Tag: Brackett

Harvard professor Francis G. Peabody and his team tried to establish something like a school of social work at Harvard that offered courses covering a great range of economic and social policy. As befitting a “Department of Social Ethics” the emphasis was on applied ethics, which is something distinct from the interest of a Department of Economics in applied economics. The intersection of the two was located in real-world problems.

Previously posted course material for social ethics at Harvard.

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Social Ethics Instructors
1911-12

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

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Social Ethics 1-7
1911-12

Social Ethics 1. Application of Ethical Theory
Social Ethics 2. Practical Problems of Social Service
Social Ethics 3. Criminology and Penology [omitted 1911-12]
Social Ethics 4. Selected Topics in Social Ethics
Social Ethics 5. The Moral Responsibilities of the Modern State [omitted 1911-12]
Social Ethics 6. Social Amelioration in Europe
Social Ethics 7. Rural Social Development

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

Source: Division of History, Government, and Economics: 1911-12 (1st ed.). Official Register of Harvard University, Vol. VIII, No. 23 (June 15, 1911), pp. 70-74.

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Application of Ethical Theory
to Present Social Problems

Course Description
1911-12

1. The Problems of Poor-Relief, The Family, Temperance, and various phases of the Labor Question, in the light of Ethical Theory. Lectures, special researches, and prescribed reading. Tu., Th., Sat., at 10. Professor Peabody, Dr. McConnell, Dr. Ford, and Dr. Foerster.

This course is an application of ethical theory to the social problems of the present day. It is to be distinguished from economic courses dealing with similar subjects by the emphasis laid on the moral aspects of the social situation and on the philosophy of society involved. In addition to lectures and required reading a special and detailed report is made by each student, based as far as possible on personal research and observation of scientific methods in industrial reform. These researches are arranged in consultation with the instructors; and an important feature of the course is the suggestion and direction of such personal investigation and the provision to each student of special literature and opportunities for observation. Students are advised, before beginning the study of Social Ethics, to take courses both in Economics and Philosophy; and must have taken a course, or the equivalent of a course, in one of these subjects.

The following courses are planned for students who take or have taken Social Ethics 1 or its equivalent.

Source: Division of History, Government, and Economics: 1911-12 (1st ed.). Official Register of Harvard University, Vol. VIII, No. 23 (June 15, 1911), p. 70.

Course Enrollment
1911-12

Social Ethics 1 ²hf. Professor Peabody, Drs. Ford and Foerster. — Social Problems in the light of ethical theory.

Total 43: 3 Graduates, 11 Seniors, 12 Juniors, 8 Sophomores, 2 Freshmen, 7 Others.

Source: Harvard University. Report of the President of Harvard College, 1911-1912, p. 69.

SOCIAL ETHICS 1
Year-end Final Examination
1911-12

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

1. Explain briefly: —

“Economic determinism”;
“Social labor time”;
“The capitalistic appropriation of surplus value”;
“The class-conscious conflict.”

2. Lassalle and Marx compared as influences on German socialism.
3. What legislation on Woman and Child Labor has been enacted in the United States? (Adams & Sumner, pp. 30–37.)
4. What is the Sweating-System, and what forms does it take? (Adams & Sumner, pp. 114–119.) What legislation has been enacted to deal with it? (pp. 122–126.)
5. Explain and criticise the following statement: “Co-operation differs from profit-sharing primarily by reason of the fact that, in its industrial form, at least, its aim is to modify radically, and finally to utterly abolish, the wage system.” (Adams & Sumner, p. 379, and Dr. Ford’s Lectures.)
6. Compare the advantages of industrial partnership under the direct-bonus plan with those of a pension system or a stock offering.
7. The conclusions of physiology concerning the function of alcohol.
8. The history of the liquor traffic in Boston from 1875 to 1894. What are the comparative merits of the three types of licensing boards operating in Boston during that period?

Source: Harvard University Archives. Harvard University — Examination papers, 1873-1915. Box 6. Bound volume, Examination Papers, 1912. Harvard University Examinations. Papers Set For Examinations in History, History of Science, Government, Economics […], pp. 87-88.

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Public Aid, Charity, and Neighborhood Work:
Practical Problems

Course Description
1911-12

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

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

Source: Division of History, Government, and Economics: 1911-12 (1st ed.). Official Register of Harvard University, Vol. VIII, No. 23 (June 15, 1911), pp. 70-71.

Course Enrollment
1911-12

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

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

Source: Harvard University. Report of the President of Harvard College, 1911-1912, p. 69.

SOCIAL ETHICS 2

In all answers, give your reasons.

1. “A community can have as much pauperism as it will pay for.” Comment on this, with illustrations from English or American history.
2. What are the “feeble-minded”? In what ways would you have provision made for them?
3. A homeless, able-bodied machinist, who says there is no one dependent upon him, but he is at the end of his money, tells you he can have a good job in Providence, R.I., where he formerly lived, if he can get there tomorrow and be ready for work the next morning. He asks a railroad ticket to that place. What would you do, and why?
4. What have been the chief steps in progress in the treatment of offenders?
5. —
   1. What was the chief principle for administration of public aid, laid down by the English poor-law commission of 1832–34?
   2. How was it to be carried out?
6. —
   1. In taking up neighborhood work, what kinds of persons in the neighborhood, would you aim primarily to reach?
   2. When and how would you decide what methods to use for reaching them?
7. What is meant by “organizing charity”? I.e., when we speak of the work of an associated charities or other agency for organizing charity.
8. —
   1. To what extent would you advise residents in a “settlement” to give material relief to persons in the community?
   2. To what extent would you advise pastors of churches to give it?
9. What are the chief lessons you have learned from your field work connected with this course?

Source: Harvard University Archives. Harvard University — Examination papers, 1873-1915. Box 6. Bound volume, Examination Papers, 1912. Harvard University Examinations. Papers Set For Examinations in History, History of Science, Government, Economics […], pp. 88-89.

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Criminology and Penology

Course Description
Not taught in 1911-12

3.  ¹hf. Criminology and Penology. Lectures, prescribed reading, and reports. Half-course (first half-year). Mon., Wed., Fri., at 1.30. Dr. McConnell.

This course aims to offer a brief general study of crime and its prevention. As a necessary preparation for the meeting of present problems some investigation of historical as well as of present conditions will be attempted. The subjects considered will include the following: methods of study in criminology; classes of crimes and of criminals; causes and effects of crime; prevalent conceptions of crime and of the treatment which society should accord it; agencies especially intended for the punishment and prevention of crime (including certain features of criminal law and its administration, the identification of criminals, the indeterminate sentence, institutions for the detention, punishment, and reformation of criminals, the supervision and aid of convicts on probation or parole or after discharge, and special methods for dealing with young criminals); the influence on the volume of crime of various agencies designed for general social betterment.

Source: Division of History, Government, and Economics: 1911-12 (1st ed.). Official Register of Harvard University, Vol. VIII, No. 23 (June 15, 1911), p. 71.

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Selected Topics in Social Ethics

Course Description
1911-12

4. ¹hf. Selected Topics in Social Ethics. Lectures and prescribed reading. Half-course (first half-year). Mon., Wed., Fri., at 12.

Subjects for 1911-12: –

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

Source: Division of History, Government, and Economics: 1911-12 (1st ed.). Official Register of Harvard University, Vol. VIII, No. 23 (June 15, 1911), p. 71.

Course Enrollment
1911-12

Social Ethics 4 ¹hf. Selected Topics in Social Ethics.

Dr. Brackett. — The Ethics of Public Aid and Private Charity.
Dr. Ford. — The Ethical Aspects of Industrial Coöperation.
Dr. Foerster. — The Ethics of Immigration.

Total 10: 2 Graduates, 2 Seniors, 5 Juniors, 1 Other.

Source: Harvard University. Report of the President of Harvard College, 1911-1912, p. 69.

SOCIAL ETHICS 4

1. What do you say (1) in favor of, and (2) in opposition to the provision by the state of non-contributory old-age pensions for all persons beyond the age of 69, and below a small income line?
2. How are profits divided in (1) the Rochdale Equitable Pioneers’ Society; (2) the Scottish Wholesale Society; (3) a typical Copartnership Housing Association; (4) an Irish Co-operative Dairy; (5) the New England Cranberry Sales Co. (or some other American Co-operative Sales Association)?
3. Describe the economic and co-operative features of the credit unions of Massachusetts. What are the essential dissimilarities in method and purpose between the credit unions and the “co-operative banks” of this State?
4. “Distributive co-operators are anti-capitalists and class-conscious.” Examine carefully and in detail the truth of this statement as applied to the distributive movements of England, Belgium and Germany.
5. What are the usual features of the padrone commissary system?

Devote not less than one hour to this question.

6. The following citations give the main arguments of an address recently reported in the newspapers.
   1. 1. “Why exclude the immigrant when there is so much room for him? . . . Texas alone could support our entire population without worrying about the problem of congestion. . . . The trouble in America is usually not a lack of work but a lack of workers.”
      2. “If he accepts a small wage, his need is responsible and it is to be deplored that Americans should be content to take advantage of this desperate need and convert the hunger of this stranger into more dollars for themselves.”
      3. “Thirty of every ten thousand immigrants become paupers. . . . While the thirty are costing us $3000 a year, the other 9970 are adding almost $40,000,000 to the wealth of the land. And this exclusive of the taxes each pays.”
      4. “There is a higher rate of crime among the native born than among the foreign born.”
      5. “The solution . . . is distribution, not exclusion. . . . We should be undeserving our blessings if we selfishly refused to share them.”

Illustrate your answer to the following questions from the reading and lectures of the course. So divide your time that you may write upon all questions; avoid generalities. The lettered divisions correspond with those just given.

1. 1. In what sense does a lack of workers exist? When would it not exist, — e.g., when Texas should be as densely populated as Europe?
   2. Is the immigrant underpaid? What consequences would follow for employers, consumers, and immigrants if employers were compelled to pay their immigrant workmen wages not less than twice as high as they are now paying? What effect has immigration had on wages in the United States?
   3. In what sense is wealth “added”? If, by adding wealth, immigrants save Americans labor, should they not be welcomed like any other labor-saving device — a machine, typically? What kind of relation has immigration with dependency?
   4. Describe the criminal aspects of immigration.
   5. What can the best system of distribution accomplish? What can it not accomplish?

Source: Harvard University Archives. Harvard University — Examination papers, 1873-1915. Box 6. Bound volume, Examination Papers, 1912. Harvard University Examinations. Papers Set For Examinations in History, History of Science, Government, Economics […], pp. 89-90.

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Moral Responsibilities
of the Modern State

Course Description
Not taught in 1911-12

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

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

Source: Division of History, Government, and Economics: 1911-12 (1st ed.). Official Register of Harvard University, Vol. VIII, No. 23 (June 15, 1911), p. 72.

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Social Amelioration in Europe

Course Description
1911-12

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

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

Source: Division of History, Government, and Economics: 1911-12 (1st ed.). Official Register of Harvard University, Vol. VIII, No. 23 (June 15, 1911), p. 72.

Course Enrollment
1911-12

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

Total 19: 7 Graduates, 5 Seniors, 7 Juniors.

Source: Harvard University. Report of the President of Harvard College, 1911-1912, p. 69.

SOCIAL ETHICS 6

So allot your time that you may answer all questions.

1. “Putting these unemployed men to work in industries already fully manned or over-manned would solve nothing. . . . The problem which the Labour Party desires the state to face is therefore that of the development of its unused resources. . . . Neither relief works nor the National Workshops of 1848 (except for training, perhaps) are asked for, but a policy of national development. . . . As part of this programme, the Socialist has long been crying for afforestation, national drainage and reclamation, labour farm colonies . . . and the pressure of social misery and depopulation has at length come to his aid.” (J. R. Macdonald, The Socialist Movement.) What is the value of such a policy in dealing with the problem of unemployment?
2. What are the salient features of the English Workmen’s Compensation Act? What are its defects? How are these defects avoided in the legislation of other countries?
3. What effect upon the industriousness and thrift of the population have the following?
   1. Provision for old age in Denmark.
   2. Provision for old age in England.
   3. Savings bank insurance in Massachusetts.
   4. Provision for sickness, old age, etc., in the mutual aid societies of France.
   5. Unemployment benefits under the Ghent system.

In each case show specifically to what feature of the institution in question the effect is to be traced.

4. Why did state insurance in Germany signify a less radical departure from previous social policy and thought than it would signify in the United States? How serious a burden has it laid on employers?
5. Mr. Lloyd George said of the English old age pensions plan, that “it is just as much a contributory scheme as one financed directly by means of contributions arranged on the German basis.” Indicate in detail by what course of reasoning this statement may be supported. Or, if you believe it false or in part false, indicate precisely the gounds of your opinion.
6. Present the best arguments you can for compulsory (and subsidized) insurance against unemployment. Then make out the best case against compulsion. Which way does the net advantage lie? In answering this question it may be assumed that a system of well-organized labor exchanges exists.
7. Outline the Swiss methods of dealing with vagrancy.

Source: Harvard University Archives. Harvard University — Examination papers, 1873-1915. Box 6. Bound volume, Examination Papers, 1912. Harvard University Examinations. Papers Set For Examinations in History, History of Science, Government, Economics […], pp. 90-91.

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Rural Social Development

Course Description
1911-12

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

This course is concerned with rural life as a problem in itself and as a solution of urban problems. It will study the distribution of population and its consequences; the development of country life from without, through suburban, “Garden-city, “ “Back-to-the-land,” and other movements, and rural reconstruction from within, through private initiative, coöperative movements, and State activity.

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

Source: Division of History, Government, and Economics: 1911-12 (1st ed.). Official Register of Harvard University, Vol. VIII, No. 23 (June 15, 1911), p. 72.

Course Enrollment
1911-12

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

Total 17: 1 Graduate, 8 Seniors, 7 Juniors, 1 Freshman.

Source: Harvard University. Report of the President of Harvard College, 1911-1912, p. 69.

SOCIAL ETHICS 7

1. What is meant by a “rural social survey”? What facts must be gathered? (Give reasons in each instance.) What are the probable sources of this material for a Massachusetts or New York community?
2. —
   1. What essential differences do you note between the pleasures of the village and of the rural population in Blanktown?
   2. What is meant by pleasures of receptive sensation? What part have they played in the social evolution of Blanktown? (Williams, An American Town.)
3. What is the rural housing problem in America? State the problem in detail with reference to construction and interior arrangement of farm houses.
4. (a) Outline the rural health problem. (b) Under what conditions do each of the following matters require action by local or state boards of health? What sort of action is necessary? Why?
   1. 1. Illness in the farm home.
      2. Farm water supply.
      3. Farm sanitation.
      4. Milk production.
5. —
   1. “When the rural social sense is thoroughly established, we shall be in a new epoch of rural civilization.” (Bailey, The Country Life Movement.) What is meant by this statement?
   2. By what methods can the “rural social sense” be developed in this generation? In the next?
   3. Describe in detail the structure and function of any three local socializing agencies (excluding church and school).

Source: Harvard University Archives. Harvard University — Examination papers, 1873-1915. Box 6. Bound volume, Examination Papers, 1912. Harvard University Examinations. Papers Set For Examinations in History, History of Science, Government, Economics […], p. 92.

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Social Ethics à la Peabody
1888/89—1910/11

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

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

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

Earlier 20th century course material:

1902-03. Listed as Philosophy 5. Taught by Peabody and Ireland.
1904-05. Listed as Philosophy 5 and Ethics 1. Taught by Peabody and Rogers.
1906-07. Taught by Peabody and Rogers.
1907-08. Taught by Peabody and Rogers.
1908-09. Taught by Peabody, McConnell, Ford and Foerster.
1909-10. Taught by Peabody, McConnell, Ford, and Foerster.
1910-11. Taught by Peabody, McConnell, Ford, Foerster, and Brackett. [complete set of social ethics exams]

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

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

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Social Ethics à la Peabody
1888-1910

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

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

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

Earlier 20th century course material:

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

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

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

Social Ethics Course Instructors
1910-11

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

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Social Ethics 1-7
1910-11

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

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

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

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The Ethics of Modern Industrialism

Enrollment Social Ethics 1
1910-11

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

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

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

Description of Social Ethics 1
1910-11

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

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

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

SOCIAL ETHICS 1
Year-end Examination 1910-11

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

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

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

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Practical Problems of Social Service

Enrollment Social Ethics 2
1910-11

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

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

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

Description of Social Ethics 2
1910-11

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

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

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

SOCIAL ETHICS 2
Year-end Exam 2010-11

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

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

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Selected Topics in Social Ethics

Enrollment Social Ethics 4
1910-11

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

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

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

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

Description of Social Ethics 4
1910-11

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

Subjects for 1910–11:—

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

The State and Charity. Dr. Brackett.

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

The Ethical Aspects of Industrial Coöperation. Dr. Ford.

The Ethics of Immigration. Dr. Foerster.

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

SOCIAL ETHICS 4
Mid-year Examination
1910-11

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

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

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The Moral Responsibilities
of the Modern State

Enrollment Social Ethics 5
1910-11

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

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

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

Description of Social Ethics 5
1910-11

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

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

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

SOCIAL ETHICS 5
Mid-year Examination
1910-11

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

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

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Social Amelioration in Europe

Enrollment Social Ethics 6
1910-11

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

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

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

Description of Social Ethics 6
1910-11

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

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

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

SOCIAL ETHICS 6
Year-end Examination
1910-11

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

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

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

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Rural Social Development

Enrollment Social Ethics 7
1910-11

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

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

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

Description of Social Ethics 7
1910-11

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

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

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

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

SOCIAL ETHICS 7
Mid-year Examination
1910-11

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

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