Categories
Exam Questions Harvard History of Economics

Harvard. History of Economics up to the Physiocrats. Description, enrollment, final exam. Bullock, 1909-1910

During the first quarter of the 20th century at Harvard, the academic study of the history of economics extended back to ancient Greece. Charles Jesse Bullock brought enough classics cred to teach such a course, having himself taught Greek and Latin in New England schools before going off to get his Ph.D. (1895) at the University of Wisconsin.

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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]

1908-09. History and Literature of Economics to the year 1848 [Charles Jesse Bullock]

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Course Description
1909-10

151. History and Literature of Economies to the year 1848. First half-year. Mon., Wed., Fri., at 11, and two additional hours to be arranged by the instructor. 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. VI, No. 29 (23 July 1909). History and Political Science Comprising the Departments of History and Government, and Economics, 1909-10, p. 54.

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Course Enrollment
1909-10

Economics 151. 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, 1909-1910, p. 44.

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ECONOMICS 15
Mid-year Examination, 1909-10

  1. Discuss Aristotle’s criticism of Plato’s communism.
  2. Give an account of Xenophon’s “Revenues of Athens.”
  3. At what points were the economic theories of the Schoolmen most influenced by Aristotle’s economic theories?
  4. What do you think of Ingram’s account of the economic ideas of the Middle Ages?
  5. Name six of the more important mercantilist writers and summarize the views of the one you consider to be most representative.
  6. “The earth is the source or matter whence all riches are produced. … The intrinsic worth of everything is proportioned to the value of the land, labor, risk and time necessarily had in producing it into use and form.”
    Who wrote this and how do you classify him?
  7. State the doctrine of the wage fund as you have found it in the writings of its leading exponents. Why and in what sense was it given up, and how is it related to more recent theories of wages?
  8. So far as you have read the evidence, to what extent was Adam Smith indebted to the Physiocrats, and to what extent did he make original contributions in the field of economics?

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 9, Bound vol. Examination Papers 1910-11; Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1910), p. 49.

Image Source: Portrait of Saint Thomas Aquinas in the Demidoff Altarpiece by Carlo Crivelli (1476). The National Gallery website.

Categories
Exam Questions Harvard Radical Socialism Suggested Reading

Harvard. Methods of Social Reform. Readings, final exam. Carver, 1909-1910

The Economics in the Rear-view Mirror collection of artifacts in the form of course readings, syllabi, and exams is increased with this post that provides material from the economics course Methods of Social Reform — Socialism, Communism, the Single Tax taught by Thomas Nixon Carver during the second term of the academic year 1909-10 at Harvard.

At the risk of being unfair to an academic scribbler of a few years back who may be pronounced not guilty in the illiberal mania of our own times, I believe Harvard Professor Thomas Nixon Carver (1865-1961) could easily have been the sort of professor Turning Point USA would have embraced and promoted. 

Professor Carver’s own words about his course on Methods of Social Reform are fair game to quote (Prove me wrong):

The half course on methods of social reform attracted every kind of radical which the student body could furnish. They came armed with all the stock arguments against the existing economic system. Its defects were patent enough, while their untried schemes had not revealed to the naked eye their own defects. By listening patiently to their indictments, maintaining a reasonable attitude, and adopting the Socratic method of free discussion, I was able to steer the course, not to the satisfaction of the extreme radicals, but to that of the majority of the successive classes.

Source: Thomas Nixon Carver. Recollections of an Unplanned Life. Los Angeles: The Ward Ritchie Press, 1949. Page 172.

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Previously posted

Pre-Carver:
Carver’s courses

Post-Carver:

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Course Announcement and Description
1909-10

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 a view to getting a 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.

Source: Official Register of Harvard University, Vol. VI, No. 29 (23 July 1909). History and Political Science Comprising the Departments of History and Government, and Economics, 1909-10, pp. 53-54.

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ECONOMICS 14b
TOPICS AND REFERENCES

Starred references are prescribed.
Double starred references will be used as a basis for class-room discussion.

COMMUNISM
A
UTOPIAS
  1. Plato’s Republic.
  2. *Sir Thomas More. Utopia.
  3. *Francis Bacon. New Atlantis.
  4. *Tommaso Campanella. The City of the Sun. (Numbers 2, 3, and 4 may be found in convenient form in Morley’s Ideal Commonwealths.)
  5. Etienne Cabot. Voyage en Icarie.
  6. William Morris. News from Nowhere.
  7. Edward Bellamy. Looking Backward.
  8. Laurence Gronlund. The Coöperative Commonwealth.
  9. H. G. Wells. A Modern Utopia.
B
COMMUNISTIC EXPERIMENTS
  1. Charles Nordhoff. The Communistic Societies of the United States.
  2. Karl Kautsky. Communism in Central Europe in the Time of the Reformation.
  3. *W. A. Hinds. American Communities.
  4. J. H. Noyes. History of American Socialisms.
  5. J. T. Codman. Brook Farm Memoirs.
  6. Albert Shaw. Icaria.
  7. G. B. Landis. The Separatists of Zoar.
  8. E. O. Randall. History of the Zoar Society.
SOCIALISM
A
HISTORICAL
  1. *R. T. Ely. French and German Socialism.
  2. Bertrand Russell. German Social Democracy.
  3. John Rae. Contemporary Socialism.
  4. Thomas Kirkup. A History of Socialism.
  5. W. D. P. Bliss. A Handbook of Socialism
  6. William Graham. Socialism, New and Old.
  7. Peixotto. The French Revolution and Modern French Socialism.
  8. Wm. B. Guthrie. Socialism before the French Revolution.
  9. M. Hillquit. History of Socialism in the United States.
B
EXPOSITORY AND CRITICAL
  1. **J. E. Le Rossignol. Orthodox Socialism.
  2. *Albert Schaeffle. The Quintessence of Socialism.
  3. Albert Schaeffle. The Impossibility of Social Democracy.
  4. **Karl Marx. Capital.
  5. *Karl Marx and Frederic Engels. The Manifest of the Communist Party.
  6. Frederic Engels. Socialism, Utopian and Scientific.
  7. E. C. K. Gonner. The Socialist Philosophy of Rodbertus.
  8. E. C. K. Gonner. The Socialist State.
  9. Bernard Shaw and others. The Fabian Essays in Socialism.
  10. The Fabian Tracts.
  11. R. T. Ely. Socialism: an Examination of its Nature, Strength and Weakness.
  12. Edward Bernstein. Ferdinand Lassalle.
  13. Henry M. Hyndman. The Economics of Socialism.
  14. Sidney and Beatrice Web. Problems of Modern Industry.
  15. Gustave Simonson. A Plain Examination of Socialism.
  16. Werner Sombart. Socialism and the Social Movement in the Nineteenth Century.
  17. Émile Vandervelde. Collectivism.
  18. R. Flint. Socialism.
  19. A. Labriola. Essays on the Materialistic Conception of History.
  20. E. de Laveleye. The Socialism of Today.
  21. P. J. Proudhon. What is Property?
  22. W. D. P. Bliss. A Handbook of Socialism
  23. John Spargo. Socialism
ANARCHISM
  1. Max Stirner (pseudonym for Kaspar Schmidt). Der Einzige und sein Eigenthum.
  2. *Leo Tolstoi. The Slavery of Our Times.
  3. William Godwin. Political Justice.
  4. P. Kropotkin. The Scientific Basis of Anarchy. Nineteenth Century, 21: 238.
  5. P. Kropotkin. The Coming Anarchy. Nineteenth Century, 22: 149.
  6. Elisée Reclus. Anarchy. Contemporary Review, 14: 627.
  7. E. V. Zenker. Anarchism, a Criticism and History.
RELIGIOUS AND ALTRUISTIC SOCIALISM
  1. Lamennais. Les Paroles d’un Croyant.
  2. Charles Kingsley. Alton Locke.
  3. *Kaufman. Lamennais and Kingsley. Contemporary Review, April, 1882.
  4. Washington Gladden. Tools and the Man.
  5. Josiah Strong. Our Country.
  6. Josiah Strong. The New Era
  7. William Morris, Poet, Artist, Socialist. Edited by Francis Watts Lee. A collection of the socialistic writings of Morris.
  8. Ruskin, the Communism of John Ruskin. Edited by W. D. P. Bliss. Selected chapters from Unto this Last, The Crown of Wild Olive, and Fors Clavigera.
  9. Carlyle, The Socialism and Unsocialism of Thomas Carlyle. Edited by W. D. P. Bliss. Selected chapters from Carlyle’s various works.
THE SINGLE TAX
  1. **Henry George. Progress and Poverty.
  2. Henry George. Our Land and Land Policy.
  3. Alfred Russell Wallace. Land Nationalization.
  4. Thomas G. Shearman. Natural Taxation.
  5. Louis F. Post. The Single Tax.
STATE SOCIALISM

An indefinite term, usually made to include all movements for the extension of government control and ownership, especially over means of communication and transportation, also street lighting, etc.

  1. R. T. Ely. Problems of To-day. Chs. 17-23.
  2. J. A. Hobson. The Social Problem.
WORKS DISCUSSING THE SPHERE OF THE STATE IN SOCIAL REFORM
  1. Henry C. Adams. The Relation of the State to Industrial Action.
  2. *D. G. Ritchie. Principles of State Interference.
  3. D. G. Ritchie. Darwinism and Politics.
  4. *Herbert Spencer. The Coming Slavery.
  5. W. W. Willoughby. Social Justice.

Source: Harvard University Archives. HUC 8522.2.1. Syllabi, course outlines and reading lists in Economics, 1895-2003. Box 1. Folder: 1909-1910.

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Course Enrollment
1909-10

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

Total 59: 14 Graduates, 16 Seniors, 18 Juniors, 5 Sophomore, 6 Others.

Source: Harvard University. Report of the President of Harvard College, 1909-1910, p. 44.

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ECONOMICS 14b
Year-End Examination, 1909-10

  1. State and discuss the doctrine of “Evolution through class struggle.”
  2. What does Mackaye mean by “conditional compensation,” and how does he propose that it shall be put into practice?
  3. Give a brief account of the origin of the Social Democratic party in Germany.
  4. What is the difference between Utopian and “scientifie” Socialism?
  5. What problem did Henry George attempt to solve in his Progress and Poverty? Did he solve it? Explain your answer.
  6. Is the single tax a step in the direction of Socialism? Explain your answer.
  7. Why does Fillebrown think that the single tax would improve the conditions on Cornhill Street, Boston? Is he justified in his belief?
  8. Discuss the question: Would the single tax be confiscation?

 Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 9, Bound vol. Examination Papers 1910-11; Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1910), pp. 48-49.

Image Source: “Men may come, and men may go; but the work of reform shall go on forever” by J. Keppler in Puck (5 November 1884). Library of Congress Prints and Photographs Division Washington, D.C.

Categories
Distribution Exam Questions Harvard

Harvard. Distribution of Wealth. Course description, enrollment, final exam. Carver, 1909-1910

Thomas Nixon Carver’s Cornell Ph.D. dissertation “The theory of wages adjusted to recent theories of value” was published in the Quarterly Journal of Economics (July 1894). This followed the publication of his paper “The place of abstinence in the theory of interest” that appeared in the October 1893 issue. It was this theoretical work on the functional distribution of income that caught the eye of the Harvard economics department. Thus it was natural for the topic of distribution to have been included in Carver’s portfolio of courses.

Carver later wrote about the importance of these two articles for his professional advancement:

Considering the time 1900, the place Harvard, and the subjects which I was to teach, the position to which I was appointed was undoubtedly the most important teaching position in the country, or the world. How a green country boy from an Iowa prairie moved through various stages, each one a surprise to himself, to such a position has been and still is a source of wonderment to me. It must surprise, even if it does
not interest, some other people.

I was deeply curious to know how President Eliot had heard of me and what had led him to write to me about coming to Harvard, but I restrained myself. Years afterward I asked him how he came to look me up, and he replied that Professor Dunbar had been impressed by two articles which I had sub- mitted to him as editor of the Quarterly Journal of Economics, which he had published, and which he, President Eliot, had read. “Besides,” said he, with a smile, “I know a great many people from Ohio.” I learned from other sources that he had talked with some of my former students who had come from Oberlin to Harvard for graduate work. I was fortunate in having some warm friends among the Oberlin men then at Harvard.

Source: Thomas Nixon Carver. Recollections of an Unplanned Life. Los Angeles: The Ward Ritchie Press, 1949. Page 3.

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From earlier semesters

1904-05
1905-06
1907-08
1908-09

’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 Announcement and Description
1909-10

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. VI, No. 29 (23 July 1909). History and Political Science Comprising the Departments of History and Government, and Economics, 1909-10, p. 53.

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Course Enrollment
1909-10

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

Total 67: 15 Graduates, 16 Seniors, 23 Juniors, 7 Sophomores, 6 Others.

Source: Harvard University. Report of the President of Harvard College, 1909-1910, p. 44.

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ECONOMICS 14a1
Mid-year Examination, 1909-10

  1. What is the relation of cost of production to value?
  2. Would you include wages, rent, interest and profits all under cost of production? State your reasons for your answer in each case.
  3. What is the relation of the law of diminishing returns to the law of rent?
  4. How would you distinguish between the rate of interest and the income from capital? How is each determined?
  5. -6. How would you answer the following questions? Is land productive?
    Is capital productive?
    State briefly your reasons for each answer.
  1. -8. How would you answer the following questions?
    Is rent earned? Is interest earned?
    State briefly your reasons for each answer.

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 9, Bound vol. Examination Papers 1910-11; Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1910), p. 48.

Image Source: Young America’s Dilemma by Louis Dalrymple. Puck (12 June 1901). Library of Congress Prints and Photographs Division Washington, D.C.

Categories
Economic History Exam Questions Harvard

Harvard. European Economic History. Description, Enrollment, Exams. Gray and Gay, 1909-1910

Historical time and cultural space are dimensions that have collapsed in the training of the the 21st century economist. We again take you back to view some of the economic history course offerings found in early 20th century Harvard. OK, let’s be honest, even at that time we can see from the course enrollments that there were only three graduate students with Latin skills robust enough to handle medieval texts (Si verum quaeris). It is also charming to see that Edwin F. Gay’s  “modern economic history” goes all the way up to … the beginning of the 19th century.

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Earlier Courses
European Economic History

1902-03. Economics 10. The Mediaeval Economic History of Europe. [E.F. Gay]

1904-05. Economics 10. The Mediaeval Economic History of Europe. [E.F. Gay, only one student enrolled, no printed exam available]

1905-06. Economics 10. Mediaeval Economic History of Europe. [E.F. Gay]

1906-07. Economics 6a. European Industry and Commerce in the Nineteenth Century. [E.F. Gay]

1907-08. Economics 6a. European Industry and Commerce in the Nineteenth Century. [E.F. Gay]

1908-09. Economics 6a. European Industry and Commerce in the Nineteenth Century. [E.F. Gay with M.T. Copeland]

1909-10. Economics 6a. European Industry and Commerce in the Nineteenth Century. [E.F. Gay with H. L. Gray]

1902-03. Economics 11. Economic History of Europe since 1500. [E.F. Gay]

1903-04. Economics 11. Modern Economic History of Europe. [E.F. Gay]

1904-05. Economics 11. Modern Economic History of Europe. [E.F. Gay]

1905-06. Economics 11. Modern Economic History of Europe. [E.F. Gay]

1907-08. Economics 11. Modern Economic History of Europe. [E.F. Gay]

Other Economic History Material

1903-04. Economics 24. General Outlines of Agrarian History. [E.F. Gay]

E.F. Gay and A. P. Usher’s economic history exams from 1930 through 1949.

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Mediaeval Economic History
of Europe

Course Announcement and Description
1909-10

10 2hf. Mediaeval Economic History of Europe. Half-course (second half-year). Mon., Wed., and (at the pleasure of the instructor) Fri., at 2.30. Dr. [Howard Levi] Gray.

After a preliminary examination of early economic and social institutions, this course aims to give a general view of the economic development of society during the Middle Ages. Among other topics, the following will be considered: medieval agriculture and serfdom; the manorial system and the economic aspects of feudalism; the beginnings of town life and the gild-system of industry; and the Italian and Hanseatic commercial supremacy.

It is essential that students should possess some reading knowledge of Latin.

Source: Official Register of Harvard University, Vol. VI, No. 29 (23 July 1909). History and Political Science Comprising the Departments of History and Government, and Economics, 1909-10, p. 56.

*  *  *  *  *  *  *  *  *  *  *  *

Course Enrollment
1909-10

Economics 10 2hf. Dr. [Howard Levi] Gray. — Mediaeval Economic History of Europe.

Total 3: 3 Graduates.

Source: Harvard University. Report of the President of Harvard College, 1909-1910, p. 44.

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Modern Economic History
of Europe

Course Announcement and Description
1909-10

  1. Modern Economic History of Europe. Tu., Th., and (at the pleasure of the instructor) Sat., al 10. Professor Gay.

At the outset a survey will be made of economic and social conditions in the chief European countries at the close of the Middle Ages. The history of agriculture, industry, and commerce in the succeeding periods down to the beginning of the nineteenth century will then be treated in some detail. England will receive the emphasis due to its increasing importance during this period.

Course 11 is open to students who have taken Economics 1 or History 1.

Source: Official Register of Harvard University, Vol. VI, No. 29 (23 July 1909). History and Political Science Comprising the Departments of History and Government, and Economics, 1909-10, p. 56.

*  *  *  *  *  *  *  *  *  *  *  *

Course Enrollment
1909-10

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

Total 12: 4 Graduates, 4 Juniors, 2 Sophomores, 2 Others.

Source: Harvard University. Report of the President of Harvard College, 1909-1910, p. 44.

*  *  *  *  *  *  *  *  *  *  *  *

ECONOMICS 11
Mid-year Examination, 1909-10

  1. Explain briefly: —
    1. the open field system,
    2. the manorial system,
    3. copyhold,
    4. Meierrecht,
    5. Erbuntertänigkeit,
    6. yeomanry.
    1. The second chapter in the class outline of the “Decline of the Manorial System” was entitled “The Decline of Serfdom.” Write this chapter in as full detail as your time permits.
    2. State briefly why, in your opinion, serfdom disappeared earlier in England than on the Continent.
  2. Describe the chief changes in the English craft gild in the sixteenth century.

Source: Harvard University Archives. Harvard University. Mid-year Examinations, 1852-1943. Box 8, Bound Volume: Examination Papers, Mid-Years 1909-10.

*  *  *  *  *  *  *  *  *  *  *  *

ECONOMICS 11
Year-end Examination, 1909-10

    1. Discuss this statement:
      “In many ways the Statute of Artificers marks the transition between the gild system and the later methods of labor regulation, although the intention of the Statute to accomplish this transition is by no means certain.”
    2. Outline the policy of public regulation of prices and wages in England from the Statute of Laborers to the beginning of the nineteenth century.
  1. State the extent, causes, and results of the price movement of the sixteenth and seventeenth centuries.
    1. Describe the forms of company organization in England in the sixteenth and seventeenth centuries. Account for the change in the attitude of public opinion toward the companies.
    2. Compare the development of mercantile companies in England, France, and Holland.
  2. In 1665 a Dutch merchant desired to ship from Amsterdam to London the following commodities: Portuguese wine, currants, olive-oil, herring, Russian timber, Prussian grain, Java coffee, and Delft tiles. How legally could he ship each commodity? Would he have shipped in the same way ten years earlier?
  3. Define (a) the manorial system, (b) the gild system, (c) the domestic system. Comment briefly on (d) John Hales, (e) the Fuggers, (f) Colbert.

Write on one of the following topics in English economic history
prior to 1800:—

  1. The problem of interest.
  2. The poor laws.
  3. Indirect taxation.

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 9, Bound vol. Examination Papers 1910-11; Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1910), pp. 47-48.

Image Source: Regts Delft Tiles website.

Categories
Economists Harvard International Economics

Harvard. Economics professors who signed petition supporting Congressman Jerry O’Connell’s resolution, 1938

In a random search for interesting newspaper reports about the Austrian economist Gottfried Haberler during his early years on the Harvard faculty, I came upon a report of a Spanish Civil War rally held at Harvard featuring the Montana one-term Congressional democrat, Jerry O’Connell, that had taken place on March 27, 1938 in Emerson Hall. The U.S. Communist Party newspaper The Daily Worker reported that a number of Harvard faculty members signed a petition to support an anti-fascist amendment to U.S. neutrality legislation of the time. They included the economists:

Gottfried Haberler
Alvin Hansen
Wassily Leontief
Edward Mason.

The amendment would have prohibited commerce with aggressor nations [Germany and Italy] and have opened American markets to the victims of aggression [the Loyalist Republicans].

This naturally leads to questions as to why these economists took a side and why other senior colleagues did not? I presume lower ranks of the faculty (instructor-tutors) also signed the petition, but all my casual research has uncovered is found in the article transcribed below.

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Backstory of the O’Connor Peace Bill

In March 1938 Representative Jerry O’Connell introduced a House resolution to amend the existing neutrality legislation, including the Spanish embargo. Sam McReynolds, chairman of the House Foreign Relations Committee, initially agreed to hearings before finally refusing. James Roosevelt claimed that the hearings were stopped by the State Department to avoid public discussion of the Spanish embargo. On 24 March Breckinridge Long, employed as a lobbyist by pro-Loyalists, visited Roosevelt to argue in favor of repealing the embargo. FDR, sympathetic but noncommittal, suggested that Long talk to Hull. A week later Hull told Long that the embargo might be lifted if fascist intervention could be proved: ‘‘Hull said he would reconsider if he received sufficient factual information about Italo-German invasion in Spain—so sufficient to justify a change of policy so the president could revoke the Proclamation of Neutrality and embargo of war implements. The Spanish Ambassador today furnished him with substantial proof of alleged ‘invasion’ of Spain. Whether that is sufficient remains to be seen.’’

Long did secure a promise that the embargo issue would be placed before the president. But on 10 April Long thought that no change of policy was likely, primarily because the Loyalists looked close to military collapse. Late March was also the height of the fight in Congress over reorganizing executive agencies, and FDR was particularly reluctant at this time to engage in a violent political quarrel to lift the embargo. On 5 April Byron Scott introduced a House resolution to repeal the Spanish embargo, but this effort also failed. Hull, who favored wider neutrality reform but not the repeal of the Spanish embargo, telegraphed the U.S. embassy in Spain in early April to state that repeal was ‘‘not in prospect.’’ But a few weeks later Roosevelt was told that Senator Key Pittman, chairman of the Senate Foreign Relations Committee, might act on the Spanish question. On 2 May Senator Gerald Nye introduced a resolution to allow arms sales to Loyalist Spain.

… there is little evidence that Roosevelt sought to lift the Spanish embargo in the spring or summer of 1938.

Source: Dominic Tierney. FDR and the Spanish Civil War Neutrality and Commitment in the Struggle that Divided America, Chapter 7: Covert Aid. Durham and London: Duke University Press, 2007, pp. 92-94.

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46 Harvard Faculty Members
Back O’Connell Peace Bill

16 Professors Among Signers of Petition

Montana Representative Main Speaker at Peace Rally in Cambridge
— Points to Danger From Reactionaries in U.S.

(Special to the Daily Worker)

BOSTON, Mass., March 27. —A group of 16 prominent Harvard professors in addition to 30 other members of the university faculty presented a petition supporting the O’Connell Peace Bill, yesterday afternoon to Representative Jerry O’Connell of Montana on the occasion of his address at a peace rally of undergraduates in Emerson Hall.

The professors who signed the petition for the Act, which would empower the President to name the aggressor nation in case of war, and apply economic sanctions against that aggressor, were:

Professors:

Arthur Holcombe—Government
Ralph Burton Perry—Philosophy
David Prall—Philosophy
Walter B. Cannon—Harvard Medical School
Hassler Whitney—Mathematics
Gordon Allport—Psychology
Gottfried Haberler—Economics
Alvin Hansen—Economics
Wassily Leontieff—Economics
Edward Mason—Economics
Kenneth Murdock—English
H. L. Blumgart—Harvard Medical School
T. Morrison—English
C. L. Kuhn—Fine Arts
Ernest Simmons—English
W. C. Greene—Classics

Speaks on Fascist Danger

In his address, Rep. O’Connell stressed the recent unparalleled spread of fascism through Europe. He pointed out the danger to American democracy from certain reactionary business interests in this country. O’Connell traced the recent development of collective security sentiment in the country and in Congress. After drawing a vivid picture of Loyalist Spain under the bombs of fascism, O’Connell urged his audience to write letters to the House Foreign Affairs Committee urging immediate consideration and passage of his Peace Act. “To keep America out of war,” he said, “keep war out of the world.”

The meeting was sponsored jointly by the Harvard Student Union (local A.S.U, chapter), the American League for Peace and Democracy, and the Cambridge Teachers’ Union.

The petition read: “We wholeheartedly support the proposed O’Connell amendment to the Neutrality Act. This amendment would prohibit commerce with aggressor nations and open American markets to the victims of aggression.”

Source: Daily Worker (New York), March 28, 1938, p. 4.

Image Source: Harvard Class Album, 1942.

Categories
Exam Questions Harvard Industrial Organization Paper Topics

Harvard. Economics of Corporations. Reports assignment and final exam. Ripley, 1909-10

In the early decades of the twentieth century William Zebina Ripley was the institutional economist at Harvard who covered courses in organized labor and organized capital as well as statistics. This post provides the course description, enrollment, report assignment, and final exam for the 1909-10 version of the course. His teaching assistants are very briefly identified, a couple of Harvard men who went on to careers in law and business.

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Other Corporations/Industrial Organization Related Posts
for William Z. Ripley

Problems of Labor and Industrial Organization, 1902-1903.

Economics of Corporations, 1903-1904.

Economics of Corporations, 1904-05 (with Vanderveer Custis)

Economics of Corporations, 1906-07 (with Stuart Daggett)

Economics of Corporations, 1907-08 (with Stuart Daggett)

Economics of Corporations, 1908-09 (with Edmund Thornton Miller)

Economics of Corporations, 1914-1915.

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Meet Ripley’s teaching assistants
1909-10

Herman William Goepper, Jr., A.B. 1909, M.B.A. 1911.

Charles Augustus Whipple, magna cum laude Economics A.B. 1909

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Course Announcement, Description
1909-10

[9b2hf. Economies of Corporations. Half-course (second half-year). Tu., Th., and (at the pleasure of the instructor) Sat., at 10. Professor Ripley.]

Omitted in 1909-10.
[NOTE: this course was actually offered in 1909-10]

This course will treat of the fiscal and industrial organization of capital, especially in the corporate form. The principal topic considered will be industrial combination and the so-called trust problem. This will be broadly discussed, with comparative study of conditions in the United States and Europe. The development of corporate enterprise, promotion, and financing, accounting, liability of directors and underwriters, will be described, not from their legal but from their purely economic aspects; and the effects of industrial combination upon efficiency, profits, wages, prices, the development of export trade, and international competition will be considered in turn.

The course is open to those students only who have taken Economics 1. Systematic reading and report work will be assigned from time to time.

Source: Official Register of Harvard University, Vol. VI, No. 29 (23 July 1909). History and Political Science Comprising the Departments of History and Government, and Economics, 1909-10, p. 59.

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Course Enrollment
1909-10

Economics 9b 2hf. Professor Ripley, assisted by Mr. Herman Goepper and Mr. C. A. Whipple. — Economics of Corporations.

Total 129: 7 Graduates, 39 Seniors, 60 Juniors, 12 Sophomores, 3 Freshmen, 8 Others.

Source: Harvard University. Report of the President of Harvard College, 1909-1910, p. 44.

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ECONOMICS 92
ASSIGNMENT OF REPORTS.

1910

→ Exact references by title, volume, and page must be given in foot-notes for all facts cited. This condition is absolutely imperative. Failure to comply with it will vitiate the entire report.

GROUP A

Students will report upon the organization and present character of one industrial combination in the United States. This will be indicated by a number, placed against the student’s name on the enrolment slip, which number refers to the industrial combination similarly numbered on this sheet. See directions on last page.

GROUP B

Students will compare the character and extent of industrial control in two different industries in the United States. These are indicated by numbers given below, which are posted against the student’s name on the enrolment slip. The aim should be to point out and explain any discoverable differences in the nature or extent of the industrial monopoly attained in the two industries concerned. Mere description of conditions in either case will not suffice; actual comparison is demanded. The parallel column method is suggested. See directions on last page.

GROUP C

Students will compare industrial combinations in different countries of Europe with one another, or with corresponding ones in the United States. The assignment of industries will be made by numbers, referring to the list below, these numbers being posted against the student’s name on the enrolment slip. Mere description will not be accepted; the student will be judged by the degree of critical comparison offered. Parallel columns may be used to advantage. See directions on last page.

The letters preceding the assignment number against the student’s name refer to the group in which the report is to be made. Thus, for example: “31 A” on the enrolment slip indicates that the student is to report upon the American Cotton Oil Co.; “2 & 64 B,” that a comparison of the American Bridge Co. and the United States Leather Co. in the United States is expected; while “59 & 158 C” calls for an international comparison of industrial organizations in thread manufacture as described under Group C.

INDUSTRIAL COMBINATIONS
IN THE UNITED STATES

A star indicates that data will be found in Industrial Commission Reports, Vol. I or XIII.

  1. American Axe and Tool Co., 1889.
  2. American Bridge Co., 1900. (See No. 139.)
  3. American Iron and Steel Mfg. Co., 1899.
  4. American Steel Foundries Co., 1902.
  5. *American Radiator Co., 1899.
  6. *American Sheet Steel Co., 1900. (See No. 139.)
  7. *American Steel and Wire Co. of New Jersey, 1899, (See No. 139.)
  8. American Steel Casting Co., 1894.
  9. *American Steel Hoop Co., 1899. (See No. 139.)
  10. *American Tin Plate Co., 1898. (See No. 139.)
  11. *Federal Steel Co., 1898. (See No. 139.)
  12. International Steam Pump Co., 1899.
  13. *National Shear Co., 1898.
  14. *National Steel Co., 1899. (See No. 139.)
  15. National Tube Co., 1899. (See No. 139.)
  16. *Otis Elevator Co., 1898.
  17. Republic Iron and Steel Co., 1899.
  18. United Shoe Machinery Co., 1899.
  19. United States Cast Iron Pipe and Foundry Co., 1899.
  20. American Beet Sugar Co., 1899.
  21. *American Chicle Co., 1899.
  22. Corn Products Co., 1902.
  23. *American Sugar Refining Co., 1891.
  24. *Glucose Sugar Refining Co., 1897.
  25. *National Biscuit Co., 1898.
  26. National Sugar Refining Co., 1900.
  27. *Royal Baking Powder Co., 1899.
  28. United States Flour Milling Co., 1899.
  29. *American Fisheries Co., 1899.
  30. American Agricultural Chemical Co., 1899.
  31. *American Cotton Oil Co., 1889.
  32. American Linseed Co., 1898.
  33. *Fisheries Co., The, 1900.
  34. *General Chemical Co., 1899.
  35. *National Salt Co., 1899.
  36. *National Starch Manufacturing Co., 1890.
  37. *Standard Oil Co., 1882.
  38. Virginia-Carolina Chemical Co., 1895.
  39. American Shot and Lead Co., 1890.
  40. American Smelting and Refining Co., 1899.
  41. American Type Founders Co., 1892.
  42. *International Silver Co., 1898.
  43. National Lead Co., 1891.
  44. American Malting Co., 1897.
  45. American Spirits Manufacturing Co., 1895.
  46. Kentucky Distilleries and Warehouse Co., 1899.
  47. Pittsburgh Brewing Co., 1899.
  48. St. Louis Brewing Association, 1889.
  49. Standard Distilling and Distributing Co., 1898.
  50. *American Bicycle Co., 1899. (Now Pope Bicycle Co.)
  51. American Car and Foundry Co., 1899.
  52. *Pressed Steel Car Co., 1899.
  53. Pullman Co., The, 1899.
  54. American Snuff Co., 1900.
  55. *American Tobacco Co., 1890.
  56. *Continental Tobacco Co., 1898.
  57. *National Cordage Co., 1887. (See No. 62.)
  58. American Felt Co., 1899.
  59. *American Thread Co., 1898.
  60. American Woolen Co., 1899.
  61. New England Cotton Yarn Co., 1899.
  62. *Standard Rope and Twine Co., 1895. (See No. 57.)
  63. American Hide and Leather Co., 1899.
  64. *United States Leather Co., 1893-1905.
  65. American Straw Board Co., 1889.
  66. American Writing Paper Co., 1899.
  67. International Paper Co., 1898.
  68. *National Wall Paper Co., 1892-1905.
  69. Union Bag and Paper Co., 1899.
  70. United States Envelope Co., 1898.
  71. American Clay Manufacturing Co., 1900.
  72. American Window Glass Co., 1899.
  73. International Pulp Co., 1893.
  74. National Fire Proofing Co., 1899.
  75. *National Glass Co., 1899.
  76. *Pittsburgh Plate Glass Co., 1895.
  77. United States Glass Co., 1891.
  78. American School Furniture Co., 1899.
  79. Diamond Match Co., 1889.
  80. National Casket Co., 1890.
  81. United States Bobbin and Shuttle Co., 1899.
  82. American Glue Co., 1894.
  83. American Ice Co., 1899.
  84. American Shipbuilding Co., 1899.
  85. American Soda Fountain Co., 1891.
  86. *General Aristo Co. (Photography), 1899.
  87. Rubber Goods Manufacturing Co., 1899.
  88. United States Rubber Co., 1892.
  89. Allis-Chalmers Co., 1901.
  90. American Cigar Co., 1901.
  91. American Grass Twine Co., 1899.
  92. American Light and Traction Co., 1901.
  93. American Locomotive Co., 1901.
  94. American Machine and Ordnance Co., 1902.
  95. American Packing Co., 1902.
  96. American Plow Co., 1901.
  97. American Sewer Pipe Co., 1900.
  98. American Steel Foundries Co., 1902.
  99. Associated Merchants Co., 1901.
  100. Chicago Pneumatic Tool Co., 1902.
  101. Consolidated Railway Lighting and Refrig. Co., 1901.
  102. Consolidated Tobacco Co., 1901.
  103. Corn Products Co., 1902.
  104. Crucible Steel Co., of America, 1900.
  105. Eastman Kodak Co., 1901.
  106. International Harvester Co., 1902.
  107. International Salt Co., 1901. (Also National Salt Co.)
  108. *Jones & Laughlin Steel Co., 1902.
  109. *National Asphalt Co., 1900.
  110. New England Consolidated Ice Co., 1902.
  111. New York Dock Co., 1901.
  112. Pacific Hardware and Steel Co., 1902.
  113. Pennsylvania Steel Co., 1901,
  114. Railway Steel Spring Co., 1902.
  115. International Mercantile Marine Co., 1902.
  116. Northern Securities Co., 1901. (See Library Catalogue.)
  117. United Box, Board and Paper Co., 1902.
  118. United Copper Co., 1902.
  119. United States Cotton Duck Corporation, 1901.
  120. United States Realty and Construction Co., 1902.
  121. United States Reduction and Refining Co., 1901.
  122. United States Shipbuilding Co., 1902.
  123. American Tobacco Co., 1903.
  124. Central Leather Co.
  125. American Ice Securities Co.
  126. Amalgamated Copper Co.
  127. General Electric Co.
  128. United Shoe Machinery Co.
  129. American Telephone and Telegraph Co.
  130. United Gas Improvement Co.
  131. Interborough-Metropolitan Co.
  132. Mass. Electric Companies.
  133. Mass. Gas Companies.
  134. Philadelphia Rapid Transit Co.
  135. Brooklyn Rapid Transit Co.
  136. N. Y. Consolidated Gas Co.
  137. American Express Co.
  138. Adams Express Co.
  139. United States Steel Corporation; Promotion.
  140. United States Steel Corporation; Financial Development.
  141. United States Steel Corporation; Bond Conversion.
  142. United States Steel Corporation; Relations to Employees.
  143. United States Steel Corporation; Earnings, Quotations and Business.
  144. The American Silk Co.
  145. The Association of Licensed Cement Manufacturers.
  146. The Association of Licensed Automobile Manufacturers.
  147. The United Fruit Co.
  148. The Quaker Oats Co.
  149. Du Pont de Nemours Powder Co.

INDUSTRIAL COMBINATIONS IN EUROPE.

[Consult: Industrial Commission, Vol. XVIII; U.S. Special Consular Reports, Vol. XXI, Part III; and London Economist on England since 1895; Griffin’s Library of Congress List of Books on Trusts, 1902, p. 35; and for the respective countries, Stock Exchange Official Intelligence (Lib 5230.7), Salling’s Börsenpapiere (Lib. 5234.5.2), and Annuaire Général des Sociétés françaises par Action (5232.5), On Germany consult also Kontradictorische Verhandlungen über deutsche Kartelle (Lib., Econ. 3871.1).]

  1. Canadian Iron Founders’ Association. (See Canadian Commission on Trusts, 1888.)
  2. *Bleachers’ Association, England.
  3. *Iron Combination, France.
  4. *Iron Combination, Germany. (Stahlwerkverband.)
  5. *Rhenish-Westphalian Coal Syndicate.
  6. *Spirits Combination, Germany.
  7. *United Pencil Factories’ Company, Germany.
  8. *Portland Cement Manufacturers’ Association, England.
  9. *Bradford Dyers’ Association, England.
  10. *Brass Bedstead Association, England.
  11. *British Cotton and Wool Dyers’ Association.
  12. *British Oil and Cake Mills.
  13. *Calico Printers’ Association, England.
  14. *Wall Paper Manufacturers’ Association, England.
  15. *English Sewing Cotton Co.
  16. *Petroleum Combination, Germany.
  17. *Petroleum Combination, France.
  18. *Sugar Combination, Germany.
  19. *Sugar Combination, Austria.
  20. German Salt Combination.
  21. German Potash Combination.
  22. International Sulphur Trust.

DIRECTIONS.

All books here referred to are reserved in Gore Hall.

First.—Secure if possible by correspondence, enclosing ten cents postage, the last or recent annual reports of the company. Unless they are “listed” on the stock exchanges, no reports will be furnished. P. O. addresses for American corporations will be found in the latest Moody’s Manual of Corporation Securities; in 12th U. S. Census, 1900, Manufactures, Part I, p. lxxxvi; in the latest Investors’ Supplement, N. Y. Commercial and Financial Chronicle; or in the Manual of Statistics.

Second.—In all cases where possible (starred on list) consult Vols. I, XIII, or XVIII, U. S. Industrial Commission Reports. Read appropriate testimony in full, consulting lists of witnesses, Vol. I, p. 1263, and Vol. XIII, p. 979; and also using the index and digests freely. Always follow up all cross references in foot-notes in the digests. Duplicate sets of these Reports are in Gore and Harvard Halls.

Third.—For companies organized prior to 1900 look through the bibliography and index in Halle or Jenks for references; and also in Griffin’s Library of Congress List.

Fourth.—Work back carefully through the files of Moody’s Manual of Corporations and of the Investors’ Supplement, N. Y. Commercial and Financial Chronicle. These Supplements, prior to 1902, are bound in with the regular issues of the Chronicle, one number in each volume. Since 1901 they are separately bound for each year. The Investors’ Supplement will be recognized by its gray paper cover, and must be carefully distinguished from the other supplements of the Chronicle. Market prices of securities are given in a distinct Bank and Quotation Supplement, also bound up with the Chronicle. Having found the company in the Investors’ Supplement, follow up all references to articles in the Commercial and Financial Chronicle as given by volume and page. Also use the general index of the latter, separately, for each year since the company was organized.

The files of Bradstreets should also be used, noting carefully that the index in each volume is in three separate divisions, “Editorials” being the most important. The course of prices is summarized at the end of each year in January Bradstreets, and also in Bulletin U. S. Dept. of Labor, No. 29.

Fifth.—The files of trade publications should also be consulted. Among these are Bulletin of the National Wool Manufacturers’ Association, The Iron Age, Dry Goods Economist, etc. Many of these are now in Gore Hall, a special list is to be seen at the desk.

Sixth.—Read carefully in the U.S. Census the special reports on industries; and compile all data possible as to the growth and development of the industry in general, by means of statistics of production, exports and imports, number of employees and capital invested.

The course of prices of securities in detail for many companies is given in Industrial Commission Reports, Vol. XIII, p. 918, et seq.

As for the form of the reports all pertinent matter may be introduced, proper references to authorities being given. Particular attention is directed to the extent of control, nature and value of physical plant, mode of selling products and fixing prices, amount and character of capitalization, with the purpose for which it was issued, relative market prices of different securities as well as of dividends paid through a series of years, degree of publicity in reports, etc. Mere history is of minor importance, unless it be used to explain some features of the existing situation.

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003. Box 1, Folder “Economics, 1909-1910”.

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ECONOMICS 9b
Year-end Examination, 1909-10

  1. Describe the course of state anti-trust legislation, with approximate dates. What were the main causes on each occasion?
  2. Concerning payment of unearned dividends out of capital, a writer on trusts, pools, and corporations, commenting on German company law, observes: “The distinction between the depreciation of fixed and circulating capital, which is the basis of these (British) decisions, is unsound from a mercantile point of view.” What were some of these British decisions? Give hypothetical cases if you please.
  3. How does the so-called Trust Problem in the United States differ from the British situation? State points of difference concisely, in separate paragraphs.
  4. What changes in corporation law would most effectively discourage speculative promotion of new companies?
  5. What is the economic argument advanced in support of the policy of “dumping” in foreign countries? Any fallacy in it?
  6. What is the common law? Illustrate its mode of growth by concrete instances.
  7. Define in a sentence in each case: —
    1. A sinking fund.
    2. A reorganization.
    3. A “guinea pig” director.
    4. An underwriting syndicate.
    5. Good-will.
  8. Outline the attitude towards labor organizations of some of the leading industrial combinations.
  9. What is the precise form of organization of the two great industrial combinations now on trial before the Supreme Court of the United States? What was the nature of the decision in the leading case bearing upon the points involved?

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 9, Bound vol. Examination Papers 1910-11; Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1910), pp. 46-47.

Image Source: “The kind of anti-trust legislation that is needed” by  J.S. Pughe. From Puck, 1902 February 5.

Categories
Exam Questions Harvard Labor

Harvard. Problems of labor. Description, enrollment, final exam. Ripley, 1909-10

In 1910 Harvard published 43 short bibliographies covering “Social Ethics and Allied Subjects”, about half of which were dedicated to particular topics in economics and economic sociology. The project was coordinated by Plummer Professor of Christian Morals, Francis G. Peabody. Trade Unionism was an “allied subject” covered in the bibliography provided by Professor William Z. Ripley that has been transcribed and posted earlier along with links to digital copies of the items found at archive.org, hathitrust.org, as well as at other on-line archives. It is a safe guess that the items there represent the core of required and suggested readings for Ripley’s  course on the Problems of Labor.

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Ripley’s Problems of Labor:
previous semesters

1902-03
1903-04
1904-05
1905-06
1906-07
1907-08
1908-09

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Course Teaching Assistant
1909-10

James Edwin Gardner.

A.B. Harvard, cum laude Economics 1908.
LL.B. Harvard, 1910.

Born 21 Jan 1887 in Norfolk, Virginia.
After Harvard, he practiced law in Louth, Minnesota.
Died 2 January 1957 at Rose Valley Farm, Spotsylvania County Va
.

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Course Announcement,
Description
1909-10

9a 1hf. Problems of Labor. Half-course (first half-year); Th., and (at the pleasure of the instructor) Sat., at 1.30. Professor Ripley and an assistant.

This course will deal mainly with the economic and social relations of employer and employed, with especial reference to legislation. Among the topics included will be, — collective bargaining; labor organizations; factory legislation in the United States and Europe; strikes, strike legislation and legal decisions; conciliation and arbitration; employers’ liability and compulsory compensation; compulsory insurance with particular reference to European experience; the problem of the unemployed; apprenticeship, and trade and technical education.

Each student will make at least one report upon a labor union, from the original documents. Two lectures a week, with one recitation, will be the usual practice.

Source: Official Register of Harvard University, Vol. VI, No. 29 (23 July 1909). History and Political Science Comprising the Departments of History and Government, and Economics, 1909-10, pp. 58-59.

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Course Enrollment
1909-10

Economics 9a 1hf. Professor Ripley, assisted by Mr. J. E. Gardner. — Problems of Labor.

Total 64: 2 Graduates, 16 Seniors, 31 Juniors, 5 Sophomores, 3 Freshmen, 7 Others.

Source: Harvard University. Report of the President of Harvard College, 1909-1910, p. 44.

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ECONOMICS 9a1
Mid-Year Examination, 1909-10

  1. One of the main criticisms of trade unionism is that it tends to reduce all men to a dead level of mediocrity of performance. What are two possible answers to this contention?
  2. Webb says: “Collective bargaining thus implies, in its fullest development, compulsory Trade Unionism.” Yet the Brotherhood of Locomotive Engineers, the most powerful union in America, enforces no closed-shop policy. The United Garment Workers seek to do so. How do you reconcile these differences of statement and of fact?
  3. What positive result has followed the reduction of hours of labor by law in Massachusetts, (a) in methods of manufacture; and (b) in quality of work people?
  4. Membership in the hat-makers’ union is highly concentrated geographically; that of the plumbers’ union is widely scattered. How would you expect to find this difference reflected in their constitutional organizations? What devices might be employed to overcome the difficulty in the second union?
  5. Piece work “is in appearance a system of rewards, but it is in fact a system of punishments, and worse still, a system of punishments for doing well.” What does this mean? Is it true?
  6. How does the “premium plan” of paying for labor propose to meet this difficulty above mentioned?
  7. Justice Holmes, in Plant vs. Woods, says: “Organization and strikes may get a larger share for the members of an organization, but, if they do, they get it at the expense of the less organized and less powerful portion of the laboring class. They do not create something out of nothing.” Criticise this statement.

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 9, Bound vol. Examination Papers 1910-11; Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1910), pp. 45-46.

Categories
Chicago Economists UWash

Chicago. Economics Ph.D. alumnus. Shirley Jay Coon, 1926

The work for this post was begun under a wrong assumption. I thought that the Chicago economics Ph.D. (1926) Shirley J. Coon was a woman and I quite honestly expected to add another PhD trained woman economist to the alumnae list of Economics in the Rear-view Mirror. The portrait of Shirley J. Coon from the University of Washington yearbook from 1931 and the discovery that “J” stood for “Jay” forced me to update my Bayesian prior in the matter of Shirley’s identity.

The post turns out to be rather short as I have been unable to find many footprints left in the sands of time by Dean Shirley Jay Coon. A dissertation on the economic development of Missoula, Montana seems as inauspicious a topic as one could imagine, even for the German Historical School, so Coon’s academic obscurity comes as little surprise one century after his dissertation year at the University of Chicago.

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Shirley Jay Coon
Timeline

1887. Born 16 June in Walworth, Wisconsin.

1909. Beloit College undergraduate.

1915. M.A., Ohio State University

1915-19. Member of the department of economics and business administration at Ohio State.

Price expert for the Ohio food administrator during WWI

1919-1927. On the faculty of Montana State University.

1920-27. Dean of the Business School, Montana State University.

1925-26. Sabbatical to complete Ph.D. at Chicago.

1926. Ph.D. University of Chicago. “Economic Development of Missoula, Montana,” unpublished doctoral dissertation.

1927-1938. Professor of Economics at the University of Washington.

1931-38. Dean of the college of economics and business at University of Washington.

1938. Resigned due to ill health.

1938. Died 4 October in Seattle, Washington.

Sources: Obituary in The Daily Missoulian (Missoula, Montana) · Oct 5, 1938 and University of Washington yearbooks.

Image Source: University of Washington yearbook TYEE 1931, p. 38.

Categories
Development Economic History Exam Questions Harvard Suggested Reading Syllabus

Harvard. Economic Development of China and Japan. Readings and Exam. Rosovsky and Perkins, 1966-1967

True confession: today’s post was inspired by something less than the purest of motives to advance our understanding of the history of economics. Indeed current events inspired me to check my files of Harvard educational materials to see if I had anything related to Henry Rosovsky who rose from mild-mannered economics professordom to the status of an academic mover-and-shaker at the pinnacle of the Harvard administrative hierarchy. But wait, there’s more. Like pre-President Donald J. Trump, Dean Rosovsky was among the contributors to the 50th Birthday Album of Jeffrey Epstein and it is there that we find the specially commissioned piece of art of Annie Sprinkle, “Tit Print ’2002”.

Image from House Oversight The First Fifty Years, pp. 167-168.
“Request No. 1.pdf” as long as supplies last.

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Now that Economics in the Rear-view Mirror’s click-bait has you on its line, read on to find something about the course on the economic development of China and Japan jointly offered by Henry Rosovsky and his colleague Dwight Perkins during the fall term of 1966-67 at Harvard.

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Memorial Minute —
Faculty of Arts and Sciences
Henry Rosovsky, 95

At a meeting of the Faculty of Arts and Sciences on May 2, 2023, the following tribute to the life and service of the late Henry Rosovsky was spread upon the permanent records of the Faculty.

Henry Rosovsky, Lewis P. and Linda L. Geyser University Professor, Emeritus, died on Nov. 11, 2022, at the age of 95.  Twice dean of the Faculty of Arts and Sciences (FAS), twice acting president of the University, and the only active faculty member to serve on the Harvard Corporation since the 1880s, Henry was one of Harvard’s great leaders in the 20th century and probably the most important dean of the FAS ever.

Born in 1927 in the Free City of Danzig, Henry fled the Nazi occupation and arrived in America in 1940. Immediately following the war, he served in the U.S. Army Counterintelligence Corps in occupied Germany, where he interviewed former Wehrmacht officers under the Allied-imposed denazification program and attended the Nuremberg trials.  Returning to the U.S., he graduated from William and Mary on the G.I. Bill.  Returning to the army, he served in wartime Korea and then in occupied Japan, where he learned Japanese and had his interest piqued by the country’s economic and cultural modernization.

After his second army stint, Henry entered graduate school at Harvard to study economics and was elected to the Society of Fellows.  Writing his dissertation on Japanese capital formation between the Meiji Restoration and World War II, he earned his Ph.D. in 1959 and joined the Department of Economics at Berkeley.  Dismayed by Berkeley’s student unrest, however, in 1965 he returned to Harvard as a professor of economics.

Back at Harvard, Henry played an increasingly central role within the FAS.  In 1968 he chaired a committee that recommended a program to grant degrees in African and Afro-American Studies.  The next year he became chairman of the Department of Economics.  In 1973 President Derek Bok appointed him Dean of the Faculty of Arts and Sciences.

For Henry, serving as dean was akin to an art form.  His approach to the job was intensely personal.  He understood that he was managing not Ford or IBM but a medium-sized (just over 400 tenured professors) collection of highly motivated individuals.  He spent his time engaging with his faculty, not his staff.  When he needed to make decisions regarding proposals not already within his sphere of direct knowledge, he would ask which half-dozen professors most wanted it to happen.  He figured he would already know some of them well enough to understand their motivation and would sit down over lunch to talk with the others; then he would decide.  He intuitively understood human aspirations and ambitions, and they fascinated him.  He saw his role as fostering his faculty’s individual aims and nurturing their talent, while, nonetheless, maintaining a harmonious setting for a group enterprise.

Crucially for Harvard at that time, this personal approach built trust among his faculty.  When Henry became dean, the divisions left from the 1960s student uprising were still bitter.  Within the FAS, separate liberal and conservative “caucuses” met regularly, and tension between them impeded progress on multiple fronts.  With Henry as dean, both groups soon disbanded.  As many faculty members explained, “We all trust Henry.”  Once the divisiveness dissipated, Henry was able to advance important educational reforms, most notably the Core Curriculum — the first restructuring of Harvard’s undergraduate General Education since its introduction in 1949.  Another key achievement was reducing graduate school admissions in response to the end of the extraordinary post-war growth surge in American higher education.

Part of what made Henry’s personal touch so effective was his keen awareness of his own unusual insider/outsider status: his experience of having had his life turned upside down; the humiliation of flight and refugee rejection; the irony of a Jew standing at the top of one of America’s premier bastions of WASP privilege.  In a story that he sometimes recounted, usually with a sardonic yet elegiac tone, one of the former Wehrmacht officers he interviewed after the war asked him, “Sergeant, where did they teach you German? You speak perfectly, but you have the vocabulary of a 10-year-old.”  It was vintage Henry: funny, yes, but aching with unspoken loss — of a civilization and the people who created it; of a refugee achiever who had lost a golden youth to hatred.

Another key trait of Henry’s leadership was courage.  The African and Afro-American Studies proposal was controversial enough within the academy, but also elicited passions, sometimes ugly ones, more broadly.  Al Capp, the newspaper cartoonist long associated with the Li’l Abner strip and a Cambridge resident, launched a vicious campaign to oppose Harvard’s initiative and, in the process, to vilify Rosovsky personally.  Henry did not cower before Mr. Capp.  His public bravery was a welcome mark of integrity and dedication on the part of American higher education.  Years later, when Henry returned as dean for President Bok’s last year, together they went to extraordinary efforts to make two distinguished appointments that cemented the department’s preeminence in the field.

Henry was exceptionally loyal to Harvard as well.  In 1977 he was offered the presidency of Yale.  At the time, to pick as president someone without a Yale degree — and a Jew besides — was unprecedented.  Yet Henry declined, choosing to remain at Harvard and complete the Core Curriculum review, which he guided to faculty approval the next spring.  Beyond loyalty, Henry had a deep and abiding love for Harvard, an infectious emotional pull that proved especially effective in his efforts as dean to recruit new faculty members.

Henry was also a stalwart supporter of Harvard’s Jewish community.  As dean he helped Harvard Hillel move from Bryant Street to Mount Auburn Street, first in a recently vacated building and then on a plot of open ground where in 1994 Hillel erected a new building: Rosovsky Hall.  As Henry famously put it, Hillel at Harvard thereby moved “from the periphery to the center.”  Some two decades later, Hillel launched its new capital campaign with a grand dinner celebrating Henry’s 90th birthday.

Henry was devoted to his family: Nitza, his wife of 66 years, who was born a seventh-generation Jerusalemite, and their children, Leah, Judy, and Michael.

Respectfully submitted,

Derek C. Bok
Henry Louis Gates Jr.
Michael McCormick
Benjamin M. Friedman, Chair

Source:  The Harvard Gazette, 4 May 2023.

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Meet Dwight H. Perkins

Dwight Heald Perkins’ Vita.

Dwight H. Perkins is the Harold Hitchings Burbank Research Professor of Political Economy of Harvard University, where he joined the faculty in 1963. Previous positions at Harvard include Harold Hitchings Burbank Professor of Political Economy, 1963-2006; Associate Director of the East Asian (now Fairbank) Research Center, 1973-1977; chairman of the Department of Economics, 1977-1980; Director of the Harvard Institute for International Development (HIID), the University’s former multi-disciplinary institute for research, teaching, and technical assistance on development policy,1980-1995; and Director of the Harvard University Asia Center, 2002-2005.

Source: Harvard Square Library. Digital library of Unitarian Universalist biographies, history, books, and media.

Dwight Perkins has authored or edited twelve books and over one hundred articles on economic history and economic development, with special references to the economies of China, Korea, Vietnam and the other nations of east and southeast Asia. Topics include the transition from central planning to the market, long-term agricultural development, industrial policy, the underlying sources of growth in East Asia, and the role of economic and legal institutions in East Asian growth. He has served as an advisor or consultant on economic policy and reform to the governments of Korea, China, Malaysia, Vietnam, Indonesia, and Papua New Guinea. He has also been a long-term consultant to the World Bank, the Ford Foundation, various private corporations, and agencies of the U.S. government, including the U.S. Senate Permanent Subcommittee on Investigations (then chaired by Senator Henry M. Jackson). He has been a Visiting Professor or Scholar at Hitotsubashi University in Tokyo, the University of Washington, and Fudan University in Shanghai. He also served as a Phi Beta Kappa Lecturer at eight colleges and universities around the U.S. in 1993-94. In 1997 he taught for a semester at the Fulbright Economic Training Program in Ho Chi Minh City, Vietnam, and has continued to teach in that program for several weeks each year since 1997. He and has given individual lectures to numerous audiences in the U.S., Asia, Europe, and elsewhere. Dwight Perkins served in the U.S. Navy (active duty 1956-58), received his B.A. from Cornell University in Far Eastern Studies in 1956, and his M.A. and Ph.D. in economics from Harvard University in 1961 and 1964. He is a member of the American Philosophical Society and of various professional organizations in the fields of economics and Asian Studies.

7/2006

Source: Harvard biography page for Dwight H. Perkins from 2016.

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Course Announcement and Description

Economics 146. The Economic Development of China and Japan

Half course (fall term). Tu., Th., S., at 9. Professor H. Rosovsky and Associate Professor D. H. Perkins.

Contrasting problems of economic development in China (pre-Communist and Communist periods) and Japan. Among the topics covered are the role of government in economic development, strategies of development, planning, measurement of national income, and the effect of monetary and fiscal policies on development.

Source: Harvard University. Faculty of Arts and Sciences. Courses of Instruction for Harvard and Radcliffe, 1966-1967, p. 113.

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Department of Economics
Economics 14

THE ECONOMIC DEVELOPMENT
OF CHINA AND JAPAN

Fall Term, 1966

Professor Henry Rosovsky
Professor Dwight Perkins

Students who haven’t taken Economics 1 or its equivalent or have not taken it recently should read B. Higgins, Economic Development, Chapters 1 and 8 (Section II); P. Samuelson, Economics: An Introductory Analysis (5th Edition), Chapters 32 (Section III), 11 (Section IV), 12, 13, 15, 16, 17 (Section IX); and C. P. Kindleberger, International Economics, Chapter 5.

I. STRATEGY OF DEVELOPMENT

READINGS

China

A. Eckstein, Communist China’s Economic Growth and Foreign Trade, pp. 1-86.

Japan

H. Rosovsky, Capital Formation in Japan, Chapter IV, pp. 55-104.

REFERENCES

China

C. M. Li, Economic Development of Communist China.

Y. L. Wu, The Economy of Communist China.

W. W. Rostow, The Prospects for Communist China (1954).

T. J. Hughes and D.E.T. Luard, The Economic Development of Communist China.

N. R. Chen, The Economy of Mainland China, 1949-1963: A Bibliography of Materials in English.

H. T. Patrick and P. Schran, “Economic Contrasts: China, India and Japan,” Journal of International Affairs, 1963, No. 2, pp. 168-184.

II. PREREQUISITES OF ECONOMIC GROWTH

A. The Role of Government

READINGS

China

P. Balazs, Chinese Civilization and Bureaucracy, Chapters 1, 3, 4, pp. 3-12, 28-54.

M. Wright, The Last Stand of Chinese Conservatism, Chapters 1, 2, 8.

A. Feuerwerker, China’s Early Industrialization, Chapters 1, 2, 4, 7.

Japan

W. W. Lockwood, The Economic Development of Japan, Chapters 1, 10.

D. S. Landes, “Japan and Europe: Contrasts in Industrialization,” in W. W. Lockwood, ed., The State and Economic Enterprise in Japan, pp. 93-182.

H. Rosovsky, “Japan’s Transition to Modern Economic Growth,” in Rosovsky, ed., Industrialization in Two Systems (1966).

T. C. Smith, Political Change and Industrial Development in Japan (1955).

R. P. Dore, Education in Tokugawa Japan (1965), Chapter X.

B. Entrepreneurship and Other Sociological Prerequisites of Economic Growth.

READINGS

China & Japan

M. J. Levy, “Contrasting Factors in the Modernization of China and Japan,” Kuznets et al., eds., Economic Growth: Brazil, India, Japan, pp. 496-536.

Japan

J. Hirschmeier, “Shibusawa Eiichi: Industrial Pioneer,” in Lockwood, ed., The State and Economic Enterprise in Japan, pp. 209-248.

T. C. Smith, “Landlords’ Sons in the Business Elite,” Economic Development and Cultural Change, IX, I, Part II, October 1960.

G. Ranis, “The Community Centered Entrepreneur in Japanese Development,” Explorations in Entrepreneurial History, December 1955.

K. I. Choi, “Tokugawa Feudalism and the Emergence of the New Leaders of Early Modern Japan,” Explorations in Entrepreneurial History, Dec. 1956.

REFERENCES

China

T. Metzger, “Ch’ing Commercial Policy,” Ch’ing-Shih Wen-t’i, February 1966.

Japan

W. W. Lockwood, ed., The State and Economic Enterprise in Modern Japan, Chapters I, IV, V, VIII.

C. D. Sheldon, The Rise of the Merchant Class in Tokugawa Japan (1958).

H. Passin, Society and Education in Japan (1965), Part II.

J. Hirschmeier, The Origins of Entrepreneurship in Modern Japan (1964).

Elichi Kiyooka (trans.) The Autobiography of Fukuzawa Yukichi.

III. EXTERNAL RELATIONS AND ECONOMIC GROWTH

READINGS

China & Japan

G. C. Allen, Western Enterprise in Far Eastern Economic Development, Part II.

China

C. M. Hou, “External Trade, Foreign Investment, and Domestic Development: The Chinese Experience, 1840-1937,” Economic Development and Cultural Change, Vol. X, No. 1, October 1961, pp. 21-41.

A. Eckstein, op. cit., pp. 135-182.

Japan

W. W. Lockwood, The Economic Development of Japan, Chapters 6, 7.

M. Shinohara, “Economic Development and Foreign Trade in Japan,” in C.D. Cowan, ed., The Economic Development of China and Japan.

REFERENCES

China

C. M. Hou, Foreign Investment and Economic Development in China, 1840-1937.

S. Ishikawa, “Strategy of Foreign Trade Under Planned Economic Development with Special Reference to China’s Experience,” Hitotsubashi Journal of Economics, January 1965, pp. 27-57.

IV. NATIONAL INCOME MEASUREMENT

READINGS

China

R. W. Campbell, Soviet Economic Power, Chapter 3.

T. C. Liu and K. C. Yeh, The Economy of the Chinese Mainland, pp. 17-70.

Japan

K. Okawa and H. Rosovsky, “A Century of Japanese Economic Growth,” in Lockwood, ed., The State and Economic Enterprise in Japan, pp- 47-92.

A. Maddison, “Japanese Economic Performance,” Banca Nazionale del Lavoro Quarterly Review, No. 75, December 1965.

REFERENCES

China

A. Eckstein, The National Income of Communist China (1952).

W. W. Hollister, China’s Gross National Product and Social Accounts 1950-1957.

K. Chao, The Rate and Pattern of Industrial Growth in Communist China.

C. M. Li, The Statistical System of Communist China.

S. Ishikawa, National Income and Capital Formation in Mainland China.

Japan

K. Okawa and H. Rosovsky, “Economic Fluctuations in Prewar Japan,” Hitotsubashi Journal of Economics, October 1962.

K. Okawa, The Growth Rate of the Japanese Economy.

H. Rosovsky, “The Statistical Measurement of Japanese Economic Growth,” Economic Development and Cultural Change, October 1958.

V. AGRICULTURE

READINGS

China

R. H. Tawney, Land and Labour in China (entire).

D. Perkins, Market Control and Planning in Communist China, Chapters III-IV, pp. 21-98.

Japan

K. Ohkawa and H. Rosovsky, “The Role of Agriculture in Modern Japanese Economic Development,” Economic Development and Cultural Change, Vol. IX, No. 1, October 1960, pp. 43-67.

W. W. Lockwood, ed., The State and Economic Enterprise…, Chapter VI.

R. P. Dore, “Agricultural Improvement in Japan, 1870-1900,” Economic Development and Cultural Change, IX, I, Part II (October 1960).

B. F. Johnston and R. W. Melor, “The Role of Agriculture in Economic Development,” American Economic Review, September 1961.

REFERENCES

China

K. R. Walker, Planning in Chinese Agriculture: Socialization and the Private Sector, 1956-1962.

Japan

T. C. Smith, The Agrarian Origins of Modern Japan.

R. P. Dore, Land Reform in Japan.

Japan FAO Organization, A Century of Technical Development in Japanese Agriculture.

VI. CAPITAL

READINGS

R. Nurkse, Problems of Capital formation in Underdeveloped Countries, Introduction, Chapters I-III.

Japan

G. Ranis, “The Financing of Japanese Economic Development,” Economic History Review, XI, 3 (1959), pp. 440-454.

H. Rosovsky, “Capital Formation in Prewar Japan,” in Cowan, ed., The Economic Development of China and Japan.

REFERENCES

China

W. W. Hollister, “Capital Formation in Communist China,” The China Quarterly, January-March 1954, pp. 39-55.

Japan

H. Rosovsky, Capital Formation in Japan, Chapters I-III.

J. C. Abegglen, The Japanese Factory.

T. Watanabe, “Economic Aspects of Dualism in the Industrial Development of Japan,” Economic Development and Cultural Change, April 1965.

VII. PLANNING

READINGS

R. W. Campbell, Soviet Economic Power, Chapter 5.

O. Lange and F. M. Taylor, On the Economic Theory of Socialism, pp. 55-129.

Chou En-lai, “Report on the Proposals for the Second Five-Year Plan for Development of the National Economy,” Bowie and Fairbank, eds., Communist China 1955-1959, Document 11, pp. 216-242.

Li Fu-chun, “On the Big Leap Forward in China’s Socialist Construction,” Bowie and Fairbank, eds., op. cit., Document 47, pp. 587-596.

D. Perkins, Market Control and Planning in Communist China, Chapters V-VI, pp. 99-135.

B. G. Hickman, ed., Quantitative Planning of Economic Policy, Chapters IX & X.

S. Tsuru, “Rapid Growth with Formal Planning Divorced from Action: Japan,” in E. E. Hagen, ed., Planning Economic Development.

REFERENCE

Japanese Government, Economic Planning Agency, New Long-Range Economic Plan of Japan, 1961-1970 (Doubling National Income Plan).

VIII. MONETARY AND FISCAL POLICY

READINGS

China

Chang Kia-ngau, The Inflationary Spiral, The Experience of China, 1939-1950, Chapters 1-5.

D. Perkins, Market Control and Planning in Communist China, Chapter VIII, pp. 154-176.

Japan

H. T. Patrick, “Cyclical Instability and Fiscal-Monetary Policy in Postwar Japan,” in Lockwood, ed., The State and Economic Enterprise…, pp. 555-618.

H. T. Patrick, “External Equilibrium and Internal Convertibility,” Journal of Economic History, June 1965.

REFERENCES

China

S. H. Chou, The Chinese Inflation, 1937-1949.

A. N. Young, China’s Wartime Finance and Inflation, 1937-1945.

F.H.H. King, Money and Monetary Policy in China, 1845-1895.

Japan

H. T. Patrick, Monetary Policy and Central Banking in Contemporary Japan.

IX. POSTWAR GROWTH IN JAPAN

READINGS

Ohkawa and Rosovsky, “Recent Japanese Growth in Historical Perspective,” American Economic Review, May 1963.

Lockwood, ed., The State and Economic Enterprise…, Chapter X.

REFERENCES

London Economist, Consider Japan.

G. C. Allen, Japan’s Economic Expansion.

Lockwood, ed., The State and Economic Enterprise…, Chapters XIII, XIV, XV.

S. B. Levine, Industrial Relations in Postwar Japan.

J. B. Cohen, Japan’s Economy, in War and Reconstruction.

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003. Box 9, Folder “Economics, 1966-1967”.

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Economics 146
Final Examination
January 1967

Part I

Answer either 1 or 2; 45 minutes

  1. Okawa and Rosovsky have made frequent use of the notion of a “differential structure”. Explain the meaning of the term, and critically discuss the explanatory value and empirical validity of the concept for Japanese economic growth in the twentieth century, and also in the future.
  2. “’There is nothing new under the sun’ does not apply to economics. What has happened to the Japanese economy in the post World War II period is in almost all respects ‘new’.” Discuss both the true and false aspects of this statement.
Part II

Answer question 3; no choice; 45 minutes

  1. The word planning covers many different ways of organizing and controlling an economy. In what sense are China and Japan’s post-war economies planned? How is balance (coordination of inputs and outputs) achieved in the two systems? How is efficiency (more output for a given input or less input for a given output) achieved in the two systems?
Part III

Answer question 4; no choice; 60 minutes

  1. Write an essay on the relevance of the Japanese developmental experience for China. Be specific and make reference to your readings, and make perfectly clear what historical periods are referred to for each country.
Part IV

Write a short paragraph on any four of the following; 30 minutes

    1. T’ung Chih Restoration
    2. Matsukata Deflation
    3. Economic Planning Agency (Keizai Kikaku-Cho)
    4. Rural People’s Commune
    5. Industrial and commercial tax, i.e., “turnover tax”
    6. Treaty Tariff (China)

Source: Harvard University. Faculty of Arts and Sciences. Papers Printed for Mid-Year Examinations. History, History of Religions, Government, Economics,…, January, 1967.

Image Source: “Henry Rosovsky, Former Harvard FAS Dean, Remembered for Contributions to Undergrad Education and African American Studies,” The Harvard Crimson, 5 December 2022. Cropped and polished by Economics in the Rear-view Mirror.

Categories
Exam Questions Harvard Money and Banking

Harvard. Description, enrollment and final exam for Banking and Banking Systems. Sprague, 1909-1910

Assistant professor of banking and finance, Oliver Mitchell Wentworth Sprague, was assisted by George Randolph Grua when he taught the second semester in the two term sequence in money and banking at Harvard in 1909-10. The course description says “The work is both historical and comparative in its methods,” unlike the bulk of contemporary money and banking courses that are locked into the here and now.

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Previous course materials for
Money and Banking 

1900-01(Meyer and Sprague)
1901-02 (Andrew, Sprague, Meyer)
1902-03 (Andrew’s money examSprague’s banking exam)
1903-04 (Andrew and Sprague)
1904-05 (Andrew’s money examSprague’s banking exam)
1905-06 (Andrew’s money and banking exams)
1906-07 (Andrew’s money and banking exams)
1907-08 (Andrew’s money and banking exams)
1908-09 (Wesley Clair Mitchell’s money and banking exams)
1909-10 (Davis Rich Dewey’s money exam)

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Course Description
1909-10

8b 2hf. Banking and the History of the leading Banking Systems. Half-course (second half-year). Mon., Wed., Fri., at 1.30. Asst. Professor Sprague, assisted by Mr. Grua.

In Course 8b, after a summary view of early forms of banking in Italy, Amsterdam, and Hamburg, a more detailed account is given of the development, to the middle of the nineteenth century, of the system of banking in which notes were the principal form of credit and the chief subject of discussion and legislation. The rise and growth of the modern system of banking by discount and deposit is then described. The work is both historical and comparative in its methods. The banking development, legislation, and present practice of various countries, including England, France, Germany, Scotland, and Canada, are reviewed and contrasted. Particular attention is given to banking history and experience in this country: the two United States banks; the more important features of banking in the separate states before 1860; the beginnings, growth, operation, and proposed modification of the national banking system; and credit institutions outside that system, such as state banks and trust companies.

The course of the money markets of London, Paris, Berlin, and New York will be followed during a series of months, and the various factors, such as stock exchange dealings, and international exchange payments, which bring about fluctuations in the demand for loans, and the rate of discount upon them will be considered. In conclusion the relations of banks to commercial crises will be analyzed, the crises of 1857 and 1893 being taken for detailed study.

Written work, in the preparation of short papers on assigned topics, and a regular course of prescribed reading will be required of all students.

The course is open to those who have taken Economics 1.

Source: Official Register of Harvard University, Vol. VI, No. 29 (23 July 1909). History and Political Science Comprising the Departments of History and Government, and Economics, 1909-10, p. 58.

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Course Enrollment
1909-10

Economics 8b 2hf. Asst. Professor Sprague, assisted by Mr. Grua. — Banking and Foreign Exchange.

Total 96: 3 Graduates, 20 Seniors, 49 Juniors, 17 Sophomores, 2 Freshmen, 5 Others.

Source: Harvard University. Report of the President of Harvard College, 1909-1910, p. 44.

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ECONOMICS 8b
Year-end Examination, 1909-10

Answer nine questions.
  1. Give a short account of the London gold market.
  2. By what means and to what extent was the Second Bank of the United States able to control the expansion of credit by the other banks of the country?
  3. The bond secured notes issued by the national banks have not been a serious element of positive weakness in the working of our credit machinery. Explain.
  4. In what ways would savings departments with segregated deposits strengthen the national banks?
  5. If a central bank is established in the United States it is of the greatest importance that clearing house settlements should be made by means of transfers on its books. Explain.
  6. Give an account of the circumstances which led to the adoption of the device of the clearing house loan certificate.
  7. Consider the working of the Canadian banking system with reference to the borrower.
  8. Give a short account of the banking situation in the United States in 1860, outside of New England and New York.
  9. Criticise the banking proposals of the Indianapolis Monetary Commission.
  10. Is it possible to equalize rates for loans throughout the country by means of a central bank?
  11. Consider the policy of Secretary Shaw with reference to gold imports.

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 9, Bound vol. Examination Papers 1910-11; Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1910), p. 45.

Image Source: O.M.W. Sprague from Harvard Class Album, 1915.