Categories
Economists Harvard Johns Hopkins M.I.T.

MIT. Francis Amasa Walker Eulogized by Charles F. Dunbar in 1897

Francis Amasa Walker only lived to the age of 56. Reading this biographical sketch written by his Harvard colleague Charles F. Dunbar, one wonders how Walker was able to get it all done. Maybe stress got him in the end. Anyway I have pepped up the biography with links to the published works referred to in this memorial piece. Also: Carroll D. Wright, “Francis Amasa Walker.” Publications of the American Statistical Association, Vol. 5, n.s. No. 38, June 1897, pp. 245-275.

A later post provides the bibliography of Walker’s writings.

____________________________

 

FRANCIS AMASA WALKER.

[by Charles F. Dunbar, 1897]

Francis Amasa Walker, late President of the Massachusetts Institute of Technology, and a Fellow of this Academy from October, 1882, was born in Boston, July 2, 1840, and died of apoplexy in that city, January 5, 1897.

His father, the late Amasa Walker of North Brookfield, was a well known figure in the political life of Massachusetts for many years. He was a leader in the Free Soil movement of 1848, and in the subsequently combined opposition to the Whig party. He served in each branch of the Legislature, was for two years Secretary of the Commonwealth, was a Presidential Elector in 1860, and a member of the lower House of Congress for the session of 1862-63. From 1842 to 1848 he lectured on political economy in Oberlin College, and was afterwards a frequent writer for periodicals, especially upon topics connected with finance and banking, in which he also showed special interest when in Congress. From 1859 to 1869 he was Lecturer upon Political Economy in Amherst College, publishing during that time his well known book, the “Science of Wealth,” and died in 1875. [Memoir of Hon. Amasa Walker, LL.D. by Francis A. Walker, Boston: 1888]

Francis Amasa Walker, the son, thus grew up with an inherited predilection and aptitude for economic study, strengthened by the associations of boyhood and youth. When he graduated from Amherst College in 1860, however, his first step was to enter as a student of law the office of Charles Devens and George F. Hoar of Worcester, — both gentlemen destined, like himself, soon to attain national reputation. On the breaking out of the Civil War in 1861, Mr. Devens at first took the field as an officer of militia, and, when later he raised the Fifteenth Regiment of Massachusetts Infantry in Worcester County, young Walker enlisted and was mustered into the service as Sergeant Major, August 1, 1861. Ten days later, he was commissioned and assigned to the staff of General Couch. From that time he was upon duty with the Army of the Potomac, serving with advancing rank upon the staff of Generals Warren and Hancock through some of the severest campaigns of the war. He resigned his commission in January, 1865, from illness contracted while a prisoner within the Confederate lines, received the brevet rank of Brigadier General “for distinguished service and good conduct,” and returned to civil life bearing the honorable scars of the brave. It afterwards fell to his lot, in his “History of the Second Army Corps” (1886), and his “Life of General Hancock” (1894), to write the narrative of events no small part of which had passed before his eyes. Little of his own history is to be found in those glowing pages, but every line bears witness to the intense enthusiasm with which he never failed to kindle when he recalled his army life, and to his devotion to the great captains under whom he served.

Like many other young men, who, as soldiers in the War for the Union, drank the wine of life early, General Walker came home with his character matured, his capacities developed, his intellectual forces aroused and trained, — a man older than his years. The career in which he was to win new distinction did not open for him at once upon the sudden return of peace. For three years he was a teacher of the classics in Williston Seminary, and in 1868, being compelled by an attack of quinsy to seek a change of occupation, he became an assistant of Mr. Samuel Bowles, editor of the Springfield Republican. From this place he was drawn into the public service at Washington, by the agency of Mr. David A. Wells, who was then Special Commissioner of the Revenue, and in search of a new Chief for the Bureau of Statistics. The work of the Bureau had fallen into some discredit, and was far in arrears, and the inability of the former Chief of the Bureau to command the confidence of Congress seriously embarrassed the continuance of an important work. By Mr. Wells’s advice General Walker was made Deputy Special Commissioner and placed in charge of the Bureau, and a new career was at once opened before him, for which he was fitted in a peculiar manner both by his intellectual interests and his administrative capacity. The Bureau was reorganized and its reputation was regained. The monthly publications were resumed, and soon showed that progressive improvement which has made them one of the most valuable repositories in existence for the study of the commercial and financial activity of a great country.

From his appointment to the charge of the Bureau of Statistics the steps in General Walker’s new career followed in rapid succession. In 1870 he was appointed Superintendent of the Ninth Census of the United States; in 1871 he was appointed Commissioner of Indian Affairs; in 1872 be was made Professor of Political Economy and History in the Sheffield Scientific School of Yale College; in 1876 he was Chief of the Bureau of Awards for the Centennial Exposition in Philadelphia; in 1878 he was sent as a Commissioner for the United States to the International Monetary Conference at Paris; in 1879 he was appointed Superintendent of the Tenth Census of the United States; in 1881 he was made President of the Massachusetts Institute of Technology; in 1882 he was elected President of the American Statistical Association; in 1885 he was elected first President of the American Economic Association; in 1891 he was elected Vice-President of the National Academy of Sciences; in 1893 he was President-adjunct of the International Statistical Institute, at its session in Chicago.

General Walker’s successive appointments as Superintendent of the Census of 1870 and of that of 1880 were the direct result of the energy and skill with which, during the months of his service in the Bureau of Statistics, he had effected the reorganization of that office and its work. The opportunities given to him as a statistician, by having charge of these two censuses, were of a remarkable kind. The census of 1870, being the first taken after the Civil War, was for that reason by far the most interesting and important since 1790. It was to show the social and economic changes wrought by four years of prodigal expenditure both of life and of resources, and by the unparalleled revolution in the industrial organization of the former slave States. It was also to ascertain and record the conditions under which the nation entered upon a new and wonderful stage of its material growth. The census of 1880 was the unique occasion for what General Walker designed as a “grand monumental exhibit of the resources, the industries, and the social state of the American people,” made approximately at the close of a century of national independence.

The Census of 1870, to the great regret of all who had any scientific interest in the subject, was left by Congress to be taken under the provisions of the Census Act of 1850, by persons neither selected nor controlled by the Census Office. In the still disturbed condition of some of the Southern States, the work was thus thrown into the hands of men notoriously unfit for such employment, and the returns, especially of the black population, were vitiated at their source. In his Report of 1872, and in his Introduction to the “Compendium of the Census of 1880,” [Volume I, Volume II] General Walker described in strong language the difficulties which thus beset the work in 1870; and again in the Publications of the American Statistical Association for December, 1890, writing upon the “Statistics of the Colored Race in the United States,” he used his freedom from official relations in exposing the mischief done by legislative failure to provide intelligently for an important public service. As a whole, however, the Census of 1870 was the best and the most varied in its scope that had yet been obtained for the United States. It was, after all, a signal proof of what can be done by a competent head, even with imperfect legislation, and established the reputation of the Superintendent as an administrative officer, at the same time that his fresh and vigorous discussion of results secured him high rank among statistical writers. Great interest was excited, moreover, by the remarkable use made of the graphic method in presenting the leading results of this census, in his “Statistical Atlas of the United States” (1874).

The Act providing for the Census of 1880 was greatly modified, by General Walker’s advice, and the working force was for the first time organized upon an intelligent system, by the employment of specially selected enumerators in place of the subordinates of the United States marshals, to whom the law had previously intrusted the collection of returns. Highly qualified experts were also employed for the historical and descriptive treatment of different industries and interests, as demanded by the monumental character of the centennial census. Various causes delayed the completion of this gigantic undertaking. Those to whom a census is merely a compendious statement of passing facts became impatient at the slow issue of the twenty-two stately quartos, and complained that the work was on such a scale as to be obsolescent before its appearance. General Walker, in an article in the Quarterly Journal of Economics for April, 1888, explained some of the special causes of the delay in publication and took upon himself perhaps an undue share of responsibility for the difficulties caused by an original underestimate of the total cost of the census. But notwithstanding its misfortunes, the Census of 1880 is a great work of enduring value and not excessive cost,— great in its breadth of design, worthy of the nation and of the epoch, and a lasting monument of the power of its Superintendent to conceive and to execute. Following the Census of 1870, it won for him universal recognition as one of the leading statisticians of his time.

In the article to which reference has just been made, General Walker, in his discussion of future arrangements for the national census, offered as the fruits of his own experience some valuable suggestions, which deserve more attention than they have yet received. It is hardly necessary, however, to enter upon them here, except to recall the fact that he advised the organization of the Census Office as a permanent establishment, in order to secure the improved service and economy of a trained force of moderate size, constantly employed. Upon an office thus organized could be laid, at the regular intervals, the duty of collecting and preparing the returns of population and of agriculture for the decennial census required by the Constitution, and perhaps for an intermediate fifth year enumeration, and also in the intervals the systematic prosecution of other statistical investigations, to be charged upon the office from time to time as occasion might require.

General Walker’s appointment as Professor in the Sheffield Scientific School, in 1872, carried him beyond the boundary of statistics into the general field of political economy. His training for this extended range of work, although obtained by a less systematic process than is now usual, had begun early, and as opportunity offered was carried on effectively. In one of his prefaces, he remarks that he began writing for the press upon money in 1858, probably having in mind a series of letters to the National Era of Washington, beginning soon after the crisis of 1857, and continued for some months, noticeable for sharply defined views on the subjects of banking and currency, and also as to the merits of Mr. Henry C. Carey as an economist. In 1865, before going to Williston Seminary, he lectured upon political economy for a short time at Amherst in his father’s absence, and in I866 his father recognized with pride his important assistance in finishing the “Science of Wealth.” From the close of the war. he is otherwise known to have been a keen student of economics, although a student under such limitations and so hampered by pressing occupations as to make it difficult for him to do equal justice to all parts of his outfit. It was perhaps from this cause, in part, that his earliest important publications as an economist were two treatises on widely separated topics, “The Wages Question” and “Money.”

The earlier of these two books, “The Wages Question” (1876), instantly attracted the attention both of economists and of the general public by its lively and strong discussion of the central topic of the day, then more commonly treated either as a matter of dry theory, or as a problem to be settled by sentiment. Following Longe and Thornton, the author made an unsparing attack upon the wages fund theory, and, arguing that wages are paid from the product of labor and not from accumulated capital, he set forth with great vigor the influences which affect the competition between laborer and employer in the division of this product. General Walker’s earliest public statement of his now familiar opinions touching the wages fund, and the payment of wages from the product, was made, it is believed, in an address delivered before the literary societies of Amherst College, July 8, 1874, and he further developed the subject in an article contributed to the North American Review for January, 1875. Few books in political economy have taken a place in the foreground of scientific discussion more quickly than “The Wages Question.” Many economists followed the author’s lead with little delay, and those who were slower to admit that the object of his attack was in fact the wages fund of the older school, recognized his assault as by far the most serious yet made. Unquestionably it compelled an immediate review of a large body of thought by the great mass of economic students in the English speaking countries.

In “The Wages Question,” General Walker drew the line clearly between the function of the capitalist and that of the employer, or entrepreneur, and between interest, which is the return made to the former, and profits, which are the reward of the latter. It was however in his “Political Economy” (1883 [3rd ed., 1888]), that he worked out his theory of the source of business profits and of the law governing the returns secured by the employing class. This enabled him to lay down a general theory of distribution, to be substituted for that associated with the wages fund theory, which he regarded as completely exploded, and indeed “exanimate.” Of the four parties to the distribution of the product of industry, three, the owner of land, the capitalist, and the employer, in his view, receive shares which are determined, respectively, by the law of Ricardo, by the prevailing rate of interest, and by a law of business profits analogous to the law of rent. These shares being settled, each by a limiting principle of its own, labor becomes the “residual claimant,” be the residue more or less, and any increase of product resulting from the energy, economy, or care of the laborers “goes to them by purely natural laws, provided only competition be full and free.” So too the gains from invention enure to their benefit, except so far as the law may interfere by creating a monopoly. This striking solution of the chief problem of economics attracted wide attention, and was further expounded and defended by its author in the discussions which it provoked, as may be seen by reference to the earlier volumes of the Quarterly Journal of Economics. Indeed, in his last published work, “International Bimetallism” (page 283), he prefaces a statement of his theory by saying, “I have given no small part of my strength during the past twenty years to the advocacy of that economic view which makes the laborer the residual claimant upon the product of industry.”

General Walker published his treatise, “Money” (1878), at a moment singularly opportune for the usefulness of the book and the advancing reputation of its author. Public opinion in the United States was in extreme confusion on the questions involved in the return to specie payment; there was a formidable agitation for the repeal of the Resumption Act, and Congress was entering upon its long series of efforts to rehabilitate silver as a money metal. At this juncture, when every part of the theory of money was the subject of warm discussion, scientific and popular alike, General Walker, using the substance of a course of lectures delivered by him in the Johns Hopkins University in 1877, laid before the public an elaborate and broad-minded survey of the whole field, claiming little originality for his work, but giving material help in concentrating upon scientific lines a discussion which was wandering in endless vagaries. On the general subject his views had no doubt been formed early, under the influence of his father, to whom, in more than one passage of this book, he makes touching allusion, and later in life he found in them little to change, although the long regime of paper money and its consequences suggested many things to be added. In 1879 he published, under the title of “Money in its Relations to Trade and Industry,” what was in some sense an abridgment of the larger work, made for use in a course of lectures in the Lowell Institute; and in his “Political Economy” [3rd ed., 1888] he again condensed his arguments and conclusions as to money, as part of his discussion of the grand division, Exchange.

When the International Monetary Conference met in 1878, by invitation of the United States, General Walker went to Paris as one of the commissioners for this country. His discussion of bimetallism had not been carried in “Money” much beyond a careful statement of the question and of the arguments on each side, but it was carried far enough to show that international bimetallism, and not the simple remonetization of silver by the United States, was, in his view, the proper method of securing what he deemed an adequate supply of money for this country and for the commercial world. Great emphasis was laid, in “Money, Trade, and Industry,” upon the necessity for “concerted action by the civilized states,” and this ground was consistently held by him until his share in the discussion ended with the publication of “International Bimetallism” (1896), a few months before his death. In this book, which was the outcome of a course of lectures delivered in Harvard University, after reviewing the controversy over silver, which had more and more engaged his attention as time went on, he declared more vigorously than ever his opinion of the futility of the policy of solitary action, adopted by the United States in the Act of 1878. “International Bimetallism” appeared in the midst of a heated Presidential canvass, in which the issues had taken such form that some, who like himself were supporters of “sound money,” found a jarring note in what they regarded as needless concessions to “free silver,” and in the sharp phrase in which his ardor and deep conviction sometimes found expression. But the book was not written for effect upon an election; it was the last stroke of a soldier, in a world-wide battle, — soon to lay aside his arms.

It was General Walker’s good fortune to enter the field as an economist when the study of economics was gaining new strength in the United States from the powerful stimulus of the Civil War, and of the period of rapid material development and change which followed. The revision of all accepted theories which set in did not displease him, and he took his share in the ensuing controversies, whether raised by himself or others, with equal zest. His own tendency, however, was towards a rational conservatism, and his modes of thought never ceased to show the influence of writers, French and English, of whom he appeared to the superficial observer to be the severe critic. “A Ricardian of the Ricardians” he styled himself in his Harvard lectures on land, published under the title of “Land and its Rent” (1883). His theory of distribution, if enunciated by one of narrower sympathies than himself, might have been thought to be designed as a justification of the existing order of things. In his monetary discussions he contended for a return to what he deemed the safe ways of the past. As for his view of the future, in a public address in 1890, after a remarkable passage describing the sea of agitation and debate which had submerged the entire domain of economics, and threatened to sweep away every landmark of accepted belief, he said, “I have little doubt that in due time, when these angry floods subside, the green land will emerge, fairer and richer for the inundation, but not greatly altered in aspect or in shape.”

The election of General Walker as the first President of the American Economic Association, in recognition of his acknowledged eminence, deserves a passing notice at this point. The Association was organized at Saratoga in 1885, under circumstances which threatened to make it the representative of a school of economists rather than of the great body of economic students in America, and with a dangerous approach to something like a scientific creed. General Walker cannot be said to have represented any particular school. He was both theorist and observer, the framer of a theory of distribution, and also an industrious student of past and current history. By a happy choice the new Association strengthened its claim upon public attention by electing him its resident, in his absence; and be wisely took his place at its head, with the conviction that its purposes were better than the statement made of them, and that the membership of the new organization gave promise of good results for economic science. Under his administration, which lasted until 1892, the basis of the Association was broadened, all appearance of any test of scientific faith disappeared, and American economists found themselves associated in catholic brotherhood. In part this change was no doubt due to the marked subsidence of the debate as to the deductive and the historical methods, but in part also it was due to the good judgment, personal influence, and perhaps in some instances the persuasive efforts of the President, who thus rendered no small service to economic science.

Which of General Walker’s contributions to economic theory are likely to have lasting value, is a question not yet ready for decision. The subjects to which he specially devoted his efforts are still under discussion. His theory of distribution is not yet established as the true solution of the great problem; the wages fund has not yet ceased to be controversial matter; it is not yet settled whether the advocates or the opponents of bimetallism are to triumph in the great debate of this generation. But whether as a theoretical writer he is to hold his present place or to lose it, there can be no question as to the importance of his work, in imparting stimulus and the feeling of reality to all economic discussions in which he had a part. His varied experience and wide acquaintance with men had made him in a large sense a man of affairs, lie watched the great movements of the world, not only in their broad relations, but as they concern individuals. He was apt to treat economic tendencies, therefore, not only in their abstract form, but also as facts making for the happiness or the injury of living men. Economic law was reasoned upon by him in much the same way as by others, but he never lost his vivid perception of the realities among which the law must work out its consequences. In his pages, therefore, theory seemed to many to be a more practical matter and nearer to actual life than it is made to appear by most economists. His words seemed to carry more authority, his illustrations to give more light, the whole science to become a lively exposition of the trend and the side movements of a world of passion and effort. A great English economist has said that Walker’s explanation of the services rendered by the entrepreneur remind one of passages of Adam Smith. A great service has been rendered to the community by the writer who, in our day, has been able thus to command attention to political economy as a discussion belonging to the actual world.

General Walker’s election to the Presidency of the Massachusetts Institute of Technology, in 1881, placed him at the head of an institution badly in need of a vigorous, confident, and many-sided administrator, for the development of its great possibilities. The plan on which it should work had been prepared and its foundations laid broad and deep by President Rogers, but the work itself was still languishing, endowment and equipment were scanty, and the number of students declining. General Walker’s administration was signalized by a sudden revival of the school. Funds were secured, new buildings were built, the confidence of the public won, and at General Walker’s death the school of barely two hundred students, still maintaining the severe standard of work set by its founder, had upon its register nearly twelve hundred students and maintained a staff of one hundred and thirty professors and instructors of different grades. Of the qualities as an educator and administrator of a great technical school displayed by General Walker in this brilliant part of his career, a striking description, made from close observation, has been given by Professor H. W. Tyler of the Faculty of the Institute, in the Educational Review for June, 1897 [with portrait].

There was doubtless much in the circumstances attending the foundation of the Institute of Technology which any disinterested friend of scientific education must now regret. But time has healed wounds and removed jealousies which divided a former generation, and none can now be found to question either the practical or the scientific value of the great institution conceived by Rogers, and brought to its present deserved eminence under the successor of whose day he lived to see little more than the dawn.

At no period of General Walker’s life did he fail to take an active interest in the work of the community in which he lived. That he was already charged with great responsibilities was a reason, both with his fellow citizens and with himself, for increasing the load. An early instance of this was his service as Commissioner of Indian Affairs for one year while still in charge of the census of 1870, — a service marked by an annual report remarkable for its thorough review of the whole subject, and by the appearance of his book, “The Indian Question” (1874). At different times, in New Haven and in Boston, he was a member of the local School Board and of the State Board of Education. He was a Trustee of the Boston Public Library and of the Museum of Fine Arts, one of the Boston Park Commissioners, and an almost prescriptive member of any more temporary board or committee. In some of these capacities his labors have left their traces in his written works, n others his name gave weight to organizations in which he was not called upon for active effort. The number and variety of the appointments thus showered upon him marked not only the unbounded range of his own interests, but the confidence of others that every appeal to public spirit would stir his heart.

The bibliography of his written work, prepared at the Institute of Technology and revised with great care since his death, will be found in the Publications of the American Statistical Society for June, 1897. It is a remarkable record of intellectual activity, maintained for nearly forty years, and resulting in a series of important contributions to the thought of his time, — a manifold claim to eminence in the world of science and letters.

A complete list of the honorary degrees and other marks of distinction conferred upon General Walker by public bodies, at home and abroad, cannot be undertaken here. It is enough to say that he was made Doctor of Laws by Amherst, Columbia, Dublin, Edinburgh, Harvard, St. Andrews, and Yale, and Doctor of Philosophy by Amherst and Halle; that he was a member, regular or honorary, of the National Academy of Sciences, the Philosophical Society of Washington, the Massachusetts Historical Society and this Academy, of the Royal Statistical Society of London, the Royal Statistical Society of Belgium, the Statistical Society of Paris, the French Institute, and the International Statistical Institute; and that he was an officer of the French Legion of Honor.

General Walker was endowed by nature with peculiar gifts for a career of distinction. Iu any company of men he instantly drew attention by his solid erect form and dignified presence, by his deep and glowing eye, and by his dark features, cheerful, often mirthful, always alive. His instant command of his intellectual resources gave him the confidence needed for a leading place, and his friendly bearing, strong judgment, and easy optimism made others welcome his leadership. His convictions were deep, and his opinions, once formed, were shaken with difficulty, for in discussion he had the soldier’s quality of not knowing when he is beaten. His ambition was strong, and he liked to feel the current of sympathy and approval bearing him on, but he did not shrink from his course if others refused to follow. From first to last, he grappled with large undertakings and large subjects, conscious of powers which promised him the mastery. Such as his contemporaries saw him he will live for the future reader in many a sentence and page, — cheerful, courageous, hopeful.

Charles F. Dunbar.

 

Source: Charles F. Dunbar, “Francis Amasa Walker” Proceedings of the American Academy of Arts and Sciences Vol. 32, No. 17 (Jul., 1897), pp. 344-354

Image Source: Hoar, George Frisbie. Meetings held in commemoration of the life and services of Francis Amasa Walker. Boston, 1897, Frontpiece.

 

 

 

 

 

Categories
Courses Harvard

Harvard. Political Economy Courses, 1888-89

We saw in an earlier posting that political economy was a one-professor affair with Charles Franklin Dunbar doing virtually all the economics teaching at Harvard in 1874-75.

Over a decade later in 1888-89, Dunbar is still at it with young Frank Taussig and two junior instructors expanding the Harvard economics course offerings. It is interesting to note that “Coöperation , Socialism” are included in a list of topics that include now standard fields Money, Finance (i.e. Banking), Taxation and “Labor and Capital” (i.e., labor economics, income distribution).

 

_______________________________

Political Economy.
[Harvard, 1888-1889]

  1. First half-year: Mill’s Principles of Political Economy.—Dunbar’s Chapters on Banking.
    Second half-year: Division A (Theoretical): Mill’s Principles of Political Economy.—Cairnes’s Leading Principles of Political Economy. Division B (Descriptive): Topics in Money, Finance, Labor and Capital, Coöperation, Socialism and Taxation. , Wed., Fri., at 9. Asst. Professor Taussig, Messrs. Gray and F. C. Huntington.
    All students in Course 1 will have the same work during the first half-year, but will be required in January to make their election between divisions A and B for the second half-year. The work in division A is required for admission to Courses 2 and 3.
  2. History of Economic Theory.—Examination of selections from Leading Writers.—Lectures. , Wed., (at the pleasure of the Instructor), and Fri., at 2. Asst. Professor Taussig.
  3. [Omitted in 1888-89.] Investigation and Discussion of Practical Economic Questions.—Short theses. , Th., at 3, and a third hour to be appointed by the Instructor.
  4. Economic History of Europe and America since the Seven Years’ War.—Lectures and written work. , Wed., Fri., at 11. Mr. Gray.
    Course 4 requires no previous study of Political Economy.
  5. [Omitted in 1888-89.] Economic Effects of Land Tenures in England, Ireland, France, and Germany.—Lectures and theses. Half-course. Once a week.
  6. History of Tariff Legislation in the United States. Half-course. Tu., Th., at 2, and a third hour at the pleasure of the Instructor (second half-year). Professor Taussig.
  7. Taxation, Public Debts, and Banking. , Wed., Fri., at 3. Professor Dunbar.
  8. History of Financial Legislation in the United States. Half-course. Tu., Th., at 2, and a third hour at the pleasure of the Instructor (first half-year). Professor Dunbar.
    It is recommended that Courses 6 and 8 be taken together.
  9. Management and Ownership of Railways. Half-course. Tu., Th., at 10, and a third hour at the pleasure of the Instructor (second half-year). Gray.

As a preparation for Courses 2, 3, 5, 6, 7, 8, and 9 it is necessary to have passed satisfactorily in Course 1.

  1. Special Advanced Study and Research.—In 1888-89, competent students may pursue special investigations of selected topics under the guidance of any one of the Instructors.

Course 20 is open only to graduates, to candidates for Honors in Political Science, and to Seniors of high rank who are likely to obtain Honorable Mention in Political Economy. It may be taken either as a full course or as a half-course, as may be determined by the Instructor concerned.

 

Source: Harvard University. Announcements of Courses of Instruction provided by the Faculty of Harvard College for the Academic Year 1888-89. Cambridge, May 1888. pp. 18-19.

Image Source: Statue of John Harvard ca. 1891, Library of Congress Prints and Photographs Division, Washington, D.C.

Categories
Chicago Exam Questions Statistics

Chicago. Ph.D. qualifying exam in statistics. 1932

In his memo of February 1985 (Columbia University, A. G. Hart papers: Box 60, Folder “Sec I Notes on teaching materials, Learning”) Albert G. Hart wrote “I ducked the qualifying exam in statistics (in which for that date I was very well trained) because I disapproved of the focus of previous exams upon minor technicalities—hence I exploited the loophole which made ‘financial organization’ a separate field even though in principle the ‘theory’ exam included monetary economics.” The previous three postings give the examination questions for theory, economic history and financial organization (i.e. money and banking) for the qualifying exams Hart did take. I presume the exam of this posting is one he examined and then decided to duck statistics.

__________________________

[Handwritten note: University of Chicago (H Schultz)]

STATISTICS
Written Examination for the Ph.D.
Spring Quarter, 1932

Time – 3 1/2 hours

Answer seven questions: one question in Part I and two questions in each of the other parts.

PART I. Time Series

  1. Discuss the possibility of applying the theory of probability or of sampling to the study of the statistical characteristics of time series.
  2. Explain the factors that have to be taken into consideration in determining the best trend of a time series. What analyses can be made of a time series from which the trend and seasonal variation have been removed.
  3. Discuss the advantages and limitations of the elimination of seasonals (a) by subtracting, (b) by dividing.

PART II. Index Numbers

  1. Discuss the problem of assigning a precise and unambiguous meaning to a change in the price level (or to a change in some specified section of the price level, e.g., the wholesale price level of metals), touching on the contributions of Edgeworth, Fisher, Divisia, Keynes, and Bortkevitch.
  2. If you were attempting to construct a 15 commodity wholesale price index which would precede the general B.L.S. wholesale price index by at least two months as consistently as possible (a) how would you select your commodities, (b) how would you wait them in the index?
  3. Explain fully:

(a) Does Fisher’s ideal Index measure precisely and unambiguously the change in price level from one period to another of the commodities included in the index?
(b) What significance would you attach to the Factor Reversal test in the selection of the formula for price index?
(c) What significance would you attach to the Time Reversal test in the selection of a formula for a price index?

PART III. Correlation

  1. Let

x1 = annual per capita cigarette consumption

x2 = deflated average annual wholesale price of cigarettes

x3 = deflated annual expenditure on advertising

x4 = time in years

R1.234 = .998 for the period 1922-1929 inclusive

r14= .95

(a)  What meaning would you attach to R1.234?
(b) How reliable would you consider forecasts of x1  for subsequent years based on the regression of x1 on x2 , x3 , and x4 ?
(c) Adjust R1.234  for loss of degrees of freedom. Explain this adjustment.
(d) Calculate R1´.2´3´4´ in which the 1´, 2´, and 3´refer to the deviations from linear trends of the variables 1, 2 and 3.

2.  Prove and explain the following relations:     (The B’s are Greek Betas.)

(a)  R21.23 = B12.3 r12  + B13.2 r13

(b)  R21.23  = B212.3 + B213.2 + 2B12.3 B13.2  r23

What meaning can be given to the Br’s in this connection when the equation of regression is of the type

x1 = a + bx2 + ct + dt2 where t stands for time?

3.  Critically appraise the attempts that have been made to apply the method of multiple correlation to one of the following:

(a) Statistical studies of demand
(b) Statistical studies of supply
(c) Any field selected by yourself.

PART IV. Probability and Sampling

  1. Indicate the best procedures and tables to use in determining the reliability of the following constants, when the number of observations from which they have been derived is small (i.e., less than 50):

(a)  the mean
(b)  the standard deviation
(c)  the simple coefficient of correlation
(d)  the multiple coefficient of correlation
(e)  the coefficients of progression in a multiple correlation equation
(f)  the agreement of a hypothesis with observation
(g)  the presence or absence of dependence

2. In a straw vote 200,000 ballots are sent out. 100,000 are returned and of the 60,000 or marked in favor of the proposition submitted.

(a) What can you say about the reliability of this vote?
(b) If the original mailing had been increased to 800,001 increase in reliability would have been secured in the returns?
(c) List the types of errors to which straw votes are subject.

3.   189 cases were treated with tetanus serum and 80 of them were cured. 199 cases were not treated with tetanus serum and only 42 of them were cured. What is the probability that the serum has had no effect, the difference in recoveries being due to fluctuations in sampling? (Outline your solution.)

4. A factory produces a certain screw which is collected at the machine inboxes of 1200 each. Long experience has shown that the proportion of boxes which contain various percentages of bad screws is as follows:
Per Cent of Bad Screws in Box

Per Cent of
Bad Screws
in Box

Proportion of Boxes Observed
to Contain this Percentage
of Bad Screws

0

0.780

1

0.170

2

0.034

3

0.009

4

0.005

5

0.002

6

0.000

 

The manufacturing standard is to consider any box which contains 2% or less of bad screws is satisfactory. The normal inspection consists in the examination of 50 screws out of each box. In particular box showed six bad screws under normal inspection. What is the probability that the manufacturing standard has not been maintained in the production of this box (i.e., that the box contains more than 2% defective screens)?

N. B. – Outline your solution giving formulas, indicating required tables, etc., But do not carry out the actual computations.

Source: Columbia University Libraries, Manuscript Collections. Albert Gailord Hart Collection. Box 60; Folder “Exams: Chi[cago] Qualifying”.

Image Source: Detail from the Social Science Research Building. University of Chicago Photographic Archive, apf2-07448, Special Collections Research Center, University of Chicago Library.

Categories
Chicago Economists Exam Questions

Chicago. Economic Theory Ph.D. Qualifying Exams, 1932-33

In the papers of economist Albert G. Hart at Columbia University there is a folder that contains nearly a complete run of economic theory qualifying exams from the University of Chicago covering the period 1926-1940. I include here the exam from the Spring quarter 1932 and the exam from the Autumn Quarter 1933, though I cannot say whether Hart himself actually took either one of these two theory exams. The previous two postings have field exams (money and banking exam, economic history exam)  that are (i) unique in his papers and (ii) have his handwritten notations, e.g. questions checked and time started and ended for some questions, so we can be very sure those were indeed “his” exams. In several of the theory exams before the Autumn 1933  there are Hart-like checkmarks over the names of economists explicitly mentioned which has led me to conclude that a part of Hart’s personal examination prep was to go over the old theory examinations to identify the economists most likely to make an appearance in his own economic theory exam. The Autumn 1933 exam of this posting has no such checkmarks and would coincide with the quarter he took his money-and-banking exam. In any event today’s postings are still valuable artifacts from the early 1930s Chicago department.

________________________________

ECONOMIC THEORY
Written Examination for the Ph.D.

Spring Quarter, 1932

Time: 3 1/2 hours.

Answer seven questions, of which at least three must be in Part I. C. & A. students may substitute question 6, Part II, for any other question.

Part I

  1. Discuss the relationships between the conclusions and assumptions of the neoclassical school[], the Weber[]-Sombart[] school, and the American institutionalists[].
  2. Trace the development of the demand concept from Adam Smith to the present, touching on the contributions of J.S. Mill[], Cournot[], Fleeming Jenkin[], Walras[], Böhm-Bawerk[], and the statistical economists. [(Schultz)]
  3. A producer of cement has a monopoly of the market in the area adjoining his plant, but is an insignificant factor in the rest of the country, where there are many competing producers. He can sell any desired portion of his output in the competitive market at the price there prevailing. Given the price prevailing in the competitive market, the demand schedule in his own monopolized market, his own average cost schedule, and any additional information which may be necessary for the solution of the problem, find the price he should charge in his own market, and the quantities he should sell in each market, to maximize his net revenue.
  4. Answer (a) or (b), but not both.

(a) The final degree of utility curves of A and B for corn (X) and beef (Y) are as follows, the small letters x and y representing the quantities of X and Y consumed by the person indicated by the subscript.

Commodity

Person

X (corn)

Y (beef)

A

fa(xa) = – (3/2)xa + (19/2)

?a(ya) = -(1/2)ya + 6

B

fb(xb) = -(3/8)xb + 5

?b(yb) = – yb + 7

The total market supply of corn is

x = xa + xb = 14

and the total market supply of beef is

y = ya + yb = 8

Without performing any numerical computations, explain how to deduce the combined demand curves of A and B for corn in terms of beef and for beef in terms of corn.

(b) Is there an equilibrium price and output when a commodity is produced by two competing monopolists? Discuss this problem touching on the solutions of Cournot[], Edgeworth[], Amoroso[], and Wicksell[].

Part II

  1. Describe the history and status of the real cost theory [✓] of value. [Marx]
  2. Point out the resemblances and the differences between the preconceptions, the methods of analysis, and the conclusions, of Adam Smith and the physiocrates [sic], or of the mercantilists and the physiocrates [sic], or of Malthus and Ricardo.
  3. Give some reasonable objectives for a centrally planned economy in a democratic state; state the grounds of your selection of objectives; indicate and discuss possible lines of procedure for realizing them through price control.
  4. Explain and comment on the following in connection with interest theory; [BB; Hayek; Fisher[?]]

(1)  length of the productive period; (2) underestimate of the future; (3) marginal physical productivity of waiting; (4) marginal abstinence; (5) “evening out the income stream.”

5.  Discuss the significant of variability of the proportions of the factors of production and of variability of the supplies of the productive factors for a marginal productivity theory of distribution.

For C. & A. students only

6.   Discuss the feasibility and merits of inflation in the present stage of the depression.

 

Source: Columbia University Libraries, Manuscript Collections. Albert Gailord Hart Collection. Box 60, folder “Exams: Chicago”.

_____________________________________________

ECONOMIC THEORY
Written Examination for the Doctorate

[Part I, Price theory/Microeconomics]
Autumn Quarter, 1933

Time: Three Hours.

Answer all the questions as directed.

1.   (Answer both parts)

A.  Defined or very briefly describe:

(1) Inelastic demand
(2) Elastic demand
(3) Incremental (or marginal) revenue
(4) Perfect competition (in terms of demand elasticity)
(5) Pure profit
(6) Productivity (incremental or marginal of a particular agency or factor)

B.  Is export dumping evidence of domestic monopoly? Explain. Under what conditions does export dumping lead to a lower domestic price in the exporting country?

2.   (Answer either A or B)

A.  State briefly the doctrine of market price and natural price of the early classical economists; contrast this with Marshall’s analysis of long-run and short on price, and give your own view of the correct classification of viewpoints with respect to time.

B. State and critically discuss the classical doctrine of productive and unproductive labor, and in view of the issues raised formulate a correct definition of production in economics.

3.  The theory of marginal utility: its origin, principal forms or interpretations, your own view of its meaning and use in price theory, and the critical appraisal of its validity. Consider especially the relations between the use of the principle as an explanatory concept and as a premise for the discussion of social policy.

4.  (Answer either A or B)

A.  Discuss the effects of establishing by legal action be minimum wage above the wage actually received by, say, one-fourths of the workers actually employed: (a) under conditions of prosperity with approximately full employment; (b) under depression conditions with a large volume of unemployment.

B.  Criticized the view that industry fails to distribute sufficient purchasing power to buy its product, resulting in economic on balance.

5. Show graphically the effect of lowering the tariff on sugar. (Assumed domestic and foreign demand and supply curves given, and neglect any disturbances in the balance of international payments.)

6. Briefly characterize and evaluate comparatively what you considered the significant “approaches” or methodologies in economic science. (The following are to be taken as suggestive catch-words: classical, inductive, institutional, historical, deductive, price theory, sociological, socialistic, control.) We are possible, cite examples of the different tendencies in the history of economic thought from the Greeks to the present.

 

PART II
MONETARY AND CYCLE THEORY

Written Examination for the Ph.D.
Autumn Quarter, 1933

Time: 2 hours

Answer four questions, including the first two.

  1. State the classical doctrine of international gold flows and price levels and discuss some recent criticism of this doctrine.
  2. “The primary cause of business depression is the rigidities of the price structure.”  “Through their alternating contraction and expansion of the circulating medium the banks are responsible for the wide swings in industrial activity.” Discuss these statements.
  3. Discuss the theoretical short-comings involved in a policy on the part of our federal government of progressively bidding up the price of gold in foreign markets.
  4. If business recovery came without the assistance of governmental inflation it would be accompanied by an expansion of the circulating medium as a result of the lending operations of the commercial banks. What significant similarities and differences are there between such expansion and (a) government borrowing from the banks in order to finance public works, (b) outright “greenbackism”?
  5. It has been argued that in as much as the demand for capital goods is a derived demand it follows that any voluntary saving will necessarily result in some degree of unemployment. That is to say, the savings will reduce the demand for consumers’ goods, thus reducing the demand for capital goods, and consequently not all the savings will be borrowed; hence unemployment. But the commercial banks, through their power to create circulating medium, make it possible for entrepreneurs to obtain the funds with which to create capital goods without the reduction in consumer demand which comes with saving. Hence the banks furnish a means of escape from the dilemma. Discuss.

Source: Columbia University Libraries, Manuscript Collections. Albert Gailord Hart Collection. Box 60, folder “Exams: Chicago”.

Image Source:  Social Science Research Building (Lecture Hall 1). University of Chicago Photographic Archive, apf2-07482, Special Collections Research Center, University of Chicago Library.

Categories
Chicago Economists Exam Questions

Chicago. Economic History, Ph.D. qualifying exam, 1933

The previous posting was a transcription of the examination questions for the Ph.D. qualifying exam in money-and-banking (a.k.a. financial organization) at Chicago in 1933. This posting gives us the analogous exam for the field Economic History which tested both U.S. and Western European economic history equally. Bracketed checkmarks have been included for the questions that the economist A. G. Hart explicitly checked himself.  It seems  unlikely that Hart did not answer two of the last three questions of Group II, but until someone finds the typed copy of his exam (see introduction to previous posting, link above), we won’t know.

______________________

ECONOMIC HISTORY
Written Examination for the Ph.D.

[University of Chicago]
Summer Quarter, 1933

Time: 4 hours

Divide your time equally between Group I and Group II.

Where suitable, answers in outline form are preferable and will save time. Read the instructions and questions carefully.

Group I

Answer question 1 and 3 others. Time, 2 hours.

  1. [✓] What reasons can you suggest to explain why the per capita money income in the United States around the first of the twentieth century was so much higher than that in the United Kingdom?
  2. [✓] Explain how economic conditions in the colonies reacted upon the transplanting of English institutions, political, social and economic, in the colonies.
  3. Describe the chief laws governing the disposition of the public domain since 1800 and give a critical estimate of the results of this legislation.
  4. [✓] Enumerate the various ways in which our ideal of democracy (in the broad sense) has reacted upon our economic history.
  5. [✓] Outline and explain the history of our merchant marine since 1789.
  6. Trace the evolution of the financial institutions upon which agriculture had to depend for its credit since about 1820, giving a critical estimate of the adequacy of these facilities at different periods.

Group II

Answer question 1 and 3 others. Time, 2 hours

  1. [✓] Make an outline or list of the main changes in economic institutions from 12th-century West-Europe to the World War. Briefly compare the conditions of at the later date with economic organization at the height of “classical” (Greco-Roman) civilization.
  2. [✓] Discuss in detail the manner in which the rising prices during the 16th century may have affected industrial development in England, France and the Belgian provinces? What comfort can advocate of “controlled inflation” today derived from the monetary history of the 16th century in these three countries?
  3. Compare the agrarian history of Italy in the first and second centuries A.D. With that of northern France in the twelfth and thirteenth centuries A.D. To what extent, if any, can the differences be explained by the differences in the natural resources of the two countries?
  4. Trace the history of thought in connection with any one of the following three subjects from the earliest times down to the present: (a) the influence of climate upon civilization; (b) The quantity theory of money; (c) The influence of religion upon the rise of capitalism.
  5. Selects some topic in economic history which you would be interested in investigating. Tell how you would go about obtaining the material. What sort of historical criticism would you apply to the material?

 Source: Columbia University Libraries, Manuscript Collections. Albert Gailord Hart Collection. Box 60, folder “Exams: CHI QUALIFYING”.

Image Source:  Social Science Research Building (Lecture Hall 2). University of Chicago Photographic Archive, apf2-07483, Special Collections Research Center, University of Chicago Library.

Categories
Chicago Economists Exam Questions

Chicago. Money and Banking Ph.D. qualifying exam, 1933

A. G. Hart’s education and career covered the big three economics departments of his day (Harvard, Chicago and Columbia). For my research on the history of economics education his papers constitute a particularly rich vein of material. In today’s posting I have transcribed the questions for his “qualifying examination” in money-and-finance at the University of Chicago. Bracketed checkmarks indicate the questions Hart chose to answer (the checkmarks are presumably his). In his memo of February 1985 (Columbia University, A. G. Hart papers: Box 60, Folder “Sec I Notes on teaching materials, Learning”) Hart wrote that his files include “answers to ‘qualifying examinations’ in microeconomics, money-and-finance, and economics history” to which he added the following footnote: “I was allowed to write these [qualifying] exams with aid of a typewriter, so that I was able to keep a legible copy. I ducked the qualifying exam in statistics (in which for that date I was very well trained) because I disapproved of the focus of previous exams upon minor technicalities—hence I exploited the loophole which made ‘financial organization’ a separate field even though in principle the ‘theory’ exam included monetary economics.” I must have missed his typed examination answers (or they were lost or misfiled). Perhaps someone else will locate them and post a comment here some day…

_____________________________________________

 

THE FINANCIAL SYSTEM AND FINANCIAL ADMINISTRATION

Written Examination for the Ph. D. Degree
[University of Chicago]
Autumn Quarter, 1933

 

Time: 4 hours.

 

Write on 7 questions, including the first two in Part I and any two in Part II.

Part I

  1. [✓] Assume a large deposit of new gold in a member bank in the United States. Show the precise manner in which this deposit would result in an expansion of the circulating medium, and the approximate extent of such expansion. Develop in terms of the following topics: (a) a single bank; (b) the banking system; (c) drain of cash into circulation.
  2. [✓] Discuss the respective merits and limitations of the following as alternative methods of contributing to sustained recovery from the current depression: (a) the program of construction of public works financed by sale of bonds to banks; (b) federal unemployment benefits financed by sale of bonds to banks; (c) open market purchase of bonds by the Federal Reserve banks.
  3. To what extent have weaknesses in our banking system been responsible for the bank failures of the last 13 years[?] Have these weaknesses been remedied by recent legislation? If not, what changes would you recommend?
  4. [✓] “A world that was striving to maintain the currency system with the wider ambit than its banking system, its tariff system, and its wage system, witnessed the smash of them all – and blamed it on gold. Now that the full extent of the chaos is realized[,] one might wonder why the whole mechanism did not break down sooner in view of the well-nigh universal refusal to observe the rules of the game (gold standard).” What is the significance of the author’s first sentence? How would you state the “rules of the game”?
  5. [✓] Discuss the theoretical short-comings involved in a policy on the part of our federal government of progressively bidding up the dollar price of gold in foreign markets.
  6. Do the following experiences with paper money throw any light on the possible outcome of the present monetary and fiscal situation in the United States? The assignats, the period of the restriction in England, the Greenback Era, the post-world-war experiences in Europe.
  7. [✓] State and evaluate the argument that “maldistribution” of income is the cause of recurrent business depressions.

 

Part II

 

  1. [✓] It is alleged that the investment market has “dried up” because investors and bankers are uncertain of the future value of the dollar and because of the paralysis of investment banking caused by the “securities law.” Do you consider the allegations sound? Why or why not?
  2. [✓] What industries would be likely to profit most from a return to the 1926 price level? What industries least? Defend your answer. Be careful to state any important assumptions. Classify industries as you please.
  3. Assume you are treasurer of an automobile manufacturing corporation having a $5,000,000 bond maturity on January 1, 1934. What factors would you consider in planning to meet this maturity and why would you consider each of them?

 

Source: Columbia University Libraries, Manuscript Collections. Albert Gailord Hart Collection. Box 60; Folder “Sec 2 Ec 230 1933 Chicago Money (Summer course)”.

Image Source:  Social Science Research Building (Entrance, North 3). University of Chicago Photographic Archive, apf2-07466, Special Collections Research Center, University of Chicago Library.

Categories
Exam Questions Harvard Suggested Reading Syllabus

Harvard. Business Cycles and Economic Forecasting. Schumpeter, 1948

Business Cycles and Economic Forecasting was a two semester graduate course at Harvard. The fall term (Economics 245a) was taught by Joseph Schumpeter and the spring term (Economics 245b) was jointly taught by Assistant Professor Richard Goodwin and Professor Gottfried Haberler. This posting includes a transcription of a carbon copy of the final exam questions for Schumpeter’s course along with his course reading list for the fall term of 1948. An undated note to the veteran’s office that identifies books that veterans be reimbursed for purchasing is included below.

_______________________________________________

 

1948-49
Economics 245a
[Professor Joseph Schumpeter]
Fall Term

Work in this course will concentrate on a number of selected topics in business-cycle analysis and forecasting rather than aim at covering the entire field systematically. As much opportunity as possible will be given for discussion of, and essays on, individual problems. Some knowledge of advanced theory and advanced statistics is necessary in order to reap the full benefit from this course: providual [sic, individual] needs will be taken care of in consultation.

I.

a. Students are expected to be, or to make themselves, familiar with the two following standard works:

Haberler, Prosperity and Depression, 1941.
Pigou, Industrial Fluctuations, 1929.

b. There are a number of useful textbooks that less advanced students may usefully consult for survey purposes: E. C. Bratt, Business Cycles and Forecasting, 3rd ed., 1948, is recommended (not “assigned”).

c. Attention is called to Readings in Business-Cycle Theory (Vol. II of the Blakiston Series of Republished Articles on Economics, 1944. See especially Nos. 2, 4, 10, 12, 14, 21 and Bibliography by H. M. Somers).
William Fellner, Employment Theory and Business Cycles in A Survey of Contemporary Economics (ed. H. S. Ellis, Blakiston, 1948)

d. Perusal of The Federal Reserve Board’s Chart Books I and II is strongly recommended, and so is the study of

e. E. Frickey, Economic Fluctuations in the United States (Harvard Economic Studies, 73) which should be supplemented by
E. Frickey, Production in the United States, 1860-1914 (Harvard Economic Studies, 82)

[f. This time, the program of the course does not include Business Cycles (National Bureau of Economic Research, 1946). Owing to its importance, the book is nevertheless mentioned here for the benefit of students who propose to specialize in business cycles.]

 

II. Further suggestions with reference to topics that will be dealt with in the course.

a. Books:

J. G. Stigler, Trends in Output and Employment (N. B. E. R., 1947)
J. M. Clark, Strategic Factors in Business Cycles, 193
A. H. Hansen, Economic Policy and Full Employment, 1947
A. H. Hansen, Fiscal Policy and the Business Cycle, 1941.

b. Articles:

(1) S. H. Slichter, The Period 1919-36 in its Significance for Business-Cycle Theory, Review of Economic Statistics, 1937.
H. L. Beales, The Great Depression, Economic History Review, October, 1934.

(2) M. Kalecki, A Theory of the Business Cycle, Review of Economic Studies, February, 1937.
L. A. Metzler, Business Cycles and the Modern Theory of Employment, American Economic Review, June, 1946.
N. Kaldor, A Model of the Trade Cycle, Economic Journal, March, 1940.

(3) G. Haberler, Some Reflections on the Present Situation of Business-Cycle Theory, Review of Economic Statistics, 1936.
Hansen, Boddy, and Langum, Recent Trends in Business-Cycle Literature, Review of Economic Statistics, 1936.
H. S. Ellis, Notes on Recent Business-Cycle Literature, Review of Economic Statistics, 1938.
Jacob Marschak, A Cross Section Of Business-Cycle Discussion, American Economic Review, June, 1945.
J. Tinbergen, Critical Remarks on Some Business-Cycle Theories, Econometrica, April, 1942
T. Koopmans, The Logic of Econometric Business-Cycle Research, Journal of Political Economy, 1941.

(4) J. Einarsen, Reinvestment Cycles, Review of Economic Statistics, 1938.
W. Isard, A Neglected Cycle: The Transport-Building Cycle, Review of Economic Statistics, 1942.
O. Morgenstern, On the International Spread of Business Cycles, Journal of Political Economy, 1943.
Irving Fisher, The Debt-Deflation Theory of Great Depressions, Econometrica, 1933.

 

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003 (HUC 8522.2.1), Box 4, Folder “Economics, 1948-1949 (2 of 2)”.

_______________________________________________

 

[Final Examination]

HARVARD UNIVERSITY
Economics 245 A

One question may be omitted. Arrange your answers in the order of the questions.

  1. Describe the various underconsumption theories of depressions and discuss their explanatory value.
  2. Explain the mechanism of inventory cycles and state your opinion about the importance of the phenomenon.
  3. Prolonged periods of prosperity and depression have been traced to expansions and contractions in gold productions. Analyze the action of increases or decreases in gold stocks upon the economic process of the periods in which they occurred and show how they could, or could not, have produced the cycles or sequences of cycles attributed to them.
  4. Examine the validity of harvest theories of business cycles.
  5. Accepting, for the sake of argument, the innovation theory of cycles, how would you expect money wages and real wages to behave in the course of the cyclical phases?

Final, January 1949

 

Source: Harvard University Archives. Joseph Schumpeter Papers (HUG(FP)-4.62). Lecture Notes Box 2, Folder “Business Cycle Lecture notes Fall 1948”.

_______________________________________________

 

To the Veteran’s Office, with apologies for delay: [undated]

Note: Economics 203 and 245 are advanced courses in which no textbooks are assigned, and the assignments of other books are of the character of advice rather than of strict requirement. However, I mention below books which I do advise students to buy. Most of them are required in other courses.

I. For Economics 203

J. R. Hicks, Value and Distribution [sic, “Capital”], Oxford Press, New edition just out.
A. Marshall, Principles, Macmillan, any edition from 4th to 8th.
Lord Keynes, General Theory of Employment, Interest and Money, Harcourt Brace, 1st edition, 1936.
E. H. Chamberlin, Theory of Monopolistic Competition, Harvard Press, last edition.
Irving Fisher, Theory of Interest, MacMillan, 1930
K. Wicksell, Lectures Vol. I, Routledge, 19334 (if available)

 

II. For Economics 245

Alvin Hansen, Economic Policy and Full Employment, McGraw-Hill
Edwin Frickey: a) Fluctuations, b) Production, both Harvard Press
Burns and Mitchell, Measuring Business Cycles, National Bureau of Economic Research, 1819 Broadway, New York 23, N.Y.
Bratt, Business Cycles, 3rd edition, 1948, (Irwin).
[handwritten addition:] Reading in Bus. Cycles. Blakiston.

Source: Harvard University Archives. Joseph Schumpeter Papers (HUG(FP)-4.62). Lecture Notes Box 2, Folder “Misc course notes 1943-48 (found in Littauer M-5)”.

Image Source: Harvard Album, 1947.

Categories
Harvard

Harvard. Business Cycles. Goodwin and Haberler, 1949

Business Cycles and Economic Forecasting was a two semester graduate course offered in 1948-49. The fall term (Economics 245a) was taught by Joseph Schumpeter and the spring term (Economics 245b) was jointly taught by Assistant Professor Richard Goodwin and Professor Gottfried Haberler.

__________________________________

 

[From the Course Catalogue]

Economics 245b (formerly Economics 145a). Business Cycles and Economic Forecasting

Half-course (spring term). Mon., Wed., and (at the pleasure of the instructor) Fri., at 9. Professor Haberler and Assistant Professor Goodwin.

 

Source: Harvard University. Final Announcement of the Courses of Instruction Offered by the Faculty of Arts and Sciences for the Academic Year 1948-49, p. 79.

__________________________________

 

[Course enrollment]

[Economics] 245b (formerly Economics 145b). Business Cycles and Economic Forecasting (Sp).

Professor Haberler and Assistant Professor Goodwin.

16 Graduates, 2 Radcliffe, 1 M.I.T., 4 Other:   Total 23.

 

Source: Harvard University. Report of the President of Harvard College and Reports of the Departments for 1948-49, p. 78.

__________________________________

 

Economics 245b
Spring 1949

Professors Goodwin and Haberler

This course will be conducted as a Seminar with a certain amount of lecturing. The students are expected to have taken a course in Cycles in addition to having done a fair amount of work in General Theory and Money and Banking. Each student is supposed to prepare a paper and possibly present it in class. Participation in discussion is also expected. Suggestions of topics for Student papers will be made during the first meetings.

Students are expected to do some general reading outside the area of their paper in order to be able to participate in the discussion. Choose reading from the following list. Books in List A have been authorized for purchase through Veterans Administration. Books in List B have not been authorized.

 

List A

Beveridge, W.: Full Employment in a Free Society. (Attention is drawn to Appendices A and C.)
Burns and Mitchell: Measuring Business Cycles. (See especially Chs. 1-4, 9-12.)
Hansen, A.H.: Economic Policy and Full Employment
Harris, S.E.: The New Economics (See especially Parts VI and VIII).
Harrod: Dynamic Economics
Kuznets: National Income: Summary of Findings
Pigou: Lapses from Full Employment
Schumpeter: Business Cycles (especially Vol. I).
Readings in the Theory of Business Cycles (see especially Chs. 1, 2, 4, 16, 21).
Survey of Contemporary Economics
Income, Employment and Public Policy

 

List B

Ames: “The Contributions of Burns, Mitchell and Frickey to Business Cycle Theory,” in Econometrica, October 1948.
Fellner: Monetary Policies and Full Employment
Tinbergen: Statistical Testing of Business Cycle Theories, Vol. I, League of Nations, 1939
Wilson, T.: Fluctuations in Income and Employment
Wilson, T.: “A Reconsideration of the Theory of Effective Demand” in Economica, November 1947.

Additional references to the literature will be given in class in connection with topics for seminar papers.

 

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003 (HUC 8522.2.1), Box 4, Folder “Economics, 1948-1949. (2 of 2)”.

 

Image Source:  Collage from faculty pictures of Goodwin and Haberler in Harvard Album 1951.

Categories
Exam Questions Harvard Suggested Reading Syllabus

Harvard. Mathematical Economics. Leontief, 1948

There are only marginal differences to be found  from the course outline for 1941-42 and 1942-43, e.g. “Time lags and sequences” instead of “Cobweb Model” plus addition of Mosak (General Equilbrium Theory in International Trade) and Samuelson (Foundations of Economic Analysis) to the course bibliography. We also see that Marshall’s Mathematical Appendix was a “new” assignment for the reading period.  Midterm and Final exam questions are included in this posting.

____________________________

[Course Outline, Leontief]

Economics 4a
Spring Term, 1948

Introduction to the Mathematical Treatment of Economic Theory

  1. Introductory remarks
    Profit function
    Maximizing profits
  2. Cost functions: Total costs, fixed costs, variable costs, average costs, marginal costs, increasing and decreasing marginal costs.
    Minimizing average total and average variable costs
  3. Revenue function
    Price and marginal revenue
    Demand function
    Elasticity and flexibility
  4. Maximizing the net revenue (profits)
    Monopolistic maximum
    Competitive maximum
    Supply function
  5. Joint costs and accounting methods of cost imputation
    Multiple plants
    Price discrimination
  6. Production function
    Marginal productivity
    Increasing and decreasing productivity
    Homogeneous and non-homogeneous production functions
  7. Maximizing net revenue, second method
    Minimizing costs for a fixed output
    Marginal costs and marginal productivity
  8. Introduction to the theory of consumers’ behavior
    Indifference curves and the utility function
  9. Introduction to the theory of the market
    Concept of market equilibrium
    Duopoly, bilateral monopoly
    Pure competition
  10. Time lag and time sequences
  11. Introduction into the theory of general equilibrium

Bibliography:

R. G. D. Allen, Mathematical Analysis for Economists
Evans, Introduction into Mathematical Economics
Antoine Cournot, Researches into the Mathematical Principles of the Theory of Wealth
Jacob L. Mosak, General Equilibrium Theory in International Trade
Paul A. Samuelson, Foundations of Economic Analysis

Reading Period Assignment: Alfred Marshall, Principles of Economics, Mathematical Appendix

 

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003. HUC 8522.2.1, Box 4, Folders “Economics, 1947-1948 (1 of 2)”.  Copy also in Harvard University Archives, Wassily Leontief Papers. Course Material Box 2 (HUG 4517.45); Folder “Spring 1948-Econ. 4A”.

 

_________________________________

[Midterm Exam]

Economics 4a
Hour Examination
March 23, 1948

Answer two questions, including Question 3.

1.  Prove that the average costs tend either

(a) toward equality with the marginal costs, or
(b) toward infinity

as the output of an enterprise is reduced toward zero.

2. Describe the relationship between the cost curve and the supply curve of an enterprise.

3.  An industrial enterprise produces jointly two kinds of outputs, X and Y and uses one kind of input, Z. Given

(a)  the production function z = f(x,y), where z, x and y are quantities of Z, X and Y and
(b)  the prices Pz, Px and Py of Z, X, and Y

derive the equations the solution of which would determine the most profitable input-output combination. Don’t forget the secondary conditions.

 

Source: Harvard University Archives, Wassily Leontief Papers. Course Material Box 2 (HUG 4517.45); Folder “Spring 1948-Econ. 4A”.

_________________________________

 

[Final Exam]

1947-48
HARVARD UNIVERSITY
ECONOMICS 4a

Please write legibly

Answer four questions including question 6.

  1. Show how a change in the magnitude of the fixed costs would affect the supply curve of a profit-maximizing enterprise selling its product on a competitive market.
  2. Given:

      The production function,

x = yz2

where x is the quantity of output, and y and z represent the amounts of two different inputs purchased at the fixed prices py and pz respectively,

Derive:

            The total cost curve of the enterprise. (A total cost curve represents the functional relationship between various outputs and the smallest total costs at which they can be produced.)

  1. A monopolistic producer sells his output in two separate markets. His cost curve is:

C = K + Q

where C represents the total cost, Q the total output, and K a positive constant. The demand curves in the two markets are:

p1 = A q1

p2 = Bq2,

p1, p2 and q1, q2 represent the prices charged and quantities demanded in the two markets respectively. A and B are positive constants.

What prices would the monopolist charge in the two markets in order to maximize his total net revenue?

  1. A worker maximizes his utility function:

u(c, l)

where c represents his consumption and l the number of hours worked. The hourly wage rate is w dollars.

Determine the equation showing how many hours of labor, l, the worker will supply at any given wage rate, w. Analyze the conditions under which an increase in the wage rate might reduce the number of hours worked.

  1. Discuss the problem of measurability of utility.
  2. A consumer receives a fixed income y1 in “year I” and a fixed income y2 in “year II.” He is free to augment his consumption during year I by borrowing money from the outside on condition that it be paid back with interest out of the income of year II. He can also spend during the first year less than his total income y1. The resulting savings plus the accrued interest will be added in this case to the second year’s consumption. No transfer of any savings beyond the second year and no borrowing against the income of the later years is allowed.

Given:

(a) the utility function,

u(x1, x2)

to be maximized where x1 and x2 stand for the consumption of the first and the second year, and

(b)  the rate of interest i

Derive:

(1) the equations which determine the optimum amount of savings (or borrowings) s;

(2) the formula showing the effect of an infinitesimal change in the rate of interest i on the amount of savings (or borrowings) Interpret the meaning of such a formula.

 

Final. May, 1948.

Source: Harvard University Archives, Wassily Leontief Papers. Course Material Box 2 (HUG 4517.45); Folder “Spring 1948-Econ. 4A”.

Image Source: Harvard Album, 1947.

Categories
Harvard Suggested Reading Syllabus

Harvard. Money, Banking, and Cycles, Seymour Harris, 1933-34

The course at Harvard on Money, Banking and Commercial Crises was usually co-taught by Professor John Williams with junior people. In 1933-34 Assistant Professor Seymour Harris was solely responsible for teaching the course. Interesting to note is that Harris clearly preferred to speak of “cycles” to “crises”, at least judging by the slight change in the course title for that year alone.

The mid-year exam is posted here.

The final exam for the course in May or June of 1934 has been transcribed in a later post.

Here a link to the syllabus for the Williams/Harris 1937-38 syllabus and exam.

_______________________________

 

[From the Course Catalogue]

Economics 3. Money, Banking, and Cycles

Th., Th., at 12, and a third hour to be arranged. Asst. Professor Harris.

Source: Announcement of the Courses of Instruction Offered by the Faculty of Arts and Sciences, 1933-34 (Second Edition). Official Register of Harvard University, Vol. 30, No. 39, Sept. 20, 1933, p. 125.

_______________________________

 

[Course Enrollment: Economics 3, 1933-34]

3. Asst. Prof. Harris.—Money, Banking, and Cycles.

2 Graduates, 40 Seniors, 73 Juniors, 9 Sophomores, 3 Others:   Total 127

Source: Harvard University. Report of the President of Harvard College and reports of departments for 1933-34, p. 84

_______________________________

 

ECONOMICS 3
Outline, 1933-1934

Important Books

Burgess: Reserve Banks and the Money Market.
Clare: The ABC of Foreign Exchanges.
Dunbar: Chapters on the Theory and History of Banking.
Fisher: The Purchasing Power of Money.
Hardy: Credit Policies of the Federal Reserve System.
Harris: Twenty Years of Federal Reserve Policy.
Hawtrey: Currency and Credit (Third edition).
Hawtrey: Trade Depression and the Way Out.
Keynes: Tract on Monetary Reform.
Keynes: Treatise on Money.
Lavington: The English Capital Market.
League of Nations: Final Report on Gold.
Pigou and Robertson: Economic Essays and Addresses.
Robertson: Money (Revised edition—Seventh). [1926 edition]
Withers: Meaning of Money.  [3rd ed. 1914]

 

A. BANKING

I. The Banks and Industry (September 26—October 14)

Lecture 1. The banks and industry.
Lecture 2. The banks and the price level.
Lecture 3. Forced savings.
Lecture 4. Banks and the capital market.
Lecture 5. The banks and speculation.
Lecture 6. The movement of bank deposits and the problem of bank failures.

Assignment:

Dunbar: Chapters 1-5.
Keynes, Treatise on Money: Vol. I, pp. 23-43; Vol. II, pp. 49-79.
Robertson: Chapter 5 (Money and Saving), pp. 85-108.

 

II.  Central Banking and Banking Policy (October 17—November 18)

Lecture 7. Peculiarities of central banking
Lecture 8. Rate policy
Lecture 9. Open market policy
Lecture 10. Moral suasion
Lecture 11. Eligibility
Lecture 12. Policy in boom times
Lecture 13. Policy in war times
Lecture 14. Policy in depressed times
Lecture 15. Coöperation between central banks
Lecture 16. The Federal Reserve Act

Assignment:

Burgess: Chapters 3-5, 9-14.
Hardy: Pp. 74-179.
Harris: Chapters 8, 9, 42, 44.

 

III. Banking Abroad (November 21—December 23)

Lecture 17. English banking before 1844
Lecture 18. The Bank Act of 1844
Lecture 19. English banking, 1844-1914
Lecture 20. English banking, 1914-1928
Lecture 21. English banking, 1928-1933
Lecture 22. German banking before the War
Lecture 23. German banking since the War
Lecture 24. French money market and the Bank of France
Lecture 25. Canadian Banking

Assignment:

Withers: Meaning of Money.
Keynes, Treatise: Vol. II, pp. 225-262.
Lavington: Pp. 125-182.

 

HOUR EXAMINATION: Thursday, November 2

Reading Period:

Read ONE of the following:

Sprague: Crises.
Andreades: History of the Bank of England: Pp. 1-72, 161-407.
Hawtrey: The Art of Central Banking: Pp. 116-303.

________________

 

B.  MONEY

IV. The Pure Theory of Money (February 6—March 3)

Lecture 1. What is money?
Lecture 2. How to measure the value of money.
Lecture 3. The Fisherian quantity theory.
Lecture 4. The old Cambridge quantity theory.
Lecture 5. Keynes’ theory of the value of money—the level of efficiency earnings.
Lecture 6. Keynes, continued—Savings and investments and the value of money.
Lecture 7. Keynes, continued—The price level of investment goods.

Assignment:

Robertson: Chapters 1-3, pp. 1-63.
Fisher: Pp. 8-73.
Keynes, Treatise: Vol. I, Pp. 53-79, 221-233.
Hawtrey, Currency and Credit: Chapters 3-4, pp. 30-60.

 

V. Monetary Policy (March 13—April 21)

Lecture 8. The gold standard before the War
Lecture 9. The gold standard since the War
Lecture 10. The silver standard
Lecture 11. The gold exchange standard in theory
Lecture 12. The gold exchange standard in practice
Lecture 13. Inconvertible paper money—value at home
Lecture 14. Inconvertible paper money—value abroad
Lecture 15. Inconvertible paper money—other problems
Lecture 16. Problems of stabilization
Lecture 17. Monetary and non-monetary factors in the British situation
Lecture 18. The British situation, continued, and some discussion of the French situation
Lecture 19. Monetary problems of the British Dominions
Lecture 20. Monetary and non-monetary factors in the American situation

Assignment:

Keynes: A Tract on Monetary Reform: Chapters 1, 3, 4.
Pigou and Robertson: Pp. 116-138.
Hawtrey, Trade Depression and the Way Out: Pp. 1-84.
League of Nations, Final Report on Gold: Pp. 1-57.

 

VI. The Theory of the Cycle (April 24—May 5)

Lecture 21. A monetary theory of the cycle–Hawtrey
Lecture 22. Non-monetary theories of the cycle—Schumpeter and Pigou
Lecture 23. Semi-monetary theory—Keynes.
Lecture 24. Robertson’s criticisms of the monetary theories

Assignment:

Clare: The ABC of the Foreign Exchanges (Discussed under V—Monetary Policy)

HOUR EXAMINATION: Thursday, March 15

Reading Period:

Read ONE of the following:

Hawtrey, Currency and Credit: Part 2.
Ackerman, Economic Progress and Economic Crises
Laughlin, History of Bimetallism.
https://archive.org/details/historybimetall00goog
White, Money and Banking: Pp. 60-193, 232-369.

 

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003. HUC 8522.2.1, Box 2, Folder “Economics, 1933-1934”.

Image Source: Seymour Harris from the Harvard Album 1935.