Tag: Seligman

Columbia. 1931-50 graduate economics alumni survey 1950

Post author By Irwin Collier
Post date 2015-10-14

Robert M. Haig was a public finance economist at Columbia University, the successor to Edwin R. A. Seligman as McVickar Professor of Political Economy. In Haig’s papers is the following memo from James Angell (the “Executive Officer”, i.e. chairperson, of the department of economics within Columbia’s faculty of political science) reporting the results of a 1950 survey of former graduate students in the department. Just under 1,200 questionnaires were sent out. The response rate was about one-third. Duration data for different stages of graduate study, occupations/salaries in 1950 by final completed stage of graduate study were tabulated.

A gender breakdown for occupation/salaries is also provided. It is interesting to note that the 1950 gender gap between men and women for people with economics Ph.D.’s from Columbia (1931-50) who were teaching was 7.2%.

In current prices, the average 1950 salaries of the economics Ph.D.’s from Columbia (1931-50) were: $59,000 (teaching); $88,500 (government); $94,000 (other economics related work); $108,000 (all non-economic-research related work).

Note: The urban CPI has increased by a factor of 9.9 since then: (CPI July 1950 24.1, July 2015 238.7).

_____________________________

June 20, 1951

To: The Members of the Department of Economics
From: James W. Angell
Subject: Occupations and Salaries of Our Former Graduate Students

Last summer, in order to improve our records on former graduate students in the Department, brief questionnaires were sent out to the 1,182 students who had received the M.A. degree, or passed the Ph.D. oral examination, or received the Ph.D. degree, in the twenty years 1931-1950. We were primarily concerned to obtain their present addresses and occupations, but we also asked for the dates when the several academic standings had been achieved, and for the latest (1950) salary.

We received only 377 replies, or 32 per cent of the number of questionnaires sent out. Of the total sent, 84 questionnaires, or 7 per cent, were returned because the Post Office could not locate the addresses.

It is probably that the replies received do not constitute a representative sample, especially with respect to salaries: in the main, the less successful students are presumably those who are less likely to reply to such inquiries. But a partial check of the names of those who did not reply shows that this was not always so. A number of the group who did not reply are known to be holding good positions.

An analysis of the replies has been made by our colleague, Frank W. Schiff chiefly with respect to (1) the time intervals between the dates of achievement of the several academic standings, (2) present (1950) occupation, and (3) present (1950) salary. Not all those who replied answered all the questions, and the several group totals are hence not always consistent. The various results are summarized in the following tables.

Number of Replies, Grouped by Half-Decade When Highest Academic Standing Achieved by Student Was Attained: 1931-1950

		Highest Standing Attained
Years	Total Replies	M.A.	Passed Orals	Ph.D.
1931-35	39	18	4	17
1936-40	60	26	11	23
1941-45	68	26	12	30
1946-50	210	126	48	36
1931-1950	377	196	75	106

Table 2 shows the arithmetic average of the number of years which were required to move from one level of academic standing to another. Because the number of observations is small, extreme values have considerable influence. It was felt that eliminating a few extreme values would hence give a more representative result; but the unadjusted totals are also shown, for comparison. The retarding effect of the war is conspicuous in most cases. Table 3 shows the distribution for each stage, over the period as a whole, of the numbers of years required; and the median values to the nearest whole year (these values in some cases differ markedly from the arithmetic averages shown in Table 2).

Average (Arithmetic) Number of Years Elapsed Between Dates of Attainment of Levels of Academic Standing: 1931-1950 (Extreme Values Omitted)

Years	A.B. to M.A.	A.B. to Orals	A.B. to Ph.D.	M.A. to Orals	M.A. to Ph.D.	Orals to Ph.D.
1931-35	2.8	6.2	9.4	3.7	6.3	2.5
1936-40	2.4	5.2	10.8	3.1	7.6	3.1
1941-45	2.3	4.7	9.8	2.9	7.1	3.7
1946-50	3.6	6.6	11.7	2.2	9.3	5.6
1931-1950^a	3.0	5.8	10.6	2.8	7.8	4.1
Number of observations before adjustment	324	155	98	145	87	78
Number omitted	20	6	3	9	2	3
1931-50: unadjusted averages^a	3.8	6.4	11.2	3.5	8.4	4.5
^aArithmentc averages for the whole period, not of the averages for the sub-periods.

Distribution, by Numbers of Years, of Periods Elapsed Between Dates of Attainment of Levels of Academic Standing, 1931-1950

Number of Years Elapsed	A.B. to M.A.	A.B. to Orals	A.B. to Ph.D.	M.A. to Orals	M.A. to Ph.D.	Orals to Ph.D.
1-2	179	31	0	78	3	28
3-4	56	32	2	31	12	18
5-6	36	28	11	12	19	15
7-8	19	26	19	13	18	8
9-10	11	13	15	2	16	3
11-12	5	11	21	5	8	4
13-14	6	7	13	3	3	1
15-16	7	2	7	0	5	0
17-19	2	2	4	0	0	1
20-29	2	2	4	1	2	0
30-40	1	1	2	0	1	0
Totals	324	155	98	145	87	78
Medians	2	6	11	2	8	4

It is interesting to note that although the sum of the medians of the numbers of years elapsed between A.B. and M.A., plus M.A. to Orals, plus Orals to Ph.D. is only eight, the median for that relatively small number of students (less than one-third of the whole sample: Table 1.) who actually covered the whole course to the Ph.D. itself is 11 years. This is presumably due in largest part to the fact that relatively few students had the financial means to go straight through from A.B. to Ph.D. without interruption. Most of them had to take time out to earn more money.

Table 4, taken from a study by Professor Stigler, compares data for Harvard and Columbia.¹ The Harvard students may or may not be brighter; but the substantially greater financial assistance given to students at Harvard must also help to account for the conspicuous differences in most years and fields.

Average Number of Years Elapsed Between A.B. and Ph.D. at Columbia and Harvard, 1900-1940

	1900	1910	1930	1940
Natural Sciences
Columbia	7.6	8.0	9.4	9.2
Harvard	6.8	8.3	6.2	6.1
Social Sciences
Columbia	4.3	9.8	10.3	12.9
Harvard	4.8	4.5	10.5	8.7
Human-ities
Columbia	4.7	9.3	13.9	14.3
Harvard	[6.3]	[9.2]	[7.9]	[8.8]
All Fields
Columbia	6.3	9.2	10.8	11.7
Harvard	6.2	8.4	8.0	7.8

¹George J. Stigler, Employment and Compensation in Education (National Bureau of Economic Research, 1950), p. 37.

[Note to Table 4: I have added the figures for the row Humanities/Harvard from Stigler (1950). In the original memo this row was for some reason left blank.]

Table 5 shows the percentage distribution of students, by the highest academic standing achieved and by half-decades, according to their 1950 occupations. The category “Other Economic Work” includes those engaged in economic research and economic advisory work with business firms, banks and foundations, and those who are self-employed in such work. It excludes those who are in business management or operation. The absolute numbers in each group were given in Table 1, above.

Occupations in 1950, Grouped by Half-Decades When Highest Academic Standing Was Attained: 1931-1950 (In Per Cents)

Occupation, and Highest Academic Standing Attained		Entire Period 1931- 50	1931- 35	1936-40	1941- 45	1946-50
M.A.
	Teaching	29.1	27.8	23.1	23.1	31.7
	Govern-ment	24.5	11.1	46.2	34.6	19.8
	Other economic work	25.5	33.3	11.5	34.6	25.4
	All other	20.9	27.8	19.2	7.7	23.1
		100.0	100.0	100.0	100.0	100.0
Passed Orals
	Teaching	53.3	0	36.4	50.0	62.5
	Govern-ment	21.3	50.0	27.2	50.0	10.4
	Other economic work	22.7	50.0	36.4	0	22.9
	All other	2.7	0	0	0	4.2
		100.0	100.0	100.0	100.0	100.0
Ph.D.
	Teaching	59.4	58.8	47.8	63.3	63.9
	Govern-ment	17.9	11.8	26.2	16.7	16.7
	Other economic work	17.0	17.6	21.7	20.0	11.1
	All other	5.7	11.8	4.3	0	8.3
		100.0	100.0	100.0	100.0	100.0
Totals
	Teaching	42.4	38.5	35.0	45.6	44.3
	Govern-ment	22.0	15.4	35.0	29.4	17.1
	Other economic work	22.6	28.2	20.0	22.1	22.4
	All other	13.0	17.9	10.0	2.9	16.2
		100.0	100.0	100.0	100.0	100.0

Finally, Table 6 shows the average sizes and distribution of salaries, by occupation and by highest academic standing attained, on the same general basis as Table 5. But not all the replies received contained data on salaries, so that this sample is 12 per cent smaller than that used for Table 5 (331 replies instead of 377). The omissions are fairly uniform by major groups, however, and to avoid complicating the Table, the absolute numbers of relies in each group are not given. The few groups in which high average salaries were reported each contain, regrettably, only 1 to 4 cases; even the $10,300 group (Ph.D.’s, Other Economic Work, 1936-40) has only 5 members. It should also be emphasized that the data cover salaries only, not total earnings. Royalties, lecture fees and the like are not included. Thirty-one, or 9.4 per cent of the total, reported salaries of $10,000 or more.

All figures are arithmetic averages for the relevant groups. Thus the first column shows the averages for the entire period, 1931-1950, not the averages of the sub-period averages. Since the lowest-paid group (1946-50) is also much the largest (Table 1), the averages for the period 1931-50 as a whole are in one sense heavily biased downward. For example, for the period as a whole the average salary as computed by averaging the sub-period figures is $6,579, not $5,714.

Average Salaries in 1950, Grouped by occupations and by Half-Decades When Highest Academic Standing Was Attained: 1931-1950

Highest Academic Standing Attained		Entire Period 1931-50	1931- 35	1936- 40	1941- 45	1946- 50
M.A.: aver-ages		$4,772	$6,709	$6,830	$5,534	$3,988
	Teaching	3,891	5,294	5,525	3,980	3,503
	Govern-ment	5,436	8,113	6,867	5,881	4,110
	Other economic work	5,123	7,890	11,150	5,371	4,240
	All other	4,660	4,625	4,900	12,000	3,935

Passed Orals: aver-ages		5,862	11,375	7,055	6,738	4,709
	Teaching	4,066	—	5,438	4,737	3,783
	Govern-ment	6,993	7,250	6,450	8,340	5,760
	Other economic work	7,887	15,500	8,975	—	5,711
	All other	16,000	—	—	—	16,000

Ph.D.: aver-ages		7,175	8,593	7,719	6,691	6,622
	Teaching	5,964	7,700	6,009	6,077	5,017
	Govern-ment	8,936	8,350	8,900	9,360	8,808
	Other economic work	9,494	17,250	10,300	6,480	11,167
	All other	10,900	—	—	—	10,900

Totals: aver-ages		5,714	8,089	7,240	6,306	4,679
	Teaching	4,806	7,023	5,786	5,531	3,979
	Govern-ment	6,523	7,904	7,358	7,628	5,331
	Other economic work	6,592	10,495	9,973	5,833	5,031
	All other	5,963	6,166	4,900	12,000	5,747

Table 6 makes no differentiation between men and women. Of the 377 replies received, 73 (19 per cent) were from women. Of these women, 49 were regularly employed in 1950 and reported their salaries. Of the remaining 24, most were apparently married (though information on marital status was not requested), and either not working for a salary or only working part-time.

Table 7 therefore shows the break-down for average salaries as between the 282 reporting men and the 49 reporting women who were regularly employed in 1950. There is no category for “unemployed;” no respondent, with one possible exception, reported difficulty in finding employment.

It is striking that although the average salaries for women usually run well below those for men in comparable brackets, the difference for teachers in the various categories is relatively small.¹ The table also does not indicate the wide dispersions for the several groups of women. In 1950 2 women Ph.D.’s were earning $10,000 or more.

¹No significance should be attached to the fact that the average salary for all women in teaching slightly exceeds the salary shown for men. These figures are not comparable because a much higher percentage of women teachers who reported were in the Ph.D. category than of men teachers.

For the group as a whole, 28 men and 3 women were earning $10,000 or more in 1950.

Average Salaries in 1950 (Table 6), Grouped by Sex: for Entire Period, 1931-1950

		Men		Women		All Graduates
		Num-ber	Aver-age Salar-ies	Num-ber	Aver-age Salar-ies	Num-ber	Aver-age Salar-ies
M.A.: aver-ages		134	$4,843	30	$4,455	164	$4,772
	Teaching	43	3,923	7	3,695	50	3,891
	Govern-ment	34	5,758	12	4,524	46	5,436
	Other economic work	37	5,129	8	5,125	45	5,123
	All other	20	4,734	3	4,173	23	4,660

Passed Orals: aver-ages		62	5,939	6	5,066	68	5,862
	Teaching	37	4,066	—	—	37	4,066
	Govern-ment	10	7,480	4	5,775	14	6,993
	Other economic work	13	8,538	2	3,650	15	7,887
	All other	2	16,000	—	—	2	16,000

Ph.D.: aver-ages		86	7,368	13	5,892	99	7,175
	Teaching	53	6,033	10	5,600	63	5,964
	Govern-ment	18	8,936	—	—	18	8,936
	Other economic work	13	10,100	3	6,666	16	9,494
	All other	2	10,900	—	—	2	10,900

Totals: aver-ages		282	5,854	49	4,912	331	5,714
	Teaching	133	4,803	17	4,816	150	4,805
	Govern-ment	62	6,959	16	4,837	78	6,523
	Other economic work	63	6,858	13	6,300	76	6,592
	All other	24	6,186	3	4,173	27	5,963

Source: Robert M. Haig Papers, Columbia University Archives. Box 107, Folder: “Haig Correspondence A, 1949-1952”.

Image Source:Unveiling Alma Mater by Roberto Ferrari (July 15, 2014).

Tags Angell, Haig, Seligman

AEA Economists

AEA Twenty-fifth Anniversary Celebration, NYC 1909

Post author By Irwin Collier
Post date 2015-10-08

MAYOR McCLELLAN, OF NEW YORK, ADDRESSING THE CONVENTION OF HISTORIANS AND ECONOMISTS AT CARNEGIE HALL, DECEMBER 27.

Others on the platform, beginning at left, are: William Jay Schieffelin, Isaac N. Seligman, Davis R. Dewey, John B. Clark, Albert Bushnell Hart, William M. Sloane, Ambassador James Bryce, Governor Hughes, Nicholas Murray Butler, Frank A. Vanderlip, Waldo Lincoln and Edwin R. A. Seligman.

____________________________________

The last posting came from the 25^th anniversary celebration of the University of Chicago. It just so happens that I came across a clipping from the New York periodical The Independent in the John Bates Clark Papers in the Columbia University Archive that was about the joint 25^th anniversary celebration of the American Historical Association and the American Economic Association held in New York City from December 27-31, 1909. Political Science, Sociology and Labor Legislation Associations also participated in the meetings. The report includes several photos of the men who were the movers-and-shakers of their respective associations (though none from the “playlet” and tableaux provided by the “ladies’ reception committee of the Waldor Astoria”).

As I like to provide the visitors of Economics in the Rear-View Mirror both accurate transcriptions and interesting images from yore, I hunted down scanned copies of The Independent at www.archive.org and www.hathitrust.org to extract a rough text file and better images than my amateur photographs of those in John Bates Clark’s clipping to create this posting.

____________________________________

A Notable Gathering of Scholars

BY REUBEN G. THWAITES

[Dr. Thwaites is secretary and superintendent of the State Historical Society of Wisconsin. He was for ten years managing editor of the Wisconsin State Journal and is well known as an author and editor of historical works. He attended the recent convention in New York as a delegate from Wisconsin. — EDITOR.]

THE twenty-fifth anniversary celebration of the American Historical Association and the American Economic Association, held in New York City from December 27 to 31, brought together the largest and doubtless the most distinguished assemblage of students of the social sciences ever convened in this country. In addition to the meetings of the two principal societies, which thus rounded out the quarter-centenary of their existence, were conferences by seven closely-related organizations—the American Political Science Association, the American Statistical Association, the American Sociological Society, the American Association for Labor Legislation, the American Social Science Association, the Bibliographical Society of America, and the American Society of Church History. Eleven hundred persons, engaged either in teaching or studying these several specialties, were gathered here from nearly every State or important institution of learning in the Union, and meetings, either — singly or jointly, occupied four busy days.

The attendance of several representative scholars from both Europe and Asia, who took part in many of the discussions, some of whom presented formal papers, and whose presence was recognized by numerous receptions and other social functions in their honor, gave to the gathering much of the significance of an international congress. Most prominent among the foreigners was the British Ambassador, Mr. Bryce, whose appearance at any of the meetings was invariably greeted with spontaneous applause, and whose many impromptu responses to calls by chairmen and toastmasters were never happier than on this anniversary occasion, into whose buoyant spirit he appeared keenly to enter.

Among other prominent foreign guests were: G. W. Prothero, of London, editor of the Quarterly Review, and former president of the Royal Historical Society; Prof. Herbert A. L. Fisher, fellow of New College, Oxford; Camille Enlart, director of comparative sculpture, of the Trocadero; Eduard Meyer, professor of ancient history, University of Berlin, exchange professor of Harvard; Dr. Cellenbrander, advisory secretary of the Dutch commission on governmental historical publications; Prof. Rafael Altamira y Crevea, professor-elect in the University of Madrid; Dr. Higgs, representing the Royal Economic Society of Great Britain, and Signor Maffeo Pantaleoni, of Rome, attending the Economic convention.

On occasions such as this presidential addresses are generally didactic, and by many of the older habitués are scrupulously avoided. But President Hart, of the Historical Association; President Lowell, of the Political Science, and President Dewey, of the Economic, always have something worth saying, and did not lack large and interested audiences. Dr. Hart’s discussion of “Imagination in history” was keen in its penetration and aglow with humor; he dwelt on the practical importance of the imaginative faculty on the part of the historian, but pointed out its manifest dangers, arising from a disposition to overemphasize dramatic episodes that really are rare in the history of a nation, whereas the most vital factors in its development are generally slow moving and commonplace. Dr. Lowell discussed “The physiology of politics”; while not deprecating the importance of library collections in the study of political science, the most useful laboratory work is, he said, the observation of the practical workings of political institutions, about which we are still insufficiently informed. Dr. Dewey spoke of “Observation in economics”; his thought being much in line with that of President Lowell, that ﬁeld observation is of greater value than closet study, altho both are essential.

Ex-Presidents of the American Economic Association (S. N. Patten in the center, then clockwise from upper left are R. T. Ely, J. B. Clark, J. W. Jenks, F. W. Taussig.)

EARLY PRESIDENTS OF THE AMERICAN HISTORICAL ASSOCIATION Photograph by Brady, Washington, D. C. Beginning at left: William F. Poole, Justin Windsor, Charles Kendall Adams, George Bancroft, John Jay, Andrew D. White, Herbert B. Adams standing in rear. — EARLY PRESIDENTS OF THE AMERICAN HISTORICAL ASSOCIATION
Photograph by Brady, Washington, D. C.
Beginning at left: William F. Poole, Justin Windsor, Charles Kendall Adams, George Bancroft, John Jay, Andrew D. White, Herbert B. Adams standing in rear.

LIVING EX-PRESIDENTS OF THE AMERICAN HISTORICAL ASSOCIATION. (Clockwise from upper-left) James Ford Rhodes, Goldwin Smith, James Schouler, James Burrill Angell.

The programs of the nine associations were crowded with what the sporting gentry style “events,” but popular interest appeared chieﬂy to be with the joint sessions, some of which would have been noteworthy occurrences had they not jostled one another in this remarkable conference week. Wednesday morning’s joint session of the Historical and Economic associations called out a large and brilliant audience, with President Lowell in the chair. The general topic was “British constitutional and political development with special reference to the Gladstone centenary.” Professor Wrong, of Toronto, was hopeful concerning “Canadian nationalism and the imperial tie”; Professor Fisher, of Oxford, gave an exceptionally clear and informing account of the South African union, and Ambassador Bryce spoke forcefully on recent English history in its constitutional aspects.

Another excellent joint session was that held by the political scientists and the, association charging itself with scientiﬁc suggestion in the matter of labor legislation. The relation of the State to labor was interestingly and suggestively discussed by delegates from the Mississippi basin, where, perhaps, the best opportunities just now exist for trying out some of the theories of economic and sociological reformers.

The Historical Association, with its three thousand members, has of late years been doing its most effective work thru an admirable and impressive congerie of, commissions and conferences. This year’s meeting was chieﬂy noticeable for the variety and general success of these conferences, several of which were generally in session at one and the same time. One morning the topics were ancient, medieval, and American history and the treatment of archives. Later in the day the historians were conferring upon modern, European and American history, and relative to the methods and aims of State and local historical, a fertile theme, now engaging much attention in all parts of the country. One of the most interesting of the conferences was devoted to the consideration of “The contribution of the romance nations to the history of America,” in which Spain, France, Portugal and the Latin- American republics were represented either by scholars from those nations or by American specialists in the topics treated. A general session on Southern history brought out an interesting group of papers; while another on the work of historical societies in Europe was noticeable for careful reports from representatives of Great Britain, Germany, France. Holland and Spain, by the delegates from those countries.

The Economic Association has less varied interests, altho it also held a round-table conference on “Rural economics in relation to conservation.” At its ﬁrst general session economic theory was treated both from the stand of “dynamic economics” and that of “theory of wages.” It was plain from the vigor of the discussion that economic theory, as doubtless it always will be, is in a state of flux, few men agreeing as to any one cure for the existing ills of the body politic. Another general session was held at the Chamber of Commerce, in connection with the ﬁnancial magnates. Hereat was frankly considered “the causes and remedies for trusts,” in which the several divergent points of view, practical and theoretical, were squarely presented, presumably with mutual enlightenment.

For a young society, the Political Science people were exceptionally busy and vigorous. Ballot reform, the valuation of public service corporations (jointly with the economists), the relation of the State to labor (jointly with the labor legislation association), methods of instruction in municipal government and government of the Far East, were all duly considered, exhibiting a wide range of interest and possible future usefulness.

FRANK J. GOODNOW, Columbia University, ﬁrst president American Political Science Association.

The sociologists were concerned (jointly with the Statistical Association) in such topics as the next census, the standardizing of units in studying public administration under democratic conditions, and the social marking system; and, individually, in the problems of methods in teaching psychological sociology, and in the religious factor in social revolution.

FRANKLIN H. GIDDINGS, Columbia University, vice-president Sociological Society.

The labor legislation folk and the. statisticians chieﬂy held their sessions in conjunction with other bodies. For the most part the remainder of the participating societies confined themselves to listening to the usual presidential addresses and the transaction of necessary routine business.

HENRY W. FARNAM. Yale University, president of the American Association for Labor Legislation

The social side of the great conference was in every way notable. The entertainments offered to the thousand and more delegates ranged from receptions and breakfasts to formal dinners. The two most striking features of the daily and remarkably diverse program of hospitality were the great welcome meeting at Carnegie Hall, on Monday night, and the very attractive “historical playlet” and tableaux given by the ladies‘ reception committee at the Waldorf-Astoria (the headquarters of the several associations) on Wednesday night.

At Carnegie Hall the delegates were given the freedom of the city and State by Mayor McClellan and Governor Hughes. President Butler extended the welcome of Columbia University, and Mr. Joseph H. Choate and Professor Sloane spoke for the Committee of Arrangements. All were excellent addresses, but the Governor in particular rose to the occasion and earnestly commended the work of his hearers, who in their several ways are striving to find the correct principles underlying human society and seeking practically to apply these to the manifold problems of the State

In addition to the formal entertainments provided by the general committee were numerous unofficial attentions paid to various groups of visiting scholars. Among the most welcome of the unannounced gatherings of this character was the dinner given to fifty members of the American Antiquarian Society at the Metropolitan Club—the joyous forerunner, it was hoped, of annual banquets of these gentlemen at successive conferences of the American Historical Association. In all of these hospitalities practically every learned institution in the city, Columbia University properly leading, actively participated.

WALDO GIFFORD LELAND, A. M.,Carnegie Institution of Washington, secretary American Historical Association; THOMAS N. CARVER, Harvard University, secretary and treasurer, American Economic Association.

In every respect, professionally and socially, the great conference has been a marked success. The attendance was record-breaking, and the quality of the personnelle probably quite unexcelled in this country, even by the literary congresses at Chicago and St. Louis. The delegates, domestic and foreign, returned to their homes more than ever imprest [sic] by the hospitality, greatness and potentialities of America’s much favored metropolis.

Madison, Wis.

_______________________________

Source: Reuben G. Thwaites “A Notable Gathering of Scholars,” The Independent, Vol. 68, January 6, 1910, pp. 7-14.

Copy in John Bates Clark Papers, Series II.4, Box 9, Folder 11, Report on American Economic Association’s 25^th Anniversary, 1910”.
At www.archive.org the 68^th volume of The Independent. There I downloaded “Single Page Original JPS TAR” (warning: > 1 GB and then extracted the pages of the article, from which I have clipped the photos.

Haithitrust copy (that provided the rough text file).

Tags Carver, ClarkJB, DeweyDJ, Ely, Farnam, Giddings, Higgs, Jenks, Patten, Seligman, Taussig

Economists Pennsylvania

Philadelphia. Summer Meeting of Economists. University Extension, 1894

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

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

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

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

_________________________

Summer Meeting of Economists

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

CORPS OF LECTURERS:

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

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

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

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

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

Registration for Department of Economics, Ten Dollars.

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

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

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

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Economic Science in America.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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To Graduates of Colleges.

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

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

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

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A Word to Students and Teachers of History.

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

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

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

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

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

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

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

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

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

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Statement of Courses in the
Summer Meeting of Economists,

July 2-28, 1894.

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

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

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

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

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

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

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

Two Lectures—July 5, 6.

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

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

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

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

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

Five Lectures—July 9-13.

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

Five Lectures—July 16-20.

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

Five Lectures—July 23-27.

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

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

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

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

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

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

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Program of Lectures.
Summer Meeting of Economists.

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

July 2.

8.30 A. M.—Professor Giddings.

The Conception and Definition of Political Economy.

10 A. M.—Professor Clark.

Normal Distribution Equivalent to Proportionate Production.

July 3.

8.30 A. M.—Professor Giddings.

The Concepts of Utilitv, Cost and Value.

10 A. M— Professor Clark.

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

July 4.

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

July 5.

8.30 A. M.—Professor Giddings.

The Theory of Consumption.

10 A. M.—Professor Clark.

The Social Law of Value.

11.30 A. M.—Professor Hadley.

Theories of Population.

July 6.

8.30 A. M.—Professor Giddings.

The Theory of Production.

10 A. M.—Professor Clark.

Groups and Sub-Groups in Industrial Society.

11.30 A. M.—Professor Hadley.

Theories of Population.

5 P. M.—Professor Clark.

An Ideal Standard of Value.

July 7.

8.30 A. M.—Professor Giddings.

The Theory of Relative Values.

10 A. M—Professor Clark.

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

July 9.

8.30 A. M.—Professor Patten.

Ricardian System of Economics.

10 A. M.—Professor Clark.

The Static Law of Distribution.

5 P. M.—Address on Methods.

July 10

8.30 A. M.—Professor Patten.

Ricardo’s Theory of Distribution.

10 A. M.—Professor Clark.

Dynamic Forces and their Effects.

5 P. M.—Address on Methods.

July 11.

8.30 A. M.—Professor Patten.

Ricardo’s Theory of Money.

10 A. M— Professor Clark.

The Origin and Distribution of Normal Profits.

5 P. M.—Address on Methods.

July 12.

8.30 A. M— Professor Patten.

The Confusion of Industrial and Monetary Problems.

10 A. M.—Professor Clark.

Trusts and Public Policy.

July 13.

8.30 A. M.—Professor Patten.

Ricardian System of Economics.

10 A. M.—Professor Clark.

Labor Unions and Public Policy.

July 16.

8.30 A. M.—Professor Patten.

Premises of Political Economy.

10 A. M.—President Andrews.

Money and the Times.

July 17.

8.30 A. M.—Professor Patten.

Premises of Political Economy.

10 A. M.—President Andrews.

England’s Monetary Experiment in India.

July 18.

8.30 A. M.—Professor Patten.

The Stability of Prices.

10 A. M.—President Andrews.

“Counter” and Quality in Monetary Theory.

July 19.

8.30 A. M.—Professor Patten.

The Law of Diminishing Returns.

10 A. M.—President Andrews.

What Fixes Prices?

8 P. M.—President Andrews.

Monetary Conference.

July 20.

8.30 A. M.—Professor Patten.

The Consumption of Wealth.

10 A. M.—President Andrews.

Labor as a Standard of Value.

July 23.

8.30 A. M.—Professor Patten.

Theory of Dynamic Economics.

5 P. M.—Professor Seligman.

Development of Taxation.

8 P. M.—Professor Jenks.

Nature and Scope of Economics and Politics Compared.

July 24.

8.30 A. M.—Professor Patten.

Theory of Dynamic Economics.

10 A. M.—Professor Seligman.

The Effects of Taxation.

11.30 A. M.—Professor Mayo-Smith.

Theories of Mixture of Races, and Nationalities.

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

July 25.

8.30 A. M — Professor Patten.

Theory of Dynamic Economics.

10 A. M.—Professor Seligman.

Basis of Taxation.

11.30 A. M.—Professor Mayo-Smith.

Assimilating Influences of Climate and Intermarriages.

8 P. M.—Professor Jenks.

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

July 26.

8.30 A. M.—Professor Patten.

Theory of Dynamic Economics.

10 A. M.—Professor Seligman.

The Principles of Taxation.

11.30 A. M.— Professor Mayo-Smith.

Assimilating Influences of Social Environment.

8 P. M.—Professor Jenks.

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

July 27.

8.30 A. M — Professor Patten.

Theory of Dynamic Economics.

10 A. M.—Professor Seligman.

The Single Tax.

11.30 A. M.—Professor Jenks.

The Political Reforms that would be of Most Economic Advantage.

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Preparatory Reading.

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

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

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

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

More on what University Extension was all about.

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

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

Columbia Courses Curriculum

Columbia. Economics Curriculum 1898-99

Post author By Irwin Collier
Post date 2015-08-21

In the December 1898 issue of the Columbia University Quarterly an overview of the curriculum for economics and social science (i.e. sociology with a bit of anthropology without political science that was split between the subjects of history and public law) offered by the Faculty of Political Science was sketched by Professor Richmond Mayo-Smith. I have appended the Economics and Sociology course offerings for 1898-99 (which can be compared to an earlier posting for 1905-07). In the early years of graduate education there was considerable overlap between undergraduate and graduate course offerings so that an understanding of the graduate training in economics at least in these early years requires us to keep an eye on undergraduate curriculum as well.

_______________________________________

Department of Economics and Social Science.—The courses in this department have been so systematized as to meet the needs of both undergraduate and graduate students, while offering to other members of the University and of allied institutions the opportunity to broaden their studies by some knowledge of social theory and social problems.

The undergraduate begins with the Economic History of England and America (Economics 1), which gives him that understanding of the evolution of economic institutions, such as the systems of land tenure, the factory system, the institutions of commerce and trade, which is necessary for any approach to economic discussion. That is followed by the Elements of Political Economy (Economics A), where the fundamental principles of the science are laid down and illustrated by contemporary events. These courses are usually taken during the Junior year, but may be taken a year earlier by students desiring to specialize in this direction. The lettered course is required of every student, and is in the nature of logical discipline for clear reasoning and a preparation for good citizenship. The College is held thereby to have discharged its duty to itself, in fulfilling the minimum required for the degree of A.B., and to the community, in inculcating sound principles in its graduates.

For the majority of undergraduates these courses are but the preliminary sketch, the details of which are to be filled out by the more intensive study of Senior year. For this abundant opportunity is offered in the course on modern industrial problems, money, and labor (Economics 3), in the treatment of finance and taxation (Economics 4) and in the critical consideration of theories of socialism (Economics 11) and projects of social reform (Economics 12). At the same time the elements of sociology (Sociology 15) furnish a broader foundation for generalization in regard to the fundamental principles of social life, and afford the student on the eve of graduation an opportunity to coordinate his knowledge of history, economics, philosophy, and ethics into a theory of society.

These courses of Senior year constitute the fundamental university courses, and are frequented by graduates of other colleges and by many students from the law school, the theological seminaries, and Teachers College, who find them valuable as auxiliary to their main lines of study. For the specialist and special student these courses in their turn are preliminary. They form the introduction to the university courses proper.

Here the specialist finds opportunity for development in economic theory (Economics 8, [Economics] 9, and [Economics] 10) and for further practical work (Economics 5 and [Economics] 7), for sociological theory (Sociology 20, [Sociology] 21, and 25 [sic, perhaps “Sociology 24” intended, no record found here or in earlier/later years for a course “Sociology 25”], for the treatment of problems of crime and pauperism (Sociology 22 and [Sociology] 23), and for the theory and practice of statistics as an instrument of investigation in all the social sciences (Sociology 17, [Sociology] 18, and [Sociology] 19). Crowning the whole are the seminars in political economy and sociology, and the statistical laboratory, where the student is trained for original work.

Columbia University has attempted thus to formulate in the Department of Economics and Social Science a programme that shall be systematic, in the sense of orderly development and logical sequence (the course covers four or five years), and at the same time flexible, for the purpose of meeting the just demands of a great variety of students—the undergraduate, the specialist, and the special student.

R. M.-S. [Richmond Mayo-Smith]

Source: Columbia University Quarterly, Vol. 1, December, 1898, pp. 76-77.

________________________________________

COURSES OF STUDY AND RESEARCH
Group III — Economics and Social Science

It is presumed that students before entering the school have studied the general principles of political economy as laid down in the ordinary manuals, and possess some knowledge of the facts of economic history. Students who are not thus prepared are recommended to take the following courses in Columbia College: [The lettered course is required of all candidates for A.B. in Columbia College.]

Economics 1 — Economic History of England and America. — This course studies primarily the economic history of England, as affording the clearest picture of the evolution of economic life from primitive society to the complicated mechanism of modern industrial life. Incidentally a comparison is made with the contemporary movements in other European countries. Beginning with the seventeenth century, attention is directed to facts of American economic development, and the last part of the course is devoted exclusively to the study of the economic and social conditions underlying the history of the United States.-Three hours a week, first half-year: Prof. [Edwin R. A.] Seligman and Mr. [Arthur M.] Day.

Economics A — Outlines of Economics. — Bullock’s introduction to the study of economics, and lectures on the evolution of the modern economic organization, the principle of economic freedom and the institution of private property.— Three hours a week, second half-year: Prof. [Richmond] Mayo-Smith and Mr. [Arthur M.] Day.

The university courses fall under two subjects: A. Political Economy and Finance. B. Sociology and Statistics.

Courses 3, 4, 11, 12, 15 and 16 are open to Seniors in Columbia College, and count towards the degree of A. B. If taken for the higher degrees, such additional work must be done in connection with them as may be prescribed by the instructor.

Subject A — Political Economy and Finance

Economics 3 — Practical Political Economy. — This course is divided into four sections as follows:

(a) Problems of Modern Industry . — This part of the course is devoted to a special study of the modern industrial organization and of the application of economic principles to social life. The principal topics are: The scope, method and function of political economy; the physical environment; law of population; economic freedom and private property; theory and problems of consumption; theory and problems of production, land-tenure, labor and machinery, the growth of capital; forms of productive enterprise, the concentration of industry; monopolies and trusts; governmental enterprise; effects of modern methods of production on producer and consumer. Three hours a week, first half-year: Prof. [Richmond] Mayo-Smith. [Open to Seniors in Columbia College]

(b) The Problems of Exchange. — (Money and Trade.) This course is devoted to a study of the mechanism of exchange with special reference to modern currency and commercial questions. The principal topics are: Value and prices, speculation, law of monopoly prices, commercial crises; money, bimetallism, the silver question in the United States; credit, banking, paper money; international exchange; transportation and commerce. Three hours a week, second half-year (1899-1900) [For students desiring to take (a), (b) and (c) in one year a short résumé of the omitted course (b) or (c) will be given.]: Prof. [Richmond] Mayo-Smith. [Open to Seniors in Columbia College]

(c) The Problems of Distribution. — (Labor and Capital.) This course is devoted largely to the labor question. The principal topics are: The theory of distribution, history and present condition of the laboring class, wages, trades unions and strikes, arbitration and conciliation, co-operation and profit-sharing; factory laws, employer’s liability; interest, profit and rent; social distribution; distributive justice. Three hours a week, second half-year (1898—’99), alternates with above. [For students desiring to take (a), (b) and (c) in one year a short résumé of the omitted course (b) or (c) will be given.]: Prof. [Richmond] Mayo-Smith. [Open to Seniors in Columbia College]

(d) Readings in Marshall’s Principles of Economics. — This course constitutes a fourth hour in connection with the lectures under (a), (b) and (c). It is open to candidates for A.B. by special permission, but the hour cannot be counted towards that degree. It, or its equivalent, is required of all candidates for the degrees of A.M. and Ph.D., taking Economics III. as a major or minor. One hour a week: Prof. [Richmond] Mayo-Smith. [Open to Seniors in Columbia College]

Economics 4 — Science of Finance. — This course is historical as well as comparative and critical. After giving a general introduction and tracing the history of the science, it treats of the various rules of public expenditures and the methods of meeting the same among different civilized nations. It describes the different kinds of public revenue, 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 therein contained. — Two hours a week: Prof. [Edwin R. A.] Seligman. [Open to Seniors in Columbia College]

Economics 5 — Fiscal and Industrial History of the United States. — 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. Attention is called to the fiscal and industrial conditions of the colonies; to the financial methods of the revolution and the confederation; to the genesis of the protective idea; to the fiscal policies of the Federalists and of the Republicans; to the financial management of the war of 1812; to the industrial effects of the restriction war period; to the crises of 1819, 1825 and 1837; to the tariffs of 1816, 1824 and 1828; to the distribution of the surplus and the Bank war; to the compromise tariff and its effect on industry; to the currency problems before 1863; to the era of “free trade,” and the tariffs of 1846 and 1857; to the fiscal problems of the Civil War; to the methods of resumption, conversion and payment of the debt; to the disappearance of the war taxes; to the continuance of the war tariffs; to the money question and the acts of 1878 and 1890; to the loans of 1894-1896; to the tariffs of 1890, 1894 and 1897. The course closes with a discussion of the current problems of currency and coinage, and with a general consideration of the arguments for and against protection as illustrated by the practical operation of the various tariffs. Two hours a week, first half year (1899-1900): Prof. [Edwin R. A.] Seligman.

Economics 7 — Railroad Problems; Economic, 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. 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 construction, 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. — Two hours a week, second half-year (1899-1900): Prof. [Edwin R. A.] Seligman.

Economics 8 — History of Economics. — 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, etc.

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

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

VII The continent: Say, Sismondi, Cournot, Bastiat; Herrmann, List, and Thunen.

VIII German historical school: Roscher, Knies, Hildebrand.

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

—Two hours a week: Prof. [Edwin R. A.] Seligman.

Economics 9 — Economic Theory I. — This course discusses 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. — Two hours a week, first half-year: Prof. [John Bates] Clark.

Economics 10 — Economic Theory II. — This course discusses 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 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 cf modern industry, have the effect of repressing competition. — Two hours a week, second half-year: Prof. [John Bates] Clark.

Economics 11 — Communistic and Socialistic Theories. — 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. — Two hours a week, first half-year: Prof. [John Bates] Clark. [Open to Seniors in Columbia College]

Economics 12 — Theories of Social Reform. — 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. It studies the general relation of the state to industry. — Two hours a week, second half-year: Prof. [John Bates] Clark. [Open to Seniors in Columbia College]

Economics 14 — Seminar in Political Economy and Finance. — For advanced students. — Two hours, bi-weekly: Professors [Edwin R. A.] Seligman and [John Bates] Clark.

Subject B— Sociology and Statistics

Sociology 15 — Principles of Sociology. — This is a textbook course. — Two hours a week: Professor [Franklin H.] Giddings. [Open to Seniors in Columbia College]

Sociology 16 — Applied Anthropology. — This course is composed of two distinct parts. In the first half-year under Dr. Farrand of the Faculty of Philosophy, primitive institutions, language, mythology and religions are considered primarily from the psychological point of view. This is important for sociological work. Anthropometry and the history of the science of anthropology are also treated. The second half-year work given by Dr. [William Z.] Ripley is primarily concerned with the anthropology and ethnology of the civilized peoples of Europe. This is intended to subserve two ends. It is an ethnological preparation for the historical courses, especially those concerning the classic peoples of antiquity; and it also provides a groundwork for the statistical and demographic study of the populations of Europe. In this sense it is distinctly sociological in its interests. — Two hours a week. [Open to Seniors in Columbia College]

Sociology 17 — Statistics and Sociology. — This course is given every year, and is intended to train students in the use of statistics as an instrument of investigation in social science. The topics covered are: Relation of statistics to sociology, criteria of statistics, population, population and land, sex, age and conjugal condition, births, marriages, deaths, sickness and mortality, race and nationality, migration, social position, infirmities, suicide, vice, crime, nature of statistical regularities. — Two hours a week, first half-year: Prof. [Richmond] Mayo-Smith.

Sociology 18 — Statistics and Economics. — This course covers those statistics of most use in political economy, but which have also a direct bearing on the problems of sociology. These include the statistics of land, production of food, condition of labor, wages, money, credit, prices, commerce, manufactures, trade, imports and exports, national wealth, public debt, and relative incomes. Two hours a week, second half-year, given in 1898-99 and each alternate year: Prof. [Richmond] Mayo-Smith.

Sociology 19 — Theory, Technique, and History of Statistical Science. — This course studies the theory of statistics, law of probabilities, averages, mean error, rules for collecting, tabulating and presenting statistics, graphical methods, the question of the freedom of the will, the value of the results obtained by the statistical method, the possibility of discovering social laws. Some account will also be given of the history and literature of statistics, and the organization of statistical bureaus. — Two hours a week, second half-year, given in 1899-1900, and each alternate year: Prof. [Richmond] Mayo-Smith.

Sociology 20 — General Sociology . — A foundation for special work is laid in this fundamental course. It includes two parts, namely: (1) the analysis and classification of social facts, with special attention to the systems of Aristotle, Comte, Spencer, Schäffle, De Greef, Gumplowicz, Ward, Tarde and other theoretical writers; (2) an examination of sociological laws, in which the more important social phenomena of modern times and the principles of theoretical sociology are together brought under critical review in a study of social feeling, public opinion, and organized action. In this second part an attempt is made to analyze the causes of emotional epidemics, panics, outbreaks of mob violence, and revolutions; to explain by general principles the growth of public opinion on great questions; and to prove from history and from current events that public action is governed by definite laws of social choice. — Two hours a week, first half-year: Prof. [Franklin H.] Giddings.

Sociology 21 — Progress and Democracy. — The phenomena of social progress are the general subject of this course, which includes two parts, namely: (1) a study of the historical evolution of society, with special attention to social origins; to the development of the family, of the clan and of the tribe; and to the beginnings of civilization; (2) the social as distinguished from the political organization of modern democracies. This part of the course may otherwise be described as a study of the modern “state behind the constitution.” The forms of voluntary organization are observed, and the question is raised, To what extent are the non-political associations of men in modern democracies themselves democratic? Do business corporations labor unions, churches, and associations for culture and pleasure, tend to become more or less democratic? The democratic social ideals of equality and fraternity are examined, and an attempt is made to show their relations to social order and to liberty. Modern philanthropic movements, including the work of university and other social settlements, and many social phases of municipal reform are touched upon in this course. —Two hours a week, second half-year: Prof. [Franklin H.] Giddings.

Sociology 22 — Pauperism, Poor Laws and Charities. — This course begins with a study of the English poor law, its history, practical working, and consequences. On this foundation is built a study of pauperism in general, but especially as it may now be observed in great cities. The laws of the different commonwealths in regard to paupers, out-relief, alms-houses, and dependent children, are compared. Finally the special modern methods of public and private philanthropy are considered, with particular attention to charity organization, the restriction of out-door alms, and the reclamation of children.— Two hours a week, first half-year: Prof. [Franklin H.] Giddings.

Sociology 23 — Crime and Penology — The topics taken up in this course are the nature and definitions of crime, the increase of crime and its modern forms, criminal anthropology, the social causes of crime, surroundings, parental neglect, education, the question of responsibility, historical methods of punishment, the history of efforts to reform prison methods, modern methods, the solitary system, the Elmira system, classification of criminals, classes of prisons, reformatories, and jails. — Two hours a week, second half year: Prof. [Franklin H.] Giddings.

Sociology 24 — The Civil Aspects of Ecclesiastical Organizations. — The purpose of this course is to define the present relations of the institutional church 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 function and structure. One hour a week: Dr. [George James] Bayles.

Sociology 29 — Laboratory Work in Statistics. — The object of the laboratory is to train the student in methods of statistical analysis and computation. Each student will pursue a course of laboratory practice dealing with the general statistics of population, the relation of classes, the distribution of wealth, and the statistics of crime, vice and misfortune. He will be taught how to judge current statistics and to detect statistical fallacies; in short, to become an expert in judging of the value of sociological evidence. Each year some practical piece of work on an extensive scale is undertaken by the class. — In connection with courses 17, 18 and 19: Prof. [Richmond] Mayo-Smith.

Sociology 30 — Seminar in Sociology and Statistics. — Discussions and papers, theses and dissertations presented in the seminar may be upon any of the following topics:

I
POPULATION

1 The growth of population in the United States, inducing studies of birth rates and death rates.
2 Immigration into the United States.
3 The migration of population within the United States.

II
RACES AND NATIONALITIES

4 The social traits, habits and organization of any race (e. g. negro or Indian) in the United States.
5 The social traits, habits and organization of any nationality (e. g. Irish or German or Italian) in the United States.

Ill
THE FAMILY

6 Historical or statistical studies of marriage, of divorce, or of the parental care and education of children in the United States.
7 Studies of legislation affecting the family in the United States.

IV
COMMUNITIES

8 Descriptive or historical studies of peculiar, exceptional or otherwise noteworthy communities or sections.

V
THE SOCIAL LIFE AND ORGANIZATION OF THE SELF-SUPPORTING POOR

9 Dwellings and surroundings.
10 Expenditure and domestic economy.
11 Marriages, domestic festivals, funerals, family life and morals.
12 Education.
13 Religious ideas, habits, meetings, festivals and institutions.
14 Amusements, celebrations, social festivals and clubs.
15 Trade unions.
16 Political and legal ideas, affiliations and activities.

VI
PAUPERISM AND CHARITY

17 Historical studies of the origin, growth and forms of pauperism.
18 Statistical studies of the extent and causes of pauperism.
19 Historical and comparative studies of poor laws and public relief.
20 Historical and comparative studies of the methods of private charity.

VII
CRIME AND PUNISHMENT

21 Historical studies of the origin, increase and forms of crime.
22 Statistical studies of the extent and causes of crime.
23 Critical studies of criminal anthropology or criminal sociology.
24 Historical and comparative studies of punishment and reformation.

Two hours bi-weekly: Profs. [Franklin H.] Giddings and [Richmond] Mayo-Smith.

Source: Columbia University, School of Political Science, Announcement, 1898-99, pp. 29-40.

Tags ClarkJB, Giddings, Mayo-Smith, Ripley, Seligman

Chicago Columbia Cornell Curriculum Harvard Johns Hopkins Pennsylvania Princeton Wisconsin Yale

Columbia Economics’ Market Share in 1900

Post author By Irwin Collier
Post date 2015-08-21

The School of Political Science at Columbia University was divided into three groups of subjects: History and Political Philosophy, Public Law and Comparative Jurisprudence, and Economics and Social Science.

Economics and Social Science comprised the two subject groups: Political Economy and Finance; Sociology and Statistics.

Seligman figured that of the approximately 135 graduate students specializing in economics in 1899-1900 in the seven eastern departments (Columbia, Cornell, Harvard, Johns Hopkins, Pennsylvania, Princeton, and Yale), about 75 were at Columbia.

___________________

SCHOOL OF POLITICAL SCIENCE

Department of Economics.—Since the recent reorganization of the work in economics, there has been a marked increase in the number, as well as in the quality of the students. Numbers, indeed, constitute no adequate test of the real work done by the various departments within a university; for the subject which attracts the fewest students may possess the highest scientific value and may be presided over by the ablest professors. But, when an institution is compared with others of about the same grade and size, the relative number of students in any one department affords a fair indication of the importance to be assigned to it. Hence, the following table is of much interest:

*By graduate student is meant a student holding a first degree.
¹Attending for three terms.
² Including Economics and Public Law.
³ Including Economics, Politics and History.

The number of graduate students in economics and social science at Columbia is much greater than the number in any other American institution. If we compare Columbia with six Eastern universities,—Johns Hopkins, Harvard, Yale, Cornell, Pennsylvania and Princeton,—we find that Columbia has almost as many such students as all six, that is, 75 as against 89. And if it were possible to separate the students working primarily in economics at Johns Hopkins, Yale, and Cornell (where the figures include other students in political science as well), it is practically certain that Columbia would be found to possess more graduate students working primarily in economics and social science than the other six institutions together. Assuming that half of the students returned in Johns Hopkins, Yale and Cornell are working primarily in economics,—a very liberal assumption, —we should have a total of 60 in the six Eastern universities, as against 75 in Columbia. This is a remarkable showing.

In order that it may not be supposed that the basis of classification varies, it may be added that each of the students at Columbia is enrolled primarily under the Faculty of Political Science and is a candidate for the master’s or doctor’s degree, with the major subject in economics and social science. Every such student is required to attend a seminar. In addition to the seminar, 35 of the 75 students are taking 3 or more courses in economics or social science and 20 are taking 2 such courses. The remainder, who are taking one course in addition to the seminar, are chiefly students who have taken most of their lecture work in previous years.

The following figures, as to enrollment in economics and social science, will prove instructive:

Graduate students, primarily enrolled in political science, taking graduate courses (whether as a major or minor)	95
Graduate students (male) in the whole university taking graduate courses	123
Non-graduates (male), primarily registered in political science, doing chief work in economics	22
Students, graduates and non-graduates (male, but exclusive of seniors and other college students) in the whole university, taking graduate courses	149
Enrollment of students, as above (not deducting duplicates), in graduate courses in economics and social science	559
Enrollment of under-graduates in Columbia College	179
Enrollment of students of all kinds (male) pursuing these studies	738
Enrollment of Barnard students	140
Total enrollment in the University	878

The relative importance of the university work may also be seen by this comparison with Harvard:

	Harvard	Columbia
Total students primarily registered in non-professional (graduate) schools	341	331
Total graduates in non-professional (graduate) schools	323	292
Total graduates in political science	52 or 16%	114 or 39%
Total graduates primarily in economics and social science	8 or 2½%	17 or 26%

This showing is doubtless due in part to the system on which the work in economics and social science at Columbia is organized. The department has four full professors, one instructor and two lecturers. The work has been so apportioned that each professor devotes himself primarily to his own specialty—Professor Mayo-Smith to statistics and practical economics, Professor Clark to economic theory, Professor Giddings to social science, and Professor Seligman to economic history and finance. Another explanation of the large numbers is the facility afforded to students to combine with their studies in economics the courses in history, public law and general political science.

Among the recent graduates in economics of the School of Political Science, no less than 25 are now giving instruction in economics at other institutions, including Yale, Cornell, Amherst, Bryn Mawr, Smith, Syracuse, the Universities of Illinois, Indiana, and Colorado, and the Massachusetts Institute of Technology. A number of graduates have become editors of important daily or weekly papers, in New York, Buffalo, Omaha and other cities, and a large number occupy administrative positions in the service of the national and state governments. Among the latter may be mentioned one of the chief statistician in the census office, a number of expert agents and chief clerks in the departments of the treasury and of agriculture in Washington; and the deputy commissioner of labor statistics and the sociology librarian in the State Library at Albany.

E. R. A. S. [Edwin R. A. Seligman]

___________________

Source: Columbia University Quarterly, Vol. 2, June, 1900, pp. 284-287.

Tags ClarkJB, Giddings, Mayo-Smith, Seligman

Columbia Courses Syllabus

Columbia. Public Finance Syllabus. Seligman circa 1923

Post author By Irwin Collier
Post date 2015-08-17

A printed copy of the syllabus and list of readings for the one-year, two course sequence for public finance of Edwin R. A. Seligman can be found in the papers of Robert Murray Haig who succeeded Seligman in teaching this public finance course at Columbia in 1931-32. The latest date in the list of readings is 1923, so I date the syllabus to the 1923-24 academic year. I have merged the reading list with the syllabus so that the reading assignments are paired with the class session(s).

_____________________________

Economics 101–Public Finance. 3 points Winter Session. Professor Seligman.
M. and W. at 1:10. 515 Kent.

General introduction and history of public finance. Different kinds of public revenues, including public domain and public property, public works or industrial undertakings, fees, and special assessments. General theories and principles of taxation, incidence of taxation, and newer social theories of taxation.

Economics 102–Public Finance. 3 points –Spring Session. Professor Seligman.
M. and W. at 1:10. 515 Kent.

Application of general principles to consideration of actual systems of taxation. Practical American problems of federal, state, and local taxation. Classes of public expenditure and fiscal principles which govern them. Public debt, methods of borrowing, redemption, etc. Fiscal organisation of state. Budgets, national, state, and local.

Students who have not completed Economics 101 are admitted to Economics 102 only by special permission.

Source: Columbia University. Bulletin of Information, 23rd Series, No. 35 (June 2, 1923). History, Economics and Public Law: Courses Offered by the Faculty of Political Science. Announcement 1923-1924, p. 20.

_____________________________

Columbia University
In the City of New York
ECONOMICS 101-102

OUTLINE OF LECTURES
ON
PUBLIC FINANCE

By Edwin R. A. Seligman

ECONOMICS 101

Part I
Introduction

Finance and the Science of Finance. Public Finance and Fiscal Science.
Relation to Economics. Content and Method.

Shirras, ch. i; Lutz, ch. i; Bastable, introduction, ch. i; Dalton, ch. i.

Growth of Public Finance.

Bullock, ch. iii; Lutz, ch. ii.

History and literature of Fiscal Science

Bullock, ch. i; Bastable, ch. ii; Shirras, ch. ii.

The general theory of Public Finance.

Adams, introduction; Dalton, chs. ii, iii; Peck, ch. ii.

Part II
Public Revenues

Historical development of public revenues.
The ancient world: Greece, Rome.
The middle ages: feudal income.
The absolute monarchy: England, the Continent.
The modern state.

Seligman I, ch. i.

Classification of public revenues.

Seligman I, ch. xiv; Adams, part II, preliminary chapter; Shirras, ch. xiii; Lutz, ch. ix; Bastable, book II, ch. i; Plehn, part II, ch. i; Dalton, ch. iv.

Book I
Quasi-public Revenues

I. Prices.

Bastable, book II, ch. ii.

Public domain.

Lutz, ch. x; Bullock, ch. v; Davies, ch. iii.

The public domain of the United States.

Adams, part II, book I, ch. i; Hibbard, chs. iv-vi, x, xv.

Public property; funds and investments.

Bastable, book II, ch. v; Dalton, ch. xiv.

Public industry: business enterprise.

Shirras, ch. xxx; Bastable, book II, ch. iii.

Fiscal monopolies.

Adams, part II, book i, ch. ii; Madsden, ch. ii.

Social monopolies: commercial undertakings.

Lutz, ch. xi; Davies, chs. vii, x, xiii.

Coinage, credit and insurance.
Post office, telegraph and telephone.
Markets, docks and harbors.

Bullock, ch. vi; Smith, chs. i-iii, viii;
Barker, ch. xvi.

Roads, canals and railways.

Dixon, chs. ix-xiv; Barker, chs. x-xii.

Municipal monopolies; water, light and power.

Lutz, ch. xii; Watkins, passim; Barker, chs. i-ix, xiii-xv.

Public prisons and workshops.

Bastable, book II, ch. iv.

II. Fees: history, classification, description, criticism.

Bullock, ch. vii; Urdahl, part I, chs. i, ix, x; part II, chs. vi and viii; Lutz, ch. xiii.

III. Special assessments: history, theory, purposes, methods, extent, criticism.

Rosewater, chs. i, ii and v.

Book II
Taxation—General

Definitions and terminology.

Lutz, ch. xiv; Bastable, book III, ch. i.

Classification of taxes.

Adams, part II, book II, ch. i; Dalton, ch. v.

Historical development of taxation.

Plehn, part II, ch. iv.

Ancient taxation.

Seligman I, pp. 34-37.

Mediaeval taxation.

Kennedy, chs. ii-iv; Seligman I, pp. 38-56.

Modern taxation.

Plehn, ch. v.

Local taxation.

Cannan, chs. i-iv.

Essentials of taxation.

Lutz, ch. xv; Bastable, book III, ch. ii.

Reason of taxation.

Weston, ch. iii

Function of taxation.

Stamp, ch. vi; Bullock, ch. ix.

Nature of taxation.

Seligman I, ch. x; Jones, ch. i.

Limits of taxation.

Adams, ch. i.

Source of taxation.

Bullock, ch. viii.

Incidence of taxation.

Seligman II, introduction; Bastable, book III, ch. v; Plehn, part II, ch. x.

Theories of incidence.

Seligman II, part I; Dalton, ch. vii; Hobson, ch. iii;
Brown, chs. iii, v; Shirras, ch. xviii; Lutz, ch. xvii.

General principles.

Conference I, pp. 424-433; Seligman II, part II, ch. i.

Application to separate taxes.

Seligman II, part II, chs. ii-viii; Seligman III, ch. ii [iii?]; Brown, chs. vii-x; Shirras, ch. xix.

Influence and effects of taxation.

Seligman III, ch. iii; Stamp I, ch. v; Stamp II, ch. iv; Bullock, ch. viii; Dalton, chs. x-xii.

Canons and principles of taxation.

Bastable, book iii, ch. vi; Jones, ch. iii; Stamp I, ch. i.

Secondary canons.

Jones, ch. iv; Stamp I, ch. iv.

Primary canons.

Plehn, part II, ch. iii; Bullock, ch. ix.

I. Uniformity and equality of taxation.

Bastable, book III, ch. iii; Weston, chs. v-vi; Robinson, ch. ii.

Basis of taxation.

Hobson, part I, chs. i, ii; Dalton I, part II, ch. ix.

Norm of taxation.

Seligman IV, introduction; Robinson, ch. iv.

Graduation of taxation.

Seligman III, introduction; Adams, part II,
book ii, ch. ii; Stamp I, ch. ii.

History of progressive taxation.
Facts of progressive taxation.

Seligman III, part i.

Theory of progressive taxation.

Seligman III, part ii, chs. i-iv; Weston, ch. vii.

Differentiation of taxation.

Seligman IV, pp. 22-25; Weston, ch. vii; Stamp I, pp. 83-91.

II. Universality of taxation.
Exemptions.

Seligman IV, pp. 25-29; Conference, xii, p. 477.

Double taxation.
By the same jurisdiction.

Seligman I, ch. iv.

By competing jurisdictions.

Conference, ii, p. 547; iv, p. 261; ix, p. 358.

The tax system. Single versus plural taxation.

Bastable, book III, ch. iv.

The single tax.

Seligman I, ch. iii; Hunter, ch. xvi.

Tax administrations. Tax commissions.

Seligman I, chs. xiii, xix-xxi; Lutz, passim.

Book III
Taxation—Special

Part I.—Direct Taxes: Taxes on Wealth.

Impersonal taxes.

Bastable, book IV, ch. i.

I. Tax on real estate.

Bullock, ch. xiv.

Land tax. Taxation of forests and mines.

Conference, v, p. 345, iv, p. 313; vi, p. 371; vii, 387; viii, 338; xiii, p. 405; xiv, p. 36; xv, p. 127; Young, chs. i, v-vi and ix; King, chs. i-iv.

Unearned increment and land-value taxes.

Sheftel, chs. i, vii-x; Seligman I, ch. xvii; New York Report, pp. 100-120; Bullock, ch. xix.

House tax.

Haig I, pp. 262-280; New York Report, pp. 7-60, 85-99.

II. Tax on personal property.

Conference, xi, pp. 118, 218.

Tax on tangibles.

Hunter, ch. xi.

Tax on intangibles.

Conference, viii, p. 207; Wells, chs. xviii-xix; Hunter, ch. xii.

III. Business tax.

Bastable, book iv, ch. ii; Conference, i, p. 442; xl, p. 185.

License tax.

Bullock, ch. xvi; Conference, ii, p. 273; Hunger, ch. x.

Corporation tax.

Seligman I, chs. vi-viii; Conference, v, p. 139; vii, p. 372; Bullock, ch. xvii.

Excess-profits and other business taxes.

Haig II, summaries.

Personal taxes.
Poll tax.

Bastable, book iv, ch. iii; Bullock, ch. 4.

Expenditure tax. Luxury tax.

Seligman I, ch. ii; Conference, iv, p. 299.

General property tax.

Pethick-Lawrence, passim; Soward, ch. xi; Allen, ch. viii; Pigou, part IV, ch. xi; Dalton II.

The capital levy. Capital increment tax.

Seligman IV, part ii; Conference, vi, p. 321; ix, p. 279; x, pp. 126, 279; Haig III, pp. 1-20; Bullock, ch. xii; Comstock, chs. i, xi.

Income tax.

Seligman I, ch. v; Bullock, ch. xviii; Hunter, ch. xiv.

Mixed taxes. Inheritance tax.

Conference, iv, p. 279; Soward, chs. viii, xiii.

Part II.—Indirect Taxes: Taxes on Exchange and Consumption.

General considerations.

Bastable, book IV, ch. vi; Robinson, ch. iii; Pigou, part IV, ch. v.

Taxes on commodities.

Bullock, ch. xxi; Plehn, part II, ch. vi; Smith, chs. viii, ix.

Customs duties.

Bastable, book IV, ch. vii; Plehn, part II, ch. vii.

Stamp taxes.

Bullock, ch. xxi.

Taxes on transactions.

Smith, ch. vi.

Sales tax. Luxury tax.

Industrial Conference Board, ch. iv; Seligman VI, passim.

Taxes on transportation and communication.

Bastable, book IV, ch. viii.

Part III.—Local Taxation.

English system.

Grice, chs. ii, iii; Cannan, ch. vi; Webb, chs. i-iii; Robinson, ch. vii.

Continental systems.

Grice, chs. viii, xi, xv-xviii.

American system.
Relation of local, state and federal finance.

Seligman I, chs. xii, xxi.

Local option and separation.

Seligman I, ch. xi; Conference, v, p. 271; ix, p. 42.

Selection of local revenues.
General conclusion.

Bullock, ch. xiii; Adams I, part II, ch. vi; Seligman I, [no chs. listed]

_____________________________

ECONOMICS 102

Part III
Public Expenditures

General considerations.

Lutz, ch. iii; Shirras, ch. iii; Bastable, book i, ch. i; Bullock, chs. ii, iii; Adams, part i, book i.

History.

Lutz, ch. v; Dalton, ch. xvi.

Principles

Lutz, ch. vii; Shirras, ch. iv.

Classification.

Lutz, ch. iv; Shirras, ch. v.

A. General governmental expenditures.

Bastable, book i, ch. vi.

B. Protective expenditures.

Shirras, ch. vi; Bastable, book i, ch. ii.

C. Judicial and reformatory expenditures.

Bastable, book i, ch. iii.

D. Educational and charitable expenditures.

Shirras, ch. viii; Bastable, book i, ch. v.

E. Health and recreation expenditures.

Shirras, ch. vii; Bastable, book i, ch. iv.

F. Commerce and industry expenditures.

Shirras, ch. ix.

G. Public debt expenditures.

See Part IV.

Conclusion

Lutz, ch. viii; Shirras, ch. xii; Bastable, book i, ch. viii; Dalton, chs. xviii-xx; Rosa, passim.

Part IV
Public Credit

General considerations

Bastable, book v, ch. ii; Dalton, part iii, ch. xxi; Lutz, ch. xxiv; Shirras, ch. xxxiii.

History of public credit.
War chests and reserves.

Bastable, book i, ch. iii, iv; Shirras, ch. xxxv-xxxvi.

Theories of public credit.

Bullock, ch. xxii; Bastable, book v, ch. v.

Influence of public indebtedness.

Bullock, ch. xxiii; Adams, book iii, ch. i; Dalton, ch. xxii; Pigou, part iv, ch. viii.

Debts versus Peace and war finance.

Seligman, ch. xxiii; Adams II, part ii, ch. i; Allen, ch. vi; Robinson, ch. viii; Hunter, ch. xix; Pigou, part iv, chs. viii and ix.

Classification of public debts.
A. Compulsory, patriotic and voluntary loans.
B. Funded and floating debts.
C. Bonds and annuities.
D. Temporary and perpetual debts.
E. Premium and discount bonds.

Bastable, book V, ch. vi; Adams II, part ii, ch. ii; Hollander, passim; Hunter, ch. xvi; Lutz, ch. xxvi.

Contraction of public debts. Methods of emission.

Adams II, part ii, ch. iii.

Conversion of public debts. Refunding.

Bastable, book v, ch. vii; Lutz, ch. xxvii.

Redemption and payment of public debts.

Adams II, part ii, ch. iv; Bullock, chs. xxiv-xxv; Dalton, ch. xxiii; Shirras, ch. xxxviii.

Government paper money.

Seligman V, passim.

Local indebtedness.
State debts.
Municipal debts.

Bastable, book v, ch. vii; Bullock, ch. xxvi.

Part V
The Budget

History of the budget.

Stourm, introduction; Bastable, book vi, ch. i.

Comparison of European and American budgets.

Adams I, book ii, ch. i; Ford, chs. ii, iv, viii.

Preparation, form and composition of the budget.

Stourm, part i; Higgs, ch. i; Adams, book ii, ch. ii; Bastable, book vi, ch. ii; Buck, chs. vi-viii; Shirras, ch. xxxviii.

Presentation, discussion and vote of the budget.

Stourm, part ii; Higgs, ch. iii, iv; Adams, book ii, ch. iii; Bastable, book vi, ch. iii; Shirras, ch. xxxvix.

Execution of the budget.

Stourm, part iii; Higgs, ch. v,vi; Adams, book ii, ch. iv; Buck, chs. xi-xii; Lutz, ch. xxx; Shirras, ch. xl.

Control of the budget.
Administrative control.
Judicial control.
Legislative control.

Stourm, part iv; Adams, book ii, chs. iv, v.

Conclusion.

Higgs II, passim.

_____________________________

REFERENCES

Allen, J. E.—The War Debt. 1919.

Adams I, Adams, H. C.—The Science of Finance. 1898.

Adams II, Adams, H. C.—Public Debts. 1887.

Bastable, C. F.—Public Finance. 3d ed., 1903.

Buck, A. E.—Budget Making. 1921.

Bullock, C.—Selected Readings in Public Finance 2d ed., 1920.

Cannan, E.—History of Local Rates in England. 2d ed., 1912.

Comstock, A.—State Taxation of Personal Incomes. Columbia Studies, no. 223. 1921.

Conference—Proceedings of the Conference of the National Tax Association, vols. i-xv, 1907-1923.

Daniels, W. M.—The Elements of Public Finance. 1889.

Dalton I, Dalton, H.—Principles of Public Finance. 1923.

Dalton II, Dalton, H.—The Capital Levy Explained. 1923.

Ford, H. J.—The Cost of our National Government. 1910.

Grice, J. W.—National and Local Finance. 1910.

Haig I, Haig, R. M.—The Exemption of Improvements from Taxation. 1915.

Haig II, Haig, R. M.—The Taxation of Excess Profits in Great Britain. 1920.

Haig III, Haig, R. M.—The Federal Income Tax. Columbia Lectures, ed. by Haig, 1921.

Higgs, H.—The Financial System of the United Kingdom. 1914.

Hobson, J. A. Taxation in the New State. 1919.

Hollander, J. H.—War Borrowing. 1919.

Hunter, M. H.—Outlines of Public Finance. 1921.

Industrial Conference Board—Report of the Tax Committee of the National Industrial Conference Board, no. 18. 1920.

Jones, R.—The Nature and First Principles of Taxation. 1914.

Kennedy—English Taxation, 1640-1799. 1913.

King, W. I.—The Valuation of Urban Realty for Taxation. 1914. (University of Wisconsin Series.)

Lutz, H. L.—State Tax Commissions. 1918.

New York Report—Final Report of the committee on Taxation of the City of New York, 1916.

Pethick-Lawrence, F. W.—A Levy on Capital. 1918.

Pigou, A. C.—Economics of Warfare. 1920.

Plehn, C. C.—Introduction to Public Fiance. 4^th ed., 1920.

Robinson, M. E.—Public Finance. 1922.

Rosa, E.-B.—Expenditures and Revenues of the Federal Government. In Annals of the American Academy of Political and Social Science. Vol. XCV. May, 1921.

Seligman I—Essays in Taxation. 9^th ed., 1921.

Seligman II—The Shifting and Incidence of Taxation. 4^th ed., 1921.

Seligman III—Progressive Taxation. 2d ed., 1908.

Seligman IV—The Income Tax. 2d ed., 1914.

Seligman V—Currency Inflation and Public Debts. 1921.

Secrist, H.—An Economic Analysis of the Constitutional Restrictions upon Public Indebtedness in the U. S. (University of Wisconsin Series.)

Sheftel, Y.—The Taxation of Land Values. 1916.

Smith, H. F.—The United States Federal Internal Tax History. 1914.

Soward, A. W., and Willan, W. E.—The Taxation of Capital. 1919.

Stamp I, Stamp, Sir Josiah—The Fundamental Principles of Taxation. 1921.

Stamp II, Stamp, Sir Josiah—Wealth and Taxable Capacity. 1922.

Stourm, R.—The Budget, American Translation, 1917.

Webb, S.—Grants in Aid., New ed., 1920.

Wells, D. A.—The Theory and Practice of Taxation. 1900.

Weston, S. F.—Principles of Justice in Taxation. Columbia Studies, vol. xviii, 1903.

Young, L. E.—Mine Taxation in the United States. University of Illinois Studies, 1916.

Seligman—Studies in Public Finance [last item typed addition]

Source: Columbia University Libraries, Manuscript Collections. Robert M. Haig Papers. Box 15 Lecture Notes (3). Folder “Bibliography”.

Image Source: National Civic Federation Review (1905), p. 229.

Tags Seligman

Columbia Courses Economists Syllabus

Columbia. Introductory Economics. First-term, 1912-13.

Post author By Irwin Collier
Post date 2015-08-02

According to the Columbia University Catalogue for 1912-13, Economics 1-2, Introduction to economics–Practical economic problems was a 3 hour course taught by Professors Seager, Mussey, Agger, and Dr. Anderson. According to this outline it would appear that these instructors taught the material in the assigned textbook readings listed and once a week, a professor from the graduate faculty of Political Science would hold a lecture. The printed copy of the lectures and assignments transcribed here was found in the Papers of John Bates Clark.

________________________

Columbia College

Lectures and Assignments, Economics I.
[1912-13]

SEPTEMBER
27	Introductory Lecture.	Professor H. R. Seager
30	ELY, Chapter I.—Nature and Scope of Economics.
OCTOBER
2	SELIGMAN, Chapter V.—The Economic Stages.
4	Lecture. The Accumulation of Economic Facts.	Prof. R. E. Chaddock.
7	SELIGMAN, CHAPTER IV.—The Historical Forms of Business Enterprise
9	SELIGMAN, CHAPTER IX.—Private Property
11	Lecture. Conservation as an Economic Movement.	Prof. R. E. Chaddock.
14	SELIGMAN, CHAPTER X.—Competition
16	SELIGMAN, CHAPTER XI.—Freedom
18	Lecture. A Method of Approaching and Testing Economic Reforms.	Prof. R. E. Chaddock.
21	ELY, Chapter VII.—Elementary Concepts. To page 101.
23	ELY, Chapter VIII.—Consumption. Pages 106 to 113 to “Luxury”
25	Lecture. Value and Price.	Dr. B. M. Anderson, Jr.
28	ELY, Chapter IX.—Production. Pages 121-131 incl. (omitting 132-145).
30	Written Quiz covering all the above.
NOVEMBER
1	Lecture. Normal Price.	Dr. B. M. Anderson, Jr.
4	ELY, Chapter XI.—Value and Price. Pages 156-163 to “Elasticity”. [corrected by hand from “Electricity”]
6	ELY, Chapter XI.— Value and Price. Pages 163-168 incl.
8	Lecture. Capitalization of Value.	Dr. B. M. Anderson, Jr.
11	ELY, Chapter XII.—Value and Price. Pages 170-177 to “The Surplus of Bargaining”.
13	ELY, Chapter XII.— Value and Price. Pages 177-186.
15	Lecture. The Size of the Population.	Prof. H. L. Moore.
18	ELY, Chapter XIII.—Monopoly. Pages 187-192 to “Classification” and page 197 “Monopoly Price” to page 201.
20	ELY, Chapter XIII.—Monopoly. Pages 201-208 to “Monopolies and the Distribution of Wealth”.
22	Lecture. The Quality of the Population.	Prof. H. L. Moore.
25	Review.
27	Written quiz.
29	Thanksgiving Holidays.
DECEMBER
2	ELY, Chapter XIX.—Distribution as an Economic Problem, Pages 315-325.
4	ELY, Chapter XIX.— Distribution as an Economic Problem, Pages 326-333.
6	Lecture. Efficiency and Income.	Prof. H. L. Moore.
9	SELIGMAN, Chapter XXIII.—Profits. Sections 152-154 incl.
11	SELIGMAN, Chapter XXIII.—Profits. Sections 155-157 incl.
13	Lecture. Profits.	Prof. J. B. Clark.
16	ELY, Chapter XXI.—Rent of Land. Pages 348-357 to “The Different Uses of Land”.
18	ELY, Chapter XXI.—Rent of Land. Pages 357-366.
20	Lecture. The Rent of Land and the Single Tax.	Prof. J. B. Clark.
	Christmas Holidays
JANUARY, 1913
6	ELY, Chapter XXII.—The Wages of Labor. Pages 367-376 to “Subsistence Theory.”
8	ELY, Chapter XXII.—The Wages of Labor. Pages 376-385.
10	Lecture. Wages of Labor.	Prof. J. B. Clark.
13	ELY, Chapter XXIV.—Interest. Pages 416-425 to “The Shifting of Investment”.
15	ELY, Chapter XXIV.—Interest. Pages 425 to 438 omitting fine print.
17	Lecture. Capital and Interest.	Prof. J. B. Clark.
20	Review

The text assignments are to the 1910 editions of Prof. E. R. A. Seligman’s Principles of Economics and to Prof. R. T. Ely’s Outlines of Economics.

COLLATERAL READING: (Pages to be assigned)

Bücher Industrial Evolution

Bullock Readings in Economics.

George Progress and Poverty. [Memorial Edition(1898): Vol. I, Vol. II.]

Source: John Bates Clark Papers, Series II.4. Box 9. Folder “Administrative Records and Course Material Undated”; Rare Book and Manuscript Library, Columbia University Library.

Tags Agger, Anderson, Bullock, Chaddock, ClarkJB, Ely, GeorgeH, Moore, Mussey, Seager, Seligman

Columbia Cornell Economists Pennsylvania Yale

Portrait of Eight Economists. University Extension Summer Meeting. 1894

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

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

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

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

Chicago Columbia Cornell Courses Economists Harvard Johns Hopkins Michigan Pennsylvania Yale

Graduate Economics Courses. 23 US Universities. 1898-99

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

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

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

____________________

EXPLANATORY

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

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

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

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

ECONOMICS, SOCIOLOGY, ANTHROPOLOGY, AND ETHNOLOGY.

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

BARNARD.
16 Graduate Students, 1897-8.

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

BROWN.
8 Graduate Students, 1897-8.

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

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

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

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

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

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

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

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

BRYN MAWR.

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

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

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

CALIFORNIA.

1 Graduate Student, 1897-8.

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

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

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

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

CHICAGO.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Merton Leland Miller, Lecturer in Anthropology.

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

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

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

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

C. H. Hastings.
A.B., Bowdoin, ’91.

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

COLUMBIA.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Civil Aspects of Ecclesiastical Organizations. i, 30.

CORNELL.
14 Graduate Students, 1897-8.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Theory and Methods of Statistics*. iii, 30.

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

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

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

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

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

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

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

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

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

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

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

JOHNS HOPKINS.
9 Graduate Students, 1897-8.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

MICHIGAN.
10 Graduate Students, 1897-8.

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

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

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

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

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

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

MINNESOTA.
26 Graduate Students, 1897-8.

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

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

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

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

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

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

MISSOURI.
3 Graduate Students, 1897-8.

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

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

NEW YORK.
21 Graduate Students, 1897-8.

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

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

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

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

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

NORTHWESTERN.
6 Graduate Students, 1897-8.

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

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

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

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

PENNSYLVANIA.
12 Graduate Students, 1897-8.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

W. J. Ashley.

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

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

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

G. S. Callender.

Econ. Hist. of U. S.*

Edward Cummings.

Princ. of Sociol.* iii, 30.

Edward Cummings and John Cummings.

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

John Cummings.

Statistics, Theory, Methods, Practice.*

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

F. Russell.

Gen. Anthropol.* —?

VANDERBILT.
2 Graduate Students, 1897-8.

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

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

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

WELLESLEY.
o Graduate Students, 1897-8.

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

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

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

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

WESTERN RESERVE.
4 Graduate Students, 1897-8.

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

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

WISCONSIN.
24 Graduate Students, 1897-8.

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

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

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

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

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

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

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

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

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

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

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

YALE.
43 Graduate Students, 1897-8.

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

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

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

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

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

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

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

A. T. Hadley and Irving Fisher.

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

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

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

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

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

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

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

____________________

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

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

Columbia Courses Curriculum

Columbia Economics. Course Offerings. 1905-07

Post author By Irwin Collier
Post date 2015-06-14

An improved version of the following artfact has been posted here.

Courses Offered by the
FACULTY OF POLITICAL SCIENCE
and the several undergraduate faculties

Announcement
1905-07

Fifth Series, No. 10 March 25, 1905

Columbia University
Bulletin of Information

History, Economics and Public Law

Hathitrust copy

________________________

[p.3]
OFFICERS OF INSTRUCTION
FACULTY OF POLITICAL SCIENCE

NICHOLAS MURRAY BUTLER, Ph.D., LL.D., President

JOHN W. BURGESS, Ph.D., LL.D., Ruggles Professor of Political Science and Constitutional Law, and Dean

MUNROE SMITH, J.U.D., LL.D., Professor of Roman Law and Comparative Jurisprudence

FRANK J. GOODNOW, LL.D., Eaton Professor of Administrative Law and Municipal Science

EDWIN R. A. SELIGMAN [Absent on leave in 1905-06], Ph.D., LL.D., McVickar Professor of Political Economy

HERBERT L. OSGOOD, Ph.D., Professor of History

WILLIAM A. DUNNING, Ph.D., LL.D., Lieber Professor of History and Political Philosophy

JOHN BASSETT MOORE, LL.D., Hamilton Fish Professor of International Law and Diplomacy

FRANKLIN H. GIDDINGS, Ph.D., LL.D., Professor of Sociology

JOHN B. CLARK, Ph.D., LL.D., Professor of Political Economy

JAMES HARVEY ROBINSON, Ph.D., Professor of History

WILLIAM M. SLOANE, Ph.D., L. H.D., LL.D., Seth Low Professor of History

HENRY R. SEAGER, Ph.D., Professor of Political Economy, and Secretary

HENRY L. MOORE, Ph.D., Adjunct Professor of Political Economy

WILLIAM R. SHEPHERD, Ph.D., Adjunct Professor of History

JAMES T. SHOTWELL [Absent on leave in 1905-06.], Ph.D., Adjunct Professor of History

GEORGE W. BOTSFORD, Ph.D., Adjunct Professor of History

VLADIMIR G. SIMKHOVITCH, Ph.D., Adjunct Professor of Economic History

EDWARD THOMAS DEVINE, Ph.D., LL.D., Professor of Social Economy

OTHER OFFICERS

RICHARD J. H. GOTTHEIL, Ph.D., Professor of the Semitic Languages

A. V. WILLIAMS JACKSON, L.H.D., Ph.D., LL.D., Professor of Indo-Iranian Languages

EDWARD H. CASTLE, A.M., Professor of History in Teachers College

JOHN D. PRINCE, Ph.D., Professor of the Semitic Languages

FRIEDRICH HIRTH, Ph.D., Dean Lung Professor of Chinese

ARTHUR C. MCGIPFERT, Ph.D., D.D., Washburn Professor of Church History in Union Theological Seminary

FREDERICK JOSEPH KINSMAN, Professor of History in the General Theological Seminary

ALVIN S. JOHNSON, Ph.D., Instructor in Economics

GEORGE J. BAYLES, Ph.D., Lecturer in Ecclesiology

ELSIE CLEWS PARSONS, Ph.D., Lecturer in Sociology in Barnard College

LOUISE R. LOOMIS, A.M., Lecturer in History in Barnard College

CHARLES A. BEARD, Ph.D., Lecturer in History

PAUL L. HAWORTH, Ph.D., Tutor in History in Teachers College

[p.4]

GENERAL STATEMENT

Students are received as candidates for the degrees of Master of Arts and Doctor of Philosophy under the Faculty of Political Science; for the degrees of Bachelor of Arts and Bachelor of Science either in Columbia College or in Barnard College, and for the degree of Bachelor of Science in Teachers College. They are also permitted to pursue special or partial courses subject to the regulations of the Faculty in which they may register.

Certain courses which may be counted toward the several degrees are also offered in the Summer Session of the University.

Students enrolled in the General, the Union, the Drew, or the Jewish, Theological Seminary, or in the School of Philanthropy in the City of New York, who may have been designated for the privilege by the authorities of these institutions, and accepted by the President of Columbia University, are admitted to the courses offered by the Faculty of Political Science free of all charge for tuition. These institutions offer reciprocal privileges to the students of Columbia University.

Teachers College, founded in 1888, and Barnard College, founded in 1889, have now become parts of the educational system of Columbia University.

Admission

There are no examinations for admission to the graduate courses under the Faculty of Political Science. Students are admitted at any time during the year. They must, however, present themselves for registration at the opening of the first or second half-year in order to obtain full credit for residence. They may present themselves for examination for a degree whenever the requirements as to residence, and as to an essay or dissertation, have been complied with. For details see the announcement of the Faculties of Political Science, Philosophy, and Pure Science, which may be had on application to the Secretary of the University.

For conditions of admission to Columbia College, Barnard College, or Teachers College, see the circular upon entrance examinations, which may be had upon application to the Secretary of the University.

Those graduate courses which are open to undergraduates, are closed to women students unless given separately at Barnard College; but all purely graduate courses in History and Economics are open to women graduate students who have the first degree.

Students who register for graduate courses are supposed to be familiar with the outlines of European history, ancient and modern, as well as of American history. Students who are not thus prepared are strongly recommended to take the undergraduate courses.

[p.5]

Courses numbered from 1 to 99 are intended primarily for under- graduates and may not be counted towards the advanced degrees. Courses numbered from 100 to 199 are intended for both graduates and undergraduates. Courses numbered 200 and above are intended primarily for graduates. Odd numbers prefixed to courses indicate that they are given in the first half-year; even numbers that they are given in the second half-year. Courses which run through the year are given a double number.

For information with regard to degrees, fees, fellowships, scholarships, and expense of living, see the appropriate announcement either of the Faculties of Political Science, Philosophy and Pure Science, or of Columbia, Barnard, or Teachers College.

ABRIDGED ACADEMIC CALENDAR

The Academic year begins thirty-seven weeks prior to Commencement, which occurs on the Wednesday nearest the 11th of June. For 1905-06 these dates will be, respectively, September 27, 1905, and June 13, 1906. It is divided into two half-years of fifteen weeks of instruction each. In 1905-06 the second half-year begins on February 5, 1906.

The exercises of the University are suspended on Election Day, Thanksgiving Day and the following two days, for two weeks at Christmas, from the Thursday before Good Friday through the following Monday, and on Memorial Day.

The complete Academic Calendar will be found in the University catalogue and so far as it refers to the students studying under any Faculty, in the announcement of that Faculty.

[…]

[p. 24]

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 I 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 (i) to describe the mechanism of exchange and to trace the history of the metallic money, the paper money, and

[p. 25]

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

[p. 26]

“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.

[p. 27]

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.

[p. 28]

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

[p. 29]

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 Gallon, 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 regime. (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.

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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 (i) the distribution and ethnic composition of primitive populations ; (2) the types of mind and of character, the capacity for cooperation, 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: (i) 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

[p. 31]

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 pages 28-29).

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 (i) 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.

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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 at- tempt 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 re- form; 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

[p. 33]

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 suit- ably 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 GlDDINGS.

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 develop- ments in the social and philanthropic activities of New York City; e. g., the social settlements; parks and playgrounds ; outside activities of pub- lic 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 [These courses are given in the United Charities Building, corner Fourth Avenue and 22d Street] 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) ; £—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).

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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.

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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.)

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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 I.)

sA1—Principles of Sociology. Descriptive and theoretical. Professor GIDDINGS.
Five hours a week at 10.30. 415 L. Credit I, II.
(Equivalent to Sociology 151)

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.)

[…]

Tags Burgess, ClarkJB, Giddings, JohnsonA, Moore, Seager, Seligman, Simkhovitch

MAYOR McCLELLAN, OF NEW YORK, ADDRESSING THE CONVENTION OF HISTORIANS AND ECONOMISTS AT CARNEGIE HALL, DECEMBER 27.

A Notable Gathering of Scholars

BY REUBEN G. THWAITES

Summer Meeting of Economists

CORPS OF LECTURERS:

Economic Science in America.

To Graduates of Colleges.

A Word to Students and Teachers of History.

Statement of Courses in the Summer Meeting of Economists,

July 2-28, 1894.

Program of Lectures. Summer Meeting of Economists.

Preparatory Reading.

ECONOMICS 101

Part I Introduction

Part II Public Revenues

Book I Quasi-public Revenues

Book II Taxation—General

Book III Taxation—Special

Part I.—Direct Taxes: Taxes on Wealth.

Part II.—Indirect Taxes: Taxes on Exchange and Consumption.

Part III.—Local Taxation.

ECONOMICS 102

Part III Public Expenditures

Part IV Public Credit

Part V The Budget

REFERENCES

Columbia College

Lectures and Assignments, Economics I. [1912-13]

Announcement 1905-07

Statement of Courses in the
Summer Meeting of Economists,

Program of Lectures.
Summer Meeting of Economists.

Part I
Introduction

Part II
Public Revenues

Book I
Quasi-public Revenues

Book II
Taxation—General

Book III
Taxation—Special

Part III
Public Expenditures

Part IV
Public Credit

Part V
The Budget

Lectures and Assignments, Economics I.
[1912-13]

Announcement
1905-07