Cornell University - Cornellian Yearbook (Ithaca, NY)

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I2 215132 Qloruelliam reforms in more than one of the American states. He has been con- tinuously an active member of those national organizations that are working for the reform of city government and for the improvement of our industrial laws. Forecasting fifteen years ago the recent de- velopment of trusts, he made the first scientific study of that form of industrial organization as found in the Salt Trust of Michigan and in the Whiskey Trust of Illinois. At the request of Governor Roosevelt, he drafted the law on business corporations which was presented to the Legislature of New York in 1899. Called, on account of his unique fitness, to act for the United States Industrial Commission as Expert Agent on Trusts, his work during three years in that con- nection was an important factor in giving to the Commission's report a value theretofore unequalled among government investi- gations of economic problems. In that period, he again crossed the Atlantic, to gather material for a special report on the industrial combinations and the industrial laws of Europe. As Special Agent of the War Department, he spent the year 1901-02 in the Orient, preparing a report on the economic conditions of the various European colonies and of our own dependencies. - I1Such a character and career strike a new note in the study and teaching of the political sciences in America. That this method of political study must contribute to the soundest scientiic results will be believed by all those who think of political science not as a Utopian revery, but as the clearest and deepest insight into the realities of social life. That this teaching makes for true education and for useful citizenship is evidenced by the lasting impression it leaves on the students, who carry out with them into business and the pro- fessions the lessons and convictions gained in this teacher's class- room. But they go out as disciples of the spirit, not as doctrinaires. This, in his words, is the aim: The best service a teacher can do for his students is to encourage them to think for themselves, it is not to make them believe in doctrines, but to fit them to deal independ- ently with new problems as they arise. ILWith the students he never, in the smallest measure, has sought popularity, he has found it in the best sense and in the highest degree. They value him not alone for his intellectual lessons, but for his hearty optimism, his hatred of sham, his personal words of counsel, for the kindly twinkle of his eye, and for his faith in them. lLIn all times, places and actions, simple, genuine and judicious, Jeremiah Whipple Jenks is admired as a seeker after truth, is be- loved as a teacher, and is honored as a man. .1

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E112 Q1f01IIIEIIfEIII II to know that the principles of economics are really a statement of the principles upon which actual business is done, and that it is of prime importance that they come into immediate contact with business conditions and business men. We can not understand economics un- less we hold close to the actual facts of business life. And of the study of politics he said: It should be kept close to the conditions of the world of real things. The student should see what the motives are that are influencing the voter, and what the forces are that are shaping the aiairs of state. fLThe courses now given by him represent the three lines of study which, as a professor in Cornell, he has consistently pursued during the past twelve years. The course on Modern Questions in Interna- tional Politics, varying from year to year in accordance with current events, fittingly becomes at this time a study of colonial government. Fresh from a visit to the Orient he seeks the lessons of experience for the guidance of our own eastern dependencies. In The Principles of Politics are traced the growth of political philosophy and that of political societies. The course in Economic Legislation, perhaps the most characteristic one he gives, stood unique in University cur- ricula until imitated by his own students in their teaching. In it are taken up the economic issues that are of immediate interest in the state and nation, and in the light of the widest experience and in view of the existing difficulties, students are trained to frame bills that deal with the questions in a practical way. 11This group of courses is but the development of the thought with which he began his teaching. That, taken together, they are without a close parallel in any other university, is due to the ex- ceptional requirements they make of the teacher. No other man to- day teaching political science in an American university has had such close and continued contact with the world of practical affairs. A few facts will indicate the nature and range of the preparation he has had outside of books and classrooms. His training in economics inthe best I ever had, says heb began with the three years spent in actual business before he studied the subject in college at all. With the study of law began his familiarity with the work of state legis- latures, his knowledge of the methods of practical politics, and his wide acquaintance with men in American public life. Of the four years he has spent in foreign lands, two have been given entirely to a first-hand study, under exceptionally favorable conditions, of men, institutions and legislation in Europe and Asia. His counsels have influenced tax

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