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Harvard. Evsey Domar’s Ph.D. Thesis story. 1947

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This post is the second in the series dedicated to the economists who trained me (the first post about John Michael Montias is here). In the Evsey Domar papers archived at Duke University I found the following two-page, undated typed note about my Doktorvater’s own experience with his dissertation. Let us just say that his thesis committee fell rather short of any reasonable standard of due diligence. 

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M.I.T. Obituary

Professor Emeritus of Economics Evsey D. Domar died on April 1 [1997] in Emerson Hospital in Concord. He was 82.

Domar came to MIT in 1957 as a visiting professor from Johns Hopkins University; he received tenure a year later. In 1972, Domar became one of seven professors endowed by the Ford Foundation. He retired in 1984.

Among Domar’s pupils in macroeconomics was Robert William Fogel, winner of the 1993 Nobel Memorial Prize in Economics.

Domar was an expert on Soviet economics during the Cold War and an early proponent of Keynesian economic theory.

In recent years, Domar remained politically active in his field. Along with 1,100 other economists, he signed an Economic Policy Institute statement opposing the proposed balanced budget amendment.

Domar served as a consultant for the RAND Corp., the Ford Foundation, the Brookings Institution, the National Science Foundation, the Batelle Memorial Institute, and the Institute for Defense Analysis.

Domar was born in Lodz, Poland in 1914. He was raised in Manchuria and emigrated to the United States in 1936.

He received his bachelor of arts from UCLA in 1939, a master of science from University of Michigan in 1940, another MS from Harvard University in 1943, and his doctorate from Harvard in 1947.

Before coming to MIT, Domar taught at the Carnegie Institute of Technology, the University of Chicago, and Johns Hopkins.

Domar was a fellow of the American Academy of Arts and Sciences, the Econometric Society, and the Center for Advanced Study in the Behavioral Sciences.

He was on the executive committee of the American Economic Association from 1964—65, and became the organization’s vice president in 1970, when he was also president of the Association for Comparative Economics.

Domar is survived by his wife, Carola, of Concord, two daughters, Alice D. Domar, of Sudbury, and Erica D. Banderob, of Milton, and three granddaughters.

Source: MIT, The Tech, Vol. 117, No. 19 Tuesday, April 15, 1997.

Image Source: Joshua Domashevitsky (Evsey Domar). 1939 UCLA Yearbook Southern Campus portrait.

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THE STORY OF MY THESIS

When I entered graduate school I knew that someday I would have to write a thesis but I did not have the slightest idea what it would be on. Once, browsing in the Harper Library at the University of Chicago I stumbled into Bronfennbrenner’s thesis. Its mathematics was overwhelming. I was in a panic: surely I would never be able to write anything like it.

Originally, I was supposed to write a thesis on post-war taxation, but as time went on I was finding the subject less and less interesting. In the meantime, I began to publish papers on growth models. Harvard rules permit the submission of several related articles instead of one book-like study. It took me several years to accumulate four papers, of which three, I believe, had been published. (A full time job, whether at the Federal Reserve or in teaching is not the best environment to write a dissertation.) Finally, the last paper was finished and all four were sent to Hansen at Harvard.

I needed the degree very badly. I was very unhappy at Carnegie Tech and anxious to find another job. Prospective employers appeared to lose all interest when informed that I had not yet received my degree. So in the letter accompanying the thesis I besieged (sic) Hansen to render his decision as soon as possible.

Weeks went by with no word from him. Finally I called him on the phone. (In those days long-distance phone calls were regarded as an exotic luxury particularly for an underpaid assistant professor.) “Thesis,” said he, in his gruff voice, “what thesis?” I explained. “Wait a moment, let me find it.” I heard the sound of an envelope torn open. “Fine,” he said, “Fine. Send it in.” And that was all the supervision I was to get.

When I arrived in Cambridge a day before my final examination, I noticed that the secretary of another member of the committee was just bringing my thesis to him. (She tried to hide it behind her back.) At least he had one day to take a look at it.

Schumpeter, who was the third member, never bothered to look at it at all. He invited me to lunch, and said: “You are coming up tomorrow, aren’t you? What shall we talk about?” I told him what I was working on. “Fine,” he said. When the committee met he turned to Hansen, the chairman: “Instead of talking about the thesis, why don’t we ask the candidate to tell us about his current work.” His suggestion was accepted at once, I thought, even with a sense of relief: as I was to find out repeatedly in my time, doctoral examinations can be quite boring for the examiners. And that was my doctoral examination.

Were our teachers guilty of neglect or were they sufficiently brave to pay no attention to rules? Would we have the courage to disregard them under similar circumstances?

 

Source:   Duke University, Rubenstein Library. Evsey Domar Papers. Box 18, Folder “Miscellaneous: Biographical “The Story of My Thesis.”

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Curriculum Economists Michigan

Michigan. History of the Department of Economics through 1940

In preparing the previous post about the Harvard trained economist, Zenas Clark Dickinson (Ph.D., 1920), I ran across his history of the University of Michigan economics department that was published in 1951. The first volume of the Encyclopedic Survey of the University of Michigan was published in 1941 and it is clear from the text of Dickinson’s chapter itself (published in the second volume) that this history only goes up through the academic year 1939-40.

According to Hathitrust, the book in which the chapter appears is now in the Creative Commons for non-commercial purposes only requiring attribution. Economics in the Rear-View Mirror is a non-commercial endeavor and much of its charm comes from the correct attribution of words to people, so I presume there is no rights problem in providing the text of Dickinson’s history here. Bravo Creative Commons!

One fact from this history that I find of particular interest is the announcement that the University of Michigan Library had 22,000 volumes in 1871 before it acquired “about four thousand volumes and from two thousand to three thousand pamphlets” from the library of Prof. Karl Heinrich Rau of Heidelberg, i.e. it grew by about one-fifth from this one major acquisition “especially rich in European works on the Science of Government, Statistics, Political Economy, and cognate subjects.” Also of interest: “In 1912 the department collected some thirty-one photographs and prints of leading economists”…maybe still in the University of Michigan archives? (They appear to have been framed and hung on the walls of the office of chairman Sharfman). [The building was destroyed by an arson fire Christmas Eve 1981, and the Sharfman library and its contents were destroyed.]

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THE DEPARTMENT OF ECONOMICS

Z. Clark Dickinson

EARLY HISTORY.—The specialized teaching of political economy began at Michigan pursuant to the following resolution of the Regents, dated April 14,1880:

That, to provide for the instruction heretofore given by President Angell, Henry Carter Adams …. be appointed Lecturer upon Political Economy for one semester, at a salary of $800. (R.P., 1876-81, p. 497.)

President Angell, who had been teaching classes in this subject during one semester and in international law the other half year, had just been granted leave to become United States Minister to China. Adams (Iowa College ’74, Ph.D. Johns Hopkins ’78, LL.D. ibid. ’15) continued to teach in Ann Arbor only one semester of each year, the other semester at Cornell, until 1887. Then he was appointed to a full professorship at Michigan, a post he held until his death in 1921.

Instruction in political economy, however, was provided in the University from its very inception. The “Catholepistemiad” scheme, drawn up by Judge Woodward in 1817 (see Part I: Early History and Regents), proposed a “didaxia, or professorship,” of “economical sciences” among the twelve subjects of instruction. And, at the Regents’ third meeting (June 21,1837), a resolution was passed “that until otherwise ordained the Professor of Political Economy shall be also Professor of the Ancient and English Languages.” Actually, political economy was taught, until President Angell’s time, by the current professor of moral and intellectual philosophy, who was nearly always the president of the University or the senior member of the faculty. Thus, the early teachers of political economy were Ten Brook, Tappan, Haven, and Cocker. Indeed, President Haven’s chair from 1865 to 1868 was known as the professorship of logic and political economy. As early as 1845 political economy was required during the third term of the senior year in the “Department of Arts and Sciences.” In the later fifties President Tappan’s growing interest in philosophy pushed economics entirely out of the announcements of courses, but it reappeared as an elective study in Haven’s administration and was made a prominent part of the curriculum by President Angell.

A few further details may be gleaned from the annual catalogues-—all with reference to the liberal arts department or college. In 1843-44, for example, seniors apparently were required, during the last term, to study Wayland’s Political Economy. Similar announcements recurred for more than a decade, except that this subject was sometimes taught in the junior year; in 1850-51 Wayland’s text was still used. Juniors of 1852-53, in both classical and scientific courses, were instructed in economics “by the use of text books, accompanied with lectures and by references to the standard works on political economy. The students are here also required to read original essays on subjects connected with the course” (Cat., 1852-53, p. 30).

President Angell, in his first year at Ann Arbor, reported to the Regents:

We should have also, at an early day, a Professor to give instruction in Political Economy, Political Philosophy, and International Law. The very brief course in Political Economy has been conducted by the Professor of Moral and Intellectual Philosophy [Cocker], who would prefer to confine himself to his own special work, and it has not been offered at all to the classical students. I have this year given twenty familiar lectures on International Law to about two-thirds of the senior class. But provision should be made by which every student should be able to take a generous course in the Political Sciences. (P.R., 1871-72, p. 16.)

Dr. Angell proceeded in the following years to develop such courses himself, teaching political economy one semester, international law the other. By 1879-80, the year before Adams came here, Angell was responsible for three classes in economics: two sections of an elementary course and one in “advanced political economy”—all meeting twice a week.

 

Buildings and special facilities.— The first acquisition of special facilities for political economy was announced through the University Calendar (1871-72, p. 10) in the first year of Dr. Angell’s presidency:

The University Library contains about twenty-two thousand volumes. During the past year it has been enlarged by the addition of the library of the late Prof. [Karl Heinrich] Rau, the distinguished Professor of Political Economy in the University of Heidelberg, Germany …. purchased and presented to the University by Philo Parsons, Esq., of Detroit. It contains about four thousand volumes and from two thousand to three thousand pamphlets. It is especially rich in European works on the Science of Government, Statistics, Political Economy, and cognate subjects.

Adams’ earliest activities at Ann Arbor were naturally carried on in University Hall, which was then relatively new. Soon after Tappan Hall was built (in 1894), Adams and his colleague Taylor were transferred there. The department’s work developed in Tappan Hall until about 1910, when the south part of the old Chemistry Building became designated as the Economics Building. This building has been so patched over from time to time that now only its numerous chimneys suggest its former uses. The larger lecture rooms are still fitted with shades and screens for lantern projections, which have not been used for many years. The northern parts of the whole structure (first used in 1857), now known as the Pharmacology Building, usually harbor some animals used for experimental purposes. Also, an additional large basement room was equipped before 1920 as an accounting laboratory, with desk-tables and adding machines. It is overcrowded, and has been for some years, by the large classes in that subject.

Another large room on the second floor became the departmental library about 1914. When Angell Hall was completed, in 1924, the economics and mathematics libraries were combined on its third floor, and the room thus vacated in the Economics Building has served as a statistical laboratory as well as a general classroom. For some years, in the time of Adams and Taylor, virtually all book accessions in economics and sociology were purchased directly by the department for the economics library; since the middle 1920’s most single copies of economics literature have gone into the General Library, and additions to the economics reading room are mainly multiple copies for the larger classes. In 1912 the department collected some thirty-one photographs and prints of leading economists. If funds for the purpose become available, this collection may be extended and suitably displayed.

 

Persons and policies; programs of undergraduate studies. The most obvious divisions of the department’s history are the terms of the three administrative heads—Adams (1880-1921), Day (1923-27), and Sharfman (since 1927).

In Adams’ term several significant phases may be discerned, each phase lasting approximately a decade. For about twelve years after he began lecturing here, Adams conducted the teaching in economics almost single-handed, and until 1887 during only one-half of the year. In 1892 Fred M. Taylor joined him, and soon thereafter Charles H. Cooley became a full-time instructor and began to give courses in sociology. The third decade of Adams’ regime saw the establishment of new courses in industry and commerce and in public control of railways and other industries, taught in part by Edward D. Jones and Harrison S. Smalley. In the fourth decade (after 1912), public control of industry was further developed by I. L. Sharfman, and in this period students, teachers, and courses in business administration and sociology all became more numerous. The School of Business Administration (see Part VI: School of Business Administration) was created in 1924, three years after Adams’ death. The Dean of the new school, Edmund E. Day, continued to be Chairman of the Department of Economics in the College of Literature, Science, and the Arts until his resignation from the University in 1927, since which year the School and the department have been headed respectively by Dean Griffin and Professor Sharfman. The group teaching sociology (see Part IV: Department of Sociology) remained administratively a wing of the Department of Economics until 1931, two years after Cooley’s death; and a year or two later sociology offices and classes were removed to the old Law Building (Haven Hall).

The roster of persons who have taught economics and business in the Department of Economics (or Political Economy), from the beginning of such instruction at the University through the year 1939-40, includes 183 names. This count excludes eight nonresident lecturers in political economy, also Cooley and other sociologists, and appointees in the School of Business Administration in 1924 and later years. Classified by highest rank attained up to 1940, this roster includes eighteen full professors, four visiting professors, six associate professors, fourteen assistant professors, seven lecturers, ninety-four instructors, and forty teaching fellows.

Henry Carter Adams, 1880-1921.— Adams was called to Michigan in 1880, as stated above, to take over President Angell’s one-semester offerings in political economy. Within a few years, under the stimulus of the School of Political Science (see Part IV: Department of Political Science) , various other courses were announced under the heading “Political Economy.” These announcements signify the beginnings of Adams’ instruction at the University of Michigan in public finance and industrial history, and they also show how early he developed alliances with other departments and with people and organizations outside the University. For 1882-83, for example, the following courses were announced in connection with the economics offering: Public Scientific Surveys, Relations of Government to Scientific Progress; and Economic Development of Mineral Resources. These two courses were taught respectively by the professors of geology and of mineralogy and mining engineering.

During the first year of his full professorship here (1887-88) Adams introduced a course designated Principles of the Science of Statistics. At about the same time he became chief statistician for the Interstate Commerce Commission, which post he held until 1912. In this period also appeared germs of other types of instruction which grew to great importance—notably advanced economic theory, international trade, and social and industrial reform. The classes had already attained such size that Adams was allowed an assistant. This assistant, Frederick C. Hicks (’86, Ph.D. ’90), later president of the University of Cincinnati, became Instructor in Economics in 1890-91. During the latter academic year Adams was absent, doing work with the Interstate Commerce Commission, and his place was temporarily filled by Fred Manville Taylor (Northwestern ’76, Ph.D. Michigan ’88), who was then teaching history and political economy at Albion College.

By 1892, the year when Taylor came here permanently as Assistant Professor of Political Economy and Finance, ten courses in political economy were announced for each semester—”classified,” according to the Calendar of 1892-93, “as undergraduate, intermediate, and graduate courses.” Frank Haigh Dixon (’92, Ph.D. ’95), later Professor of Economics at Dartmouth and at Princeton, assisted Adams in his course (for which five sections were listed) on industrial history; and Charles Horton Cooley (’87, Ph.D. 94) taught Theory of Statistics and History of Political Economy, as well as an elementary course in economics. Taylor was giving two or three one- or two-hour courses each semester in currency and banking, American industrial history, agrarian, socialist, and communist movements, and social philosophy with reference to economic relations, and he was also assisting Adams in a course announced as Problems in Political Economy. The problems studied, according to the Calendar, were “the railroad problem; industrial crises; free trade and protection; industrial reforms; labor legislation; taxation.” Taylor, moreover, was already launched on his own introductory course in principles (Elements of Political Economy—three lectures a week and one quiz hour for each of the four sections). The four teachers collaborated, each semester, in a weekly two-hour seminar, Current Economic Legislation and Literature.

This 1892-93 offering was typical of its decade, except that within a few years Cooley was beginning his career in sociology, and Taylor took over the history of political economy. The Calendar for 1888-89 had announced a seminar “designed for candidates for advanced degrees,” and in 1895-96 Adams, Taylor, and Cooley were listed for a course of three credit hours on “critical studies in economics and sociology, intended especially for graduate students but open to seniors specializing in political economy, who satisfy their instructors of their fitness for the work.”

Not until 1910 did the curriculums in business administration, which developed into a separate School in 1924 (see Part VI: School of Business Administration), become as prominent as economics and sociology were in the departmental announcements; but the year 1901 was marked by two significant appointments—those of Edward David Jones (Ohio Wesleyan ’92, Ph.D. Wisconsin ’95) as Assistant Professor of Commerce and Industry and of Durand William Springer (Albion ’86, A.M. Michigan ’24) as Lecturer on Accounts. The Calendar of that year refers to “those who wish to combine the study of political economy and finance with history, political science, and law for the purpose of preparing themselves for some one of the several professions or careers to which this group of studies naturally leads.” (This is reminiscent of the similar aims of the School of Political Science about twenty years earlier.) And, in the Calendar for 1902-3, the following paragraph first appeared:

Industry and Commerce. The courses in industry and commerce have for their special object the study of organization and processes of modern business. They are closely related to economics, both as a study of wealth production and as an account of economic principles in industrial society. Some of them are technical in character and are intended to rank as semi-professional courses.

In the new courses which Jones taught relating to industrial development and organization appeared professors from the Departments of Geology and of Law. There was also a revival of nonresident lectureships, one of them “on the industrial significance of ship canals.”

The teachings of Adams in governmental control of railways and of other industries were supplemented, at first by those of Harrison Standish Smalley (’00, Ph.D. ’03), who in 1903 was appointed Instructor in Political Economy. In the year of Smalley’s death (1912) the services of Isaiah Leo Sharfman (Harvard ’07, LL.B. ibid. ’10) in the University were begun. Sharfman, who advanced to a full professorship in 1914 and has been Chairman of the Department of Economics since 1927, applied his training in law and his experience in teaching and research to the elaboration of courses on corporations, railways, and public utilities, from the standpoint of public policy and social control.

Edmund Ezra Day, 1923-27.—Edmund E. Day (Dartmouth ’05, Ph.D. Harvard ’09, LL.D. Vermont ’31), who left Michigan in 1927 to join the Rockefeller Foundation and is now president of Cornell University, began his teaching and chairmanship here in February, 1923. The total enrollment in the department had been growing very rapidly, as will be shown below. This growth, and the difficulty of even maintaining the upper staff during Adams’ last illness and the interregnum, had thrown the teaching of the numerous students in economics, sociology, and business administration into the hands of less than a dozen men of professorial rank, assisted by a crew of instructors working toward their doctor’s degrees. Day was enabled to enlarge the upper staff and to set up a professional school of business administration, including its Bureau of Business Research, which has been of assistance in some economic studies and publications. (The teachers of sociology already had practical autonomy, though they were formally within the Department of Economics until 1931.) From Day’s time also dates continuous existence of the present Economics Club, which arranges evening meetings at irregular intervals, where faculty members and graduate students of economics and business administration present findings from their researches and have discussions with visiting scholars in these fields.

Soon after his advent, Day urged upon the faculty of the College of Literature, Science, and the Arts the development of a scheme of majors or concentration, to be part of the requirements for the bachelor’s degree. (This College at the University of Michigan was one of the last academic strongholds of the “free elective system.”) His committee’s plan was rejected, but within a few years (1931) another committee secured adoption of the present concentration plan.

Isaiah Leo Sharfman, 1927 to date.— In the department’s latest decade, enrollments have continued to grow, and the undergraduate concentration program has received increasing attention.

 

Enrollments.—In the academic year 1912-13, when available records were begun (Professor Sharfman soon thereafter became Secretary of the Department), there were 793 enrollments in introductory courses, 822 in more advanced economics, 434 in business administration, and 457 in sociology; a total of 2,506 student class-members within the department, averaging some 1,250 each semester. By 1916-17 the corresponding total for both semesters had grown to 4,426. The war reduced this index to 2,834 1n 1918-19; then came a deluge of 6,712 enrollments (elections) in 1919-20 and still more (7,626) in 1920-21. Thus, in the autumn of 1920 Taylor had the task of organizing instruction of more than 1,000 students in his introductory course; and great upswings had occurred in all the other categories of courses in the department. This heavy tide subsided somewhat within a few years. Elections in courses then in the department but now given in the School of Business Administration reached their peak of 1,891 in 1921-22; while elections in sociology rose to nearly 2,100 just before the separate Department of Sociology was organized (1931). The total elections in elementary and advanced economics courses remained close to 3,000 from 1925 to 1929, fluctuated near 3,300 until 1934, and between 1937 and 1940 have run above 4,700. This last rise is attributable in part to new requirements and recommendations in various curriculums of the College of Engineering. Already in 1912-13 there were 141 elections in special economics courses for students in other colleges, and nowadays the similar courses draw more than 700 elections a year. The introductory courses in accounting (with several hundreds of elections each year) and some advanced work in this field have remained in this department and are patronized in part by students working toward degrees in engineering and law, as well as by those contemplating business and other professional degrees.

Further analysis of trends within the introductory courses shows that the largest number of enrollments in the introductory courses is always in the two semesters of the year’s work on the sophomore level, which serve as a foundation for the more advanced courses in the department. Before 1921 there was only one full semester (four or five hours credit) of elementary principles. At one time, at least (1909-10), six weeks of the second-semester course were devoted to “distribution” theory, the remainder to “problems.” Since 1921 the year’s introductory work—usually for three hours’ credit each semester (one lecture and two or three quiz meetings a week) —has been organized with reference to a framework of principles. Another course provides an introductory survey of economics through one semester for seniors and graduate students whose main interests lie elsewhere.

The percentage of D and E grades in all the department’s courses (including business administration and sociology) in 1912-13 was slightly lower than the corresponding percentage in other courses in the College of Literature, Science, and the Arts, but by 1924 the percentage of D’s and E’s in economics courses had risen well above the general level for the College, though no economics courses have been open to freshmen.

 

Concentration.—The foregoing survey of trends in course elections leads to a historical view of specialization in economics and allied subjects in the College of Literature, Science, and the Arts. For some years before the business and sociology courses were split off there were curriculums within this College leading to certificates in business administration and in social work (with the bachelor’s degree; see Part IV: Department of Sociology). Since 1924 the former of these has been supplanted, in part, by the combined curriculum in letters and business administration—a five-year course, open only to students with a B — or better average of scholarship. This group of students, in their junior year, is supervised by the Department of Economics, which, since the concentration plan of the College of Literature, Science, and the Arts became effective, has also been responsible for upperclassmen concentrating in economics.

Table I shows that usually 10 per cent or more of the juniors and seniors in this College not enrolled in the combined curriculums are specializing in economics. Actually, for most years, this has been the largest single group. The table also shows numbers of juniors, each autumn semester, in the combined letters and business administration curriculum. Availability of this type of combination (in letters and law also, for example) enables the better students to expedite their academic work, and it also distorts, somewhat, statistical comparisons as to numbers and abilities of concentrating groups at the University of Michigan and elsewhere. (At Harvard College, for instance, where concentration has been required over a much longer period and where there are no combined curriculums for undergraduates, about 16 to 17 per cent of all concentrators, in the decade 1926-36, were in economics.)

 

TABLE I
Upperclassmen in the College of Literature, Science, and the Arts Specializing in Economics and Business

First Semester of Academic Year

Juniors in Combined Curriculum in Letters and Business Administration

Junior and Senior Concentrators

In Economics

In the College

Per Cent in Economics

1933-34

40 53 . .   . . . .   . .

1934-35

54 140 . .   . . . .   . .

1935-36

45 166 1,576 10.5

1936-37

52 196 1,670

11.7

1937-38 33 269

1,711

15.1
1938-39 27 279 1,761

15.8

1939-40 41 207 1,870

11.0

A survey was made several years ago which traced the students who made B or better in the elementary economics courses, Economics 51 and 52, in 1932- 33 and 1933-34, to ascertain their later fields of specialization. The largest percentages (26.3 for 1932-33 and 19.6 for 1933-34) went into the combined curriculum in letters and law. Corresponding percentages of these superior students were, for the same years: concentrating in economics, 13.2 per cent and 17.6 per cent; entering the letters and business administration curriculum, 21.2 per cent and 7.8 per cent. These three fields together, therefore, appear to attract about half of the students who show most aptitude in the earlier economic studies.

The full-year course in economic principles, available in the sophomore year, is required before entrance upon the economics concentration program in the junior year is permitted. As an upperclassman this concentrator must take not less than twenty-four nor more than thirty-four hours of credit in economics courses, including a course in accounting or statistics and sequences of two and three courses respectively in two other economic fields—such as theory, money and credit, labor, public control of industry, international economic relations, economic history, and public finance. Certain courses in advanced economic theory are counted in any of the other sequences.

 

Graduate program.—Graduate studies have long been highly important in the program of the Department of Economics.

The count of higher degrees in economics appears to begin with the doctor of philosophy degree awarded in 1890 to Frederick C. Hicks, whose dissertation was entitled “The Foreign Trade of the United States.” In the decade ending in 1900, twelve master’s and seven doctor’s degrees were awarded in this field— among the latter being the doctorate of Charles Horton Cooley (“A Theory of Transportation”). From 1900 to 1910, advanced degrees continued to be few— ten master’s, seven doctor’s. After 1910 the pace quickened. In the next three decades (ending in 1920, 1930, and 1940) the numbers of master’s degrees awarded in economics were, respectively, 34, 87, and 159; and of doctor’s, 7, 19, and 24. The total, 1889 to 1940, is 302 master’s, 65 doctor’s.

The preceding data are believed to be accurate for the period since 1910, but for the earlier years it is not always possible to classify advanced degrees according to field of specialization. Fred M. Taylor, for example, received this University’s doctor of philosophy degree in 1888, his dissertation being entitled “The Right of the State to Be.” His graduate study appears to have been more largely in philosophy and politics than in political economy; his degree therefore is not included in the above count. For three decades after doctorates in economics began to be given here, the subjects of dissertations were usually in Adams’ fields, transportation and public finance, or in Taylor’s fields, money and general theory. Several types of master’s degrees were formerly given in political economy (masters of arts, of philosophy, of laws, and of science; see Part II: Degrees).

Thoroughly capable graduate students with previous training in economics have usually been able to earn the master’s degree in about one academic year and the doctor’s degree in perhaps three or four years of full-time work (beyond the bachelor’s degree). When the School of Business Administration was organized in 1924, it provided for the master’s degree in business administration, based upon two years of study in a specialized and largely prescribed curriculum additional to four years of undergraduate work, except (as noted above) for students in the combined letters and business administration curriculum. More recently programs leading to the degree of doctor of philosophy in business administration have been established in the Graduate School.

Questioning has been heard for some time, in the field of economics as elsewhere, as to what trends should be favored with reference to the master’s degree. The increasing disposition of state and local educational authorities to put a premium on the possession of this degree by high school teachers is, of course, an important part of the general story; but this particular demand has not affected the Department of Economics as much as it has affected many other departments, inasmuch as there has been little demand for high-school teachers offering economics as their major subject. No quantitative studies are available to show the statistical distribution of holders of the master’s degree in economics by occupations and employers, but most of them who do not pursue studies further toward the doctorate appear to find employment readily, notably in secondary teaching of commercial and social studies, in college and university teaching, and in government and business. In addition to the requirements for undergraduate concentration mentioned above, candidates for the master’s degree are required to do a year’s work in advanced economic theory and to write at least one substantial paper, normally in a research seminar.

A somewhat special problem has been presented to the University of Michigan by rather large numbers of graduates of foreign universities seeking advanced degrees. Our list shows that between 1890 and 1902, out of ten persons who received the degree of doctor of philosophy in economics, three bore Japanese names. Since the latter of those dates only one Chinese and one Japanese have earned the doctor of philosophy degree in this department, and from 1902 until 1916 no Oriental names appeared anywhere in the department’s lists of higher degrees. After 1916 they occurred with increasing frequency. Of the ninety-nine recipients of the master’s degree from 1930 to 1936, no less than twenty-six were Orientals— mostly Chinese. Naturally these Oriental students usually have to work here longer than do American college graduates to earn the master’s degree, and a number of them leave without completing the work for it. Variations in studies and standards among the foreign colleges, of course, are still greater than among the numerous American institutions from which we draw graduate students, and such wide differences in background have thus far made it seem inadvisable to require a more nearly uniform curriculum for the degree of master of arts in economics.

In Adams’ time there was no general reckoning between the faculty and the doctoral candidate until, his course and language requirements fulfilled and his dissertation accepted, he stood a long oral examination in which emphasis was placed on the dissertation, the special field, and general economic theory. Candidates were accustomed to prepare themselves in the field of theory by long attendance in Taylor’s advanced courses, which treated new examples of theoretical literature every year.

Within a year after Edmund E. Day came, in February, 1923, the requirements for the degree of doctor of philosophy were modified into a system much like that which prevails at present (1939-40). Before he is well launched on his dissertation, the candidate must now take a preliminary general examination, the major part of which consists of four three-hour written examinations in fields selected by himself out of the principal divisions of economics, always including economic theory and its history. And before these examinations may be written, various preliminaries must be completed, notably foreign-language tests, courses in eight specified economics fields, and preparation in some cognate field. The general examination ends with an oral conference. When these hurdles are cleared, the candidate devotes himself to his dissertation; and after the latter is accepted, he must stand an oral examination on it and his special field.

 

Financial aid.—An important factor in graduate studies everywhere is financial aid to students. A majority of those who have taken the doctorate in this department have been at some stage quizmasters in the elementary courses—a condition which is perhaps normal among the American universities. Frederick C. Hicks, for example, began quizzing for Professor Adams within a year or two after the latter became a full-time member of the faculty, and Hicks earned his doctor’s degree in 1890. By 1895 Charles H. Cooley and Frank H. Dixon had secured doctorates in economics in similar fashion. Such predoctoral instructors in many cases were paid on a full-time teaching basis. In recent years the University’s policy has been modified, so that persons without the doctorate or equivalent attainments are no longer acceptable for the title “instructor.” Graduate student quizmasters are still employed in the economics and other departments, but they are now designated as teaching fellows, and they receive stipends based upon less than full-time service.

Graduate study in economics at the University of Michigan has also been assisted by other fellowships and scholarships. Adams, for example, secured gifts from Messrs. Frank H. Hecker and Joseph Boyer of Detroit, in 1913 and 1914, aggregating $2,500, which funds were employed primarily for the support of two fellows in transportation for two years or more. Probably these fellows had some instructional duties. For some years of late, moreover, the State College fellowships, administered by the Graduate School, have brought alumni and alumnae from Michigan colleges to the department at the rate of one or more almost every year. Other aids for graduate students include or have included the University fellowships and scholarships, the Michigan-Brookings fellowship, maintained jointly by the University and the Brookings Institution at Washington, D.C., the Earhart fellowships and scholarships (see Part IV: Department of Sociology), the Rackham fellowships, and the Taylor fellowship, for which funds are accumulating as mentioned below.

 

Research and publications.—Adams was a pioneer among American economists in the development of syllabi and texts in various political economy courses. The General Library contains, for example, his Outline of Lectures on Political Economy (seventy-six pages, dated 1881), used for instruction at Johns Hopkins, Cornell, and the University of Michigan. And in Adams’ private library is a volume of mimeographed lectures on “The Labor Problem” and other subjects, used in a course which he gave in the Department of Law in the early nineties. By 1902-3 Taylor’s lectures on “Elements of Political Economy” were sold in mimeographed form by Edwards Brothers, Ann Arbor. Taylor’s Chapters on Money—a preliminary textbook for his students—appeared in 1906, and his source book, Some Readings in Economics, in 1907.

About 1915 the following passage appeared in the Preface to the third edition of Taylor’s Principles:

In view of the increased expense to the students due to the frequency of new editions, I shall permit myself to explain that this text, like Professor [Walton H.] Hamilton’s Readings, Professor [George W.] Dowrie’s Syllabus, and other books or pamphlets published by the University for the use of the classes in Economics, brings no pecuniary profit to the instructor immediately concerned or to the University. Any surplus which may emerge is to go into a departmental Printing Fund to be used for the revision and expansion of these texts and for the printing of other class helps.

The printing fund derived from the sale of these texts was drawn upon as indicated, notably for the syllabus used by advanced theory classes, which went through four editions and was distributed gratis to the students. After Taylor’s retirement in 1929, the Regents set aside the $3,638.88 remaining in the fund to accumulate for a fellowship in his memory.

The works just referred to were textbooks, though they embodied a great deal of scholarly research. Taylor’s Principles, for example, was prepared and used as an elementary text; it is nevertheless a profound work in economic theory. Similar observations might be made concerning other texts prepared by Michigan teachers, such as Adams’ Science of Finance.

Rather comprehensive compilations have been made of publications of present and past members of the teaching staff, but it would be impossible to cite precisely even the chief publications of scholarly work done in the Department of Economics. The works of Charles H. Cooley, for instance, are much more relevant to the origins of the Department of Sociology; yet most of them came to fruition while he and his group were closely associated with the economics staff. In some degree a parallel comment would apply to the writings of some teachers in the School of Business Administration, such as Day’s Statistical Analysis, Griffin’s Foreign Trade, and Rodkey’s Banking Process. Jones’s Administration of Industrial Enterprises was a pioneering, widely influential manual on general principles and practices in business organization; its author resigned from this department and University in 1918, six years before the School of Business Administration was established. Friday’s Wages, Prices, and Profits appeared near the end of this economist’s work in Ann Arbor. Some books, such as Goodrich’s The Miner s Freedom, Reiner’s Foreign Investments in China, and Hoover’s Location Theory and the Shoe and Leather Industries, were published after the authors had joined the staff but had been partly prepared previously; others, like Van Sickle’s Direct Taxation in Austria and Ellis’ Exchange Control, were largely prepared during the authors’ connection with the department, but appeared later. Remer’s Chinese Boycotts, Ellis’ German Monetary Theory, and Dickinson’s Compensating Industrial Effort are examples of work carried through to publication during the authors’ teaching here. Associate Professor Robert S. Ford has been senior author of several of the Michigan Governmental Studies, issued by the University’s Bureau of Government, of which he has been Director since 1938 (see Part VI: Bureau of Government).

An important type of scholarship, of course, grows out of doctoral dissertations. Among publications arising out of dissertations in economics accepted by this University may be cited Paton’s Accounting Theory, Dewey’s Long and Short Haul Principle of Rate Regulation, Yang’s Good Will and Other Intangibles, and significant articles by Shorey Peterson on economic problems of highway transport. Three of our dissertations have secured publication in full through winning national prize competitions— Watkins’ Bankers’ Balances, Seltzer’s Financial History of the American Automobile Industry, and Nelson Lee Smith’s Fair Rate of Return in Public Utility Regulation. No funds have been provided here for subsidizing publication of researches in economics as such, but the monographs and dissertations published by our University’s Bureau of Business Research (see Part VI: School of Business Administration) have included several works by members of the economics teaching staff and several dissertations for the doctor of philosophy degree in economics. Economics dissertations thus published, in whole or in part, are those of Wyngarden, Taggart, Phelps, Waterman, Woodworth, and Daniels.

The foregoing retrospect may be supplemented by an attempt to indicate further the significance of the events recounted, with special reference to the structure founded by Adams and Taylor. The interests and abilities of these men, although not always completely harmonious, interacted to produce substantial intellectual achievements and to develop the abilities of many able students and colleagues.

Taylor wrote, shortly before his death, in response to an inquiry from Professor F. A. Hayek (of the London School of Economics, and formerly of Vienna):

…. I greatly appreciated your kind comments on my Principles. As my very limited working capacity made it quite certain that I should do relatively little writing, I early determined to limit myself to doing one or two things and doing them as well as I could. My particular capacities and tastes, added to earlier training in philosophy, made it natural for me, as a teacher of Economics, to devote myself to theory, with only so much attention to the concrete as was necessary to furnish the background for theoretic analysis.

Actually, he did not limit himself so narrowly as is here suggested, in his earlier years, for he labored assiduously in the field of money, banking, and currency. In this province, through his teaching and publications, he was a national intellectual leader by the beginning of the present century. He later became absorbed in problems concerning the elementary course in economic principles and advanced instruction in economic theory. His theoretical publications are based upon somewhat narrow and designedly abstract premises. Although he was always much interested in history and belles-lettres—subjects which he taught at Albion College—he made natural science texts his model for his economic writings, deliberately forswearing literary graces of exposition and making much use of italicized “principles” and “corollaries” as well as of numerical problems. His classroom cabinets stuffed with blueprint charts remain in our buildings as relics, as do a few dictaphone cylinders containing his dictation. The quality of Taylor’s theory slowly obtained widespread recognition, as his disciples spread over wider fields, but in reference to his pedagogical methods (especially as applied to the general run of students in elementary principles) many contemporary observers would agree with the following remark in a private letter from a former colleague:

The defect of the elementary course under Professor Taylor was that it was a course in theory and an exercise in logic, rather than instruction in the practice of the scientific method of determining premises. The result was to make young students who had been exercised in the artificially simplified cases used in the course unduly sure of themselves.

Taylor, however, fully recognized this danger, and uttered many warnings. In his second mimeographed lecture of 1902-3, for instance, appears the following passage, typical of the caveats he was wont to give out:

Doubtless if I would ask you what was your purpose in studying Political Economy many of you would say that you wished to be prepared to have an opinion on certain questions before the country and that you would like to be able to discuss them Intelligently if the occasion arose; and others that they intended to pursue political careers. THE RIGID APPLICATION OF PRINCIPLES TO PRACTICAL CASES IS EXTREMELY DANGEROUS, AND IS APT TO BE A MISTAKEN APPLICATION IN NINE CASES OUT OF TEN [capitals in original].

This teacher was also a lifelong student of socialist literature, and his surviving writings are full of penetrating discussions of its problems. The “Critique of the Existing System,” with which his Principles ends, is distinctly conservative in tone and indicates the general position which he always held. His last publication—an address as president of the American Economic Association in 1928 —on “Guidance of Production in a Socialist State” is now cited approvingly by both socialist and nonsocialist economists. This publication amply testifies to the persistence of his interest in these theoretical issues; but it is clear that he was never optimistic as to the immediate practical possibilities of economic collectivism.

The department’s present courses in elementary economics, money and credit, and social reform are still influenced by Taylor, in that the teachers in charge were his students or colleagues, or both. His favorite field of economic theory, since his retirement, has been divided and cultivated simultaneously by a number of successors, of whom Ellis, Peterson, and Dickinson were for some years personally associated with Taylor.

Different in many ways were the genius and development of Adams. While on the threshold of his career, he boldly jeopardized his worldly prospects by defending labor unions, collective bargaining, and liberal principles in general. Later, his preoccupation with work outside Ann Arbor, especially at Washington, was occasionally considered rather excessive by a few of his Ann Arbor associates; but these labors nevertheless enriched his teaching. He will long be remembered for his work in the field of government finance; other studies which he persistently carried on form a complex composed of principles and administration of transportation, accounting, statistics, and public regulation of industry. Judge Cooley selected Adams to be chief statistician of the Interstate Commerce Commission, not merely because he was Cooley’s colleague in Ann Arbor, but because the younger man had already given such convincing evidences of his fitness as may be found in his classical paper of 1887, The Relation of the State to Industrial Action.

By 1906 statistical reports under oath from the railways to the Interstate Commerce Commission, based on a standard accounting system approved by the Commission, were made mandatory by federal legislation. Adams assisted the railway officials to work out such a system, and later (in 1913) he spent a year in China as special adviser to the Chinese government on railway accounts. These experiences and responsibilities were reflected not only in the courses in railway and transportation problems and in public control of business—which courses were given in both the Department of Literature, Science, and the Arts and in the Law Department—but also in the proliferation of instruction after 1909 in railway organization, operation, and finance. The Hecker and Boyer gifts, referred to above, belong to this epoch; part of the money was used to buy books on transportation for the General Library. Perhaps the most significant innovation of the period was a course in the year 1909-10, entitled Railway Statistics and Accounts. This course is symbolic of the great constructive achievements of Adams and his school toward basing governmental regulation of industry on that foundation which is now generally realized to be quite indispensable —regular statistical reports, made possible by standardized accounting. In this manner and in other ways the Michigan economist developed practical means which the state may use in its efforts to safeguard industry from shortsighted and antisocial actions.

Adams’ work has been carried forward in the department, especially by the two present members of the staff who were his colleagues during his later years— Sharfman (assisted by Shorey Peterson) and Paton. The latter is distinguished both as an accountant and as an economist; his many publications include several texts in accounting, a research monograph on Corporate Profits as Shown by Audit Reports, and his major contributions to the Accountant’s Handbook, of which he is editor. Sharfman, whose teaching and other public service have dealt especially with government regulation of transportation and other public utilities, in Adams’ time published Railroad Regulation and The American Railway Problem; and the year 1937 saw publication of the fifth and final volume of his authoritative Interstate Commerce Commission.

 

SELECTED BIBLIOGRAPHY

Calendar, Univ. Mich., 1871-1914.
Catalogue . . . . , Univ. Mich., 1844-71, 1914-23.
Catalogue and Register, Univ. Mich., 1923-27.
General Register Issue, Univ. Mich., 1927-40.
Lange, Oscar, and Fred M. Taylor. On the Economic Theory of Socialism. Minneapolis: Univ. Minn. Press, 1938.
President’s Report, Univ. Mich., 1853-1940. (P.R.)
Proceedings of the Board of Regents . . . . , 1864- 1940. (R.P.)
University of Michigan Regents’ Proceedings …., 1837-1864. Ed. by Isaac N. Demmon. Ann Arbor: Univ. Mich., 1915. (R.P., 1837-64.)

 

 

Source: The University of Michigan—An Encyclopedic Survey, edited by Wilfred B. Shaw, Vol. II, Part III. Ann Arbor: University of Michigan Press, 1951), pp. 532-545. http://hdl.handle.net/2027/mdp.49015003100477

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Economists Harvard Michigan

Harvard Alumnus. Zenas Clark Dickinson, Ph.D.1920.

The David A. Wells Prize for 1919-20 was awarded to Zenas Clark Dickinson (Harvard Ph.D., 1920) for his dissertation Economic Motives: A Study in the Psychological Foundations of Economic Theory, with some Reference to Other Social Sciences (Harvard University Press, 1922). In this posting we have the Ph.D. General Examination subjects for Dickinson along with biographical material from memorial minutes at the University of Michigan, where Dickinson had a long and distinguished career. 

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ZENAS CLARK DICKINSON
Ph.D. Examinations, Harvard

General Examination in Economics, Monday, May 15, 1916.

Committee: Professors Taussig (chairman), Gay, Yerkes, Day, and Dr. Burbank.

Academic History: University of Nebraska, 1910-14; Harvard Graduate School, 1914-. A.B., Nebraska, 1914.

General Subjects: 1. Economic Theory and its History. 2. Economic History since 1750. 3. Statistical Method and its Application. 4. Public Finance. 5. Psychology. 6. Suitable Field in Economic Theory and its History, with special reference to Psychology.

Special Subject: Suitable Field in Economic Theory.

 

Source: Harvard University Archives. Box: “Examinations for the Ph.D.” (HUC 7000.70). Division of History, Government, and Economics. Examinations for the Degree of Ph.D., 1915-16.

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Memorial

Zenas Clark Dickinson
LSA Minutes
Clark Dickinson (1889-1966)

Zenas Clark Dickinson, Professor Emeritus of Economics, died on March 22, 1966, in his seventy-seventh year. His had been a rounded career of varied and notably faithful service to the University, of recognized research and publication, and of considerable public activity. He retired in 1958.

He was born August 9, 1889, on a farm near Atkinson, Nebraska, the eldest son of Zenas and Nellie Bungor Dickinson. After a schooling interrupted by four years of job-holding in Lincoln, he finished high school in that city in 1910, and in 1914 received his A. B. from the University of Nebraska, with Phi Beta Kappa key. Fellowships at Harvard, with service as assistant in Economics and tutor in the Division of History, Government, and Economics, together with wartime connections in Massachusetts, carried him through his graduate years, with a doctorate in 1920. He had already joined the Economics staff at the University of Minnesota as assistant professor in 1919, and he came to Michigan as associate professor in 1923. His professorship followed in 1929.

He had married Jean Sullivan of Broken Bow, Nebraska, in 1916, and two sons were born to this union, Philip Clark, now of Groose Pointe Farms, and Thomas Lynn of Ann Arbor. There are six grandchildren. Mrs Dickinson died in 1946, and in 1949 he married Dr. Eleanor Smith of Ann Arbor, who survives.

Professor Dickinson’s first main scholarly interest was in the application of psychology to economics, and he pioneered in this area. His doctoral thesis, which won the David A. Wells prize at Harvard, was published in 1922 under the title Economic Motives, which he described as “a study in the psychological foundations of economics, with some reference to the other social sciences.” In negotiating with Chairman Edmund E. Day respecting his Michigan appointment, he wrote that he was interested in teaching economic theory, with attention to its psychological facets, and labor economics, with emphasis on the “psychological problems of work.” Somewhat later, in responding to an inquiry about him from a manufacturer who was seeking an industrial psychologist, Professor Day described him as “one of the very ablest men in the field of his specialization. I know of no one,” he wrote, “who brings such a combination of interests to our subject.” Articles and pamphlets in this area dealt variously with psychological developments in economics, educational guidance and vocational placement, suggestion systems in industry, quantitative research methods, and industrial research in general. His substantial volume Compensating Industrial Effort appeared in 1937.

Even before his graduate studies he had written on the Nebraska scheme of guaranteeing bank deposits, and one article appeared as early as 1914 in the Quarterly Journal of Economics. His work during his graduate years with the Massachusetts Commission on Public Safety and the United States Food Administration involved considerable writing and editing. At a later stage his interest turned to the evolving labor movement of the 1930’s and to related problems and policies, and in 1941 he completed his large study Collective Wage Determination, written “with special reference to American collective bargaining, arbitration, and legislation.” His other writing at this time dealt particularly with wage theory and policy.

In substantial degree he became a practitioner also in this area. In 1939 and 1943, under the Wages and Hours Administration, he carried out assignments in setting standards in various industries. During 1943-45 he was active under the War Labor Board in the settlement of industrial disputes in the Detroit district, and he continued in mediation and arbitration work for a number of years. Later he estimated that he had written the reports in forty to fifty cases in which he had acted.

In the Department’s teaching program Professor Dickinson’s activity reflected his range of interests. At the outset he handled the large undergraduate course in labor problems, but he turned shortly to teaching of a more specialized and advanced character, He taught courses in economic theory and, over a long period, in the history of economic doctrine; in the development of economic institutions and in economic reform and the features of different systems, an early interest of his; likewise in consumer economics, with parallel participation in a local cooperative enterprise. He turned easily to a variety of fields, and he did so willingly as need arose, even adding courses to a normal program. He was at his best with small groups; and a number of graduate students were privileged to work closely with him in his research, With his students his relationship was personal and close.

In unusual degree he was interested in the Economics Department and its people, and his devotion to it was manifest in many ways. When a history of the Department was needed for Wilfred Shaw’s The University of Michigan, An Encyclopedic Survey (1941), he was naturally the one to do it; and his great admiration during his early years here for Professor F. M. Taylor, the Department’s distinguished economic theorist, led him much later to undertake an extensive study of Taylor’s life and work, chapters of which appeared in the Michigan Alumnus’s Quarterly Review. The I. L. Sharfman Fellowship Fund might almost be viewed as a memorial to his promotional effort, and contributions to it at his death were generous.

Within the University but outside the Department, Professor Dickinson had his share of assignments. He served on the Administrative Board of the College, on the Executive Board of the Graduate School, on the University Council, on the Committee on Scholarly Publications, on the Lecture Committee, His notable erudition gave him special value in library matters; and, beside his long handling of Department acquisitions, he served on committees both for the General and the Clements libraries. In 1944 he prepared a report for the Senate Advisory Committee on “Living Costs in Relation to Faculty Salaries,” He was active in the Michigan Academy and the AAUP, He belonged to the University’s Research Club.

Repeated coronary illness slowed his effort after 1950, and few will now remember how active he had been. But that effort was seldom conspicuous, and never directed toward applause. Always he was a gentle man, and even his firmness, which was considerable, was manifest in gentle ways. He was kindly and warm, and these qualities in him were infectious. Family menat much to him, and he made it his role to tend the ties of a scattered clan. His manner in approaching situations or ideas often seemed casual, reflecting perhaps his liberal, undogmatic outlook and a not-too-solemn view of human affairs. Humor pervaded his attitude, and recurrent chuckles followed each amusing encounter, of which, for him, there were many. His wide outlook and reading, his sharp memory, his gift for anecdote made him a fine companion, as he was for many a gracious host. As was fitting, death came gently, with brief warning of its approach.

William B. Palmer
I. L. Sharfman
Shorey Peterson, Chm.

Source: University of Michigan, Faculty History Project.

 

__________________________

Zenas Clark Dickinson
The Michigan Alumnus, June 4, 1932

Nebraska Alumnus Is Economics Professor

Although ranking as Professor of Economics, Zenas Clark
 Dickinson, A.B. (Nebraska) ’14, Ph.D. (Harvard) ’20, might
 as correctly be classified as economist-psychologist-sociologist. During his nine years on the faculty, he has specialized in the study of 
certain labor problems and the psychological phases of general economic theory. At present he also is concerned with the assembling
 of materials on the progress and publications of the Department of 
Economics.

After completing the tenth grade, he was forced to abandon his schooling for four years, during which he became so profici
ent at secretarial work that later it aided in financing his college education. He held an Edward Austin Fellowship at Harvard in 1916-17 
and in 1919, serving also on the newly created tutorial staff in the 
Division of History, Government and Economics.

During the War
 he served with the Massachusetts Food Administration. Some years
 ago he succeeded to Professor-Emeritus Fred M. Taylor’s place on 
the Administrative Board of the Literary College. Not a hobbyist, in
 the ordinary sense of the word, he enjoys greatly the occasional chats
 with former students who visit the Campus.

Source: University of Michigan, The Michigan Alumnus, vol. 38 (June 4, 1932), p. 631.

 

Image Source: Senior Year photo of Zenas Clark Dickinson from University of Nebraska yearbook The Cornhusker (1914), p. 61.

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Columbia Germany Harvard Johns Hopkins Michigan Undergraduate

American Colleges and German Universities, Richard T. Ely, 1880

The economist Richard T. Ely was 25 years of age with a freshly earned Heidelberg doctorate when he wrote the following article on American colleges and German universities in late 1879 or early 1880 while still in Germany. According to his autobiography, he was down to his last three pfennige when the check came in the mail from Harper’s New Monthly Magazine. I have highlighted a few passages in the article for those in hurry.

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

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“This article served to get me out of a very tight spot. One day I had left in my pocket, if I recall correctly, the total sum of three pfennigs, about three-quarters of a cent. What was I to do? At the University of Halle, another fellow-student and American was Marcus Hitch, who afterwards became a lawyer in Chicago. I put on my hat and made my way to my friend’s home about a mile away. When I got there, I said, “Marcus, I am dead broke, I have come to you for a loan.” He replied, “I was just putting on my hat to come to you.” He, too, had reached the end of his resources. I then returned to my room, trying to think of what to do next. What friend did I have in Berlin who could help me out in the present emergency? When I arrived at my room, I found a letter from Harper and Brothers, London, with twelve pounds sterling in it, in payment for my article “American Colleges and German Universities.” I was delighted with this amount. Twelve pounds sterling was equal to two hundred and fifty marks, which was about fifty dollars in New York at that time. My spirits rose and I made my way to my friend Hitch to tell him the good news. When I did, he replied that he had just received a remittance from home and was about to visit me to tell me of it and also to help out.”

Source: Richard T. Ely, Ground Under Our Feet, An Autobiography. New York: Macmillan, 1938, pp. 52-3

_________________________________

AMERICAN COLLEGES AND GERMAN UNIVERSITIES.

by Richard T. Ely

Harper’s New Monthly Magazine, Vol. LXI, No. 362 (July, 1880), pp. 253-260. Copy at Hathitrust.org.

MANY excellent articles and addresses on college and university education in the United States and Germany have been written during the last ten years, but the authors have usually taken it for granted not only that all have clear ideas as to the character and purposes of these institutions, but also that perfect harmony exists between these ideas. The discussion has, therefore, turned upon the means of realizing a character and accomplishing ends not plainly defined. Had, however, each educational reformer first obtained a clear conception of the actual “final cause” of American and foreign universities and colleges, and then compared that conception with the desired “final cause,” it is safe to assert that the present notions in respect to both would be far less confused.

The comparison universally made is between our colleges and the German universities. It is shown that the condition of higher education in the United States is in a sad state—and about this there can be no doubt; that in Germany, on the contrary, it is in a flourishing one; ergo, let us turn our colleges into German universities. The next question is, How? In answer to this it is explained that in the German universities the studies are all elective and optional; in the colleges of the United States, compulsory. The conclusion is not difficult to be drawn. Make all studies in the colleges elective, and the work is done! The country is provided with a set of first-class universities! The German universities have thus been taken as models, and a sort of blind attempt made to imitate them in the way described. German universities are an acknowledged success, it is true; but what does it mean to pronounce an institution a success? It signifies that a harmony exists between the intentions of its founders and managers and the accomplished results. The questions then naturally arise, What is the purpose of the German university? What is its real distinguishing feature? Then, after having answered these, the further questions, Do American colleges have the same aims? If they do not, is it desirable that they should?

The answer to the first questions is not difficult. A German university is, from beginning to end, through and through, a professional school. It is a place where young men prepare to earn their “bread and butter,” as the Germans say, in practical life. It is not a school which pretends or strives to develop in a general way the intellectual powers, and give its students universal culture. This is the first point which should be clearly understood by all trying to Germanize our institutions. As soon as the student enters the university he makes a selection of some one study or set of studies—law, medicine, theology, or some of the studies included in the “philosophical faculty”— chemistry, physics, Latin, Greek, philosophy, literature, modern languages, etc. If a student pursues chemistry, it is because his chemistry is to support him in afterlife; if Latin and Greek, because he is preparing himself for a position as teacher; so it is with the other branches. The first question a university student asks before selecting a study is, “Of what practical benefit will this be to me ?” An opportunity is given to extraordinary talent and genius of developing, however, by allowing a certain freedom in “learning and teaching.” There is no regulation to prevent a student of law from hearing a lecture, e. g., on the Agamemnon of AEschylus; but this rarely happens. Each one has the examination in mind which is to admit him into active life, and, as a rule, pursues only the studies required for passing it, and what is more, pursues them no farther than is likely to be demanded. If a smattering of the history of philosophy is required, as in the theological examination in Prussia, the candidate will read the little work by Schwegler, but stop there. There are exceptions: some study for the love of study, for the love of science, of truth; but they are few. The professors who teach sciences not required for some examination complain that comparatively few students attend their lectures. Professor Wundt, the distinguished psychologist and philosopher of Leipzig, explains in this way the little attention paid to philosophy by German students. In the philosophical magazine Mind, for November, 1877, he compares the German and English universities. “The German student does not,” says he, “like his English compeer, reside at the university simply with the object of general scientific culture, but, first and foremost, he pursues a ‘Brodstudium.’ He has chosen a profession which is to procure him a future living as doctor, practicing lawyer, clergyman, master in one of the higher schools, or the like, and for which he must establish his fitness in an examination at the close of his university career. But how enormously have the subjects of instruction increased in the majority of these professions! …….It requires either compulsion or a specially lively interest to bring our doctors, lawyers, philologists, to the philosophical lectures. But of late compulsion has for the most part ceased.” Professor Wagner, the political economist, of Berlin, has not long since expressed himself quite similarly. He says only a small number of the law students hear his lectures on political economy, or any other lectures which are not absolutely required for examination. In the University of Berlin there are over three thousand matriculated students, and nearly two thousand non-matriculated attendants at lectures; but so celebrated a man as Zeller has only a small number of hearers at his lectures on psychology, because it is a subject required for but few examinations. At Halle in the winter semester 1877-78 only one course of lectures on psychology was announced, that, however, by a clever young man, an author of some philosophical works. Although there are nine hundred students at Halle, the lectures were not delivered, because two could not be found who desired to hear them. The only one who presented himself was the writer, a foreigner, and when he was trying to find number two, and proposed to others to hear the lecture, the answer was, “It is not required for the examination.”

This shows how seriously those college professors and trustees have erred who have imagined that they were turning our American colleges into German universities by making the studies elective and optional. The German institution which corresponds to an American college as a school of general intellectual training is the gymnasium, where there is but a minimum of election in the studies; e.g., Hebrew is optional, and the student has perhaps a choice between English and some other study. The Germans suppose that experienced teachers and men of tried ability, who have devoted years to investigating the matter, are better able to judge of the studies advisable for the general development of the intellectual powers of boys than the boys themselves. It would seem that they might be in the right. On the contrary, the essence of the freedom which each university student has of electing his studies is simply the freedom given to men of selecting their own professions. The door through which every German must pass into office or profession is the examination; but the Minister of Instruction and other public authorities prescribe very minutely the studies required for each examination. Each German student is required to have pursued certain sciences, differing according to his intended profession, before he can enter active life. He has only the liberty of pursuing them when, where, and in the order which he will. He selects his own books, professors, and has his own method. He may be five years in preparing for the examination, or ten, if he chooses to waste time. This is truly a considerable liberty, but far less than it is generally supposed the German students enjoy. Professor Helmholtz, in his inaugural address, delivered October 15, 1877, as rector of the University of Berlin, acknowledges that many German fathers and statesmen have demanded a diminution of even the existing liberty of university life, and adds, farther, that a stricter discipline and control of the students by the professors would undoubtedly save many a young man who goes to ruin under the present system.

There are three departments of our colleges or universities which correspond to three of those of the German universities, and offer no insurmountable difficulty in the perfection of our school system. These departments are those of law, theology, and medicine. The reforms necessary must be evident to men of the respective professions: greater freedom of the schools from the principle of private money-making institutions; a longer and more thorough course of study, as in Germany, where the time required to be passed in previous study for admittance to the professions of law and medicine is about double what it is in the United States; higher requirements for admittance to these professional schools. That here is a place where the government, if not the central, at least that of the separate States, has a duty to perform, no political economist or statesman of note is so given to the laissez-faire principle as to deny. All of our States recognize this, and exercise some control as regards physicians and lawyers. If a tailor makes me a poor suit of clothes, no great harm is done: I try another next time. Besides, I can demand samples of his work beforehand, and even if no tailor myself, am not utterly unable to judge of his work. Here the principle of private competition is the only proper one. But the principle of private competition in respect of law and medicine is not sufficient. If a medical quack kills my child, it does not help the matter to reply to my complaints, “Well, try another doctor next time.” It is heartless. My child is dead, and nothing can help the matter now. “But you should have known that the man was a humbug, ” says some one. I should have known nothing of the kind. It is precisely because I do not know, because I am no physician, that I require one. Again, in many small towns there is only one physician, and the people have no choice. It is the same case with lawyers. An ignorant or incapable man may cause me the loss of my property, or even my neck. This “next time” theory helps the matter not at all. It is too late. There is for me no next time. The man appeared to me clever; he talked well, and I tried him. I judged as well as I could, but my not being a lawyer made it impossible for me to be a competent judge of his abilities. The State, then, does its citizens a real service, and one they can not do for themselves, in forcing candidates for the legal and medical professions to submit themselves to an examination by competent authorities, who pronounce upon their fitness for exercising the functions of lawyers or doctors. This principle is recognized by every civilized government in the world, though perhaps nowhere so laxly and negligently as in the United States. What is necessary, then, as regards these professional schools is for the State by proper legislation to raise the standard of requirements, and so assist the colleges and universities in giving us an able and properly educated set of professional men, as in Germany, where actual legal and medical malpractice are exceedingly rare. England has lately been forced to take a step in the right direction by making the requirements for becoming a physician severer. The profession was too open to the principle of free competition, and the abuses became intolerable. One other means of improving these professional schools would be to bring them in closer connection with the college departments, so that a medical or law student should have the liberty of hearing lectures on history, political economy, etc., if he wished. All the different schools should, of course, have one common library. This is the plan pursued on the continent of Europe. It frequently happens, too, that students of different departments have the same studies, and it is a waste of time, money, and force to separate them here. The law student is not the only one who needs to understand “international law,” nor the medical student the only one who ought to have some knowledge of physiology and hygiene.1

1 The writer does not consider the theological schools, because that is a matter which each Church must take care of for itself, so long as state and church are entirely separate. Where there are so many sects as in the United States it may be well that the schools of divinity should be by themselves.

The so-called college department, or “college proper,” is the one which offers most difficulty to the reformer, and the one where the most confusion prevails. When the course of study is simply one for general culture, it is no part of a university, in the continental European sense of that term. There is, therefore, in America a want of a school offering opportunities to large and constantly increasing classes of men for pursuing professional studies—a want which is deeply felt, and which sends every year many students and millions of dollars out of the country. Where in the United States can a young man prepare himself thoroughly to become a teacher of the ancient classics? A simple college course is not enough. The Germans require that their teachers of Latin and Greek should pursue the classics as a specialty for three years at a university after having completed the gymnasium, which as a classical school would be universally admitted to rank with our colleges. Every college professor of Latin and Greek must admit the need of better preparatory teachers. The poor entrance examinations, when the candidates for admissions do not come from some one of our few old and excellent but expensive academies, like Exeter, Andover, and the Boston Latin School, bear only too strong witness of their previous training. If an American wishes to pursue a special course in history, politics, political economy, mathematics, physics, philosophy, or in any one of many other studies lying outside of the three professions, law, medicine, and theology, he must go to Europe. Even to pursue the study of United States history, the American will do better to go abroad. From Maine to California, from Minnesota to Texas, there is no institution which teaches United States history thoroughly. Many colleges require no knowledge of it, either for entering or graduating. Others imagine that they have done their full duty in demanding a few historical names and dates as condition of admittance. As many—in the country the majority—of our lower schools do not teach history, the result is sad enough. English papers have with reason spoken slightingly of historical instruction in our country. Again, whoever desires, even in theology, medicine, or law, to select some one branch as a specialty, must go to Europe to do so. But these professional schools are already organized, and their needs recognized.

What is to be done about the college department? How get system out of the confusion of our system, or rather no system? for we have in the United States, with the exception of a few States, no school system, although some good schools.2 Until we have adopted a satisfactory system, we may rest assured that thousands of parents will continue to educate their children in Europe.

2 He who would be convinced of the unreason of our educational organization, can do no better than read the able and interesting address delivered by Andrew D. White, LLD., now United States Minister at Berlin, before the National Educational Association at Detroit, August 5,1874. It is entitled, “The Relations of the National and State Governments to Advanced Education,” and published in pamphlet form by “Old and New,” Boston.

We have the materials in the United States for a good school system, beginning in the common school and ending in the university; the need is organization. Dr. Barnard would have three grades—the school, academy, and college.3 But should not a. fourth be added—the university? It is not necessary that the university should be separate from the college, though in some places it might be, as in the Johns Hopkins University, which started with the intent of becoming a university. Harvard will serve as an illustration. If Harvard required a college education for entering any one of its departments, placing them all on a level, made all studies elective except in examination, and enlarged its curriculum so as to enable one to pursue special courses in Latin, Greek, political science, etc., it would become in every respect a professional school, i. e., a. university.4 Those who entered would already have finished their general studies, and would go there to prepare for some particular profession, as that of teacher of Latin and Greek, or some one or two of the natural sciences, or to become physician, editor, etc. Now it is different. Harvard demands very limited requirements for entering its professional schools, but desires that the students of these schools should first complete the college course of four years. So long as this is expected, it seems impossible that the requirements for admission to the college department should be raised. If a young man is eighteen years of age upon entering, he is not able to begin his professional studies before twenty-two, which makes him at least twenty-five upon entering practical life—quite old enough. Harvard’s requirements for admission give the American student a rather longer course before beginning his professional career than is required from his German compeer, who commences them at twenty or thereabouts. If Harvard continues to increase its conditions for admission to the college department, it can not expect the lawyers, doctors, and clergymen to pursue just the college course. The result would be that more young men than at present would begin their professional studies without having previously pursued even an ordinary college course. The solution of the difficulty lies in rather diminishing than otherwise the requirements for admission to the college proper, or academic department, of Harvard, in putting the extra studies in the graduate courses, which latter form part of the university proper, and in requiring a college education at Harvard or some other good college as a condition of entering any department of the university. The writer would thus separate distinctly college education and university education. Their methods and aims are different. The college should adhere to its old plan, give thorough instruction in Latin, Greek, French, German, mathematics, general history, etc. The courses should be, for the most part, prescribed, and contain such studies as would fit young men for taking a position in society as educated gentlemen; then should follow business or professional studies. It would seem that this course ought to be finished at twenty, as Dr. McCosh recommends. In other countries the corresponding courses of study do not require more time, though in most the professional courses are longer and severer, as they will surely become in the United States, as they must become, in a time when all professions are making such strides, and the number of studies increased proportionately. If colleges, then, consecrated themselves to this more modest but more useful plan of becoming higher academies, and nothing more, we should find that our four hundred and twenty-five colleges were not such a great superfluity as we now think. Great laboratories, costly observatories, and apparatus indispensable to a university, would be entirely unnecessary. Thoroughness, of which there is now great lack, should be one of the main points. In some places in the West there would be still too many colleges, but by uniting in some places, and by a better local distribution in others, this could be remedied. Let us compare the statistics of two other countries, in which the excellence of higher instruction is admitted alike by friend and foe— France and Germany. In 1874 Germany had 333 gymnasia, besides 170 progymnasia and Latin schools. The progymnasia are a low grade of academy, but some of the Latin schools rank with the gymnasia. Since 1874 over twenty new gymnasia and progymnasia have been established. We can calculate, therefore, that Germany has at least 350 gymnasia or classical colleges. But besides these there were, in the beginning of the year 1874, 106 “Realschulen erster Ordnung, ” which have a curriculum similar to the Latin and scientific course of some of our colleges, as Cornell. Germany has, therefore, over 450 “colleges proper,” scientific and classical, and is increasing the number. Germany’s population is a trifle greater than that of the United States. Prussia, with less than 26,000,000 inhabitants, had, in 1874, seventy-nine “ Realschulen erster Ordnung, ” with 23,748 scholars ; 228 gymnasia, with 57, 605 students; together, 81,353. It is not to be forgotten that the scholars enter the gymnasia and Realschulen when very young, so that the time required to complete the course is eight years. The programmes of these schools and the statistics seem to justify us in ascribing to a little less than one-third of the scholars the rank of American college students, say, 25,000 in Prussia.

3 Dr. Bernard‘s position is not here accurately stated. In his Albany address he was considering general, and not professional, education; and his complaint was that the ground is taken away from under any possible university proper, in this country, by clothing every petty college with university powers.—Editor Harper’s Magazine.

4 The term university is here used in the sense in which it is, or has come to be, used in Germany. It is not the primary signification. The German universities have developed into professional schools, while the British, originally identical in form with those of the continent, have not undergone that development. Is not the power of conferring degrees, as Dr. Barnard suggests, the distinctive function of a. university, i. e., of a university in the European sense of the term? Are not all the elements that go to make a school a university simply those which fit it for the exercise of this function?— Editor Harper’s Magazine.

France, with a smaller population than the United States, has eighty lycées, with 36,756 scholars, and 244 colleges, with 32,744 scholars; together, 69,500. These schools resemble German gymnasia, and we shall not probably be far out of the way in giving 20,000 of them the rank of American college students.

According to Dr. Bernard’s statistics, as given in Harper’s Weekly, the number of under-graduates in all American colleges is 18,000. We see that a greater proportion of the youth of France and Germany devote themselves to liberal studies than of America. Besides, there are over 19,000 university students in Germany, not to speak of those in the mining and technical schools, undoubtedly many more than in the graduate and professional schools in the United States. In France, in 1868, the attendance at university lectures amounted to 11,903. But in France the faculties have the right of holding examinations and granting diplomas. Twenty-seven thousand six hundred and thirty-four examinations were held in the same year; 9344 received diplomas.

As America becomes older and wealth increases, we might expect, a priori, the proportionate number of Americans availing themselves of the advantages of higher education to increase. This is unfortunately not the case, as the careful statistics of Dr. Barnard too clearly demonstrate. Many reasons can be given for this decrease. One may be the higher standard required for admission by some of the best colleges. One would hardly like to say that, abstractly considered, even Harvard‘s requirements were too severe, but they stand out of all relation to the condition of the lower schools in the greater part of the country. It is not daring to assert that there are entire States in the Union where scarcely a suitable preparatory school for institutions like Harvard, Yale, and Columbia exists. Now parents may be willing to send their sons away from home at sixteen, but most fathers and mothers do not like to do so when they are only ten years old. The remedy lies in a better provision and more careful supervision of grammar and high schools. It were very desirable that none but college graduates, or those who should pass an examination implying the same amount of knowledge as a college graduate is expected to have, should be permitted to occupy the higher positions in these schools. The government has manifestly the same right to demand this that it has to require the present minimum of knowledge. It seems childish to argue the question, but so many good people among us are blindly attached to the laissez-faire principle of the last century that it may be well to put one or two questions to them. What right has the state to force those who wish to teach to pass any examination at all? How can one limit this right, once conceded, so as to make it meaningless? If the government has the duty of seeing that the rising generation is educated, why should it not have the right of using such means as will enable it to accomplish its duty effectually? Nay, what right has the government to use the people’s money, or allow it to be used, in employing public servants who are incapable of performing their duties efficiently? At present the requirements are so low that the supply of teachers greatly exceeds the demand, and that American has had an experience as happy as rare who has not repeatedly seen brazen effrontery take the place away from modest merit. The Germans, whom we often accuse of a lack of practical understanding, exhibit more common-sense in these matters than we. In Germany the requirements are proportioned to the grade of the teacher, and are kept so high that the demand for teachers is slightly in excess of the supply. There is thus a tendency toward a continual advance in quality. Every encouragement is offered to excellence, as it is rewarded proportionately. Another probable cause of the small number of college students is the discredit brought on higher education by Western institutions like the “universities” of Ohio, of which not one, according to so distinguished and well-informed an educational authority as Minister White, can rank above third or fourth class, “judged even by the American standard.” The chief struggle and chief rivalry of each seems to be to obtain a larger number of students than its neighbors. One institution in Ohio has been promised a large sum of money when the number of its students attains a certain figure. The effect on entrance and other examinations is self-evident. Besides, one can not avoid reflecting that that is a rather low state of culture in which men are valued like sheep, at so much a head! To learn what a wise system of State action can do, we have but to look to Michigan, whose educational system, ending in the university at Ann Arbor, is an honor to the country.5

5 For a farther consideration of this point, see the admirable address on advanced education by Dr. White.

A third reason why there are so few college students is palpable in a literal sense—as palpable as gold and silver. The expenses of living at the first-class colleges have increased faster than the wealth of those classes which supply them with their under-graduates. A student can not live comfortably at Harvard for less than $700 per annum, but in the wealthy State of New York there are towns of several thousand inhabitants where a man can easily count on his fingers all the fathers who can educate their sons at such an expense. The scholarships at Harvard are not equal to the demand, and many who would otherwise go to Harvard are too independent to accept them. The tuition fee of $150 is comparatively enormous. The same number of hours’ instruction at an expensive German university, e. g., Heidelberg, do not cost one-third so much, at the University of Geneva not one-sixth. In fact, it is cheaper to go to Europe to study than to go to Harvard. If men of wealth would employ their money in reducing the expensiveness of the first-class colleges, and so opening them up to new classes of society, they would confer a benefit on their country.

When it becomes generally understood that a college education is not a university one, but, according to the old idea, an intellectual training which is desirable for every man who is able to enjoy its privileges, whatever is to be his business or profession, and when colleges return to their former aims, often too hastily forsaken, we may expect to see classes of the people flock to their learned halls who up to this time have neglected them.

Universities are needed, and a few of the best colleges, the development of which already lies in that direction, ought to supply this want. These colleges are well enough known—Harvard, Cornell, the University of Michigan, and, since it has been under President Barnard’s management, Columbia. Many think that Columbia has a special duty in this direction on account of its wealth. It has also the good fortune of being situated in a great city—the only place for a true university, however it may be with a college. Columbia is, too, less expensive than Harvard and some other New England colleges. In fact, in a city like New York one can live upon what he will. Columbia’s generosity in regard to tuition fees, and the way they are remitted, is truly praiseworthy. It is said that one-third pay none whatever; but the. writer was a member of a class in Columbia three years without learning the name of one classmate who did not pay his tuition.

Let no one blame the presidents and professors of our best institutions for not doing more. They are men who do not suffer morally or intellectually by comparison with the faculties of the most renowned European universities. If they had the same advantages as the German professors, they would not do less in advancing science; but at present they are overloaded with work. They are also less independent than the German professors. Science is a tender plant, and requires favorable circumstances for a high development. A professor ought to be lifted above all fear of party and sect.

Germany has twenty-one universities, including the academy at Münster, which has the same rank. We might in the course of time support as many. Once more here is a place for government interference, for we may as well make up our minds once for all that private initiative is not sufficient. England’s educational history proves it as well as America‘s. It is doubtful if in the whole history of the world one single case can be pointed to where private competition and private generosity have proved themselves sufficient. None but universities should be allowed to call themselves such. The government has precisely the same right to forbid this that it has to prevent me from travelling about as Mr. Evarts, and thus securing the various advantages which might accrue to me from representing myself as the Honorable Secretary of State.

The colleges could continue to give the degree of artium baccalaureus, as the French collége and lycées do ; but it should be clearly understood that it is a college and not a university degree. The universities could give the artium magister, or still better, as being more distinct from the baccalaureus, the doctor philosophies, doctor juris, doctor medicinae, doctor scientiarum naturalium, etc., as the German universities do. It should be clearly stated on the diploma in what subject the student had passed his chief examination, as is also the case in the German universities. If a student desired to teach Latin or Greek in an academy or college, he should be obliged to take a course of Latin or Greek at a university. But his doctorate of ancient classics ought not to assist him in securing a position as professor of astronomy.

 

Categories
Economists Michigan

Michigan. 1891 Econ Ph.D. Fred Converse Clark. Obit, 1903.

After the last posting I wondered what had become of Frederick Converse Clark, assistant professor of economics at Stanford during its earliest years. In such matters it is useful to head off to a genealogical website such as Ancestry.com [often available at public libraries, otherwise subscription required] to get a lead. In a family tree at ancestry.com, the obituary below was referenced.  There was even a link to the site www.findagrave.com where we see from Clark’s headstone the correct spelling of his last name (no “e”). He left a wife, son and daughter. 

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FRED CONVERSE CLARKE [sic]

The friends of Professor Fred Converse Clarke [sic], ’87, of the Ohio State University, were inexpressibly shocked at the news of his death by his own hand at Columbus on the morning of September 20. Professor Clarke [sic] had made unfortunate investments during the last few years, and moreover had persuaded many of his friends to put their money into the same mining companies of whose success he was so sanguine. Upon the failure of these companies, Clarke [sic] was utterly cast down by the thought that he had been responsible for the misfortunes of his friends, and he allowed this thought to prey upon his mind until the result was as stated above. After his graduation from the University, Professor Clarke [sic] had taught in the Ann Arbor High School and in Leland Stanford, Jr., University. At the Ohio State University he was at the head of the department of economics and sociology.

Source: The Michigan Alumnus, v. 10, 1903/1904, p. 49.

Image Source: Clark gravestone in Forest Hill Cemetery, Ann Arbor Michigan. At findagrave.com.

Categories
Cornell Economists Germany Johns Hopkins Michigan Socialism

Cornell. Germany and Academic Socialism. Herbert Tuttle, 1883.

The Cornell professor of history Herbert Tuttle, America’s leading expert on all matters Prussian, wrote the following warning in 1883 against the wholesale adoption of German academic training in the social sciences. Here we see a clear battle-line that was drawn between classic liberal political economy in the Anglo-Saxon tradition and mercantilism-made-socialism from the European continent.

In the memorial piece upon Tuttle’s death (1894) written by the historian Herbert B. Adams of Johns Hopkins University following Tuttle’s essay, it is clear that Tuttle wrote his essay on academic socialism as someone intimately acquainted with European and especially German scholarship and political affairs. In the 1930s European ideas were transplanted to American universities typically by European-born scholars. During the latter part of the nineteenth century, the American graduate school model was essentially established by young Americans returning from Germany. Cf. my previous posting about the place of the research “seminary” in graduate education. One wonders whether Herbert B. Adams deliberately left out mention of Tuttle’s essay on academic socialism in his illustrative listing of Tuttle’s “general literary activity”.

I have added boldface to highlight a few passages and names of interest.

 

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ACADEMIC SOCIALISM
By Herbert Tuttle

Atlantic Monthly,
Vol. 52, August 1883. pp. 200-210.

It is a striking tribute — and perhaps the most striking when the most reluctant — to the influence and authority of physical science, that the followers of other sciences (moral, not physical) are so often compelled, or at least inclined, to borrow its terms, its methods, and even its established principles. This adaptation commonly begins, indeed, in the way of metaphor and analogy. The natural sympathy of men in the pursuit of truth leads the publicist, for example, and the geologist to compare professional methods and results. The publicist is struck with the superiority of induction, and the convenience of language soon teaches him to distinguish the strata of social development; to dissect the anatomy of the state to analyze political substance; to observe, collect, differentiate, and generalize the various phenomena in the history of government. This practice enriches the vocabulary of political science, and is offensive only to the sterner friends of abstract speculation. But it is a vastly graver matter formally and consciously to apply in moral inquiries the rules, the treatment, the logical implements, all the technical machinery, of sciences which have tangible materials and experimental resources constantly at command. And in the next step the very summit of impiety seems to be reached. The political philosopher is no longer content merely to draw on physical science for metaphors, or even to use in his own way its peculiar methods, but boldly adopts the very substance of its results, and explains the sacred mystery of social progress by laws which may first have been used to fix the status of the polyp or the cray-fish.

It is true that this practice has not been confined to any age. There is a distinct revelation of dependence on the method, if not on the results, of the concrete sciences in Aristotle’s famous postulate, that man is “by nature” a political being. The uncompromising realism of Macchiavelli would not dishonor a disciple of Comte. And during the past two hundred years, especially, there is scarcely a single great discovery, or even a single great hypothesis, which, if at all available, has not been at once appropriated by the publicists and applied to their own uses. The circulation of the blood suggests the theory of a similar process in society, comparative anatomy reveals its structure, the geologic periods explain its stages, and the climax was for the time reached when Frederick the Great, whose logic as well as his poetry was that of a king, declared that a state, like an animal or vegetable organism, had its stages of birth, youth, maturity, decay, and death. Yet striking as are these early illustrations, it is above all in recent times, and under the influence of its brilliant achievements in our own days, that physical science has most strongly impressed its methods and principles on social and political investigation. Mr. Freeman can write a treatise on comparative politics, and the term excites no protest. Sir Henry Maine conducts researches in comparative jurisprudence, and even the bigots are silenced by the copiousness and value of his results. The explanation of kings and states by the law of natural selection, which Mr. Bagehot undertook, is hardly treated as paradoxical. The ground being thus prepared — unconsciously during the last century — consciously and purposely during this, for a close assimilation between the physical and the moral sciences, it is natural that men should now take up even the contested doctrine of evolution, and apply it to the progress of society in general, to the formation of particular states, and to the development of single institutions.

Now, if it be the part of political science merely to adapt to its own use laws or principles which have been fully established in other fields of research, it would of course be premature for it to accept as an explanation of its own phenomena a doctrine like that of evolution, which is still rejected by a considerable body of naturalists. But may not political science refuse to acknowledge such a state of subordination? May it not assert its own dignity, and choose its own method of investigation? And even though that method be also the favorite one of the natural philosopher, may not the publicist employ it in his own way, subject to the limitations of his own material, and even discover laws contrary to, or in anticipation of, the laws of the physical universe? If these questions be answered in the affirmative, it follows that the establishment of a law of social and political evolution may precede the general acceptance of the same law by students of the animal or vegetable world.

At present, however, such a law is only a hypothesis, — a hypothesis supported, indeed, by many striking facts, and yet apparently antagonized by others not less striking. A sweeping glance over the course of the world’s history does certainly reveal a reasonably uniform progress from a simpler to a more complex civilization. This may also be regarded in one sense as a progress from lower to higher forms; and if the general movement be established, temporary or local interruptions confirm rather than shake the rule. But flattering as is this hypothesis of progressive social perfection to human nature, it is still only a hypothesis, and far enough from having for laymen the authority of a law. The theologians alone have positive information on the subject.

If evolution be taken to mean simply the production of new species from a common parent or genus, and without implying the idea of improvement, the history of many political institutions seems to furnish hints of its presence and its action. Let us take, as an example, the institution of parliaments. The primitive parent assembly of the Greeks was probably a body not unlike the council of Agamemnon’s chieftains in the Iliad; and from this were evolved in time the Spartan Gerousia, the Athenian Ecclesia, and other legislatures as species, each resembling the original type in some of its principles, yet having others peculiar to itself. Out of the early Teutonic assemblies were produced, in the same way, the Parliament of England, the States-General of France, the Diet of Germany, the Congress of the United States.

Yet it may be questioned whether even this illustration supports the doctrine of evolution, and in regard to other institutions the case is still more doubtful. Take, for example, the jury system. The principle of popular participation in trials for crime has striven for recognition, though not always successfully, in many countries and many ages. But from at least one people, the Germans, and through one line, the English, it maybe traced along a fairly regular course down to the present day. Montesquieu calls attention to another case, when, speaking of the division of powers in the English government, he exclaims, “Ce beau système est sorti des bois!” that is, the forests of Germany. But in all such instances it depends upon the point of view, or the method of analysis, whether the student detects the production of new species from a common genus, or original creation by a conscious author.

Even this is not, however, the only difficulty. Evolution means the production of higher, not simply of new, forms; and the term organic growth implies in social science the idea of improvement. But this kind of progress is evidently far more difficult to discern in operation. It is easy enough to trace the American Congress back historically to the Witenagemot, to derive the American jury from the Teutonic popular courts, to connect the American city with the municipality of feudal Europe, or of Rome, or even of Greece. The organic relation, or at least the historical affinity, in these and many other cases is clear. But it is a widely different thing to assert that what is evidently political development or evolution must also be upward progress. This might lead to the conclusion that parliamentary institutions have risen to Cameron and Mahone; that the Saxon courts have been refined into the Uniontown jury and that the art of municipal government has culminated in the city of New York.

The truth is that there are two leading classes of political phenomena, the one merely productive, the other progressive, which may in time, and by the aid of large generalizations, be made to harmonize with the doctrine of evolution, but which ought at present to be carefully distinguished from the manifestations ordinarily cited in its support. The first class includes the appearance, in different countries and different ages, of institutions or tendencies similar in character, but without organic connection. The other class includes visible movements, but movements in circles, or otherwise than forward and upward. Both classes may be illustrated by cogent American examples, but it is to the latter that the reader’s attention is now specially invoked.

Among the phenomena which have appeared in all ages and all countries, with a certain natural bond of sympathy, and yet without a clearly ascertainable order of progress, one of the earliest and latest, one of the most universal and most instructive, is that tendency or aspiration variously termed agrarian, socialistic, or communistic. The movement appears under different forms and different influences. It may be provoked by the just complaints of an oppressed class, by the inevitable inequality of fortunes, or by a base jealousy of superior moral and intellectual worth. To these and other grievances, real or feigned, correspond as many different forms of redress, or rather schemes for redress. One man demands the humiliation of the rich or the great, and the artificial exaltation of the poor and the ignorant; another, the constant interference of the state for the benefit of general or individual prosperity; a third, the equalization of wealth by discriminating measures; a fourth, perhaps, the abolition of private property, and the substitution for it of corporate ownership by society. But widely as these schemes differ in degree, they may all be reduced to one general type, or at least traced back to one pervading and peremptory instinct of human nature in all races and all ages. It is the instinctive demand that organized society shall serve to improve the fortunes of individuals, and incidentally that those who are least fortunate shall receive the greatest service. Between the two extreme attitudes held toward this demand, — that of absolute compliance, and that of absolute refusal — range the actual policies of all political communities.

For the extremes are open to occupation only by theories; no state can in practice fully accept and carry out either the one or the other. Prussia neglects many charges, or, in other words, leaves to private effort much that a rigid application of the prevailing political philosophy would require it to undertake; while England conducts by governmental action a variety of interests which the utilitarians reserve to the individual citizen. The real issue is therefore one of degree or tendency. Shall the sphere of the state’s activity be broad or narrow; shall it maintain toward social interests an attitude of passive, impartial indifference, or of positive encouragement; shall the presumption in every doubtful case be in favor of calling in the state, or of trusting individual effort? Such are the forms in which the issue may be stated, as well by the publicist as by the legislator. And it is rather by the extent to which precept and practice incline toward the one view or the other, than by the complete adoption of either of two mutually exclusive systems, that political schools are to be classified. This gives us on the one hand the utilitarian, limited, or non-interference theory of the state, and on the other the paternal or socialistic theory.

Now although this country witnessed at an early day the apparent triumph of certain great schemes of policy, such as protection and public improvements, which are clearly socialistic, — I use the term in an inoffensive, philosophical sense, — it is noteworthy that the triumph was won chiefly by the aid of considerations of a practical, economical, and temporary nature. The necessity for a large revenue, the advantage of a diversified industry, the desirability of developing our natural resources, the scarcity of home capital, the expediency of encouraging European immigration, and many other reasons of this sort have been freely adduced. But at the same time the fundamental question of the state’s duties and powers, in other words, the purely political aspect of the subject, was neglected. Nay, the friends of these exceptional departures from the non-interference theory of the state have insisted not the less, as a rule, on the theory itself, while even the exceptions have been obnoxious to a large majority of the most eminent publicists and economists, that is to say the specialists, of America. If any characteristic system of political philosophy has hitherto been generally accepted in this country, whether from instinct or conviction, it is undoubtedly the system of Adam Smith, Bentham, and the Manchester school.

There are, however, reasons for thinking that this state of things will be changed in the near future, and that the new school of political economists in the United States will be widely different from the present. This change, if it actually take place, will be due to the influence of foreign teachers, but of teachers wholly unlike those under whose influence we have lived for a century.

It has been often remarked that our higher education is rapidly becoming Germanized. Fifty years ago it was only the exceptional and favored few — the Ticknors and Motleys — who crossed the ocean to continue their studies under the great masters of German science; but a year or two at Leipsic or Heidelberg is now regarded as indispensable to a man who desires the name of scholar. This is especially true of those who intend themselves to teach. The diploma of a German university is not, of course, an instant and infallible passport to employment in American colleges, but it is a powerful recommendation; and the tendency seems to be toward a time when it will be almost a required condition. The number of Americans studying in Germany is accordingly now reckoned by hundreds, or even thousands, where it used to be reckoned by dozens. It is within my own knowledge that in at least one year of the past decade the Americans matriculated at the University of Berlin outnumbered every other class of foreigners. And “foreigners” included all who were not Prussians, in other words, even non- Prussian Germans. That this state of things is fraught with vast possible consequences for the intellectual future of America is a proposition which seems hardly open to dispute; and the only question is about the nature, whether good or bad, of those consequences.

My own views on this question are not of much importance. Yet it will disarm one class of critics if I admit at the outset that in my opinion the effects of this scholastic pilgrimage will in general be wholesome. The mere experience of different academic methods and a different intellectual atmosphere seems calculated both to broaden and to deepen the mind; it corresponds in a measure to the “grand tour,” which used to be considered such an essential part of the education of young English noblemen. The substance, too, of German teaching is always rich, and often useful. But in certain cases, or on certain subjects, it may be the reverse of useful; and the question presents itself, therefore, to every American student on his way to Germany, whether the particular professor whom he has in view is a recognized authority on his subject, or, in a slightly different form, whether the subject itself is anywhere taught in Germany in a way which it is desirable for him to adopt.

In regard to many departments of study, doubts like these can indeed hardly ever arise. No very strong feeling is likely to be excited among the friends and neighbors and constituents of a young American about the views which he will probably acquire in Germany on the reforms of Servius Tullius, or the formation of the Macedonian phalanx, or the pronunciation of Sanskrit. Here the scientific spirit and the acquired results of its employment are equally good. But there are other branches of inquiry, in which, though the method may be good, the doctrines are at least open to question.

One of these is social science, using the term in its very broadest sense, and making it include not only what the late Professor von Mohl called Gesellschafts-Wissenschaft, that is, social science in the narrower sense, but also finance, the philosophy of the state, and even law in some of its phases.

The rise of the new school of economists in Germany is undoubtedly one of the most remarkable phenomena of modern times. The school is scarcely twenty years old. Dr. Rodbertus, the founder of it, had to fight his cause for years against the combined opposition of the professors, the governments, the press, and the public. Yet his tentative suggestions have grown into an accepted body of doctrine, which is to-day taught by authority in nearly every German university, is fully adopted by Prince Bismarck, and has in part prevailed even with the imperial Diet.

The Catheder-Socialisten are not unknown, at least by name, even to the casual reader of current literature. They are men who teach socialism from the chairs of the universities. It is not indeed a socialism which uses assassination as an ally, or has any special antipathy to crowned heads: it is peaceful, orderly, and decorous; it wears academic robes, and writes learned and somewhat tiresome treatises in its own defense. But it is essentially socialistic, and in one sense even revolutionary. It has displaced, or rather grown out of, the so-called “historical school” of political economists, as this in its time was a revolt against the school of Adam Smith. The “historical” economists charged against the English school that it was too deductive, too speculative, and insisted on too wide an application of conclusions which were in fact only locally true. Their dissent was, however, cautious and qualified, and questioned not so much the results of the English school as the manner of reaching them. Their successors, more courageous or less prudent, reject even the English doctrines. This means that they are, above all things, protectionists.

It follows, accordingly, that the young Americans who now study political economy in Germany are nearly certain to return protectionists; and protectionists, too, in a sense in which the term has not hitherto been understood in this country. They are scientific protectionists; that is, they believe that protective duties can be defended by something better than the selfish argument of special industries, and have a broad basis of economic truth. The “American system” is likely, therefore, to have in the future the support of American economic science.

To this extent, the influence of German teachings will be welcome to American manufacturers. But protection is with the Germans only part of a general scheme, or an inference from their main doctrine; and this will not, perhaps, find so ready acceptance in this country. For “the socialists of the chair” are not so much economical as political protectionists. They are chiefly significant as the representatives of a certain theory of the state, which has not hitherto found much support in America. This will be belter understood after a brief historical recapitulation.

The mercantile system found, when it appeared two centuries ago, a ready reception in Prussia, both on economic and on political grounds. It was singularly adapted to the form of government which grew up at Berlin after the forcible suppression of the Diets. Professor Roscher compares Frederick William I. to Colbert; and it is certain not only that the king understood the economic meaning of the system, but also that the administration which he organized was admirably fitted to carry it out. Frederick the Great was the victim of the same delusion. In his reign, as in the reign of his father, it was considered to be the duty of the state to take charge of every subject affecting the social and pecuniary interests of the people, and to regulate such subjects by the light of a superior bureaucratic wisdom. It was, in short, paternal government in its most highly developed form. But in the early part of this century it began, owing to three cooperating causes, to decline. The first cause was the circumstance that the successors of Frederick were not fitted, like him and his father, to conduct the system with the patient personal attention and the robust intelligence which its success required of the head of the state. The second influence was the rise of new schools of political economy and of political philosophy, and the general diffusion of sounder views of social science. And in the third place, the French Revolution, the Napoleonic wars, and the complete destruction of the ancient bases of social order in Germany revealed the defects of the edifice itself, and made a reconstruction on new principles not only possible, but even necessary.

The consequence was the agrarian reforms of Stein and Hardenberg, the restoration to the towns of some degree of self-government, the agitation for parliaments, which even the Congress of Vienna had to recognize, and other measures or efforts in the direction of decentralization and popular enfranchisement. King Frederick William III. appointed to the newly created Ministry of Instruction and Public Worship William von Humboldt, the author of a treatise on the limits of the state’s power, which a century earlier would have been burned by the common hangman. In 1818 Prussia adopted a new tariff, which was a wide departure from the previous policy, and in its turn paved the way for the Zollverein, which struck down the commercial barriers between the different German states, and practically accepted the principle of free trade. The course of purely political emancipation was indeed arrested for a time by the malign influence of Metternich, but even this was resumed after 1848. In respect to commercial policy there was no reaction. That the events of 1866 and 1870, leading to the formation, first, of the North German Confederation, and then of the Empire, were expected to favor, and not to check, the work of liberation, and down to a certain point did favor it, is matter of familiar recent history. The doctrines of the Manchester school were held by the great body of the people, taught by the professors, and embodied in the national policy, so far as they concerned freedom of trade. On their political side, too, they were accepted by a large and influential class of liberals. Few Germans held, indeed, the extreme “non-interference” theory of government; but the prevailing tone of thought, and even the general policy of legislation, was, until about ten years ago, in favor of unburdening the state of some of its usurped charges; of enlarging in the towns and counties the sphere of self-government; and of granting to individuals a new degree of initiative in respect to economical and industrial interests.

But about the middle of the past decade the current began to turn. The revolt from the doctrines of the Manchester school, initiated, as has been stated, by a few men, and not at first looked on with favor by governments, gradually acquired both numbers and credit. The professors one by one joined the movement. And finally, when Prince Bismarck threw his powerful weight into the scale, the utilitarians were forced upon the defensive. They had to resist first of all the Prussian scheme for the acquisition of private railways by the state, and they were defeated. They were next called upon to defend in the whole Empire the cause of free trade. This battle, too, they lost, and in an incredibly short space of time protection, which had been discredited for half a century, was fully restored. Then the free city of Hamburg was robbed of its ancient privileges, and forced to accept the common yoke. Some minor socialistic schemes of the chancellor have been, indeed, temporarily frustrated by the Diet, but repeated efforts will doubtless break down the resistance. The policy even attacks the functions of the Diet itself, as is shown both by actual projects and by the generally changed attitude of the government toward parliamentary institutions.

Now, so far as protection is concerned, this movement may seem to many Americans to be in principle a return to wisdom. In fact, not even American protectionists enjoy the imposition of heavy duties on their exported products; but the recognition of their system of commercial policy by another state undoubtedly gives it a new strength and prestige, and they certainly regard it as an unmixed advantage that their sons, who go abroad to pursue the scientific study of political economy, will in Germany imbibe no heresies on the subject of tariff methods. Is this, however, all that they are likely to learn, and if not, will the rest prove equally commendable to the great body of thoughtful Americans? This is the same thing as asking whether local self-government, trial by jury, the common law, the personal responsibility of officials, frequent elections, in short, all the priceless conquests of Anglican liberty, all that distinguishes England and America from the continent of Europe, are not as dear to the man who spins cotton into thread, or makes steel rails out of iron ore, as to any free-trade professor of political economy.

To state this question is to answer it; for it can be shown that, as a people, we have cause not for exultation, but for grave anxiety, over the class of students whom the German universities are annually sending back to America. If these pilgrims are faithful disciples of their masters, they do not return merely as protectionists, with their original loyalty to Anglo-American theories of government otherwise unshaken, but as the advocates of a political system which, if adopted and literally carried out, would wholly change the spirit of our institutions, and destroy all that is oldest and noblest in our national life.

Protection, it was said above, is not the main doctrine of the German professors, but only an inference from their general system. It is not an economical, much less a financial, expedient. It is a policy which is derived from a theory of the state’s functions and duties; and this theory is in nearly every other respect radically different from that which prevails in this country. It assumes as postulates the ignorance of the individual and the omniscience of the government. The government, in this view, is therefore bound, not simply to abstain from malicious interference with private enterprises, not simply so to adjust taxation that all interests may receive equitable treatment, but positively to exercise a fatherly care over each and every branch of production, and even to take many of them into its own hands. All organizations of private capital are regarded with suspicion; they are at best tolerated, not encouraged. Large enterprises are to be undertaken by the state; and even the petty details of the retail trade are to be controlled to an extent which would seem intolerable to American citizens.

And this is not the whole, or, perhaps, the worst.

The “state,” in this system, means the central government, and, besides that, a government removed as far as possible from parliamentary influence and public opinion. The superior wisdom, which in industrial affairs is to take the place of individual sagacity, means, as in the time of Frederick the Great, the wisdom of the bureaucracy. Now it may be freely granted that in Prussia, and even throughout the rest of the Empire, this is generally wisdom of a high order. It is represented by men whose integrity is above suspicion. But the principle of the system is not the less obnoxious, and its tendencies, if introduced in this country, could not be otherwise than deplorable.

This proposition, if the German school has been correctly described, needs no further defense. If Americans are prepared to accept the teachings of Wagner, Held, Schmoller, and others, with all which those teachings imply, — a paternal government, a centralized political authority, a bureaucratic administration, Roman law, and trial by executive judges,— the new school of German publicists will be wholly unobjectionable. But before such a system can be welcome, the American nature must first be radically changed.

There are, indeed, evidences other than that of protection — which it has been shown is not commonly defended on political grounds — that this change has already made some progress. One of these is the growing fashion of looking to legislation, that is, to the state, for relief in cases where individual or at least privately organized collective effort ought to suffice. It is a further evil, too, that the worst legislatures are invariably the ones which most promptly respond to such demands. The recent act of the State of New York making the canals free, though not indefensible in some of its aspects, was an innovation the more significant since the leading argument of its supporters was distinctly and grossly socialistic. This was the argument that free canals would make low freights, and low freights would give the poor man cheaper bread. For this end the property of the State is henceforth to be taxed. A movement of the same nature, and on a larger scale, is that for a government telegraph; and if successful, the next scheme will be to have the railways likewise acquired by the separate States, or the Union. Other illustrations might be given, but these show the tendency to which allusion is made. It is significant that such projects can be even proposed; but that they can be seriously discussed, and some of them actually adopted, shows that the stern jealousy of governmental interference, the disposition rigidly to circumscribe the state’s sphere of action, which once characterized the people of the republic, has lost, though unconsciously, a large part of its force. No alarm or even surprise is now excited by propositions which the founders of the Union would have pronounced fatal to free government. Some other symptoms, though of a more subtle kind, are the multiplication of codes; the growing use of written procedure, not only in the courts and in civil administration, but even in legislation; and, generally speaking, the tendency to adopt the dry, formal, pedantic method of the continent, thereby losing the old English qualities of ease, flexibility, and natural strength.

But, as already said, the bearings of schemes like those above mentioned are rarely perceived even by their strongest advocates. They are casual expedients, not steps in the development of a systematic theory of the state. Indeed, their authors and friends would be perhaps the first to resent the charge that they were in conflict with the political traditions of America, or likely to prepare the way for the reception of new and subversive doctrines. Yet nothing better facilitates a revolution in a people’s modes or habits of thought than just such a series of practical measures. The time at length arrives when some comprehensive genius, or a school of sympathetic thinkers, calmly codifies these preliminary though unsuspected concessions, and makes them the basis of a firm, complete, and symmetrical structure. It is then found that long familiarity with some of the details in practice makes it comparatively simple for a people to accept the whole system as a conviction of the mind.

Such a school has not hitherto existed in this country. There have of course always been shades of difference between publicists and philosophers in regard to the speculative view taken of the state and the division between governmental patronage and private exertion has not always been drawn along the same line. But these differences have been neither great nor constant. They distinguished rather varieties of the same system than different and radically hostile systems. The most zealous and advanced of the former champions of state interference would now probably be called utilitarians by the pupils of the new German school.

It has been the purpose of this paper to describe briefly the tendencies of that school, and to indicate the effects which its patronage by American youth is likely to have on the future of our political thought. The opinion was expressed that much more is acquired in Germany than a mere belief in the economic wisdom of protection. And it may be added, to make the case stronger, that the German system of socialism may be learned without the doctrine of protection on its economic side. For the university socialists assert only the right, or at most the duty, of the state actively to interfere in favor of the industrial interests of society. The exercise of this right or the fulfillment of this duty may, in a given case, lead to a protective tariff; in Germany, at present, it does take that form. But in another case it may lead to free trade. The decision is to be determined by the economic circumstances of the country and the moment; only it is to be positive and active even if in favor of free trade, and not a merely negative attitude of indifference. In other words, free trade is not assumed to be the normal condition of things, and protection the exception. Both alike require the active intervention of government in the performance of its duty to society.

But with or without protection, the body of the German doctrine is full of plausible yet vicious errors, which few reflecting Americans would care to see introduced and become current in their own country. The prevailing idea is that of the ignorance and weakness of the individual, the omniscience and omnipotence of the state. This is not yet, in spite of actual institutions and projected measures, the accepted American view.

Now I am not one of those who are likely to condemn a thing because it is foreign. It may be frankly conceded that in the present temper of German politics, and even of German social and political science, there is much that is admirable and worthy of imitation. The selection of trained men alone for administrative office, the great lesson that individual convenience must often yield to the welfare of society, the conception of the dignity of politics and the majesty of the state, — these are things which we certainly need to learn, and which Germany can both teach and illustrate. But side by side with such fundamental truths stand the most mischievous fallacies, and an enthusiastic student is not always sure to make the proper selection.

It seems to me that in political doctrine, as in so many other intellectual concerns of society, this country is now passing through an important crisis. We are engaged in a struggle between the surviving traditions of our English ancestors and the influence of different ideas acquired by travel and study on the continent. It is by no means certain, however desirable, that victory will rest with those literary, educational, and political instincts which we acquired with our English blood, and long cherished as among our most precious possessions. The tendency now certainly is in a different direction, as has already been discovered by foreign observers. Some of Tocqueville’s acute observations have nearly lost their point. Mr. Frederic Pollock, in an essay recently published by an English periodical, mentions the gradual approach of America toward continental views of law and the state. There is, undoubtedly, among the American people a large conservative element, which, if its attention were once aroused, would show an unconquerable attachment to those principles of society and government common to all the English peoples, under whatever sky they may be found. But at present the current is evidently taking a different course.

It would, however, be a grave mistake to regard this hostile movement as a forward one. Not everything new is reform; but the socialist revival is not even new. Yet it is also not real conservatism. The true American conservatives, in the present crisis, are the men who not only respect the previous achievements of Anglo-Saxon progress, but also wisely adhere to the same order of progress, with a view to continued benefits in the future; while their enemies, though in one sense radicals, are in another simply the disguised servants of reaction, since they reject both the hopes of the future and the lessons of the past. They bring forward as novelties in scholastic garb the antique errors of remote centuries. The same motives, the same spirit, the same tendency, can be ascribed to the agrarian laws of the Gracchi, the peasant uprisings in the Middle Ages, the public granaries of Frederick the Great, the graduated income-tax of Prussia, the Land League agitation in Ireland, the river and harbor bills in this country. They differ only in the degree in which special circumstances may seem to render a given measure more or less justifiable.

The special consideration is, however, this: these successive measures and manifestations, whether they have an organic connection or only an accidental resemblance, reveal no improvement whatever in quality, no progress in social enlightenment. The records of political government from the earliest dawn of civilization will be searched in vain for a more reckless and brutal measure of class legislation than the Bland silver bill, which an American Congress passed in the year 1878.

It is the same with the pompous syllogisms on which the German professors are trying to build up their socialistic theory of the state. Everything which they have to say was said far better by Plato two thousand years ago. If they had absolute control of legislation, they could not surpass the work of Lycurgus. It is useless for them to try to hide their plagiarism under a cloud of pedantic sophistry; for the most superficial critic will not fail to see that, instead of originating, they are only borrowing, and even borrowing errors of theory and of policy which have been steadily retreating before the advance of political education.

If the question were asked, What more, perhaps, than anything else distinguishes the modern from the ancient state, and distinguishes it favorably? the unhesitating reply from every candid person would be, The greater importance conceded to the individual. We have attained this result through a long course of arduous and painful struggles. The progress has not, indeed, been uninterrupted, nor its bearings always perceived; but the general, and through large periods of time uniform, tendency has been to disestablish and disarm the state, to reduce government to narrow limits, and to assert the dignity of the individual citizen. And now the question is, Shall this line of progress be abruptly abandoned? Shall we confess that we have been all this time moving only in a circle; that what we thought was progress in a straight line is only revolution in a fixed orbit; and that society is doomed to return to the very point from which it started? The academic socialism invites us to begin the backward march, but must its invitation be accepted?

Herbert Tuttle.

 

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THE HISTORICAL WORK OF PROF. HERBERT TUTTLE.

Annual Report of the American Historical Association for 1894, pp. 29-37.
Washington, D. C.: GPO, 1896.

By Prof. Herbert B. Adams, of Johns Hopkins University.

Since the Chicago meeting of the American Historical Association one of its most active workers in the field of European history has passed away. Prof. Herbert Tuttle, of Cornell University, was perhaps our only original American scholar in the domain of Prussian history. Several of our academic members have lectured upon Prussia, but Tuttle was an authority upon the subject. Prof. Rudolf Gneist, of the University of Berlin, said to Chapman Coleman, United States secretary of legation in Berlin, that Tuttle’s History of Frederick the Great was the best written. The Pall Mall Gazette, July 11, 1888, in reviewing the same work, said: “This is a sound and solid piece of learning, and shows what good service America is doing in the field of history.”1

1One of Professor Tuttle’s Cornell students, Mr. U. G. Weatherby, wrote to him from Heidelberg, October, 1893: “You will probably be interested to know that I have called on Erdmannsdörffer, who, on learning that I was from Cornell, mentioned you and spoke most flatteringly of your History of Prussia, which he said had a peculiar interest to him as showing an American’s views of Frederick the Great. Erdmannsdörffer is a pleasant man in every way and an attractive lecturer.” The Heidelberg professor is himself an authority upon Prussian history. He has edited the Urkunden und Aktenstücke zur Geschichte des Kurfürsten Friedrich Wilhelm von Brandenburg, a long series of volumes devoted to the documentary history of the period of the Great Elector.

It is the duty of the American Historical Association to put on record the few biographical facts which Professor Tuttle’s friends have been able to discover. Perhaps a more complete account may some day be written.

Herbert Tuttle was born November 29, 1846, in Bennington, Vt. Upon that historic ground, near one of the battlefields of the American Revolution, was trained the coming historian of the wars of Frederick. Herbert Tuttle went to college at Burlington, where he came under the personal influence of James B. Angell, then president of the University of Vermont and now ex-president of the American Historical Association. Dr. Angell was one of the determining forces in Mr. Tuttle’s later academic career, which began in the University of Michigan.

Among the permanent traits of Mr. Tuttle’s character, developed by his Vermont training, were (1) an extraordinary soundness of judgment, (2) a remarkably quick wit, and (3) a passionate love of nature. The beautiful environment of Burlington, on Lake Champlain, the strength of the hills, the keenness of the air, the good sense, the humor, and shrewdness of the people among whom he lived and worked, had their quickening influence upon the young Vermonter. President Buckham, of the University of Vermont, recently said of Mr. Tuttle: “I have the most vivid recollection of his brilliancy as a writer on literary and historic themes, a branch of the college work then in my charge. We shall cherish his memory as one of the treasures of the institution.”

Herbert Tuttle, like all true Americans, was deeply interested in politics. The subject of his commencement oration was “Political faith,” and to his college ideal he always remained true. To the end of his active life he was laboring with voice and pen for the cause of civic reform. Indeed, his whole career, as journalist, historian, and teacher, is the direct result of his interest in politics, which is the real life of society. From Burlington, where he was graduated in 1869, he went to Boston, where for nearly two years he was on the editorial staff of the Boston Advertiser. His acuteness as an observer and as a critic was here further developed. He widened his personal acquaintance and his social experience. He became interested in art, literature, and the drama. His desire was quickened for travel and study in the Old World.

We next find young Tuttle in Paris for nearly two years, acting as correspondent for the Boston Advertiser and the New York Tribune. He attended lectures at the Sorbonne and Collège de France. He made the acquaintance of Guizot, who recommended for him a course of historical reading. He contributed an article to Harper’s Monthly on the Mont de Piété. He wrote an article for the Atlantic Monthly in 1872 on French Democracy. The same year he published an editorial on the Alabama claims in the Journal des Débats. About the same time he wrote letters to the New York Tribune on the Geneva Arbitration. Tuttle’s work for the Tribune was so good that Mr. George W. Smalley, its well-known London representative, recommended him for the important position of Berlin correspondent for the London Daily News. This salaried office Tuttle held for six years (1873-1879), during which time he enjoyed the best of opportunities for travel and observation in Germany, Austria, Russia, and the Danube provinces. Aside from his letters to the London Daily News, some of the fruits of these extended studies of European politics appear in a succession of articles in the Gentleman’s Magazine for 1872-73: “The parliamentary leaders of Germany;” “Philosophy of the Falk laws;” “The author of the Falk laws;” “Club life in Berlin.”

In 1876 was published by the Putnams in New York, Tuttle’s book on German political leaders. From 1876 to 1879, when he returned to America, Tuttle was a busy foreign correspondent for the great English daily and a contributor to American magazines. Among his noteworthy articles are: (1) Prussian Wends and their home (Harper’s Monthly, March, 1876); (2) Naturalization treaty with Germany (The Nation, 1877); (3) Parties and politics in Germany (Fortnightly Review, 1877); (1) Die Amerikanischen Wahlen (Die Gegenwart, (October, 1878); (5) Reaction in Germany (The Nation, June, 1879); (6) German Politics (Fortnightly Review, August, 1879).

While living in Berlin Mr. Tuttle met Miss Mary McArthur Thompson, of Hillsboro, Highland County, Ohio, a young lady of artistic tastes, whom he married July 6, 1875. In Berlin he also met President Andrew D. White, of Cornell University, who was then our American minister in Germany. Like Dr. Angell, President White was a determining influence in Tuttle’s career. Mr. White encouraged him in his ambitious project of writing a history of Prussia, for which he began to collect materials as early as 1875. More than one promising young American was discovered in Berlin by Mr. White. At least three were invited by him to Cornell University to lecture on their chosen specialties: Herbert Tuttle on history and international law, Henry C. Adams on economics, and Richard T. Ely on the same subject. All three subsequently became university professors.

Before going to Cornell University, however, Mr. Tuttle accepted an invitation in September, 1880, to lecture on international law at the University of Michigan during the absence of President Angell as American minister in China. Thus the personal influence first felt at the University of Vermont was renewed after an interval of ten years, and the department of President Angell was temporarily handed over to his former pupil. In the autumn of 1881 Mr. Tuttle was appointed lecturer on international law at Cornell University for one semester, but still continued to lecture at Ann Arbor. In 1883 he was made associate professor of history and theory of politics and international law at Ithaca. In 1887, by vote of the Cornell trustees, he was elected to a full professorship. I have a letter from him, written March 10, the very day of his appointment, saying:

You will congratulate me on my election, which took place to-day, as full professor. The telegraphic announcements which you may see in the newspapers putting me into the law faculty may be misleading unless I explain that my title is, I believe, professor of the history of political and municipal institutions in the regular faculty. But on account of my English Constitutional History and International Law, I am also put in the law faculty, as is Tyler for American Constitutional History and Law.

Professor Tuttle was one of the original members of the American Historical Association, organized ten years ago at Saratoga, September 9-10, 1884. His name appears in our first annual report (Papers of the American Historical Association, Vol. I, p. 43). At the second annual meeting of the association, held in Saratoga, September 10, 1885, Professor Tuttle made some interesting remarks upon “New materials for the history of Frederick the Great of Prussia.” By new materials he meant such as had come to light since Carlyle wrote his Life of Frederick. After mentioning the more recent German works, like Arneth’s Geschichte Maria Theresa, Droysen’s Geschichte der preussischen Politik, the new edition of Ranke, the Duc de Broglie’s Studies in the French Archives, and the Publications of the Russian Historical Society, Mr. Tuttle called attention to the admirable historical work lately done in Prussia in publishing the political correspondence of Frederick the Great, including every important letter written by Frederick himself, or by secretaries under his direction, bearing upon diplomacy or public policy.

At the same meeting of the association, Hon. Eugene Schuyler gave some account of the historical work that had been done in Russia. The author of The Life of Peter the Great, which first appeared in the Century Magazine, and the author of The History of Prussia under Frederick the Great were almost inseparable companions at that last Saratoga meeting of this association in 1885. I joined them on one or two pleasant excursions and well remember their good fellowship and conversation. Both men were somewhat critical with regard to our early policy, but Mr. Tuttle in subsequent letters to me indicated a growing sympathy with the object of the association, which, by the constitution, is declared to be “the promotion of historical studies.” In the letter above referred to, he said:

You will receive a letter from Mr. Winsor about a paper which I suggested for the Historical Association. It is by our fellow in history, Mr. Mills, and is an account of the diplomatic negotiations, etc., which preceded the seven years’ war, from sources which have never been used in English. As you know, I am as a rule opposed to presenting in the association papers which have been prepared in seminaries, but as there will probably be little on European history I waive the principle.

After the appearance of the report of our fourth annual meeting, held in Boston and Cambridge May 21-24, 1887, Mr. Tuttle wrote, October 18, 1888, expressing his gratification with the published proceedings, and adding, “I think the change from Columbus to Washington a wise one.” There had been some talk of holding the annual meeting of the association in the State capital of Ohio, in order to aid in the commemoration of the settlement of the Old Northwest Territory.

From the time of his return to America until the year 1888 Mr. Tuttle continued to make valuable contributions to periodical literature. The following list illustrates his general literary activity from year to year:

1880. Germany and Russia; Russia as viewed by Liberals and Tories; Lessons from the Prussian Civil Service. (The Nation, April.)
1881. The German Chancellor and the Diet. (The Nation, April.)
1881. The German Empire. (Harper’s Monthly, September.)
1882. Some Traits of Bismarck. (Atlantic Monthly, February.)
1882. The Eastern Question. (Atlantic Monthly, June.)
1883. A Vacation in Vermont. (Harper’s Monthly, November.)
1884. Peter the Great. (Atlantic Monthly, July.)
1884. The Despotism of Party. (Atlantic Monthly, September.)
1885. John DeWitt. (The Dial, December.)
1886. Pope and Chancellor. (The Cosmopolitan, August.)
1886. Lowe’s Life of Bismarck. (The Dial.)
1887. The Huguenots and Henry of Navarre. (The Dial, January.)
1887. Frederick the Great and Madame de Pompadour. (Atlantic Monthly, January.)
1888. The Outlook in Germany. (The Independent, June.)
1888. History of Prussia under Frederick the Great, 2 vols. (Houghton, Mifflin & Co.)
1888. The Value of English Guarantees. (New York Times. February.)
1888. The Emperor William. (Atlantic Monthly, May.)

The great work of Professor Tuttle was his History of Prussia, upon which he worked for more then ten years after his return from Germany. From November, 1879, until October, 1883, Mr. Tuttle was engaged upon the preparation of his first volume, which covers the history of Prussia from 1134 to 1740, or to the accession of Frederick the Great. He said in his preface that he purposed to describe the political development of Prussia and had made somewhat minute researches into the early institutions of Brandenburg. Throughout the work he paid special attention to the development of the constitution.

Mr. Tuttle had brought home from Germany many good materials which he had himself collected, and he was substantially aided by the cooperation of President White. Regarding this practical service, Professor Tuttle, in the preface to his Frederick the Great, said:

When, on the completion of my first volume of Prussian history, he [President White] learned that the continuation of the work might be made difficult, or at least delayed, by the scarcity of material in America he generously offered me what was in effect an unlimited authority to order in his name any books that might be necessary; so that I was enabled to obtain a large and indispensable addition to the historical work already present in Mr. White’s own noble library and in that of the university.

Five years after the appearance of the first volume was published Tuttle’s History of Prussia under Frederick the Great. One volume covered the subject from 1740 to 1745; another from 1745 to 1750. At the time of his death Mr. Tuttle left ready for the printer some fifteen chapters of the third volume of his “Frederick,” or the fourth volume of the History of Prussia. He told his wife that the wars of Frederick would kill him. We know how Carlyle toiled and worried over that terribly complex period of European history represented by the wars and diplomacy of the Great Frederick. In his preface to his “Frederick” Mr. Tuttle said that he discovered during a residence of several years in Berlin how inadequate was Carlyle’s account, and probably also his knowledge, of the working system of the Prussian Government in the eighteenth century. Again the American writer declared the distinctive purpose of his own work to be a presentation of “the life of Prussia as a State, the development of polity, the growth of institutions, the progress of society.” He said he had been aided in his work “by a vast literature which has grown up since the time of Carlyle.” The description of that literature in Tuttle’s preface is substantially his account of that subject as presented to the American Historical Association at Saratoga in 1885.

In his Life of Frederick, Mr. Tuttle took occasion to clear away many historical delusions which Carlyle and Macaulay had perpetuated. Regarding this wholesome service the Pall Mall Gazette, July 11, 1888, said:

It is quite refreshing to read a simple account of Maria Theresa’s appeal to the Hungarians at Presburg without the “moriamur pro rege nostro” or the “picturesque myths” that have gathered around it. Most people, too, will surely he glad to learn from Mr. Tuttle that there is no foundation for the story of that model wife and mother addressing Mme. de Pompadour as “dear cousin” in a note, as Macaulay puts it, “full of expressions of esteem and friendship.” “The text of such a pretended letter had never been given,” and Maria Theresa herself denied that she had ever written to the Pompadour.

In the year 1891, at his own request, Professor Tuttle was transferred to the chair of modern European history, which he held as long as he lived. Although in failing health, he continued to work upon his History of Prussia until 1892 and to lecture to his students until the year before he died. A few days before his death he looked over the manuscript chapters which he had prepared for his fourth volume of the History of Prussia and said he would now devote himself to their completion; but the next morning he arose and exclaimed, “The end! the end! the end!” He died June 21, 1894, from a general breakdown. His death occurred on commencement day, when he had hoped to thank the board of trustees for their generous continuation of his full salary throughout the year of his disability. One of his colleagues, writing to the New York Tribune, July 18, 1891, said:

It was a significant fact that he died on this day, and that his many and devoted friends, his colleagues, and grateful students should still he present to attend the burial service and carry his body on the following day to its resting place. A proper site for his grave is to be chosen from amid the glorious scenery of this time-honored cemetery, where the chimes of Cornell University will still ring over his head, and the student body in passing will recall the man of brilliant attainment and solid worth, the scholar of untiring industry, and the truthful, able historian, and will more and more estimate the loss to American scholarship and university life.

 

One of Professor Tuttle’s favorite students, Herbert E. Mills, now professor of history at Vassar College, wrote as follows to the New York Evening Post, July 27, 1894:

In the death of Professor Tuttle the writing and teaching of history has suffered a great loss. The value of his work both as an investigator and as a university teacher is not fully appreciated except by those who have read his books carefully or have had the great pleasure and benefit of study under his direction. Among the many able historical lecturers that have been connected with Cornell University no one stood higher in the estimation of the students than Professor Tuttle.

 

Another of Professor Tuttle’s best students, Mr. Ernest W. Huffcut, of Cornell University, says of him:

He went by instinct to the heart of every question and had a power and grace of expression which enabled him to lay bare the precise point in issue. As an academic lecturer he had few equals here or elsewhere in those qualities of clearness, accuracy, and force which go farthest toward equipping the successful teacher. He was respected and admired by his colleagues for his brilliant qualities and his absolute integrity, and by those admitted to the closer relationship of personal friends he was loved for his fidelity and sympathy of a spirit which expanded and responded only under the influence of mutual confidence and affection.

 

President Schurman, of Cornell University, thus speaks of Professor Tuttle’s intellectual characteristics :

He was a man of great independence of spirit, of invincible courage, and of a high sense of honor; he had a keen and preeminently critical intellect and a ready gift of lucid and forceful utterance ; his scholarship was generous and accurate, and he had the scholar’s faith in the dignity of letters.

 

The first president of this association, and ex-president of Cornell University, Andrew D. White, in a personal letter said:

I have always prized my acquaintance with Mr. Tuttle. The first things from his pen I ever saw revealed to me abilities of no common order, and his later writings and lectures greatly impressed me. I recall with special pleasure the first chapters I read in his Prussian history, which so interested me that, although it was late in the evening, I could not resist the impulse to go to him at once to give him my hearty congratulations. I recall, too, with pleasure our exertions together in the effort to promote reform in the civil service. In this, as in all things, he was a loyal son of his country.

 

Another ex-president of the American Historical Association, Dr. James B. Angell, president of the University of Michigan, said of Mr. Tuttle:

Though his achievements as professor and historian perhaps exceed in value even the brilliant promise of his college days, yet the mental characteristics of the professor and historian were easily traced in the work of the young student. * * * By correspondence with him concerning his plans and ambitions, I have been able to keep in close touch with him almost to the time of his death. His aspirations were high and noble. He would not sacrifice his ideals of historical work for any rewards of temporary popularity. The strenuousness with which in his college work he sought for the exact truth clung to him to the end. The death of such a scholar in the very prime of his strength is indeed a serious loss for the nation and for the cause of letters.

 

At the funeral of Professor Tuttle, held June 23 in Sage Chapel, at Cornell University, Prof. Charles M. Tyler said:

Professor Tuttle was a brilliant scholar, a scrupulous historian, and what luster he had gained in the realm of letters you all know well. He possessed an absolute truthfulness of soul. He was impatient of exaggeration of statement, for he thought exaggeration was proof of either lack of conviction or weakness of judgment. His mind glanced with swift penetration over materials of knowledge, and with great facility he reduced order to system, possessing an intuitive power to divine the philosophy of events. Forest and mountain scenery appealed to his fine apprehensions, and his afflicted consort assures me that his love of nature, of the woods, the streams, the flowers and birds, constituted almost a religion. It was through nature that his spirit rose to exaltation of belief. He would say, “The Almighty gives the seeds of my flowers — God gives us sunshine to-day,” and would frequently repeat the words of Goethe, “The sun shines after its old manner, and all God’s works are as splendid as on the first day.” (New York Tribune, July 15, 1894.)

 

Bishop Huntington, who knew Mr. Tuttle well, said of him in the Gospel Messenger, published at Syracuse, N. Y.:

He seemed to be always afraid of overdoing or oversaying. With uncommon abilities and accomplishments, as a student and writer, in tastes and sympathies, he may be said to have been fastidious. Such men win more respect than popularity, and are most valued after they die.

 

Image Source: Herbert Tuttle Portrait. Cornell University. Campus Art and Artifacts, artsdb_0335.

 

 

Categories
Amherst Brown Bryn Mawr Columbia Cornell Harvard Indiana Johns Hopkins Michigan Nebraska Pennsylvania Princeton Smith Vassar Wellesley Williams Yale

Economics Courses at 17 U.S. Colleges and Universities 1890-91

COURSES IN ECONOMIC AND POLITICAL SCIENCE,
AMERICAN COLLEGES AND UNIVERSITIES.
[1890-91]

Amherst College
Brown University
Bryn Mawr College
Columbia College
Cornell University
Harvard University
Johns Hopkins University
Indiana University
University of Michigan
University of Nebraska
College of New Jersey (Princeton)
University of Pennsylvania
Smith College
Vassar College
Wellesley College
Williams College
Yale University

 

AMHERST COLLEGE, AMHERST, MASS.

Department of History and Political Science, 1890-91, includes:

History.—The first course extends through Junior year. It begins with an introductory outline of ancient history, in which the aim is acquaintance with the contributions of each period and people to general civilization. In the fuller study of mediaeval and modern history which follows the same aim is pursued. The political development of England and the United States receives particular attention. The second course extends through the first and second terms of Senior year. Its theme is the political and constitutional history of the United States. In each course the means of instruction are text-books, lectures, regular and frequent examinations, abstracts and essays upon topics assigned each student.

Political Economy.—The course extends through Senior year. The first term is devoted to theoretical political economy ; the second to the Labor Question, Socialism, and the relations of the state to transportation; the third to Finance, the Principles of Taxation, Public Credit, and Tariffs.

International Law.—This study is one of the electives of the third term of Senior year.

The methods of instruction in political economy and international law are like those in history.
Annual tuition fee, full college course, $110.
No scholarships nor prizes in department above mentioned.

 

BROWN UNIVERSITY, PROVIDENCE, R. I.

Department of History and Political Science, 1890-91, includes:

HISTORY.

(4) Political and Constitutional History of European and American States during recent years. 3 hrs., first half-year, Seniors, Prof. Jameson.
(5) History of International Law during recent years. 3 hrs., second half-year, Seniors, Prof. Jameson.
And four Honor Courses.

POLITICAL ECONOMY

(1) Elementary Course. 3 hrs., first half-year, Seniors, Mr. Fisher.
(2) Advanced Course. 3 hrs., second half-year, Seniors, Mr. Fisher.
And Honor Courses.

Tuition fee, $100.
The University has about one hundred scholarships, details concerning which can be learned from the Registrar.

 

BRYN MAWR COLLEGE, BRYN MAWR, PA. (For Women.)

Programme for 1891 includes:

POLITICAL SCIENCE:
MINOR COURSE.

First Semester.—Political Economy.
Second Semester.—Political Institutions.

MAJOR COURSE.

First Semester.—Advanced Political Economy, Administration.
Second Semester.—International Law, and in alternate years Political Theories.

GRADUATE COURSE INCLUDES:

Modern Theories of Sociology. Franklin H. Giddings, Associate in Political Science.

Tuition irrespective of number courses attended, $100 a year.
Five fellowships are awarded annually, none, however, in foregoing studies. They entitle the holder to free tuition, a furnished room in the college buildings, and $350 yearly.

 

COLUMBIA COLLEGE, NEW YORK CITY.

University Faculty of Political Science, 1890-91, includes:

HISTORY.

(1) Mediaeval History. 2 hours a week, 1st session, Prof. Dunning.
(2) Modern History to 1815. 2 hours a week, 2d session, Prof. Goodnow.
(3) Modern History since 1815. 2 hours a week, 1st session, Prof. Munroe Smith.
(4) Political and Constitutional History of Europe. 4 hours a week, 1st session. Prof. Burgess.
(5) Political and Constitutional History of England to 1688. 2 hours a week, 1st session, Prof. Osgood.
(6) Political and Constitutional History of England since 1688. 2 hours a week, 2d session, Prof. Osgood.
(7) Political and Constitutional History of the United States. 4 hours a week, 2d session, Prof. Burgess.
(8) History of New York State. 2 hours a week, 2d session, Mr. Whitridge.
(9) History of the Relations Between England and Ireland, 1 hour through the year, Prof. Dunning.
(10) Historical and Political Geography. 1 hour through the year, Prof. Goonnow
(11) Seminarium in European History. 2 hours through the year, Prof. Osgood.
(12) Seminarium in American History. 2 hours through the year. Prof. Burgess.

POLITICAL ECONOMY.

(1) Elements of Political Economy. 2 hours a week, 2d session, Prof. Osgood.
(2) Historical and Practical Political Economy. 3 hours per week through the year, Prof. R. M. Smith.
(3) History of Economic Theories. 2 hours through the year, Prof. Seligman.
(4) Socialism and Communism. 2 hours per week through the year, Prof. R. M. Smith.
(5) Science of Finance. 2 hours per week through the year, Prof. Seligman.
(6) Financial History of the United States. 2 hours per week through the year, Prof. Seligman.
(7) Tariff History of the United States. 2 hours per week, 2d session, Prof. Seligman.
(8) State and Local Taxation. 1 hour per week through the year, Dr. Spahr.
(9) Statistics, Methods, and Results. 2 hours per week through the year, Prof. R. M. Smith.
(10) Railroad Problems. 2 hours per week through the year, Prof. Seligman.
(11) Ethnology. 2 hours per week through the year, Prof. R. M. Smith.
(12) Seminarium in Political Economy. 2 hours per week through the year, Profs. R. M. Smith and Seligman.
(13) Seminarium in Finance. 2 hours per week through the year, Prof. Seligman.
(14) Seminarium in Social Science and Statistics. 2 hours per week through the year, Prof. R. M. Smith.

CONSTITUTIONAL AND ADMINISTRATIVE LAW.

(1) Comparative Constitutional Law of Europe and the United States. 3 hours per week. Prof. Burgess.
(2) Comparative Constitutional Law of the Commonwealths of the United States. 2 hours per week, 2d session, Dr. Bernheim.
(3) Administrative Organization and the Civil Service of Europe and the United States. 3 hours per week, 1st session, Prof. Goodnow.
(4) Administrative Action: Police Power, Education, Public Charity, Transportation, etc. 3 hours a week, 2d session. Prof. Goodnow.
(5) Local Government. 2 hours a week, 1st session. Prof. Goodnow.
(6) Municipal Government. 2 hours a week, 2d session, Prof. Goodnow.
(7) Law of Taxation. 1 hour through the year, Prof. Goodnow.
(8) City and State Politics. 1 hour per week through the year, Dr. Bernheim.
(9) Seminarium in Constitutional Law. 2 hours a week through the year, Prof. Burgess.
(10) Seminarium in Administrative Law. 2 hours a week through the year, Prof. Goodnow.

DIPLOMACY AND INTERNATIONAL LAW.

(1) General History of Diplomacy. 2 hours per week, 1st session, Pi of. Burgess.
(2) Diplomatic History of the United States. 2 hours per week, 2d session, Dr. Bancroft.
(3) Principles of International Law. 2 hours per week, 2d session, Prof. Burgess.
(4) Seminarium in International Law. 2 hours per week through the year. Prof. Burgess and Dr. Bancroft.

LEGAL HISTORY AND COMPARATIVE JURISPRUDENCE.

(1) History of European Law to Justinian. 2 hours a week, 1st session, Prof. Munroe Smith.
(2) History of European Law from Justinian to the present day. 2 hours a week, 2d session, Prof. Munroe Smith.
(3) Comparative Jurisprudence. 2 hours a week through the year, Prof. Munroe Smith.
(4) International Private Law. 1 hour per week through the year. Prof. Munroe Smith.
(5) Seminarium in Comparative Legislation. 2 hours a week through the year, Prof. Munroe Smith.

POLITICAL PHILOSOPHY.

(1) History of Political Theories, Ancient and Mediaeval. 3 hours a week, 1st session. Prof. Dunning.
(2) History of Modern Political Theories. 3 hours a week, 2d session, Prof. Dunning.
(3) Seminarium in Political Theories of the 19th Century. 2 hours per week through the year, Prof. Dunning.

 

Some of the foregoing courses are given only in alternate years. During 1891-92 several new courses will be offered in History and in Sociology.

The course of study covers three years. The degree of A. B. or Ph.B. is conferred at the end of the first year, A.M. at the end of the second, and Ph.D. at the end of the third.
Tuition fee $150 a year, reducible on application to $100. Tuition fee for special courses, $10 for each one-hour course. Twenty-four University Fellowships of $500 each with free tuition, designed to foster original research, are awarded to advanced students in the University. A proportionate number are allotted to the Faculty of Political Science. Four additional fellowships of $250 each, with free tuition, are awarded annually to advanced students of Political Science. Three prize lectureships of $500 each for three years are awarded to graduates in Political Science.

For further information address the Registrar.

 

CORNELL UNIVERSITY, ITHACA, N. Y.

Department of History and Political Science, 1890-91, includes:

HISTORY.

(4) Political and Social History of Europe During the Middle Ages. 1 hr. thrice a week, Asst. Prof. Burr.
(5) Political and Social History of Europe from the Renaissance to the French Revolution. 1 hr. thrice a week, Asst. Prof. Burr.
(6) Political and Social History of England from the Saxon Invasion to the Close of the Napoleonic Wars. 1 hr. thrice a week, Asst. Prof. Burr.
(7) Political, Social, and Constitutional History of Europe from Beginning of French Revolution of 1789 to the Franco-German War of 1870. 1 hr. thrice a week. Several lectures in this course from ex-Pres. White and Pres. Adams.
(12) American Constitutional History and American Constitutional Law. 1 hr. thrice a week, Prof. Tyler.
(13) American Historical Seminary for Seniors and Graduates, and for Juniors and Seniors. The original investigation of subjects in American Constitutional History. 2 hrs. a week, Prof. Tyler.
(14) History of Institutions. Fall term: General principles of political organization. Winter term: Growth of the English Constitution. Spring term: Methods of municipal administration. 1 hr. thrice a week, Prof. Tuttle.
(15) International Law and History of Diplomacy. 1 hr. twice a week, Prof. Tuttle.
(16) Literature of Political Science. 1 hr. a week, Prof. Tuttle.
(17) General Seminary. Study, from the sources, of obscure political and historical questions. 2 hrs. a week, Prof. Tuttle.

POLITICAL ECONOMY.

(19) Elementary course. Principles of Political Economy. Banking. Financial Legislation of the United States. 1 hr. thrice a week, Prof. Laughlin.
(20) Advanced Course. Discussion of economic writers and systems. Investigation of current economic topics: Bimetallism, Shipping, Railway Transportation. 1 hr. twice a week. Prof. Laughlin.
(21) History of Tariff Legislation of the United States. 1 hr. a week, Prof. Laughlin.
(22) Economic seminary. hrs. a week, Prof. Laughlin.

SOCIAL SCIENCE.

(26) Social Science, including the History and Management of Charitable and Penal Institutions. 1 hr. a week, Prof. Collin.

 

Tuition fee, $125 a year.

Fellowships, eight in number, yielding $400 for one year, or in cases of remarkable merit for two years, are offered for high proficiency in advanced study, without special reference to foregoing departments.

 

HARVARD UNIVERSITY, CAMBRIDGE, MASS.

Department of Political Economy, 1890-91, includes:

PRIMARILY FOR UNDERGRADUATES

(1) First half-year: Mill’s Principles of Political Economy. Second half-year: Division A (Theoretical)—Mill’s Principles of Political Economy. Cairnes’ Leading Principles of Political Economy. Division B (Descriptive)—Money, Finance, Railroads; Social Questions; Laughlin’s History of Bimetallism. Dunbar’s Chapters on Banking. Hadley’s Railroad Transportation. Lectures. 1 hr. thrice a week, Asst. Prof. Taussig, assisted by Mr, Cole.

All students in Course 1 will have the same work during the first half-year, but will be required in January to make their election between Divisions A and B for the second half- year. The work in Division A is required for admission to Course 2.

(4) Economic History of Europe and America since the Seven Years’ War. Lectures and written work. 1 hr. thrice a week, Prof. Dunbar, assisted by Mr. Cole.

COURSES FOR GRADUATES AND UNDERGRADUATES.

(2) History of Economic Theory. Examination of Selections from Leading Writers. Socialism. 1 hr. thrice a week, Asst. Prof. Taussig and Mr. Brooks.
(3) Investigation and Discussion of Practical Economic Questions. 1 hr. twice a week (first half-year), counting as a half course, Mr. Brooks.
(6) History of Tariff Legislation in the United States. Half course. 1 hr. thrice a week (second half-year). Asst. Prof. Taussig.
(8) History of Financial Legislation in the United States. 1 hr. twice a week (second half-year), counting as a half-course, Prof. Dunbar.
(7) Public Finance and Banking. Leroy-Beaulieu’s Science des Finances. 1 hr. twice a week, Prof. Dunbar.
(9) Railway Transportation. 1 hr. twice a week (second half-year), counting as a half- course, Asst. Prof. Taussig.

PRIMARILY FOR GRADUATES.

(20) Courses of Research.—Advanced Study and Research. Prof. Dunbar and Asst. Prof. Taussig.

 

Department of History, 1890-91, includes among Courses for Undergraduates:

(2) Constitutional Government (elementary course). Half course. 1 hr. thrice a week (first half-year), Prof. Macvane.
(9) Constitutional History of England to the Sixteenth Century. 1 hr. thrice a week, Dr. Gross.
(13) Constitutional and Political History of the United States (1783-1861). 1 hr. thrice a week, Asst. Prof. Hart.
(15) Elements of International Law. History of Treaties. 1 hr. thrice a week, Dr. Snow.
(22) Constitutional History of England to the Tudor Period, with attention to the sources. Dr. Gross.
(25) English Constitutional History from the Tudor Period to the Accession of George I. Mr. Bendelari.
(26) History of American Institutions to 1783. Asst. Prof. Channing.
(27) Constitutional Development of the United States. Discussion of Constitutional principles in connection with historical questions. Asst. Prof. Hart.
(29) Constitutional History of England since the Accession of George I. Second half- year. Prof. Macvane and Asst. Prof. Channing.
(30) Federal Government: historical and comparative. 1 hr. thrice a week (first half- year), Asst. Prof. Hart.
(31) Leading Principles of Constitutional Law: selected cases, American and English. 1 hr. thrice a week (second half-year), Prof. Macvane.
(32) The Historical Development of International Law. Dr. Snow.

And among Courses of Research:
(20b) The History of Local Government During the Middle Ages, especially in Great Britain: Seminary. Dr. Gross.
(20c) English History in the Period of the Long Parliament: Seminary. Mr. Bendelari.

The full annual tuition fee of a graduate student is $150. If a student has a degree in Arts, Letters, or Science, he enters the Graduate School, and finds any Courses in Political Science open to him which there is prima facie reason to suppose him prepared to take. If he has no degree he must apply for admission as a Special Student. Good cases are always favorably acted upon. The tuition fees of special students are: For any full elective course, $45; for a half course, $25 a year.

Among Fellowships are: One having income $450, for the study of Political Economy; another, income $500, for the study of Social Science; another, income $450, for the study of Ethics in its relation to Jurisprudence or to Sociology; another, income $450, assigned to students of Constitutional or International Law.

 

JOHNS HOPKINS UNIVERSITY, BALTIMORE, MD.

Department of History and Politics, 1890-91, includes:

GRADUATE AND ADVANCED COURSES.

(1) The Seminary of History and Politics for original investigation in American Institutional, educational, economic, and social history. Two hours weekly through the year, Dr. Herbert B. Adams.
(2) Early History of Institutions and Greek Politics. Two hours weekly, first half year. Dr. Herbert B. Adams.
(3) History of Prussia, devoting particular attention to the economic, administrative, and educational reforms instituted by Baron vom Stein. Herbert B. Adams.
(4) Lectures on Historical and Comparative Jurisprudence. Two hours weekly, through the year, Mr. Emmott.
(5) Finance and Taxation, giving special attention to taxation in American states and cities, and reviewing the tariff legislation of the United States. Two hours weekly, through the year, Dr. R. T. Ely.
(6) Economic Conference. Three out of four of these treat Adam Smith and his English and Scotch predecessors. The fourth is devoted to recent economic periodical literature. One evening each week, Dr. R. T. Ely.
(7) Dr. Woodrow Wilson gives twenty-five lectures upon Administration, beginning a new three-year series. The lectures of 1891 cover general questions of Public Law as connected with Administration, and examine the question of a professional civil service.
(8) Mr. J. M. Vincent lectures on courses of history and science of historical investigation.
(9) Dr. C. L. Smith lectures on social science.

UNDERGRADUATE COURSES.

(1) Greek and Roman History. Three hours weekly, from January until June.
(2) Outlines of European History (substitute for Course 1). Three hours weekly, from January until June, with Dr. C. L. Smith.
(3) History, Minor course: Herodotus and Thucydides, in translation. Weekly through the year, with a classical instructor.
(4) History, Minor course: Livy and Tacitus, in the original. Four times weekly, with classical instructors.
(5) History, Major course: Church History; Mediaeval and Modern Europe. Daily through the year, with Dr. Adams and Dr. C. L. Smith.
(6) Political Science, Minor course: introduction to Political Economy. Daily through the year, with Dr. Ely.
(7) Political Science, Major course: International Law and Diplomatic History; English and American Constitutional History. Daily, with Dr. Adams and Mr. Emmott.

Fee for tuition, Full University Course, $125 a year. Special students, not candidates for a degree, can follow certain courses, not exceeding five lectures weekly (of which a list may be seen in Treasurer’s office), on payment of $50 a year.

Twenty Fellowships, each yielding $500, but not exempting holder from charges for tuition, are annually awarded in the University. These are bestowed almost exclusively on young men desirous of becoming teachers of science and literature, or who propose to devote their lives to special branches of learning. There are also twenty scholarships of $200 each annually; and in addition, scholarships for candidates from Maryland, Virginia, North Carolina, and the District of Columbia, details concerning which are given in the University Register.

 

INDIANA UNIVERSITY, BLOOMINGTON, IND.

Department of History, Economics and Social Science, 1890-91, includes:

HISTORY.
PROF. EARL BARNES.

English Constitution and its History. 1st and 2d terms, daily.
History of the Constitution of the United States, 1774-1789. 1st term, daily.
American Political History, 1789-1890. Politics and Administration. 2d term, daily.

ECONOMICS AND SOCIAL SCIENCE.
PROF. J. W. JENKS.

Political Economy. 3 times a week, 1st and 2d terms.
Politics, elementary. Twice a week, 1st and 2d terms.
History of Political Economy. 5 times a week, 3d term.
Introduction to Sociology. 3 times a week, 1st term.
Introductory Course in Statistics. Twice a week, 1st term.
Social Problems. 5 times a week, 2d term.
History of Political Ideas. 5 times a week, 3d term.
Comparative Politics. Daily, 1st term.
Finance. 3 times a week, 2d and 3d terms.
Economic Seminary, for advanced students. Once a week, two-hour sessions.

Tuition free. A silver medal is offered annually by the Cobden Club, London, for the best work in Political Economy, Senior Class.

 

UNIVERSITY OF MICHIGAN, ANN ARBOR.

Departments of Political Economy, International Law, History, and Philosophy, 1890-91, includes:

POLITICAL ECONOMY
First Semester.

(1) Principles of Political Economy. 1 hr. thrice a week, Prof. Adams.
(3) Principles of the Science of Finance. 1 hr. twice a week, Prof. Adams.
(5) History of Economic Thought. 1 hr. a week, Prof. Adams.
(9) Seminary in Economics. 2 hrs. a week, Prof. Adams.
(11) Foreign Relations of the United States. 1 hr. twice a week, Mr. Hicks.

Second Semester.

(2) Unsettled Questions in Political Economy. 1 hr. thrice a week, Prof. Adams.
(4) Social and Industrial Reforms. 1 hr. twice a week, Prof. Adams.
(6) Tariff Legislation in the United States. 1 hr. a week, Mr. Hicks.
(10) Seminary in Economics. 2 hrs. a week, Prof. Adams.
(12) Foreign Relations of the United States. 2 hrs. a week, Mr. Hicks.

 

INTERNATIONAL LAW.
First Semester.

(1) Lectures on International Law. 1 hr. twice a week, Pres. Angell.

Second Semester.

(2) History of Treaties. 1 hr. twice a week, Pres. Angell.

 

HISTORY.
First Semester.

(3) Constitutional History of the United States. 1 hr. twice a week, Asst. Prof. Laughlin.

(5) Constitutional Law of the United States. 1 hr. twice a week, Asst. Prof. Laughlin.

(11) Seminary. Constitutional History of the United States. 2 hrs. a week, Asst. Prof. Laughlin.

(12) Comparative Constitutional Law. 3 hrs. a week, Prof. Hudson.

Second Semester.

(1) Political and Constitutional History of England. 1 hr. thrice a week, Mr. McPherson.

(4) Constitutional History of the United States. 1 hr. twice a week, Asst. Prof. Laughlin.

 

PHILOSOPHY.
Second Semester.

(13) Seminary. Studies in the History of Political Philosophy. Prof. Dewey.

The fees are: matriculation, for citizens of Michigan, $10; for others, $25. Annual fee in the Department of Literature, Science, and the Arts, in which foregoing studies are included, $20 for citizens of Michigan, $30 for others.

No scholarships. The one fellowship is for proficiency in Greek and Latin.

 

UNIVERSITY OF NEBRASKA, LINCOLN.

Department of Economic and Political Science, 1890-91, includes:

(1) Political Economy: General study of the subject, with the use of some text as Walker, Ely, or Andrews. Lectures on the character and history of the science, and on specific application of its principles to practical affairs. Topical reports from students required, and exercises assigned in the use of statistics. Junior or Senior Year; First and second terms, three hours.
(2) Taxation ; text and lectures. Junior or Senior Year: Third term, three hours.
(3) International Law: Outline study of the subject, with text. Third term, three hours.
(4) Municipal Administration: Comparative study of the City Governments of the present time, with especial reference to American practice in the administrative branches. First and second terms, two hours.
(5) Constitutional Law: A study of Cooley’s text-book, and lectures on the industrial bearings of the complex limitations imposed by our State and local constitutions. Third term, three hours.
(6) Private Corporations: First term, a comparative and historical view of corporation law in its economic aspects; second term, Railroad Problems; third term, Special reports on assigned topics involving original research. Whole year, two hours.
(7) Charities and Corrections: Lectures, study of reports of the State Boards and of the National Conference of Charities and Corrections, and visits to the charitable and penal institutions of the vicinity; third term, three hours.
(8) Methods of Legislating; A comparative view of the rules and practice of modern legislative assemblies, with special reference to the machinery of congressional and legislative action in the United States; first term, one hour,

All the above are taught by Associate Professor Warner. In the other departments Professor Kingsley offers a course in Anthropology, and many of the courses in History deal with the historical aspects of economic and industrial problems, and with the History of Institutions.

The terms of the year are respectively 14, 11, and 11 weeks. No scholarships. No fees.

 

COLLEGE OF NEW JERSEY, PRINCETON, N. J.

Departments of History and Political Science, and Jurisprudence and Political Economy, 1890-91, include:

HISTORY AND POLITICAL SCIENCE.
PROF. SLOANE.

(7) Constitutional and Political History of England since 1688. 2 hrs. a week, 1st term. Open to Juniors and Seniors.
(8) American Political History. 2 hrs. a week, 2d term. Open to Juniors and Seniors.
(9) Comparative Politics. Origin and Theory of the State. 2 hrs. a week, 1st term. Open to Seniors.
(10) History of Political Theories. 2 hrs. a week, 2d term. Open to Seniors.
(11) Contrasts between Parliamentary and Congressional Governments. 2 hrs. a week, 1st or 2d term. Open to Graduate Students.

JURISPRUDENCE AND POLITICAL ECONOMY.
PROF. WOODROW WILSON.

(1) In Public Law, its evidence as to the nature of the state and as to the character and scope of political sovereignty. 2 hrs. a week, 1st term, alternate years. Junior and Senior elective.
(3) American Constitutional Law, state and federal. 2 hrs. a week, 2d term, alternate years. Junior and Senior elective.
(5) Administration. 2 hrs. a week, 2d term, alternate years. Senior elective, and open to Graduate Students.
(7) Political Economy: Elementary course. Walker’s Elementary Political Economy, and lectures. 2 hrs. a week, 2d term. Required of Juniors.
(8) Political Economy: Advanced course. 2 his. a week, 1st term. Senior elective.

 

Academic tuition fee, $100 per an.

Admission to special courses on terms detailed in College Catalogue, p. 26.

A fellowship of $500 annually is offered in Social Science. Several fellowships in other departments of the academic course are also offered.

Among prizes are: Annual interest on $1000 for best examination. Senior class, Political Science; same, Political Economy; $50, American Political History; annual interest on $1000, best debater, American Politics.

 

UNIVERSITY OF PENNSYLVANIA, PHILADELPHIA, PA.

Wharton School of Finance and Economy, 1890-91, includes:

HISTORY.

(3) Constitution of the United States. 2 hrs. each week, Prof. Thompson.
(4) Political and Social History of Europe since 1760. 3 hrs., Mr. Cheyney.
(6) Economic and Social History of Europe singe 1789. 2 hrs., Mr. Cheyney.
(7) American Political and Social History, Colonial. 3 hrs., 1st term, Prof. McMaster.
(8) Church and State in America. 2 hrs., 1st term, Prof. Thompson.
(9) American Political and Social History (Washington to Jackson). 3 hrs., 2d term, Prof. McMaster.
(10) Economic History of the United States. 2 hrs., 2d term, Prof. Thompson.
(13) American Political and Social History (1825-1889). 4 hrs., 1st term, Prof. McMaster.
(14) American Constitutional History (1776-1889). 3 hrs., 2d term. Prof. McMaster.

ECONOMICS AND SOCIAL SCIENCE.

(1) Political Economy, elementary. 3 hrs., 1st term, Prof. Patten.
(2) Currency and Banking. 3 hrs., 2d term, Prof. Patten.
(3) Social Science. 2 hrs., Prof. Thompson.
(4) Social Science, advanced. 3 hrs., 1st term. Prof. Thompson.
(5) Political Economy, advanced, 3 hrs., 1st term. Prof. Patten.
(6) Political Economy, History of. 3 hrs., 2d term, Prof. Patten.
(7) Revenue System in the United States and leading foreign countries. 2 hrs., 1st term, Prof. James.
(8) History and Theories of. Public Finance, especially of Taxation. 2 hrs., 2d term, Prof. James.
(9) Statistics. 2 hrs., 2d term, Dr. Falkner.

PUBLIC LAW AND POLITICS.

(1) Constitution of the United States. 3 hrs., 1st term, Prof. James.
(2) State Constitutional Law. 2 hrs., 2d term. Dr. Thorpe.
(3) History and Theory of the State. 1 hr., 2d term, Prof. James.
(4) Constitutions of leading foreign countries. 2 hrs., 2d term, Prof. James.
(5) Public Administration in the United States. 2 hrs., 1st term, Prof. James.
(6) Public Administration in leading foreign countries. 2 hrs., 2d term, Prof. Jamss.

SEMINARIES.

(1) In Political Science. Prof. James.
(2) In Political Economy. Prof. Patten.

 

Fees, $150 a year for undergraduate work, and the same for graduate work without the fee for examination for advanced degree.

Five honorary scholarships are granted to graduates of any reputable American college; these make free all instruction in the graduate work of the University relating to subjects studied in the Wharton School.

The Wharton School is a unique endeavor to introduce a business course into the body of advanced college work, to make the college mean at least as much to the business man as to the professional classes.

 

SMITH COLLEGE, NORTHAMPTON, MASS. (For Women.)

Course for 1890-91 includes:

POLITICAL ECONOMY, POLITICAL SCIENCE, ETC.
PROF. J. B. CLARK.

Political Economy, Lectures, with use of Laughlin’s Political Economy and Clark’s Philosophy of Wealth. Senior year, fall term.
Political Economy and Political Science, with special readings. Winter term
Political History of the United States, and Political Economy, Lectures. Summer term.

 

Tuition fee for all students, regular, special and graduate, $100 a year.

Annual scholarships of $50 and $100 each have been established to assist meritorious students.

 

VASSAR COLLEGE, POUGHKEEPSIE, N. Y. (For Women.)

The Department of History and Economics, 1890-91, includes:

In the Senior year an advanced course is offered for the critical study of the origin and development of the English and American constitutions and a comparative study of the existing political institutions of the two countries.

In American history the work includes the study of the government of the individual colonies, the different attempts, to form a union, and the adoption of the present constitution.

(1) Principles of Economics. Recitations from Walker’s Political Economy and Jevons’ Money and the Mechanism of Exchange. First semester, elect for Seniors. Associate Professor Mills.
(2) Advanced Course. Special topics. Lectures and investigation. Second semester, elective for Seniors who have had Course 1. Associate Professor Mills.

 

Tuition, day students, $115 a year.

Several scholarships are offered, particulars of which are given in Calendar.

 

WELLESLEY COLLEGE, WELLESLEY, MASS. (For Women).

The Department of History, Political Science, and Political Economy, 1889-90, includes:

HISTORY.

(1) Political History of England and the United States: England, first semester; United States, second semester.

(4) Constitutional History of England and United States: England, first semester, Coman’s Outlines; United States, second semester. Hart’s Outlines.

(6) Political Science: lectures on Grecian and Roman methods of government, twice a week, first semester; lectures on the history of political institutions, twice a week, second semester.

POLITICAL ECONOMY.

(1) Economic Science, first semester. Authorities, Mill, Marshall, Walker.

(2) Economic and Social Problems, second semester. Lectures and special topics.

No text-books are used. Each class is provided with printed outlines, and adequate references to the best authorities. Lectures are given where guidance is needed, but the student is made responsible for a large amount of independent library work.

Tuition, $150 a year.

There are more than twenty scholarships, details of which are given in calendar.

 

WILLIAMS COLLEGE, WILLIAMSTOWN, MASS.

Department of Political Economy and Political Science, 1890-91, includes:

Political Economy is a prescribed study, running through the 2d and 3d terms (33 weeks). 3 times a week, Prof. A. L. Perry.
Political Science is an elective study, running through all the terms beginning with the 1st of Junior Year. The basis of instruction is the text of the Constitution, interpreted in the light of decisions of the Supreme Court. Prof, A. L. Perry.
In 3d term of Senior Year two hours a week are given to Sociology. Prof. J. Bascom.

History includes principles and methods of historical study as applied to the politics and institutions of Europe.

 

Fee for tuition, per year, $105.

Perry prizes, $50 and $25 respectively, are awarded in History and Political Science.

The Cobden Club, of London, offers a silver medal annually for the highest proficiency in Political Economy.

 

YALE UNIVERSITY, NEW HAVEN, CONN.

Departments of Political Science and Law and History, 1890-91, include:

POLITICAL ECONOMY.

(10) Political Economy, its elements, recent financial history of the United States, with lectures on elementary principles. 2 hrs., both terms. Prof. Sumner.
(11) Political Economy. A one-year course planned to give a comprehensive knowledge of essentials to those whose chief interest lies in other departments of study. 3 hrs., both terms (Seniors), Prof. Sumner.

(Courses 12 to 15 are open only to those who have taken Course 10.)

(12) Advanced Political Economy. 2 hrs., both terms (Seniors), Prof. Sumner.
(13) Finance. 1 hr., both terms (Seniors), Prof. Sumner
(14) School of Political Economy, for those who make this their chief study during the year. Prof. Sumner and Dr. Schwab.
(15) Social Science, an elementary course. 1 hr., both terms (Seniors), Prof. Sumner.
(16) Industrial History of the United States since 1850. Open only to those who have already studied Political Economy. 2 hrs., first term (Seniors), Prof. Hadley.
(17) Modern Economic Theories. 2 hrs., 2d term (Seniors), Prof. Hadley.

LAW.

(18) Includes constitutional and international law. Open only to those who take Course 19. 2 hrs., 2d term (Seniors), Prof. Phelps.
(19) Jurisprudence. Includes law in its relation to the origin, development and government of political society, nature and origin of legal rights, and principles of the law governing rights in land. 2 hrs., 1st term (Seniors), Prof. Robinson.

HISTORY.

(20) History of Europe since 1789, mainly political. 2 hrs., both terms (Seniors), Prof. Wheeler.
(21) English History, political and constitutional. 3 hrs., both terms (Seniors), Prof. Wheeler.
(22) American History. In the national period special attention is given to the rise and progress of political parties. 2 hrs., both terms (Juniors), Prof. C. H. Smith.
(23) American History. Study of the Constitution and Supreme Court interpretations. 2 hrs., both terms (Seniors), Prof. C. H. Smith.
(24) Europe from 1520 to 1789. With special attention to political history. 2 hrs., both terms, Prof. Adams.

The foregoing are among the elective courses. Juniors select nine hours per week, and Seniors select fifteen. The no. of hrs. specified means hrs. per week.

 

The fee for graduate instruction is generally $100 per annum, but may be more or less according to the course pursued. A variety of fellowships and prizes are offered, none, however, specifically in foregoing courses.

________________________

Source: The Society for Political Education. The Reader’s guide in Economic, Social and Political Science, being a classified bibliography, American, English, French and German, with descriptive notes, author, title and subject index, courses of reading, college courses, etc., R. R. Bowker and George Iles, eds. New York: G. P. Putnam’s Sons, 1891, pp. 129-137.

 

 

Categories
Chicago Columbia Economists Michigan

Chicago, Columbia, Michigan. Henry Simons Coursework, 1916-1926

George Stigler’s research file for his paper “Henry Calvert Simons” (The Journal of Law & Economics, Vol. 17, No. 1 (Apr., 1974), pp. 1-5) includes the following artifacts that provide us with a complete, or at least near complete, listing of undergraduate and graduate coursework of the “Crown Prince of that hypothetical kingdom, the Chicago school of economics” — Stigler wisecracking at the start of his otherwise serious biographical essay on Henry Simons.

The 1968 International Encyclopedia of the Social Sciences biography of Simons.

_____________________________________

OFFICE OF THE REGISTRAR
THE UNIVERSITY OF MICHIGAN

1513 LS&A Building
Ann Arbor, Michigan 48104

[June 1972]

TO WHOM IT MAY CONCERN

RE: HENRY CALVERT SIMONS

The following are the descriptive titles of courses pursued, together with the hours of credit earned and grades received by Henry Calvert Simons while a student in the College of Literature, Science, and the Arts, of The University of Michigan. He was in attendance during the years 1916-1920.

Course

Descriptive Title Semester Hours Grade
1916-20
Latin 1 Cicero, Essays

4

B

Latin 2 Livy. Book I or XXI. Plautus, Terence.

4

B

Latin 3 Horace

4

B

Latin 4b The Letters of Pliny the Younger

2

B

French 1a Elementary French for Juniors & Seniors

4

D

French 2a Elementary French for Juniors & Seniors

4

B

Rhetoric 1 Composition & Rhetoric

3

B

Rhetoric 2 Continuation of Course 1

3

B

Rhetoric 3 Advanced Composition & Rhetoric

3

B

Rhetoric 4 Advanced Composition & Rhetoric

3

B

History W1 The Issues of the War; an exposition of the Causes & Significances of the Great War

3

B

Political Economy and Sociology

1

Elements of Political Economy, I

5

B

7

Essentials of Economic Theory

2

A

2

Elements of Political Economy, II

5

B

38

Principles of Accounting, I

4

A

37

Corporation Finance

2

A

6

Railway Problems

3

A

13b

Studies in Economic Theory

2

A

9

Banking and Foreign Exchange

3

A

15

Corporations

3

A

39

Principles of Accounting, II

4

B-

40

Cost Accounting

3

C-

8a

Economic Statistics

2

B

10

Money, Credit, and the Level of Prices

3

A

13

Studies in Economic Theory

2

B

16

Public Service Industries

2

A

18

Research Work

1

B

43

Auditing and Special Accounting Systems

3

D-

43a

Income Tax Procedure

2

C-

Math 1 Algebra, Trigonometry, & Analytic Geometry

4

B

Math 2 Plane Analytic Geometry

4

B

Math 51 Introduction to the Mathematical Theory of Interest and Insurance, I

3

B

Math 52 Introduction to the Mathematical Theory of Interest and Insurance, II

3

B

Math 3a Calculus, Shorter Course, I

3

B

Math 4a Calculus, Shorter Course, II

3

A

Chemistry 1 General and Inorganic Chemistry

2

B

Chemistry 1a General and Inorganic Chemistry

2

A

Chemistry 2 General and Inorganic Chemistry

2

B

Chemistry 2a General and Inorganic Chemistry

2

B

Military 4 The Basic Group

4

No grade is given

December 3, 1920—Henry Calvert Simons was graduated with the degree of Bachelor of Arts in the College of Literature, Science, and the Arts. With a Business Certificate, and Diploma.

_____________________________________

THE UNIVERSITY OF IOWA
IOWA CITY, IOWA 52240

College of Business Administration
Department of Economics
Area 319: 353-5128

June 30, 1972

 

Professor George J. Stigler
Department of Economics and Business
University of Chicago
Chciago, Illinois 60637

Dear Professor Stigler:

I am responding to your inquiry about information on Professor Henry C. Simons when he was at the University of Iowa. Unfortunately, I have not been able to find much useful information…

…The Personnel office gave me the following background from his file which is rather sterile information.

He received his B. A. from Michigan and began his appointment at Iowa, January 8, 1921 as an Assistant in Principles and Assistant in railroads, at a salary of $1,900. In 1925-26 he was on a leave of absence, but no indication as to where it was spent. [see University of Chicago transcript below] He became an assistant professor of economics in 1926 at a salary of $2,750…

Sincerely yours,

[signed]

Jerald R. Barnard
Associate Professor and Chairman

_____________________________________

COLUMBIA UNIVERSITY
in the City of New York
New York, N.Y 10027

OFFICE OF THE REGISTRAR

Philosophy Hall
July 19, 1972

Mr. George J. Stigler
The University of Chicago
Haskell Hall
Chicago 37, Illinois

Dear Mr. Stigler:

I have your letter of June 26th concerning Henry Calvert Simons.

A careful check of our records indicates that he was with us as a student only during the Summer Session of 1922. He registered for two graduate courses in economics taught by Prof. Herbert J. Davenport. One course was in Pubic Finance and the other was the Theory of Price Competition. For reasons which I do not entirely understand, he did not receive a grade in either course.

I hope this information will be helpful to you.

Very truly yours,

[signed]

Charles P. Hurd
Registrar

_____________________________________

 

The University of Chicago
Office of the Recorder

Matr.   No. 104903
Name             Henry Calvert Simons, Jr.
Date of Matriculation          June 18, 1923
Home Address          College of Commerce, U. of Ia, Iowa City, Ia

Church Affiliation 

Membership Presbyterian
Preference [blank]

The Student’s degree of A. B. judged equal to the Degree of Ph. B. from the U. of C., lacking [blank] majors. Equivalence established by the University Examiner 7.17, 1930

Candidacy for the Degree of Ph. D. in the Dep’ts of 1. Economics 2. [blank]
recomm. by H. A. Millis        3.25, 1930
Approved by the Faculty 8. 9, 1930.

The Graduate School         Record of Work

Majors taken

Abs. Grade Majors Credit

Grade Points

SUMMER QR. 1923
POL.EC.-mj.31-Advanced Banking A 1
POL.EC.-mj.40X-Org.Labor in Am.Indust.Soc C 1
POL.EC.-mj.65-Government Finance B 1
SUMMER QR. 1924
POL.EC.-mj.16-Hist.of Econ.Thought A 1
POL.EC.-mj.45-Types of Econ.Organiz’n. A ½
POL.EC.-mj.62-Probs.of Federal Aid (Visitor)
POL.EC.-mj.67-State Finance & Taxation A 1
SUMMER QR. 1925
POL.EC.-mj.311-Statistical Theory p 1
POL.EC.-mj.353-Internat.Economic Policies A 1
ED.-m.321A-Financial Administration (Visitor)
ED.-m.321B -Financial Administration
(Visitor)
WINTER QR. 1926
POL.EC.-mj.220-Economic Hist.of U.S. A 1
POL.EC.-mj.312-Statistical Graphics p 1
POL.EC.-mj.461-Research in Gov’t Finance p 1
SPRING QR. 1926
POL.EC.-mj.303-Mod.Tendencies in Economics A 1
POL.EC.-mj.462 Research in Gov’t Finance inc.
French Exams passed 9.2.26 SEP
SUMMER QR. 1927 1st Term
GER.-1010-German for Reading Req’ts (non-cr.)
German Examination Passed
OCT

Source: University of Chicago Archives. George Stigler Papers, Box 2, Folder “1972 GJS folder on H. Simons: Sources for articles in Dict. of Am. Biog. & Apr. 74 JLE”.

_____________________________________

[University of Chicago, Summer Quarter, 1923]

[Political Economy] 31. Advanced Banking.—A review of the elementary principles of bank credit will be followed by a brief discussion of foreign banking systems. The purpose of this will be to ascertain wherein, from an institutional point of view, the organization of American banking systems has been influenced by European methods. The course will conclude with an investigation of such topics as agricultural credit, the trade acceptance, the bank acceptance, check collections and clearances, and the problems of Federal Reserve management. The internal problems of bank management are not emphasized. Rather the endeavor is to show the manner in which economic principles work themselves out through the instrumentality of our financial institutions. Prerequisite: course 3 [The Financial Organization of Society] or its equivalent. Mj. 1:30, Professor [Harold Lyle] Reed [Professor of Finance and Banking, Washington University]. [University of Chicago. Announcements, Summer Quarter 1923, p. 26.]

[Political Economy] 40X. Organized Labor in American Industrial Society.—An advanced course, covering much the same ground as 40B [Collective Bargaining and Industrial Arbitration]. After obtaining the needed background in the extent of union organization and in union methods and policies, a study is made of collective bargaining and struggles between organized labor and employers in typical industries. Following this an examination is made of the law as ti is applied to organized labor and employers. The last part of the course is devoted to the mediation and the arbitration of industrial disputes. The course is designed primarily for students who desire a concrete and detailed knowledge of organized labor not to be obtained from a general course and who cannot take 40A [Trade Unionism] and 40B [Collective Bargaining and Industrial Arbitration]. Prerequisite: course 4 [The Worker in Modern Economic Society] or its equivalent. Mj. 10:00, Professor [Harry Alvin] Millis. [University of Chicago. Announcements, Summer Quarter 1923, p. 26.]

[Political Economy] 65. Principles of Government Finance.—This course deals with public expenditure, budgetary methods, public revenues, and public debt. Its purpose is to give a working knowledge of public financial institutions and practices and, more especially, an understanding of financial principles. About half of the quarter is devoted to the theory and practice of taxation. Special attention is paid to war finance. Some of the leading topics discussed are: the growth and amount of public outlays; the principles which should be observed in making appropriations; budgetary methods; the sources of revenue; public industries and price-making; fees and special assessments; the principles of taxation; the more important kinds of taxes; bonds versus taxes in war finance; the principles which should be observed in borrowing; the management of national and local debts. Prerequisite: course 1 [Principles of Economics II: Value and Distribution in Industrial Society] and 27 majors. Mj. 9:00, Associate Professor [Jacob] Viner. [University of Chicago. Announcements, Summer Quarter 1923, p. 26-27.]

 

[University of Chicago, Summer Quarter, 1924]

[Political Economy] 16. History of Economic Thought.—Attention is given throughout to the determining factors of economic thought as found in industrial conditions and in general political and social philosophy. The students are expected to make use so far as possible of primary sources. Prerequisite: 4 majors in the Department. Mj. 10:00, Professor [John Maurice] Clark. [University of Chicago. Announcements, Summer Quarter 1924, p. 23.]

[Political Economy] 45. Types of Economic Organization.—An examination of the various forms of economic organization that have been proposed, including the Utopias, Individualism, Marxian Socialism, Collectivism, the Single Tax, Syndicalism, and Guild-Socialism. Constant comparison will be made between these forms and the present structure of society. M. First Term, 2:30, Associate Professor [Paul H.] Douglas. [University of Chicago. Announcements, Summer Quarter 1924, p. 24.]

[Political Economy] 62. The Problems of Federal Aid.—A semi-research course, which is designed to analyze the economic and fiscal relations between the federal and state governments. The systems of grants-in-aid given in other countries and of state aid in this country will be first considered. The major portion of the course will deal with the specific federal aid laws enacted by the national government and their administrative history. An attempt will be made to work out standards of federal and state action. M. First Term, 3:30, Associate Professor [Paul H.] Douglas. [University of Chicago. Announcements, Summer Quarter 1924, p. 24.]

[Political Economy] 67. Federal and State Taxation Problems.—This course will deal in some detail with current problems of income, inheritance, property, and commodity taxation in federal and state finance in the United States. Students entering this course will be expected to have had a general course in government finance and a substantial knowledge of the principles and methods of taxation on their part will be taken for granted. Mj. 9:00 Associate Professor [Jacob] Viner. [University of Chicago. Announcements, Summer Quarter 1924, pp. 67-8.]

 

[University of Chicago, Summer Quarter, 1925]

[Political Economy] 311. Statistical Theory.—Mj. Summer, 8:00, Professor [James Alfred] Field. [University of Chicago, Annual Register with Announcements for 1925-1926, p. 148]

[Political Economy] 353. International Economic Policies.—Mj. Summer, 10:00, Professor [Jacob] Viner. [University of Chicago, Annual Register with Announcements for 1925-1926, p. 149]

 

[University of Chicago, Winter Quarter, 1926]

[Political Economy] 220. Economic History of the United States.—Mj. Professor [Chester Whitney] Wright. [University of Chicago, Annual Register with Announcements for 1925-26, p. 146]

[Political Economy] 312. Statistical Graphics and Tabulation.—Mj. Professor [James Alfred] Field. [University of Chicago, Annual Register with Announcements for 1925-26, p. 148]

[Political Economy] 461. Research in Government Finance.—Professor [Jacob] Viner. [University of Chicago, Annual Register with Announcements for 1925-26, p. 149]

 

[University of Chicago, Spring Quarter, 1926]

[Political Economy] 303. Modern Tendencies in Economics.—Mj. Professor [John Maurice] Clark. . [University of Chicago, Annual Register with Announcements for 1925-26, p. 147]

[Political Economy] 462. Research in Government Finance.—Professor [Jacob] Viner. [University of Chicago, Annual Register with Announcements for 1925-26, p. 149]

 

IMAGE SOURCE: University of Chicago Photographic Archive, apf1-07613, Special Collections Research Center, University of Chicago Library.

Categories
Economists Michigan

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

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

___________________________________

[p. 11]

THE ORGANIZATION OF
BEHAVIORAL SCIENCE ACTIVITIES

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

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

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

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

[p. 12]

DEPARTMENTS OF THE COLLEGE
OF LITERATURE, SCIENCE AND THE ARTS
 

Anthropology

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

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

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

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

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

 

Economics

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

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

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

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

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

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

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

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

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

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

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

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

 

Political Science2

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

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

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

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

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

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

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

 

Psychology3

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

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

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

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

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

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

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

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

 

Sociology

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

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

Social Organization

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

Population and Human Ecology

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

Social Psychology (see next section of report)

Methodology

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

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

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

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

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

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

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

 

Doctoral Program in Social Psychology

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

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

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

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

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

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

 

PROFESSIONAL SCHOOLS

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

 

INSTITUTES AND RESEARCH AGENCIES

Institute for Social Research7

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

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

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

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

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

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

 

Institute of Human Biology8

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

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

 

Institute for Human Adjustment

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

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

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

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

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

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

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

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

(c) Reading Improvement (Donald Smith, Chief) provides noncredit training in reading speed and comprehension.

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

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

 

Museums

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

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

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

 

The Institute of Public Administration10

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

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

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

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

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

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

 

Area Research and Training Programs

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

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

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

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

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

 

FACILITIES AND SERVICE AGENCIES

Statistical Services

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

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

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

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

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

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

 

Photographic Services

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

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

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

 

Publication Facilities

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

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

 

The Library

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

 

Audio-Visual Education Center

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

 

GENERAL LEVEL OF BEHAVIORAL SCIENCE ACTIVITY

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

1954_Michigan_BehSciencesTable

 

[NOTES]

 

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

 

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

 

Categories
Chicago Michigan

Interdisciplinary Moment. Max Sylvius Handman, Chicago Sociology Ph.D. 1917

This interdisciplinary moment comes as the result of my shallow acquaintance with American institutional economics. In the previous posting I ran across the name of M. S. Handman who was listed #2 in Frank Knight’s list of American Institutional Economists after Veblen but with the sarcastic addition “Perhaps the one true example [i.e. Veblen], except Handman, who has written little.” Knight then goes on to put Handman’s name in the #2 position without any bibliographic reference. The name rang no bells with me to be honest.

In the meantime I have consulted JSTOR to obtain a very convenient history of American Institutional Economics, Malcolm Rutherford’s Presidential Address before the Association for Evolutionary Economics: “Towards a History of American Institutional Economics”, Journal of Economic Issues, Vol. 43, No. 2 (Jun., 2009), pp. 308-318. This provides us with more context.

Max Handman received his Ph.D. in Sociology and Anthropology rather than in Political Economy. The title of his thesis was “The Beginnings of the Social Philosophy of Karl Marx.”

_________________________

[from the University of Michigan]

Memorial
Max Sylvius Handman
LSA Minutes

On December 26, 1939, while the University was in recess, Professor Max S. Handman, one of its outstanding personalities, died of coronary thrombosis; a scant two weeks after he had passed his fifty-fourth birthday. The first of the heart attacks to which he finally succumbed occurred in the spring of 1938, while he was devoting his sabbatical leave to a research project in South America. He returned to Ann Arbor early that summer and carefully nursed his ailment, both at the University Hospital and at home, to the end of the first semester of the academic year 1938-39. During the second semester of that year he was able to resume his teaching, and during the summer of 1939, though not a member of the teaching staff, he participated actively in the Institute of Latin-American Studies which was being conducted by the Summer Session. He then prepared and delivered his last paper, soon to be published, on the historical function of foreign investments in Latin-America. He was planning, of course, to continue his regular work during the present academic year, but a further severe attack shortly before the opening of the University in the fall confined him to bed till his untimely death. While the course of this illness afforded some preparation for the fatal outcome to his associates and friends, the actual loss of our widely known and beloved colleague came as a profound and lamented shock to all who knew him.

Max Sylvius Handman, son of Melchior and Rosa (Sayman) Handman, was born in Roman, Rumania, December 13, 1885. He remained in his native land into his eighteenth year. His father was engaged in commercial pursuits, but was dominated by a deep love of learning. In this environment the seeds were sown for a lifetime of scholarly interest and devotion. Young Handman received instruction at home as well as all available public schooling, through the Gymnasium at Roman. Upon his arrival in this country in 1903 he proceeded immediately to the far west, where he devoted himself for a period of two years to working at miscellaneous tasks and learning the English language. Two years later, in 1907, he received his Bachelor of Arts degree from the University of Oregon. Then followed ten years of graduate study, both at American and foreign institutions, including the University of Chicago, the University of Missouri, Columbia University, the College de France, and the University of Berlin. He received his Ph.D. degree from the University of Chicago in 1917, and during the same year he became a naturalized citizen of the United States. Some three years earlier, on September 3, 1914, he had married Della Dopplemayer of Marshall, Texas, after he had established himself as a young instructor.

His teaching experience, like his academic training, embraced a number of institutions. In 1913 he served as Docent in Sociology at the University of Chicago; from 1913 to 1916 he was Instructor in Sociology at the University of Missouri; from 1917 to 1926 he was Professor of Sociology, and from 1926 to 1931 Professor of Economics, at the University of Texas; and during the academic year 1930-31, just before he left Texas, he was Visiting Professor of Sociology at the University of Minnesota. From 1931 till his death he was Professor of Economics at the University of Michigan. During this relatively brief period he devoted himself on the instructional side to economic theory, labor economics, the history of economic thought, economic history, European economic problems, and Latin-American economic problems. While in recent years his independent studies were largely in the latter two fields, he adjusted himself in a fine spirit of cooperation to the curricular needs of the Department of Economics, and his qualifications were so diverse and his personality so stimulating that these varied tasks were entrusted to him with unquestioning confidence and were performed by him with high competence.

The breadth of Professor Handman’s interests is further evidenced by his outside contacts and activities of an academic and public character. In 1918 he served as a special investigator for the Library of Congress and as a member of the Committee on Public Information; and he was also attached, during the same year, to the staff of the United States Inquiry on Terms of Peace. In 1919 he was Director of the Red Cross Social Service Institute for Texas; in 1924 he was President of the Texas Conference for Social Welfare, holding at the same time, and for a number of years, the position of Trustee of the Texas Committee on Prisons and Prison Labor; and for a period of some six or seven years, from 1926 to 1932, he served in various capacities as a member of the National Conference of Social Work. In 1929-30 he was a special investigator for the National Commission on Law Observance and Enforcement (the so-called Wickersham Commission); and for a period of three years, from 1931 to 1934, he represented the American Economic Association on the Social Science Research Council. In the summer of 1932 he was sent to Rumania by the Council to study race and culture contacts in that territory, the results being published as a chapter on conflict and equilibrium in a border area; and in connection with this visit he was decorated by the Rumanian Government as Knight, First Class, of the Order of Cultural Merit.

For the most part Professor Handman’s publications are more noted for the range of their subject matter and the suggestiveness of their approach than for the detailed factual or analytical treatment accorded by thorn to the varied matters with which they deal. His only book-length manuscript, a socio-economic study dealing with standards of living and pecuniary valuation, he did not deem ripe for publication, although he labored upon it for many years. His score or more of journal contributions deal in part with concrete social and economic conditions in Texas and Mexico, particularly in their reciprocal impacts; but his more generalized writings, reflecting a broad philosophical attack upon the questions at issue, are the papers of primary significance. He has written illuminatingly, for example, on the sociological methods of Pareto, on scientific trends in economics, on economic history and the economist, on conflicting ideologies in the American labor movement, on the sentiment of nationalism, on the bureaucratic culture pattern and political revolution, on war, economic motives, and economic symbols. These writings cannot be cramped into the traditional molds of the established disciplines. They embrace, with varying degrees of emphasis, the fields of sociology, economics, psychology, political science, and history. His approach was that of the so-called social sciences as a group, rather than of more or less artificially delimited segments of the field; and while he chiefly charted channels of thought through this means, rather than cultivated intensively the areas of his special interest, he performed his chosen tasks with much knowledge and deep insight.

For such results his long training and experience in both sociology and economics were not alone responsible; of equal importance was the broadening effect of his enormously wide reading and extensive travel. His great library was in no sense the reflection of a collector’s hobby. Visitors to his home, earlier in Austin and later in Ann Arbor, were frequently amazed at his ability to locate without the slightest difficulty any book he wanted from among his many thousands of uncatalogued volumes; and what is much more significant, as those who ever had the privilege of conversing with him at any length repeatedly learned, he knew what was in his books. He wrote and spoke from a full mind, which was also enriched by personal contacts and observations in much travel in Europe and the Americas. His great linguistic facility–embracing the spoken tongue as well as the written word in French, German, Italian, Spanish, Portuguese, and Rumanian–rendered these travels a source of genuine enlightenment in the various fields of his interest. These factors, and not merely his actual publication record, contributed to Professor Handman’s wide recognition as a scholar. His professional colleagues in all parts of the country–particularly among the sociologists, economic historians, and students of Latin-America–entertained the highest respect and admiration for his knowledge and understanding. His counsel was sought often and in numerous quarters, and the meetings of the learned societies were very few in which he was not invited to participate as critic of the contributions of his older as well as younger colleagues.

In the last analysis, however, Professor Handman’s most significant service was rendered as a stimulating teacher and associate, who exerted a large influence upon the human beings with whom he came into contact. He was a highly cultivated gentleman, of broad sympathies and incisive understanding, who labored always in furtherance of human welfare. His great store of knowledge was not confined to the social sciences. He was steeped in general history, literature, philosophy, music, and the arts. The spirit molded by these humanistic influences was directed to the improvement of social living, in the narrower range of personal contacts as well as in the more complicated relationships of the great society. Toward this end he gave of himself unstintingly to his students, his associates, and the general community. Because of his lofty ideals, intellectual integrity, and endearing personality, he evoked satisfying and even gratifying responses throughout his career. That he was affectionately known to so many, both old and young, as Uncle Max was no mere accident. He built well and fruitfully. His memory will long endure.

D. H. Parker,
P. E. James,
I. L. Sharfman, Chairman

Source (also of image): University of Michigan Faculty History Project.

_________________

[from the University of Texas]

IN MEMORIAM
MAX SYLVIUS HANDMAN

Max Sylvius Handman, professor of sociology and economics, died in December of 1939.

Professor Handman was born on December 13, 1885, in Roman, Romania. He received a bachelor’s degree from the University of Oregon in 1907 and a PhD from the University of Chicago in 1917.

Dr. Handman taught at the University of Chicago and the University of Missouri. He joined the faculty of The University of Texas at Austin in 1917 and resigned in 1931, when he accepted a position at the University of Michigan at Ann Arbor.

Professor Handman served on the Committee on Public Information in 1918. He was a special investigator for the Library of Congress and for the Wickersham Commission on Law Enforcement. He was also president of the Texas Conference on Social Work in 1924.

During the early 1930s Professor Handman was recalled to Romania by King Carol to carry out a study on the problems of minority populations. He was later decorated by King Carol with the Order of Cultural Merit, Knight, first class, for his service.

<signed>

John R. Durbin, Secretary
The General Faculty

Source: Biographical sketch prepared by Teresa Palomo Acosta and posted on the Faculty Council web site on January 18, 2001.