems; economical, social, and legal. — These lectures treat of railroads in the fourfold aspect of their relation to the investors, the employees, the public, and the state respectively. A history of railways and railway policy in America and Europe forms the preliminary part of the course. All the problems of railway management, in so^ far as they are of economic importance, come up for discussion. Among the subjects treated are: financial methods, railway construction, speculation, profits, failures, accounts and reports, expenses, tariffs, principles of rates, classification and discrimination, competition and pooling, accidents, employers’ liability, etc. Especial attention is paid to the methods of regulation and legislation in the United States as compared with European methods, and the course closes with a general discussion of state versus private management. [Professor Seligman]
  1. Ethnology and social institutions of the people of the United States — This course is an analysis of the ethnic elements in the population of this country, of the influences affecting the character of the people, and deals with pertain social institutions that are neither purely economic, nor political, nor legal. It treats particularly of the effects of immigration in the past and at the present time. [Prof. R. M. Smith]

An outline of the course is as follows:

I. The original ethnic elements in the population; the process of colonization; influence of climate and geographical position; influence of slavery; present distribution of population, by areas, by altitude, rain-fall, temperature, etc.
II. The elements added by immigration; history of immigration; political economic and social effects of immigration; legislation restricting immigration, etc.
III. Social institutions and customs; marriage and divorce; poor relief and pauperism; charitable institutions, public and private; penology, prisons, convict labor; religious associations; social classes.

  1. Seminarium in political economy. — Outside of the regular instruction in political economy and social science, it is the intention to furnish the students of the school an opportunity for special investigation of economic and social questions under the direction of the professor. This is done by means of original papers prepared by such students as choose to engage in this work. The papers are read before the professor and the students, and are then criticised and discussed. The number of meetings and the topics to be discussed are determined each year. During the coming year it is proposed to investigate various aspects of the labor problem.

 

IV— HISTORY OF EUROPEAN LAW AND COMPARATIVE JURISPRUDENCE.

  1. History of European law.

BOOK I. Primitive law. The following topics are discussed from the comparative standpoint: evolution of the primitive state; the sanction of law, the redress of wrongs in primitive society, and the evolution of criminal and civil jurisdiction and procedure; early family and property law. — BOOK II. Roman law: the national system. (Royal and republican period.) The struggle between the orders and the development of a common law (XII Tables). The leading principles and juristic technique of the national system (jus civile). — BOOK III. Roman law: the universal system. Chapter I. Later republican period. The conquest of the entire civilized world, and the social, economic, and legal changes produced by the conquest. Reform of criminal law and procedure. The development of a universal commercial law by means of the praetorian edicts. The praetorian formulae of action. Chapter II. Early imperial period. The empire under republican forms. Development of criminal and civil procedure extra ordinem. The classical jurisprudence. Chapter III. Later imperial period. Social, economic, and legal decadence. Codification of the law by Justinian.— BOOK IV. Mediaeval law. Chapter I. German law. Character of early German law; the reforms of Charles the Great; maintenance of Carolingian institutions in Normandy, and further development of these institutions in Norman England; general disappearance of the Carolingian institutions on the continent, and arrest of the legal development. Chapter II. Roman law. Survival of the Roman law (i) in the Byzantine empire; (2) in the new German kingdoms, as personal law of the conquered Romans; (3) in the Christian church. Establishment and extent of the ecclesiastical jurisdiction; the development and the codification of the Canon Law; influence exercised by this law upon the subsequent development of Europe. Revival of the study of the Justinian or Civil Law in Italy; influx of foreign students. The theory of imperium continuum. Reception of the Justinian law in the German empire; partial reception in France and Spain; failure of the Roman law to gain footing in England. Influence of the Roman law in other countries: the ”scientific” as distinguished from the “practical” reception.— BOOK V. Modern law. The reaction against the Roman law (1) among the people; (2) among the jurists; (3) in modern legislation. The great national codes of the 18th and 19th centuries. Relation of these codes to the Roman and German law. [Professor Munroe Smith]

  1. Comparative jurisprudence. — This course of lectures presents succinctly the leading principles of modern private law. The order of treatment is as follows: BOOK I. Law in general: conception, establishment, and extinction, interpretation and application. BOOK II. Private legal relations in general: nature of private rights; holders of rights (physical and juristic persons); establishment, modification, and extinction of rights (legal acts, illegal acts or torts, operation of time); enforcement of rights. BOOK III. Legal relations concerning things. BOOK IV. Legal relations arising from executory contracts. BOOK V. Family relations and guardianship. BOOK VI. Relations mortis causâ (inheritance). [Professor Munroe Smith]
  1. International private law. — In this course the theories of the foreign authorities are noticed, and the practice of the foreign courts in the so-called conflicts of private law is compared with the solution given to these questions by our own courts. [Professor Munroe Smith]
  1. Seminarium for studies in comparative legislation. — The courses above described lay the basis for the comprehension of foreign legislations. The object of the seminarium is to train the student in the practical use of these legislations. Participation in the seminarium is optional. The work is to be done by the students themselves, under the direction and with the assistance of the professor in this department. It is intended that they shall devote themselves to the study of questions of practical interest de lege ferenda, and that they shall collate and compare the solutions given to these questions in our own and in foreign countries.

 

V.— DIPLOMACY AND INTERNATIONAL LAW.

  1. The history of diplomacy from the peace of Westphalia to the treaty of Berlin. — The object of this course is to present, in their historical connection, the international treaties and conventions framed between these two periods, and to trace through them the development of the principles of international law. [Professor Burgess]
  1. International law. — In this course the principles attained through usage, treaty, and convention are arranged in systematic form. [Professor Burgess]
  1. Diplomatic history of the United States. — The purpose of this course is to treat primarily of the diplomatic history of Lincoln’s and Johnson’s administration. An outline and characterization of the policies of Marcy, Cass, and Black will also be given. [Professor Burgess]

 

VI.— HISTORY OF POLITICAL THEORIES.

Every people known to history has possessed some form, however vague and primitive, of political government. Every people which has attained a degree of enlightenment above the very lowest has been permeated by some ideas, more or less systematic, as to the origin, nature and limitations of governmental authority. It is the purpose of this course to trace historically the development of these ideas, from the primitive notions of primitive people to the complex and elaborate philosophical theories that have characterized the ages of highest intellectual refinement. [Dr. Dunning]

BOOK I., after a short survey of the theocratical system of the Brahmans and the rationalistic doctrine of Confucius, treats mainly of the political philosophy of Greece and Rome, with especially attention to the profound speculations of Plato and Aristotle.

BOOK II. discusses the political doctrines of early Christianity and the Christian church, with the controversy of Papacy and Empire, and the elaborate systems of St. Thomas Aquinas and his adversaries.

BOOK III. treats of that age of renaissance and reformation in which Machiavelli and Bodin, Suarez and Bellarmino, Luther and Calvin worked out their various solutions of the great problem, how to reconcile the conflicting doctrines of theology, ethics, and politics.

BOOK IV. covers the period of modern times, as full of great names in political philosophy, as of great events in political history. Here are examined the doctrine of natural law, as developed by Grotius and Puffendorf, the doctrine of divine right of kings with its corollary of passive obedience, as in Filmer and Bossuet, the theory of the constitutionalists, Locke and Montesquieu, the idea of social contract, made most famous by Rousseau, and the various additions to and modifications of these doctrines down to the present day.

 

PRIZES.

PRIZE FELLOWSHIPS.

In 1886 Mr. Jesse Seligman founded four fellowships of the annual value of two hundred and fifty dollars each. These fellowships are awarded at the discretion of the faculty to students of the third year in the School of Political Science, under the sole condition that the recipient of the fellowship be a candidate for the degree of doctor of philosophy.

PRIZE IN POLITICAL ECONOMY.

An annual prize of one hundred and fifty dollars for the best essay on some subject in political economy has been established by Mr. Edwin R. A. Seligman, of the class of 1879. Competition for the prize is open to all members of the School of Political Science. The topic selected must be approved by the faculty, and the essay itself must not be less than twenty thousand words in length.

 

PREPARATION FOR THE CIVIL SERVICE.

Young men who wish to obtain positions in the United States Civil Service—especially in those positions in the Department of State for which special examinations are held — will find it advantageous to follow many of the courses in the School of Political Science. Some of the subjects upon which applicants for these positions are examined are treated very fully in the curriculum of the school. Thus, extended courses of lectures are given on political geography and history, diplomatic history and international law, government and administration.

Full opportunity is given in the School of Arts for the study of the principal modern languages, and all the courses in that school are open to the students of the School of Political Science.

 

ADMISSION TO OTHER COURSES.

ADMISSION TO UNDERGRADUATE COURSES.

Any student of the School of Political Science may attend any or all of the courses of the School of Arts, with the permission of the instructors concerned, without the payment of any further tuition fee than that due to the School of Political Science.

ADMISSION TO GRADUATE COURSES.

The trustees have provided that courses of instruction shall be given in the college to graduates of this and other colleges in a large variety of subjects. Students of the School of Political Science, who may be bachelors of arts, of letters, or of science at entrance, or who, after having completed their first year in the School of Political Science, shall have received their first degree, may be admitted without additional tuition fee to the graduate classes, in such subjects as they may desire to pursue.

Among the cognate courses which may be taken without conflict of hours are:

History of Philosophy, two hours a week. Ethics, two hours a week. Readings in Gaius and Ulpian, one hour a week. Courses in the various modern languages, and others.

Students who are candidates for the degrees of Ph.B., A.B., A.M., and Ph.D., and who take senior and graduate studies in the School of Arts to the amount of six hours per week, are not required to take more than nine hours a week in the School of Political Science.

Information in regard to the undergraduate courses and a list of the subjects embraced in the scheme of graduate instruction for the ensuing year will be furnished on application to the registrar of Columbia College, Madison avenue and 49th street, New York City.

ADMISSION TO THE COURSES OF THE SCHOOL OF LAW.

Those students who intend to make law their profession may combine the ordinary course of study required for admission to the bar with the course in political science. The hours of lectures in the two schools are so arranged as to make this combination feasible; and experience has shown that the satisfactory completion of both courses within three years is not beyond the powers of an industrious student of fair ability.

The instruction offered in the School of Political Science upon constitutional, administrative, and international law, and upon Roman law and comparative jurisprudence, furnishes the natural and necessary complement to the studies of the School of Law. Law is, with us, the chief avenue into politics; and for this, if for no other reason, a complete legal education should include the science of politics. But the importance to the lawyer or the subjects above mentioned does not depend simply on the prospect of a political career. To become a thorough practitioner, the student must acquire a thorough knowledge of public law; and if he wishes to be any thing more than an expert practitioner, if he wishes to know law as a science, some knowledge of other systems than our own becomes imperative. From this point of view the Roman law is of paramount importance, not merely by reason of its scientific structure, but because it is the basis of all modern systems except the English. Elsewhere than in our own country these facts are uniformly recognized, not in the schemes of legal instruction only, but in the state examinations for admission to the bar.

In order to encourage, by the combination of the two courses, the acquisition of a well-rounded juristic training, the trustees have provided that any student of the School of Political Science may attend any or all of the courses of the School of Law, without the payment of any further tuition fee than that due to the School of Political Science; and, conversely, that any student of the School of Law may attend any or all of the lectures in the School of Political Science, without payment of any further tuition fee than that due to the School of Law; and that the student registered in both schools may be a candidate for degrees in both schools at the same time.

Students in the School of Law are required to take only nine hours per week in the School of Political Science. For further information see law school circular.

 

LIBRARY.

The special library of political science was begun in 1877, and it was intended to include the most recent and most valuable European and American works in this department. Particular attention was, and is, given to providing the material needed for original investigation.

The total number of volumes in the department of history and political science is at present (1890) more than 18,000. In the department of law the total number of volumes is about 10,000. The original material requisite for the study of foreign law has been largely increased during the last two years.

The students of the School of Political Science are entitled to the use, subject to the rules established by the library committee, of the entire university library. The library is open from 8½ A.M. to 10 P.M. Information concerning the sources and literature of the political sciences is given in the various courses of lectures held in the schools. The students can obtain supplementary information and general guidance and assistance in their investigations, from the librarian in special charge of law, history, and political science.

 

EXAMINATIONS AND DEGREES.

No student of the school can be a candidate for any degree unless he have successfully pursued a course of undergraduate study in this college, or in some other maintaining an equivalent curriculum, to the close of the junior year.

Students thus qualified, who shall satisfactorily complete the studies of the first year or their equivalent in the senior year in the School of Arts, shall be entitled, on examination and recommendation of the faculty, to receive the degree of bachelor of philosophy or the degree of bachelor of arts. The latter degree requires the concurrence of the Faculty of Arts, and is not conferred unless the student has taken courses, in the first year of the School of Political Science, or courses in that year and in the senior year of the School of Arts, amounting to fifteen hours a week.

Students of the school who have obtained the degree of bachelor of arts at this or at any other college maintaining an equivalent curriculum, and who are at the same time students in the School of Law, or who have pursued studies in the graduate department of philosophy, philology, and letters, to the amount of six hours per week, will, after passing satisfactorily through courses in the school, amounting to nine hours per week, be recommended by the faculty of the school for the degree of master of arts. The purpose of this provision is to allow students to pursue a course either mainly in law or mainly in economics. These courses may be continued through the third year, so that students who have obtained the degree of bachelor of arts are offered a two years’ course in either law or economics. (See supra, “Course of Instruction in General and in Detail.”) Students in the School of Political Science alone are required to pursue all of the studies of the second year, and to pass a satisfactory examination in them, in order to obtain the degree of master of arts.

Students in the School of Political Science who are at the same time students in the School of Law, or who are taking at least six hours a week in the graduate departments of philosophy, philology, and letters, who elect and satisfactorily complete courses in the third year of the School of Political Science embracing nine lectures per week, shall be entitled, on recommendation of the faculty of the school, to receive the degree of doctor of philosophy. Students who are in the School of Political Science only must take the entire work of the third year of the school.

To obtain recommendation for the last degree, the candidate will be required:

1. To prepare an original dissertation, not less than 20,000 words in length, upon a subject approved by the faculty.
2. To defend such dissertation before the faculty.
3. To pass collateral examinations (reading at sight) upon Latin and either French or German.
4.Candidates who have obtained the degree of bachelor of arts or bachelor of philosophy in this school, or bachelor of arts in this or any other college maintaining an equivalent curriculum, will be required to pass, further, an oral examination on their work in the last two years of the school; candida tes who have obtained the degree of master of arts from this school will be required to pass an oral examination on their work in the last year of the school. Candidates who have none of these degrees will be required to pass an oral examination on the entire work of the school.

The candidate for the degree of doctor of philosophy may present himself for examination at any time when the college is in session, excepting the month of June. The subject chosen by the candidate for his dissertation, which may be presented to the faculty before or after the examination on the work in the school, should be made known to the faculty at least four months before the proposed time of examination thereupon. A printed (or type-written) copy of the dissertation must be submitted to each member of the faculty at least one month before the day of such examination. The title-page must contain the name of the candidate and the words “Submitted as one of the requirements for the degree of doctor of philosophy in the School of Political Science, Columbia College.”

The successful candidate must present a copy of his dissertation to the college library.

All degrees awarded will be publicly conferred at commencement.

 

EXAMINATION FEES.

Examination fees are as follows: For the degree of bachelor of arts, fifteen dollars; for the degree of bachelor of philosophy, twenty-five dollars; for the degree of master of arts, twenty-five dollars; for the degree of doctor of philosophy, thirty-five dollars. The examination fee must in each case be paid before the candidate presents himself for examination for the degree.

 

COMMENCEMENT.

The commencement exercises of the college take place annually on the second Wednesday of June.

 

ACADEMY OF POLITICAL SCIENCE.

This institution is devoted to the cultivation and advancement of the political sciences. It is composed mainly of graduates of the Schools of Law and Political Science of Columbia College, but any person whose previous studies have fitted him to participate in the work of the academy is eligible to membership.

Meetings of the academy are held on the first and third Mondays of each month. At these meetings papers are read by members presenting the results of original investigation by the writers in some department of political science.

 

PRIZE LECTURESHIPS.

The trustees have established in the School of Political Science three prize lectureships of the annual value of five hundred dollars each, tenable for three years. The power of appointment is vested in the faculty. One of these three lectureships becomes vacant at the close of each academic year. The previous holder may be reappointed. The conditions of competition are as follows:

1. The candidate must be a graduate of the School of Political Science or of the Law School of Columbia College. In the latter case he must have pursued the curriculum of the School of Political Science for at least two years.
2. He must be an active member of the Academy of Political Science.
3. He must have read at least one paper before the Academy of Political Science during the year next preceding the appointment.

The duty of the lecturer is to deliver annually, before the students of the School of Political Science, a series of at least twenty lectures, the result of original investigation.

 

[3 pages of hour by weekday tables of course schedules for six semesters over three years]

 

CALENDAR.

1890 —

. — Examinations for admission begin, Monday.
Oct. . — Matriculation, Saturday.
Oct. 6. — Lectures begin, Monday.
Nov. 4. — Election day, holiday.
Nov. . — Thanksgiving day, holiday.
Dec. 22. — Christmas recess begins, Monday.

1891 —

Jan. 3. — Christmas recess ends, Saturday.
Feb. 4. — First session ends, Wednesday.
Feb. 5. — Second session begins, Thursday.
Feb. 11. — Ash-Wednesday, holiday.
Feb. 22. — Washington’s birthday, holiday.
Mar. 27. — Good-Friday, holiday.
May 18. — Examinations begin, Monday.
June 10. — Commencement, Wednesday.

 

Source: Columbia College. School of Political Science. Circular of Information 1890-91.

Image Source: Art and Picture Collection, The New York Public Library. “Columbia College, Madison Ave., New York, N.Y.” New York Public Library Digital Collections. Accessed January 27, 2017. http://digitalcollections.nypl.org/items/510d47e0-cc61-a3d9-e040-e00a18064a99

 

 

Categories
Barnard Columbia Economists

Columbia. Budgeting John Bates Clark’s Salary After His Retirement, ca. 1911

 

The following undated memorandum comes from Prof. E.R.A. Seligman’s papers in a folder of Columbia related material for 1911-1913. From the Bulletin of the Faculty of Political Science we know that Prof. Simkhovitch took over Clark’s course on socialism in 1908 (Seligman below writes that Simkhovitch gave a similar course “at Columbia for the last two or three years”). Robert E. Chaddock took up the statistics assistant professorship mentioned in the memo in 1911. So it is pretty clear that this memorandum was written to motivate the economics department decision not to seek a senior professor with the funds released by Clark’s retirement but instead divided the funds between hiring someone for statistics, additional compensation for Henry Roger Seager to continue his teaching a labor course at Barnard and additional compensation for Professor Vladimir Simkhovitch to take over Clark’s course on Socialism at Barnard.

_____________________________

MEMORANDUM in reference to PROFESSOR CLARK’S RETIREMENT.

Professor Clark’s retirement is a serious loss to the Department of Economics and to Barnard College. Ordinarily the withdrawal of such a distinguished member of the faculty should lead to the appointment of a successor of equal prominence. In this case, however, there is no one of equal distinction available, and after making a thorough and impartial survey of the field, the department is convinced that it will be wiser to call the most promising younger man to be found as assistant professor then to call in a full professor who might prove disappointing. This plan has the advantage, moreover, of permitting a readjustment of the courses in economics to be open to Barnard students that would be highly advantageous for the College.

It will be remembered that when the original arrangement was entered into the trustees of Barnard agreed to provide the sum of $5,000 toward the higher or university work in economics at Columbia, on condition that certain courses at Columbia be open to women graduates, and on the further understanding that the Department of Economics should provide six hours a week of lectures in economics to Barnard Seniors at Barnard College. Later on, by special arrangement with Dean Gill, as ratified by the trustees, it was provided that two of these six hours might be given at Columbia instead of Barnard. It is now proposed to readjust the courses so as to provide ampler opportunities for Barnard students.

In considering the interests of Barnard, three facts should be held in view. First, experience has shown that merely throwing open courses given at Columbia to Barnard students fails adequately to meet their needs. The plan adopted when Professor Clark was called here of having six hours advanced work in economics given at Barnard ought to be reintroduced. Second, the number of students desiring to take advanced work in economics is steadily increasing and for their benefit every opportunity should be seized which will open to them additional courses at Columbia. Third, the most important field of economics study not now covered by the courses offered at Barnard is that of economic and social statistics. Not only does the ordinary student need a knowledge of statistical methods to apply economic theories to the facts of every day life, but Barnard graduates are concerned to an ever increasing extent with different forms of social service. Some become the paid agents of settlement, charitable societies or municipal departments concerned with social work. Others become officers in reform and charitable organizations. For both classes, training in the manipulation and interpretation of statistics would be of great value.

Having regard to these three facts the plan which the Department of Economics recommends is as follows: –

(1) that $2,500 of the $5,000 released by Professor Clark’s withdrawal be used to pay the salary of an assistant professor, who shall give a course on social and economic statistics to Barnard Seniors. While this professor under the terms of the original agreement, is to be primarily a graduate professor, he may, if so desired, be asked temporarily to relieve Professor Mussey of one of the Junior sections in Economics A1–A2 in exchange for a university course by Professor Mussey. It is also proposed that in further recognition of a similar course to be given by the new instructor at Columbia and of supervising work in the statistical laboratory at Columbia, which might be open to Barnard students for research work, the Department of Economics should admit Barnard Seniors to Columbia courses given by Professors Seligman, Giddings, Seager, and Mussey, that is, Sociology 151-152, Economics 101-2, Economics 107-108, Economics 106, and Economics 104.

(2) That Professor Seager be asked to continue his course on the Labor Problem at Barnard and that a contribution of $1,500 towards his salary be paid out of the $5,000 released. Professor Clark’s withdrawal will add to Professor Seager’s burdens at Columbia and his natural inclination would be to meet the situation by discontinuing his course at Barnard. If he continues his course it seems but fair that a contribution toward his salary should be paid out of Barnard funds.

(3) That Professor Simkhovitch be asked to give at Barnard the course on Socialism and Social Reform formerly given by Professor Clark and that the remaining $1,000 of the $5,000 fund be contributed to his salary. Fortunately Professor Simkhovitch is specially qualified to give such a course acceptably, having given a similar course at Columbia for the last two or three years.

By carrying out this plan the Barnard trustees will not only secure a reintroduction of the six hours of advanced instruction in economics for the special benefit of Barnard Seniors, courses even better adapted to the present needs of such Seniors than those previously given, but will also secure admission for Barnard students to eight of the most valuable courses in economics and social science offered at Columbia, without any increase in the appropriation for economic instruction. Inasmuch as at the present time only four hours are given to Barnard Seniors, and only five Columbia courses are open to them, we believe that the plan is fair to all concerned and that it will prove highly advantageous to Barnard College.

 

Source: Columbia University Libraries, Manuscript Collections. Seligman, Edwin Robert Anderson Collection. Box 98a, Folder “Columbia (A-Z) 1911-1913”.

Image Source:  Barnard College student council. Library of Congress Prints and Photographs Division Washington, D.C. 20540.

Categories
Columbia Computing Economists

Columbia. Chaddock’s Request for Funding for his Statistical Laboratory, 1911.


From time to time I like to add a little budgetary detail.  For the year 1911-12 assistant professor Robert E. Chaddock’s salary was $2500 (the top professor salary in economics, $6000, went to Henry R. Seager). Today’s post is a request for $500 of additional funds for the 1911-12 budget for the statistical laboratory run by Chaddock.  I add some biographical material for Chaddock (the photograph from the 1919 Barnard College yearbook is the only picture of him I have been able to find in my online search), including the Columbia Spectator’s report of his suicide in 1940.

Earlier posts at Economics in the Rear-View Mirror concerning the purchase of calculating equipment for economic research were:  1928 (Henry Schultz at Chicago) and  1948 (George Stigler at Columbia).

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Source: Barnard College, Mortarboard, 1919.

Memorial:  Frederick E. Croxton, “Robert Emmet Chaddock, 1879-1940,” Journal of the American Statistical Association, Vol. 36, No. 213 (March, 1941), pp. 116-119.

 

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Copy of letter by Seligman to Butler

December 18, 1911

Nicholas Murray Butler, LL.D.,

President, Columbia University

New York.

Dear President Butler:-

I have asked Professor Chaddock, our new assistant professor of statistics, to give me a report of the work that has been done in the statistical laboratory this year. I take pleasure in sending a copy of his report herewith and with your permission I should like to amend the budget letter of the Department, if that is still practicable, to the extent of asking for a special appropriation of $500 for the statistical laboratory, the amount to be expended for the statistical machine and for such supplies, charts, atlases, etc. which would not properly come under the head of the library appropriation.

You will remember that two or three years ago you were kind enough to secure a special appropriation of $500 for some comptometers for the laboratory. That amount was not included in our budget letter. Perhaps this also could be taken care of in a similar way.

Respectfully,

[unsigned copy, E.R.A. Seligman]

SE-S

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Copy of letter by Chaddock to Seligman

C O P Y

December 18, 1911

Professor E. R. A. Seligman,

Columbia University.

Dear Professor Seligman:

As suggested, I am sending you this letter to describe the work and needs of the statistical laboratory. On the theory that the laboratory is a place for practice and a place where sources of information may be found, it has been our aim this year to keep the laboratory open between the hours of 9 A.M. and 6 P.M. Much of the time some men have been found there at its opening and closing hours.

The class in elementary statistics numbers about 45, of whom 40 are engaged in doing actual laboratory work in addition to the two hours of lectures weekly. Our plan has been to divide the lecture group into five sections for their laboratory work, meeting Monday, Wednesday, and Friday at nine o’clock and Monday and Wednesday at eleven o’clock, in addition to lectures Monday and Wednesday at ten o’clock. By this plan the groups are reduced to eight or ten men and scientific work is possible. The lecture work is made concrete to each individual through his own work and his misconceptions are checked and corrected by personal supervision. The student is thus enabled also to know and to use the mechanical aids without which the work of the statistician would be largely impossible today.

Besides the class in elementary statistics, there are students who, having had the lecture work, are engaged in writing their dissertation which involves statistical work. The laboratory offers facilities for work of this character and should aim to make it possible to turn out better digested statistical material in our dissertations.

An effort is being made to provide in the laboratory sources of information contained in Federal, State, and City reports and in reports of special investigations. Periodical document lists of the State and Federal governments are kept convenient for reference.

The effort has also been made to get into touch by correspondence and personal conference, with the practical statistical work being done in the city both by public and private agencies, with the view of impressing the student with the concrete problems of statistical work and with the importance of a working knowledge of how to use and judge supposed facts.

It would seem also to be important that the statistical laboratory at Columbia, by its equipment, demonstrate to all who see it and use it what the ordinary working equipment of a statistician ought to be, what the sources of information are, and how they may be handled.

In view of these aims we venture to set forth certain needs, the satisfaction of which conditions the complete efficiency of the laboratory:

(1) One calculating machine of “Millionaire” or “Ensign” type—probably $250 or $300. The present equipment of machines is not adequate to keep a group busy without loss of time.

(2) A Statistician’s working library to be kept on the laboratory shelves. Some appropriation toward this library which is to contain the chief works on theory and method as well as special sources, i.e., Webb, Dictionary of Statistics.

(3) 10 copies of Barlow’s tables of squares, cubes, etc., up to 10,000 @ 6 s. each—60 s.

(4) 10 copies of Peter’s Multiplication and division tables at 15 s. each—150 s.

(5) Provision for a card file in the laboratory itself of all the statistical material available in the library so that the student in statistics may have a ready reference. Also for the purpose of recording all documents and sources received and kept in the laboratory itself.

(6) Provision for securing portraits of certain men most prominent in the development of statistical science, for the laboratory walls, i.e. Pearson, Quetelet, Engel, La Place, etc.

Attempts have been made by correspondence and conference, and will be made, to find out the best equipment for a laboratory such as ours and we ask your cooperation.

Sincerely,

(signed) Robert E. Chaddock.

 

Source: Columbia University Libraries, Manuscript Collections. Papers of Edwin Robert Anderson Seligman, Box 98A, Folder “Columbia (A-Z) 1911-1913”.

 

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Professor Chaddock Dies in Fall
Sociology Head, 61, Plunges from Roof; Believed a Suicide

 

Dr. Robert Emmet Chaddock. Professor of Statistics and head of the Columbia Department of Sociology, died yesterday morning at 11:20 after falling eleven stories from the roof of his apartment house at 39 Claremont Avenue. He was sixty-one years old.

It is believed that Dr. Chaddock’s death was a suicide.

Professor Chaddock left his apartment on the fifth floor at 10 A.M., the usual hour he left for his office, and walked to the roof of the building. He was dressed in an overcoat and hat, and carried a brief case and an umbrella.

Shortly after 11 A.M., a maid from an adjoining apartment, Ethel Anderson, discovered him sitting on the parapet on the west side of the building. She called the elevator boy, but before either could summon assistance, Dr. Chaddock jumped or fell to the courtyard below. He left his overcoat, hat, brief case and glasses along the edge of the roof.

Worried About Wife

Seemingly In good health and spirit prior to his death, it was learned on good authority yesterday that the 61-year old professor had been worried over the health of his wife, Mrs. Rose A. Chaddock, who survives him. Dr. Chaddock left no communication, but fatigue and overwork were some of the motives put forth as possible causes of his death.

A daughter, Mrs. Parker Soule of Roswell, New Mexico, is his only other survivor. She was in Roswell at the time of the accident.

Dr. Nicholas Murray Butler, President of the University headed the list of bereaved faculty associates. In a statement to The Spectator yesterday, Dr. Butler stated:

“Our whole University family is stupefied and heartbroken at the tragic death of Professor Chaddock. Himself a scholar of outstanding importance and large influence in his chosen field, we all held him in affectionate friendship and looked forward to many years yet of continuing accomplishment. Our feeling at this sudden ending of his life is too deep to be put into words.”

Speaking for the entire Sociology Department of which he has been acting in the capacity of chairman for the past two weeks, Dr. Willard W. Waller, Associate Professor of Sociology, stated, “We have lost a sincere friend and a valued colleague. That is the sentiment of Fayerweather Hall.”

Dr. Chaddock was born in Minerva, Ohio on April 16, 1879. A member of the University faculty for thirty-one years, he was Professor of Sociology and Statistics since 1922.

Held Two Degrees

His degrees included A.B. Wooster College, Wooster, Ohio; LL.D. (Hon.) 1929. He was a member of Phi Beta Kappa; Fellow of the American Statistical Association, American Public Health Association and the Population Association of America and a member of the American Sociological Society.

He was one of the founders of the Cities Census Committee which developed the “census tract” unit for enumeration and tabulation of population and other types of data in New York City. This “census tract” idea has now been adopted by many cities, following the lead of New York.

Dr. Chaddock’s book, “Principle and Methods in Statistics,” published in 1925, has long been accepted as the standard text in the field.

Source: Columbia Daily Spectator, Volume LXIV, Number 20, 22 October 1940.

 

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Comptometer

 

Comptometers were made by the Felt & Tarrant Manufacturing Company of Chicago, Illinois and the initial patent holder was Dorr E. Felt. This is a very unusual model in black paint and gold decorations. Almost all Comptometers are in copper patena or polished copper housings. While there are some very rare listing (printing) models, the ones most often found do not have printing capability as is the case with this particular one. The Comptometer was probably the most important adding machine or calculator ever made. The first one (model one) was made with an all wooden case (see the model one in our collection) and came out in 1887 and the last one was made with an cast aluminum case sometime in the early 1960s. The people who operated them (usually women) were also called comptometers and the modern term for the person in charge of an accounting department, Comptroller, is the evolution of the name comptometer (operators titles). The more modern term for the chief accountant, Controller, is also an evolution from Comptometer. The last listed patent date on this Comptometer is 1914 and that is most likely, or very close to, the year it was manufactured. This machine comes with its original tin case and the case is prlobably more rare than the machine. Both the machine and the case have an estimated condition rating of 2+, 2.

Source: Comptometer at Branford House Antiques Website.

 

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Millionaire Calculator

This lever-set, manually operated non-printing calculating machine has a brass mechanism and a metal case with lid. The lid and the flat plates that cover the mechanism are painted black. The carriage is entirely contained within the case. The machine carries out direct multiplication.
Ten German silver levers are pulled forward to set up numbers. A crank left of these may be set anywhere between 0 and 9 for direct multiplication and division. A lever right of the digit levers may be set at addition, multiplication, division, or subtraction. Right of it is the operating crank. A row of ten windows in front of the levers shows the number set on the levers. It is labeled DIVISOR.
In front of this is the carriage, with two other rows of windows. The row closest to the levers (further from the front) indicates the multiplier or quotient. The other row shows the result or the dividend. The result windows are labeled DIVIDEND and may be set with a dividend using thumbscrews. The carriage has zeroing knobs for both these registers. Holes for decimal markers are between the digits of all three registers. Between the front two registers, at left, is a button used to shift the carriage. A bell rings if the number in the result window changes sign (as when subtraction produces a negative number).
A paper sheet inside the lid gives instructions for operating the machine and related tables, along with a cleaning brush and key. The stand is stored separately.
A mark on the middle of the front of the machine reads: THE MILLIONAIRE. A metal tag on the right reads: Hans W. Egli (/) Ingenieur (/) Fabrikation von Rechenmaschinen (/) Pat. O. Steiger (/) ZURICH II. A metal tag on the left reads: W.A. Morschhauser (/) SOLE AGENT (/) 1 Madison Avenue (/) NEW YORK CITY. Just under this tag is stamped the serial number: No 2609. A mark on the carriage next to the result register reads: PTD MAY 7TH 1895. SEPT. 17TH 1895. Scratched in the middle of the front of the machine is the mark: FOR PARTS ONLY.
For related documentation see MA*319929.03 through MA*319929.07.
Daniel Lewin has estimated that Millionaire calculating machines with serial number 1600 date from 1905, and those with serial number 2800, from 1910. Hence the rough date of 1909 is assigned to the object.
This calculating machine was used by the physicist William F. Meggars of the United States National Bureau of Standards.

 

Source: Smithsonian. The National Museum of American History.

 

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Ensign Model 90 Calculating Machine

This full-keyboard direct multiplication non-printing electric calculating machine has an iron and steel case painted black, The nine columns of plastic black and white keys are colored according to the place values represented. Complementary digits are indicated on the keys. Keys for odd digits are concave, and those for even ones are flat. The keyboard is covered with green felt.

Right of the number keys is an addition bar. Considerably to the right of this is a key to be depressed in division and ten digit keys used to enter digits directly in multiplication. To the left of the keyboard is a key marked “C” that, when depressed, locks the keyboard. A row of seven number dials serves as a revolution counter. These dials are covered with glass.

On the left side is a handle for clearing the revolution counter and result register. Behind the keyboard and revolution counter, inside the machine, in a row of 16 number dials recording the result. These dials are also covered with glass. They are deep within the machine, and difficult to read. The result register may be divided to record two results simultaneously. The base of the case is open, with a cloth cover inside it. This example has no motor.

A mark on the front of the machine reads: The Ensign. A mark on the right side reads: ENSIGN (/) MANUFACTURING CO. (/) BOSTON, U.S.A. (/) PATENTED (/) NOV. 1, 1904. – JAN. 2, 1906. (/) JULY 9, 1907. – FEB. 18, 1908 (/) JUNE 2, 1908. (/) OTHER PATENTS PENDING.

The Ensign was an early example of an electrically operated calculating machine. The Ensign Manufacturing Company of Waltham, Massachusetts is listed in Thomas’ Register for 1909. The dates on the machine refer to dates of patents of Emory S. Ensign, who was president of the company. The Ensign Manufacturing Company of Boston, Massachusetts, is listed in Thomas’ Register for 1912, 1914, 1915, 1916, and 1917. It was not listed in 1918. By this time, Ensign seems to have moved to Queens, New York. The machine was manufactured until about 1925.

 

Source: Smithsonian. The National Museum of American History.

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Image Source: Robert Emmet Chaddock from Barnard College, Mortarboard, 1919.

 

 

Categories
Courses Harvard Undergraduate

Harvard. Principles of Economics. Taussig, Andrew and Bullock. 1906-07

The popularity of the introductory course in economics at Harvard led Frank Taussig to establish a structure of two one-hour lectures per week with ca. 15 sections (of about 25 students) taught by four teaching assistants who administered (and presumably then graded) a 20 minute quiz on a week’s reading assignment that would be followed up with a 35-40 minute class discussion. 

Apparently Taussig’s Columbia University colleague, E.R.A. Seligman, asked Taussig how Harvard ran its principles of economics course. Maybe he was just curious to hear whether Harvard was about to adopt his Principles of Economics With Special Reference to American Conditions. In his answer, Taussig clearly stakes his claim to have invented the large lecture with small recitation sections format. 

 

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[Copy of letter from Frank W. Taussig (Harvard)
to E.R.A. Seligman (Columbia)]

Cotuit, Mass.
Aug. 8, 1906

Dear Seligman:-

Our present system in Economics 1, is as follows. There are three exercises a week, of which two are lectures, and the third is for section work, something like what you call a quiz. The lectures are given to all the men in a large lecture hall. During the first half year I give all the lectures; during the second half year it will be given (1906-7) by Andrew and Bullock. For the section work the men are divided into sections of about 30 men each, and meet weekly in separate rooms, and at various hours, in the charge of younger instructors. Each instructor has three to four sections, there are four or five instructors. The first thing at the section meetings is a sort of examination. The question is put on the board and answered in writing during the first twenty minutes; these papers are read and a record kept of the results. The rest of the hour, thirty-five or forty minutes, is given to oral discussion.

Last year we used three text-books, Mill, Walker, and Seager. Specific assignments of reading are made for each week. The lectures cover the same topics as the reading, and the question of the week is on both reading and lectures.

To ensure consistency, the lecturer in charge (for instance myself) meets the younger instructors weekly at a stated hour. Then the questions to be asked by the instructors are submitted for approval, and the work of the week talked over.

This system is of my devising, and has worked better than anything we have tried. It has now been adopted into other large courses, History 1, and Government 1. Any other information I can give you are very welcome to.

I was extremely sorry to hear of your bereavement, and sympathize with you very fully [Seligman’s daughter, Mabel Henrietta died October 30, 1905 at age eleven]. Ripley has returned from Europe. His present address is New London, N. H. I have written a review of your book for our Journal, in which I have said some things that may not please you. But I take it you agree with me that the only object of reviews is to elicit frank statement of opinion. [Taussig’s review of Seligman’s Principles of Economics, Seligman’s Reply and Taussig’s Rejoinder]

Sincerely yours,
F. W. Taussig.

Prof. E.R.A. Seligman,
Lake Placid, N.Y.

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Course Announcement 1906 (no description)

ECONOMICS
Primarily for Undergraduates

  1. Principles of Economics. Tu., Th., Sat. at 11. Professor Taussig, Asst. Professors Bullock and Andrew, assisted by Messrs. Howland, Lewis, Huse, and Mason.

 

Source: “Announcement of the Course of Instruction offered by the Faculty of Arts and Sciences 1906-07, 2nd edition”. Official Register of Harvard University, Vol. III, No. 15, Aug. 1, 1906. P. 47.

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Course Announcement 1910-11 with Description

INTRODUCTORY COURSES
Primarily for Undergraduates

  1. Principles of Economics. Tu., Th., Sat., at 11. Professor Taussig, assisted by Drs. Huse, Day, and Foerster, and Messrs. Sharfman and Balcom.

Course 1 gives a general introduction to economic study, and a general view of Economics for those who have not further time to give to the subject. It undertakes a consideration of the principles of production, distribution, exchange, money, banking, international trade, and taxation. The relations of labor and capital, the present organization of industry, and the recent currency legislation of the United States will be treated in outline.

The course will be conducted partly by lectures, partly by oral discussion in sections. A course of reading will be laid down, and weekly written exercises will test the work of students in following systematically and continuously the lectures and the prescribed reading.

 

Source: History and Political Science, Comprising the Departments of History and Government and Economics, 1910-11. Official Register of Harvard University, Vol. VII, No. 23, June 21, 1910, p. 52.

Note: The course description is almost a verbatim copy of that for 1902-03, so we can presume the same description for 1906-07.

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Course Enrollment 1906-07

  1. Professor Taussig and Asst. Professors Bullock and Andrew, assisted by Messrs. Martin, Mason, G.R. Lewis, Huse, and Holcombe,–Principles of Economics.

Total 392: 1 Graduate, 15 Seniors, 43 Juniors, 252 Sophomores, 50 Freshmen, 31 Other.

 

Source: Harvard University. Reports of the President and the Treasurer of Harvard College, 1906-07, p. 70.

Image Source: Harvard Class Album, 1906.

 

Categories
Courses Harvard Suggested Reading Syllabus

Harvard. Syllabus for Money, Banking & Commercial Crises. Anderson, 1917-18.

Benjamin McAlester Anderson (1886-1949) was awarded a Ph.D. in economics from Columbia University in 1911. His dissertation, Social Value–A Study in Economic Theory Critical and Constructive was published in the Hart, Schaffer & Marx Prize Essays series. From 1913-18 he held the rank of Assistant Professor of Economics at Harvard University. Today I post his syllabus for the course “Money, Banking and Commercial Crises” from 1917-18 that is wonderfully detailed  both with respect to topics and detailed reading assignments. The final examination questions for the second-term of the two-term course have been transcribed and posted too. I have included Anderson’s c.v. as of the publication of his dissertation in November, 1911 below. I’ll next post the University of California’s brief biography of Anderson published in its “In Memoriam” series.

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VITA
[Benjamin M. Anderson 1911]

The author was born in Columbia, Missouri, May 1, 1886. He was prepared for college in the high
school in Columbia, and attended the State University of Missouri, receiving the A. B. degree from that institution in 1906. His work in economics at Missouri was chiefly with Professor J. E. Pope. He was made a member of Phi Beta Kappa, Alpha of Missouri, in 1905. He filled a temporary vacancy in the chair of history at the State Normal School in Cape Girardeau, Missouri, during the summer session of 1905. He was Professor of Political Economy at Missouri Valley College, Marshall, Missouri, 1906-7, and from 1907 to 1911 was Head of the Department of History and Political Economy in the State Normal School at Springfield, Missouri, though on leave of absence during the years 1909-10 and 1910-11. He was Fellow in Economics at the University of Illinois during the term 1909-10, working in the seminars of Dean Kinley and Professor E. L. Bogart, and, in philosophy, in the seminar of Professor B. H. Bode. He received the A. M. degree at Illinois in 1910. As Garth Fellow in Political Economy at Columbia University, 1910-11, he studied under Professors Seligman, Seager, H. L. Moore, Giddings and John Dewey, doing seminar work with Professors Seligman, Seager and Giddings. He was appointed in 1911 Instructor in Political Economy at Columbia University. In May, 1909, he was married to Miss Margaret Louise Crenshaw, at St. Louis, Mo.

Source: Benjamin M. Anderson, Social Value–A Study in Economic Theory Critical and Constructivep. i.

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Course Enrollment

[Economics] 3. Asst. Professor Anderson, assisted by Mr. Laporte.—Money, Banking, and Commercial Crises.

Total 38: 13 Seniors, 15 Juniors, 4 Sophomores, 6 Other.

 

Source: Harvard University. Reports of the President and the Treasurer of Harvard College, 1917-18, p. 54.

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HARVARD UNIVERSITY
1917-18

SYLLABUS FOR ECONOMICS 3

(Money, Banking, and Commercial Crises)
Assistant Professor Anderson

Required reading is marked with an asterisk

 

Part I. MONEY

  1. FUNDAMENTAL CONCEPTS.
    1. Definitions: money; specie; currency, etc.
    2. Origin of money; origin of gold and silver money; gold as a commodity.
    3. Functions of money; common measure of values; medium of exchange; legal tender; standard of deferred payments; store of value; bearer of options; reserve for credit operations.
    4. Standard and subsidiary money; Gresham’s law and monometallism; the gold standard.
    5. Value of money: preliminary statement.

Reading.

Anderson, Value of Money, pp. 397-427.*
Phillips, Readings in Money and Banking, pp. 1-26.*
Moulton, Money and Banking, Pt. I, pp. 45-62.*
Laughlin, Principles of Money, passim.
Menger, art. “Geld” in Handwörterbuch der Staatswissenschaften.

  1. GOVERNMENT PAPER MONEY.
    1. Colonial and Revolutionary Paper Money.
    2. The French Assignats.
    3. The Greenbacks.
    4. Causes governing the value of inconvertible paper.
      1. Gold premium and index numbers.
    5. Financial results of inconvertible paper.
    6. Social and industrial consequences of inconvertible papers.

Reading.

Moulton, Pt. I, pp. 134-162; 168 (chart); 178-209, 260-66.*
Horace White, Money and Banking, chs. on Revolutionary Bills of Credit, and Greenbacks.*
Phillips, pp. 26-70, 115-120.*
Mitchell, W. C., History of the Greenbacks, and Gold, Wages and Prices under the Greenback Standard.

  1. THE STANDARD QUESTION.
    1. Early history of metallic money.
    2. History of bimetallism.
      1. Mediaeval and early modern times.
      2. England
      3. France
      4. United States.
    3. Theory of bimetallism:
      1. Theory of the ratio:
        1. Gresham’s Law.
        2. The compensatory principle.
      2. The standard of deferred payments: justice between debtor and creditor:
        1. Index numbers: of commodity prices; of wages.
        2. The commodity standard upheld by bimetallists.
        3. The labor standard by monometallists.
      3. Theory of exchanges between gold and silver countries.
    4. The monetary system of the United States.

Reading.

Phillips, Chs. VI and VII.*
Moulton, Pt. I, pp. 66-68, Chs. IV, VI, and VIII.*

    1. The gold exchange standard, and the triumph of the gold standard.
      1. India.
      2. Philippines.
      3. Mexico.
      4. Straits Settlement.
      5. Gold standard in 1914.

Reading.

Phillips, Chs. XII and XIV.*
Kemmerer, Modern Currency Reforms.

  1. THE VALUE OF MONEY.
    1. Economic Value.

Reading.

Anderson, Ch. I.

    1. Must the value of money rest on a commodity basis? Quantity theory doctrine that inconvertible paper may be sustained in value by limitation in supply.
    2. The quantity theory v. Gresham’s Law.

Reading.

Anderson, Chs. VII and XVII.
Fisher, Purchasing Power of Money, pp. 14-32.*

  1. STABILIZING THE GOLD DOLLAR.

Reading.

Moulton, Pt. I, pp. 258-60; 266-71.*
Phillips, Ch. XIII.*

PART II. CREDIT AND BANKING

  1. NATURE OF CREDIT.
    1. Kinds of credit instruments.
    2. Definitions of credit.
    3. Bank-credit—analysis of bank statement.
    4. The mechanism of the modern bank.

Reading.

Moulton, Pt. II, pp. 12-37.*
Anderson, Ch. XXIII.*
Dunbar, Theory and History of Banking, Chs. I-V.*
Fiske, The Modern Bank, pp. 25-260, omitting Chs. XXI, XXVIII, XXX.*
Horace White, ch. on Bank Statement.*

    1. The use of checks in payments in the United States.

Reading.

Phillips, pp. 150-58.*
Kinley, The Use of Credit Instruments in Payments in the United States, National Monetary Commission Report.

    1. The volume of money and credit and the volume of trade,—trade and speculation.

Reading.

Anderson, Ch. XIII.*

  1. BANK-NOTES AND BANK DEPOSITS: “CURRENCY SCHOOL” v. “BANKING SCHOOL.”
    1. Currency School and the quantity theory.
    2. Essential identity of notes and deposits under “assets banking.”
    3. Systems of bank-note issue: Suffolk system; Canada; England; France; Germany; Austria; United States national banking system.

Reading.

Anderson, Ch. XIV.*
Mill, J. S., Principles of Political Economy, Bk. III, Ch. XXIV, pars. 1 and 2.*
Moulton, Pt. II, pp. 225-58.*
Conant, Modern Banks of Issue, passim.

  1. THE ENGLISH BANKING SYSTEM.
    1. History.
    2. Analysis of present system in London: Bank of England; Joint Stock Banks; branches of foreign banks; discount houses; acceptance houses; bill brokers; Stock Exchange; commodity speculation; warehousing system and commission houses; insurance; foreign exchange.

Reading.

Withers and Palgrave, English Banking System, National Monetary Commission Report, pp. 3-110.*
Phillips, pp. 435-442; 464-473.*
Withers, The Meaning of Money.
Bagehot, Lombard Street.
Conant, Modern Banks of Issue.

  1. FOREIGN EXCHANGE.

Reading.

Escher, Foreign Exchange.*
Anderson, Ch. XVI, and Appendix to Ch. XIII.*
Weekly article in Annalist on foreign exchange market.

  1. SPECULATION ON THE STOCK AND PRODUCE EXCHANGES.
    1. Theory of speculation.
    2. The New York Stock Exchange.
      1. Methods of doing business.
      2. Contrasted with London, Paris, and Berlin exchanges.
    3. Investment bankers and underwriters.
    4. Chicago Board of Trade; New York Cotton Exchange.

Reading.

Emery, Speculation on the Stock and Produce Exchanges.
Pratt, Work of Wall Street.
Van Antwerp, The Stock Exchange from Within.
Passages to be assigned
.
Weekly articles in Annalist on stock and bond markets.

  1. “COMMERCIAL BANKING” AND SPECULATION; BANK ASSETS AND BANK RESERVES.

Reading.

Fisher, Purchasing Power of Money, pp. 47-54.*
Anderson, Ch. XXIV, and pp. 363-81, and 177-85.
Moulton, Pt. II, pp. 66-89.*

  1. CLEARING HOUSES.
    1. Methods.
    2. Extraordinary functions.
    3. The interpretation of “clearings.”

Reading.

Phillips, Ch. XIX.

  1. THE “MONEY MARKET.”
    1. “Money” v. money.
    2. “Money rates” v. interest rates.
    3. Analysis of causes governing money rates:
      1. General causes.
      2. Causes affecting special types of “paper.”

Reading.

Scott, W. A., Money and Banking, ch. on “Money Market.”* (1910 or later editions.)
Anderson, pp. 375-79; 425-32; 453-58;495-97; 516-27; 529-44.*
Moulton, Pt. II, pp. 120-136.*
Weekly article on “Money” in the Annalist.

  1. BANKING IN GERMANY.

Reading.

Phillips, Ch. XXV.*

  1. BANKING IN CANADA.

Reading.

Phillips, Ch. XXI.*

  1. BANKING IN FRANCE.

Reading.

Phillips, Ch. XXIV.*

  1. BANKING IN THE UNITED STATES.
    1. Before the Civil War.
      1. The two National Banks.
      2. State and private banks.
    2. Origin of the national banking system.
    3. State banks and trust companies; private banks; savings banks, etc.
    4. Comparative growth and present status of different classes of institutions. Geographical distribution.

Reading.

Horace White, Chs. on First and Second National banks, The Bank War, The Suffolk Bank System, The Safety Fund System, The Free Bank System, The National Bank System.*
Phillips, Chs. XV and XX.*
Barnett, State Banks and Trust Companies.

 

PART III. CRISES AND PANICS

  1. THEORY OF CRISES.
  2. FINANCIAL PANICS.

Reading.

Phillips, pp. 644-71.*

  1. HISTORY OF CRISES UNDER THE NATIONAL BANKING ACT.

Reading.

Sprague, History of Crises under the National Banking System, National Monetary Commission Report, pp. 153-320.*

  1. THE ENGLISH BANKING SYSTEM DURING THE FIRST YEAR OF THE WAR. OTHER EUROPEAN COUNTRIES.
  2. NEW YORK AND THE CRISIS OF 1914.

Reading.

Phillips, Ch. XXXII.*

  1. REMEDIES FOR CRISES AND PANICS. BUSINESS BAROMETERS.

 

PART IV. THE FEDERAL RESERVE SYSTEM

Reading.

Moulton, Pt. II, pp. 259-337.*

 

PART V. MISCELLANEOUS

  1. AGRICULTURAL CREDIT.

Reading.

Phillips, Ch. XXVII.*

  1. THE “MONEY TRUST.”

Reading.

Phillips, Ch. XXVIII.*
Anderson, pp. 516-20.*
Moulton, Pt. II, pp. 471-95.

 

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003, Box 1, Folder “Economics 1917-1918”.

Image Source: Benjamin M. Anderson in Harvard Album, 1915.

Categories
Bryn Mawr Columbia Gender

Bryn Mawr. Catholic economics instructor threatened with termination, 1921

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When I came across the correspondence in this post, what caught my eye was that a Columbia doctoral student in economics had written to her adviser asking for advice in the face of a seemingly certain termination of her instructorship at Bryn Mawr simply on the grounds of her being Catholic. I thought it good to post a reminder just how broad the category of “the Other” was not even a century ago. 

What is also interesting is the fact that her advisor, E.R.A. Seligman farmed out the draft of her dissertation to a former student of his for a referee report that became the basis of his decision for a revise-and-resubmit of the thesis.

The Bryn Mawr economics instructor/Columbia graduate student, Marjorie Lorne Franklin, was born August 30, 1892 in Albany, New York. She received her B.A. from Barnard College in 1913 and her M.A. from Columbia University in 1914. According to the Bryn Mawr Calendar 1921 (p. 4): Marjorie Franklin was Graduate Scholar, Bryn Mawr College, 1913-14 and Fellow in Economics, 1914-15; Columbia University, 1915-16; Library Assistant, American Telephone and Telegraph Co., 1916-17; and before coming to Bryn Mawr she served as an instructor at Vassar College in 1917-18. However according to the Vassar College yearbook, The Vassarion 1918 (p.30), Franklin was working 1915-16 as Tariff Assistant in Foreign Tariffs Division of U.S. Bureau of Foreign and Domestic Commerce.  From the 1925 Barnard College Register of Alumnae we learn that she married Dr. Walter Freeman in 1924 and was working as a special expert at the U.S. Tariff Commission.  According to the 1940 U.S. census she reported that she was employed as an economist with the Tariff Commission and she was the mother of five sons and one daughter. She died in San Mateo, California on April 22, 1970. I have found no record that Marjorie Franklin Freeman was ever awarded a Ph.D. in economics.

A biographical detail that is irrelevant for understanding the history of economics but much too fascinating to leave unmentioned is that Marjorie Franklin’s husband Walter Freeman (II) was  a neurologist famous for having introduced the Freeman-Watts prefrontal lobotomy procedure— (His papers are archived at George Washington University; there is even a PBS documentary about him “The Lobotomist”). 

 

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Franklin to Seligman: Bryn Mawr terminating her because she is a Catholic

BRYN MAWR COLLEGE
Department of Economics and Politics
Bryn Mawr, Pennsylvania

Low Buildings,
February 27, 1921

Professor E.R.A. Seligman
Columbia University
New York City

Dear Professor Seligman:

Religious prejudice has entered into my life for the first time in a way that shocks and stuns me. After three years of successful teaching here, President Thomas has decided that the fact that I am a Catholic makes me persona non grata. She states that my work has been successful and admits that I have not allowed my religious ideas to influence my teaching, but claims that from the point of view of the outside world, it is bad for the college to have a Catholic hold my position, considering the political activities of the Catholic Church. The situation is complicated by the fact that Dr. Fenwick, Professor of Political Science in the department is also a Catholic, and President Thomas has decided that one of us must go. I have no intention of protesting the matter, for I realize that it is futile to argue against religious prejudice.

It is doubtless unnecessary to say to you that my ideas on the subject of religion have always been to me something quite apart from my work, and represent, chiefly, my ethical and moral standards, not at all, my political and economic ideas which have been the result of modern scientific training at Barnard and Columbia. Dr. Giddings, who knows my Father, also a graduate of Union College, would testify that I had been brought up in a broad, tolerant atmosphere.

The whole question of religious prejudice seems utterly medieval to me, but since it is evidently effective in the sphere of teaching, it makes me want to turn to the field of business and finance. So I want to talk over with you in the near future the possibility of openings in the banking field.

During the past two months, work on my thesis has been at a standstill due to the fact that my Father has been rather suddenly incapacitated by some spinal trouble which has made him quite helpless. He was operated on two weeks ago by Dr. Elsberg, the famous spinal surgeon, at the Neurological Hospital on East 67th Street, and his fate is still in doubt. As a result I cannot go to him for advice, and so am running the risk of boring you by setting forth conditions in such detail. However, it may be better for you to have a clear statement of the facts in my case before I go up to New York to see you. I should be glad to make an appointment to call any time within the next few weeks.

Very sincerely yours,
[signed] Marjorie L. Franklin

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Franklin to Seligman: Vassar reverses itself, making her an offer

BRYN MAWR COLLEGE
Department of Economics and Politics
Bryn Mawr, Pennsylvania

Low Buildings,
March 10, 1921

Prof. Edwin R.A. Seligman
Columbia University
New York City

My dear Professor Seligman:

Due to the efforts of Mrs. Smith, my department chief, and other members of the Bryn Mawr Faculty on the Appointment Committee, President Thomas has capitulated completely and has offered e a contract on the most favorable terms, ignoring the late unpleasentness completely.

If I were to consider my own feelings in the matter, I would reject all overtures, but since Mrs. Smith and others went so valiantly to the front for me, stating that they would resign if I were forced to leave, there is now a strong feeling of noblesse oblige on my part toward them.

However, I should like very much to talk things over with you, in general, and particularly to submit to you a substantial draft of my thesis. In view of this, I would rather postpone my interview set for March 16th and make arrangements with Mrs. Stewart to see you later, just before or just after the Easter vacation.

Appreciating your kindness in this situation,

Sincerely yours,
[signed] Marjorie L. Franklin

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Newcomer’s report to Seligman on Franklin’s thesis draft

435 West 119 St.,
New York,
June 20, 1922.

My dear Dr. Seligman:

I have gone over Miss Franklin’s dissertation again rather carefully. It seems to me it has been improved, but frankly it still leaves me with no very clear picture of Philadelphia’s financial condition. It gives a fairly good idea of political conditions, and something of the financial consequences of these conditions; but at no time is there given a definite summarized statement of the actual sources of revenue and the relative importance of each. A statement, e.g., of the actual percentage of revenues obtained from the tax on real estate over a period of years would be illuminating. Most of the data which would be required for such comparisons are available in the tables now included in the appendix, but these data would have to be rearranged and summarized. In their present form they are not of much assistance.

The same indefiniteness appears in the discussion of assessments. The account of correct assessment methods and the shortcomings of those employed in Philadelphia is full and clear; but as to the degree of underassessment and the seriousness of the inequalities one is left in doubt.

Another criticism that I would make is that in some places Miss Franklin introduces material which scarcely seems pertinent because she fails to apply it definitely to the situation in Philadelphia. A case in point is the long discussion of the taxation of land values at the end of chapter four.

Further I find the relative weight granted the various parts of the subject not altogether satisfactory. For instance, special assessments are too important a factor in municipal financing to be introduced first in the conclusions. Also, with full recognition of the bearing of all of the matters discussed on the system of taxation, I still feel that taxation itself has not received its full share of attention.

Finally, I do not find the conclusions convincing. I am afraid that this is rather severe criticism. Let me hasten to add that I think the strictly historical survey of the subject is very good, and I like Miss Franklin’s treatment of the political and administrative problems. I suspect that many of the difficulties which I find are inherent in the subject itself.

I am leaving the manuscript, together with a copy of this letter in Mrs. Stewart’s office.

With best wishes for a pleasant summer, I remain

Sincerely yours,
[signed]
Mabel Newcomer

Note: Mabel Newcomer (B.A. Stanford, 1913; M.A. Stanford, 1914; Ph.D. Columbia, 1917) taught at Vassar 1917-1957.

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Seligman’s decision not to accept Franklin’s thesis draft

Lake Placid, N.Y.,
June 24th, 1922.

Miss Mabel Newcomer,
New York.

Dear Miss Newcomer:-

Many thanks for your kind and explicit letter. I have written to Miss Franklin, embodying most of your points I my letter and have asked her to try again.

I may bother you again when she presents her next, and let us hope, her final draft.

With kind regards,

Faithfully yours,
[E.R.A. Seligman, unsigned in copy]

Source: Columbia University Archives. Edwin Robert Anderson Papers. Box 36, Folder “Box 99, Seligman, Columbia 1918-1924 (A-Z)”.

Image Source: Marjorie Lorne Franklin’s senior year picture in The Mortarboard 1913, p. 195.