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Exam Questions Harvard Social Insurance Social Work

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

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

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Social Ethics à la Peabody
1888-1910

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

Exam questions for late 19th 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.

Categories
Exam Questions Harvard Labor Policy Social Insurance Social Work

Harvard. Topics in Social Ethics. Outline, enrollment and final exam. Peabody et al, 1909-1910

Picket "Girls" on Duty: Ladies' Tailors Strike, New York City [1910 Feb]

 

The faculty teaching this course on selected topics in social ethics that was taught at Harvard in 1909-10 was based in the philosophy section of the School of Divinity. Social Ethics at that time was closely related to the economics department and its survey course Social Ethics 1 was a relatively popular outside field for economics graduate students. Social Ethics 4 appears to have been a course that went into greater depth on four topics: poor relief, government intervention/regulation, cooperation and immigration with emphasis on the normative issues involved. 

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SOCIAL ETHICS 4
Course Announcement
1909-10

Selected Topics in Social Ethics (Social Ethics *42hf.).

— Subjects for 1909-10:
— The Ethical Approach to the Social Question. Professor [Francis Greenwood] Peabody.
— Sources of Relief in Cases of Need. Dr. [Jeffrey Richardson] Brackett.
— The Ethical Relations of the State to Industrial Affairs. Dr. [Ray Madding] McConnell.
— The Ethical Aspects of Industrial Coöperation. Mr. [James] Ford.
— The Ethics of Immigration. Mr. [Robert Franz] Foerster.

Lectures and prescribed reading. Half-course (second half-year). Tu., Th, Sat., at 12.

Source: Announcement of the Divinity School of Harvard University, 1909-10, p. 24.

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SOCIAL ETHICS 4
Course Enrollment
1909-10

Social Ethics 41[sic]hf. Professor [Francis Greenwood] Peabody, Dr. [Jeffry Richardson] Brackett, Dr. [Ray Madding] McConnell, Dr. [James] Ford, and Dr. [Robert Franz] Foerster. — Selected Topics in Social Ethics.

Total 19: 8 Graduates, 8 Seniors, 1 Sophomore, 2 Divinity.

Source: Harvard University. Report of the President of Harvard College, 1909-1910, p. 45.

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SOCIAL ETHICS 4
Final Examination
1909-10

  1. Discuss and illustrate by historical instances the ethical principles involved in the State’s interference with the individual’s freedom of contract.
  2. (a) Discuss Compensation for Accidents — Employer’s Liability; (b) Discuss Injunctions in Labor Disputes.
  3. Describe the constitution and business methods of the Civil Service co-operative stores in London. State all points of divergence from Rochdale principles. What are the relative advantages or disadvantages of Civil Service co-operative methods?
  4. Do you believe that any form of co-operation could be instituted in New England villages with reasonable expectation of success? State reasons explicitly.
  5. “The girls have become convinced… that the only effective remedy for their unsatisfactory condition is a union, in full control of every shop on the side of the employees, and authorized to bargain with the employers on their behalf. They are willing that every one shall belong to the union.” How far do you consider that the remedy proposed by the striking shirt waist makers of New York may be effective? Explain the influence of immigration on wages in the United States.
  6. Discuss the connection of Immigration with: (a) poverty in the United States; (b) cycles of prosperity and depression; (c) municipal government in the United States.
  7. What are the effects of Emigration upon the countries from which it proceeds?
  8. In what degree are the ethical principles indicated in the Introduction of this Course, verified or illustrated in the case of: State activity; or of Co-operation; or of Immigration?

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 9, Bound vol. Examination Papers 1910-11; Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1910).

Image Source: Picket girls on duty: Ladies’ Tailors Strike, New York City (Feb 1910). Library of Congress, Prints and Photographs Division.

Categories
Exam Questions Harvard Philosophy Social Work

Harvard. Description, enrollment and exam for Social Ethics. Peabody, 1908-1909

At the turn of the 20th century social policy at Harvard was a subject for the department of social ethics located at the intersection of economics and philosophy. It was taught as a subfield of philosophy (Social Ethics) by divinity professor Francis Peabody together with a changing cast of junior instructors to assist him.

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Exams from past years

Exam questions  this course from the late 19th century have been transcribed and posted: 1888-1889; 1889-1890; 1890-1891; 1892-1893; 1893-1894; 1894-1895; 1895-1896.

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.

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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.

Another post provides the history of Harvard’s Department of Social Ethics up through 1920.

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DR. RAY MADDING McCONNELL

Harvard Instructor in Social Ethics Had Made Long Study of Important Problems

Dr. Ray Madding McConnell, long active in educational work, died early this morning at a private hospital in Cambridge. Dr. McConnell, who was a graduate of Harvard, class of 1902, was born in Tennessee in 1875, and had been since his college days a great student of sociological problems and recently instructor in social ethics at Harvard.

Dr. McConnell received numerous honorary degrees, including his A.B. from Southern University in Alabama, in 1899, his S.T.B. from Vanderbilt University in Tennessee in 1901, his A.M. from Harvard in 1902, and from that university his Ph.D. in 1908. He was a writer on the subject to which he had given so many years of earnest study and research, and last year his book on “The Duty of Altruism” was brought out and he had at this time another book in preparation, “Philosophy of Crime.” He had contributed frequently to the International Journal of Ethics, and at Harvard he had given courses of lectures on “Moral Obligations of the Modern State.”

Dr. McConnell was married, in 1907, to Miss Phoebe Estes Bedlow of Ithaca, N.Y., by whom he is survived, as well as by a young son, Frank McConnell.

Source: Boston Evening Transcript (June 24, 1911), p. 14.

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Course Description
1908-09

  1. Social Ethics. — 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 assisted by Messrs. [Ray Madding] McConnell [d. 1911 of thematic fever and pneumonia], [James] Ford, and [Robert Franz] Foerster.

            This course is an application of ethical theory to the social problems of the present day. It is to be distinguished from economic courses dealing with similar subjects by the emphasis laid on the moral aspects of the Social 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 Mackenzie’s Introduction to Social Philosophy, and Seth’s Study of Ethical Principles]. The course then considers the ethics of the family [required reading from Bosanquet’s The Family]; the ethics of poor-relief [required reading from Devine’s Principles of Relief]; the ethics of the labor question [required reading from Adams and Sumner’s, Labor Problems]; and the ethics of the drink question [required reading from The Liquor Problem; a Summary of Investigations]. 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.

            Rooms are expressly assigned for the convenience of students of Social Ethics, on the second floor of Emerson Hall, including a large lecture room, a seminary-room, a conference-room, a library, and two rooms occupied by the Social Museum. The Library of 1800 volumes is a special collection for the use of students of Social Ethics, with conveniences for study and research. The Social Museum is a collection of graphical material, illustrating by photographs, models, diagrams, and charts, many movements of social welfare and industrial progress.

Source: Announcement of the Divinity School of Harvard University, 1908-09, p. 24.

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Course Enrollment
1908-09

Social Ethics 1. Professor Peabody, assisted by Dr. McConnell and Messrs. Ford and Foerster. — Social Ethics. The problems of Poor-Relief, the Family, Temperance, and various phases of the Labor Question, in the light of ethical theory.

Total 136: 3 Graduates, 23 Seniors, 65 Juniors, 29 Sophomores, 6 Freshmen, 10 Others.

Source: Harvard University. Report of the President of Harvard College, 1908-1909, p. 68.

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SOCIAL ETHICS 1
Year-end Examination 1908-09

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. The place in the modern labor question of:—

Leclaire.
Lassalle.
Conseils des Prud’hommes.

  1. Discuss the following:—

“Labor is the original source of all value.”
“Property is robbery.”
“Surplus-value.”

  1. What is:—

“Economic determinism”;
“A class-conscious conflict”;
“Collective bargaining”?

  1. Ruskin’s criticism of the economists, and his own theory of value. [“Unto this Last” by John Ruskin]
  2. The evidences of progress on the part of the working-classes since the introduction of the factory-system. (Adams and Sumner, pp. 502-526.)
  3. The legal aspects of strikes. (Adams and Sumner, p. 187 ff.)
  4. The development in England of the principle of Employer’s Liability.
  5. The prospects of Industrial Co-operation in Great Britain and in the United States. The relative advantage of Federalism and of Individualism applied to Coöperation.
  6. The Pennsylvania Railroad Relief-Department; its organization, operation, and the criticisms which it encounters.
  7. The physiological action of alcohol and its relation to intellectual work. (Lectures, and The Liquor Problem, pp. 19-42.)
  8. The Scandinavian Liquor-System. (The Liquor Problem, p. 153ff.)

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 8, Bound vol. Examination Papers 1908-09; Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1909), p. 69.

Image Source: Harvard University Archives.  Francis Greenwood Peabody [photographic portrait, ca. 1900], Colorized by Economics in the Rear-view Mirror.

Categories
Bibliography Gender Harvard Socialism Suggested Reading

Harvard. Short Bibliography on Socialism and Family/Christian Ethics for “Serious-minded Students”, McConnell, 1910

 

The Ethics of Socialism is the nominal title of the brief 1910 bibliography provided by Harvard social ethics instructor Ray Madding McConnell  and transcribed below along with links to digital copies of the items found at archive.org and hathitrust.org. A more accurate title would be “Socialism and Family/Christian Ethical Doctrine”. Dr. McConnell died the year after this bibliography was published, so I have added a dash of biographical material since it is rather unlikely that Economics in the Rear-View Mirror will encounter him again.

In 1910 Harvard published a total of 43 of short bibliographies in the collection “Social Ethics and Allied Subjects”, about half of which were dedicated to particular topics in economics and economic sociology. The project was coordinated by Plummer Professor of Christian Morals, Francis G. Peabody.

Previously posted bibliographies from Peabody’s “Social Ethics and Allied Subjects”:

Economic Theory by Professor Frank Taussig

Taxation by Professor Charles J. Bullock

Trade Unionism by Professor William Z. Ripley

Social Insurance by Dr. Robert Franz Foerster

Economics of Socialism by Professor Thomas Nixon Carver

Strikes and Boycotts by Professor William Z. Ripley

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From the Prefatory Note:

The present list represents an attempt to make this connection between the teaching of the University and a need of the modern world. Each compiler has had in mind, not a superficial reader, nor yet a learned scholar, but an intelligent and serious-minded student, who is willing to read substantial literature if it be commended to him as worth his while and is neither too voluminous nor too inaccessible. To such an inquirer each editor makes suggestions concerning the contents, spirit or doctrine of a book, not attempting a complete description or a final judgment, but as though answering the preliminary question of a student, “What kind of book is this?” The plan thus depends for its usefulness on the competency of the editors concerned, and each editor assumes responsibility for the section to which his name is prefixed.

Source: Prefatory Note by Francis G. Peabody. A Guide to Reading in Social Ethics and Allied Subjects, Lists of Books and Articles Selected and Described for the Use of General Readers. Cambridge, Mass.: Harvard University, 1910, p. vi.

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The Short Life of Dr. Ray Madding McConnell (1875-1911)

Born: September 14, 1875. Union City, Tennessee.

Died: June 23, 1911. Cause of Death, Pneumonia—Septic, Tonsillitis. Contributory: Acute Rheumatic Fever. Somerville, Massachusetts. He was buried in Mount Auburn Cemetery, Cambridge, Massachusetts.

 

Ph.D. in Philosophy, 1908

Ray Madding McConnell, A.B. (Southern Univ.) 1899, S.T.B. (Vanderbilt Univ.) 1901, A.M. (Harvard Univ.) 1902.

Subject, Philosophy. Special Field, Ethics. Thesis, “The Ground of Moral Obligation.” Assistant in Social Ethics.

Source: Harvard University. Report of the President of Harvard University 1907-1908, p. 140.

 

Books

Ray Madding McConnell. The Duty of Altruism. New York: Macmillan, 1910.

________________. Criminal Responsibility and Social Constraint. New York: Charles Scribner’s Sons, 1912.

 

Obituary

Dr. RAY MADDING McCONNELL
Harvard Instructor in Social Ethics Had Made Long Study of Important Problems

Dr. Ray Madding McConnell long active in educational work, died early this morning at a private hospital in Cambridge [sic, the hospital was in Somerville]. Dr. McConnell who was a graduate of Harvard, class of 1802, was born in Tennessee in 1875, and had been since his college days a great student of sociological problems and recently instructor in social ethics at Harvard.

Dr. McConnell received numerous honorary degrees, including his A.B. from Southern University In Alabama, in 1899, his S.T.B. from Vanderbilt University in Tennessee in 1901, his A.M. from Harvard in 1901, and from that university his Ph. D. in 1908. He was a writer on the subject to which he had given so many years of earnest study and research, and last year his book on “The Duty of Altruism” was brought out and he had at this time another book in preparation, “Philosophy of Crime.” He had contributed frequently to the International Journal of Ethics, and at Harvard he had given courses of lectures on “Moral Obligations of the Modern State.”

Dr. McConnell was married, in 1807, to Miss Phoebe Estes Bedlow of Ithaca, N. Y. by whom he is survived, as well as by a young son, Frank McConnell.

Source: Boston Evening Transcript, 24 June 1911, page 14.

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IV.6. THE ETHICS OF SOCIALISM
RAY M. McCONNELL

I. SOCIALISM AND THE FAMILY

A. The Socialist Attitude

Upon questions of marriage and the family, individual socialists, like other people, have diverse opinions. It would of course be folly to try to saddle all socialism with the utterances of one or even of many socialists. The following references must be understood, therefore, not as indicative of the necessary attitude of socialists, but only as indicative of the proposals of those writers who do advocate socialization of the family.

Bebel, August. Woman in the past, present and future. Translated from the German by H. B. Adams Walther. London: William Reeves, 1894, pp. 264.

Perhaps the most important book on this subject. It is an exceedingly good exposition of socialism, both in the economic order and in the family. “The gratification of the sexual impulse is as strictly the personal affair of the individual as the gratification of every other natural instinct. No one has to give an account of him or her self, and no third person has the slightest right of intervention. Intelligence, culture and independence will direct and facilitate a right choice. Should in compatibility, disappointment and dislike ensue, morality demands the dissolution of a tie that has become unnatural and therefore immoral…. The state of society will have removed the many drawbacks and disturbing elements which influence the married life of to-day and so often prevent it from reaching its full development.”

Heinzen, Karl. The rights of women and the sexual relations. Chicago: Charles H. Kerr & Co., 1898, pp. xi, 385.

A most radical and thoroughgoing advocacy of liberty in the sexual relations and of the independence of woman. “The free common-sense conception of marriage, and with it also of divorce, is everywhere still suppressed by the theological conception of the relationship between man and woman. According to the theological conception, marriage is in itself a hallowed relationship, and this abstract relation in itself, not the real happiness and interest of those who constitute it, is the chief object. Marriage is to be upheld even if the married persons perish in it. Adherents of the official and theological morality will feel in duty bound to grow indignant over the claim that in reality there is no such thing as adultery.”

Carpenter, Edward. Love’s coming of age. A series of papers on the relations of the sexes. London: Swan, Sonnenschein & Co., 1903, pp. vi, 168.

A plea, beautiful in tone, for freedom in sex-relations. “The narrow physical passion of jealousy, the petty sense of private property in another person, social opinion, and legal enactments, have all converged to choke and suffocate wedded love in egoism, lust and meanness. The perfect union must have perfect freedom for its condition. Marriage must not be hampered by legal, conventional or economic considerations. Odious is the present law which binds people together for life, without scruple, and in the most artificial and ill-assorted unions. When mankind has solved the industrial problem so far that the products of our huge mechanical forces have become a common heritage, and no man or woman is the property slave of another, human unions will take place according to their own inner and true laws. The family will expand into the fraternity and communism of all society, losing its definition of outline, and merging with the larger social groups in which it is embedded.”

Wells, H. G. New worlds for old. New York: The Macmillan Company, 1908, pp. vii, 333.

Contains a good chapter on “Would socialism destroy the home ?” Shows the thorough failure of the present order to maintain home and social purity and to rear children. Advises strict state regulation of marriage. “Children must not be casually born; their parents must be known and worthy, that is to say, there must be deliberation in begetting children, marriage under conditions.”

Wells, H. G. A modern utopia. New York: Charles Scribner’s Sons, 1907, pp. xi, 392.

Contains a good chapter on “Women in a modern utopia.” “For the marriage contract the socialist state will define in the completest fashion what things a man or woman may be bound to do, and what they cannot be bound to do. Marriage is the union of a man and woman in a manner so intimate as to in volve the probability of offspring, and it is of primary importance to the state, first in order to secure good births, and secondly good home conditions, that these unions should not be free, nor promiscuous, nor practically universal throughout the adult population.”

Pearson, Karl. The ethic of freethought. A selection of essays and lectures. New York: The Macmillan Company, 1888, pp. 446. [Second edition, revised 1901]

The subject is well discussed in the two chapters, “The woman’s question” and “Socialism and sex.” “Such, then, seems to me the socialistic solution of the sex-problem: complete freedom in the sex-relationship left to the judgment and taste of an economically equal, physically trained and intellectually developed race of men and women; state interference if necessary in the matter of child-bearing, in order to preserve intersexual independence on the one hand, and the limit of efficient population on the other.”

Stetson, Charlotte Perkins. Women and economics. A study of the economic relation between men and women as a factor in social evolution. Boston: Small, Maynard & Co., 1898, pp. vii, 340.

Finds in the economic dependence of woman the cause of most of the evils of society. Sexuo-economic specialization has made of woman a slave, and this has reacted on man for ill. With the attainment of full economic independence by woman will come her freedom from domestic servility in its various forms.

Bax, Ernest Belfort. Outlooks from the new standpoint. London: Swan, Sonnenschein & Co., 1891, pp. x, 203. [Third edition, 1903]

“Many people take refuge in deliciously vague declamation on the nobility, on the loftiness, of the ideal which handcuffs one man and one woman together for life. We cannot see exactly where the nobility and the loftiness come in. The mere commonplace man, if left to himself, would probably think that it rested entirely upon circumstances, upon character, temperament, etc., whether the perpetual union of two persons was desirable. Socialism will strike at the root at once of compulsory monogamy and of prostitution by inaugurating an era of marriage based on free choice and intention, and characterized by the absence of external coercion. Monogamic marriage and prostitution are both based essentially on commercial considerations. The one is purchase, the other hire. The only really moral form of the marriage relation is based neither on sale nor hire.”

Bax, Ernest Belfort. Essays in socialism, new and old. London: E. Grant Richards, 1906, pp. x, 336.

Contains several able chapters on the woman question, very interesting on account of their strong denunciation of the common socialist espousal of the “Woman’s Rights” cause. Maintains that in nearly all matters there is a strong sex-prejudice against the man because he is man and in favor of the woman because she is woman. Woman is steeped in sex prerogative. Socialism demands relative economic and social equality between the sexes, but not female privilege and female domination, — the real demands of the clamorers for “Woman’s Rights.” After the class-struggle has passed away, the sex question will probably become more burning, and will be the first question that the socialist state will have to solve. “If social democrats allow themselves to be caught by the feminist fallacy, they are only injuring their own cause.”

B. Adverse Criticisms of the Socialist Attitude

The following books contain good chapters setting forth and criticising adversely socialists’ teachings concerning the family.

Barker, J. Ellis. British socialism. An examination of its doctrines, policy, aims and practical proposals. New York: Charles Scribner’s Sons, 1908, pp. vi, 522.
London Municipal Society. The case against socialism. A handbook for speakers and candidates. Second edition. London: George Allen & Sons, 1910, pp. vii, 537.
Goldstein, David. Socialism: the nation of fatherless children. Edited by Martha Moore Avery. Boston: The Union News League, 1903, pp. x, 374.

 

II. SOCIALISM AND RELIGION

A. Books maintaining that Socialism and Religion are essentially Hostile to Each Other

Hartman, Edward Randolph. Socialism versus Christianity. New York: Cochrane Publishing Company, 1909, pp. vi, 263.

A careful comparison of the principles and promises of socialism with the teachings of Scripture and the principles of Christianity. The author always sticks closely to his subject and accomplishes the thorough contrast which he set out to make. He maintains that in many essential matters socialism is diametrically opposed to the principles of Christianity.

Barker, J. Ellis. British socialism. An examination of its doctrines, policy, aims and practical proposals. New York: Charles Scribner’s Sons, 1908, pp. vi, 522.

Contains a chapter showing the hostility of socialism towards Christianity.

London Municipal Society. The case against socialism. A handbook for speakers and candidates. Second edition. London: George Allen & Sons, 1910, pp. vii, 537.

Contains a chapter giving quotations from many socialists to show their opposition to, and contempt for, religion and the church.

Flint, Robert. Socialism. Philadelphia: J. B. Lippincott & Co., 1895, pp. vii, 512.

Devotes a long and very able chapter to a consideration of socialism and religion. Gives a thorough exposition of the attitude of the socialist leaders towards religion, and maintains that socialism and Christianity are natural opponents.

Stang, William. Socialism and Christianity. New York: Benziger Brothers, 1905, pp. 207.

An able attack on socialism by a bishop of the Roman Catholic Church. Discusses the character and aims of socialism, advocates social reform but not socialism, and portrays the Catholic movement in behalf of social reform.

Ashton, John. Socialism and religion. (Tract No. 9 in Vol. LXVIII of the “Publications of the Catholic Truth Society”). London: Catholic Truth Society, 1908, pp. 32.

“The Catholic Church sees that socialism strikes at the roots of man’s moral freedom; that it dechristianizes the working man; that it would confiscate her churches and secularize her schools; that it would destroy the Christian family and substitute a materialistic philosophy for her doctrine of the supernatural.”

Goldstein, David. Socialism: the nation of fatherless children. Edited by Martha Moore Avery. Boston: The Union News League, 1903, pp. x, 374.

Maintains that atheism is not a mere personal opinion of some socialists, but the bed rock of socialist philosophy. The author has made a thorough canvass of socialist literature, and has brought together the socialist utterances that bear on religion. He maintains that atheistic forces take political form in socialism, and necessitate a closer association of those organizations which stand for the propagation and enforcement of religious law.

Hall, Thomas C. Socialism as a rival of organized Christianity. In The North American Review, Vol. CLXXVIII, June, 1904, pp. 915-926.

“Modern Protestantism is woefully ignorant of its most formidable rival. The Catholic Church has been painfully awakened in France, Belgium and Italy. Protestantism awaits its awakening.”

B. Christian Socialism

Kaufmann, Moritz. Christian socialism. London: Kegan Paul, Trench & Co., 1888, pp. xviii, 232.

A splendid discussion of Christian socialism in France, England and Germany. It desires to show that an intimate connection exists between socialism in the best sense of the word and Christian philanthropy. While maintaining that there is genuine kinship between Christianity and socialism, the author acknowledges certain lines of demarcation and devotes an interesting chapter to a consideration of “Unchristian Socialism.”

Stubbs, Charles William. Charles Kingsley and the Christian social movement. London: Blackie & Son, 1904, pp. viii, 199.

Gives a very interesting sketch of the early Christian socialist movement, in especial connection with the life of Kingsley, and shows the great influence of that theologian upon later developments of church life and thought.

Woodworth, Arthur V. Christian socialism in England. New York: Charles Scribner’s Sons, 1903, pp. viii, 208.

Traces the historical development of Christian socialism from its origin under Maurice and Kingsley to its present form in the Christian Social Union and shows the connection between the two. Contains a good bibliography of Christian socialism from earliest times to 1900.

Nitti, Francesco S. Catholic socialism. Translated from the second Italian edition by Mary Mackintosh. With an introduction by David G. Ritchie. New York: The Macmillan Company, 1908, pp. xx, 432.

A very learned statement of the theories of the Catholic socialists of Germany, Austria, Switzerland, France, Belgium, England, Spain, Italy and America. It shows how “Catholic socialism, while unlike the other systems of socialism it seeks to reform society in the name of God, does not on that account seek to modify it any the less profoundly.” The discussion is sympathetic yet impartial.

Campbell, R. J. Christianity and the social order. New York: The Macmillan Company, 1907, pp. xiii, 284.

The author believes that the socialist movement represents a return to the primitive Christian evangel, freed from its limitations and illusions, and is destined to rescue the true Christianity from ecclesiasticism in its various forms. The main purpose of the book is to show that the practical aims which primitive Christianity set out to realize are nearly identical with those of modern socialism.

Gladden, Washington. Christianity and socialism. New York: Eaton & Mains, 1905, pp. 244.

Aims to bring Christianity and socialism “into more intelligible and more friendly relations.”

Ward, William. Religion and labour. London: Edwin Dalton, 1907, pp. 188.

An able and interesting argument, based on Christianity, for nearly all the ends desired by the socialist.

Sprague, Philo W. Christian socialism. What and why. New York: E. P. Dutton & Co., 1891, pp. vi, 204.

Sets out to answer (1) what is socialism, (2) what are the causes of socialism, (3) what is the relation of Christianity to socialism, and (4) how can the great social and economic changes involved in socialism be gradually brought about by just and orderly methods.

Davidson, J. Morrison. The gospel of the poor. London: William Reeves, 1894, pp. viii, 162.

A powerful combination of scriptural quotations and economic statistics.

Publications of the Christian Social Union (formerly the Church Social Union). Boston: Office of the Secretary, The Diocesan House, 1 Joy Street.

Upwards of sixty pamphlets have been published. A good many of these are very valuable from the standpoint of Christian socialism. As among the best may be mentioned the following: [No. 26] “Christian Socialism,” by Frederick Denison Maurice; “The Church and Scientific Socialism,” by James T. Van Rensselaer; “The Christian Law,” by Brooke Foss Westcott; and [No. 30] “Christian Socialism and the Social Union,” by George Hodges.

 

Source: Teachers in Harvard University, A Guide to Reading in Social Ethics and Allied Subjects, Lists of Books and Articles Selected and Described for the Use of General Readers. Cambridge, Mass.: Harvard University, 1910, pp. 174-182.