Approaches to American economic history / edited by George Rogers Taylor and Lucius F. Ellsworth.
Contributor(s): Taylor, George Rogers [editor] | Ellsworth, Lucius F [editor] | Aitken, Hugh G. J [author] | Chandler, Jr., Alfred D [author] | Salsbury, Stephen [author] | Cochran, Thomas C [author] | Gallman, Robert E [author] | Brady, Dorothy S [author] | Davis, Lance E [author] | Eleutherian Mills-Hagley Foundation [sponsor] | University of Delaware [sponsor].Material type: TextPublisher: Charlottesville : published for the Eleutherian Mills-Hagley Foundation, [by] the University Press of Virginia, 1971Description: xiv, 135 pages ; 24 cm.ISBN: 0813903432; 081390750.Subject(s): United States -- Economic conditions -- CongressesDDC classification: 330.973
|Item type||Current location||Call number||Status||Date due||Barcode|
|BOOKS||Niebyl-Proctor Marxist Library General Stacks||HC 103 .A74 1971 (Browse shelf)||Not For Loan||NPML19100032|
George Rogers Taylor wrote the introduction and Lucius F. Ellsworth wrote the bibliography.
Includes bibliographical references (pages 121-132).
I. The entrepreneurial approach to economic history / Hugh G. J. Aitken -- II. Business history as institutional history / Alfred D. Chandler, Jr. -- III. Stage theories of economic history / George Rogers Taylor -- IV. The economic interpretation of history: Marx and Beard / Stephen Salsbury -- V. Toward a useful model for social change / Thomas C. Cochran -- VI. The statistical approach: fundamental concepts as applied to history / Robert E. Gallman -- VII. The statistical approach: the input-output system / Dorothy S. Brady -- VIII. Specification, quantification and analysis in economic history / Lance E. Davis.
"A seminar for college students majoring in history held in the autumn of 1968 and sponsored jointly by the history department of the University of Delaware and the Eleutherian Mills-Hagley Foundation provided the occasion for the lectures printed in slightly revised form in this volume. The seminar leaders, chosen because of their interest in the respective fields, were asked to regard their task as primarily pedagogical." -- From the introduction.