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Exam Questions Harvard Sociology

Harvard. Enrollment and exam questions for principles of sociology. J.A. Field, 1906-1907

 

Thomas Nixon Carver was on a European sabbatical with his wife and three children during the academic year 1906-07 so substitutes were needed to cover his courses on sociology, agriculture and income distribution. The graduate student James A. Field took over the principles of sociology course in Carver’s absence.

Note: Materials from some courses have already been transcribed and posted. Whenever that is the case, I’ll just add a link to the relevant post. Falling between Economics 1 and Economics 3 was Frank W. Taussig’s course, Economics 2 (“Principles of Economics–Second Course”). It was the “advanced” economic theory course in the curriculum.

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Previous Posts about James A. Field

Chicago. Decennial Harvard Class Report of associate professor of political economy James A. Field, ABD, 1913.

Harvard. Economics Graduate School Records of James Alfred Field, ABD. 1903-1911.

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Course Enrollment
1906-07

Economics 3. Mr. J.A. Field. — Principles of Sociology. Theories of Social Progress.

Total 44: 4 Graduates, 9 Seniors, 16 Juniors, 11 Sophomores, 4 Others.

Source: Harvard University. Report of the President of Harvard College, 1906-1907, p. 70.

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HARVARD UNIVERSITY
ECONOMICS 3

Mid-year Examination, 1906-07

I.

  1. [Elective reading(s)]
    1. Name the author and the title of the book which you chose for elective reading (or of each of the books, if your reading involved more than one).
    2. Indicate and briefly describe that which seems to you the central thought or the most interesting thought in the book (or in each of the books) thus read.
    3. Criticise the book (or one of the books) with regard to both merits and defects, giving special attention to the part you have described in your answer to question (b) above.

II
Omit one question of this group.

  1. What do you consider to be the true conception of social progress?
    To what extent does social progress in this sense promote the welfare of individuals?
  2. What is an acquired character?
    Assuming that acquired characters are not inherited, in what ways is that fact advantageous for society?
    Does this assumed non-inheritance of acquired characters become more advantageous or less advantageous as civilization advances?
  3. Describe the three stages traced by Comte in the progress of human society.
    Is Comte’s scheme in harmony with Kidd’s belief regarding the conditions of progress?
  4. What is meant by social heredity?
    Show the relation between social heredity and the theories of Baldwin, Fiske, and Tarde which have been considered in this course.

III
Omit one question of this group.

  1. What is Buckle’s conclusion as to the relative importance or moral and the intellectual factors of progress, and on what reasons is his conclusion based?
    Do you accept his conclusion and his reasoning as correct?
  2. How may self-interest act as a socializing influence?
  3. In what sense can a social mind be said to exist?
    How is it related to the individual minds of the members of society?
  4. What is religion, according to Kidd?
    How much has it in common with “the struggle for the life others”? How much has it in common with Idealization?
    Would Kidd agree that the function of all religions is to reconcile us to the inevitable?

Source: Harvard University Archives. Harvard University. Mid-year Examinations, 1852-1943. Box 7, Bound Volume: Examination Papers, Mid-Years 1906-07.

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ECONOMICS 3

Year-end Examination, 1906-07

[Omit one question.]

  1. Briefly explain:
    1. Exogamy.
    2. Anthropomorphism.
    3. Refraction of Imitation.
    4. Vicarious Leisure.
    5. General Social Sanction.
  2. What are the functions which are organized in the institution of the family?
    Describe the Religious-Proprietary Family.
  3. Criticise Spencer’s antithesis of the militant and industrial types of society and compare it with Robinson’s theory of the relation between war and economics.
  4. What is the Standard of Living?
    For what reasons, and under what conditions, is a high standard of living desirable?
  5. Compare economic competition with the biological struggle for existence.
  6. What are the relations of cause and effect which connect competition, specialization and capitalism?
  7. Explain and criticise Veblen’s theory of the Instinct of Workmanship.
  8. Discuss the relation of women to the competitive process, to conservatism and reform, to religion and to the institution of the leisure class.
    How do you explain the psychic differences between men and women which this discussion suggests? To what extent do you regard these differences as merely the result of social conventions?

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 8, Bound vol. Examination Papers 1906-07 (HUC 7000.25), pp. 27-28.

Image Source: Original black-and-white image from the Special Diplomatic Passport Application by James Alfred Field (January 1918). Cropped and colorized by Economics in the Rear-view Mirror. (Note: left third of the image is slightly distorted because of a transparent plastic strip used to hold pages in the imaging process)

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Exam Questions Harvard Sociology

Harvard. Final exam questions for principles of sociology. Carver, 1905-1906

 

Excerpts from Thomas Nixon Carvers’s autobiography dealing with sociology, his course reading list and a “thick” course description from the 1904-05 academic year have been transcribed and posted earlier.

Image today having a question like “What are the chief factors tending to promote the improvement of the race, and what are the chief factors tending to deteriorate it?” standing between you and your final grade in a course.

I wonder when such a question was first able to elicit a consensus cringe among social scientists. 

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Course Enrollment

Economics 3. Professor Carver. — Principles of Sociology. Theories of Social Progress.

Total 60: 9 Graduates, 11 Seniors, 23 Juniors, 13 Sophomores, 4 Others.

Source: Harvard University. Report of the President of Harvard College, 1905-1906, p. 72.

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HARVARD UNIVERSITY
ECONOMICS 3
Mid-year Examination, 1905-06

  1. State and explain briefly, —
    1. Spencer’s position as to the possibility of a science of society.
    2. Bagehot’s conclusion as to verifiable progress.
    3. Kidd’s theory as to the function of religious beliefs in the development of society.
    4. Kidd’s prediction as to the future relation of European races to tropical regions.
  2. What are the chief factors tending to promote the improvement of the race, and what are the chief factors tending to deteriorate it?
  3. Discuss briefly the following topics in their relation to social development:
    1. “The consciousness of kind.”
    2. Imitation
    3. Resentment.
    4. The power of idealization.

Source: Harvard University Archives. Harvard University. Mid-year Examinations, 1852-1943. Box 7, Bound Volume: Examination Papers, Mid-Years 1905-06.

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ECONOMICS 3
Year-end Examination, 1905-06

  1. Discuss Kidd’s view that the real drift of society is toward greater equality and that this is accompanied by keener competition.
  2. Can social progress be defined in terms of human well being? Explain.
  3. What is meant by the transition from a pain to a pleasure economy? What corresponding transition does Comte describe?
  4. If we grant that war is primarily due to economic reasons, does the conclusion follow that it is permanent?
  5. What importance attaches to the prolongation of infancy in the human species?
  6. Compare the views of Kidd and Buckle as to the relative importance of the moral and the intellectual factors in social development.
  7. What is meant by the storing of social energy, and what are some of the chief agencies by which it is accomplished?
  8. Compare the prince, as described by Machiavelli, with the modern political boss.
  9. What is meant by the distinction between the repressive and the directive activities of the State? What are the main conditions which justify the latter?
  10. What general principle determines the obligation of the State in the imposition of taxes?

Source: Harvard University Archives. Harvard University, Examination Papers 1873-1915. Box 8, Bound volume: Examination Papers, 1906-07; Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1906), p. 30.

Image Source: Portrait of Thomas Nixon Carver, colorized by Economics in the Rear-view Mirror, from the Harvard Class Album 1906.

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Agricultural Economics Exam Questions Fields Harvard History of Economics Industrial Organization Money and Banking Public Finance Sociology Theory Undergraduate

Harvard. Division Exams for A.B., General and Economics, 1921

The Harvard Economics department was once one of three in its Division in the Faculty of Arts and Sciences. The Departments of History and Government shared a general division exam with the Department of Economics and also contributed their own specific exams for their respective departmental fields. This post provides the questions for the common, i.e. general, divisional exam, the general economics exam, and all the specific exams at the end of the academic year 1920-21 for those fields falling within the perview of the economics department.

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Previously posted
Division A.B. Exams

Division Exams 1916
Division Exams, January 1917
Division Exams, April 1918
Division Exams, May 1919
Division Exams, April/May 1920

Division Exams 1931

Special Exam for Money and Government Finance, 1939
Special Exam Economic History Since 1750, 1939
Special Exam for Economic Theory, 1939
Special Exam for Labor and Social Reform, 1939

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DIVISION OF HISTORY, GOVERNMENT AND ECONOMICS

EXAMINATIONS FOR THE DEGREE OF A.B.
1920-21

DIVISION GENERAL EXAMINATION

PART I

The treatment of one of the following questions will be regarded as equivalent to one-half of this examination and should therefore occupy one hour. Write on one question only. Insert before your answer to this question a sketch of your plan of treatment.

  1. Discuss the relations of civilization to climate.
  2. Does history show that the periods of a nation’s political and literary greatness tend to coincide?
  3. Was America’s entrance into the World War a consequence or a violation of her policies and traditions?
  4. Discuss the following: “One of the great difficulties, as well as one of the great fascinations of history is the constantly changing point of view; but we should beware of interpreting the past in the light of the present.”
  5. What have been and what should be the limitations upon the application of the principle of self-determination in national relations?
  6. Contrast Roman provincial, and nineteenth-century colonial relations.
  7. What should be the limits of nationalization of essential industries?
  8. What have been the marked characteristics of three great states at the time of their greatest power?
  9. “Society has departed very widely from the strict rule of non-interference with industry by the State; indeed, the policy of non-interference was never carried out logically by any State.” Comment.
  10. Discuss: “The patriotism of nations ought to be selfish.”
  11. What are the standards of social justice?

PART II

The treatment of four of the following questions in Part II is required and will be regarded as equivalent to one-half of this examination, and should therefore occupy one hour. The four questions are to be taken from the Departments in which the student is NOT CONCENTRATING; two questions from each of the two Departments.

A. HISTORY

  1. Briefly characterize, with approximate dates, five of the following: Alexander, Aristotle, Augustus, Francis Bacon, Frederick Barbarossa, Bolivar, Calvin, Chatham, Franklin, Richelieu.
  2. Give a short account of the rise of the Christian Church down to the period of the Crusades.
  3. Estimate the importance of the Netherlands in the development of Europe.
  4. Discuss the relations of England and the United States during the past one hundred years.
  5. Write a brief historical account of slavery in the Western Hemisphere.

B. GOVERNMENT

  1. Discuss: “Not independence but interdependence is the hope of nations.”
  2. Explain the evolution and significance of trial by jury.
  3. What is the significance of the following headlines in March, 1921?
    1. “Austria in dangerous unrest.”
    2. “Briand voted confidence on reparations.”
    3. “Crown prince is plotting.”
    4. “Lenin knows his Italian friends.”
  4. What are the limits of uniform state legislation?
  5. What political unities can best control:
    1. police,
    2. water supply,
    3. roads?

C. ECONOMICS

  1. “The fundamental fact in history is the law of decreasing returns. It is the cause of the origin and development of civilization. . . . It is equally, and for the same reason, the source of poverty and war.”
    State, explain, and indicate the significance of the law of decreasing (diminishing) returns.
  2. What are the fundamental features of the organization of modern industrial society?
  3. Discuss one of the following statements:
    1. “Employees have the right to contract for their services in a collective capacity, but any contract that contains a stipulation that employment should be denied to men not parties to the contract is an invasion of the constitutional rights of the American workmen, is against public policy, and is in violation of the conspiracy laws.”
    2. “In the old days, America outsailed the world. . . . I want to acclaim the day when America is the most eminent of shipping nations. . . . A big navy and a big mercantile marine are necessary to the future of the country.”
  4. Why should there be a labor party in England and not in the United States?
  5. What are the economic essentials of socialism?

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GENERAL EXAMINATION
DEPARTMENT OF ECONOMICS

I

The treatment of two of the following questions will be regarded as equivalent to one-half of the examination and should therefore occupy one hour. Write on two questions only.

  1. Give the author, approximate date, and general character of five of the following works:
    1. National System of Political Economy.
    2. Essays in Political Arithmetick.
    3. England’s Treasure by Forraign Trade.
    4. Essay on the Principle of Population
    5. Principles of Political Economy.
    6. The Wealth of Nations.
    7. Das Kapital.
    8. Lombard Street.
    9. Capital and Interest.
  2. Explain four of the following terms:
    Abstinence; Manchester School; stationary state; iron law of wages; produit net; non-competing groups; Scholasticism; Utilitarianism.
  3. Locate on an outline map:
    1. The world’s principal sources of five of the following raw materials: cotton; copper; sugar; silk; wheat; tin; rice; nitrate; petroleum; gold.
    2. The more important routes of overseas transportation.
    3. The world’s chief regions of manufacture.

II

The treatment of three of the following questions will be regarded as equivalent to one-half of the examination and should therefore occupy one hour. Write on three questions only. Be concise.

  1. Define “thrift” and discuss its social significance.
  2. Analyze the determination of normal value under competitive conditions of joint cost.
  3. What is meant by “monetary inflation”? How is it to be measured and what is its importance?
  4. What has been the course of the interest rate in modern times? What probably will be the course of the rate during the next few years? Why?
  5. What are the purposes and limits of progressive taxation?
  6. Discuss the future of public utilities in the United States.
  7. To what extent and in what respects, if at all, is labor legislation of the times a corrective of the more serious defects of the existing social order?
  8. Discuss: “Perpetual prosperity would be a national calamity.”

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SPECIAL EXAMINATION
ECONOMIC THEORY

Answer six questions

A

Take from this group at least two and not more than four

  1. What is the concept of “justice” in the theory of the distribution of wealth?
  2. Comment on the validity and significance of the following contention: “Labor is the source of all wealth.”
  3. “Whether capital is productive depends simply on the question: Are tools useful? It matters not how much or how little tools add to the product — if they add something, capital is productive.” Do you agree? Explain.
  4. “The forces which make for Increasing Return are not of the same order as those that make for Diminishing Return. . . . The two ‘laws’ are in no sense coordinate. . . . The two ‘laws’ hold united, not divided, sway over industry.” Comment critically.
  5. What relations exist between the accounting and economic concepts of “cost of production”?
  6. “The differences in the productive powers of men due to their heredity or social position give to certain individuals the same kind of an advantage over others that the owner of a corner lot in the center of a city has over one in the suburbs. If the income from a corner lot is a surplus and can therefore be described as unearned, the income of a man of better heredity, education or opportunity must also be regarded as a surplus income and therefore unearned.”
    Discuss this statement with reference to your general theory of distribution.

B

Take from this group at least one and not more than wto

  1. Give a brief historical account of the theory of population.
  2. Trace the development of the theory of international trade.
  3. In what ways have the following influenced the history of economic thought: Aristotle, Thomas Aquinas, Malthus, Ricardo, J.S. Mill, Marx?
  4. Outline the evolution of the theory of economic rent.

C

Take from this group at least one and not more than two

  1. “The profits of speculation on the Stock Exchange are just as unearned as the increment in the value of urban building sites; unlike the profits of speculation in produce, they represent no service to society.” Do you agree? Why, or why not?
  2. “There is a point beyond which advertising outlay is extravagant.” Explain.
  3. “I do not see how we can retain our home markets, upon which American good fortune must be founded, and at the same time maintain American standards of production and American standards of living unless we make other peoples with lower standards pay for the privilege of trading in the American markets.” Discuss.
  4. What are the advantages and disadvantages of the closed shop?

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DIVISION SPECIAL EXAMINATION
ECONOMIC HISTORY

Answer six questions 

A

Take from this group at least one and not more than two

  1. “The opening of the Erie Canal affected both intensive and extensive agriculture in the United States.” Explain. Have there been analogous changes in later periods?
  2. Discuss the following statement: “The enactment of corporation laws by the various states is the most important step made during the past century in the development of American manufactures.”
  3. Analyze the important economic after-effects of the World War.
  4. Briefly explain the most satisfactory methods for separating the different types of variation in time series.

B

Take from this group at least two and not more than four

  1. Write a brief account of one of the early English trading companies.
  2. Sketch the rise of the modern factory system.
  3. Compare changes in farm ownership and tenancy during the nineteenth century in England and the United States.
  4. Outline the history of banking in the United States from 1830 to 1860.
  5. Write a brief narrative of the early development of the railroad.
  6. Give the history of the Sherman Silver Purchase Act.
  7. Trace the evolution of the middle class and forecast its future.

C

Take from this group at least one and not more than two

  1. Give a critical account of the policy of the Federal Government in its regulation of industrial combinations.
  2. Discuss the history and consequences of immigration into the United States since 1840.
  3. Review the development of German foreign trade before the War with special reference to the methods of trade promotion.
  4. Analyze the causes, extent, and consequences of changes in the price level in the United States since 1914.

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DIVISION SPECIAL EXAMINATION
PUBLIC FINANCE

Answer six questions

A

Take from this group at least one and not more than two

  1. A law of 1691 authorizes the municipal corporations of New York “to impose any reasonable tax upon all houses within said city, in proportion to the benefit they shall receive thereby.” How far is this a correct principle of taxation and how far has it continued to be applied?
  2. Present a classification of Federal expenditures for a national budget system.
  3. Give a brief account of the financial statistics issued currently by the Federal Government.
  4. Discuss the proposal for the cancellation of all inter-allied debts.

B

Take from this group at least one and not more than two

  1. How has the Federal Constitution influenced national and state tax systems in the United States?
  2. Trace the history of an important fiscal monopoly.
  3. Give a brief account of the financial history of one of the American states.
  4. What connections have existed between currency systems and government finance? Illustrate fully.

C

Take from this group at least two and not more than four

  1. Compare the total expenditures in the United States in normal times for (a) national, (b) state, and (c) municipal purposes. What changes, if any, in the proportions are to be expected?
  2. To what extent is it desirable to separate state and local revenues in the United States?
  3. Indicate the nature and significance of the “grant in aid” in British public finance.
  4. What arguments have been used in European countries for and against a capital levy?
  5. Should the poll tax be abolished? Why, or why not?
  6. Discuss critically the present condition of the public debt of the United States.

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DIVISION SPECIAL EXAMINATION
MONEY AND BANKING

Answer six questions

A

Take from this group at least one and not more than two

  1. What part, if any, do commercial banks play in (a) the process of investment; (b) the increase of capital; (c) the course of industrial development; (d) leadership in the business world? In what respects, if at all, may the influence of commercial banks be economically inexpedient?
  2. Discuss the desirability of uniform bank accounting in the United States.
  3. Describe critically the more important sources of statistics of currency and credit in the United States.
  4. Analyze the successive phases of the business cycle. What are the causes of financial panics; industrial crises?

B

Take from this group at least one and not more than two

  1. Give a brief account of the life and work of John Law.
  2. Trace the history of usury laws.
  3. Outline the political background of American monetary history from 1870 to 1900.
  4. Give a brief history of the Reichsbank.

C

Take from this group at least two and not more than four

  1. “It is quite clear that the money question no longer survives as a political issue.” Do you agree? Why, or why not?
  2. To what extent has the status of the gold standard been affected by the World War?
  3. “This little neutral country [Switzerland], surrounded by four great continental belligerents, and bordering on the two principal battle-fronts of Europe, possesses at present, curiously enough, an exceptional purchasing power. This is the consequence of the high level of Swiss currency, which is 250 per cent above the usual parity with the currency of the neighbor in the east, Austria-Hungary; 100 per cent higher than that of the neighbor in the north, Germany; 90 per cent higher than that of the neighbor in the south, Italy; and 20 per cent higher than that of the western neighbor, France. Even in overseas countries, Swiss currency has a higher buying power than the English sovereign or the American dollar.” Explain fully.
  4. What changes have been made in the original Federal Reserve System? What have been the purposes and effects of the changes? What further changes, if any, seem desirable?
  5. Compare the provisions for agricultural credit in two important countries.
  6. Comment upon the following statement: “Prosperity continued through the war, and gave the nation such a tremendous start in business activity that we would still be rejoicing in a period of great prosperity had it not been for the death-dealing blow of deflation of credit given by Mr. Wilson’s Federal Reserve Board.”

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DIVISION SPECIAL EXAMINATION
CORPORATE ORGANIZATION, INCLUDING RAILROADS

Answer six questions

 A

Take from this group at least one and not more than two

  1. State the theory of value under conditions of monopoly. In what ways, if at all, is monopoly price affected by (a) cost of production per unit; (b) potential competition; (c) an elastic demand for the product; (d) the existence of satisfactory substitutes for the product; (e) hostile public opinion?
  2. Formulate a statistical classification of business organizations in the United States.
  3. Discuss the apportionment of railway operating expenses between freight and passenger service.
  4. Analyze the valuation of corporate assets from the standpoint of the principles of accounting.

B

Take from this group at least one and not more than two

  1. Compare the history of business corporations in England and the United States.
  2. Trace connections between railroad construction in the United States and related political and economic events.
  3. Give a brief narrative of the trust dissolutions of the Federal Government.
  4. What provisions of the Federal Constitution have been most important in determining policies of government regulation of public utilities?

C

Take from this group at least two and not more than four

  1. Discuss the following statement: “The enactment of corporation laws by the various states is the most important step made during the past century in the development of American manufactures.”
  2. What are the advantages and disadvantages of non-par stock?
  3. Discuss the probable consequences of the Supreme Court decision that stock dividends are not income under the income tax law.
  4. What is the nature and importance of good-will in corporation finance?
  5. To what extent may there be differences in the fair valuation of public utilities for the purposes of rate-making, condemnation, taxation, and capitalization?
  6. Did the Government act wisely in returning the railroads March 1, 1920 to their corporate owners for operation? Why, or why not?

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DIVISION SPECIAL EXAMINATION
ECONOMICS OF AGRICULTURE

Answer six questions 

A

Take from this group at least one and not more than two

  1. Analyze the doctrine of economic rent from agricultural land.
  2. What are the functions of organized speculation in staple agricultural products?
  3. Describe the methods to be employed in making an annual farm inventory.
  4. What subjects are covered by the decennial Federal census of agriculture? What is the statistical value of the results of the several inquiries?

B

Take from this group at least one and not more than two

  1. Trace the history of the relations between landlords and tenants in England.
  2. What have been the most important changes in American agriculture since 1890?
  3. Give a critical account of the land policies of the Federal Government.
  4. Outline the development of the beet sugar industry in Europe.

C

Take from this group at least two and not more than four

  1. What factors determine the most efficient size of farms?
  2. What are the advantages of diversification of crops?
  3. Discuss the future of the meat supply of the United States.
  4. Describe and estimate the advantages and disadvantages of the different methods of marketing farm produce.
  5. State and defend a forest conservation policy for the United States.
  6. Compare the provisions for agricultural credit in two important countries.
  7. What are the principal problems of rural community life in the United States?

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DIVISION SPECIAL EXAMINATION
LABOR PROBLEMS

Answer six questions

 A

Take from this group at least one and not more than two

  1. Discuss the proposal to restrict immigration into the United States by limiting the number of each nationality admitted each year to 3 per cent of the foreign-born of that nationality resident in this country in 1910.
  2. Describe the technique of statistical measurement of the high cost of living.
  3. What are the principal difficulties encountered in the collection of wage statistics?
  4. Analyze the relations between high money wages and high commodity prices.

B

Take from this group at least one and not more than two

  1. Describe the early development of the factory system.
  2. Trace the origins of trade-unionism in the United States.
  3. Write a brief narrative of the movement for a shorter working day.
  4. Review the relations between organized labor and the steel industry in the United States.

C

Take from this group at least two and not more than four

  1. What is “the labor problem”?
  2. Compare American and British labor leadership. How do you account for the differences?
  3. “Employers must be free to employ their work people at wages mutually satisfactory, without interference or dictation on the part of individuals or organizations not directly parties to such contracts.” Comment.
  4. Discuss a proposed law providing that “in the establishment of salaries for school teachers in the city of—, there shall be no discrimination based on sex or otherwise, but teachers and principals rendering the same service shall receive equal pay.”
  5. “The principle that each industry shall support its own unemployed is one that must be established if a real solution of unemployment is to be made.” Do you agree? Why, or why not?
  6. Discuss the relation of shop committees to trade-unionism.

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DIVISION SPECIAL EXAMINATION
ECONOMICS AND SOCIOLOGY

Answer six questions

A

Take from this group at least one and not more than two

  1. Discuss the following contention: “The landlord is a parasite since he consumes without producing.”
  2. What is the meaning of “over-population”?
  3. “Hitherto it is questionable if all the mechanical inventions yet made have lightened the day’s toil of any human being.” Comment critically.
  4. What are the interactions of human instincts and modern factory labor?
  5. Discuss the nature and bases of economic prosperity.

B

Take from this group at least one and not more than two

  1. Describe the evolution of language.
  2. Trace the history of the middle class and forecast its future.
  3. Give a brief historical account of the status of women.
  4. What have been the chief cultural consequences of the machine process?

C

Take from this group at least two and not more than four

  1. What is the province of sociology?
  2. Discuss the family as a necessary social unit.
  3. Describe the leading forms of conflict and their effect upon group life. Why are some forms to be preferred to others? What are the factors which determine the forms actually prevailing at any time?
  4. Analyze the sources of prestige and influence in modern society.
  5. “From the standpoint of progress, the value of the individual depends on the excess of his production over his consumption.” Discuss.
  6. What are the criteria and causes of racial superiority?

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Examinations not transcribed for this post

History:

General Examination
Special Examinations: Mediaeval History; English History; Modern European History to 1789; Modern History since 1789; American History

Government:

General Examination
Special Examinations: American Government; Municipal Government; Political Theory; International Law

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Source: Harvard University Archives. Divisional and general examinations, 1915-1975 (HUC 7000.18). Box 6, Bound Volume (stamped “Private Library Arthur H. Cole”) “Divisional Examinations 1916-1927”.

Categories
Exam Questions Harvard Sociology Suggested Reading Syllabus

Harvard. Course readings, final exams, and enrollment for Principles of Sociology. Carver and Field, 1904-1905

 

The post begins with excerpts from Thomas Nixon Carver’s autobiography dealing with his own training and teaching of sociology. He was an economist back when most sociology courses were taught within economics departments as was the case at Harvard up through the early 1930’s. Carver’s recollections are followed by the enrollment figures, the reading list, and the semester examinations for his Principles of Sociology course from the 1904-05 academic year.

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Carver’s background and institutional legacy in sociology
(From his autobiography)

Graduate Coursework at Cornell

[p. 105] The economics faculty consisted of Jeremiah W. Jenks, chairman, Walter F. Willcox, Charles H. Hull, and young  [Lucius S.] Merriam. The history department was very strong but I did not take any history courses, to my later regret. My fellowship was officially a teaching fellowship, but I was told that the holders had never been called upon to teach. It paid $550 which proved sufficient for my needs. I took courses under all three of the older men in the department of economics, but none under Merriam. Jenks conducted the seminar and gave a course on economic legislation, both of which I took. Hull gave a course on the history of economic thought, which I took, and another on industrial history. Willcox gave a course in statistics and another on sociology, both of which I took….

[p.111] … Johns Hopkins at that time was known principally because of its graduate school. Cornell had a growing graduate school but it was an appendage rather than the main part of the university. At Johns Hopkins, graduate students were segregated and had relatively few contacts with undergraduates. At Cornell, on the other hand, they were pretty well mixed.

Cornell had a larger faculty than Johns Hopkins and probably as many distinguished scholars, but the average was perhaps not so high, most of them being concerned with undergraduate teaching.

In the Department of Economics, Jenks was the oldest member and chairman of the department. He was more interested in the practical than in the theoretical side of economics. Merriam was a brilliant theorist and, had he lived, would have strengthened that side of their work. Jenks was a wide awake and interesting teacher, a man of the world who could meet on equal terms men prominent in government and business and might have done well in the diplomatic service.

Hull had an encyclopedic knowledge of American industrial history and should have written books on the subject, but he was so afraid that he might overlook something that he never got quite ready to write.

Probably the most brilliant of the three was Walter F. Willcox. Before the rise of the mathematical school of statisticians he was the leading statistician of the country. He also took us through Spencer’s Principles of Sociology and added a good many original ideas of his own. He was one of the few teachers of sociology whom I have known who were capable of taking a realistic and rational view of things.

Teaching at Oberlin

[pp. 122-123] Professor Hull had returned from his sojourn at Johns Hopkins. This relieved me of the classes in English and American history which I had carried the year before [1894-1895]. I added a course [in 1895-1896] in anthropology and one in sociology to my offering.

Teaching at Harvard
(Carver joined the faculty 1900-01)

[p. 132] There was no Department of Sociology at Harvard, but Edward Cummings had given a course on principles of sociology in the Department of Economics. Since I had been giving a course in that subject at Oberlin it was suggested that I continue it at Harvard. [1901-02; 1902-03 (taught by Ripley  and Carver); 1903-04] In addition I gave a course on economic theory and a half course on methods of economic investigation.

[p. 172] The course on the principles of sociology developed into a study of the Darwinian theory as applied to social groups. Variation among the forms of social organization and of moral systems, and the selection or survival of those systems and forms that make for group strength, were considered to constitute the method of social evolution.

The Harvard Illustrated, a student publication, at that time conducted a poll of the senior class, asking the students to name the best courses they had taken. For a number of

years Professor Palmer’s course in ethics ranked highest. My course on principles of sociology began to climb until it finally achieved first place. Then the poll was discontinued.

[pp. 210-212] I have mentioned several times the courses which I had developed at Harvard: principles of agricultural economics, principles of sociology, methods of social reform, and the distribution of wealth. I was, all those years, covering more ground than any other member of the department…
…Up to this time there had been no department of sociology at Harvard. There was a Department of Anthropology and a Department of Social Ethics, but the only course in sociological principles was the one which I gave in the Department of Economics. At one of the meetings of the American Sociological Society I heard Sorokin of the University of Minnesota read a paper. I was impressed by his prodigious learning and general sanity. I began to cultivate his acquaintance and finally was instrumental in bringing him to Harvard….The Department of Economics, on my motion, invited him to give a course of three lectures at Harvard. While he was in Cambridge, I introduced him to President Lowell. Later, on my motion, the department voted to recommend to the Corporation that Sorokin be offered a professorship in the Department of Economics to give courses in sociology at Harvard. The offer was made, he accepted, and a beginning was made toward starting a department of sociology.

Source: Thomas Nixon Carver. Recollections of an Unplanned Life. Los Angeles: Ward Ritchie Press, 1949.

__________________________

Course Enrollment

Economics 3. Professor Carver and Mr. J. A. Field. — Principles of Sociology. Theories of Social Progress.

Total 47: 10 Graduates, 7 Seniors, 18 Juniors, 7 Sophomores, 5 Others.

Source: Harvard University. Report of the President of Harvard College, 1904-1905, p. 74.

__________________________

ECONOMICS 3
Prescribed Reading and Collateral References. 1904-05

TO BE READ IN FULL
  1. Herbert Spencer. Principles of Sociology.
  2. Walter Bagehot. Physics and Politics.
  3. Benjamin Kidd. Social Evolution.
  4. F. H. Giddings. Principles of Sociology.
COLLATERAL READING. STARRED REFERENCES ARE ESPECIALLY RECOMMENDED

I. SCOPE AND METHOD OF SOCIOLOGY

  1. Auguste Comte. Positive Philosophy. Book VI. Chs.2-4.
  2. Herbert Spencer. Classification of the Sciences, in Essays: Scientific, Political, and Speculative. Vol. II.
  3. *Herbert Spencer. The Study of Sociology. Chs. 1-3.
  4. J. S. Mill. System of Logic. Book VI.
  5. W. S. Jevons. Principles of Science. Ch. 31. Sec. 11.
  6. Lester F. Ward. Outlines of Sociology. I.
  7. W. H. Stuckenberg. Introduction to the Study of Sociology. Chs. 2 and 3.
  8. Émile Durkheim. Les Regles de la Méthode Sociologique.
  9. Guillaume de Greef. Les Lois Sociologiques.
  10. Arthur Fairbanks. Introduction to Sociology. Introduction.

Il. THE FACTORS OF SOCIAL PROGRESS

A. Physical and Biological Factors

  1. Herbert Spencer. The Factors of Organic Evolution, in Essays: Scientific, Political, and Speculative. Vol. I.
  2. Herbert Spencer. Progress, its Law and Cause, in Essays: Scientific, Political, and Speculative. Vol. I.
  3. Auguste Comte. Positive Philosophy. Book VI. Ch. 6.
  4. Lester F. Ward. Dynamical Sociology. Ch. 7.
  5. Simon N. Patten. The Theory of Social Forces. Ch. 1.
  6. Geddes and Thompson. The Evolution of Sex. Chs. 1, 2, 19, 21.
  7. Robert Mackintosh. From Comte to Benjamin Kidd.
  8. *G. de LaPouge. Les Sélections Sociales. Chs. 1-6.
  9. August Weismann. The Germ Plasm: a Theory of Heredity.
  10. George Job Romanes. An Examination of Weismannism.
  11. Alfred Russell Wallace. Studies: Scientific and Social.
  12. *R. L. Dugdale. The Jukes.
  13. Oscar C. McCulloh. The Tribe of Ishmael.
  14. *Francis Galton. Hereditary Genius.
  15. Arthur Fairbanks. Introduction to Sociology. Pt. III.
  16. H. W. Conn. The Method of Evolution.

B. Psychic

  1. Auguste Comte. Positive Philosophy. Book VI. Ch. 5.
  2. *Jeremy Bentham. Principles of Morals and Legislation. Chs. 1 and 2.
  3. Lester F. Ward. The Psychic Factors of Civilization.
  4. Tarde. Social Laws.
  5. [G. Tarde]. The Laws of Imitation.
  6. [G. Tarde]. La Logique Sociale.
  7. Gustar Le Bon. The Crowd.
  8. The Psychology of Peoples.
  9. Mark Baldwin. Social and Ethical Interpretations.
  10. [J. Mark Baldwin]. Mental Development in the Child and the Race.
  11. John Fisk. The Destiny of Man.
  12. Henry Drummond. The Ascent of Man.
  13. Simon N. Patten. The Theory of Social Forces. Chs. 2-5.
  14. *E. A. Ross. Social Control.

C. Social and Economic

  1. Lester F. Ward. Outlines of Sociology. Pt. II.
  2. *[Lester F. Ward]. Dynamical Sociology. Ch. 10.
  3. Brooks Adams. The Law of Civilization and Decay.
  4. D. G. Ritchie. Darwinism and Politics.
  5. *A. G. Warner. American Charities. Pt. I. Ch. 5.
  6. *G. de LaPouge. Les Sélections Sociales. Chs. 7-15.
  7. T. R. Malthus. Principle of Population.
  8. H. Bosanquet. The Standard of Life.
  9. W. H. Mallock. Aristocracy and Evolution.
  10. T. V. Veblen. The Theory of the Leisure Class.
  11. W. S. Jevons. Methods of Social Reform.
  12. Jane Addams and Others. Philanthropy and Social Progress.
  13. Demolins. Anglo-Saxon Superiority.
  14. *Thomas H. Huxley. Evolution and Ethics.
  15. Georg Simmel. Ueber Sociale Differencierung.
  16. Émile Durkheim. De la Division du Travail social.
  17. J. H. W. Stuckenberg. Introduction to the Study of Sociology. Ch. 6.
  18. Achille Loria. The Economic Foundations of Society.
  19. [Achille Loria]. Problems Sociaux Contemporains. Ch. 6.
  20. William Z. Ripley. The Races of Europe.

D. Political and Legal

  1. Jeremy Bentham. Principles of Morals and Legislation. Chs. 12-17.
  2. F. M. Taylor. The Right of the State to Be.
  3. *W. W. Willoughby. Social Justice. Chs. 5-9.
  4. *D. G. Ritchie. Principles of State Interference.
  5. W. S. Jevons. The State in Relation to Labor.
  6. Henry C. Adams. The Relation of the State to Industrial Action, in Publications Am. Econ. Assoc. Vol. I. No. 6.

Source: Harvard University Archives. Syllabi, course outlines and readings in economics, 1895-2003. Box 1. Folder “Economics, 1904-1905.”

__________________________

ECONOMICS 3
Mid-year Examination, 1904-05

  1. What is meant by a rational sanction for conduct? How is it distinguished from the rationalization of religion and law?
  2. Has resentment, or the desire for vengeance, any place as a factor in producing social order? Explain your answer.
  3. Describe Spencer’s conception of the Industrial Type of Society and give your opinion of its validity.
    (a) as representing an actual stage in social progress;
    (b) as an ideal social type.
  4. What accounts for the force of the religious sanction for conduct among primitive peoples? What does Spencer believe will be the place of ethics in the religion of the future, and what are his reasons? Are the two explanations in harmony?
  5. Describe the principal forms of the family relation, and the type of society in which each form prevails.
  6. Comment briefly but specifically upon any five of the following topics:—
    (a) Exogamy.
    (b) The domestic relations of the Veddahs.
    (c) The domestic relations of the Thibetans.
    (d) The Ynca political system.
    (e) Political organization among the Eskimos.
    (f) The political system of the Dahomans.
    (g) The industrial attainments of the Fuegians.
  7. What is Spencer’s explanation of the origin of ceremonial in general; and how does he account for particular forms? According to this theory what does the formality of our social relations indicate concerning the original social or anti-social traits of mankind?
  8. By what stages has the medical profession been evolved, and how does it perform the general social function which according to Spencer characterizes the professions?
  9. “The salvation of every society, as of every species, depends on the maintenance of an absolute opposition between the regime of the family and the regime of the State.” Spencer, Vol. I, p. 719.
    What opposition is referred to? Does it appear more conspicuously in the militant or in the industrial type of society?
  10. “From war has been gained all that it has to give.” Spencer, Vol. II, p. 664.
    What has war done to develop society? Why is its work done? Why, if war is now intolerable, is it improper to check the conflicts of classes and individuals within the state?

Source: Harvard University Archives. Harvard University. Mid-year Examinations, 1852-1943. Box 7, Bound Volume: Examination Papers, Mid-Years 1904-05.

__________________________

ECONOMICS 3
Year-end Examination, 1904-05

Omit one question.

  1. “Can we then allege special connexions between the different types of family and the different social types classed as militant and industrial?” (Spencer, Principles of Sociology, I, p. 675.) Explain.
  2. In what particulars is society fundamentally unlike a biological organism?
  3. Can you define social progress in terms of human well-being and at the same time make it consistent with a general theory of evolution? Explain.
  4. What is meant by the storing of social energy and what are the agencies by which it is accomplished?
  5. What is meant by the power of idealization and how does it affect social progress?
  6. Under what conditions and on what grounds would you justify the interference of the state with the liberty of the individual?
  7. Give the titles and authors of such books as you have read of sociological topics, including those prescribed in the course, and write your impression of one which is not prescribed.

Source: Harvard University Archives. Harvard University, Examination Papers 1873-1915. Box 7, Bound volume: Examination Papers, 1904-05;  Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1905), p. 24.

Image Source: “Thomas Nixon Carver, 1865-1961” link at the History of Economic Thought Website. “Portrait of Carver (as a young man)“.
Detail in the Oberlin College Yearbook 1901 Hi-o-hi (no. 16)

Categories
Economics Programs Economist Market Economists Johns Hopkins Kansas Sociology

Kansas. Birth of seminary of historical and political science. Blackmar, 1889

 

A 35 year old Johns Hopkins University Ph.D., Frank Wilson Blackmar, was appointed professor of History and Sociology at the University of Kansas starting in the fall semester of 1889. He joined  the history and civics professor James Hulme Canfield to establish a joint seminary of historical and political science in Lawrence, Kansas. The seminary was to serve as a social scientific laboratory following the model of historical seminaries established earlier in German universities and later transferred to North American universities such as Johns Hopkins during the last third of the 19th century. Blackmar’s Ph.D. subjects were History, Political Economy and Literature and he taught a broad range of courses in political economy, sociology, cultural and intellectual history, as well as social policy at Kansas. He wrote textbooks for both economics and sociology but he eventually left economics for what he must have perceived to be the virgin fields of sociology, a career path similar to that taken by Franklin H. Giddings at Columbia. In 1919 he served as president of the American Sociological Association. 

Frank W. Blackmar served his university for forty years until being unceremoniously shown the door to retirement by his department in 1929. He was even forced to suffer the indignity of witnessing his own venerable sociology textbook dropped for a younger competitor.

Still Blackmar is of interest to us as one of the first generation wave of newly minted Ph.D.’s who were in search of their scientific fortune across the vast expanse of the United States at the end of the 19th century. He also serves as a reminder that the disciplinary wall between economics and sociology was then little more than a speed-bump compared to the well-fortified border today.

This is a long post so I provide the following intrapost links for ease of navigation:

___________________________

Frank Wilson Blackmar

1854. Born November 3 in West Springfield, Pennsylvania.

1874. Graduated at the Northwestern State Normal School at Edinboro, Erie county, Pennsylvania.

1874-75. Taught at West Mill Creek school at Erie.

1875-78. Taught in California public schools.

1878. Enrolled at the University of the Pacific (San Jose, California).

1881. Ph.B. with honors from the University of the Pacific.

1881-82. Taught mathematics in the San Jose High School.

1882-86. Professor of mathematics in the University of the Pacific

1884. A.M. in mathematics and literature from the University of the Pacific.

1885. Married Mary S. Bowman, daughter of Rev. G.B. Bowman, of San Jose.

1886-89. Graduate student and fellow of Johns Hopkins University.

1887-88. Instructor in history.
1888-89. Fellow in history and politics.
1889. June 13. Awarded Ph.D. Thesis: “Spanish Colonization in the Southwest.” Subjects: History, Political Economy and English.  Source: Johns Hopkins University, University Circulars, July 1889, p. 97.

1889-1929. University of Kansas.

1889-1899. Professor of history and sociology.
1889. Course in political economy. Thirteen students enrolled (University Kansan, September 27, 1889, p. 1)
1890. Course “Elements of Sociology” introduced.
1893. Course “Status of Woman” introduced.
1897. Course “Questions of Practical Sociology” introduced.
1897. Course “Remedial and Corrective Agencies” introduced.
1899-1912. Professor of sociology and economics.
1912-1926. Professor of sociology.
1899-1926. Head of the Department of Sociology.
1896-1922. Dean of the Graduate School
1929. Retirement forced at age 74 after 40 years of service to the University. His request to continue full-teaching and full-salary until June 1930 was denied.

1900-02. President of the Kansas Conference of Social Work.

1919. Ninth president of the American Sociological Society

1931. March 30. Died from influenza in Lawrence, Kansas.

Books, monographs, reports

The Study of History and Sociology. Topeka: Kansas Printing Office, 1890.

Spanish Colonization in the Southwest. Baltimore: Johns Hopkins Press, 1890.

The History of Federal and State Aid to Higher Education. U.S. Bureau of Education, Circular of Information No. 9, 1890. Contributions to American Educational History, edited by Herbert B. Adams. Washington, D.C.: Government Printing Office, 1890.

Spanish Institutions in the Southwest. Baltimore: The Johns Hopkins Press, 1891.

The Story of Human Progress, 1896.

Higher Education in Kansas. U.S. Bureau of Education, Circular of Information No. 2, 1890.

Economics. Topeka, Kansas: Crane & Company, 1900.

Spanish Colonial Policy. Publications of the American Economic Association. Vol. 1 (3), 1900, pp. 112-143.

The Study of History, Sociology, and Economics. Topeka, Kansas: Crane & Company, 1901.

The Life of Charles Robinson, the First Governor of Kansas. Topeka, Kansas: Crane & Company, 1902.

The Elements of Sociology. New York: The MacMillan Co., 1905.  [In the Citizen’s Library series ed. by Richard T. Ely]

Kansas: a cyclopedia of state history, embracing events, institutions, industries, counties, cities, towns, prominent persons, etc. (2 vols.) edited by Frank W. Blackmar. Chicago: Standard Pub. Co. Volume I;  Volume II.

Economics for High Schools and Academies. New York: The Macmillan Company, 1907.

Report on the Penitentiary to Governor Geo. H. Hodges. Topeka, Kansas: Kansas State Printing Office, 1914.

Outlines of Sociology, with J.G. Gillin. New York: The MacMillan Company, 1915. [Published in series: Social Science Textbooks, edited by Richard T. Ely. Note: Ely’s own contribution to the series bears the analogous title “Outlines of Economics”]

First edition (1915);
Revised edition (1923);
Third edition (1930).

History of the Kansas State Council of Defense. Topeka, Kansas: Kansas State Printing Plant, December 1920.

Lawrence Social Survey (joint with Ernest W. Burgess). Topeka, Kansas: Kansas State Printing Plant, 1917.

Justifiable Individualism. New York: Thomas Y. Crowell Company, 1922.

History of Human Society. New York: Charles Scribner’s Sons, 1926.

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Newspaper accounts regarding Blackmar’s appointment

PROF. BLACKMAR SELECTED.
A Good Man Elected to the New Chair of History and Sociology.

At the last meeting of the board of regents of the University, Prof. James H. Canfield recommended that instead of having an assistant as fixed by the legislature, a new chair be created to be known as History and Sociology. Prof. Canfield laid out the work to be pursued by each chair and two chairs were created by the regents as advised by him and he was allowed to have his choice and he took American History and Civics.

To-day the regents, after careful consideration of all the applicants, selected Prof. Frank W. Blackmar, who is taking an advanced course at Johns Hopkins University. Prof. Blackmar is a man of experience and is a graduate of the University of the Pacific at San Jose, Cal. For several years he has been professor of mathematics at that place. The following letter to the regents bears Mr. Blackmar good recommendations:

 

JOHNS HOPKINS UNIVERSITY,
Baltimore, Md.

“The best man I can suggest for your purpose is Mr. F. W. Blackmar, our senior fellow in History and Politics. He was for some years professor in a California college before coming here and has just received an offer of $1500 to go to Mills College in that state. He used to receive $2000, but deliberately threw up a good place in mathematics for the sake of studying history. He is a man of fine character and ability with lots of hard sense and good tact, withal a good speaker and writer. I have employed him upon the most important of all the government monographs, the Relation of Federal and State Aid to Higher Education, a work covering the financial history of education in thirty-eight states. His report has just been accepted in Washington and will do Blackmar great honor. In fact he can get almost anything he wants after that report is published. You will be lucky if you catch him early and you will have to give him all the law allows. I shall recommend Blackmar to the vacancy arising at Bryn Mawr, where Woodrow Wilson used to be, if I am asked to nominate. Blackmar is married, has had experience as a co-educator, and has served as an assistant here, as well as a popular lecturer to workingmen. I have just answered three applications for professors, but have given you the best man

Very truly,
H. B. Adams.

 

With Professors Blackmar and Canfield in the political history department of the University, that department is sure to become one of the most attractive in the University.

Prof. Blackmar is a protectionist, a Republican and a member of the M. E. [Methodist Episcopal] church.

The “Athens of Kansas” welcomes Prof. and Mrs. Blackmar to her midst and we trust that they will find Lawrence a pleasant place in which to live. The success of securing such an able man is due largely to Prof. Canfield and Regent Spangler and the University is to be congratulated upon the new accession to the already strong faculty.

Source: The Evening Tribune, Lawrence, Kansas. Wednesday, May 8, 1889, p. 3.

*  *  *  *  *  *  *  *  *  *  *  *  *

The New Chairs.

The University has taken so many strides towards the front during the past four or five years, that each step has ceased to attract special notice. But a change has just been made which deserves mention, and which has already attracted wide-spread attention and favorable comment.

For several years Professor Canfield has urged a division of his chair, that broader work might be offered in History and in Citizenship. The Board has never been able to meet the necessary expenses of such enlargement, and the work has been carried or driven toward success under many embarrassments.

But now the Regents find the funds on hand for a new chair, and have determined to establish it in this department. Accordingly a special committee has been in consultation with Professor Canfield, and together they have elaborated courses that are peculiarly attractive.

At his own request Professor Canfield retains the work in American History and Civics, which will hereafter be the title of his chair. American History is the favorite option. “Constitutional and Political History of the United States,” elaborated and given daily instead of three times a week. This work absorbs “Colonial History,” “Finance and Diplomacy of the Revolution,” and the “Federalist.” In addition to this will be offered work in Constitutional Law, Public Finance and Banking, Local Law and Administration, and International Law and Diplomacy.

The second chair will be History and Sociology.

It is not possible to say now who the new Professors will be, nor what work will be offered. But the two chairs will work together—the work of one really preparing for that of the other, and together they will make a strong team.

This division of the old chair gives just twice the latitude in choice of options and elections, and the number of students eager to avail themselves of this opportunity is very large.

LATER.

Prof. Frank W. Blackmar, formerly a Professor in the University of the Pacific, and at present a fellow in Johns Hopkins, has been appointed to the chair of History and Sociology, which was recently created by the division of Prof. Canfield’s work Prof. Blackmar comes with the best of recommendations, and will be a strong addition to the faculty.

Source: University Times, Lawrence, Kansas. Friday, May 10, 1889, p. 2.

*  *  *  *  *  *  *  *  *  *  *  *  *

Prof. F. W. Blackmar.

The rumor as to the appointment of Prof. F. W. Blackmar of Johns Hopkins University has been proven true. Through the kindness of Regent Spangler the Journal is enabled to print the following letter concerning Mr. Blackmar:

JOHNS HOPKINS UNIVERSITY,
BALTIMORE, Md., April 13, 1889.

To the Trustees of Kansas State University—Gentlemen:

Allow me strongly to recommend for your new chair of History and Sociology, Mr. F. W. Blackmar, our Senior Fellow in these subjects. He was for four years Professor of Mathematics in his alma mater, the University of the Pacific, where he proved such a good administrative officer that at one time he served as the deputy of the President. We have thought so highly of his ability as a teacher and as a manager of young men that last year we put him in charge of a large class in History in our undergraduate department. He taught the class to our entire satisfaction. This year as Fellow he has not been allowed to teach, but has given his entire attention to original investigation. Besides writing a scholarly thesis on “Spanish Colonization in the Southwest,” based upon Spanish and other original authorities, he has completed under my direction a most elaborate government report on “The Relation of Federal and State Aid to the Higher Education,” or a financial history of American Colleges and universities in so far as they have been supported or assisted by government appropriations. This report, I am confident, will give Mr. Blackmar a national reputation, for it will meet the needs of every State board of trustees and of all superintendents of education in these United States. In addition to this government and university work, Mr. Blackmar has lent a hand in various popular lecture courses which I have instituted here in Baltimore. I append the printed outlines of one or two of his lectures. He is a man who can go before the people, if necessary, and make himself understood on practical questions. He takes a strong interest in social science, or questions affecting the public health and welfare, such as Sanitation, Charities, the Relation of the State and City to the care of Paupers, the Insane, the Blind, the Deaf and Dumb, etc. If you should see fit to appoint Mr. Blackmar to Historical. Economic and Social Science, it would be wise to encourage him during the coming summer to visit the leading charitable institutions of New York and Massachusetts, and to acquire a practical knowledge of the best methods, from interviews with men like Mr. Brockway, of the Elmira Reformatory, and with Mr. F. S. Sanborn, long secretary of the State Board of Charities in Massachusetts, and at one time lecturer upon these subjects at Cornell University. There is a great field here for a well-trained University man. With knowledge of the best experience of the world he can promote the usefulness and economy of charitable institutions throughout an entire state or city. The Johns Hopkins University is pushing men into this new field. Two of our graduates in succession have served as Secretary of the Organized Charities of Baltimore. Another has similar position in Brooklyn. A fourth has just been made Secretary of the New York State Charities Aid Association, an office which brings him into active relation with all the charitable institutions of both city and state. I emphasize these facts because they show the practical bearings of Social Science when properly represented in a University.

Let me say, in conclusion, that Mr. Blackmar is a young man of excellent moral character, a Christian gentleman, married and in good health, although just now a little overworked while preparing for his degree as Doctor of Philosophy. He is perfectly safe in all economic and social questions and is naturally endowed with a good stock of common sense.

Very respectfully recommended,
H. B. Adams.
In charge of the Department of History and Politics.

Mr. Blackwar is 34 years of age and a native of Erie county, Pa. In 1874 he graduated at the Northwestern State Normal school at Edinboro, Erie county, Pa.; the following year he taught the West Mill Creek school at Erie, at the same time carrying on studies preparatory for college. In the autumn of 1875 he went to California and there engaged in teaching in the public schools for a term of three years; in 1878 entered the University of the Pacific, San Jose, California, and graduated from that institution in 1881 receiving the degree of Ph.B. The following year he engaged in teaching mathematics in the San Jose High School. In 1882 he was called to the chair of mathematics in the University of the Pacific which he filled acceptably for a term of four years. In 1884 he received the degree of A.M. on account of work done in mathematics and literature.

In the following year he was married to Miss Mary S. Bowman, daughter of Rev. G. B. Bowman, of San Jose.

In 1886 he entered Johns Hopkins University, when he was appointed instructor in 1887 and fellow in history and politics in 1888.

Source: Lawrence Daily Journal, Lawrence, Kansas. Friday, May 10, 1889, p. 3.

*  *  *  *  *  *  *  *  *  *  *  *  *

Prof. Blackmar Elected.

Tuesday the board of regents after the consideration of all the applicants elected Prof. Frank W. Blackmar, who is now taking an advanced course at John Hopkins, to fill the associate chair in the history department. Prof. Blackmar is a graduate of the University of the Pacific, a republican, a prohibitionist, a Phi [Kappa] Psi. The following letter to the regents bears Prof. Blackmar good recommendations, and the Courier bids him welcome.

JOHNS HOPKINS UNIVERSITY,
Baltimore, Md.

“The best man I can suggest for your purpose is Mr. F. W. Blackmar, our senior fellow in History and Politics. He was for some years professor in a California college before coming here and has just received an offer of $1500 to go to Mills College in that state. He used to receive $2000, but deliberately threw up a good place in mathematics for the sake of studying history. He is a man of fine character and ability with lots of hard sense and good tact, withal a good speaker and writer. I have employed him upon the most important of all the government monographs, the Relation of Federal and State Aid to Higher Education, a work covering the financial history of education in thirty-eight states. His report has just been accepted in Washington and will do Blackmar great honor. In fact he can get almost anything he wants after that report is published. You will be lucky if you catch him early and you will have to give him all the law allows. I shall recommend Blackmar to the vacancy arising at Bryn Mawr, where Woodrow Wilson used to be, if I am asked to nominate. Blackmar is married, has had experience as a co-educator, and has served as an assistant here, as well as a popular lecturer to workingmen. I have just answered three applications for professors, but have given you the best man

Very truly,
H.B. Adams.

Source: The University Courier, Lawrence, Kansas. Friday, May 10, 1889, p. 2.

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FRANK W. BLACKMAR

An extended sketch of Prof. Blackmar was given in The Courier last Spring, but for the benefit of the new students we reproduce a part of it. Prof. Blackmar is a native of Pa., and graduated from the Northwestern Normal School in 1874. He then went to California and taught a few years in the Public Schools of that State. He then entered the University of the Pacific, and graduated with honors with the class of ’81. He taught in the San Jose High School, and was then called back to the University of the Pacific to fill the chair of mathematics. This position he held until 1886, when he resigned to pursue a post graduate course in Johns Hopkins. During the year 1887-8, he was an instructor in History at that institution, and at the time of his election to the chair of History and Sociology in the University last spring, was a Fellow in History and Politics at Johns Hopkins. He is a member of Phi [Kappa] Psi Fraternity, having joined that organization while a student at the University of the Pacific. He took his degree of Ph.D. last June, at Johns Hopkins, the subjects covered in his course being History, Political Economy and English.

Source: The University Courier, Lawrence, Kansas. Friday, August 16, 1889, p. 2.

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Department of History, Politics and Sociology—A Circular Issued Covering the Work in that Department.

The department of history in the State University has just issued a circular covering the work in that department. By the division of the chair of history and the election of an additional professor in that department the long wished for equalizing of the course was attained and under the name of American History and Civics and History and Sociology the University presents as strong and comprehensive course in that line of college work as any other college in the country. In order that our readers may know for themselves the extent of this course and also the division of the work between Prof. Canfield and Prof. Blackmer we print the circular entire.

HISTORY, POLITICS AND SOCIOLOGY.

The following statement covers the work of the last two years of the University course, and is made in answer to many inquiries received by the instructors in charge of these topics.*

Instruction in History, Polities, and Sociology is given by means of lectures, recitations, discussions, conference, and personal direction in study and research. Special pains are taken to facilitate the use of the University library by students taking these topics; authorities closely connected with the work in hand being withheld from general circulation, and rendered more available by carefully prepared card indexes.

AMERICAN HISTORY AND CIVICS. — JAMES H. CANFIELD.

American History. — Instruction is given daily for two years in American History. The course has been prepared with especial care, with the thought that a thorough knowledge of the origin and development of the Nation is one of the most essential conditions of good citizenship. Marked attention is given to social life and institutional and industrial development; to the financial experiments of the general government, and to diplomatic relations; to the failure of the confederation, the struggle for the constitution, and to the text of the constitution itself; and to the constitutional and political history of the Union from 1789 to the present. For this the library now offers special facilities, in a complete Congressional Record, from the first Continental Congress to the present (including the Secret Journals and Diplomatic Correspondence), a complete set of Niles’ Register, and in a large collection of other public documents.

Local Administration and Law. — Lectures three times each week during the first term,† covering the management of public affairs in districts, townships, counties, cities, and States. This course is intended to increase the sense of the importance of home government, as well as to give instruction in its practical details.

Public Finance and Banking. — Lectures twice each week during the first term, on National, State, and municipal financiering; and on theoretical and practical banking, with the details of bank management.

Constitutional Law. — Lectures three times each week during the second term, on the constitution of the United States; with brief sketches of the institution and events that preceded its adoption, and with special attention to the sources and methods of its interpretation.

International Law and Diplomacy. — Lectures twice each week during the second term on the rise and growth of international law, and on the history of American diplomacy.

In all this work constant effort is made to determine the historic facts (as opposed to mere theorizing), to secure a fair presentation of opposing views, to promote free discussion and inquiry, and to encourage as complete personal investigation of all authorities as the University library permits. This method is thought to furnish the best conditions for sound opinion and individual judgment, while controlling neither.

HISTORY AND SOCIOLOGY.
— FRANK W. BLACKMAR.

The aim in the following courses is to give a comprehensive knowledge of the great topics of history, and to investigate general social, political, and economic phenomena and theories — especially those of Europe.

Instruction will be given daily throughout the first term, as follows:

English History. — This course embraces a careful study of the English people and the growth of the English nation, including a general survey of race elements, and of social and political institutions.

The Intellectual Development of Europe. — A course of lectures tracing the history and philosophy of intellectual progress from early Greek society to modern times.
Particular attention is given to the influence of Greek philosophy, the Christian church, the relation of learning to liberal government, and of the rise of modern nationality.

Political Economy. — The fundamental and elementary principles will be discussed, and will be elaborated by descriptive and historical methods. A brief historical sketch of Political Economy may be given at the close of the course.

The second term’s work includes the following courses:

Institutional History. — Lectures three times each week, on Comparative Politics. The history of Germanic institutions will constitute the main body of the course.

The Rise of Democracy. — Lectures twice each week, on the rise of popular power and the growth of political liberty throughout Europe.

Elements of Sociology. — Lectures three times each week, on the evolution of social institutions from the primitive unit, the family; including a discussion of the laws and conditions which tend to organize society. The latter part of the course will be devoted to the elements of modern social science as preliminary to the consideration of the problems of the day.

Land and Land Tenures. — Twice each week. The course will begin with a discussion of the Roman land question and extend to the Feudal land systems of France and England, and thence to the consideration of modern land tenures of Great Britain and of the United States.

Practice Course in Economics. — A full term’s work applied in economics and in the elements of social science; consisting of conferences, discussions, practical ob-servation, and the preparation of a thesis of not less than twenty thousand words on some special topic selected by each student

All general correspondence should be addressed to the Chancellor of the University; special correspondence, to either of the instructors named in this circular.

*During the first two years of the University course, students have the subjects usually required in college courses — though with choice between four lines of work. (See University Catalogue.)

†The University year is divided into two terms, of equal length.

Source: Lawrence Daily Journal (Lawrence, Kansas), Sunday, July 14, 1889, p. 3.

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Seminary of Historical and Political Science.

Announcing the new Seminary

The Political Science Club has been succeeded by the Seminary of Historical and Political Science. This new society has been organized by Profs. J. H. Canfield and F. W. Blackmar. The membership of the society is limited to the department of History and Political Science, students having two or more studies in that department being active members and those having less than two studies being associate members.

This new association will embrace all of the best features of the Political Science Club, besides several new features. From his two years’ experience with the Political Science Club, Prof. Canfield is able to accept only those features that have proven to be practical. Under the new management the Seminary is expected to be even more interesting and valuable an adjunct to the department, in the future, than the Political Science Club has been in the past.

Source: University Kansan (Lawrence, Kansas), Friday, September 27, 1889, p. 2.

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First Annual Symposium of the Seminary of Historic and Political Science of K. S. U.

A short time ago invitations were sent out to the members of the Political Seminary, and last evening a goodly number of both active and corresponding members assembled for the first annual reception and banquet. The guests were received by Prof. J. H. Canfield, director, and Prof. Blackmar, vice-director of the Seminary; and at 8:45 the line of march was taken up for room 15, which served for a banquet hall as well as a lecture room.

Here an excellent repast was served by young lady students of the University, after which Director Canfield announced the Symposium proper. The director spoke at some length of the work accomplished in the past year, giving a list of the more important papers presented, and announced that for next year papers on subjects of interest were promised by Geo. R. Peck, of Topeka; Frank H. Betton, labor commissioner of Kansas; Judge Humphrey, of Junction City; Judge Emery, D. S. Alford, Rev. Ayers, Charlie Scott and Dr. Howland.

Prof. Canfield then introduced Vice-Director Blackmar, and asked him to compare the work done by the seminary here with the same class of work in eastern colleges. Prof. Blackmar gave a short account of the present mode of studying history and political economy, saying that it was of recent date. Comparisons with Yale, Johns Hopkins and the University of Michigan, show that the work here is as thorough as at any of those institutions. The study of the Science of History has risen into prominence, as has the study of the natural sciences, and furnishes as good mental training as do the languages or even mathematics.

At the close of Prof. Blackmar’s speech Prof. Canfield announced the real topic of the occasion, “The University in its Relation to the People,” and called on Gov. Robinson to tell of the early struggle for a university in Kansas. The governor then told in his own happy manner of the early endeavors to secure a university in Kansas, of the first faculty and how it was selected for policy’s sake, of the work that the regents had to do even in the first years of the University. His hope that the present director of the seminary would never leave the University was heartily applauded.

The time having arrived when three minute speeches were in order, Prof.

Canfield called on Mr. H. F. M. Bear to talk on the “Influence of the University in the Community.” Mr. Bear opened with a story, and when that was finished so were his three minutes.

“What a University Course in Worth to the Bar of the State” was responded to by Judge Humphrey; the judge said “That a thorough collegiate education is becoming more and more recognized as a necessity in the lawyer’s profession; that the most important function of a state school is to equip men for good, honest lawyers.”

“The University Man in Politics” was discussed by A. L. Burney, of the class of ’90, “The true duty of the University graduate in politics is to be a leader, following the teachings of the golden rule.”

Colonel O. E. Learnard, in responding to “the University man” in connection with the press, said: “It was not a good plan to mix a University training with newspaper work, but that men should graduate from the University into the newspaper profession.”

Prof. Canfield, introducing the next speaker, congratulated the University in having begun right in the matter of co-education.

Miss Hunnicut, a post-graduate student in Political Science, spoke on “Post-Graduate Work, the link between the University and practical life;” thought the course too short, should be two years instead of one — this was the only opportunity offered the student to do original work.

“University boys’ outing life” was assigned to C. E. Esterley. Mr. Esterley declared that the University boys were always successful after leaving school.

“What the University can and does do for women,” was discussed by Miss Reasoner — class of ’90. Miss Reasoner is a pleasing speaker and was listened to with close attention,

Prof. Blake in speaking on “the University and applied science,” said that everything in K.S.U. depended on the crops in Kansas, and as the crop prospect was good this year, so was the outlook for applied sciences hopeful in our University. The object in giving our young men instruction in the shops was not that they might be laborers, but directors of our great industrial enterprises in the West.”

This closed the program of a most successful meeting, and Prot. Canfield then declared the assembly adjourned for one year.

Those present were: Prof. J. H. Canfield, director; Prof. F. W. Blackmar, vice-director; Misses Lockwood, Dunn, Spencer, Reasoner and Hunnicutt; Judge Humphrey, Gov. Robinson, Dr. Howland, Rev. Mr. Ayres, B. W. Woodward, D. S. Alford, Col. O. E. Learnard, Prof. Blake, and Messrs. Chapman, Esterly, Liddeke, Slosson, Burney, Mushrush, Bear, Roberts, Morse, Hill, Wilmoth.

Source: Lawrence Daily Journal (Lawrence, Kansas), Thursday, June 5, 1890, p. 4.

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Blackmar on place of political economy 

ECONOMIC POLITICS. — One branch of political economy falls directly within the scope of history, and this is what may be termed economic politics, or that part of political economy which has to do with the action of the state concerning economical development. This has been called “Historico-Political Economy,” as treated by the historian. It deals less with economic life as a philosophy, and more with the practical affairs of economic legislation. As such it might assume the German name of “National Economy,” only that it would include more than is here intended. It is a separate study from the science of Political Economy as now constituted. However, in the earlier conditions of the science, and to a certain extent now among some French and German writers, political policies are confused with the science of political economy.

Within the scope of economic politics should be grouped those social and economic movements which have been directly connected with the political changes that have taken place in states. Some of the so-called political institutions have their direct cause of existence, in social or economic movements. The so-called new school, or, what is more explanatory, the “historical school” of political economists, in contradistinction to the old or “deductive” school, base their operations upon historical conditions rather than upon a priori arguments. Consequently, the association of political economy with the study of history has become common. It is true, on the one hand, that science of political economy that struggles with a priori principles, ideal men, ideal nations, and ideal conditions, was released from many of its defects when a careful search into historical conditions was made. On the other hand, there is a politico-economic history of nations which may be incorporated with the study of history proper, and still allow Political Economy to retain its own province undisturbed. It is this phase of political history which should come under the head of economic politics. The study of Political Economy as an independent science will be treated of under that heading.

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Such was the condition of the study of history in the American college up to a recent period, that the dull, dry conning of the facts of universal history with the chief idea of knowing the facts of the world’s history only to forget them, was the recognized process. President Adams tells us that during the first two centuries of the existence of Harvard College, the study of history consisted in spending one hour at eight o’clock on Saturday mornings in the hearing of compositions and the reciting of history, both ancient and modern. In 1839 a special chair for the study of history was endowed for the college, yet it was not until 1870 that there was any real change in the method pursued of conning history. At that time two men were employed, where before one man did all of the work. From this time there was rapid improvement. The condition in Yale and in Columbia was not much better than that in Harvard; in Yale the entire services of one man were not required until after 1868, to teach history, and it was not until 1877 that another man was put into the field.

In 1857 President White, of Cornell, instituted the study of history in the University of Michigan, and used the historic method employed in Germany with some modifications. This method was adopted in Cornell in 1870, and in Johns Hopkins in 1876, at the commencement of its career. With these beginnings a rapid progress has been made towards the treatment of history from a scientific standpoint. From this time the best institutions of America abandoned the old, dull process of memorizing and forgetting the facts of history without making good use of those facts. But this progress is not equal to the progress made in the old-world institutions in the organization and arrangement of courses and the number of separate fields of study. The methods used are somewhat the same.

Modern methods of historical teaching have for their chief points the systematic work of the student under the intelligent direction of the instructor. The process involves an investigation of materials, a search after the truth, a study of particular phases of historical truth, a comparison and classification of material, and an analysis of results. History is to be studied because it is interesting, and to be followed for the truth it will yield. In all of this the facts of history must not be ignored, nor the careful reading of standard authorities neglected. But the instruction works upon the principle that a person engaged in an interesting pursuit of the truth of history will retain by real knowledge of the subject the facts which if learned by rote without understanding would soon leave him.

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The MODERN SEMINARY furnishes a means of bringing together those most interested and most advanced, for the special study of subjects in history or in political and in social economy. This method, now almost universal in the foremost institutions, is of German origin, and constitutes the germ of the modern method. The seminary had its origin with the class taught by Leopold von Ranke, and from that time has been greatly improved in Germany, and extensively adopted in America. The seminary represents the historical laboratory, and each meeting should be a clearing-house of the actual work done. The object of the seminary is to develop individual thought and investigation, and to test the same by criticism and discussion. Another beneficial result will be the development in a practical way of the best methods of study. We have laboratory work in physics, chemistry, and in most of the natural sciences; if history is to be taught as a science, it must not ignore this great means of investigation. Its work may not always be original, for the word original should be used with much care in its application to any study. It must be sufficiently individual and independent that the student may verify truth by his own investigation, and learn to exercise his own judgment concerning the materials before him. The undergraduate courses in chemistry or physics seldom go beyond this in their laboratory work. The seminary is an association of individuals coöperating in the pursuit of historical truth, using scientific methods in study, research, and presentation. It should represent the highest and best work of any department or group of departments working on kindred subjects.

But whatever methods are pursued, it must be kept in mind that there are scientific processes involved, and scientific results must be expected. The chief benefits to be derived from the study of history, or of the different branches of history and sociology, are similar to those of all other sciences.

*  *  *  *  *  *  *  *  *  *  *  *  *

Professor R.T. Ely wrote an Introduction to Political Economy which was more or less sociological in its nature, and which assumed that Political Economy was a branch of Sociology. Subsequently a controversy arose as to the relative position of Economics and Sociology, which has been finally settled by Sociology taking and maintaining an independent position in the category of social sciences. While nearly everything relating to society has been called, at different times, Sociology, there is to-day a well-established body of knowledge, well-defined principles, and a distinct boundary of the science of Sociology.

A word must be said about the treatment of what is known as “social science” in a peculiar way, as if the only province of sociology was to care for broken-down and imperfect society; and that sociology has to deal only with social problems, and not with the rational development of human society. It must be acknowledged that the value of the study of charities and corrections cannot be overestimated, and that as representative of the position of a certain phase of social disorganization, the study of these is invaluable. These studies represent the outcrop pings of society, and just as a ledge in the mountains will show by its nature the condition of the original bed, so these parts of disorganized society will show the nature of the true structure. So, also, as it treats chiefly in its scientific methods of the reorganization of society, there is an opportunity offered for the application of the best results of the study of sociology.

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THE STUDY OF ECONOMICS.

INSTRUCTION in economics has been for many years a part of the regular course of nearly every college and university in the land, and has recently been making rapid advancement in the secondary schools. There has been rather more controversy respecting its scope than of the methods employed in study and instruction. Some have contended that as Economics is an abstract science its scope is narrow, comprising only the body of principles and laws that have been drawn from concrete experience. Others have broadened the subject to include much that rightfully belongs to sociology and political science. Others have adopted the historical method to such an extent as to exclude all scientific nature of the subject, reducing it to a mere relation of facts concerning the industrial affairs of the nation. As usual, extremists may be of service in quickening thought, but they seldom hit upon the correct solution of problems that concern a large number of people. While it is proper and unavoidable to hold to the abstract or deductive political economy, it is also necessary to carry on concrete investigations by the inductive method. Nor must industrial history be neglected, for this makes a strong background for the science and enables the student to approach the subject from a new point of view. If a student will observe the following analysis and obtain a thorough knowledge of the subjects enumerated therein, he will have a fair knowledge of the science of Economics from every essential point of view. This analysis represents the essentials of economics; more would be superfluous and less would be insufficient. True, there are many subjects more or less directly related to economics, such as economic statistics, economic ethics, and economic jurisprudence, but they do not make up the body of the subject as a science.

CLASSIFICATION OF ECONOMICS.

  1. Classification according to the nature and logic of the science:
    1. Pure or abstract Political Economy.
      1. Laws, principles, and theories.
    2. Applied economics.
      1. Verification of laws and principles in concrete economic life.
      2. Practical investigation into economic phenomena, general or special, and classification and deduction of the same.
      3. Consideration of ideal standards and the means of approximating them.
    3. History of economic thought.
    4. Industrial history.
    5. Methodology of the science.
  2. Classification according to agencies:
    1. Private or non-political economics.
    2. Public or political economics.
      1. Public control of industries.
      2. Taxation and finance so far as related to economics.

While this outline carefully followed would give a student a fair knowledge of economics, it is not possible for him to have such knowledge with a narrower scope. Every point of the science is carefully fortified with concrete examples of economic life, and the progress of the industries acquaints one with the causes of changes or the process of economic evolution.

METHODS OF STUDY.

The chief difficulty met by the instructor in economics is to separate the principles and laws of economics from theoretical discussion. Theory of economics may have an important place in the class-room, but it is simply discouraging to find in an ordinary economic library that theory occupies so great a place in nearly all books on the subject. If economics is a science, what are its principles, what are its laws, and what the great body of classified knowledge that makes up the real elements of the science? In beginning the subject, then, it is necessary for the instructor to define carefully the boundary of the science. The student wants to know somewhat definitely the scope and purpose of the subject. If there is a science of economics, he wants to know definitely what is comprised in the body of classified knowledge it represents, and what are the laws and principles involved in its scientific processes.

After determining the scope of the science his next difficulty is in the classification of its subject-matter. This in itself is a difficult question; nor is the difficulty confined to economics, for it abounds in all social sciences and extends to considerable extent in the physical sciences. He will find the logical and comprehensive classification of either economic principles or economic phenomena a most difficult process. If the instructor or student can find the above conditions met in a well-arranged text-book the trouble is half over, for the principles of economic science are not difficult. Such a text-book should contain all of the essentials of the science, and should eliminate all controversial points and theories not yet well founded. For the discussion of theories, the elaboration of special topics, and the consideration of the views of economists, the student, like the instructor, must go to the library. For beginning classes this library should consist of a few carefully chosen books, each with a specific purpose. The library method in economics is largely the composition method, or possibly the compilation method. The student gets a re-statement of the principle of the text or lecture, either from a different point of view or in a more extended discourse. Great care should be taken to prevent a rambling course of reading, which is frequently carried on to the confusion of the student.

After the elements have been fairly well mastered the future work of the student should be on one or more of the great topics in economics, such as Money and Monetary Theories; Banking; Taxation and Finance; Industrial History; History and Theory of Economics: or the student may work on special themes, following them to the utmost limit, such as Capital, Wages, Interest, Labor Organization, Prices, etc.

In all this study the instructor and student must not forget to go to the concrete for verification, for illustration, and, so far as possible, for investigation. He must not forget that economic life and economic society are all about him, and the processes of economic practice, change and growth are to be observed at any time he will take the pains to inquire into their operations.

So long as the operations on the farm, the management of the household, the conduct of the factory, the operation of a bank, and the management of a railroad are ever present, the student from the beginning to the end of his course may find by actual study of the concrete the operation of the laws and processes of economics. Some difficulty will be met in teaching beginners to discriminate between the production of wealth in our economic sense and the technology of wealth-getting. In all concrete investigation this is to be carefully considered. For it is the general processes of production and their effects upon the market and upon society as a whole that interest the economist. Economics will not teach a boy how to carry on agriculture, or manufacturing; it will not teach him how to grow wealthy, except that as he studies finance, taxation, money, banking, production and distribution of wealth, he will have developed a tendency of thought, and an intelligence which would make him a better business man, a better financier, if he puts his knowledge to the proper use. The subjects treated in a general way will prepare a man theoretically if not technically for a business life. And without doubt, universities will eventually develop schools of commerce, trade, banking, business, and public service, which will give a professional and technical education in the great lines of industrial life.

The student must keep his eyes turned constantly upon the economic life around him if he would keep his knowledge from becoming visionary and non-vital. By a careful study of the actual operations of society in regard to questions of wealth and well-being, he will develop a practical knowledge of affairs that will be of service to himself personally and to the public at large. He will also find it convenient and profitable to consider the defects of economic life as compared with an ideal standard of justice, and set up a program of action. It is true that here he enters the field of economic ethics. If he then searches for a remedy for existing evils he enters economic politics. Yet economics as a science cannot be said to have worked out its purpose until it has become utilitarian in its attempt to better social conditions. It will not have done its duty until it inquires what ought to be. It should determine how the economic system of the world might bring a larger measure of justice to men, and plan such measures to be acted upon by the public to bring about a better condition of affairs. Every science must in the ultimate be of practical service to humanity if it has a reason to exist, and economics is especially adapted to render great service to humanity if properly studied and wisely taught.

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SELECTED REFERENCES.

[History]

ADAMS, C. K. — On Methods of Teaching History.

ADAMS, C. K. — Recent Historical Work in Colleges and Universities of America.

ADAMS, H. B. — Special Methods of Historical Study.

ADAMS, H. B. — New Methods of Study in History.

ALLEN, W. F. — Grades and Topics in Historical Study.

BLACKMAR, F. W. — The Story of Human Progress.

BERNHEIM, ERNST. — Lehrbuch der Historischen Methode.

BURGESS, J. W. — The Methods of Historical Study in Columbia College.

CALDWELL, H. W. — American History Studies.

DIESTERWEG, G. — Instruction in History.

DROYSEN, JOH., GUS. — Grundriss der Historik.

DROYSEN, JOH., GUS. — Principles of History. (Tr. by ANDREWS.)

EMERTON, E. — The Historical Seminary in American Teaching.

FLINT, ROBERT. — The Philosophy of History.

FLING, CHARLES MORROW. — Studies in European History.

FREEMAN, E. A. — Methods of Historical Study.

GETSCHELL, MERLE S. — The Study of Mediæval History by the Library Method.

HALL, G. STANLEY. — Methods of Teaching and Studying History.

HART, ALBERT BUSHNELL. American History told by Contemporaries.

LORENZ, OTTOKER. — Geschichtswissenschaft.

MACE, WILLIAM H. — Method in History.

MAURENBRECHER, WILHELM. — Geschichte und Politik.

[Sociology]

BLUNTSCHLI, J. K. — The Modern State.

CROOKER, J. H. — Problems in American Society.

DE GREEF, GUILLAUME. — Introduction a la Sociologie.

FAIRBANKS, ARTHUR. — Introduction to the Study of Society.

GIDDINGS, F. H. — Principles of Sociology; Sociology and Political Economy.

COMTE, AUGUST. — The Positive Philosophy.

KELLY, EDMOND. — Government, or Human Evolution.

LOTZE, HERMANN. — Microcosmus.

SEELYE, JULIUS H. — Citizenship.

SMALL, ALBION W. — Introduction to the Study of Society.

SMALL, ALBION W. — Methodology in Sociology.

SMITH, R. M. — Statistics and Sociology.

SPENCER, HERBERT. — Principles of Sociology.

SPENCER, HERBERT. — The Study of Sociology.

WARNER, AMOS G. — American Charities.

WARD, LESTER F. — Dynamic Sociology.

WARD, LESTER F. — Outlines of Sociology.

WILSON, WOODROW. — The State.

WRIGHT, CARROLL D. — Statistics in Colleges.

WRIGHT, CARROLL D. — Practical Sociology.

[Economics]

BLACKMAR, F. W. — Economics.

COSSA, LUIGI. — Introduction to the Study of Political Economy.

ELY, R. T. — Outlines of Economics.

ELY, R. T. — The Past and Present of Political Economy.

GIDDINGS, F. H. — The Sociological Character of Political Economy.

INGRAM, J. K. — The History of Political Economy.

SMITH, R. M. — Statistics and Economics.

Source: Frank W. Blackmar, The Study of History, Sociology, and Economics, pp. 7-8, 30-31, 56-58, 66-67, 83-89. Published in the series Twentieth Century Classics, No. 17 (January 1901). Topeka, Kansas: Crane & Company.

___________________________

New Staff, New Names
Rebranding

The New Professors.

The resignation of Prof. James H. Canfield, regretted by all, has led to the reorganization of the work in history and political and social science. The two departments formerly known as those of American History and Civics, and History and Sociology respectively, have been combined into the one department of History and Sociology. This department is in charge of Prof. Frank Wilson Blackmar, Ph.D. To assist in the instruction in this department, the Board has elected F. H. Hodder, Ph.D., to be Associate Professor, and E.D. Adams Ph.D., to be Assistant Professor. Dr. Hodder is taken from the faculty of Cornell University. He has for the last year been pursuing historical studies in the University of Freiburg, Germany. He comes to the University of Kansas with a fine reputation for scholarship and teaching ability. Dr. Adams is a young man, a graduate of the University of Michigan and a brother of Prof. Henry C. Adam’s. Michigan University’s professor of Political Economy and Finance. Dr. Adams comes to the University with many good words from the strong men of eastern institutions.

Source: The Lawrence Gazette (Lawrence, Kansas). Thursday, August 6, 1891, p. 2.

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New name: Department of History and Sociology (1891)

Since the publication of the last number of Seminary Notes, several important changes have taken place. First, Mr. E.D. Adams was elected Assistant in History and Sociology. Soon after this Professor Canfield resigned his professorship to go to Nebraska. Immediately after accepting his resignation, the Regents consolidated the two historical departments, under the title of History and Sociology, and elected Mr. F. H. Hodder Associate Professor. It necessarily follows that the editorial staff of Seminary Notes has two new men in the place of Professor Canfield. The present editors will carry out the original plan of the publication with such improvements as may be made from time to time.

We are glad to learn of the prosperity of the former director of the Seminary, Chancellor James A. Canfield. The number of students enrolled in the University of Nebraska is thirty per cent, greater than last year. A new Law course has been established in the university. Upon the whole the new Chancellor of Nebraska is doing just what his friends predicted — making a great success of his new work. The University of Nebraska is to be congratulated that it was able to secure such an efficient man as Chancellor Canfield.

[…]

The senior professor [Frank W. Blackmar] in the department of History and Sociology is highly gratified that the Regents of the University have again displayed their wisdom in electing two able men to positions in the department. They are young men of scholarly habits and marked ability. Professor Hodder, Associate in American History and Civics, was born at Aurora, Ill., November 6, 1860. He graduated at Michigan University in 1883, having studied history under Prof. C.K. Adams, and political economy under Prof. H.C. Adams. He was principal of the High School at Aurora. Afterwards he went to Cornell University, where he was instructor and later Assistant Professor in Political Economy from 1885 to 1890. During the last year he has been studying at the universities of Göttingen and Freiburg, under Von Hoist, Conrad and others. He is an able instructor.

Mr. E.D. Adams, Assistant in History and Sociology, was born at Decorah, Iowa, in 1865. He was a student in Iowa College, 1883 to 1885; student in the University of Michigan 1885 to 1887, taking the degree of A.B. in 1887, was principal of the High School at McGregor, Iowa, 1887 to 1888, and student of the University of Michigan for the degree of Doctor of Philosophy, 1888 to 1890. In 1890 he took the degree of Ph.D. Since 1890 he has been connected with the census work on street railways, and since December has held the position of special agent in charge of street railways. He is doing good work in Kansas University.

Source: Seminary Notes published by the Seminary of Historical and Political Science, Vol. I, No. 2 (October 1891), pp. 39-40.

Image Source: Kansas yearbook,The Jayhawker 1901, p. 18. Colorized by Economics in the Rear-view Mirror.
Cf. portrait of Herbert Baxter Adams posted earlier. His master’s look?

Categories
Columbia Sociology

Columbia. Alvin S. Johnson’s impressions of Franklin H. Giddings, 1898-1902

 

Alvin Saunders Johnson’s 1952 autobiography, A Pioneer’s Progress, provides us a treasure chest of granular detail regarding his academic and life experiences. This co-founder of the New School for Social Research in New York City went on to live another 19 years after publishing his autobiography to reach the age of 96.

Economics in the Rear-View Mirror will clip personal and departmental remembrances of Johnson’s own economics training and teaching days. This post shares a transcription of his impression of the sociologist Franklin H. Giddings and his experience with him as one of his doctoral examiners. Economist readers are gently reminded that at the turn of the twentieth century sociology was still regarded by many economists (and sociologists) as a subfield of economics. 

Trigger warning: Giddings appears to have been both an academic bully and one who spoke fluent anti-semitic speech.

Previously posted Johnson observation: John W. Burgess.

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Other posts with
Franklin H. Giddings’ content

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Alvin Johnson reminisces
about Giddings

[p. 122] …Columbia men swore by Franklin H. Giddings as the greatest living sociologist. He was a large, genial man, with bluntly pointed red beard and a markedly dolichocephalic skull, of which he was very proud. In his view, all distinction in the world, all energy, all genius, were carried by the dolichocephalic blonds Aryans, we called them then. Other peoples might acquire merit by imitation.

“Look at the Jews,” he would say in the privacy of the Sunday evening meetings at his house. “They are middlemen in economic life and middlemen in the world of ideas.”

Down the corridor from Giddings’ office was the office of Franz [p. 123] Boas, anthropologist. Logically he belonged in the School of Political Science, and in scholarly attainment, originality, and intellectual leadership he ranked with the best of them. Years later, when I was a member of the faculty, I urged the annexation of Franz Boas, then recognized throughout the world as the foremost anthropologist. Giddings vetoed the idea with the vigor of a Gromyko. Anthropology was either a natural science, having no proper place in a School of Political Science, or an amateurish sociology we could not afford to recognize…

*  *  *  *  *  *  *  *  *  *  *

[p. 137] … the doctoral examinations approached in the spring of 1901 …. We were to be examined on the entire literature of our major economics — and on the courses in the minors for which we had registered, in my case sociology under Giddings. It goes without saying that we hadn’t a chance to load ourselves up for the particular questions we might be asked in a three-hour oral examination. Still we boned manfully.

Our Columbia professors were as a rule very humane. If a student seemed to be floored by a question the examiner made haste to substitute another and easier question. I felt I was getting on very satisfactorily under the questioning of Seligman and Clark. But then Giddings pounced on me with blood in his eye. He was having a feud with Seligman at the time and meant to take it out of my hide. He did, and I resented it, for he was my friend.

After the examination I waited in the corridor to hear the results of the examiners’ deliberations. Soon Seligman came out and announced that I had passed with flying colors. Giddings followed, jovially slapped me on the back, and said, “Well, Johnson, I made you sweat. I knew it wouldn’t hurt you. Seligman would have bulled you through if you had flunked every question. But say, you knew more of the answers than I’d have known if I hadn’t loaded up for you.

So it was just good, clean fun, like pushing an absent-minded companion off an embankment…

*  *  *  *  *  *  *  *  *  *  *

[pp. 163-164] … There was, to be sure, a certain amount of personal friction, particularly between Giddings and Seligman. It was aired in the offices, not at faculty meetings. Giddings would encounter Seligman in the Political Science Quarterly office, where I was working, and would roar out his discontent with some plan of Seligman’s. Seligman always remained imperturbably courteous.Once I asked Giddings what he really had against Seligman.

“What I’ve got against him? I can’t get under the skin of that infernal Christian. You know, Johnson, I sometimes think only Jews can really behave like Christians. The Jews created that religion, and it suits their temperament. It doesn’t suit the temperament of us Aryans.”…

Source: Alvin Saunders Johnson. A Pioneer’s Progress. New York: Viking Press, 1952.

Image Source: University and their Sons. History, Influence and Characteristics of American Universities with Biographical Sketches and Portraits of Alumni and Recipients of Honorary Degrees. Editor-in-chief, General Joshua L. Chamberlain, LL.D. Vol. II, pp. 453-5. Portrait colorised by Economics in the Rear-View Mirror.

 

 

Categories
Exam Questions Harvard Sociology

Harvard. Examinations for Principles of Sociology. Carver, 1903-1904

 

A book of course readings for Thomas Nixon Carver’s principles of sociology was published about one year later: Sociology and Social Progress: A Handbook for Students of Sociology. Boston: Ginn & Company, 1905.

A linked reading list for the course taught jointly by Carver and Ripley from 1902-03 has been posted earlier along with a course description and semester examination questions.

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ECONOMICS 3
Enrollment, 1903-04

Economics 3. Professor Carver. — Principles of Sociology — Theories of Social Progress.

Total 61: 8 Graduates, 19 Seniors, 20 Juniors, 3 Sophomores, 11 Others.

Source: Harvard University. Report of the President of Harvard College, 1903-1904, p. 66.

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ECONOMICS 3
Mid-Year Examination, 1903-04

  1. What does Spencer mean by Super-organic Evolution?
  2. Explain the distinction between active and passive adaptation.
  3. What are the reasons for and against regarding society as an organism?
  4. In what sense are human interests antagonistic, and in what sense are they harmonious?
  5. How is the increase of population limited, and how does the density of population affect social development?
  6. What are the reasons for and against adopting the conception of the social mind?
  7. Contrast Spencer’s militant and industrial types of society; also Patten’s pain and pleasure economy.
  8. What is meant by the “power of idealization,” and how does it affect the process of adaptation?

Source:  Harvard University Archives. Harvard University, Mid-year examinations 1852-1943. Box 7, Bound volume: Examination Papers, Mid-Years, 1903-04.

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ECONOMICS 3
Year-End Examination, 1903-04

  1. Explain Spencer’s distinction between the militant and the industrial types of society.
  2. How would you define progress? Defend your definition.
  3. How does the density of population affect the organization of society?
  4. How does Gidding’s ultimate social fact compare with Adam Smith’s theory of sympathy as the basis of the moral sentiments?
  5. What, according to Bagehot, are the principal uses of conflict?
  6. Explain Kidd’s view as to the place of religion in social progress. What do you think of his position?
  7. What are the leading theories as to the basis on which wealth ought to be distributed, and what are the claims of each?
  8. What is meant by the storing of social energy, and what are the principal means by which it can be accomplished?

Source:  Harvard University Archives. Harvard University, Examination Papers 1873-1915. Box 7, Bound volume: Examination Papers, 1904-05; Papers Set for Final Examinations in History, Government, Economics, … in Harvard College, June 1904, pp. 27-28.

Categories
Labor Princeton Sociology

Princeton. Life and writings of economic sociologist Walter A. Wyckoff, 1895-1908

 

At the time of his premature death at age 43, the assistant professor of political economy at Princeton University, Walter A. Wyckoff, had been a member of the American Economic Association for a dozen years. His passing in May 1908 was noted in the AEA’s Economic Bulletin (June 1908, p. 114) where he was described as being “one of the best known of the younger economists.” Wyckoff cultivated the intersection of sociology and economics and made a name for himself through a pair of books that described his observer-participant experiences as a casual laborer during a year and a half tramp across the United States in 1891-93. 

Sociologists today appear to claim exclusive rights to Wyckoff but in his own day, it was far from clear that his particular brand of sociology was anything but a subfield of political economy, labor economics if you will. He can be compared to Edward Cummings at Harvard.

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Wyckoff’s Greatest Hits

The Workers, an Experiment in Reality: The East. New York: Charles Scribner’s Sons, 1897.

The Workers, an Experiment in Reality: The West. New York: Charles Scribner’s Sons, 1898.

A Day with a Tramp, and Other Days. New York: Charles Scribner’s Sons, 1901.

“In justice to the narratives it should be explained that they are submitted simply for what they are, the casual observations of a student almost fresh from college whose interest in life led him to undertake a work for which he had no scientific training.”

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Three internet sources about the life of Walter A. Wyckoff

Brett Tomlinson, The worker: How a cross-country trek defined the life of one of Princeton’s first social scientists. Princeton Alumni Weekly, 23 September 2009.

Beau Driver, “ ‘A place among original investigators’: Walter Wyckoff, Alfred Pierce, and Me” originally published in the blog of the Society for Historians of the Gilded Age and Progressive Era (March 5, 2019). Republished in his personal blog 26 December 2019.

Website by Albert and Phyllis Krause “On the Trail of Walter A. Wyckoff” that traced his cross-country travels 1891-1893.

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Wyckoff’s life

Born April 12, 1865 in Mainpuri, India. Son of a Presbyterian missionary.

Prepared for college at the Hudson Academy and Freehold Institute.

1888. B.A. from College of New Jersey (i.e., Princeton).

Enrolled at the Princeton Theological Seminary for a year and then left to study and travel in Europe.

1891-1893. Spent 18 or 19 months as an unskilled worker. Left July 1891 to work from Connecticut to California  reaching San Francisco in early 1893.

1893-1894. Travelled twice around the world.

1894. Appointed Social Science Fellow upon return to Princeton.

1895. Wyckoff appointed lecturer in sociology at Princeton

Wyckoff’s 1895-96 course
  1. Sociology. An historical review of the evolution of modern industrialism. A critical analysis of the principal theories of social reconstruction. The genesis and development of a science of sociology. A review of the methods and results of sociological study. Senior Elective and Graduate course; second term [2]. Mr. Wyckoff. Lectures and recitations.

Note: this course was offered in “III. History and Political Science” that was distinct from “IV. Jurisprudence and Political Economy”

Source: Catalogue of the College of New Jersey at Princeton 1895-1896, p. 41.

1898. Promoted to assistant professor of political economy.

1899. Accompanied Princeton biologists on excursion to northern Greenland.

1900-1901.  Princeton academic department V. Political Economy and Sociology (staffed by Daniels and Wyckoff)

Wyckoff’s course listings 1900-1901.
  1. History of Social Theory. An historical and critical analysis of the principal theories of social reconstruction from the early Utopias to the various forms of modern anarchy and socialism. Senior Elective, open to both Academic and Scientific students; first term [2]. Lectures. Professor Wyckoff.
  1. Private Property Rights. The origin of private property rights and their subsequent modifications in civilized society, with special reference to present problems of land tenure and to private and public ownership and management of monopolies. Senior Elective, open to both Academic and Scientific students; second term [2]. Lectures. Professor Wyckoff.

[…]

Economic Seminary

[…]

  1. Genesis of Industrial Order. An ethnological study of industry, including the earliest forms of the division of labor, the domestication of animals and plants, the rise of slavery, the use of money, etc. Seminary course, open to graduates and approved Seniors, both Academic and Scientific; first term [2], not given in 1900–1901. Professor Wyckoff.
  1. Development of Industrialism. This course will continue and supplement course 7, and will treat of the rise of a new industrial order as an outcome of the industrial revolution, of the fac tory system, its development in the growth of capitalism and in the organization of labor, involving combinations, trusts, monopolies, and trades unions. Seminary course, open to graduates and approved Seniors, both Academic and Scientific; second term [2]. Professor Wyckoff.

Source.   Catalogue of Princeton University 1900-1901, p. 59-60.

Early 1900s. interviewed workers in London and Paris.

1903. Marriage to Leah Ehrich from Colorado (they had one daughter).

One of his students Norman Thomas (1905) joked that his (Wyckoff) professor “did a pretty good if by no means lasting job” of explaining to him why socialism could never work.

Economics Course Offerings at Princeton in 1907-08

Princeton University
Department of History, Politics, and Economics
Courses of Instruction in Economics 1907-08

Economics Faculty

Walter Maxwell Adriance, A.M., Preceptor in History, Politics, and Economics

Ernest Ludlow Bogart, Ph.D., Preceptor in History, Politics, and Economics

Winthrop More Daniels, A.M., Professor of Political Economy

Royal Meeker, Ph.D., Preceptor in History, Politics, and Economics.

Walter Augustus Wyckoff, A.M., Assistant Professor of Political Economy

Courses of Instruction

35, 36. Elements of Economics. This course will comprise the essential elements of the abstract theory of economics and some of the more essential applications and exemplifications of the theory, such as money, banking, transportation, international trade, and monopoly problems. There will be regularly one lecture a week, and two recitations in small groups to test the student’s apprehension of the subject matter covered in the reading. Fetter: Principles of Economics. Junior course, both terms, 3 hours a week. Prerequisite course: History 22. Prerequisite to Public Finance and General Social Theory. Professor Bogart and Professor Wyckoff.

[…]

  1. Economics. Public Finance. This course will cover the theory of public finance. Lectures with weekly conferences. Daniels: Public Finance. Reference book: Bullock: Selected Readings in Public Finance. Senior course, first term, 3 hours a week. Prerequisite courses: History 22 and Economics 35, 36. Professor Bogart.
  1. Economics. Social Theory. The course will cover the development of theories of social reconstruction with special reference to modern socialism and anarchy. Rae: Contemporary Socialism. Reference books: Webb: Industrial Democracy; Hobson: Evolution of Modern Capitalism. Senior course, second term, 3 hours a week. Prerequisite courses: History 22 and Economics 35, 36. Professor Wyckoff.

[…]

THE PRO-SEMINARY. In the Department of History, Politics, and Economics there will be a pro-seminary both terms; the pro-seminary to be divided into sections, one for history, one for politics, and one for economics. Admission to the pro-seminary will be conditioned upon a student’s obtaining in the Junior year courses in the Department the standing prescribed for entrance upon pro-seminary work. Professor Garfield will be the director of the pro-seminary, and will will take special charge of the pro-seminary section in politics. Professors Paul van Dyke and McElroy will conduct the historical section, and Professors Wyckoff and Meeker the economic section.

[…]

  1. Advanced Economic Theory. An exposition of economic theory; essentially a contrast of the classical and post-classical theories of distribution. Seminary course for competent graduates. Graduate course, second term, 3 hours a week. Professor Daniels.

121, 122. History of Economics. A résumé of economic ideas from the Middle Ages to modern times. Graduate course, both terms, 3 hours a week. Professor Adriance.

  1. Economic Regulation. A study of Factory Acts, Tenement Acts, Limited Liability Acts, and Employer’s Liability Acts, conducted in connection with the pro-seminary in 1907-1908. Graduate course, second term, 3 hours a week. Professor Wyckoff.
  1. History and Theory of Transportation. A survey of the improvements in methods and instruments of transportation since the application of steam, with the consequent changes in legal and economic theories relating to public carriers. The questions of state control, ownership, and operation are treated with special reference to American conditions. A reading knowledge of French and German will be helpful. Graduate course, first term, 3 hours a week. (Given in connection with the pro-seminary in 1907-1908.) Professor Meeker.
  1. The Industrial Evolution of the United States. An investigation in the development of typical American industries, domestic and foreign commerce, labor organizations, and similar problems. Graduate course, second term, 3 hours a week. Professor Bogart.

Source: Catalogue of Princeton University, 1907-1908, pp. 127, 129-132.

______________________________

Walter Augustus Wyckoff died May 15, 1908 in Princeton at age 43 following an aneurysm of his aorta.

Source: The Princeton yearbook Brick-a-Brack 1910, p. 16. The portrait has been colorized by Economics in the Rear-view Mirror.

Categories
Exam Questions Harvard Sociology Suggested Reading Syllabus

Harvard. Principles of Sociology. Enrollment, Readings, Exam Questions. Carver, 1901-1902

 

Thomas Nixon Carver was the second person to teach sociology at Harvard back in the days when sociology was a sub-field of economics. Carver turned out to be sort of a utility-infielder, originally hired as an economic theorist but later tasked with covering sociology, social reform (as in “thou-shalt not interfere…” except for prohibition!), and agricultural economics.

Fun fact: One of Carver’s protégés, Vervon Orval Watts, later worked for the Los Angeles Chamber of Commerce. Carver’s wing-nut spawn was responsible for considerably less political damage than the much more recent Harvard economics Ph.D. (1986), Peter Navarro. But I digress…

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Sociology à la Carver,
Other Years

Economics 3. Thomas Nixon Carver and William Z. Ripley, 1902
Economics 8. Thomas Nixon Carver, 1917-18.
Economics 8. Thomas Nixon Carver and Carl Smith Joslyn, 1927-28.

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From Carver’s Autobiography

There was no Department of Sociology at Harvard, but Edward Cummings had given a course on principles of sociology in the Department of Economics. Since I had been giving a course in that subject at Oberlin it was suggested that I continue it at Harvard…

   …The course on the principles of sociology developed into a study of the Darwinian theory as applied to social groups. Variation among the forms of social organization and of moral systems, and the selection or survival of those systems and forms that make for group strength, were considered to constitute the method of social evolution.
The Harvard Illustrated
, a student publication, at that time [probably some time after 1911 ] conducted a poll of the senior class, asking the students to name the best courses they had taken. For a number of years Professor Palmer’s course in ethics ranked highest. My course on principles of sociology began to climb until it finally achieved first place. Then the poll was discontinued.

Source: Thomas Nixon Carver, Recollections on an Unplanned Life (Los Angeles, 1949), pp. 132, 172.

_________________________

Course Announcement

For Undergraduates and Graduates
  1. Principles of Sociology. – Theories of Social Progress. Mon., Wed., and (at the pleasure of the instructor) Fri., at 1.30. Asst. Professor [Thomas Nixon] CARVER.

Course 3 begins with a study of the structure and development of society as outlined in the writings of Comte and Spencer. This is followed by an analysis of the factors and forces which have produced modifications of the social structure and secured a greater degree of adaptation between man and his physical and social surroundings. The relation of property, the family, the competitive system, religion, and legal control to social well-being and progress are studied with reference to the problem of social improvement. Spencer’s Principles of Sociology, Bagehot’s Physics and Politics, Ward’s Dynamical Sociology, Giddings’ Principles of Sociology, Patten’s Theory of Social Forces, and Kidd’s Social Evolution are each read in part. Lectures are given at intervals and students are expected to take part in the discussion of the authors read and the lectures delivered.

Course 3 is open to students who have passed satisfactorily in Course 1

Source: Harvard University Archives. Annual Announcement of the Faculty of Arts and Sciences, Division of History and Political Science comprising the Departments of History and Government and Economics (June 21, 1901).  Official Register of Harvard University 1901-1902. Box 1. Bound volume: Univ. Pub. N.S. 16. History, etc. p. 37.

_________________________

Course Enrollment

For Undergraduates and Graduates:—

[Economics] 3. Asst. Professor Carver. — The Principles of Sociology. Theories of Social Progress.

Total 53: 5 Graduates, 17 Seniors, 17 Juniors, 10 Sophomores, 4 Others.

Source: Harvard University. Report of the President of Harvard College, 1901-1902, p. 77.

_________________________ 

ECONOMICS 3
Topics and references. Starred references are prescribed.

I. SCOPE AND METHOD OF SOCIOLOGY

  1. August Comte. Positive Philosophy. Book VI. Chs. 2-4.
  2. Herbert Spencer. Classification of the Sciences, in Essays: Scientific, Political, and Speculative. Vol. II.
  3. *Herbert Spencer. The Study of Sociology. Chs. 1-3.
  4. *Herbert Spencer. Principles of Sociology. Pt. I. Ch. 27. Pt. II.
  5. J. S. Mill. System of Logic. Book VI.
  6. W. S. Jevons. Principles of Science. Ch. 31. Sec. 11.
  7. Lester F. Ward. Outlines of Sociology. Pt. I.
  8. *F. H. Giddings. Principles of Sociology. Book I.
  9. J. W. H. Stuckenberg. Introduction to the Study of Sociology. Chs. 2 and 3.
  10. Émile Durkheim. Les Regles de la Méthode Sociologique.
  11. Guillaume de Greef. Les Lois Sociologiques.
  12. Arthur Fairbanks. Introduction to Sociology. Introduction. 

II. THE FACTORS OF SOCIAL PROGRESS

A. Physical and Biological Factors
  1. Herbert Spencer. The Factors of Organic Evolution, in Essays: Scientific, Political, and Speculative. Vol. I.
  2. *Herbert Spencer. Principles of Sociology.  Pt. I. Chs. 1-5.
  3. Herbert Spencer. Progress, its Law and Cause, in Essays: Scientific, Political, and Speculative. Vol. I.
  4. Auguste Comte. Positive Philosophy. Book VI. Ch. 6.
  5. Lester F. Ward. Dynamical Sociology. Ch. 7.
  6. *Simon N. Patten. The Theory of Social Forces. Ch. 1.
  7. *Walter Bagehot. Physics and Politics. Chs. 1 and 2.
  8. Geddes and Thompson. The Evolution of Sex. Chs. 1, 2, 19, 21.
  9. *Benjamin Kidd. Social Evolution.
  10. Robert Mackintosh. From Comte to Benjamin Kidd.
  11. G. de LaPouge. Les Sélections Sociales. Chs. 1-6.
  12. August Weismann. The Germ Plasm: a Theory of Heredity.
  13. George John Romanes. An Examination of Weismannism.
  14. Alfred Russell Wallace. Studies: Scientific and Social.
  15. R. L. Dugdale. The Jukes.
  16. Oscar C. McCulloh. The Tribe of Ishmael.
  17. Francis Galton. Hereditary Genius.
  18. *F. H. Giddings. Principles of Sociology. Book II. Ch. I. Book III. Ch. 1.
  19. Arthur Fairbanks. Introduction to Sociology. Pt. III. 
B. Psychic
  1. Auguste Comte. Positive Philosophy. Book VI. Ch. 5.
  2. *Jeremy Bentham. Principles of Morals and Legislation. Chs. 1 and 2.
  3. Lester F. Ward. The Psychic Factors of Civilization.
  4. G. Tarde. Social Laws.
  5. _______. Les Lois de l’Imitation.
  6. _______. La Logique Sociale.
  7. Gustav Le Bon. The Crowd.
  8. _______. The Psychology of Peoples.
  9. J. Mark Baldwin. Social and Ethical Interpretations.
  10. _______. Mental Development in the Child and the Race.
  11. John Fisk. The Destiny of Man.
  12. Henry Drummond. The Ascent of Man.
  13. *Herbert Spencer. Principles of Sociology. Pt. I. Chs. 6-26.
  14. *Simon N. Patten. The Theory of Social Forces. Chs. 2-5.
  15. *F. H. Giddings. Principles of Sociology. Book II. Ch. 2. 
C. Social and Economic
  1. *Herbert Spencer. Principles of Sociology. Pts. III, IV, V, VI, VII, and VIII.
  2. Lester F. Ward. Outlines of Sociology. Pt. II.
  3. *_______. Dynamical Sociology. Ch. 10.
  4. *Walter Bagehot. Physics and Politics. Chs. 3-6.
  5. Brooks Adams. The Law of Civilization and Decay.
  6. D. G. Ritchie. Darwinism and Politics.
  7. *A. G. Warner. American Charities. Pt. I. Ch. 5.
  8. G. de LaPouge. Les Sélections Sociales. Chs. 7-15.
  9. T. R. Malthus. Principle of Population.
  10. H. Bosanquet. The Standard of Life.
  11. F.W. Saunders. The Standard of Living in its Relation to Economic Theory.
  12. W. H. Mallock. Aristocracy and Evolution.
  13. T. V. Veblen. The Theory of the Leisure Class.
  14. W. S. Jevons. Methods of Social Reform.
  15. Jane Addams and Others. Philanthropy and Social Progress.
  16. E. Demolins. Anglo-Saxon Superiority.
  17. *F. H. Giddings. Principles of Sociology. Book II. Chs. 3-4. Book III. Chs. 2-4. Book IV.
  18. Thomas H. Huxley. Evolution and Ethics.
  19. Georg Simmel. Ueber Sociale Differencierung.
  20. Émile Durkheim. De la Division du Travail Social.
  21. J. H. W. Stuckenberg. Introduction to the Study of Sociology. Ch. 6.
  22. Achille Loria. The Economic Foundations of Society.
  23. _______. Problems Sociaux Contemporains. Ch. 6.
  24. E. A. Ross. Social Control.
D. Political and Legal
  1. Jeremy Bentham. Principles of Morals and Legislation. Chs. 12-17.
  2. F. M. Taylor. The Right of the State to Be.
  3. *W. W. Willoughby. Social Justice. Chs. 5-9.
  4. D. G. Ritchie. Principles of State Interference.
  5. W. S. Jevons. The State in Relation to Labor.
  6. Henry C. Adams. The Relation of the State to Industrial Action, in Publications Am. Econ. Assoc. Vol. I. No. 6.

Source:  Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003.Box 1, Folder “Economics, 1901-1902”.

Cf. The course material for the following academic year.

_________________________

Mid-year Examination, 1902
ECONOMICS 3

Write out the following topics
  1. Is society an organism?
  2. The relationship among the principal classes of institutions, according to Spencer.
  3. Adaptation as a test of progress.
  4. Antagonism of interests as a basis for social development.
  5. Vice as a factor in human selection.
  6. The function of pleasure and pain.
  7. The influence of density of population upon social development.
  8. The traits of the militant type of society.

Source: Harvard University Archives. Harvard University Mid-year Examinations, 1852-1943. Box 6, Bound volume: Examination Papers, Mid-Years, 1901-02.

_________________________

Final Examination, 1902
ECONOMICS 3

Discuss the following topics
  1. Active and passive adaptation.
  2. Charity as a factor in human selection.
  3. The sanctions for conduct.
  4. Social stratification.
  5. Kidd’s theory of the function of religion in human evolution.
  6. Gidding’s theory of “consciousness of kind,” and its relation to sympathy and imitation.
  7. The storing of social energy.
  8. Tarde’s and Durkheim’s ideas of sociology.

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 6, Bound volume: Examination Papers, 1902-03. Papers Set for Final Examinations in History, Government, Economics, Philosophy, Education, Fine Arts, Architecture, Landscape Architecture, Music in Harvard College (June, 1902), p. 22.

Image Source: “Thomas Nixon Carver, 1865-1961” link at the History of Economic Thought Website. “Portrait of Carver (as a young man)“.

Detail in the Oberlin College Yearbook 1901 Hi-o-hi (no. 16)

 

Categories
Bibliography Economics Programs Economist Market Economists Indiana Sociology

Oberlin. Sociology bibliography by John R. Commons, 1891-1892

 

The core of this post is a twelve printed page bibliography of sociology prepared by the institutional economist, John R. Commons (1862-1945), during the one year he taught at his alma mater, Oberlin College in 1891-92. I have been able to provide links to close to 100% of the items he has listed. From the Oberlin College catalogue for that year I have transcribed the course offerings and their brief descriptions. A brief chronology of Commons’ education and professional career was put together from his very readable autobiography, Myself (1934) for this post.

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John Rogers Commons
Education and Professional Career

John R. Commons graduated from Oberlin College with an A.B. in 1888; A.M. (honorary) awarded in 1890.

1888-1890. Two trustees of Oberlin College lent Commons a total of $1,000 to finance his first two years of graduate work at Johns Hopkins University.

“Within a year and a half came my usual fate. I failed completely on a history examination. This ruined my hopes of a fellowship to carry me through the third year. So I had only two years of graduate work and never reached the degree of Ph.D., the sign manual of a scholar.” Myself, p. 42.

1890-91. Taught at Wesleyan ($1000 salary). Commons’ contract was not renewed, he was considered a poor teacher.

“Three months before the year was ended President Raymond notified me that I would not be needed the next year, because I was a failure as a teacher. My students were not interested.” Myself, p. 45.

1891-92. Associate Professor of Political Economy at Oberlin. The salary at Oberlin $1,200 “would not pay expenses, to say nothing of debts”.  Sociology bibliography from that time transcribed below.

1892-95. Indiana University. Increase in salary of $800 to $2,000 was his reason to leave Oberlin to move to Bloomington, Indiana. There he received a job offer for $2,500 at Syracuse in 1895 and went to the president of Indiana, hoping to negotiate a counter-offer. “Evidently he [the President] was loaded, for he immediately pulled the trigger: ‘Accept the offer at once.’”

1895-99. Syracuse University. Mr. Huyler of “Huyler Candy” fame established a chair in sociology at Syracuse.

“Afterwards, when sociology was separated from political economy in university teaching, charity was transferred to sociology. I never could reconcile myself to this separation. I taught “sociology” at Syracuse University and got out a book in 1895 on machine politics, which was to be cured, I thought, by proportional representation.” Myself, p. 43.

“I taught ethnology, anthropology, criminology, charity organization, taxation, political economy, municipal government, and other things, all under the name of sociology.” Myself, p. 53.

The chair for sociology was abolished after the university was confronted with serious resistance from donors who wanted Commons fired for having taken a public stand both against professional baseball with ticketed admission on Sundays and for the right of workers to play baseball on their day off, i.e. Sunday.

1899-1904. Odd jobbing.

Set up a Bureau of Economic Research in New York. Published the first weekly index of wholesale prices. Commons’ sponsor, George Shipley, did not like the fact that the index number stopped showing  a decline in prices and cancelled Commons’ contract with him in September 1900. The index number project was discontinued but within a few weeks a former student, E. Dana Durand, hired Commons to finish a report on immigration for the Industrial Commission.

“It was a comparison of ten to fifteen races of immigrants from Eastern and Southeastern Europe, where they knew only dictatorship, in two great American industries to which they had come for what they thought was liberty. In one of these industries, clothing, they knew, at that time, only the cycle of revolution and dissolution. In the other, coal mining, they were learning fidelity to contracts—their trade agreements—in forming which they themselves had participated through representative government. It was their first lesson in Americanization, the union of Liberty and Order. Afterwards I wrote a series of articles for the Chautauqua Magazine and revised them at Madison for a book on Races and Immigrants in America, which was the title of one of my first courses of lectures at the University.” Myself, pp. 73-74.

Commons participated  as immigration and labor expert in the writing of the Final Report of the Industrial Commission, Vol. XIX (1902).

Move back to New York, hired as an assistant to the secretary of the National Civic Federation, Ralph M. Easley. Worked on taxation and labor conciliation.

“It was here that I first learned to distrust the ‘intellectuals’ as leaders in labor movements. I have known scores of them since then and have found other scores in my long study of the history of labor movements. Gompers, the clearest and most outspoken of all trade unionists, denounced them as the ‘fool friends’ of labor. I always look for them and try to clear them out from all negotiations between capital and labor, and from the councils of labor. My friends, the economists, often deplored this antagonism of American labor organizations toward the intellectuals. But they simply did not know the kind of intellectuals that come to leadership in labor movements. The kind is not the studious economist and statistician who cannot make an oratorical public speech, and who takes a broad social point of view which neither capitalists nor laborers understand. Such an intellectual is discarded and overwhelmed by the passions and cheers for a speaker who can hold a great audience. I have tried it and know. Such intellectuals are ‘class conscious’ instead of ‘wage conscious,’ to use the distinction proposed by my friend Selig Perlman. But the studious economist is nearly always ‘social conscious.’” Myself, p. 87.

1904-33. University of Wisconsin.

This period is worth its own post, sometime.

Source: John R. Commons, Myself, New York: Macmillan, 1934.

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Course Offerings at Oberlin 1891-1892

Political Science and Sociology.

  1. Political Economy.—Ely’s Introduction to Political Economy, and monographs on special topics. Professor Commons.
    Spring Term. Mo., Tu., Th., Fr., Sa. 55 hours.
    Elective for Sophomores.

This course is mainly historical and descriptive, showing the development of modern industrial conditions and the significance of modern problems. It serves as a necessary introduction to the courses in sociology and economics.

  1. Sociology.—Lectures and Recitations on assigned readings. Professor Commons.
    Through the year. We., Fr. 71 hours.
    Elective for Juniors and Seniors who have taken Political Science 1.

This course is introductory to Courses 4 and 5 of the Senior year. In the Fall term primitive society is studied with reference to beliefs, the institutions of the family, clan and tribe, and the origins of property and social classes. In the Winter and Spring terms social classes and institutions are traced through English history from the Saxon invasion to the present time. In the latter part of the Spring term the same line of study is followed in the American field. The aim is to show the evolution of modern social classes, and the development of poor laws and class legislation. Students will be examined upon the outlines of English history. It is expected that those who elect the course will continue it through the year.

  1. American Institutional History.—Fiske’s Civil Government in the United States. Professor Commons.
    Spring Term. We., Fr. 22 hours.
    Elective for Juniors who have taken Political Science 2.

The work is a continuation of the political side of Sociology into American History. Students are examined upon the outlines of American History.

  1. General Sociology.—Lectures, Readings, and Recitations. Professor Commons.
    Fall Term. Tu., Th., Sa. 38 hours.
    Elective for Seniors who have taken Political Science 1 and 2.

The attempt is here made to formulate the general principles of social organization and evolution. Attention is given to the history of social and political theories, and the works of the principal sociologists are studied and compared.

  1. Social Problems.—Lectures and Recitations. Professor Commons.
    Winter Term. Tu., Th., Sa. 35 hours.
    Elective for Seniors who have taken Political Science 1, 2, and 4.

The study of Charities, Pauperism, Intemperance, Penology, Education, Immigration, Race Problems, the Family, and Plans for social reform. Reports are made by students on assigned readings and investigations.

  1. Finance.—Ely’s Taxation in American States and Cities. Adams’ Public Debts, with lectures. Professor Commons.
    Fall and Winter Terms. Tu., Th., Sa. 73 hours.
    Elective for Juniors and Seniors who have taken Political Science 1.

Attention is given to the history and practice of taxation, to Public Debts and Public Industries. Students are required to consult public documents and to make reports on assigned topics. Those who elect the course are required to continue it through both terms.

  1. Corporations and Railways.—Lectures, Readings, and Reports. Professor Commons.
    Fall Term. Tu., Th., Sa. 38 hours.
    Omitted in 1892-93.
    Elective for Juniors and Seniors.

The history of corporation laws is studied, and the laws of the United States are compared with those of other countries. Railways are then studied in the same manner.

  1. Financial History of the United States.—Lectures, Readings, and Reports. Professor Commons.
    Winter Term. Tu., Th., Sa.
    Omitted in 1892-93.
    Elective for Juniors and Seniors.

Historical investigations are made of the different sources of income of the National Government, of the public debt and paper money.

  1. Economic Investigations.—Two hours per week through the year, counting as a three hours’ course. Professor Commons.
    Elective for Seniors who have shown proficiency in economic studies and are able to read German.

The investigations of students are guided by the instructor. Reports on the progress of work are made, and informal discussions and lectures are conducted by both instructor and students. The College libraries are well supplied with material for original study. In 1892-93, the investigations are concerned with economic theories and the distribution of wealth.
Students electing this course are required to continue it through the year.

  1. Advanced Political Economy.—Lectures with discussions. Professor Monroe.
    Original papers by the class.
    Spring Term. Tu., We., Th., Fr., Sa. 54 hours.
  2. English Constitution and Government.—The English and American governmental institutions compared. Lectures. Professor Monroe.
    Winter Term. Tu., We., Th., Fr., Sa. 58 hours.

Source: Catalogue of Oberlin College for the year 1891-1892, pp. 79-81.

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A POPULAR BIBLIOGRAPHY OF SOCIOLOGY
JOHN R. COMMONS,
ASSOCIATE PROFESSOR OF POLITICAL ECONOMY,
OBERLIN COLLEGE.

OBERLIN, OHIO: THE OBERLIN NEWS PRESSES, 1892.

 

A POPULAR BIBLIOGRAPHY OF SOCIOLOGY.

The aim in compiling this Bibliography has been to furnish the general reader, especially the Christian minister and worker, a list of the best available books on important Sociological problems. Specialists, or those who desire to carry their studies further, can find extensive references in many of the books here mentioned to works in English and other languages. A more complete bibliography is the “Readers’ Guide in Economic, Social, and Political Science,” published by the Society for Political Education, New York.

Useful suggestions have been received from Gen. R. Brinkerhoff, of Mansfield, Ohio; Rev. Samuel W. Dike, LL. D., secretary of the National Divorce Reform League; Prof. Richard T. Ely, of Johns Hopkins University; Mr. W. B. Shaw, of the State Library, Albany, N. Y.; A. G. Warner, Ph. D., Superintendent of Charities of the District of Columbia.

The prices given are the publishers’ retail prices. Re ductions can usually be secured from any bookseller.

This is the first of a series of bulletins which the library of Oberlin College hopes to publish from time to time. It can be obtained free of charge on application to A. S. Root, Librarian of Oberlin College, Oberlin, Ohio.

GENERAL SOCIOLOGY.

Ely, Professor Richard T. Social Aspects of Christianity. N. Y., T. Y. Crowell & Co. 132 pages, price 90 cents.

This is the first book recommended for study by the Christian Social Union. It is a reprint of essays given at different times and places. It gives a forcible statement of the present attitude of the church toward social problems, and suggests principles and plans for social reform. It is well suited to arouse interest in, and show the importance of, Christian Sociology.

Ely, Professor Richard T. An Introduction to Political Economy. N. Y., Chautauqua Press, Hunt & Eaton, 1889. 358 pages, price $1.

A solid basis for studies in Sociology can be obtained only by beginning with that branch of Sociology which has reached most scientific development — Political Economy. This book is historical and descriptive, and furnishes an admirable introduction to Sociology. It contains selected bibliographies.

Ward, Lester F. Dynamic Sociology. N. Y., D. Appleton & Co., 1883. 2 vols., price $5. [Volume I; Volume II]

The ablest systematic treatise in English on Sociology. Superior to Comte or Spencer. The author, however, is biassed by grossly materialistic views of Christianity. He should be read with constant reference to works like those of Fremantle and Westcott, mentioned below.

Fremantle, Canon W. H. The World as the Subject of Redemption. N. Y., 1885. 443 pages, price $3.50. A cheaper edition is announced to appear soon by Longmans, Green & Co., N. Y.

“A magnificent description of the purpose of Christianity.” — Professor Ely. It should be in the hands of every minister of the gospel. The author discusses admirably the fundamental principles involved in the practical application of Christianity to Sociology.

Westcott, Canon B. F. Social Aspects of Christianity. London and N. Y., Macmillan & Co., 1887. 202 pages, price $1.50.

Sermons delivered at Westminster in 1886. Many good points.

Crooker, J. H. Problems in American Society. Boston, G. H. Ellis & Co. 293 pages, price $1.25.

Contains chapters on education, scientific charity, temperance, politics, religion. Good.

Social Science Library of the best authors. Edited by Rev. W. D. P. Bliss. N. Y., Humboldt Publishing Co. There have been issued seven numbers, as follows: (1) Rogers, Six Centuries of Work and Wages; (2) the Socialism of John Stuart Mill; (3) and (4) The Socialism and Unsocialism of Thomas Carlyle [Volume I; Volume II]; (5) William Morris, Poet, Artist, Socialist; (6) The Fabian Essays; (7) The Economics of Herbert Spencer. Price, paper cover, 25 cents each, or $2.50 a year for twelve numbers. Cloth extra, 75 cents each, or $7.50 a year for twelve numbers.

Public Opinion. Washington, D. C., Public Opinion Co. Weekly, price $3 per year.

Contains well-selected extracts from representative periodicals, giving all sides of current social and economic discussions. Sample copies may be obtained free on application.

Economic Review. Published quarterly for the Oxford University Branch of the Christian Social Union. First number, January, 1891. American agents, James Pott & Co., N Y. Subscription $2.50, single copies 75 cents.

The Christian Social Union is an organization inside the Established Church for the study of social questions. The Economic Review has been also adopted as the organ of the American Branch of the Union.

 

THE STATE.

Bluntschli, J. K. Theory of the Modern State. Translated from the sixth German edition. London and N. Y., Macmillan, 1885. 518 pages, price $ 3. 25.

This book is for the Modern State what Aristotle’s Politics is for the Ancient. It cannot be too highly praised, both for its historical and its philosophical insight. It presents the State as the outcome of social and economic forces, and in this regard its discussion of social classes is especially able and important.

Wilson, Woodrow. The State. Boston, D. C. Heath & Co., 1890. 686 pages, price $ 2.

A condensed description of the origin and growth of political institutions, and comparisons of Ancient and Modern States. Able chapters on law and the functions of government.

Adams, Henry C. The Relation of the State to Industrial Action. Baltimore, American Economic Association, 1888. 85 pages, price $1. (Vol. I, No. 6 of its “Publications.”).

An able presentation of fundamental principles regarding the industrial activities of the State.

Bryce, James. The American Commonwealth. [Volume I; Volume II, 3rd ed., 1897)] N. Y., Macmillan & Co., 1891. 2d edition, price $ 2.

 

THE FAMILY.

Westermarck, E. The History of Human Marriage. London, Macmillan, 1891. 664 pages, price 145.

“The best single book on the history of the Institution.” — Dr. Dike.

Starcke, C. N. The Primitive Family. Translated. N. Y., D. Appleton & Co., 1889. 315 pages, price $ 1. 75.

A valuable collection of facts and review of theories.

The English Bible for the family in Hebrew life.

Coulanges, Fustel de. The Ancient City. Translated from the French by Willard Small. Boston, Lee & Shepard, 1874. 529 pages.

Best for the family in Greco-Roman life.

Report of the United States Commissioner of Labor on Marriage and Divorce. Washington, 1889. 1074 pages.

The most complete source of information regarding the law and statistics of Marriage and Divorce in the United States and Europe. A second edition is already nearly exhausted.

Reports of the National Divorce Reform League contain useful discussions and references to literature. Published annually, 1886 to date. Rev. Samuel W. Dike, LL. D., corresponding secretary, Auburndale. Mass.

Reference should be made to chapters in other works. To writers on Social Ethics: Lotze, Practical Philosophy, translated and edited by Prof. G. T. Ladd, Ginn & Co. Hegel, edited by Prof. S. P. Morris. Wuttke, Christian Ethics, [Volume 1 History of Ethics; Volume II Pure Ethics] American edition. Writers on Political Science: Mulford, The Nation; Bluntschli, The Theory of the State; Woolsey, Political Science [Volume I; Volume II]. Writers on Law and Social Institutions: Sir Henry Maine’ s works, Gomme, Village Communities, Seebohm, The English Village Community. Law Books: Gray, Husband and Wife; Franklin, Marriage and Divorce.

 

LABOR.

Besides the following, there are also books mentioned under the heading “Remedies,” which describe the history and present conditions of the working classes.

Ely, Richard T. The Labor Movement in America. N. Y., T. Y. Crowell & Co., 1886. 383 pages, price $1.50.

A historical account of Labor organizations and communistic and socialistic movements in the United States. An Appendix gives platforms of Labor organizations and illustrative extracts from labor literature. The best.

Rogers, J. E. Thorold. Work and Wages. N. Y., Putnam. 591 pages, price $3. London, Swan Sonnenschein & Co. Abridged edition, 206 pages, price 25. 6d. Also abridged edition edited by Rev. W. D. P. Bliss, Humboldt Publishing Co., New York. Price, cloth 75 cents, paper 25 cents.

A history of English labor during the past six centuries, condensed by the author from his original investigations. A standard work.

Toynbee, Arnold. Industrial Revolution in England. London, Rivington, 1884. N. Y., Humboldt Publishing Co., 1890. Paper 60 cents, cloth $1.

Contributes admirably to a clear understanding of the rise and causes of present industrial problems.

Booth, C., ed. Labour and Life of the People. London, Williams & Norgate, 1889-’91. 2 vols. Vol. 1, East London, 10s. 6d; vol. 2, London, 215.

By far the most comprehensive and scientific investigation yet made into the actual conditions of a city’ s working population. No student of social science can dispense with it.

Riis, Jacob A. How the Other Half Lives. N. Y., Scribner, 1889. 304 pages, price $ 2.50.

The best description of New York tenements.

Campbell, Helen. Prisoners of Poverty. Boston, Roberts Bros., 1887. 257 pages, price $1.

A startling revelation of the life of women wage -workers in New York city, “based upon the minutest personal research.”

Campbell, Helen. Prisoners of Poverty Abroad. Boston, Roberts Bros., 1890. 248 pages, price $1.

A useful book.

Willoughby, W. F., and Graffenried, Miss Clare de. Child Labor. American Economic Association, 1890. 149 pages, price 75 cents. (Publications of the Am. Econ. Ass’n, vol. 5, No. 2.)

Two prize essays. The first is historical, and deals with general principles. The second gives the results of personal observations. The best.

Smith, R. M. Emigration and Immigration. N. Y., Scribner, 1890. 316 pages, price $1.40.

The best work on an important subject. Contains extensive bibliography.

Howell, George. The Conflicts of Capital and Labour. London and N. Y., Macmillan. 2d edition, revised, 1890, 536 pages, price $2.50.

The best description of trade-unions. Written by a trade-unionist and labor representative in Parliament. The author is not in sympathy with the “new trades unions” and the socialistic movements.

McNeill, Geo. E., ed. The Labor Movement, the Problem of To-day. Boston, A. M. Bridgman & Co., 1886. 650 pages, price $3.75

A co-operative work. Professor E. J. James contributes three chapters on the history of labor and labor legislation in Europe. The editor gives the history of labor in the United States. Leading representatives of labor organizations describe the growth of their own organizations. There are also chapters on arbitration, co -operation, industrial education, the land question and “army of the unemployed.” An important work.

Lloyd, H. D. Strike of Millionaires against Miners, the story of Spring Valley. N. Y., Belford, Clarke & Co., 1890. 264 pages, price $ 1; paper, 50 cents.

A good instance of evasion of responsibility on the part of stockholders for corporate management.

Burnett, John and others. The Claims of Labour. Edinburgh, Co-operative Printing Co., 1886. 275 pages, price 1s.

Contains an able chapter on “Irregularity of Employment and Fluctuations of Prices,” by H. S. Foxwell, professor of economics, University College, London.

Clark, J. B. The Philosophy of Wealth. Boston, Ginn & Co., 1889. 239 pages, price $1.10.

A thoughtful work. Treats of the functions of the church.

Gunton, G. Wealth and Progress. N. Y., Appleton, 1887. 382 pages, price $1; paper, 50 cents.

A discussion of the law of wages and an argument for eight -hour legislation.

Journal of the Knights of Labor. 841 North Broad street, Philadelphia. Price $1 per year.

The best of the labor press. Indispensable for the student of current labor problems.

Reports of Labor Bureaus, especially Massachusetts and the United States Department of Labor. Valuable reprints from Massachusetts reports can be obtained on payment of postage. Reports of the United States Department of Labor are free. Write to the Commissioner of Labor, Washington, D. C., and to the Chiefs of the Bureaus of Labor Statistics of the States, at the State Capitals.

Reports of Factory Inspectors of Ohio, New York, New Jersey and Massachusetts. Can be obtained on payment of postage by writing to the Factory Inspectors at the Capitals of the States.

 

PAUPERISM. CHARITIES.

Dugdale, R. L. The Jukes; a story in Crime, Pauperism and Heredity. N. Y., G. P. Putnam, 1888, 4th edition. 121 pages price $1.

A wonderful book. Well worth careful study. Shows by personal investigations of a single pauper tribe, traced back a hundred and fifty years, the relations of heredity and crime.

McCulloch, Rev. Oscar C. The Tribe of Ishmael; a story of Social Degradation. With diagram. Indianapolis, Ind., Charity Organization Society. 8 pages, price 50 cents.

A striking summary of investigations into two hundred and fifty related pauper families, extending through five generations. Based on personal investigations and the records of the Charity Organization Society, of Indianapolis.

Loch, C. S. Charity Organization. London, Swan Sonnenschein & Co., 1890. 106 pages, price 2s. 6d.

The best description of the principles and methods of organized charity.

Lowell, Josephine Shaw. Public Relief and Private Charity. N. Y., G. P. Putnam, 1884. 111 pages; price, paper, 40 cents.

An excellent little manual.

Fields, Mrs. James T. How to Help the Poor. Boston, Houghton, Mifflin & Co., 1883. Price 60 cents; paper, 20 cents net.

Describes the work of the Boston Associated Charities. Practical and Helpful.

Peek, F. Social Wreckage; Laws of England as they Affect the Poor. London, Isbister, 1889. Price 3s. 6d.

A short work, but valuable.

Hill, Florence Davenport. Children of the State. Edited by Fanny Fowke. N. Y., Macmillan & Co., 1889. 2d edition. Price $1.75.

Treats of the important subject of the care of dependent and delinquent children. Gives experience in different countries. Opposes “institutions.”

Reports of the National Conference of Charities and Corrections, Mrs. I. C. Barrows, ed., 141 Franklin street, Boston, Mass. Published annually, 1876 to date. The earlier numbers are out of print. Price $1.50; paper, $1.25 each.

“Its sixteen volumes constitute a library upon these subjects of more practical value than all others combined.’—Gen. Brinkerhoff.

Reports of the Boards of State Charities, especially of Ohio, Illinois and New York, which should be secured from the beginning, and Indiana, Michigan, Minnesota, Massachusetts, and Pennsylvania. These reports can be obtained by asking for them of the secretaries of the boards, at the State Capitals.

Charities Review, A Journal of Practical Sociology. Published for the Charity Organization Society, of the City of New York. The Critic Co. First number, November, 1891. Price $1 per year.

Contains contributions from the ablest specialists in sociological work and study.

 

CRIME AND PRISONS.

Baker, T. B. L. War with Crime. London and New York, Longman’s, 1890. 300 pages, price $4.

This book is a posthumous edition made up of papers and pamphlets published during the lifetime of the writer, and does not present a digested system, but it is a mine of gold. No other man in England in this generation is the peer of Baker. — Gen. Brinkerhoff.

Winter, Alexander. The New York State Reformatory at Elmira. London, Swan Sonnenschein & Co., 1891. 172 pages, price $1.

This reformatory has done more than any other institution in the world for the solution of the problem of the proper treatment of criminals. Eighty-three per cent. of its commitments are cured. This book well describes the institution and its methods.

Ellis, Havelock. The Criminal. New York, Scribner & Welford, 1890. 337 pages, price $1.

An able summary of recent investigations in criminal anthropology. The best in English.

Morrison, W. D. Crime and Its Causes. London, Swan Sonnenschein & Co., 1890. Price 2s. 6d.

A work of special value. The author antagonizes some of the current opinions. He has had an experience of fourteen years in connection with H. M. Prison at Wandsworth, England.

Wines, E. C. The State of Prisons and Child-Saving Institutions. Cambridge, Mass., J. Wilson & Son., 1880. 919 pages, price $5.

The most comprehensive and exhaustive work extant. Indispensable for a wide knowledge of the subject.

Du Cane, Sir Edmund F. The Punishment and Prevention of Crime. English Citizen Series. London and New York, Macmillan, 1885. 255 pages, price $1.

The writer for years past has had the charge of the entire prison system of England.

Tallack, W. Penological and Preventive Principles. London, Howard Association, Wertheimer, Lea & Co., 1889. 414 pages, price 8s.

A standard work on prison management, yet lagging behind in some lines of progress and to be accepted with allowance.

Rylands, L. G. Crime, Its Causes and Remedy. London, T. Fisher Unwin, 1889. 264 pages, price 6s.

An interesting work. There is a chapter on the prevention of drunkenness. The writer lays special emphasis on the care of children.

Brace, Charles Loring. The Dangerous Classes of New York and Twenty Years Work Among Them. Third edition. New York, Wynkoop & Hallenbeck, 1880. 468 pages, price $1.25.

Mr. Brace was founder of the New York Childrens’ Aid Society. This book, though written in 1872, is still valuable in many points. It deals especially with juvenile delinquents.

Round, W. M. F. Our Criminals and Christianity. New York, Funk & Wagnalls, 1888. 16 pages; price, paper, 15 cents.

Encyclopedia Britannica. Ninth edition. Also American Supplement.

The articles on “Prison Discipline” and “Reformatories” give the best birds-eye view of the whole subject.

Reports of the National Prison Association. W. M. F. Round, secretary, 35 E. 15th street, New York. Published annually, 1885 to date. Price $1.25 each. [Index to the Reports of the national Prison Association, 1870, 1873, 1874, 1883-1904. Washington, D. C.: Government Printing Office, 1906.]

Lalor’s Cyclopedia of Political Science.

Contains a valuable article on “Prisons and Prison Discipline,” by F. H. Wines.

 

INTEMPERANCE.

This subject has received indifferent scientific treatment. The best attempts are here given.

Mitchell, Kate, M. D. The Drink Question. London, Swan Sonnenschein & Co., 1891. Price 25. 6d.

A useful discussion.

Richardson, B, W., M. D. Ten Lectures on Alcohol. N. Y., National Temperance Society, 1883. 190 pages, price $1; paper, 50 cents.

Describes the physiological effects of alcohol.

Kerr, Norman, M. D. Inebriety; Its Etiology, Pathology, Treatment and Jurisprudence. London, H. K. Lewis, 1888. 415 pages, price 12s. 6d.

Clum, Franklin D., M. D. Inebriety; Its causes, Its Results, Its Remedy. Philadelphia, Lippincott Company, 1888. 248 pages, price $1.25.

A careful discussion of the causes of intemperance, and interesting suggestions for its cure.

 

REMEDIES.

Price, L. L. F. R. Industrial Peace; its advantages, methods and difficulties. N. Y., Macmillan, 1887. 127 pages, price $1.50.

Describes the practical workings of arbitration.

Weeks, Joseph D. Labor Differences and their Settlement. N. Y., Society for Political Education. Price 25 cents.

Favors arbitration.

Gilman, N. P. Profit Sharing Between Employer and Employee. Boston, Houghton, Mifflin & Co., 1889. 460 pages, price $1.75.

The standard work on this subject.

History of Co-operation in the United States. Baltimore, Johns Hopkins University Studies in Historical and Political Science, vol. 6, 1888. 540 pages, price $3.

A comprehensive work. The best covering the entire field in the United States.

Dexter, Seymour. Co-operative and Loan Associations. N. Y., D. Appleton & Co., 1889. 299 pages price $1.25.

The best treatise on Building and Loan Associations. Explains their advantages and workings, tells how to organize them, and gives the laws of several states.

Schaeffle, A. Quintessence of Socialism. Translated from the German, London, Sonnenschein & Co. 1891. 127 pages, price 25. 6d. N. Y., The Humboldt Publishing Co., paper, 15 cents.

“The clearest account of Socialism that can be obtained in anything like the same compass.” — The translator.

Kirkup, T. Inquiry into Socialism. London and New York, Longmans, 1887. 188 pages, price $1.50.

The best presentation of a reasonable and moderate kind of Socialism.

Bellamy, Edward. Looking Backward, 2000. 1887. Boston, Houghton, Mifflin & Co. Price $1; paper, 50 cents.

Has had greater influence in propagating socialistic views among English-speaking people than any other book.

Hyndman, H. M. Historical Basis of Socialism in England. London, Kegan Paul, 1883. 492 pages, price 8s. 6d.

A summary of the works of Karl Marx and Rodbertus. The best introduction to the theories of Socialism.

Gronlund, Laurence. The Co-operative Commonwealth; an Exposition of Modern Socialism. Boston, Lee & Shepard, 1884. Price $1. Also N. Y., G. W. Lovell & Co., paper, 30 cents; London, Swan Sonnenschein & Co., 2s. 6d.

An explanation of Socialism as applied to the United States.

Laveleye, Emil de. The Socialism of To-day. Translated by G. H. Orpen. London, Field & Tuer, 1885. 331 pages, price 6s.

A valuable history of European Socialism, and a lucid statement of Socialistic doctrines.

Marx, Karl. Capital. Translated from the third German edition by Samuel Moore and Edward Aveling. N. Y., Appleton & Co., 1889. Price $3.

The “Bible of Socialism.” Very difficult reading, except in the historical parts. Marx’s arguments are summarized by other writers, especially Hyndman.

Barnett, Rev. and Mrs. Samuel A. Practicable Socialism; essays on social reform. London and New York, Longmans, Green & Co., 1888. 212 pages, price $1.

Reprints of magazine articles which appeared during the years 1879 to 1887. The authors are devoted workers in Whitechapel, London. The book gives a vivid picture of their life and work among the poor.

George, H. Progress and Poverty, an inquiry into the causes of industrial depressions, and of the increase of want with the increase of wealth. N. Y., Henry George & Co., 1888. 250 [sic] pages, price $1; paper, 35 cents.

A remarkable extension of the older economic theory, and a proposition to impose a “single tax” on land -values in order to appropriate for the public the “unearned increment.”

Ely, Professor R. T. Taxation in American States and Cities. N. Y., T. Y. Crowell & Co., 1888. 544 pages, price $1.75

Contains descriptions of the present systems and suggestions for better equalization of taxes.

Ely, R. T. Problems of To-day. N. Y., T. Y. Crowell & Co., 2d edition, 1890. Price $1.50.

Reprint of newspaper and magazine articles on protection and natural monopolies. Contains suggestions for reform.

U. S. Department of State. Consular Report No. 117, June, 1890, contains a valuable description, with illustration, of the municipal artisan’s dwellings of Liverpool. The report of October, 1888, No. 98, contains “Homes of the German Working People.” Washington, D. C., Department of State. Free on application.

Woodward, C. M. The Manual Training School. Boston, D. C. Heath & Co., 1887. Price $2.

The best. Contains exposition of the methods and scope of manual training, and discusses its educational, social and economic bearings.

Abel, Mary Hinman. Practical Sanitary and Economic Cooking, adapted to persons of moderate and small means. Rochester, N. Y., American Public Health Association. 182 pages, price 40 cents; paper, 35 cents.

Contains analyses of foods showing nutritive value, and suggestions for varying the diet at small expense.

Booth, General W. In Darkest England and the Way Out. N. Y., Funk & Wagnalls, 1890. 300 pages, price $1; paper 50 cents.

A notable scheme for rescuing the “submerged tenth” of England by means of city refuges, farm colonies, colonies over the sea, and other agencies, to be administered by the Salvation Army.

Loomis, S. L. Modern Cities and their Religious Problems. Introduction by J. Strong. New York, Baker & Taylor, 1887. 219 pages, price $1.

The results of personal study and experience. A useful book.

Gladden, Rev. W. Applied Christianity; moral aspects of social questions. Boston, Houghton, Mifflin & Co, 1886. 320 pages, price $1.25.

Sensible chapters on the relations of Christianity to the problems of the distribution of wealth.

Gladden, Rev. W., ed. Parish Problems. N. Y., The Century Co., 1887. 479 pages, price $2.

An useful hand-book for Christian workers. Valuable chapters by eminent writers on the relations of pastor and people to the community.

Reports of the Convention of Christian Workers of the United States and Canada. Rev. John C. Collins, secretary, New Haven, Conn., price $1. Published annually since 1886.

Valuable reports and discussions on methods of Christian work.

Reports of the Evangelical Alliance, especially the report of the meeting at Washington in 1887, published under the title “National Perils and Opportunities.” Price $ 1.50, paper $1. Parts of this report have been printed in two separate volumes by The Baker & Taylor Co., N. Y., the first entitled “Problems of American Civilization,” the second, “Co-operation in Christian Work.” Price 60 cents each, paper 30 cents. The Report for the meeting at Boston in 1890, entitled “National Needs and Remedies.” Same publishers and prices.

Leaflets of the Christian Social Union in the United States. Professor Richard T. Ely, secretary, Baltimore, Md. Free on application.

 

Source: Oberlin College Library Bulletin. January, 1892. Volume I, No. 1. Oberlin, Ohio: The Oberlin News Presses, 1892.

Image Source: John R. Commons in the Oberlin College yearbook Hi-oh-hi, 1892 (page 43).