Harvard. Social Ethics Courses. Enrollments and Final Exams. Peabody et al., 1912-1913

 

Social Ethics 1-7
1912-13

Social Ethics 1. Social Problems in the Light of Ethical Theory
Social Ethics 2. Practical Problems of Social Service
Social Ethics 3. Criminology and Penology [omitted 1911-12]
Social Ethics 4. Social Problems of Immigration and Race
Social Ethics 5. The Housing Problem
Social Ethics 6. Social Amelioration in Europe
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.

Previously posted course material for social ethics at Harvard.

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Social Ethics Instructors
1911-12

Jeffrey Richardson Brackett
Robert Franz Foerster
James Ford
Francis Greenwood Peabody

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Social Ethics 1.
Poor-Relief, the Family, Temperance and the Labor Question

[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 [Francis Greenwood] PEABODY, Dr. [James] FORD, and Dr. [Robert Franz] 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 situation and on the philosophy of society involved. In addition to lectures and required reading a special and detailed report is made by each student, based as far as possible on personal research and observation of scientific methods in industrial reform. These researches are arranged in consultation with the instructors; 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 and 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: Official Register of Harvard University, Vol. IX, No. 16 (May 10, 1912). Division of History, Government and Economics, 1912-13, p. 69.

Course Enrollment

[Social Ethics] 1. Professor [Francis Greenwood] PEABODY, Dr. [James] FORD, and Dr. [Robert Franz] FOERSTER. — Social Problems in the light of Ethical Theory. Poor relief, the family, temperance, and the labor question.

Total 75: 16 Seniors, 25 Juniors, 13 Sophomores, 2 Freshmen, 19 Others.

Source: Report of the President of Harvard College, 1912-1913, p. 62.

Year-end Examination
SOCIAL ETHICS 1

So allot your time that you may answer all questions

1. What advantages would be secured by each of the devices described by Seager for dealing with unemployment?
2. Describe the method employed for dealing with industrial disputes in (a) England, (b) New Zealand. What are the respective advantages and disadvantages of these methods?
3. Compare and contrast the Victorian and the Massachusetts Minimum Wage Laws.
4. What was the case of Priestley vs. Fowler? What were its consequences? What are the provisions of the present British law by which the problem in question is dealt with?
5. What are the difficulties and dangers in the application of “welfare work “? Under what conditions, if any, should “welfare work” be undertaken by employers? (Treat specifically (a) “welfare work within the factory; (b) provision of facilities for recreation.)
6. Define industrial partnership, copartnership, workers ‘ cooperative production. Show in how far these terms overlap.
7. Criticize the following:–
   1. “Co-operation is incapable of raising wages and shortening hours.”
   2. “The aim of co-operation is to abolish utterly the wage system.”
8. “Syndicalism asks that each industrial group of workers should control the instruments of production which it uses the railway — men, the railways; the miners, the mines; and so on. “Is this a practicable program? Give argument and evidence in detail.
9. Outline the history, aim, structure, and methods of the British Co-operative Union.

Source: Harvard University Examinations. Papers set for final examinations in history, history of science, government, economics, philosophy, social ethics, education, fine arts, music in Harvard College(June 1913), pp. 71-72.

 

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Social Ethics 2.
Practical Problems of Social Service

* 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. [Jeffrey Richardson] 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 neighborhood improvement, 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: Official Register of Harvard University, Vol. IX, No. 16 (May 10, 1912). Division of History, Government and Economics, 1912-13, pp. 69-70.

Course Enrollment

[Social Ethics] 2 ²hf. Dr. [Jeffrey Richardson] BRACKETT. — Practical Problems of Social Service: public aid, charity, and neighborhood work.

Total 23: 3 Graduates, 7 Seniors, 7 Juniors, 2 Sophomores, 4 Others.

Source: Report of the President of Harvard College, 1912-1913, p. 62.

Year-End Examination
SOCIAL ETHICS 2

1. “At the beginning of the study of the causes of poverty, the personal causes, as we have seen, were chiefly emphasized.”
   Explain this statement.
   What is the present tendency in weighing causes of poverty and misery?
   What is your judgment as to tendencies?
2. You are asked what a social settlement is for. What is your answer?
3. What are the places in modern philanthropy:–
   1. Of “volunteer” or unpaid workers, usually giving part time, as compared with
   2. The professional workers who are usually paid for full time service?
4. Illustrate your view of the meaning of social work by the treatment of two of the following types of need:–
   1. The feeble-minded.
   2. The blind.
   3. Offenders.
   4. Dependent children.
5. What should be the chief results of a well used confidential bureau for exchange of information of needy families?
6. What arguments do you give
   1. For,
   2. Against, the use of public money for private charity?
7. What are the chief lessons of value which you have learned from the field work which has been accepted as practice work for this course?

Source: Harvard University Examinations. Papers set for final examinations in history, history of science, government, economics, philosophy, social ethics, education, fine arts, music in Harvard College(June 1913), pp. 72-73.

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Social Ethics 3.
Criminology and Penology

[* 3 ¹hf. Criminology and Penology. — Lectures, prescribed reading, and reports. Half-course (first half-year).]

Omitted in 1912-13.

Source: Official Register of Harvard University, Vol. IX, No. 16 (May 10, 1912). Division of History, Government and Economics, 1912-13, p. 70.

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Social Ethics 4.
Social Problems of Immigration and Race

* 4 ¹hf. Social Problems of Immigration and Race. — Lectures, prescribed reading, and a research. Half-course (first half-year). Tu., Th., Sat., at 11. Dr. [Robert Franz] FOERSTER.

This course deals principally with immigration into the United States, in its international aspects and as an internal problem; secondarily with the American negro problem. Emigration from foreign countries is first studied — in its causes, its historical course, and its consequences for the countries from which it proceeds. Next are considered the history and changes of immigration into the United States; the condition of immigrants in this country; and the effects, transitory and permanent, upon the United States, under social, industrial, and racial aspects. Questions of American internal policy (contact, utilization, assimilation) and the question of national policy (restriction, non-restriction, selection, protection) are studied, partly in relation to emigration and immigration legislation of other countries. To the negro problem less time is devoted; yet the rural and urban populations, their economic and social changes in the post-slavery period, and the broad questions of public and private policy will be considered.

The method of the course will be as far as possible analytical rather than historical or descriptive. Special emphasis will be laid on the thesis and from time to time research conferences will be substituted for lectures.

Source: Official Register of Harvard University, Vol. IX, No. 16 (May 10, 1912). Division of History, Government and Economics, 1912-13, pp. 70-71.

Course Enrollment

[Social Ethics] 4 ¹hf. Dr. [Robert Franz] FOERSTER. — Social Problems of Immigration and Race.

Total 20: 6 Graduates, 8 Seniors, 2 Juniors, 1 Sophomore, 3 Others.

Source: Report of the President of Harvard College, 1912-1913, p. 62.

Mid-year Examination
SOCIAL ETHICS 4

So allot your time that you may answer all questions. Carefully indicate the reasons for your conclusions.

1. Is there an instinct of migration? Are there other peculiarly psychological causes of emigration? What psychological factor is of noteworthy consequence after arrival of immigrants in this country?
2. Show the connection of immigration with the problem of insanity in the United States. What is our present legislation in regard to insane aliens?
3. “Recent immigration has not reduced the rates of wages, nor has it prevented an increase in the rates of wages; it has pushed the native and older immigrant wage-earners upward on the scale of occupations.” Discuss both of these propositions, giving in some detail reasons for the position you take.
4. A Massachusetts congressman recently said: “The literacy test, as I have repeatedly shown, discriminates strongly against the class of laborers who are most needed in the United States.” By what argument would that position be supported? Indicate the grounds of your agreement or disagreement with the argument.
5. Compare the occupational position of the negro in the rural South with that in New York City. Upon what grounds are the differences to be explained? What is Murphy’s solution of the occupational problem?
6. What can be said of the effects of (a) race mixture, (b) environment, upon the future race stock of the United States?
7. What are the effects of emigration upon Greece?

Source: Harvard University Examinations. Papers set for final examinations in history, history of science, government, economics, philosophy, social ethics, education, fine arts, music in Harvard College(June 1913), pp. 73-74.

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Social Ethics 5.
The Housing Problem

* 5 ¹hf. The Housing Problem. — Lectures, prescribed reading, and research. Half-course (first half-year). Mon., Wed., Fri., at 10. Dr. [James] FORD.

Primarily a course in social research. Each student is required to make an intensive original survey of housing conditions in a selected district, or to undertake detailed field work in some phase of the subject. The lectures and prescribed reading will deal with methods and results of existing housing surveys. Examination will be made of the causes and remedies of lot and room congestion, problems of construction, sanitation, and maintenance of tenements, lodging houses, and cottages. The agencies of improved construction of dwellings — philanthropic, coöperative and governmental — will be treated, together with methods of residential and industrial decentralization. The function of health and building codes, taxation, land reform, city planning, in the regulation and improvement of housing conditions, will be examined in detail.

Source: Official Register of Harvard University, Vol. IX, No. 16 (May 10, 1912). Division of History, Government and Economics, 1912-13, p. 71.

Course Enrollment

[Social Ethics] 5 ¹hf. Dr. [James] FORD. — The Housing Problem.

Total 6: 1 Graduate, 3 Seniors, 1 Sophomore, 1 Other.

Source: Report of the President of Harvard College, 1912-1913, p. 62.

Mid-year Examination
SOCIAL ETHICS 5

1. State the arguments for and against the construction by philanthropic corporations of improved dwellings for the working classes. Under what conditions is the philanthropic construction of model tenements of net social advantage?
2. State the present provisions in the New York Tenement House Act designed to prevent lot congestion. Show in detail how these provisions are socially justifiable.
3. What do New York statistics show to be the most frequent places of origin of tenement house fires? How do such fires spread?
   State the provisions (a) of the New York Tenement Act, (b) of the Massachusetts Tenement House Act for towns, which are designed to prevent such fires.
4. What are the sources of the gross business profits of British Copartnership Garden Suburbs? How are net profits distributed to tenant members?
5. What social advantage is there in the construction of homes for employees by employers of labor? What are the disadvantages of such a plan to the employer? To the employee? How can each disadvantage be obviated?
6. A criticism of Howard’s “Garden Cities of Tomorrow” :—
   1. What parts of the scheme are impracticable?
   2. What suggestions are practicable and of value?
7. Could housing conditions in American cities be improved by the application of local zone systems? What principles should govern the determination of zone boundaries?
8. What size and shape of lot would you advocate for the construction of suburban homes for wage-earners? Why?

Source: Harvard University Examinations. Papers set for final examinations in history, history of science, government, economics, philosophy, social ethics, education, fine arts, music in Harvard College(June 1913), p. 74.

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Social Ethics 6.
Social Amelioration in Europe

* 6 ²hf. Social Amelioration in Europe. — Lectures and prescribed reading. Half-course (second half-year). Mon., Wed., Fri., at 11. Dr. [Robert Franz] 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. The course will close with a study of recent developments of legislation governing conditions of labor.

Source: Official Register of Harvard University, Vol. IX, No. 16 (May 10, 1912). Division of History, Government and Economics, 1912-13, p. 71.

Course Enrollment

[Social Ethics] 6 ²hf. Dr. [Robert Franz] FOERSTER. — Social Amelioration in Europe.

Total 11: 3 Graduates, 4 Seniors, 1 Junior, 1 Sophomore, 2 Others.

Source: Report of the President of Harvard College, 1912-1913, p. 62.

Year-end Examination
SOCIAL ETHICS 6

So allot your time that you may answer all questions

1. Suppose that in a country of 250,000 workmen the number of unemployed persons has been, over a long period of years, never less than 10,000. How far could the amount of unemployment be reduced by the following remedies (applied individually)?
   1. The erection of an industrial establishment by state authority, permitting the employment of 10,000 persons.
   2. Such a reduction of the hours of labor by law as would result in an undiminished output, if 10,000 more persons were to be employed.
2. Point out the differences of the St. Gall and English schemes of unemployment insurance. Do these differences make for a difference of result?
3. Describe the German system of sickness insurance in its present form in respect of:
   1. Source of financial support;
   2. Organization and administration;
   3. “Benefits” provided;
   4. Arrangements with physicians.
4. What measures have the insurance authorities of Germany taken to reduce the extent of disease?
5. How far is the workmen’s insurance of Germany a burden upon industry and how far is it not?
6. “In Germany and other countries in which the system has been wholly or partly established, they [the socialists] work for the elimination of the workingmen’s contributions to the insurance funds on the theory that it is the duty of the state to insure the life and existence of the worker, without curtailing his wages for that purpose.” (Hillquit, “Socialism in theory and practice.”) What are the grounds of your own agreement or disagreement with the attitude of the socialists? How far does your knowledge of the instincts, as they are described by McDougall, affect your answer?
7. What system of labor exchanges do you regard as the best? Why?

Source: Harvard University Examinations. Papers set for final examinations in history, history of science, government, economics, philosophy, social ethics, education, fine arts, music in Harvard College(June 1913), p. 75.

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Social Ethics 7.
Rural Social Development

* 7 ²hf. Rural Social Development. — Lectures, prescribed reading, and thesis. Half-course (second half-year). Mon., Wed., Fri., at 10. Dr. [James] FORD.

This course will study the methods and results of rural social research. It will treat the social problems of rural communities — race composition, poverty, housing, health, recreation, labor, etc. The means of development of country life from without through “Back-to-the-Land” and other movements; and rural reconstruction from within through adaptation of existing local institutions, coöperative movements, and State activities will be considered.
The third hour of each week will be devoted to the discussion of prescribed reading or to direction of research.

Source: Official Register of Harvard University, Vol. IX, No. 16 (May 10, 1912). Division of History, Government and Economics, 1912-13, p. 72.

Course Enrollment

[Social Ethics] 7 ²hf. Dr. [James] FORD. — Rural Social Development.

Total 15: 1 Graduate, 10 Seniors, 2 Juniors, 1 Sophomore, 1 Other.

Source: Report of the President of Harvard College, 1912-1913, p. 62.

Year-End Examination
SOCIAL ETHICS 7

1. State in detail the possible sources of data for an exhaustive social survey of a New England rural township.
2. Outline (a) the causes, (b) the local results of the rural exodus. State carefully in how far the causes can be eliminated by conscious social policy?
3. Summarize the findings of the U. S. Immigration Commission with reference to the (a) economic status, (b) rapidity of assimilation, (c) contribution to community development, of immigrant farmers in the United States.
4. Discuss:
   1. The conditions and results of marriage selection among the Hill Folk.
   2. The value of early placing-out of children as a means of meeting the social problem of a degenerate community (illustrate from the Hill Folk).
5. What diseases may be transmitted through the farm water supply? State how each of the following may be contaminated: shallow wells; driven wells; cisterns. (Lipman “Bacteria,” and Ogden “Rural Hygiene.”)
6. What powers for health control in rural communities reside in the best equipped State Boards of Health? Should any of these powers be left with local health officials and not with the State? Give reasons. (Fairlie and Lectures.)
7. Name and classify the agencies of adult education in rural communities. Show the form and methods of university extension in rural communities, employed by State colleges of agriculture (especial reference to Massachusetts).
8. State in detail the (a) organization, (b) business methods, of co-operative associations for disposal of eggs. What specifically is the importance of such associations in the betterment of rural social conditions? (Wolff and Lectures.)

Source: Harvard University Examinations. Papers set for final examinations in history, history of science, government, economics, philosophy, social ethics, education, fine arts, music in Harvard College(June 1913), p. 76.

Image Source: Room 2 of the Harvard’s Social Museum. Francis G. Peabody, The Social Museum as an Instrument of University Teaching. Publications of the Department of Social Ethics in Harvard University, Number 4 (Cambridge, MA: 1911).

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Social Ethics à la Peabody
1888/89—1911/12

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.
1910-11. Taught by Peabody, McConnell, Ford, Foerster, and Brackett. [complete set of social ethics exams]
1911-12. Taught by Peabody, McConnell, Ford, Foerster, and Brackett. [complete set of social ethics exams]