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Exam Questions Harvard Principles Undergraduate

Harvard. Principles of Economics. Description, Enrollment, Exam Questions. Andrew, Mixter, and Sprague. 1902-1903

Over 500 students enrolled in the introductory course “Outlines of Economics” offered at Harvard in 1902-03. Frank Taussig continued his sick-leave through the academic year 1902-03 which is why his name was listed in the (ex ante) course description from June 1902 but not included in the departmental staffing report to the president (ex post) for 1902-03. 

Artifacts for the same course offered during the academic year 1901-1902 have been posted earlier. It is worth noting that of the three required texts listed below, Hadley’s Economics replaced Walker’s Political Economy (Advanced Course) that had been assigned for the previous year.

Fun Fact: Gilbert Holland Montague, one of the teaching assistants, left economics to become an anti-trust lawyer who quite apparently had the means to collect over 15,000 books and 20,000 pamphlets during his lifetime. He even owned a 14th century copy of the Magna Carta.

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Course Description, 1902-03
Economics 1

Course 1 is introductory to the other courses. It is intended to give a general survey of the subject for those who take but one course in Economics, and also to prepare for the further study of the subject in advanced courses. It is usually taken with most profit by undergraduates in the second or third year of their college career. Students who plan to take it in their first year are strongly advised to consult the instructor in advance. History 1 or Government 1, or both of these courses, will usually be taken to advantage before Economies 1.

[…]

Primarily for Undergraduates

  1. Outlines of Economics. — Lectures on Social Questions and Monetary Legislation. , Th., Sat., at 11. Professor [Frank W.] Taussig, Drs. [Abram Piatt] Andrew, [Oliver Mitchell Wentworth] Sprague, and [Charles Whitney] Mixter, and Messrs. [Gilbert Holland] Montague and [Vanderveer] Custis.

Course 1 gives a general introduction to economic study, and a general view of Economics for those who have not further time to give to the subject. It undertakes a consideration of the principles of production, distribution, exchange, money, banking, and international trade. The relations of labor and capital, the present organization of industry, and the recent currency legislation of the United States, will be treated in outline.

Course 1 will be conducted partly by lectures, partly by oral discussion in sections. A course of reading will be laid down, and weekly written exercises will test the work of students in following systematically and continuously the lectures and the prescribed reading. Large parts of Mill’s Principles of Political Economy, of Hadley’s Economics, and of Dunbar’s Theory and History of Banking will be read; and these books must be procured by all members of the course.

Source: Harvard University. Faculty of Arts and Sciences, Division of History and Political Science [Comprising the Departments of History and Government and Economics], 1902-03. Published in The University Publications, New Series, no. 55. June 14, 1902.

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Course Enrollment, 1902-03
Economics 1

Primarily for Undergraduates:

Economics 1. Drs. [Abram Piatt] Andrew, [Oliver Mitchell Wentworth] Sprague, and [Charles Whitney] Mixter, and Messrs. [Charles] Beardsley [Jr.], [Vanderveer] Custis, and [Gilbert Holland] Montague. — Outlines of Economics.

Total 514: 2 Gr., 25 Se., 108 Ju., 270 So., 39 Fr., 70 Others.

Source: Harvard University. Annual Report of the President of Harvard College, 1902-03, p. 67.

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Mid-year Examination 1903
Economics 1

Omit one question

  1. The population of the United States has increased from 23 millions in 1850 to about 80 millions in 1902 (not including the population of the islands acquired from Spain), and yet the “standard of living” has not fallen. Can you reconcile this with the Malthusian theory?
  2. “Economic rent and net profits are like the producers’ and consumers’ surplus described at the beginning of the chapter in being differential gains. . . .”
    Explain these terms and discuss Hadley’s comparison of profits and rent.
  3. How in your opinion does the use of labor-saving machinery in agriculture affect the value of agricultural produce, and the rent of agricultural land?
  4. What would you suppose to be the effect of immigration upon the production of wealth, upon wages, and upon the value of land in the United States?
  5. A recent Secretary of the Navy, in defending large naval appropriations, wrote as follows: “It is a taking thing to say that $100,000,000 could be better spent for education or charity; and yet, on the other hand, $100,000,000 spent in the employment of labor is the very best use to which it can be put. There is no charity in the interest of the popular welfare or of education so valuable as the employment of labor.”
    Discuss the economic argument implied in this statement.
  6. Should a railroad be compelled to charge the same rate per ton-mile for all goods of equal bulk? Why? or why not?
  7. Suppose that one piano manufacturer buys out all of the other piano manufacturers in the country, can he now sell the former aggregate output of all the factories at an advanced price? Give reasons for your answer.
  8. Explain by the theory of the value of money why prices are high in times of speculation and low when a period of depression sets in.
  9. Could a paper currency depreciate in value, if a government pledged the public lands for its redemption? Give reasons.

Source: Harvard University Archives. Mid-year Examinations 1852-1943. Box 6. Papers (in the bound volume Examination Papers Mid-years 1902-1903).

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Year-end Examination 1903
Economics 1

Omit one question from each group.

I

  1. What is meant by

unearned increment,
marginal utility,
double standard,
rapidity of circulation?

  1. Explain the relation of the law of diminishing returns to rent.
  2. It wages are determined by the productivity of labor, how would you explain the circumstance that labor organizations which impose restrictions upon individual output, have been accompanied by a rise of wages?
  3. What considerations are likely to determine the prices of trust-made commodities?

II

  1. In what ways would the repeal of our tariff duties affect our export trade?
  2. Former Speaker Reed, in an article on Protection, said: “Any system which enables our people to do our own work is a system which can give the best results. . . . The whole nation gets the benefit of it?”
    Discuss this statement.
  3. Give the principal reasons for and against the adoption of the policy of the single tax.
  4. How is the community served by the produce exchanges? by the stock exchanges?

III

  1. (a) What kinds of money are susceptible of increase under existing legislation in the United States? In what way?
    (b) In what way do clearing house loan certificates add to the circulating medium?
    Under what circumstances may they be issued?
  2. Suppose the deposits of the national banks to increase one hundred million dollars, would the position of the banks be rendered stronger thereby?
  3. Are the national banks of the United States unfairly granted the privilege of earning a double profit in respect to their circulation?
  4. In his last annual report, the Secretary of the Treasury writes: “I think a far better course for the present at least would be to provide an elastic currency available in every banking community and sufficient for the needs of that locality. This, I think, can be accomplished . . . . by several methods.”
    Explain some of these methods.

Source: Harvard University Archives. Examination Papers 1873-1915. Box 6. Papers Set for Final Examinations in History, Government, Economics, History of Religions, Philosophy, Education, Fine Arts, Architecture, Landscape Architecture, Music in Harvard College, June 1903 (in the bound volume Examination Papers 1902-1903).

Image Sources: Abram Piatt Andrew (1920) from Wikimedia Commons. O.M.W. Sprague from Harvard Class Album 1920, p. 25.

 

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USA. Joseph Schumpeter’s Roadshow. 1st Quarter, 1914

Joseph Schumpeter spent the 1913-14 academic year as Austria’s first exchange professor at Columbia University. But before heading home, he went on a whirlwind tour of American universities as documented in the following collection of news reports. Cornell, George Washington, Johns Hopkins, the Universities of Illinois, Wisconsin, and California, and apparently culminating with lectures in Taussig’s Ec 11 course at Harvard. All this between mid-January and mid-March 1914.

I have not seen the above portrait of Schumpeter before. He looks much less like Nosferatu’s twin and one could say has even leading-man material if only his ears were pinned back a notch.

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Dr. Schumpeter Near End of Course as Austrian Exchange Professor at Columbia University

Professor Joseph A. Schumpeter, who was sent to this country by the Austrian Government as an exchange professor, will soon complete his course of lectures on economic theory and on the problem of social classes, at Columbia University, where he has been since last October, and will visit a number of other leading universities in this country.

Professor Schumpeter was born in 1883, in Triesch in the Austrian Province of Moravia, and was educated at the “Theresianum” in Vienna. Then he entered the University of Vienna where he took his degree of Doctor in Law and Political Science in 1906, and gained locally some representation within the little circle of students of economic theory called the Austrian School. After spending some years in travel, he began lecturing on economies at the same university from which he was, at the age of 26, called to the chair of Political Economy in the University of Gernowitz. In 1911 he accepted a call to the University of Graz in Styria. When the Austrian Government, following the example given by the German Government, concluded an agreement with Columbia University for the exchange of professors, Schumpeter was selected to be the first visiting professor in this country.

Source: The Brooklyn Daily Eagle. January 14, 1914, p. 12.

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Predicts More War in Balkan Frontier

“Conditions as they exist in the Balkans now cannot last, I am sorry to say that the sad story of crime and suffering that we have been witnessing we shall have to see over again before long,” said Prof. Joseph Schumpeter in his lecture last night on “Austria’s Balkan Policy.”

“The Balkan situation awakens in us a multitude of passions,” said Dr. Schumpeter. “We see burning and murdered villages, and conditions growing worse and worse. Austria is very little known.

“A lot of false notions have arisen concerning Austria. It is a country of 50,000,000 inhabitants composed of a combination of different races and therefore gives statesmanship tasks of a peculiar kind. It is impossible to appeal to national patriotism in Austria for it is composed of several races apathetic to each other. The majority of the people are Slavs, but there are a great many Germans, Romanians, Italians and Servians. It is very difficult to adjust their claims for national supremacy.

“To keep the Turkish frontier is still Austria’s main care.

“What Austria wanted, and wants still, is to have a group of states on national lines so arranged that they will last for some time and not be under the influence of Russia. The Albanians held their own against Turkey for some time and finally Austria made a treaty with Italy that, no matter what happened to Turkey, they should combine to save the Albanian state.”

Source: The Ithaca Journal. January 17, 1915, p. 5.

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Admires Quick Wit Found in America

Professor Joseph Schumpeter of the University of Graz, Austria, expresses himself as delighted with Cornell University and everything he has seen here. Professor Schumpeter, who gave the lecture on “The Balkan Policies of Austria,” is now Exchange Professor at Columbia University. He has gained the reputation of being one of the most promising economists of Europe.

“You have a wonderful University here, splendidly equipped,” he declared. “The situation is ideal. I have been very much interested in my work at Columbia and feel that we Europeans can learn a lot from you. My work at Columbia has been mostly with the graduate students and I have not been able to get into as close touch with the undergraduates as I would have liked to. I have been especially struck by the quick-wittedness and energy of the American undergraduates. They also have an aptitude for intelligent discussion which is lacking in Europe. The whole spirit of fellowship is so splendid.

“The social life in America is remarkably pleasant. In other countries you take much longer to make friends. In my short stay here I have already made scores of excellent friends. American audiences are also so pleasant to talk to. I feel less intellectual sympathy while talking before a German audience than I do here. Unlike Europe all classes of society seem equally interested, the workingmen as much so as the richest families.”

Source: The Ithaca Journal, Jan 19, 1914, p. 9.

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Talk on the Balkans by Prof. Schumpeter
University of Gratz Educator Entertains Audience at National Museum

Prof. Joseph Schumpeter delivered a lecture on the present and prospective situation in the Balkans at the New National Museum last night, to which the general public was invited, the audience including students of the eastern question and a number of diplomats. Dr. Schumpeter is exchange professor between the University of Gratz, where he is professor of political science and economics, and Columbia University, New York, where he has just completed his series of lectures.

Last night’s address was delivered under the auspices of George Washington University, and Dr. Schumpeter was introduced by Rear Admiral Charles Herbert Stockton, U. S.N., retired, president of George Washington.

Dr. Schumpeter gave an historical account of the development of the Ottoman empire from the conquest of Constantinople in 1453 up to the present time. He declared that outside of Greece, where the situation has been practically clarified, the Balkan troubles have not been set at rest, and that further trouble may be expected in the Balkan countries at any time.

Real Root of Troubles.

He pointed out that the real root of many of the troubles of those countries has been differences because of race, the clash between Mohammedan and Christian, which he said is likely to continue to the end of the world. He offered, for example, the experiences of Great Britain, in charge of the largest number of Mohammedans in the world, in India.

Dr. Schumpeter devoted considerable attention to the part that Austria-Hungary is playing in the Balkan situation. Since 1908 the Balkan provinces of Bosnia and Herzegovina have been recognized as a part of Austria, and it is around the possession of these provinces that considerable interest lies. Austria-Hungary was permitted by the congress of Berlin in 1878 to occupy and administer these two Balkan provinces, but it was not until 1908 that they were formally annexed.

Source: Evening Star (Washington, D.C.), February 5, 1914, p. 9.

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Balkan War Policy of Austria Defended
Prof. Schumpeter Says Nation Must Control of Principalities Along the Danube.
Great Britain is Criticised.

John Bull was said to have in his charge the greatest Mohammedan power in the world by Prof. Joseph Schumpeter, professor of political science and economics at the University of Gratz, Austria, in an Interesting lecture last night at the National Museum.

“No less than 90,000,000 Mohammedans are under British rule, yet England has seen fit to attack the right of Austria to establish a mere legal pact by taking over Herzegovina and Boris and assuring to these two countries safety and security,” said Prof. Schumpeter.

Rear Admiral Stockton, president of Georgetown University, under the auspices of which institution the lecture was given, presided.

Prof. Schumpeter gave a comprehensive historical account of the development of the Ottoman empire since the conquest of Constantinople, in 1453, up to the present day.

In closing, Prof. Schumpeter asserted that in his opinion, outside of Greece, where he said the situation has been pretty well clarified, the Balkan troubles have not been definitely put at rest. He made it clear that he looked for further trouble.

Source: The Washington Herald, February 5, 1914, p. 3.

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Predicts Third Balkan War.
Prof. Schumpeter of Austria, Is Pessimistic in Lecture.

Under the auspices of George Washington University, Prof. Joseph Schumpeter, dean of political science and economics at the University of Gratz, Austria, and exchange professor between his university and Columbia, spoke Wednesday in the auditorium of the new National Museum on “The Balkan Situation from the Austrian Viewpoint.” Among those present were Konstantin von Masirevich, first secretary, and the Baron Freudenthal, attache of the Austrian embassy; Rear Admiral C. H. Stockton, president of George Washington, Prof. Richard Cobb, secretary of the university; Dean Charles E. Munroe, Dean Charles Noble Gregory and L. Cleveland McNemar, assistant professor of international law.

Prof. Schumpeter claimed that the Austrian annexation of Bosnia and Herzogovina in 1910 was warranted by circumstances. He said that Balkan peace is merely transitory; that another war is sure to come.

Source: The Washington Post, February 8, 1914, p. 2.

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Johns Hopkins University.

Two foreign educators lectured at the Johns Hopkins university last week. Dr. Joseph Schumpeter, of the University of Gratz, and first Austrian exchange professor at Columbia, delivered five lectures before the department of political economy….

Source: The Oregon Daily Journal. February 15, 1914, p. 48.

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Vienna Man at Madison.
Exchange Professor Studies Wisconsin Industrial Laws.

(Special to The Northwestern.) Madison, Wis., Feb. 10. — Dr. J. A. Schumpeter, exchange professor from Vienna to Columbia university, spent today here investigating the work of the state industrial commission. He will leave tonight for St. Paul, where he intends to make a similar investigation. Dr. Schumpeter is a recognized expert on labor legislation, and in addition to investigating the work of the commission held a conference with Prof. John R. Commons.

Source: The Oshkosh Northwestern, February 10, 1914, p. 9.

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Professor Schumpeter has very busy two days here.
Austrian makes four addresses and attends several affairs.

Four addresses were given by Prof. Josef Schumpeter during his stay here from last Saturday morning until Sunday night, when he left for the University of California via Chicago. All of his addresses were along the line of the social sciences in which he enjoys wide fame for his great ability.

Professor Schumpeter’s first talk was given Saturday noon to the University Club where he took lunch. There he gave a talk on smoke. His second, and most important address, was to the combined seminars of the social science departments. It was given in room 304 of Lincoln Hall to an audience which contained almost every faculty and student member of the two seminars. His discussion was upon the theory of economic development. The lecturer paid especial attention to the place of interest and economic crises in static and dynamic states. Although he is an Austrian. and from the University of Graz, his lecture was delivered in perfect English, and was of profound interest to those who were privileged to attend.

With some eighteen University people, Professor Schumpeter took dinner at the Beardsley Saturday evening. Here again he spoke, this time giving an address on “The Austrian Attitude to the Balkan Situation.” He was followed by Professors E. B. Greene, A. H. Lybyer, L. M. Larson and W. F. Dodd, each of whom spoke on some aspect of world politics.

A reception was given the Professor at the home of Dean Kinley on Sunday afternoon. Here he addressed those present on “The Aspects of Austrian Social and Political Life in University Government.” Sunday night, Professor Schumpeter took the train for Chicago.

Source: The Daily Illi (Urbana, Illinois). February 17, 1914. Page 4.

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Talks of Marx’ Economy

University of California, Feb. 25. — Dr. J. A. Schumpeter, eminent Austrian economist, addressed an audience at California hall yesterday on “The Economy of Karl Marx.” Among the points he made were that one could believe in Marx’ doctrines without being a Socialist; his theories of value and exploitation of the working class were receiving more and more general acceptance; he was a “flaming propagandist whose followers regarded him as little less than inspired.”

He addressed also during the day classes in economics on interest rates and classical and modern economic theories.

Source: Oakland Tribune. February 25, 1914, p. 4.

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Brings Austria’s Message to Both Columbia and Harvard

The first Austrian exchange professor at Columbia will deliver a series of lectures on economic theory at Harvard in March. His lectures will be in connection with some of the courses given by Professor Taussig on economic theory.

Professor Schumpeter was born in Triesch, Moravia, in 1883, and received his early education in Vienna, where he also attended the University. He was awarded the degree of doctor of law and political science in 1906 and after spending several years in travel, established himself as a docent at the University of Vienna in 1909. A few months later, he was appointed professor of political economy in the University of Czernowitz, and in 1911 he was appointed professor of political economy in the University of Graz.

Professor Schumpeter’s own system of economic theory is developed in two books, “Wesen und Hauptinhalt der Theoretischen Nationalökonomie” and “Theorie der Wirtschaftlichen Entwicklung.” In addition, he has published a number of important papers. He has also contributed a history of economic theory to Schönberg’s “Handbuch der Politischen Oekonomie,” which is to appear shortly, and has furthermore prepared a treatise on banking law for a manual of mercantile law to be published in the near future.

In recent years Professor Schumpeter’s interest has been largely in the field of sociology, but he has not yet published anything in this department. As an economist, Professor Schumpeter is a member of the Austrian school — the brilliant group of writers headed by Böhm-Bawerk and Wieser of the University of Vienna, who have rescued economic theory from the eclipse with which it was for a time threatened by the able but exaggerated criticisms of the leaders of the German historical school. Though agreeing with his Viennese colleagues in many of their theories, he has shown great independence and originality in his treatment of the phases of economics, such as the interest problem, to which he has given particular attention. Thus, in spite of his comparative youth, he has won a place in the very front rank of contemporary European economists. His fluent command of spoken English and his intimate knowledge of American economic literature make him a most attractive lecturer.

Source: Boston Evening Transcript. February 4, 1914.

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“The Theory of Crises”at 4.30
March 16, 1914

Professor Josef Schumpeter, an Austrian economist of the University of Vienna, will lecture upon “The Theory of Crises” before the Seminary of Economics in Upper Dane this afternoon at 4.30 o’clock. Professor Schumpeter has written two books upon Economic. Theory which are of high quality, and have attracted a great deal of attention.

Source: The Harvard Crimson. March 16, 1914.

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Noted Economist’s Last Lecture

All members of the University interested in economics are invited to hear Professor Josef Schumpeter, of the University of Vienna, lecture upon “Economic Theory” in Professor Taussig’s course, Economics 11, this afternoon at 2.30 o’clock. This will be the last of a series of lectures given by Professor Schumpeter, who is this year conducting courses at Columbia University. The lecture will take place in Emerson H.

Source: The Harvard Crimson. March 18, 1914.

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Prof. Schumpeter Sails.
Says That America Made a Deep Impression on Him.

Professor Joseph Schumpeter, the first Austrian exchange professor in America, who is returning to his home University of Graz, Austria, sailed on the Martha Washington yesterday. The professor has lectured on social problems, money systems, democracy and other branches of science, has been with Columbia University until the end of January, when he left for a tour through all of the leading universities of this country, the tour extending to San Francisco. Mr. Schumpeter said that he was sorry to leave America, which had made a deep impression upon him.

“The big American universities,” the professor stated, “are far better than the average Austrian and even European university. America has a bigger and better body of scientists at each university, and the student’s material is of a much higher type than that of European schools. The American student wants to learn. He has the earnest desire to go to the bottom of science. He wants to make headway in the world, whereas the Austrian student visits a university for reasons of tradition, social standing and title.”

Asked what he thought the greatest American achievement, the professor answered that the “one-man management” was most appealing to him. It was far better, he claimed to have one man run a business, a university, and even a political party, than to have the European system of sharing power and responsibilities.

Four pretty young sisters, all of whom are ardent suffragists, left on board the big Austrian liner for Italy, France and Germany. The fair travelers are Misses Catherine, Ella S., Grace and Margaret Switzer of Manhattan. Their purpose is to show their European sisters how superfluous man really is, for never during their trip will they tolerate or accept the services of any man nor will they speak to any man or stand for being addressed by a man.

Source: The Brooklyn Daily Eagle. March 22, 1914, p.74

Image Source: Boston Evening Transcript. February 4, 1914. Colorized by Economics in the Rear-view Mirror.

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Business Exam Questions Johns Hopkins

Johns Hopkins. Examination questions for undergraduate marketing. Roy J. Bullock, 1937-1938.

The mingling of business with economics in some economics departments went on well into the middle of the 20th century (the contrary movement of “economics departments” being added to business schools/colleges and schools of public policy is another, later story). Moving on through the undergraduate course offerings in the Johns Hopkins department of political economy 1937-1938, we encounter the course in marketing taught by Roy J. Bullock. The course description and semester examination questions have been dutifully transcribed and are found below.

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Life and Career of Roy Johnson Bullock

1903. Born October 5 in Crete, Nebraska.

1925. A.M. Doane College (Nebraska). Phi Beta Kappa.

1927. M.B.A. Harvard Business School.

1927-28. Associate Professor of Business Administration, University of Oregon.

1933. Ph.D. in Political Economy, Johns Hopkins.

1934-1940. Faculty member of the department of political economy.

1941. Director of Johns  Hopkins School of Business.

1942. Joined the Office of Price Administration in Washington, D.C.

1945-48. Served with the U.S. military government in Germany.

1948. Begins Congressional career as a member of the staff of the Joint Committee on Foreign Economic Cooperation.

1951. Served as economic expert for the House Foreign Affairs Committee, later promoted to senior staff consultant.

1957. Served on staff of the congressional delegation to the United States.

1970-1972. Staff administrator of the House of Representatives Committee on Foreign Affairs

1972. Retired from congressional service.

1980. Died February 14 at his winter home in Marco Island, Florida.

Source: Obituary for Roy Johnson Bullock in The Washington Post, February 18, 1980.

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Fun Poster:  The Johns Hopkins Department of Economics’ timeline 1875-2016. (Archived copy at the Wayback Machine).

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Course Description
Marketing
1937-1938

20 B. Marketing. Dr. Bullock. Three hours weekly, through the year. Th., F., S., 9.30. Gilman Hall 312.

A comprehensive study of the machinery encountered in present-day business that is utilized in the distribution of merchandise from the producer to the consumer, together with the policies governing its use. Attention is given to such subjects as retailing, wholesale trade, advertising, buying, cooperative marketing and the various types of functional middlemen, with particular regard to the place occupied by each in the general marketing structure. Detailed examination is made of the distribution of the more important commodities. A considerable amount of time is spent in the discussion of problems taken from business practice that pertain to the topics under consideration.

Source: The Johns Hopkins University Circular (1937).

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Final Examinations
Marketing
1937-1938

THE JOHNS HOPKINS UNIVERSITY
MID-YEAR EXAMINATION
POLITICAL ECONOMY 20 B

Dr. Bullock

January 31, 1938

I

Define or identify:

  1. Merchandising
  2. Economical Emulation
  3. Intensive distribution
  4. Trade-mark piracy
  5. % of selling price = % of cost
    100 – % of selling price
  6. Price-lines
  7. Stockturn
  8. Functional middleman
  9. Selling agent
  10. Hedging

II

National Hardware Stores, Inc.

In 1917, it was announced that the National Hardware Stores, Inc. had been organized under the law of the State of New York, to operate a chain of retail hardware stores. As a nucleus it planned to purchase selected unit stores in the eastern states and later to open new stores as well as to purchase other established stores throughout the country. The plan contemplated the operation of a perpetual inventory control of merchandise stocks in all the retail branches by means of an electrical tabulating machine in the central office; for each sale ticket a specially designed card was to be punched to show salesman’s number, code number of the merchandise, quantity, and selling price. Operating statements and balance sheets were to be prepared monthly for each store.

It was the policy of the company to deal in standard brands of merchandise, purchased centrally so far as practicable, but with permission to store managers to buy goods peculiar to their local requirements. Goods were to be sold at standard resale prices, without price cutting.

A sales promotion department was to be organized at the control office to furnish a regular service of direct advertising to select lists of customers of each store, to prepare newspaper and street car advertising and window displays, and to train store salesmen. As regards the owners of the stores, it was stated: “It is the policy of the corporation to buy men into its organization rather than to buy out their businesses.”

The corporation made a prolonged study of communities and stores within a 12-hour railroad radius of Now York City preliminary to the commencement of operations. Then several stores were purchased. In July, 1922, however, it was announced that receivers in bankruptcy had been appointed for the company. Its assets then were stated as $75,000 and its liabilities $100,000.

What were the inherent weaknesses in the company’s plan?

III

Waldemar Machine Company.

The chief products of the Waldemar Machine Company were automatic screw and chucking machines. The company also manufactured a line of shop equipment, including such items as steel benching, stock racks, and tool racks.

The company’s total annual sales were in excess of a million dollars; of that amount about 10% was represented by sales of shop equipment. In 1925, both the automatic machinery and the shop equipment were being sold by the same salesman. At that time it was proposed that the company should relieve the machinery salesmen of the responsibility for selling shop equipment and provide some other method of distribution for that line.

Waldemar machines were made in about 15 sizes and three types. They ranged in price from $5,000 each to $15,000 each. Firms producing large quantities of similar parts constituted the market for these machines. It was important that salesmen for the machines have engineering experience. They were expected to visit all large prospective customers several times a year but to devote, the major part of their time to firms actually in the market for machinery. The salesman obtained detailed information from such firms as to the particular jobs for which automatic machinery was required and submitted this information to the home office for production estimates and proposals. The salesman customarily negotiated with production officials and had to be able to advise them as to applications of the machines, small tools to be used with them, and other technical matters. The salesmen were paid salaries and expenses and, as an incentive, small commissions on sales in excess of specified amounts.

After a sale had been consummated and the machinery installed, the company provided a demonstrator to instruct the customer in use of the machinery. No separate charge was made to cover the cost of demonstration. The demonstration period varied from a few hours to several weeks.

The problems of selling shop equipment were totally dissimilar to those of selling automatic machines. Items of shop equipment were comparatively inexpensive and the potential market for them was much wider than that for the machines, although machinery users also were prospective customers for shop equipment. Even when the same firm bought both lines, however, different individuals usually were responsible for their purchase. The technically trained salesmen for the machines, moreover, tended to be disinterested in the equipment line.

In view of those facts the company in 1925 decided that thereafter it would not have its machinery salesmen sell the shop equipment. Its shop equipment sales, however, did not seem to be large enough to justify the employment of salesmen for that line alone. The company decided, therefore, to sell this line by means of manufacturers’ representatives specializing in a few lines of industrial equipment. Some of these representatives sold on consignment and some bought the goods outright; the company deemed it important to have local stocks. In general it was the company’s experience that sale on consignment gave the best results, since under that method of sale the company had a larger measure of control over its goods.

Criticize the decision of the company.

IV

Landon Company.

The merchandise manager of the Landon Company early in 1934 had the following operating statistics of the neckwear department presented to him by the controller’s office. For the use of the merchandise manager, the controller included with the company’s statistics the common and the goal figures of the National Retail Dry Goods Association for neckwear departments.

Item

1932

1933

1934

Store

NRDGA

Store

NRDGA

Store
Common Goal Common Goal

Mark-up, %

38.06 39.1 41.2 38.67 41.1 42.1 39.48
Mark-down, % 9.04 7.3 5.4 11.71 8.4 4.5

12.25

No. of stock-turns

8.8 7.5 10.1 7.6 8.8 11.3 6.4
Expense, % 37.45 39.8 33.8 44.21 39.9 37.5

Sales, % of previous year

85 86 97 75 100 113

59

What use could the merchandise manager make of this information?

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THE JOHNS HOPKINS UNIVERSITY
FINAL EXAMINATION
IN
POLITICAL ECONOMY 20 B
(Marketing)

1 p.m.
May 30, 1938

I.

Explain briefly the meaning or significance of:

  1. Process materials
  2. Push selling
  3. Pittsburgh Basing Point System
  4. Robinson-Patman Act
  5. 2%, 10 days, net 30, 60 extra
  6. Old Dearborn Distributing Co. v. Seagram-Distillers Corp.
  7. Activity standards for salesmen
  8. Hedging
  9. Period discount
  10. Centralized control

II.

Evaluate the recent legislation legalizing resale price maintenance in most of the United States from the point of view of the independent retailer, the chain store, and the manufacturer of a nationally advertised article.

III.

The following statement appeared in Sales Management September 1929, p. 425 in an article signed “A Chicago Sales Manager”:

“I may say that my company has been a leader in our industry for more than thirty years. Our goods have been nationally advertised for about half this time, and practically all of our distribution has been through wholesalers. In 1921 we experimented with direct selling to large retailers, but discontinued the practice the next year. We still sell [to] the retailer through the wholesaler, and, principally in the larger cities, this method has been satisfactory.

“During my employment by the company we have sold all of our wholesale accounts on the same price basis. We have tried to confine our goods to the best class of wholesalers, and our merchandising has suffered little from price-cutting. We have maintained our position in the industry, and have a profitable and slowly growing business.

“A representative of a large mass distributor called on our president about a week ago. For about two days he talked with the four of us collectively and individually. He proposed that we sell his chain store organization a volume of goods that represents about 12 per cent of our present output, at prices which average at least 9 per cent below our net prices to our wholesalers. There is assurance, but no guarantee, that this volume will be maintained or increased. The buyer also submitted some interesting figures to support his allegation that we would not lose any money on the additional volume.

“He justified the special discount in several ways. When we objected to it on the ground that we are making less than 3 per cent net on our output, he argued that the greater part of our overhead is already taken care of by our present volume, and that we could not justly charge this expense against the additional business. If this claim is correct, a large part of the special discount may be justified.”

Discuss.

IV.

What economic justification is there for a wholesale price differential such as was provided in the N.R.A. code for the Wholesale or Distributing Trade?

What questions of social policy are involved?

V.

What methods of sales promotion should the following companies undertake? Give consideration to the characteristics of the product and the buying habits and buying motives of consumers in reaching your conclusion.

Katches

In 1928 a Boston inventor perfected an improved device called “Katches” for attaching license plates to automobiles. Katches simplified the task of attaching license plates to automobiles, because the device was in one piece, and thus did away with the necessity for bolts and nuts and lock washers. Furthermore, Katches would not rust and could always be attached or removed by one turn of a screw driver. This new invention cost 3 cents a pair to manufacture. The inventor expected to sell them to the retail trade for 6 cents a pair, and suggested that the latter resell them for 10 cents a pair. Since most license plates were changed at the beginning of the year, he expected that the sales of this produce would be very seasonal.

Owl-Fiber Rug Company

The Owl-Fiber Rug Company manufactured rugs made of spun paper yarn, and wool and cotton yarn, for sale to department stores and wholesalers. These rugs were made in a number of attractive patterns, and gave very satisfactory service in actual use. They were mainly sold to small-home owners for inside all-year-round use. Rugs manufactured by this company competed not only with all-wool rugs and oiled-surface floor coverings such as Congoleum, which were more expensive than fiber rugs, but also with other wants of users, such as furniture and electrical appliances. The manufacturers of oiled-surface coverings had advertised their products very extensively, one company having spent more than $1,000,000 in a five-year period. The Owl-Fiber Rug Company, on the other hand, had done little advertising.

Claybon Company

The Claybon Company was one of four large manufacturers of cheesecloth. Cheesecloth was mainly used for polishing, dusting, and straining cloths, as well as for surgical work and for making curtains and nettings. There were 13 principal grades of cheesecloth, the retail prices of which varied, when sold as piece goods, from 7 cents a yard for the coarser grades to 20 cents a yard for the finer grades. In addition to what was sold as piece goods a considerable amount of cheesecloth was sold in packages. Packaged cheesecloth was sold in five standard grades in 5 and 10 yard lengths. Companies charged 1 cent a yard more for packaged cheesecloth than for roll cheesecloth to cover the extra charges of packaging.

Source: Johns Hopkins University, Eisenhower Library. Ferdinand Hamburger, Jr. Archives. Department of Political Economy. Curricular Materials. Series 6. Box 2. Folder “Department of Political Economy — Exams, 1936-1940”.

Image Source: Johns Hopkins University graphic and pictorial collection. Portrait of Roy Johnson Bullock, 1940. Colorized by Economics in the Rear-view Mirror.

Categories
Exam Questions Finance Johns Hopkins Statistics Undergraduate

Johns Hopkins. Exam questions for mathematics of finance and applied statistics. Evans, 1937-1938

 

For an earlier post Economics in the Rear-view Mirror transcribed the examination questions for George Heberton Evans’ course on corporation finance offered to Johns Hopkins undergraduates in 1937-1938. That course and the following course on the mathematics of finance and applied statistics were not listed as prerequisites for each other. The essential difference appears to be that the following course appears to have covered themes of interest to actuaries (no pun intended). 

For some background information about Evans, see: Ph.D. from Johns Hopkins University, 1925

__________________________

Course Description
Mathematics of Finance and Applied Statistics
1937-1938

24 B. Mathematics of Finance and Applied Statistics. Associate Professor Evans. Three hours weekly through the year. F., S., 11.30. Gilman Hall 314.

The first half-year of the course will include the study of annuities, sinking funds, amortization tables, and valuation of bonds.

During the second half-year mathematics and statistical method will be applied to business and economic problems.

Prerequisites: Mathematics 1 C or 2 C and Political Economy 2 C.

Source: The Johns Hopkins University Circular (1937).

__________________________

Semester Examinations for
Mathematics of Finance and Applied Statistics

1937-1938

THE JOHNS HOPKINS UNIVERSITY
MID-YEAR EXAMINATION
POLITICAL ECONOMY 24 B

Dr. Evans

February 4, 1938
1 p.m.

  1. A bond will be redeemed in 10 years for $1,000 cash. Semi-annually the owner of the bond receives $30 interest. Determine the present value of the bond if the current rate on similar investments is 5%.
  2. Find the bank discount on a $10,000 note for 6 months when the bank rate is 7%. What is the effective rate of interest charged!
  3. The XYZ Corporation has outstanding a bond issue of $10,000. It has agreed to pay to a trustee an amount at the end of each year, which invested at 4% will provide a fund to retire these bonds at the end of 10 years. Determine the amount that must be invested each year.
  4. Williams owes $7,500 due in 8 years, and $4,500 due in 5 years, each bearing 4% interest. What two equal payments will liquidate this debt, if the first is made in 1 year, and the second in 3 years? The current rate is 5%.
  5. Repairs costing $350 must be made each 2 years to a building which will last 20 years. Determine the amount that could be spent to eliminate these repairs without additional cost to the owner over the period. Interest at 4%.
  6. An estate left 110 years ago was unclaimed until recently. An heir has proved his claim and is to receive the estate of $50,000 with interest at 3% annually for 110 years. Determine the value of the estate.
  7. X has an obligation of $25,000 which he desires to liquidate by investing $3,500 now and the same sum annually thereafter, at 4½% compounded semi-annually. Determine when the fund should theoretically be large enough to liquidate the debt.
  8. Find the ordinary interest of $450 for 60 days at 8%.
  9. An insurance company agrees to pay you or your estate $2,000 a year for 15 years if you will pay them $23,875.87 cash. The salesman argues that you will get your money back and make a profit of $6,124.13. Determine the rate of interest that you will actually receive.
  10. In order to attract customers the Pacific Savings Bank advertises that it pays 3% compounded monthly. If you deposit $25 a month for 6 years what is the amount you will have accumulated at the end of 6 years?
  11. In how many years will money invested at compound interest double itself at 3%?
  12. In 10 years the bond issue of the Chemico Company will mature. An amount of $30,000 will be needed to retire this issue. The treasurer estimates that $2,300 a year will be available for investment. What rate of interest must be earned to accumulate a fund of $30,000 in 10 years? In answering, make use of the binomial theorem.

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THE JOHNS HOPKINS UNIVERSITY
FINAL EXAMINATION
POLITICAL ECONOMY 24 B

June 4, 1938

  1. A bequest of $150,000 was left to A, aged 36. With what life annuity will this provide him?
  2. A, aged 40, gave $75,000 to Blank University with the understanding that after 15 years he receive an equivalent life annuity. What annual amount would he receive?
  3. A party of five men at a soda fountain match coins, agreeing that the odd man is to pay for the drinks: (a) What is the probability that there will be one odd man at the first attempt? (b) What is the probability that there will be no odd man at the first attempt, but that there will be one on the second? (c) What is the probability that there be an odd man at least once in two attempts?
  4. What is the earliest age at which the “odds are against” a man living:
    (a) one year?
    (b) five years?
  5. Using the theoretical method, calculate the purchase price of the following $1000 bond which was bought on May 4, 1928 to yield 4.40%: New England Tel. & Tel. 5’s, due Oct. 1, 1932, with coupon dates of Apr. 1 and Oct. 1.
  6. Dwight Minor paid, at the end of each month, dues of $23.25 on his 31 shares of $100 par value stock in the Garfield Loan and Savings Association. Immediately after his 99th payment the stock matured. What approximate rate, converted monthly, did his association allow him?
  7. B, aged 36, took out a 20-year endowment insurance policy for $50,000 to be paid for in 20 payments. On what net annual premium did the insurance company base its charge?

Source: Johns Hopkins University, Eisenhower Library. Ferdinand Hamburger, Jr. Archives. Department of Political Economy. Curricular Materials. Series 6. Box 2. Folder “Department of Political Economy — Exams, 1936-1940”.

Image Source: Johns Hopkins University, Sheridan Libraries, Graphic and Pictorial Collection. George Heberton Evans at approximately 40 years old. The portrait was colorized by Economics in the Rear-view Mirror.