Categories
Economic History Exam Questions Harvard

Harvard. Exam for European economic history (19th century). Gay, 1906-1907

Before Abbott Payson Usher (1883-1965) and Alexander Gerschenkron (1904-1978) and after William Ashley (1860-1927), Professor Edwin Francis Gay (1867-1946) taught European Economic history in the Harvard economics department. This post adds to the collection of his examination questions transcribed and posted at Economics in the Rear-view Mirror.

__________________________

Previously posted:
European economic history
taught at Harvard

A brief course description for Economics 11 plus the exams from 1902-03.

Exams for 1903-04.

Exams for 1904-05.

Exams for 1905-06

A short bibliography for “serious students” of economic history assembled by Gay and published in 1910 has also been posted.

Gay and Usher’s economic history exams from 1930 through 1949.

__________________________

Course Enrollment
1906-07

Economics 6a 1hf. Professor Gay. — European Industry and Commerce in the Nineteenth Century.

Total 73: 17 Graduates, 20 Seniors, 21 Juniors, 12 Sophomores, 3 Others.

Source: Harvard University. Report of the President of Harvard College, 1906-1907, p. 71.

__________________________

ECONOMICS 6a
Mid-year Examination, 1906-07

  1. Compare the conditions of land-ownership in England, France and Germany during the first half of the nineteenth century. Explain the differences.
  2. [European tariff policies]
    1. Date the liberal period in the tariff history of the chief European countries.
    2. Why was the English Corn Law repealed?
    3. Give a brief account of the tariff history of Germany since the formation of the Zollverein.
  3. What consequences, according to Chevalier, would follow from the increased production of gold?
  4. [Railroad policies]
    1. When and for what reasons did the states of Germany and Russia obtain ownership of the railroads? What value has their experience for other countries?
    2. State Hadley’s criticism of the English Railway Commission.
  5. Describe briefly the extent, causes and results of the agricultural depression in Europe.

Source: Harvard University Archives. Harvard University. Mid-year Examinations, 1852-1943. Box 7, Bound Volume: Examination Papers, Mid-Years 1906-07.

Image SourceWikimediaCommons. This file is licensed under the Creative Commons Attribution-Share Alike 3.0 Unported license.

Categories
Economic History Exam Questions Harvard Suggested Reading Syllabus

Harvard. Reading list and Exam for U.S. Economic History. Gay, 1906-1907

Edwin Francis Gay solo-taught the course on U.S. economic and financial history in 1906-07. He modified and expanded the course reading list from that used in the previous year by him and Taussig, but the structure of the course nonetheless appears to have been essentially unchanged.

__________________________

Previously…

Assistant Professor Oliver Mitchell Wentworth Sprague taught the Harvard course “Economic History of the United States”/ “Economic and Financial History of the United States” in 1901-02 (with James Horace Patten), 1902-03, 1903-04, and 1904-05. The course was taken over in 1905-06 by Frank William Taussig and Edwin Francis Gay after Sprague left for a full professorship at the Imperial University of Japan. The Taussig/Gay reading list and final exam for 1905-06.

__________________________

Course Enrollment
1906-07

Economics 6b 2hf. Professor [Edwin Francis] Gay. — Economic and Financial History of the United States.

Total 112: 20 Graduates, 13 Seniors, 44 Juniors, 25 Sophomores, 2 Freshmen, 8 Others.

Source: Harvard University. Report of the President of Harvard College, 1906-1907, p. 71.

__________________________

Course Reading List
1906-07

[Library Stamp: “May 13, 1907”]

ECONOMICS: 6b

Required Reading is indicated by an asterisk (*)

1. COLONIAL PERIOD.

*Ashley, Commercial Legislation of England and the American Colonies, Q.J.E., Vol. XIV, pp. 1-29; printed also in Ashley’s Surveys, pp. 309-335.

*Semple, American History and its Geographic Conditions, pp.36-51.

McMaster, History of the People of the United States, Vol. I, pp. 1-102.

Eggleston, Transit of Civilization, pp. 273-307.

Beer, Commercial Policy of England, pp. 5-158.

Rabbeno, American Commercial Policy, pp. 3-91.

Lord, Industrial Experiments in the British Colonies of North America, pp. 56-86; 124-139.

1776-1860.
2. COMMERCE, MANUFACTURES, AND TARIFF.

*Taussig, Tariff History of the United States, pp. 68-154

*Hamilton, Report on Manufactures, in Taussig’s State Papers and Speeches on the Tariff, pp. 1-79, 103-107, (79-103).

Bolles, Industrial History of the United States, Book II, pp. 403-426.

Bishop, History of American Manufactures, Vol. II, pp. 256-505.

Pitkin, Statistical View of the Commerce of the United States (ed. 1835), pp. 368-412.

Gallatin, Free Trade Memorial, in Taussig’s State Papers, pp. 108-213.

Rabbeno, American Commercial Policy, pp. 146-183.

Hill, First Stages of the Tariff Policy of the United States, Amer. Econ. Assoc. Pub., Vol. VIII, pp. 107-132.

3. AGRICULTURE AND LAND POLICY. — WESTWARD MOVEMENT.

*Hart, Practical Essays on American Government, pp. 233-257; printed also in Q.J.E., Vol. I, pp. 169-183, 251-254.

*Hammond, Cotton Industry, pp. 67-119.

*Semple, American History and its Geographic Conditions, pp. 52-74.

Turner, Significance of the Frontier in American History, in Report of Amer. Hist. Assoc., 1893, pp. 199-227.

Donaldson, Public Domain, pp. 1-29, 196-239, 332-356.

Sato, History of the Land Question in the United States, Johns Hopkins University Studies, IV. Nos. 7-9, pp. 127-181.

Sanborn, Congressional Grants of Land in Aid of Railways, Bulletin of Univ. of Wisconsin Econ., Pol. Sci, and Hist. Series, Vol. II, No. 3, pp. 269-354.

Hart, History as Told by Contemporaries, Vol. III, pp. 459-478.

4. INTERNAL IMPROVEMENTS.

*Callender, Early Transportation and Banking Enterprises, Q.J.E., Vol. XVII, pp. 111-162; printed also separately, pp. 3-54.

Tenth United States Census (1880), Vol. IV, Thos. C. Purdy’s Reports on History of Steam Navigation in the United States, pp. 1-62, and History of Operating Canals in the United States, pp. 1-32.

Chevalier, Society, Manners and Politics in the United States, pp. 80-87, 209-276.

Ringwalt, Development of Transportation Systems in the United States, pp. 41-54, 64-166.

Gallatin, Plan of Internal Improvements, Amer. State Papers, Misc., Vol. I, pp. 724-921 (see especially maps, pp. 744, 762, 764, 820, 830).

Pitkin, Statistical View (1835), pp. 531-581.

Chittenden, Steamboat Navigation on the Missouri River, Vol. II, pp. 417-424.

5. FINANCE, BANKING AND CURRENCY.

*Dewey, Financial History of the United States, pp. 75-117, 223-237, 252-262.

*Catterall, The Second Bank of the United States, pp. 1-24, 68-119, 376 map, 402-403, 464-477.

*Bullock, Essays on the Monetary History of the United States, pp. 60-93.

Hamilton, Reports on Public Credit, Amer. State Papers, Finance, Vol. I, pp. 15-37. 64-76.

Kinley. History of the Independent Treasury, pp. 16-39.

Sumner, Andrew Jackson (ed. 1886), pp. 224-249, 257-276, 291-342.

Ross, Sinking Funds, pp. 21-85.

Scott, Repudiation of State Debts, pp. 33-196.

Bourne, History of the Surplus Revenue of 1837, pp. 1-43, 125-135.

Conant, History of Modern Banks of Issue, pp. 310-347.

6. POPULATION AND SLAVERY.

*Cairnes, The Slave Power (2d ed.), pp. 32-103, 140-178.

Hammond, Cotton Industry, pp. 34-66.

Russell, North America, its Agriculture and Climate, pp. 133-167.

De Tocqueville, Democracy in America (ed. 1838), pp. 336-361, or eds. 1841 and 1848, Vol. I, pp. 386-412.

Helper, Compendium of the Impending Crisis of the South, pp. 7-61.

1860-1900.
7. FINANCE, BANKING AND CURRENCY.

*Mitchell, History of the Greenbacks, pp. 3-43, 403-420.

*Noyes, Thirty Years of American Finance, pp. 1-72, 234-254 (73-233).

Taussig, Silver Situation in the United States, pp. 1-157.

Dunbar, National Banking System, Q.J.E., Vol. XII, pp. 1-26; printed also in Dunbar’s Economic Essays, pp. 227-247.

Howe, Taxation and Taxes in the United States under the Internal Revenue System, pp. 136-262.

Tenth United States Census (1880), Vol. VII; Bayley, History of the National Loans, pp. 369-392, 444-486.

8. TRANSPORTATION.

*Hadley, Railroad Transportation, pp. 1-23, 125-145.

*Johnson, American Railway Transportation, pp. 24-68, 307-321, 367-385.

Industrial Commission, Vol. XIX, pp. 466-481.

Adams, Chapters of Erie, pp. 1-99, 333-429.

Davis, The Union Pacific Railway, Annals of the Amer. Acad., Vol. VIII, pp. 259-303.

Villard, Memoirs, Vol. II, pp. 284-312.

Dixon, Interstate Commerce Act as Amended, Q.J.E., Vol. XXI, pp. 22-51.

9. AGRICULTURE AND OPENING OF THE WEST.

*Industrial Commission, Vol. XIX, pp. 43-123, 134-167.

*Noyes, Recent Economic History of the United States, Q.J.E., Vol. XIX, pp. 167-187.

Twelfth United States Census (1900), Vol. V, pp. xvi-xlii.

Hammond, Cotton Industry, pp. 120-226.

Adams, The Granger Movement, North American Review, Vol. CXX, pp. 394-424.

Bemis, Discontent of the Farmer, J. Pol. Ec., Vol. I, 193-213.

10. THE TARIFF.

*Taussig, Tariff History, pp. 156-229.

Stanwood, American Tariff Controversies, Vol. II, pp. 243-394.

Taussig, Iron Industry, Q.J.E., Vol. XIV, pp. 143-170, 475-508.

Taussig, Wool and Woolens, Q.J.E., Vol. VIII, pp. 1-39.

Wright, Wool-growing and the Tariff since 1890, Q.J.E., Vol. XIX, pp. 610-647.

Robinson, History of Two Reciprocity Treaties, pp. 9-17, 40-77, 141-156.

Laughlin and Willis, Reciprocity, pp. 311-437.

11. INDUSTRIAL EXPANSION.

*Twelfth United States Census (1900), Vol. VII, pp. clxx-cxc (note especially the maps and comments on pp. clxx-clxxviii).

*Noyes, Thirty Years of American Finance, pp. 113-126.

Industrial Commission, Vol. XIX, pp. 485-519, 544-569.

Twelfth Census, Vol. IX, pp. 1-16; Vol. X, pp. 725-748.

Wells, Recent Economic Changes, pp. 70-113.

12. COMMERCE AND SHIPPING.

*Meeker, Shipping Subsidies, Pol. Sci. Quart., Vol. XX, pp. 594-611.

Soley, Maritime Industries of the United States, in Shaler’s United States, Vol. I, pp. 518-618.

Meeker, History of Shipping Subsidies, pp. 150-171.

McVey, Shipping Subsidies, J. Pol. Ec., Vol. IX, pp. 24-46.

Wells, Our Merchant Marine, pp. 1-94.

13. INDUSTRIAL CONCENTRATION.

*Willoughby, Integration of Industry in the United States, Q.J.E., Vol. XVI, pp. 94-107.

*Noyes, Recent Economic History of the United States, Q.J.E., Vol. XIX, pp. 188-209.

Twelfth Census, Vol. VII, pp. cxc-ccxiv.

Industrial Commission, Vol. XIII, pp. v-xviii.

Bullock, Trust Literature, Q.J.E., Vol. XV, pp. 167-217.

14. THE LABOR PROBLEM.

*United States Bureau of Labor Bulletins, No. 18 (Sept. 1898), pp. 665-670; No. 30 (Sept. 1900), pp. 913-915; No. 53 (July, 1904), pp. 703-728.

Adams and Sumner, Labor Problems, pp. 3-16, 502-547.

Levasseur. American Workman, pp. 436-509.

Mitchell, Organized Labor, pp. 391-411.

Twelfth Census, Special Report on Employees and Wages, p. xcix.

National Civic Federation, Industrial Conciliation, pp. 40-48, 141-154, 238-243, 254-266.

15. POPULATION, IMMIGRATION
AND THE RACE QUESTION.

*United States Census Bulletin, No. 4 (1903), pp. 5-38.

*Industrial Commission, Vol. XV, pp. xix-Ivii.

Adams and Sumner, Labor Problems, pp. 68-112.

Mayo-Smith, Emigration and Immigration, pp. 38-78.

Walker, Discussions in Economics and Statistics, Vol. II, pp. 417-451.

Hoffmann, Race Traits and Tendencies of the American Negro, pp. 250-309.

Tillinghast, The Negro in Africa and America, pp. 102-228.

Twelfth Census Bulletin, No. 8.

United States Bureau of Labor Bulletins, Nos. 14, 22, 32, 35, 37, 38, 48.

Washington, Future of the American Negro, pp. 3-244.

Stone, A Plantation Experiment, Q.J.E., Vol. XIX, pp. 270-287.

Source: Harvard University Archives. Syllabi, course outlines and reading lists in economics, 1895-2003. Box 1, Folder: “Economics 1906-07”.

__________________________

ECONOMICS 6b
Year-end Examination, 1906-07

  1. Describe briefly (not more than five minutes each) :—
    1. Independent Treasury.
    2. Greenbacks
    3. Mills Bill.
    4. Minimum system.
    5. Homestead system.
    6. Chief Canal systems.
  2. Outline succinctly :—
    1. The history and results of the tariff on wool and woolens.
    2. The experience of the United States with reciprocity.
  3. Comment on the following (from Grant’s message of 1870):
    “Building ships and navigating them utilizes vast capital at home; it creates a home market for the farm and the shop; it diminishes the balance of trade against us precisely to the extent of freights and passage money paid to American vessels, and gives us a supremacy of the seas of inestimable value in case of foreign war.”
  4. Compare in its more important features the economic history of the decade 1870-80 with that of the decade 1890-1900.
  5. [International labor migration]
    1. Describe the administration of the alien contract labor law.
    2. What are the present tendencies in the distribution of immigrants?

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 8, Bound vol. Examination Papers 1906-07 (HUC 7000.25), pp. 29-30.

Image Source: Edwin F. Gay, seated in office, 1908. From Wikipedia. Colorized by Economics in the Rear-view Mirror.

Categories
Economic History Exam Questions Harvard Suggested Reading Syllabus

Harvard. Reading list and final exam for U.S. economic and financial history. Taussig and Gay, 1905-1906

Assistant Professor Oliver Mitchell Wentworth Sprague taught the Harvard course “Economic History of the United States”/ “Economic and Financial History of the United States” in 1901-02 (with James Horace Patten), 1902-03, 1903-04, and 1904-05. The course was taken over in 1905-06 by Frank William Taussig and Edwin Francis Gay after Sprague left for a full professorship at the Imperial University of Japan.

__________________________

Course Enrollment
1905-06

Economics 6 2hf. Professor Taussig and Asst. Professor Gay. — Economic and Financial History of the United States.

Total 79: 14 Graduates, 15 Seniors, 37 Juniors, 10 Sophomores, 3 Others.

Source: Harvard University. Report of the President of Harvard College, 1905-1906, p. 72.

__________________________

READING FOR ECONOMICS 6
(1905-6)

Prescribed reading is indicated by an asterisk (*).

1. COLONIAL PERIOD.

*Ashley, Commercial Legislation of England and the American Colonies, Q.J.E., Vol. XIV, pp. 1-30; printed also in Surveys, pp. 309-335.

Schmoller, Mercantile System, pp. 57-80.

Beer, Commercial Policy of England, pp. 1-158.

Rabbeno, American Commercial Policy, pp. 3-91.

Eggleston, Agriculture and Commerce in the Colonies, The Century Magazine, Jan. and June, 1884, Vol. V, pp. 431-449; Vol. VI, pp. 234-256.

2. COMMERCE AND MANUFACTURES, 1776-1815.

*Hill, First Stages of the Tariff Policy of the United States, Amer Econ. Assn. Pub., Vol. VIII, pp. 107-132.

Pitkin, Statistical View of the United States, ed. 1835, ch. ix, pp. 368-412.

Rabbeno, American Commercial Policy, pp. 287-324, 95-145.

Hamilton, Report on Manufactures, in Taussig’s State Papers and Speeches on the Tariff, pp. 1-108.

3. REVOLUTIONARY AND NATIONAL FINANCE – WESTWARD MOVEMENT, 1776-1815.

*Dewey, Financial History of the United States, chs. ii-vi, pp. 33-141.

Bullock, Essays on the Monetary History of the United States, pp. 60-78.

Hamilton, Reports on Public Credit, Amer. State Papers, Finance, Vol. 1, pp. 15-37, 64-67.

Turner, Significance of the Frontier in American History, in Report of Amer. Hist. Assn., 1893, pp. 199-227.

Semple, American History and its Geographical Conditions, chs. iv, v, pp. 52-92.

4. FINANCE AND BANKING, 1815-1860.

*Dewey, Financial History, pp. 223-237, 252-262.

Sumner, Andrew Jackson, ed. 1886, pp. 224-249, 257-276, 291-342.

Catterall, The Second Bank of the United States, chs. xvi-vviii, pp. 376-403, 430-452.

Conant, History of Modern Banks of Issue, ch. xiv, pp. 310-347.

White, Money and Banking, chs. ix-xii, pp. 324-361.

5. TARIFFS AND MANUFACTURES, 1815-1860.

*Taussig, Tariff History, pp. 1-154.

Taussig, State Papers and Speeches on the Tariff, pp. 108-385.

Rabbeno, American Commercial Policy, 146-199, 325-383.

6. INTERNAL IMPROVEMENTS, 1815-1860.

*Callender, Early Transportation and Banking Enterprises, Q.J.E., Vol. XVII, pp. 111-162.

Chevalier, Society, Manners, and Politics in the United States, chs. vii, xx, xxi, pp. 80-87, 209-276.

Pitkin, Statistical View (1835), Vol. XII, pp. 531-581.

Gallatin, Plan of Internal Improvements, Amer. State Papers, Misc., Vol. I.

Tanner, Railways and Canals of the United States. See, especially, the map.

7. LAND POLICY AND AGRICULTURE, 1815-1860.

*Hart, Practical Essays on American Government, pp. 233-257.

*Hammond, Cotton Industry, ch. iii, pp. 67-119.

Donaldson, Public Domain.

Sato, History of the Land Question in the United States, Johns Hopkins University Studies, 4th series, nos. 7-9, pp. 127-181.

8. POPULATION AND SLAVERY, 1815-1860.

*Cairnes, Slave Power, chs. ii, iii, v, pp. 34-93, 120-150.

Hammond, Cotton Industry, ch. ii, pp. 34-60.

Semple, American History and its Geographic Conditions, ch. ix, pp. 150-177.

9. FINANCE, BANKING, AND CURRENCY PROBLEMS, 1860-1900.

*Dewey, Financial History, chs. xii, xiii, xx, pp. 271-330, 463-473.

*Noyes, Thirty Years of American Finance, chs. i, ii, iii, x, pp. 1-72, 234-254.

Taussig, Silver Situation, pp. 1-157.

Dunbar, National Banking System, Q.J.E., Vol. XII, pp. 1-36.

10. TRANSPORTATION; TARIFF.

*Taussig, Tariff History, pp. 155-230.

Industrial Commission, Vol. XIX, pp. 466-481.

Johnson, American Railway Transportation, chs. ii, ii, v, pp. 13-38, 52-68.

Taussig, Contribution to the Theory of Railway Rates, Q.J.E., Vol. V, pp. 438-465.

Hadley, Railroad Transportation, pp. 24-56.

11. INDUSTRIAL EXPANSION AND TARIFF.

*Taussig, Tariff History, pp. 230-409.

Stanwood, American Tariff Controversies, Vol. II, pp. 243-394.

Taussig, Iron Industry, Q.J.E., Vol. XIV, pp. 143-170, 475-508.

Industrial Commission, Vol. XIX, pp. 485-519, 544-569.

Twelfth United States Census, Vol. IX, pp. 1-16; Vol. X, pp. 723-743.

Taussig, Wool and Woolens, Q.J.E., Vol. VIII, pp. 1-39.

Wright, Wool-growing and the Tariff since 1890, Q.J.E., Vol. XIX, pp. 610-647.

Willoughby, Integration of Industry in the United States, Q.J.E., Vol. XVI, pp. 94-115.

12. AGRICULTURE AND OPENING OF THE FAR WEST.

*Industrial Commission, XIX, pp. 43-123, 134-168.

Hammond, Cotton Industry, Book I, chs. iv-vii, ix, pp. 120-228, 324-356.

Adams, The Granger Movement, North American Review, Vol. CLXXV, pp. 394-424.

13. COMMERCE AND SHIPPING.

*Meeker, Shipping Subsidies, Pol. Sci. Qr., Vol. XX, pp. 594-611.

*Noyes, Recent Economic History of the United States, Q.J.E., Vol. XIX, pp. 167-209.

Wells, Our Merchant Marine, chs. i-v, pp. 1-94.

14. WAGES AND THE LABOR PROBLEM.

*Levasseur, American Workman, pp. 436-509.

Mitchell, Organized Labor.

Industrial Conciliation, National Civic Federation.

Wright, Industrial History of the United States, Part III, pp. 231-322.

15. IMMIGRATION AND THE RACE QUESTION.

*Mayo-Smith, Emigration and Immigration, chs. iii, iv, pp. 33-78.

Tillinghast, Negro in Africa and America, pp. 102-227.

Hoffman, Race Traits and Tendencies of the American Negro, pp. 141-148, 170-176, 310-329.

Washington, Future of the American Negro, pp. 3-244.

Mayo-Smith, Emigration and Immigration, pp. 79-167, 227-283.

Walker, Discussions in Economics and Statistics, Vol. II, pp. 417-434.

Source: Harvard University Archives. Syllabi, course outlines and reading lists in conomics, 1895-2003, Box 1, Folder “Economics, 1905-1906”.

__________________________

ECONOMICS 6
Year-end Examination, 1905-06

  1. Describe the history of the agitation for “cheap money” in the United States; the forms assumed both before and after 1860, its causes and the probability of its recurrence.
  2. Compare critically the financing of the Revolutionary War, the Civil War, and the Spanish War.
  3. (a) Summarize the principal features of our tariff legislation from the close of the Civil War to the Dingley Tariff.
    (b) What has been the effect of the tariffs on the iron and steel industry?
  4. Give the history of the Union Pacific Railroad and its relations to the government.
  5. Account for the changes in the character of the foreign trade of the United States in respect to the excess of imports or of exports.
    Take one of the following questions:
  6. Discuss the significance and causes of the increase of farm tenancy and the rural exodus.
  7. What can you say as to agricultural conditions in the South before and since the Civil War? What about the negro problem?

Source: Harvard University Archives. Harvard University, Examination Papers 1873-1915. Box 8, Bound volume: Examination Papers, 1906-07; Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1906), pp. 31-32.

Image Source: Portraits of Frank William Taussig and Edwin Francis Gay from the Harvard Class Album 1906.

 

Categories
Business Cycles Distribution Economic History Exam Questions History of Economics Industrial Organization International Economics Johns Hopkins Labor Money and Banking Public Finance Public Utilities Statistics Theory

Johns Hopkins. General Written Exam for Economics PhD. 1956

 

One is struck by the relative weight of the history of economics in this four part (12 hours total) general examination for the PhD degree at Johns Hopkins in 1956. Also interesting to note just how many different areas are touched upon. Plenty of choice, but no place to hide.

________________________

Other General Exams from Johns Hopkins

________________________

GENERAL WRITTEN EXAMINATION FOR THE PH.D DEGREE
DEPARTMENT OF POLITICAL ECONOMY

*  *  *  *  *  *  *  *  *  *  *  *  *  *  *

PART I
June 4, 1956, 9-12 a.m.

Answer two questions, one from each group.

Group I.
  1. Write an essay on the theory of capital. It should include a discussion of the place of capital theory in economic analysis: for what purposes, if any, we need such a theory, Do not omit theories or issues which were important in the history of doctrines, even if you should regard them as irrelevant for modern analysis.
  2. Discuss and compare the capital theories of Böhm-Bawerk, Wicksell, and Hayek.
  3. Write an essay on the theory of income distribution. Organize it carefully, as if it were designed for an article in the Encyclopedia of the Social Sciences. Include discussions of alternative theories such as imputation theories, residual theories, surplus value theories, etc.
Group II.
  1. The following statements attempt to show that marginal productivity theory is inconsistent with factual observation. Accepting the stated facts as given, discuss whether they call for the rejection or major modification of the theory. If so, how? If not, why not?
    1. “In the most important industries in the United States wage rates are set by collective bargaining and are largely determined by the bargaining strength of the parties. Marginal productivity of labor is neither calculated nor mentioned in the process.”
    2. “In many industries competition among employers for workers is so limited that most firms are able to pay less than the marginal productivity of labor.”
    3. “Workers in some trades — say, carpenters or bricklayers — work essentially the same way as their predecessors did fifty years ago; yet their real wages have increased greatly, probably not less than in occupations where productivity has improved considerably over the years.”
  2. The determination of first-class and second-class passenger fares for transatlantic ocean transportation involves problems of (a) joint or related cost, (b) related demand, and (c) discriminatory pricing. Discuss first in what ways these three phenomena are involved here; then formulate a research project to obtain the factual information required for an evaluation of the cost relationships and demand relationships prevailing in the case of two-class passenger ships; and finally state the criteria for judging whether the actual rate differential implies conscious discrimination in favor of first-class passengers, conscious discrimination against first-class passengers, wrong calculation and faulty reasoning on the part of the shipping lines, or any other reason which you may propose.

*  *  *  *  *  *  *  *  *  *  *  *  *  *  *

PART II
June 4, 1956, 2-5 p.m.

Answer three questions, at least one from each group.

Group I.
  1. There is a running debate on the question whether trade unions are labor monopolies. This debate obviously turns on the meaning of monopoly and on what effects union have had on their members’ wages, output, and conditions of work. Give both sides of the argument.
  2. Write an essay on the demand for labor.
  3. Write down everything you know about the incidence of unemployment among various classes of workers and about the fluctuations of unemployment over time. Discuss some of the problems of developing a workable concept of unemployment. Indicate whether the statistical behavior of unemployment throws any light on its causation.
Group II.
  1. What is a “public utility”? According to accepted regulatory principles, how are the “proper” net earnings of a utility company determined? And, finally, what factors are considered in setting an “appropriate” rate structure?
  2. What is the major purpose of the Sherman Anti-Trust Act of 1890? What are some of the more significant problems in determining what constitutes “restraint of trade”? What tests would you apply? Why?
  3. Analyze the economic effects of a corporate income tax. Be as comprehensive as you can.
  4. What are flexible agricultural price supports? Explain how they are determined and applied. Evaluate their use in the light of reasonable alternatives.

*  *  *  *  *  *  *  *  *  *  *  *  *  *  *

PART III
June 5, 1956, 9-12 a.m.

Answer three questions, one from each group.

Group I.
  1. Describe briefly Schumpeter’s theory of economic development, and comment upon the possibility of testing it empirically.
  2. Describe briefly Keynes’ general theory of employment, interest and money; state its assumptions, structure, and conclusions; and evaluate it critically in the light of more recent theoretical and empirical findings.
Group II.
  1. What characteristics of economic cycles would you consider important in a statistical study of business cycles?
  2. In the study of long-term trends, what criteria would you use in constructing index numbers of production?
  3. What measures of economic growth of nations would you us? Consider carefully the various characteristics that you would deem indispensable in measurements of this sort.
Group III.
  1. Give a brief definition, explanation and illustration for each of the following:
    1. variance;
    2. confidence interval;
    3. coefficient of regression;
    4. coefficient of correlation;
    5. coefficient of determination;
    6. regression line.

[Note: Indicate where you have confined yourself to simple, linear correlation.]

  1. Write an essay on statistical inference by means of the following three techniques:
    1. chi square;
    2. analysis of variance;
    3. multiple regression.

Indicate the types of problem in which they are used, and how each type of problem is handled.

*  *  *  *  *  *  *  *  *  *  *  *  *  *  *

PART IV
June 5, 1956, 2-5 p.m.

Answer four questions, one from each group.

Group I.
  1. Political arithmetic is a term that is applied to certain writings that appeared from roughly 1675 to 1800. What gave rise to such writings? What were the contributions of the different members of the “group”? Why should Political Arithmetic be given a terminal date?
  2. Discuss Quesnay’s Tableau Économique, Do you see in it anything of significance for the subsequent development of economic theory?
  3. Present arguments for the contention that J. B. Say was far more than “a mere disciple of Adam Smith”.
Group II.
  1. Discuss the relations between the English economic literature of the first half of the 19th century and the events, conditions, and general ideas of that time.
  2. Select three episodes in American economic history, and use your knowledge of economic theory to explain them.
Group III.
  1. Analyze the economic effects of a large Federal debt. Be as comprehensive as you can.
  2. At one time or another each of the following has been proposed as the proper objective or goal of monetary policy: (1) The stabilization of the quantity of money; (2) The maintenance of a constant level of prices; (3) The maintenance of full employment.
    Explain for each policy objective (a) what it means, that is, exactly what in “operational” terms might be maintained or stabilized; (b) how the objective could be achieved, that is, what techniques could be used to achieve it; and (a) the difficulties with or objections to the proposal.
  3. Irving Fisher and others have proposed that all bank be required to hold 100% reserves against their deposits. This was designed to prevent bank failures and, more important, to eliminate the perverse tendency of money to contract in recessions and expand in booms.
    Explain whether the proposal would have the effects claimed for it, and if so, why, and discuss what other effects it might have.
Group IV.
  1. Discuss the “law of comparative advantage” in international trade.
  2. Discuss “currency convertibility”.
  3. Discuss the “transfer problem”.
  4. Discuss the “optimum tariff”.
  5. Discuss the “foreign-trade multiplier”.
  6. Discuss alternative concepts of the “terms of trade”.
  7. Discuss the “effects of devaluation upon the balance of trade”.

*  *  *  *  *  *  *  *  *  *  *  *  *  *  *

Source: Johns Hopkins University. Eisenhower Library. Ferdinand Hamburger, Jr. Archives. Department of Political Economy Series 5/6.  Box No. 6/1. Folder: “Comprehensive Exams for Ph.D. in Political Economy, 1947-1965”.

Image Source: Fritz Machlup in an economics seminar. Evsey Domar visible sitting third from the speaker on his right hand side. Johns Hopkins University Yearbook, Hullabaloo 1956, p. 15.

Categories
Columbia Economic History Economists Undergraduate

Columbia. On Rev. John McVickar’s political economy. Herbert B. Adams, 1887

The subject of political economy and its instructors received much attention in the 1887 survey of the study of history in the United States by Johns Hopkins history professor Herbert B. Adams. In this post Economics in the Rear-View Mirror shares those pages dedicated to the work of Rev. John McVickar (1787-1868) of Columbia College.

__________________________

McVickar’s political economy textbooks

Outlines of Political Economy. “A republication of the article [by J.R. McCulloch] upon that subject contained in the Edinburgh Supplement to the Encyclopedia Britannica together with notes explanatory and critical, and a summary of the science.” (New York: Wilder & Campbell, 1825).

Introductory Lecture to a Course of Political Economy (London: John Miller, 1830).

First lessons in political economy: for the use of primary and common schools. Albany: Common School Depository, 1837.
(Seventh edition. New York: Saxton and Miles, 1846)

__________________________

A Pair of McVickar Biographies

Langstaff, John Brett. The Enterprising Life, John McVickar 1787-1868. New York: St. Martin’s Press, 1961.

Dorfman, Joseph and R. G. Tugwell. “The Reverend John McVickar: Christian Teacher and Economist” in Early American Policy: Six Columbia Contributors  (New York: Columbia University Press, 1960), pp. 99-154.
Originally published in Columbia University Quarterly, Vol. 23, No. 4 (December 1931), pp. 353-401.

__________________________

Historian Herbert B. Adams on Professor John McVickar and historical political economy at Columbia College

…In the continuity of historico-political studies at Columbia College there was another important influence contemporary with Professor Anthon; namely, the Rev. John McVickar, who was appointed Professor of Philosophy, Rhetoric, and Belles Letters in the year 1817. This man, the successor of the Rev. Dr. [John] Bowden, is too little known to American students of History and Economics—in both of which studies he was a remarkable pioneer. It would be a useful, as well as pious service, if some one of the present instructors in the School of Political Science at Columbia would prepare an academic memorial of John McVickar, as he did of his worthy predecessor, Dr. Bowden (1751-1817), in an address delivered to the Alumni of Columbia College, October 4, 1837. Although the life of the Rev. John McVickar has been written, as a “clerical biography,” by his son [William A. McVickar, The Life of the Reverend John McVickar, S.T.D.] (New York: Hurd & Houghton, 1872), there is so much of academic interest in his life and writings, so much unused biographical material in the archives of Columbia College, that a special study of his professorial career would certainly repay the younger generation of teachers.

In general, the service rendered by Professor McVickar to Historical and Political Science at Columbia College resembles that rendered by Profesor Francis Bowen in Harvard College. Under the broad ægis of a philosophical professorship, both teachers protected and encouraged historico-political studies. Both inclined most strongly toward politico-economics. Both produced text-books of political economy, which, in their day and generation, proved very helpful to American students. In these days, when the study of economics is coming to the front in our colleges and universities, it will be recognized as a distinguished honor for Professor McVickar that he was one of the first men in this country to lecture upon political economy to students, and also one of the first to publish a text-book upon the subject.

John McVickar (1787-1863) was the son of a leading merchant of New York City, and was of Scotch descent. Heredity and environment gave him a natural inclination toward the study of economic questions. Born in the business center of the United States, into family acquaintance with wealthy and influential men, into association with Albert Gallatin, Isaac Bronson, and Mr. Biddle, young McVickar could not escape the great problems of currency and banking which agitated his times. Although, after his graduation from Columbia College, educated as a theologian and for a time settled as rector of a parish in Hyde Park, he readily accepted the philosophical professorship made vacant by the death of Dr. Bowden in 1817; and, within a year, petitioned to have Political Economy added to his already wide domain, without any increase of salary. The year 1818 marks the establishment of economic science in Columbia College, [see William and Mary’s claim to priority] which was one of the first to recognize this subject in the United States. For several years the need of a text-book of Political Economy was deeply felt by McVickar as an aid to his lectures. In 1821 he appears to have urged Edward Everett to prepare a suitable hand-book; but the great orator, while expressing interest in the subject, pleaded other engagements. In 1825 McVickar brought out his Outlines of Political Economy. This thin octavo volume, which an American student may well prize if he can now secure a copy, was an American adaptation of J. R. McCulloch’s article on Political Economy originally published in the Edinburgh supplement to the old Encyclopædia Britannica [1824, vol. 6, pp. 216-278]. This article, by the first Ricardo lecturer on Political Economy, well deserves comparison with that in the new edition of the Encyclopædia Britannica [by J. K. Ingram in the 9th ed., vol. 19 (1885), pp. 346-401], for the sake of the historical method which both articles represent. McCulloch, with his review of the rise of economic science, the mercantile system, the manufacturing system, the opinions of Mr. Mun, Sir Josiah Child, Dudley North, Mr. Locke, et al., may be as truly called a representative of the historical school of economics as Knies or Roscher.

It is interesting to reflect that the English historical method of J. R. McCulloch was introduced into America by John McVickar, more than twenty-five years before the rise of either of these German pioneers. By more than fifty years did the Scotch student of McCulloch and Adam Smith anticipate the American disciples of Knies and Roscher in advocating historico-political economy. McVickar appended many original notes to McCulloch; and, among other good things, he said of political economy: “To the rising government of America it teaches the wisdom of European experience.” He called economics “the redeeming science of modern times-the regenerating principle that, in connection with the spirit of Christianity, is at work in the civilized governments of the world, not to revolutionize, but to reform.” Besides his original notes, which show not only deep moral, but profound practical insight into economic questions, McVickar appended a general summary of economic science, which probably reveals something of his own method of presenting the subject to his classes. This text-book, which is said to be “the first work on the science of political economy published in America,”* (McVickar’s Life of John McVickar, 85) was welcomed by Chancellor Kent and Thomas Jefferson in the warmest terms. The sage of Monticello said of the subject which the book represented: “I rejoice to see that it is beginning to be cultivated in our schools. No country on earth requires a sound intelligence of it more than ours.” Among the early economic writings of McVickar are the following pamphlets: Interest Made Equity (1826), an English article, like his textbook, with American notes; Hints on Banking (1827), an original paper of forty or more pages, addressed to a member of the New York legislature, and said to have been the origin of the free banking law of New York (1833), and the scientific forerunner of practical reforms in the Bank of England, 1844, and also the National Bank Act of the United States in 1863 (Appendix to the Life of McVickar, 411). A more distinct foreshadowing of our present national system of banking was Professor McVickar’s article, published in 1841, entitled “A National Bank: Its Necessity and most Advisable Form.” This and other financial articles were published by McVickar in the New York Review, which closed its influential career in 1842. He wrote on “American Finance” [“American Finances and Credit,” The New York Review, Vol. VII, (July 1840).]; on “The Expediency of Abolishing Damages on Protested Bills of Exchange”; on “The Evils of Divers State Laws to regulate Damages on Foreign Bills of Exchange,” &c. A complete bibliography of the writings of John McVickar would be a helpful addition to the Dewey system of classification in the excellent library of Columbia College. In the history of economic thought in the United States John McVickar will surely take an honorable place as an academic pioneer. Practical economists, like Franklin, Robert Morris, and Alexander Hamilton, this country had, indeed, developed; but professorial economists, with original and independent views, were rare in America before the days of John McVickar. His chief rival to priority was Professor [Thomas] Cooper, of Dickinson College and of the University of Pennsylvania, the friend of Jefferson, and the predecessor of Francis Lieber, in Columbia, S.C. By a singular chance the two lines of economic teaching came together at last in Columbia College, New York, when, in 1857, Francis Lieber was called to that institution as the successor to John McVickar.

* This statement… is not strictly true, for Destutt Tracy’s Treatise on Political Economy appeared in 1817. McVickar undoubtedly deserves great credit for pioneer work, but the claim to absolute priority in this country as a lecturer upon Political Economy, asserted for him by his filial biographer, should be viewed with caution until the facts are more fully known,

The subject of History was also taught by Professor McVickar as a branch of his philosophical department. The statutes of Columbia College show that from the beginning of the present century Greek and Roman History, or Classical Antiquities, remained in the hands of the classical department. But some attention was always given to Modern History; and this appears to have been intrusted to the professor of Philosophy, Rhetoric, and Belles Lettres. It was probably a natural continuation of the original historical work of John Gross, teacher of Geography and German, who was made Professor of Philosophy, also, in 1787. The preparation which Professor McVickar enjoyed for the teaching of history was not as good as that which came to him by nature and associations for the teaching of political economy. While yet a theological student, he appears, however, to have pursued a course of historical reading, and to have invented a system of mnemonics which he applied to Bossuet’s Chronology. Entering upon his professorship, McVickar worked out his own methods of instruction by a long course of experience, the results of which may be generalized upon the basis of the following authentic testimony.

In a report of a committee of the trustees of Columbia College, a statement was made, in 1856, by Professor McVickar, with respect to the duties of his department. He said his professorship comprised a “union of historical and philosophical studies,” of which he advised the division. To the sophomores, during their first semester, he taught “Modern European History, more especially from the latter half of the fifteenth century, being the period suggested by Heeren as the true commencement of the European system. The second session was the exact and critical study of English History, as the great storehouse of our political wisdom. In addition to this, there were essays on subjects connected with the course read and criticised in the lecture-room; the whole embodied in notes, as stated in my annual reports.” In regard to his method of teaching, Professor McVickar told the committee that any good history in the hands of students was sufficient. He said, “The subject is studied, not the text-book. My practice is, at the commencement, to explain the subject of text-books, and to give the class a list of the best, any one of which would be satisfactory. I have made it a point to ascertain from the best students of other colleges the results of studying from text-books, and have felt that such instruction makes little impression on the memory.” In reply to a question from the committee as to whether he delivered his lectures from notes, Professor McVickar said: “I have written notes; and in the earlier periods I used to read lectures. Experience brought me to a freer use of notes, as guiding the analysis of the subjects, but not controlling the words.” All this has a modern tone, and indicates a man of sensible ideas. There was, however, one radical fault found with Professor McVickar, which he perhaps inherited from Dr. Bowden; he did not succeed in keeping good discipline among his students. In his eulogy of Dr. Bowden, McVickar said, with a certain reflex significance, “As a disciplinarian he held lightly the staff of authority.” McVickar’s own students appear to have recognized this amiable weakness in their master, and to have presumed upon it. Some dissatisfaction was felt by the administration with what was allowed in the recitation-room of Professor McVickar; and the inquiry into his methods of instruction reveals a certain animus, with a decided tendency toward a reconstruction of the entire department.

In 1857, by the advice and consent of Professor McVickar, the duties of his too laborious and too comprehensive professorship were divided into three independent chairs: (1) Moral and Intellectual Philosophy; (2) Ancient and Modern Literature (Belles Lettres); (3) History and Political Science. Professor McVickar was transferred to the chair of Evidences of Natural and Revealed Religion which he held until 1864, when he retired from office, his duties passing to the then president. The chair of Philosophy was given to Professor Charles Murray Nairne. The chair of Belles Lettres was offered to Samuel Eliot, of Boston; but he declined it, and the duties were then intrusted to Professor Nairne.

Source: Adams, Herbert B. The Study of History in American Colleges and Universities. Bureau of Education, Circular of Information, No. 2, 1887. (Washington: Government Printing Office, 1887), pp. 61-63.

Image Source: Frontispiece from William A. McVickar, The Life of the Reverend John McVickar, S.T.D.] (New York: Hurd & Houghton, 1872.

Categories
Economic History Exam Questions Harvard

Harvard. Mediaeval and Modern Economic History of Europe. Enrollments, descriptions, exam. Gay, 1904-1905

An assistant professor gotta do what an assistant professor has gotta do. Edwin Francis Gay was 37 years of age by the 1904-05 academic year with courses covering nearly a millennium of European economic history.  His biographer (and former student) Herbert Heaton described this period as being a strenuous time for Gay (pp. 64-65).

___________________________

Related posts

A brief course description for Economics 11 plus the exams from 1902-03.

Exams for 1903-04.

A short bibliography for “serious students” of economic history  assembled by Gay and published in 1910 has also been posted.

__________________________

Course Enrollment
1904-05

Economics 10 1hf. Asst. Professor Gay. — Mediaeval Economic History of Europe.

Total 1: 1 Graduate.

Source: Harvard University. Report of the President of Harvard College, 1904-1905, p. 75.

*  *  *  *  *  *  *  *  *  *  *  *  *

Course Description
1904-05

[Economics] 10 1hf. The Mediaeval Economic History of Europe. Half-course (first half-year). Tu., Th., and(at the pleasure of the instructor) Sat., at 9. Asst. Professor Gay.

After a preliminary examination of early economic and social institutions, this course aims to give a general view of the economic development of society during the Middle Ages. Among other topics, the following will be considered: mediaeval agriculture and serfdom; the manorial system and the economic aspects of feudalism; the beginnings of town life and the gild-system of industry; and the Italian and Hanseatic commercial supremacy.
A thesis will be required from each student, and occasional oral reports and discussions may be expected, but the work is conducted mainly by lectures with supplementary reading.
It is desirable that students should possess some acquaintance with mediaeval history and some reading knowledge of Latin.

Source: Harvard University. Faculty of Arts and Sciences. Division of History and Political Science Comprising the Departments of History and Government and Economics, 1904-05 (May 16, 1904), p. 44.

No printed exam at mid-year for this course was found in the Harvard archives
(but of course only one student)

________________________

Course Enrollment
1904-05

Economics 11. Asst. Professor Gay. — Modern Economic History of Europe.

Total 7: 3 Graduates, 2 Seniors, 1 Junior, 1 Sophomore.

Source: Harvard University. Report of the President of Harvard College, 1904-1905, p. 75.

*  *  *  *  *  *  *  *  *  *  *  *  *

Course Description
1904-05

[Economics] 11. The Modern Economic History of Europe. Tu., Th., and (at the pleasure of the instructor) Sat., at 10. Asst. Professor Gay.

This course, while Course 10 may usefully precede it, will nevertheless be independent, and may be taken by those who have not followed the history of the earlier period.
At the outset a survey will be made of economic and social conditions in the chief European countries at the close of the Middle Ages. The history of trade, industry, and agriculture in the succeeding periods down to the nineteenth century will then be treated in some detail, together with the corresponding forms of social life and the advance in economic thought. England will receive the emphasis due to its increasing importance during this period.
A considerable amount of supplementary reading will be expected and two thesis subjects will be assigned.

Source: Harvard University. Faculty of Arts and Sciences. Division of History and Political Science Comprising the Departments of History and Government and Economics, 1904-05 (May 16, 1904), p. 44.

*  *  *  *  *  *  *  *  *  *  *  *  *

ECONOMICS 11
Year-end Examination, 1904-05

  1. Explain briefly:—
    (1) lettre de maîtrise
    (2) métayage
    (3) the Steelyard
    (4) goldsmith’s notes
    (5) enumerated commodities
    (6) Merchant Adventurer’s
  2. What are the chief facts you associate with the names of
    (1) Bodin, (2) Colbert, (3) Paterson, (4) Law?
  3. (1) Who were the Fuggers? What type of company organization do they represent?
    (2) Describe the development in the company organization of the English East India Company. How and why did this company’s history differ from that of the Dutch East India Company?
  4. Enumerate the forms of indirect taxation in use in England in the seventeenth century.
  5. How do you distinguish the domestic system of industry from the handicraft and factory systems? Give some examples of different forms of the domestic system.

Take one of the following questions.

  1. It is stated that the total value of exports and imports for England and France were as follows for the years here given:
England
£
France
livres
1613   4,628,586
1750 20,471,120 1750 355,202,357
1800 62,639,398 1789 758,104,000

Are these figures of equal statistical value? What are the sources of error?

  1. (1) In 1655 a London merchant shipped raisins and oil to Hamburg, but finding this market not so good as the English desired to ship the goods back to England in the same ship that carried them to Hamburg, paying customs and excise on the reimportation. He petitioned the Council for license to do this. State precisely why.
    (2) In 1665 a Dutch merchant desired to send to England from Amsterdam a lading of silk and linen cloth, loaf sugar, paper (all of Dutch manufacture), Bordeaux wine, tobacco and pepper. Could he do this, and if so, how?

Source: Harvard University Archives. Harvard University, Examination Papers 1873-1915. Box 7, Bound volume: Examination Papers, 1904-05;  Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1905), pp. 30-31.

Image Source: Edwin F. Gay, seated in office, 1908. From Wikipedia. Colorized by Economics in the Rear-view Mirror

Categories
Economic History Exam Questions Harvard

Harvard. Course enrollment, description and final exams. U.S. economic history. Sprague, 1904-1905

 

Judging from his faculty photos published in the Harvard Classbook Oliver Mitchell Wentworth Sprague (1873-1953) was an assistant professor of economics with boyish good looks. His main field was banking and finance but he carried on Charles Dunbar’s interest in monetary and financial history in both his teaching and his research. He was sort of a Charles Kindleberger in his day, see his History of crises under the national banking system (Washington, Gov’t Print. Off., 1910, 1911).

__________________________

Course Enrollment
1904-05

Economics 6. Asst. Professor Sprague. — Economic and Financial History of the United States.

Total 79: 9 Graduates, 13 Seniors, 42 Juniors, 12 Sophomores, 3 Others.

Source: Harvard University. Report of the President of Harvard College, 1904-1905, p. 74.

__________________________

Course Description
1904-05

[Economics] 6. The Economic and Financial History of the United States. Tu., Th., Sat., at 9. Asst. Professor Sprague.

Course 6 gives a general survey of the economic history of the United States from the close of the eighteenth century to the present time, and aims to show on the one hand the mode in which economic principles are illustrated by American experience and, on the other, the extent to which economic conditions have influenced social and political development. The following are among the subjects considered: aspects of the Revolution and commercial relations during the Confederation and the European wars; the history of the protective tariff policy and the growth of manufacturing industries; the settlement of the West and the history of transportation, including the early canal and turnpike enterprises of the states, the various phases of railway building and the establishment of public regulation of railways; various aspects of agrarian history, such as the public land policy, the growth of foreign demand for American produce and the subsequent competition of other sources of supply; certain social topics, such as slavery and its economic basis, emancipation and the present condition of the Negro, and the effects of immigration. Comparisons will be made from time to time with the contemporary economic history of Europe. Finally the more important features of our currency and financial history are reviewed.

The course is taken advantageously with or after History 13. It is open to students who have taken Economics 1, and also to Seniors who are taking that course.

Source: Harvard University. Faculty of Arts and Sciences. Division of History and Political Science Comprising the Departments of History and Government and Economics, 1904-05 (May 16, 1904), pp. 40-41.

__________________________

ECONOMICS 6
Mid-year Examination, 1904-05

  1. Mention at least five of the means by which, according to Hamilton, manufactures may be encouraged. Comment upon the one which he considers at greatest length, and as probably the most effective.
  2. Compare the views of Hamilton and Gallatin upon the effect which the trade policy of other countries should have upon that of the United States.
  3. What section of the country suffered most severely from the separation from England?
  4. (Take seven.) Whitney, Slater, Dallas, Cheeves, Biddle, McDuffie, Guthrie, Taney, Walker, Morrill.
  5. United States monetary legislation, 1830-1860.
  6. What lessons may be drawn from the financial experience of the Government during (a) the War of 1812; (b) the years following the Crises of 1837 and 1857?
  7. Mention by date and character (more or less protective) the chief tariff acts between 1810 and 1860.
  8. The relation of tariffs to crises to 1860.
  9. The policy adopted with reference to their debts by Ohio, Michigan, and Mississippi.

Source: Harvard University Archives. . Harvard University. Mid-year Examinations, 1852-1943. Box 7, Bound Volume: Examination Papers, Mid-Years 1904-05.

__________________________

ECONOMICS 6
Year-end Examination, 1904-05

  1. (a) The negro and the cultivation of tobacco.
    (b) The negro death rate.
    (c) The negro in the North.
  2. Protection and the iron industry before and after the Civil War.
  3. The taxation policy of Congress in successive wars.
  4. Government deficits and the currency, 1893-96. Would the situation have been essentially different if the act of 1900 had been in operation during those years?
  5. The act of 1894 as a free trade measure.
  6. Treasury arrangements for the resumption of specie payments.
  7. The policy and the results of refunding under the acts of 1870 and 1900.
  8. Wages and prices, 1890-1903.

Source: Harvard University Archives. Harvard University, Examination Papers 1873-1915. Box 7, Bound volume: Examination Papers, 1904-05;  Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1905), p. 26.

Image Source:   Harvard University. Quinquennial Catalogue of the Officers and Graduates, 1636-1920Cambridge, Massachusetts, 1920. Front cover.

Categories
Economic History Exam Questions Harvard

Harvard. Enrollment and exam questions for agrarian history. Gay, 1903-04

Edwin F. Gay only taught the graduate economics course “General Outlines of Agrarian History” once. As we see from the course enrollment for this course offered at Harvard during the first term of 1903-04, only four students attended. Who among us has not been personally confronted with the reality that our supply does not necessarily generate its own demand? 

___________________________

Course Enrollment

Economics 24 1hf. Asst. Professor Gay. — General Outlines of Agrarian History.

Total 4: 3 Seniors, 1 Junior.

Source: Harvard University. Report of the President of Harvard College, 1903-1904, p. 67.

___________________________

ECONOMICS 24
Mid-Year Examination. 1903-04

  1. Explain briefly:

(1) emphyteusis.
(2) massa and fundus.
(3) mainmorte.
(4) gavelkind and Borough English.
(5) common recovery.
(6) copyhold.
(7) majorat and seniorat.
(8) Norfolk husbandry.

  1. Describe briefly:

(1) the provisions of the Capitulare de villis; its date and significance.
(2) the system of estate settlement by “Familienfideikommisse.”
(3) the place in agrarian history of Colbert, Orlando Bridgman, Arthur Young and Albrecht Thaer.

  1. “It seems to be almost certain that the ‘hams’ and ‘tuns’ [of England] were, generally speaking, and for the most part from the first, practically manors with communities in serfdom upon them.” Whose view is this? State succinctly the chief arguments for and against.
  2. What were the chief factors in the emancipation of the medieval serf and how far had the movement of emancipation progressed by 1500 in England, France and Northern Italy?
  3. What were the causes of the Peasant War of 1525? How did the condition of the peasant of South Germany differ from that of the peasant in the North-east and North-west?
  4. Summarize (with dates of the more important statutes) the changes of policy in the English Corn-laws.

Source:  Harvard University Archives. Harvard University, Mid-year examinations 1852-1943. Box 7, Bound volume: Examination Papers, Mid-Years, 1903-04.

Image Source: Harvard Class Album, 1914.

Categories
Economic History Exam Questions Harvard Public Finance

Harvard. Enrollment and final exam for U.S. Financial History. Bullock, 1903-1904

Charles Jesse Bullock first taught at Harvard as a visiting instructor in 1901-02. He returned at the rank of assistant professor of economics in 1903-04. The previous post provided the short biography from the Williams College yearbook from his last year on the faculty there together with his year-end exam for his Harvard course on the history of early economics (ancient Greeks through Adam Smith) in 1903-04.

___________________________

Course Enrollment
Economics 16, 1903-04

Economics 16 2hf. Asst. Professor Bullock. — The Financial History of the United States.

Total 27: 11 Seniors, 12 Juniors, 2 Sophomores, 2 Others.

Source: Harvard University. Report of the President of Harvard College, 1903-1904, p. 67.

___________________________

ECONOMICS 162
Year-End Examination, 1903-04

  1. Discuss colonial and State tariffs prior to 1789.
  2. Discuss fully the subject of requisitions and taxation under the Confederation.
  3. What do you consider to be the real services of Hamilton from 1789-1795? At what points was his policy open to criticism?
  4. Characterize the sinking-fund laws of 1795, 1802, and 1817.
  5. Describe in outline the course of tariff legislation from 1846 to 1861.
  6. Why was the independent-treasury system established? To what extent has its original purpose been secured? At what points is it open to criticism?
  7. What were the chief defects of the financial policy followed during the Civil War?
  8. What changes were effected in the national debt between 1865 and 1871?
  9. What different methods of resuming specie payments were proposed after the Civil War? What method was finally adopted?
  10. At what times during its history has the federal government been confronted with the problem of a surplus revenue? How, at each time, has the problem been solved?

Source:  Harvard University Archives. Harvard University, Examination Papers 1873-1915. Box 7, Bound volume: Examination Papers, 1904-05; Papers Set for Final Examinations in History, Government, Economics, … in Harvard College, p. 37.

Image Source: Williams College, The Gulielmensian 1902, Vol. 45, p. 26. Colorized by Economics in the Rear-view Mirror.

Categories
Economic History Exam Questions Harvard

Harvard. Exams for the Modern Economic History of Europe. Gay, 1903-1904

Edwin F. Gay was hired as instructor to cover the economic history field left vacant by the departure of William Ashley for the University of Birmingham in 1901. By the end of his first semester (December 1902) he was promoted to an assistant professorship. Medieval economic history proved not to be a magnet for student enrollment (I am shocked to report) so he began to give greater emphasis to “modern” European economic history.

___________________________

Getting to 1903-1904

The outstanding feature of Gay’s years of study abroad is their number. He went to Europe expecting to return within two years, but stayed twelve and a half. Instead of getting his Ph.D. after working for three or four semesters on medieval history, he spent nine in universities–three in Leipzig, five in Berlin, and one in Zurich; then for seven years he studied privately; and finally, after being registered for three more semesters in Berlin but attending no classes, he wrote a dissertation on a theme in economic history, took his examinations, and was granted his degree in the summer of 1902….[p.30]

*  *  *

…[Gay] arrived in Harvard somewhat nervous about the reception he was likely to receive. Apart from the President, the only men who knew him — Gross and Haskins — were in the history department. His position, junior and temporary, was in the economics department, yet the economists had played no part in choosing him. When he visited Cambridge for his interview, he met neither the veteran F.W. Taussig nor the recently appointed younger men, Carver and Ripley. Apart from a very brief encounter with Carver in Berlin in the summer of 1902, he was a complete stranger to all his associates….[p. 63]

*  *  *

…By Christmas, 1902, [Gay] felt confident that he was holding the attention and interest of his students. By that time he also had learned, through T. N. Carver, chairman of the department, what the students thought of his work: they said it was so stiff and heavy in its demands that “whenever you see any of us going around with circles under our eyes, you can know we are taking Gay’s course.” There were very few of them at first; the medieval story [10 students] and the German economists [4 students] did not attract much attention… [p. 61]

*  *  *

…by Christmas 1902, [Gay] was informed the department wanted him to stay and before his first year ended he was raised to the rank of assistant professor of economics with a tenure of five years. In recommending the promotion Carver wrote to [President] Eliot: “His scholarship is of the very highest type and his success as a classroom lectureer is unqualified, as shown by his work this year.” [p. 64]

Source: Herbert Heaton, A Scholar in Action: Edwin F. Gay. Cambridge (Massachusetts), Harvard University Press, 1952.

___________________________

Related posts

A brief course description for Economics 11 plus the exams from the the 1902-03 academic year have been posted earlier .

A short bibliography for “serious students” of economic history assembled by Gay and published in 1910 has also been posted.

___________________________

ECONOMICS 11
Course Enrollment

1903-04

Economics 11. Asst. Professor Gay. — The Modern Economic History of Europe.

Total 18: 10 Graduates, 2 Seniors, 2 Juniors, 4 Sophomores.

Source: Harvard University. Report of the President of Harvard College, 1903-1904, p. 66.

___________________________

ECONOMICS 11
Mid-Year Examination, 1903-04

  1. Explain briefly:—

(a) convertible husbandry.
(b) bodgers.
(c) book of rates.
(d) Gutsherrschaft.
(e) lettre de maîtrise.
(f) Fondaco dei Tedeschi.

  1. Describe briefly, with indication of the bearing on wider questions:—

(a) The divergent views as to the security of copyhold tenure in the sixteenth century.
(b) The organization of the Florentine woollen industry.
(c) The rise of the Merchant Adventurers.

  1. Comment on the following passage:—

“Everie day some of us encloseth a plote of his ground to pasture; and weare it not that oure grounde lieth in the common feildes, intermingled one with a nother, I thincke also oure feildes had bene enclosed, of a common agreement of all the townshippe, longe ere this time.”

  1. Give an account of the gild system of industry in England, emphasizing the analogies and contrasts with the continent.
  2. It is estimated that the following series of figures represents the change in the average purchasing power of wages in England:

1451-1500

100

1501-1520

88

1521-1550

70

1551-1570

57

1571-1602

47

1603-1652

40

1653-1702

47

(a) How would you construct such a series and what is its value?
(b) What caused the change thus indicated and what were its effects?

Source:  Harvard University Archives. Harvard University, Mid-year examinations 1852-1943. Box 7, Bound volume: Examination Papers, Mid-Years, 1903-04.

___________________________

ECONOMICS 11
Year-End Examination, 1903-04

I. Explain briefly:—

(1) contractus trinius.
(2) two forms of capitation.
(3) Gesellenverbände.
(4) Gulden and Thaler.
(5) the vend.
(6) Exchequer Bills
(7) the Molasses Act.
(8) roundsmen.

II. Describe briefly:—

(1) the influence of the Civil War on English economic history.
(2) the distinction between the economic views of Whigs and Tories.

III.

(1) State the chief provisions and significance of

(a) the Statute of Artificers (1563),
(b) the Navigation Act (1660), and
(c) the Corn Law of 1688.

(2) When in England was the policy embodied in each of the above statutes changed, and under what circumstances?
(3) Indicate the analogies and contrasts of this English policy in relation to industry, commerce, and agriculture with the policies of France and Holland in the seventeenth century.

IV.

When and why did indirect taxation become prominent in Western Europe?

V. Comment on the following statement:

“the domestic system existed [in England] from the earliest times till it was superseded by capitalism; … craft gilds were a form of industrial organization which was appropriate to the domestic, rather than to the capitalist system.”

Source:  Harvard University Archives. Harvard University, Examination Papers 1873-1915. Box 7, Bound volume: Examination Papers, 1904-05; Papers Set for Final Examinations in History, Government, Economics, … in Harvard College, pp. 33-34.

Image Source: Edwin F. Gay, seated in office, 1908. From Wikipedia. Colorized by Economics in the Rear-view Mirror