Categories
Business School Chicago Curriculum

Chicago. Laughlin on Establishing a Business School, 1895

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

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

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

________________________________________

 

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

Chicago Daily Tribune, May 12, 1895

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

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

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

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

No Fear as to Results.

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

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

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

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

Course in Railway Transportation.

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

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

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

Thorough Analysis of Statistics.

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

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

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

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

Twenty-nine Instructors Required.

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

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

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

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

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

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

Categories
Economists Fields Harvard

Harvard. Thirteen Ph.D. Examinees, 1915-16

For thirteen Harvard economics Ph.D. candidates this posting provides information about their respective academic backgrounds, the six subjects of their general examinations along with the names of the examiners, the subject of their special subject, thesis subject and advisor(s) (where available). Of particular note are the records for Harvard historian of early economic thought, Arthur Eli Monroe, and the soon to become distinguished Chicago (later Princeton) economist, Jacob Viner.

________________________________________

 

DIVISION OF HISTORY, GOVERNMENT, AND ECONOMICS
EXAMINATIONS FOR THE DEGREE OF PH.D.
1915-16

Notice of hour and place will be sent out three days in advance of each examination.
The hour will ordinarily be 4 p.m.

 

Arthur Eli Monroe.

General Examination in Economics, Wednesday, October 13, 1915.
Committee: Professors Bullock (chairman), Taussig, Gay, Day, and Holcombe.
Academic History: Harvard College, 1904-08; Harvard Graduate School, 1913-February, 1916. A.B., Harvard, 1908; A. M., ibid., 1914. Teacher of Latin and German, Kent School, Connecticut, 1909-13; Assistant in Economics, Harvard, 1914-February, 1916; Tutor in the Division of History, Government, and Economics, 1915-February, 1916; Instructor I Economics, Williams College, February, 1916-.
General Subjects: 1. Economic Theory and its History. 2. Economic History since 1750. 3. Public Finance. 4. Statistical Method and its Application. 5. History of Political Theory. 6. Topic in the History of Economic Thought.
Special Subject: Some topic in the History of American Economic Thought.

 

Merton Kirk Cameron.

General Examination in Economics, Wednesday, November 17, 1915.
Committee: Professors Gay (chairman), Ripley, Taussig, Anderson, and Day.
Academic History: Princeton University, 1904-08; Harvard Graduate School, 1913-. A.B., Princeton, 1908; A. M., Harvard, 1914. Head of Department of History, Lanier High School, Montgomery, Alabama, 1911-13; Assistant in Economics, Harvard, 1915-.
General Subjects: 1. Economic Theory and its History. 2. Economic History since 1750. 3. Money, Banking, and Crises. 4. Transportation. 5. Economics of Corporations. 6. American History.
Special Subject: Economic History of the United States.
Thesis Subject: “The History of the Tobacco Growing Industry in the United States.” (With Professor E. F. Gay.)

 

Herbert Knight Dennis

General Examination in Economics, Tuesday, February 29, 1916.
Committee: Professors Bullock (chairman), Perry, Tozzer, Ford, Foerster, and Anderson.
Academic History: Allegheny College, 1907-08; Brown University, 1910-12; Princeton University, 1912-14; Harvard Graduate School, 1914-. Ph.B., Brown, 1912; A. M., Princeton, 1914; A.M. Harvard, 1915.
General Subjects: 1. Economic Theory and its History. 2. Ethical Theory and its History. 3. Poor Relief. 4. Social Reforms. 5. Sociology. 6. Anthropology.
Special Subject: Social Psychology.Thesis Subject: “The French Canadians—A Study in Race Psychology.” (With Professor Foerster.)

 

James Washington Bell.

General Examination in Economics, Wednesday, May 3, 1916.
Committee: Professors Bullock (chairman), Ripley, Munro, Anderson, and Copeland.
Academic History: University of Colorado, 1908-14; Harvard Graduate School, 1914-. A.B., Colorado, 1912; A.M., ibid., 1913. Assistant in Economics, University of Colorado, 1912-14.
General Subjects: 1. Economic Theory and its History. 2. Economic History since 1750. 3. Public Finance. 4. Labor Problems. 5. Sociology. 6. Municipal Government.
Special Subject: Public Finance.
Thesis Subject: “Taxation of Railroads in New England.” (With Professor Bullock.)

 

William Burke Belknap.

General Examination in Economics, Thursday, May 4, 1916.
Committee: Professors Bullock (chairman), Gay, Ripley, Anderson, and Dr. Morison.
Academic History: Yale College, 1904-08; University of Chicago, 1913-14 (two terms); Haverad Graduate School, 1914-. A.V., Yale, 1908; A.M. Harvard, 1915.
General Subjects: 1. Economic Theory and its History. 2. Economic History since 1750. 3. Labor Problems. 4. Money and Banking. 5. American History since 1789. 6. Public Finance.
Special Subject: Public Finance.
Thesis Subject: “History of the State Finances of Kentucky.” (With Professor Bullock.)

 

Henry Bass Hall.

General Examination in Economics, Friday, May 5, 1916.
Committee: Professors Gay (chairman), Taussig, Turner, Day, and Anderson.
Academic History: Harvard College, 1904-05; Amherst College, 1906-07; Massachusetts Agricultural College, 1911-12; Harvard Graduate School, 1912-. S.B., Massachusetts Agricultural College, 1912.
General Subjects: 1. Economic Theory and its History. 2. Money and Banking. 3. International Trade. 4. Economic History since 1750. 5. Agricultural Economics. 6. American History since 1789.
Special Subject: Agricultural Economics.
Thesis Subject: “Economic History of Massachusetts Agriculture.” (With Professors Carver and Gay.)

 

Charles Cloyd Creekpaum.

General Examination in Economics, Monday, May 8, 1916.
Committee: Professors Bullock (chairman), Day, Anderson, Copeland, and Holcombe.
Academic History: University of Nebraska, 1908-12; Harvard Graduate School, 1914-. A. B., Nebraska, 1912. Principal of High School, Alvo, Nebraska, 1912-13; Principal of High School, McCool Junction, Nebraska, 1913-14.
General Subjects: 1. Economic Theory and its History. 2. Economic History since 1750. 3. Sociology. 4. Statistics. 5. History of Political Theory. 6. Public Finance.
Special Subject: Public Finance.
Thesis Subject: “the Financial Results of Public Ownership of Railways.” (With Professor Bullock.)

 

Mark Anson Smith.

General Examination in Economics, Thursday, May 11, 1916.
Committee: Professors Bullock (chairman), Hart, Gay, Ripley, and Dr. Davis.
Academic History: Dartmouth College, 1906-10; University of Wisconsin, 1911-14; Harvard Graduate School, 1914-. A.B., Dartmouth, 1910; A.M., Wisconsin, 1913.
General Subjects: 1. Economic Theory and its History. 2. Economic History since 1750. 3. Money and Banking. 4. Economics of Corporations. 5. Public Finance. 6. American Government and Constitutional Law.
Special Subject: Public Finance.

 

John Emmett Kirshman.

General Examination in Economics, Friday, May 12, 1916.
Committee: Professors Bullock (chairman), Ripley, Gay, Munro, and Foerster.
Academic History: Central Wesleyan College, 1901-04; Syracuse University, 1907-08; University of Wisconsin, 1908-09; University of Illinois, 1914-15; Harvard Graduate School, 1915-. Ph.B., Central Wesleyan, 1904; Ph.M. Syracuse, 1908. Assistant Professor of History, North Dakota Agricultural College, 1909-14; Teaching Fellow in Economics, University of Illinois, 1914-15.
General Subjects: 1. Economic Theory and its History. 2. Public Finance. 3. Economic History since 1750. 4. Comparative Modern Government. 5. Economics of Corporations. 6. Socialism and Social Reform.
Special Subject: Public Finance
Thesis Subject: “Taxation of Banking Institutions.” (With Professor Bullock)

 

Zenas Clark Dickinson.

General Examination in Economics, Monday, May 15, 1916.
Committee: Professors Taussig (chairman), Gay, Yerkes, Day, and Dr. Burbank
Academic History: University of Nebraska, 1910-14; Harvard Graduate School, 1914-. A.B., Nebraska, 1914.
General Subjects: 1. Economic Theory and its History. 2. Economic History since 1750. 3. Statistical Method and its Application. 4. Public Finance. 5. Psychology. 6. Suitable Field in Economic Theory and its History, with special reference to Psychology.
Special Subject: Suitable Field in Economic Theory.

 

Arthur Harrison Cole.

Special Examination in Economics, Thursday, May 18, 1916.
Committee:
General Examination passed January 7, 1915.
Academic History: Bowdoin College, 1907-11; Harvard Graduate School, 1911-. A.B., Bowdoin, 1911; A.M., Harvard, 1913. Assistant in Economics, Harvard, 1913
General Subjects: 1. Economic Theory and its History. 2. Economic History since 1750. 3. Money, Banking, and Commercial Crises. 4. Public Finance and Financial History. 5. International Trade and Tariff History. 6. Political and Constitutional History of the United States.
Special Subject: Economic History of the United States.
Committee: Professors Gay (chairman), Taussig, Turner, and Sprague.
Thesis Subject
: “History of the Wool Manufacturing Industry in the United States, to the year 1830.” (With Professors Gay and Taussig.)
Committee on Thesis: Professors Gay, Taussig, and Sprague.

 

Jacob Viner

General Examination in Economics, Friday, May 19, 1916.
Committee: Professors Taussig (chairman), Bullock, R. B. Perry, Anderson, and Gras.
Academic History: McGill University, Montreal, 1911-14; Harvard Graduate School, 1914-. A.B., McGill. 1914; A.M., Harvard, 1915.
General Subjects: 1. Economic Theory and its History. 2. International Trade. 3. Public Finance. 4. Sociology. 5. Economic History since 1750. 6. Theory of Value (Philosophy).
Special Subject: International Trade.
Thesis Subject: “International Balance of Payments” (With Professor Taussig)

 

Percy Gamble Kammerer.

Special Examination in Economics, Monday, May 22, 1916.
General Examination passed May 14, 1914.
Academic History: Harvard College, 1904-06, 1910-12; Harvard Graduate School, 1912-. A. B., 1908 (1913).
General Subjects: : 1. Economic Theory and its History. 2. Ethical Theory. 3. Poor Relief. 4. Social Reforms. 5. Sociology. 6. The Labor Question.
Special Subject: The Family considered Historically and in its Relation to Social Institutions.
Committee: Professors Foerster (chairman), Ripley, Feguson, Tozzer, Ford, and Anderson.
Thesis Subject: “The Unmarried Mother: a Study of Case Histories.” (With Professor Foerster.)
Committee on Thesis: Professors Foerster, Taussig, and Dearborn.

 

Source: Harvard University Archives. Harvard University, Examinations for the Ph.D. (HUC 7000.70), Folder “Examinations for the Ph.D., 1915-1916”.

Image Source: Library of Congress Prints and Photographs Division, Washington, D.C. Digital ID:  cph 3c14486

Categories
Columbia Economists Harvard

Harvard. Invitations for guest lectures by Schumpeter and Rathgen, 1913

This exchange of letters between Frank Taussig and President Lowell of Harvard involves two pieces of business. The first is Taussig’s request for approval to use department lecture funds to invite Joseph Schumpeter and Karl Rathgen, who were both visiting Columbia University, to give lectures at Harvard. The second piece of business concerns a recommendation of two men to be considered for the presidency of the University of Washington, one of whom (L. C. Marshall who was the Dean of the University of Chicago Business School) the other, James Rowland Angell who would go on to become President of Yale and who also happened to be the father of the Columbia University economist James Waterhouse Angell.

__________________________________

 

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

CAMBRIDGE, MASSACHUSETTS
October 22, 1913.

F. W. Taussig
T. N. Carver
W. Z. Ripley
C. J. Bullock
E.F. Gay
W. M. Cole
O. M. W. Sprague
Q. E. Rappard
E. E. Day
B. M. Anderson, Jr.
H. L. Gray
Dear Lawrence:

Two Germans are in this country, both at the present moment lecturing at Columbia, to whom we might appropriately show a little attention. One is J. Schumpeter, an Austrian with whom I have had correspondence, and a very well-known and highly respected scholar; the other is K. Rathgen of Hamburg, also well-known in the profession. Our friends at Columbia write that these men would be glad to look at this institution, and we are more than willing to show them a little civility. Would you authorize us to ask each of them to give a lecture, possibly more than one, the fee to be charged to the fund for lectures on Political Economy? Schumpeter speaks excellent English, and could certainly give an acceptable lecture. Rathgen might possibly have to speak in German, in which case we should ask him simply to talk to our Seminary.

You remember our talk about the presidency of the University of Washington. I enclose a letter from L. C. Marshall of Chicago about young Angell, the psychologist, who deserves to be considered among the possibilities. I enclose also a memorandum of my own about Marshall himself, who seems to me at least the equal of Angell. Make such use of these papers as you can, either for this opening or for others that may appear in the future. When inquiring of Marshall about Angell, I gave no intimation of the reason for asking him.

Sincerely yours,
[signed]
F. W. Taussig

President A. Lawrence Lowell.

 

__________________________________

October 23, 1913.

Dear Professor Taussig:—

We should certainly be very glad to have either Schumpeter or Rathgen, or both, speak to the students in economics, at the expense of the fund for lectures in political economy. I do not know whether you want an appointment by the Corporation for this purpose, or merely an invitation by the department.

Thank you for the suggestions of presidents of Washington University. I am transmitting them.

Very truly yours,
[stamped]
A. Lawrence Lowell

Professor F. W. Taussig
2 Scott Street,
Cambridge, Mass.

__________________________________

 

Source: Harvard University Archives. President Lowell’s Papers, 1909-1914 (UAI.5.160), Box 15, Folder 413 “1909-14”.

Image Source: Karl Rathgen: Fotosammlung des Geographischen Institutes der Humboldt-Universität Berlin.    Schumpeter: Ulrich Hedtke, Joseph Alois Schumpeter. Archive.

 

 

Categories
Economists Oxford

Oxford. Travers Twiss, Lectures. 1847

While checking the titles of references in Henry Carter Adams’ Outline of Lectures upon Political Economy Prepared for the Use of Students at the Johns Hopkins University, Baltimore, MD., and the University of Michigan (Baltimore, 1881), I came across “Travers Twiss, Lectures I, II, III, IV” in Adams’ Part I Historical/§1 Introduction: Thought before the 16th century/A. Rise of the System.

The exact reference should read:

Twiss, Travers. View of the Progress of Political Economy in Europe since the Sixteenth Century. London: Longman, Brown, Green, and Longmans, 1847.

This I have just added to the collection at my “Rare Book Reading Room” page.

Having never heard of this particular Drummond professor of political economy at Oxford nor his lectures for that matter, I looked him up. Below you have the safe-for-work version of his biography from the 11th edition of the Encyclopaedia Britannica. I’ve linked to the blog entry in the “Victorian Calendar” that provides a few of the juicy details of the scandal that led to his early retirement.

______________________

TWISS, SIR TRAVERS (1809-1897), English jurist, eldest son of the Rev. Robert Twiss, was born in London on the 19th of March 1809. At University College, Oxford, he obtained a first-class in mathematics and a second in classics in 1830, and was elected a fellow of his college, of which he was afterwards successively bursar, dean and tutor. During his connexion with Oxford he was, inter alia, a public examiner in classics and mathematics, Drummond professor of political economy (1842), and regius professor of civil law (1855). After he had forfeited his fellowship by marriage, he was elected to an honorary fellowship of University College. He published while at Oxford an epitome of Niebuhr’s History of Rome, an annotated edition of Livy and other works, but his studies mainly lay in the direction of political economy, law, chiefly international law, and international politics. In 1840 he was called to the bar at Lincoln’s Inn, and became an advocate at Doctors’ Commons. In the ecclesiastical courts he enjoyed a large practice, and filled many of the appointments incidental thereto, such as commissary-general of the city and diocese of Canterbury (1849), vicar-general to the archbishop (1852) and chancellor of the diocese of London (1858). He was professor of international law at King’s College, London (1852-1855). In 1858, when the Probate and Divorce Acts of 1857 came into force, and the ecclesiastical jurisdiction of Doctors’ Commons had passed away, Twiss, like many other leading advocates of Doctors’ Commons, became a Q.C., and in the same year he was also elected a bencher of his Inn. His successful career continued in the civil courts, and in addition to his large practice he was appointed in 1862 advocate-general to the admiralty, and in 1867 queen’s advocate-general. In 1867 he was also knighted. He served during his legal career upon a great number of royal commissions, such as the Maynooth commission in 1854, and others dealing with marriage law, neutrality, naturalization and allegiance. His reputation abroad led to his being invited by the king of the Belgians in 1884 to draw up the constitution of the Congo Free State. In 1871 Twiss became involved in an unpleasant scandal, occasioned by allegations against the ante-nuptial conduct of his wife, whom he had married in 1862; and he threw up all his appointments and lived in retirement in London until his death on the 14th of January 1897, devoting himself to the study of international law and kindred topics. Among his more notable publications of this period were The Law of Nations in Peace and The Law of Nations in War, two works by which his reputation as a jurist will chiefly endure.

Source: Encyclopaedia Britannica (11th ed). Vol. 27, p.493.

Image Source: The Victorian Calendar (March 13, 1872).

Categories
Chicago Economists

Chicago. Milton Friedman from Cambridge to T.W. Schultz. 29 Mar 1954

About a week ago I posted Milton Friedman’s letter from Cambridge, England to T. W. Schultz dated 28 October 1953. Today we have the next carbon copy of a letter to Schultz from Cambridge in the Milton Friedman papers at the Hoover Institution in which Friedman discusses a range of issues from a one-year appointment in mathematical economics at Chicago, the Cowles’ Directorship appointment, and postdoctoral fellowships. The letter ends with a laundry-list of miscellaneous comments from Arthur Burns’ Economic Report to the President through the reception of McCarthy news in England. Friedman’s candid assessments of many of his fellow-economists make this letter particularly interesting.  More to come!

______________________

If you find this posting interesting, here is the complete list of “artifacts” from the history of economics I have assembled. You can subscribe to Economics in the Rear-View Mirror below. There is also an opportunity for comment following each posting….

_____________________

Milton Friedman to T.W. Schultz
29 March 1954

15 Latham Road
Cambridge, England
March 29, 1954

 

Dear Ted:

Of the people you list as possible visiting professors while Koopmans is away, Solow of M.I.T. is the one who offhand appeals to me the most. I have almost no doubt about his absolute competence: I read his doctoral dissertation at an early stage and saw something of him last summer and the preceding summer when he was spending some time at Hanover in connection with one or another of Bill Madow’s projects. He has a seminal mind and analytical ability of a very high order. My only questions would be the other that you raise, whether he is broadly enough interested in economics. And here I am inclined to answer with an uncertain yes, relying partly on the fact that he is flexible and capable of being induced. I do not know Dorfman of California either personally or through his writings. My question about him is that I believe that we would do best if we could use this opportunity in general to bring in someone with a rather different point of view and who will provide a broadening of the kind of thing done under the heading of mathematical economics, and my impression is that Dorfman is very much in the same line as Koopmans – but here too, I don’t have much confidence in my knowledge. As you know, I think very highly of both Modigliani and Christ, but as of the moment for this particular spot, would prefer Solow, partly on grounds of greater differentiation of product.

One rather harebrained possibility that has occurred to me outside your list is Maurice Allais, the French mathematical economist who is Professor at École des Mines. Allais is a crackpot genius in many respects. He came out of engineering and is largely self taught, which means he holds the erroneous views he has discovered for himself as strongly as the correct ones. I have always said that if he had, at a formative age, had one year of really good graduate education in economics he might have become one of the really great names. At the same time, Allais is an exceedingly active and stimulating person who works in mathematical economics of a rather different kind than we have been accustomed to. I think it would be a good thing to have him around for a year – both for us and him – though I am most uncertain that it would be for a longer period. I don’t have any basis for knowing whether Allais would be interested.

I have tried to think over the other European mathematical economists to see if they offer other possibilities. There are others in France: Guilbaud [Georges-Théodule Guilbaud (1912-2008)], Boiteux [Marcel Boiteux (1922-)] (I don’t have that spelled right), but none seem to me as good as Allais for our purposes. There are Frisch and Haavelmo in Norway, Wold in Sweden; of these, Haavelmo would be the best. I find it hard to think of anybody in England who meets this particular bill, and would be at all conceivable. Dick Stone? Has just been over and is not primarily mathematical but might be very good indeed in some ways. Is certainly econometric minded and fairly broadly so. R.G.D. Allen? Has done almost nothing in math. econ. for a long time.*

*[handwritten footnote, incomplete on left side presumably because carbon paper folded on the corner:   “…real possibility here is a young fellow at the London School, A. W. Phillips…invented the “machine” Lerner has been peddling. He came to econ. out of ….good indeed. He has an important paper in the mathematics of stabilization (over) policies, scheduled to appear(?) in Econ. Journal shortly.”]

Getting back home, the names that occur to me have, I am sure, also occurred to you. Is Kenneth Arrow unavailable for a year’s arrangement? What about Vickrey? I don’t believe that in any absolute sense I would rate Vickrey above Christ, say, but for us he has the advantage of bringing a different background and approach.

The above is all written in the context of a definite one-year arrangement in the field of mathematical economics. I realize, of course, that this may turn out to be an undesirable limitation. This is certainly an opportunity to try someone whom we might be interested in permanently; and it may be possible to make temporary arrangements for math. econ. for the coming year – via DuBrul, Marschak, etc. The difficulty is that once I leave this limited field, the remainder is so broad that I hardly know where to turn. For myself, I believe we might well use this to bring someone in in money, if that possibility existed. If it did, I should want strongly to press on you Harry Johnson, here at Cambridge, but originally a Canadian educated at the University of Toronto, who is the one new person I have come to know here who has really impressed me.

One other person from the US left out of the above list but perhaps eligible even within the narrower limitations is William Baumol. Oughtn’t he be considered?

Within the narrower limitations, my own listing would, at the moment, be: Allais, Solow, Baumol, Arrow, Vickrey, Phillips. I would hasten to add that my listing of Arrow fourth is entirely consistent with my believing him the best of the lot in absolute competence, and the one who would still go to the top of this list for a permanent post.

I turn to the other possibility you raise in your letter, a permanent post a la the Tobin one. I am somewhat puzzled how to interpret the change of view, you suggest, I assume that the person would be expected to take over the directorship of Cowles. If this is so, it seems to me highly unfortunate to link it with a permanent post in the department. Obviously, the best of all worlds would be if there were someone we definitely wanted as a permanent member of the department who also happened to be interested in the Cowles area and was willing to direct, or better interested in directing, Cowles. In lieu of this happy accident, I would myself like to see the two issues kept as distinct as possible; to have the Cowles people name a director, with the aid and advice but not necessarily the consent, of the department; have the department offer him cooperation, opportunity to teach, etc., but without having him a full-fledged permanent member. I hope you will pardon these obiter dicta. I realize that this is a topic you have doubtless discussed ad nauseam; what is even more important, if after such discussion, you feel differently, I would predict that you would succeed in persuading me to your view; which is why I leave it with these dicta and without indicating the arguments – you can provide them better than I.

The issue strikes me particularly forcefully because I do feel that in terms of the needs of the department, our main need is not for someone else mainly in the Cowles area; it is for someone to replace either Mints in money, or me in orthodox theory, if I slide over to take Mints’ role.

For Cowles’ sake as well as our own, there might be much to be said for having the directorship be the primary post for whoever comes. It seems to me bad for Cowles to have that post viewed as either a sideshow or a stepping stone. For directorship of Cowles, some names that occur are: Herbert Simon; Dorothy Brady; with more doubt Modigliani. One possibility much farther off the beaten track is Warren Nutter, who has, I gathered, been a phenomenal administrative success in Wash. at Central Intelligence Agency; yet is an economist. Would Charlie Hitch, who has been running Rand’s economic division be completely out?

[Handwritten note: “You know, Gregg Lewis might be better than any of these if he would do it!]

If the post is to be viewed as primarily a professorship in the department, with Cowles directorship as a sideline, I have great difficulty in making any suggestions: I would not, in particular, be enthusiastic about any of those mentioned in the preceding paragraph. Arrow, yes, but he is apparently out. Simon Kuznets, yes, but he would be likely to make Cowles into something altogether different that it is. I feel literally stuck in trying to think of acceptable candidates. Perhaps I can be more useful in reacting to other suggestions.

Let me combine with this some comments on your March 15 letter, which I should have answered long since.

On the post-doctoral fellowship, I feel less bearish than you, primarily, I suppose because I am inclined to lay a good deal of emphasis on the intangible benefits from having a widespread group of people who have had a year at Chicago. It seems to me that a post-doctoral fellowship is more likely to do this than a staff appointment, both because it is likely to bring in a wider range of people to apply and because it is rather more likely to have a one or two year limit and so a more rapid turnover. What has disappointed me most is the limited number of people among whom we have been forced to choose. Why is it that we don’t get more applications? Is it because we do treat it now like a staff appointment? Do we advertise it as widely as we might and stimulate a considerable number of applicants? Or is it simply because the great increase in number of post-doctoral fellowships available (and decrease in quality of people going in for economics?) has lowered the demand for any one fellowship? I find it hard to believe that making it into a staff appointment would help much in providing more adequate review and appraisal – this is I believe a result of the limitations of time on all of us – but it might give it greater prestige and make it more valuable to the recipient in this way, though, it would cost him tax and limit freedom.

I believe that part of the problem you raise about the postdoctoral fellowship has little to do with it per se but is a general problem about the department. Is our own work subject to as much discussion and advice from our colleagues as each of us would like? The answer seems to me clearly no. The trouble is – and I am afraid it is to some extent unavoidable and common at other places – that we have so many other duties and tasks to perform that being an intellectual community engaged in cross-stimulation perforce takes a back seat. This disease is I think one that grows as the square of the professional age. From this point of view, I think that the more junior people around the better in many ways and I think this one of the real virtues of the development of research projects that will enable us to keep more beginners around.

On the whole, I continue to think that the fellowship idea is sound, in the sense that we ought to have a number of people around who have no assigned duties. I would defend the Mishan result in these terms. I think he was a most useful intellectual stimulant and irritant to have around even if his own output was not too striking. The virtue of the fellowship arrangement is that it enables you to shape the hole to the peg. I cannot of course judge about Prais. But I am surprised by your adverse comments on Dewey’s use of it; I would have thought his one of the clearly most successful post-doctoral fellowships so far.

As you have doubtless heard, Muth has decided to go to Cowles. I am sorry that he has. I think he is good. I am somewhat troubled about the general problem of recruiting for the Workshop at a distance. In addition to Muth, I had heard from Pesek, whom I encouraged but left the matter open because he would rather have a fellowship that he applied for that would pay his travelling expenses to Washington. My general feeling is that it would be a mistake to take anyone just because I am not on the spot, that it would be far better to start fairly slowly, and let the thing build up, adding people as they turn up next year. Any comments or suggestions would be greatly appreciated.

I am delighted to hear about Fred’s ford project. I had a wire from Willits recently re Harberger and I assume it was in connection with his proposed project. Al Rees will be a splendid editor, I feel, and it is excellent to have him entirely in the department. I hardly know what to think of Morton Grodzins as Dean. I assume that his appointment measn that he was regarded as a successful administrator at the Press. Grodzins has great drive and energy, is clearly bright and intelligent, but whether he has the judgment either of men or of directions of development that is required, and the ability to raise money that Tyler displayed, is something I have less confidence in. Who is taking over the Press?

I enjoyed your comments on both Arthur Burns and McCarthy. With respect to the first, I thought the economic report extraordinarily good, both in its analysis of the immediate situation and in its discussion of the general considerations that should guide policy. It showed courage, too, I think in its willingness to say nasty things about farm supports and minimum wages to mention two. My views about the recession are indicated by the title of a lecture I am scheduled to give in Stockholm towards the end of April: “Why the American Economy is Depression-proof”. After all, there is no reason why Colin Clark should be the only economist sticking his neck out. It continues to seem to me that the danger to be worried about is over-reacting to this recession and in the process producing a subsequent inflationary spurt. Arthur seems to me to be showing real courage in holding out against action. To do something would surely be the easy and in the short run politically popular course.

McCarthyism has of course been attracting enormous attention here. Indeed, for long it has crowded almost all other American news into the background with the result that it has given a thoroughly distorted view of America to newspaper readers. I enclose a clipping in this connection which you may find amusing. it is not a bad summary, though I trust I put in more qualifications.

We have gotten an opportunity to go to Spain via an invitation to lecture at Madrid (Earl’s doing, I suspect), so Rose and I are leaving next week for a week there. Shortly after our return we go to Sweden and Denmark for a couple of weeks. We are very much excited by the prospects. Best regards to all.

Yours

[signed]
Milton

 

Source: Hoover Institution Archives. Milton Friedman Papers. Box 194, Folder “194.6 Economics Department S-Z, 1946-1976”.

 

Image: Left, Milton Friedman (between 1946 and 1953 according to note on back of photo in the Hoover Archive in the Milton Friedman papers). Right, Theodore W. Schultz from University of Chicago Photographic Archive, apf1-07484, Special Collections Research Center, University of Chicago Library.

Categories
Courses Harvard

Harvard. Harvard Crimson Economics Course Guides, 1927-1938

The Harvard Crimson regularly published “Confidential Guides” to classes. The Crimson on-line archive is easy to search and I’ve selected some of the economics courses that were reviewed. I have added enrollment figures and staffing from the annual reports of the Presidents of Harvard. The coverage is spotty, but maybe I get lucky and find other course guides later.

___________________________________________

1926-27
 Harvard Crimson, December 6, 1927.

Economics 7b
Second semester, 1926-27
[Dr. Mason.—Programs of Social Reconstruction]

This course, originally intended as a small, intimate course on the socialist economists, when given for the first time last year, proved too popular to be labelled as small. Its intimate nature however was retained through Mr. Mason.

One of the youthful prodigies of the Economics department, with an Oxford education behind him, Mr. Mason conducts the course along lines that are wholly enjoyable. Informal lectures—you may interrupt any time you wish—are the backbone of the course, but there are also occasional sessions devoted to a general class room discussion, with the conservative students standing off their more radical colleagues and with Mr. Mason holding the scales.

Examinations are few and far between, and when given display a broadness not displeasing to the student who is taking the course as a study of history rather than as a study of economics.

Enrollment: Economics 7b
Second semester, 1926-27

Total 81: 4 Graduates, 44 Seniors, 23 Juniors, 6 Sophomores, 4 Other.

Source: Harvard University. Reports of the President and the Treasurer of Harvard College, 1926-27, p. 75.

___________________________________________

1928-29
Harvard Crimson, December 11, 1929.

Economics 4b
Second semester, 1928-29
[Professor A. S. Dewing and Dr. Opie. Economics of Corporations]

Professor Dewing has written a book on the Financial Policy of Corporations which is so formidable that it may scare off the average undergraduate who does not know that Professor Dewing’s lecture delivery is one of the least puzzling in the College. Most undergraduates on the first day of the course look wildly around for the nearest exit, convinced that they have wandered into a philosophy lecture. Bailing his trap with a summary of the corporation from Rome to the present day. Professor Dewing has the class following him, at a distance of several sea leagues, by the third lecture. Then he hops briskly to the present time, and proceeds to probe into the motives of the business man. The wheels of the large corporation, the relative advantages of the various forms of business enterprise, the actions of the stock market and the types of securities, in rapid-fire succession. Even future professors of Sanskrit, now undergraduates, would do well to take this course in order to learn where their breakfast bacon comes from, and why Bacon, Preferred sells around 30 these days. Dr. Opie will alternate with Professor Dewing, and what Professor Dewing does for the corporation’s past, Dr. Opie may be expected to do for its future, showing how modern trends to consolidation have not yet run their course.

Enrollment: Economics 4b
Second semester, 1928-29

Total 187: 12 Graduates, 56 Seniors, 104 Juniors, 12 Sophomores, 3 Other.

Source: Harvard University. Reports of the President and the Treasurer of Harvard College, 1928-29, p. 72.

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

Economics 6a
Second semester, 1928-29
[Dr. C. E. Persons. Trade Unionism and Allied Problems]

For those who are interested in the ever present problems arising from the conflict between capital and labor, Economics 6a presents an admirable summary of the most vital issues. This course, given by Professor Ripley for many years, was taken over by Professor Persons of Boston University last year. The latter instructor, however, was called to Washington this fall to take up a government position as an expert on the question of unemployment, and to date no successor has been announced for the course.

Regardless of whom the instructor may be, the subject matter of the course dealing with strikes, governmental control of labor policies, arbitration, unemployment, and other problems closely associated with the labor question should prove valuable to all who have any interest in current problems. For those who think courses in Economics too theoretical, Economics 6a is an excellent corrective, for throughout the half year, one is constantly finding instances in the daily newspapers with which the week’s work is directly concerned. For those concentrating in labor problems, the course is indispensable, since it takes in a wide field which would take many hours to cover in tutorial conferences.

Enrollment: Economics 6a
Second semester, 1928-29

Total 50: 1 Graduates, 22 Seniors, 21 Juniors, 3 Sophomores, 3 Other.

Source: Harvard University. Reports of the President and the Treasurer of Harvard College, 1928-29, p. 72.

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

Economics 7b
Second semester, 1928-29
[Asst. Professor Mason. Programs of Social Reconstruction]

This course on the various programs for social reconstruction limits itself to fairly modern times. No undergraduate alive, whether he was born a little Lib-e-ral or a little Conserve-a-tive, can afford to be ignorant of the social ferment which goes on in the world around him, and threatens to involve him as employer or employee, taxpayer or taxpayer in our time. This course will not introduce him to the manifestations of these doctrines now current in Harbin or in Gastonia, but it will enable him to learn something of the ideas held by anarchists, social-[incomplete]

Enrollment: Economics 7b
Second semester, 1928-29

Total 77: 6 Graduates, 38 Seniors, 27 Juniors, 1 Freshman, 5 Other.

Source: Harvard University. Reports of the President and the Treasurer of Harvard College, 1928-29, p. 72.

___________________________________________

1929-30
Harvard Crimson, September 22, 1930.

Economics A
1929-30
[Prof. Burbank and Asst. Prof. Chamberlin, & Assistants. Principles of Economics]

The problem of how to introduce students to the subject of economics is admirably met in ec A. Of all the large survey courses in the undergraduate curriculum, ec A is perhaps the best organized and the most ably conducted.

Facts as such play a very small part in this course; it is much more a systematic method of thinking that the student must master; reasoning power, not memory, is necessary in order to understand and succeed in ec A. By this one should not understand that no work is required, that all one needs to do to get a good grade, is to go to quizzes once a month and exercise his reasoning power. Not at all; reasoning power and concentration are quite as necessary in studying the principles of economics as they are in answering questions on examinations.

The one really serious criticism of the course, in this reviewer’s opinion, lies in its failure to impress upon the student that Professor Taussig’s book which serves as the text book and foundation of all the work done, is not an economic bible. The general opinion of most students after taking ec A is that the last word on questions economic has been spoken, that the final truth is known and that Professor Taussig is the interpreter thereof. If they continue with the study of economics and learn that Taussig’s “Principles” is only a comparatively minor product of a particular school of though, they will probably be more than a little surprised and their view of economics as a study will undergo considerable revision.

Enrollment: Economics A
1929-30

Total 498: 2 Graduates, 41 Seniors, 123 Juniors, 270 Sophomores, 24 Freshmen, 38 Other.

Source: Harvard University. Reports of the President and the Treasurer of Harvard College, 1929-30, p. 77.

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

Economics 3
1929-30
[Professor Williams. Money, Banking, and Commercial Crises]

This is a course which will be taken sooner or later by practically all men concentrating in economics. Money, banking, and financial crises are all subjects which despite their complexity necessarily demand some consideration from all who aspire to have anything approaching a working knowledge of economics.

It may be gathered from what has been said above that (1) Economics 3 is a large course with students of all degrees of ability enrolled in it, and (2) that it deals with subjects which are far from satisfactorily solved and which are difficult even for advanced students of economics. Corrolary: Economics 3 is conducted in a very slow and deliberate fashion; it tends toward oversimplification; and the lectures remind one of one’s preparatory school days in their careful topical organization and their constant repetition.

Professor Williams, however, has chosen the only practicable method of getting the subjects over and is to be congratulated on the general success of his system.

A parting word to embryonic bankers might not be out of place here. Economics 3 deals with theory almost exclusively and will be of very little assistance in getting a job as a clerk next summer.

Enrollment: Economics 3
1929-30

Total 176: 2 Graduates, 67 Seniors, 88 Juniors, 12 Sophomores, 7 Other.

Source: Harvard University. Reports of the President and the Treasurer of Harvard College, 1929-30, p. 77.

___________________________________________

1932-33
Harvard Crimson, April 18, 1933.

Economics A
1932-33
[Professor Burbank, Asst. Prof. Chamberlin, Frickey, and Ham & Assistants, Principles of Economics]

Economics A is the whole field of Economics in microcosm; it is a study of the economic problem. So much land, labor, and instruments are available. Men must eat. But they want to do more than that. How can they use the available tools to produce the largest amount of what they most want? The problem requires much thought and discussion, and there are many different solutions. Capitalism, Socialism, Communism are but attempts to solve it.

The facts treated in Economics A are closely related to the business world. But while the business man is mainly concerned with particular costs, selling methods, and profits, the economist tries to put all the general facts in the proper sequence and order of importance. He talks about prices in general, the national income, and the distribution of that income among individuals. The student gains more than the ability to talk glibly about tariffs, money standards, and the business cycle. In seeking the essence of economic life he has developed a method of thought.

The textbook used in the course, Taussig’s Principles, is in many places out of date and seems unduly simple in the light of conflicting theories. Wherever possible, the Department is trying to supplement it with other reading. The course is conducted wholly in sections, probably the best method in a subject of this kind. Obviously everything depends on the instructors, and for the most part they are among the best in the University. Their task is made difficult by the necessity of trying to satisfy both those men who are content with the broad outlines of the work and those who desire a more detailed discussion. It has been suggested that more honor sections be formed; and that they be organized after November hours. If this were done and if more Freshmen were admitted to the course, men concentrating in Economics could get an early and thorough start in the subject, other men would be better satisfied, and tutors might start their work more effectively in the sophomore year.

In general it may be said that Economics. A is not a difficult course for the student endowed with ordinary intelligence. The value of the subject is undisputed. As an instructor in another course remarked during the Hoover administration, “The great trouble with Congress is that it is composed of men who have never taken History 1 or Economics A.”

Enrollment: Economics A
1932-33

Total 390: 18 Seniors, 109 Juniors, 224 Sophomores, 23 Freshmen, 16 Other.

Source: Harvard University. Reports of the President and the Treasurer of Harvard College, 1932-33, p. 65.

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

Economics 3
1932-33
[Prof. Williams and Schumpeter, and Dr. Currie. Money, Banking and Commercial Crises]

In Economics 3 the instructors are faced with the uniquely difficult task of explaining the intricacies of “Money and Banking” with not a few words on foreign trade. The course requires a thesis although certain Seniors are exempt.

Professor Williams is undoubtedly not only an authority of world reputation and an excellent lecturer, but a sympathetic teacher. There is, however, the chance that he may be called away next year. Although his absence would be a serious blow to the course, indication is that the course would still be in capable hands.

It is fortunate that, in such a difficult course, the sections conducted by Dr. Currie should be such as to clear up the problems of the individual student, add to the knowledge of the group as a whole, and attain timeliness and interest throughout.

Enrollment: Economics 3
1932-33

Total 151: 32 Seniors, 103 Juniors, 8 Sophomores, 1 Freshman, 7 Other.

Source: Harvard University. Reports of the President and the Treasurer of Harvard College, 1932-33, p. 65.

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

Economics 4
1932-33
[Assoc. Prof. Mason, Asst. Prof. Chamberlin, Dr. Wallace. Monopolistic Industries and their Regulation]

Economics 4, run on the plan of two lectures and one section a week, deals with railroads, corporations, and government control of industry. The course is conducted by Associate Professor E. S. Mason, Assistant Professor E. H. Chamberlin, and Mr. D. H. Wallace.

The subject matter of the course has a contemporary and living significance that has as much primary interest as it is possible to find in the Economics Department. This timeliness has been intelligently capitalized with out sacrificing scholarship.

The reading, while it seems extensive, has great variety and has been excellently chosen. The lectures are well coordinated with it and at the same time avoid repetition. The lectures themselves vary, but on the whole, are fair enough. They can be expected to show considerable improvement, as this is the first year they have been delivered by the men in charge. One gets the impression that Chamberlin and Mason are more interesting than some of their presentations would indicate.

Enrollment: Economics 4
1932-33

Total 155: 5 Graduates, 30 Seniors, 104 Juniors, 14 Sophomores, 2 Other.

Source: Harvard University. Reports of the President and the Treasurer of Harvard College, 1932-33, p. 65.

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

Economics 50 [sic, Economics 38]
1932-33
[Prof. Williams and Schumpeter. Principles of Money and of Banking]

Very much the same general remarks apply to Economics 50 as to Economics 3, also reviewed in this Confidential Guide. The course is more advanced and goes considerably deeper into the fundamental aspects of money and business cycles as well as international trade. Professor Williams is always stimulating and clear-headed, while in this course he has opportunities for exercising his extraordinary critical ability to a far greater degree than in the elementary course.

Such controversial subjects as the monetary and cycle theories of Hawtrey, Keynes, Hayes and Foster and Catchings are treated at length; while much light is also thrown on the mechanism and control of credit, and international trade in general. It would be rash to go further into the subject matter of the course for monetary theory and practice are in such a state of rapid development that next year may find a new set of problems which will call for new treatment. It can, however, be confidently concluded that if such changes do occur Professor Williams, to a greater degree than most economists, will not be restrained by dogma and tradition from treating the new conditions in a spirit both open-minded and critical [incomplete]

Enrollment: Economics 38
1932-33

Total 61: 36 Graduates, 16 Seniors, 1 Junior, 8 Other.

Source: Harvard University. Reports of the President and the Treasurer of Harvard College, 1932-33, p. 66.

___________________________________________

1934-35
Harvard Crimson, April 23, 1934.

Economics A
1934-35
[Prof. Burbank, Asst. Profs. Chamberlin, Frickey, and Ham, and Assistants. Principles of Economics]

Since the purposes of Economics A is to teach the beginner the economic way of thinking, economic questions of the day are considered in a purely subsidiary light. It is the general outlines of economic theory, rather than the details of its structure, which are presented the student. Although he may develop during the year the desired line of attack, he is apt to feel that he has learned less about economics than he wished.

That Economics A is an introductory course, and a difficult one to administer, should be kept in mind. Nevertheless, it would seem that the economic way of thinking might be brought home more vividly by applying it directly to the questions facing the country today.

Long experiment has determined that the course shall consist of three section meetings a week. Since it is the section man who guides the discussions, a great deal depends on his calibre. The reading, though rather difficult for a beginner, is of reasonable length and easily handled.

Enrollment: Economics A
1934-35

Total 498: 38 Seniors, 174 Juniors, 262 Sophomores, 21 Freshmen, 3 Other.

Source: Harvard University. Reports of the President and the Treasurer of Harvard College, 1934-35, p. 80.

___________________________________________

1937-38
Harvard Crimson, May 31, 1938

Economics [as Field of Concentration]

Economics is the center around which our present civilization revolves; some even claim that all human history has been determined fundamentally by economic forces. Almost every occupation fits into the economic structure, and for certain ones like government and business, a knowledge of the economic structure is essential. The field of Economics increased 20 per cent from 1935-36 to 1937-38 and is now the largest in College with 477 concentrators.

From the nature and aims of the field it is obvious that it might better be entitled Political Economy, for every course tends to emphasize the fact that economics cannot be separated from politics. Through full courses on various special subjects like Public Finance and Utilities a broad survey of the subject is attempted, and although each course is designed to include the major problems existent today, it is of course impossible for them to provide the answers. Thus, the field does not intend to offer practical value–in the narrow vocational sense, since it feels that practical training should be obtained after College in places like the Business School. Instead, it offers a thorough theoretical background of economics useful in any business career.

A student who does not want to concentrate in Economics but desires an auxiliary foothold in the subject would do best to combine the theory of Economics A [Principles of Economics] with the more specific material in Economics 41, on Money and Banking.

Concentrators in Economics will have to pass in the spring of their Junior year a general examination in the department of Economics, and in the spring of their Senior year an examination correlating Economics with either History or Government (this correlating exam may be abolished by 1942), and a third one on the student’s special field, which is chosen from a list of eleven, including economic theory, economic history, money and banking, industry, public utilities, public finance, labor problems, international economics, policies and agriculture.

Courses in allied fields, including Philosophy, Mathematics, History, Government, and Sociology, are suggested by the department for each of the special fields. In addition, Geography 1 is recommended in connection with international policies or agriculture.

According to members, there has not been enough organization of tutorial work. In preparing men for their Junior divisionals the tutors have each gone off on independent tacks, often haphazardly. A list of books drawn up by the Board of Tutors for each special field, large enough to allow the student a reasonable amount of choice and yet limited enough to assure both student and tutor that he is working in some prescribed direction, would remedy this situation. The tutors themselves are good, on the whole, and willing to give time to those students whose interest and ability warrant it.

Economics A is required for admittance into every advanced course, although there are a few which allow it to be taken at the same time. It is by no means too difficult for Freshmen, may be taken by them with the consent of the instructor, and concentrators urge all Freshmen who think they may go into the field to take this course during their first year. This will enable them to begin taking advanced courses their Sophomore year, as History and Government concentrators do, and thereby allow a much wider range of study during their last two years, both in courses and in tutorial. History 1 and Government 1 are both required for concentration in Economics. The former should be taken Freshman year.

Of the two basic courses in theory Economics 1 [Economic Theory] is much better than the half year course 2a [Economic Theory (shorter course)], but it is open only to honors candidates. Professor Chamberlin lectures excellently in course 1, but there is still need for a half course such as 2a. Nearly all the advanced courses will be found worth while, but they cannot all be taken and must be chosen with the interests and the special field of the concentrator in mind. Course 21a [Introduction to Economic Statistics]was blamed for wasting the effort of Professor Frickey, for students claimed the material could be covered in less than a mouth. It is necessary for graduate work, and cannot be expected to be very interesting. Mason’s Economics 11a and b, on the history and economics of Socialism, while they are not well organized, represent–especially the history–a field which has been practically ignored in the social sciences, although it is listed as a special topic for the correlation exam–the History of Political and Economic Thought. A course on the History of Economic Theory is notably lacking, and the History of Socialism could well be matched with a History of Capitalism, Sociology 3 comes nearest to filling this gap now, but it leans less towards economics than towards social progress. Economics 36, on Economic History [1750-1914], is concerned with the material development of industry, railroads, etc. Hansen was liked in course 45a on Business Cycles, and the material covered in 43a and b [International Economic Relations] is valuable.

Expanding its labor instruction, the department will make Economics 81, on Labor Problems, a full course, to be given by Professor Slichter, Dr. Reynolds, and Mr. Pollard. Social security, as well as the economics of labor, will be taught.

 

 

 

Categories
Economists Harvard

Harvard. Marx/Engels/Lenin Readings. Emile Burns (ed.), 1935

 

 

In 1935 the British Communist, Emile Burns, published A Handbook of Marxism that included just over one thousand pages of excerpts from key works by Marx, Engels, Lenin and (yes) Stalin. Reading assignments in the Burns volume can be found in four of the course syllabi from the Harvard economics department thus far included among the transcribed artifacts in Economics in the Rear-View Mirror. In the table below I note which chapters were assigned for the four courses.

That table is followed by the Table of Contents of the Burns Handbook along with links to available versions (not always the same translation however) of some of the works from which excerpts have been included. There is still work to do in putting links to most of the Lenin pieces and all those of Stalin, but at least all the Marx-Engels chapters have links to the complete works for now.

Chapter XXI consists of excerpts from chapters from the three volumes of Capital. I find it handy to have this short-list of chapters chosen by a practicing Communist of the 1930s. The Handbook is about 50:50  Marx & Engels (ca 500 pages) vs. Lenin & Stalin.

 Cf. the 1918 “Outline for the Study of Marxism” by Karl Dannenberg.

_______________________________________

A HANDBOOK OF MARXISM

being
a collection of extracts from the writings of
Marx, Engels and the greatest of their followers

selected
so as to give the reader
the most comprehensive account of Marxism
possible within the limits of a single volume:

the passages
being chosen by Emile Burns, who has added
in each case a bibliographical note, & an
explanation of the circumstances in which the
work was written & its special significance in
the development of Marxism : as well as the
necessary glossaries and index.

LONDON
VICTOR GOLLANCZ LTC
1934

_______________________________________

Harvard Economics Courses with Assigned Readings
in A Handbook of Marxism

Chapter

Mason and Sweezy 1938 Sweezy 1940 Taylor 1948 Taylor 1950

I.

II.

III.

IV.

V.

VI.

VII.
VIII.
IX.
X.
XI.
XII.

XIII.

XIV.

XV.

XVI.

XVII.

XVIII.

XIX.

XX.

XXI.

XXII.

XXIII.

XXIV.

XXV.

XXVI.

XXVII.

XXVIII.

XXIX.

XXX.

 

Table of Contents
Emile Burns, A Handbook of Marxism (1935)

Introduction
Chap.
I. K. Marx and F. Engels. The Communist Manifesto
II. K. Marx. Address to the Communist League (1850)
III. F. Engels. Introduction to the Class Struggles in France (1848-50)
IV. K. Marx. The Class Struggles in France (1848-50)
V. K. Marx. The Eighteenth Brumaire of Louis Bonaparte
VI. F. Engels. Germany: Revolution and Counter-Revolution
VII. K. Marx. The Civil War in France
VIII. F. Engels. Introduction to the Civil War in France
IX. K. Marx. The Crimean War [New York Tribune, 24 October 1854]
X. K. Marx. The British Rule in India [New York Tribune, June 25, 1853, p. 6];  The Future Results of British Rule in India [New York Tribune, August 8, 1853, p. 5.]
XI. K. Marx. Relations Between the Irish and English Working Classes
[5. The Question of the General Council’s Resolution on the Irish Amnesty]
XII.

F. Engels. The British Labour Movement

[A Fair Day’s Wages for a Fair Day’s WorkThe French Commercial Treaty Social Classes—Necessary and Superfluous]

XIII.

K. Marx and F. Engels. German Ideology

XIV.

F. Engels. Ludwig Feuerbach

XV.

K. Marx. Theses on Feuerbach

XVI.

F. Engels. Herr Eugen Dühring’s Revolution in Science (Anti-Dühring)

XVII.

F. Engels. The Origin of the Family, Private Property and the State.

XVIII.

F. Engels. The Housing Question [Parts I and II]

XIX.

K. Marx. The Poverty of Philosophy

[Chapter 2: The Metaphysics of Political Economy. Section 1: The Method]

XX.

K. Marx. A Contribution to “the Critique of Political Economy”

XXI.

K. Marx. Capital

(164 pages of excerpts from the following chapters of the Charles H. Kerr & Co., Chicago edition of the three volumes of English translation. Note the recommended order for volume I)

Vol. I, Ch. XXVI. The Secret of Primitive Accumulation;
Vol. I, Ch. XXVII. Expropriation of the Agricultural Population from the Land;
Vol. I, Ch. XXIX. Genesis of the Capitalist Farmer;
Vol. I, Ch. XXX. Reaction of the Agricultural Revolution on Industry: Creation of the Home Market for Industrial Capital;
Vol. I, Ch. XXXI. Genesis of the Industrial Capitalist;
Vol. I, Ch. XXXII. Historical Tendency of Capitalist Accumulation;
Vol. I, Ch. I. Commodities;
Vol. I, Ch. III. Money, or the Circulation of Commodities;
Vol. I, Ch. IV. The General Formula for Capital;
Vol. I, Ch. V. Contradictions in the General Formula of Capital;
Vol. I, Ch. VI. The Buying and Selling of Labour-Power;
Vol. I, Ch. VII. The Labour Process and the Process of Producing Surplus Value;
Vol. I, Ch. VIII. Constant Capital and Variable Capital;
Vol. II, Ch. XX. Simple Reproduction;
Vol. II, Ch. XXI. Accumulation and reproduction on an Enlarged Scale;
Vol. III, Ch. X. Market Prices and Market Values;
Vol. III, Ch. XIII. The Law of the Falling Tendency of the Rate of Profit: The Theory of the Law;
Vol. III Ch. XIV. Counteracting Causes;
Vol. III, Ch. XV. Unravelling the Internal Contradictions of the Law;
Vol. III, Ch. LI. Conditions of Distribution and Production;

XXII. V. I. Lenin. The Teachings of Karl Marx
XXIII. V. I. Lenin. Our Programme
XXIV. V. I. Lenin. What is to be done?
XXV. V. I. Lenin. The Revolution of 1905
XXVI. V. I. Lenin. Materialism and Empirio-Criticism
XXVII. V. I. Lenin. The Historical Fate of the Teaching of Karl Marx
XXVIII. V. I. Lenin. Socialism and War
XXIX.

V. I. Lenin. Imperialism: The Highest Stage of Capitalism

[Ch. VII. Imperialism as a Special Stage of Capitalism;
Ch. VIII. Parasitism and the Decay of Capitalism;
Ch. IX. Critique of Imperialism]

 

XXX.

V. I. Lenin. The State and Revolution

[Ch. I. Class Society and the State;
Ch. V. The Economic Basis of the Withering Away of the State]

XXXI. V. I. Lenin. Letters from Afar
XXXII. V. I. Lenin. The Tasks of the Proletariat in our Revolution
XXXIII. J. Stalin. Report on the Political Situation, August 1917
XXXIV. V. I. Lenin. On the Eve of October
XXXV. J. Stalin. The October Revolution
XXXVI. V. I. Lenin. The Proletarian Revolution and Kautsky the Renegade
XXXVII. J. Stalin. Foundations of Leninism
XXXVIII. V. I. Lenin. “Left-Wing” Communism: an Infantile Disorder
XXXIX. J. Stalin. The International Situation, August 1927
XL. J. Stalin. Report at Seventeenth Congress of the Communist Party of the Soviet Union, 1934
XLI. J. Stalin. Address to the Graduates from the Red Army Academy
XLII. The Programme of the Communist International
Appendices
Index

 

Image Source: Graham Stephenson website, Communist Biogs: Emile Burns.

 

 

 

 

Categories
Courses Johns Hopkins Stanford Suggested Reading Syllabus

Johns Hopkins. Lectures on Charities by A. G. Warner, 1893

In 1892 Amos G. Warner (1861-1900) was hired as the head of the newly established Department of Economics and Social Science at Stanford. A sketch of his biography is found in the eulogies reported at his memorial service at Stanford.  This is followed by an outline with readings for a course of lectures he held at Johns Hopkins University in 1893 “On Charities and their Administration”.

 

 

___________________________

MEMORIAL TO DR. A.G. WARNER.

Friends and Colleagues of the Dead Professor Pay Tribute to a Truly Great Man.

Last night memorial services were held in the chapel for Dr. Amos Griswold Warner, late head of the department of Economics and Sociology in the University. The touching tributes of recollection bore eloquent testimony how deeply his friends at Stanford have felt his death.

President Jordan first spoke, saying : “About fourteen years ago I was told by one who had attended a convention of political economists that the man who was the most sane, interesting, and human of them all was the professor of economics in the University of Nebraska, Dr. Amos G. Warner. It was largely through this statement that I was led to investigate his life and work and to offer him a professorship, first in the East and again in the West, the last of which he finally accepted. It was through Dr. Warner’s recommendation that I first came to look up the records of Dr. Ross and Dr. Howard, so he had a great deal to do with this institution.”

Dr. Jordan introduced Dr. Howard, who said of Dr. Warner, in part : “I have had an acquaintance with him extending over a score of years and must be excused if I give personal reminiscences.

“Just twenty years ago last September there appeared for registration in the University of Nebraska a farmer’s boy from Roca, a village about eleven miles distant from there. His clothes were of the severest country type. His eye, as many of you know, constantly gave a human and somewhat quizzical light —looking out into the new world into which he was about to enter, and of which in more than usual measure he took possession. I had just returned from Germany and for three months was a supply teacher, and with others felt that a new power had come among us, as we learned more and more to appreciate his mind. The part which a young man or a young woman has to take in academic life in the making of the institutions which constitute that life is very important. As he is strong or great in that life he is likely to be in the life beyond. Dr. Warner had a sense of humor almost unsurpassed, and was often a leader in college fun — in true college fun — that kind which had the joy of gentleness, but he was never found in that group whose only claim to academic distinction is good clothes, nor among those who are eager to imitate evil, nor among those who in the name of a college joke or prank delight to persecute those who are physically or mentally weaker than themselves. He told me that he had resolved to graduate and then carry the culture he had obtained into a farmer’s life. While yet a graduate student he received his first call to public duty. In Baltimore, the patron of charities in that city heard of him and the young boy received an invitation to organize the charities —the most difficult work that any man can undertake. The plough boy of Roca undertook the work and he succeeded. And then came the first call to teach. He was appointed an associate professor and my colleague, and now after a few months’ teaching came his second call to public work, to Washington. The thing which finally determined his coming to Stanford was the gift of the Hopkins Library to this institution. He was deeply interested in railroad matters and would build up a railroad school here which would be a great activity.

“But was the work of Dr. Warner left unfinished? He first organized the Associated Charities, and then he organized one of the most important branches of another science, that of Economic Corporations. But there is something more than that which is better, and that is the influence of that good and true soul which he put forth. One may compare it in its results to a diamond cast into the water. The waves of intellectual and moral influence recede further and further, until they break the uttermost shores of time. He had knowledge of man, and of men in all forms and shapes, which only the wise can possess. His work led him in the lowest walks of society, and he came out of it a master of men. When one stands in the presence of that noble and pure soul he cannot but feel humility. When one considers his greatness and his strength one may have faith and hope for the man of democracy.”

Dr. Edward A. Ross was the next to speak of Dr. Warner. He said : “Professor Warner was a most original man. His was the pioneer mind. He seemed to have the capacity to relate economics to real life. He was always on the growing margin of the science, where something new is to be discovered. His methods were original and effective. Instead of sending his students to texts, he sent them out in the world to study the jails, almshouses, and city halls. Students who are here now simply cannot realize the deep devotion of Professor Warner’s students to him, and the profound impression that he has left on every one of them. He had a rare common sense. When he was here two years ago he gave four lay sermons, and I think that they will never be forgotten. I have hardly heard a person comment on these sermons. They are of the kind that you think over, and carry in your mind.”

[…]

Source:  The Stanford Daily. Vol. XVI, Issue 9 (January 24, 1900), p. 1.

 

________________________

CHARITIES AND THEIR ADMINISTRATION.
ABSTRACT OF A COURSE OF LECTURES BY A. G. WARNER, PH. D.
[1893]

The lectures to graduate students on Social Science during the current year were opened with an introductory course by President Gilman. He briefly characterized some of the fundamental and special works of sociology and showed its relation to history, politics, economics, education, sanitation, penology, and other distinct fields of social inquiry. The relations of university men to the State and to society were discussed, together with various practical topics pertaining to political ethics, public morality, social reform, and organized charity.

These introductory lectures were followed by courses by Dr. A. G. Warner and Dr. E. R. L. Gould.

A course of ten lectures on “Charities and their Administration ” was delivered during December and January by A. G. Warner, Ph. D., Superintendent of Charities for the District of Columbia, and Professor-Elect of Economics in the Leland Stanford Jr. University. During and following the course, a company of those especially interested in the subject visited many of the charitable and penal institutions of the city and vicinity, under the guidance of Mr. F. D. Morrison, Superintendent of the Maryland School for the Blind, who represented the Baltimore Charity Organization Society, and Mr. D. I. Green, who was chosen chairman of the class.

The substance of Dr. Warner’s lectures will eventually be incorporated in a work entitled “American Charities, a Study in Philanthropy and Economics,” [Volume 4 in Crowell’s Library of Economics and Politics, 1894] but it is thought best to print at once for the use of those interested in the subject the list of references and a brief synopsis of the lectures themselves.

The references as given by Dr. Warner have been extended by, Mr. D. I. Green, through the addition of dates and places of publication and the completion of titles. They are presented here not as a bibliography of charities but as a reader’s guide which has already proved useful to students of social science.

Perhaps the best bibliography for the American student of charity, though by no means complete, is that found in the appendix of the last Baltimore Directory of Charities. The Directory may be obtained from the Charity Organization Society of Baltimore for fifty cents. The Library Catalogue of the London Charity Organization Society, now appearing in Charity Organization Review, will constitute a more complete bibliography.

 

List of Works Suggested by the Lecturer for Reference in connection with this Course.

 

(a) Bibliographical Helps:

Adams, H. B. Notes on the Literature of Charities. Johns Hopkins University Studies, fifth series, No. 8. 1887.
Commons, John R. Popular Bibliography of Sociology. The Christian Social Union, Madison, Wis. 1891.
Catalogue of the Library of the State Charities Aid Association. New York City. 1886. Directory of Charities of Baltimore, Appendix E. Charity Organization Society, Baltimore. 1892.
Catalogue of Library of the London Charity Organization Society. This is being printed in sections as a supplement to the Charity Organization Review, beginning with January, 1893. London.

 

(b) Periodicals:

The Charities Review. Published monthly from November to June. Charity Organization Society of New York City. $1.00.
Lend a Hand. Edited by Rev. E. E. Hale. Monthly. Boston. $2.00.
State Charities Record. Published bi-monthly. The State Charities Aid Association of New York. Discontinued, June, 1892.
Charity Organization Review. Published monthly. The Charity Organization Society of London. 6 d. each.
The Monthly Register. The Philadelphia Society for Organizing Charity. 50 cts.
Die Arbeiter-Kolonie. Monthly. Gadderbaum, Germany. 50cts.

 

(c) European:

Nicholls, George. History of the Poor Laws. London. 4 vols. 1854-1857.
Chalmers, Thomas. Christian and Economic Polity of Large Towns. Glasgow, 1858.
Fowle, T. W. The Poor Law. London, 1881.
Fawcett, Henry. Pauperism; Its Causes and Remedies. London, 1871.
Hodder, Edwin. Life and Work of the Earl of Shaftesbury. London and New York, 1886.
Booth, Charles. Labor and Life of the People. 3 Vols. London. 1889, 1891, 1892.
Schönberg’s Handbuch der Politischen Oekonomie, third edition, article, “Armenwesen,” by E. Löning. Tübingen, 1891.
Conrad’s Handwörterbuch der Staatswissenschaften, articles, “Armenwesen,” by Dr. Aschrott and others; and “Arbeiter-Kolonien,” by J. Berthold. Jena, 1890
Emminghaus, A. Poor Relief in Different Parts of Europe. Translation. London, 1873.
Böhmert, Victor. Armenwesen in 77 Deutschon Städten. Dresden, 1886.

 

(d) American:

Annual Reports of the National Conference of Charities and Correction, 19 vols. Boston.
Reports of State Boards of Charities.
Report on the Defective, Dependent and Delinquent Classes. Tenth Census of the United States. Vol. XXI.
Aschrott, P. F. Poverty and Its Relief in the United States of America. Translated for the Baltimore Charity Organization Society. Baltimore, 1890.
Gilman, D. C. Our Relations to Our Other Neighbors. Baltimore, 1891.
Warner. Dr. Amos G. Charities: The Relation of the State, the City, and the Individual to Modern Philanthropic Work. 12 pages. Supplement to Johns Hopkins Univ. Studies. Baltimore, 1889.
Riis, Jacob A. How the Other Half Lives. New York, 1889.
Crooker, Joseph H. Problems in American Society. Boston, 1889.
Ely, Richard T. Philanthropy. Reprinted by the Baltimore Charity Organization Society, 1887.

 

In studying pauperism, we study one branch of the science of social pathology; in studying charities and their administration we are concerned with one branch of social therapeutics. Pauperism is natural and inevitable only in the same sense that bodily disease is natural and inevitable. Both are evils to be treated by scientific methods and to be assailed in their causes. Parenthetically it may be said that the tendency to use the term social science or sociology as meaning simply what is here called social pathology and therapeutics is a pernicious one. There is no good name for the branch of social science which relates to the care of social weaklings.

In the present course little will be said about gratuitous charity-made pauperism. The evils resulting from unwise giving are to be mentioned only incidentally. It is desired to dwell on what needs doing rather than on what should not be done, to consider especially those great and various groups of individuals whose destitution is undoubted, and to outline the wisest methods of helping them.

 

Lecture No. 1.
PAUPERISM AS A PHASE OF NATURAL SELECTION.

(a) On Natural Selection in its Application to Man:

Huxley, Thomas H. The Struggle for Existence. The Nineteenth Century, Feb., 1888. On the Natural Inequalities of Men. Ibid, Jan., 1890.
Wallace, A. R. Contributions to the Theory of Natural Selection. London, 1871.
Ritchie, D. G. Darwinism and Politics. London, 1889.
Bagehot, Walter. Physics and Politics, chapter on the “Uses of Conflict.” 1872.
Darwin, Charles. Origin of Species, 1859; and the Descent of Man, 1871.
Spencer, Herbert. Principles of Biology, 1864; and Principles of Sociology, 1874 et seq.
Malthus, Rev. Thomas Robert. The Principle of Population. London, 1798, 1803, etc., New York, 1890.

 

(b) On the Causes of Pauperism:

Booth, Charles. Pauperism and the Endowment of Old Age, chapter VII, and the tables there cited. London and New York, 1892.
Böhmert, (see above) pp. 114-116.
Reports of the Charity Organization Societies of Boston, Buffalo, New York, Baltimore, etc.
Warner. A. G. Notes on the Statistical Determination of the Causes of Poverty. Publications of the Am. Statistical Association, New Series, Vol. I, No. 5. Boston, 1889.
Crooker. Problems in American Society. Boston, 1889, p. 146.

 

“The Unfit” is an ambiguous term (see Huxley and Ritchie). In a narrow sense it means simply unfitness to cope with circumstances at a given time and a given place; in a broader sense it means unfitness from the standpoint of race improvement and it is a common but mischievous error to assume that those who are unfit in one sense of the term are also unfit in the other. Natural selection as a means of race improvement is always efficient, but sometimes enormously slow and wasteful. A man would be unfit in the sense of failing to cope with circumstances who should not be able to resist an attack of small pox, or who finding himself thrown into deep water should be unable to swim. Vaccination and life preservers are used to prevent such persons from becoming victims of temporary misfortune or weakness; and this is a proper modification of natural selection, because the persons who are not by nature fitted to cope with the special circumstances of the time and place may be eminently fit from the standpoint of race improvement. The purpose of philanthropy should be first, to preserve those who are fit from the standpoint of race improvement from being crushed by unfortunate local or temporary conditions, and second to enable those who are unfit from the standpoint of race improvement to become extinct with the least possible suffering.

In trying to determine what constitutes the unfitness of the individuals composing the pauper class, a system of case counting is frequently resorted to. A tabular exhibit of the result reached by German, English and American investigators shows that the most constant factor is sickness; next in importance in chronic pauperism is weakness of old age, and in incipient pauperism, the weakness of extreme youth. An attempt to classify the cases of pauperism according as the causes indicate misfortune or indicate misconduct has for its leading result the conclusion that very little dependence can be placed upon such a classification. The study of a concrete mass of pauperism tends to confirm Dugdale’s conclusions that “Hereditary pauperism rests chiefly upon disease in some form, tends to terminate in extinction, and may be called the sociological aspect of physical degeneration.”

 

Lecture No. 2.
SOME OF THE SOCIAL CAUSES AND EFFECTS OF INDIVIDUAL DEGENERATION.

 

Billings, John S. On Vital and Medical Statistics. Reprinted from The Medical Record. New York, 1889.
Eleventh Census, Bulletin 100.
Körösi. Joseph. Sterblichkeit der Stadt Buda-pest in den Jahren 1876-1881 und deren Ursachen, Mittheilungen über individual Mortalitäts-beobachtungen, and other works. Budapest, Hungary.
Reports of the New Jersey Bureau of Labor for 1889,1890 and 1891, chapters upon the “Health and Trade-Life of Workmen.”
Twiss, Travers. Tests of a Thriving Population. London, 1845.
Porter, Dwight. A Sanitary Inspection of Certain Tenement-House Districts of Boston. 1889.
Chapin, H. D. Preventable Causes of Poverty. The Forum. June, 1889.
Humphreys, Noel A. Class-Mortality Statistics. Journal of Royal Statistical Society. June, 1887.
Newsholme, Arthur. Elements of Vital Statistics. London, 1889.
Grimshaw, T. W. Reports as Registrar General of Ireland, 1885 et seq.

 

Influences which often tend to lower the industrial and social status of the individual that are commonly treated in works on economies, are the variations in the purchasing power of money, changes in industry, undue power of class over class, specialized industries, and the work of women and children. For present purposes we do not take up these topics which are treated elsewhere, but will content ourselves with certain statistical investigations as to occupational-mortality and morbidity.

By computations based on a table given by Körösi we find that out of 1000 merchants (Kaufleute) who are in the business at the age of 25 there will be alive at the age of 60, 587.7; of the same number of tailors, 420.6; of shoemakers, 376.2; of servants, 290.2; of day laborers, 253.4. The high mortality of the laboring classes carries with it an implication of a relative large amount of sickness. Taking an average of two years of sickness to each death—which is the proportion commonly assumed by statisticians— we find that merchants would have 32.5 years of health in which to provide for one year of sickness, tailors 21.3, shoemakers 18.7, servants 15.5, and day laborers only 13 years. This, however, does not indicate fully the burden imposed upon the lower classes by a high death rate. In order to give a more adequate idea of this burden we must turn to statistics of class-mortality and morbidity, since only here do we obtain a view of sickness and health in the population of all ages. Taking the population of Dublin, as statistically described by Dr. Grimshaw, it is found that among persons of the independent and professional classes there is an average of 24.5 years of health for persons over fifteen years of age in which provision may be made for one year of sickness in the whole population of the same class; while for the poorest class there are only 8.8 years of effective health in which to provide for one of sickness.

In the first lecture we reached the conclusion that disease is an important cause of poverty. We now reach the conclusion that poverty is an important cause of disease. Yet it is not without advantage that we travel all the way around this circle, and reach no general conclusion more novel than that already announced in Proverbs, “The destruction of the poor is their poverty.” It enables us to realize anew the interaction of social forces, and the manner in which that which they have is taken away from those which have not.

 

Lecture. 3.
PERSONAL CAUSES OF DEGENERATION.

Weismann, A. F. L. Heredity and Kindred Biological Problems. Translation, Oxford, 1889.
Ward, Lester F. The Transmission of Culture. The Forum, May 1891; and Neo-Darwinism and Neo-Lamarkism. Pamphlet. Washington, 1891.
Galton, Francis. Hereditary Genius. London, 1869.
Dugdale, R. L. The Jukes. New York, 1877, 1884.
McCulloch, O. C. The Tribe of Ishmael. Indianapolis, 1888.
Ely, R. T. Pauperism in the United States. North American Review, April, 1891.
Strahan, S. A. K. Marriage and Disease. New York, 1892.
Booth, Charles. Pauperism and Endowment of Old Age. 1892.
Drummond, Henry. Natural Law in the Spiritual World, chapters on Semi-Parasitism, and Parasitism. New York, 1887.
Tenth Annual Report of the New York State Board of Charities. 1877.
Royce, S. Deterioration and Race Education. New York, 1877.

 

As to heredity it must be said that it is now an open question among scientists whether or not acquired characteristics are transmitted by inheritance. If not, we are more in the dark as to the cause of variation in the human and other species than was for a time supposed; and much bearing on our present subject that has been written by Spencer, Maudsley, Bagehot and Dugdale is out of date. For instance, Mr. Dugdale’s tentative conclusion that “heredity itself is an organized result of invariable environment” would have to be given up. If Weismann’s contention is correct those interested in race-improvement will have to pay more attention than might otherwise have been thought necessary to the principles of selection. Galton has investigated the influence of heredity in producing unusually able men; Dugdale, McCulloch, Mrs. Lowell, and Charles Booth have investigated its influence in producing paupers, criminals and prostitutes.

Among secondary causes of degeneration pertaining to persons the following are of leading importance:

(1). Sexual licentiousness. All careful observers agree that perversion of sexual instincts is one of the chief causes of individual degeneration. It results in specific disease, general under-vitalization and incapacity. (2). Intemperance. Its degenerative influence is greatest in classes considerably above the pauper class (Booth, pp. 39-41). Its influence has not been studied with the scientific care it merits. (3). Laziness and under-vitalization merges into various forms of specific disease and into idiocy. It often appears in the children of the licentious and intemperate. (4). Parasitism, or the habit of dependence. Is at once an evidence and a source of degeneration. Is closely analogous to parasitism among plants and animals. (See Drummond, above). It may be indefinitely developed by unwise philanthropy.

We need not for the present inquire whether the secondary causes result from the influence of the individual’s “free choice,” from hereditary or from environment. There is said to be a tendency among defectives to intermarry, and so eventually to hasten extinction. (See Strahan).

 

Lecture No. 4.
THE ALMSHOUSE AND ITS INMATES.

(a) On Almshouses:

Booth, Charles. Pauperism and Endowment of Old Age, 1892, especially pp. 33 and 117.
Eleventh Census, Bulletin 90.
Report of a Conference on Charities held in Baltimore, April, 1887. Especially F. B. Sanborn on “Work in Almshouses,” and A. G. Warner on “The Charities of Baltimore.”
Reports of State Boards of Charities, especially New York, Indiana, Illinois, and Wisconsin.
Reports of the National Conferences of Charities and Correction. Especially papers by Messrs. Giles and Sanborn, 1884; Byers, 1886, and Mrs. Lowell, 1879.
Pamphlets issued by the Wisconsin State Board of Charities on the Construction and Management of Almshouses.

 

(b) On Out-Door Relief:

Reports of the National Conference, 1879, pp. 200 ff; 1881, pp. 144-154; symposium, 1891.
Farnam, H. W. Report on the Advisability of Establishing a Workhouse, etc. New Haven, 1887.
Lee, Joseph. A Study in Out-Door Relief. State Charities Record. April, 1892.
Report of Committee on Out-Door Alms of the Town of Hartford, Conn., 1891.

 

(c) On Old Age Pensions:

Booth. Pauperism. (See above).
Spender, J. A. The State and Pensions in Old Age. London, 1892.
Chamberlain, Joseph. Old Age Pensions. The National Review. Feb., 1892.
Loch, C. S. Old Age Pensions and Pauperism. London, 1892.

 

The almshouse is the fundamental institution in American poor relief. The abjectly destitute not otherwise provided for are sent here (inmates of almshouses in the United States 1890-73,015, ratio of population 1 to 857; 1880, inmates of almshouses, 66,203, ratio to population 1 to 758—Census Bulletin No. 90).

Formerly almost the entire care of the poor was left to the local political units. Under such circumstances all classes of dependents were jumbled together in the almshouse. Now, specialization is so far advanced that the state usually cares for the blind, the deaf and dumb, and in many cases for the insane and the feeble minded, and children are usually provided for by special agencies. This leaves for the almshouse at the present time the old, the infirm, the decrepit and chronic invalids and paupers. The stigma attaching to the acceptance of almshouse relief seems to come not so much from the fact that it is supported by the public as from the fact that a great majority of its inmates are thoroughly degenerate physically and morally. (See Hartford Report).

The almshouse is usually managed either by the county, city or township. Its character depends first upon the man employed as its superintendent, and second on the supervision. It is an institution that people willingly forget and reluctantly visit. It should be on a farm but near a town, so that visitors may easily reach it. Besides this, State supervision is indispensable and adequate control is desirable. (See Illinois Report, 1890—page 104).

To prevent excessive almshouse population the following deterrent influences have been used at various times and places: (a) Inhuman and-unallowable: dirt, hunger, cold, cruelty, vermin, and the promiscuous mingling of the evil and the good. (b) Beneficent: Rigid discipline, work for all capable of doing anything, cleanliness, and thorough investigation of applicants.

The evils to be guarded against other than those indicated above: (a) Lax rules regarding admission and departure (Booth and Mrs. Lowell); (b) Lack of proper classification (as to sex, age, character, etc.); (c) Presence of insane and feeble minded without adequate provision for them; (d) Presence of children; (e) Excessive cost; (f) Undue attractiveness.

Attempts have been made to provide in other ways for those commonly sent to the almshouse; the first of these is out-door relief. Strangely enough, the effect of giving such relief has usually been to increase the number of in-door poor, and conversely when the supply of out-door relief has summarily been cut off; the number of out-door poor has diminished, or remained stationary. Several proposals for the endowment of old age have recently been made in England. Canon Blackley, Joseph Chamberlain and Charles Booth have severally made proposals upon which a large number of variations have been suggested by others. It is not certain that pensions are a cure for pauperism, as our own experience indicates.

The almshouse must continue to be the basis of public poor relief. It is therefore the duty of those interested in the welfare of the poor to know that the almshouse in the community in which they live is well and humanely managed; that it is a proper place for those who ought to go there; and that those that should not, especially the children and certain classes of the insane, are elsewhere provided for.

 

Lecture No. 5.
THE SICK, THE INSANE, AND THE FEEBLE-MINDED.

(a) On Charities for the Sick:

Rentoul R. B. Reform of our Voluntary Medical Charities. Paris, 1891.
Reports of the National Conferences of Charities and Correction. Papers on Medical Charities: 1883, pp. 428 ff.; 1875, pp. 52 ff.; 1877, pp. 81-46; on Hospitals: 1890, pp. 155-177; 1891, pp. 52 ff.; on Training Schools for Nurses, 1890, pp. 110-147.
Hampton, Miss I. A. District Nursing. Report of the Charity Organization Society of Baltimore for 1891, and The Charities Review for February, 1892.
Hampton, Miss I. A. Nursing: Its Principles and Practice. Philadelphia, 1893.
Hunter, Mrs. Hospital Nursing. Eng. Illustrated Magazine for March, 1891.

 

(b) On the Care of the Insane:

Report of the National Conference. Especially 1882, p. 97, and 1888, pp. 25-95 and 384.
Finley, J. H. American Reform in the Care of the Insane. Review of Reviews, June, 1891.
Hammerton, C. R. Modern Treatment of the Insane. Chautauquan, Dec., 1891.

 

(c) On the Care of the Feeble-Minded

Reports on the National Conference: 1884, pp. 246-263; 1885, pp. 158-178; 1886, pp. 288-302; 1887, pp. 250-260; especially 1888, pp. 99-113 and 395; 1890, pp. 224 ff.
Institution Bulletin, and Annual Reports of the Pennsylvania Training School for Feeble Minded Children, especially the Circular of Information for 1888. West Chester, Pa.

 

In these three departments of charity work the problem is to provide the best possible curative treatment for those that are curable, and to furnish kind custodial care for the incurable. It is especially necessary that adult females incurably insane or feeble-minded should have custodial care during their entire lives.

 

Lecture No. 6.
THE UNEMPLOYED AND THE HOMELESS POOR

Reports of the Massachusetts Bureau of Statistics of Labor. 1879, and especially 1887.
Reports of the Ohio Bureau of Labor. 1890 and 1891.
Warner, A. G. Some Experiments on Behalf of the Unemployed. Reprinted from The Quarterly Journal of Economics for Oct., 1890. Boston.
Die Arbeiter-Kolonie. Monthly Magazine. Gadderbaum, Germany.
Peabody, F. G. German Labor Colonies. Forum, February, 1892.
Report of Indiana State Conference of Charities. 1891.
Willink, H. G. Dutch Home Labor Colonies. London, 1889.
Reports of the Philadelphia Society for Organizing Charity.
Booth, Wm. In Darkest England and the Way Out. London and New York,1890.
Huxley, Thos. H. Social Diseases and Worse Remedies. London, 1891.
Loch, C. 8., Bosanquet, B., and Dwyer, C. P. Criticisms on “General” Booth’s Scheme, London, 1891.
The Homeless Poor of London. Report of the London Charity Organization Society. June, 1891.
Ribton-Turner, C. J. History of Vagrants and Vagrancy. London, 1889.

 

The problem of the unemployed is very largely the problem of the inefficient. The evil must be assailed in its causes, as very little can be done for the inefficient adult.

There are three distinct ways of dealing with the homeless poor: First, aid them or force them to move on,—this simply results in a shifting of burdens; is very expensive and inefficient if it is the only method adopted. Second, punishment, — a severe law passed in Connecticut worked well for a time, but is now a dead letter. Third, give indiscriminately what they ask, — this promotes vagabondage and consequent misery. As a matter of fact each case must be treated individually, some should be aided to move on, some should be punished and some should be given what they ask. The station house system of free lodgings suits the tramp and degrades and repels the merely unfortunate. Vermin, bad air, dirt and crowding are luxuries to the tramp; cleanliness and work are the things he cannot stand. What is needed is a lodging house with clean beds, good ventilation, a shower bath, a steam chest or fumigating room for devitalizing clothing, and a wood yard or stone heap where the work test may be applied.

 

Lecture No. 7.
DEPENDENT CHILDREN.

Brace, Charles Loring. The Dangerous Classes of New York. New York, 1872.
Wines, E. C. State of Prisons and Child Saving Institutions in the Civilized World. Cambridge, Mass., 1880.
Review of Reviews for January, 1892. Including “The Child Problem in Cities,” by J. H. Finley, and “Two Champions of the Children” (Elbridge Gerry and Benjamin Waugh), by the editors.
Riis, Jacob A. Children of the Poor. New York, 1892.
Reports of the National Conference of Charities and Correction. Especially 1880, pp. 166-174; 1881, pp. 271-308; 1884, pp. 115-207 and 354 ff..; 1888, pp. 215-235 and 279 ff.; 1889, pp. 1-9.
The Charities Review for March,1898. Several articles concerning dependent children.
Reports of the Children’s Aid Society, New York.

 

The work for children is the most hopeful branch of charitable endeavor. Institutional care results in a very high death rate for infants, and among older children in a failure to develop properly and fully; there is a lack of preparation for ordinary life, the children acquire habits of dependence and lack inventiveness, vitality and energy. “Placing out,” if done with care, gives the child an opportunity for healthful development, and readily makes of him an independent member of the community. The placing out system is perhaps worse than the institutional system unless it. is administered with “an adequate supply of eternal vigilance.”

 

Lecture No. 8.
PHILANTHROPIC FINANCIERING.

 

Reports of the National Conference of Charities and Correction. 1888, paper by Seth Low on Municipal Charities; the reports on state boards of charities in every volume; 1889, paper by Mrs. Lowell.
First Report of the Superintendent of Charities of the District of Columbia, 1891.
Johnson, Alex. Some Incidentals of Quasi-Public Charity. Charities Review, Feb., 1892.
Hobhouse, Arthur. The Dead Hand. London, 1880.
Fitch, J. G. Endowments. Printed in the Proceedings of the College Association. Philadelphia, 1888.
English Blue Books. Returns of the Commissioners of Inquiry into Charities.

 

Passing with nothing more than mention the well-known distinctions between public and private charities, we find, under the head of to-day’s lecture, two subjects of pressing and practical importance. The first is that of endowments. The proper regulation of bequests to charitable institutions is of even more importance in this country than in England, because of the Dartmouth College decision, yet but little attention has been paid to it. We practically give a man who possesses wealth the power of controlling its disposition indefinitely. The experience of European countries admonishes us that this is a distinctly dangerous power to confer. All States should provide for the systematic “visitation” of endowed charities, and give to some public body the power to control their administration. Regulation of holdings in mortmain is more indispensable in institutions for giving material relief than in educational institutions. The latter deal with the intelligent and often with the influential classes, and must, at any rate, compete with one another for students. Institutions affording material relief deal especially with the defenceless classes, and the element of competition is absent.

The second subject of importance is that of public subsidies to private charities. To grant such subsidies is usually at first a cheap method of providing for certain classes of the poor, but eventually results in the multiplication of institutions, in excessive expense, and undesirable entanglements with sects and cliques. It is only allowable when some public official passes upon the indigency of the beneficiaries, and payment is then made to the private institution on the principle of specific payment for specific work. The experience of New York with charities for children, and of Pennsylvania and the District of Columbia with medical charities is especially instructive.

 

Lecture No. 9.
THE CHARITIES OF AMERICAN CITIES.

 

Reference should be made to the Directories of Charities of the leading cities, and especially to the Directory of the Charities of Boston; Directory of the Charities of New York; Directory of the Charities of Baltimore; and the Indianapolis “Charity Year Book.” For comparison see the “Charities Register and Digest” of London.

The charitable systems of cities are of especial importance because the inefficient and the destitute drift to the centres of population. We often hear of the growth of the city population through the coming to the city of farmer boys who make the successful business men of a succeeding generation, and it is maintained that the city must receive this infusion of new blood or it could not continue to exist. But there is another drift towards the cities of the incapable and the destitute. Those who must depend upon others are apt to fare hardly in the isolation of the rural districts. There is what has been called an element of rural hard-heartedness, which drives the destitute to the cities. Some four or five cities in the United States now have such a large number of charitable organizations at work within their limits that is found necessary to publish a directory of charities. In New York the additions and changes are so numerous that an annual edition of this is published. As an indication of what we are coming to, it is perhaps well to compare these small volumes with the Register and Digest of the London charities, a large octavo of nearly 1000 pages.

To study the table of contents of a directory of charities, or the systematic account of the institutions as given in the body of the book, might leave on the mind the false impression that there was something systematic about their arrangement and that they had come into existence according to a prearranged plan. Such is not the case; their various lines of work intersect and overlap each other, and one gets a more correct idea of the heterogeneous mass of charitable agencies by reading an alphabetical list of them.

 

Lecture No. 10.
RECENT EXPERIENCES IN THE ORGANIZATION OF CHARITIES.

(a) Charity Organization:

Gurtean, S. H. A Hand-book of Charity Organization. Buffalo, 1882.
Loch, C. S. Charity Organization. London, 1890.
Crooker, J. H. Problems in American Society, 1889, pp. 105-115.
Lowell, Josephine S. Public Relief and Private Charity. New York, 1884.
Reports of the National Conference of Charities and Correction since 1879.
Reports and publications of the American Charity Organization Societies, especially those of Boston, New York, Buffalo, Baltimore, Philadelphia, New Haven, Indianapolis, and Cincinnati.
Hill, Miss Octavia. Various pamphlets and review articles.
Fields, Mrs. J. T. How to Help the Poor. Boston, 1884.
Pains, Robert Treat, Jr. Work of Volunteer Visitors. Boston, 1880.
Charities Register and Digest. Introduction, 3d edition. London, 1890.
Wines, F. H. The Law of Organic Life: Its Application in Public and Private Charity. An address delivered before the Charity Organization Society of Baltimore, Dec. 1891. Springfield, Ill., 1891.

 

(b) State Boards of Charities:

Reports of the National Conference of Charities and Correction, all volumes.
Reports of the boards of the several states.

 

Public charities are usually co-ordinated by a State board, and the larger cities also have municipal boards of supervision or control. State boards of charities are of two general kinds, first, those having executive power, such as Rhode Island, Wisconsin and Kansas. In these cases the members usually receive a salary. Secondly, boards having powers of supervision and report only, with an unsalaried membership and a salaried secretary who is an expert. The State board should have powers of visitation and report regarding county and city institutions as well as State institutions, and it is better when they can be given powers of visitation over all charitable institutions in the commonwealth, whether such institutions receive public money or not.

Supplementary to the work of the State boards are the State charities aid associations as found in New York and New Jersey. These are supported by private contributions and are made up of volunteer workers with possibly a paid Secretary. The law gives the right of visitation over all public charitable institutions. They are intended to supplement the work of investigation as performed by public officials, and to improve in every possible way the administration of public charities.

The work of co-ordinating all charitable agencies of the cities and towns so as to avoid the overlapping of relief, the perpetration of fraud, and to secure the greatest possible efficiency of the allied agencies, is the work of what is known as a charity organization society. A charity organization society is primarily an animated directory of all the charities of the city in which it exists. It undertakes to secure the harmonious co-operation of all the persons interested in aiding the poor, to see that prompt and fitting relief is found for all cases of genuine distress of whatever kind, so to visit and investigate each applicant for relief so as to secure accurate knowledge of his needs, to register by cases all relief given and all facts learned regarding applicants for relief, to apply correctional influence to all able and unwilling to work, to applicants the poor with friends other than almsgivers, and to undertake the collection and diffusion of knowledge upon all subjects connected with the administration of charity.

 

Conclusion.

Among the hopeful tendencies in modern philanthropic work, may be mentioned the emphasis that is being put upon preventive work, especially in the matter of securing more healthful conditions for the poor, the protection of the young, and the encouragement of charities having the educational element strongly developed. Not as much attention as could be wished has been paid to the matter of enabling the distinctly unfit to become painlessly extinct

In speaking to a company of graduate students, most of whom look forward to professorial careers, it is desirable to indicate the use of courses in social pathology. The matter will receive perhaps its first systematic treatment in the work of section 7, of the International Congress of Charities, Correction and Philanthropy, which will be held in Chicago, next June. From the time that Chalmers delivered his lectures on political economy, and especially on pauperism at the University of Glasgow, and re-enforced them by the practical work of abolishing public out-door relief in his own parish, to the time of Toynbee, and to the present when fully a half-dozen American colleges or universities give systematic instruction in this branch, more or less has been done in this line. Aside from the practical outcome of such instruction and its influence on benevolent work, there is a distinct value in approaching the labor problem, for instance, from the standpoint of the incapable, or the subject of public administration from the point of departure of those institutions where abuses are most frequent.

The specialist must, however, be careful not to mistake his particular study for the whole subject. Social pathology is not social science but only a branch of it.

 

Source: Johns Hopkins University University Circulars. Vol. XII, No. 105 (May, 1893), pp. 73-77.

 

 

 

Categories
Exam Questions Harvard Undergraduate

Harvard. History of Political and Economic Thought, A.B. Correlation Exam, 1939

Today’s posting is a transcription of the “correlation examination” questions for the history of political and economic thought given at Harvard in May 1939.

Concentrators in Economics will have to pass in the spring their Junior year a general examination on the department of Economics, and in the spring of their Senior year an examination correlating Economics with either History or Government (this correlating exam may be abolished by 1942), and a third one on the student’s special field, which is chosen from a list of eleven, including economic theory, economic history, money and banking, industry, public utilities, public finance, labor problems, international economics, policies and agriculture.
Courses in allied fields, including Philosophy, Mathematics, History, Government, and Sociology, are suggested by the department for each of the special fields. In addition, Geography 1 is recommended in connection with international policies or agriculture.
[SourceHarvard Crimson, May 31, 1938]

A printed copy of questions for twelve A.B. examinations in economics at Harvard for the academic year 1938-39 can be found in the Lloyd A. Metzler papers at Duke’s Economists’ Papers Project. 

Economic Theory,
Economic History Since 1750,
Money and Finance,
Market Organization and Control,
Labor Economics and Social Reform.

  • Six Correlation Examinations given to Honors Candidates.

Economic History of Western Europe since 1750,
American Economic History,
History of Political and Economic Thought,
Public Administration and Finance,
Government Regulation of Industry,
Mathematical Economic Theory.

______________________

If you find this posting interesting, here is the complete list of “artifacts” from the history of economics I have assembled. You can subscribe to Economics in the Rear-View Mirror below. There is also an opportunity for comment following each posting….

 

______________________

DIVISION OF HISTORY, GOVERNMENT, AND ECONOMICS
CORRELATION EXAMINATION
HISTORY OF POLITICAL AND ECONOMIC THOUGHT

(Three hours)

 

            Answer either FOUR or FIVE questions, selected from TWO or THREE groups. If questions are taken from only TWO groups, at least TWO questions must be answered in each group. If you answer FOUR questions, write about an hour on ONE of them and mark your answer “Essay.” This question will be given double weight.

 

A
Use a separate blue book for the questions in this part.

  1. “The greatest contribution of the Hellenistic Age in the field of political thought was the idea of cosmopolitanism.”
  2. “Dante’s De Monarchia represents both the culmination and the close of medieval political theorizing on international relations.”
  3. “Luther accepted the medieval conception of the social order, while at the same time rejecting all its sanctions.”
  4. “The Leviathan of Hobbes is the best philosophical comment on the Tudor system.”
  5. Who in your opinion is more typical of the eighteenth-century French thought: Montesquieu, Voltaire or Rousseau?
  6. “In a historical discussion of Romanticism, the term should be used in the plural, not in the singular.”
  7. “Hegel’s philosophy, with its emphasis on the historical continuity and collective nature of society, contributed to the growth of various types of political and social thought.”
  8. Discuss the impact of the theory of Evolution on the idea of Progress.
  9. “The Dictatorship of the Proletariat is a modern version of the Enlightened Despotism.”
  10. “It is highly significant that the present-date dictatorships, while frankly admitting they are anti-liberal nature, all pretend that they are more democratic than the old democracies.”

B
Use a separate blue book for the questions in this part.

  1. To what extent are the classifications of types of governments given by Plato and Aristotle useful at the present day? What amendments or additions would you suggest?
  2. The theory of popular sovereignty in the Middle Ages.
  3. “When Machiavelli based his instruction for Princes on the freedom from restraint, it seemed to the men of his day and unheard-of innovation, a monstrous crime.”
  4. “What is called totalitarianism is really the rediscovery of the doctrine of sovereignty, well-established in the 16th century, by nations which have more recently come to national life and the realization of it. Nothing has been added to the doctrine except the confusion of legal omnipotence with a practical omnicompetence.”
  5. “It was in truth a revolutionary act when Rousseau struck out the contract of rulership from the contractual theory; but it was not wholly without preparation that this stroke fell.”
  6. “It is in general a necessary condition of free institutions that the boundaries of governments should coincide in the main with nationalities.”
  7. How would you explain the weakness and inadequacy of American political thought in the period since the early years of the 19th century?
  8. “The idea of the totalitarian State was born in the last world war, which became a totalitarian war.”
  9. “The Fascist state is not legal but social; it deals with men as they are, not with legal patterns or abstractions. It does not recognize the “rights of citizens”; it offers men, services.”

 

C
Use a separate blue book for the questions in this part.

  1. “For a modern student, seeking to understand and to judge the medieval doctrines about ‘usury’, both the theoretical arguments supplied by Aristotle, and the religious attitude of the Church, are less important than certain medieval economic conditions.”
  2. “The basis of mercantilism was not confusion of the ideas, money and wealth, but a set of conditions which made the policy inevitable and right in that era.”
  3. “Few writers in history have exerted an influence upon the policies of any nation, equal to that of Adam Smith over British fiscal and commercial policy throughout the nineteenth century.”
  4. “The two parts of Ricardo’s system of economic theory were inconsistent; his theory of value or exchange implied, given free markets or free competition, a perfect harmony of all individual interests with one another and the public interest; but his theory of distribution, or wages, profits, and rent, implied a conflict of class-interests, in which Capital robs Labor while the Landlords Rob both.”
  5. “The classical tradition of economic theory is not responsible for the economic interpretation of history; for Marx was led to the latter, not at all by the ideas he borrowed from the classical economists, but wholly by Hegel’s philosophy of history, which he converted from ‘dialectical idealism,’ into his own theory of ‘dialectical materialism.’”
  6. “The ‘marginal utility’ and ‘productivity’ theories were invented in the late 19th century by the Austrian economists, J. B. Clark, and others, in an effort to refute Marx; and they failed to do this, because Marx had written about actual capitalism, while these new theories assumed an economic system that never did, or could, exist.”
  7. “The history of economic theory, in relation to that of the public policies discussed by economists, shows how small a part reason plays in the conduct of human affairs. To take only one example; although all economists have agreed, for a century, that Free Trade is beneficial, and Protection is harmful to every nation, only England heeded them for a little while, and they are now ignored on this issue, thru-out the world.”
  8. “The majority of the nineteenth century economists scarcely recognized, and their present-day successors are still far from understanding, the worst disease of the modern economic system, i.e., that which has caused it, ever since the outset of the industrial revolution, to break down every tenth year or so, in a world-wide depression.”
  9. “The ‘trust-busting’ era in American history had behind it the over-simple theory of business competition and monopoly, of the 19th century economists. But economists now possess a more realistic theory of ‘monopolistic competition,’ which may lead in time to public acceptance, and regulation of monopolies, replacing futile efforts to suppress them.”
  10. “The early, classical economic theory properly emphasized the ‘long-run’ effects of disturbing changes in economic conditions, which if allowed to work themselves out, usually correct the distressing, immediate effects that public opinion always wants governments to correct at once. But as more recent economic theorists have turned to ‘short-run’ analysis, they have fallen a prey, themselves, to the popular fallacies exploded by their predecessors.”

May 12, 1939.

 

 

Source: David M. Rubenstein Rare Book & Manuscript Library, Duke University. Lloyd A. Metzler Papers, Box 7; [Harvard University], Division of History, Government and Economics, Division Examinations for the Degree of A.B., 1938-39.

Categories
Economists ERVM

Roosevelt College. Abba Lerner with a Phillips Moniac, 1951

I’ve got to crow. Recently entertained a group of students visiting Berlin from Roosevelt University in Chicago and was given a nice picture book about the history of their university in which there was a picture of Abba Lerner with the analogue Phillips Moniac computer. When I googled to find out whether that Moniac was still somewhere at Roosevelt, I stumbled upon an eBay ad for the photograph distributed with the article (link below) published December 7, 1951 in the Sarasota Herald Tribune. For $25 plus postage I scored an original glossy print of the picture seen in this screenshot from Google news, Abba P. Lerner with his Robot Professor.

1951_11_ScreenshotMoniac

 

______________________

If you find this posting interesting, here is the complete list of “artifacts” from the history of economics I have assembled. You can subscribe to Economics in the Rear-View Mirror below. There is also an opportunity for comment following each posting….