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Keynesian Economics Macroeconomics Washington University

Washington University. Case for McGovern’s Economic Policies. Minsky, 1972

The following manuscript was fished from Abba Lerner’s papers. The cover letter indicates that Hyman Minsky was going to be heading East for the Southern Economics Association meetings and was hoping to combine that with the search for new graduate students for Washington University and a bit of self-promotion of his support for the McGovern Presidential campaign. Minsky summons his inner-Joan-Robinson here.

In an earlier post we have unpublished scraps for the 1977 review by Lerner of Minsky’s Keynesian economics.

____________________________

WASHINGTON UNIVERSITY
ST. LOUIS, MISSOURI 63130

October 5, 1972

DEPARTMENT OF ECONOMICS

Professor Abba P. Lerner
Department of Economics
Queens College
Queens, New York

Dear Abba:

Enclosed you find my contribution in kind to the McGovern campaign. I would appreciate your views on my two lessons from The General Theory. I know there is a bit of Joan Robinson in it.

I am also enclosing the brochure we put out in an attempt to recruit graduate students. Our department is trying to improve the quality but not the quantity of our graduate students. In order to do this we feel we should try to get applications from schools where we have not been getting students. Queens College is one such place. One thing we are doing in this effort is to have members of our faculty visit these colleges in an effort to arouse faculty awareness and student interest.

I will be east for the SEA meetings and I have been thinking I will follow that up with a trip to New York, during which I would hope to be able to come up to Queens University and talk to you, your colleagues and students about the attractions of graduate work in Economics at Washington University. Let me know what you think of the feasibility of such a visit.

My best regards to Dahlia. Esther sends her love.

Sincerely,
[signed]
Hyman P. Minsky
Professor

HPM:ef
enclosures

____________________________

Economic Issues in 1972: A Perspective

By Hyman P. Minsky
Professor of Economics
Washington University

A Presentation to a Symposium on The Economics of the Candidates sponsored by the Department of Economics of Washington University, St. Louis, Missouri, October 6, 1972.

In 1972 the American people have a clear choice between economic purpose and economic drift. The great purpose of the American Revolution was and remains the creation of a society of free and equal men. In the past decades we have lost our direction. This year George McGovern is calling for us to come home again; McGovern is calling for an economic policy that will make the American Dream a reality.

The Lessons of Keynes

The great work that transformed economics into a policy science is Keynes’ General Theory. This work was published in 1936.

There are two lessons in Keynes’ General Theory. The first is that the economy can be managed so that depressions and serious unemployment do not take place: that is, full employment can be achieved and maintained. The second lesson is that once this is done the major economic policy issues become what type of output is going to be produced and for whom is it going to be produced: Income distribution and the contribution that economics can make to the quality of life are now the economic policy issues.

McGovern’s economics are in response to the second lesson; the first lesson is taken for granted. McGovern is calling for two policy thrusts: the benefits from production and the payoffs from economic growth are to be distributed more fairly than in the past, and the quality of life is to be improved as useful public goods replace the waste of ever increasing military expenditures.

It took the Democrats some 25 years to learn and accept the first lesson from Keynes. As a result the Kennedy-Johnson years were uninterrupted by anything that the official score keeper, the National Bureau of Economic Research, could call a recession. However, the Democrats in the 1960’s had not as yet learned the second, distribution and quality, lesson from Keynes. As a result the full employment of Kennedy-Johnson was achieved with the help of unfortunate tax changes which mainly benefited the well to do. The quality of life was adversely affected — to say the least — by the engagement in Viet Nam.

Nixon’s Recession

Aside from my comrade on this platform, Republicans are just naturally slower to learn than Democrats. When the unfortunate succession of Nixon to the presidency took place, the Republican leaders and policy advisors – Mr. Weidenbaum excepted – had not as yet assimilated the first lesson from Keynes. Therefore, while promising to take the inflationary pressure off of prices by a budget that is balanced and an even handed monetary policy, the Republicans succeeded in flinging the country into a full fledged recession; a rather protracted though not deep recession took place during 1970 and 71.

This experiment in “even handedness” was and remains expensive. In 1969 – when Nixon took office – unemployment was 3.5% of the labor force; in 1971 it was 5.9% – some 2.5% difference. A rule of thumb, used by economists to measure the output lost by unemployment, is that 3% of output is lost for every 1% excess of unemployment over full employment. By this rule, 1971’s full employment output was some 7.5%, more than $75 billion, greater than actual output. We the people – but most especially those who experienced this unemployment – paid a high price for the slowness of Republicans to learn.

Unemployment is the cruelest and most regressive form of taxation. It falls most heavily on those least able to pay. Nixon’s recession of 70-71 was unnecessary, it was a result of deliberate policy, and it made our poor, poorer.

Finally about a year ago the Republicans seem to have caught onto the first lesson. I believe at some point Mr. Nixon said that he was now a Keynesian.

Equity and the Quality of Life

Meanwhile within the Democratic Party, and in the economic policies of Senator McGovern, the second lesson of The General Theory was being assimilated. The McGovern objective is to develop policy instruments which transform the G.N.P. production machine into a more effective instrument for achieving equity in income distribution and for improving the quality of life.

The Republicans of course have no explicit policy toward income distribution and the quality of life. However we can infer their biases from positions taken. Republicans seem wedded to two propositions: Defense expenditures are sacred and the rich must get richer, so that their consumption can increase by 20% per head every five years.

Under Nixon and Laird the Defense budget is sacred, not just at its present level, but as a growing parasitic virus. It is my understanding that current projections call for a defense establishment that costs $100 billion within a few years. Republicans seem to be Leninists in the way they view the American economy. They seem to believe that wars, preparations for wars, and imperialist ventures are necessary if the American economy is to avoid crises and depressions.

The Republican Governor of Illinois attacked the McGovern defense budget because it will cause a loss of 40,000 jobs in Illinois. In this Republican model military expenditures are a boondoggle, but a good boondoggle. In the Republican view defense expenditures are to make jobs – and perhaps to take care of favorite firms, such as Lockheed, when they are in trouble. Defense expenditures are not undertaken by Republicans to defend the country against foreign foes.

A rational defense policy could certainly cut the 7% surcharge that defense levies on all output. Rich Japan and rich Germany do not spend 7% of their national income on defense. As an interim goal, I suggest the Military Brass should be rationed to 5% of G.N.P.. This would currently make $20 billion a year available for useful purposes.

Nixon’s Idea of Fairness

In the Economic Report of the President for 1970, Nixon’s Council of Economic Advisors engaged in an exercise on the “Future National Output and the Claims Upon It.” This exercise projected gross national product in 1975 and what would be done with it. The largest single claim upon Gross National Product is private “consumption.” Nixon’s council assumes that private consumption will grow at 3.25% per capita per year across the board. Nixon’s economists, when projecting consumption six years down the pike, blithly assume that it is just as worth while to use scarce resources to increase the personal consumption standard of a representative upper income family (now consuming at a rate in excess of $15,000 per person per year) by 20% over 6 years as it is to use resources so that the consumption standard of a representative poor or low income family – now consuming at a rate of $770 per person per year – increases by 20%.

Constraint upon the growth of upper income consumption will enable us to save some 5% of consumption expenditures as projected for 5 years hence; some $35 billion of resources can be freed by doing this. Thus McGovern’s economics will make available some $130 billion ($75 billion from the slack in the economy in 1971, $20 from defense and $35 billion from stabilizing the consumption of the rich) of wasted or misallocated resources which can be shifted to public purposes.

Let us look at the distribution of income and consumption, in a very rough and ready way. About 5% of the population lives in families with incomes above $25,000 per year. This 5% does about 25% of the total private consumption. The bottom 20% of the population in income does about 5% of the private consumption. A representative person in the top 5% consumes at the rate of $15,420 per year; a representative person in the bottom 20% consumes at the rate of $771 per year.

I personally believe it very worth while to raise the $771 as quickly as feasible. I do not believe it is worth very much to raise the affluent from $15,000 to $18,000 per year. In Nixon’s economics the two are equally worthy. The thrust of McGovern’s suggestions on taxation and employment is toward improving the distribution of consumption growth so that the lot of the poor and low income recipients improve relative to that of the opulent and the rich.

Policy For Equity

How can the distribution of income be improved? First of all by full employment. Sustained full employment will tend to raise low wages relative to high wages. The Republicans are moving toward redefining full employment so that 5% unemployment rate is labeled full employment. In this way Nixon’s sales force will be able to call recessions prosperity. Such high unemployment rate will widen the gap in wages.

Full employment is a 3.5% measured unemployment rate. The policy problem is to achieve and sustain a 3.5% unemployment rate without an inflationary rise in prices and wages. To do this, given the structures of product and labor markets, price, profit, and wage guidelines are necessary. Instead of standing idly by when contracts for high wage employees that call for 30% to 50% rise in wages over two or three years are negotiated – as Nixon did in 1969 and 1970 – guidelines limiting those wages which are substantially above the median income level to modest ‘productivity’ increases are necessary when labor markets are fully employed.

Given the cartelized nature of much of industry and the slowness of anti-trust procedures, effective profit and price constraints will have to accompany tight full employment.

However the tight full employment of the past was inefficient from the point of view of income equity and inflation. Demand was pumped in for defense, space, medicine and education. Demand increases started with high income specialists and then trickled down to the lower income workers. The direct employment of the unemployed in public service jobs – an employment program that takes the unemployed as they are and tailor makes jobs to their skills – has a much smaller inflationary bias than programs that first give tax rebates to the rich and then hopes they spend to create employment.

A word about poverty in America. Our poverty is only in part due to low private incomes. A good part is due to the low standard of the income the poor and those of modest income receive from public services in schools, hospitals, public safety, parks, etc. Given the unemployment rate in East St. Louis, in a rational and humane society, East St. Louis should have the safest and cleanest streets and parks, the largest number of teacher’s aides per teacher, the greatest number of nurse’s aides and orderlies per patient, etc….. But instead of looking at unemployment and underemployment as defects of the system, the Nixon’s of this world treat being unemployed as being either sick or evil; hence the demagogue talks about workfare as against welfare.

The second way to affect income distribution – an adjunct to employment policy and controls – is by way of taxation. There is no need to document the complexity and the blatent unfairness of our tax structure. A tax system based primarily on a straight forward progressive income tax is necessary. McGoverns’ proposals are bargaining chips in the right direction.

McGoverns’ economic proposals, therefore, by achieving useful employment for all, equity in taxation, and the elimination of waste in defense will truly tend to make all but the tax evader and the inside operators better off. The lot of the poor and those with modest incomes will be improved by substantially increasing their private incomes. The lot of the affluent will be improved by an increase in their public goods incomes. All of us will be able once again to walk the streets in safety.

Furthermore McGoverns’ policies will halt and reverse the drift toward two nations – a nation of the affluent and a nation of the workers and the poor. Aside from the dangers to liberty inherent in such a split society, it is inconsistent with the American ideal. Economic well being is not truly an end in itself once the most grinding of want is removed. Economic well being is meaningful as a handmaiden to a social vision. McGoverns’ economic policies are such a handmaiden; they are designed to help achieve “one nation, … with liberty and justice for all.”

Source: The Papers of Abba P. Lerner, Manuscript Division, Library of Congress. Box 15, Folder 4 “Minsky, Hyman P.”
A .pdf copy of Minsky’s manuscript is available at the Hyman P. Minsky Digital Archive.

Image Source: Hyman P. Minsky portrait posted in the “Hyman Minsky at 100” post at the Lars P. Syll blog.

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U.S. Economics Graduate Programs Ranked, 1957, 1964 and 1969

Recalling my active days in the rat race of academia, a cold shiver runs down my spine at the thought of departmental rankings in the hands of a Dean contemplating budgeting and merit raise pools or second-guessing departmental hiring decisions. 

But let a half-century go by and now, reborn as a historian of economics, I appreciate having the aggregated opinions of yore to constrain our interpretive structures of what mattered when to whomever. 

Research tip: sign up for a free account at archive.org to be able to borrow items still subject to copyright protection for an hour at a time. Sort of like being in the old reserve book room of your brick-and-mortar college library. This is needed if you wish to use the links for the Keniston, Carter, and Roose/Andersen publications linked in this post.

___________________________

1925 Rankings

R. M. Hughes. A Study of the Graduate Schools of America (Presented before the Association of American Colleges, January, 1925). Published by Miami University at Oxford, Ohio. (See earlier post that provides the economics ranking from the Hughes’ study)

1957 Rankings

Hayward Keniston. Graduate Study and Research in the Arts and Sciences at the University of Pennsylvania (January 1959), pp. 115-119,129.

Tables from Keniston transcribed here at Economics in the Rear-view Mirror:
https://www.irwincollier.com/economics-departments-and-university-rankings-by-chairmen-hughes-1925-and-keniston-1957/

1964 Rankings

Allan M. Cartter, An Assessment of Quality in Graduate Education Washington, D.C.: American Council on Education, 1966.

1969 Rankings

Kenneth D. Roose and Charles J. Andersen, A Rating of Graduate Programs. Washington, D.C.: American Council on Education, 1970.

Tables transcribed below.

___________________________

Graduate Programs in Economics
(1957, 1964, 1969)

Percentage of Raters Who Indicate:
Rankings “Quality of Graduate Faculty” Is:
1957 1964 1969 Institution Distiguish-
ed and strong
Good and adequate All other Insufficient Information
Nineteen institutions with scores in the 3.0 to 5.0 range, in rank order
1 1* 1* Harvard 97 – – 3
not ranked 1* 1* M.I.T. 91 – – 9
2 3* 3 Chicago 95 – – 5
3 3* 4 Yale 90 3 – 7
5* 5 5 Berkeley 86 9 – 5
7 7 6 Princeton 82 9 – 10
9 8* 7* Michigan 66 22 – 11
10 11 7* Minnesota 65 19 – 15
14 14* 7* Pennsylvania 62 22 – 15
5* 6 7* Stanford 64 25 – 11
13 8* 11 Wisconsin 63 26 – 11
4 8* 12* Columbia 50 37 – 13
11 12* 12* Northwestern 52 32 – 16
16 16 14* UCLA 41 38 – 21
not ranked 12* 14* Carnegie-Mellon Carnegie-Tech (1964) 39 35 – 26
not ranked not ranked 16 Rochester** 31 39 1 29
8 14* 17 Johns Hopkins 31 56 – 13
not ranked not ranked 18* Brown** 20 52 1 27
15 17 18* Cornell** 21 56 2 21
*Score and rank are shared with another institution.
**Institution’s 1969 score is in a higher range than ist 1964 score.

 

Ten institutions with scores in the 2.5 to 2.9 range, in alphabetical order
(1969)
Duke
Illinois
Iowa State (Ames)
Michigan State
North Carolina
Purdue
Vanderbilt
Virginia
Washington (St. Louis)
Washington (Seattle)

 

Sixteen institutions with scores in the 2.0 to 2.4 range, in alphabetical order
(1969)
Buffalo*
Claremont
Indiana
Iowa (Iowa City)
Kansas
Maryland
N.Y.U.
North Carolina State*
Ohio State
Oregon
Penn State
Pittsburgh
Rice*
Texas
Texas A&M
Virginia Polytech.*
* Not included in the 1964 survey of economics

 

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United States. Courses of Study of Political Economy. 1876 and 1892-93.

 

The first article in the inaugural issue of The Journal of Political Economy, “Courses of Study in Political Economy in the United States in 1876 and in 1892-93,” was written by the founding head of the University of Chicago’s department of political economy, J. Laurence Laughlin. This post provides Laughlin’s appendix that provided information about economics courses taught in 65 colleges/universities in the United States during the last quarter of the 19th century. The bottom line of the table is that “aggregate hours of instruction in 1892-3 [were] more than six times the hours of instruction given in 1876”.

__________________________

“How little Political Economy and Finance were taught only fifteen years ago, as compared with the teaching of to-day, must be surprising even to those who have lived and taught in the subject during that period…. At the close of the war courses of economic study had practically no existence in the university curriculum; in short, the studious pursuit of economics in our universities is scarcely twenty years old. These considerations alone might be reasons why economic teaching has not yet been able to color the thinking of our more than sixty millions of people. But about the close of the first century of our national existence it may be said that the study of Political Economy entered upon a new and striking development. This is certainly the marked characteristic of the study of Political Economy in the last fifteen years. How great this has been may be seen from the tables giving the courses of study, respectively, in about 60 institutions in the year 1876 and in 1892-3. (See Appendix I.) The aggregate hours of instruction in 1892-3 are more than six times the hours of instruction given in 1876.” [Laughlin, p. 4]

__________________________

Courses of Study in Political Economy in the United States in 1876 and in 1892-93.

Note: Returns could not be obtained from Johns Hopkins University, Amherst College, and some other institutions.

Institution.

Description of Courses.

1876.

1892-3.

No. hours per week.

No. weeks in year. No. hours per week.

No. weeks in year.

University of Alabama.

Text Book and Lectures, Senior Year

Finance and Taxation

—

—

—

—

4

2

36

36

[Total hours of instruction per year] — 216
Boston University. Principles of Political Economy — — 3 20
[Total hours of instruction per year] — 60
Bowdoin College, Brunswick, Maine.

Elementary (Required)

Advanced (Elective)

5

—

14

—

4

4

12

10

[Total hours of instruction per year] 70 88
Brown University, Providence, R. I.

Elementary

History of Econ. Thought

Advanced Course

[2nd] Advanced Course

Seminary of History, Pol. Sci., and Pol. Econ.

2½

—

—

—

—

16-17

—

—

—

—

3

3

3

3

2

33-34

11-12

11

11

23

[Total hours of instruction per year] 40-42½ 242-250
University of Chicago, Chicago, Ill. 1.     Introductory Political Economy

2.     Descriptive Political Economy

3.     Advanced Political Economy

4.     Industrial and Economic History

5.     Scope and Method

6.     History of Political Economy

7.     Unsettled Problems

8.     Socialism

9.     Social Economics

10.   Practical Economics

11.   Statistics

12.   Railway Transportation

13.   Tariff History of U.S.

14.   Financial History of U.S.

15.   Taxation

16.   Public Debts

17.   Seminary

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

5

4

5

4

4

5

4

4

4

4

4

4

4

4

4

4

4

12

12

12

24

12

12

12

12

12

12

12

12

12

12

12

12

36

[Total hours of instruction per year] — 996
Colby University, Waterville, Maine.

Elementary [1st]

Elementary [2nd]

Theoretical

Historical

5

—

—

—

7

—

—

—

2

2

4

4

13

10

13

10

[Total hours of instruction per year] 35 138
Columbia College (School of Political Science, New York City. 1.     Principles of Political Economy (Element.)

2.     Historical Practical Political Economy (Advanced)

3.     History of Economic Theory (Advanced)

4.     Public Finance (Adv.)

5.     Railroad Problems (Adv.)

6.     Finan. History of U.S. (Adv.)

7.     Tariff History of U.S. (Adv.)

8.     Science of Statistics (Adv.)

9.     Communism and Socialism (Adv.)

10.   Taxation and Distribution (Adv.)

11.   Seminarium in Political Economy (Element.)

12.   Seminarium in Public Finance and Economy (Adv.)

13.   Law of Taxation (Adv.)

3 and 5, 6 and 7, 8 and 9
given in alternate years.

2

 

—

—

 

—

—

—

—

—

—

—

—

 

—

—

17

 

—

—

 

—

—

—

—

—

—

—

—

 

—

—

2

 

3

2

 

2

2

2

2

2

2

2

 

 

2

2

17

 

34

34

 

34

25

34

17

34

34

17

34

 

34

17

[Total hours of instruction per year] 34 764
Columbian University, Washington, D.C. Elements of Political Economy — — 5 8
[Total hours of instruction per year] — 40
Cornell University, Ithaca, N. Y. 1.     Elementary Political Economy

2.     Advanced Political Economy

3.     Finance

4.     Financial History

5.     Railroad Problems

6.     Currency and Banking

7.     Economic History

8.     Statistics

2

—

—

—

—

—

—

—

11

—

—

—

—

—

—

—

3

2

2

2

2

2

2

1

34

34

34

13

11

10

34

34

[Total hours of instruction per year] 22 408
Dartmouth College, Hanover, N.H. 1.     Elementary

2.     Advanced

3.     Advanced Finance and Tariff

6

—

—

6

—

—

6

6

6

6 2/3

4 1/6

3 1/3

[Total hours of instruction per year] 36 85
University of Denver, Col. 1.     Ely’s Introduction

2.     Ingram’s History

3.     Gilman’s Profit-Sharing

4.     Ely, Labor Movement in America

5.     Kirkup’s and Rae’s Socialism

6.     Finance and Taxation

7.     International Commerce

—

—

—

—

—

—

—

—

—

—

—

—

—

—

2

1

1

2

2

4

2

15

5

5

5

5

5

5

[Total hours of instruction per year] — 90
DePauw University, Greencastle, Ind.

Economics (Elementary)

Seminarium (Advanced)

4

—

12

—

4

2

18

36

[Total hours of instruction per year] 48 144
Drury College, Springfield, Mo. Elementary Course 5 6 5 12
[Total hours of instruction per year] 30 60
Emory College, Oxford, Ga. Jevons’ Text, and Lectures. — — 5 12
[Total hours of instruction per year] — 60
Franklin and Marshall College. Political Economy, (Walker’s) 2 15 2 20
[Total hours of instruction per year] 30 40
Georgetown College, Ky. 1.     General Economics

2.     Special Topics

5

—

15

—

3

3

20

20

[Total hours of instruction per year] 75 120
Harvard University, Cambridge, Mass. 1.     Introductory

2.     Theory (Advanced)

3.     Economic History from 1763

4.     Railway Transportation

5.     Tariff History of U.S.

6.     Taxation and Public Debts

7.     Financial Hist. of U.S.

8.     Condition of Workingmen

9.     Economic Hist. to 1763

10.   History of Theory to Adam Smith

Seminary

3

3

—

—

—

—

—

—

—

—

—

30

30

—

—

—

—

—

—

—

—

—

3

3

3

3

2

3

2

3

3

2

2

30

30

30

15

15

30

15

30

30

15

30

[Total hours of instruction per year] 180 735
Haverford College, Pa. Economic Theory — — 2 40
[Total hours of instruction per year] — 80
Howard University, Washington, D. C. Elementary 5 10 5 10
[Total hours of instruction per year] 50 50
Illinois College and Whipple Academy, Jacksonville, Ill. Newcomb’s Polit. Economy, Seniors — — 5 15
[Total hours of instruction per year] — 75
University of Illinois, Champaign, Ill. Senior Class 5 11 5 11
[Total hours of instruction per year] 55 55
Iowa College, Grinnell, Iowa.

Political Economy

Taxation

Railroad Problems

Socialism

5

—

—

—

10

—

—

—

3

3

3

3

37

14

12

11

[Total hours of instruction per year] 50 222
State University of Iowa, Iowa City, Iowa.

Elements of Economics

Currency and Banking

Industrial Revolutions of 18th Century

Recent Econ. History and Theory

Railroads, Pub. Regulation of

Seminary in Polit. Econ.

5

—

—

 

—

—

—

14

—

—

 

—

—

—

5

5

2

 

2

2

1

14

11

14

 

11

10

35

[Total hours of instruction per year] 70 230
Kansas State Agricultural College, Manhattan, Kan. Elementary, 4th year 5 8 5 11
[Total hours of instruction per year] 40 55
Kansas State University, Lawrence, Kansas. 1.     Elements of Political Economy

2.     Applied Economics

3.     Statistics

4.     Land Tenures

5.     Finance

5

—

—

—

—

19

—

—

—

—

5

3

2

2

2

19

19

19

19

19

[Total hours of instruction per year] 95 266
Lake Forest University, Lake Forest, Ill. 1.     Elementary

2.     Advanced

3

—

11

—

3

3

16

13

[Total hours of instruction per year] 33 87
Massachusetts Institute of Technology, Boston, Mass. 1.     Political Economy, Elem., Junior Year

2.     Financial Hist. of U.S., Jun. and Sen. Year

3.     Taxation, Junior and Senior Year

4.     History of Commerce

5.     History of Industry, Junior and Senior Year.

6.     Socialism, etc. (Option), Jun. and Sen. Year

7.     History of Economic Theory (Opt.), Senior

8.     Statistics and Graphic Methods, Junior

9.     Statistics and Sociology (Option) Senior

2

—

 

—

—

—

 

—

—

 

—

—

15

—

 

—

—

—

 

—

—

 

—

—

3

3

 

3

3

—

 

3

2

 

2

3

15

15

 

15

15

—

 

15

15

 

15

15

[Total hours of instruction per year] 30 375
Michigan Agricultural College. Primary Course — — 5 12
[Total hours of instruction per year] — 60
University of Michigan, Ann Arbor, Mich. 1.     Elements of Political Economy

2.     Elements of Political Economy

3.     Hist. Devel. of Industr. Society

4.     Finance

5.     Problems in Pol. Econ

6.     Transportation Problem

7.     Land Tenure and Agrarian Movements

8.     Socialism and Communism

9.     Currency and Banking

10.   Tariff History of U.S.

11.   Indust. and Comm. Develop. of U.S.

12.   History of Pol. Econ.

13.   Statistics

15.   Economic Thought

16.   Labor and Monopoly Problems

17.   Seminary in Finance

18.   Seminary in Economics

20.   Social Philosophy with Economic Relations

21.   Current Econ. Legislation and Literature

2½

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

 

—

18

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

 

—

3

4

3

4

4

2

2

2

2

2

2

2

1

1

1

2

2

1

 

2

18

18

18

18

18

18

18

18

18

18

18

18

18

18

18

18

18

18

 

18

[Total hours of instruction per year] 45 756
Middlebury College, Middlebury, Vermont. 1.     Elementary (Junior Class)

2.     Advanced (Senior Class)

3.     Finance (Senior Class)

4.     Seminary

4

4

—

—

10

10

—

—

3

2

2

1

35

21

14

21

[Total hours of instruction per year] 80 196
University of Minnesota. 1.     Elementary

2.     Advanced

3.     Am. Pub. Economy

4.     Undergraduate Seminary

5.     Graduate Seminary

5

—

—

—

—

13

—

—

—

—

4

4

4

2

1

13

13

10

23

36

[Total hours of instruction per year] 65 226
University of Mississippi, University, Miss. Advanced — — 5 30
[Total hours of instruction per year] — 150
Mt. Holyoke College, South Hadley, Mass.

Polit. Econ. (General)

Polit. Econ. Seminary

—

—

—

—

4

2

12

12

[Total hours of instruction per year] — 72
College of New Jersey at Princeton.

Pol. Econ. (Elem., Elective)

Pol. Econ. (Elem., Required)

Finance (Elective)

Historics—Econ. Semin.

2

—

—

—

13

—

—

—

—

2

2

2

—

16

16

15

[Total hours of instruction per year] 26 94
College of the City of New York. — — — 16
[Total hours of instruction per year] — 48*
New Hampshire College of Agriculture and Mechanic Arts, Hanover, N. H. Elementary—Perry or Walker 4 10-12 5 10
[Total hours of instruction per year] 48 50
Oberlin College, Oberlin, Ohio. 1.     Elementary Polit. Econ.

2.     Advanced Polit. Econ.

3.     Finance

4.     History Econ. Thought

5.     Economic and Social Problems

6.     “Money,” etc.

5

—

—

—

—

—

12

—

—

—

—

—

5

5

3

3

3

2

11

12

25

13

12

36

[Total hours of instruction per year] 60 337
Ohio State University.

Elementary

Advanced

Finance

Seminary (Indust. History)

—

—

—

—

—

—

—

—

2

2

2

2

38

26

12

38

[Total hours of instruction per year] — 228
Ohio Wesleyan University, Delaware, Ohio. 4 12 4 12
[Total hours of instruction per year] 48 48
Penn. Military Academy, Chester, Penn. Elementary — — 5 13
[Total hours of instruction per year] — 65
University of Pennsylvania, Wharton, School of Finance and Economy, Philadelphia, Penn. 1.     Grad. Course in Finance

2.     Grad. Course in Theoretical Polit. Econ.

3.     Grad. Course in Statistics

4.     Elem. Course in Finance

5.     Elem. Course in Theoret. Polit. Econ.

6.     Elem. Course in Statistics

7.     Elem. Course in Practical Polit. Econ.

8.     Course in Money

9.     Course in Banking

10.   Advanced Course in Political Economy

11.   Economic History of Europe

12.   Grad. Course in Practical Polit. Econ.

13.   Econ. and Fin. History of U.S.

14.   Grad. Econ. History of the U.S.

15.   Grad. English Econ. History from 13th to 17th century

16.   Modern Econ. History.

—

—

—

—

—

—

—

—

—

—

—

—

—

—

 

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

 

—

—

1

2

3

3

2

2

2

2

1

2

3

2

2

4

 

3

3

30

30

30

30

30

15

15

15

30

30

30

30

30

30

 

30

30

[Total hours of instruction per year] — 1020
Purdue University, Lafayette, Ind. Elementary Course — — 3 19
[Total hours of instruction per year] — 57
Randolph Macon College, Ashland, Va. Elementary 2 32 2 32
[Total hours of instruction per year] 64 64
University of Rochester, Rochester, N.Y.

Elementary

Econ. Polit. History U.S.

5

—

14

—

5

1

14

20

[Total hours of instruction per year] 70 90
Rutger’s College. Polit. Econ. (Elementary) 3 12 4 22
[Total hours of instruction per year] 36 88
Smith College, Northampton, Mass.

Elementary Course

Adv. Course in Theory

Seminarium

Practical Studies

3

—

—

—

12

—

—

—

3

3

2

2

14

14

10

12

[Total hours of instruction per year] 36 128
South Carolina College, Columbia, S.C.

Polit. Econ. Senior Class

Applied Polit. Econ.

—

—

—

—

2

2

40

20

[Total hours of instruction per year] — 120
Swarthmore College, Swarthmore, Penn.

Polit. Econ. (Walker)

Finance

Protection and Free Trade

Money and Banking

History of Econ. Theories

—

—

—

—

—

—

—

—

—

—

4

4

4

4

4

20

10

10

10

10

[Total hours of instruction per year] — 240
Syracuse University, Syracuse, N.Y.

Elementary

Finance

Industrial Development since 1850

Seminary

—

—

—

—

—

—

—

—

3

2

2

2

14

10

12

38

[Total hours of instruction per year] — 162
University of Tennessee, Knoxville, Tenn.

Elementary

Advanced (Post-Graduate)

—

—

—

—

3

2

20

Varies

[Total hours of instruction per year] — 100?
University of Texas, Austin, Texas. General — — 3 36
[Total hours of instruction per year] — 108
Trinity College, Hartford, Connecticut.

Elementary

Advanced

Finance

4

—

—

13

—

—

3

4

2

17

17

17

[Total hours of instruction per year] 52 153
Vanderbilt University, Nashville, Tennessee.

Political Economy, Elementary

Political Economy, Advanced

3

—

36

—

3

3

36

36

[Total hours of instruction per year] 108 216
Vassar College, Poughkeepsie, New York.

Principles of Economics

Economic History

Railroads, Trusts, and Relation of State to Monopolies

Labor Problem and Socialism

Seminary

—

—

—

 

—

—

—

—

—

 

—

—

3

3

2

 

2

2

18

18

18

 

18

18

[Total hours of instruction per year] — 216
University of Vermont, Burlington, Vermont.

Elementary

Advanced

—

—

—

—

3

2

20

20

[Total hours of instruction per year] — 100
University of Virginia, Charlottesville, Va.

Theory of Economics

Science of Society

3

—

26

—

3

2½

16

16

[Total hours of instruction per year] 78 88
Washington and Jefferson College, Washington, Pa. Political Economy 3 11 3 16
[Total hours of instruction per year] 33 48
Washington and Lee University, Lexington, Va.

Elementary

Advanced

—

—

—

—

3

3

14

26

[Total hours of instruction per year] — 120
Washington University, St. Louis. Prescribed Course 3 20 3 20
[Total hours of instruction per year] 60 60
Wellesley College, Wellesley, Mass.

Industrial History

Economic Theory

Statistics (Seminary)

Socialism (Seminary)

—

—

—

—

—

—

—

—

3

3

3

3

18

18

18

18

[Total hours of instruction per year] — 216
Wesleyan University, Middletown, Connecticut.

General Introductory (Sen.)

General Introductory (Jun.)

Economic Problems

1½

—

—

36

—

—

2

3

2

36

18

36

[Total hours of instruction per year] 54 198
West Virginia University, Morgantown, West Virginia.

Elementary Pol. Economy

Advanced Pol. Economy

—

—

—

—

2

2

14

36

[Total hours of instruction per year] — 100
Williams College, Williamstown, Mass. Political Economy 6 14 3 15
[Total hours of instruction per year] 84 45
University of Wisconsin, Madison, Wis.

Econ. Seminary

Distribution of Wealth

History of Pol. Econ.

Money

Public Finance

Statistics

Recent Econ. Theories

Synoptical Lectures

Outlines of Economics

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

—

2

5

5

5

3

3

3

1

4

37

14½

12

10½

37

12

14½

15

37

[Total hours of instruction per year] — 612½
Yale University, New Haven, Conn.

Pol. Econ.**—Elem. (2)

Pol. Econ.—Adv. (3)

Economic History (2)

Finance, Public (2)

Finance, Corporate (2)

Mathematical Theory (1)

Seminary Instruction (2)

3

2

 

—

—

—

—

36

36

36

—

—

—

—

4

3

4

2

3

1

1

36

36

36

36

36

36

36

[Total hours of instruction per year] 180 648

* [College of the City of New York] A few hours additional are given in the work of the Department of Philosophy; the whole number amounting to some 52 or 53.

** [Yale University] Figures in brackets represent numbers of courses under each head.

Source:  Appendix I to “The Study of Political Economy in the United States” by J. Laurence Laughlin, The Journal of Political Economy, vol. 1, no. 1 (December, 1892), pp. 143-151.

Image Source:  J. Laurence Laughlin drawn in the University of Chicago yearbook Cap and Gown (1907), p. 208.

 

 

Categories
Amherst Barnard Berkeley Brown Chicago Colorado Columbia Cornell Dartmouth Duke Harvard Illinois Indiana Iowa Johns Hopkins Kansas M.I.T. Michigan Michigan State Minnesota Missouri Nebraska North Carolina Northwestern NYU Ohio State Pennsylvania Princeton Radcliffe Rochester Stanford Swarthmore Texas Tufts UCLA Vassar Virginia Washington University Wellesley Williams Wisconsin Yale

U.S. Bureau of Education. Contributions to American Educational History, Herbert B. Adams (ed.), 1887-1903

 

I stumbled across this series while I was preparing the previous post on the political economy questions for the Harvard Examination for Women (1874). I figured it would be handy for me to keep a list of links to the monographs on the history of higher education in 35 of the United States at the end of the nineteenth century. Maybe this collection will help you too.

Contributions to American Educational History, edited by Herbert B. Adams

  1. The College of William and Mary. Herbert B. Adams (1887)
  2. Thomas Jefferson and the University of Virginia. Herbert B. Adams (1888)
  3. History of Education in North Carolina. Charles L. Smith (1888)
  4. History of Higher Education in South Carolina. C. Meriwether (1889)
  5. Education in Georgia. Charles Edgeworth Jones (1889)
  6. Education in Florida. George Gary Bush (1889)
  7. Higher Education in Wisconsin. William F. Allen and David E. Spencer (1889)
  8. History of Education in Alabama. Willis G. Clark (1890).
  9. History of Federal and State Aid to Higher Education. Frank W. Blackmar (1890)
  10. Higher Education in Indiana. James Albert Woodburn (1891).
  11. Higher Education in Michigan. Andrew C. McLaughlin. (1891)
  12. History of Higher Education in Ohio. George W. Knight and John R. Commons (1891)
  13. History of Higher Education in Massachusetts. George Gary Bush (1891)
  14. The History of Education in Connecticut. Bernard C. Steiner (1893)
  15. The History of Education in Delaware. Lyman P. Powell (1893)
  16. Higher Education in Tennessee. Lucius Salisbury Merriam (1893)
  17. Higher Education in Iowa. Leonard F. Parker (1893)
  18. History of Higher Education in Rhode Island. William Howe Tolman (1894)
  19. History of Education in Maryland. Bernard C. Steiner (1894).
  20. History of Education in Lousiana. Edwin Whitfield Fay (1898).
  21. Higher Education in Missouri. Marshall S. Snow (1898)
  22. History of Education in New Hampshire. George Gary Bush (1898)
  23. History of Education in New Jersey. David Murray (1899).
  24. History of Education in Mississippi. Edward Mayes (1899)
  25. History of Higher Education in Kentucky. Alvin Fayette Lewis (1899)
  26. History of Education in Arkansas. Josiah H. Shinn (1900)
  27. Higher Education in Kansas. Frank W. Blackmar (1900)
  28. The University of the State of New York. History of Higher Education in the State of New York. Sidney Sherwood (1900)
  29. History of Education in Vermont. George Gary Bush (1900)
  30. History of Education in West Virginia. A. R. Whitehill (1902)
  31. The History of Education in Minnesota. John N. Greer (1902)
  32. Education in Nebraska. Howard W. Caldwell (1902)
  33. A History of Higher Education in Pennsylvania. Charles H. Haskins and William I. Hull (1902)
  34. History of Higher Education in Colorado. James Edward Le Rossignol (1903)
  35. History of Higher Education in Texas. J. J. Lane (1903)
  36. History of Higher Education in Maine. Edward W. Hall (1903)

Image Source: Cropped from portrait of Herbert Baxter Adams ca. 1890s. Johns Hopkins University graphic and pictorial collection.

Categories
Curriculum Undergraduate Washington University

Washington University. Undergraduate economics curriculum, 1897-98

 

In most U.S. colleges and university at the turn of the 20th century, an economics department was basically a one-man band. The courses at Washington University for the academic year 1897-98 were taught by the University of Chicago Ph.D. alumnus (1897), Henry Rand Hatfield.

___________________

Washington University
Announcement of Courses in
Economics
1897-1898

Department of Economics.
Henry Rand Hatfield, Ph.D., Instructor.

 

Course 1, to be followed by 2a, or 2b, is required of all taking work in the department, except of those taking Course 3, which is given independently and requires no other economic study.

The courses offered in Economics are as follows:

FIRST TERM.

COURSE 1. Elementary Economics.

A course for beginners, using Mill’s Principles of Political Economy (Laughlin’s edition) as text book. An attempt will be made to train the student in accurate economic reasoning and to show the vital connection between economic theory and the practical questions of the day. This course must be followed by either 2a or 2b.

COURSE 3. Economic History since 1763.

A course of lectures with collateral reading and reports, treating of the economic effects of the great inventions, of the American and French revolutions, of the free-trade movement in England, of the gold discoveries, of the civil war, of the crises of 1873 and 1893, etc.
No previous economic study is required for this course. Course 1 may, with advantage, be taken simultaneously.

COURSE 4. Financial History of the United States.

Lectures with collateral reading. The course will cover such topics as the management of the national debt, the use of customs duties as a revenue measure, the first and second United States Bank, the financial policy of the war of 1812 and of the civil war, the independent treasury, etc. An attempt will be made to trace the relation between the financial policy and the politics of the time, and, especially, to treat the financial history so as to throw light on the problems of today.

COURSE 6. Tariff History of the United States.

Lectures with collateral reading and study of Taussig’s Tariff History of the United States.
This course and Course 4 will be given in alternate years.

 

SECOND TERM.

COURSE 2a.  Advanced Economics.

This course continues the training in theory begun in Course 1, using Marshall’s Principles of Economics as the text-book with reading in Cairnes, Taussig, Hadley and Böhm-Bawerk. It should be taken by all who wish to continue the study of Economics.

COURSE 2b.  Descriptive Economics.

A practical course, designed to supplement Course 1, for those who desire only a general acquaintance with the subject. The topics discussed will be money, banking, coöperation, socialism, taxation and transportation.

COURSE 5. Money and Banking.

Discussion of the theory of money, bi-metallism, note issues and the function of bank credits. Short theses will be prepared by the students and discussed in class.

COURSE 7. Social Economics.

An examination of the economic aspects of certain social problems. The questions considered will be those relating to state interference including poor-relief, immigration, the control of monopolies, etc., and certain schemes of economic reform, such as coöperation, profit-sharing, and trades unions.
This course and Course 5 will be given in alternate years.

 

Source:  University of Chicago. Office of the President. Harper, Judson and Burton Administrations. Records, Box 29, Folder #8 “Chicago, University of, professional schools, School of Commerce and Administration, 1896-1924”, Special Collections Research Center, University of Chicago.

Image Source: Found in several family trees at ancestry.com without citation.