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Libertarianism Popular Economics Wing Nuts

Northwood Institute. A Libertarian Credo. V. Orval Watts, 1973

In the Beginning…

…Mr. Leonard Read became general manager of the Los Angeles Chamber of Commerce, the largest C. of C. in the country and, I believe, the most enlightened. He had me chosen as a member of his board of directors, which position I have held since 1939. Another result was that the Los Angeles Chamber of Commerce added an economic counsel to its staff, Dr. V. O. Watts, a former student of mine at Harvard.

     Through the influence of Messrs. Mullendore [president of the Southern California Edison Co.] , Read, Watts, and myself, the L.A. C. of C. became the spearhead of an active crusade for the return to the principle of freedom of enterprise. That crusade seems to have made an impression, since nearly everybody now (1947) talks in favor of free enterprise and against the police state. If I had something to do with starting Mullendore, Read, and Watts on this crusade, it may turn out to be the most important work of my life.

Source: Thomas Nixon Carver, Recollections of an Unplanned Life (Los Angeles, 1949), p. 241.

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The following artifact is found in the papers of V. Orval Watts at the Hoover Institution Archives. It bears no date, but essentially the same document has been posted as an article at the Foundation for Economic Education with a date of March 1, 1973 with a prefatory note “This article is from remarks at a recent faculty meeting [at the Northwood Institute].” The introductory paragraphs differ and there is an interesting obiter dictum added to the FEE version that “our rules prohibiting the use of liquor and marijuana and requiring the women students to return to the dormitories at a certain time” are not coercive.

V. Orval Watts, Harvard Ph.D. (1932), was a disciple of Harvard Professor Thomas Nixon Carver, his initial academic career morphed into becoming an apostle of laissez-faire, anti-Keynesianism, anti-globalism, and anti-communism. Ultimately he continued his crusades as the economics research pillar at the Judeo-Christian libertarian Northwood Institute (now Northwood University). Watts’ biographical details can be found in a 2018 post and his graduate economics record at Harvard has also been transcribed by Economics in the Rear-view Mirror.

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THE NORTHWOOD IDEA

By V. Orval Watts, Ph.D.
Northwood Institute

NOTE ON AUTHOR

Dr. V. Orval Watts has served as an inspiration and mentor for colleagues and the students of Northwood Institute for almost as long as the College has existed. Organizations grow and prosper because of their distinctive personalities. Ours has been molded and maintained by Dr. Watts. As director of Economic Education, he has reminded us of what we can be, if we will. More than this he carried the message of freedom to every corner of our country for more than six decades. His explanation of the Northwood Idea is a declaration of beliefs around which this institution has been built.

Dr. David E. Fry
President

Introduction: The Northwood Idea

By V. Orval Watts

The Northwood Idea — the thought that went into the founding of Northwood Institute — is as conservative as The Ten Commandments or The Golden Rule.

It is as liberal and progressive as the gains that come to humans as they learn to live by these principles.

Yet this does not make The Northwood Idea new or different. “Education,” we hear again and again, is the one way to solve our problems of crime, poverty, prejudice, racism, and war. Particularly in these United States, schooling in regard for one another’s welfare and in the skills necessary for making ourselves useful in a peaceful society are what every parent and teacher want for our huge investments in the world’s greatest educational effort.

This schooling, we all agree, should teach the ways of peace, goodwill and mutual aid.

Yet crime — especially juvenile crime — is higher than ever and is increasing faster in our cities and states where these expenditures of time and resources are greatest. Levels of literacy and self-discipline actually rose faster in the days before these great investments in compulsory and universal schooling.

The menace of terrorism, war, economic breakdown and famine is greater despite advances in technology which make peaceful cooperation more fruitful than ever before in human history. They offer the opportunity to abolish hunger, famine and pestilence forever.

Clearly something is wrong or lacking in our systems of schooling. At least, the founders of Northwood Institute thought so. Therefore, they ventured and risked greatly to offer something different from the general run of college schooling. My work and contacts with these men and women, and with their helpers and supporters, almost from the beginning of this institution, make me think of their aims — The Northwood Idea — in these terms:

First, the philosophy of Northwood’s founders springs from certain oft-forgotten aspects of the Judeo-Christian Ethic, or culture. In particular, it implies firm belief in the fact of personal, individual responsibility.

Second, the founders and supporters of Northwood Institute have shown by their lives and dedicated efforts that they look on work not merely as the means for obtaining the material necessaries and comforts of life but also as the way to what some call “mental health.” Strenuous and continuing effort in the hope of achieving a better life for oneself and others they see as essential for spiritual (psychological, emotional, mental) well-being.

Finally, they recognize that human progress depends on freedom for business enterprise. This requires private property. It means freedom to buy and sell, freedom to advertise and dicker, freedom to lend and borrow, and freedom to save and invest for profit.

This free-enterprise business, they believe, has been essential in the rise of great civilizations. It arises with acceptance of individual responsibility, the work ethic, and the self-discipline necessary for freedom.

I. THE JUDEO-CHRISTIAN ETHIC

As to the Judeo-Christian Ethic, I’ve been tempted to use instead the phrase “Bourgeois Ethic,” meaning the ethic of the tradesman, but Karl Marx and others have given that phrase so nasty a connotation that I know I would have two strikes against me at the outset if I called our moral code the “Bourgeois Ethic.” Yet, whatever we call it, the moral basis for our Northwood philosophy is the ethic which is necessary for a good life as a trader or financier.

The Idea of Individual Responsibility

This ethic begins with the idea of individual responsibility. That concept is basic for the Judeo-Christian Ethic.*

* The Islamic faith, we should note, stems from the Judeo-Christian ethic and theology.

The Ten Commandments and the moral injunctions of both the Old and the New Testaments were always directed to the individual: “Thou shalt have no other gods before me”; “Thou shalt not make unto thee any graven image”; “Honor thy father and thy mother: that thy days may be long upon the land which the Lord thy God giveth thee.

Note that “thou,” “thy” and “thee” are singular pronouns, not plural as is “you” or “your.” Therefore, these ancient commandments were directed to one person, the individual, who is thereby charged with responsibility for what he chooses to do. They take it for granted that humans can choose. Our actions are not determined by instinct.

In fact, humans must choose. That is what individual responsibility and self-determination mean. Ideas and acquired values determine our specific actions, and they may prompt us to ignore various influences in the outside environment. We can direct our own actions to prolong and enrich our lives, or we can choose suicidal paths as people choose to smoke when they have abundant evidence that it shortens life. We can choose to jump off cliffs, we can choose to play Russian roulette; or we can choose to follow ways of life, ways of health and well-being.

The Idea of Moral Law

Of equal importance in the Judeo-Christian Ethic is recognition of the enduring nature of Moral Law. The essence of this moral law is summed up in the “Golden Rule,” and it derives from the fact that humans need one another.

Without other human beings, we cannot be born, cannot be reared, cannot prosper; and to have the cooperation of other humans — to avoid the conflicts which would be suicidal for humans — we must follow the “Golden Rule.” When we apply that rule in practice, we find it is the unifying principle of these commandments that refer to the relations between the individual and his fellows: “Thou shalt not steal,” “Thou shalt not kill,” and “Thou shalt not bear false witness.”

Now, it should be clear that obedience to Moral Law means voluntary cooperation and freedom. If we don’t steal, we leave other persons free to use their talents in peaceful and cooperative ways to produce goods for their own use, for exchange, or for gifts to others, such as gifts to one’s family or heirs.

Therefore, we have a state of individual freedom if we live by the “Ten Commandments.” We have private property and numberless associations for voluntary cooperation. Humans develop as humans and make progress only in this condition of individual freedom and voluntary association established by adherence to these moral principles. Therefore, these moral principles are antecedent to and take precedence over all man-made laws and customs.

Respect for Property

In other words, these enduring moral principles require of us respect for the property rights of other people — that is, respect for their rights to control their own persons and for their rights to control those things which they obtain in voluntary cooperation, whether by gift, by voluntary exchange, or by the productive use of these things. Living by these principles requires that we fulfill our contracts, that we speak the truth, and that we revere the laws of Life and Nature. The first four of The Ten Commandments tell us of this need for reverence: a Higher Authority enforces laws vastly more enduring and exacting than the statutes of kings and parliaments.

We should note, incidentally, that this voluntary cooperation and exchange is doubly productive of benefits in contrast to the one-sided gain that anyone may get by coercion, as for example, by burglary, by slavery, or by taxation. In voluntary cooperation, all participants must benefit if the cooperation is to continue, for if it is voluntary, anyone may withdraw when he feels he is not benefiting, when he feels that the gains are distributed unjustly or going entirely to one person or group at the expense of the time and energy of others.

We should note also that living by the Golden Rule involves respect for privacy — the right to be left alone and the right to choose one’s associates. Coercion — the attempt to compel people to associate with others — leads to conflict rather than to the attitudes and actions which are mutually beneficial. Freedom established by the Moral Law of the Golden Rule and the Ten Commandments includes the moral right to withdraw from an unwelcome contact with other persons, as well as the right to cooperate freely in mutually beneficial ways.

As Paul wrote in his “Second Letter to the Corinthians” two thousand years ago, “Be ye not unequally yoked with unbelievers; for what fellowship hath righteousness with unrighteousness and what communion hath light with darkness? … Wherefore come out from among them and be ye separate saith the Lord … and I will receive you.” (II Cor. 6:14-17)

II. EMPHASIS ON WORK AND THRIFT

Next, I wish to call attention to Northwood’s emphasis on work and thrift as marks and means of human progress. It is fashionable in some circles nowadays to disparage both of these values. But, work is merely persistent, purposeful effort. It is investment of human time and energy for long-range, indirect benefits.

Long-range benefits are those that occur in the future. Indirect benefits are those that may first benefit another person, but bring a return benefit of some sort to us later.

Such planned, purposeful effort for a long-range or indirect benefit is surely necessary for human survival and progress; and the traits of character and personality developed by such effort we regard as virtues.

Thrift is the postponement of present consumption in order to obtain greater satisfactions in the future. Like work, it requires the highest human qualities of understanding and imagination to foresee the future and to hold it in mind in order to gain the necessary self-restraint.

In short, work and thrift require understanding, self-control. They are means, not only of self-development, but of service to others.

We’d Still Live In Caves

Where would we be today had it not been for the thrift and work involved in the creation of our buildings, and the production of the myriad tools, or capital goods, that we use? The answer is we would still be living in caves, scratching out a short-lived, hand-to-mouth existence derived from the roots and grubs we could dig up, the small animals we could catch in our hands, and the berries we could get in season.

Everything that we call the material aspects of civilization, and the moral and spiritual ones as well, our understanding that enables us to live longer, to live better and to cooperate — all of this comes from thrift and work, the accumulations of thousands of years of human effort, inventiveness, planning, thrift and self-discipline.

This Puritan Ethic — this system of values, this way of life — is essential to progress. It is essential not only for economic progress but also for developing the qualities that are most distinctively human, the qualities that make us humans. It is mental, moral and spiritual “therapy,” to use a modern cliche.

III. THE IMPORTANCE OF BUSINESS

Finally, if we are to have cooperation, we must exchange services; and as the cooperation gets more and more complicated, we need specialists to work out the terms and procedures of the multitudinous exchanges. Therefore, we must use money and credit; and we must have traders and financiers, advertisers, brokers and salesmen, accountants and collection agencies to complete the exchanges, including those exchanges which are made over a period of time and which therefore require credit and finance.

Finance is the monetary aspect of credit. Credit is merely a delayed exchange, an incomplete exchange. In every civilized society, most exchanges take time to complete because they are indirect, three-cornered or four-cornered exchanges, taking place over a distance and involving roundabout capital-using methods of production. In all such time-consuming transactions, we must have credit (trust and waiting). Therefore, money, credit and financial experts are as necessary for civilized life and progress as are tools and machines, mechanics, and engineers.

Business, then, means those aspects of voluntary cooperation which we call commerce and finance, and the function of the businessman is to promote, inspire, and guide cooperation. He organizes and teaches competitive cooperation — cooperation to provide better opportunities for life and for a more abundant life. These business activities — organizing, inspiring, leading and teaching cooperation — promote development of the highest qualities of mind, character and personality.

Now, from time immemorial — from the first introduction of money and the specialists who traded and promoted trades — business has been widely regarded with suspicion and looked down upon as a degrading occupation. In primitive societies, the view prevails that a merchant or moneylender profits only at the expense of producers. This belief helps explain why such societies remain backward, or “under-developed.”

Of course, this belief is an entire misjudgment as to what most of a businessman’s wealth consists of and what he contributes to the value of other producers’ services and incomes. Most of his wealth consists of the means for serving his customers, and he contributes some of the most essential ingredients of human progress.

Wherever this disparaging attitude toward business becomes general, we find that business is harassed, regulated, plundered and repressed. Under such persecution, the character and wisdom of businessmen tends to fall.

Where opinion-makers teach that business is a dishonest racket, then those who are willing to be racketeers or cheats will monopolize business, while achievers who value the good opinion of their fellows will choose other occupations, such as religion, politics and the military. Then we find the kind of government the Pharaohs had in ancient Egypt, or that prevailed as the Roman Republic gave way to a welfare state Empire. Under such oppressive governments, a businessman must be something of a trickster to survive.

Spreading Hostility

As hostility to businessmen grows, politicians tax them more heavily, while debasing and inflating the currency to maintain an illusion of prosperity. Then, when these policies cause rising price levels, a deluded populace demands price controls, which ambitious politicians are all too ready to impose.

The resulting shortages and “black markets” provide further excuses for more government action to combat these supposed evidences of private “greed.”

This cancerous growth of government produces political “leaders” who promise peace and plenty even while they squander the fruits of industry in pauperizing the poor and waging “perpetual war for perpetual peace.”

The result must be, sooner or later, a spreading decline in the quality of life despite (or because of) the increasing largess to “the poor” and the privileged, the rise of great new public works, and the display of awe-inspiring armaments.

Civilization progresses when business is widely regarded as Horatio Alger represented it in his stories seventy-five or more years ago. In those once-popular tales, work and thrift in honest business service were the high road to personal success in the broadest sense of that word. That view of business helped attract able, enterprising youths into business careers. It prevailed in this country long before Alger wrote and helps explain the astounding economic and cultural progress of the United States during the past two centuries.

On the other hand, insofar as we lose the Horatio Alger understanding and spirit, we succumb to increasing paternalism and despotism, collectivism and war, which demoralize and belittle the individual and produce a wide-spread cultural decline. This retrogression has happened time and time again in history, and if we don’t learn the lesson from this history, we shall be doomed to repeat it.

Every nation has developed and flowered — with art, music, and the other ornaments and means of civilization — only on the basis of flourishing business, trade, commerce. This was true of the Phoenicians, Ancient Greece, and Ancient Egypt, the Chinese civilization, the Byzantine Empire, Venice, Florence, Spain, England, France, Germany and the United States. Go through the history of each and you’ll find in its origins that period in which commerce and finance were highly regarded and relatively free in a developing civilization.

Again and again, however, these eras of progress have ended as the intelligentsia became worshipers of the Almighty State. Then these intellectuals — scribes and priests — became more and more scornful of businessmen; and business lost its vision because it lost its men of vision. Men of talent and imagination, instead, accepted the faith of the state-employed intellectuals that a well-schooled elite must make more and more choices for the general run of the population and compel the inferior masses to accept this planning and direction of their lives.

Submerging the Individual

With this elitist excuse for tyranny, governments organize militaristic and imperialistic gangs to substitute forms of slavery for the voluntary cooperation of free individuals. Then, as in Communist countries today, even the ablest of the ruling bureaucracies find that any individual is expendable — trapped and exploited or liquidated — as millions of humans are sacrificed on the altars of Planned Perfection. The Moral Law of the Golden Rule and of the Ten Commandments may be violated, but not with impunity. He who harms others, harms himself; he who deceives another, cheats himself.

This faith in Moral Law permeates the philosophy of our Northwood administration and faculty. Along with it goes insistence on the fact of individual responsibility and a broad, long-range view of personal success. A businessman’s moral responsibility is no less than that of a teacher, physician, minister, artist or writer.

Essential to The Northwood Idea, then, is appreciation of the unlimited opportunities for character development in voluntary business enterprise.

Temptations correspond to the opportunities, and each occupation has its own peculiar temptations as it has its own peculiar opportunities. As few find the “strait gate” and “narrow way” of righteousness in other walks of life, likewise few businessmen will claim that they have always followed the right path in their work. Only those who look for business profits in life-supporting efforts that are mutually beneficial can achieve success in the true meaning of that word.

This objective may be the most distinctive feature of The Northwood Idea — the view that our graduates should look on business not merely as an easier way to attain ease and affluence but also as an opportunity for utilizing their highest human qualities and attaining lasting satisfaction in a life well spent.

Image Source:  Freedom School. Newsletter (January 1964).

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Libertarianism Philosophy Popular Economics Wing Nuts

Freedom School. Summer Prospectus. Robert LeFevre, 1962

We step outside the bounds of conventional economics education in this post to enter the intensive boot-camp for libertarians established in 1957 by Robert LeFevre in Colorado Springs. Economics in the Rear-view Mirror’s latest artefact is the 1962 Prospectus for the Freedom School transcribed below.

Like many prophets of new religions, Lefevre brought definite charismatic talent along with a checkered past to his job as entrepreneurial educator. 

In the libertarian encyclopedia article about LeFevre, an observer-participant of the movement (Brian Doherty, the leading historian of Libertarianism in the United States) wrote:

“LeFevre worked as an actor, radio broadcaster, door-to-door salesman, real estate speculator and manager, TV newsman, and assistant to a pair of charismatic American cult leaders in a religious movement known as the Mighty “I AM.”

A definitely non-libertarian journalist expands on “assistant to a pair of charismatic American cult leaders” as follows:

In 1940, LeFevre published his first book, I AM: America’s Destiny, claiming that he had once driven his car for twenty minutes with his eyes shut while his soul cavorted with Saint Germain somewhere over California’s Lake Shasta. “Now, as I watched, and listened, Saint Germain talked to me. He was real! The world I lived in was unreal. He was the true reality.”
LeFevre quickly discovered how popular he became by claiming this power. Women made themselves available; crowds would gather in apartments to hear his “dictations” from the spirit of Saint Germain. One married woman he lusted after invited LeFevre to live with her and her husband in their San Francisco penthouse, causing her husband to drink himself almost to death.
It’s hard to tell if LeFevre genuinely anguished over his con job; in his memoirs, his language suggests that more than anything, he feared being found out:
“…What if I suddenly announced to all these good people that the whole thing was a sham? I was tempted to do it.”
“Was I guilty of fraud? Had I (subliminally) perhaps been engaged in some monstrous pretense?”
LeFevre’s stint as cult leader was short-lived. In late 1940, the FBI indicted him and 23 other top “I AM” figures with felony mail fraud. LeFevre immediately turned states’ witness, and charges against him were dropped, while Edna Ballard [note: she was the Tammy Faye Bakker of the I AM cult] and her son were sentenced to prison.

Source: Mark Ames, “Meet Charles Koch’s Brain.”

In a future post we will examine Charles Koch’s personal link to LeFevre’s Freedom School as well as some of the economist friends of the Freedom School.

________________________________

1962 Prospectus
The Freedom School

A Call to Introspection
and Thoughtful Appraisal

Today a whole series of concepts alien to the American ideal of 1776 has become acceptable to a great number of American people.

American business finds its back to the wall, confronted by outrageously high taxes, by regulations which impair its ability to operate and, additionally, by union organizers who not only force wages to rise in a manner disassociated with production but who are now usurping the functions of management in the field of hiring and firing. Without deep and thoughtful study of the economic and moral principles underlying a free market, today’s executive is ill-equipped to withstand union and government interventions.

American workers, caught in a vise between mounting taxes and soaring prices, and conditioned by various public media of education and communications, find themselves individually confronted with what appear to be only two possible alternatives: submit to unionism, or face unemployment and economic strangulation.

American students seeking to acquire an education are confronted with compulsion, illogic and ineptitude. Those who express a love and devotion to the ideas and ideals of the American founders are scorned, and admonished to forget “old-fashioned notions” about the Declaration of Independence and the Bill of Rights. They are advised that capitalism is outmoded, that private ownership of the means of production and distribution is out-dated and improper, and that a brave new world awaits them if they will conform to governmental intrusion in their lives, submit to authority at every level and try always to keep in mind that Society has become responsible for everything and everybody.

In a climate sired by big government, enormous taxes, legal intrusions, union violence, the threat of war, inflation and educational paucity. the individual must equip himself with the proper means of combatting false ideas and of standing firm in a sea of confusion. Only YOU can decide where you will stand in the ideological warfare of freedom vs. slavery.

This is a call to all Americans who are in rebellion against the foregoing evils and who wish to discover practical ways and means of meeting the challenge to their businesses and industries. to their families, their jobs and their property, and to their own intellectual integrity.

Robert LeFevre

The Freedom School

In poetic harmony with the setting of tall Douglas firs, the buildings comprising the Freedom School reflect in craftsmanship and rough-hewn simplicity the philosophy of individualism. The American tradition is articulated by the log facades on the buildings.

In such an harmonious setting away from jangle and tension, without the pressures caused by appointments, and undistracted by ordinary routine affairs, rigorous study can be pursued. Reflection and intellectual exploration in the field of human action can best be achieved in a tranquil atmosphere.

The student is encouraged to enter classroom discussions to probe human action philosophically, historically, economically, politically, ethically and morally.

He will sweep back through history examining the bright stars of freedom illuminating the course of human progress. The student will awaken to what governments can and cannot do; to the full impact of the merit of private ownership of property and its relationship to liberty.

The student will discover that there is no conflict between the highest moral beliefs and sound economic understanding.

The student is encouraged to seek self-improvement and his own excellence is pointed out as more important than the needs of societal groups.

He will find that all of these ideas, and more, are encompassed in a modern, intelligent philosophy of individualism, which rests its case on the natural, functional, rights of man.

Classwork convenes daily at 1:00 p.m. and continues until 5:00 p.m. when the student has a free hour before dinner, after which he returns to evening class. Evening class starts at 7:00 p.m, and concludes at 9:00 p.m. The student will discover that the pure mountain air, the brisk atmosphere, the rigorous use of his mental faculties encourage an early retiring.

Breakfast is served at 7:30 a.m. after which the student is free to go horseback riding, hiking, or to relax on one of the verandas and enjoy the vista of nature spread before him. There is available a fine libertarian library in which the student may sit in comfortable chairs and enter into lively discussion with his classmates. Superior reference material is close at hand. Each student’s quarters is equipped with a comfortable and well lighted study table. Books may be removed from the library for the student’s personal use.

Weather permitting, luncheon is held out-of-doors. The famous Sunday morning barbecue breakfast is held outdoors in a wooded glen.

Meals are served informally in the western tradition of hearty food. Most students have proclaimed the cuisine to be among the finest. Mrs. Loy LeFevre, who manages the school’s kitchen, has been urged by students to publish a cookbook comprised of the many savory recipes served at the Freedom School

Many days of sunshine each year provide excellent lighting for camera fans. Some of the pictures which appear in the Freedom School publications were taken by students.

At the Freedom School you will sleep better, eat better, think better, and feel better as you examine each facet of individualism.

            One of the most telling statements pointing out a problem present in our country was volunteered by a Freedom School student: “I graduated from an American high school, I’m attending an American university, and I must ask the question: Why is it that I must travel 1100 miles to learn the facts that I have found at the Freedom School?”

Other graduates of the School described their experiences thusly:

*          *          *

“Before going to the Freedom School I considered myself a staunch supporter of liberty, but after experiencing the exchange of ideas that transpires there I discovered untenable taints of socialism remaining in me. These I have now discarded.”

Engineer, Northwest

*          *          *

“Your teachings opened up hitherto neglected directions in my thinking. I had been unknowingly utilizing methods of combating the activities of those who would destroy freedom which methods in themselves aided rather than opposed these activities.”

Former state legislator,
Southeast

*          *          *

“In our class without exception it was agreed that none of us had ever taken a course so thorough and dynamic, so enlightening as this one. We received inspiration and knowledge in the two weeks that would normally not be found in a quarter century. The professor from Milwaukee stated that it was more than a semester of college work so far as study goes.”

Businesswoman, Southwest

*          *          *

“It has provided me with the strongest philosophical underpinning that I have ever experienced. Since returning. I have had much more confidence in my politico-economic discussions and arguments.”

Graduate student, East

*          *          *

“The greatest intellectual challenge I ever encountered.”

Business executive — attorney,
Midwest

Comprehensive Course

This is an intensive, hard-hitting course of general instruction which is useful to any American of mature outlook who wishes to explore and discuss some of the basic questions of our time. The banalities of socialism are exposed. Our heritage of individual liberty and the philosophy of freedom and free enterprise are openly discussed. This course is particularly useful for instructors, ministers, editors, commentators, columnists — concerned with the dissemination of ideas. It is also well adapted for the businessman or for serious-minded students generally.

The Comprehensive Course is open to men and women, regardless of present academic rating, who are willing to work and apply themselves in a pursuit of philosophic and economic truths.

The 1961 Annual available upon request (limited supply).

Explorations in Human Action
(for Executives)

This is a special and definitive course of instruction reserved for executives only.

Executives may bring their wives if they choose; however, wives are excluded from class discussion, tho they may sit in as observers.

The instruction in this two-week period will place special emphasis upon economic problems to be found in today’s business and industrial operations.

Write for illustrated booklet. Do it today. Space is limited and only a few carefully selected executives are chosen each year.

This course is more intensive than the Comprehensive Course and is particularly adapted to the executive who is somewhat familiar with management and labor relations problems.

Explorations in Human Action brochure available upon request.

Workshop

One session is scheduled during 1962 for the accommodation of graduates, instructors in the libertarian philosophy, economists, philosophers, and others, so that they can meet in the atmosphere of the school for the purpose of discussion, sharing ideas in depth and the presentation of papers on a selected topic.

This four-day session will feature a number of the nation’s outstanding leaders in libertarian thought. They will be on hand to confer with students or guests, and to lecture on various phases of the understanding of liberty and economics. Their names will be announced later.

The topic will be: “Are Labor Unions Necessary?”

Graduates wishing to enroll in the Workshop are urged to prepare a formal paper on any phase of the labor union topic and may take any position they wish. A prize in the sum of $100 will be awarded for the best paper, plus a refund of tuition.

Graduates wishing to enroll without making a formal presentation may do so, altho they will not be eligible for the competition. Only graduates of the Comprehensive Course may compete.

Scholarships

Scholarships are available for the Comprehensive Course under three plans.

  1. Full scholarships are available on the basis of a competitive examination. These examinations will be mailed from the Freedom School upon request beginning January 15. All competitive examinations will be judged the week of April 1, 1962, and awards announced thereafter. Winners will receive full tuition for any Comprehensive Course they select, tuition covering all room and board, books, instruction, recreation, and so on.
  2. Full scholarships may also be obtained AFTER April 15, 1962, by application to the Board of Directors of the Freedom School. These scholarships will be awarded on the basis of sincerity and personal worth of application when financial need is demonstrated. In a limited number of cases, outright awards will be made. In other cases, a student loan fund can be utilized with the student agreeing to return funds borrowed without interest.
  3. Partial scholarships may sometimes be obtained by any student who is willing to pay a part of his tuition himself.

Full-tuition scholarships will be presented to 1962 winners of the Freedom School competitive examinations from

The Arthur M. Hyde Foundation
The Rose Wilder Lane Scholarship Fund
The Campaign for the 48 States
The Spruille Braden Scholarship Fund
The Freedom School Alumni Scholarship Fund
and from other interested groups and individuals.

Local committees, such as the Sacramento (Calif.) Freedom School Scholarship Committee, will select candidates and present full-tuition scholarships to their winners.

NOTE: The school does not provide scholarships for either the Workshop or the Explorations in Human Action courses.

1962 Schedule

All courses of instruction at the Freedom School take two weeks. A minimum of six hours per day is spent in classroom work. Customarily, mornings are devoted to study, recreation and free time. Classroom sessions occur in the afternoon and evening.

Here is the schedule of all classes for the 1962 season:

May 20 – June 2 incl. Explorations in Human Action
(for Executives)
June 3 – 16 incl. Comprehensive
June 17 – 30 incl. Comprehensive
July 1 – 14 incl. Comprehensive
July 15 – 28 incl. Comprehensive
July 31 – August 3 incl. Workshop*
August 5 – 18 incl. Comprehensive
August 19 – Sept. 1 incl. Comprehensive
Sept. 2 – 15 incl. Comprehensive
Sept. 16 – 29 incl. Comprehensive
Sept. 30 – Oct. 13 incl. Explorations in Human Action
(for Executives)
(Graduates and top-flight teachers and students only)

Pre-season or post-season courses can be arranged for special groups who wish to obtain exclusive use of the school for a stated period with instruction tailored to any particular business or industrial problem. Write for information.

Instructors
Associate instructors who have served at Freedom School:

R. W. Holmes
Design engineer, Boeing Aircraft, Seattle, Washington

Frank Chodorov
Editor, author, New York City, N.Y.

Elgie C. Marcks
Professor of economics, University of Wisconsin at Milwaukee

V. Orval Watts, Ph.D.
Economist, author, Altadena, California

Oscar W. Cooley
Professor of economics, Ohio Northern University, Ada, Ohio

Ruth Alexander, Ph.D.
Nationally syndicated columnist, New Canaan, New York

James L. Doenges, M.D.
Surgeon; past president, Association of American Physicians & Surgeons, Anderson, Indiana

Ruth S. Maynard, Ph.D.
Professor of economics, Lake Erie Women’s College, Painesville, Ohio

Leonard E. Read
Founder-president, Foundation for Economic Education, Irvington-on-Hudson, New York

Rose Wilder Lane
Author, journalist, Danbury, Connecticut

F. A. Harper, Ph.D.
Economist, author, Burlingame, California

Salvatore Saladino, Ph.D.
Professor of history, Queens College, Flushing, New York

Wm. J. Grede
President and chairman of the board, J. I. Case Co., Racine, Wis.; past president, National Association of Manufacturers; chairman of the board, Grede Foundries

Wm. A. Paton, Ph.D.
Economist, professor of accounting, School of Business Administration, University of Michigan, Ann Arbor

Chas. E. Stenicka, III
Labor relations consultant, Midwest Employers Council, Lincoln, Nebraska

Transportation

Make your travel arrangements to come to Colorado Springs. It is serviced by leading airlines, bus and train companies. The school management will not guarantee to pick up students at any other destination.

You will be expected to be waiting at the Antlers Hotel in downtown Colorado Springs by 5 p.m. on the Sunday before your course begins. The school station wagon will pick you up from the lobby. You’ll be returned to the lobby of the Antlers Hotel on the Saturday following the conclusion of the course.

On your drive to the school (about 27 miles) you’ll glimpse the colorful rugged Colorado countryside, with Pikes Peak towering off to your left.

After registering, a delicious dinner with your fellow students will introduce you to life at the school, with your first night’s sleep in the pine-scented foothills of the Rocky Mountains.

Meals

All meals are served buffet style. With the exception of the Sunday morning picnic, breakfast and dinner are eaten in the school dining room. Weather permitting, luncheon is eaten out-of-door at the tables adjacent to the kitchen.

Top-right: Following one week of intensive study, weather permitting, a barbecue breakfast is held Sunday at 8:30 a.m. in a wooded glen.
Lower-left: In the foreground is Thunderbird residence cabin, which is duplicated by Falcon cabin (not shown). The building in the upper right portion of the photograph is the dining room. Adjacent to the dining room is the school’s library.

Clothes

There will be no formal functions requiring “dressing up.” On nights when “open house” is held, ordinary street wear is appropriate. Otherwise, comfortable western clothes are preferable. Students who like horseback riding are encouraged to bring at least one pair of jeans. Sturdy shoes which give support to ankles are necessary if you are interested in either riding or hiking.

Resort wear is in keeping for recreational activities. For class, sport shirts and cotton dresses are suitable, with slacks and sweaters for cooler evenings. Clothes should be warm and serviceable. The elevation of the school is at 7,000 feet in the foothills of the Rockies. Days are warm but evenings are always cool.

Accommodations

The Freedom School is placed in a remote setting of woodland beauty. Accommodations are delightful and fully modern. Buildings are finished in natural logs to provide an atmosphere of early American simplicity. Most rooms accommodate from two to four students. There are ample porches, desks and chairs for study or relaxation.

Recreation

The school owns a small string of fine saddle horses which the students may ride during the morning hours. On the property are many fine hiking trails. There is a badminton court, a volleyball court and an archery range. All equipment is furnished by the school.

Library

In the school library is a fine collection of books on libertarian philosophy.

Included is a wide selection of titles on political science, history. biography, economics, philosophy and kindred subjects.

Philosophy

The Freedom School provides an intellectual avenue toward economic truths. From the primary and basic definitions of truth and freedom, the student moves rapidly through the philosophy of socialism, communism, and interventionism to individualism.

The course of instruction is intensive and demanding. It isn’t a “snap” affair. Ideas presented are far-reaching and challenging. To complete the course successfully, it is not necessary to agree with points of view offered. But individual effort is necessary even though conformity is neither required nor sought.

Accreditation

The school is not interested in issuing credits or diplomas.

Certificates of proficiency are presented to those who successfully complete any of the school’s courses. No certificates are awarded during Workshop attendance.

How Do I Enroll?

Make use of the appropriate enclosed enrollment form.

Await confirmation of your enrollment. We will be as prompt as possible.

Enrollment agreements are made for the FULL TWO-WEEK SESSIONS. No reduction or refund is made where a student withdraws during the session or is absent for part of the session, unless upon certification of a physician.

The school reserves the right to ask the withdrawal of a student whose health, in the judgment of the school’s medical advisor, is such as to endanger the student himself or the other students; or of a student who, in the judgment of the school administration, is not in sympathy with the standards, objectives and ideals of the school. A student who is asked to withdraw by the school will receive a pro-rata reduction in charges.

Who Can Attend?

The school is particularly designed for the enrollment of businessmen, executives, branch managers, department heads and others who carry the burden of free enterprise. Special courses limited to executives have been provided. However, executives may also enroll in any of the other courses offered.

The school is also eager to attract young men and women who are at least 16 years of age and who have a mature outlook.

Any American is eligible, man or woman, who is concerned with the conflicting philosophies apparent in our society and who wishes to study the economic truths respecting these philosophies. Prior scholastic achievement is not necessary.

The directors will make every effort to place applicants in courses with enrollees of similar backgrounds and interests. The right to approve or reject applications for enrollment is unconditionally reserved by the Board of Directors.

Tuition

Explorations in Human Action
(for Executives)
$350.00
Wives who wish to accompany husbands $175.00
Comprehensive Courses $275.00
(Scholarships are available for some of the Comprehensive sessions)
Workshop $ 60.00
NOTE: No scholarships are available for any sessions at Freedom School
except the Comprehensive sessions.

What Tuition Covers

Whether the student elects to pay his own tuition or obtains a full or partial scholarship, all tuitions listed are full-expense tuitions. There are NO extras required.

Tuition includes transportation to the school from Colorado Springs, Colorado, and return to Colorado Springs. It includes all meals and lodging while at the school. It includes all required books and study materials. Certain books will be presented to the student for his permanent use. It includes all costs of instruction and recreation, including horseback riding.

Students wishing to provide notebooks for themselves, to buy extra books, tape recordings of meetings, or photographs of the scenery, do so at their own expense,

How is School Supported?

To begin with, the school is NOT supported by tax money or by government handouts.

Its primary income comes from tuitions paid by students.

In addition, it receives grants, contributions and benefactions from individual Americans.

It has several scholarship funds which assist in providing tuition for students.

It receives assistance from certain business and professional groups, and has been remembered in several last wills and testaments.

All contributions to the Freedom School are exempt from the federal income tax.

Publications

This Bread is Mine” … $4.95
Robert LeFevre (American Liberty Press)

Rise and Fall of Society” … $3.95
Frank Chodorov (Devin-Adair Co.)

Why Wages Rise” (paperback ) … $1.50
F. A. Harper (Foundation for Economic Education)

Mainspring” (paperback) … $1.50
Henry Grady Weaver (Foundation for Economic Education).

Liberty – A Path to its Recovery” (paperback) … $1.50
F. A. Harper (Foundation for Economic Education).

The Nature of Man and his Government” (paperback) … $1.00
Robert Lefevre (Caxton Printers, Ltd.).

The Law” (paperback) … $1.00
Frederic Bastiat (Foundation for Economic Education)

“Should We Strengthen the United Nations?” (paperback) … $0.75
V. Orval Watts (Pine Tree publication).

“Jobs For All — Who Want To Work” (pamphlet) … $0.35
F. A. Harper (Pine Tree publication) [The Writings of F. A. Harper. Volume 2: Shorter Essays, pp. 184-206]

“Flight to Russia” (pamphlet) … $0.25
Frank Chodorov (Pine Tree publication)

Liberty Defined” (pamphlet) … $0.25
F. A. Harper (Pine Tree publication).

Anarchy” (pamphlet) … $0.15
Robert Lefevre (Pine Tree publication)

Quantity purchases are available for discount in some cases. Write for information.

Pine Tree

The Pine Tree is the Freedom School’s tabloid newspaper published every two weeks, with the exception of the period from December 15 through January 15. Subscription rates are $10.00 per year, two years for $17.50, single copies free on request.

It acts as a forum answering questions sent in by its subscribers. Regular columnists include: George Boardman, Ph.D., Chloride, Arizona; Roger Lea McBride, Esq., New York, N.Y.

Robert LeFevre, editor of the Colorado Springs Gazette Telegraph. Libertarians and economists of note will contribute guest columns.

Board of Directors

Ruth Dazey
William J. Froh
Lois Lefevre
Robert Lefevre
Marjorie Llewellin
Edith Shank
Robert B. Rapp

Board of Trustees

Robert W. Baird, Jr.
Milwaukee, Wisconsin

James L. Doenges, M. D.
Anderson, Indiana

Wm. J. Grede
Racine, Wisconsin

Harry H. Hoiles
Colorado Springs, Colorado

R. W. Holmes
Bellevue, Washington

Ned W. Kimball
Waterville, Washington

Board of Graduate Fellows

Mrs. Mabelle Acorn
Colville, Washington
Mr. Ira T. Langlois, Sr.
Madison, Wisconsin
Mr. C. W. Anderson
Milwaukee, Wisconsin
Mr. J. Dohn Lewis
Colorado Springs, Colorado
Mr. Harold Angier
San Francisco, California
Prof. Elgie C. Marcks
Milwaukee, Wisconsin
Dr. Lyman W. Applegate
Colorado Springs, Colorado
Mr. John H. Marsh
New York, New York
Mrs. Hermona C. Beardslee
Woodstock, Illinois
Rev. Warren L. Norton
Greeley, Colorado
Mr. Robert E. Borchardt
Rockford, Illinois
Mr. Rodney H. Peck
Seattle, Washington
Mr. George A. Brightwell, Jr.
Houston, Texas
Mr. Fred C. Petersen
Mexico City. Mexico
Mr. Thomas C. Buckley
Los Angeles, California
Mr. Sartell Prentice, Jr.
Pasadena, California
Mr. John J. Callahan, Jr.
Reading, Massachusetts
Mr. Bryson Reinhardt
Cloverdale, Oregon
Mr. William J. Colson
Palm Springs, California
Mr. George Resch
Burlingame, California
Prof. Oscar W. Cooley
Ada, Ohio
Mr. O. R. Riddle
Eagle Pass, Texas
Mr. Jim Dean
Houston, Texas
Mr. Pat O. Riley
Lima, Ohio
Mr. W. Dewey DeFlon
Colorado Springs, Colorado
Mr. Richard D. Schwerman
Hales Corners, Wisconsin
Mr. Dan Foley
Fairmont, West Virginia
Mr. Roland R. Selin
Salt Lake City, Utah
Mr. R. N. Gatewood
Samnorwood, Texas
Mr. Elwood P. Smith
Chicago, Illinois
Mr. Robert M. Gaylord, Jr.
Rockford, Illinois
Mr. R. J. Smith
Menlo Park, California
Mr. Frederick C. Gosewisch
Elm Grove, Wisconsin
Mr. Charles E. Stenicka III
Lincoln, Nebraska
Mr. G. F. Grant
Colorado Springs, Colorado
Mr. R. J. Sumners
Muskegon, Michigan
Mr. J. W. Greene
Spartanburg, South Carolina
Mr. Leonard A. Talbot
Santa Rosa, California
Mr. Gene Hausske
Palmer Lake, Colorado
Mr. John E. Tate
Omaha, Nebraska
Mrs. Evis S. Mays
Pueblo, Colorado
Mr. Herman A. Tessmann
Milwaukee, Wisconsin
Mr. James D. Heiple
Pekin, Illinois
Mr. Walter B. Thompson
Fort Worth, Texas
Mr. Roland H. Hennarichs
Milwaukee, Wisconsin
Mr. Ross Thoresen
Salt Lake City, Utah
Mr. Frederick M. Hoagland
Chicago, Ilinois
Mrs. Louise Young
Pasadena, Texas
Mr. James Kolb
Edmond, Oklahoma

These graduates are among those who serve as a point of reference for the school. Their own experience enables them to vouch for the work being done at Freedom School.

Source: Images and text from the 1962 Prospectus of the Freedom School found in the Hoover Institution Archives. Papers of V. Orval Watts, Box 4.

Categories
Economists Harvard Sociology Wellesley Wing Nuts

Harvard. Economics Ph.D. alumnus. Vervon Orval Watts, 1932

 

You are about to encounter a Harvard Ph.D. economist, vintage 1932, who illustrates just how deep the roots of American right-wing economics can be traced. 

A disciple of Harvard Professor Thomas Nixon Carver, Vervon Orval Watts evolved from his checkered pre- and post-Harvard Ph.D. (1932) academic career to become an apostle of laissez-faire, anti-Keynesianism, anti-globalism, and anti-communism — first as chief economist of the Los Angeles Chamber of Commerce and later as an editor/economist with the Foundation for Economic Education. In 1963 he became a leading figure at the young conservative business college, the Northwood Institute (now Northwood University) in Michigan, where he headed the Division of Social Studies over the next two decades.

Watts was hired by Leonard Read [greatest hit “I, Pencil”] in 1939 to become the chief economist for the Los Angeles Chamber of Commerce, where Leonard Read was executive director. Read later made Watts the leading economist at the Foundation for Economic Education (FEE). From Watts’ papers at the Hoover Institution Archives, Economics in the Rear-view Mirror was able to provide some of the back-story to the publication of the FEE publication “Roofs or Ceilings?, a famous Friedman-Stigler anti-rent-control pamphlet from 1946.

The Foundation for Economic Education posted a previously unpublished interview with Watts that took place in the mid-1970s. Here is a link to an archived copy.

Birth/Death Dates for Vervon Orval Watts:

Born: March 25, 1898 in Walkerton, Bruce County, Ontario, Canada
Died:  March 30, 1993 in Palm Springs, California.

Fun Facts: Northwood University is home to the DeVos Graduate School of Management. The DeVos family (Amway) was married into by Elisabeth (Betsy) Dee Prince who is currently serving as the United States Secretary of Education. Her brother Erik Prince is the founder of Blackwater USA.

__________________

From Harvard University sources

1926-27. Vervon Orval Watts was the Christopher M. Weld Scholar in Economics. Fifth-Year Graduate Student. Instructor in Economics and Tutor in the Division of History, Government, and Economics.

Source: Report of the President of Harvard College, 1926-1927, p. 111.

*  *  *  *  *  *

Ph.D. awarded in 1932

Vervon Orval Watts, A.B. (Univ. of Manitoba) 1918, A.M. (Harvard Univ.) 1923.
Subject, Economics. Special Field, Sociology. Thesis, “The Development of the Technological Concept of Production in Anglo-American Thought.”
Associate Professor of Economics, Antioch College.

Source: Report of the President of Harvard College, 1931-1932, p.124.

__________________

Vervon Orval Watts
(1898-1993)
c.v.

Taught in Gilbert Plains High School in Ontario, Canada.

1923-26. Instructor in Sociology, Clark University.

1927-29. Instructor Harvard University.

1930. Visiting lecturer, Wellesley College.

1930-36. Associate professor of economics, Antioch College.

1936-39. Associate professor of economics, Carleton College.

1939-46. Economic counsel, Los Angeles Chamber of Commerce.

1946-49. Editorial director and economist, The Foundation for Economic Education.

1949-51. Visiting professor of economics, Claremont Men’s College.

1949-64. Economic counsel, Southern California Edison Company.

1951-57. Columnist, Christian Economics.

1961-63. Visiting professor of economics, Pepperdine College.

In the mid-1960s Watts was the Dean of the short-lived Freedom School Phrontistery in Colorado, the brainchild of Robert LeFevre that was to become a libertarian version of Politics, Philosophy, and Economics.

1963–84. Professor of economics and chairman of the Division of Social Studies, Northwood, Institute.

1975-76. First Lundy Professor of the Philosophy of Business at Campbell University, N.C. [on leave of absence from Northwood Institute].

Producer and moderator of radio and television forum programs.
Regular contributor to The Freeman and The National Review.

Books:

Why Are We So Prosperous.[1938]
Do We Want Free Enterprise
? [1944]
Away from Freedom, the Revolt of the College Economists. [1952]
Union Monopoly: Cause and Cure. [1954]
The United Nations: Planned Tyranny.[1955]
Politics vs. Prosperity. [author and editor, 1976]

Sources: V. Orval Watts (Co-Author and Editor). Free Markets or Famine.[link to 1975 second edition] Midland, Michigan: Ford Press, 1967, p. 578. Copy in the Hoover Institution Archives. Papers of V. Orval Watts. Box 17. Obituary in the Los Angeles Times, 1 April 1993.

*  *  *  *  *  *

Obituary by a comrade-in-arms

Murray N. Rothbard, “V. Orval Watts: 1898-1993” reprinted in Making Economic Sense (2nded., 2006), pp. 450-452.

__________________

Vervon Orval Watts (1898-1993)
Selected Awards

1918. Gold Medalist in political economy, University of Manitoba.

1967. Liberty Award, Congress of Freedom, Birmingham, Alabama.

1967. Honor Certificate Award, Freedom Foundation, Valley Forge.

Source: Southwest Dallas County Suburban (Jan. 21, 1971) p. 9.

__________________

Obituary

V. Orval Watts; Chamber of Commerce Economist
by Myrna Oliver

Los Angeles Times, April 01, 1993

V. Orval Watts, the first full-time economist employed by a chamber of commerce in the United States, has died in Palm Springs at the age of 95.

Watts, who died Tuesday, was named in 1939 as economic counsel for the Los Angeles Chamber of Commerce, which at the time was the largest organization of its kind in the world. He continued in the position until 1946, when he became editorial director for the Foundation for Economic Education in Irvington-on-Hudson, N.Y.

Before the United States was thrust into World War II, Watts advised businessmen convening in Los Angeles that “Europe’s war” should teach Americans four things–to avoid war, to avoid monopolies and price-fixing, to avoid restrictions on trade and output designed to make work or maintain prices, and to remember that credit is sound only when based on production.

Once the United States was in the war, Watts repeatedly cautioned that wartime inflation created only the illusion of prosperity rather than actual prosperity.

Vervon Orval Willard Watts was born March 25, 1898, in Manitoba [sic, Ontario], Canada, and earned his bachelor’s degree at the University of Manitoba in 1918. He later earned master’s and doctoral degrees in economics at Harvard University.

He taught for more than six decades–at Gilbert Plains High School in Ontario, Canada; Clark University; Harvard; Wellesley; Antioch College; Carlton College; Claremont Men’s College; Pepperdine University, and Campbell College. He was professor emeritus of Northwood University, where he served as director of economic education and chairman of the Division of Social Studies from 1963 to 1984.

Watts also served during the 1950s as economic counsel for Southern California Edison, Pacific Mutual and other companies in Los Angeles. He contributed regularly to publications such as “Christian Economics,” “The Freeman” and “National Review.”

His books included “Why Are We So Prosperous?” in 1938, “Do We Want Free Enterprise?” in 1944, “Away from Freedom” in 1952, “Union Monopoly” in 1954, “United Nations: Planned Tyranny” in 1955, “Free Markets or Famine” in 1967 and “Politics vs. Prosperity” in 1976.

Watts is survived by his wife, Carolyn Magill Watts; a son, Thomas; daughters Joan Carter, Carol Higdon and Louise Crandall; nine grandchildren, and two great-grandchildren…

Source: Los Angeles Times. April 1, 1993.

__________________

Brief, Official History of Northwood University

On March 23, 1959, two young men with an idea, a goal, and a pragmatic philosophy to encompass it all, broke away from their careers in a traditional college structure to create a new concept in education.

Their visionary idea became a reality when Dr. Arthur E. Turner and Dr. R. Gary Stauffer enrolled 100 students at Northwood Institute. They used a 19th-century mansion in Alma, Michigan, as a school building, a small amount of borrowed money for operating expenses and a large amount of determination.

Northwood was created as the world was changing. The Russians had launched Sputnik and America was soon to follow. Stauffer and Turner watched the race to space. They envisioned a new type of university – one where the teaching of management led the way. While the frontiers of space were revealing their mysteries, Stauffer and Turner understood all endeavors – technical, manufacturing, marketing, retail, every type of business – needed state-of-the-art, ethics-driven management.

Time has validated the success of what these two young educators called “The Northwood Idea” – incorporating the lessons of the American free-enterprise society into the college classroom.

Dr. David E. Fry took the helm in 1982 and then Dr. Keith A. Pretty in 2006, each continuing the same ideals as Stauffer and Turner, never wavering from the core values. The University grew and matured. Academic curricula expanded; Northwood went from being an Institute to an accredited University, the DeVos Graduate School of Management was created and then expanded; the Adult Degree Program and its program centers expanded to over 20 locations in eight states; international program centers were formed in Malaysia, People’s Republic of China, Sri Lanka, and Switzerland; and significant construction like the campus Student Life Centers added value to the Northwood students’ experience. New endeavors such as Aftermarket Studies, entertainment and sports management and fashion merchandising, along with a campus partnership in Montreux, Switzerland, demonstrate an enriched experience for all our students.

With a clearly articulated mission to develop the future leaders of a global, free-enterprise society, Northwood University is expanding its presence in national and international venues. Professors are engaged in economic and policy dialogue; students are emerging as champions in regional and national academic competitions. At all campuses and in all divisions, Northwood University is energized and is actively pursuing dynamic programming and increased influence.

Northwood University educates managers and entrepreneurs – highly skilled and ethical leaders. With more than 57,000 alumni and a vibrant future ahead, The Northwood Idea is alive and well.

 

Source: Northwood University website.

Image Source: Harvard Class Album, 1932.