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Columbia. Economics Ph.D. Alumnus, Henry Raymond Mussey. 1905

Time to meet another economics Ph.D. alumnus.

This post provides a chronology of the life and career of Henry R. Mussey who received his graduate economics (and sociology) training at Columbia University. His useful editing skills landed him jobs twice at The Nation where he served as managing editor for a number of years. A man of convictions sufficiently strong to quietly resign his Columbia/Barnard position in protest of the dismissal of psychology professor James McKeen Cattell and English/comparative literature assistant professor Henry Wadsworth Longfellow Dana in 1917 for allegedly disseminating “doctrines tending to encourage a spirit of disloyalty to the Government of the United States.” Historian Charles Beard’s resignation also in protest of these dismissals was both public and fiery. It is not clear why Mussey did not create more of a fuss, but I would guess his personality was the opposite of a fist-pounding, door-slamming alpha-academic. 

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Other posts with Henry R. Mussey related content

His 1910 essay “Economics in the College Course.”

Civil rights activist’s Virginia Foster Durr’s recollection of “Professor Muzzy” at Wellesley College in the early 1920s.

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Henry Raymond Mussey
Timeline

1875. December 7. Born in Atkinson, Illinois to parents William Alvord Mussey (1839-1926) and Louise Nowers (1845-1928).

Began his collegiate studies at the Geneseo Collegiate Institute, Illinois.

1900. A.B. Beloit.

Fun fact.  In 1899 H.R. Mussey (’00) played the role of Antigone. Performances of Greek dramas given in English were a staple of Beloit College life.
Source: Edward Dwight Eaton, Historical sketches of Beloit College, (Second edition, 1935), p. 234

1901-02. Presented a paper “The Theory of Monopolies” in John Bates Clark seminar in political economy and finance that met every other week.

1902. Fellow in the Columbia Department of Economics, appointed instructor in Economics to replace A.M. Day who had resigned to work for the new Tenement House Commission of New York City. “Mr. Mussey has already acquired much popularity and confidence among the students in his classes.” Columbia Daily Spectator, Vol. XLV, No. 42 (21 March 1902), p. 1.

1903. The “Fake” Instalment Business. New York: The University Settlement Society.

1903-05. Assistant Professor of Economics and Industry in New York University School of Commerce .
Source: Barnard College, Morterboard, 1912, p. 28.

1905. Ph.D., Columbia University. Thesis: Combination in the Mining Industry: A Study of Concentration in Lake Superior Iron Ore Production. (vol. XIX, No. 3) New York: Columbia University Press.

1905. Engaged to Miss Mabel Hay Barrows of New York. Ca. 1902 she directed a revival production of the Greek play The Ajax of Sophocles at the university. Winter 1904-05 Ajax performed in New York. Also given in different colleges (Manhattan, Chicago, University of California) travelling as far West as California. “Mr. Mussey accompanied the players as general director of stage manager. He is professor of economics and history in New York university.” The Minneapolis Journal (Jan 24, 1905, p. 11).

“The music for the occasion has been composed by Miss Constance Mills and the costumes worn by the actors and singers have been copied form Greek vase paintings. Preceding the idyls a chorus of maidens will sing the oldest piece of Greek music of which both words and notes are preserved—the Delphic Hymn to Apollo. The production will be rendered further interesting by three Greek dances, one of the religious type, one mimetic in character, and the other a reminiscence of the nymphs of sea and land, which will be given between the scenes from Theocritus.”
Source: Brooklyn Life (February 11, 1905, p. 32).

1905. June 28. Married Mabel Hay Barrows (1874-1931) in Georgeville, Quebec. One son.

1905-07. Associate Professor of Economics at Bryn Mawr College.
Source: Barnard College, Morterboard, 1912, p. 28.

1907-09. Assistant Professor of Sociology in the University of Pennsylvania.
Source: Barnard College, Morterboard, 1912, p. 28.

1908. Passport application (May 6). Permanent residence given as Bryn Mawr, Pennsylvania. Occupation university professor. Passport to be sent to Loan Hall, University of Pennsylvania, Philadelphia, PA.

1909-1917. On the faculty of Barnard College.

1910. Economics in the College Course. Educational Review, Vol. XL (October, 1910), pp. 239-249.

1910. Drs. Agger and Mussey project. “Intersection debate” conducted by the Barnard Literary Association. Teams selected of four students from each class to debate, “Resolved that the common ownership of all the means of production will promote social welfare.”

1911. Adjunct Professor of Economics.
Source: Barnard College, Morterboard, 1911, p. 27.

1911. Henry Raymond Mussey, editor. The Reform of the Currency. In the Proceedings of the Academy of Political Science in the City of New York, vol. 1, no. 2, (January 1911).

1912. Assistant Professor of Economics, Barnard College.
Source: Barnard College, Morterboard, 1912, p. 28). Under his faculty portrait: “A smile that puts to flight all care and troubles, withal it teaches us of poverty and rents.”

1912. [identified as Associate Professor of Economics, Columbia University] Mussey, Henry Raymond. “Discussion of Investments on Instalments.” Proceedings of the Academy of Political Science in the City of New York, vol. 2, no. 2, 1912, pp. 107–08.
JSTOR https://doi.org/10.2307/1171942

1916. Passport application (January 17). Permanent residence Croton-on-Hudson, New York. Plan to leave from the port of Seattle on the Awa Maru on March 7, 1916 to travel and study in Japan and China.

1916. Associate Professor of Economics in Columbia University, representing Beloit College at Vassar College Fiftieth Anniversary Celebration

1917. “took part in the arranging the program of a convention of the academy at Long Beach, L.I. in May, 1917, which caused comment because of alleged pacifist and pro-German speeches.” From Mussey’s New York Times obituary (February 11, 1940), p. 48

Proceedings of the Academy of Political Science in the City of New York, Vol. VII, Nos. 2,3 (July 1917). Edited by Henry Raymond Mussey and Stephen Pierce Duggan.

Part I. 1. The Democratic Ideal in World Organization; 2. Future Pan-American Relations.
Part II. 3. Future Relations with the Far East; 4. Investments and Concessions as Causes of International Conflict.

1917. Associate Professor of Economics on the Barnard College Foundation. Tendered resignation to be effective at the convenience of the University.
Columbia Daily Spectator, Vol. XLI, No. 47 (4 December 1917), p. 1

“Rumours that circulated about the University yesterday to the effect that Professor Henry Raymond Mussey, Associate Professor of Economics on the Barnard Foundation, had tendered his resignation because of his sympathy with Professor Beard’s recent similar action were thoroly dispelled by various authorities on the campus, including Professor Mussey himself.
Source: Columbia Daily Spectator, Vol. XLI, No. 48 (5 December 1917), p. 1

 

“Although Dr. Mussey refused to comment at the time, it was reported that the resignation was designed as a protest against the dismissal by the university of two other faculty members [James McKeen Cattell and Henry Wadsworth Longfellow Dana]”
From New York Times obituary (February 11, 1940), p. 48

1918. Edited National Conference on War Economy. Vol. VIII, No. 1 (July 1918) of the Proceedings of the Academy of Political Science in the City of New York.

1918-20. Managing editor of The Nation.

1922. Joins the Wellesley College faculty.

PROFESSOR HENRY R. MUSSEY TO TEACH HERE
Appointed to Position in Economics Department
The Wellesley News (January 26, 1922), p. 2.

                  Dr. Henry R. Mussey has recently been appointed a member of the Department of Economics and Sociology, and is to come to Wellesley at the beginning of the second semester.

                  Dr. Mussey has had a distinguished career as teacher in several of the colleges of highest standing. He has been at various times Assistant Professor of Economics and Industry in New York University School of Commerce, Assistant Professor of Sociology in the University of Pennsylvania, Associate Professor of Economics at Bryn Mawr College, and Associate Professor of Economics at Barnard and Columbia.

                  For the past four years Dr. Mussey has given his time to journalism and public affairs, serving successively as managing editor of the Nation and of the Searchlight, and as executive secretary of the People’s Legislative Service at Washington.

                  Wellesley is fortunate in having the first fruits of Dr. Mussey’s extra-academic experience.

“Through the studies which I have recently made in Washington of American shipping interests and the Merchant Marine,” said Mr. Mussey, new professor in the Department of Economics….[made] during the time he was conducting investigations for senators and congressmen at Washington, just before he joined the faculty of Wellesley College.”
Source: The Wellesley News (February 23, 1922), p. 5.

1922-1929. Joined Wellesley College February 1922, left in 1929 to serve as Managing Editor of The Nation. Returned to Wellesley in 1931. The Wellesley News (February 15, 1940)

1929-31. Returns to The Nation as managing editor.

1930. Mussey prepared survey “for the League for Independent Political Action in which need for the formation of a new political party to deal with unemployment was set forth.” From New York Times obituary (February 11, 1940), p. 48

THIRD PARTY PLANS ARE LAID BY GROUP
League for Independent Political Action, Headed by Columbia Professor, Is Formed.
By the Associated Press.

NEW, YORK, September 9. Formation of the League for Independent Political Action, to help in organizing a new national political party, was announced yesterday. Prof. John Dewey of Columbia University is chairman.

The announcement said a national committee of 100 had been formed to start the movement opposing the Republican and Democratic parties.

Among the league’s aims, according to the announcement, are public ownership of public utilities, unemployment and health Insurance, old age pensions, relief for the farmer on, virtually a free trade basis, high progressive taxes on incomes, inheritances and increases in land values; abolition of “yellow dog” contracts and injunctions in labor disputes, independence of the Philippines and non-restriction of Negro and immigrant labor suffrage.

Officers include James Maurer, president of the Pennsylvania Federation of Labor; Zona Gale, of Wisconsin, author; Paul H. Douglas, professor of industrial relations, University of Chicago, and W. E. B. Dubois of New York, Negro educator, vice presidents.
Source: Evening Star, Washigton, D.C. (September 9, 1929), p. 16

1931. Returns to Wellesley College. [The Wellesley News (February 15, 1940)]

1931. Mussey’s wife, Mabel Hay Barrows, died at Neubrandenburg, Mecklenburg-Strelitz. November 30.

“Doctor and Mrs Mussey were abroad for a year, and she was taken suddenly sick while travelling through Germany.” Boston Globe (December 7, 1931), p. 11.

Date of death from American Consular Service, Report of the Death of an American Citizen. Cause of death: Intestinal Ulcers and intestinal complications as certified by attending physician (Duodenal Ulcer). Cremated.

1934. July 15. Married Miss Sara Corbett.

1936. “helped organize in Boston the Massachusetts Society for Freedom in Teaching.” From New York Times obituary (February 11, 1940), p. 48

1940. February 10. Henry Raymond Mussey, A. Barton Hepburn professor of economics, died in Wellesley, Massachusetts.

Image Source: Bryn Mawr College Yearbook, Class of 1907.

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Columbia and Barnard. Essay on Economics in the College Course. Henry R. Mussey, 1910

In the next post you will be provided a proper introduction to the Columbia University economics Ph.D. alumnus (1905), Henry Raymond Mussey. In doing a proper background check on the man and his career, I found the following essay that many, or probably even most, historians of economics would not stumble upon. Mussey is thinking out loud about what should be done pedagogy-wise and his remarks seem remarkably current.

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ECONOMICS IN THE COLLEGE COURSE

Henry Raymond Mussey
Barnard College, Columbia University

                  The aim of economics teaching in college depends on the purpose of college training as a whole. Increasing wealth brings to our institutions growing numbers of students of varying earnestness and capacity. During the freshman year the college ought to weed out ruthlessly the indifferent and the incompetent. During the remaining years it ought to train for leadership a genuine intellectual and spiritual aristocracy, an aristocracy of keen mind, broad vision, and unfailing enthusiasm; an aristocracy capable of the wise, far-seeing leadership so essential in a democracy. The college gains nothing by yielding to the spurious utilitarianism that demands “practical” training, — that is, training immediately valuable in dollars and cents. I would hold fast to the cultural ideal, though I would not hold fast to the old idea of culture.

                  Four things the college ought to do for its students. It ought to interest them broadly in practically all human affairs, giving them a series of pegs, so to speak, on which to hang what they will learn in after life. It ought to bring them into contact with the world’s best minds past and present. It ought to teach them scientific habits of work and thought. It ought to develop in them a sense of proportion, sanity, balance, ability to look things full in the face, to form judgments and choose courses of action in view of all the consequences involved, both direct and indirect. Such is the culture the college ought to give its students — to the gifted few in rich measure, to ordinary students according to their capacity.

                  In such a college course, what is the aim of economics teaching? First of all, to train the student in scientific thinking and to cultivate in him the power of practical judgment. Before beginning economics, he should have had some training in mathematics and natural science, thus learning the first elements of scientific method in fields where conditions are simple and capable of experimental control. To form habits of exact and patient observation, to learn to formulate and test theories, and to make logical connections of cause and effect, — these things the student should learn from natural science. Passing then to the study of economics he meets a new and more refractory set of facts, that do not fit his formulas and that can be used by the skillful teacher to break down much of the cocksureness that often afflicts the immature student in his first enthusiasm at having really learned something in natural science. This greater complexity of facts compels him in each case not only to scrutinize carefully his premises, but to make sure that he has included all the important premises. Moreover, the facts, even when properly classified, do not “stay put.” Economic conditions are constantly changing, and even the human motives behind economic actions have nothing like the constancy and reliability of the law of gravitation, for example. The conclusions of economics, therefore, are at best only provisional; this very in exactness and partialness, in my judgment, give to the subject additional value as a means of scientific training. The student who has been led to work out the conditions and implications of the Malthusian theory of population, for example, will learn to walk warily among facts and to avoid hasty and sweeping generalizations. A science that teaches a student to pick out essential and underlying causes, and at the same time to give due weight to temporary disturbing influences, may fairly claim high rank as a means of developing scientific temper and habits of work.

                  Especially is it valuable for the development of practical judgment; for questions of social policy are rarely capable of mathematical demonstration. Statesman, legislator, administrator, reformer, — all alike must decide things on a balance of considerations. Even in everyday life there are few clear-cut questions of right and wrong, wise and unwise. A study like economics, in which some phenomena have been reduced to a considerable degree of order and coherence, while others remain intractable, is fitted in peculiar degree to further that sane, alert, cautious habit of judgment that characterizes both the true scientist and the level-headed man of affairs.

                  Further than this, economics in college ought to help students get rid of class prejudice. They come to college with all sorts of astonishing notions on economic and social affairs, unconsciously picked up from parents and friends: prejudices against trade unions and trusts, against foreigners and anarchists, against democracy and progress, against everything imaginable — but in any case prejudices and not reasoned convictions. They generally come, too, with a rich store of social good-will and desire to be really of use. Such desire, lacking wise direction, sometimes runs off into mushy sentimentalism or barren radicalism. Prejudices and enthusiasm alike need rationalizing; both alike give the teacher an opportunity of setting the student to thinking about the truth or falsity of his particular notion, of suggesting to him the tests he must apply to it. Since all social questions have an economic basis, this is peculiarly the opportunity of the economics teacher. Wherever he finds a prejudice he ought to destroy it, compelling the student either to abandon it, or to substitute for it a conviction based on reason. This is a part of that process of broadening the interest of the student which was suggested as the first duty of the college.

                  Finally, economics ought to help the student acquire a sane attitude toward social improvement. Realizing in some measure the importance of the social institutions worked out in the world’s experience, yet seeing that they are always relative to particular conditions of time and place, he can be brought to face the great problems of present-day economic reconstruction and social reform with broad sympathy, patient regard for facts, recognition of economic laws, tolerance of other opinions and points of view. His training in economics ought to give him not a set of cut and dried opinions, but a point of view and a method of work, the one sane, the other scientific. Rightly enough the country demands leaders with such equipment: college economics ought to help supply that equipment. The advancement of the science is a noble aim, but that task rests on the economist as investigator and university teacher. The college today, as ever, should be the maker of men and women. The sanction of economics teaching in college is primarily not scientific, but social. It attains its social end, however, only as it is uncompromisingly scientific.

                  This statement of aims indicates roughly when economics should be introduced into the college course, and what it should include. It is traditionally and rightly a junior subject. On the whole, it is rarely that a student will profit by formal economic study during the first half of the college course. Give him first some natural science and history. To allow freshmen to study economics is in my judgment distinctly wrong, and its election by sophomores, save in exceptional cases, is to be discouraged. It is better to take it too late rather than too early, no matter if the opportunity for advanced work is lessened thereby. Few college departments have much more to give a student after two years’ work.

                  The real problem is that of the elementary course, and it must be remembered that three students out of four will take no other. It should be a solid course of five hours a week, or its equivalent, throughout a whole year, taking a third of the student’s time. In my experience students in a five-hour course do much more than twice the same amount of work as in a three-hour one. (This change, by the way, I would extend to other subjects besides economics.) The increased frequency of impact of instructor on student, the student’s unpleasant consciousness that each day brings a new demand, the very momentum gained by daily meetings, — all combine to improve the quality of the work.

                  Yet more important, increased time makes possible an enlarged content, and this is vitally important. At the recent conference on the teaching of elementary economics [See Journal of political economy, December, 1909.] an astonishing diversity of ideas and methods was disclosed, yet it was pretty clearly shown that most teachers make theory the staple of their work, however much they sugar-coat it. They are right in so doing, for fundamentally they are trying to lead the student to explain economic phenomena. Theory can not be taught rapidly, and as most teachers feel it necessary to give a rather complete outline, a three-hour course leaves time for little else, except some “practical problems.” But pure theory is dry pabulum for the immature student; moreover, it is likely to be worthless and even dangerous to him. Consequently, while the first course should have a stiff backbone of theory, it ought to be built up of concrete description of phenomena as they exist today, with enough economic history to show the conditions out of which the present organization has arisen. It should contain enough of the history of economics to show the relativity and transitoriness of present theories, and it should show the relation of economic conditions and theory to past and present problems of social betterment. As it is today, most teachers, like most textbooks, divide their time between theory and so called “practical problems,” and leave out the other things. They can scarcely do otherwise. A thoroughly satisfactory course in elementary economics must wait till college authorities are willing to reorganize their curriculum so as to give it the added time above suggested, and till teachers are willing to do the amount of hard work involved in such a course. The gain will be well worth the cost.

                  The student should learn first how the production of wealth depends on labor, natural resources, artificial capital, and business organization, studying the actual organization of agriculture, mining, manufacture, and commerce, and familiarizing himself with important facts in their development. He should study our fundamental economic institutions, private property, competition, and freedom, observing their history, their limitations, and their actual present operation, discovering their relativity and the necessity for their readjustment to changing conditions. On the basis of these fundamentals he should build up a theory of value and distribution that takes account both of economic history — especially since the industrial revolution — and of the history of economic theory. I should insist on the history, in order to guard against too implicit faith in our own theory.

                  The latter part of the course may well be devoted especially to problems of trade unions, trusts, money, tariff, and the like, and schemes of economic reform, like cooperation, the single tax, and socialism. I would not fundamentally change the elementary economics course, but I would enrich and vivify it by giving the student a mass of concrete illustrative material, contemporary and historical, such as will make theory real to him. The work thus becomes dynamic, and always looks forward to the process of social adjustment in which we desire the student to take intelligent part. One thus trained ought not to become either an unintelligent reactionary, a visionary reformer, or a fire-eating revolutionary.

                  It is difficult to discuss separately the matter and the manner of the elementary course. I shall, therefore, turn directly to the question of how it should be presented. Most teachers use one of four methods: (1) Textbook; (2) lecture; (3) syllabus; (4) library work. Each method has its own disadvantages. Textbooks in general have a singular lack of emphasis. Most students do not distinguish the essential from the unessential, the terminology being new and the whole treatment more or less abstract. Of the ordinary evils of slavery to a text I need not speak. In a lecture course most undergraduates do no work. If a syllabus is used, most of the difficulties of the text are encountered, but with two or three books instead of one. Without unlimited library funds, library reading as a basis for class discussion is impossible. A hundred students are always wanting to get hold of half a dozen books. Most teachers, therefore, come back to a combination of textbook and lecture, with more or less effort at supplementary library work, — not a bad solution, though by no means an ideal one.

                  The root difficulty is to get into the hands of all the students concrete material that will serve as the basis for intelligent and informed discussion. Our students do not know the facts of economic life. Of late some books are beginning to appear that try to meet this need. A critic has said, with a good deal of truth, that if one knows no economics these books are useless, because they do not contain enough; and if he does know some economics they are useless, because he already knows all they contain. None the less I believe that the solution of our present difficulty is to be found in putting into the hands of students a large book, perhaps running to two or three volumes, consisting of well-selected studies of different phases of contemporary economic activity, selections from economic history, and the history of economics, and studies of pending problems in economic and social readjustment. The difficulty of keeping such a book up to date I fully recognize. Such a work could be to a considerable extent compiled from standard literature, but to meet the need it would also have to include considerable amounts of new descriptive matter. For example, in the study of value I would have a section showing the conditions of wheat production in the United States, Argentina, India, and Russia; the way in which the grain gets to market, where it is sold, and what influences determine its price; together with a sketch of the course of wheat prices during the nineteenth century. The question of value would thus immediately be tied up in the student’s mind not only with some vague formula of marginal utility, but with actual conditions of distribution of population, fertility of land, the consuming habits of the people, the use of machinery and scientific methods in agriculture, soil conservation, transportation, speculation, — the real influences that our formulas fail to suggest. By the use of a good textbook the student can at the same time learn as much of the technical jargon as is thought desirable, — but with this difference, that it will now have some meaning for him. After wheat I should treat some monopolistic commodity, such as kerosene or anthracite coal, bringing out similarities and differences as compared with wheat. The purpose of this reading or “source” book would be, not to furnish an inductive basis for elementary economics, for I doubt the possibility of teaching it inductively, but to give concrete illustrative material in which the student may examine actively at work every important principle laid down in text or lecture. He can thus be stimulated to study his own experience and employ his own observation and research in determining the truth or falsity of the hypotheses out of which economic theory is built up. According to this plan the teacher may lecture occasionally, but the student will do the work, because he will have something to work on. He will not be required to perform the impossible feat of grinding out scientific explanations in vacuo, which is about what we ask of him in his ignorance now. Description without explanation is empty; explanation without description, futile; description and explanation combined train the scientific thinker.

                  Given then a sourcebook such as has been suggested and a reasonably satisfactory text, the task of the teacher in the elementary course becomes fairly simple. It is summed up in two words — interest and drill. With proper equipment there is little excuse for failure to interest college students in economics, but interest is not enough; it needs to be combined with healthy compulsion. Considerable though their interest be, most elementary students, like other people, have no inclination to overwork. They need close supervision. To make this possible in large classes without entailing prohibitive work on the teacher, assignments of required material must be standardized, so that students can be handled in groups. The better ones can easily be grouped by themselves for special work in addition to that required of the ordinary ones. The better students are neglected by most teachers at present, their efforts being centered on the group of mediocrities who set the suggested reading book might well contain all the material the ordinary student could be expected to use. Then, instead of wasting the time of the whole class with assignments of books they will never read, the teacher could confine such recommendations to the special groups that will actually use them. Lacking such a sourcebook the standardizing of assignments and grouping of students are none the less desirable.

                  Into the technique of the introductory course I shall go no further. The constant effort must be to make the student think clearly, thoroughly, and broadly, and to express his thought simply, clearly, and directly. To this end I rely chiefly on constant classroom discussion of assigned reading. In many ways it is less valuable, however, than the written report, the topical investigation, the collection of material from newspapers, magazines, and public documents, the specific question for written answer and the written examination. All these methods unfortunately devolve a great amount of work on the teacher, and unless he can group students such methods become almost impossible as classes grow in size.

                  Advanced courses present a less difficult problem than the introductory one. The smaller number of students and their more select character, as well as the more specialized character of advanced work, which usually deals with some one part of the field, such as the labor problem, socialism, or money, make it possible to adopt university methods. The students can be thrown largely on their own resources and held responsible only for results. They can be trained to make careful and somewhat extended studies of special topics, and class work can be based to an extent on such studies, though it is fatal to take much time in having students present, often very badly, the results of immature thinking. I am of the opinion that these advanced courses, like the elementary one, would profit by being “fattened.” If it is thought impracticable for a student to give a third of his time to such a study, let him give at least a quarter. Let us have done with the leisurely two-hour undergraduate course, where the student leaves the classroom, say on Wednesday morning, with the pleasing consciousness that economics need trouble him no more till the next week. Let us cut down the number of courses and make serious business of those we do give. Too many college teachers are trying to do for their students what only the university can do.

                  In introductory and advanced work alike, one puzzling question is always presenting itself. What is to be the attitude of the college teacher of economics toward the great economic and political issues that divide classes and parties? He must discuss them, for they are the very questions that give interest to his subject, and on which its conclusions may be expected to throw light. Moreover, he must have opinions about them. A man who has no positive ideas about trusts and trade unions, a central bank, municipal ownership, conservation, and socialism, and who would therefore confine his teaching to a mere “scientific” statement of facts about them, — such a man has not red blood enough to teach economics to undergraduates. The economics teacher ought to have useful opinions if any one has. What shall he do with them?

                  Probably few men of scientific temper and honest disposition consider themselves justified in using their position as undergraduate teachers to play the propagandist for mere opinions, however firmly they may hold them. The classroom is no place for propaganda. Suppose, for example, that at the present juncture one believes in a central bank, — may he urge that view in his classroom? Certainly not, however popular it may happen to be with his trustees. As a scientist he ought to point out the scientific reasons for his opinion, and as a man of affairs he ought, if he desires, to take part in practical movements looking toward the realization of the end he believes wise — and this equally, whether the end desired is a central bank or a cooperative commonwealth. Such freedom is fundamental to having honest men in college and university. But as a teacher of immature students, the economist finds himself under obligation not to impose his views on minds more or less incapable of resistance. He will not wish to convert his students to an opinion that will be held more or less as a prejudice.

                  Two courses, then, are open to him. Either he may keep his opinions to himself, trying to present fairly the arguments on both sides and leaving the students to form their own conclusions; or, he may frankly state his own judgment, giving the reasons which lead him to his conclusion and the arguments on the other side. The first course in my judgment is unfortunate for two reasons: first, because we do not wish to create a race of civic jellyfishes. The spectacle of an economist out of whom one can not get a positive conclusion on any live subject is, to say the least, not an inspiring example for students whom we desire to have form the habit of reaching sane decisions. Secondly, any man, no matter how fair minded, will find it hard not to present more convincingly the arguments he believes than those he doubts. Hence, in taking up any disputed topic, I tell a class in advance what is my own conclusion, thus giving them, so far as possible, the opportunity to discount the element due to the personal equation. Students and teacher thus stand on a footing of mutual understanding that seems to me conducive to mutual respect and intelligent discussion. The teacher can not help imposing his ideas on his students to some extent, but he can, at any rate, avoid foisting off on them opinions that they absorb from him unconsciously, because they do not know that he holds them. But, after all, perhaps the particular method of dealing with this problem is less important than the spirit in which it is approached. To realize that college boys and girls are generally young and easily impressed, and that propaganda of disputed social policies on which scientific opinion is not united, is at the farthest remove from the teaching of science — to have this consciousness is the great requirement for dealing wisely and fairly in this matter with undergraduates.

                  A little the same thing may be said concerning the general problem of method. To see the fundamental importance of economic relations, to think clearly and systematically, to put things simply and directly, to be filled with enthusiasm for a better social order, — these are the characteristics that will enable the real teacher to touch his students with the live coal off the altar. None the less a method capable of general use needs to be developed as a pedagogical tool, serving the interests at once of sound scholarship, free science, efficient citizenship, and sane social progress.

Source: Educational Review, Vol. XL (October, 1910), pp. 239-249.

Image Source: Faculty portrait of Henry Raymond Mussey in the Barnard College Yearbook, The Mortarboard 1911.

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Barnard Columbia Economists Gender Vassar

Columbia. Economics Ph.D. Alumna, Margaret Good Myers (Beckhart), 1931

I feel as though some apology is due Vassar College from Economics in the Rear-view Mirror for having filed this post under Columbia University, the alma mater for Margaret Good Myers’ 1931 Ph.D. in economics. She did teach thirty years at Vassar College after all. I’ll use my pang of guilt as an opportunity to remind visitors that the focus of Economics in the Rear-view Mirror is the history of undergraduate and graduate economics education, so tagging economists to the institutions where they received their training makes sense as principle for ordering the artifacts transcribed and posted. While the where and how of any particular economist ending their performance on the stage of economics will matter for the biographer, we are taking the opposite perspective of the young economist beginning the performance of their lifetime.

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For more on economics @ Vassar

Shirley Johnson-Lans, “The History of Economics at Vassar College” (Feb. 2011).

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Margaret Good Myers (Beckhart)

1899. Born April 3 in Fremont, Ohio to Philetus ‘Leet’ Blanser and Katherine Mary Mangold Myers.

1920. A.B. Barnard College

1921. Married Benjamin Haggott Beckhart (1897-1975). One son.

1922. M.A. Columbia University

1920-22. Statistician, Federal Reserve Bank of N.Y.

1922. Monthly Production of Pig Iron, 1884-1903. Journal of the American Statistical Association 18 (June): 247-9.

1923-25. Director of Statistics, East Harlem Nursing and Health Demonstration

1926-30. Research consultant for the Council of Research in the Social Sciences of Columbia university

1931. Ph.D. Columbia University. Thesis: The New York Money Market, Vol. I: Origins and Development. Published by Columbia University Press.

1931-32. Fellow, Social Science Research Council. Research in economics at the Faculté de Droit of the University of Paris.

1933. Research at University of Vienna.

Research Consultant for the 20th Century Fund [

1934. Begins teaching at Vassar.

1936. Paris as a Financial Center. New York: Columbia University Press.

1940. Monetary Proposals for Social Reform. New York: Columbia University Press. [“Published in celebration of the seventy-fifth anniversary of Vassar College and in honor of Henry Noble MacCracken in the twenty-fifth year of his presidency.”]

1960. Listed in Who’s Who in America.

1964. Retires from teaching at Vassar.

1965 Summer. Visits Moscow, Leningrad, Tashkent, Samarkan, Kharkov and Kiev. Part of second reciprocal program of exchange visits initiated by Nikita Khruschev in 1963.
Source: Vassar Miscellany News, Volume L, Number 12, 15 December 1965, p. 3.

1970. A Financial History of the United States. New York: Columbia University Press.

1988. Died July 11 in Medford, NJ

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‘I had to fight to keep my own name.’
(1978 Interview)

            Margaret Myers, professor emeritus of economics, taught at Vassar from 1934 to 1964. Talking to Professor Myers is like talking to one of the original feminists, a Lucy Stoner.

            “I decided early on to be a feminist and not to be fully dependent on a man for my spending money. My husband fully agreed with me. I wouldn’t have married him if he hadn’t. Some girls are naive about that, not knowing where their future husbands stand on such issues.

            “Girls used to come up to me after class and ask why I didn’t believe in marriage. I’d say I had been married to the same man for thirty years.” Needless to say, the students were surprised for Miss Myers never changed her name. “I have always used my own name. I even vote in my own name, but I had to fight to keep it.”

            Although Professor Myers loved teaching, she felt ready to retire at 65. She had a book underway, A Financial History of the United States, now being translated into Japanese. She was also active locally in the League of Women Voters and in Planned Parenthood.

            “I have been on the Planned Parenthood board through two six-year terms. I feel that birth control is the most important element in social reform. I think that much crime can be traced back to unwanted, unloved, unskilled young people. The Right to Life people should have to pay taxes to support unwanted young children.”

            Miss Myers feels controlling family size might also be a way to reduce the infant death rate. ‘‘lnfant death rate in the United States is shockingly high. Sixteen other, countries have infant death rates lower than ours. But it seems that the idea that women can control their own bodies sends men into an hysterical rage.”

            While an undergraduate at Barnard College, Miss Myers took a course entitled ‘‘Women in Gainful Occupations.” “In that course, we read about women’s wages and women’s jobs in factories. It was the nearest thing to consciousness-raising for me.”

            Miss Myers had wanted to attend Vassar but couldn’t at that time because no financial aid was offered to freshmen. Instead she went to Barnard and met her husband, Haggott Beckhart, in a graduate course in statistics. Miss Myers recalled, “The class was so boring that we had to entertain each other.” In 1921 Miss Myers was married to Mr. Beckhart, then a professor in the Columbia Business School.

            During Myers’s years at Vassar, the Economics Department had an activist orientation, and its members were politically involved. Miss Mabel Newcomer, an economics professor and contemporary of Miss Myers, had been at Bretton Woods on a committee to establish the International Bank for Reconstruction and Development.

            When I met Edna Macmahon at the Bryn Mawr summer school in 1922, we were arrested for strikebreaking in Philadelphia, although we had only been interviewing the strikebreakers. The police were just arresting anyone near the factory.”

            Although she felt that the Economics Department was politically conscious when she came to Vassar, Miss Myers does not remember much of a feminist movement here. She does remember that there were more women on the faculty and in the administration than today. “Presidents McCracken and Blanding were pretty fair-minded about women in the faculty and administration. I don’t think that women felt discriminated against under these two.

            “The Depression was an awful setback for the women’s movement. Since women couldn’t get jobs, they just grabbed onto the nearest man. After World War II, there was a growth of patriotic motherhood. Again, women suffered a setback. Women just married and had children, and didn’t go to graduate schools. These factors made it unusual to be a feminist.”

            While these factors may have made it unusual for other women to be feminists, they never stopped Margaret Myers.

Source: Carla De Landri, “Six emeriti who chose Poughkeepsie,” Vassar Quarterly, Volume LXXIV, Number 3 (March, 1978), p. 31.

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Book reviews by Margaret Good Myers

1930/1. Book Review of “The Labor Banking Movement in the United States” by Princeton University, Industrial Relations Section. Personnel Journal 9: 191-.

1930/1. Book Review of “Robots or Men? A French Workman’s Experience in American Industry” by Dubreuil. Personnel Journal 9: 264-.

1931/2. Book Review of “Cost of Living Studies II. How Workers Spend a Living Wage” by Peixotto. Personnel Journal 10: 67.

1931/2. Book Review of “The Movement of Money and Real Earnings in the United States, 1926-28” by Douglas and Jennison. Personnel Journal 10: 67.

1931/2. Book Review of “The National Income and Its Purchasing Power” by King. Personnel Journal 10: 67.

1932. Book Review of “Le Crédit par acceptation: Paris, centre financier” by Pierre-Benjamin Vigreux. Political Science Quarterly 47: 301-.

1935. Book Review of “Le Crédit” by Louis Baudin. Political Science Quarterly 50: 150-.

1938. Book Review of “La Monnaie et la formation des prix. Partie I: Les Eléments” by Louis Baudin. Political Science Quarterly 53: 310-.

Source: Bibliography from Kirsten K. Madden, Janet A. Seiz and Michèle Pujol, A Bibliography of Female Economic Thought to 1940. Routledge, 2004.

Image Source: Carla De Landri, “Six emeriti who chose Poughkeepsie,” Vassar Quarterly, Volume LXXIV, Number 3 (March, 1978), p. 31.

Categories
Columbia Economists

Columbia. Excerpt from Dean’s Report dealing with faculty of political science. 1930-1931

The previous post was a backward look from October 1930 at the first fifty-years of Columbia’s Faculty of Political Science (home of its graduate economics department). The following excerpts from the annual report of the Dean of the Faculties of Political Science, Philosophy, and Pure Science give us a snapshot of the Faculty of Political Science for the year 1930-31.

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FACULTIES OF POLITICAL SCIENCE, PHILOSOPHY, AND PURE SCIENCE

REPORT OF THE DEAN
FOR THE ACADEMIC YEAR ENDING JUNE 30, 1931

To the President of the University

Sir:

As Dean of the Faculties of Political Science, Philosophy, and Pure Science, I submit the following report for the academic year ending June 30, 1931.

The year was marked by a number of events of interest and importance to the Graduate Faculties. Scarcely was it under way when the University celebrated with appropriate dignity and simplicity the Fiftieth Anniversary of the Founding of the Faculty of Political Science. The details of this celebration, having been elsewhere recorded in print, need not be repeated here. The presence on that occasion of the venerable founder of the Faculty, Emeritus Professor John William Burgess, still in vigor of mind and of personality, gave it peculiarly interesting and dramatic focus. It was a fortunate circumstance that this expression of the University’s homage and debt to him was given at that time. Only a few months thereafter, deservedly honored and mourned, he passed from the earthly scene.

As a permanently useful memento of this celebration there was published a Bibliography of the Faculty of Political Science containing the list of the several thousand books and important articles written by its members as well as the titles of the nearly seven hundred doctoral dissertations that have been prepared and published under its guidance. Important to our University life as the integrity and unity of this Faculty is both historically and presently, it is regrettable that because of this fact this Bibliography falls far short of including the total of our contributions to the field of the social sciences. A complete bibliography of our publications in this wide field would have included numerous books and articles by members of other faculties, notably the Faculties of Business and of Law.

But while the Faculty of Political Science momentarily paused on the threshold of the year to celebrate its semicentenary, to look back upon its achievements and modestly to rejoice in its traditions, its spirit was in 1930, as in 1880, the spirit of youth. Professor Burgess himself was only thirty-five when he fathered the Faculty. And of the early famous small group whom he called to aid him in his high adventure in scholarship Professors Mayo-Smith and Munroe Smith were only twenty-six, and Professors Goodnow and Seligman twenty-four. Even among later arrivals Professor John Bassett Moore was only thirty-one, Professor Dunning thirty-two, Professor Osgood thirty-five, and Professor Giddings thirty-seven, when they joined the Faculty. It was a youthful company courageously and energetically facing the future.

And so this Faculty continues. It was the Department of Economics that was especially called upon this year to take thought of tomorrow. It had suffered severe losses. Professor Henry L. Moore retired in the spring of 1930. Professor Seager died in August of the same year. Professor Seligman retired at the end of the year. Inevitably the School of Business and the Department of Economics have been developing along many related lines of teaching and research. It would have been calamitous had they developed at cross purposes or in ungenerous rivalry. Happily no such misfortune befell. From the inception of the School of Business these two units have been held to common purpose by ties of common sense and of that fine spirit of loyalty and of friendship that is so much a part of the Columbia spirit. But the breach in the ranks of the Department of Economics seemed an appropriate occasion for welding these separate units, at least in so far as graduate work is concerned, into closer organic integration. Everybody recognizes that under our more or less arbitrary, but certainly unavoidable, scheme of departmentalization there are subjects and interests appropriate to a professional school of business that might not properly be included under a graduate department of economics. Conversely, there are manifestly subjects and interests that not only may be, but also should be, included under both. We severed the knot of this difficult problem of University organization by asking five members of the Faculty of the School of Business to become members of the Department of Economics and accept seats in the Faculty of Political Science. These were Professors Bonbright, Haig, McCrea, Mills, and Willis. This is no mere paper arrangement; it means a vital amalgamation of intellectual forces working toward common ends.

In recognition of the growing rapprochement between law and the social sciences it seemed fitting also that two members of the Faculty of Law, whose fields of interest are considerably economic, should be invited into this enlarged departmental membership. Professors Llewellyn and Berle were in consequence drawn into the unit. This was in line with the historic dual relationship that has so long prevailed with profitable results to teaching and scholarship between the Department of Public Law and the School of Law.

In addition to these internal realignments several new members were added to the Department of Economics. These are: Leo Wolman, eminent economist and practitioner in the field of labor problems; Carter Goodrich, whose special field for development will be American economic history; and Harold Hotelling, a distinguished mathematician turned economist. Arthur R. Burns, Lecturer in Economics in Barnard College, will henceforth devote himself to graduate instruction and research upon problems of industrial and business organization. Michael Florinsky, working upon recent economic developments in Europe, and Joseph Dorfman upon the development of American economic thought, have been made Associates in the Department. The remolding of this important Department at a moment of unprecedentedly swift change in the economic world augurs for the years ahead rich results in scholarship and in service.

In the closely related Department of Social Science the appointment of Robert S. Lynd, distinguished sociological investigator and for some years past Secretary of the Social Science Research Council, is likewise an omen of certain promise. It can scarcely fail to quicken, expand, and deepen the activities of our sociologists in this great laboratory of society in which we live, the city of New York.

[…]

I express the deep grief of the University over the death in August, 1930, of Henry Rogers Seager, Professor of Political Economy, and in June, 1931, of Franklin Henry Giddings, Professor Emeritus in Residence of Sociology and the History of Civilization. For a quarter of a century or more here at Columbia, Professor Seager studied with and expounded to his students the problems of labor in a changing industrial society and the economic problems of corporations and trusts. Scholar, teacher, writer, humanitarian, active participant in welfare movements and organizations, he died at the age of sixty, depriving us of many years of companionship and service upon which we had never thought not to count. Beloved of both students and colleagues, his deep personal interest in and influence upon the former will not be easily supplied by another. His loss to the latter is irreparable.

Professor Giddings’ death brought to its close a long, rich life of labor, of profound reflection, and of purposeful achievement. Trail blazer in an almost unexplored and unstaked field of social inquiry he more than any other American gave meaning to the term sociology and direction to its course. His numerous writings attest the catholicity of his interests, the depth of his penetrating scholarship, and the clarity of his thinking on social problems and developments. Scholars the world over acclaimed him, while the large company of his students and the small company of his immediate colleagues held him in the affectionate regard which his rich humanity and his fineness of spirit inspired and compelled.

The end of the academic year brought with it the retirement from active service to the University of Edwin R. A. Seligman, McVickar Professor of Political Economy, and of Edward Delavan Perry, Jay Professor of Greek. Professor Seligman’s enormous and varied contributions to modern economic thought, especially in the field of public finance, as well as his numerous public and quasi-public services are so widely and so favorably known that it seems quite as useless as it is impossible summarily to estimate them here. His name is known and his views are valued wherever informed men in almost any land discuss problems of finance, and many are the important laws embodying fiscal policies of city, state, and nation that bear in their contours the impress of his studious acumen and practical genius. A scholar in affairs he was and continues to be. Happily he tarries with us in residence as active and as interested as ever. For him relief from classroom instruction can but mean an increase of productive scholarship and of public activity, if such a thing be conceivable.

[…]

Respectfully submitted,
Howard Lee McBain,
Dean

June 30, 1931

Source: Columbia University. Annual Report of the President and Treasurer to the Trustees…for the year ending June 30, 1931. Pp. 202-204; 208-209; 214.

Image Source: Low Memorial Library, Columbia University from the Tichnor Brothers Collection, New York Postcards, at the Boston Public Library, Print Department.

Categories
Columbia

Columbia. 50th anniversary dinner of the Faculty of Political Science, 1930

The founder of the Columbia Faculty of Political Science (the home of the graduate department of economics), John William Burgess was 86 years old when the Faculty celebrated the fiftieth anniversary of its founding in October 1930. He died only three months after receiving the tributes from his colleagues to him as the evening’s guest of honor.

The Faculty of Political Science celebrated itself in style and not a lily was left ungilded.

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A few related links

Alvin S. Johnson’s remembrances of the Columbia professors Burgess, Munroe-Smith, Seligman, and Giddings.

John W. Burgess, Reminiscences of an American Scholar; the Beginnings of Columbia University. Columbia University Press, 1934).

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THE POLITICAL SCIENCE DINNER
[15 Oct 1930]

On the evening of October fifteenth, by invitation of the Trustees of Columbia University, a dinner was served at the Hotel Ritz-Carlton to three hundred and eighty-five guests, in celebration of the semi-centennial of the Faculty of Political Science at the University. At the close of the dinner President Butler, who was presiding, stepped into the reception room and soon reappeared escorting Professor John W. Burgess to the head table. When the guest of honor had been seated amidst applause,

President Butler, turning to Professor Burgess, spoke as follows:

My dear Professor Burgess, My Fellow Members of the University and our Welcome Guests: We are fifty years old, and greatly pleased; but see how far we have to go! The world of letters is just now celebrating the two thousandth anniversary of the birth of the poet Vergil; so we may confidently anticipate one thousand nine hundred and fifty years more of life, if the doctrine of stare decisis is to hold!

Imagine, if you can, what would be the satisfaction of Alexander Hamilton if he could join this company tonight. Imagine that rare spirit and great mind witnessing what has happened in that little old college of his, to the study of those subjects of which in his day he was the world’s chiefest master. We have come a long way since Samuel Johnson put that first advertisement in the New York Mercury. We have climbed many mountains; we have crossed not a few rivers; we have trudged, in weariness sometimes, over wide and dusty plains; but in these latter days we have come into our academic garden of trees and beautiful flowers with their invitations to mind and spirit to cultivate and to labor for those things which mean most to man.

Fifty years ago, as Professor Burgess told us yesterday on Morningside in words and phrases that will never be forgotten by those who heard them, he carried to completion the dream of his youth. He told us how that vision came to him as he stood in the trenches, a young soldier of the Union Army, after a bloody battle in the State of Tennessee: Was it not possible that men might in some way, by some study of history, of economics, or social science, public law and international relations, was it not possible that they might find some way to avert calamities such as those of which he was a part? And then he traced for us that story, ending with one of the most beautiful pictures which it has been my lot to hear painted by mortal tongue, the picture of that evening on the heights above Vevey, when that little group had completed their draft of a supplement to the Statutes of Columbia College, had outlined their program of study, had discussed the Academy, the Political Science Quarterly, the Studies, and had gone out to look upon the beauties of that scene, with all that it suggested and meant in physical beauty and historical reminiscence, to be greeted by the brilliant celebration of the Fall of the Bastille. It was from the trenches of Tennessee to Bastille Day on the slopes above Lake Geneva that marked the progress of the idea, which like so many great ideas, clothed itself in the stately fabric of an institution whose first semi-centennial we are celebrating tonight.

Fifty years have passed and of that group so distinguished as to be famous, our beloved teacher and chief is himself the sole survivor. It is not easy for me to find words to express my delight and the gratitude which we must all feel that he has felt able to come to us out of his peaceful and reflective retirement, that we, his old and affectionate pupils and lifelong friends might greet him in person, hear a few words from his voice and give a unique opportunity to those of the younger generation to see this great captain of our University’s history and life. [Applause.]

I repeat, most of the others of that notable group have gone on the endless journey — Richmond Mayo-Smith, eminent economist and teacher of economics; Edmund Munroe Smith, brilliant expounder of Roman law and comparative jurisprudence; Clifford Bateman, the forerunner of our work in administrative law, who died so soon that he hardly became permanently identified with the undertaking and was followed by Goodnow, detained from us tonight, unfortunately, by illness. Then came Edwin Seligman, our brilliant economist, who is in the same unhappy situation as Frank Goodnow and greatly grieved thereby; then Dunning and Osgood in History, John Bates Clark and Giddings. One after another that group was built, John Bassett Moore coming to us from the Department of State, until in a few short years Professor Burgess had surrounded himself with an unparalleled company of young scholars, every one of whom was destined to achieve the very highest rank of academic distinction. What shall I say of its achievements of the greatest magnitude, of the brilliant men who from that day to this, as teachers, as investigators, as writers, have flocked to these great men and their successors, who have gone out into two score, three score, five score of universities in this and other lands, highly trained, themselves to become leaders of the intellectual life and shapers of scholarship in these fields? Are we not justified in celebration and in turning over in our minds what it all means, not alone by any means for Columbia, but what it means for the American intellectual life, for the American public service, for the conduct of our nation’s public business, for our place among the nations of the earth and for the safe and sound and peaceful conduct of our international relations?

To each and all of these that little group, the seed of the great tree, has contributed mightily, powerfully and permanently. If ever there was a man in our American intellectual life who could turn back to his Horace and say that he had “built for himself a monument more enduring than bronze” here he is!

It is not for me to stand between this company and those who are here to speak on various aspects of that which we celebrate; but first and foremost, as is becoming, before any junior addresses you, I am to have the profound satisfaction of presenting for whatever he feels able and willing to say, the senior member of Columbia University, its ornament for all time, the inspiration and the builder of our School of Political Science and the fountain and origin of influence and power that have gone out from it for fifty years, my dear old teacher, Professor Burgess. [Applause.]

PROFESSOR BURGESS responded:

Mr. President, Colleagues, Friends, all: I did not come here tonight to add anything to what I said yesterday. I had my say, and I came to listen, and I have been fully repaid for all the trouble I have taken to get here, with what has already been said.

In thinking over, however, what I said to you in my remarks yesterday, I was struck with their incompleteness, in one respect at least; the failure to make plain the aim which I had in mind in the establishment of the School of Political Science. I do not know that I had that aim clearly in mind myself from the first, but before the school was established, it became clear, that what we intended, all four of us, was to establish an institution of pacifist propaganda, genuine, not sham, based upon a correct knowledge of what nature and reason required, geographically in reference to foreign powers, policies of government, in reference to individual liberty and social obligations.

We thought that alone upon such a knowledge, widely diffused, we might hope to have, some day, genuine pacifism, but not before.

I only wish to impress upon you that one thought and I can illustrate it by one picture. I have said to you in general terms that the idea of the School of Political Science came to me in the trenches, but it was not exactly in the trenches. It was this way; it was on the night of the second of January, 1863, when a young soldier, barely past his military majority, stood on one of the outposts of the hardly-pressed right wing of the Union Army in Tennessee, in a sentry-box….

[Here Professor Burgess drew for his audience a vivid picture of the battle of Stone’s River and rehearsed the prophetic vow which he had taken in the midst of that tragic scene, a vow to dedicate his life to aid in putting law in the place of war. These passages, made more memorable by his tone and manner, had originally been intended for his historical address the previous day, but had been excluded then for lack of time. They may now be found as the third paragraph of that address printed on a preceding page.]

You cannot wonder therefore that I say now, that I want to leave that word with you as my parting word, the Faculty of Political Science, the School of Political Science, is an institution for genuine pacifist propaganda.

Mr. President, I have only now to thank you and the other members of the faculty, all of the students or who have been students in the School of Political Science, all the friends who have met here tonight for this glorious demonstration of the fiftieth birthday of the School of Political Science, I thank you all; I am deeply grateful. I cannot express myself, my feelings will not allow it. Amen! [All arose and applauded.]

PRESIDENT BUTLER then said:

We are to have the privilege of hearing an expression from one of our elder statesmen. I remember being summoned to a meeting of the Committee on Education of the Trustees on another matter at the time when Professor Burgess succeeded in having established the Chair of Sociology. The Chairman of the Committee was Mr. George L. Rives, one of the most charming, one of the most cultivated, one of the most influential members of the University. When Professor Burgess’ proposal had been accepted and a distinguished professor of Bryn Mawr had been called to be Professor of Sociology, Mr. Rives turned to Professor Burgess and said: “Now that we have established a Chair of Sociology, perhaps someone will explain to me what sociology is.”

That has been the task of Professor Giddings. He has not only explained what it is, but by the integration of material drawn from history, from economics, from ethics, from public law, from the psychology of the crowd, he has set it forth in the teaching with which his life has been identified. He belongs in the history of the School of Political Science to the second group, the one now left to us, fortunately, in active membership. I have the greatest pleasure in presenting our distinguished colleague and friend, Professor Franklin H. Giddings, Professor Emeritus of Sociology and the History of Civilization.

PROFESSOR GIDDINGS spoke as follows:

President Butler, Doctor Burgess, and a host of friends that I see here tonight, who in former years gave me the delight of welcoming and working with them in my classroom: It was thirty years ago that I began teaching in this Faculty; that was two years before my appointment as a professor here; Professor Richmond Mayo-Smith planning to spend a Sabbatical year abroad, asked me if I would take over some instruction in sociology at Columbia in place of the courses which he was obliged to drop in social science. The Trustees of Bryn Mawr College, where I was then teaching graciously gave their consent and made this possible for me, and I was glad to improve the opportunity. This action of Bryn Mawr was subsequently followed by the appointment here of a remarkable group of men drawn from that small faculty. They included E. B. Wilson, Thomas Hunt Morgan, Frederick S. Lee and Gonzales Lodge. They came from a small college for women to take up graduate work in the faculty of this University.

I began my work in the autumn of 1892, and the work was with a class of very interesting young men among whom were two dear friends whom I greet here tonight, Professor Ripley and Victor Rosewater, soon afterward editor of the Omaha Bee. The work of that Friday afternoon course then begun and now since my retirement from teaching continued by Professor MacIver, has been uninterrupted from that day to this, I think a somewhat remarkable case of continuity in an academic program.

When I came here finally, resigning from Bryn Mawr in 1894, I was so cordially welcomed and so unfailingly assisted in every way, that you will not be surprised when I tell you my most vivid memories, my most cherished ones, of those years are of the faith, sympathy and support of these new colleagues of mine. I knew that as Professor of Sociology I was an experiment, but never once did my colleagues admit that I was, or that the teaching which I had begun was to be experimental; they assumed that it would achieve at least a measure of success. I felt many misgivings, but I wanted to find the answer to a question that disturbed me. Here was a group of gifted scholars of unsurpassed erudition in political theory, public law, history and economics, but I thought I saw multiplying evidences that the actual behavior of multitudes of human beings was not in line with the academic teachings of these men.

The carefully thought-out distinctions between the sphere of government and the sphere of liberty which our honored leader was year by year elaborating apparently had no interest for the multitude, and that embodiment of these distinctions which Americans possess in their heritage of Constitutional Law was subject to increasing disparagement and attack. That was in the days of talk about referendum, initiative, recall of judges and all that sort of thing; my question was, “Why is our political behavior so different from our political theory?”

I went to work on that question. My tentative answer was the naturalistic sociology which for two years I had been teaching in my Friday lectures. Increasing density and miscellaneousness of population mean an increasingly severe struggle for existence. The numbers of the unsuccessful multiply, and they have no understanding of the real causes of their misfortunes. Low in their minds, they attribute their hard luck to man-made injustice. Therefore, they think to better themselves by expropriation, by equalizing opportunity, by restricting liberty and, in the last resort, by communism.

In a population so constituted, government by discussion, by parliamentary methods, is obviously impossible. The working out of programs is handed over to dictators. At the present moment the political behavior of the multitude is more and more conforming to this picture, I think you will agree, and less and less to the parliamentarism and constitutionalism which half a century ago we thought we had achieved for all time.

Naturalistic sociology is abhorrent to sentimentalists, and to the men and women whom our former Fellow, Dr. Thomas Jesse Jones, calls the professional sympathizers.

I found it seemingly incompatible also with the humane ideas of men and women of nobler quality. Foremost among these was President Low. He was deeply interested in a possible salvation of the unfit which nature would eliminate. At his wish and suggestion a close coöperation was brought about between the professorship of sociology and such agencies as the social settlements, the Charity Organization Society and the State Charities Aid Association.

A way of reconciliation was easier to find then to follow. It consists in logically developing the familiar discrimination long ago made in law and political theory between the natural man and the legal person. The legal person is a purely artificial bundle of immunities and powers. The state makes it and can unmake it. The natural man is biological and psychological only. He has neither social status nor legal powers. It is theoretically possible therefore, and presumably possible in fact, to exterminate the unfit as legal persons by extinguishing their law-made capacities and powers and yet at the same time without harm to the body politic or to future generations, to seek and save the lost, as human sympathy prompts and Christian teaching enjoins, provided we save them only as natural individuals, divested of social status and legal personality.

In the years that have passed we have made some real progress, I think, in working out these possibilities. Under the leadership of Dr. Devine, for some years a member of this Faculty, and of Professor Lindsay, still here, multiplying contacts were made with every kind of accredited social work; and the study of social legislation and the programs of the Academy of Political Science, always so practical and up-to-date under Professor Lindsay’s administration, have enabled us to achieve much.

But these years have not gone by without their disappointments. We have heard of the passing on of a large number of the men that were my colleagues and associates when I came here in those early days, but there still remain a goodly number of men, many of them here tonight, with whom my relations have always been of the most affectionate nature, and the chief word I want to say to you in conclusion is that so long as the years are spared to me I shall feel that the most satisfying moments of my life have been those in which, with the aid and support of these dear friends, I have been enabled in a measure to carry on the work I came here hoping to do.

For all the time that remains I know that I shall, day by day and through all the years, if there may be years, have the most affectionate regard for these colleagues for whom it is impossible to express my feelings of gratitude and love. [Applause.]

PRESIDENT BUTLER continued:

A part of Professor Burgess’ original plan was the organization of an Academy of Political Science. Its primary purpose was to bring together former students and alumni into a permanent body for the consideration and discussion of questions which fell within the purview of the political sciences, and then to add to such a group others like-minded in that and neighboring communities.

That Academy has flourished, done notable work from that day to this, and from its ranks we are to have the pleasure of hearing from an old, very old friend, despite his youth, Dr. Albert Shaw, Editor of the Review of Reviews and Vice President of the Academy of Political Science and associated with it these many years. I have great pleasure in presenting Dr. Shaw.

Dr. SHAW then spoke as follows:

President Butler, Professor Burgess, Friends of Columbia University and Members of the Faculty of Political Science in the University: I feel more than usually diffident in standing here as representative of the Academy of Political Science, a speaker on behalf of the Academy who is not himself a member of the Faculty of the University. I may say that I have come at times near to being considered a member of the Faculty. I came to New York almost forty years ago with some academic experience behind me, and a great deal of printer’s ink on my fingers, and a great ambition to present in my editorial work in a practical way to the man in the street some of the aims and ideals for social and public improvement that I knew were represented in the work of the men who were leading the University.

I realized that the University was a great and permanent source of inspiration and of help to the body politic, that government could derive enormous aid from the standards that could be set by the University and particularly here in this great metropolis by the Faculty that Professor Burgess was gathering about him in the University.

The hospitality of the University toward me when I came here is something I remember with gratitude. I had been here only a year, almost forty years from now, when the University asked me to give lectures in conjunction with Cooper Union, on the way Europe governed its cities in contrast to the way we governed ours. I had been criticised for my writings about the city government, as I had held up some of the practical and progressive ways in which European cities were trying to provide for their own people in contrast with some of our forms of government.

Columbia University did not mind in the least my seeming heretical point of view and gave me the opportunity to speak my mind.

At other times I had the same kind of more than kindly and generous recognition from Columbia, so I have always felt that though I was working at a practical, every-day profession, I was regarded at Columbia as of the same mind and as of the same purpose. So I have tried through long years to give a little of the touch and flavor of the academic spirit to the discussions of practical and current affairs.

A good many years ago, in an acute presidential campaign when tariffs and questions of that kind were in rather bitter controversy, I thought that it might be desirable to give to the politicians of the country a little booklet [The National Revenues: A Collection of Papers by American Economists, Chicago, 1888.] presenting those subjects from the academic standpoint, written by men working in the universities; that was before I had come to New York. I was then an editor in the west. I picked up today that forgotten little book and I found that the contributors had so presented their topics that my volume is very much like one of the current issues of the proceedings of an annual or semi-annual meeting of the Academy of Political Science. Professor Mayo-Smith contributed, Dr. Seligman contributed, Professor John B. Clark contributed, Dr. James H. Canfield contributed and one or two other men who were then or have since become conspicuously associated with the work of the Faculty of Political Science, contributed to this little book of mine, published in 1888, dealing with the most acute questions with the most perfect frankness. Professor Hadley from Yale, two men from Harvard, Dr. Ely from Johns Hopkins, himself a Columbia man, all dealt with the subjects with perfect candor and without reservations, telling their views about tariffs and similar pending questions, but all with that air of truth-seeking that was in such contrast with the kind of discussion that was current at that time. It gave me as a journalist a fresh understanding of the possibility of presenting subjects in such a way that there might be permanence in the quality of the discussion, although the issue itself might change with the lapse of time.

It seems to me this permeation of our social and political life by a great body of scholars, of men who were essentially statesmen, has had a greater effect upon the country, been a greater protection to our institutions as they have gone forward, than is commonly realized. There are so many conditions in our current political life, so many things that seem unworthy in politics, so many men who hold offices who do not exhibit in their expressions and in their work the standards we should like to set for them, that we are a little confused at times; but it does seem to me that the spirit that goes out from the universities is, to surprising degree, developing the standards of public opinion and they in turn bear upon the course of practical politics and save us from many things that otherwise might be more disgraceful than anything that ever comes to light in the processes of exposure or investigation.

I remember very well the growth and development of the Teachers College and the whole science and philosophy of education as centered in Columbia University and now that in a great metropolis like this we have more than a million children being trained, I have within the last weeks looked over reports and documents of all kinds pertaining to the courses of study and instruction and the standard now prevailing in the schools of New York in order to see if I might trace there what one might call the developing standard of education as fixed and set by our institutions, like the Teachers College. It seemed to me that the profession of teaching moves on, improves the school, lifts the lives of our children to far better standards than one found here twenty, thirty, forty, fifty years ago; that in spite of any sort of condition in political life that may or may not be exposed, the standards of civilization are improving all the time in American life and largely through such agencies as that which we have heard described tonight, this remarkable leadership in the study of politics as a science and in the various departments of economic and political and social study.

The freedom with which men meet and discuss those subjects has been greatly improved by the practices that prevail in this Academy of Political Science which was one of the features of Professor Burgess’ scheme as he outlined it some half century ago. The Academy could not have developed as it has except in its close association with the University and it has enabled a great many men not in the University to come into contact with the University leadership and the association has been very valuable to them.

The Academy beginning with a small group at the University has now so extended that there are several thousand members. The Quarterly, founded at the same time, has grown and gone forward in association with the Academy; it and the annual Proceedings give the membership a sense of contact with Columbia thought. So it has been possible to hold the activities all together as an associated group, and their influence has been very valuable as the Academy has taken up from time to time current questions and problems and presented them to the country in such a way as to have undoubted influence on public opinion and the course of affairs.

Dr. Lindsay has been President of the Academy for almost a quarter of a century; he might better have spoken for it; but at least I have the opportunity to speak in praise of his work, and I know all of you would be glad to have that work so praised.

I am sure that I have spoken as long as I ought to. I can only thank the Faculty of Political Science and the Academy for permitting me to speak on its behalf. [Applause.]

PRESIDENT BUTLER then said:

I have a message from one of our seniors, kept from us tonight by illness, which I am happy to read: “It is with the greatest regret that I find myself prevented from attending the ovation to my old teacher, colleague and dear friend. Whatever of note has been achieved by the Faculty of Political Science in the half century of its existence is due in large part to the tradition of scholarship he emphasized, the spirit of tolerance he inculcated and the freedom of thought and expression he exemplified in person and so zealously guarded for all his colleagues. (Signed) EDWIN R. A. SELIGMAN.” [Applause.]

It is becoming that we should turn now to one of Professor Burgess’ “bright young men.” Among those who in the early days of the Faculty came quickly to distinction and occupied the position of Prize Lecturer for a number of years is the distinguished economist of national and more than national reputation who has served so long and with so great distinction at Harvard University that he is now Professor Emeritus of Economics in that Institution. I have the very greatest pleasure in presenting to you, as a representative of the very early group of graduates in political science from this University, Professor William Z. Ripley.

PROFESSOR RIPLEY spoke as follows:

Beloved Dean, Mr. President, Professor Giddings, and my former colleagues and outsiders: I take it that this is a family party. First I want to correct the record. Our honored President is not the first man in New York who has tried to place me on the shelf; a taxi-driver tried to do it, also, a few years ago. [On 19 January, 1927, Professor Ripley was seriously injured by an automobile in New York City. — THE EDITOR.] I am no longer Professor Emeritus; I am back on the job; in fact, when depression came on they found they could not do without me. [Laughter.]

I am here, I take it, in a two-fold capacity; first, and by all means the pleasantest, is to present the felicitations of other universities, particularly of Harvard University, to the Dean and to the School of Political Science and to confess and acknowledge that it did a pioneer work that none of us can claim a place of priority in any respect in this field. I trust you will believe me when I say that in fealty to Harvard University, I have spent a good part of the last two weeks digging over every source that I could discover in order to find some way in which Harvard University scored in this field, and I cannot find it. [Laughter.] And so I come with the full acknowledgment of my colleagues that this was pioneer work.

Think back, and see where we stood at Harvard University in this field. Dunbar, a newspaper editor, was giving one course in economics. But the elective system had not yet come in; practically all of the time of the students was tied up on a fixed schedule. This course of Dunbar’s was admitted on the side as an extra and didn’t amount to much except in quality; in following it stood for very little at the time of the foundation of this School of Political Science. Macvane was there in history; there was nobody in government; there were one or two attempts by other men but they were half-hearted and one might characterize them as one did on a certain occasion speaking of a man, saying “he was a good man in his business career, but he was not a fanatic about it.” And so we acknowledge with the utmost gratitude the contribution that you made, sir, and that this University made, in founding the School of Political Science.

We have but one satisfaction. That was that in these endeavors there was a very happy understanding between the two institutions. The Political Science Quarterly and the Quarterly Journal of Economics, if I am not misinformed, started in the same year. For a moment there was a little feeling lest there might be rivalry, but I am told in the interchange of correspondence largely by Mayo-Smith on your side and Dunbar and Taussig on our end, that there was not only understanding but accord and agreement that they would divide the field. They have never been rivals and each has been utterly proud of the achievement of the other.

I spoke of there being a two-fold capacity in which I appear. I take it I am exhibited here as a horrible example, one of the products of this School of Political Science. I am tempted to paraphrase an introduction an acquaintance of mine told me he heard Mark Twain give in Sydney, Australia, the time he went around the world. He came on the platform for his lecture with a lugubrious countenance and said: “My friends, Julius Caesar is no more; Alexander the Great has passed on; Napoleon has joined his fathers, and I am not feeling very well myself!” [Laughter.] If I were to paraphrase that, I should put it something like this: The glacial epoch took place we will say ten million years ago; the Pyramids were set up six or eight thousand, (we won’t quibble about a thousand more or less) and I graduated from the School of Political Science thirty-seven years ago! [Laughter.]

There was a connection, perfectly happy on my side, as Prize Lecturer so long as I was at Tech, but Dr. Seligman told me frankly when chosen as Professor at Harvard, that would have to come to an end. He said, “You could hardly ride two horses, even if you ride parallel.” So I resigned, with a whole year to run on that Prize Lectureship; think of it!

Thinking back over the early days, it may take down your pride to think how modest some of those affairs were. My lot as a teacher here was not as happy as Professor Giddings’. He spoke about his class being experimental, in a way. I was there as a student the first year; there must have been thirty or forty of us at least; [turning to Professor Giddings] you didn’t have to worry when a rainy day came, or a snow storm, wondering whether you would lose your whole body of students. I did! For two or three years, in that course in anthropology, I had only two students, and when you have only two, the weather counts. [Laughter.] I realized that on another occasion when the Hartford Theological Seminary decided to go into sociology. I had two students. The next year the course was not repeated because those two married one another! [Laughter.]

In this Academy of Political Science that they are blowing about, I read a paper the first year of my attendance here at Columbia, down at Forty-ninth Street. We held the meeting in Dr. Seligman’s office; you remember what a little place that was? Francis A. Walker was there; I got him to go. Dr. Seligman was there. I think Mayo-Smith came. Nobody else but the faculty, Francis A. Walker and the speaker; we had a wonderful meeting, and I got the chance of publishing that paper in the Political Science Quarterly. But the existence of that Academy, even in that little way, in its early beginnings, was stimulating. The young student could feel that there was an opportunity to present something he had worked out in his own head, and all these agencies played in together, the Quarterly was there to publish the paper and when it appeared as an address before the Academy of Political Science the world at large didn’t know how many people there were not present at the time. [Laughter.]

In closing I want to emphasize for you the happy fact that this Faculty, this School of Political Science should have arisen in the greatest center of population and activity in our whole country; you don’t realize it, you who live in it. If you lived in a remote part of the country, where as Barrett Wendell once told me he doubted whether most of our colleagues realized that the Charles River was not mightier than the Mississippi, you would realize what a live spot New York is, and, I take it, to the economist and student of government it is a little bit like Vienna in its attractiveness to the medicos; you get what diseases you get in very, very advanced stages. As a spot where you get the ultimate fruition and decomposition of human endeavor, New York seems to me to be unsurpassed.

That is why it is such a royal laboratory, why there is such a stimulus to the young men coming from all over the United States to be suddenly thrown into this great aggregation of human beings. I like to apply the description that I ran across the other day in Hardy’s letters. Somewhere he spoke of London, “that hot plate of humanity, on which we first sing, then simmer, then boil, and dry up to ashes and blow away.” That is New York, viewed from the outside. Never in our history has there been such opportunity for wholesome, stimulating activity and an example of a body like this, than at the present time.

We are all of us appalled and discouraged at times by what we see, and tempted to lose faith and “let ’er slide,” but it is the continued activity of institutions of this sort and led by this particular School which means so much for the whole land. And so, from the outside, I bring felicitations, and from the inside I bring affectionate acknowledgment. [Applause.]

PRESIDENT BUTLER:

Not even in darkest New York can one always be wholly accurate. The other day a typical old-fashioned New Yorker, a former student in the School of Political Science, ventured to offer to the public a list of the really controlling personalities in the life of America. [See James Watson Gerard, 1889 C, 1891 A.M., 1929 LL.D., in the New York newspapers of 21 August, 1930.] Shortly afterward Rollin Kirby had a cartoon in which he had a bootlegger standing with a racketeer, and they were looking at this list. One said to the other: “That man is simply ignorant!” [Laughter.]

Yesterday, Professor Burgess made it clear in a score of ways why we honor at Columbia the name of Ruggles. He made it plain that it was the foresight and the energy and the persistence of Samuel B. Ruggles that enabled him to carry to a conclusion his project in the month of June, 1880. Mr. Ruggles left his physical mark upon the island of Manhattan in Gramercy Park. He left his intellectual mark through some forty years of service to old Columbia College as a Trustee, the crowning part of which was his making himself the agent to secure the approval by the Trustees for Professor Burgess’ plan. It is highly appropriate then that the Ruggles Professorship of Constitutional Law should exist and that its incumbent at the moment should be the Dean of the Faculty of Political Science, as well as the Dean of the Faculties of Philosophy and of Pure Science in Columbia University.

An anniversary of this kind offers two invitations: one to look back; with sentiment, with rich memory and affection; the other to look forward with hope, with courage and high purpose. What could be more fitting then than that we should hear in conclusion this evening from that colleague and friend who is the captain of our enterprise as it enters upon its second half century, Dean McBain.

DEAN MCBAIN responded as follows:

Professor Burgess, Mr. President, my friends and guests: We celebrate a birth, the birth of the Faculty of Political Science and of its hand-maiden the Academy of Political Science. Fifty years have unrolled since our distinguished founder called together, as he told us so vividly, so dramatically, yesterday, that small but remarkable group of young scholars who then and there dedicated their lives to the difficult but most inspiring task of applying at least the aspirations of science to the study of actualities of society. For thirty years and more he guided and he shared the life of these twin children of his youthful vision. Happily he tarries with us, as rich in intellect and experience as in years. He lingers to behold that unlike the ephemeral grass of the Scriptures this vision of his youth which grew up in the morning is not in the evening of his life cut down, dried up and withered.

I say we celebrate a birth. Much more truly do we celebrate the passing of a mere paltry half-century of our indomitable and perennial youth. Our youth must be perennial because the fields of our interests never have been and never can be fallow fields. On the contrary, they are all too fertile of problems old and of problems new, that call for investigation and study in the intensely interested but dispassionate spirit of scientific inquiry. As long as man remains on earth in something like the present estate of mind and of body just so long will the political and social sciences also remain.

I confess that as my mental fingers move across the keys of my memory, I find some difficulty in choosing the chord I would most like tonight to sound and for a moment to hold. For one thing the possible chords are numerous; for another, they are intricate of execution; for a third, I do not perform well, either in public or private, upon a theme that lies very close to my heart. The Faculty of Political Science is such a theme.

Obviously, as the President just indicated, I have a choice of toasting the past, or of hailing the present or feasting the future. Of these, to toast the past would no doubt seem the most appropriate. The occasion invites to reminiscence, to appraisal. But the truth is that our past needs no toasting; certainly it needs no toasting at our own hands. Even for our honored dead we pour our libations in reverence and affection rather than in praise or exaltation. Moreover, were I competent to the task, it would ill become me to venture to appraise the men of this Faculty and their work.

Professor Burgess yesterday told us of those thrilling events that marked the fateful fourteenth of July, 1880. I beg leave to mention another event that happened almost at the same moment, wholly unknown to that little band in Switzerland. Under that same summer moon that smiled gloriously down upon the birth of the Faculty of Political Science, in that same week of July 14th, in that same year 1880, another very important event also occurred: I was born. Important, of course only to me. The Faculty and I crossed our first quarter century mark in company, though I need scarcely remark that I, then a student under the Faculty, was somewhat more aware of and more interested in this coincidence of anniversary than were my revered preceptors. Fortunately for me we are likewise crossing our second quarter century in company.

Since the beginning of its history, only sixty-three men have held membership in this Faculty. I have personally known every one of them save two who passed beyond the portals of the University before I entered them. I can say, therefore, that I have known and that I know the Faculty, which makes it all the more difficult, not to say impossible, for me to talk to the Faculty about the Faculty.

But this I must record, striking again the beautiful note just sounded by Professor Giddings: Scholars I suppose are essentially individualists. Men have been and are appointed to this Faculty primarily on the basis of scholarly achievement and scholarly promise. But the quality of being a scholar does not inevitably preclude such qualities as irascibility, even pugnacity. It is, therefore, or it may be, only a chance, but surely a very providential chance, that this Faculty, this company of scholars, have lived their lives together in such splendid harmony. They are the most coöperative group I have ever known. Indeed, they exemplify better than any other group I have ever heard of that non-existent thing, the group-mind.

I do not imply that we have not known occasional trouble and disagreement. We are human beings. But such experiences have been Faculty ever passed, one of my fundamentally irreligious colleagues once said to me: “Jesus was right; the only thing worth while in life is love, and our Faculty has that.” He spoke truly, and I feel no shame in avowing the deep affection that the members of this Faculty have and have had for one another.

In connection with this celebration, it was at one time mooted that we should publish a history of these fifty years of the Faculty of Political Science. But such a history written by or under the aegis of the Faculty could with Jeffersonian decent respect for the opinions of mankind have been little more than a record without appraisal. It might not have been wholly barren of interest, but in its indispensably backward leaning objectivity could scarcely have failed to minify or otherwise mispresent facts. Nor could it possibly have expressed that many-faceted, flashing thing of spirit that is and always has been the Faculty of Political Science. And so it was abandoned, this project of a history. In its stead we are publishing a bibliography of all the members of the Faculty, past and present-a stark list of the titles of the books, the articles, the pamphlets, the papers of their authorhood. The list runs to something over three thousand five hundred items. To this we are appending the titles of the nearly seven hundred dissertations that have been written under the guidance of the Faculty, into the warp of which (perhaps I should say some of which) there have been woven many hours of love’s labor in the cause of sound scholarship. To some of you such a volume may seem both deadly dull and useless. I think you will find it is neither of these. To the members of the Faculty themselves this volume cannot fail to be a treasury of historical recall. To them and to others it cannot fail to be of use as a locator of vaguely remembered contributions that lie in widely scattered depositories. But more than that, I think you will find, strange to relate, that this skeleton of titles tells a story, partial it is true, but a story of the progress of the intellectual life and intellectual interests of the Faculty, and something of its services.

Consider the period in which this Faculty has lived its life. Measured in terms of cosmic history, it is less than infinitesimal. Measured in terms of even authentic human history, it is almost negligible. But in terms of social, economic, even political change, this fifty years just past is probably longer than the millennium between the fall of Rome and the discovery of America, or the tercentenary span between Gutenberg and Arkwright. In this packed period of change in the subjects of its interest, the Faculty has lived its thus far life; and its deep absorption in the problems of its own age is reflected in this list of writings, not, of course, but what numerous other interests are also reflected. Our distinguished founder, as our distinguished President remarked the other day, was indeed both prophet and seer. But of a certainty, as Mr. Justice Holmes once said of our constitutional fathers, he and his coadjutors “called into life a being the development of which could not have been foreseen completely by the most gifted of its begetters.”

A glance at the formidable list of its publications might convince one that the members of this Faculty, apart from student contacts, have spent their entire lives behind locked doors reading, pondering, writing. This is far from fact. Again and again its members have responded to knocks upon those doors calling them to exacting public and quasi-public service. To you, Mr. President, both the public and the Faculty owe an unpayable debt, in that you have not only given sympathetic ear and understanding thought to the scholarly interests and desires of the Faculty but have also aided and abetted in every possible way their ambitions to be of use in the formulation of public policies and the direction of public affairs. You recognized, as one would know you would recognize, that their scholarship equipped them for service as their service enriched their scholarship. Pericles once said of Athens that it differed from other states in that it regarded the man who held himself aloof from public affairs not as quiet but as useless. Almost, though not quite—it should not be quite the same may be said of the Faculty of Political Science.

You see I have, despite my disclaimer of intention, been toasting the past. I would do more. The loss of a great scholar whether by retirement or resignation or death is always irreparable. Someone else may take his chair, may succeed to his subject, though not even that always happens. But nobody ever takes his place. He would not be a great scholar if his place could be taken. We have had losses from time to time with the results I have just mentioned, and so the company with the passing of the years gradually changes in personnel, in point of attack, in point of specific interest, in method of approach. It could not be otherwise, and those who have gone before would not wish it otherwise. They need no reflectors, no echoes. And well they know that each scholar must with his own hands laboriously carve his niche in the huge hall of human fame, and that the work of carving is not the work of a day or a year, but of a life. The spirit alone remains unaltered—the spirit of fearless and unrelenting search for social truth and of devotion to the high and precious ideals of scholarship.

And so, Mr. President, while with all my heart and soul I toast our honorable past and the achievements that have gone into its making, I also hail with satisfaction our honorable present, and feast with great confidence the honor of our future. [Applause.]

PRESIDENT BUTLER said in conclusion:

This notable and memorable evening comes to its end. My dear Professor Burgess, may I, for all this company, say once more to you what a satisfaction, what a deep satisfaction, your presence and your words yesterday and today have given us. As to our younger members who are personally known to you for the first time, we, their elders, may well feel that we have offered them a benefaction. We only say, my dear Teacher, Au revoir! As you go back to your quiet home, your books and your reflections, it will continue to be your spirit, your teaching, your ideals that will guide and inspire us, as we set out on the second half-century of the study of what Mr. Oliver has so charmingly described as The Endless Adventure, the government of men. [Applause.]

Source:  Columbia University Quarterly. Vol. 22 (December 1930), pp. 380-396.

Image Source: John W. Burgess in Universities and their Sons, Vol. 2. Boston: R. Herndon Company, 1899,  p. 481. Colorized by Economics in the Rear-view Mirror.

Categories
Business School Columbia Economists Money and Banking Syllabus

Columbia. Course outline and readings for foreign banking systems. Beckhart, 1939-1940

This post serves double duty as(1) an addition to the series “Meet an Economics Ph.D.”, providing biographical and career information for Benjamin H. Beckhart, and (2) a transcribed syllabus for “Foreign Banking Systems” that was offered jointly by the Columbia University school of business and in the department of economics in the winter term of 1939-40. 

The circumstances surrounding the forced retirement of Beckhart from Columbia at age 65 can be found in the Columbia University archives. Perhaps he was fighting a mandatory retirement age being imposed by the university and/or business school? At least something for someone (else) to check out.

___________________________

Benjamin Haggott Beckhart
c.v.

1898. Born in Denver, CO.

1919. A.B. (Phi Beta Kappa) Princeton.

1920. M.A. Columbia.

1924. Ph.D. Columbia.

1920-21. Instructor in economics and social institutions at Princeton.

1921. Married Margaret Good Myers (b. 1899; d. 1988). Columbia economics Ph.D. (1931) and later professor of banking at Vassar (1934-64).

1921-24. Columbia University. Instructor of Banking.

1924-31. Columbia University. Assistant Professor of Banking.

1927-36. Educational supervisor of the New York chapter of the American Institute of Banking.

1931-39. Columbia University. Associate Professor of Banking.

1938-45. Secretary of the board of trustees of the Banking Research Fund of the Association of Reserve City Bankers.

1939-63. Columbia University. Professor of Banking.

1939-49. Director of research for the Chase National Bank.

1948. President of the American Finance Association.

1949-54. Economic consultant to Chase.

1953. Chairman of the Conference of Business Economics.

1954-61. Economic consultant to the Equitable Life Assurance Society.

1957. Visiting professorships at the universities of Melbourne and Sydney

1960. Visiting professorship at the Australian Administrative Staff College

1963. Forced to retire from Columbia.

1964-66. President of the Unitarian Fellowship of Poughkeepsie.

1967. Visiting professorship at Kobe University, Japan.

1968-73. President of the Dutchess Senior Citizens Housing Corp.

1975. Died in Poughkeepsie, N.Y.

Books by Benjamin Haggott Beckhart

The Discount Policy of the Federal Reserve System (1924).

Foreign Banking Systems, co-authored with H. Parker Willis (1929).

The New York Money Market, four volumes (1932‐33).

V. 1. Origins and development, by Margaret G. Myers.
V. 2. Sources and movements of funds, by B.H. Beckhart and J.G. Smith.
V. 3. Uses of funds, by B.H. Beckhart.
V. 4. External and internal relations, by B.H. Beckhart, J.G. Smith and W.A. Brown, Jr.

Banking Systems, editor (1954).

Business Loans of American Commercial Banks (1959).

The Federal Reserve System (1972).

Sources: Obituaries: Poughkeepsie Journal (22 Mar 1975), p. 7. New York Times (22 March 1975), p. 34. Information also in Beckhart’s entry at prabook.com.

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Forced Retirement in 1963

Correspondence, memoranda and reports on the controversy surrounding the forced retirement of Benjamin Beckhart. The collection consists of the files of three Columbia professors involved in the case: Harold Barger, professor of economics and Robert K. Webb, professor of history, who were chairmen of the Columbia chapter of the American Association of University Professors, 1959-1964 and 1964-1965, respectively; and Arthur Robert Burns, professor of economics, a member of the Committee on Conference of the University Council, which advised the President on matters of tenure, dismissal and retirement. Included is the correspondence of Beckhart, Barger, Burns, Webb, President Grayson Kirk, Courtney C. Brown, Dean of the School of Business, Harry M. Jones, professor of law, other Columbia faculty and officials of the national office of the AAUP. The reports and memoranda are chiefly those issued by the Committee on Conference.

Columbia University: Rare Book & Manuscript Library. Benjamin Haggott Beckhart papers, 1959-1965.

From the Class Notes of the Princeton Class of 1919…

“….Haggott Beckart, now retired, has amused himself of late by writing letters to the Wall Street Journal (with his tongue, practically dislocated, in his cheek) on the achievement of prosperity through deficit financing. He was also given a dinner on Feb. 27 in honor of his retirement from the Columbia University faculty by his friends in the academic and financial world.”

Source: Princeton Alumni Weekly (May 3, 1963), p. 24.

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Class announcement

Banking 115—Foreign banking systems. 3 points. Winter Session. Professor Beckhart.
Tu. and Th. at 9. 511 Business.

A comparative study of credit structures and of banking institutions. Emphasis is given to the differences and similarities to be found in the financial organizations of the United States and in those of the foreign countries studied. The types of commercial and investment credit instruments in use, the development of banking institutions, problems relating to branch banking and banking concentration and to governmental control and supervision are given consideration. A study is made of the factors affecting the cash ratios of commercial banks, methods of financing domestic and foreign trade, the nature of bank deposit liabilities, and the character of bank loans and investments. Review is made of the work of governmental and of urban and rural mortgage credit institutions and of the rôle of savings institutions. The changing character of bank assets and liabilities since 1929 is given particular attention.

Source: History, Economics, Public Law, and Social Science. Courses Offered by the Faculty of Political Science for the Winter and Spring Sessions, 1939-1940. Published in the Columbia University  Bulletin of Information (July 8, 1939), p. 40.

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Winter
1939-1940

Foreign Banking Systems
Banking 115

Topical Assignments

  1. The Background — Trends in Banking 1925-1933

Commercial Banks — 1925-1933, League of Nations, no. 8-33.

Money and Banking, 1938-1939. League of Nations, Monetary Review, Vol. I, pp. 72-99.

  1. Types of Banking Systems

Foreign Banking Systems, edited by H. Parker Willis and B. H. Beckhart, Chapter 1.

Commercial Banks, 1913-1929, League of Nations, pp. 3-14.

The International Money Markets, by John T. Madden and Marcus Nadler, Chapters 1, 2, 3, 4 and 5.

  1. Bank Incorporation and Organization.

Foreign Banking Systems, pp. 321-323; 1166-1167.

Paris as a Financial Centre, by Margaret G. Myers, op. 100-101.

  1. Bank Examination and Inspection

Foreign Banking Systems, pp. 436-445; 1038-1939.

Allen et al. Commercial Banking Legislation and Control, pp. 3-52.

  1. Bank Mergers and Banking Concentration

Foreign Banking Systems, pp. 325-34, 707-708, 1048-1053, 1162-1165, 1239-1240.

  1. Bank Portfolio Developments

Commercial Bank — 1929-1934, League of Nations, XXXV-XLII.

Money and Banking — 1937-1938, League of Nations, Vol. I, Monetary Review, pp. 37-60.

Money and Banking, 1938-39. League of Nations. Monetary Review. Vol. I, pp. 99-113.

Sayers, Modern Banking, Chapter IX.

Testimony of Mr. Frederick Hyde, Minutes of Evidence Taken Before the Committee on Finance and Industry, 1931, Vol. I, pp. 56-69.

  1. Bank Deposit Fluctuations

Commercial Banks — 1929-1934, League of Nations, pp. VII-XIX, XXX-XXXV.

Money and Banking — 1937-1938, League of Nations, Vol. I. Monetary Review, pp. 61-78.

Sayers, Modern Banking, Chapter X.

  1. Bank Reserves

Commercial Banks — 1913-1929, League of Nations, pp. 49-55.

Commercial Banks — 1929-1934, League of Nations, pp. XLII-XLVI.

  1. The Money Markets and Interest Rate Fluctuations

Commercial Banks —  1929-1934, League of Nations, pp. L-LIV.

Money and Banking — 1935-1936, League of Nations, Vol. I, Monetary Review, pp. 53-59.

Money and Banking, 1936-1937, League of Nations, Monetary Review, Vol. I. pp. 78-110.

  1. The Foreign Exchange Markets

Commercial Banks, 1929-1934, League of Nations, pp. LXI-LXX.

Money and Banking, 1936-1937, League of Nations, Monetary Review, Vol. I. pp. 9-59.

Money and Banking, 1937-1938, League of Nations, Vol. I, Monetary Review, pp. 9-37.

Money and Banking, 1938-1939, League of Nations. Vol. I, Monetary Review, pp. 9-37.

  1. Agricultural Credit Institutions

Foreign Banking Systems, pp. 63-69, 680-690; 1040-1044.

  1. Investment and Intermediate Credit Institutions

Foreign Banking Systems, pp. 1225-1235.

Paris as a Financial Centre, Chapter 6.

  1. State Intervention in Banking

Commercial Banks — 1925-1933, League of Nations, pp. 44-47; 110-121 (with reference to Germany).

Commercial Banks — 1929-1934, League of Nations, pp. 45-51; 103-104.

  1. Recent Banking Legislation

Money and Banking — 1935-1936, League of Nations, Vol. II. Commercial Banks, pp. 27-28; 118-121.

Money and Banking — 1937-1938, League of Nations, Vol. I. Monetary Review, pp. 92-105.

Money and Banking, 1937-1938, League of Nations, Vol. II. Commercial and Central Banks, pp. 30-32; 165-167.

  1. Resume of Banking Systems in Principal Countries

Committee on Finance and Industry, Report, 1931, Part I, Chapter 4.

Paris as a Financial Centre, Chapters 1, 5 and 7.

The International Money Markets, Chapters 14, 15, 16, 18.

Bibliography

Allen, A.M., Cope, S. R., Dork, L.J.H., and Witheridge, H.J, Commercial Banking Legislation and Control. London: Macmillan and Co., 1938.

Madden, John T. and Nadler, Marcus. The International Money Markets. New York: Prentice-Hall, Inc.1935.

Myers, Margaret G. Paris as a Financial Centre. London: P. S. King & Son, Ltd. 1936.

Savers, R.S. Modern Banking, London: Oxford University Press, 1938.

Willis, H. Parker and Beckhart, B.H. Foreign Banking Systems. New York: Henry Holt and. Co., 1929.

Committee on Finance and Industry. Report. London: Printed and Published by His Majesty’s Stationery Office. 1931. (The Macmillan Report)

Minutes of Evidence Taken Before the Committee on Finance and Industry. Volumes I and II. London: Printed and Published by His Majesty’s Stationery Office. 1931.

Memorandum on Commercial Banks, 1913-1929. League of Nations. Geneva.1931.

Commercial Banks, 1925-1933. League of Nations. Geneva. 1934.

Commercial Banks, 1929-1934. League of Nations, Geneva. 1935.

Money and Banking, 1935-1936. Vol, I. Monetary Review, Vol. II. Commercial Banks. Geneva, 1936

Money and Banking, 1936-1937. Vol. I. Monetary Review. Vol, II. Commercial Banks. Geneva. 1937.

Money and Banking, 1937-1938. Vol. I. Monetary Review. Vol. II. Commercial and Central Banks. Geneva, 1938.

Money and Banking, 1938-1939, Vol. I. Monetary Review, Geneva, 1939.

Source: Columbia University Archives. Department of Economics Collection, Box 6, Folder “School of Business Curriculum”.

Image Source: Vassar Chronicle, Volume XV, Number 18 (1 March 1958), p. 3.

Categories
Columbia Funny Business

Columbia. Fairy tale by economics PhD alumnus (1953), Thomas Mayer

The monetary economist whose methodological contributions will likely be read long after the heated debates about monetarism lie cold in university archives or buried in the footnotes of historians of economics, Thomas Mayer, was born January 18, 1927 in Vienna. His family was able to leave Austria in the late 1930s which gave him the opportunity to go to college (Queens) and graduate school (Columbia) in New York City. This led to a long, distinguished academic career that culminated in a professorship at the University of California, Davis. He died in Berkeley, California June 12, 2015. 

This post adds to the subcollection “Funny Business” here at Economics in the Rear-view Mirror that is dedicated to attempts at nominal and real humor by economists. At the time of the writing of the following “Fairy Tale” (est. ca. 1952-53), Thomas Mayer was probably still a doctoral candidate, or perhaps a freshly-minted Ph.D., in economics at Columbia University. Martin Bronfenbrenner thought enough of this little mimeographed paper to have kept it in his files of macroeconomic teaching materials. There is no clue there, when or how he came to have a copy of the paper. In preparing this post, I discovered that only some archival boxes away at Duke’s Economists’ papers archive there is also another copy of the “Fairy Tale” in the Thomas Mayer Papers collection.

In his brief biographical tribute to Thomas Mayer, Kevin Hoover (see below for exact citation) wrote “Tom reported that Keynes’s General Theory was perhaps the first economics book that he read while still in school in England and that he was driven to keep studying economics until he was able to understand the book – a feat that he, unlike many others, claims to have accomplished”.  My favorite lines from Hoover are the following:

[Thomas Mayer] was neither a market fundamentalist nor a government romantic, but occupied the ideologically uncomfortable middle: the left thought that he was a monetarist; the right, a Keynesian. He reported having been cast off the monetarist Shadow Open-Market Committee for left-wing deviationism.

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Tributes to Thomas Mayer

Monetarism and the Methodology of Economics, edited by Kevin D. Hoover and Steven M. Sheffrin (Edward Elgar, 1995) is a collection of 14 original essays in honour of Thomas Mayer focusing on the themes of monetarism, the transmission mechanism for monetary policy, the political economy of monetary policy and the methodology of empirical economics. Contributions by: King Banaian, Mark Blaug, Martin Bronfenbrenner, Richard C.K. Burdekin, Thomas F. Cargill, Milton Friedman, C.A.E. Goodhart, D. Wade Hands, Abraham Hirsch, Kevin D. Hoover, David Laidler, Thomas Mayer, James L. Pierce, Steven M. Sheffrin, Richard J. Sweeney, Thomas D. Willett, Wing Thye Woo.

Hoover, Kevin D. (2015). Thomas Mayer. Journal of Economic Methodology 22 (4):526-527.

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AER Membership Bio, 1974

Mayer, Thomas, academic; b. Vienna, Austria, 1927. Educ. B.A. Queens Coll., 1948; Ph.D., Columbia U., 1953. Doc. Dis. The Population Argument of the Stagnation Thesis, 1953. Fields 310, 020. Pub. Permanent Income, Wealth and Consumption, 1972; Monetary Policy in the United States, 1968; Intermediate Macroeconomics, 1972. Res. Interpretation of Interest Rate Snap-Back; Explanation of Excess Reserves in 1930’s. Prev. Pos. Vis. Assoc. Prof., U. of Calif., 1961-62, Assoc. Prof., Mich. State U., 1956-61, Asst. Prof. U. of Notre Dame, 1954-56. Cur. Pos. Prof., U. of Calif., since 1962. Address 3054 Buena Vista Way, Berkeley, CA 94708.

Source: American Economic Review (October 1974). Directory of Members, 1974, p. 262.

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A FAIRY TALE1

By Anon Ymous2

Long, long ago there lived in a far and distant country a Happy Family. They were the Natural and the Market Rate of Interest. They loved each other dearly, and had two beautiful and good children: Price Level Stability and Full Employment. The parents always stuck together, for they knew that if they should part their children would be lost.

Near their house was a big wood. It was largely unexplored, and in it there lived a fierce Giant with the terrifying name of Central Bank Policy. He was a great, big, strong man. But instead of helping the two parents to keep their children happy, he would often fight with them. He pretended to love their two children dearly, but in reality he loved his own child more. His child had a shock of golden blond hair, and was for that reason known as Goldie Standard. Sometimes this child would get sick, and then her father wanted to separate our happy family. He would try to take the mother, the Market Rate of Interest, into the wood with him to take care of Goldie Standard, and to make her well again. Of course the father, poor Natural Rate of Interest, could not follow. The two sweet children would not have had the care they needed, and would starve. Poor little Full Employment would lose her full, round cheeks, and her sister, Price Level Stability, would feel so weak that she would stumble and fall many times. But Central Bank Policy did not mind this, though he pretended to, for he loved Goldie Standard above anything in the world — even though she was often naughty, and taught little Price Level Stability many naughty tricks like climbing up and down all over the Time Series.

Since the giant Central Bank Policy would have had great difficulty in stealing dear Market Rate of Interest by himself alone, he had a group of supporters called Orthodox Economists. They were on his side, for they thought that if Goldie Standard should die there would be nobody to exercise loving care over him; then, in a fit of temper, he might start to play around with the Printing Press.

One bright day a fair prince from far away arrived in this country. His name was Prince Keynes. He was the son of the ruling house of Cambridge. He saw at once what was going on in the country. Indeed, he did not find this difficult, for he had once read a vague prophecy by a Swede that such a country existed. He soon had Tract the matter down, and decided to help the poor family, but at first he did not quite know how. He studied for a long, long time, writing down his observations in a big diary. So that the giant would not find it, he hid it in a tree (not in a pumpkin [Curator’s note: a clear reference to the “Pumpkin papers” hidden by Whittaker Chambers then revealed in the case of Alger Hiss. Very much in the news 1949-50]), and for this reason it is until this day called “Tree-t’is”. (Sorry!)

Now in watching the animals playing around, especially the bears and the bulls, Prince Keynes got an idea. He built a trap, with a Schedule like a ladder; and if you followed it down you fell into a Liquidity Preference. Now the Giant’s helpers, the Orthodox economists, did not know this, and themselves fell into it, and became All Wet. Then Prince Keynes came up and told them: “I will help you out and will tell you a great Secret, if you will help me to free the poor mother, dear Market Rate of Interest.” They agreed, and so in a low voice he told them: “Always and ever and ever, when the sun setteth and when it rises, in every land and on every sea, S equals I.”

The orthodox economists were very glad to learn this Secret, and led Prince Keynes to the place where the poor mother, dear Market Rate of Interest, was imprisoned. They were the Prince’s friends by now, and went with him wherever he went, always telling each other: S equals I. Then they visited the Giant and taught him a new Canticle our Prince had invented. It went like this:

“To keep the Economy in a boom?3
Raise the Propensities — Invest and Consume —
For the rate of interest is but the consequence
Of the amount of money and liquidity preference.
And S = I whatever you say,
Unless you use young Robertson’s “day”.
Under-employment an equilibrium can be
As during the thirties any fool could see.
Wage-cuts can never full employment quite bring;
To be sure that you know it, this ditty I sing.”

The Giant was more or less convinced by this Canticle. And in any event, Goldie Standard had been so naughty that even the lady who lived in Threadneedle Street, and loved her like a mother, did not want to have anything more to do with her.

So the Giant decided to make peace with the family; and he grew to love both children, though he preferred Full Employment to Price Level Stability. Not only did he spend [his] time in keeping the family happy, but he even persuaded an animal which had inhabited the woods with him, called Fish-Call-Policy, to join him in this enterprise. So then all lived happily ever after until the next Depression.

With apologies,4
Thomas Mayer

Columbia University

Footnotes
  1. The following is an excerpt from the author’s forthcoming magnus opium, “Economics for Every Child”.
  2. The author is Lecturer in Economics and Nursery Tales at the Progressive Progress Kindergarten, Atlantis 5. He is indebted for help and criticism to himself, who however is not to be charged with any responsibility for the following. Since consumption determines the course of production, all the responsibility rests with the reader.
  3. Just what did you expect to find down here? A definition of a boom, perhaps? You might have known that a paper like this has no sensible footnotes. Of course, if you are scholarly enough to insist on a reference, look at pages 385-403 of the General Theory, where you will find an excellent summary of its doctrines — arranged alphabetically. [Curator’s note: pages are the index of Keynes’ General Theory.]
  4. The author categorically refuses to apologize to the reader. If he has read this far it is his own fault and it serves him right, and anyone who had not read this far has no business looking at the final footnote.

Source: Duke University. David M. Rubenstein Rare Book and Manuscript Library. Economists’ Papers Archive. Martin Bronfenbrenner Papers, 1939-1995. Box 25, Folder “Teaching Materials: Macro-econ n.d.”.

Copy also in Box 1 of the Thomas Mayer Papers, also in the Economists’ Papers Archive at Duke.

Categories
Columbia Economist Market Economists Harvard

Harvard and Columbia. President of Harvard headhunting conversation regarding economists. Mitchell and Mills, 1936

The following typed notes were based on a conversation that took place on February 21, 1936 regarding possible future hires for the Harvard economics department. President James B. Conant (or someone on his behalf) met with Columbia university professors Wesley C. Mitchell and his NBER sidekick, Frederick C. Mills. This artifact comes from President Conant’s administrative records in the Harvard Archives.

In the memo we find a few frank impressions of members of the Harvard economics departments together with head-hunting tips for established and up-and-coming economists of the day.

An observation that jumps from the paper is the identification pinned to the name Arthur F. Burns, namely, “(Jew)”. Interestingly enough this was not added to Arthur William Marget (see the earlier post Harvard Alumnus. A.W. Marget. Too Jewish for Chicago? 1927.) nor to Seymour Harris.  

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[stamp] FEB 25, 1936

ECONOMICS

Confidential Memorandum of a Conversation on Friday, February 21, with Wesley [Clair] Mitchell and his colleague, Professor [Frederick Cecil] Mills (?) of Columbia

General impression is that the Department of Economics at Harvard is in a better state today than these gentlemen would have thought possible a few years ago. The group from 35-50 which now faces the future is about as good as any in the country. [Edward Hastings] Chamberlin, [John Henry] Williams,[Gottfried] Haberler and Schlichter [sic, [Sumner Slichter] are certainly quite outstanding. Very little known about [Edward Sagendorph] Mason;  he seems to have made a favorable impression but no writings. [Seymour Edwin] Harris slightly known, favorable but not exciting.

[John Ulric] Neff admitted to be the best man in economic history if we could get him. Names of other people in this country mentioned included:

[Robert Alexander] Brady — University of California, now working on Carnegie grant on bureaucracy; under 40.

Arthur [F.] Burns at Rutgers (Jew) now working with the Bureau of Economic Research and not available for 3 or 4 years. Said by them to be excellent.

Henry Schultz of Chicago, about in Chamberlin’s class and age, or perhaps a little better.

[Arthur William] Marget of Minnesota, Harvard Ph.D., I believe; well known, perhaps better than Chamberlin. Flashy and perhaps unsound. (Mitchell and Mills disagree to some extent on their estimate of his permanent value but agree on his present high visibility).

Winfield Riffler [sic, Winfield William Riefler], recently called to the Institute of Advanced Study at Princeton, probably one of the most if not the most outstanding of the younger men.

Morris [Albert] Copeland of Washington; good man but not so good as Chamberlin.

Giddons [sic, Harry David Gideonse?] of Chicago, very highly thought of by Chicago people but has not written a great deal; supposed to be an excellent organizer.

C. E. [Clarence Edwin] Ayres, University of Texas, about 40; in N.R.A. at Washington. Mitchell thinks very highly of him.

England

[Theodore Emmanuel Gugenheim] Gregory, at London School of Economics, about 50, same field as Williams but not so good. Mills more favorable than Mitchell.

Other outstanding young Englishmen:

[Richard F.] Kahn, Kings College, Cambridge

F. Colin [sic, Colin Grant] Clark, of Cambridge

Lionel Robins [sic, Lionel Charles Robbins] of London, age 35, rated very highly by both Mills and Mitchell

F. A. Hayek, another Viennese now in London; spoken of very highly by both Mills and Mitchell.

Source: Harvard University Archives. Records of President James B. Conant, Box 54, Folder Economics, “1935-1936”.

Image Sources: Wesley Clair Mitchell (left) from the “Original Founders” page at the website of the Foundation for the Study of Business Cycles; Frederick C. Mills (right) from the Columbia Daily Spectator, Vol. CVIII, No. 68, 11 February 1964.

Categories
Columbia Economic History Economists Undergraduate

Columbia. On Rev. John McVickar’s political economy. Herbert B. Adams, 1887

The subject of political economy and its instructors received much attention in the 1887 survey of the study of history in the United States by Johns Hopkins history professor Herbert B. Adams. In this post Economics in the Rear-View Mirror shares those pages dedicated to the work of Rev. John McVickar (1787-1868) of Columbia College.

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McVickar’s political economy textbooks

Outlines of Political Economy. “A republication of the article [by J.R. McCulloch] upon that subject contained in the Edinburgh Supplement to the Encyclopedia Britannica together with notes explanatory and critical, and a summary of the science.” (New York: Wilder & Campbell, 1825).

Introductory Lecture to a Course of Political Economy (London: John Miller, 1830).

First lessons in political economy: for the use of primary and common schools. Albany: Common School Depository, 1837.
(Seventh edition. New York: Saxton and Miles, 1846)

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A Pair of McVickar Biographies

Langstaff, John Brett. The Enterprising Life, John McVickar 1787-1868. New York: St. Martin’s Press, 1961.

Dorfman, Joseph and R. G. Tugwell. “The Reverend John McVickar: Christian Teacher and Economist” in Early American Policy: Six Columbia Contributors  (New York: Columbia University Press, 1960), pp. 99-154.
Originally published in Columbia University Quarterly, Vol. 23, No. 4 (December 1931), pp. 353-401.

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Historian Herbert B. Adams on Professor John McVickar and historical political economy at Columbia College

…In the continuity of historico-political studies at Columbia College there was another important influence contemporary with Professor Anthon; namely, the Rev. John McVickar, who was appointed Professor of Philosophy, Rhetoric, and Belles Letters in the year 1817. This man, the successor of the Rev. Dr. [John] Bowden, is too little known to American students of History and Economics—in both of which studies he was a remarkable pioneer. It would be a useful, as well as pious service, if some one of the present instructors in the School of Political Science at Columbia would prepare an academic memorial of John McVickar, as he did of his worthy predecessor, Dr. Bowden (1751-1817), in an address delivered to the Alumni of Columbia College, October 4, 1837. Although the life of the Rev. John McVickar has been written, as a “clerical biography,” by his son [William A. McVickar, The Life of the Reverend John McVickar, S.T.D.] (New York: Hurd & Houghton, 1872), there is so much of academic interest in his life and writings, so much unused biographical material in the archives of Columbia College, that a special study of his professorial career would certainly repay the younger generation of teachers.

In general, the service rendered by Professor McVickar to Historical and Political Science at Columbia College resembles that rendered by Profesor Francis Bowen in Harvard College. Under the broad ægis of a philosophical professorship, both teachers protected and encouraged historico-political studies. Both inclined most strongly toward politico-economics. Both produced text-books of political economy, which, in their day and generation, proved very helpful to American students. In these days, when the study of economics is coming to the front in our colleges and universities, it will be recognized as a distinguished honor for Professor McVickar that he was one of the first men in this country to lecture upon political economy to students, and also one of the first to publish a text-book upon the subject.

John McVickar (1787-1863) was the son of a leading merchant of New York City, and was of Scotch descent. Heredity and environment gave him a natural inclination toward the study of economic questions. Born in the business center of the United States, into family acquaintance with wealthy and influential men, into association with Albert Gallatin, Isaac Bronson, and Mr. Biddle, young McVickar could not escape the great problems of currency and banking which agitated his times. Although, after his graduation from Columbia College, educated as a theologian and for a time settled as rector of a parish in Hyde Park, he readily accepted the philosophical professorship made vacant by the death of Dr. Bowden in 1817; and, within a year, petitioned to have Political Economy added to his already wide domain, without any increase of salary. The year 1818 marks the establishment of economic science in Columbia College, [see William and Mary’s claim to priority] which was one of the first to recognize this subject in the United States. For several years the need of a text-book of Political Economy was deeply felt by McVickar as an aid to his lectures. In 1821 he appears to have urged Edward Everett to prepare a suitable hand-book; but the great orator, while expressing interest in the subject, pleaded other engagements. In 1825 McVickar brought out his Outlines of Political Economy. This thin octavo volume, which an American student may well prize if he can now secure a copy, was an American adaptation of J. R. McCulloch’s article on Political Economy originally published in the Edinburgh supplement to the old Encyclopædia Britannica [1824, vol. 6, pp. 216-278]. This article, by the first Ricardo lecturer on Political Economy, well deserves comparison with that in the new edition of the Encyclopædia Britannica [by J. K. Ingram in the 9th ed., vol. 19 (1885), pp. 346-401], for the sake of the historical method which both articles represent. McCulloch, with his review of the rise of economic science, the mercantile system, the manufacturing system, the opinions of Mr. Mun, Sir Josiah Child, Dudley North, Mr. Locke, et al., may be as truly called a representative of the historical school of economics as Knies or Roscher.

It is interesting to reflect that the English historical method of J. R. McCulloch was introduced into America by John McVickar, more than twenty-five years before the rise of either of these German pioneers. By more than fifty years did the Scotch student of McCulloch and Adam Smith anticipate the American disciples of Knies and Roscher in advocating historico-political economy. McVickar appended many original notes to McCulloch; and, among other good things, he said of political economy: “To the rising government of America it teaches the wisdom of European experience.” He called economics “the redeeming science of modern times-the regenerating principle that, in connection with the spirit of Christianity, is at work in the civilized governments of the world, not to revolutionize, but to reform.” Besides his original notes, which show not only deep moral, but profound practical insight into economic questions, McVickar appended a general summary of economic science, which probably reveals something of his own method of presenting the subject to his classes. This text-book, which is said to be “the first work on the science of political economy published in America,”* (McVickar’s Life of John McVickar, 85) was welcomed by Chancellor Kent and Thomas Jefferson in the warmest terms. The sage of Monticello said of the subject which the book represented: “I rejoice to see that it is beginning to be cultivated in our schools. No country on earth requires a sound intelligence of it more than ours.” Among the early economic writings of McVickar are the following pamphlets: Interest Made Equity (1826), an English article, like his textbook, with American notes; Hints on Banking (1827), an original paper of forty or more pages, addressed to a member of the New York legislature, and said to have been the origin of the free banking law of New York (1833), and the scientific forerunner of practical reforms in the Bank of England, 1844, and also the National Bank Act of the United States in 1863 (Appendix to the Life of McVickar, 411). A more distinct foreshadowing of our present national system of banking was Professor McVickar’s article, published in 1841, entitled “A National Bank: Its Necessity and most Advisable Form.” This and other financial articles were published by McVickar in the New York Review, which closed its influential career in 1842. He wrote on “American Finance” [“American Finances and Credit,” The New York Review, Vol. VII, (July 1840).]; on “The Expediency of Abolishing Damages on Protested Bills of Exchange”; on “The Evils of Divers State Laws to regulate Damages on Foreign Bills of Exchange,” &c. A complete bibliography of the writings of John McVickar would be a helpful addition to the Dewey system of classification in the excellent library of Columbia College. In the history of economic thought in the United States John McVickar will surely take an honorable place as an academic pioneer. Practical economists, like Franklin, Robert Morris, and Alexander Hamilton, this country had, indeed, developed; but professorial economists, with original and independent views, were rare in America before the days of John McVickar. His chief rival to priority was Professor [Thomas] Cooper, of Dickinson College and of the University of Pennsylvania, the friend of Jefferson, and the predecessor of Francis Lieber, in Columbia, S.C. By a singular chance the two lines of economic teaching came together at last in Columbia College, New York, when, in 1857, Francis Lieber was called to that institution as the successor to John McVickar.

* This statement… is not strictly true, for Destutt Tracy’s Treatise on Political Economy appeared in 1817. McVickar undoubtedly deserves great credit for pioneer work, but the claim to absolute priority in this country as a lecturer upon Political Economy, asserted for him by his filial biographer, should be viewed with caution until the facts are more fully known,

The subject of History was also taught by Professor McVickar as a branch of his philosophical department. The statutes of Columbia College show that from the beginning of the present century Greek and Roman History, or Classical Antiquities, remained in the hands of the classical department. But some attention was always given to Modern History; and this appears to have been intrusted to the professor of Philosophy, Rhetoric, and Belles Lettres. It was probably a natural continuation of the original historical work of John Gross, teacher of Geography and German, who was made Professor of Philosophy, also, in 1787. The preparation which Professor McVickar enjoyed for the teaching of history was not as good as that which came to him by nature and associations for the teaching of political economy. While yet a theological student, he appears, however, to have pursued a course of historical reading, and to have invented a system of mnemonics which he applied to Bossuet’s Chronology. Entering upon his professorship, McVickar worked out his own methods of instruction by a long course of experience, the results of which may be generalized upon the basis of the following authentic testimony.

In a report of a committee of the trustees of Columbia College, a statement was made, in 1856, by Professor McVickar, with respect to the duties of his department. He said his professorship comprised a “union of historical and philosophical studies,” of which he advised the division. To the sophomores, during their first semester, he taught “Modern European History, more especially from the latter half of the fifteenth century, being the period suggested by Heeren as the true commencement of the European system. The second session was the exact and critical study of English History, as the great storehouse of our political wisdom. In addition to this, there were essays on subjects connected with the course read and criticised in the lecture-room; the whole embodied in notes, as stated in my annual reports.” In regard to his method of teaching, Professor McVickar told the committee that any good history in the hands of students was sufficient. He said, “The subject is studied, not the text-book. My practice is, at the commencement, to explain the subject of text-books, and to give the class a list of the best, any one of which would be satisfactory. I have made it a point to ascertain from the best students of other colleges the results of studying from text-books, and have felt that such instruction makes little impression on the memory.” In reply to a question from the committee as to whether he delivered his lectures from notes, Professor McVickar said: “I have written notes; and in the earlier periods I used to read lectures. Experience brought me to a freer use of notes, as guiding the analysis of the subjects, but not controlling the words.” All this has a modern tone, and indicates a man of sensible ideas. There was, however, one radical fault found with Professor McVickar, which he perhaps inherited from Dr. Bowden; he did not succeed in keeping good discipline among his students. In his eulogy of Dr. Bowden, McVickar said, with a certain reflex significance, “As a disciplinarian he held lightly the staff of authority.” McVickar’s own students appear to have recognized this amiable weakness in their master, and to have presumed upon it. Some dissatisfaction was felt by the administration with what was allowed in the recitation-room of Professor McVickar; and the inquiry into his methods of instruction reveals a certain animus, with a decided tendency toward a reconstruction of the entire department.

In 1857, by the advice and consent of Professor McVickar, the duties of his too laborious and too comprehensive professorship were divided into three independent chairs: (1) Moral and Intellectual Philosophy; (2) Ancient and Modern Literature (Belles Lettres); (3) History and Political Science. Professor McVickar was transferred to the chair of Evidences of Natural and Revealed Religion which he held until 1864, when he retired from office, his duties passing to the then president. The chair of Philosophy was given to Professor Charles Murray Nairne. The chair of Belles Lettres was offered to Samuel Eliot, of Boston; but he declined it, and the duties were then intrusted to Professor Nairne.

Source: Adams, Herbert B. The Study of History in American Colleges and Universities. Bureau of Education, Circular of Information, No. 2, 1887. (Washington: Government Printing Office, 1887), pp. 61-63.

Image Source: Frontispiece from William A. McVickar, The Life of the Reverend John McVickar, S.T.D.] (New York: Hurd & Houghton, 1872.

Categories
Columbia Economists

South Carolina and Columbia. Two inaugural lectures by Francis Lieber, 1835 and 1858

Having just posted some early college exams in political economy from courses taught by Francis Lieber, I thought it would be useful to add this complementary post to provide some biographical content. This is probably as good as any place to add key sections from his inaugural lectures at South Carolina College (1835) and Columbia College (1858) that addressed the topic of political economy.

“Fun” fact: as an enlisted boy-soldier in the Prussian army, Lieber was wounded at the Battle of Waterloo.

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Principal Biographical Works

Thomas Sergeant Perry, editor. The Life and Letters of Francis Lieber (Boston, 1882)

Lewis R. Harley, Francis Lieber: His Life and Political Philosophy (New York, 1899).

Chester Squire Phinney, Francis Lieber’s Influence on American Thought and Some of His Unpublished Letters (Philadelphia, 1918). [Ph.D. Thesis, University of Pennsylvania]

“Lieber. (1800-1872.) Reception of the Lieber Manuscripts” in Daniel Coit Gilman, Bluntschli, Lieber and Laboulaye. Commemorating acquisition of Bluntschli and Lieber collections by the Library of the Johns Hopkins University, pp. 13-26.

Frank Dreidel, Francis Lieber: Nineteenth-Century Liberal. (Baton Rouge, LA: Louisiana State University Press, 1948).

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An Appreciative South Carolina wrote in 1859…

Francis Lieber was born March 18, 1800, in Berlin, Prussia. He went first to a private Grammar School in Berlin, and then to one of the old gymnasia in that city, called the Gray Convent. When but a lad, he left the school-house for the tented field, and had the good fortune to bear a part in some of the most renowned battles in modern times. I need only mention the names of Ligny, Waterloo and Namur. Upon his return from his campaign, he set to work to prepare himself for the University of Berlin, to which, in a short time, he was admitted, and where he was first matriculated. Subsequently he became connected with the University of Jena, a Saxon University, where, to secure himself against the interference of the Prussian Government, he was obliged to acquire the right of academic citizenship, by procuring the title of Doctor of Philosophy. From the University of Jena, he went to the University of Halle, and thence to Dresden, to pursue his studies privately. The oppressions of Greece now touched his heart, and he could not resist her appeals for help. He joined the Philhellenes, and repaired to that country to fight her battles. He next made his way to Rome in spite of the vigilance of the police, and was cordially received by the great historian Niebuhr, then the Prussian embassador, and made an inmate of his family. From Rome he went to his native city Berlin, and from Berlin he fled to England. He had now left his native country, and before I accompany him on his voyage to the New World, which, was to be his future home, let me mark some of the more interesting events of his past life. He belonged to the party of Liberals, and this party was persecuted throughout Germany. When a student at Berlin, he was charged with being a Revolutionist, and committed to prison. Upon his return to Berlin from Rome, he was a second time thrown into prison, and released by the influence of Niebuhr. Being threatened with a third arrest for the publication of certain poems written while in confinement, he fled the country as the only means of escape. Before leaving Germany, he published the Journal of his sojourn in Greece, which he wrote in Niebuhr’s house in Rome, and which has the distinction of being the first book which he gave to the public. This work was well received, and translated into several languages. In England certain tracts and contributions to German periodicals embraced pretty much his published labors. He arrived at New York in 1827, and took the preliminary steps at once to become a citizen of the United States. He made up his mind to fix his residence at Boston. He was a stranger, poor and friendless, and knew not what to do. But he could not remain idle. The consciousness of being in a land of liberty, where there were no restraints upon free inquiry, where the press was not muzzled, and where there were no dungeons for the expression of honest opinion, gave him courage. He conceived the bold idea of writing an American Encyclopedia. I have conversed with him about this period of his life, and as it was the beginning of a brilliant career of author ship in this country, a word of private history may not be without interest. One afternoon in Boston, when a dark cloud was resting upon his mind, he threw himself upon his bed, and indulged in profound reflection. “What shall I do?” was the overwhelming question. He felt that his brain was the only thing which he could draw upon for support. But how was that brain to be used? In what channel were his labors to be directed? In reading the lives of eminent scholars, how often do we find that at the outset they have been borne down, and for a period made miserable by this burdensome and heart-rending thought! Many a genius, under similar circumstances, has sunk never to rise again. A volume of the Conversationes-Lexicon happened to lie on a table in his room. As his eye rested upon it, he exclaimed. aloud, “That’s the thing; I’ll write an Encyclopedia.” He wrote out a plan at once, carried it to some of the leading men of Boston, and they gave it a hearty approval. He left immediately for Philadelphia, contracted with the publishing house of Carey and Lea, and sat down at once to the performance of his herculean task. The Encyclopedia was begun in 1828, and finished in 1831. From Boston he went to New York, where he resided for upwards of a year. He was not idle, but published none of his leading works during that period. His next residence was at Philadelphia, and there it was his fortune to become acquainted with the Hon. Mr. Drayton, formerly of Charleston, South Carolina, and to enjoy the respect and regards of that distinguished gentleman. The close of the year 1834, as has been previously stated, was marked by an almost desperate condition of the South Carolina College, and a thorough re-organization became a matter of necessity. A temporary arrangement was made to carry on the College for the first half of the year 1835, and Dr. Lieber, urged by his friend, Col. Drayton, left for Charleston with letters to Governors Hamilton and Hayne, who at once became his ardent supporters, and procured his consent to have himself put in nomination for a place in the new Faculty. June 5, 1835, he was unanimously elected Professor of History and Political Economy. At a subsequent period Political Philosophy was added to his department. Most of his principal works were written when he held a Professorship in the South Carolina College. Among these may be mentioned his Manual of Political Ethics, his Legal and Political Hermeneutics, or Principles of Interpretation and Construction in Law and Politics, his Essays on Property and Labor, and his Civil Liberty and Self-Government.

In 1844 and 1848, by permission of the Board of Trustees, he visited Europe, and while in Germany, published certain essays, which attracted attention. I have mentioned only the chief works of Lieber; those upon which his fame as an author is to rest. Beside these he published various tracts and essays on different subjects; all of them are valuable, and several are regarded as of high merit. I think that his reputation as a thinker and author, must finally rest, however, upon his Ethics, his Hermeneutics, his Labor and Property, and his Civil Liberty and Self-Government. I would not have the reader suppose that I attach but little value to his Encyclopedia. This is truly a great work of its kind. It met a pressing want. Something of the sort was much needed, and it accomplished the entire purpose for which it was designed. Perhaps a more acceptable service could not have been rendered. The great end was to diffuse knowledge in a country whose happiness is founded on liberty, and whose liberty is only to be preserved by widely spread information. Though the German work was adopted as the basis, it was the leading idea to make it an American Encyclopedia, by embodying in it all the valuable information relating to America, and I believe that this purpose was thoroughly accomplished. If he had left nothing else, this would be sufficient to secure for him an enviable reputation. Perhaps no book published in this country ever met with greater favor from the public. The necessities of the author compelled him to part with the copy-right, and others have received the pecuniary reward for his labors. But he had a higher compensation. His name soon became known to the people of this vast confederacy, and he was proud in the consciousness that whatever might be done in the future in this department of literature, he had led the way, and could not be forgotten. But the work was an Encyclopedia, and the world is apt to believe that an Encyclopedia is nothing more than an alphabetic digest, and arrangement of present science and knowledge. They regard it only as a monument of industry, and are reluctant to accord to the author the honors of original contribution. Though a book to make him remembered, it was not a book to give him reputation as a thinker, and his highest fame, therefore, must rest upon his other publications. Let not my remarks be construed into a disparagement of this truly valuable work. It soon became in truth the American Encyclopedia, and there is, perhaps, little risk in saying, that it has contributed more to the diffusion of general knowledge among us, than any book which was ever issued from the American press. It is not my design to give a notice of his many works. The greatest minds of our country have passed judgment upon them, and he would be truly a bold man who would now question their rank and position. The Manual of Political Ethics, the Essay on Property and Labor, the Hermeneutics, the Treatise on Civil Liberty and Self-Government, have received the highest praise from Story, Kent, Greenleaf, Prescott, Bancroft, and others in this country, and many of the best minds of Europe have added their warmest commendations. His works have been translated into several of the languages of Europe, and adopted as text-books in many of the highest Colleges and Universities. Perhaps no living author is more frequently referred to on all the great questions which he has discussed. Having written so much, and written so well, and in all exhibited the spirit of the true philosophical thinker, there are few subjects in any department of inquiry which cannot be illustrated by an appeal to his works. His service in this respect cannot be more strikingly set forth than by mentioning the fact, that in the discussion of the Elder question in the Presbyterian Review, a clergyman of the Presbyterian denomination, who in genius and learning is surpassed by no Divine in our country, refers to him in language of highest compliment. Can it be doubted that he is one of the great writers of the 19th century! Surely not when the United States, England, France and Germany, all unite in his praises, and have bestowed upon him the honors which are reserved only for the most successful authorship. It is to be remarked, that he has grappled with the most abstract and complex problems, and that he has earned his rewards, therefore, in the fields of highest thought and reflection. He has kept company with master minds, and vindicated his title to fellowship with them. The nature and philosophy of government, the application of the principles of ethics to the science of politics, the principles of interpretation as applicable to the duties of the law-giver, and the science of jurisprudence, the subjects of liberty, labor and property, these are the mighty themes to which he has consecrated his talents and his learning, and on which he has ventured to teach and enlighten his age. In such a field no common mind, no common learning could have achieved any measure of success. Known as he is throughout this country, he is one of a few American citizens who have an enviable European reputation. The estimate in which he is held is exhibited in the many honors and distinctions which have been conferred upon him by various learned Societies and Universities. I will only say here, that Harvard conferred upon him the degree of LL.D., that the French Institute elected him and Archbishop Whately on the same day, corresponding members to fill two vacancies, and that the King of Prussia offered him a Chair in the University of Berlin. He is enrolled among that select number described by Carlyle, “whose works belong not wholly to any age or nation, but who, having instructed their own con temporaries, are claimed as instructors by the great family of mankind, and set apart for many centuries from the common oblivion which soon overtakes the mass of authors, as it does the mass of other men.”

I have now made an allusion to the literary labors of Dr. Lieber. The character of his mind is well displayed in his works. The feature which perhaps would first strike the reader, is the fullness of his information, the amount of his laborious research. All that is known of his subject seems to have been stored away in his capacious brain, and he deals it out with a generous prodigality that looks like waste and extravagance. The whole encyclopedia of knowledge seems to be at his command, and he scatters it like one who feels that his treasures are exhaustless. His memory then is of the largest capacity. And will any of my readers give utterance here to the notion, that this great memory is proof that he possesses no extraordinary strength and vigor of understanding, and that he is wanting in high original powers? It is a popular idea, but I have ever regarded it as the refuge of ignorance and indolence. It is true that Lieber has mastered the thoughts of others; that in the particular department of inquiry to which he has devoted himself, he has gathered all that is valuable. But is this to be matter for reproach? He has not been content, however, with it: he is an earnest and bold thinker, and the knowledge and the speculations of others are not unfrequently used by him as stepping-stones to conduct him to still greater heights. I know that I am not mistaken when I say that he is no servile copyist, no mere follower in the footsteps of other men. On the contrary, he is remarkable for independence of thought, whether in conversation or in writing, and is prone to give utterance to his opinions now and then, with what might be called offensive dogmatism. I think that an examination of any one of his leading works will exhibit very prominently this feature in his mental constitution. He hesitates not to assail the opinions of any author, however renowned, and is ever ready to make battle with the most formidable antagonist. In this he displays a high courage, and a perfect self-confidence. I have sometimes suspected that he carries this too far; that in his eagerness for battle, he may fall short of full justice to his adversary. In all his writings he shows an independence and a love of liberty, which might be called Miltonic. Oppression, despotism in all its forms, whether of the mind or body, is abhorrent to his nature. There is no greater lover of law and of order, and he gives his love to Anglican, American liberty, or, to use his own phrase, to Institutional liberty. Feeling the foot of the oppressor when but a youth, immured in a dungeon because of his liberal principles, it may be said that his life has been one continued struggle for the cause of freedom. Nothing could be more congenial to his tastes, his habits of thought and his principles, than the Institutions of the United States, and feeling all the protection of a well-regulated government, here was opened for him a wide field, where he could labor unrestrained for the great cause to which he had consecrated himself with such devotion. He was the same man; he had changed his home, but not his principles. Even in his adopted country, the victory was not complete. He found the despotism of a fettered commerce, of an exorbitantly taxed industry, and a consequent odious discrimination by government. Could he take any other side than the side of Free Trade! He soon became one of the distinguished champions of the cause, and had the high honor of being styled by Robert J. Walker, the able Secretary of the Treasury, “the philosophic head of the Free Traders of the United States.” But this is not all. Our infant country is rapidly progressive. From causes easily understood, and which it is not necessary to enumerate, we are exposed to peculiar danger from the rise of every possible opinion on every variety of subject, the rapidity with which they are propagated, the facility with which organizations are effected, and the great power which they acquire, and bring to bear in the issues of the country. Some of these are indigenous, while the seeds of others are imported from foreign lands, and find here a genial soil, which soon stimulates them to germination. We have our Masonic and Anti-Masonic parties, our Seers and Prophets, our Socialists, Communists, Agrarians, Free Love Societies, Mormonists, Women’s Rights Parties, Polygamists, Know Nothings, and a long list of societies and associations, in too many instances based upon principles utterly subversive of right and order, and which, if not checked, would soon bring about anarchy and ruin. That man knows but little of the nature and philosophy of the human mind, and of the history of popular delusions, who is not prepared to concede that the grossest errors and superstitions, the wildest and most dangerous hypotheses, may take root and rally to their support a host of zealous and devoted advocates. Of this whole class of reckless innovators and insane enthusiasts, this motlied crew whose sole principle of cohesion is to war upon law and order, and to unsettle the great truths which have been sanctified by the experience of ages, Lieber indulges a feeling of abhorrence, and looks upon them as enemies of progress and the human race. The tone of his works cannot be too much commended. The spirit of justice, of morality and of liberty, breathes though them all. But the effects of his teachings are not limited to America. The press has borne them to the despotisms of the Old World, and wherever there is a struggle for the rights of man, he may be said to be present and bearing his part.

But I am to speak of him as a Professor in the South Carolina College. He was connected with it for upwards of twenty years, and closed his labors in December, 1856. From what has already been said, there can be no doubt that he had all the fullness of learning which could be demanded. With the details of history, with the speculations and systems of philosophy connected with the departments of which he had charge, it is hard to conceive of greater familiarity. To his classes he poured out his learning in one continued stream; and sometimes it confounded from its very profusion. Full of enthusiasm in the pursuit of knowledge, elevating it almost to the rank of a Divinity, he always exhibited the greatest earnestness of purpose. Of the amount of his labors in the College it is not easy to form a correct estimate. His whole time, with but little relaxation, was devoted to the severest toil. From his study to his class room, from his class room to his study — this was his life; and yet, with all this labor, his spirit was fresh, and his ardor unabated. Never have I known a more insatiable appetite, and he was ever in search of food for its gratification. But, not to indulge in metaphor, I have never met a more inquiring mind. He was always in quest of knowledge, and drew it from every source. Like Franklin, he would extract it even from the ignorant and unthinking, and thus he levied his contributions upon all. All know how suggestive a fact may be to a thoughtful mind, and what beautiful superstructures of knowledge have been reared from the humblest beginnings. Overflowing with information on such a variety of subjects, he had it in his power to render a particular service to the young men of the College, which I have always regarded of immense value. In the many public exercises which they are required to perform, such as speeches at the Exhibition, at Commencement, before the Societies, and Prize Essays, nothing was more common than to seek a conversation with Lieber, who would suggest the plan of discussion, and point to the best sources of information. His lectures and his published works, too, furnished a mine of thought and knowledge, from which the richest treasures were drawn. I must call attention for a moment to the arrangements in his lecture room. One would expect to find maps, and charts and globes, in the room of a Historical Professor, as these are the indispensable tools with which he has to work. There is nothing in this, then, to distinguish the room in which Lieber met his classes. But there is something besides which rivets the attention, and appeals to the noblest affections. The walls are graced with busts of the immortal men of ancient and modern times, and thus is brought to bear something of the power of a real presence. Here in mute but expressive silence stand Homer, Demosthenes, Socrates, Cicero, Shakspeare, Milton, Kant, Goethe, Luther, Washington, Alexander Hamilton, Humboldt and William Penn. Here, too, are to be seen the illustrious trio, Webster, Calhoun and Clay, and two of the favorite public servants of Carolina, Preston and McDuffie. I need not insist that these are not to be regarded in the light of mere ornament; that they speak to the souls of all who look upon them, and tend to arouse into activity all that is noble, refining and elevating.

Dr. Lieber’s resignation was accepted by the Board of Trustees December, 1856, and the following proceedings were had on the occasion:

Whereas, The resignation of Dr. Lieber has been accepted by this Board:

Resolved, That the Board of Trustees have a full appreciation of the eminent learning and just reputation of Dr. Lieber.

Resolved, That the Board tender to Dr. Lieber their hearty and sincere good wishes for his future welfare and prosperity.

It is worthy of note, that at a meeting of the alumni of the College, resolutions of a most complimentary character were adopted, and two massive silver vessels presented to him in token of their regard and admiration. I have now brought to a close my very imperfect notice of Lieber as a Professor in the South Carolina College. I have but a single additional remark to make. He must take his place as a star of the first magnitude. In all future time the State will regard his name as one of the brightest and most illustrious on the roll of her Faculty. That he honored her cherished Institution, that he spread her fame to distant lands, and contributed in largest measure to her exaltation and glory, none will question. He will live forever in her history, and never, never, will it be forgotten that her chosen temples of learning were adorned by his ministrations, and that he devoted the best portion of his life to her service and honor.

I shall now dismiss him as an author and a Professor, but I must be permitted to say a word of him as a man. Associated with him for thirteen years as his colleague in the Faculty, and sustaining towards him relations of confidence throughout that period, I think that I have had ample opportunities for forming a right estimate, and that my judgment is entitled to some measure of value. He knows his strength, and never distrustful of his powers, always exhibits a spirit of bold self-reliance. In the ardor of discussion he may become too dogmatic and peremptory, and act like one who never shows mercy, or “gives quarters.” This may create the impression that his character is cast in too stern a mould to allow of the existence of the tender and sympathetic affections. But this is a mistake. His heart is as large as his brain, and endued with a tender sensibility. He can carry out the lesson of the poet:

—— — — — — “to feel another’s woe,
To hide the fault I see.”

I know that he is kindly-natured, free to forgive, and incapable of malice. His personal morality is without reproach, and he illustrates in his life the doctrines so impressively inculcated in his published works. He is fond of the beautiful, and is arrested in admiration whenever it is presented. Is it beneath the dignity of my subject to say that he will almost steal a flower, that he may send it with a complimentary note to a young lady! He loves to look out upon a May-day when the earth teems with buds and blossoms, and how responsive is his heart with its hopes and its joys! Shall I add that he has a youthful fondness for the society of girls, and that no young gallant can surpass him on such occasions in light and airy conversation. But I must not forget his sympathy with little children; “those flowers that make the hovel’s earthen floor delightful as the glades of paradise.” He will play with them by the hour, and leading the way, forget his manhood, and become as one of them. Does not this speak volumes for his heart? Shall I say more? He has left the South Carolina College, but his affections still linger around it. He loves the trees under whose shades he walked for twenty years, the lecture room where he so long labored in the cause of knowledge; and the ivy which he planted, and which now spreads itself in rich luxuriance over the house which he occupied, has fastened its tendrils upon his heart, and is entwined in everlasting embrace around it.

But I have concluded what I had to say. Dr. Lieber is residing at present in New York, and fills the Professorship of History and Political Science in the School of Jurisprudence of the Columbia University, to which he was unanimously elected May 18, 1857. Here is a wide field congenial to his tastes and attainments. He is in the vigor of life, and to human eye many years of labor are yet before him. Long may he live to instruct the youth of America, and to scatter over the world the fruits of his genius and learning!…

Source: M. LaBorde, History of the South Carolina College (Columbia, S.C.: Peter B. Glass, 1859), Chapter XVI. Pp. 395 -410.

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From Lieber’s Inaugural Lecture at South Carolina College (1835)

…Civil history, the main subject of instruction in history in the college, will necessarily lead to inquiries into the various subjects of politics. It is not only my intention to treat of them while I am proceeding in history, but also to teach them, if time can be found, in separate lectures. On the other hand I shall always endeavor to exhibit the whole state of civilization of a country or period under discussion, and try to give a rapid sketch of the literature, the state of sciences, the arts, its commerce and agriculture, which will lead to touch upon subjects more properly belonging to the other science for which you have appointed me. As I shall have frequent occasion to speak on the subject of politics, so will the introduction of history often lead me to topics of political economy, and in the same way shall I make them the subject of separate instruction.

Political Economy, treated as a scientific whole, is of comparatively late origin, though various subjects, belonging to its province, have at different times been treated even in remote periods. There are still many persons, who “do not believe in political economy,” and will of course not allow it the rank of a science, as a few years ago, when Werner broke a new path for mineralogy, many people, and most distinguished ones among them, smiled at the idea of calUng mineralogy a science, or believing in the possibility of systematically and scientifically treating what they called “the stones.”* Nay, there are still persons who deny that geology be a science. Whether political economy be a science or not, it is not here the place to discuss, though it is difficult to see why the difference of opinion and contradictory results at which some, though few, political economists have arrived, should any more deprive their study of the character of a science, than natural philosophy, metaphysics, medicine or theology; nor is it required that any one should believe in political economy. The simple question is whether the subjects it considers as peculiarly belonging to its forum, are susceptible of scientific inquiry, and whether they are of sufficient importance to require investigations of this kind and to be taught in our college.

* See among others some of the letters written by Herder to Goethe, who, it is well known, was an ardent mineralogist and geologist to the end of his life.

I believe it is easy to show that the same relation, which physiology of the human body bears to anthropology and philosophy in general, subsists between political economy and the higher branches of politics — or, political economy has precisely all the importance with regard to society, which the material life bears throughout to the moral and intellectual world. Political economy might be defined by being the science which occupies itself essentially with the material life of society — with production, exchange and consumption; and no one can possibly have thrown a single glance at these subjects, and deny that theystand in the most intimate connection with the moral and intellectual interests of a nation.

If subjects of such universal influence and so extensively affecting the existence of human beings, as labor, wages, capital, interests, commerce, loans, banks, &c. are not matter of sufficient interest for inquiry, then few things are; if they do not depend upon general causes cognizable by the reason of man, then every thing around us is chance, and what is very striking, most regular chance, for it would be strange indeed that in the United States, for instance, many millions of people agree, without exchange of opinions, to pay throughout an immense territory about seventy-five cents for a day‘s work of a common laborer, and that in another immense country, at the north of Europe, many millions of people receive for the same work a few kopecks only, with a uniformity which is perfectly perplexing if the same general cause does not produce respectively this uniform effect. No believer in chance has ever dreamt that the regularity in form, process of growth and ripening of a species of plant be the results of mere chance. Though he might believe that the first cause was chance, he would always allow that by the original mixture of atoms or elements, certain laws were produced according to which nature now effects all the processes which strike us by their regularity; but in our own case, when we speak of human society, we shall at once change the test, and not believe that general, uniform and regular efiects must depend upon fixed causes!

If these causes can be discovered, and what earthly reason is there that they should not? then it is the duty of man to discover them. Having found them, he will be able to subject them to the same processes of reasoning which he applies to every mass of homogeneous facts. Judicious combination and cautious induction will enable him to reason from them and conclude upon new results. If, however, these inquiries are of general interest and importance, they are certainly so to a citizen, who takes an active and direct part in the making of the laws which govern his own society, for they touch upon matters which most frequently become the subject of legislation. It is necessary then that the youths be instructed in this science.

Political economy has not appeared under the most favorable train of circumstances. It is not its lot quietly to investigate a given subject, but it has to combat a series of systematized prejudices, which have extended their roots far and wide into all directions and deep into every class of society, for many centuries past — prejudices which are intimately connected with the interest of powerful classes.

Strange, that man should have seriously to debate about free trade any more than about free breathing, free choice of color of dress, free sleeping, free cookery, and should be obliged to listen to arguments, which, if true, would also prove that the cutting, clipping and shaving of trees, fashionable in the times of Louis XIV, produced most noble, healthful oaks. Still, so ancient is the prejudice, that even Strabo mentions the fact that the Cumæans did not levy any duties on merchandize, imported into their harbor, as a proof of their enormous stupidity. The transition is not easy from so deep-rooted a prejudice and whole systems of laws built upon it, to the natural, simple and uncorrupted state of things, in which man is allowed to apply his means as best he thinks, without fettering and cramping care from above, which is like the caresses of the animal in the fable — stifling.

Two different directions of scientific inquiry seem to be characteristic of our age — minute, extensive and bold inquiry into nature and her laws and life, and equally bold and shrewd examination of the elements and laws of human society, and all that is connected with its physical or moral welfare. Hence we see at once the human mind following two apparently opposite directions with equal ardor — history and political economy. No age has pursued with so much zeal the collection of every remnant and vestige, which may contribute to disclose to us the real state of former generations; and in no age have the principles upon which the success of the human species depends, been investigated with less reserve. Your Board of Trustees has appointed me for these two important sciences, and I feel gratified thus to be placed in a situation, in which I am able to contribute largely to the diffusion of two sciences, which are cultivaied with such intense activity by the age in which my lot has been cast.

Source: On history and political economy, as necessary branches of superior education in free states. An inaugural address, delivered in South Carolina college, before the governor and the legislature of the state, on Commencement day the 7th of December, 1835. By Francis Lieber, LL.D. Printed by order of the Board of trustees.  Pp. 23-26

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From Lieder’s Inaugural Lecture at Columbia College (1858)

…A wise study of the past teaches us social analysis, and to separate the permanent and essential from the accidental and superficial, so that it becomes one of the keys by which we learn to understand better the present. History, indeed, is an admirable training in the great duty of attention and the art of observation, as in turn an earnest observation of the present is an indispensable aid to the historian. A practical life is a key with which we unlock the vaults containing the riches of the past. Many of the greatest historians in antiquity and modern times have been statesmen; and Niebuhr said that with his learning, and it was prodigious, he could not have understood Roman history, had he not been for many years a practical officer in the financial and other departments of the administration, while we all remember Gibbon’s statement of himself, that the captain of the Hampshire militia was of service to the historian of Rome. This is the reason why free nations produce practical, penetrating and unravelling historians, for in them every observing citizen partakes, in a manner, of statesmanship. Free countries furnish us with daily lessons in the anatomy of states and society; they make us comprehend the reality of history. But we have dwelled sufficiently long on this branch.

As Helicon, where Clio dwelt, looked down in all its grandeur on the busy gulf and on the chaffering traffic of Corinth, so let us leave the summit and walk down to Crissa, and cross the isthmus and enter the noisy mart where the productions of men are exchanged. Sudden as the change may be, it only symbolizes reality and human life. What else is the main portion of history but a true and wise account of the high events and ruling facts which have resulted from the combined action of the elements of human life? Who does not know that national life consists in the gathered sheaves of the thousand activities of men, and that production and exchange are at all times among the elements of these activities?

Man is always an exchanging being. Exchange is one of those characteristics without which we never find man, though they may be observable only in their lowest incipiency, and with which we never find the animal, though its sagacity may have reached the highest point. As, from the hideous tattooing of the savage to our dainty adornment of the sea-cleaving prow or the creations of a Crawford, men always manifest that there is the affection of the beautiful in them —  that they are æsthetical beings; or as they  always show that they are religious beings, whether they prostrate themselves before a fetish or bend their knee before their true and unseen God, and the animal never, so we find man, whether Caffre, Phoenician or American, always a producing and exchanging being; and we observe that this, as all other attributes, steadily increases in intensity with advancing civilization.

There are three laws on which man’s material well being and, in a very great measure, his civilization are founded. Man is placed on this earth apparently more destitute and helpless than any other animal. Man is no finding animal —  he must produce. He must produce his food, his raiment, his shelter and his  comfort. He must produce his arrow and his trap, his canoe and his field, his road and his lamp.

Men are so constituted that they have far more wants, and can enjoy the satisfying of them more intensely, than other animals; and while these many wants are of a peculiar uniformity among all men, the fitness of the earth to provide for them is greatly diversified and locally restricted, so that men must produce, each more than he wants for himself, and exchange their products. All human palates are pleasantly affected by saccharine salts, so much so that the word sweet has been carried over, in all languages, into different and higher spheres, where it has ceased to be a trope and now designates the dearest and even the holiest affections. All men understand what is meant by sweet music and sweet wife, because the material pleasure whence the term is derived is universal. All men of all ages relish sugar, but those regions which produce it are readily numbered. This applies to the far greater part of all materials in constant demand among men, and it applies to the narrowest circles as to the widest. The inhabitant of the populous city does not cease to relish and stand in need of farinaceous substances though his crowded streets cannot produce grain, and the farmer who provides him with grain does not cease to stand in need of iron or oil which the town may procure for him from a distance. With what remarkable avidity the tribes of Negroland, that had never been touched even by the last points of the creeping fibres of civilization, longed for the articles lately carried thither by Barth and his companions! The brute animal has no dormant desires of this kind, and finds around itself what it stands in need of. This apparent cruelty, although a real blessing to man, deserves to be made a prominent topic in natural theology.

Lastly, the wants of men I speak of their material and cultural wants, the latter of which are as urgent and fully as legitimate as the former infinitely increase and are by Providence decreed to increase with advancing civilization; so that his progress necessitates intenser production and quickened exchange.

The branch which treats of the necessity, nature, and effects, the promotion and the hindrances of production, whether it be based almost exclusively on appropriation, as the fishery; or on coercing nature to furnish us with better and more abundant fruit than she is willing spontaneously to yield, as agriculture; or in fashioning, separating and combining substances which other branches of industry obtain and collect, as manufacture; or on carrying the products from the spot of production to the place of consumption; and the character which all these products acquire by exchange, as values, with the labor and services for which again products are given in exchange, this division of knowledge is called political economy — an unfit name; but it is the name, and we use it. Political economy, like every other of the new sciences, was obliged to fight its way to a fair acknowledgment, against all manners of prejudices. The introductory lecture which archbishop Whately delivered some thirty years ago, when he commenced his course on political economy in the university of Oxford, consists almost wholly of a defense of his science and an encounter with the objections then made to it on religious, moral, and almost on every ground that could be made by ingenuity, or was suggested by the misconception of its aims. Political economy fared, in this respect, like vaccination, like the taking of a nation’s census, like the discontinuance of witch trials.

The economist stands now on clearer ground. Opponents have acknowledged their errors, and the economists themselves fall no longer into the faults of the utilitarian. The economist indeed sees that the material interests of men are of the greatest importance, and that modern civilization, in all its aspects, requires an immense amount of wealth, and consequently increasing exertion and production, but he acknowledges that “what men can do the least without is not their highest need.”* He knows that we are bid to pray for our daily bread, but not for bread alone, and I am glad that those who bade me teach Political Economy, assigned to me also Political Philosophy and History. They teach that the periods of national dignity and highest endeavors have sometimes been periods of want and poverty. They teach abundantly that riches and enfeebling comforts, that the flow of wine or costly tapestry, do not lead to the development of humanity, nor are its tokens; that no barbarism is coarser than the substitution of gross expensiveness for what is beautiful and graceful; that it is manly character, and womanly soulfulness, not gilded upholstery or fretful fashion — that it is the love of truth and justice, directness and tenacity of purpose, a love of right, of fairness and freedom, a self-sacrificing public spirit and religious sincerity, that lead nations to noble places in history; not surfeiting feasts or conventional refinement. The Babylonians have tried that road before us.

* Professor Lushington in his Inaugural Lecture, in Glasgow, quoted in Morell’s Hist. and Crit. View of Specul. Phil. London, 1846.

But political economy, far from teaching the hoarding of riches, shows the laws of accumulation and distribution of wealth; it shows the important truth that mankind at large can become and have become wealthier, and must steadily increase their wealth with expanding culture.

It is, nevertheless, true that here, in the most active market of our whole hemisphere, I have met, more frequently than in any other place, with an objection to political economy, on the part of those who claim for themselves the name of men of business. They often say that they alone can know anything about it, and as often ask what is Political Economy good for? The soldier, though he may have fought in the thickest of the fight, is not on that account the best judge of the disposition, the aim, the movements, the faults or the great conceptions of a battle, nor can we call the infliction of a deep wound a profound lesson in anatomy.

What is Political Economy good for? It is like every other branch truthfully pursued, good for leading gradually nearer and nearer to the truth; for making men, in its own sphere, that is the vast sphere of exchange, what Cicero calls mansueti, and for clearing more and more away what may be termed the impeding and sometimes savage superstitions of trade and intercourse; it is, like every other pursuit of political science of which it is but a branch, good for sending some light, through the means of those that cultivate it as their own science, to the most distant corners, and to those who have perhaps not even heard of its name.

Let me give you two simple facts one of commanding and historic magnitude; the other of apparent insignificance, but typical of an entire state of things, incalculably important.

Down to Adam Smith, the greatest statesmanship had always been sought for in the depression of neighboring nations. Even a Bacon considered it self-evident that the enriching of one people implies the impoverishing of another. This maxim runs through all history, Asiatic and European, down to the latter part of the last century. Then came a Scottish professor who dared to teach, in his dingy lecture-room at Edinburgh, contrary to the opinion of the whole world, that every man, even were it but for egotistic reasons, is interested in the prosperity of his neighbors; that his wealth, if it be the result of production and exchange, is not a withdrawal of money from others, and that, as with single men so with entire nations the more prosperous the one so much the better for the other. And his teaching, like that of another professor before him the immortal Grotius went forth, and rose above men and nations, and statesmen and kings; it ruled their councils and led the history of our race into new channels; it bade men adopt the angels’ greeting: “Peace on earth and good will towards men,” as a maxim of high statesmanship and political shrewdness. Thus rules the mind; thus sways science. There is now no intercourse between civilized nations which is not tinctured by Smith and Grotius. And what I am, what you are, what every man of our race is in the middle of the nineteenth century, he owes it in part to Adam Smith, as well as to Grotius, and Aristotle, and Shakespeare, and every other leader of humanity. Let us count the years since that Scottish professor, with his common name, Smith, proclaimed his swaying truth, very simple when once pronounced; very fearful as long as unacknowledged; a very blessing when in action; and then let us answer, What has Political Economy done for man? We habitually dilate on the effect of physical sciences, and especially on their application to the useful arts in modern times. All honor to this characteristic feature of our age the wedlock of knowledge and labor; but it is, nevertheless, true that none of the new sciences have so deeply affected the course of human events as political economy. I am speaking as an historian and wish to assert facts. What I say is not meant as rhetorical fringe.

The other fact alluded to, is one of those historical pulsations which indicate to the touch of the inquirer, the condition of an entire living organism. When a few weeks ago the widely spread misery in the manufacturing districts of England was spoken of in the British house of lords, one that has been at the helm,** concluded his speech with an avowal that the suffering laborers who could find but half days’, nay, quarter days’ employment, with unreduced wants of their families, nevertheless had resorted to no violence, but on the contrary universally acknowledged that they knew full well, that a factory can not be kept working unless the master can work to a profit.

** Lord Derby, then in the opposition, and since made premier again.

This too is very simple, almost trivial, when stated. But those who know the chronicles of the medieval cities, and of modern times down to a period which most of us recollect, know also that in all former days the distressed laborer would first of all have resorted to a still greater increase of distress, by violence and destruction. The first feeling of uninstructed man, produced by suffering, is vengeance, and that vengeance is wreaked on the nearest object or person; as animals bite, when in pain, what is nearest within reach. What has wrought this change? Who, or what has restrained our own sorely distressed population from blind violence, even though unwise words were officially addressed to them, when under similar circumstances in the times of free Florence or Cologne there would have been a sanguinary rising of the “wool weavers,” if it is not a sounder knowledge and a correcter feeling regarding the relations of wealth, of capital and labor, which in spite of the absurdities of communism has penetrated in some degree all layers of society? And which is the source whence this tempering knowledge has welled forth, if not Political Economy?

True indeed, we are told that economists do not agree; some are for protection, some for free trade. But are physicians agreed? And is there no science and art of medicine? Are theologians agreed? Are the cultivators of any branch of knowledge fully agreed, and are all the beneficial effects of the sciences debarred by this disagreement of their followers? But, however important at certain periods the difference between protectionists and free traders may be, it touches, after all, but a small portion of the bulk of truth taught by Political Economy, and I believe that there is a greater uniformity of opinion, and a more essential agreement among the prominent scholars of this science, than among those of others excepting, as a matter of course, the mathematics….

Source: Francis Lieber, “History and Political Science, Necessary Studies in Free Countries” — an Inaugural Address delivered on the Seventeenth of February, 1858. New York: 1858. Pages 25-36.

Image Source: Portrait photograph of Professor Francis Lieber from the Brady-Handy photograph collection at the Library of Congress, Prints and Photographs Division. Colorized by Economics in the Rear-View Mirror.