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Johns Hopkins Socialism

Johns Hopkins. Henry Carter Adams on Socialism in Economic Thought, 1879

 

The following essay by Henry Carter Adams is added to provide another observation of what American economists in the late 19th century understood “socialism” to mean.  John Bates Clark also wrote his own essay on this topic in 1879.

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THE POSITION OF SOCIALISM IN THE HISTORICAL DEVELOPMENT OF POLITICAL ECONOMY.

by Henry Carter Adams

The Penn Monthly. Vol. 10 (April 1879), pp. 285-94.

It is certainly unfortunate that Socialism, as an economic system, should be confounded with social Democracy as a political factor and a revolutionary force. The apparent object of the latter is to increase the rate of mortality among the monarchs of Europe; the object of the former is purely scientific and economic. This confusion is unfortunate, because it places Socialism at a disadvantage before the public mind, and does not allow a candid judgment of its economic importance. What this importance is can be the most easily recognized by determining its position in the historical development of the study. To state this position is the object of the present paper.

But, first of all, has Socialism any just claim to be included in the history of Economy? It is no assumption to answer this question in the affirmative. Socialism is an ideal plan of a form of society which does not now exist, but which, its advocates claim, ought to be established. To support this claim, they have criticised severely and minutely the existing system of industry, and constructed an ideal system which they present for substitution. This has a position in the historical development of Political Economy, just as the Mercantile System, the System of the Physiocrats, or the English System of Private Economy has. If it is objected that Socialism is nothing but an ideal, a dream, like Plato’s ideal state, or Sir Thomas More’s Utopia, and that one must wait until it has asserted its reality by the establishment of its plan, before incorporating it in the history of Economy, it is answered: already such has been its influence in the modification of the doctrines of English Economy, that any historic sketch of economic thought must be incomplete which does not include it. Moreover, Economic Socialism has had actual economic and political results. The former are seen in what is termed German Economy of the present. It has given life to economic thought, and guided the criticisms which the Germans have made upon Adam Smith and his school. Its political results may be traced in many of the laws of the German Empire for the last twenty years, and in the ever-increasing importance of the state in economic industrial life. The [286] economic discussions, also, of the last ten years, could not be understood or in any way explained, if the writings of Carl Marx, who, in many respects, may be likened to Ricardo, were dropped from economic literature; or if the political agitations and philosophical writings of Lassalle, who, at nineteen, was a personal friend of Humboldt, were not admitted in the solution. Socialism has, of its own right, a position in economic history; and he who properly understands that position holds the key to the great economic problem of the present day.

A hasty sketch of the economic systems since the year 1500 is, for our purpose, indispensable. The difference in method between the Mercantile System and that of the Physiocrats is, that while the latter proceeded from theory to practice, the former developed from practice to theory. With the Physiocrats, for the first time, was there an economic theory opposed to existing commercial and industrial conditions. The Mercantile System sprang from the physical conditions and political life of the sixteenth century; the doctrine of the Physiocrats, on the other hand, as well as that of Adam Smith, was born of philosophical abstractions.

With the sixteenth century, entirely new factors entered into the world’s life, and for three centuries guided its history. These factors, so far as they are physical, were three great inventions: the invention of printing, of gunpowder, and of the mariner’s compass. These are of so great importance, that to trace in full their wonderful workings would be to write the subsequent history of the Christian world. The most significant of these factors, in its effect upon the economic life of the centuries which followed, is the mariner’s compass. By means of it the road to India was made secure, and the new world, with its rich mines, discovered. Under its guidance, Europe was brought into intimate connection with the decaying civilization of the East, whose peoples were glad to exchange the products of their luxurious climate, and their accumulated treasures, for the products of the industry of the West. In America, too, the rapid growth of the quickly-planted colonies gave rise to a constantly-increasing demand, which Europe alone could supply. To meet these demands, the industries of the Old World were developed, and out of this relation between manufactures and commerce and the political condition of Europe, grew the Mercantile System.

[287] The underlying principle of Mercantilism was, that the precious metals alone constituted wealth. For nearly three centuries this idea worked unquestioned and unrestrained, until, in the latter part of the eighteenth century, Europe found herself, both politically and economically, in a disastrous condition. Governments had left their proper sphere, and monarchs had transformed themselves into great merchants; the interests of individuals and classes were neglected, because it was firmly believed that if a nation but held gold and silver within its territorial limits, its citizens must be rich and happy; monopolies were established in every branch of industry, patents and grants were issued without number, while laws were framed, entering into the details of life, and even into the minutiae of burial, for the purpose of creating a home market; the agricultural was subordinated to the manufacturing industry, and even in agriculture, that which produced bread-stuffs was in its turn subordinated to that which produced raw material for manufacture. With its three centuries of unrestrained working, this idea affected one thing besides. The middle class of the sixteenth century had disappeared, but a new class had been created in society, which, in the Revolution of 1789, took the name of the Third Estate. Of what was this Third Estate composed? The answer to this question is of significance in our present inquiry. This Third Estate was composed of that class in society under whose name the gold and silver of the world were held;—it  is that class which is now ruling the world. The great object of the Mercantile System had been effected. The countries of Europe held the precious metals, in amounts which would have been considered fabulous in the fifteenth century; still her people were more dissatisfied than ever; the misery of want had not disappeared from her borders.

About the middle of the eighteenth century, a Frenchman, Thomas [sic! François is intended] Quesnay, undertook to discover the cause of the misery of the agricultural classes in France. The writings of the school which he founded hold an important position in the development of economic thought. To understand this school, the philosophy of the day must not be forgotten. This was the philosophy of nature. To say that an institution was based upon nature, or to discover in any movement a natural law, was considered sufficient ground for its acceptance. It was the time of Rousseau and the [288] Contrat Social, when the phrase, “All men are by nature free and equal,” was pleasing the fancy of the enthusiastic French and their admirers. Still, this principle was recognized as being sadly out of harmony with many actual conditions; for example, how could the monopolies and hierarchies of the commercial and industrial world, which, according to the existing theory, were necessary, be explained? Could this principle of freedom be applied to economic life? This question the Physiocrats answered in the affirmative, by claiming to have discovered a “law of nature ” capable of regulating all economic movements, if only the unnecessary and disastrous interference of government were removed. This “law of nature” is all that remains of the Physiocrats. This law was accepted by Adam Smith, and appears in English Economy, in a new form and under a new name, as the law of supply and demand: the principle upon which is based the maxim of free competition. The characteristic feature of English Economy is the theory that the truest adjustment of economic society will come about by permitting the economic forces unrestrained activity. The reasoning upon which this is based is very simple: each individual knows better than any one else what is for his own interest, therefore society, which is a collection of individuals, will attain the most harmonious and satisfactory conditions by allowing to each person his free choice. By means of this force of self-interest is all economic activity explained; and further, if perfect freedom of action is permitted, whatever is found to result from the working of this force must be accepted as satisfactory, at least as unchangeable, for it contains in itself the ground of its own justification, in that it is in harmony with the principle of competition. The means through which competition works is the open market, where the law of supply and demand is recognized as supreme arbitrator. The actual price of products, or of labor, which is determined by this law, must be the just price, and, as such, should be accepted without question. If any individual should be so unfortunate as to be financially ruined thereby, or any class in society finds itself in a condition of want and misery, society is unblamable. The individual should have been more cautious, or, in technical language, sharper: the class should exercise more prudence. The universal postulate of this system is, that if proper freedom be allowed, every member of society must [289] find his proper sphere of activity and proper grade in the social organism, according to the degree of his talents and strength; and also, that the remuneration which he receives at the hands of society, through the open market, must be in proportion to the efficiency of his labor and sacrifice. The ultimate result of the workings of this force, according to Bastiat, will be perfect harmony of apparently conflicting interests.

We are now in a position to introduce our socialistic critics. The writings of Saint Simon, Fourier, and Robert Owen may be passed over without consideration. Their plans were communistic rather than socialistic, and most of their criticisms have been abandoned. Louis Blanc is the founder of Socialism of the present, although the German writers, Engels, Marx and Lassalle, have developed his plan and intensified his criticisms to such an extent, that they are now hardly recognizable. The first three of the six propositions upon which Blancism is built are as follows:

  1. The deep and daily increasing misery of the lower classes (du peuple) is the greatest misfortune.
  2. The cause of the misery in which the lower classes live is competition.
  3. This competition, which is the support of the possessing class (la bourgeoisie, or capitalists), is the cause of their ruin.

Sismondi, an earlier French writer, had pointed out the undesirable tendencies of unrestrained competition, but Blanc was the first who went so far as to charge it with the evils of the present industrial system, and to hold it responsible for the misery of want in which the lower classes live. It is this principle of competition against which Socialism aims all its blows; to so reconstruct industrial society, that this force shall not appear in it as the supreme arbitrator in the division of products, is the one object of all socialistic study.

The optimistic views which the advocates of the system of free competition profess, are based, according to socialistic critics, partly on false and partly on assumed propositions. They are the result of à priori reasoning and do not stand the test of a comparison with fact, and, further, in the reasoning itself, the unfavorable side of free competition has been overlooked. Among the propositions charged as false, are the following: that economic relations are developed according to any natural and therefore necessary [290] law; that each individual understands the best his own economic interests, and that each one, in forwarding his own, forwards the interest of society; that each member of society is entirely responsible for his own economic success or failure; and, above all, that harmony of interests can result from the strife of competition. Among the claims of the English school, which are criticised as unproven assumptions, are two characteristics of Socialism: First, that any interference on the part of the state with economic activity would be injurious to economic life, or, in other words, it is an assumption that the laissez faire policy of government is the true policy; and second, that the price of products and labor, or of interest and rent, dictated by the law of supply and demand, must be the fair and proper price, from which there is no appeal.

From these criticisms, one may easily determine the relation which socialistic economy holds to English economy. The particular complaint, however, which socialists urge against the prevalent system is, that it is unfair to the laborer. This complaint takes the following form: that the price of labor, as indicated by wages determined by the law of supply and demand, is no fair equivalent for the activity and sacrifice of the laborer. The extreme socialists claim that labor is the source of all wealth, and therefore, that all wealth belongs to the laborer, a very straightforward and satisfactory solution of the problem now troubling the century, if the premiss were only true. Other critics of the system of free competition, some of whom are socialists and some not, take the ground that, in industrial society of the present, the law of supply and demand cannot work its legitimate results; that there are other factors, the most important of which is ignorance, which opposes its free working, and that, as Louis Blanc has said, the principle of free competition which is the support of the possessing class, is the cause of the laborer’s ruin. Of the truth of this statement there is little room to doubt. That the condition of the laborer is very bad, indeed, as bad as possible, English economy freely admits. Thus, Ricardo showed that there was a tendency for the laborer to receive the least amount of wages possible for the support of life and strength; Mill formulated the law of wages which declared the same fact; Thornton endeavored to disprove the law, and succeeded so far as to show that it did not properly express the disadvantage at which it was necessary for the laboring class [291] to enter into this competitive strife with the capitalist. This, however, is no proper place to discuss the wages question; the above statements were introduced to show that the criticism of the socialists in favor of the laborer is no creation of their own fancy, but the statement of a somewhat startling fact.

The position of Socialism in the historical development of Political Economy, may be clearly stated by comparing the four following points in socialistic thought, with analogous points in previous systems:

  1. The point of view from which society is contemplated.
  2. The productive principle which is incorporated in the system.
  3. The department of economic investigation to which it gives prominence.
  4. The principle which it accepts as giving direction to all economic activity, and as supreme arbitrator between conflicting economic interests.

And first, with reference to the point of view from which society is contemplated. English economy considers society as a collection of individuals. The individual stands in the foreground; man is the unit, and as such he is studied. The system is a system of private economy. On the other hand, the socialist studies individuals as members of classes, and classes as parts of society. Society is the unit of investigation. Public economy, people’s economy, or class economy, is to take the place of private or personal economy. He contemplates the individual as part of the social organism. If personal and social interests conflict, there is no necessity to prove that the individual is in error in thus being out of harmony with society, his interests must be subordinated to the united wishes of other members of society. This is nothing more than the legal conception of true liberty introduced into Economy. That Socialism has carried the application of these views too far, may not be denied, but the position is well taken, and the system will receive the credit at the hands of all fair economic historians, of having successfully criticised the one-sided view of previous economists.

The second comparison is with reference to the productive principle incorporated into the socialistic system. The three productive forces which must be accepted in every complete economy, are land, capital and labor. The history of economy presents a peculiar [292] fact, namely, that three systems of industrial organization have been formed in which each of these forces has been respectively exaggerated at the expense of the other two. The doctrine of the Physiocrats was, that land is the source of all wealth. They defined rent as the free gift of nature, or the excess of the product of the land over that which justly compensated for the labor of tillage. Therefore, the one object of the Physiocrats was to increase the rent on land. Adam Smith corrected this one-sided view. Theoretically, his system was a perfect system in that it recognized the three productive forces. In fact, however, the system of private economy which Adam Smith founded, is the capitalist’s economy. Socialism has accepted the third productive force and based its system upon it. It is the laborer’s system of economy, its fundamental economic proportion being, that labor is the source of all wealth. Capital, according to both Marx and Lassalle, is built from the difference between what the laborer actually produces and what he receives in wages. The system as a system cannot survive, because this, its fundamental principle, is false. Labor is not the source of all wealth, at least as that word is defined by socialistic writers. The historian of the future will probably say that it was necessary for a century of unrestrained working to have been given to the private economy of Adam Smith, in order that the great importance and true position of capital, which, in all the previous life of the world had not been recognized, should be disclosed, but that, this having been accomplished, it was equally necessary that the reacting school should have exaggerated another productive force, to draw attention to the undesirable tendencies of the unrestrained principle of free competition, in order that the consequences of an undue supremacy of material possessions should be averted, and I think the judgment of the future will declare the historian to be right.

The third point of comparison concerns merely Socialism and the English system, and is with reference to the department of economic investigation to which each gives prominence. The school which Adam Smith founded has devoted its energies almost exclusively to the department of the production and exchange of wealth. In this sphere its results have been wonderful. The nineteenth century will take its place in history as the century of great inventions in the sphere of production and transportation. [293] This, socialistic writers recognize, and they admit candidly that this highly desirable result is the legitimate consequence of the working of the principle of self-interest as incorporated in English economy, but they claim that production is not all of the economic problem. A proper, equal and economic distribution is as essential, they say, to a harmonious and successful economy as intense production, They therefore have directed their attention to the distribution of wealth; in this department is included all of their studies. Taken by itself, Socialism is as one-sided as the system it criticises, but taken in connection with English economy, so far as this point is concerned, it appears as its harmonious complement and as such it will live.

The fourth and last comparison, which considers the principle of arbitration between conflicting interests, lies wholly in the department of distribution. As we have already seen, this principle, in English Economy, is free competition. We have also noticed the criticisms upon its workings which have been offered. That which is proposed by the Socialists as a substitute for this force, which shall give direction to all economic activity and serve as supreme arbitrator, is the State. This idea that the State should be introduced into industrial life, is also accepted from the teachings of Louis Blanc. This idea of an economic state will prove to be the important historical idea of Socialism. It will live as leading to two new schools of Political Economy; the one of which incorporates the idea into its teachings and makes it the foundation of its system, the other, while admitting the ground to be tenable for which the interference of the State is demanded, will attempt a solution of the problem of just distribution upon the old laissez faire principle. The first already exists in the rapidly-developing school of German Political Economy. According to this teaching, the only question calling for serious consideration is one of degree: how far shall the State be allowed to assume the character of a private producer? It finds the application of its principle in the administration of the State railroads, telegraphs, post, and express; in the management of public domains and forest, and in all those enterprises that are undertaken by the State and carried on as private enterprises, with the single exception that they are carried on not for profit to the State, but in the interest of the people. This school has also developed an entirely new system of Finance. The [294] German method of study and skill of systemization are greatly to be admired, and, so far as practicable, to be appropriated; but when one considers the principles upon which their Economy and Finance are based, these are found to be, in their extreme application, inappropriate to the political and industrial conditions of the United States. It is, moreover, difficult to see how they are to be applied in England and France. Out of this necessity, the error which has shown itself in English Economy on the one hand, and the inadaptability of German Economy to a free government on the other, must arise a new school, or, at least, a radical reformation of the old. A new problem is to be solved. How can the principle of competition be so restrained that its beneficial results may be retained, and its detrimental workings hindered? There is no country in the world where the political and economic conditions are so favorable for the solution of this problem as the United States. America must repudiate the centralizing tendency of German Economy, because that tendency is opposed to the ideas upon which the government is founded; but, on the other hand, another century of unrestrained activity of private enterprise will itself contradict the theory of freedom, and destroy that government. From this dilemma must arise an American Political Economy,—an Economy which is to be legal rather than industrial in its character.

H. C. ADAMS, PH. D.,
John[s] Hopkins University.

Image source: Henry Carter Adams Page at the NNDB website.

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Economists Michigan Research Tip Teaching

Michigan. Henry Carter Adams and School of Applied Ethics, 1891. With Biography.

 

Scavenging in digitized archives is certainly no less important an activity than risking the dust in conventional archival folders found in boxes to seek paper receipts of history. Last night I stumbled into the wonderful digitized archives of the University of Michigan’s daily newspaper (see link below). Like a kid in the proverbial candy store, I was riding a sugar high for most of the evening. This morning after a couple of cups of coffee, I put together the following material: biographical/career information about Professor Henry Carter Adams and a report of an interdisciplinary summer school he helped to establish in applied ethics (in 1891!).

I was well aware of Adams’ reputation as an expert in public finance, but I hadn’t noticed that he had been fired from Cornell for a lecture he gave on the Great Southwest railroad strike of 1886. “This man must go, he is 
sapping the foundations of our society.” We shouldn’t ever take our academic freedom for granted!

Other posts at Economics in the Rear-view Mirror dealing with the economist Henry Carter Adams:

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HENRY CARTER ADAMS
(31st December, 1851—11th August, 1921)

The following memorial to the late
 Professor Henry C. Adams was present
ed to the University Senate at a recent
 meeting. It was prepared by a commit
tee of which R. M. Wenley; Professor of 
Philosophy was the chairman. The other 
members were S. Lawrence Bigelow, 
 Professor of Chemistry and I. Leo 
Sharfman, Professor of Economics.

An obvious drawback of academic life is 
that titles tend to obscure persons: and when, 
as with our colleague Henry Carter Adams, 
 the man dwarfs the title, liability to misjudge
 or overlook becomes serious. Not till too
 late, death prompting inquiry or reflection, do
 we grow aware of the true reasons for the
 magnitude of our gain and loss. Even so, 
 when we attempt a fit Memorial, the Odyssey
 of the spirit is all too apt to evade our tardy 
heed. The career of Professor Adams furn
ishes a typical case in point.

Henry Carter Adams was born at Daven
port, Iowa, December 31, 1851. He came of
 old New England stock; his forebears had
 made the great adventure oversea in 1623. His
 mother, Elizabeth Douglass, and his father, 
 Ephraim Adams, were a like-minded pair, 
 representative of the soundest traditions of 
New England character and nurture. Ephraim 
Adams, one of a small band of missionaries
 from Andover Theological Seminary who for
sook everything for Christ’s sake, arrived on 
the open prairies of Iowa in 1842—the goal
 of three weeks’ hard journey from Albany, New York. Their mission it was to kindle 
and tend the torch, not merely of religion, but
 also of education, among the far-flung pioneers. 
 Consequently, it is impossible to understand
 why Henry Adams was what he was, became
 what he became, unless one can evoke sympa
thetic appreciation of the temper, which de
termined his upbringing. For example, it may
 well astonish us to learn that his nineteenth 
birthday was but a few months off ere he
 received his first formal instruction. The
 reasons thereof may astonish us even more. 
 The child had been sickly always, physicians 
informing the parents that he could not survive the age of fourteen. The “open prairies” 
proved his physical salvation. Given a cause 
and a gun, the boy roamed free, passing from
 missionary home to missionary home, some-
times bearing parental messages to the scat
tered preachers. In this way he outgrew 
debility and, better still, acquired a love for
 nature, and an intimacy with our average 
citizenry, never lost. Meanwhile, the elder
 Adams taught him Greek, Latin, and He brew
 as occasion permitted. At length, in 1869, he
 
entered Denmark Academy whence, after a
 single year, he was able to proceed to Iowa
 College, Grinnell, where he graduated in 1874. During these five years, the man whom we 
knew started to shape himself.

In the home and the wider circle of friends, the impressionable days of childhood had been 
moulded by Puritanism. God’s providence, 
the responsibility of man, the absolute distinc
tion between right and wrong, with all result-
ant duties and prohibitions, set the perspective. 
Fortunately, the characteristic Yankee interest 
in education—in intelligence rather than learn
ing—contributed a vital element. An active
 mind enlarged the atmosphere of the soul. De-
spite its straight limitations as some reckon 
them; here was a real culture, giving men in
ner harmony with self-secure from disturbance
 by the baser passions. As we are aware 
now, disturbance came otherwise. To quote
 Adams’ own words, he was “plagued by doc
trines” from the time he went to the Academy. 
 The spiritual impress of the New England
 home never left him; it had been etched upon 
his very being. But, thus early, Calvinistic 
dogma aroused misgivings, because its sheer 
profundity bred high doubt. As a matter of 
course, Ephraim Adams expected his son to 
follow the Christian ministry, and Henry him
self foresaw no other calling meantime. Hence, when scepticism assailed him, he was destined
 to a terrible, heart-searching experience, the
 worse that domestic affection drew him one
 way, mental integrity another. His first years 
at Grinnell were bootless; the prescribed stud
ies held no attraction and, likely enough, sick
ness had left certain lethargy. But, when 
he came to history, philosophy, and social
 questions, he felt a new appeal. His Junior
 and Senior years, eager interest stimulating, 
profited him much. Still dubious, he taught
 for a year after graduation at Nashua, Iowa. Then, bowing to paternal prayer and maternal 
hope, he entered Andover Theological Semi-nary, not to prepare for the ministry, however, 
 but “to try himself out”—to discover whether 
preaching were possible for him. In the Spring 
of 1876, he had decided irrevocably that it was 
not. Adams’ “first” education—education by
 the natal group—ended here. It had guaran
teed him the grace which is the issue of 
moral habit, had wedded him to the convic
tion that justice is truth in action. For, al-
though he abandoned certain theological for
mulae, the footfall of spiritual things ever 
echoed through hrs character. The union of 
winsome gentleness with stern devotion to 
humanitarian ideals, so distinctive of Professor Adams, rooted in the persistent influ
ence of the New England conscience.

The Second Education

Turning to the “second” education, destined 
to enroll our colleague among economic lead
ers, it is necessary to recall once again conditions almost forgotten now. When, forty-five
 years ago, an academy and college-bred lad, 
 destined for the ministry, found it necessary 
to desist, he was indeed “all at sea.” For 
facilities, offered on every hand today by the
 Graduate Schools of the great universities, 
 did not exist. The youth might drift—into 
journalism, teaching, or what not. But drift
ing was not on Adams’ programme. He wrote 
to his parents who, tragically enough, could 
not understand him, “I must obtain another 
cultural training.” His mind had dwelt already upon social, political, and economic prob
lems: therefore, the “second” education must
 be non-theological. Whither could he look? At this crisis his course was set by one of 
those small accidents, which, strange to tell, 
 play a decisive part in many lives. By mere
 chance, he came upon a catalogue of Johns
 Hopkins University, so late in the day, more-
over, that his application for a fellowship, 
 with an essay enclosed as evidence of fitness, 
arrived just within time limits. Adams was 
chosen one of ten Fellows from a list of more 
than three hundred candidates, and to Balti
more he went in the fall of 1876. His letters
 attest that the new, ampler opportunities at
tracted him strongly. He availed himself of 
concerts, for music always moved him. Here 
he heard the classics for the first time. Hither-
to he had known only sacred music. Sometimes 
he played in church and, as records show, he
 sang in our Choral Union while a young pro
fessor. We find, too, that he served as assistant in the Johns Hopkins library, not for 
the extravagant salary, as he remarks humor
ously, but on account of access to books—”I
 am reading myself full.” His summers were
 spent in his native State, working in the fields. 
 In 1878 he received the doctorate, the first 
conferred by the young and unique university.


Study in Europe

The day after graduation President Oilman
 sent for him, and told him, “You must go to
 Europe.” The reply was typical—”I can’t, I 
haven’t a cent.” Oilman continued, ”I shall
 see what can be done,” with the result that the benefactor to whom Adams dedicated his 
first book found the requisite funds. Brief
 stays at Oxford and Paris, lengthier at Berlin
 and Heidelberg, filled the next fourteen
 months. The journalistic bee still buzzing in 
his head, Adams had visited Godkin before
 leaving for Europe, to discuss the constructive
 political journalism he had in mind. Godkin 
received him kindly, but as Adams dryly re-
marks, had a long way to travel ere he could
 understand. In the summer of 1878, President
 Andrew D. White, of Cornell, traveling in 
Germany, summoned Adams, to discuss a 
vacancy in this university. To Adams’ huge
 diappointment, as the interview developed, it
 became apparent that White, with a nonchalance some of us remember well, had mistaken H. C. Adams, the budding economist, 
 for H. B. Adams, the budding historian. The
 vacancy was in history, not in political science 
or economics. Expectation vanished in thin 
air. But Adams was not done with. Return
ing to his pension, he sat up all night to draft 
the outline of a course of lectures which, as
 he bluntly put it, “Cornell needed.” Next day 
he sought President White again who, being
 half persuaded by Adams’ verbal exposition, 
 kept the document, saying he would communicate with Cornell, requesting that a place be
 made for the course if possible. Writing from
 Saratoga, in September 1879, Adams tells his 
mother that all is off at Cornell, that he must
 abandon his career and buckle down to earn
ing a livelihood. A lapse of ten days trans
formed the scene. The Cornell appointment
 had been arranged, and he went to Ithaca 
forthwith. So meagre were the facilities then 
offered in the general field of the social sci
ences that Adams gave one semester, at Cornell and Johns Hopkins respectively, to these
 subjects in the year 1879-80. The same ar
rangement continued till 1886, Michigan be
ing substituted for Johns Hopkins in 1881. As 
older men recall, Dr. Angell taught economics, 
 in addition to international law, till the time
 of his transfer to Pekin as Minister to China. 
 At this juncture, Adams joined us, forming a 
life-long association. He himself says that he
 “gave up three careers, —preaching, journalism, 
 and reform—to devote himself to teaching”
 where he believed his mission lay.

Dismissal from Cornell

There is no better index to the enormous 
change that has overtaken the usual approach
 to social questions than the circumstances
, which caused Adams’ expulsion from Cornell
 University. The Scientific American Supple
ment (p. 8861) of date August 21st, 1886, con
tains the substance of an address, “The Labor 
Problem.” We quote Adams’ comments, inscribed beside the clipping in his personal
 scrapbook.

“This is the article that caused my dismissal 
from Cornell. This article was given on the
 spur of the moment. Professor Thurston had 
invited a man from New York to address the
 engineering students, but the lecturer failed
 to come. I was asked to come in and say a
 few words on the Gould Strike. It was said 
to me that other members of the Faculty 
would speak, and that I might present my
 views as an advocate.

“The room was crowded for, besides the 
engineering society, my own students, getting 
word of it, came over to the Physical Laboratory room where the addresses of the society
 were given. A more inspiring audience no 
man could have, and I spoke with ease, with
 pleasure and, from the way my words were 
received, with effect. The New York papers 
reported what I said and, three days after, Mr. 
Henry Sage, than whom I know no more 
honest hypocrite or unchristian a Christian, 
 came into the President’s office and, taking
 the clipping from The New York Times out
 of his pocket said, “This man must go, he is 
sapping the foundations of our society.” It
 was not until then that I thought of putting
 what I said into print, but I then did it, fol
lowing as nearly as possible what I said and
 the way I said it.

“The effect of this episode upon myself was 
to learn that what I said might possibly be of
 some importance.

“Of course, there is a good deal of secret 
history connected with the matter, but I am 
not likely to forget that.”

This echo of old, far-off, unhappy things is 
most suggestive, because more than any other
 man, perhaps, Adams mediated the vast, silent 
change marking these last thirty-five years. 
 As has been aptly said, “he had a most roman
tic intellectual career.”

Appointment at Michigan

In 1887, he was appointed to the Michigan
 chair, which he greatly graced till death. At
 this time, too, on the urgent request of his
 close friend, Judge Thomas M. Cooley, then
 Chairman, he joined the Interstate Commerce
 Commission, much against his own inclination. 
 When he founded the Statistical Department, 
 he had the assistance of a single clerk; when
 he resigned, in 1911, the personnel numbered 
two hundred and fifty. Mutatis mutandis, a
 parallel expansion overtook our Department
 of Economics under his leadership.

It must suffice merely to mention his services with the Eleventh Census, the Michigan
 Tax Commission, and the Chinese Republic, 
 pointing out that such positions come only to
 men of high distinction and proven authority. 
 More than a quarter of a century has elapsed
 since his election to the Presidency of the
 American Economic Association, which he
 helped to found; nearly as long since he was
 presiding officer of the American Statistical
 Association. In short, he ranked among the
 most important and influential leaders in his
 chosen field. His Alma Mater honored her-
self in honoring him with the degree of LL.D 
twenty-three years ago; Wisconsin followed suit in 1903; Johns Hopkins in 1915. Needless 
to say, he had many offers, some most tempt
ing, to leave Michigan. But, entertaining pro
found confidence in the State University, be
lieving that it was destined to be instrumental 
in the diffusion of those opportunities in high
er education indispensable to a free democracy, 
he refused to move. In attachment to this
 University, like not a few men whom she has 
imported, he outdid many alumni.

His Original Work

Naturally, Adams produced a mass of orig
inal work. Upon two fields of economic investigation, particularly—public finance and
 public control—he imposed a durable imprint. 
His interest in public finance dated from his 
doctoral dissertation, Taxation in the United
 States, 1789-1816. In Public Debts, an Essay 
in the Science of Finance, later translated into
 Japanese, and in The Science of Finance, an 
Investigation of Public Expenditures and Pub
lic Revenues, he not only manifested wide
 economic grasp and remarkable power of an
alysis, but exhibited the principles of public 
finance as a scientific unity, in their manifold 
relations to social, political, and economic progress. His memorable essay, The Relation of the State to Industrial Action, marked his initial, and most significant, contribution in the 
field of public control. He subjected the preva
lent doctrine of laissez-faire to searching analysis, and, with profound appreciation of the
 demands of a dynamic world, formulated basic 
principles for the guidance of industrial leg
islation. His emphasis on the function of the
 State in moulding the plans of competitive ac
tion, in realizing for society the benefits of
 monopolistic control, and in restoring condi
tions of social harmony to the economic order, 
 foreshadowed much of the theoretical dis
cussion and practical reorganization of a later 
day. His subsequent achievements in the de
velopment of public control, especially over 
railroad transportation, are incorporated in the 
accounts and classifications which he slowly 
evolved as statistician of the Interstate Com
merce Commission. The universal acceptance 
today of statuted accounting and statistical 
practice as an indispensable instrument for the 
effective regulation of railroads and public
 utilities remains a lasting monument to the 
intelligence and validity of his pioneering ef
forts. It is a distinct loss to economic scholarship and to historical tradition that his Ameri
can Railway Accounting published seven years
 after his resignation from the Interstate Com
merce Commission, was but a commentary on 
these accounts and classifications rather than 
that graphic picture of their origin and de
velopment such as he alone was competent to
 produce.

The Social Philosopher

Throughout life, Adams’ intellectual ap
proach was that of a social philosopher rather 
than of a technical economist. This is plain 
throughout his published work. Intuitive yearn
ing for social justice, prompted by a Puritan
 conscience, stimulated by an analytical intel
lect, colored all his writings. Human rela
tions uniformly served as his point of depar
ture, and humane amelioration was ever the 
horizon toward which he moved. Such was
 the spirit of his Relation of the State to In
dustrial Action, and of his fundamental stud
ies in public finance. His papers on the social
 movements of our time, and on the social 
ministry of wealth, contributed to The Inter
national Journal of Ethics; his discussions, in 
the economic journals, of economics and jur
isprudence, publicity and corporate abuses, and 
of many of the more technical aspects of rail-
road taxation; of the developments of the
 Trust movement, budget reform, and foreign 
investments as a crucial element in international maladjustments, were moulded by a similar
 insight into primary human relations, and by 
a like desire to contribute to the realization of 
human betterment.

Accordingly, it was the more remarkable
 that Professor Adams proved himself so ef
fective a public servant in the formulation of 
practical and concrete machinery for the regulation of transportation agencies, in this 
country and in China. The reason for this 
success is to be found in his consistent adher
ence to the conception of accounts and sta
tistics as mere instruments of social control 
rather than as fields of inquiry for their own
 sake. From first to last, then, he remained the
 social philosopher. His plans for the future 
promised a return to the synthetic intellectual
 activity of his early career. Death overtook 
him with his labors unfinished, but the direc
tion of his interests was clear and unmistak
able.

In sum, then, remarkable as was the career, 
 formative as were its results, the personality 
overtopped all else, mainly because Adams’
 austere judgment of self, his nigh innocent 
attitude toward his great attainments, won
 upon others. Indeed, no one would have been
 more surprised than he at the words we have 
addressed to you this evening, —partly on ac-
count of his innate modesty, partly thanks to 
his very reticence, which prevented us from making known to him how we esteemed his
 deep, pervasive glow.

S. LAWRENCE BIGELOW

I. LEO SHARFMAN

R. M. WENLEY, Chairman

 

Source: The Michigan Alumnus 520-524. Transcribed at the  Henry Carter Adams page at the University of Michigan Faculty History Project.

______________________

School of Applied Ethics, 1891.
First Dean, Henry C. Adams of the 
University of Michigan

In this article we give a brief sketch of the school of Applied Ethics and Prof. Henry C. Adams’ work in connection with it.

The following, taken from the secretary’s report, describes the origin and purposes of the institution:

“The School of Applied Ethics held its first session at Plymouth, Mass., from July 1 to August 12, 1891. This was an experimental undertaking, and the first step towards the carrying out of a large and important educational project, the founding of a fully-equipped School of Applied Ethics in connection with some large university. It is proposed, not to found another school similar to and is as a rival of any schools already existing, but to meet a real educational need by furnishing systematic instruction in a field of investigation not especially provided for in established institutions.

The experiment of last summer proved so successful that it has been decided to hold a similar session another year at the same time and place, and the managers hope that not only the summer school, but also the permanent school referred to will be successfully established, and occupy in time an important place among educational institutions.

The proposition to establish a School of Applied Ethics, either independently or in connection with some large university, has been under discussion for several years. Attention was first called to the need of such a school, in a public address in Boston, by Prof. Felix Adler, during the May anniversary week of 1879. The project was afterwards discussed in the Index and other papers; but the plans were still too indefinite and public interest was not sufficiently awakened to the importance of the undertaking.

The subject was next brought to public notice, and in a more definite shape at the third convention of the Ethical Societies, held in Philadelphia, January, 1889. It was the topic of a special public meeting, and addresses were made by Prof. Adler, Mr. Thomas Davidson, Professor Royce, Rev. Wm. J. Potter, and others. Numerous letters endorsing the proposed school were received from distinguished representatives of different professions in various parts of the country. At the next convention of the Ethical Societies, held in New York, December, 1890, the project was again brought forward and endorsed at a public meeting by President E. Benj. Andrews, Rev. Lyman Abbott, Professor Daniel G. Brinton, Rev. R. Heber Newton, Dr. A. S. Isaacs, and Professor Adler. Definite action towards the realization of the project was taken in the following resolution, passed by the convention:

Resolved, That the Executive Committee be empowered to raise $4000 to establish a Summer School of Ethics for one year, and to hand over its management to a committee of nine, three of whom shall be lecturers of the Ethical Societies.

In consequence of this resolution a committee was appointed, which met in New York, March 2, 1891. There were present Professor H. C. Adams, of the University of Michigan, Professor C. H. Toy, of Harvard University, Professor Felix Adler, of New York, President E. Benjamin Andrews, of Brown University, Professor Morris Jastrow, Jr.,of the University of Pennsylvania, and Mr. S. Burns Weston, of Philadelphia. The trust implied by the above resolution was accepted by the committee, and plans were presented and adopted for a summer session of six weeks with the three departments of Economics, History of Religions, and Ethics. Professor Henry C. Adams was made director of the department of Economics, Professor C.H. Toy, of History of Religions, and Professor Felix Adler, of Ethics proper. It was decided that the office of Dean should be filled in rotation by the heads of the departments in the order given, and Prof. Adams became Dean of the school for the first year.

The first session opened July 1, at Lyceum Hall, Plymouth, Mass., with public addresses by Professors Adams, Toy, and Adler on the work to be done in their respective branches. The regular daily lectures began Thursday, July 2, with a good attendance.

In the department of economics the main course consisted of a series of sixteen lectures by Professor Adams, on the History of Industrial Society and Economic Doctrine in England and America, in which special attention was given to the gradual rise of those practical problems in the labor world, which cause so much anxiety and discussion today. The subjects of the lectures in this course were as follows:

The Modern Social Movement, and the True Method of Study. The Manor considered as the Unit of Agricultural Industry in Feudal Times. The Town considered as the Unit of Manufacturing Industry in Feudal Times. The Black Death and Tyler’s Rebellion considered in their Industrial Consequences. The Times of Henry VIII and Elizabeth considered as foreshadowing Modern Ideas of Capital. The Spirit of Nationalism as expressed in Industrial Legislation of the 17th and 18th’s Centuries. Liberal Writers of the Eighteenth Century, considered with Especial Reference to the Industrial Liberalism of Adam Smith. Industrial and Social Results of the Development of Textile Machinery. Critical Analysis of the Effect of Machinery on Wages. Industrial and Social Results of the Development of Steam Navigation. Mill’s Political Economy, considered as the most Perfect Expression of the Industrial Ideas of the Middle Classes. Changes in Economic Ideas since Mill; (a) Fundamental Economic Conceptions, (b) Relation of Government to Industries. Trades-Unions considered as the Workingman’s Solution of the Labor Question. Public Commissions considered as a Conservative Solution of the Monopoly Question. An Interpretation of the Social Movement of Our Time.”

 

The following, clipped from the article by Rev. W. H. Johnson in the Christian Register, shows that Prof. Adams sustained his well-merited reputation as a political economist of the first rank:

“The chief interest of the school seems to have centered in the Department of Economics, testifying to the growing appreciation of the profoundly vital manner in which the great social topics of the times touch us all. Here were numbers of people gathered together who had become tired of the cure-alls offered by narrow-minded enthusiasts, not less than heartsick of the social wrongs and miseries which bring this class into existence, and intensely anxious for some teaching which would point out clear landmarks. Only the existence of this feeling of earnest longing for some measure of authoritative exposition can account for the enthusiasm which has attended the economic course. In Prof. Adams, this department has had for its director and chief expositor a mastermind. Apart from the interest of the subject, it would be impossible to listen without keen satisfaction to his rigid analysis and lucid explanations of a subject which is, for the most of us, wrapped in “chaos and perpetual night.” Prof. Adams’ final lecture, summing up the economic teaching of the school during the six weeks’ course, was one of rare merit. He was at once overwhelmed with requests for its publication, to which he has consented.”

 

Source: The U. of M. Daily.Vol. II, No. 51 (December 3, 1891), p. 1.

Image Source: From the Henry Carter Adams page at the University of Michigan Faculty History Project.

 

Categories
Michigan

Michigan. Economics within Political Sciences, 1843-1910

 

The Department of Economics at the University of Michigan emerged from the interdisciplinary pool of “Political Science” at the start of the twentieth century. The idea of a school of political science following a German model was quite like that of the Columbia Faculty of Political Science that was established ten months before the University of Michigan program (June 1881). Another account of the history of the Michigan economics department that goes forward to 1940 has been posted earlier. 

Political Science at the University of Michigan
[up to 1910]

In February, 1910, the Regents of The University of Michigan authorized Acting President Harry B. Hutchins to recommend a candidate for Professor of Political Science. The duties of the first Professor of Political Science at the University would be to give the courses previously taught by Dr. James B. Angell and to relieve the History Department of its instruction in the field of government. In April of that year, Jesse S. Reeves, assistant professor of political science at Dartmouth College, was appointed to this position.

Thus in September, 1910, the Department of Political Science was formally established as such at The University of Michigan. In its first school year the Department offered American Government (federal, state, and local), Municipal Government, Public International Law and History of American Diplomacy, plus a seminar in the History of Political Theory. During the year a total of 250 registrations were recorded.

Although the formal beginning of the Political Science Department occurred in 1910, the teaching of political science seems to have anticipated Regental action by as much as fifty years. The course of study in philosophy, as announced in the Catalog of 1843-44, was divided into three parts: (1) language and literature, (2) mathematics and physics, and (3) intellectual and moral science. Instruction in political science was included within intellectual and moral science. Professor Edward Thomson, later president of Ohio Wesleyan University, listed among the texts for his courses: Wayland’s Political Grammar and Political Economy and Story’s Commentaries on The Constitution. However, it appears that these studies were not continued and a return to them awaited the stimulus provided by President Henry Philip Tappan in 1852.

Under President Tappan interest in the general area of the social sciences was revitalized. This was due in part to his high educational ideals and broad intellectual interests and in part to his establishment of the university course. In his plan for a university or graduate course, President Tappan had made provision for twenty areas of study, two of which would be included in our present concept of political science: (1) history and political economy, and (2) the law of nature, the law of nations, and constitutional law.

The University System

Not only was Tappan a man of distinction as a scholar and a teacher, but he drew others with comparable qualities to the faculty. One of these was Andrew Dickson White who, when he was appointed in 1857, brought with him a manner of teaching which was new to the American college campus. Rather than using daily recitations, he introduced the lecture system and gave his students an introduction to historical criticism and original investigation. Through White’s concept of history the way was prepared for later emphasis on political studies.

Catalogs from the sixties stated that the effort of the History Department was threefold: (1) a review of general history; (2) an insight into the philosophy of history; and (3) a foundation for a thorough study of the political and constitutional history of our own country.

Instruction in the field of political science, as such, officially began in 1860, when the Regents voted to require the resident law professor to deliver a course of lectures on Constitutional Law and History to the senior class of the Academic Department. In 1861, Professor, later Judge, Thomas McIntyre Cooley began these lectures which were continued until 1865.

With the termination of Professor Cooley’s lectures, instruction in government was placed solely in the hands of the History Department. Professor Charles Kendall Adams, a graduate of Michigan, offered lectures on the Government of Great Britain, the Governments of Continental Europe, and the Political History of the United States.

In 1867 Professor Adams became chairman of the History Department, succeeding Andrew D. White. At this time the seniors were receiving, during the second semester, lectures on the Characteristics of the Constitution of the United States and the Growth of Liberty in England. In 1871-72, this course, given to seniors, was made an elective and extended to the length of a school year. The Catalog of that year explained that the course covered three subjects: growth of parliamentary government in England; constitutional history of the United States; and constitutional characteristics of the principal governments of Europe. Later the program provided English Constitutional History and American Constitutional History, both one semester courses.

In 1870, while Professor Henry S. Frieze was serving as Acting President, the library facilities in the field of political science were greatly enhanced by a gift, which was the first important addition made to the University library by a private donor. Philo Parsons, Esq., of Detroit, purchased for the University the library of Professor Karl Heinrich Rau of Heidelberg. It consisted of about 4,000 volumes and 5,000 pamphlets dealing with the science of government, political economy and related subjects. Mr. Parsons also volunteered to fill out important sets of books and periodicals that were found to be incomplete. This gift proved to be one of the major justifications for the subsequent establishment of a separate School of Political Science.

With the coming of President James B. Angell to the University in 1871, and due to his active interest in public and international affairs, a course in International Law was added to the curriculum. He himself taught it and at this time emphasized to the Regents the need for more extensive work in the “political sciences.” Later he also offered a course in Political Economy.

Seminar Instruction

President Angell, in his report of 1871-72, gave the first printed account of the seminar method of instruction which had been introduced by Adams. Shortly after this time, the same system was introduced at Harvard and other American universities. Adams patterned the seminar after the German method of instruction which he had observed during a visit to that country the previous year. During the second semester the seminar group, which was open to seniors and graduate students, studied the constitutional history of the United States and also dealt with the fundamental principles of political philosophy through the means of a comparative study of ancient and modern political constitutions.

Under the direction of Adams, the History Department developed and the curriculum was enlarged. Among the new courses offered were: Political Institutions, English and American Constitutional History, and Comparative European Government. President Angell added another course, History of Treaties, which with International Law, he continued to teach until 1910.

During his administration as president, Dr. Angell was called by the government to serve as Minister to the Ottoman Empire and to China. While President Angell was absent as Minister to China, action was taken by the Regents in June, 1881, to organize a School of Political Science within the Department of Literature, Science, and the Arts. Although a similar school had been organized at Columbia ten months earlier, Michigan’s was the first in the West. The University Catalog stated “the aim of the School is to afford exceptional opportunities for students interested in public questions to specialize in History, Political Economy, International Law, and kindred subjects under guidance of their instructors.” On October 3, 1881, the new School opened with Professor Charles K. Adams as dean. Its faculty of seven included: President James B. Angell (Dr. Henry Carter Adams served in his absence), Professor Thomas M. Cooley, Professor Charles K. Adams, Assistant Professor Richard Hudson, Professor Edward S. Dunster, Assistant Professor Victor C. Vaughan, and Assistant Professor Volney M. Spalding.

The address Dean C. K. Adams delivered at the official opening presented a case for the advantages which their instruction in political science had brought to the practice of European governments. He proceeded to dispose of the argument that American political institutions were superior to those of Europe and that, therefore, America had no need of political science. The argument was revealing in its exclusive emphasis upon the practical benefits to be expected. He pointed out the areas which political science could help to improve and then summed up by saying:

It is for the purpose of aiding in the several directions that have been hinted at, and in others that would be mentioned if there were time, that the School of Political Science in the University of Michigan has been established. It finds its justification where the other schools of the University find theirs: in the good of the people and the welfare of the State.

Professor Hans J. Morgenthau in his “Reflections on the State of Political Science,” has noted Dean Adam’s address as illuminating in its outline of the purpose of political science and has commented that its growth was a response to the needs of the day. Professor Morgenthau wrote:

The first departments of political science in this country, then, did not grow organically from a general conception as to what was covered by the field of political science, nor did they respond to a strongly felt intellectual need. Rather they tried to satisfy practical demands, which other academic disciplines refused to meet. For instance, in that period the law schools would not deal with public law. It was felt that somebody ought to deal with it, and thus it was made part of political science. There was a demand for instruction in journalism, but there was no place for it to be taught; thus it was made part of political science. There was a local demand for guidance in certain aspects of municipal administration; and thus a course in that subject was made part of the curriculum of political science.

In other words, political science grew not by virtue of an intellectual principle germane to the field, but in response to pressures from the outside. What could not be defined in terms of a traditional academic discipline was defined as political science. This inorganic growth and haphazard character of political science is strikingly reflected in the curricula of the early departments of political science, such as those of Michigan, Columbia, and Harvard.

In 1881-82

In the 1881-82 Catalog, seven subject areas were listed in the political science program: history, political economy, international law, sanitary science, rights, social science, and forestry. Dean Adams stated in 1882 that he thought this was the first time that the courses in Rights and Forestry had been offered in any university. It was intended that the course content and the method of instruction would be the same as those offered in the schools of political science at Paris, Leipzig, Tubingen and Vienna. H. B. Adams remarked “the courses were not required as at Columbia, and the plan was like the elective system of German universities.”

In his The Relations of Political Science to National Prosperity, Dean Charles K. Adams outlined the program:

A prominent place was to be given to studies in history, such as general history, history of political institutions, recent political history of Europe, and the political and constitutional history of England and of the United States. Courses in political economy were also included in the program. “Social Science” was to deal with crime prevention and public welfare service. A course in Political Ethics was also outlined to furnish the proper basis for judging the relations of the individual to the state, as well as of nation to nation. Allied to this and crowning the whole were to be courses on: The Idea of the State; Nature of Individual, Social and Political Rights; History of Political Ideas; Government of Cities; Theories and Methods of Taxation; Comparative Constitutional Law; Comparative Administrative Law; Theories of International Law; and History of Modern Diplomacy.

School of Political Science

Students to be admitted to the new School must have completed two years of study in the Department of Literature, Science, and the Arts—sixty hours—including all the work for the first two years of the program prescribed for a bachelor’s degree. Students from other institutions who had done an equivalent amount of work were also accepted as candidates. Although the new School was organized under the Department of Literature, Science, and the Arts, it was not limited to undergraduate study. All degree candidates were required to write examinations at the close of each semester; also, they were to appear before a committee of the faculty to present and defend a thesis showing evidence of original research and, finally, pass an examination in three areas of study, a major and two minors. A student who completed all these requirements was recommended for a Doctor of Philosophy degree. No specification was made in regard to time except that no one would be recommended in less than three years after enrollment in the School. A year later, in 1882-83, provision was made for obtaining bachelor’s and master’s degrees.

The new School was successful in developing interest in its program. The first year a total of 889 registrations were listed in the nineteen courses offered—481 during the first semester and 408 the second.

In 1882, the library received another sizeable gift which furthered the study of political science. Mr. J. J. Hagerman of Colorado Springs gave the University 2,000 volumes, including works on political and constitutional history and methods of local government in Europe and America, plus a collection of great serial publications. The following year Cooley offered a course on Comparative Administrative Law with special emphasis on local government, using these materials.

Under the leadership of Angell, Adams and Cooley, the School of Political Science attracted considerable attention, both in the United States and in Europe. During those years Michigan shared with Columbia and Johns Hopkins pre-eminence among the universities of the United States for training in the field of political science—a pre-eminence that was to lapse before blossoming again.

Electives

The University System of study, which had been an integral part of the School of Political Science, survived the School by a number of years. Immediately upon establishment, the School pointed the way to a freedom of study, permitting greater concentration with large concessions to the student’s choice, both of subjects and methods. Various faculty members began to argue that areas other than political science should be accorded these advantages. There was the feeling that this system was an approach to the German universities with their distinction between preparatory and graduate or genuine university work. Within this plan of study the student would be granted a bachelor of arts degree if his examination at the end of four years proved to be satisfactory. The student might be granted a master of arts degree if he wrote a brilliant examination and presented a meritorious thesis. Making the distinction between a “satisfactory” and a “brilliant” examination was, of course, the source of some of the difficulties that arose.

From the outset, the School progressed and appeared promising; however, its position as a graduate school with its own dean, organized within the framework of an undergraduate school, was indeed awkward. Faculty members of the School of Political Science were also serving in other departments of the University, and the establishment of the School necessitated a revision of the prevailing rules regarding doctor’s degrees. Conditions, it was said, “produced numerous conflicts and misunderstandings and various exhibitions of human nature in its less endearing forms.”

In spite of the administrative difficulties, the School continued until 1887-88. The Catalog for that year noted: “Since the establishment, in 1881, of the School of Political Science, experience has shown that, under the flexible elective system now in force in this Department, instruction in the studies peculiar to such a school may be provided without maintaining any sharply defined independent organization.”

An announcement in the Catalog the following year read: “It has been found unnecessary to retain an independent School of Political Science, under the form of organization described in the calendars of previous years.”

In addition to the above mentioned difficulties, there had been other circumstances that contributed to the disappearance of the School. C. K. Adams resigned in 1885 to accept the presidency of Cornell. T. M. Cooley succeeded him as dean; however, he also left the University in 1887 to become chairman of the Interstate Commerce Commission when it was established during that year. It seems that no one on the faculty was interested in accepting responsibility for carrying on the School after that time.

The feeling seemed to be that the plan for a School of Political Science was premature; however, this did not halt the teaching of many of the subjects under the prior purview of the former School. The history courses continued to be predominantly constitutional. Semester courses in International Law and the History of Treaties were still taught by President Angell. The changing of some titles to include “institutions” was the chief difference in the next few years.

Instruction in Constitutional Law and Political History of the United States was started by McLaughlin in 1891 and continued beyond 1900. This was also the period when Comparative Constitutional Law, as taught by Richard Hudson, was introduced to the Michigan campus.

In 1892, Fred M. Taylor and Charles Horton Cooley came to the University to instruct in the field of political economy. Encouraged by H. C. Adams, Cooley offered courses in sociology which were so successful that in 1895-96 the name of the Department was changed to Political Economy and Sociology.

During the following years another notable man gave instruction in the field of political science. John Dewey, who had come to the University to work in philosophy and psychology, gradually turned his psychology courses over to his younger colleagues and interested himself in ethical and social problems. He offered courses in the Theory and Institutions of Social Organization, Special Studies in the History of Political Philosophy (topic changed each year). Movements of Thought in the Nineteenth Century, and Political Philosophy or Ethics of Human Relations.

In 1896-97, a new course was added to the program by Hudson—first semester, Municipal Government in Great Britain and second semester. Municipal Government in Continental Europe.

With the disappearance of the University System which President Tappan had instituted in 1852, instruction in the subjects of political science was taken over by the History Department. In spite of this relegation, political science was consistently receiving more attention. In 1900, the history courses were officially announced under two topics: history and government. At this time the work of government was placed under the direction of John A. Fairlie, who was then appointed Professor of Administrative Law. He gave instruction in Municipal Administration, while courses in American Constitutional Law and Political Institutions were taught by Andrew Cunningham McLaughlin. In addition to these Undergraduate Studies graduate research courses in these fields were also given.

The ten years prior to the establishment of the present Political Science Department witnessed an ever increasing amount of activity which portended the final separation of the master discipline. Some of the more outstanding activities were: 1900-01, the formation of a Political Science Club; 1902-09, the evolution of Political Economy, Industry, Commerce and Sociology as a separate department; 1909-10, a further change in departmental title to Political Economy and Sociology.

[…]

Source: Gerald Eitig Faye,  Political Science at the University of Michigan 1910-1960 (Ann Arbor, Michigan: 1960?).

Image Source: “Who Was James Angell” by James Tobin [not the Yale economist!] in Michigan Today, July 29, 2013.

Categories
Chicago Economists

Chicago. Visiting Economics Professors, 1896-1943.

__________________________

On April 10, 1945, the chairman of the University of Chicago’s economics department, Professor Simeon E. Leland, submitted a 77 page (!) memorandum to President Robert M. Hutchins entitled “Postwar Plans of the Department of Economics–A Wide Variety of Observations and Suggestions All Intended To Be Helpful in Improving the State of the University”.

In his cover letter Leland wrote “…in the preparation of the memorandum, I learned much that was new about the past history of the Department. Some of this, incorporated in the memorandum, looks like filler stuck in, but I thought it ought to be included for historical reasons and to furnish some background for a few of the suggestions.” 

The memorandum deserves reproduction in its entirety sometime (and will probably be done by somebody else), but I intend to serve at least several blogpost-sized portions from Leland’s memo. So look forward for more tables/excerpts to come.

Today we have (1) a list compiled by Leland of visiting professors to the department of economics who had not been absorbed into the faculty as of 1945 (e.g. George Stigler was still at Minnesota at the time of the memo was written. Later posts include (2) data on economics faculty 1944/45 and the trend of enrolments and (3) talent-scouting lists for possible permanent, visiting and joint appointments.

__________________________

 

List of visiting professors
(excluding faculty members who frequently were visitors before joining the University)

[An asterisk (*) for deceased colleagues]

Visiting Professor

Year Institution

Present Location

G. W. S. Adams

1902

Henry C. Adams*

1902

Michigan
Clarence E. Ayers

1923

Amherst

Texas

Stephan Bauer

1899

Chamber of Commerce, Brünn, Austria
Spurgeon Bell

1920

Texas

National Resources Planning Board

E. L. Bogart

1910

Princeton

Illinois (Emeritus)

Arthur J. Boynton*

1914

Kansas
Harry G. Brown

1917

Missouri

Missouri

J. B. Canning

1924

Stanford

Stanford

T. N. Carver

1908

Harvard

Harvard (Emeritus)

Paul T. Cherington

1914

Harvard

McKinsey & Co., Management Consultants, 60 East 42nd St., N.Y.C.

F. E. Clark

1921

Northwestern

Northwestern

F. R. Clow*

1904

State Normal, Oshkosh, Wisconsin
J. B. Condliffe

1941

California

California

Frederick E. Croxton

1926

Ohio State

Columbia

E. E. Day

1910

Harvard

Cornell

F. S. Deibler

1917

Northwestern

Northwestern (Emeritus)

J. C. Duncan

1913

Illinois
J. F. Ebersole

1914

Minnesota

Harvard

Donald English

1916

Cornell

Cornell

Frank A. Fetter

1926

Princeton

Princeton (Emeritus)

Martin G. Glaeser

1930

Wisconsin

Wisconsin

John Paul Good

1899

Eastern Ill. State Normal, Charleston
Frank D. Graham

1930

Princeton

Princeton

Waldo E. Grimes

1939

Kansas State College

Kansas State College

Lawrence H. Grinstead

1926

Ohio State
Walton H. Hamilton

1917

Amherst

Yale

Matthew B. Hammond*

1921

Ohio State
Max S. Handman*

1928

Texas
Lewis H. Haney

1914

Texas

New York

Charles O. Hardy

1923
1925)
1929)
1933)

State Univ. of Iowa

Brookings Institution

Federal Reserve Bank, Kansas City, Missouri

Ernest L. Harris

1904

Grover G. Heubner

1926

Pennsylvania

Pennsylvania

Jens P. Jensen*

1920)
1930)

Kansas
Alvin S. Johnson

1909

Texas

New School for Social Research

Eliot Jones

1925

Stanford

Stanford

Albert S. Keister

1926)
1927)

North Carolina Woman’s College

North Carolina Woman’s College

William S. Krebs

1921

Washington University

Washington University

Robert R. Kuczynski

1923

Statistical Office, Berlin

12 Lawn Rd., London, N.W. 3, England

Ben W. Lewis

1931)
1937)

Oberlin

Oberlin

H. L. Lutz

1915

Oberlin

Princeton

Leverett S. Lyon

1926)
1927

Brookings Institution

Chicago Association of Commerce

James D. Magee

1916

Cincinnati

New York

T. W. Mitchell

1911

Minnesota
Bernard Moses*

1898

California
Edwin G. Nourse

1931

Brookings Institution

Brookings Institution

T. W. Page*

1898

Randolph-Macon
Maffeo Pantaleoni*

1896

Naples
C. A. Phillips

1931

State Univ. of Iowa

State Univ. of Iowa

H. H. Preston

1924

Univ. of Washington

Univ. of Washington

Benjamin M. Rastall

1910

Wisconsin
H. L. Reed

1923

Washington University

Cornell

R. R. Renne

1940

Montana State

Montana State

Edward V. Robinson*

1908

Minnesota
Clyde O. Ruggles

1916)
1920)

Ohio State

Harvard

William J. Shultz

1926

College of the City of New York

College of the City of New York

Guy E. Snider

1915

College of the City of New York

College of the City of New York

A. E. Staley

1941

Fletcher School of Law and Diplomacy

School of Advanced International Studies, Washington, D.C.

George J. Stigler

1943

Minnesota

Minnesota

Walter W. Stewart

1915

Missouri

Institute for Advanced Study, Princeton, N.J.

R. H. Tawney

1939

London

London

George O. Virtue*

1915

Nebraska
Norman J. Ware

1942

Wesleyan

Wesleyan

G. S. Wehrwein*

1940

Wisconsin
Louis Weld

1916

Yale

McCann-Erikson Co., New York

Albert C. Whitaker

1912)
1913)

Stanford

Stanford (Emeritus)

Nathaniel R. Whitney

1921

Cincinnati

Proctor and Gamble, Cincinnati

Murray S. Wildman*

1909

Missouri
John H. Williams

1921

Northwestern

Harvard

Milburn L. Wilson

1923

Montana

Chief, Nutrition Programs Branch, Office of Distribution, War Food Administration

Ambrose P. Winston

1913

Pekin
A. B. Wolfe

1915

Texas

Ohio State

Holbrook Working

1928

Stanford

Stanford

Bruce Wyman*

1903

Harvard
Allyn A. Young*

1912

Washington University
Ernest C. Young

1939

Purdue

Purdue

Source: University of Chicago Library, Department of Special Collections. Office of the President. Hutchins Administration Records. Box 73, Folder “Economics Dept., “Post-War Plans” Simeon E. Leland, 1945″.

Image Source: Detail of Simeon E. Leland photograph. University of Chicago Photographic Archive, apf1-03717, Special Collections Research Center, University of Chicago Library.

Categories
Curriculum Economists Michigan

Michigan. History of the Department of Economics through 1940

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

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

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

_____________________________

 

THE DEPARTMENT OF ECONOMICS

Z. Clark Dickinson

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

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

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

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

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

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

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

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

 

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

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

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

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

 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

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

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

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

 

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

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

 

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

First Semester of Academic Year

Juniors in Combined Curriculum in Letters and Business Administration

Junior and Senior Concentrators

In Economics

In the College

Per Cent in Economics

1933-34

40 53 . .   . . . .   . .

1934-35

54 140 . .   . . . .   . .

1935-36

45 166 1,576 10.5

1936-37

52 196 1,670

11.7

1937-38 33 269

1,711

15.1
1938-39 27 279 1,761

15.8

1939-40 41 207 1,870

11.0

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

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

 

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

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

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

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

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

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

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

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

 

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

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

 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

SELECTED BIBLIOGRAPHY

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

 

 

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

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Economists Oxford

Oxford. Travers Twiss, Lectures. 1847

While checking the titles of references in Henry Carter Adams’ Outline of Lectures upon Political Economy Prepared for the Use of Students at the Johns Hopkins University, Baltimore, MD., and the University of Michigan (Baltimore, 1881), I came across “Travers Twiss, Lectures I, II, III, IV” in Adams’ Part I Historical/§1 Introduction: Thought before the 16th century/A. Rise of the System.

The exact reference should read:

Twiss, Travers. View of the Progress of Political Economy in Europe since the Sixteenth Century. London: Longman, Brown, Green, and Longmans, 1847.

This I have just added to the collection at my “Rare Book Reading Room” page.

Having never heard of this particular Drummond professor of political economy at Oxford nor his lectures for that matter, I looked him up. Below you have the safe-for-work version of his biography from the 11th edition of the Encyclopaedia Britannica. I’ve linked to the blog entry in the “Victorian Calendar” that provides a few of the juicy details of the scandal that led to his early retirement.

______________________

TWISS, SIR TRAVERS (1809-1897), English jurist, eldest son of the Rev. Robert Twiss, was born in London on the 19th of March 1809. At University College, Oxford, he obtained a first-class in mathematics and a second in classics in 1830, and was elected a fellow of his college, of which he was afterwards successively bursar, dean and tutor. During his connexion with Oxford he was, inter alia, a public examiner in classics and mathematics, Drummond professor of political economy (1842), and regius professor of civil law (1855). After he had forfeited his fellowship by marriage, he was elected to an honorary fellowship of University College. He published while at Oxford an epitome of Niebuhr’s History of Rome, an annotated edition of Livy and other works, but his studies mainly lay in the direction of political economy, law, chiefly international law, and international politics. In 1840 he was called to the bar at Lincoln’s Inn, and became an advocate at Doctors’ Commons. In the ecclesiastical courts he enjoyed a large practice, and filled many of the appointments incidental thereto, such as commissary-general of the city and diocese of Canterbury (1849), vicar-general to the archbishop (1852) and chancellor of the diocese of London (1858). He was professor of international law at King’s College, London (1852-1855). In 1858, when the Probate and Divorce Acts of 1857 came into force, and the ecclesiastical jurisdiction of Doctors’ Commons had passed away, Twiss, like many other leading advocates of Doctors’ Commons, became a Q.C., and in the same year he was also elected a bencher of his Inn. His successful career continued in the civil courts, and in addition to his large practice he was appointed in 1862 advocate-general to the admiralty, and in 1867 queen’s advocate-general. In 1867 he was also knighted. He served during his legal career upon a great number of royal commissions, such as the Maynooth commission in 1854, and others dealing with marriage law, neutrality, naturalization and allegiance. His reputation abroad led to his being invited by the king of the Belgians in 1884 to draw up the constitution of the Congo Free State. In 1871 Twiss became involved in an unpleasant scandal, occasioned by allegations against the ante-nuptial conduct of his wife, whom he had married in 1862; and he threw up all his appointments and lived in retirement in London until his death on the 14th of January 1897, devoting himself to the study of international law and kindred topics. Among his more notable publications of this period were The Law of Nations in Peace and The Law of Nations in War, two works by which his reputation as a jurist will chiefly endure.

Source: Encyclopaedia Britannica (11th ed). Vol. 27, p.493.

Image Source: The Victorian Calendar (March 13, 1872).

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Cornell Economists Germany Johns Hopkins Michigan Socialism

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

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

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

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

 

____________________________

ACADEMIC SOCIALISM
By Herbert Tuttle

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Herbert Tuttle.

 

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THE HISTORICAL WORK OF PROF. HERBERT TUTTLE.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

 

 

Categories
Economists Johns Hopkins

Johns Hopkins. H.C. Adams Dissertation auf deutsch 1879

One takes the one-way translation of research work from foreign languages into English so much for granted that it is easy to forget that there was indeed a time when having your research published in German was the way to acquire international recognition. During his Wanderjahr in Europe, Adams used the opportunity to place his Johns Hopkins doctoral dissertation in a leading international journal auf deutsch.

Professor Adolph Wagner’s note above translates as follows:

“1) Editor’s note. This paper is the work of a young North American economist currently studying in Berlin. It was originally written in English and then translated. Even after multiple revisions there remain some anglicisms that will not [however] detract from the value of this contribution.  A. Wagner.”

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Henry Carter Adams’ alma mater proudly reported the placement of his Hopkins dissertation on the history of taxation in the U.S.  1789-1816.

Johns Hopkins University. University Circulars. No. 2, Jan., 1880, p. 19:

“The Thesis of Dr. Henry C. Adams, presented when he graduated as Doctor of Philosophy in the Johns Hopkins University, has been printed in successive numbers of the Zeitschrift für die gesammte Staatswissenschaft, Tübingen, 1879. Its title is Zur Geschichte der Besteuerung in den Vereinigten Staaten von Amerika in der Periode von 1789-1816.

Dissertation: Part One.  Dissertation: Part Two.

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More about Henry Carter Adams’ education in included in another post.

Categories
Cornell Economists Johns Hopkins Michigan Research Tip

Johns Hopkins. Education of Henry Carter Adams 1870’s

With John Cummings we saw the story of a professor who left Harvard to become a Unitarian minister. Here we see an American version of the reverse story of a young person who forsakes being/becoming a man of the cloth to ultimately become an economist (cf. Thomas Robert Malthus, Alfred Marshall…). Henry Carter Adams was awarded the first Ph.D. from Johns Hopkins University.

Excerpt from a memorial presented to the Senate of the University of Michigan by S. L. Bigelow, I. L. Sharfman and R. M. Wenley, published in 1922 in The Journal of Political Economy, Vol 30. pp. 201-205.

Research Tip: Henry Carter Adams Papers at the University of Michigan.

Portrait of Henry Carter Adams: Colorized by Economics in the Rear-view Mirror.

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“[…] Henry Carter Adams was born at Davenport, Iowa, December 31, 1851. He came of old New England stock; his forebears had made the great adventure over sea in 1623. His mother, Elizabeth Douglass, and his father, Ephraim Adams, were a likeminded pair, representative of the soundest traditions of New England character and nurture. Ephraim Adams, one of a small band of missionaries from Andover Theological Seminary who forsook everything for Christ’s sake, arrived on the open prairies of Iowa in 1842—the goal of three weeks’ hard journey from Albany, New York. Their mission it was to kindle and tend the torch, not merely of religion, but also of education, among the far-flung pioneers. Consequently, it is impossible to understand why Henry Adams was what he was, became what he became, unless one can evoke sympathetic appreciation of the temper which determined his upbringing. For example, it may well astonish us to learn that his nineteenth birthday was but a few months off ere he received his first formal instruction. The reasons thereof may astonish us even more. The child had been sickly always, physicians informing the parents that he could not survive the age of fourteen. The “open prairies” proved his physical salvation. Given a cayuse [pony] and a gun, the boy roamed free, passing from missionary home to missionary home, sometimes bearing parental messages to the scattered preachers. In this way he outgrew debility and, better still, acquired a love for nature, and an intimacy with our average citizenry, never lost. Meanwhile, the elder Adams taught him Greek, Latin, and Hebrew as occasion permitted. At length, in 1869, he entered Denmark Academy whence, after a single year, he was able to proceed to Iowa College, Grinnell, where he graduated in 1874. During these five years, the man whom we knew started to shape himself.

 

“In the home and the wider circle of friends, the impressionable days of childhood had been molded by Puritanism. God’s providence, the responsibility of man, the absolute distinction between right and wrong, with all resultant duties and prohibitions, set the perspective. Fortunately, the characteristic Yankee interest in education—in intelligence rather than learning-—contributed a vital element. An active mind enlarged the atmosphere of the soul. Despite its straight limitations as some reckon them, here was a real culture, giving men inner harmony with self secure from disturbance from the baser passions. As we are aware now, disturbance came otherwise. To quote Adams’ own words, he was “plagued by doctrines” from the time he went to the Academy. The spiritual impress of the New England home never left him; it had been etched upon his very being. But, thus early, Calvinistic dogma aroused misgiving, because its sheer profundity bred high doubt. As a matter of course, Ephraim Adams expected his son to follow the Christian ministry, and Henry himself foresaw no other calling meantime. Hence, when skepticism assailed him, he was destined to a terrible, heart-searching experience, the worse that domestic affection drew him one way, mental integrity another. His first years at Grinnell were bootless; the prescribed studies held no attraction and, likely enough, sickness had left a certain lethargy. But, when he came to history, philosophy, and social questions, he felt a new appeal. His Junior and Senior years, eager interest stimulating, profited him much. Still dubious, he taught for a year after graduation at Nashua, Iowa. Then, bowing to paternal prayer and maternal hope, he entered Andover Theological Seminary, not to prepare for the ministry, however, but “to try himself out”—to discover whether preaching were possible for him. In the spring of 1876, he had decided irrevocably that it was not. Adams’ “first” education—education by the natal group—ended here. It had guaranteed him the grace which is the issue of moral habit, had wedded him to the conviction that justice is truth in action. For, although he abandoned certain theological formulas, the footfall of spiritual things ever echoed through his character. The union of winsome gentleness with stern devotion to humanitarian ideals, so distinctive of Professor Adams, rooted in the persistent influence of the New England conscience.

 

“Turning to the “second” education, destined to enrol our colleague among economic leaders, it is necessary to recall once again conditions almost forgotten now. When, forty-five years ago, an academy- and college-bred lad, destined for the ministry, found it necessary to desist, he was indeed “all at sea.” For facilities, offered on every hand today by the graduate schools of the great universities, did not exist. The youth might drift— into journalism, teaching, or what not. But drifting was not on Adams’ program. He wrote to his parents who, tragically enough, could not understand him, “I must obtain another cultural training.” His mind had dwelt already upon social, political, and economic problems; therefore, the “second” education must be non-theological. Whither could he look? At this crisis his course was set by one of those small accidents which, strange to tell, play a decisive part in many lives. By mere chance, he came upon a catalogue of Johns Hopkins University, so late in the day, moreover, that his application for a fellowship, with an essay inclosed as evidence of fitness, arrived just within time-limits. Adams was chosen one of ten Fellows from a list of more than three hundred candidates, and to Baltimore he went in the fall of 1876. His letters attest that the new, ampler opportunities attracted him strongly. He availed himself of concerts, for music always moved him. Here he heard the classics for the first time. Hitherto he had known only sacred music. Sometimes he played in church and, as records show, he sang in our choral union while a young professor. We find, too, that he served as assistant in the Johns Hopkins library, not for the extravagant salary, as he remarks humorously, but on account of access to books—”I am reading myself full.” His summers were spent in his native state, working in the fields. In 1878 he received the doctorate, the first conferred by the young and unique university.

 

“The day after graduation President Gilman sent for him, and told him, “You must go to Europe.” The reply was typical —”I can’t, I haven’t a cent.” Gilman continued, “I shall see what can be done,” with the result that the benefactor to whom Adams dedicated his first book found the requisite funds. Brief stays at Oxford and Paris, lengthier at Berlin and Heidelberg, filled the next fourteen months. The journalistic bee still buzzing in his head, Adams had visited Godkin before leaving for Europe to discuss the constructive political journalism he had in mind. Godkin received him kindly, but, as Adams dryly remarks, had a long way to travel ere he could understand. In the summer of 1878, President Andrew D. White, of Cornell, traveling in Germany, summoned Adams to discuss a vacancy in this university. To Adams’ huge disappointment, as the interview developed, it became apparent that White, with a nonchalance some of us remember well, had mistaken H. C. Adams, the budding economist, for H. B. Adams, the budding historian. The vacancy was in history, not in political science or economics. Expectation vanished in thin air. But Adams was not done with. Returning to his pension, he sat up all night to draft the outline of a course of lectures which, as he bluntly put it, “Cornell needed.” Next day he sought President White again who, being half-persuaded by Adams’ verbal exposition, kept the document, saying he would communicate with Cornell, requesting that a place be made for the course if possible. Writing from Saratoga, in September, 1879, Adams tells his mother that all is off at Cornell, that he must abandon his career and buckle down to earning a livelihood. A lapse of ten days transformed the scene. The Cornell appointment had been arranged, and he went to Ithaca forthwith. So meager were the facilities then offered in the general field of the social sciences that Adams gave one semester, at Cornell and Johns Hopkins respectively, to these subjects in the year 1879-80. The same arrangement continued till 1886, Michigan being substituted for Johns Hopkins in 1881. As older men recall, Dr. Angell taught economics, in addition to international law, till the time of his transfer to Pekin as Minister to China. At this juncture, Adams joined us, forming a life-long association. He himself says that he “gave up three careers—preaching, journalism, and reform—to devote himself to teaching” where he believed his mission lay. […]”

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Image source: Henry Carter Adams Page at the NNDB website.

Categories
Economists Michigan Research Tip

Michigan Economics

The University of Michigan’s Faculty History Project provides brief biographies of its economics faculty and/or good portraits.

Hint: To get all the economists, when you search faculty, only enter “economics” into the space provided for “Position”.

A few examples:

Henry Carter Adams (1880-1921)

Frederick Manville Taylor (1893-1930)

Kenneth Eward Boulding (1949-1968)

Richard A. Musgrave (1947-1959)

Wolfgang F. Stolper (1949-1982)