Categories
Exam Questions Harvard History of Economics

Harvard. Exams for the history of economics up to 1848. Bullock, 1908-1909

“Economic Theory and its History” was the designation of the only mandatory subject for the economics Ph.D. general examination at Harvard in the early 20th century [there were still another five elective subjects to be examined in!] so it is not surprising that this full year course taught by Charles J. Bullock actually went all the way back to Aristotle and Xenophon. 

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Earlier versions of the course
by year and instructor

1899-1900. The History and Literature of Economics to the close of the Eighteenth Century. [William James Ashley]

1901-02. History and Literature of Economics, to the opening of the Nineteenth Century. [Charles Whitney Mixter]

1903-04. History and Literature of Economics to the opening of the Nineteenth Century [Charles Jesse Bullock]

1904-05. History and Literature of Economics to the year 1848. [Charles Jesse Bullock]

1905-06. History and Literature of Economics to the year 1848. [Charles Jesse Bullock]

1906-07. History and Literature of Economics to the year 1848 [Charles Jesse Bullock]

1907-08. History and Literature of Economics to the year 1848 [Charles Jesse Bullock]

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Course Enrollment
1908-09

Economics 15. Professor Bullock. — History and Literature of Economics to the year 1848.

Total 6: 6 Graduates.

Source: Harvard University. Report of the President of Harvard College, 1908-1909, p. 67.

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Course Announcement
1908-09

[Economics] 15. History and Literature of Economics to the year 1848. Mon., Wed., and (at the pleasure of the instructor) Fri, at 11. Professor Bullock.

The purpose of this course is to trace the development of economic thought from classical antiquity to the middle of the nineteenth century. Emphasis is placed upon the relation of economics to philosophical and political theories, as well as to political and industrial conditions.

A considerable amount of reading of prominent writers will be assigned, and opportunity given for the preparation of theses. Much of the instruction is necessarily given by means of lectures.

No undergraduates will be admitted to the course who are not candidates for honors in economics.

Source: Official Register of Harvard University, Vol. V, No. 19 (1 June 1908). History and Political Science Comprising the Departments of History and Government, and Economics, 1908-09, p. 50.

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ECONOMICS 15
THE HISTORY AND LITERATURE OF ECONOMICS

Mid-Year Examination, 1908-09
  1. By what processes did the western world’s stock of economic ideas grow during the period you have studied?
  2. Compare the economic opinions of Xenophon with those of Aristotle.
  3. What did the Roman Law derive from previous economic thought and what did it contribute to subsequent thought?
  4. What do you think of Ingram’s account of economic thought during the Middle Ages?
  5. Where would you look for materials relating to the economic ideas of Europe from 500 A.D. to 1100 A.D.?
  6. What traces of the influence of Aristotle do you find in the economic doctrines of the Schoolmen?
  7. Describe the progress of economic thought in Italy from 1300 A.D. to 1500 A.D.
  8. What opinions concerning commercial policy do you find in the fourteenth and fifteenth centuries?

Source: Harvard University Archives. Harvard University. Mid-year Examinations, 1852-1943. Box 8, Bound Volume: Examination Papers, Mid-Years 1908-09.

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ECONOMICS 15
HISTORY AND LITERATURE OF ECONOMICS.
Year-end Examination, 1908-09
  1. Write an essay of about 1,000 words upon the progress of economic thought in England from 1500 to 1770.
  2. What were the elements that contributed to Smith’s system of economic thought?
  3. Compare briefly the development of economic thought in France from 1500 to 1770 with the development of English thought during the same period.
  4. What is the attitude of Schmoller and Oncken toward the mercantilists?
  5. What significance have the Physiocrats for the history of economic thought?

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 8, Bound vol. Examination Papers 1908-09; Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1909), p. 46.

Image Source: Xenophon. From the statue of Xenophon by Hugo Haerdtl that is located on the southern entry ramp to the Austrian Parliament (Dr.-Karl-Renner-Ring 3, im 1. Wiener Gemeindebezirk Innere Stadt).

Categories
Exam Questions Fields Money and Banking UCLA

UCLA. PhD Money Qualifying Examinations. Klein, Thompson, Clower, Darby. 1973

While material for the Harvard economics department has and will dominate the flow of content at Economics in the Rear-view Mirror, I will try to post items from other colleges and economics, if for no other reason than to get a change of scenery. So in this post we head out to UCLA to see what Ph.D. candidates who selected Money as a subject for a comprehensive examination were asked. The exam is transcribed from a personal copy of Robert Clower found in this papers. So from UCLA to Duke to you via Berlin.

Note the examination committee for May 1973 has been identified, one might presume that most if not all members also were involved in the October 1973 examination transcribed below.

Previously posted:

May 1971 Field Exam 

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Meet the members of the Ph.D. Comprehensive Field Exam for Money
(UCLA, Spring, 1973)

Chairman, Benjamin Klein (b. 1943. Ph.D. University of Chicago)

Earl Thompson (b. 1938; d. 2010. Ph.D. Harvard University, 1961)

Michael Darby (b. 1945. Ph.D. University of Chicago, 1970)

Robert W. Clower (b. 1926; d. 2011.  D.Litt. Oxford University 1978)

For much, much more:  The Essential UCLA School of Economics by David R. Henderson and Steven Globerman.

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Memo on Comprehensive Field Exams
in the UCLA Economics Department

April 5, 1973

TO: Economics Department Faculty
FROM: The Graduate Committee and the Acting Chairman
SUBJECT: Comprehensive Field Examinations

Some faculty members have indicated to members of the Graduate Committee uncertainty about their roles and responsibilities in the examination process. The following notes may serve to lessen those uncertainties.

Each of the eleven areas designated as “fields” by the Department has a committee charged with the responsibility for composing the examination and measuring the accomplishments of our students. While the duties involved with conducting these examinations are onerous, the exams have played a central part in the graduate curriculum and are, therefore, worthy of considerable effort.

Typically, the person named chairman of the field solicits questions for the examination from all the other members of the committee. In some cases, his solicitation may go beyond the committee to other department members as well. Usually, he then composes the examination and, before submitting it to the graduate secretary to be typed, circulates a draft copy among the committee members to seek their consensus about balance and format. In particular, it is not intended that the chairman have unilateral authority with respect to the exam’s content.

After the examination has been administered to the students, the results are evaluated. All committees, to our knowledge, have at least two members read every answer. In fields in which the number of students is small, all members read all the answers.

Finally, in order to grade the examination, most committees schedule a meeting at which some consensus about grades is forged. At such meetings, a member who has strong feelings about the qualities (or lack thereof) of any given question or examination may convince the other members. For most committees this procedure has proven more useful than that of simply handing the chairman a score sheet before any dialogue about the results has occurred.

Clearly, modes of behavior with respect to the conduct of the examinations will vary among the field committees. However, to the extent that committees can standardize their actions along the lines indicated above, student and faculty uncertainty about the examinations will diminish, with an accordingly greater emphasis on more substantive matters.

______________________________

Comprehensive Field Examinations for the M.A. and Ph.D. degrees — May 1973

Field Committees:

Economic Theory. Hirshleifer (chairman), Thompson, Clower, Demetz, Leijonhufvud

Urban and Regional Economics. Hirsch (chairman), Ellickson, Chen

Public Finance. Somers (chairman), Chen, Lindsay, Vandermeulen

Government and Industry (industrial organization). Demetz (chairman), Peltzman, Hilton, Klein

Mathematical Economics. Thompson (chairman), Britto, Clower

Econometrics. Dhrymes (chairman), Ellickson, McCall

Money. Klein (chairman), Thompson, Clower, Darby

International Economics. Baird (chairman), Chu, Rugg

Economic Development. Herrick (chairman), Britto, Wolf

Labor Economics. Herrick (chairman), Lindsay, Hilton

Economic Institutions (economic history). Murphy (chairman), Shetler, Leijonhufvud

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Ph.D. Money Qualifying Examination
October 15, 1973

Four Hours

Answer six of the following seven questions. Be as specific and rigorous as possible.

There is plenty of writing time to answer all of the questions satisfactorily so try to spend a sufficient amount of time thinking before beginning to write. Irrelevant material presented, however correct, will be penalized.

1. In his 1942 article on “Say’s Law: A Restatement and Criticism,” O. Lange defines “Walras’ Law” by the identity

\sum_{i=1}^{i=N} p_{i}X_{i}\equiv 0,

where Xi denotes the sum of all individual excess demands for the ith conmodity (“collective excess demand”), and Pi denotes the price (expressed in units of the Nth commodity) of the ith commodity. In the same article, Lange defines “Say’s Law” by the identity

\sum_{i=1}^{i=N-1} p_{i}X_{i}\equiv 0,

where pi and Xi are defined precisely as before. Calling the Nth commodity “money,” Lange then asserts that if collective excess demands in an economic system A simultaneously satisfy both Walras’ Law and Say’s Law, then:

    1. Money prices are indeterminate;
    2. Individuals will never desire to change their money balances;
    3. Money is merely a worthless medium of exchange and standard of value in economy A.
    4. The economic system A is “equivalent to a barter economy.”

Critically evaluate each of the assertions a) through d).

2. a) The rapid rise in short-term interest rates during the first half of 1973 produced what is commonly called commercial bank “disintermediation” and thereby differential movements in the rates of growth of M1 compared to M2.

Clearly describe this process and how it affects the two definitions of the money supply. In such circumstances, is the rate of growth of M1 or of M2 a better indicator of monetary policy? Can you suggest a superior monetary aggregate to use as an indicator?

b) During the past year the rate of growth of money has deviated at times substantially from the rate of growth of the base or high-powered money (i.e., there has been a change in the money multiplier) due to large changes by the Treasury in the amount of demand deposits they hold at commercial banks. This led one observer to ask whether it was the Treasury or the Federal Reserve who was making monetary policy.

Clearly describe how changes in government demand deposits affect the money supply. How can the Federal Reserve offset such changes? If the Treasury decided to become a “monetary authority” and tried to control the money supply in this way, how would they fare in competition with the Fed if the two authorities adopted different money supply goals?

3. An Englishman holidaying on a small Mediterranean island paid all his expenses with checks on his English bank. The inhabitants were so impressed by his gentlemanly bearing that instead of cashing his checks, they used them thereafter as money. Who paid for the Englishman’s holiday?

Answer this question in terms of (a) fixed exchange rates and (b) floating exchange rates. Explain how different macroeconomic views of the world affect the answers.

4. There has been much discussion about the exogeneity or endogeneity of the money supply. Explain the different meanings of these terms for policy analysis and for statistical estimation and how these differences have been a source of confusion.

5. Discuss the following proposition: The rate of unemployment is affected primarily by deviations of the actual rate of change of money or government spending from their expected rates of change, and not by the rate of change or level of money or government spending.

Does this proposition have any implications about the relative and absolute possibilities of the persistent use of fiscal or monetary policy to achieve a low rate of unemployment?

Cite any empirical evidence with which you are familiar for or against the proposition (e.g., consider the Andersen & Jordan weights on the effects of changes in government spending on changes in nominal income).

6. The Federal Reserve recently adopted a rule change where required reserves instead of being calculated on the basis of current deposits is now based on commercial bank deposits two weeks earlier (which are obviously given at the time of the calculation).

This rule change has produced a situation where the Fed can no longer affect, in any given week, the total reserves of the banking system and where the major short-run effective policy tool of the Fed is how much it “forces” commercial banks to borrow from them each week — a very crude instrument by which to control the money supply.

Do you agree or disagree? Explain carefully.

Source: Economists’ Papers Archive, David M. Rubenstein Rare Book & Manuscript Library, Duke University. Robert W. Clower Papers, Box 4, Folder “Monetary Economics, PhD exams, Reading list, exams UCLA 1971-1988”.

Image Sources: Benjamin Klein, Earl Thompson, Robert Clower, Michael Darby.

Categories
Economist Market Economists Harvard

Harvard. Haberler pushes hiring Caves rather than Chenery or Arrow in 1961

 

Economics in the Rear-view Mirror has already posted two artifacts revealing Gottfried Haberler’s unfiltered opinions of other economists that he put into writing.

re: John Kenneth Galbraith vs. Paul Samuelson
re: Samuel Bowles

In my reading of the memo transcribed below I get the sense that Haberler was not shy of overstating his case for the  appointment of Richard Caves by diminishing Arrow’s virtues: “I cannot help feeling that some of his [Arrow’s] work is fanciful and esoteric in the extreme and its chance of survival is very low.”

Personal note: I once paid my Yale mentor William Fellner a courtesy call when he was a resident scholar at the American Enterprise Institute in Washington, D.C. in the 1970s. Fellner was a lunch-buddy of Gottfried Haberler and he invited me to join the two of them for lunch at the Mayflower Hotel. I confess (with a combination of understanding for myself and shame) that I hadn’t a clue who the frail old man wolfing down his lunch across the table from me was and he displayed no interest in conversation with me either. And now here I sit, posting a 63 year old Haberler memo for the historical record.

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All three were eventually given
Harvard professorships anyway

Kenneth Arrow (1951 Ph.D. Columbia, Harvard appointment 1968)

Richard Caves (1958 Ph.D. Harvard, Harvard appointment 1962)

Hollis Chenery (1950 Ph.D. Harvard, Harvard appointment 1965)

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Haberler’s Protest:
Preface to his Colleagues

To the Senior Members of the Department:

I am going to send the attached letter to the President unless anybody strongly objects. For the members of the Department I should like to add that I somewhat resent the surprise tactic used in bringing up the name of Arrow in yesterday’s discussion. Let me confess that this was not immediately clear to me — which on reflection causes me to deplore it all the more. I have reason to believe that others too were taken by surprise.

December 13, 1961

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Haberler’s Protest in Full

CONFIDENTIAL.

MEMO TO: The President, the Senior members of the Department of Economics, the Dean of the Graduate School of Public Administration

FROM: Gottfried Haberler

In my opinion, the Department of Economics is making a serious mistake in filling up the Department too much with mathematical and econometric economists through the proposal to appoint Arrow and Chenery. May I say by way of introduction that, although I am not myself a mathematical economist, I have a high appreciation of the mathematical and econometric method and have consistently shown that by my votes in the Department.

I do believe, however, that at the present time the Department is well supplied with talent in this field. Five members of the permanent staff belong to that category — Dorfman, Houthakker, Leontief, Meyer, Schelling. True, all of them have developed strong interests in policy problems and have worked on applied problems. None of them is a “pure” theorist in the sense that he works exclusively in the theoretic-mathematical-econometric field, but all of them (with the exception of Schelling) have been appointed for their theoretical, mathematical, econometric skills.

In addition to the permanent members, there are always non-permanent members in that category, at present especially Clopper Almon [Obituary].

No two of these five men are quite alike and Arrow is different from all of them. As far as I know, Arrow has not yet developed an active interest in policy questions. I do not criticise him for that — it may well be an asset. All I want to say is that we are well supplied in his general field of competence. He certainly is a most competent man and he, rightly, has a high reputation in the profession. But I cannot help feeling that some of his work is fanciful and esoteric in the extreme and its chance of survival is very low. On earlier occasions when he was discussed in the Department, Professor Leontief expressed precisely the same doubts and reservations. Now he thinks that a large department, such as ours, should have men of that type even if — as he still readily concedes — the permanent value of his ideas is problematic. My point is that we are well supplied with this sort of talent and that we are tilting the balance of the Department too strongly in one particular direction.

The fact that we propose to the School of Public Administration the appointment of Chenery fortifies in my opinion the above criticism.

Chenery too is a mathematical-econometric economist of high quality and great energy. His special field is input-output analysis in its application to less developed countries. He is not, of course, a “pure” theorist. On the contrary, application of the theoretical-statistical tools is his strength, especially of input-output analysis. He has also developed administrative talents. At this time, he holds an important position in Washington which makes him look especially attractive to Littauer, I am not in a position to evaluate his suitability for his government assignment. But I should like to say this: I feel strongly that input-output is of no use for the less developed countries, because their basic statistics are woefully inadequate. This does not mean that Chenery will be a poor administrator. It is possible that for him, in his present position, input-output will be a mere ritual. I assume, however, that Littauer does not appoint him for his administrative capabilities, but rather for his scholarly talents, and these latter belong to the same general field — mathematical-econometric analysis — as Arrow’s and the five members of the Department whom I mentioned.

I feel all the more strongly that the Department is making a grave mistake, because we are passing up a rare opportunity to appoint another man who fits into our Department better than either of the two men mentioned and who has other talents which we urgently need, namely, Richard Caves.

The Department has unanimously voted to recommend the appointment of Caves if Arrow is not available. I therefore need not argue his high competence and standing in this profession. Let me only say this: Caves has shown that he not only understands and appreciates the modern mathematical, statistical and econometric methods of analysis, but also — which is a different thing — that he knows how to use them. He has shown himself at the same time to be a master of traditional economic theory and of modern quantitative analysis, a very rare combination indeed. In addition to that he has become a very effective and stimulating undergraduate teacher, which neither one of the other two men is. We are often criticised for neglecting undergraduate teaching. We have tried to remedy this situation, but the difficulty has always been to find a man who measures up to our standards of scholarship and is at the same time an effective undergraduate teacher. Here we have the very rare opportunity, the opportunity of a lifetime, to appoint a man who is both at the same time — an accomplished scholar who is thoroughly familiar with the history of his science and wields modern quantitative methods of analysis effectively, and is also an inspiring undergraduate teacher. It would be inexcusable to let that opportunity pass.

It should be added that Caves is younger than the other two and is being considered by two leading universities for a permanent position. If we do not get him now we will in all probability have lost him forever.

I should also like to say that I disagree with the view that Chenery is better suited for Littauer than Caves. True, being older he has more administrative experience. But this should not be decisive, in my opinion, except that from a superficial public relations standpoint it may look appropriate to appoint someone to Littauer who has held a high position in Washington. Both men are intensely interested in policy problems, but both will always feel that they are primarily economists and neither will want to lecture only on policy problems or only to Littauer students.

December 13, 1961

Source: Economists’ Papers Archive, David M. Rubenstein Rare Book & Manuscript Library, Duke University. Edward H. Chamberlin Papers, Box 17, Folder “Economics Department 1960-62”.

Image: Radcliffe Archives. Portrait of Gottfried Haberler. (1965).

Categories
Fields Harvard

Harvard. Report on Long-range Plans for the Department of Economics. 1948

The following transcribed report of a special committee regarding the future of the Harvard economics department looking forward from 1948 is fascinating. Eight senior professors would be retiring over the coming decade and there was a serious discussion of the economists needed to replace them. For my money the most interesting comparison is the one made between Arthur Smithies and Paul Samuelson. I’ll let you or your AI of choice fish that out of the report. But there is much more to be found.

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The Provost is not amused
[No letterhead, unsigned.
Apparently a copy.]

December 22, 1947

Dear Mr. Burbank:

I am not at all happy with the recommendation sent me by the Department of Economics and the School of Public Administration for the appointment at professorial rank of a man to serve jointly in the Department and in the School. As you realize, the five votes taken by the group reveal a confused picture in which no clear preference is indicated. Nor have I been successful in clarifying the situation by requesting from each member of the group a letter addressed to me in which he explained fully his vote. Hence I believe it necessary to suggest a different procedure from that which has been followed.

One source of the difficulty, it occurs to me, is that the recommendation for the joint appointment has not been studied sufficiently in relation to the other vacancies which are to be filled within the next year or two. As you know, the Department has, in addition to the joint professorship, a vacancy in the rank of full professorship created by the resignation of Professor Crum, and one in the rank of associate professorship. It also has due it in 1950-51 a second vacancy as associate professor. Hence it appears that within a short span, the Department has four major appointments to make. It goes without saying that those appointments will influence in great measure the future of economics at Harvard for many years to come. The importance of making wise selections cannot be lost sight of.

It seems to me that we must consider all these appointments as a related problem. Consequently I shall take no action on the recommendation for the joint appointment until the Department has thought through its entire slate. No evidence has been given me yet which suggests that the Department has worked out a consistent plan or program into which all these appointments can be fitted and which meets, within the resources available, the demands which the Faculty as a whole may properly make upon the Department of Economics.

I have no desire to lecture the Department as to its obligations, but I do have certain responsibilities to discharge as Dean of the Faculty. Hence I venture to suggest that there are certain questions which may reasonably and properly be directed to the Department for an answer. Among those questions are the following:

  1. What is your concept of teaching and research within the Faculty of Arts and Sciences?
  2. What fields will you cover, within the resources at your command, in carrying out the answer to the first question?
  3. Are you properly discharging your obligations to your sister departments of the Faculty and to the programs which the Faculty has legislated as common ventures?
  4. Do your specific recommendations harmonize with a general plan and program?

I understand fully that these are no easy questions to answer and that the difficulty of finding an answer is a prime factor in creating the present state of confusion. But I suspect that more preliminary efforts to answer the questions might have reduced the degree of confusion. Certainly so long as the basic issues are not clarified, the discussion of individuals to be appointed breaks down into fragmentary views.

I am also distressed by the fact that many of the professors in the Department have informed me that they do not consider themselves either willing or competent to serve as Chairman of the Department when your term expires in June. One conclusion which might be drawn from this situation is that the Department as now constituted needs some recruitment from men competent and willing to think of economics in general, and of the relation of economics to the faculty at large and to the world outside the university.

I must also report a sense of uneasiness among members of the Faculty in other Departments, that the Department of Economics is showing a tendency not to give due weight in the filling of its vacancies to common programs. If there is cause for this apprehension, I should be quite dismayed. At a time when the Faculty as a whole gives indication of the need in teaching and research for ever greater cooperation between disciplines of learning, it would be regrettable if the Department of Economics adhered to narrow and vertical procedures. To make the point quite specific, I might inquire what the Department of Economics plans to do in regard to Economic History and to the Area Program in Russian.

I also wonder whether in your immediate desire to fill the vacancies with men now available, you have given proper consideration to the range of younger men coming to maturity in your field. I have, for example, observed two young economists now in the Society of Fellows who seem to me to have ultimate promise of achievement greater than that of at least some of the men now available. There must be many other such men in the University and elsewhere. It would seen wise in any general approach to the problem to give assurance that proper consideration had been made in our appointment schedule for the generation of economists now coming to maturity.

These are some of the matters I have in mind, both general and particular, which incline me to the decision that we should follow an approach in handling these appointments different from the one followed to date. I fear that the approach followed so far is leading into an impasse from which the only escape will be the making of something less than the wisest appointments. Hence I suggest a change of procedure and ask first that the Department present me, in advance of any specific recommendation, with a statement which deals with the questions raised earlier in this letter. Recommendations may accompany this document, but they will not be accepted without it and unless they are shown to have meaning in relation to it.

Finally, the time has come, I believe, when I must personally associate myself with the development of this program. I am therefore arranging a dinner and evening meeting in the rooms of the Society of Fellows on January 21 at 6:30 p.m. to which I shall invite each member of the Executive Committee (all Professors and Associate Professors) of the Department. I shall preside at this meeting, and we shall begin then discussion of the issues outlined in this letter. Needless to say that because of the urgency of the matter, I shall expect a full attendance of the Executive Committee at the dinner.

I am sending a copy of this letter to each Professor and Associate Professor of the Department.

Sincerely yours,
[Unsigned by Paul H. Buck]
Provost

Professor H. H. Burbank
Littauer Center

_____________________________

C O N F I D E N T I A L

REPORT ON LONG-RANGE PLANS
FOR THE
DEPARTMENT OF ECONOMICS
(REVISED EDITION)

February 25, 1948
  1. The Task of the Committee

In his letter of December 22, 1947, to the Chairman of the Department of Economics [Professor Harold H. Burbank], the Provost [Professor Paul H. Buck] raised a series of questions concerning the long-run plans for the growth and development of the Department. Any future appointments clearly ought to be related to a comprehensive study of the needs and objectives of the Department.

The questions posed by the Provost were as follows:

    1. What is your concept of teaching and research within the Faculty of Arts and Sciences?
    2. What fields will you cover, within the resources at your command, in carrying out the answer to the first question?
    3. Are you properly discharging your obligations to sister departments of the Faculty and to the programs which the Faculty has legislated as common ventures?
    4. Do your specific recommendations harmonize with a general plan and program?

Following an evening meeting on January 21, 1948, with the Executive Committee of the Department, the Provost appointed a committee of five to consider the above questions and to prepare a report on long-run plans for the Department. The Committee was also directed to recommend appointments for existing vacancies in the light of such a comprehensive survey of long-range problems. Four appointments are under consideration at this time: (1) a full professor replacement for Professor Crum, (2) a full professor to be appointed jointly in the Department and in the Littauer School of Public Administration, (3) an associate professor available July 1, 1948, and (4) an associate professor normally not available until July 1, 1951, but who might be appointed at an earlier date.

  1. The Prospective Situation in the Department

The growth of the Department in recent years is indicated in the following tabulation of the number of permanent positions and the number of undergraduate and graduate students for selected years since 1925.

Year

Permanent Positions Undergraduate Concentrators

Graduate Students*

1925-26

10

324

75

1930-31

14

397

82

1935-36

13

376

47

1940-41

16 321

102

1947-48

17 726

264

* Prior to 1940, graduate students with Corporation appointments were not required to register in the Graduate School. The graduate figures for 1940-41 and 1947-48 include Joint Degree and Littauer School candidates who take most of their work in Economics.
Radcliffe students are included in the figures only for 1947-48.

The Department of Economics may reasonably anticipate the retirement of one-half of its present permanent members by June 30, 1958. On the normal assumption that retirement takes place at age sixty-six, eight of the sixteen present permanent members may be expected to become emeritus during the next ten years. The members of the Department who are, and are not, expected to retire before 1958 are indicated in the following lists. (The dates of birth are given after each name.)

Expected Retirement by 1958

Active Status Expected, Fall 1958
A.P. Usher January 13, 1883 E. Frickey

August 20, 1893

J.A. Schumpeter

February 8, 1883 S.E. Harris September 8, 1897
J.D. Black June 6, 1883 O.H. Taylor

December 11, 1897

A.E. Monroe

August 2, 1885 E.S. Mason February 22, 1899
J.H. Williams June 21, 1887 E.H. Chamberlin

May 18, 1899

H.H. Burbank

July 3, 1887 G. Haberler July 20, 1900
A.H. Hansen August 23, 1887 W.W. Leontief

August 5, 1905

S.H. Slichter

January 8, 1892 J.T. Dunlop

July 5, 1914

The Department can look forward, under the existing rules of the University, to a total of six new permanent appointments, including the four now under consideration during this ten-year period. The Department can also expect the appointment of an economist to the Lamont University Professorship upon the retirement of Professor Slichter. Accordingly, the Department can expect to retain a total of fifteen permanent appointments in the academic year 1958-59 in comparison with the seventeen permanent members during the current academic year (the above list plus Professor Crum). (The number of permanent members of the staff may at any given time be larger than retirement dates would indicate by reason of extension of normal term of service.)

These expected changes in the personnel of the Department over the next ten-year period indicate clearly the decisive nature of the appointments now under deliberation. Four of the six expected appointments are under study. The distinction and reputation of the Department for many years to come is at stake. It is imperative that every effort be made to appraise the needs and opportunities of the Department during the next decade and to canvass with insight all possible candidates.

  1. The Place of the Department in the Faculty

The first question posed by the Provost in his letter of December 22, 1947, was: “What is your concept of teaching and research within the Faculty of Arts and Sciences?” The Committee makes the following points in a re-examination of the role of the Department.

(a) The Faculty of Arts and Sciences has embarked on programs of General Education and Area Studies [e.g., Russian Studies]. The Department of Economics has a substantial and distinctive contribution to make to each of these experiments: the development of a common core of a liberal education and the integration of different disciplines around the problems of a significant geographical area.

 (b) The past twenty years have witnessed an unprecedented expansion in the need for economists in a variety of positions outside the academic world — government service, business concerns, research organizations, labor and farm groups, consulting practice and economic reporting. The Department of Economics needs to develop a more flexible graduate program to meet this more diversified demand in cooperation with other Departments in the Faculty of Arts and Sciences and with various Graduate Schools in the University. The recognition of these broader objectives will supplement rather than detract from the training of economists for academic posts.

(c) The balance between graduate and undergraduate instruction in Economics is always a delicate adjustment. Indeed, the Provost has recently indicated that the strength and prestige of Harvard College lies in the fact that we are truly a “University College.” The Committee has analyzed the relative proportion of the time of its permanent members devoted to graduate and undergraduate course instruction for selected years since 1925. The permanent staff of the Department gave more courses for undergraduates in 1947-48 than in 1925-26. The proportion of all course time devoted to undergraduate instruction, however, has been reduced in this same period from a half to little more than a third. In other words, the increased permanent manpower of the Department over this period (permanent positions increased from ten to seventeen) has been devoted largely to graduate instruction.

The following table compares the number of courses “taught” or “supervised” by permanent members of the Department for undergraduates with the offering of courses for graduate students for selected dates. Comparative figures are also presented for the History and Government Departments.

Courses of Instruction by Permanent Staff
Economics History

Government

Dates Undergrad. Grad. Undergrad. Grad. Undergrad. Grad.

1925-26

8 ½

8 ½ 14 12 6 ½

8

1930-31

9 11 ¾ 14 22 ¾ 5

9 ½

1935-36

8 ¾ 12 15 ¼ 31 5 ¼

10 ¼

1940-41 9 ¾ 19 ½ 14 13 ½ 7 ¼

19 ¾

1947-48

12 ½ 22 15 10 ½ 9

9

These figures would appear to indicate that graduate course instruction has expanded in Economics relatively to undergraduate course instruction and also relative to the experience of graduate instruction in other departments. It should be noted, however, that the large increase in graduate courses after 1935/36 was associated with the establishment of the Graduate School of Public Administration which affected both the Department of Economics and the Department of Government.

These data on course offering need to be interpreted in terms of graduate enrollment and undergraduate concentration. The following table presents this information. The figures indicate the incidence of the postwar expansion in University enrolment upon the burden of instruction in Economics and allied departments.

Undergraduate Concentrators and Graduate Students

Economics History Government
Dates Undergrad. Grad. Undergrad. Grad. Undergrad.

Grad.

1925-26

324 75 190 113 45
1930-31 397 82 254 138 130

56

1935-36

376 47 283 104 292 38
1940-41 321 102 272 146 314

76

1947-48

726 264 321 207 763

129

The Committee believes that undergraduate instruction in Economics in the past two years has suffered materially by the suspension of the tutorial system. The assistant professor rank in which there is normally considerable contact with undergraduates has not been fully manned in recent years. The Committee believes that undergraduate instruction needs to receive more attention in the Department, not so much by more courses given by permanent members but by rebuilding a strong group of younger teachers in the assistant professor and annual instructor rank.

Assuming the number of the permanent staff at present contemplated to be fixed, the size of the graduate student body in Economics must be reduced from its present size of more than 260 if members of the Department are to fulfill their total obligations to the University and if a more diversified graduate student body is to receive adequate instruction and supervision. The Committee suggests a figure of 200 graduate students — twice the pre-war level — as a normal standard for the period under review. The rate of admission planned for the Fall term, 1948, will eventually yield a student body close to this figure. It is impossible at this time to foresee whether the numbers of qualified graduate students seeking economic instruction at Harvard will substantially exceed 200 after the special circumstances accounting for the present large numbers have been eliminated. If, as may well happen, the demand on the part of first-rate men and women for graduate instruction in economics exceeds the capacity of the staff as at present planned, it may indicate a need for revision of plans of instruction in economics.

(d) There is imperative need for more systematic development of research plans in Economics and for financial arrangements whereby permanent members may be relieved of all duties for periods of a term to pursue research on a full-time basis. Research grants should be used in part to secure substitute instruction. Several research projects which provide a practicable model for the expansion of research have recently been undertaken by members of the Department. Individual members of the Department should be encouraged to organize specific research projects and solicit support, in cooperation with the University administration. These projects should make provision for full-time leave for a term whenever possible. Such projects, moreover, may well become a training center for the most advanced students.

(e) The Department of Economics should expect a continuation of the distinguished tradition of participation by many of its members in wider forms of service to the community — government service, consultation to business and industry, private arbitration, private research organizations, etc. A danger exists, however, that these activities may consume too large a proportion of the time and energy of members of the staff. A devotion to productive scholarship should be an indispensable requirement of every appointee.

In making appointments the Department must be concerned to choose men with the energy and capacity for developing these outside interests and contacts. The Department has not only an obligation to the world of scholarship but also a unique responsibility for leadership at the many points where Economics has a contribution to make to the world of affairs.

  1. The Urgent Needs of the Department

The second question posed by the Provost in his letter of December 22, 1947, asked: “What fields will you cover, within the resources at your command, in carrying out the answer to the first question?” When the objectives for the Department outlined in the preceding section are considered in conjunction with the present personnel and the retirement pattern outlined in Section 2 above, the following needs of the Department appear to be the most urgent. (The listing of these requirements at this point does not imply any particular hierarchy of urgency.)

(a) Economic History. This field has been a required part of the graduate program in Economics for many years. Moreover, for over half a century instruction in this area has been located in the Economics Department. The retirement of Professor Usher requires that provision be made for this field in any comprehensive plan for the Department.

(b) Agriculture and Marketing. Professor Black has developed work in two fields: (1) The Economics of Agriculture and Land Use Planning, and (2) Marketing and Distribution. Ideally two men would be required to carry on this work.

(1) Agriculture. The Committee is of the opinion that work in the Economics of Agriculture and Land Use Planning is indispensable. Research and training in this field have constituted a major contribution of the Department. Moreover, the agricultural field is of particular concern in the School of Public Administration.

(2) Marketing. The Committee reluctantly concludes that, under present prospects and despite the importance of work in marketing and distribution, it is unlikely that one of the few appointments available can be allocated in this field. It may be that the field of Business Organization can be reorganized to permit the inclusion of some portion of the work in the present field of Marketing and Distribution.

(c) General Education and the Area Program. It is imperative that the Department take an active part in the formulation and development of these new programs. The availability of half-time appointments from the General Education and Area budgets would permit the Department of Economics to make two appointments (of half-time each) for one budget vacancy. That is, the appointment of two men, a half time of one in an Area and of the other in General Education, might fill one of the vacancies in the Economics Department.

(d) Business Organization. The resignation of Professor Crum and the administrative responsibilities of Professor Mason make an appointment in this area urgent. Moreover, the field constitutes one of the largest areas of undergraduate and graduate concentration.

(e) Public Policy. The systematic development of the field of the Economic Aspects of Public Policy is essential to the growth of the Graduate School of Public Administration. One of the appointments available at this time has been explicitly earmarked for this purpose.

(f) Public Finance. The retirement of Professor Burbank in the period indicates the necessity for providing for work in this area. The field is indispensable both to the Economics Department and the Graduate School of Public Administration.

(g) Statistics. The burden of instruction in the field of Statistics is heavier than one man should be asked to assume. In addition to undergraduate and graduate courses, this required field involves participation in virtually all general examinations. Ideally instruction should be provided in the field of national income and mathematical statistics. If an additional appointment is not devoted exclusively to this field, consideration should be given to the recruitment of men able to develop such statistical instruction as a part of their program.

(h) Department Chairman. The Department is required to give serious weight in making appointments to qualities which make for a successful Chairman. The Department is so large as to place very heavy administrative responsibilities on its Chairman. The Department should have in its ranks a number of persons qualified to perform the duties of Chairman so that the burden on one individual over the years is not unreasonable.

The Committee believes that the Department should examine its internal operations to determine whether an administrative reorganization might not facilitate the effectiveness of the work of the Department. A systematic survey could be made of such duties as: counselling graduate students, placement, recruitment of superior students, and the supervision of Economics A and the junior teaching staff. Careful study should be given to the possibility of delegating more responsibility to standing committees of the Department.

While the Committee has emphasized, and it believes properly, certain specific needs of the Department, the overriding need, which should take precedence in all appointments, is for able men. If a first-rate man cannot be found in a specific field, it is better either to neglect the field or to divert the attention of existing personnel to this field than to fill the vacancy with second-rate material.

The Committee believes that the answer to the Provost’s third question, “Are you properly discharging your obligations to sister departments of the Faculty and to the programs which the Faculty has legislated as common ventures?”, must, at present, be “no.” It considers, however, that the addition of the personnel suggested below will, together with some reallocation of the time of present officers, enable the Department to meet these obligations.

A consideration of the Provost’s fourth question, “Do your specific recommendations harmonize with a general plan and program?” leads directly to a discussion of the proposed appointments.

  1. Recommendations

(a) The Committee recommends that one appointment at the associate professorship level be utilized in the following manner: that Alexander Gerschenkron be invited on the understanding that the Department assume the responsibility for half his salary, the Russian area assuming responsibility for the other half; that John Sawyer, now a Junior Fellow, be appointed to an assistant professorship at the end of 1948-49, on the understanding that the responsibility for half his salary be assumed either by General Education or the Department of History.

Gerschenkron is one of the two best economists in the country now working on Russian problems, the other being Abram Bergson of Columbia University. Gerschenkron has the advantage of being an economic historian. Consequently, his appointment would enable the Department to take care not only of instruction and research in Russian economics but also to replace Professor Usher’s work in European economic history on his retirement.

Sawyer is an historian of an intellectual ability fully equal to that of our own Junior Fellows, Tobin and Kaysen. He has evinced an interest in cultivating the field of American economic history and also of working in General Education. Since Sawyer’s prospects in the History Department are extremely good, it would be necessary to assure him, on appointment as an assistant professor, that a clear road to advancement exists in the Department, if he shows the competence the Department expects of him.

These two appointments, which would fill one vacancy, would go far towards meeting the Department’s obligations toward the Russian area and toward General Education as well as taking care of economic history.

(b) The Committee feels that the vacancy left by the resignation of Professor Crum must be filled and that the best candidate available is Sidney Alexander, now an assistant professor. Although Alexander’s publication to date does not justify promotion, he has an impressive series of contributions due for publication during the next year which will make him an eminently qualified candidate for promotion by the end of the academic year 1948-49. The Committee therefore believes that one of the vacancies at the associate professorship level should be reserved for the advancement of Professor Alexander.

(c) In many ways the most serious and difficult problem confronting the Committee concerns the replacement of the work now carried on by Professor Black. The research and training program in agricultural economics and land use is an asset of great worth both to the Department of Economics and to the Graduate School of Public Administration.

The Committee understands that before the date set for Professor Black’s retirement the Administration will request him to continue his services to the University for a number of years. It therefore believes that some four to five years are available in which to select a man fully capable of carrying on Professor Black’s work. The Committee believes that there are a number of able young men in the field of agricultural economics who might be secured at the assistant professorship level. The Committee therefore recommends that one or more of these candidates be brought to Harvard and that the next two or three years be utilized to survey the field, including such men as are brought here at lower than permanent rank, to assure the selection of the best possible man.

(d) If one position is filled by Gerschenkron and Sawyer, and another is reserved for Alexander, there remain two positions at the professorial level. These positions might be treated in any one of the following ways:

(1) Both positions could be filled at once;

(2) One position could be filled now and the other held vacant for Professor Black’s successor;

(3)  One position could be filled, the other held vacant pending the appearance of a suitable candidate not necessarily in the field of agricultural economics. In this case it must be assumed that the vacancy caused by Professor Black’s retirement would be filled from the appointment accruing to the Department in 1954, which appointment might be advanced in time. It should also be recognized that this appointment might have to be at the professorial level which would involve a departure from present University policy.

In considering the possibility of filling both vacancies now, the Committee was heavily influenced by the desirability of maintaining balance in the Department not only as among various fields of interest but as among types of mind and of methodological approaches to economic problems. In this connection the Committee considered carefully the qualifications of both Smithies and Samuelson. While of the opinion that each of these men might individually be considered intellectually superior to the rest of the field, the Committee feels strongly that the addition of both would give a particular stamp to the Department that should, if possible, be avoided. Both of these men are, in a sense, system builders, concerned with the logical and mathematical interrelations of the elements of their systems. Neither has done much empirical work. Smithies has shown recently a concern for, and an interest in, institutional developments and public policy. Moreover, he has had extensive experience in government service. The Committee believes that while each of these men is pre-eminent in his type of work the two together do not make a satisfactory combination.

The problem then narrows down to the question of Samuelson or Smithies and someone else. The Committee considers that the interests and type of mind represented either by Richard Bissel or Colin Clark would effectively supplement the Smithies-Samuelson characteristics. No effective way of communicating with Clark suggested itself to the Committee, and there is certain evidence to support the view that he would not be available. It appears that Bissel may not be available at this time. If his views change in the near future, the Committee considers him its first choice.

Of other possibilities the Committee discussed at length the qualifications of Galbraith, Yntema, David Wright, Albert Hart, Donald Wallace, and others. For various reasons, too lengthy here to enumerate, none of these candidates seemed first-rate possibilities.

The Committee therefore recommends that one of the professorial positions be held vacant for the time being pending the appearance of a satisfactory candidate. As to the relative merits of Smithies and Samuelson, the Committee, after deliberating at length, favors Smithies. While recognizing that Samuelson has in his field of activity a better record than anyone near his age in any field, the Committee was heavily influenced by the probability that Smithies’ contribution to the needs of the Department would be substantially greater. He appears to be an ideal man to develop the work in the School of Public Administration on Economic Analysis and Public Policy; he appears to be an eminently satisfactory man to take over the work in Public Finance on Professor Burbank’s retirement; he is clearly a man who would make an able Departmental Chairman. In addition he is competent to develop work in advanced statistics should the Department consider this desirable. For these reasons, and others, the Committee recommends the appointment of Smithies.

Paul H. Buck, Chairman
John T. Dunlop
Wassily Leontief
Edward S. Mason
John H. Williams

Source: Duke University, Economists’ Papers Archive, David M. Rubenstein Rare Book & Manuscript Library. Edward H. Chamberlin Papers. Box 17, Folder “Economics Department Faculty, 1944-47.”

Image Source:  Harvard Seal detail from the cover of the Harvard Law School Yearbook 1949.

Categories
Exam Questions Harvard Socialism

Harvard. Socialism, Communism, etc. Course Description and Final Exam. Carver, 1908-1909

“Plans of social amelioration” were considered important enough to include in the economics curriculum at Harvard from early on. In the hands of the conservative professor Thomas Nixon Carver the doctrines of socialism, communism, and Georgeism were introduced to Harvard students in order for them to see the errors of critics of free-enterprise market economies, a.k.a. capitalism.

__________________________

Previously posted

Pre-Carver:
Carver’s courses

Post-Carver:

________________________

Course Enrollment
1908-09

Economics 14b 2hf. Professor Carver. — Methods of Social Reform. Socialism, Communism, the Single Tax, etc.

Total 44: 7 Graduates, 12 Seniors, 14 Juniors, 7 Sophomore, 1 Freshman, 3 Others.

Source: Harvard University. Report of the President of Harvard College, 1908-1909, p. 67.

________________________

Course Announcement
1908-09

Economics 14b 2hf. Methods of Social Reform. — Socialism, Communism, the Single Tax. Half-course (second half-year). Tu., Th., at 1.30. Professor Carver.

A study of those plans of social amelioration which involve either a reorganization of society, or a considerable extension of the functions of the state. The course begins with a critical examination of the theories of the leading socialistic writers, with & view to getting & clear understanding of the reasoning which lies back of socialistic movements, and of the economic conditions which tend to make this reasoning acceptable. A similar study will be made of the Single Tax Movement, of State Socialism and the public ownership of monopolistic enterprises, and of Christian Socialism, so called.
This course is open only to those who have passed satisfactorily in Course 14a. [The Distribution of Wealth]

Source: Official Register of Harvard University, Vol. V, No. 19
(1 June 1908). History and Political Science Comprising the Departments of History and Government, and Economics, 1908-09, pp. 49-50.

________________________

ECONOMICS 14b
Year-end Examination, 1908-09

  1. How would you distinguish Socialism from Communism, from Anarchism, and from the single tax?
  2. Upon what grounds do the Marxian Socialists base their belief that Socialism is inevitable?
  3. Compare the socialistic theory of commercial crises with that of Henry George.
  4. Compare the views of Karl Marx and of Henry George upon the source of interest, or the income of the capitalist.
  5. Discuss the question: Is interest earned?
  6. Discuss the question: Is rent earned?
  7. Which of the communistic experiments in the United States seems to you most interesting? Why?
  8. Outline, briefly, Tolstoi’s theory of “passive resistance.”

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 8, Bound vol. Examination Papers 1908-09; Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1909), p. 45.

Image Source: Andy Piascik, “Remembering the 1912 Lawrence Textile Strike,” September 8, 2018. From The Africanist Press website.

 

Categories
Faculty Regulations Fields Harvard

Harvard. Rules for Economics PhD Exams. 1941 or 1942

 

Starting in 1942 the administrative task of tracking the progress of Harvard economics Ph.D. candidates was delegated to the departmental level from the Division of History, Government and Economics*. A typewritten memo was prepared that described in detail the procedures in use by the Division up to that time, along with an explicit list of examiners’ names by field used for putting together committees for the general and special examinations.

The graduate records for Paul Samuelson and Gardiner C. Means have been transcribed earlier and are typical cases of the procedures described here.

The internal memo transcribed below appears to be a draft with some hand-marked deletions, substitutions, and additions. But it might be the case that the changes were noted on the memo over the course of time. I include the original text that has been marked for deletion (crossing out that text) and use italics to designate revisions/additions.

Fun facts: Joseph Schumpeter and John D. Black were not to be put on the same examination committee. The sociologist Sorokin was not to be named as an examiner for the field of sociology, but instead Talcott Parsons was much preferred. Also of interest is the fact that Harvard professors were paid a modest honorarium for examining Radcliffe Ph.D. candidates. 

* The records up through 1942 are found in Harvard University Archives, Division of History, Government and Economics: Ph.D. Material [1873-1942], 20 Boxes (UAV. 453.270).

Degree Rulings (October 25, 1930) have been transcribed and were posted already in May 2015! The fourth artifact of Economics in the Rear-view Mirror.

__________________________________

[Handwritten comment at top of page:
Notes taken by CCTDik[?] when Division office closed and each Dept took over responsibility for PhD. Examinations 1941 or 1942.]

When someone wants a general examination, get Plan of Study. Approval of Plan of Study: Follow the rules as set up in Economics. Be sure Economic Theory, History, and Statistics are in the plan. Ask for a month’s notice for scheduling an examination. First, send for transcript of record at Graduate School Office. Write to members of committee asking if they can serve on that date two and one-half weeks in advance. Mimeographed sheet giving details. Also send postcard I can or I cannot serve. Be sure to put name of Professor on card so that you will know who returns it.

Send reminder so that they will receive it about four days in advance.

Look through Plan and pick a preliminary Committee.

Theory: Schumpeter, Chamberlin, Haberler, Triffin, Monroe (use on an examination where everyone else is directly in his own field), Sweezy, Leontief (interchangeable),

Mason, Taylor (particularly for Economic Policy)

Economic History: Usher and Cole if have to.

Statistics: Frickey, Staehle, Crum

Money and Banking: Hansen, Williams, Harris, Schumpeter, Goodwin, Bennion, Haberler

Economic Fluctuations and Forecasting: Schumpeter, Haberler, Hansen, Harris, Laursen

Transportation: Cunningham, Chamberlin

Industrial Organization: Dunlop, Sweezy, Mason if here.

Public Finance: Burbank, Butters. (If chiefly Fiscal Policy Seminar, Hansen)

International Trade: Laursen, Harris, Haberler, Leontief. Schumpeter for specials.

Agriculture: Black, Usher, Hansen. (Consult Black in advance for schedule)

Labor: Slichter, Dunlop, Healy, Staehle, Harris,

Socialism and Social Reform: Sweezy, Leontief, Taylor

Economic History before 1750: Usher

Commodity Distribution and Prices: Staehle, Black, Sweezy

Public Utilities: Chamberlin, Mason, or Business School people.

Land Utilization: Black

(Do not use Black and Schumpeter together on a board if possible)

Get schedules from Hansen, and others, who are away a great deal from secretary before scheduling examinations.

Sociology: Do not use Sorokin. Anyone else. Parsons good because was in Economics.

Economic Policy: O.H. Taylor, Sweezy, Chamberlin used chiefly.

For Chairman of the Committee if at all possible pick the men with whom he is to write the thesis. In Theory pick the man with whom candidate has had course work. If do not know about thesis, pick senior member or Theory man.

Check with Miss Loftus for fields in Government.

Check on languages. Be sure that they have passed one before the generals.

Check the fields with the candidate. Write-off does not need to be completed until time of special examination. Check grade to be sure it is sufficiently good.

Schedule examinations all the time, concentrated in Reading Periods if possible. Ordinarily at 4 o’clock; sometimes at 11; and once in a while to suit the committee.

Write candidate about four or five days before examination.

“Dear Mr. ——

The arrangements have been completed for your general examination for the degree of Ph.D. in Economics. It is to be held on Tuesday, May 5, at 4 o’clock in Littauer M-10.

Sincerely yours,
Secretary

Material for examination: Send to chairman the Plan of Study, back side filled in by this office. Mimeographed form. Transcript of course record. The examination report if already taken general. On mimeographed sheet write everything in full, —Full name, Tuesday, May 5, 1942, at 4 o’clock. Department of Economics. Fields examined: 1, 2, 3, 4, following order on Plan of Study. The committee certifies that the general (cross out special).

Committee: Professor ——, chairman, and list rest in order of fields as far as possible. Be careful about titles (Professor, and Dr.). This must be signed by every member of the examining board.

For special: Full name, etc. Special field: —— Follow the fields for titles as listed in the pamphlet. Thesis: —— (Give full title as on bound thesis) Three people on special examination board.

Pro-seminar: Follow Department rules.

Check on write-off field. Bracket in red pencil.

After the examination: Chairman returns the papers, then write letter to Miss Gifford Priest in the Graduate School of Arta and Sciences.

Dear Miss Gifford Priest: I wish to report the following examinations for the degree of Ph.D. in Economies:

Robert Brown General for Economics May 26 Passed

(In case of failure — Failed, no bar to reexamination)

If Public Administration, write same letter to Miss Bourneuf Mrs. Bright Miss Hunter.

On back of Plan of Study put date of general examination, passed, and initials of Chairman of the committee.

Keep a check-list of examinations for the degree of Ph.D. in Economies 1941-42. Candidate’s name, date, board, grade, in red pencil, when reported to Miss Gifford Priest. If special comment say, “See comment” after grade.

[No longer since the new arrangement between Harvard and Radcliffe]

Radcliffe — report examination to Miss Davenport — same letter.

In account with Radcliffe College, Cambridge, Massachusetts]

And also send a bill to the Business Office.

For serving on the general examination for the degree of Ph.D. in Economics of Miss Penelope C. Hartland, May 19, 1942,

Edward H. Chamberlin

$6.25

Arthur H. Cole

$6.25

Alvin H. Hansen

$6.25

Edwin Frickey

$6.25

$25.00

(On special the chairman gets $8.34; the others $8.33)

For a room call Miss Gilpatrick for a room in Longfellow.

Excuses from final examinations in courses. After December 1 (9½ wks out of 13 weeks of lectures) Jan. 5 and after April 1 May 11. (Will send copy of rule later)

If take general examination during your first year as graduate student here (1G) cannot be excused unless have a grade of good or better on the generals. Second year graduate students (2G) may be if pass the general with any grade in particular courses excused from usually pretty clear, — Courses in the fields in which examined. Ec. 117 Karl Marx  — excused for Theory.

If a man passes the general for Ph.D. with a vote of 3 to 1 (if passed but did very poorly in one field) it is up to the committee to decide whether he must take the final examination in that course. Check with the committee.

Division rule for Committee of Seven (Chamberlin and Monroe from Economics). Recommendations for Ph.D. degrees sent by Committee of Seven probably. [Sent by Dept. to Dean Jones, 24 Univ. Hall and a carbon to Secretary of the Faculty, 5 Univ [?] Hall.]] If a man fails two examinations, either general or special, in order to have a third examination he has to have special permission from the Academic Board of the Graduate School and the Division Committee of Seven. The candidate petitions the Committee of Seven asking permission to come up for a third examination.

Make clear to candidate that he must check with this office to find out whether he is excused from final course examinations.

If a man fails once and comes up again, ask whether he wants the same board as far as possible. Most of time they request the same.

Special examinations: much the same. Due date on thesis December 1 Jan. 10 and April 1 May 8 and July 15 Sept. 8. Will accept on due date unbound. This year accepted unbound and sent to the Harvard Bindery and bill sent to the student care of the Department and then sent on. Harvard Bindery will call for it. If student has thesis in on due date, but has not corrected for typographical errors, or if chart is left out, or something, it has to go to reader as it was handed in, and then afterwards, before going to the Library, the candidate will be expected to fix it up. (Professor Taylor’s ruling.) Get theses out to readers as fast as they come in.

Readers: Every student expected to work with a particular man on a thesis. Ask student with whom he wrote the thesis. That person chairman of the examination. Second reader usually pretty obvious from material. In that case, where second reader not obvious, then consult the man with whom thesis was written. Then check with chairman of the Department.

Do not have to report on thesis until five days before the scheduled date of examination. Ask candidate when he wants the examination. Consult readers over the telephone are they willing,  — The examination will be about May 29,  — and then make arrangements for the examination as if it will be held, but tentative until have approval on the thesis. Check a week before to see if they will accept. Theses approval slip in front of thesis. Have both signatures on one slip. Paste in front of A copy before sending to Dean Mayo’s  [Jones’] office.

Third reader: In the case where disagreement, pick a third reader — a person of some authority. If not passed, ask the men with whom the thesis was written to write candidate giving the reasons. If thesis is rejected keep one copy forever. Return B copy to the student.

Card file for every thesis that comes in. Author’s name, title, Note two copies of thesis, two copies of summary. Date thesis handed in. Date approved. A copy, reader. B copy, reader. Grade in special examination.

When get report on thesis write to student:

Dear Mr. ——

I am happy to inform you that your thesis for the Ph.D. degree in Economics has been approved by Professor —– and Professor —– and that the arrangements have been completed for your special examination. It is to be held on Monday, May 26, at 4 o’clock in Littauer M-10.

(Can tell student the readers. Do not tell him the third member of the board.)

Keep mimeographed list of examination committees for this year for reference.

Card for those who receive Ph.D. degrees for Division office.

Name
Degrees: Where, when
Economics — Special field
Thesis title:                                           Readers:
Languages: Date passed
Generals Passed: (date)
Special Passed: (date)
Fields on general  — committee  — grade
Special field  — committee  — grade

Keep separate cards of those who have handed in theses and are yet to come up for special. Hold on to both copies of thesis.

Report results of special to Miss Gifford Priest. Do not let them accumulate.

On special fields of specials

On Plan of Study it will be noted. Let him know that it is approved for general fields only, and will be rechecked for special later.

By December 1 for degree at mid-years and January 15 for Commencement should file application for degree. Check special field with Plan of Study if special field disagrees it must be approved by Chairman.

For own protection:

Keep a sheet when they come in  — name, address, special field (check with chairman), to Graduate School, and date signed when sent.

Applications for doctorate mid-year 1942

Name, address, Department, special field to Graduate School. If do not take it then, Miss Gifford Priest transfers forward to next list. When offer same field as on the general   — Sometimes take an extra half hour on another field if decided by the Department,  — special field and then other field too.

When do you have four on the special examination committee?

Recommendations for degrees through the Committee of Seven Department.

Check on residence at time of application. Two years (four terms)  — 8 courses  —

with at least one full year two full terms here. Check languages. Check write-off.

Check pro-seminar if used B+. Passed generals. Thesis approved. Special passed. Then send recommendations to Graduate School (they will notify of the date) and a carbon to Secretary of the Faculty.

[Now done by the Departments]

For Committee of Seven make up list of those who have completed all requirements or about to, and they will vote to recommend these men for the Ph.D. On list star those provided he passed the special examination. You will check, before sending to Dean Mayo.

Dear Dean Mayo:

The Division of History, Government and Economics, at its meeting of May 23, 1942 recommended the following students for the degree of Ph.D. in Economics at Commencement 1942:

List and star (provided that he satisfies his language requirements).

Sincerely yours,
E. H. Chamberlin

Send copy to Miss B. Woodward, University 5.

On theses handed in late Committee of Seven to decide whether they will accept it or not even if late. In any case can send it out for reading and give examination, but would not receive degree until next time.

A.E.A. thesis list. Send duplicated form to each of the men to find out who are writing theses. Faculty members for those who are working on theses under them. Get a copy of the August issue, pick out the titles of Harvard, and then write to Professor  —— I find the following student writing his thesis under you. (Give title and name) Is this correct?

Send A + B copies of thesis to Graduate School just before voted the degree.

The B copy to Archives. Fill in on Plan of Study the date when degree was awarded — get from Gazette.

Source: Harvard University Archives. Department of Economics, Correspondence and Papers 1930-1961. RobertsonSchumpeter. Box 21, Folder “Rules for arranging Ph.D., Examinations 1941-42.”

Image Source: From the cover of Harvard Class Album 1946.

Categories
Distribution Exam Questions Harvard Theory

Harvard. Distribution of Wealth. Course Description and Final Exam. Carver, 1908-1909

Thomas Nixon Carver’s teaching portfolio included economic theory, agricultural economics, social reform schemes (critically examined), and sociology. Like Irving Fisher, Carver was anti-alcohol. His autobiography Reflections of an Unplanned Life (1949) makes dry reading but as a dusty chest of anecdotes, it is a link worth archiving. 

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From earlier semesters

1904-05
1905-06
1907-08

The course content is undoubtedly captured in Carver’s 1904 book The Distribution of Wealth which was reprinted several times during his lifetime.

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Course Enrollment
1908-09

Economics 14a 1hf. Professor Carver. — The Distribution of Wealth.

Total 56: 5 Graduates, 19 Seniors, 18 Juniors, 11 Sophomores, 1 Freshman, 2 Others.

Source: Harvard University. Report of the President of Harvard College, 1908-1909, p. 67.

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Course Announcement
1908-09

Economics 14a 1hf. The Distribution of Wealth. Half-course (first half-year). Tu., Th., at 1.30. Professor Carver. —

This course begins with a survey of the most noteworthy attempts to formulate a general theory of value. The economic systems of Ricardo, Mill, Böhm-Bawerk, and Clark are specially reviewed. The attempt is then made, in the light of these criticisms, and of industrial conditions, to formulate a positive theory of distribution helpful in explaining the actual incomes of the various classes of producers. Finally the question of justice in distribution is considered.

Source: Official Register of Harvard University, Vol. V, No. 19
(1 June 1908). History and Political Science Comprising the Departments of History and Government, and Economics, 1908-09, p. 49.

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ECONOMICS 14a1
Mid-year Examination, 1908-09

  1. Assuming that the value of an exchangeable thing depends upon how much it is wanted in comparison with other exchangeable things, what determines how much an article of consumption is wanted? What determines how much an agent of production is wanted? Explain and give reasons.
  2. What, in last analysis, is cost of production, and how is it related to value?
  3. Exactly what do you understand by the standard of living?
  4. How and for what reason does interest arise? Illustrate by means of a diagram or by means of arithmetical figures.
  5. If risk-taking were pleasurable, would there be any pecuniary gains for risk-takers as a class? How would it be if risk-taking were disagreeable? Is risk-taking actually pleasurable or is it disagreeable, and do risk-takers actually make pecuniary gains as a class?
  6. Assuming that the labor of a man and team, with the appropriate tools, costs a farmer the equivalent of 7 bushels a day, how many days could he most profitably devote to the cultivation of each of the four fields described in the following table:—
Number of days’ labor of a man and team with the appropriate tools. Total product, in bushels, of each of four fields under
varying applications of labor.

Field A

Field B Field C

Field D

5

50 45 40 35
10 150 140 130

125

15

270 255 240 220
20 380 360 300

270

25

450 420 350 310
30 510 470 390

340

35

560 510 420 360
40 600 540 440

375

45

630 560 450 385
50 650 575 455

390

  1. Assuming that the relation of the labor supply to the land supply is such that for four fields like those assumed in the table there are 150 days labor of the kind assumed, what, in bushels, would be the normal rate of wages — e., what is the highest rate of wages at which the farmers could find it more to their advantage to employ all the labor than to leave some of it unemployed?
  2. Comment upon the following:—
    “The final utility theory of value rests on the same principle as does the theory of diminishing returns from agriculture; and this principle has a far wider range of new applications. One law, therefore, governs economic life, and theories old and new contain partial expressions of it. The theory of value rests upon one application of the general law, and the theory of rent on another.” — CLARK: Distribution of Wealth, p. 208.
  3. Explain the following:—
    “The Division of labor may be classified, for the present purpose, as of two sorts, contemporaneous and successive.” — TAUSSIG: Wages and Capital, p. 6.
  4. What does Böhm-Bawerk mean by the technical superiority of roundabout processes of production?

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 8, Bound vol. Examination Papers 1908-09; Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1909), pp. 44-45.

Image Source: Portrait of Thomas Nixon Carver from the Harvard Class Album 1913. Colorized and enhanced by Economics in the Rear-view Mirror.

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Exam Questions Harvard Statistics

Harvard. Exams for Statistics. Ripley, 1908-1909

William Zebina Ripley taught at Harvard from 1901/02 through 1932/33. He was a statistician in the time of pre-mathematical statistics but he truly made his mark as an expert on the institutions of organized labor, industrial organization, and transportation

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Statistics (Econ 4), previous years

1901-02.
1902-03.
1903-04.
1904-05.
1905-06 [omitted]
1906-07. [offered but no printed exam found]
1907-08. [only mid-year exam found]

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Course Description
1908-09

[Economics] 4. Statistics. — Theory, method, and practice. Tu., Th., at 11. Professor Ripley.

This course is intended rather as an analysis of methods of research and sources of information than as embodying mere results. A brief history of statistics will be followed by an account of census and other statistical methods in the United States and abroad, with the scientific use and interpretation of results. The main divisions of vital statistics, relating to birth, marriage, morbidity, and mortality, life tables, etc.; the statistics of trade and commerce, such as price indexes, etc.; industrial statistics relating to labor, wages, and employment; statistics of agriculture, manufactures, and transportation, will be then considered in order. Laboratory work, amounting to not less than two hours per week, in the preparation of charts, maps, and diagrams from original material, will be required.

Course 4 is open to students who have taken Economics 1; and it is also open to Juniors and Seniors who are taking Economics 1.

Source: Official Register of Harvard University, Vol. V, No. 19
(1 June 1908). History and Political Science Comprising the Departments of History and Government, and Economics, 1908-09, p. 49.

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Course Enrollment
1908-09

Economics 4. Professor Ripley. — Statistics. Theory, method, and practice.

Total 24: 5 Graduates, 9 Seniors, 5 Juniors, 4 Freshmen, 1 Other.

Source: Harvard University. Report of the President of Harvard College, 1908-1909, p. 67.

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HARVARD UNIVERSITY
ECONOMICS 4

Mid-year Examination, 1908-09

  1. What is the nature of Hoffman’s statistical data on negro mortality? Does the census of 1900 throw any light upon it? Criticise the evidence.
  2. Criticise the statement, “the average age at death is discussed at greater length than it would seem proper to give to a practically discarded subject per vital statistics.”
 

Conjugal condition.

Color.

White.

Colored.

Males

Females. Males.

Females.

Registration area:
Single

16.6

13.7 32.7

29.6

Married

16.4

13.1 23.8

20.3

Widowed

62.6

43.6 49.1

34.4

The above figures give death rates per thousand. What do they show and what do they not show?

  1. Discuss the inter-relation between birth, marriage, and death rates. Show how they affect one another.
  2. Comment upon the following figures showing the average number of children born in certain places: —

Native born mothers

Foreign born mothers

Persons included

19,478

26,544

Average age of mothers

42.23

42.98

Child bearing period (years)

5.41

8.39

Years married

17.64

19.08

Average children born

2.77

4.83

Average children born by mothers of preceding generation

6.47

7.75

  1. State the main statistical laws relating to the phenomena of marriage and divorce.
  2. Compare conditions in the United States respecting registration of births and deaths.
  3. What are the principal difficulties and defects in statistics of pauperism?
  4. Compare the arithmetical and geometrical methods of estimating populations as applied to the United States in 1800 and at the present time. 

Source: Harvard University Archives. Harvard University. Mid-year Examinations, 1852-1943. Box 8, Bound Volume: Examination Papers, Mid-Years 1908-09.

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HARVARD UNIVERSITY
ECONOMICS 4

Year-end Examination, 1908-09

  1. Explain and illustrate the following proposition concerning the tendency toward concentration of wealth: “by imagining a group of persons having incomes represented by 1, 3, 5, 7, 9, etc., in the first epoch, and by 2, 6, 10, 14, 18, 22, etc., in the second epoch. Of course, as the income of each individual has doubled, the distribution of wealth is the same in both epochs. Yet if we arrange these ten individuals in fixed classes, and reason about the ‘concentration of wealth’ from the rate of increase in the higher and lower classes, we should probably conclude that some great change had taken place.” Can you suggest any better way to show the real facts than by the use of such “fixed classes”?
  2. What is available officially as to statistics of strikes and lockouts? Point out the limitations upon the value.
  3. Indicate the special field of statistics of as many as possible of the following authorities, viz.: Engel, Dewey, Rowley, Quetelet, Jevons, North, Wright, Hoffman, Willcox, Newsholme.
  4. What is the principal source of weakness in all statistics of the U. S. Department of Agriculture as to crop conditions? How have they met it?
  5. In what manner are statistics of profits in manufactures commonly computed? Point out sources of error in the process.
  6. What is the principal argument in favor of weighted averages in price statistics? How may this be best controverted?
  7. Set forth the main criticisms against the Aldrich Committee Report on Wages.
  8. What does a logarithmic curve show, which may not be properly shown otherwise?
  9. Define the following terms used in statistics, viz.: “improvement trade,” “quet,” decile, mode, fecundity.

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 8, Bound vol. Examination Papers 1908-09; Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1909), pp. 34-35.

Image Source: Harvard University Archives.  William Zebina Ripley [photographic portrait, ca. 1910], J. E. Purdy & Co., J. E. P. & C. (1910). Colorized by Economics in the Rear-view Mirror.