On the Origins of the Modern Corporation and Private Property
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Paul H. Douglas Interviewer: John Newhouse Date of Interview: June 6, 1964 Place of Interview: Washington, D.C
Paul H. Douglas, Oral History Interview – 6/6/1964 Administrative Information Creator: Paul H. Douglas Interviewer: John Newhouse Date of Interview: June 6, 1964 Place of Interview: Washington, D.C. Length: 33 pages, 2 addenda Biographical Note Douglas, a U.S. Senator from Illinois from 1949 to 1967, discusses his memories of John F. Kennedy as a Senator and as President, including his work on labor and civil rights legislation, among other issues. Access Open. Usage Restrictions According to the letter of agreement signed February 2, 1972, copyright of these materials has been assigned to the United States Government. Users of these materials are advised to determine the copyright status of any document from which they wish to publish. Copyright The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Under certain conditions specified in the law, libraries and archives are authorized to furnish a photocopy or other reproduction. One of these specified conditions is that the photocopy or reproduction is not to be “used for any purpose other than private study, scholarship, or research.” If a user makes a request for, or later uses, a photocopy or reproduction for purposes in excesses of “fair use,” that user may be liable for copyright infringement. This institution reserves the right to refuse to accept a copying order if, in its judgment, fulfillment of the order would involve violation of copyright law. The copyright law extends its protection to unpublished works from the moment of creation in a tangible form. -
National Academy of Arbitrators HISTORY COMMITTEE INTERVIEW Arthur Stark NAA President, 1977 Interviewed by Dennis Nolan May
National Academy of Arbitrators HISTORY COMMITTEE INTERVIEW Arthur Stark NAA President, 1977 Interviewed by Dennis Nolan May 29,1980 1 ARTHUR STARK PRESIDENT OF THE NATIONAL ACADEMY OF ARBITRATORS 1977 TO 1978 INTERVIEWED BY DENNIS NOLAN AT THE CHICAGO HILTON AND TOWERS, CHICAGO, ILLINIOS MAY, 29, 1989 Dennis Nolan: This is Monday, May 29, in Chicago, Illinois, on the first day of the Annual Meeting of The National Academy of Arbitrators. I am Dennis Nolan and I am interviewing today Arthur Stark, who was president of The National Academy in 1977. Arthur, perhaps you could start us off with some information on your background. Could you tell me, first of all, where you were born, raised, educated. Arthur Stark: Well, I was born three score and ten years ago in New York City. I was raised in Manhattan, on the upper west side. I went to elementary and high school at something called the Ethical Cultures School in New York. We lived across the street from Columbia University on Broadway and 115th Street and I played on the Columbia tennis couirts. I went, are you interested 2 in college, at this point? Yes, you might as well, go on. Since Columbia was so close, I decided to go to College at the University of Chicago. The reason, principley, was that I was interested in labor relations even at that tender age. Looking around the country, there were two Universities that appealed to somebody like me. One was the University of Wisconsin, one was the University of Chicago and I chose Chicago. -
The Institutionalist Reaction to Keynesian Economics
Journal of the History of Economic Thought, Volume 30, Number 1, March 2008 THE INSTITUTIONALIST REACTION TO KEYNESIAN ECONOMICS BY MALCOLM RUTHERFORD AND C. TYLER DESROCHES I. INTRODUCTION It is a common argument that one of the factors contributing to the decline of institutionalism as a movement within American economics was the arrival of Keynesian ideas and policies. In the past, this was frequently presented as a matter of Keynesian economics being ‘‘welcomed with open arms by a younger generation of American economists desperate to understand the Great Depression, an event which inherited wisdom was utterly unable to explain, and for which it was equally unable to prescribe a cure’’ (Laidler 1999, p. 211).1 As work by William Barber (1985) and David Laidler (1999) has made clear, there is something very wrong with this story. In the 1920s there was, as Laidler puts it, ‘‘a vigorous, diverse, and dis- tinctly American literature dealing with monetary economics and the business cycle,’’ a literature that had a central concern with the operation of the monetary system, gave great attention to the accelerator relationship, and contained ‘‘widespread faith in the stabilizing powers of counter-cyclical public-works expenditures’’ (Laidler 1999, pp. 211-12). Contributions by institutionalists such as Wesley C. Mitchell, J. M. Clark, and others were an important part of this literature. The experience of the Great Depression led some institutionalists to place a greater emphasis on expenditure policies. As early as 1933, Mordecai Ezekiel was estimating that about twelve million people out of the forty million previously employed in the University of Victoria and Erasmus University. -
Technological Parables and Iconic Illustrations: American Technocracy and the Rhetoric of the Technological Fix
Johnston, S. F. (2017) Technological parables and iconic illustrations: American technocracy and the rhetoric of the technological fix. History and Technology, 33(2), pp. 196-219. There may be differences between this version and the published version. You are advised to consult the publisher’s version if you wish to cite from it. http://eprints.gla.ac.uk/141781/ Deposited on: 30 May 2017 Enlighten – Research publications by members of the University of Glasgow http://eprints.gla.ac.uk History and Technology 33 (2017) Technological parables and iconic illustrations: American Technocracy and the rhetoric of the technological fix Sean F. Johnston University of Glasgow School of Interdisciplinary Studies Rutherford-McCowan Building, Bankend Road, Dumfries DG1 4ZL, UK [email protected] tel +44 1387-702038 Abstract This paper traces the role of American technocrats in popularizing the notion later dubbed the “technological fix”. Channeled by their long-term “chief”, Howard Scott, their claim was that technology always provides the most effective solution to modern social, cultural and political problems. The account focuses on the expression of this technological faith, and how it was proselytized, from the era of high industrialism between the World Wars through, and beyond, the nuclear age. I argue that the packaging and promotion of these ideas relied on allegorical technological tales and readily-absorbed graphic imagery. Combined with what Scott called “symbolization”, this seductive discourse preached beliefs about technology to broad audiences. The style and conviction of the messages were echoed by establishment figures such as National Lab director Alvin Weinberg, who employed the techniques to convert mainstream and elite audiences through the end of the twentieth century. -
Paul Douglas, of the Cobb-Douglas Production/Utility Function
Paul Douglas, of the Cobb‐Douglas Production/Utility Function The Cobb‐Douglas production function was developed in the 1920s by Charles Cobb (a mathematician at Amherst College) and Paul Douglas (an economics professor at the University of Chicago). Douglas led an interesting life: an economics professor, then a war hero in World War II (enlisting as a private at the age of 50!), then 18 years as a US Senator from Illinois. You can read about him at http://en.wikipedia.org/wiki/Paul_Douglas Note especially the section on military service. The book "With the Old Breed," written by WW II enlisted man E.B. Sledge, has been called "one of the most important accounts of war that I have ever read" by one historian, and "one of the finest memoirs to emerge from any war" by another. The book is about the horrific, bloody battles for the Pacific islands of Peleliu and Okinawa. Substantial parts of Ken Burns’s series The War were based on Sledge’s book. Here's an excerpt about Paul Douglas from Sledge’s book: We hadn't noticed him before he spoke. He wore green dungarees, leggings, and a cloth‐covered helmet like ourselves and carried a .45 caliber automatic pistol like any mortar gunner, machine gunner, or one of our officers. Of course, he wore no rank insignia, being in combat. What astonished us was that he looked to be more than fifty years old and wore glasses ‐‐ a rarity (for example, only two men in Company K wore them). When he took off his helmet to mop his brow, we saw his gray hair. -
Teaching About Propaganda
R. Hobbs & S. McGee, Journal of Media Literacy Education 6(2), 56 - 67 Available online at www.jmle.org The National Association for Media Literacy Education’s Journal of Media Literacy Education 6(2), 56 - 67 Teaching about Propaganda: An Examination of the Historical Roots of Media Literacy Renee Hobbs and Sandra McGee Harrington School of Communication and Media, University of Rhode Island Abstract Contemporary propaganda is ubiquitous in our culture today as public relations and marketing efforts have become core dimensions of the contemporary communication system, affecting all forms of personal, social and public expression. To examine the origins of teaching and learning about propaganda, we examine some instructional materials produced in the 1930s by the Institute for Propaganda Analysis (IPA), which popularized an early form of media literacy that promoted critical analysis in responding to propaganda in mass communication, including in radio, film and newspapers. They developed study guides and distributed them widely, popularizing concepts from classical rhetoric and expressing them in an easy-to-remember way. In this paper, we compare the popular list of seven propaganda techniques (with terms like “glittering generalities” and “bandwagon”) to a less well-known list, the ABC’s of Propaganda Analysis. While the seven propaganda techniques, rooted in ancient rhetoric, have endured as the dominant approach to explore persuasion and propaganda in secondary English education, the ABC’s of Propaganda Analysis, with its focus on the practice of personal reflection and life history analysis, anticipates some of the core concepts and instructional practices of media literacy in the 21st century. Following from this insight, we see evidence of the value of social reflection practices for exploring propaganda in the context of formal and informal learning. -
Frank Myron Guttman the HEBREW FREE LOAN ASSOCIATION OF
Frank Myron Guttman THE HEBREW FREE LOAN ASSOCIATION OF MONTREAL The Jew is not a burden on the charities of the state nor of the city; these could cease their func- tions without affecting him….A Jewish beggar is not impossible: perhaps such a thing may exist, but there are few men who can say that they have seen that spectacle.1 Many Montreal businessmen, some of whom have been or are now on the board of directors owe their start up and subsequent success to the Hebrew Free Loan Association (HFLA). The primary purpose of the HFLA is to lend interest-free money to the needy, to people who could not otherwise obtain loans from banks or mortgage companies. The practice began in the Middle Ages in Europe and spread to America at the end of the nineteenth century. The principal of interest-free loans is based on biblical and rabbinic injunctions as well as Jewish practices that have evolved through time. The HFLA endeav- ours to reduce pauperism through the mechanism of helping individuals to help themselves. This approach was judged a better solution to poverty than charity in that it provides the tools for the poor to increase their financial security. The mode of operation of the association is such that it minimizes the shame associated with a loan by providing unmarked cheques. An underlying secondary purpose of the HFLA is to fight anti- semitism by demonstrating both that Jews are not usurers and that they look after their own. 46 Frank Myron Guttman The Montreal HFLA was established in 1911. -
The Causes of the Great Depression an Online Professional Development Seminar
The Causes of the Great Depression An Online Professional Development Seminar Colin Gordon Professor of History University of Iowa We will begin promptly on the hour. The silence you hear is normal. If you do not hear anything when the images change, e-mail Caryn Koplik [email protected] for assistance. Causes of the Great Depression GOAL The goal of this seminar is to develop an historical explanation for both the onset, and the severity, of the Great Depression in the United States. Among the many competing explanations (both contemporary and scholarly), we focus on the collapse of demand in the interwar economy and the challenge of restoring that demand in an era of limited federal powers. americainclass.org 2 Causes of the Great Depression FROM THE FORUM Challenges, Issues, Questions What, if any, government action led to the Great Depression? What private action, both on the part of individuals and business, led to the Depression? What is the relationship, if any, between the consumerism of the 1920s and the Great depression? How much blame should be placed on consumers themselves in terms of installment buying, credit, and stock market speculation? To what extent should “buying on margin” and overconsumption be factored into the causation of the GD? Were there any warnings to the Great Depression? Was there any warning to the decline of the business cycle? Why was the Great Depression so severe? americainclass.org 3 Causes of the Great Depression FROM THE FORUM Challenges, Issues, Questions In what ways was -
To Download the PDF File
REPORT A Road Map for Worldwide Financial Services Innovation George Hofheimer, Chief Knowledge Officer, Filene Research Institute Andrew Downin, Innovation Director, Filene Research Institute Linda Young, Founder, ponderpickle Acknowledgments Filene thanks Desjardins for its generous sup- port and curiosity in bringing the innovation topic to a larger audience. We also wish to thank PSCU for their ongo- ing support, especially around the innovation topic. Table of Contents 4 EXECUTIVE SUMMARY 6 CHAPTER 1 What Is Innovation? 9 CHAPTER 2 The Role of Innovation in Financial Services 16 CHAPTER 3 Global Financial Innovations 30 CHAPTER 4 The Filene Method: Delivering Financial Innovation 42 CHAPTER 5 Conclusions and Recommendations 44 ENDNOTES 48 LIST OF FIGURES 50 ABOUT THE AUTHORS 52 ABOUT FILENE Executive Summary Overview In a recent blog post on innovation, Joseph E. Stiglitz, who is, among other things, a Nobel laureate in economics and a professor at Columbia Univer- In financial services, sity, discussed what he described as “the innovation enigma.” In short, innovation works best he says there isn’t always a clear link between innovation and GDP statis- when it can deliver tics, which he equates with improved living standards. Stiglitz goes on to discuss the fact that innovation in the financial services sector—especially increased benefits to as illustrated by innovations popular before the 2008 economic collapse— members. The Filene often meant “devising better ways of scamming others, manipulating approach was designed to markets without getting caught (at least for a long time), and exploiting market power.”1 help innovators optimize their abilities to ideate, Not exactly the rosy glow that “innovation” usually engenders, huh? Is it test, and implement possible for innovation in the financial services sector to create positive results for the “little guy?” Or is financial services innovation, by its very cutting edge solutions. -
Educational Directory 1°30
UNITED STATESDEPARTMENT OF THE INTERIOR RAY LYMAN WILBUR. Secretary s. OFFICE OF EDUCATION WILLIAM JOHN COOPER. Commissioner BULLETIN, 1930, No. 1 EDUCATIONAL DIRECTORY 1°30 1 --"16. ,0 DANIA el 9-111911,- , Al.. s."2:1,_ 111 %. a a. Al. UNITED STATES GOVEANNIENT PRINTING OFFICE WASHINGTON:1930 - bes oh by the Swerintendept ofDocuments, Yashington, D. C. e . Price 30 casts o ) ..:41 1\1 456391 g. JUrl-71118 AC4 1,69 \ '30 ,1101141117111.... swim r-" R :7) - - -.40- - t .1.111= CONTENTS I 1 Page I. United StatesOffice ofEducation___ _ _ 1 II. PrincipalState schoolofficers .. ______ .. ... s .;2 III. Countyand other localsuperintendents of schools'_ _...... _ .............. 16 Iv. Superintendentsof public schoolsin cities andtowns 40 I V. Public-schoolbusiness managers_______- ____---.--..... --- 57, VI. Presidentsof tiniversitiesand colleges 58 VII. Presidents of juniorcolleges _ , 65 VIII. Headsof departmentsof education_ 68 "P r Ix. Presidentsor WM OW .N. deans of sehoolsof theology__ m =0 MMM .. ../ Mt o. w l0 X. Presidentsordeans of schools oflaw _ 78 XI. Presidentsor deans of schools of medicinP M Mo". wt. MP OM mm .. 80 XII. Presidentsordeans of schoolsof dentistry__.---- ___--- - 82 XIII. Prusidentsordeans of dchoolsof pharmacy_____ .. 82 XIV. PNsidentsofrschools ofosteopathy : 84 XV. Deansof schools ofveterinary medicine . 84 XVI. Deansof collegiateschools ofcommerce 84 XVII. Schools, colleges,ordepartments ofengineering _ 86 XVIII. Presidents,etc., of institutions forthetraini;igof teachers: , (1) Presidents ofteachers colleges__:__aft do am IND . _ . _ 89 (2) Principals of Statenormal schools_______ _ N.M4, 91 (3) Principals ofcity public normalschools___ __ _ 92 (4) Principals ofprivate physicaltraining schoolss.,__ _ 92 (5) Prinoipals ofprivatenursery,kindergarten, andprimary training schools 93 (6) Principals of privategeneral training schools 93 XIX. -
Marriner S. Eccles and the 1951 Treasury – Federal Reserve Accord: Lessons for Central Bank Independence
Working Paper No. 747 Marriner S. Eccles and the 1951 Treasury – Federal Reserve Accord: Lessons for Central Bank Independence by Thorvald Grung Moe* Levy Economics Institute of Bard College January 2013 * Thorvald Grung Moe is a senior adviser at Norges Bank, the central bank of Norway, and a research associate at the Levy Economics Institute. The views expressed in this paper are those of the author and do not necessarily represent the position of Norges Bank. The Levy Economics Institute Working Paper Collection presents research in progress by Levy Institute scholars and conference participants. The purpose of the series is to disseminate ideas to and elicit comments from academics and professionals. Levy Economics Institute of Bard College, founded in 1986, is a nonprofit, nonpartisan, independently funded research organization devoted to public service. Through scholarship and economic research it generates viable, effective public policy responses to important economic problems that profoundly affect the quality of life in the United States and abroad. Levy Economics Institute P.O. Box 5000 Annandale-on-Hudson, NY 12504-5000 http://www.levyinstitute.org Copyright © Levy Economics Institute 2013 All rights reserved ISSN 1547-366X ABSTRACT The 1951 Treasury – Federal Reserve Accord is an important milestone in central bank history. It led to a lasting separation between monetary policy and the Treasury’s debt-management powers, and established an independent central bank focused on price stability and macroeconomic stability. This paper revisits the history of the Accord and elaborates on the role played by Marriner Eccles in the events that led up to its signing. As chairman of the Fed Board of Governors since 1934, Eccles was also instrumental in drafting key banking legislation that enabled the Federal Reserve System to take on a more independent role after the Accord. -
The Fiscal Revolution and Taxation: the Rise of Compensatory Taxation, 1929–1938
THORNDIKE 9/4/2010 11:15:04 AM THE FISCAL REVOLUTION AND TAXATION: THE RISE OF COMPENSATORY TAXATION, 1929–1938 JOSEPH J. THORNDIKE* I INTRODUCTION In his classic study of federal economic policy, The Fiscal Revolution in America,1 Herbert Stein offered a telling comparison. In 1931, faced with rising unemployment and a growing budget deficit, President Herbert Hoover proposed a tax increase. In 1962, faced with similar (if less acute) conditions, President John F. Kennedy proposed a tax reduction. This contrast reveals a sea change in American political economy. Between the late 1920s and the early 1960s, economists and political leaders changed the way they thought about taxes, spending, and the impact of each on the national economy. As a group, they embraced “domesticated Keynesianism,” a particular type of compensatory fiscal policy designed to regulate the business cycle.2 As the name implies, domesticated Keynesianism drew its inspiration from the work of John Maynard Keynes, especially his 1936 treatise, The General Theory of Employment, Interest and Money.3 But it represented a distinctly American interpretation of the Keynesian canon. Domesticated Keynesianism emphasized the use of automatic stabilizers (like a relatively stable tax system), rather than active manipulation of revenue and spending decisions. In addition, domesticated Keynesianism paid homage (more symbolic than substantive) to the political shibboleth of a “balanced budget,” albeit one balanced at a Copyright © 2009 by Joseph J. Thorndike. This article is also available at http://law.duke.edu/journals/lcp. * Director of the Tax History Project at Tax Analysts and Visiting Scholar in History, University of Virginia.