Tag: Sharfman

Harvard. Economics Ph.D. alumnus. Paul McCracken, 1948

Post author By Irwin Collier
Post date 2022-05-11

Just as I dream of a digitized data base with a complete historical series of syllabi, examination, and problem sets for the economics courses taught at major universities/colleges from ca. 1870 to the present, I also imagine having a convenient collection of c.v.’s, obituaries, oral histories of members of the overlapping generations of economics graduate students as well as the faculty members who have taught them through the years. Of course there is an overwhelming amount of material out there and Economics in the Rear-view Mirror, thus far, only has the capacity to conduct artisanal scholarship for a prototypical project patiently waiting for generous funding sponsors to help this project grow in scale and scope.

In the meantime, incremental progress for the blog includes occasional additions to its series “Meet an Economics Ph.D.” This post provides information about a 1948 Harvard Ph.D., a former chair of the President’s Council of Economic Advisers, and professor of business economics at the University of Michigan, Paul W. McCracken.

Research Tip: The University of Michigan’s Faculty History Project is a fabulous resource!

________________________________

Harvard Ph.D., 1948

Paul Winston McCracken, A.B. (William Penn Coll.) 1937, A.M. (Harvard University.) 1942.

Subject, Economics. Special Field, Economic Fluctuations and Forecasting.
Thesis, “Cyclical Implications of Wartime Liquid Asset Accumulation.”

Source: Harvard University. Report of the President of Harvard College 1947-1948, p. 181.

________________________________

Paul W. McCracken
Classroom Profile
(October 21, 1950)

Paul W. McCracken, a member of the faculty of the School of Business Administration since 1948, was promoted to full Professor this summer. He teaches business conditions, but aside from his academic duties, he serves as a Consultant for the Committee for Economic Development, on Monetary and Debt Management Policy. He is also a member of the Economic Policy Committee of the United States Chamber of Commerce, and is Chairman of the Subcommittee on International Commercial Policy, American Economic Association.

Other professional organizations of which he is a member are the Econometric Society, Royal Economic Society (U.K.), Minneapolis Economic Roundtable, Minnesota Economic Club, Midwest Economic Association, Minneapolis Foreign Policy Association, and the Detroit Economic Club. In addition, he is a Trustee of the First Presbyterian Church.

Professor McCracken was born December 29, 1915, in Richland, la. and received his high school education there before entering William Penn College at Oskaloosa, La., and earning the B.A. degree in 1937. From 1937 to 1940, he served as an Instructor in English at Berea College, Ky., and then he studied at Harvard University, being granted the A.M. degree in 1942. For the next year he was an Associate Economist for the United States Department of Commerce at Washington, and this was followed by a position as Financial Economist for the Federal Reserve Bank of Minneapolis. He was Director of Research there from 1945 to 1948, and he was granted the Ph.D. degree at Harvard in 1948. Professor McCracken is the author of “Hypothetical Projection of Commodity Expenditures,” “Northwest in Two Wars,” “Future of Northwest Bank Deposits,” “Rising Tide of Bank Lending,” various articles on the “Business Outlook,” and “The Present Status of Monetary and Fiscal Policy,” in the Journal of Finance, March,1950 (a paper which was presented to the joint meeting of the American Finance Association in December, 1949.)

Professor McCracken is married to the former Ruth Siler, a graduate of Berea College, and they have two children, Linda Jo, five, and Paula Jeanne, seven months old.

Source: The Michigan Alumnus 43

________________________________

Memoirs, Comments, Discussion
Prof. Emeritus Paul W. McCracken
with Prof. Emeritus Herbert W. Hildebrandt

October 24/31, 2008

What follows are the subjective, human comments of Professor Paul McCracken in an interview on the above date in his office, Ross School of Business, University of Michigan. The purpose is to collect his personal comments on the years he has spent at the University of Michigan and his reflections in working in Washington DC along with five Presidents: Eisenhower, Nixon, Ford, Kennedy, Johnson.

While drafted by Prof. Emeritus Herb Hildebrandt, all of the following comments have been approved after editing by Prof. McCracken.

We are quick to admit there is relatively loose organization of the comments inasmuch as at aged 92 both the respondent and questioner let the ideas flow as they wish. We occasionally will move from the first to third person in the discussion.

General Reflections, Prof. McCracken

1) On a personal level, it is interesting and laudable that the University of Michigan in its long history can maintain its high academic standing when a major public University gives extraordinary publicity to athletics rather than academics. Newspapers shout loudly, and vociferously, when the football team, above all other academic achievements, participates in or leads other teams in a winning season.

Of course major research achievements are noted, sotto voce on an inside newspaper page, as compared with blaring headlines of sports achievements; academic achievements rarely seem to surpass the gridiron success of a football team.

Finally, only the monstrosity of the edifice now under construction (Oct. 2008) surrounding the football stadium suggests a diminution in balance between academics and athletics. It was never always so.

2) When I came to the University, under the persuasion of Dean Stevenson to join the Business School, I faced a major decision. At the time of the invitation I was the Director of Research at the Federal Reserve in Minneapolis, a city for which, even today, I have warm affection. There I was happy in my job. It seemed like a positive future and with affection looked forward to a career in the Federal Reserve.

On reflection, in comparing the agonies that Michigan faces today, especially in some of its larger cities, Minneapolis was pleasant, inviting, warm, friendly.

3) I must interject a negative reflection. That said after remembering that I was hired as an Economics Professor in the School of Business. At the time we had outside our Business School a stand-alone Department of Economics with whom I tried to seek an affiliation and cordial relationship.

Today we use the words of a ‘silo mentality’, i.e., some scholars and departments seek to remain cloistered, absenting themselves from others who do not walk or breathe the same academic air of pure economics, or are housed with them in what was then a cold, gray building. It later burned down. A retribution?

Indeed, I was looked upon then as a useless citizen, an outcast. Rarely do I use gentle profanity but my inner Presbyterian self said, “to hell with them”.

But I must stop. The then Chairman, Prof. Sharfman, of the Economics Department was warm, as were some other on the faculty. Slowly, ever so slowly, that animosity faded, but I must say those initial years were personally difficult.

4) I add the following as additional perceptions of my early academic and slowly emerging Washington DC days. Let me, thus, comment on some of my views regarding the political tastes of the early days of the American Economic Association. Early on, in my opinion, there was overt political affection for the Democratic Party. And those of who know me realize my world was/is the Republican Party, a leaning I have held for many years.

Thus, on campus and nationally, there may have been an underground of political concern about my views. I have no overt proof of that statement, but sense my political DNA may have interrupted the natural flow of events, even attitudes toward me as an individual.

As time mutes one’s attitudes, I today soften all of the above comments.

Today it is no mortal sin to be a Republican and a member of the American Economic Association. But I had my doubts years earlier.

5) One of the most often asked questions of me, after holding the position of Head of the Council of Economic Advisors to President Nixon, was “How was he, what is your impression of him?” Let me give a detailed answer, in multiple parts.

Prior to my direct involvement with President Nixon, I was appointed as a member of the CEA (Council of Economic Advisors). There I learned, added to my knowledge of the working of the government. The chairperson of the Council at that time was Herb Stein.

Prior to Mr. Nixon assuming the Presidency, he or his staff, recommended that three of us, Arthur Burns, myself, and one other person who I’ve forgotten, were to meet in NYC to discuss economic matters. Putting together initial thoughts on the US economy. Intrigue, guesses, editorials as to who would be President Nixon’s Sec. of State, and other Cabinet members, ran wild. Hints were given that possibly I would be asked to come back and head the CEA.

A later call from the Washington Post put my hairs on end and I indicated to the caller that no one had spoken with me about the possibility of heading the Council. To be honest, I had little inclination to enter the inevitable world of politics that that position entailed. Orally, I signed off on the idea.

Subsequently I received one of those phone calls one cannot hang up on: the President of the United States, President Nixon was on the line.

“How about it?” he asked.

I knew what he was asking.

“I have a meeting in one hour with the Cabinet and really have nothing to tell them,” he continued.

I said, “I really should talk with my wife.” (“I knew he had talked with Herb Stein and others; he and others had given their assent.”)

“I called my wife. “Ruth agreed for a longer tenure in Washington.”

“…I agreed,” I told President Nixon, “to be his Chief Economic Advisor and Chair that committee. President Nixon had something now to tell his new Cabinet. “I was somewhat relaxed, and unnerved at the same time.”

“Good,” the President said.

I now jump ahead several years.! I repeat the most often asked question asked of me: “How was he, what is your impression of President Nixon?”

Most questions seemingly were couched in a negative tone; they came with an undisguised innuendo of sarcasm similar to the numerous editorial cartoons that depict him in a negative light. Even today.

Time dulls one’s memory and one is inclined to be gentle, never speaking ill of those who have gone before. I’ll try to be unbiased.

He was a master politician, imbued with innate political skills that out-shown many of those around him. My dealings with him were always warm, friendly, on a high level of friendliness. Never did I feel he was condescending. But I did sense he did let our conversations veer off the main topic, letting our thoughts lose a tight focus. He occasionally slipped away, slipstreaming as one would say of a small airplane, into other topics and concerns.

Regardless, I felt he was consistently deeply concerned about the economy.

One story. We met at Camp David. Lovely spot. The purpose was to discuss whether we should have price controls or not. Forgot who was there, but the dominating theme was President Nixon’s insistence on price controls, in my estimation a no-no that I could never support. Major counter arguments, on both sides crossed our table. President Nixon listened. For one of the few times in our group meetings I vehemently opposed the President, arguing against any kind of price control.

He excused himself toward the end of the day.

He later announced he would support price controls, in my estimation a foretaste of an economic disaster. In my estimation it was!

A sidenote. I have the feeling that he spent the entire night wondering about the issue. He, there at Camp David, seemed to sleep little. One story. Early in the AM he was taking a walk and at the crossroads of two paths, in the dark, ran into a navy man who was coming to work to prepare breakfast. On realizing it was the President, the navy man blurted, “I’m sorry Mam, yes sir, I’m sorry.”

Soon thereafter, I resigned, knowing I had stepped out of sync with the President. He was gracious in accepting my resignation and asked if I would remain until the end of the year, which I did.

In sum. He was warm, friendly in the years following our parting. I visited him on occasions and in private got along well. Attending his funeral was an emotional event, there being seated among leaders of the world, a bit heady for someone from a small Iowa farm.

HWH:“Paul, we’ll speak about four other Presidents, what was your relationship with President Gerald Ford? Please bring us up-to-date of your interactions with him.”

…Entirely different relationship. Indeed, we were personal friends, close friends for a long period of time, our paths crossing in more casual environments than in formal meetings. I’d have to say our human connection was one more of friendship than professional interaction.

A newspaper reporter – there were many that I knew over the years – asked me one day if I knew my name had been mentioned as one who had the ear of the President, my name allegedly being mentioned both in the paper and orally. I was unaware of that pronouncement. My personal guess was that a staff person may have drawn that inference. Oh, occasionally, I did leave Ann Arbor to go to DC and responded to some questions on the economy, but those times were of a short duration. To be honest, I was eager to return to Ann Arbor.

Thus President Ford and I had a personal friendship. It was comfortable to have affection for President Ford because of his genuine warmth, his commonness, his ability to talk with persons from all walks of life, with little awareness of their stature in life. We got along well. And as with other Presidents, it was a deep personal loss when he left us.

7. While my political world was Republican, an interesting event occurred soon after President Kennedy was elected.An old, long-time friend of mine from Harvard days, a Democrat, called me. His invitation was that President Kennedy wished a small bi-partisan group to meet and prepare for his review a memorandum regarding future economic policy suggestions.

Thus three of us met in NYC, a former head of the Federal Reserve of New York, a member of the Council of Economic Advisors, and myself. For one week we reviewed options, finally arriving at a consensus document to present to President Kennedy. Our main thrust was our concern over a lack of gold reserves on which the dollar was based. Should that information become too public we felt there would be an economic calamity. Additionally adding to our concern, was that on the Congressional books was the requirement that enough gold had to be in our vaults to cover the value of the dollar.

President Kennedy accepted our concern and recommended that someone – I forgot who – appear before a Congressional Committee and have the requirement removed. My memory further dims and thus do not recall the outcome.

In short. I found President Kennedy an able person, likable and interested in the economic situation in our country. My brief time with him was pleasant.

8. My work with President Johnson was of a lesser nature, but again honored that a democrat President, or his staff, would ask me to join a small group that had a single purpose:the nature of the national budget, especially how it was to be formed and amended procedures in putting it together. We all felt the entire process of budget preparation needed an overall, but knew that in a democracy the task would be difficult. As part of that group, that discussion was my only tangential involvement in economic affairs during the Johnson tenure.

9. All of the preceding governmental actions took me away from my beloved University of Michigan, at that time the School of Business, now called the Ross School of Business after a munificent financial gift from Mr. Raymond Ross.Thus one has the right to ask, “did my Washington experiences have an impact on my teaching, research, and service to the University?

An emphatic positive “yes.”

There is merit in being able to bring to a class true-to-life stories on the complicated process of running a government, especially its economic policy. To cast a stone is easy, but when one is involved in the process it is easy to discern that application of economic theory is a highly complex matter, rarely deeply understood by the casual newspaper writer. Giving to classes the pragmatic and political nuances, both playing out simultaneously, was for me both invigorating and stimulating – or so I thought in discussions in the classroom.

In a sense I began to moonlight, as does Prof. Paul Krugman the economist of Harvard [sic!] who recently won the Nobel Prize for Economics. He is probably better known for his articles in the New York Times than his economic theories.
Similarly, I was asked to write an occasional article for the Wall Street Journal. Indeed, I am told that as part of the preceding vitae, I wrote over 80 such statements. (Editor’s comment: Paul wrote all those statements in long-hand, relying on his long-time secretary, Margaret Oberle, to master the intricacies of the computer. To this day, Paul still writes in long-hand).
These many WSJ statements were included in my class discussions and occasioned many letters to me and to the editors of the Journal.

Not said out of egotism, but adding personal stories also gave life to what some would call the somber world of economics. I add one story concerning President Eisenhower, simply to suggest that a President may be the most powerful person in the land, yet is underneath as human as the rest of us, especially when lying in a hospital bed.
I got a call from one of President Eisenhower’s aides suggesting that the President while in the Walter Reed hospital, sought out long-time friends to come by and visit with him. The aide suggested the President desired company, finding it lonely lying in a hospital room. My cup was full of responsibilities; my agenda was burdened with appointments. But how to you tell a sick President that “I’m too busy to see you.” …“You don’t.”
I went, thinking that after fifteen minutes an aide would suggest time was up. An hour slipped by; how does one politely tell a President that one would like to leave?” …“You don’t.” Our chat ranged far and wide. One comment is still vivid in my memory. He told me that he remembered when his brother attended the University of Michigan, visiting him there on several occasions. This fact I knew nothing about. That comment gave me sincere pleasure.
In sum, our hospital visit with President Eisenhower was one of my more memorable Washington experiences. His memory was astonishing, his ability to tell a story moving and interesting. With sadness, three months later, I sat in the Washington Cathedral for his funeral, but with the pleasant thought that I had paused to spend time with him.

HWH: Any comments in general about the University as of now, the end of October ’08?

The University is in for rough water, financially. One has only to read the financial papers to realize that tuition payments, especially for the smaller private schools, is becoming more difficult for many parents. We too, even though we’re a State school, will feel the financial ripples. But not as much.

Surely we receive – I’ve lost the precise percentage – some of our operating costs come from the State, but that figure has been deceasing over the years. Increases in tuition cover some of that shortfall, but the University too will bump up against a financial ceiling where devoted parents will find it increasingly difficult to husband funds for their children’s education.

While we receive State funds, those who oversaw our endowment have done so carefully and diligently, and with significant success. Should the State have serious financial problems – and that’s where the rough water come in – our two sources of funding, tuition driven and endowments, become a major sources of our funding.

My above comments in no way paint a picture of gloom and doom. Our great University has existed for over 150 years, slowly nearing two hundred. We’ll continue to survive, but the financial waters will continue to disturb a smooth pattern of onward flowing success.

All the above raises a specter that has been quietly voiced over the years: are we approaching, capturing the aura of a private university? My data is incomplete – and as an economist lack of data is a kiss of professorial death – yet I sense we are yearly beginning to stand on our own bottom. That metaphor is a silent mantra, or one not so silent at Harvard University, and is slowly joining the chorus of some here on our campus. There is little doubt, in my mind, that we are on the doorstep of such a transition. In a lifetime or two that assumption may become a reality.

It is with sincerity that I say the people I have worked with were highly capable; that fact made my journey at the University of Michigan all worthwhile.

Paul McCracken, November 2008.

Source: The University of Michigan Faculty Memoir Project. Paul W. McCracken (October 24/31, 2008).

Image Source: University of Michigan. Faculty History Project

Tags BurnsAF, McCracken, Sharfman, SteinH

Economics Programs Economists Harvard Iowa Michigan Undergraduate

Harvard. Application for Admission to Economics Ph.D. Program. Edward H. Chamberlin, 1922

Post author By Irwin Collier
Post date 2021-11-12

The archived student records of the Graduate School of Arts and Science at Harvard University provide us material needed to write a prequel to a Ph.D. economist’s professional biography. To illustrate the the richness of such material, I have transcribed Professor Edward Hasting Chamberlin’s application materials that he submitted to Harvard. Judging from a couple of issues of Iowa’s “The Hawkeye Yearbook”, it does appear that Edward Chamberlin was quite a Busy Man on Campus during his undergraduate years.

Pro-tip. More information about the faculties and courses of instruction during Chamberlin’s pre-Harvard university days can be culled from the respective university catalogues archived at hathitrust.org:

Catalogues of the State University of Iowa.
Catalogues of the University of Michiga n.

Fun-fact: Edward H. Chamberlin played the role of Geoffrey Rawson in the production of Mrs. Bumpstead-Leigh performed May 12, 1920 at the Englert Theatre (joint production of the Erodelphian Literary Society and Irving Institute). The Hawkeye Yearbook, 1921.

_____________________________________

POLITICAL ECONOMY, SOCIOLOGY,
BUSINESS ADMINISTRATION

532 Thompson St.
Ann Arbor, Mich.
April 11, 1922.

Mr. George W. Robinson, Secretary
The Graduate School of Arts and Sciences,
Harvard University,
Cambridge, Mass.

Dear Sir:

Enclosed with this letter are transcripts of my work at the State University of Iowa and at the University of Michigan and my application for admission to candidacy for the degree of Doctor of Philosophy in Economics at Harvard University. Under separate cover I am making marked copies of the University of Michigan and the State University of Iowa. In some cases the catalogues do not indicate the work taken on account of changes. In these instances I have tried to duplicate the needed information in the margins.

I am making my application early so that I may know in advance as much as possible about the work I must take for my degree I presume that individual courses are not settled upon until after a conference. I shall be glad if I may know this spring how much credit will be allowed me for previous work, how much additional coursework will be required, and in what general branches.

Very truly yours,
[signed]
Edward H. Chamberlin

* * * * * * * * * * * *

THE GRADUATE SCHOOL OF
ARTS AND SCIENCES

APPLICATION FOR ADMISSION TO CANDIDACY FOR A DEGREE IN ARTS OR PHILOSOPHY

NAME: E. H. Chamberlin

DATE April 1922

DEGREE APPLIED FOR Ph.D.

SUBJECT Economics

COLLEGE State U. of Iowa and U. of Mich.

REMARKS

B, except for French

25 Apr. 1923: French O.K.

* * * * * * * * * * * *

HARVARD UNIVERSITY
THE GRADUATE SCHOOL OF ARTS AND SCIENCES

Application for Admission to Candidacy for a Degree in Arts or Philosophy

[Note: Chamberlin’s responses in his application have been highlighted using boldface.]

Return this application, with certificates of other evidences of scholarship and character, to the Secretary of the Graduate School of Arts and Sciences, No. 24 University Hall, Cambridge, Mass.

Applications for the degree of Master of Arts or Doctor of Philosophy will be received as late as the fifteenth day of January of the academic year in which the degree is to be taken; but candidates are urged to file their applications at the beginning of the year or ealirer, so that they may receive timely advice with reference to the work that will be expected of them for the degree.

The application should be accompanied by a Recorder’s or Registrar’s certificate of the applicant’s college or university work, and also, if possible, by a college catalogue or catalogues in which the studies he has taken are clearly marked. Final admission to candidacy for a degree is always conditional upon satisfactory official certification of the facts stated in the application.

Applications for the degree of Doctor of Philosophy should be filed, if possible, at the beginning of a student’s Graduate work for the degree.

An applicant for the degree of Master of Arts, who wishes to take later the degree of Doctor of Philosophy, should state the fact in his application for the Master’s degree, which will then be considered with reference to both degrees.

Full name. Edward Hastings Chamberlin
Post-office address. (Give prompt notice to the Secretary of the Graduate School of Arts and Sciences of any change.). 532 Thompson St., Ann Arbor, Mich.
Date and place of birth. La Conner, Wash. May 18, 1899.
High schools or other preparatory schools attended, and periods of attendance. Iowa City (Iowa) High School. 4 years
Colleges and universities attended and periods of attendance. What course did you take (classical, literary, scientific, etc.)? Univ. of Iowa. 1916-1920. Commerce; Univ. of Michigan. graduate. 1920-1922.
If you are an undergraduate, state: (a) What degree you expect, and when. [left deliberately blank]. (b) Rank or average standing in class [left deliberately blank]
If you have received a degree, state what degree, from what college, and when. B.S. in Commerce, Univ. of Iowa, June, 1920; M.A. University of Michigan, June, 1922.
If you have been a Graduate student at any college or university, state where, when, and in what subjects. State University of Iowa, summer sessions 1920 and 1921. Income Tax. Pol. Science; Univ. of Michigan 1920-1921, 1921-1922, Economics, Philosophy. and name your principal teachers in those subjects. Iowa. Prof. R. A. Stevenson [Associate Professor of Accounting, Russell Alger Stevenson, B.A. Michigan, 1913; M.A. Iowa, 1915; Ph.D. Michigan, 1918], Prof. Jacob Van der Zee [Assistant Professor of Political Science Jacob Van der Zee, B.A. Iowa, 1905; B.A. Oxford, 1908; M.A. 1913; LL.B. Iowa, 1913]; Michigan, Prof. F. M. Taylor [Professor of Political Economy and Finance Fred Manville Taylor, Ph.D.], Prof. I. L. Sharfman [Professor of Economics Isaiah Leo Sharfman, A.B., LL.B.], Dean Alfred H. Lloyd [Professor of Philosophy and Dean of the Graduate School Alfred Henry Lloyd, Ph.D.].
Honors or other evidences of high scholarship awarded to you. Phi Beta Kappa. Beta Gamma Sigma.
For what degree (or degrees) do you wish to be a candidate, and when? Doctor of Philosophy in Economics, September 1922.
Of the following branches, underscore once those which you have studied in college, and [mark with an asterisk (*)] those in which you have done advanced work. This information should be supplemented by a carefully marked and annotated catalogue or calendar.

Hebrew	Government	Physics
Sanskrit	*Economics	Chemistry
Greek	Sociology	Botany
Latin	*Philosophy	Zoölogy
English Composition	Education	Geology
English Literature	Fine Arts	Physiography
German	Architecture	Mineralogy
French	Music	Mining
Italian	Mathematics	Anthropology
Spanish	Astronomy	Subjects not classified above.
History	Engineering	Psychology
		Journalism

(a) State which of the languages named below you have studied, and how long in each case. German 1 1/2 yrs. high school; 2 yrs. Univ. French [deliberately blank], Greek [deliberately blank], Latin 2 years high school. Any modern foreign language other than German and French. Spanish. (b) Do you know German and French well enough to be able to consult works on your subject in these languages? German-yes; French-no.
In what subject do you wish to be considered as a candidate for a degree? State in detail your previous work in this subject.

Economics
Industrial History 4 sem. hrs.	Intro. to Econ. Theory 6 sem. hrs.	Research in Accounting 2 sem. hrs.
Commercial Geography 4 sem. hrs.	Cost Accounting 4 sem. hrs.	Railroads 3 sem. hrs.
Prin. of Economics 6 sem. hrs.	Public Utility Accounting 2 sem. hrs.	Essentials of Ec. Theory (continued) 2 sem. hrs.
Prin. of Accounting 6 sem. hrs.	Income Tax 2 sem. hrs.	*The course in Ec. statistics had nothing to do with statistics but dealt with the nature of income and sundry other subjects.
Business Efficiency 4 sem. hrs.	Essentials of Econ. Theory 2 sem. hrs.
Corporation Finance 4 sem. hrs.	Commercial Law 4 sem. hrs.
Banking 2.6 sem. hrs.	Economic Statistics 4 sem. hrs.*
Problems of Peace and Reconstruction 1.3 sem. hrs.	Studies in Econ. Theory (History of Econ. Thought) 2 sem. hrs.
Industrial History 4 sem. hrs.	Intro. to Econ. Theory 6 sem. hrs.

Present occupation. (State definitely.) Instructor in Economics, University of Michigan.
If you are, or have been a teacher, what positions have you held? at what institutions? in what subjects? and during what periods of time? Instructor, University of Michigan (1920.-1921; 1921-1922) and University of Iowa (Summer Session 1921); Economics and Accounting—Sept. 1920 to June 1922.
From whom can information as to your previous work be obtained? Prof. F. M. Taylor [Professor of Political Economy and Finance Fred Manville Taylor, Ph.D.], and Prof. I. L. Sharfman [Professor of Economics Isaiah Leo Sharfman, A.B., LL.B.], Ann Arbor, Mich.; Prof. F. H. Knight [Associate Professor of Economics Frank Hyneman Knight, B.S. Tennessee, 1913; A.M. 1913; Ph.D. Cornell, 1916], University of Iowa, Iowa City, Iowa.
List of printed and written documents submitted with this application. Catalogue, University of Michigan—separate cover; Catalogue, University of Iowa—separate cover; Certified record of courses pursued from Iowa and Michigan

Signature. [signed] Edward H. Chamberlin
Place of writing this application. Ann Arbor, Michigan.
Date. April 11, 1922

* * * * * * * * * * * *

THE STATE UNIVERSITY OF IOWA
IOWA CITY

TRANSCRIPT OF RECORD

of Edw. Hastings Chamberlin
College Liberal Arts

Secondary Credits Accepted from Iowa City, Iowa

	Units
Latin	2
French
German	1½
English	4
History—Gv.—Econ.	2
Algebra	1½
P. & S. [Plane & Solid] Geometry	1½
Science	2
Draw.	2
	16	Entrance conditions: none

Degree B.S.C. Conferred [date] 6-15-20

This is a true statement of the credit earned by Edw. Hastings Chamberlin in the college of Liberal Arts of the State University of Iowa.

[signed] [?Signature illegible], Asst Registrar
Date 7/31/20

1916-17

Cat No	Subjects	1^st Sem		2^nd Sem
Cat No	Subjects	Hrs	Gr	Hrs	Gr
	Drill		excused	½	B
	Phy Training		excused	½	Cr
	Fresh. Sect.	1	C
1, 2	Eng. (Rhet.)	2	A	2	B
13, 14	German (Interm.)	5	C	5	C
5	Math. (Trig. Alg.)	5	A
3	Econ (Ind.Hist.)	4	B
4	Econ. (Com. Geog.)			4	B
6	Math. (An. Geom.)			5	A

1917-18

Cat No	Subjects	1^st Sem		2^nd Sem
Cat No	Subjects	Hrs	Gr	Hrs	Gr
	Drill	.5	Cr	.5	Cr
1	Econ (Prin.) 1(2)	3	B	3	C
7	Econ. (Elem.Acc.) 7(8)	3	A	3	A
21	Eng. (Lit.) 21(22)	3	B	3	B
51	Spanish (Elem.) 51(52)	5	A	5	A
179	Eng. (Editing) 179	2	C
	Phy. Tr.			.5	C

1918-19

Cat No	Subjects	1^st Sem		2^nd Sem
Cat No	Subjects	Hrs	Gr	Hrs	Gr
	Psych. (Elem.) 1,2	2	B	2	B
	Span. (2d yr.) 54,55	2	A	2	A
	Econ. (Efficiency) 167,168	2	B	2	A
	Econ. (Corp. Finance) 143,144	2	B	2	B
	Econ. (Banking) 165,166	1.3	B	1.3	A
	Econ. (Prob. Peace & Recon.) 50	1.3	C

	Officers’ Training Course, Fort Sheridan, Ill.			6 s.h.
	Service in the U.S. Army 7-18-18 to 1-15-19			10 s.h.
	1238 1254			10-11-19

1919-20

Cat No	Subjects	Fall		Winter		Spring
Cat No	Subjects	Hrs	Gr	Gr	Gr	Hrs	Gr
	Com. (Intro. Econ. Theory) 135	2	A	2	A	2	A
	Com. (Cost Account) 131	2	B	2	A
	Com. (Com. Law) 189	1.3	B	1.3	B	1.3	A
	Math. (2d yr. L.A. Math) 3	2.7	A	2.7	A	2.7	A
	Com. (Pub. Ut. Acc’t) 132					2	A

Summer Session 1920

Cat No	Subjects	July
		Hrs	Gr
	Econ VI	2	A

* * * * * * * * * * * *

Summer Session 1921

Cat No	Subjects	August
Cat No	Subjects	Hrs	Gr
	Pol Sci 11S	1.6	P
	Pol Sci 117S	.4	P

[Summer Session 1921 from a card from the State University of Iowa, Iowa City. Registrar: H. C. Dorcass [University Examiner and Registrar Herbert Clifford Dorcas, B. Ph. Iowa, 1895; M.A. Columbia, 1903] 9/19/21]

* * * * * * * * * * * *

UNIVERSITY OF MICHIGAN
ANN ARBOR

GRADUATE SCHOOL
OFFICE OF THE DEAN
[Transcript of courses taken
by Edward H. Chamberlin]

April 7, 1922.

TO WHOM IT MAY CONCERN:

This is to certify that Mr. Edward H. Chamberlin, B.S. in Commerce, University of Iowa, was admitted to this Graduate School in the fall of 1920 as a candidate for the Master’s degree. During his residence in the School, Mr. Chamberlin has pursued the following courses:

First Semester, 1920-21
Course	No.	Credit	Grade
Economics	8	2 hrs.	B
Economics	13d	2 hrs.	A
Economics	17	1 hr.	A
Second Semester, 1920-21
Economics	7	2 hrs.	A
Economics	8a	2 hrs.	B
Economics	18	1 hr.	A
First Semester, 1921-21
Philosophy	9a	3 hrs.	A
Economics	6	3 hrs.	A
German	*9c	——	B
Second Semester, 1921-22
Economics	8	2 hrs.	Now taking.
Philosophy	9b	3 hrs.	Now taking.
German	*10c	——	Now taking.
A=Excellent, B=Good, C=No graduate credit, *Undergraduate course

Mr. Chamberlin was granted credit towards the Master’s degree at this University for graduate work done at the State University of Iowa. Upon the satisfactory completion of the work now being pursued, the degree of Master of Arts will be conferred upon Mr. Chamberlin in June, 1922.

[signed] Alfred H. Lloyd
Dean, Graduate School.

* * * * * * * * * * * *

Carbon Copy of Reply to Chamberlin’s Application of 11 April 1922

13 April 1922

My dear Sir:

Your application for admission to the Graduate School of Arts and Sciences as a candidate for a higher degree has been received and examined. The obvious difficulty in your case is your deficiency in French. I accordingly advise you to devote as much time as possible to work in this language between now and next fall. In the meantime you will do well to look over the scheme of subjects from which selections are made, in preparation for the general or preliminary examination for the doctorate, and at the beginning of the year you should consult Professor Charles H. Haskins, Dean of the Graduate School of Arts and Sciences, as to the arrangement of your work. i see no specific deficiency in your preparation other than the French, and I see no reason to doubt that you can arrange a satisfactory plan of work for the doctorate in consultation with Dean Haskins and with the Department of Economics. It is impossible at present to make any very definite estimate of the length of time that your work would require. I should suppose that you ought to plan for two solid years at least, with the idea that if your work is not completed by the end of that time you may perhaps be able to finish up your thesis in absentia, and then to come back for your final examination. If a part of your time during either of the two years is devoted to work as assistant or instructor, at least a third year in residence would presumably be necessary.

Very truly yours,
[Carbon copy unsigned]

Edward H. Chamberlin

Source: Harvard University Archives. GSAS student folders (UAV161.201.10), Box 117, Folder: E. H. Chamberlin.

Image: Edward Chamberlin. University of Iowa. The Hawkeye 1920, p. 37.

Tags Chamberlin, Knight, Sharfman, TaylorFM

Economists Michigan Research Tip Teaching

Michigan. Henry Carter Adams and School of Applied Ethics, 1891. With Biography.

Post author By Irwin Collier
Post date 2019-03-17

Scavenging in digitized archives is certainly no less important an activity than risking the dust in conventional archival folders found in boxes to seek paper receipts of history. Last night I stumbled into the wonderful digitized archives of the University of Michigan’s daily newspaper (see link below). Like a kid in the proverbial candy store, I was riding a sugar high for most of the evening. This morning after a couple of cups of coffee, I put together the following material: biographical/career information about Professor Henry Carter Adams and a report of an interdisciplinary summer school he helped to establish in applied ethics (in 1891!).

I was well aware of Adams’ reputation as an expert in public finance, but I hadn’t noticed that he had been fired from Cornell for a lecture he gave on the Great Southwest railroad strike of 1886. “This man must go, he is  sapping the foundations of our society.” We shouldn’t ever take our academic freedom for granted!

Other posts at Economics in the Rear-view Mirror dealing with the economist Henry Carter Adams:

Research Tips:

The online searchable archives of the University of Michigan newspaper, The U. of M. Daily.
The University of Michigan Faculty History Project

______________________

 HENRY CARTER ADAMS
(31st December, 1851—11th August, 1921)

The following memorial to the late  Professor Henry C. Adams was present ed to the University Senate at a recent  meeting. It was prepared by a commit tee of which R. M. Wenley; Professor of  Philosophy was the chairman. The other  members were S. Lawrence Bigelow,   Professor of Chemistry and I. Leo  Sharfman, Professor of Economics.

An obvious drawback of academic life is  that titles tend to obscure persons: and when,  as with our colleague Henry Carter Adams,   the man dwarfs the title, liability to misjudge  or overlook becomes serious. Not till too  late, death prompting inquiry or reflection, do  we grow aware of the true reasons for the  magnitude of our gain and loss. Even so,   when we attempt a fit Memorial, the Odyssey  of the spirit is all too apt to evade our tardy  heed. The career of Professor Adams furn ishes a typical case in point.

Henry Carter Adams was born at Daven port, Iowa, December 31, 1851. He came of  old New England stock; his forebears had  made the great adventure oversea in 1623. His  mother, Elizabeth Douglass, and his father,   Ephraim Adams, were a like-minded pair,   representative of the soundest traditions of  New England character and nurture. Ephraim  Adams, one of a small band of missionaries  from Andover Theological Seminary who for sook everything for Christ’s sake, arrived on  the open prairies of Iowa in 1842—the goal  of three weeks’ hard journey from Albany, New York. Their mission it was to kindle  and tend the torch, not merely of religion, but  also of education, among the far-flung pioneers.   Consequently, it is impossible to understand  why Henry Adams was what he was, became  what he became, unless one can evoke sympa thetic appreciation of the temper, which de termined his upbringing. For example, it may  well astonish us to learn that his nineteenth  birthday was but a few months off ere he  received his first formal instruction. The  reasons thereof may astonish us even more.   The child had been sickly always, physicians  informing the parents that he could not survive the age of fourteen. The “open prairies”  proved his physical salvation. Given a cause  and a gun, the boy roamed free, passing from  missionary home to missionary home, some- times bearing parental messages to the scat tered preachers. In this way he outgrew  debility and, better still, acquired a love for  nature, and an intimacy with our average  citizenry, never lost. Meanwhile, the elder  Adams taught him Greek, Latin, and He brew  as occasion permitted. At length, in 1869, he   entered Denmark Academy whence, after a  single year, he was able to proceed to Iowa  College, Grinnell, where he graduated in 1874. During these five years, the man whom we  knew started to shape himself.

In the home and the wider circle of friends, the impressionable days of childhood had been  moulded by Puritanism. God’s providence,  the responsibility of man, the absolute distinc tion between right and wrong, with all result- ant duties and prohibitions, set the perspective.  Fortunately, the characteristic Yankee interest  in education—in intelligence rather than learn ing—contributed a vital element. An active  mind enlarged the atmosphere of the soul. De- spite its straight limitations as some reckon  them; here was a real culture, giving men in ner harmony with self-secure from disturbance  by the baser passions. As we are aware  now, disturbance came otherwise. To quote  Adams’ own words, he was “plagued by doc trines” from the time he went to the Academy.   The spiritual impress of the New England  home never left him; it had been etched upon  his very being. But, thus early, Calvinistic  dogma aroused misgivings, because its sheer  profundity bred high doubt. As a matter of  course, Ephraim Adams expected his son to  follow the Christian ministry, and Henry him self foresaw no other calling meantime. Hence, when scepticism assailed him, he was destined  to a terrible, heart-searching experience, the  worse that domestic affection drew him one  way, mental integrity another. His first years  at Grinnell were bootless; the prescribed stud ies held no attraction and, likely enough, sick ness had left certain lethargy. But, when  he came to history, philosophy, and social  questions, he felt a new appeal. His Junior  and Senior years, eager interest stimulating,  profited him much. Still dubious, he taught  for a year after graduation at Nashua, Iowa. Then, bowing to paternal prayer and maternal  hope, he entered Andover Theological Semi-nary, not to prepare for the ministry, however,   but “to try himself out”—to discover whether  preaching were possible for him. In the Spring  of 1876, he had decided irrevocably that it was  not. Adams’ “first” education—education by  the natal group—ended here. It had guaran teed him the grace which is the issue of  moral habit, had wedded him to the convic tion that justice is truth in action. For, al- though he abandoned certain theological for mulae, the footfall of spiritual things ever  echoed through hrs character. The union of  winsome gentleness with stern devotion to  humanitarian ideals, so distinctive of Professor Adams, rooted in the persistent influ ence of the New England conscience.

The Second Education

Turning to the “second” education, destined  to enroll our colleague among economic lead ers, it is necessary to recall once again conditions almost forgotten now. When, forty-five  years ago, an academy and college-bred lad,   destined for the ministry, found it necessary  to desist, he was indeed “all at sea.” For  facilities, offered on every hand today by the  Graduate Schools of the great universities,   did not exist. The youth might drift—into  journalism, teaching, or what not. But drift ing was not on Adams’ programme. He wrote  to his parents who, tragically enough, could  not understand him, “I must obtain another  cultural training.” His mind had dwelt already upon social, political, and economic prob lems: therefore, the “second” education must  be non-theological. Whither could he look? At this crisis his course was set by one of  those small accidents, which, strange to tell,   play a decisive part in many lives. By mere  chance, he came upon a catalogue of Johns  Hopkins University, so late in the day, more- over, that his application for a fellowship,   with an essay enclosed as evidence of fitness,  arrived just within time limits. Adams was  chosen one of ten Fellows from a list of more  than three hundred candidates, and to Balti more he went in the fall of 1876. His letters  attest that the new, ampler opportunities at tracted him strongly. He availed himself of  concerts, for music always moved him. Here  he heard the classics for the first time. Hither- to he had known only sacred music. Sometimes  he played in church and, as records show, he  sang in our Choral Union while a young pro fessor. We find, too, that he served as assistant in the Johns Hopkins library, not for  the extravagant salary, as he remarks humor ously, but on account of access to books—”I  am reading myself full.” His summers were  spent in his native State, working in the fields.   In 1878 he received the doctorate, the first  conferred by the young and unique university.

 Study in Europe

The day after graduation President Oilman  sent for him, and told him, “You must go to  Europe.” The reply was typical—”I can’t, I  haven’t a cent.” Oilman continued, ”I shall  see what can be done,” with the result that the benefactor to whom Adams dedicated his  first book found the requisite funds. Brief  stays at Oxford and Paris, lengthier at Berlin  and Heidelberg, filled the next fourteen  months. The journalistic bee still buzzing in  his head, Adams had visited Godkin before  leaving for Europe, to discuss the constructive  political journalism he had in mind. Godkin  received him kindly, but as Adams dryly re- marks, had a long way to travel ere he could  understand. In the summer of 1878, President  Andrew D. White, of Cornell, traveling in  Germany, summoned Adams, to discuss a  vacancy in this university. To Adams’ huge  diappointment, as the interview developed, it  became apparent that White, with a nonchalance some of us remember well, had mistaken H. C. Adams, the budding economist,   for H. B. Adams, the budding historian. The  vacancy was in history, not in political science  or economics. Expectation vanished in thin  air. But Adams was not done with. Return ing to his pension, he sat up all night to draft  the outline of a course of lectures which, as  he bluntly put it, “Cornell needed.” Next day  he sought President White again who, being  half persuaded by Adams’ verbal exposition,   kept the document, saying he would communicate with Cornell, requesting that a place be  made for the course if possible. Writing from  Saratoga, in September 1879, Adams tells his  mother that all is off at Cornell, that he must  abandon his career and buckle down to earn ing a livelihood. A lapse of ten days trans formed the scene. The Cornell appointment  had been arranged, and he went to Ithaca  forthwith. So meagre were the facilities then  offered in the general field of the social sci ences that Adams gave one semester, at Cornell and Johns Hopkins respectively, to these  subjects in the year 1879-80. The same ar rangement continued till 1886, Michigan be ing substituted for Johns Hopkins in 1881. As  older men recall, Dr. Angell taught economics,   in addition to international law, till the time  of his transfer to Pekin as Minister to China.   At this juncture, Adams joined us, forming a  life-long association. He himself says that he  “gave up three careers, —preaching, journalism,   and reform—to devote himself to teaching”  where he believed his mission lay.

Dismissal from Cornell

There is no better index to the enormous  change that has overtaken the usual approach  to social questions than the circumstances , which caused Adams’ expulsion from Cornell  University. The Scientific American Supple ment (p. 8861) of date August 21st, 1886, con tains the substance of an address, “The Labor  Problem.” We quote Adams’ comments, inscribed beside the clipping in his personal  scrapbook.

“This is the article that caused my dismissal  from Cornell. This article was given on the  spur of the moment. Professor Thurston had  invited a man from New York to address the  engineering students, but the lecturer failed  to come. I was asked to come in and say a  few words on the Gould Strike. It was said  to me that other members of the Faculty  would speak, and that I might present my  views as an advocate.

“The room was crowded for, besides the  engineering society, my own students, getting  word of it, came over to the Physical Laboratory room where the addresses of the society  were given. A more inspiring audience no  man could have, and I spoke with ease, with  pleasure and, from the way my words were  received, with effect. The New York papers  reported what I said and, three days after, Mr.  Henry Sage, than whom I know no more  honest hypocrite or unchristian a Christian,   came into the President’s office and, taking  the clipping from The New York Times out  of his pocket said, “This man must go, he is  sapping the foundations of our society.” It  was not until then that I thought of putting  what I said into print, but I then did it, fol lowing as nearly as possible what I said and  the way I said it.

“The effect of this episode upon myself was  to learn that what I said might possibly be of  some importance.

“Of course, there is a good deal of secret  history connected with the matter, but I am  not likely to forget that.”

This echo of old, far-off, unhappy things is  most suggestive, because more than any other  man, perhaps, Adams mediated the vast, silent  change marking these last thirty-five years.   As has been aptly said, “he had a most roman tic intellectual career.”

Appointment at Michigan

In 1887, he was appointed to the Michigan  chair, which he greatly graced till death. At  this time, too, on the urgent request of his  close friend, Judge Thomas M. Cooley, then  Chairman, he joined the Interstate Commerce  Commission, much against his own inclination.   When he founded the Statistical Department,   he had the assistance of a single clerk; when  he resigned, in 1911, the personnel numbered  two hundred and fifty. Mutatis mutandis, a  parallel expansion overtook our Department  of Economics under his leadership.

It must suffice merely to mention his services with the Eleventh Census, the Michigan  Tax Commission, and the Chinese Republic,   pointing out that such positions come only to  men of high distinction and proven authority.   More than a quarter of a century has elapsed  since his election to the Presidency of the  American Economic Association, which he  helped to found; nearly as long since he was  presiding officer of the American Statistical  Association. In short, he ranked among the  most important and influential leaders in his  chosen field. His Alma Mater honored her- self in honoring him with the degree of LL.D  twenty-three years ago; Wisconsin followed suit in 1903; Johns Hopkins in 1915. Needless  to say, he had many offers, some most tempt ing, to leave Michigan. But, entertaining pro found confidence in the State University, be lieving that it was destined to be instrumental  in the diffusion of those opportunities in high er education indispensable to a free democracy,  he refused to move. In attachment to this  University, like not a few men whom she has  imported, he outdid many alumni.

His Original Work

Naturally, Adams produced a mass of orig inal work. Upon two fields of economic investigation, particularly—public finance and  public control—he imposed a durable imprint.  His interest in public finance dated from his  doctoral dissertation, Taxation in the United  States, 1789-1816. In Public Debts, an Essay  in the Science of Finance, later translated into  Japanese, and in The Science of Finance, an  Investigation of Public Expenditures and Pub lic Revenues, he not only manifested wide  economic grasp and remarkable power of an alysis, but exhibited the principles of public  finance as a scientific unity, in their manifold  relations to social, political, and economic progress. His memorable essay, The Relation of the State to Industrial Action, marked his initial, and most significant, contribution in the  field of public control. He subjected the preva lent doctrine of laissez-faire to searching analysis, and, with profound appreciation of the  demands of a dynamic world, formulated basic  principles for the guidance of industrial leg islation. His emphasis on the function of the  State in moulding the plans of competitive ac tion, in realizing for society the benefits of  monopolistic control, and in restoring condi tions of social harmony to the economic order,   foreshadowed much of the theoretical dis cussion and practical reorganization of a later  day. His subsequent achievements in the de velopment of public control, especially over  railroad transportation, are incorporated in the  accounts and classifications which he slowly  evolved as statistician of the Interstate Com merce Commission. The universal acceptance  today of statuted accounting and statistical  practice as an indispensable instrument for the  effective regulation of railroads and public  utilities remains a lasting monument to the  intelligence and validity of his pioneering ef forts. It is a distinct loss to economic scholarship and to historical tradition that his Ameri can Railway Accounting published seven years  after his resignation from the Interstate Com merce Commission, was but a commentary on  these accounts and classifications rather than  that graphic picture of their origin and de velopment such as he alone was competent to  produce.

The Social Philosopher

Throughout life, Adams’ intellectual ap proach was that of a social philosopher rather  than of a technical economist. This is plain  throughout his published work. Intuitive yearn ing for social justice, prompted by a Puritan  conscience, stimulated by an analytical intel lect, colored all his writings. Human rela tions uniformly served as his point of depar ture, and humane amelioration was ever the  horizon toward which he moved. Such was  the spirit of his Relation of the State to In dustrial Action, and of his fundamental stud ies in public finance. His papers on the social  movements of our time, and on the social  ministry of wealth, contributed to The Inter national Journal of Ethics; his discussions, in  the economic journals, of economics and jur isprudence, publicity and corporate abuses, and  of many of the more technical aspects of rail- road taxation; of the developments of the  Trust movement, budget reform, and foreign  investments as a crucial element in international maladjustments, were moulded by a similar  insight into primary human relations, and by  a like desire to contribute to the realization of  human betterment.

Accordingly, it was the more remarkable  that Professor Adams proved himself so ef fective a public servant in the formulation of  practical and concrete machinery for the regulation of transportation agencies, in this  country and in China. The reason for this  success is to be found in his consistent adher ence to the conception of accounts and sta tistics as mere instruments of social control  rather than as fields of inquiry for their own  sake. From first to last, then, he remained the  social philosopher. His plans for the future  promised a return to the synthetic intellectual  activity of his early career. Death overtook  him with his labors unfinished, but the direc tion of his interests was clear and unmistak able.

In sum, then, remarkable as was the career,   formative as were its results, the personality  overtopped all else, mainly because Adams’  austere judgment of self, his nigh innocent  attitude toward his great attainments, won  upon others. Indeed, no one would have been  more surprised than he at the words we have  addressed to you this evening, —partly on ac- count of his innate modesty, partly thanks to  his very reticence, which prevented us from making known to him how we esteemed his  deep, pervasive glow.

S. LAWRENCE BIGELOW
 I. LEO SHARFMAN 
R. M. WENLEY, Chairman

Source: The Michigan Alumnus 520-524. Transcribed at the Henry Carter Adams page at the University of Michigan Faculty History Project.

______________________

School of Applied Ethics, 1891.
First Dean, Henry C. Adams of the University of Michigan

In this article we give a brief sketch of the school of Applied Ethics and Prof. Henry C. Adams’ work in connection with it.

The following, taken from the secretary’s report, describes the origin and purposes of the institution:

“The School of Applied Ethics held its first session at Plymouth, Mass., from July 1 to August 12, 1891. This was an experimental undertaking, and the first step towards the carrying out of a large and important educational project, the founding of a fully-equipped School of Applied Ethics in connection with some large university. It is proposed, not to found another school similar to and is as a rival of any schools already existing, but to meet a real educational need by furnishing systematic instruction in a field of investigation not especially provided for in established institutions.

The experiment of last summer proved so successful that it has been decided to hold a similar session another year at the same time and place, and the managers hope that not only the summer school, but also the permanent school referred to will be successfully established, and occupy in time an important place among educational institutions.

The proposition to establish a School of Applied Ethics, either independently or in connection with some large university, has been under discussion for several years. Attention was first called to the need of such a school, in a public address in Boston, by Prof. Felix Adler, during the May anniversary week of 1879. The project was afterwards discussed in the Index and other papers; but the plans were still too indefinite and public interest was not sufficiently awakened to the importance of the undertaking.

The subject was next brought to public notice, and in a more definite shape at the third convention of the Ethical Societies, held in Philadelphia, January, 1889. It was the topic of a special public meeting, and addresses were made by Prof. Adler, Mr. Thomas Davidson, Professor Royce, Rev. Wm. J. Potter, and others. Numerous letters endorsing the proposed school were received from distinguished representatives of different professions in various parts of the country. At the next convention of the Ethical Societies, held in New York, December, 1890, the project was again brought forward and endorsed at a public meeting by President E. Benj. Andrews, Rev. Lyman Abbott, Professor Daniel G. Brinton, Rev. R. Heber Newton, Dr. A. S. Isaacs, and Professor Adler. Definite action towards the realization of the project was taken in the following resolution, passed by the convention:

Resolved, That the Executive Committee be empowered to raise $4000 to establish a Summer School of Ethics for one year, and to hand over its management to a committee of nine, three of whom shall be lecturers of the Ethical Societies.

In consequence of this resolution a committee was appointed, which met in New York, March 2, 1891. There were present Professor H. C. Adams, of the University of Michigan, Professor C. H. Toy, of Harvard University, Professor Felix Adler, of New York, President E. Benjamin Andrews, of Brown University, Professor Morris Jastrow, Jr.,of the University of Pennsylvania, and Mr. S. Burns Weston, of Philadelphia. The trust implied by the above resolution was accepted by the committee, and plans were presented and adopted for a summer session of six weeks with the three departments of Economics, History of Religions, and Ethics. Professor Henry C. Adams was made director of the department of Economics, Professor C.H. Toy, of History of Religions, and Professor Felix Adler, of Ethics proper. It was decided that the office of Dean should be filled in rotation by the heads of the departments in the order given, and Prof. Adams became Dean of the school for the first year.

The first session opened July 1, at Lyceum Hall, Plymouth, Mass., with public addresses by Professors Adams, Toy, and Adler on the work to be done in their respective branches. The regular daily lectures began Thursday, July 2, with a good attendance.

In the department of economics the main course consisted of a series of sixteen lectures by Professor Adams, on the History of Industrial Society and Economic Doctrine in England and America, in which special attention was given to the gradual rise of those practical problems in the labor world, which cause so much anxiety and discussion today. The subjects of the lectures in this course were as follows:

The Modern Social Movement, and the True Method of Study. The Manor considered as the Unit of Agricultural Industry in Feudal Times. The Town considered as the Unit of Manufacturing Industry in Feudal Times. The Black Death and Tyler’s Rebellion considered in their Industrial Consequences. The Times of Henry VIII and Elizabeth considered as foreshadowing Modern Ideas of Capital. The Spirit of Nationalism as expressed in Industrial Legislation of the 17th and 18th’s Centuries. Liberal Writers of the Eighteenth Century, considered with Especial Reference to the Industrial Liberalism of Adam Smith. Industrial and Social Results of the Development of Textile Machinery. Critical Analysis of the Effect of Machinery on Wages. Industrial and Social Results of the Development of Steam Navigation. Mill’s Political Economy, considered as the most Perfect Expression of the Industrial Ideas of the Middle Classes. Changes in Economic Ideas since Mill; (a) Fundamental Economic Conceptions, (b) Relation of Government to Industries. Trades-Unions considered as the Workingman’s Solution of the Labor Question. Public Commissions considered as a Conservative Solution of the Monopoly Question. An Interpretation of the Social Movement of Our Time.”

The following, clipped from the article by Rev. W. H. Johnson in the Christian Register, shows that Prof. Adams sustained his well-merited reputation as a political economist of the first rank:

“The chief interest of the school seems to have centered in the Department of Economics, testifying to the growing appreciation of the profoundly vital manner in which the great social topics of the times touch us all. Here were numbers of people gathered together who had become tired of the cure-alls offered by narrow-minded enthusiasts, not less than heartsick of the social wrongs and miseries which bring this class into existence, and intensely anxious for some teaching which would point out clear landmarks. Only the existence of this feeling of earnest longing for some measure of authoritative exposition can account for the enthusiasm which has attended the economic course. In Prof. Adams, this department has had for its director and chief expositor a mastermind. Apart from the interest of the subject, it would be impossible to listen without keen satisfaction to his rigid analysis and lucid explanations of a subject which is, for the most of us, wrapped in “chaos and perpetual night.” Prof. Adams’ final lecture, summing up the economic teaching of the school during the six weeks’ course, was one of rare merit. He was at once overwhelmed with requests for its publication, to which he has consented.”

Source: The U. of M. Daily.Vol. II, No. 51 (December 3, 1891), p. 1.

Image Source: From the Henry Carter Adams page at the University of Michigan Faculty History Project.

Tags AdamsHenryC, Sharfman

Harvard Teaching Undergraduate

Harvard. Memos on teaching assistants and grading in economics courses, 1911

Post author By Irwin Collier
Post date 2018-11-09

Six memos primarily concerned with the supervision of teaching assistants in economics courses, but also other interesting incidental detail is revealed. Of the six professors listed on economics department letterhead, Taussig was able to get a memorandum from everyone except for O. M. W. Sprague.

I have provided additional information from the published course announcements, annual Presidential Reports, along with some additional information on the subsequent careers of some of the teaching assistants named.

__________________

Taussig’s Cover Letter

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

F. W. Taussig
T. N. Carver
W. Z. Ripley
C. J. Bullock
E. F. Gay
W. M. Cole
O. M. W. Sprague

Cambridge, Massachusetts
March 22, 1911.

Dear Mr. Blake:

You remember that you made some inquiries on the President’s behalf concerning the extent to which the work of assistants was supervised in the various courses. I enclose a batch of memoranda concerning the courses in our Department, and think they tell the whole story. If further information is desired, we shall be glad to supply it.

Very truly yours,
[signed]
F. W. Taussig

Mr. J. A. L. Blake

__________________

Frank W. Taussig and Edmund Ezra Day’s Courses

From the Course Announcements, 1910-11

[Economics] 1. Principles of Economics. Tu., Th., Sat., at 11. Professor Taussig, assisted by Drs. [Charles Phillips] Huse [Harvard Ph.D., 1907], [Edmund Ezra] Day [Harvard Ph.D., 1909], and [Robert Franz] Foerster [Harvard Ph.D., 1909], and Messrs. Sharfman [not included in ex-post staffing report in President’s Report] and [Alfred Burpee] Balcom [Harvard A.M. (1909), S.B. Acadia (1907), Nova Scotia].

[Economics] 18b ²hf. Banking and Foreign Exchange. Half-course (second half-year). Mon., Wed., and (at the pleasure of the instructor) Fri., at 1.30. Dr. [Edmund Ezra] Day [Harvard Ph.D., 1909].

[Economics] 12 ¹hf. Commercial Crises and Cycles of Trade. Half-course (first half-year). Mon., Wed., Fri., at 10. Dr. [Edmund Ezra] Day [Harvard Ph.D., 1909].

* * * * * * *

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

F. W. Taussig
T. N. Carver
W. Z. Ripley
C. J. Bullock
E. F. Gay
W. M. Cole
O. M. W. Sprague

Cambridge, Massachusetts

Memorandum regarding Economics 1

The professor in charge lectures twice a week. For the third hour the men are divided into sections, conducted on the familiar plan. Every Thursday afternoon, throughout the year, I meet the section instructors and discuss the work of the week with them. Questions to be asked at the section meetings are proposed by the instructors, are approved, vetoed, or modified, by myself. Usually we come to an understanding as to the topics to be discussed in the sections after the papers have been written. Not infrequently we arrange for diagrams or figures to be used, identically in all the sections; these touching points which it is desired to make clear. Immediately after the mid-year and final examinations I always meet the instructors and we read a batch of blue books together; we compare our grades, questions by questions, and try to make sure that the same standard is applied in all cases. My experience is that there is substantial uniformity in the grading.

Some of my instructors, who have charge of large numbers in their own courses, have readers to assist them in the examination of the weekly papers. Dr. Day reports as follows concerning the weekly papers in his sections: “I always instruct the “reader” as to exactly what is expected in answer to the question assigned. Students are encouraged to refer to me any cases of grading where injustice seems to have been done and, where such cases disclose any error or inaccuracy in the grading, the matter is carefully reviewed with the reader.” I may add that Dr. Day reports that he personally grades all the papers both in Economics 12 and 8b.

__________________

Courses of Thomas Nixon Carver

From the Course Announcements, 1910-11

[Economics] 3. Principles of Sociology.—Theories of Social Progress. Mon., Wed., and (at the pleasure of the instructor) Fri., at 1.30. Professor Carver and an assistant [Lucius Moody Bristol listed in President’s Report 1910-11 as the course teaching assistant].

[Economics] 14a ¹hf. The Distribution of Wealth. Half-course (first half-year). Tu., Thu., at 1.30.Professor Carver.

[Economics] 14b ²hf. Methods of Social Reform.—Socialism, Communism, the Single Tax, etc. Half-course (second half-year). Tu., Thu., at 1.30. Professor Carver.
Open only to those who have passed satisfactorily in Economics 14a.

Information about the teaching assistant actually named by Carver

Harvard A.M. (1911), but no Harvard Ph.D.

Philip Benjamin Kennedy received his A.M. from Harvard in 1911; A.B. Beloit (Wis.) 1905; Litt.B. Occidental (Cal.) 1906.

Source: Quinquennial catalogue of the officers and graduates of Harvard University 1636-1915.p. 574.

Additional biographical information.

* * * * * * *

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

F. W. Taussig
T. N. Carver
W. Z. Ripley
C. J. Bullock
E. F. Gay
W. M. Cole
O. M. W. Sprague

Cambridge, Massachusetts

Dear Taussig:

In Economics 3 the class is divided into two sections for Friday conferences. Mr. Kennedy, the assistant, takes one section and I take the other, but we alternate. Each section has a fifteen-minute paper on the day when Mr. Kennedy has it. There is no paper in the section meeting when I conduct it.

As to blue book reading, etc., I do not read any of the Friday papers. I read hour and final examination papers only in those cases where Mr. Kennedy gives and A or an E, where he is doubtful, and where the student is dissatisfied with his mark. Then, too, I always read the paper for any student who asks me to. Mr. Kennedy and I go over all the grades together and make up the final return.

In Economics 14a and 14b, there are no section meetings. The blue books are marked and the term averages made out in the same way as in Economics 3.

Sincerely yours,
[signed]
T. N. Carver
[initials: O.H.]

Professor Taussig.

__________________

William Morse Cole’s Accounting Course

From the Course Announcements, 1910-11

[Economics] 18. Principles of Accounting. Mon., Wed., and (at the pleasure of the instructor) Fri., at 11. Asst. Professor Cole and an assistant [Messrs. Johnson and Platt].
Course 18 is not open to students before their last year of undergraduate work. For men completing their work at the end of the first half-year, it may be counted, with the consent of the instructor, as a half-course.

* * * * * * *

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

F. W. Taussig
T. N. Carver
W. Z. Ripley
C. J. Bullock
E. F. Gay
W. M. Cole
O. M. W. Sprague

Cambridge, Massachusetts
February 23, 1911

Dear Professor Taussig

With regard to the supervision of assistants’ work in Economics 18, I have to report as follows:

There are no section meetings in charge of assistants, though if competent assistants were available I might have such work done. The work of my chief assistant is reading short papers written in the classroom and reading outside written work and blue-books. I have attempted to keep a uniform standard where several men have been reading for me at once by having a bunch of papers read by all the readers and then by me in their presence for comparison and comment. Even then there has been some variation and I have sometimes myself reread all questions where variation seemed most likely to occur. For that reason, I have this year had all reading of short papers and blue-books done by one man, who has shown himself of unusually sound judgment. I have been over all short papers with him, and read after him a bunch of mid-year books—-after I had been through several books with him. In all cases where a few points would affect a man’s grade I have personally examined the blue-book in confirmation of my assistant’s judgment. This is his third year of work for me, and I have very great confidence in him, for after innumerable checks on his work I have never found it erring more than human frailty is bound to err.

His other work has been of two parts: assisting me occasionally in the voluntary conferences which I offer weekly for assistance to men who cannot keep the pace that I set for the class work as a whole (on the principle that the quick men should not be required to attend three meetings a week if the third is necessary only for those who do not take naturally to this sort of thing); and holding required conferences with thesis writers, and reading theses. I have not had much check on the conference work and the reading of theses, for two reasons: the theses are on reports of corporations, and since no man can be familiar with the annual reports of many score of such corporations, he can not determine omissions of facts (since there is no uniformity), but only the application of certain fundamental principles, which I know that my assistants are familiar with; the theses are written merely to give the men practice in reading between the lines of actual reports, and the result of that practice shows not only in the theses themselves but in all a man’s work, especially in the final examination, so that the reading of the thesis is done rather to determine whether a man has used the opportunity afforded him for practice, than to determine how much good he has got out of it—-for the amount of good is reflected in many ways, and to pass judgment on the correctness of the conclusions drawn in each particular thesis would require that the judge should have devoted long study to the reports with which the thesis is concerned.

The reading of theses, and the conference work in connection with them, is done by four or five assistants.

With the additional funds allowed by the contribution of the visiting committee, I shall have more short papers done in the third-hour meetings and shall make attendance required for men whose work shows that they need it.

Sincerely yours
[signed]
William Morse Cole

__________________

Economic history courses of Edwin F. Gay

From the Course Announcements, 1910-11

Economics 6a. European Industry and Commerce in the Nineteenth Century. Fall term, 1910-11 taught by Professor Edwin Francis Gay, assisted by Julius Klein.

Economics 6b. Economic and Financial History of the United States. Spring term, 1910-11 taught by Professor Edwin Francis Gay, assisted by Julius Klein.

* * * * * * *

HARVARD UNIVERSITY
THE GRADUATE SCHOOL OF BUSINESS ADMINISTRATION

Office of the Dean

Cambridge, Massachusetts
March 4, 1911

Dear Taussig:

I have assistance, as you know, in only one course, 6a and 6b. In this course as I have run it this year a half-hour test on reading is given every fortnight and a thesis is written. The reading of the papers for the half-hour test is left almost entirely in the hands of the Assistant. When I am breaking in a new man I usually look over some of the papers at the beginning to see that he gets the proper idea in regard to grading. He holds a series of conferences with the students in regard to their theses, referring them in cases of difficulty to me. The Assistant reads the theses but I myself make it a point to read them all in addition, since it is very difficult to grade these properly. The Assistant reads the final blue books in the course but I myself sample the final blue books and in all doubtful cases read the final blue book in addition to the thesis.

I think this answer the points raised by your question.

Very truly yours,
[signed]
Edwin F. Gay.

Professor F. W. Taussig

__________________

Public Finance Course of Charles Bullock

From the Course Announcements, 1910-11

[Economics] 7 ²hf. Public Finance, considered with special reference to the Theory and Methods of Taxation. Half-course (second half-year) Mon., Wed., Fri., at 10. Professor Bullock and an assistant.

[Note: in the ex post staffing report in the President’s Report the instructor is listed as Dr. [Charles Phillips] Huse [Harvard Ph.D., 1907], assisted by Wilfred Eldred (Harvard Ph.D. 1919) and Roscoe Russell Hess (Harvard A.B. (1911) magna cum laude)]

Possible Harvard Undergraduate as a teaching assistant

Roscoe Russell Hess [I am guessing this was the teaching assistant in the public finance course]

Source: Quinquennial catalogue of the officers and graduates of Harvard University 1636-1915.p. 449.

Bowdoin Prizes for dissertations in English for undergraduates: first prize of $250, Roscoe Russell Hess ’11, of Seattle, Wash., on “The Paper Industry and Its Relation to the Conservation and the Tariff”

Source: Harvard Crimson, May 17, 1911.

* * * * * * *

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

F. W. Taussig
T. N. Carver
W. Z. Ripley
C. J. Bullock
E. F. Gay
W. M. Cole
O. M. W. Sprague

Cambridge, Massachusetts
March 7, 1911

My dear Taussig:

My arrangements with the assistants in Economics 7 are substantially as follows:

I meet with them on Wednesday at 3.30 and go over with them fully the work for the conferences on Friday and Saturday. We first select questions for the paper that we set the men at the sections, aiming of course to make the questions given the different sections a nearly as possible of equal difficulty. I also go over the subjects treated in the assigned reading for the week and indicate the points which I think the assistants would better emphasize in the oral discussion in the sections.

During the early part of the half-year I also meet the assistants each week to confer with them about the marking of the weekly papers. The method that we follow is to read together several papers in each of the divisions, discussing the proper marks to be assigned to the papers until we find that we have come to substantial agreement.

I think in general you can say that the method followed in 7 is substantially like the method followed in Economics 1.

Yours sincerely,
[signed]
C. J. Bullock
[initials: O. H.]

Professor Taussig

__________________

Labor and Transportation Courses taught by W. Z. Ripley

From the Course Announcements, 1910-11

[Economics] 5 ¹hf. Economics of Transportation. Half-course (first half-year). Tu., Thu., and (at the pleasure of the instructor) Sat., at 10. Professor Ripley, assisted by Mr. Whitnack.

[Economics] 9a ¹hf. Problems of Labor. Half-course (first half-year). Tu., Thu., and (at the pleasure of the instructor) Sat., at 1.30. Professor Ripley, assisted by Mr. Whitnack.

Teaching assistant Whitnack probably never awarded Ph.D. from Harvard

According to the Quinquennial catalogue, Ralph C. Whitnack did receive an A.M. from Harvard in 1911. Ralph Cahoon Whitnack, formerly Ralph Cahoon Whitenack; A.B. Brown 1906; Prof. Pol. Eco., Keio Univ. (Japan) 1914-.

Source: Quinquennial catalogue of the officers and graduates of Harvard University 1636-1915.p. 574.

Whitnack’s dissertation listed being “in progress” in 1915

Doctoral dissertation “Social stratification” in progress listed in the AER list of doctoral dissertations in progress American Economic Review, Vol. 5, No. 2 (June 1915), p. 477.

Whitnack’s death in 1919

Professor Ralph Cahoon Whitnack, formerly professor of economics at Keio University, Tokio, died April 14, 1919. At the time of his death Professor Whitnack was serving as joint revenue commissioner for the native state of Baroda, India. He had direct jurisdiction over the departments of excise and customs, agriculture and cooperative credit. During 1918 and until his death he was price controller and director of civil supplies.

Source: Notes in American Economic Review, Vol. 9, No. 4 (December 1919), p. 946.

* * * * * * *

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

F. W. Taussig
T. N. Carver
W. Z. Ripley
C. J. Bullock
E. F. Gay
W. M. Cole
O. M. W. Sprague

Cambridge, Massachusetts
24 February 1911.

Dear Professor Taussig,–

I have pleasure, in accordance with your note of even date, and in the absence of Professor Ripley, in submitting the following memorandum concerning the relations between instructor, assistant and students in Economics 5 and 9a.

The weekly section meetings are held under the direction of the assistant, after conference in each case between the assistant and instructor as to the issues to be discussed and general methods pursued.

Conferences concerning theses are held concurrently by the instructor and assistant at advertised hours. Each student is required to confer at least once with either instructor or assistant before handing in thesis.

The instructor has three hours per week, and the assistant one or more as required, for general conference with students who seek it.

The correction of weekly papers is done by the assistant.

The correction and grading of hour examinations, theses and blue books is done by the assistant under the supervision and in conference with the instructor. In particular all grades of E, A and D are scrutinized by the instructor, who goes over the blue-books and theses and assigns finalgrades in consultation with the assistant.

Very sincerely yours,
R. C. Whitnack
Austin J. Fellow: Ec. 5 and 9a.

__________________

Source for the memoranda:

Harvard University Archives. President Lowell’s Papers, 1909-1914. Box 15, Folder 413 “1909-14”.

Source for course listings information:

Harvard University. Announcement of the Courses of Instruction offered by the Faculty of Arts and Sciences for the Academic Year 1910-11.

Source for ex post staffing of courses:

Harvard University. Report of the President of Harvard College, 1910-1911, pp. 48ff.

Source for Harvard economics Ph.D.’s:

Economics in the Rear-view Mirror’s page “Harvard. Doctoral Dissertations in Economics, 1875-1926”.

Image Source: Harvard University #2, Cambridge, Mass, c1910. Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA.

Tags Balcom, Bristol, Bullock, Carver, ColeWM, Day, Eldred, Foerster, Gay, Huse, KennedyPB, KleinJulius, Ripley, Sharfman, Taussig, Whitnack

Economists Michigan

Michigan. Organization of Behavioral Sciences. Report to Ford Foundation, 1954

Post author By Irwin Collier
Post date 2015-11-06

Here an except from the University of Michigan’s Survey of the behavioral sciences, the fourth university of five participating in the Ford Foundation Project of 1953-54 on the behavioral sciences. Harvard, Chicago, Stanford and Michigan’s reports are in the public domain and available at hathitrust.org. I have been unable to locate the University of North Carolina’s report but perhaps some kind visitor to Economics in the Rear-View Mirror (attention colleagues at Duke!) can track that one down for us sometime. These reports provide a very nice set of artifact-bookends for my project on graduate economics education in the United States that I truncate around mid-twentieth century. Link to Michigan’s Economics-Pantheon here.

___________________________________

[p. 11]

THE ORGANIZATION OF
BEHAVIORAL SCIENCE ACTIVITIES

At the University of Michigan there is no general administration of Behavioral Science or of Social Science as such. The teaching activities of the University are organized in a College of Literature Science and the Arts, a Graduate School, and 13 professional schools. Research and special services are carried on in each of the teaching units, and also in special bureaus, institutes and centers which are authorized for particular continuing operations and which, depending on their scope, may report to a department, a school, or to the central university administration.

Since 1934 there has been a Division of the Social Sciences¹, comprised of representatives from the relevant departments and schools. Its function is primarily advisory and it has no budget or administrative responsibility. The General Committee of the Division nominates a Research Committee which advises the Board of the Graduate School on allocations for research projects in the field of social science.

The administrative units concerned with the Behavioral Sciences are described in the following sections:

1) Departments of the College of Literature, Science and the Arts
2) Professional Schools
3) Institutes and Research Agencies.

[p. 12]

DEPARTMENTS OF THE COLLEGE
OF LITERATURE, SCIENCE AND THE ARTS

Anthropology

The present organization of the Department of Anthropology, in a sense a transitional one, involves a staff of 15 members of whom five hold full-time teaching appointments in the Department of Anthropology and five hold full-time appointments in the Museum of Anthropology. Of the other five, two hold joint appointments with the Department of Sociology, one with the Department of Near Eastern Studies, one with the Institute of Human Biology, and one with the English Department. These complicated administrative arrangements are the result of a long-standing and well established tradition of separation of Museum and Department, and a general overlap of research interests with other disciplines.

In 1939 the Department had a staff of three men, one of whom devoted most of his time to his duties as Director of the Museum of Anthropology and of the University Museums, while the others taught full-time. It offered an undergraduate major and an A. M. degree. Museum staff members, not including the Museum Director, were three men who devoted themselves to research and curatorial work, their chief contact with students being consultation on research topics involving Museum collections. Owing to war absences in 1944-45, the Museum staff members were called upon to participate in the regular teaching program of the Department, and shortly thereafter this practice was formalized by granting them professorial titles, although no change was made in budgetary arrangements. This growth of departmental resources made possible a considerably expanded curriculum, and it was decided to press for further expansion of staff with a view to establishing a full-fledged doctoral program. This goal was achieved in 1948.

Joint appointments, particularly in the specialized fields of social organization, culture and personality, and linguistics, materially aided the rapid staff expansion. A fairly well rounded representation of the various areas of special interest within anthropology has resulted, although the staff and administrative structure are by no means thought to have attained any final or ideal form. The development of smoothly functioning working arrangements among the units involved in anthropology is an important problem; presumably these arrangements will evolve [p. 13] in response to problem situations as they arise. No difficulties have as yet come up which are insoluble under the present organization.

Research in anthropology at Michigan reflects several currents of influence. Traditional, individual research in descriptive ethnography and culture theory is well represented by the work of White and Titiev, and in prehistoric archaeology by the Museum staff; Beardsley, Schorger, and others participate in area interdisciplinary team research through such programs as those of the Center for Japanese Studies and the Department of Near Eastern Studies; and topical research interest in the problems of kinship and social organization is represented by Aberle and Miner. There does not appear to be any strong “official” emphasis along any of these lines from the standpoint of the insider, but the outside image of Michigan research is probably still influenced by the pre-expansion situation when the archaeological work of the relatively large Museum staff was especially visible.

No well defined trend is now evident, and it seems likely that Michigan anthropological research will be as difficult to characterize sharply in ten years as it is now. Presumably the archaeological research collections of the Museum will continue to be exploited, the dominant interest of the Michigan physical anthropologists in population genetics will persist, and the various area programs will continue to operate.

Economics

The Department of Economics has been in the forefront of the post war development of economics in two principal and interrelated directions, increased attention to economics as part of the study of human behavior as a whole, and greater emphasis on quantitative economics and econometrics.

Five members of its staff of 17 hold joint appointments with other departments and institutes, and 10 teaching fellows and predoctoral instructors are engaged in elementary course teaching.

Student enrollment consists of about 127 undergraduate concentrates and 62 graduate students of whom about two-thirds are working at the doctoral level.

The fields of economics in which research is being carried on are:

Economic Theory: Ackley, Boulding, Dickinson, Katona, Morgan, Palmer, Suits
[p. 14]
Money and Banking: Musgrave, Watkins
Labor: Haber, Levinson
International Economics: Remer, Stolper
Public Control and Regulation: Peterson, Sharfman
Public Finance: Ford, Musgrave
Quantitative Economics, Statistics and Research Methods: Katona, Klein, Suits
Economic History: Dickinson
Interdepartmental, Interdisciplinary, Area Programs, etc.: Ackley, Boulding, Remer, Stolper, Suits

The trend at Michigan to relate the study of economics to human behavior as a whole and thus to integrate it with the problems and results of other disciplines is shown in many activities of its staff. Of particular interest is the work of George Katona on the psychological foundations of economic behavior, and Kenneth Boulding’s explorations into problems in the integration of the social sciences. Members of the economics staff participate in the interdisciplinary seminars in the Japanese, Near Eastern and Latin American area programs, and in the Metropolitan Community Seminar and the Seminar on Land Utilization.

Considerable emphasis is placed upon quantitative economics and econometrics. The number of courses in this field has been increased from the two courses in economic statistics formerly available, to include a semester’s work in mathematical economics, now required of all doctoral candidates, a year’s work in econometrics under Klein, a semester of research methods under Katona, and a continuing research seminar in quantitative economics. In addition, an increasing amount of quantitative research is being carried on in the substantive seminars. Particularly notable are the recent studies in the incidence of taxation carried out by Musgrave in his seminar on Fiscal Policy, and studies of interregional development directed by Stolper.

The location of the Survey Research Center here has greatly encouraged and facilitated the development in these two directions by providing personnel, materials and additional methodology for the conduct of quantitative research. It has stimulated graduate student interest in these problems through participation in research and in many cases through employment. The annual appointment of two post doctoral visiting economists as research associates of the Center, broadening the area over which ideas are interchanged, was made possible by Carnegie Corporation funds.

[p. 15] The Interdisciplinary Program in Mathematics and the Social Sciences and the Detroit Area Study, both established under the 1950 Ford Foundation grant, have made important contributions to mutual understanding of problems by mathematicians and social scientists. The Detroit program makes an annual sample survey of the population in that area, providing training for graduate students as well as a research facility for faculty members.

These developments have had a natural effect on the interests and work of graduate students. Five students at the doctoral level are now employed by the Survey Research Center as study directors. Five others are engaged as half-time research assistants in the research seminar in quantitative economics. One student is engaged in an independent sample survey project growing out of the interregional studies mentioned above, and two students are pursuing independent research utilizing data obtained from the Survey of Consumer Finances conducted annually for the Federal Reserve Board by the Center.

Quantitative research by graduate students is limited by two factors. In the first place, the costs involved in processing quantitative data in any volume discourage such activity except where the expenses can be met by the research institute, program or seminar in which the student is participating. No free departmental funds are available for this purpose.

Secondly, the department itself has not yet overcome the “cultural lag” between its encouragement of quantitative research on the one hand and its formal doctoral program on the other. Traditionally the department has placed primary emphasis on theory rather than research. The student has been required to familiarize himself with economic theory and the institutional background of economic activity. Introductory courses in statistics and accounting have long been required as research “tools” for graduate students, but although further study has always been encouraged, no formal place in the graduate curriculum has been provided for it. The members of the Economics faculty are well aware of this contradiction and it is expected that it will be resolved in the near future.

Political Science²

[p. 16] Although lectures in political science were given as early as 1860 (by members of the law faculty) and courses in political institutions were found in the history department from 1870 on, a political science department as such was not established until 1910. An abortive “Institute of Political Science” had been established in 1887, but administrative difficulties caused it to disappear from the scene in a few years.

The department gradually grew in size until its faculty by 1933 numbered 12. In the post war days this number doubled, and there are now 24 members on the department staff. In the early days the department expanded by adding new courses in public law, political theory, municipal government and administration, and foreign governments. The work in public administration increased gradually from 1914, when a special curriculum was organized, until 1937 when an Institute of Public and Social Administration was created, which in turn led to a separate Institute of Public Administration in 1945. From the mid-thirties on the department has expanded primarily by the addition of staff in the fields of international relations and politics.

Today there are 1887 student enrollments in a total of 43 courses. There are 71 graduate students, and 176 undergraduate concentrates. Fifteen graduate students are in the process of writing dissertations.

The department divides its program into the following six fields of specialization: American government and constitutional law, foreign governments, political parties and public opinion, political theory, public administration, international law and relations. The staff is divided unequally in these fields, reflecting the demands of undergraduate and graduate instruction. The largest number of courses in the department, according to a recent report of its Curriculum Committee, are of the institutional-descriptive type (about 40). The political theory courses follow the traditional pattern of chronological analysis of great ideas. Two methodology courses are given each for one semester only: Scope and Method of Political Science, and Bibliography and Methods of Research. A growing interest in political behavior is indicated by three courses in this area and by the use of behavioral methods and materials in other courses.

The content and method of doctoral dissertations reflects an orientation of staff and courses toward institutional-descriptive materials. Of the 56 dissertations completed since 1947 or now being written, about one-half are legal-structural studies in American national, state or local government. Another 10 [p. 17] are in the international field, with half of them in international law. Six are traditional political theory studies. Eight can be classified strictly as behavioral and these have been written in the last two or three years.

The department has several interdisciplinary linkages, both formal and informal. Four members of its staff are involved in the Japanese Research Center, the Russian Studies Program, the Latin-American Program, and the Near Eastern Studies Program. The department regularly participates in the Metropolitan Community Seminar and the Land Use Seminar. By invitation of the government and the University of the Philippines, and supported by a government contract, it organized and operates a Public Administration Training Center in Manila. It has set up special courses in conjunction with the schools of Public Health, Forestry, and Education. Its linkages with Sociology are close on occasion. The Institute of Public Administration has had a sociologist on its staff for the past year. Political science staff and graduate students were on the staff of the Detroit Area Study during two of the three years it has been going on. The Political Behavior Program has granted a research assistantship to a Sociology graduate student for the past two years. The Phoenix Project in the Institute of Public Administration, includes a sociologist as well as economists on its staff.

The most significant behavioral developments in the department, especially from a student-training standpoint, are the Political Behavior Research Program inaugurated in 1950 with Ford funds, and the Phoenix project in public administration and legislative aspects of atomic energy control. Currently several members of the department are planning a collaborative program of research on the representative process. A program of behavioral research and training is thus seen to have a substantial and promising start. It will develop by the addition of staff members in this area and by the inclusion of more research training for graduate students, in proportion as the demonstrated achievement of the current activities earn departmental support and succeed in gaining financial support.

Psychology³

A major development in the Department of Psychology was undertaken in the years following 1946. Prior to the war the [p. 18] department had been small, with primary emphasis in experimental work. Walter Pillsbury retired as chairman in 1943 and during the war there was greatly restricted activity. After the war, with the establishment of a training program in clinical psychology, and with the expansion in social research, the staff was trebled and the graduate program greatly broadened.

The staff now consists of 55 members, only a few of whom are appointed full time on the teaching budget. The sum of their fractional teaching appointments is 24. The other parts of their appointments are in the Institute for Social Research, on research grants, and in clinical agencies.

The main directions of activity in graduate research and training may be conveniently considered as three; clinical, social, and general experimental. There is a certain amount of administrative separation of the three, and the students tend to group in these categories, but a deliberate effort has been made to integrate their work. Four-fifths of the work of the first graduate year is common for all students; specialization begins in the second year; after prelims many of the seminars again find all kinds of students together.

There are about 110 graduate students working toward the doctoral degree in Psychology. The number is arbitrarily limited by the admission of not more than 25 or 30 graduate students each year. They are selected from 200 or more qualified applicants. Admissions are planned so that there will be about the same number of students in clinical, social and general. Only two or three a year drop out for personal or academic reasons. The Department undertakes to find half-time positions for practically all students in research, teaching or clinical work which will contribute to their training. There are 30 appointments in the Veterans Administration, 5 to 8 in other clinical agencies, 5 on United States Public Health Service stipends, about 20 in teaching, and 10-20 on research projects. Ordinarily two students hold University fellowships and two to nine hold outside fellowships. The capricious inflexibility of this system is obvious, and it is frequently impossible to provide the job most appropriate for the student’s level and direction of training.

Active research programs are carried on in the following fields, usually with some assistance from outside grants:

Visual psychophysics: Blackwell, Kristofferson
Physiological: McCleary, Smith
Learning: Walker, Birch
[p. 19]
Motivation: Atkinson, Clark
Perception: Brown
Therapy: Bordin, Raush, Hutt, Segal
Counseling and Psychodynamics: Blum, Miller, McNeil, Allinsmith
Personality Assessment: Kelly
Mathematical Methods: Coombs, Milholland, Hays
Attitude Change: Katz, Newcomb, Peak, Rosenberg
Teaching Process: McKeachie
Industrial Human Relations: Maier
Others in Institute for Social Research

Laboratory and practicum facilities, in addition to the I.S.R., include the well equipped Vision Research Laboratory, a 10- room animal research laboratory, and a 10-room experimental laboratory in addition to a 10-room teaching laboratory, all in Mason Hall. A three-room machine and wood shop is fully equipped. In the Bureau of Psychological Services is a Psychological Clinic directed by Frederick Wyatt, and a Student Counseling Service directed by Edward Bordin, both extensively used for training. Hospital facilities are favorable for training in Pediatrics, less so in Psychiatry.

One of the continuing objectives of the Department of Psychology is to realize a reasonable balance of strengths. Before the war the emphasis was almost exclusively on laboratory experimental work. With the advent of the Veterans Administration program in 1946 the emphasis became heavily clinical. The establishment in 1948 of the Institute for Social Research created an immediate emphasis in social psychology. Only in the last year or two has general experimental psychology been strengthened by new appointments, new laboratories, and outside research grants to the point where reasonable balance has been attained.

Sociology

Courses in sociology have been taught at Michigan for about 60 years. During half of that period the leading figure was Charles Horton Cooley, an outstanding exponent of the psychological approach to the analysis of social life. In 1930, after Cooley’s death, sociology became a separate department, under the leadership of Roderick D. McKenzie. McKenzie’s interest in human ecology was a counterfoil to the Cooley tradition. Both approaches, developed through the years, are reflected in the current work of the department.

[p. 20] The major areas of research and graduate training concern four fields: Social Organization, Human Ecology and Population, Social Psychology, and Methodology. A series of substantive courses and seminars are offered in each of these areas. Some of the principal research areas in which graduate and faculty research go on within each of these general fields are as follows:

Social Organization

Social Stratification: Landecker, Lenski, Swanson
Political Sociology: Janowitz, Campbell
Social Integration: Angell
Industrial Sociology: Carr
Comparative Community Structure: Miner
Family and Kinship: Aberle, Blood
International Social Organization: Angell and Landecker
Collective Behavior: Swanson, Aberle
The Urban Community: Hawley, Janowitz, Freedman
Religious Institutions: Lenski
The Dynamics of Small Groups: Lippitt, Swanson

Population and Human Ecology

Population Distribution: Hawley, Kish
Fertility Trends: Freedman
Migration: Freedman, Hawley

Social Psychology (see next section of report)

Methodology

Survey Research Techniques: Likert, Campbell, Kish
Group Dynamics Methodology: Lippitt
General Quantitative Methodology: Williams

The department has major responsibilities in undergraduate teaching. In the fall semester of 1953 there were 1708 course elections in sociology. Most of the undergraduate elections are in introductory courses. In the fall of 1953 there were 60 undergraduate concentrates in sociology and 24 concentrates in pre-professional social work. There were approximately 50 graduate students.

Many ties with other University units are maintained. Two staff members have joint appointments in anthropology; three have joint appointments in psychology; and four are on the staff of the Institute for Social Research. Twelve of the 24 graduate courses offered for credit during the current semester are also listed by at least one other department.

[p. 21] There has been considerable revision in the graduate curriculum during the post-war period. Outstanding trends have been increasing emphasis on (1) systematic theory, oriented to the empirical testing of hypotheses and (2) training in and utilization of new methodological developments for empirical work. Illustrative of the first trend is a seminar in Theories of Social Organization required of all doctoral candidates. Illustrative of the second trend is the required participation in the Detroit Area Study of all first year graduate students.

At the present time approximately one-third of all graduate students have their primary orientation in the field of Human Ecology and Population; the remaining two-thirds in Social Organization. Students whose major orientation is in Social Psychology generally enter the special doctoral program in that field. The department now has rather large groups of students trained for work in these three fields.

Continuing research programs involving students and faculty in these areas compose the chief development needs felt at the present time.⁴ These needs are reflected in part in the proposal for a social organization research program, presented elsewhere in this report. The Department assigns the highest priority to the continuation of the Detroit Area Study as a central focus for its training of first year graduate students.

Work in the area of Social Psychology is carried on mainly through the special doctoral program in Social Psychology and is described in the next section of the report. The Sociology Department makes a special contribution to this program in its emphasis on the relationship between aspects of social organization and psychological variables. Illustrative of this contribution are courses in mass communication, personality and culture, and collective behavior. Eight members of the department do teaching directly related to the social psychology program.

Doctoral Program in Social Psychology

In 1947 the Departments of Psychology and Sociology, wishing to avoid overlapping and competition in the field of common interest, and hoping to provide better advanced training jointly than either could provide alone, were authorized by the Graduate School to create the jointly sponsored Doctoral Program in Social Psychology. Its policies are determined by an Executive [p. 22] Committee appointed by the Dean of the Graduate School from the faculties of the two departments. The chairman, Theodore Newcomb, holds a professorship in each department.

The Program has its own requirements for admission, for courses of study and examination, and recommends candidates for the Ph.D. degree. It has no teaching staff of its own and there is no formal faculty status labeled “Social Psychology.” Instruction is provided by staff members from the Sociology and Psychology Departments. There are about 20 staff members holding graduate faculty status in one or both of the two departments who regard social psychology as their primary specialization and who give instruction in this area. Several of these people hold full-time teaching appointments; most of the rest hold primary appointments in the Institute for Social Research, characteristically teaching a one-semester course each year.

Because social psychology draws heavily upon both sociology and psychology, early specialization is discouraged. Admission to the Social Psychology Program presupposes at least one year of graduate work in one of the two “parent” fields. Certain advanced theory courses in the field which was not the student’s previous specialty are required in the program. Another important way in which students are kept in close touch with the parent fields is through the preliminary examinations; two of the four which are required in Social Psychology (Personality, Social Organization) are the same as those taken in Psychology and Sociology respectively.

Curricular requirements include a series of units in theory (mostly in small seminars), one year of advanced statistics, and three methods courses, two of which involve active experience in gathering and analyzing data. A paid assistantship, most commonly in research, less often in teaching, is found for every student for at least one of his years in the Program. Many of these are provided by the Institute for Social Research.

Only about ten students are admitted to the Program each year, roughly half from each of the two parent fields, out of a much larger number who apply. Very few of them have been Michigan undergraduates, but about half have begun their graduate study here. One advantage of selecting among applicants who have already completed a year of graduate work is that mortality is very small. The nine or ten Ph.D’s granted each year make this Program the fourth largest in the University.

Of the 35 persons who completed their degrees during the Program’s first four years, more than half now hold full-time or part-time research positions; the next largest number (about [p. 23] one-quarter) have academic teaching positions. There has been no greater difficulty in finding suitable positions for these people — perhaps less — than for Ph.D’s in Psychology or Sociology.

PROFESSIONAL SCHOOLS

The University’s constituent schools have strength and considerable autonomy. In addition to the College of Literature, Science, and the Arts and the Horace H. Rackham School of Graduate Studies there are 13 professional schools: Architecture and Design, Business Administration⁵, Dentistry, Education, Engineering, Law, Medicine, Music, Natural Resources⁶, Pharmacy, Public Health and Social Work. The Deans of the various schools meet together at the Deans’ Conference—an important agency in the formation of overall University policies. The major part of this report is concerned with activities centered in the College of Literature, Science and the Arts and in the School of Graduate Studies. However, every professional school in the University also has certain activities with a behavioral science aspect. A special study of these activities is reported in Chapter X.

INSTITUTES AND RESEARCH AGENCIES

Institute for Social Research⁷

The Institute for Social Research, consisting of the Survey Research Center and the Research Center for Group Dynamics, [p. 24] was established by Regents’ action in 1948. It is organized on a University-wide basis, administratively independent of the teaching departments and schools, but closely allied with many of them through research, teaching, and professional interests. The Board of Regents specified that “the Institute shall be under the direction of a Director (Dr. Rensis Likert) appointed by the Board of Regents on recommendation by the President and assisted by an Executive Committee.” It provided further that “the Executive Committee shall be responsible for the determination of general policies regarding the nature and scope of the activities of the Institute…” In keeping with the broad relevance of the Institute’s activities, members of the Executive Committee have been drawn from various schools of the University.

From the time of its establishment the Institute has conceived its objective as having four main aspects: (1) the conduct of fundamental research on a variety of problems of both practical and theoretical significance, (2) the dissemination of research results in ways that maximize the usefulness of the research to other scientists and to the public at large, (3) the development of behavioral science through the training of research people and the provision of assistance and consultation to researchers at Michigan and elsewhere, and (4) the development of improved methods for social research.

The Institute conducts a broad program of quantitative research on economic and political behavior, social organization and leadership, group functioning, human relations, the process of planned and unplanned change, and the effects of group membership on individual motivation and adjustment. The research undertaken employs recently developed techniques of sampling, interviewing, quantification of verbal materials, observation and quantification of group functioning, and the experimental control and manipulation of variables determining the phenomena under investigation.

The Institute contributes to graduate training through participation in formal teaching and by providing opportunities for graduate students to take part in ongoing research projects. During the year 1953-54 eighteen members of the Institute staff held joint appointments with seven teaching departments or schools, and taught twenty-five courses. Ordinarily about forty graduate students hold appointments in the Institute, and many of these complete doctoral dissertations in conjunction with this employment.

[p. 25] The research of the Institute is administered within the two major Centers in a number of program areas under the supervision of senior professional staff members. This senior staff consists, in the Survey Research Center, of Angus Campbell, Director, and Charles F. Cannell, Robert L. Kahn, George Katona, Leslie Kish, and Stephen Withey. In the Research Center for Group Dynamics it is composed of Dorwin Cartwright, Director, and John R. P. French, Jr., Ronald Lippitt, and Alvin Zander. The regular staff of the Institute consists of about fifty research scientists, a central clerical and administrative staff of about sixty persons, and a staff of part-time field interviewers located throughout the country numbering over two hundred.

The major portion of the Institute’s financial support comes through research contracts with governmental agencies, private business firms, and professional organizations/ and through grants from research supporting foundations. The Institute during recent years has operated on a budget of approximately $800,000 per year.

Institute of Human Biology⁸

The Institute of Human Biology is a research unit of the University devoted to “the discovery of those fundamental principles of biology which may be of importance for man and the application of biological principles to human affairs.” It is supported in part by general funds of the University and in part by grants from outside sources. Its regular scientific staff of 16, supplemented by 12 other research associates or collaborators, is organized around specific research projects as research teams.

Certain Institute projects have directly significant implications for behavioral science. The Heredity Clinic functions as an outpatient clinic for the University Hospital, giving advice to referred patients on medical problems of hereditary origin and conducting research on the genetics of various defects. The Community Dynamics section conducts ecological studies with particular emphasis on communities in which man is a conspicuous member. The Assortative Mating Study is investigating the effects on the heredity of a city population which may be produced by the tendency of persons with similar traits to marry [p. 26] more or less frequently than would be expected by chance. The Hereditary Abilities Study is an elaborate investigation of human heredity using the method of comparison of identical twin, fraternal twin, and sibling pairs on a large number of psychological, bio-chemical and anthropometric variables.

Institute for Human Adjustment

The Institute for Human Adjustment was established by Regents’ action in 1937, its purpose being “to discover means of applying the findings of science to problems of human behavior, to train professional workers, to disseminate new information and techniques among professional workers, and as far as staff, funds, and selection of problems permit, to perform distinct social services. The actual program of the Institute is carried out through five operating units, each administratively responsible to Dean Ralph Sawyer of the Graduate School who serves also as Director of the Institute.

(1) The Division of Gerontology, Wilma Donahue, Director, engages in research in the psychosocial aspects of aging; offers educational programs for older adults in conjunction with communities, business, and industry; assists in the training of professional and volunteer workers through institutes, workshops, conferences, and publications; and serves as a consultation and information center about the problems of aging.

(2) The Fresh Air Camp, Edward Slezak, Director, provides courses in sociology, education and social work, experience in organizing group programs with children, and opportunity for systematic, supervised observation of child behavior.

(3) The Social Science Research Project, Amos Hawley, Director, is a facility for giving students of the social sciences actual field experience in research. The laboratory is the metropolitan community of Flint.

(4) The Speech Clinic, Harlan Bloomer, Director, provides opportunity for the observation, diagnosis, and treatment of all types of speech disorders, for experience in the rehabilitation of persons with hearing loss, and for research in speech pathology.

(5) The Bureau of Psychological Services, E. Lowell Kelly, Director, carries out its program through four divisions as follows:

[p. 27]
(a) Evaluation and Examining (E. J. Furst, Chief) is responsible for all university testing programs and through consultation is of service to individual staff members as well as schools and departments in improving programs of student evaluation.

(b) Student Counseling (E. S. Bordin, Chief) is designed to help students in solving their problems of educational, vocational and social adjustment.

(d) Psychological Clinic (Frederick Wyatt, Chief) serves the general public and is especially interested in the early identification and treatment of psychological problems in the family.

Most of the units of the Institute are affiliated directly or indirectly with one or more of the teaching units of the University, and have planned their programs to contribute to the training of specialists in the fields of human adjustment as well as to provide services to individuals. Financial support for the several programs is derived from endowments of the Horace H. and Mary A. Rackham Funds, from general funds, private contributions and fees for services. In general, the funds available from these combined sources are not sufficient to provide any substantial research support in addition to the service and training functions.

Museums

One unit of the University Museums, the Museum of Anthropology, is concerned with social science. It is administratively distinct from the Department of Anthropology, although its curatorial staff hold academic appointments and ranks in the Department and teach two or three courses each year.

The scientific staff of the Museum consists of a director and three curators who are responsible for the collections of the Museum and who conduct research in addition to their teaching. They act only in an advisory capacity with regard to the exhibits of the Museum which are installed and maintained by a special department. The research activities of the Museum curators are in the fields of archaeology and ethnobotany and hence do not fall within a strict definition of behavioral science.

Two series of publications are issued by the Museum; any topic within the general field of anthropology is acceptable for these publications and several members of the Department staff [p. 28] have used this outlet for publications in behavioral science.⁹ The Museum maintains an anthropological library which is used by students and the staff of the Department.

The Institute of Public Administration¹⁰

The Institute of Public Administration integrates instruction, research, and service in the field of public administration. The major instructional emphasis of the Institute is its full-time graduate program for people who wish to enter the public service. The Institute also develops inservice training courses for persons already employed in public positions. Through its Bureau of Government, the Institute undertakes a governmental research program and provides technical advice and assistance on problems of local, state, and national government.

The graduate program in public administration is conceived as a training course for administrative generalists. The positions which graduates are likely to fill are those which involve staff assistance to key administrators, administrative research and procedures analysis, or personnel and fiscal management. The curriculum in public administration leads to the degree of Master of Public Administration and utilizes courses throughout the University.

The Bureau of Government is the research and public service unit of the Institute of Public Administration. One of the oldest organizations in this country devoted to governmental research, the Bureau of Government was established in 1914 as a center of information on government. Its activities now include (1) a program of research on governmental problems, (2) bulletins and pamphlets based on research findings, (3) an information service on public problems which may be used by any citizen or governmental agency, and (4) the research training of the graduate students holding research assistantships in the Institute of Public Administration.

[p. 29] Recent research publications¹¹ have dealt with career attitudes of the personnel of a federal agency, the use of admissions and income taxes by municipalities, and the public personnel activities of professional and technical associations. Problems outside Michigan are being examined in current research on civil-military leadership and an analysis of recent changes in state constitutions. Research now being done on Michigan problems concerns highway finance, elections, and the preparation of an assessors manual to be used by all the assessors in the state.

The Bureau is undertaking a study of “Public Administration Aspects of the Atomic Energy Program,” with a special staff of research associates and assistants, under a grant from the Michigan Memorial Phoenix Project.

The Institute of Public Administration, in cooperation with the University of the Philippines and the Foreign Operations Administration of the Federal Government, is now engaged in the operation of a new Institute in Manila, Philippine Islands. Under the terms of the agreement the initial personnel of the Philippine Institute are supplied by the University of Michigan, and the University of the Philippines will gradually assume complete direction. Financial support is provided jointly by the Foreign Operations Administration and the Philippine government.

Area Research and Training Programs

Area research and training programs at the University of Michigan include the Program in Far Eastern Studies, the Center for Japanese Studies, the Program in Latin American Studies, and the Department of Near Eastern Studies.

As the title indicates, the program in Near Eastern Studies is organized as a full department offering a concentration program to undergraduates and the M.A. and Ph.D. degrees to graduate students and having an independent staff and course list. Its basic program consists primarily of historical and linguistic training, but a close association with other departments is maintained and students are expected to develop skills in traditional disciplines. Interdisciplinary field training sessions in the Near East are held in alternate years under the guidance of two faculty members. These sessions last for a [p. 30] full year and are flexible in organization to permit the student to specialize in his particular interest.

The remaining area programs are staffed by members of various departments, and the listed courses are compilations from the offerings of those departments. Undergraduate concentration is permitted only in the Program in Far Eastern Studies. All three offer the M.A. degree and some students preparing for business or government service stop there; students continuing in graduate school transfer to one of the regular departments for the Ph.D. degree.

The Center for Japanese Studies¹² maintains a special library on the campus, a field station at Okayama in Japan, and has an extensive publication program for the research of faculty and students.¹³

The activities of the area programs are by no means confined to the behavioral sciences. All have literary and historical interests, and elementary linguistic training is an important phase of the student’s training. Behavioral science is fostered however; community studies, for example are a characteristic activity, and the integrated multidisciplinary approach is well exemplified in the faculty seminar conducted in each program.

FACILITIES AND SERVICE AGENCIES

Statistical Services

The University has a variety of statistical facilities located in a number of different units.

A major facility is the Tabulating Service which is well equipped with IBM machines. These machines are available to those research projects having budgets adequate to meet the service charges. The bulk of the work done by Tabulating Service is for the Registrar’s Office and the Business Office. A significant portion is devoted to tabulations for the Institute for Social Research. Only a small part is for other research projects on the campus. In addition to the customary IBM equipment, the Tabulating Service has a 602A Calculating Punch which is used a great deal. In the spring of 1952 an IBM Card Programmed Electronic Calculator (CPC) was acquired on a trial [p. 31] basis, but there has been insufficient demand from contract research to meet the full costs of this relatively expensive machine.

The Statistical Research Laboratory exists for the express purpose of assisting faculty members and graduate students with their individual statistical problems. The laboratory maintains a small but fairly complete IBM installation (including a 602A Calculating Punch). Automatic desk calculators are also available. Most of this equipment may be used without charge provided the use is for pure, (unsponsored) research, such as doctoral dissertations.

Small IBM installations, consisting of little more than a punch and sorter, are located in other units of the University. Of major relevance to behavioral science research are those in the Institute for Social Research and in the School of Public Health.

High speed, large capacity automatic computing machines are available at the Willow Run Research Center. These are of both the analog and digital types. These facilities appear to be capable of handling statistical problems as complex as behavioral scientists are likely to encounter for some time. They are primarily used at the present time by those conducting research in engineering, natural sciences, and mathematics.

Recently a group of staff members closely associated with the various statistical services of the University submitted an unofficial report to the administrative authorities urging that steps be taken toward establishing a centralized facility for both training and research in all aspects of computation, and it is hoped that the development of the North Campus will include such a computation center more readily available to all interested University personnel.

Photographic Services

The University has an adequate and efficient Photographic Service, equipped to handle a wide variety of work in the field of photography. It is prepared to produce slides of all sizes in black and white or color, film strips, motion pictures, and prints. It does photomacography and photomicography. It also does a large volume of photo-offset work.

The Photographic Service has a photostating section which is equipped to handle many kinds of duplicating processes. Its Ozalid facilities are used extensively for reproducing transcripts and theses. Its map service may be used for photographing maps and modifying their scale.

[p. 32] These services are available at cost to anyone connected with the University. At the present time 11 people are engaged in the work of the Photographic Service.

Publication Facilities

The University has very limited facilities for scholarly publication. Some funds are regularly available from the University budget for publications, but only a very small portion of this sum is available to the behavioral sciences. Editorial facilities are so limited that few scholars are willing to endure the publication lag involved in obtaining editorial help. The Institute for Social Research has employed a full-time editor to facilitate its own publications.

The University of Michigan Press, organized in 1930, is currently undergoing study and reorganization and there is widespread hope that it will become a more significant and effective agency in Michigan scholarship.

The Library

The University has a large library with a competent and efficient staff. Lack of sufficient space, however, has operated to reduce the efficiency of library service. The University General Library Building is badly overcrowded. Many acquisitions of research materials cannot be made easily available because of inadequate shelves and files. Lack of space has also led to an excessive dispersion of materials in numerous special collections housed in various buildings about the campus. The groupings of materials at separate locations has not always been functional from the point of view of the behavioral scientist with an interdisciplinary interest. The University administration regards the improvement of library facilities as a first priority in general development plans, and important steps are now being taken to relieve the overcrowding by the construction of a stack building on the North Campus and of the Kresge Medical Library building.

Audio-Visual Education Center

The University has a well-equipped Audio-Visual Education Center, with a large collection of sixteen-millimeter sound and silent motion pictures, filmstrips, tape recordings, and art reproductions. It also is prepared to produce a variety of audio-visual materials and to provide consultation on the use of audio-visual [p. 33] materials. The staff of the Center offer graduate and undergraduate courses in audio-visual methods in the School of Education and in the Extension Service. Instructors in schools and departments on the campus may obtain materials from the Center without charge for instructional purposes. Projection service is also available without charge for any regularly scheduled University class.

GENERAL LEVEL OF BEHAVIORAL SCIENCE ACTIVITY

In order to bring together the relevant data about the departments the following table has been prepared. These data are for the year 1953-54. They are provided for confidential use and should not be published in any form. Figures on numbers of students and on class enrollments are particularly difficult to use in comparisons between universities because of the differences in methods of calculation.

1954_Michigan_BehSciencesTable

[NOTES]

Appendix item 5; The Division of the Social Sciences: Reprinted from “The University of Michigan, An Encyclopedia Survey” Ann Arbor, Univ. Mich. Press, 1942, Vol. I, pp 304-306. Appendix item 6; List of Members, General Committee of the Division of the Social Sciences, University of Michigan, 1953-54. Appendix item 7; News Letters of the Division of Social Sciences, University of Michigan, April, 1950, June, 1952, January, 1953, May, 1953. Appendix item 8; List of Faculty Members in the Social Sciences, University of Michigan, 1953.
Appendix item 9; The Department of Political Science. Reprinted from “The University of Michigan: An Encyclopedia Survey” Ann Arbor, Univ. Mich. Press, Part IV, 1944, pp 702-708.
Appendix item 10; The Department of Psychology, Reprinted from “The University of Michigan: An Encyclopedia Survey” Ann Arbor, Univ. Mich. Press, Part IV, 1944, pp 708-714.
Appendix item 11; Suggestions to the Dean and Executive Committee from the Department of Sociology on the Development Council Request.
Appendix item 12; Publications, School of Business Administration, Bureau of Business Research, Bureau of Industrial Relations, Univ. of Michigan, 1953.
Appendix item 13; Dept. of Conservation: The First Three Years (1950-1953) Univ. of Mich. School of Natural Resources. Appendix item 14; The School of Natural Resources and the Social Sciences, 1951.
Appendix item 15; Institute for Social Research, Survey Research Center, Research Center for Group Dynamics, Univ. of Mich., 1952. Appendix item 16; Executive Committee and Staff of the Institute for Social Research, 1953. Appendix item 17; Publications of the Institute for Social Research, September, 1952 through November, 1953.
Appendix item 18; Institute of Human Biology, Univ. of Mich. Appendix item 19; Publications, Institute of Human Biology, March 1, 1953.
Culture and Agriculture by Horace M. Miner, Occasional Contributions from the Museum of Anthropology of the University of Michigan, No. 14, 1949; Araucanian Culture in Transition by Mischa Titiev, Occasional Contributions from the Museum of Anthropology of the University of Michigan, No. 15, 1951; Spanish-Guarani Relations in Early Colonial Paraguay by Elman R. Service, Anthropological Papers, Museum of Anthropology, University of Michigan, No. 9, 1954.
Appendix item 20; Institute of Public Administration, 1954- 55 Announcement, University of Michigan, Official Publication.
Appendix item 21; Publications. Bureau of Government, Institute of Public Administration, February, 1953.
Appendix item 22; Center for Japanese Studies, Announcement, June 11, 1954.
Appendix item 23; Publications, Center for Japanese Studies and Near Eastern Studies, 1953.

Source: University of Michigan. Survey of the Behavioral Sciences. Report of the Faculty Committee and Report of the Visiting Committee. Ann Arbor, Michigan: July 1, 1954.

Tags Ackley, Boulding, Dickinson, Ford, Haber, Katona, Klein, Levinson, Morgan, Musgrave, Palmer, Peterson, Remer, Sharfman, Stolper, Suits, Watkins

Harvard Ph.D., 1948

Paul W. McCracken Classroom Profile (October 21, 1950)

Memoirs, Comments, Discussion Prof. Emeritus Paul W. McCracken with Prof. Emeritus Herbert W. Hildebrandt

October 24/31, 2008

POLITICAL ECONOMY, SOCIOLOGY, BUSINESS ADMINISTRATION

THE GRADUATE SCHOOL OF ARTS AND SCIENCES

APPLICATION FOR ADMISSION TO CANDIDACY FOR A DEGREE IN ARTS OR PHILOSOPHY

HARVARD UNIVERSITY THE GRADUATE SCHOOL OF ARTS AND SCIENCES

Application for Admission to Candidacy for a Degree in Arts or Philosophy

THE STATE UNIVERSITY OF IOWA IOWA CITY

TRANSCRIPT OF RECORD

of Edw. Hastings Chamberlin College Liberal Arts

Secondary Credits Accepted from Iowa City, Iowa

1916-17

1917-18

1918-19

1919-20

Summer Session 1920

Summer Session 1921

UNIVERSITY OF MICHIGAN ANN ARBOR

GRADUATE SCHOOL OFFICE OF THE DEAN [Transcript of courses taken by Edward H. Chamberlin]

First Semester, 1920-21

Second Semester, 1920-21

First Semester, 1921-21

Second Semester, 1921-22

Carbon Copy of Reply to Chamberlin’s Application of 11 April 1922

HENRY CARTER ADAMS (31st December, 1851—11th August, 1921)

The Second Education

Study in Europe

Dismissal from Cornell

Appointment at Michigan

His Original Work

The Social Philosopher

School of Applied Ethics, 1891. First Dean, Henry C. Adams of the University of Michigan

Taussig’s Cover Letter

HARVARD UNIVERSITY DEPARTMENT OF ECONOMICS

Frank W. Taussig and Edmund Ezra Day’s Courses

From the Course Announcements, 1910-11

HARVARD UNIVERSITY DEPARTMENT OF ECONOMICS

Courses of Thomas Nixon Carver

From the Course Announcements, 1910-11

Information about the teaching assistant actually named by Carver

Harvard A.M. (1911), but no Harvard Ph.D.

HARVARD UNIVERSITY DEPARTMENT OF ECONOMICS

William Morse Cole’s Accounting Course

From the Course Announcements, 1910-11

HARVARD UNIVERSITY DEPARTMENT OF ECONOMICS

Economic history courses of Edwin F. Gay

From the Course Announcements, 1910-11

HARVARD UNIVERSITY THE GRADUATE SCHOOL OF BUSINESS ADMINISTRATION

Office of the Dean

Public Finance Course of Charles Bullock

From the Course Announcements, 1910-11

Possible Harvard Undergraduate as a teaching assistant

HARVARD UNIVERSITY DEPARTMENT OF ECONOMICS

Labor and Transportation Courses taught by W. Z. Ripley

From the Course Announcements, 1910-11

Teaching assistant Whitnack probably never awarded Ph.D. from Harvard

Whitnack’s dissertation listed being “in progress” in 1915

Whitnack’s death in 1919

HARVARD UNIVERSITY DEPARTMENT OF ECONOMICS

THE ORGANIZATION OF BEHAVIORAL SCIENCE ACTIVITIES

DEPARTMENTS OF THE COLLEGE OF LITERATURE, SCIENCE AND THE ARTS

Anthropology

Economics

Political Science2

Psychology3

Sociology

Social Organization

Population and Human Ecology

Social Psychology (see next section of report)

Methodology

Doctoral Program in Social Psychology

PROFESSIONAL SCHOOLS

INSTITUTES AND RESEARCH AGENCIES

Institute for Social Research7

Institute of Human Biology8

Institute for Human Adjustment

Museums

The Institute of Public Administration10

Paul W. McCracken
Classroom Profile
(October 21, 1950)

Memoirs, Comments, Discussion
Prof. Emeritus Paul W. McCracken
with Prof. Emeritus Herbert W. Hildebrandt

POLITICAL ECONOMY, SOCIOLOGY,
BUSINESS ADMINISTRATION

THE GRADUATE SCHOOL OF
ARTS AND SCIENCES

HARVARD UNIVERSITY
THE GRADUATE SCHOOL OF ARTS AND SCIENCES

THE STATE UNIVERSITY OF IOWA
IOWA CITY

of Edw. Hastings Chamberlin
College Liberal Arts

UNIVERSITY OF MICHIGAN
ANN ARBOR

GRADUATE SCHOOL
OFFICE OF THE DEAN
[Transcript of courses taken
by Edward H. Chamberlin]

 HENRY CARTER ADAMS
(31st December, 1851—11th August, 1921)

 Study in Europe

School of Applied Ethics, 1891.
First Dean, Henry C. Adams of the University of Michigan

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

HARVARD UNIVERSITY
THE GRADUATE SCHOOL OF BUSINESS ADMINISTRATION

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

THE ORGANIZATION OF
BEHAVIORAL SCIENCE ACTIVITIES

DEPARTMENTS OF THE COLLEGE
OF LITERATURE, SCIENCE AND THE ARTS

Political Science²

Psychology³

Institute for Social Research⁷

Institute of Human Biology⁸

The Institute of Public Administration¹⁰