Harvard. Complete Course Offerings in Social Ethics. Descriptions, Enrollments, Final Exams. Peabody et al., 1910-1911

This post covers all of the courses taught at Harvard during the academic year 1910-11 from the subfield of social ethics that was located at the intersection of economics, philosophy, and social policy. 

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Social Ethics à la Peabody
1888-1910

A short history of Harvard’s Department of Social Ethics through 1920.

Exam questions for late 19^th century versions of Francis Greenwood Peabody’s course on the Ethics of Social Reform have been transcribed and posted:

1888-1889; 1889-1890; 1890-1891; 1892-1893; 1893-1894; 1894-1895; 1895-1896.

Earlier 20th century course material:

1902-03. Listed as Philosophy 5. Taught by Peabody and Ireland.
1904-05. Listed as Philosophy 5 and Ethics 1. Taught by Peabody and Rogers.
1906-07. Taught by Peabody and Rogers.
1907-08. Taught by Peabody and Rogers.
1908-09. Taught by Peabody, McConnell, Ford and Foerster.
1909-10. Taught by Peabody, McConnell, Ford, and Foerster.

Francis Greenwood Peabody. The Approach to the Social Question. New York: Macmillan, 1912. “The substance of this volume was given as the Earle Lectures at the Pacific Theological Seminary in 1907.”

Peabody’s own short bibliography on the Ethics of Social Questions was published in 1910.

Social Ethics Course Instructors
1910-11

Jeffrey Richardson Brackett
Robert Franz Foerster
James Ford
Ray Madding McConnell
Francis Greenwood Peabody

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Social Ethics 1-7
1910-11

Social Ethics 1. The Ethics of Modern Industrialism
Social Ethics 2. Practical Problems of Social Service
Social Ethics 3. Criminology and Penology [omitted 1910-11]
Social Ethics 4. Selected Topics in Social Ethics
Social Ethics 5. The Moral Responsibilities of the Modern State
Social Ethics 6. Social Amelioration in EuropeSocial Ethics
Social Ethics 7. Rural Social Development

The courses in this group are designed to apply philosophical principles to the modern problems of philanthropy, industry, and social life. They begin with a general introduction to Social Ethics and proceed to methods of applied ethics which approach those of a professional school. Students should have already elected courses both in Philosophy and in Economics, and should regard the courses in Social Ethics as concerned with the transition from academic to practical life.

Source: History and Political Science, Comprising the Departments of History and Government, and Economics, 1910-11. Published in the Official Register of Harvard University. Vol. VII No. 23 (June 21, 1910), p. 65.

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The Ethics of Modern Industrialism

Enrollment Social Ethics 1
1910-11

Social Ethics 1 ²hf. Professor Peabody, Dr. McConnell, Dr. Ford, and Dr. Foerster. — The Ethics of Modern Industrialism.

Total 104: 2 Graduates, 27 Seniors, 29 Juniors, 27 Sophomores, 7 Freshmen, 12 Others.

Source: Harvard University. Report of the President of Harvard College, 1910-11, p. 50.

Description of Social Ethics 1
1910-11

[Social Ethics] 1. The problems of Poor-Relief, the Family, Temperance, and various phases of the Labor Question, in the light of ethical theory. Lectures, special researches, and prescribed reading. Tu., Th., Sat., at 10. Professor Peabody Dr. McConnell, Dr. Ford, and Dr. Foerster.

            This course is an application of ethical theory to the social problems of the present day. It is to be distinguished from economic courses dealing with similar subjects by the emphasis laid on the moral aspects of the Social Question and on the philosophy of society involved. Its introduction discusses various theories of Ethics and the nature and relations of the Moral Ideal [required reading from Dewey and Tufts’ Ethics]. The course then considers the ethics of the family [required reading from Spencer’s Principles of Sociology] the ethics of poor-relief [required reading from Warner’s American Charities]; the ethics of the labor question [required reading from Adams and Sumner’s, Labor Problems and Schaeffle’s Quintessence of Socialism]; and the ethics of the drink question [required reading from The Liquor Problem; a Summary of Investigations conducted by the Committee of Fifty]. In addition to lectures and required reading two special and detailed reports are made by each student, based as far as possible on personal research and observation of scientific methods in poor-relief and industrial reform. These researches are arranged in consultation with the instructor or his assistant; and an important feature of the course is the suggestion and direction of such personal investigation, and the provision to each student of special literature or opportunities for observation. Students are advised, before beginning the study of Social Ethics, to take courses both in Economics and Philosophy; and must have taken a course, or the equivalent of a course, in one of these subjects.

Source: History and Political Science, Comprising the Departments of History and Government, and Economics, 1910-11. Published in the Official Register of Harvard University. Vol. VII No. 23 (June 21, 1910), p. 65.

SOCIAL ETHICS 1
Year-end Examination 1910-11

This paper should be considered as a whole. The time should not be exhausted in answering a few questions, but such limits should be given to each answer as will permit the answering of all the questions in the time assigned.
Answer questions in the order given.

1. Describe the development of Employers’ Associations in the United States. (Adams & Sumner, pp. 279 ff.)
2. Trace the development of Joint Conferences and Trade Boards of Arbitration in the United States. (Adams & Sumner, pp. 305ff.）
3. Describe in detail an example of: —
   1. The bonus system in industry;
   2. deferred participation;
   3. industrial partnership.
      On what grounds may each of these systems be criticised as hostile to the higher interests of labor? (Adams & Sumner, ch. IX.)
4. How far has social history since Marx verified the principles of: —
   1. the class-conscious conflict;
   2. economic determinism?
5. “Freedom of demand is a first essential of freedom in general. If the means of life and culture were somehow allotted to each from without, and according to an officially drawn-up scheme, no one could live out his own individuality or develop himself according to his own ideas; the material basis of freedom would be lost.” (Schaeffle, p. 40.) Explain this statement and indicate how far, in Schaeffle’s opinion, it correctly describes the position of demand in the Socialist State.
6. What are the essential features of: —
   1. the doctrine of contributory negligence;
   2. the doctrine of common employment;
   3. the Employers’ Liability Act of 1880;
   4. the Workmen’s Compensation Act of 1906?
      (Dr. Foerster’s Lectures.)
7. Millennial Socialism and Militant Socialism; — their economic and ethical effects defined and compared
8. Methods in force in Switzerland for the promotion of employment and the control of the unemployed.
9. Show concisely the effects of alcoholic liquors (a) in moderate use, (b) in immoderate use, on:
   1. the digestive system;
   2. the nervous system;
   3. resistance to disease.
      (The Liquor Problem, ch. I, and Dr. Ford’s Lectures.)
10. Discuss: —
    1. Methods of granting licenses in the United States;
    2. Methods of removing the element of profit from the sale of liquor.
       (The Liquor Problem, 56 ff. & pp. 151 ff.)

Source: Papers set for Final Examinations in History, Government, Economics, …, Landscape Architecture, Music in Harvard College. June 1911, pp. 79-80. In Harvard University Archives, Examination papers, 1873-1915 (HUC 7000.25). Box 9. Examination Papers, 1910-11.

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Practical Problems of Social Service

Enrollment Social Ethics 2
1910-11

Social Ethics 2 ²hf. Dr. Brackett. — Practical Problems of Social Service: Public Aid, Charity, and Neighborhood Work.

Total 15: 7 Graduates, 3 Seniors, 3 Juniors, 2 Others.

Source: Harvard University. Report of the President of Harvard College, 1910-11, p. 50.

Description of Social Ethics 2
1910-11

[Social Ethics] 2 ²hf. Practical Problems of Social Service: Public Aid, Charity, and Neighborhood Work. Lectures,  prescribed reading, and observation of work under skilled direction. Half-course (second half-year). Tu., Th., at 2.30. Dr. Brackett.

            This course is for advanced students, especially for those who plan, as ministers, teachers, or as citizens, whatever their vocation, to be actively interested in charity, correction, or any form of social work. It is also an introduction to Social Ethics 20c, the School for Social Workers. It is a study of tendencies in Social Service, of law and custom, especially in England and the United States, bearing directly on such topics as forms and sources of relief, modification of charitable trusts, treatment of special types of the needy, organization of charity, financial management, supervision of work by public and private agencies.

Source: History and Political Science, Comprising the Departments of History and Government, and Economics, 1910-11. Published in the Official Register of Harvard University. Vol. VII No. 23 (June 21, 1910), p. 66.

SOCIAL ETHICS 2
Year-end Exam 2010-11

1. What place do you give to the changes in the English Poor Law in 1834 as reform measures making for progress?
2. What is insanity?
   What is feeble-mindedness ?
   Choosing one of these types, give the chief features of a programme for care which a state should adopt.
3. —
   1. A young mother, unmarried, asks a child saving agency to take her infant from her: What would you do with the child?
   2. An infant is found exposed in a public place, with no trace of relatives. In what way would you care for it? Why?
4. What do we mean by the word adequacy in the expression “adequacy of relief”?
5. What is to be said in favor of grants of public money to private charities? What against such grants?
6. Discuss briefly the effect of charity on the continuance of the least “fit” to survive.
7. How do you value the field work which you have done in connection with this course?

Source: Papers set for Final Examinations in History, Government, Economics, …, Landscape Architecture, Music in Harvard College. June 1911, p. 80. In Harvard University Archives, Examination papers, 1873-1915 (HUC 7000.25). Box 9. Examination Papers, 1910-11.

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Selected Topics in Social Ethics

Enrollment Social Ethics 4
1910-11

Social Ethics 4 ¹hf. Dr. Brackett, Dr. McConnell, Dr. Ford, and Dr. Foerster. — Selected Topics in Social Ethics.

Dr. Brackett. — The State and Charity.
Dr. McConnell. —The Ethical Relations of the State to Industrial Affairs.
Dr. Ford. —The Ethical Aspects of Industrial Coöperation.
Dr. Foerster. —The Ethics of Immigration.

Total 14: 5 Graduates, 3 Seniors, 2 Juniors, 4 Sophomores.

Source: Harvard University. Report of the President of Harvard College, 1910-11, p. 50.

Description of Social Ethics 4
1910-11

[Social Ethics] 4 ¹hf. Selected Topics in Social Ethics. Half-course (first half-year). Mon., Wed., Fri. , at 12.

Subjects for 1910–11:—

Methods of Poor-Relief in Great Britain and Germany Compared. Professor Peabody.

The State and Charity. Dr. Brackett.

The Ethical Relations of the State to Industrial Affairs. Dr. McConnell

The Ethical Aspects of Industrial Coöperation. Dr. Ford.

The Ethics of Immigration. Dr. Foerster.

Source: History and Political Science, Comprising the Departments of History and Government, and Economics, 1910-11. Published in the Official Register of Harvard University. Vol. VII No. 23 (June 21, 1910), pp. 66-67.

SOCIAL ETHICS 4
Mid-year Examination
1910-11

1. —
   1. It is proposed, following English and Australian precedent, to improve the economic position of the poorly paid working people of New York, by providing that wages less than a legal minimum shall not be paid. How far may such a measure be expected to be successful? Explain your opinion.
   2. “Any one may become a bricklayer in New York City, but whosoever enters the trade as a unionist must agree not to accept less than a certain rate and must, therefore, be an efficient worker with a high standard of living. The American workingman believes that there is ample room in this country for all men who are efficient and willing to demand wages commensurate with the American standard of living.” How far do you agree with the conclusion of this statement? Explain your opinion.
2. What economic loss does emigration signify for a country? Is there a corresponding economic gain to the country of immigration?
3. —
   1. Briefly outline the position of the Slavs in agriculture in the United States.
   2. For what reasons would you, or would you not, favor an effort systematically to settle upon the land those of our immigrants who have lived in rural districts in their country of origin?
4. What disposition of the gross profits of business is made: —
   1. In co-operative associations of the Rochdale model?
   2. In the London Civil Service Stores?
   3. In the Belgian Socialist Stores?
5. Which of the above methods of disposition of profits is most conducive to business strength? To working-class progress? Give reasons in detail.
6. What are the principles of the co-partnership housing movement? Would this form of co-operation be practicable in America?
7. Discuss the various legal provisions which could be effective in checking the evils of child labor.
8. Discuss legislation governing hours of labor, and give special attention to (a) practicability, (b) constitutionality, (c) uniformity.
9. Discuss the “moral quality” of each of the socialist principles of distribution — “To each according to his works,” “To each according to his needs.”

Source: Papers set for Final Examinations in History, Government, Economics, …, Landscape Architecture, Music in Harvard College. June 1911, p. 81. In Harvard University Archives, Examination papers, 1873-1915 (HUC 7000.25). Box 9. Examination Papers, 1910-11.

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The Moral Responsibilities
of the Modern State

Enrollment Social Ethics 5
1910-11

Social Ethics 5 ¹hf. Dr. McConnell. — The Moral Responsibilities of the Modern State.

Total 10: 2 Graduates, 3 Seniors, 1 Junior, 2 Sophomores, 2 Others.

Source: Harvard University. Report of the President of Harvard College, 1910-11, p. 50.

Description of Social Ethics 5
1910-11

[Social Ethics] 5 ²hf. The Moral Responsibilities of the Modern State. Lectures and prescribed reading. Half-course (second half-year). Mon., Wed., Fri., at 12. Dr. McConnell.

This course considers the fundamental ethical principles involved in the organization of the modern State, and the duties of public authorities in regard to crime, defectives, charity, the child, and public health.

Source: History and Political Science, Comprising the Departments of History and Government, and Economics, 1910-11. Published in the Official Register of Harvard University. Vol. VII No. 23 (June 21, 1910), p. 67.

SOCIAL ETHICS 5
Mid-year Examination
1910-11

1. —
   1. Differentiate the theories of Lombroso and Ferri with reference to the origins of crime.
   2. What are the chief agencies which society may utilize with the express aim at prevention of crime?
   3. Briefly suggest the principal advantages and defects of the jury. (Omit either a, b, or c.)
2. Argue against “reformation” as the rightful aim of punishment.
3. Argue in favor of each of the following propositions, and show how they may be maintained consistently together: “All criminals are morally irresponsible for their deeds,” “All criminals are socially accountable for their deeds.”
4. Briefly suggest the successive steps, with underlying principles, from beginning to end of the treatment of a case of juvenile delinquency in a modern juvenile court.
5. —
   1. “The whole prison problem so far as it concerns philanthropy is largely an unnecessary problem. … Improving the economic status of the people would cut the prison problem in half.” To what classes of prisoners do these statements of Gray’s refer?
   2. Discuss “The Law of Settlement” and “Settlement Laws.”
6. —
   1. Discuss the necessity of public agencies for the relief of the poor.
   2. Discuss the proper division of labor between public and private charities.
7. Outline the work of the State Board of Charity of Massachusetts.
8. —
   1. State the leading causes of death in the United States. (Give approximate rates, or state the causes in the order of their importance.)
   2. State approximately the ratio of preventability of death from each of these causes.
   3. Explain the means on which such prevention depends.
9. Mention the various duties of the Health Department of the city of Boston.

Source: Papers set for Final Examinations in History, Government, Economics, …, Landscape Architecture, Music in Harvard College. June 1911, p. 82. In Harvard University Archives, Examination papers, 1873-1915 (HUC 7000.25). Box 9. Examination Papers, 1910-11.

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Social Amelioration in Europe

Enrollment Social Ethics 6
1910-11

Social Ethics 6 ²hf. Dr. Foerster. — Social Amelioration in Europe.

Total 20: 4 Graduates, 4 Seniors, 6 Juniors, 3 Sophomores, 3 Others.

Source: Harvard University. Report of the President of Harvard College, 1910-11, p. 50.

Description of Social Ethics 6
1910-11

[Social Ethics] 6 ²hf. Social Amelioration in Europe. Lectures and prescribed reading. Half-course (second half-year). Mon., Wed., Fri., at 11. Dr. Foerster.

This course is mainly concerned with schemes of social amelioration that have so far been little considered in the United States. Remedial methods of dealing with poverty will be treated only incidentally. Chiefly the course will make a comparative study of the preventive and constructive measures, public and private, of several countries. After a brief consideration of the place of thrift institutions, unemployment and the important recent efforts to meet it will be discussed at some length. The experience of several countries in providing for the indigent in case of accident, sickness, invalidity, and old age will, in turn, be examined. As far as time permits, a study of legislation governing conditions of labor, and of the housing movement, will be included.

Source: History and Political Science, Comprising the Departments of History and Government, and Economics, 1910-11. Published in the Official Register of Harvard University. Vol. VII No. 23 (June 21, 1910), p. 67.

SOCIAL ETHICS 6
Year-end Examination
1910-11

Answer the questions in the order asked. So allot your time that you can answer all questions.

1. “Mr. H— is devoting his life to the solution of the problem of the unemployed. He proposes an amendment to the constitution of Missouri which declares that it is the duty of the State to provide relief works, including factories and farms, to employ men when necessary.” How far has the experience of France with such a measure as this been successful? of England? of Germany? What have been the causes of success or failure? What would be the probable outcome of the establishment of relief works in the United States?
2. —
   1. What share of the cost of the compensation for accidents falls to the employer in Germany? in Austria? in Norway? in England?
   2. A distinguished lawyer holds: “The funds required to make compensation should be raised by contributions from both employer and employee, preferably in equal shares.” What arguments can be advanced for and against this opinion?
   3. What division of cost should, in your opinion, be made? Why?
3. Discussing the bill recently introduced into the English Parliament for compulsory insurance of workmen (premiums to be paid by employer, employee, and State) against unemployment and sickness, a Boston newspaper editorial says: “American workmen want nothing of this kind… they would be the first to realize that any socialistic scheme of the Lloyd-George kind would inevitably harm them”; because, “As President Hadley well says: ‘The payments to the insurance funds must chiefly, if not wholly, come out of wages. Even though they be nominally levied upon the employer, he is compelled, by competition with other employers not subject to the levy, to reduce in corresponding degree the wages he pays?’”
   Discussing the same bill, a London newspaper says: “Including the existing old age pensions charge of £13,000,000, £18,500,000 will be contributed by the general taxpayer… The greater part of this £18,500,000 which is said to be supplied by that metaphysical entity, the state, will be really supplied, in their capacity as taxpayers, by the same persons who, in their other capacity of employers, are called upon to produce about £9,000,000 under the new bill.”
   Criticise the reasoning of these positions, and indicate your own reasoning as to the burden of insurance.
4. —
   1. What are the kinds, and advantages and disadvantages, of the several types of savings banks?
   2. What are your reasons for thinking that savings accounts would or would not increase in number and size in a country which had such an old age pensions system as that of England? Such an old age insurance system as that of France?
5. Discuss the nature and development of
   1. the insurance of widows and orphans in Europe;
   2. the industrial insurance of the casualty insurance companies of the United States.
6. Describe as fully as you can the nature of the measures which has been taken by the Social Insurance authorities of Germany to reduce risks.
7. —
   1. Are the functions of employers’ welfare establishments (such as the activities embraced under the “Welfare Fund” of the firm of D. Peters & Co.) more properly assumed by the State?
   2. On the basis of the success or failure of plans discussed in this course, what general attitude do you consider that the State should adopt toward the amelioration of social conditions?
8. (To be answered if you have time.) What can, and what cannot, a well-organized system of labor exchanges do toward solving the problem of unemployment?

Source: Papers set for Final Examinations in History, Government, Economics, …, Landscape Architecture, Music in Harvard College. June 1911, pp. 83-84. In Harvard University Archives, Examination papers, 1873-1915 (HUC 7000.25). Box 9. Examination Papers, 1910-11.

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Rural Social Development

Enrollment Social Ethics 7
1910-11

Social Ethics 7 ¹hf. Dr. Ford. — Rural Social Development.

Total 13: 4 Graduates, 3 Seniors, 1 Junior, 2 Sophomores, 3 Others.

Source: Harvard University. Report of the President of Harvard College, 1910-11, p. 50.

Description of Social Ethics 7
1910-11

[Social Ethics] 7 ¹hf. Rural Social Development. Lectures and prescribed reading. Half-course (first half-year). Mon., Wed., Fri., at 10. Dr. Ford.

This course is concerned with rural life as a problem in itself and as a solution of urban problems. It will study the distribution of population and its consequences; the development of country life from without, through suburban, “Garden-city,” “Back-to-the-land,” and other movements, — and rural reconstruction from within, through private initiative (e.g., the country church, village improvement societies), coöperative movements (e.g., the Irish Agricultural Organization Society), and State activity (e.g., homestead commissions, departments of agriculture).

One hour will be devoted each week to the discussion of prescribed reading.

Source: History and Political Science, Comprising the Departments of History and Government, and Economics, 1910-11. Published in the Official Register of Harvard University. Vol. VII No. 23 (June 21, 1910), pp. 67-68.

SOCIAL ETHICS 7
Mid-year Examination
1910-11

1. In how far is a natural tendency to industrial decentralization recorded (by the U.S. Statistics of Manufactures for 1905) for the United States as a whole? For the Boston Industrial District (500 square miles)? What are the causes of this tendency? In what types of industry is it inoperative?
2. “In no field does corporate (philanthropic) operation promise more for the betterment of human conditions; for a higher standard of morals, and of education, or great certainty of profit for capital, than by systematically aiding (city) men to obtain farms.” Examine and criticise this statement in detail.
   Under what conditions will “aiding men to obtain farms” assure fair profits for capital? better rural society? better society in general?
3. What is the sociological significance of the “abandoned” farm in New York State? (Bailey, “The State and the Farmer,” Pt. I.)
4. —
   1. Show by example what part physical environment plays in the social history of Blanktown.
   2. What forms of “selection” are described as operative in Blanktown? (Williams, “An American Town.”)
5. What are the comparative advantages of (1) district, (2) township, (3) county school systems with reference to
   1. Maintenance of rural schools?
   2. Supervision of rural schools?
   3. The use of agriculture as a means of general training?
   4. The teaching of professional agriculture?
6. “The ideal of rural betterment is to preserve upon our farms the typical American farmer. …
   “What is wanted … is the breaking down of those barriers which have so long differentiated country from urban life; the extinction of that social ostracism which has been the farmer’s fate.”
   Examine both quotations critically. What institutions or lines of social effort could be made to contribute to both ends?

Source: Papers set for Final Examinations in History, Government, Economics, …, Landscape Architecture, Music in Harvard College. June 1911, pp. 84-85. In Harvard University Archives, Examination papers, 1873-1915 (HUC 7000.25). Box 9. Examination Papers, 1910-11.