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Chicago Columbia Economists Gender Wellesley

Chicago. Mary Barnett Gilson upon retirement, 1941

 

 

A late-starter for an academic career, Wellesley College alumna (1899) Mary Barnett Gilson attained her highest academic degree (A.M.) from Columbia at the tender age of about 49 years following a career in industrial relations.  She then spent ten years teaching economics at the University of Chicago before retiring as an assistant professor emeritus in 1942. In her exchange of letters with the president of the university, Robert M. Hutchins, that have been transcribed for this post, one reads of her frustration at not having had an opportunity to teach in her field of expertise, industrial relations, either in the business school or the Downtown College. She is also quite clear in her disappointment as not having been promoted to the rank of associate professor. She believed she had hit a gender glass-ceiling. It would be of interest to compare other non-Ph.D. faculty of the period at the University of Chicago and elsewhere who had been promoted to ranks of associate professor and higher. Still there can be little doubt that we have here an account of a woman who had encountered genuine discrimination.

Also of interest is to read “I’m very busy trying to enlighten the Mid-West and dispel some of the fog created by America First” written five days before the attack on Pearl Harbor.

She eventually moved to Chapel Hill, North Carolina where she spent the rest of her long life.

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Mary Barnett Gilson, A.M. (1877-1969)
University of Chicago years

1931- 33 Instructor of Economics.
1933-34  Assistant in Economics
1934-41  Assistant Professor of Economics
1940-42 Assistant Professor of Economics in the College.
1942-     Assistant Professor Emeritus of Economics in the College.

[Apparently only taught during the second semester at Wellesley College 1942. Lecturer in Economics. Resignation and expired appointment June 1942, Wellseley College, as of June, 1942.]

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Mary B. Gilson published a memoir in 1940
Papers at Wellesley College Archives

From a review of Mary Barnett Gilson, What’s Past Is Prologue. New York: Harper and Brothers, 1940.

“Her ideas and feelings about industrial problems spring from varied experience as a branch librarian in a steel district, department-store salesgirl, vocational counselor, employment manager, research worker in labor problems, and university professor.”

Source:  William M. Leiserson. Review of What’s Past is Prologue by Mary Barnett Gilson in American Journal of Sociology. Vol. 47, No. 1 (July 1941), pp. 123-124.

*  * *  *  *

Mary B. Gilson Papers in Wellesley College Archives. Records of the Class of 1899, 1898-1954: a guide. 6C.1899.   Boxes 5-20, Oversize 2-4.

Apparently some of these items are on microfilm in the Southern Historical Collection, University of North Carolina. Mary Barnett Gilson Papers, 1909-1959Does not appear to have any University of Chicago or Wellesley College related material.

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John Simon Guggenheim Memorial Foundation
Fellowship: 1939

GILSON, MARY BARNETT

Appointed for the preparation of a book to be entitled “Industry, Management and Labor: A record of thirty years”; tenure, twelve months from October 1, 1939.

Born: September 10, 1877, at Uniontown, Pennsylvania. 

Education:  Wellesley College, B.A., 1899; Columbia University, M.A., 1926. London School of Economics, 1935–36.

Engaged in industrial work in the fields of labor relations, employment and management, and consultant and research worker in industrial relations, 1912—.

Assistant Professor of Economics, 1931—, University of Chicago.

Publications: Unemployment Benefits in the United States (with others), 1930; Unemployment Insurance in Great Britain, 1931; Unemployment Insurance, 1932. Articles in International Labour ReviewEncyclopaedia of the Social Sciences.

 

Source:  John Simon Guggenheim Memorial Foundation. Website: Fellows/Mary Barnett Gilson.

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Handwritten letter by Mary B. Gilson to President Hutchins

The University of Chicago
Department of Economics

April 17, 1941

Dear President Hutchins,

Perhaps you have been notified that my resignation will take effect at the end of this quarter. I have deeply appreciated the atmosphere of freedom at the University of Chicago and your part in preserving it.

Cordially yours,

Mary B. Gilson

*  * *  *  *

Attached slip of paper with handwritten notes:

[Secretary?:] She doesn’t say so but I know she wants very badly to see you.

[Hutchins?:] How do you know?

[Secretary?:] She told me so. She wants to tell you what is wrong with this institution. I think you should give her an opportunity for a parting shot.

[Hutchins?:] Will do some time. no hurry about it.–RMH

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Handwritten letter by Mary B. Gilson to President Hutchins

Mary Barnett Gilson—1154 East 56thStreet—Chicago, Illinois

Nov. 24, ‘41

Dear Mr. Hutchins,

I am confident Ben Selekman would not object to my sending you his letter to me. Please destroy it when you have read it.

It is too bad that on a recent barn-storming trip of one night stands in Western Pennsylvania I left, somewhere en route, the two pamphlets Mr. Selekman sent me. You would enjoy the Atlantic Monthly reprint, I know you would! Will you have your secretary ask him for a copy or shall I?

If I had not promised that Pittsburgh men’s forum I would speak on “Strikes and Production” I can assure you I would not have chosen November 17th, 1941 A.M.[?] to speak on that subject. A lot of steel and coal and coke magnates from their Triangle offices were in my audience and when some of them as well as some labor leaders told me after my 45 minute broadcast and a subsequent 30 minute question period that I had been “fair” I breathed normally once more.

It seems queer to know I shall soon be “emeritus”. I wish I had had some opportunity to use my industrial experience more effectively here during the past ten years but either the Mid-West is no place for a woman in that field or [Carl F.] Huth and [William Homer] Spencer and Raleigh Stone et al don’t think it is! I’d like to have demonstrated I could retire from here as an emeritus associated instead of an emeritus assistant. I try to think titles don’t mean anything but people in academic circles seem to think they do!

Cordially yours,

Mary Gilson

*  * *  *  *

[handwritten note: “Please destroy”]

B. M. Selekman
24 Province Street
Boston, Mass.

November 3, 1941.

Miss Mary Gilson
Faculty Exchange #169
University of Chicago
Chicago, Illinois

Dear Mary:

It is very kind of you to write me about the little screed in the Survey Graphic. I feel the whole thing very keenly and I am glad that you agree. I developed the same thought at somewhat greater length in the Atlantic Monthly. Apparently you missed it so I am sending you a copy as well as a reprint of another article in the Harvard Business Review which I think you will find interesting from the point of view of your own experience in labor relations.

Your piece in the current Survey Graphic touches also on the same theme that I tried to develop in the Business Review article.

Let me now tell you that I should have written you a long time ago how much I enjoyed your book. It just breathed your kindliness, human understanding and impatience with cant and stupidity.

We are both, naturally, disappointed in Hutchins. How can a person with his sensitiveness to the classic tradition fail to see the issue of humanism in the current world crisis as projected by the Nazis! I wish you could get him to read my Atlantic Monthly article, although one despairs of changing a point of view in a person as intelligent as he is. Sometimes I find the intelligent person the most closed mind. They live within a framework of thought which is so consistent to them that they do not see the complexities and subtleties in actual life about them.

I am happy to hear that you are out barnstorming in the interest of getting our mid-western neighbors to see the issues clearly in Hitler’s threat to us.

I am sorry to hear that you are to retire in another year. I should think that your first-hand-experience could have been put forth to students for a great many more years with profit to them.

It is good news, however, that you are thinking of settling in Boston or Wellesley. One is not quite so much in the hurly-burly of things as in New York. On the other hand one does get a better opportunity living in New England to think and reflect.

With affectionate greetings from both of us,

Ever yours,
[signed]
Ben

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Carbon Copy of President Hutchin’s response to Gilson

November 27, 1941

Dear Miss Gilson:

Thank you for your kind note. As for Selekman, tell him that I am disappointed in him and that if he will read my speeches I will read his article.

I share your views on the anti-feminine leanings of this University and on the issue of academic rank. There is a sub-committee of the Senate Committee on University Policy now at work on a proposal to abolish academic rank in the University. If the suggestion ever gets out of the sub-committee it will be buried with a unanimous whoop in the Senate.

Come and see me some time.

Sincerely yours,

ROBERT M. HUTCHINS

Miss Mary B. Gilson
Assistant Professor of Economics
The University of Chicago

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Handwritten letter by Mary B. Gilson to President Hutchins

[Handwritten note: “no ans.”]

Mary Barnett Gilson—1154 East 56thStreet—Chicago, Illinois

Dec. 2 [1941]

Dear Mr. Hutchins,

You see I always get promoted in print, and when I lecture I spend the first five minutes telling my audience that I am not “Professor” and that I haven’t even a doctorate. That’s the chief reason I’d be in favor of doing away with titles! Program chairmen just can’t bear the ignominy of bringing an assistant professor to their groups. So I always get a promotion, which lasts until I get on my feet.

I surely shall accept your invitation to drop in to see you some day. Thanks ever  so much. I’m very busy trying to enlighten the Mid-West and dispel some of the fog created by America First. I’m sure you are busy, too.

I am playing with the idea of going to Becea[?] for Christmas vacation. I have always wanted to see it and this seems a possible time.

Please give my kindest regards to your beloved father. It was a joy to have a chance to become acquainted with him the summer of 1940.

Cordially yours,

Mary Gilson

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Handwritten letter by Mary B. Gilson to President Hutchins

WELLESLEY COLLEGE
Wellesley, Massachusetts
Department of Economics

Friday, February 27 [1942]

Dear Mr. Hutchins,

I was sorry indeed to come away from Chicago without saying good-bye to you. As my beloved old [Wellesley College] teacher Vida Scudder said the other day, “Even if we don’t see eye to eye on present solutions of present problems, we agree down deep on fundamental issues.” Well, whether you and I agree on fundamental and also on less fundamental issues or not, I have a lot of respect for you and I regret deeply not having had a chance to say good-bye.

President McAfee’s s.o.s. to come here and take over a group of seniors in a course in industrial relations came so precipitately that I had little time for anything but packing and storing my household goods and attending to all those chores that must be done when one moves from one town to another. It all had to be done in a week.

I am having a grand time with twenty-five of the finest girls I’ve met for a long time. We meet around a big round table, which is an answer to the prayer I sent up every little while during the past ten years when those gloomy, repelling rooms in Cobb put a long face on this school arm. I always wanted a whack at an industrial relations course “on the side” at the U. of C., in the School of Business or Downtown College) but Deans [William Homer] Spencer and [Carl F.] Huth evidently thought a woman didn’t and shouldn’t know about the mysterious field of business and industry.

Please throw away the enclosures after you have read them. They are between you and me and the gate-post.

As you said, the last time I saw you, “God bless you!”

Faithfully yours,

Mary B. Gilson

*  * *  *  * *  *

Attachment 1
Typed Letter from Mary Anderson to Mary Gilson

[Anderson, Mary. Woman at work: The autobiography of Mary Anderson as told to Mary N. Winslow. Minneapolis, MN: University of Minnesota Press, 1951. Obituary: Mary Anderson, Ex-U.S. aide, dies; Directed Women’s Bureau in Labor Department, New York Times, January 30, 1964.]

U.S. DEPARTMENT OF LABOR
WOMEN’S BUREAU
Washington

January 30, 1942

Dear Mary,

I am very much interested in your letter and it seems to me that instead of going to Wellesley you ought to be staying at Chicago University and teaching in this new class. [Gilson added “*” in the margin with a handwritten note at the bottom of this letter]

I am going to Chicago next week to speak at the American Management Association conference at the Stevens Hotel and I have been asked by Mr. Mitchell to stop off at Chicago University and give a talk on Thursday morning the 5th. I shall do so because I want to know what they are doing, what they are teaching and what they are preparing the people for. He says they have 150 men and 50 women in the class. The training classes are now being opened up to women all over because they realize that they will have to use them and that means of course that they will have to have training for women supervisors as well as production workers. [Gilson added comment to this sentence in margin: “But Chicago is training women for white collar jobs.”]

I hope you will find your place in Wellesley more to your liking. I suppose you won’t be coming to Washington now, since the Wage and Hour Division is moving to New York. We in the Department of Labor regret that moving very much. Of course we may find it will strike us.

With much love to you,

[signed]
Mary

Miss Mary Gilson
1154 East 56thStreet
Chicago, Illinois

[Handwritten note: *I told her I had never, in the ten years at U. of C., been called into the Business School or Downtown College for any sort of a contribution I might have made toward training women for anything. I think Raleigh Stone may think I’m a “red” M.B.G.]

*  * *  *  * *  *

Attachment 2
Mary Anderson typed letter to Mary Gilson

U.S. DEPARTMENT OF LABOR
WOMEN’S BUREAU
Washington

February 18, 1942

Dear Mary,

I was very glad to have your analysis of that class at Chicago University. There were 150 men and 50 women. The men were training mainly for supervisors in industry and the women were training for supervisors in offices. The attitude towards the women was the same as usual. [underlining by Gilson with marginal note “Usual white collar stuff for ladies!”] They asked me questions – if women ought to have the same wages as men, and would women get out of the factories after the men come back from the war. I told them that there was much more to it than just coming back from the war and getting the jobs back, that it was a question of converting the industries back to consumer goods and there was also the question of some of the industries that would not be working at all after the war as we would not need their material; then there is of course the cutting down on war material quite considerably, and then I said to the men, “Have you any idea how many of the men will come back from the war and how many of the men that come back will be able to take any jobs?” I said that was a very hard way of putting it but at the same time we were in a different war than we have been in and it is very difficult to tell what would happen, that after all if we are to win this war it will take men and women together, all of us, and that I think we would do well not to quibble over who is going to have the jobs after the war is over. [underlining by Gilson].

I didn’t see Mr. Mitchell, so I have no opinion of him. I thought the two women that were steering the class were very good, and earnest. One of the professors was giving a psychology lesson just before I spoke so I heard some of it, and it was a regular college psychology lesson. I don’t know what good it would do a class that will take positions in industry as supervisors. One of the women, however, (and I don’t remember their names) had a very bad attitude towards labor. She could not understand why labor wanted more money when the men that enlisted got only $21 a month. I told her that after all they got a great deal more than that, they got their clothes and their keep, which amounts to a great deal more; I didn’t think, however, they got enough fro what they were risking by any means, but that was no reason that the workers should not have a decent wage. They, too, were risking their all, and the employers in bidding on the contracts took the labor costs as well as the costs of material into consideration.

I had a grand time at the American Management Association and the training of women is now beginning. They were very much interested and they have written in for all kinds of information.

I think our work from now on will be that of seeing that women are not exploited and that labor standards are maintained.

With love to you,

[signed, “Mary”]
Mary Anderson, Director

Miss Mary Gilson
Claflin Hall
Wellesley College,
Wellesley, Mass.

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Handwritten note by E.F. [Vice-President, Emery T. Filbey] attached to previous Gilson letter

Personally I would not pick either of the Marys for instruction in industrial relations unless I wanted to start a private war.

E.F.

[underneath: in a different handwriting “Nice long letter. How etc[?] we [??]  & so on.”

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Carbon copy of typed letter from Hutchins to Gilson.

March 4, 1942

Dear Miss Gilson:

I could not hope for a more generous statement of good faith overlooking difference of opinion than that expressed in your letter of February 27. I cannot do better than return the sentiments with my regret that we had no opportunity to exchange them in person.

I hope that Wellesley will treat you as you would like, or in other words, that Wellesley will treat you as well as you deserve.

The enclosures you sent me lead me to believe that you and I do not disagree on fundamental issues. You and your friends are concerned about exploitation of our women and disintegration of our labor standards. I am concerned, as you are too, about exploitation of our citizens and disintegration of our democracy.

Sincerely yours,

ROBERT M. HUTCHINS

Miss Mary B. Gilson
Department of Economics
Wellesley College
Wellesley, Massachusetts

 

Source:    University of Chicago Library, Department of Special Collections. Office of the President. Hutchins Administration. Records. Box 72, Folder “Economics Department, 1939-1943.”

Image Source:  John Simon Guggenheim Memorial Foundation. Website: Fellows/Mary Barnett Gilson.

 

Categories
Chicago Economics Programs

Chicago. Memo to President Hutchins from Economics Chair Millis, 1937

 

The following brief “State of the Department of Economics” memorandum written by the Harry A. Millis, the chairman of the University of Chicago’s economics department (1928-1938), was found in the files of the President Robert M. Hutchins for whose eyes the memo was clearly intended. I wonder who was the “understudy” of Henry Schultz that needed to be replaced (Theodore Otte Yntema? Argument for hiring Oskar Lange?).

______________

A MEMORANDUM ON THE DEPARTMENT OF ECONOMICS

[Summer?, 1937]

Since I became chairman in 1928, the department has had a twenty-year program which it has held in mind all the while and which, with minor revisions, is, we believe, a sound one.

This program called, first of all, for a solution of the problem presented by classes in elementary economics. This work has been taken over by the College and is being done well. No problem is presented there at this time except that of appropriate rank and remuneration in the cases of a very few persons attached to the Department of Economics.

The program next called for (a) protecting ourselves where relatively strong, and (b) for filling in three important gaps – in course offerings and research – in public utilities, agricultural economics and money and banking.

The long depression has made it impossible to fill in any of these gaps. They should be filled in as soon as the finances of the University permit. From the point of view of training graduate students, work in public utilities should perhaps be provided first. One man is needed and it would be very desirable to have him trained in Law as well as in Economics and to have him divide his time between the Department and the Law School. This matter has been discussed with Dean Bigelow who appears to be favorable to the position herein stated. The need for a good man is agricultural economics is great. When it is possible to meet that specific need, a corresponding need in Sociology should be kept in mind. The need in money and banking is for an outstanding man who can play a role in Chicago, attract to the University promising students whose first interest is money and banking, and do important research work and publish the results. The need is not particularly for more or better courses. The formal courses in money and banking are fairly adequate and are unusually well taught.

For maintaining our position where we have been or are relatively strong, three things are needed. (a) Schultz must have his understudy replaced. This is imperative. (b) With the retirement of the Chairman, and excellent man must be found in Labor Economics to share the work with Douglas. The man should be a very promising young man with excellent training in and with full appreciation of Economics. (c) It is important at or before the beginning of next autumn quarter to disconnect Leland from the Tax Commission and get him back at the University on a full-time basis. This will require a salary readjustment.

With the changes noted in the immediately preceding paragraph, the Department can for several years maintain the position it has held, provided those who now constitute the staff remain at the University. However, the time is at hand when we should secure one, two, or three most promising young men, who, in a favorable environment, will ripen into the strong men needed to replace the best of the present members of the staff as they get old or sever connections with the University. These young men could share in the teaching of the “200” courses and gradually be inducted into graduate instruction. The fact is that the staff is so short that it is difficult to man the junior and senior classes on the Quadrangles. For some years, it has been impossible for the Department to assume much responsibility for offerings at University College.

Nothing has been said concerning the employment of a man who might become Chairman of the Department. I think I worry less than any one else about the chairmanship. I am confident the matter can be adequately taken care of by the present staff, at least for the time being. With replacements or additions, however, it would be appropriate to keep that matter in mind. As it is handled from year to year, it should always be understood that the appointments are annual and that an incumbent chairman has no vested interest.

Save for one case, I have said nothing concerning needed salary adjustments. The fact is that five adjustments are needed as soon as they can be made. These, however, are discussed more appropriately in connection with a budget.

H. A. Millis

 

Source:    University of Chicago Library, Department of Special Collections. Office of the President. Hutchins Administration. Records. Box 72, Folder “Economics Department, 1937-1939”.

Image Source: Undated picture of Harry A. Millis.  University of Chicago Photographic Archive, apf1-00875, Special Collections Research Center, University of Chicago Library.

Categories
Columbia Regulations

Columbia. Economics Graduate Student’s Guide, 1957-58

 

The process of awarding a Ph.D. in economics is governed by rules, so every so often I add a program’s rule-book here. The following excerpt from the Graduate Student’s Guide even provides a bit of motivation and interpretation of the rules for economics graduate students at Columbia University in the mid 1950s.

Recently an exam for Gary Becker’s 1965 micro-theory course (already one of the most visited pages in the Economics in the Rear-view Mirror collection) revealed that either the rule for making no-allowance in exams for non-native English speakers  was suspended by 1965 or Gary Becker disregarded the rule, allowing non-native speakers extra time for their written examinations.

________________

Excerpt from Columbia University’s The Graduate Student’s Guide

ECONOMICS

EXECUTIVE OFFICER: Carl S. Shoup, 503 Fayerweather

Office hours:Monday and Wednesday, 10 to 10:30 and 11 to 12. Thursday, 2 to 4
Telephone Extension:2171

DEPARTMENT SECRETARY: Carolyn M. Stedman, 502 Fayerweather

Office hours:Monday through Friday, 9 to 5
Telephone Extension:849

DEPARTMENT BULLETIN BOARD: outside 502 Fayerweather

 

The following remarks supplement or amplify the description of degree requirements found in two places in the Graduate Faculties Bulletin: on pages 14-18 for the Faculty Requirements and on page 37 for the Departmental Requirements. Have these pages of theBulletin at hand when reading the statement below.

GENERAL

The Department takes the view that each graduate student having his particular intellectual interests and methods of satisfying them, flexibility in the departmental procedures intended to assist him is necessary. Hence, no system of departmental advisers has been set up. During his first registration, the student will find all members of the Department available, at hours posted on the bulletin board, for consultation on his course program. Any member of the Department may sign approval of the student’s program card. If a study of the course offerings in the Bulletindoes not give the entering student a clear enough idea of the particular member of the Department by whom he would prefer to be advised on his program, he may obtain suggestions on this score from the Academic Assistant or Professor Shoup.

In succeeding semesters the student’s developing interests and his growing acquaintance with the members of the Department should enable him to select some one or two faculty members as his chief adviser or advisers.

Although no specified courses are required for either degree, all students in the Department are advised to attend Economics 101-102, the basic course in economic theory, unless they enter the Department with an exceptional background in that subject.

 

THE MASTER’S DEGREE

Candidates are expected to study the requirements listed in the Graduate Faculties Bulletinand to plan their work in the light of both A. M. and Ph.D. requirements in case they should later decide to work toward the higher degree.

Not less than six months before he desires to receive the degree, the candidate must select his Essay subject, submit it to the appropriate member of the Department, and, after approval, list the subject with the Academic Assistant of the Department. The Essay need not be completed until after the candidate has satisfied the course requirements for the degree.

The selection of a subject of importance within the field of his interests must be made by the student, and the ability to make a proper choice will be regarded as an essential qualification for the degree.

The completed Essay must be submitted for approval not later than four weeks before the date on which copies are to be filed with the Essay and Dissertation Secretary. The candidate should not proceed beyond the preparation of his detailed program of investigation and the completion of a preliminary chapter or section without submitting his work to his supervisor. An Essay is judged by the manner of its presentation and style as well as by its contents and the employment of original material.

Another foreign language may be substituted for French or for German, with the approval of the Executive Officer, if it is particularly useful for the student’s projected research; but another Romance language may not be offered with French. Failure to pass one of the language examinations or the mathematics examination, as the case may be, before registering for more than 30 points, or failure to pass the other examination before registering for more than 45 points, will result in denial of permission to register until the deficiency is removed.

In 1957-1958 the examinations in languages and mathematics will be held on the following days: Thursday, September 19, 1957, from 10 to 12; Friday, January 17, 1958, from 2 to 4; Friday, May 2, 1958, from 2 to 4 (room numbers will be posted outside Room 502 Fayerweather). At least one week before the examination the student must notify the Academic Assistant of the Department of his intention to take it.

Two years of intensive language work in one of Columbia University’s Institutes, with a grade of B or better throughout, are accepted in lieu of passing the regular language examination. Language examinations taken at other universities are not accepted for this requirement.

Foreign students are asked to bear in mind that a command of the English language is assumed, and that English consequently cannot be accepted as a foreign language satisfying the requirement. Nor can allowance be made in any examination, oral or written, for unfamiliarity with English.

 

THE DOCTORATE

The student must satisfy the Department that he has gained a thorough knowledge of several fields of economics (and, at his option, one field outside economics), to the point where he can demonstrate command of the material in a comprehensive oral examination and can utilize his knowledge in the writing of a doctoral Dissertation. To this end, the Department does not require course examinations of the Ph.D. candidate, nor are particular courses required. Instead, the student must, in addition to meeting the language and proficiency requirements stated in the Bulletin, (a) compete a seminar paper in one of the research courses offered in the Department, and (b) prepare an outline of his dissertation topic.

In practice, the typical Ph.D. candidate does take examinations in a limited number of courses, both to test himself and to build a record on which recommendations for fellowships or employment can be based. Moreover, those doctoral candidates who wish to obtain an A.M. degree en route necessarily take examination in 21 points (seven courses). The student’s decision to earn this degree should be guided by his interests and aims, after consultation with the Executive Officer or other members of the Department. Although the Department approves of a limited amount of examination taking, it asks the doctoral candidate to keep in mind the possible disadvantages of devoting too much time to the preparation for such tests.

Before he registers for more than 45 points, and as soon as possible, the candidate should submit for the Executive Officer’s approval his tentative choice of the three subjects, from the list given in the Graduate Faculties Bulletin, to add to the three required subjects. To ascertain the requirements for obtaining the certifications of proficiency in two of the six subjects, the candidate should, during his first semester, consult those members of the staff in charge of the respective fields. Certification of proficiency is not given for economic theory or for any subject under No. 19 in the Bulletinlist. These subjects may be, and economic theory mustbe, offered only at the oral examination.

The prospective candidate may find it advisable to take Statistics 191-192 and either Economics 153-154 (Economic history of the United States), or Economics 155-156 (Economic history of Europe, 1740-1914), or Economics 151-152 (Economic history of Russia to 1917) during his first year of residence, if he wishes to obtain a certificate of proficiency in statistics, or in one of these three divisions of economic history. No more than one of the three divisions may be offered among the six subjects. The professors in charge of certifying in these divisions are: United States, Professor Goodrich; Europe, Professor Landes (in 1957-1958, Professor Hughes); Russia, Professor Florinsky.

The 6-point research-course requirement cannot be fulfilled by research courses taken in other universities or in other Departments. Students are advised to take a research course in the Department as soon as they have completed 30 points, if not before. The required paper may be written in either of the two semesters of the research course.

Some time before he plans to take the oral examination, the student should select the field in which he intends to write his Dissertation. This field should normally be one of the six chosen for proficiency and oral examination. With the assistance of a member of the Department interested in this field, the candidate should formulate a topic for his Dissertation. As soon as the topic has been approved by the staff member (henceforth the student’s sponsor), the candidate must report to the Academic Assistant the name of the sponsor and the subject of the proposed Dissertation. No change of sponsorship will be recognized unless the candidate notifies the Academic Assistant. Although the Executive Officer may authorize a joint sponsorship, the Dissertation is generally written under a single sponsor.

The candidate is expected to draft a three- or four-page memorandum outlining the proposed Dissertation, indicating also the chief sources to be used, and defending the feasibility of the project. No oral examination will be scheduled until the candidate has deposited with the Academic Assistant his project memorandum, bearing the approval of the sponsor.

Well before the time he expects to apply for the oral examination, the candidate should obtain advice on preparing for this examination from members of the Faculty in charge of the fields he is offering. The oral examination is not an examination on courses, but on subjects (fields).

The formal application for a date for the examination must be made to the Academic Assistant for approval by the Executive Officer. The application will not be received until the requirements discussed above have been met. No exceptions can be made to the rules governing the dates of scheduling the various departmental and faculty examinations.

The reference under No. 19 in the Graduate Faculties Bulletin (page 37) to “any other one subject…approved by the Executive Officer of the Department” may include a subject falling in one of the Departments under the Faculty of Political Science, or in philosophy, or psychology, or in some other discipline dealing with matters relevant to the student’s scholarly interests. A candidate proposing to offer a subject outside the Department of Economics must obtain the approval of the Executive Officer of that other Department in advance. In general, the Department encourages doctoral candidates to devote a part of their efforts to a subject outside the Department.

Candidates for the Ph.D. degree in other Departments who propose to offer a minor in economics at the oral examination must be examined on economic theory and any one other of the subjects listed under Nos. 1-19 in the Bulletin. Such candidates should consult the Executive Officer of the Department of Economics as early as possible.

Candidates in other departments offering a minor in economic history aat the oral examination will be required to show either (a) a knowledge of the economic history of two major regions, or (b) a knowledge of the economic history of one major region and of the field or fields of economics particularly relevant to the subject of the proposed Dissertation.

A few private studies are available in Butler Library for students who are writing their Dissertations in residence; application should be made to the Academic Assistant.

The doctoral candidate may find it advisable to start on a first draft of his Dissertation well before the oral examination, perhaps in one of the research courses. During the writing of his Dissertation, the candidate should not fail to keep in lose touch with his sponsor. Much time will be saved, more assistance will be obtained, and more of the intellectual stimulus that should develop from the writing of a Dissertation will be felt if the candidate remains on or close to the Columbia campus. The candidate is particularly warned against writing a Dissertation in absentia, out of touch with his sponsor, and usually in the unfounded expectation that what he considers his finished draft, suddenly deposited on the desk of the sponsor, will lead speedily to a defense examination and the award of a degree.

If the candidate leaves the campus and makes no progress on his Dissertation, he should in December of each year send an explanatory statement to his sponsor; or, alternatively, notify his sponsor that he has abandoned the project. If the candidate does not apply for an examination in defense of his Dissertation within five years from the time he passed his oral examinations, he will be regarded as having abandoned his Dissertation topic, unless he requests in writing an extension of time and receives written approval of such an extension from his sponsor and the Executive Officer.

The candidate will not be recommended by the Executive Officer for an examination in defense of the Dissertation until the candidate’s sponsor has notified the Academic Assistant that the Dissertation is in acceptable form for final typing.

 

GRADUATE ECONOMICS SOCIETY

Graduate students will enhance their efficiency in learning and their professional interests by frequent discussion among themselves. For this purpose, the Graduate Economics Society, which meets regularly in Fayerweather Lounge, will be found useful. The officers for 1957-1958 are as follows:

President:  Edwin Dean, 419 West 115thStreet, Apt. 52, New York 25.

Vice President: Paul Graeser, 517 Furnald Hall

Secretary-Treasurer: Louise Freeman, 45 East 80thStreet, New York 21.

Telephone: LEhigh 5-6375.

 

SourceThe Graduate Student’s Guide. Columbia University, Bulletin of Information. Series 57, Number 39 (September 28, 1957), pp. 114-119.

Image Source:  Butler Library, 1939. Columbia’s Rare Book & Manuscript Library blog. April 19, 2018.

Categories
Exam Questions M.I.T.

M.I.T. General exams in money and banking, 1952 and 1956

 

 

In this post we find transcriptions of three exams from the M.I.T. economics department for 1952 and 1956. The date of the second of the three is somewhat uncertain, with only a handwritten note “Spring 1956 (?)” at the top indicating the likely date. Since the question involving changes in bank balance sheets is identical with that in the September 1956 exam, it seems plausible that the dates of the second and third exams were close.

_____________________

GENERAL EXAMINATION IN MONEY AND BANKING

Monday, May 12, 1952
9:00-12:00 m.

  1. “We have arrived at a fairly deflation proof monetary framework.” What does this statement mean?
  2. Explain the gold standard as it functioned prior to World War I and discuss this standard as a practical policy for our times.
  3. Explain briefly the credit control instruments available to the federal reserve authorities and indicate how their control may be modified by political and other institutional conditions.
  4. “There must be some quantity of cash assets which would just suit each household and business firm in the economic system.” What determines this quantity? What happens when the actual cost [sic, should read “cash”] held does not match this quantity?
  5. Explain the proposal for 100 per cent money. What is the purpose of the plan and its shortcomings?
  6. Write a short exposition of what you consider to be the proper goal of monetary policy.

_____________________

General Examination in Money
[handwritten note:  “Spring 1956(?)”]

Total Time:  3 hours.

I

60 minutes

Compare the essential features, similarities and differences in so far as they relate to the setting of Central Banking policy of

(1) The Bank of England, as set up under the Bank Act of 1844;
(2) the National Banking system prior to the Federal Reserve Act;
(3) the Federal Reserve system as initially enacted, and
(4) The Federal Reserve system as amended in its present form.

Show how the essential changes in the structure of the Central Bank reflected the development of and changes in the underlying theories of Central Bank policy and of the role of money in the economy.

II

30 minutes. Answer both questions.

  1. Define what is meant by the “expansion coefficient” of the banking system. Using your definition, estimate this coefficient for the U.S. banking system. Note: In defining your coefficient, you will also have to define what you mean by “banking system”.
  2. Suppose that over a given period, the following changes are noted:
Increase in Federal Reserve Credit 1000
Decrease in Float 50
Increase in Money in Circulation 200
Increase in Commercial Bank Capital 150
Decrease in Treasury Currency outstanding 100
Increase in Currency holdings of Commercial Banks 80

What is the resulting change in member bank reserves? Assuming commercial banks to be loaned up, with a reserve ratio of 20%, what is the resulting change in money supply held by the public? Show how each of the itemized changes enters into the picture.

III

30 minutes. Write briefly on two out of the following three questions.

  1. Consider the main issues involved in U.S. experience with legislation against concentration in the field of commercial banking.
  2. Consider the main issues involved in bank examinations.
  3. What are the main fields of Federal credit policy now conducted outside the Federal Reserve system? Should they be placed under the Federal Reserve? Why or why not?

IV

30 minutes. Write on one of the following two questions.

  1. Forgetting about the politics of debt management, consider some of the essential problems of a theory of debt management, conceived as part of a broader framework of liquidity and monetary theory.
  2. Much has been said and written in recent years about the “rebirth” of monetary policy. Discuss and appraise the factors behind this development, allowing for both theoretical and policy aspects.

V

30 minutes. Write on one of the following two questions.

  1. “Looking back over the development of monetary theory, the three outstanding landmarks are Wicksell’s concept of the natural rate, Fisher’s treatment of velocity and Keynes’ concept of liquidity preference. All three are necessary parts of a complete system of monetary theory and need be considered if one wishes to understand the role of money in the economy.” Explain and discuss. Do you agree with the statement?
  2. Discuss the issues involved in the controversy between the “liquidity preference” and the “loanable funds” approach to interest theory. Do you think that the two can be reconciled? If so, how?

_____________________

GENERAL EXAMINATION IN MONEY AND BANKING

September 12, 1956

Answer any five questions.

  1. Describe and contrast the “Cambridge cash balance” approach to the “quantity theory of money” with that of Fisher. What have been the historical trends of economists’ views toward the quantity theory? Interpret and evaluate the cause behind these trends, giving the present status of that theory.
  2. Evaluate the current weapons of American monetary policy in terms of their importance and effectiveness. Illustrate by concrete experiences.
  3. “Debt management is part of fiscal policy and also of monetary policy. It involves the interrelations of asset theory with income flow theory, and can only be understood in terms of various theories of liquidity and loanable bonds.” Comment on this theme.
  4. What have been the important evolutionary changes in the American banking system and related financial institutions? Contrast with the U.K. or other countries.
  5. Synthesize the “pure-theory” aspects of capital and interest with the “monetary, effective demand, uncertainty” aspects of the problems. Resolve controversies where you can.
  6. Suppose that over a given period, the following changes are noted:
Increase in Federal Reserve Credit 1000
Decrease in Float 50
Increase in Money in Circulation 200
Increase in Commercial Bank Capital 150
Decrease in Treasury Currency outstanding 100
Increase in Currency holdings of Commercial Banks 80

What is the resulting change in member bank reserves? Assuming commercial banks to be loaned up, with a reserve ratio of 20%, what is the resulting change in money supply held by the public? Show how each of the itemized changes enters into the picture.

  1. Write a half hour essay on the interrelations of fiscal and monetary policies.

 

Source:  Duke University. David M. Rubenstein Rare Book and Manuscript Library. Economists’ Papers Archive. Paul Samuelson Papers, Box 33, Folder “Teaching Exams 1952, 1956”.

Image Source: M.I.T. Technology Review, March 1914.

Categories
Exam Questions Harvard Undergraduate

Harvard. Undergraduate general examination in economics, 1953

 

In a recent series of posts Economics in the Rear-view Mirror has provided transcriptions of undergraduate comprehensive examinations in economic for Harvard (1931), Wesleyan (1931), Princeton (1929 and 1932), and Swarthmore (1931).  The general examination for Harvard (1939) was posted even earlier.

Found in John Kenneth Galbraith’s papers with his Harvard tutorial materials is the following A.B. general examination from April 29, 1953. Students had to answer five questions, having considerable room for maneuver among and within fields.

____________________

DEPARTMENT OF ECONOMICS
GENERAL EXAMINATION

(Three hours)

Please note on the front cover of your bluebook the number of each question upon which you write, in the order followed in your book, and HONORS or NON-HONORS.

PART I
(One hour)
Economic Analysis

HONORS candidates answer ONE question taken from questions 1-4.

  1. “Depressions are caused by the exhaustion of investment opportunities and the rigidity of saving.” Discuss.
  2. “Keynes’ theory may have undermined the neo-classical theory of the price level but it has left intact the neo-classical theory of relative prices.” Discuss.
  3. “The basic criteria of anti-trust policy with respect to product markets are the same whatever the competitive structure of labor markets may be.” Discuss.
  4. “Despite all the changes that have taken place in economic theory the profit motive continues to occupy the central role which it had in Ricardo’s theory.” Discuss the role of profit in (a) Ricardo, (b) neo-classical theory, (c) Schumpeter’s theory.

NON-HONORS candidates answer ONE question taken from questions 5-8.

  1. “Future historians may well write the epitaph of our civilization as follows:

From freedom and science came rapid growth and change.
From rapid growth and change came economic instability.
From instability came demands which ended growth and change.
Ending growth and change ended science and freedom.”

Discuss this alleged conflict between economic growth and measures to secure economic stability. In your answer refer to the views of some of the great economists for examples, Schumpeter and Keynes, on this problem.

  1. In explaining business cycles most economists place crucial emphasis on fluctuations in investment or capital goods.
    Discuss the determinants of investment and the manner by which these factors operate upon investment to produce fluctuations in National Income.
  2. The basic economic questions any society must somehow answer are: (1) What consumer and capital commodities shall be produced and in what quantities? (2) How shall the goods be produced, i.e., by whom and with what resources? (3) For whom are goods to be produced, i.e., how is the national product to be distributed among individuals? Outline the way in which these questions are answered in a perfectly competitive, free enterprise economy.
  3. In addition to wages, interest, and rent, economists often talk about a fourth category of income: profit. What do economists mean by this return? What are the causes of profit and its function in a capitalist system?

PART II
(Two hours)

All students are required to choose TWO of the four fields in Part II of this examination and to answer TWO questions in each selected field. Thus a total of four questions are to be answered in Part II with an allowance of a half hour per question.

A. Economic History

  1. “The very increases in the possibilities of unrestrained competition of the past seventy-five years, through developments in transport, technology, the size and organization of firms, etc.—may in themselves partly explain some of the restraints on price competition that have appeared in this century.” Discuss both the developments and their alleged effects.
  2. “In the past 150 years the United States economy has radically altered its relationship to the world economy and at intervals has been a seriously disturbing factor.” Discuss, including references to periods in the 19th as well as the 20th.century.
  3. “In spite of the waste, apparent exploitation, and graft, the railroads more than paid for themselves in terms of American economic growth.” Discuss.
  4. Why did Hamilton favor a central banking system? What was the subsequent history in the 19th century of the issue that he poses? How satisfactory, in terms of the needs of an expanding economy, were the alternatives to a centralized banking system that existed prior to 1912.

B. Money and Finance

  1. What are the relations between a country’s balance of payments and its internal monetary and fiscal policies?
  2. From a fiscal policy standpoint, what do you consider would be the best budgetary policy for the federal government to adopt in order to combat a growing deflationary trend?
    Indicate the relative advantages and disadvantages involved in the policy you propose.
    Indicate practical as well as theoretical considerations.
  3. “Classical economists tended to view the amount of taxes paid by the private sector of the economy as measuring the amount of ‘burden’ which the government imposed on the private sector.” Do you agree with this view? If you do, what is the justification for your position? If you do not, what are some possible alternative ways of measuring the “burden” of the government on the economy, and for what purposes can they be used?
  4. “Older business cycle theories emphasized fluctuation in prices while modern ones emphasize fluctuations in income.” What is the theoretical and empirical justification for this change in emphasis?
  5. What role did the Federal Reserve System play in financing the Second World War?
    Discuss the impact of this experience upon money and banking in the United States.

C. Market Organization

  1. The spread between prices paid farmers for products used as food and prices paid for these foods at retail was 55% of the consumer’s dollar spent for food in 1910-14. It was 54% in 1952. Account for the failure of this spread to increase in spite of the great increase in processing, services, and transportation sold with the food.
  2. Although price discrimination generally is regarded as being contrary to the public interest, it is expressly sanctioned in railroad rate-setting under another name: the “value-of-service” principle. What cost and market characteristic of railroads might lead you to justify the use of discriminatory pricing in their case?
  3. Bituminous coal is a “sick” industry. What are the causes of this “sickness”? What attempts have been made to impose “healthier” conditions on the industry?
  4. Various techniques are used by oligopolistic industries in attaining stable and desirable price and production conditions. Explain at least three (3) of these techniques and discuss the possible reasons for using any one over another.

D. Labor Economics

  1. What role did the courts play in labor-management relations in the latter part of the nineteenth century? How far was this situation changed subsequent to 1930?
  2. What is collective bargaining? Is it a process of communication and education leading to agreement based upon mutually accepted and recognized goals and standards, or is it a temporary truce based upon balance of power with conflicting basic objectives?
  3. Has organized labor “distorted” the wage structure and wage level of the country at the expense of the unorganized or the weakly organized and at the expense of the recipients of other functional shares?
  4. How would you handle the problem of national emergency disputes?

April 29, 1953.

 

Source:  John F. Kennedy Presidential Library. John Kenneth Galbraith Personal Papers, Harvard University File, 1949-1965, Box 528, Folder “Tutorial 9/15/51-9/57”.

Image Source:  Harvard Album 1946.

 

Categories
Exam Questions Harvard Suggested Reading Syllabus

Harvard. Graduate economic analysis and public policy. Hansen and Slichter, 1946-47

 

While the paired Harvard graduate economic courses Economics 106a and 106b shared a common title “Economic Analysis and Public Policy”, it appears as though Alvin Hansen taught a course in macroeconomic analysis and his colleague Sumner Slichter taught a topics in public policy course (parallel play). Hansen’s course attracted 59 students while Slichter’s course had 25 enrolled students, so the two courses were hardly connected at the hip. For the first term course (Hansen) we have a detailed outline, reading list and exam questions, I could only find a rough outline (more of a course description), a very incomplete set of reading assignments, and the final exam for the second term course (Slichter).

________________

Course Enrollment
Fall term

[Economics] 106a. (fall term) Professor Hansen.—Economic Analysis and Public Policy

Total 59:  22 Graduates, 25 Public Administration, 3 Radcliffe, 9 Others.

Source:  Harvard University. Report of the President of Harvard College for 1946-1947, p. 70.

________________

ECONOMICS 106a
ECONOMIC ANALYSIS AND PUBLIC POLICY

1946-1947

General Outline of Course

  1. Concepts and Statistical Measures of Aggregate Income and Its Component Parts:

    1. Gross National Product.
    2. Net National Product.
    3. National Income.
    4. Income Payments.
    5. Factor Costs.
    6. Component Parts of National Income.
  2. Over-all Determinants of National Income:

    1. Consumption and Savings Functions: Investment and its Determinants; Acceleration and Multiplier Principles; Consumption and Income Distribution.
    2. The Interest Rate and the National Income.
      1. Classical vs. Monetary Interest Rate Theories: Loanable Fund Theory vs. Liquidity Preference.
      2. The Role of the Interest Rate: In Investment, Consumption, Income Distribution, etc.
      3. The Interest Rate and Economic Stability; The Case for
        1. Fluctuating Rates;
        2. Stable Rate;
        3. Declining Rate.
      4. The Interest Rate and Income Velocity of Money.
      5. The Role of Central Bank Credit in Income Formation.
    3. Costs and Profits.
      1. Wage Policy: Wages as Costs, and Wages as Purchasing Power; Wage Rates and Degrees of Utilization of Plant Capacity; Wages and Value of Output at Different Employment Levels.
      2. Price Policy: Profits and the Over-all Economy; Profits and Monopoly; Profits and Income Distribution; Profits and the Inducement to Invest; Profits and the Savings Function.
    4. The Role of the Government in Income Formation.
      1. Monetary Policy: Neutral vs. Positive Program.
      2. Tax Policy.
      3. Borrowing; Public Debt.
      4. Expenditure Policy; Standard Services; Developmental Outlays; Compensatory Spending.
  3. Income, Output, and Prices:

    1. Income Flows and the General Level of Prices.
    2. Income Elasticity and Price Elasticity in Different Industries.
    3. The Effect of Over-all Shifts in Income on Demand in Different Industries; Demand Schedules; Indifference Maps.
    4. The Effect of Over-all Shifts in Income on Supply.
      1. The Economics of the Firm: Marginal, Average, and Total Unit Cost Curves.
      2. The Economics of an Industry: Differential Cost; Increasing, Decreasing, and Constant Cost.
    1. Monopoly and Monopolistic Competition: Marginal Revenue and Marginal Cost; Monopoly and Efficiency; Administrative Prices.
    2. Income Flows, Distributive Shares, and Income Distribution.
    3. Full Employment and the Problems of Wage Inflation.
    4. Planning vs. Automatic Adjustments in a Free Market.

 

Economic 106b: Public Policy Decisions: Analysis of the Effect of Public Policy Decisions Upon the Over-all Economy, Upon Various Producing Groups, and Upon Other Sectors of the Population.

Source:  Harvard University Archives. Syllabi, course outlines and reading lists in economics. 1895-2003.(HUC 8522.2.1) Box 4, Folder “Economics, 1946-1947 (2 of 2)”.

________________

ECONOMICS 106[a]
READING ASSIGNMENT

  1. Concepts and Statistical Measures of Aggregate Income and Its Component Parts:

    1. Required Reading:
      1. Hicks and Hart—The Social Framework of the American Economy, chapters 13-17.
      2. Livingston, S. Morris—Markets After the War, Bureau of Foreign and Domestic Commerce.
      3. Hansen, Alvin H.—Economic Policy and Full Employment, Chapters III-IV, (McGraw-Hill, 1946).
      4. Hansen and Perloff—State and Local Finance in the National Economy, (Norton, 1944), pp. 223-227.
      5. Basic Facts on Employment and Production, U.S. Senate Committee on Money and Banking, Print No. 4, 79th Congress, First Session.
      6. Survey of Current Business:
        1. May, 1942; pp. 9-13 (Gross National Product, 1929-1941).
        2. February, 1946; pp. 1-32 (The Economy of War and Transition).
      7. British White Paper on War Finance, British Government White Paper (Cmd. 6520) presented to Parliament on April 1944 (Reprinted in Federal Reserve Bulletin, July 1944, pp. 655-669).
      8. Federal Reserve Bulletin, August 1946 (Current Price Developments), pp. 833-843.
    2. Suggestions for Additional Reading:
      1. Clark Colin—The Conditions of Economic Progress, 1940.
      2. Kuznets, Simon—National Income and its Composition, 1919-1938, 1941.
      3. Martin, Robert F.—National Income in the U.S., 1799-1938, National Industrial Conference Board, 1939.
      4. The National Income of Principal Foreign Countries. The Conference Board Economic Record, August 3, 1939, Volume I, No. 4.
      5. Bowley, A. D.—Studies in the National Income, 1924-1938, 1942.
      6. Lindahl, Dahlgren, and Koch—National Income of Sweden, 1861-1930, 1937.
      7. Articles:
        1. Stone, Richard—“National Income in the United Kingdom and the United States”, Review of Economic Studies, Winter 1942-43, Volume X, No. 1.
        2. Kalecki, M.—“The White Paper on the National Income and Expenditure in the Years 1938-43”, Oxford Institute of Statistics Bulletin, July 1, 1944, Volume 6, No. 9.
        3. Dacey, W.M.—“The 1944 White Paper on National Income and Expenditure”, Economic Journal, June-September, 1944.
        4. Gilbert and Jaszi—“The 1945 White Paper on National Income and Expenditure”, Economic Journal, December 1945.
  2. Over-all Determinants of the National Income:

    1. Required Reading:
      1. Keynes, J.M.—General Theory of Employment, Interest and Money, (1936), Chapter 3, pp. 96-106; Chapters 9, 10, 13, 15, 18, 24.
      2. Meade and Hitch—Economic Analysis and Policy, (1938) Part I, Chapters 1-2; 5-9.
      3. Lerner, A. P.—The Economics of Control, (1944), Chapters 22, 23, 24.
      4. Robertson, D. H.—Essays in Monetary Theory, (1940), Chapter 1.
      5. British Government White Paper on Employment Policy, (Reprinted by MacMillan Co. as pamphlet entitled “Employment Policy”), 1944.
      6. Slichter, S. H.—“The Conditions of Expansion”, American Economic Review, March 1942.
      7. Hansen, Alvin H.—Fiscal Policy and Business Cycles, (Norton, 1941), Part III, Chapters 11-15.
    2. Suggestions for Additional Reading
      1. Beveridge, Sir William—Full Employment in a Free Society, (1944).
      2. Haberler, G.—Prosperity and Depression, (1941), Chapters 8, 13.
      3. Cassel, Gustav—On Quantitative Thinking in Economics, (1935), Chapter 4.
      4. Robinson, Joan—Introduction to the Theory of Employment.
      5. Hicks, J. R.—Value and Capital, (1938), Chapters 20, 21, 22.
      6. Hansen and Perloff—State and Local Finance in the National Economy, (1944), Chapters 9, 11.
      7. Hansen, Alvin H.:
        1. Full Recovery or Stagnation, (Norton, 1938), Chapters 1, 2, and Appendix.
        2. Economic Policy and Full Employment, (McGraw-Hill, 1946).
      8. Harris, S. E. (Editor):
        1. Economic Reconstruction, (McGraw-Hill, 1945), Chapters 10-16.
        2. Postwar Economic Problems, (McGraw-Hill, 1943).
      9. Jobs and Markets, de Chazeau, Hart, and Others, Committee on Economic Development, (McGraw-Hill, 1946).
      10. Financing American Prosperity; A Symposium of Economists, Twentieth Century Fund, 1945.
  3. Income, Output and Prices; Economics of the Firm; Economics of an Industry; Monopoly and Monopolistic Competition, etc.

    1. Required Reading:
      1. Meade and Hitch—Economic Analysis and Policy, Part II, Competition and Monopoly, Chapters 1-8; Part III, The Distribution of Income, Chapters 1-5; Part IV, The Supply of the Primary Factors of Production, Chapters 1-4; Appendix on Graphs, pp. 411-424; Charts I, II (end of book).
      2. Boulding, K. E.—Economic Analysis, pp. 421-470; 485-509; 596-634; 658-663; (1941).
      3. Chamberlin, E. H.—The Theory of Monopolistic Competition, 1942, Chapters 4, 5, 8.
      4. Hicks, J.R.—Value and Capital, Chapters 1, 2, 3.
      5. Wicksell, K.—Lectures, Volume I, Part III.
    2. Suggestions for Additional Reading:
      1. Stigler—The Theory of Competitive Price.
      2. Robinson, E.A.G.—Monopoly, (Cambridge Series), Chapters 1-3; 6; 8-9;12.
      3. Burns, Arthur—Decline of Competition.
      4. Walker, E.R.—From Economic Theory to Policy, (University of Chicago Press), Chapters 1, 3, 4, 10, 12.
      5. Purdy, Lindahl, and Carter—Market Organization and Price Policy, Prentice-Hall.
      6. Hitch and Hall—Oxford Economics Papers, Volume I, Business Pricing Policy.

Source:  Harvard University Archives. Syllabi, course outlines and reading lists in economics. 1895-2003.(HUC 8522.2.1) Box 4, Folder “Economics, 1946-1947 (2 of 2)”.

________________

1946-47
HARVARD UNIVERSITY
ECONOMICS 106a

Final. January, 1947

(Write on any THREE questions)

    1. Explain what is meant by Gross National Product including in your discussion the following:
      1. Distinguish and compare Gross National Product, Net National Product, National Income, Income Payments, Disposable Income.
      2. Outline and discuss the component parts of the Gross National Product from two viewpoints: (a) Income-generation or outlays; (b) Disposal of income.
    2. State the savings-investment problem and show clearly the role of the consumption function (propensity to consume schedule) with respect to this problem. With respect to savings and investment discuss the ideas of Robertson and Keynes.
    3. Give an explanation of cost curves (marginal, variable and total unit costs) and show how this type of cost analysis throws light on the problem of inflation under conditions of full employment.
    4. Write an essay (about one hour) on any one (or two if you prefer) of the following:
      1. Keynes: General Theory of Employment, Interest and Money.
      2. Beveridge: Full Employment in a Free Society.
      3. Lerner: Economics of Control.
      4. Chamberlin: The Theory of Monopolistic Competition.
      5. Hansen: Fiscal Policy and Business Cycles, or Economic Policy and Full Employment.

Source:  Harvard University Archives. Final Examinations, 1853-2001.Box 13, Papers Printed for Final Examinations. History, History of Religions, … , Economics, … , Military Science, Naval Science. January, 1947.

________________

Course Enrollment
Spring term

[Economics] 106b. (spring term) Professor Slichter.—Economic Analysis and Public Policy

Total 25:  10 Graduates, 11 Public Administration, 1 Radcliffe, 3 Others.

Source:  Harvard University. Report of the President of Harvard College for 1946-1947, p. 70.

________________

READING ASSIGNMENT FOR ECONOMICS 106b
February 18, 1947

Pigou—Economics of Welfare

(Second Edition) Part III

Ch. XIV, pp. 520-542
Ch. XVI, pp. 553-566
Ch. XVIII, pp. 572-578

(Third Edition) Part III

Ch. XIV, pp. 548-571
Ch. XVII, pp. 592-604
Ch. XIX, pp. 611-617

(please post on bulletin board)

Source:  Harvard University Archives. Syllabi, course outlines and reading lists in economics. 1895-2003.(HUC 8522.2.1) Box 4, Folder “Economics, 1946-1947 (2 of 2)”.

________________

March 19, 1947

Please put on reserve for Economics 106

Review of Economic Statistics, May 1938
American Economic Review Proceedings, May 1945
American Economic Review, September 1940
American Economic Review, December 1946

Sumner H. Slichter

Source:  Harvard University Archives. Syllabi, course outlines and reading lists in economics. 1895-2003.(HUC 8522.2.1) Box 4, Folder “Economics, 1946-1947 (2 of 2)”.

________________

[Final] May 19, 1947
Economics 106[b]
Economic Analysis and Public Policy

(Three Hours)

I

(a) Discuss the effect of increase in employment upon the size of the workforce.

(b) So long as there are substantial amounts of additional resources, increases in expenditures may be counted upon primarily to produce increases in employment rather than increases in prices. Discuss the validity of this statement.

II

“A wage structure based upon ability to pay would prevent the best distribution of men and resources among enterprises and would thus limit the output of industry.” Do you agree? Explain.

III

History shows that the price level has been subject to great fluctuations. The cost of living, for example, has risen 50 percent since 1940. Wholesale prices have risen even farther. Within several years after the First World War there was a substantial drop in the price level. In view of the history of prices, do you regard original cost as a fair guide for determining the rate base for public utilities?

IV

“A progressive income tax tends to reduce the attractiveness of risky ventures to investors more than the attractiveness of less risky ventures.” Do you agree? Can this effect be prevented? How? If two ventures offer an even chance of a return above 5 percent and below 5 percent, how would you determine which is the more risky?

V

It is asserted that import duties fall in part upon the foreigners who consume the goods exported by the country levying the duty. Analyze this proposition and point out its limitations.

 

Source:  Harvard University Archives. Final Examinations, 1853-2001. Box 13, Folder “Final examinations, May 1947 ( 3 of 9)”.

Image Source:  Hansen and Slichter from Harvard Class Album, 1947.

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Economics Graduate Programs Ranked in 1925

 

Filed away in the archived records of the University of Chicago’s Office of the President is a copy of a report from January 1925 from Miami University (Ohio) that was based on a survey of college and university professors to obtain a rank ordering of graduate programs in different fields. The following ordering for economics graduate programs 1924-25 is based on two dozen responses. I have added institutional affiliations from the AEA membership list of the time and a few internet searches. The study was designed to have a rough balance between college and university professors and a broad geographic representation. What the study lacks in sophistication will amuse you in its presumption.

_____________________

This rating was prepared in the following way: The members of the Miami University faculty representing twenty fields of instruction were called together and a list of the universities which conceivably might be doing high grade work leading to a doctor’s degree in one or more subjects was prepared on their advice. Each professor was then requested to submit a list of from forty to sixty men who were teaching his subject in colleges and universities in this country, at least half of the names on the list to be those of professors in colleges rather than in universities. It was further agreed that the list should be fairly well distributed geographically over the United States. [p. 3]

 

ECONOMICS

Ratings submitted by: John H. Ashworth [Maine] , Lloyd V. Ballard [Beloit], Gilbert H. Barnes [Ohio Wesleyan], Clarence E. Bonnett [Tulane], John E. Brindley [Iowa State], E. J. Brown [Arizona], J. W. Crook [Amherst], Ira B. Cross [California], Edmund E. Day [Michigan], Herbert Feis [Cincinnati], Frank A. Fetter [Princeton], Eugene Gredier, Lewis H. Haney [N.Y.U.], Wilbur O. Hedrick [Michigan State], Floyd N. House [Chicago], Walter E. Lagerquist [Northwestern], W. E. Leonard, L. C. Marshall [Chicago], W. C. Mitchell [Columbia], C. T. Murchison [North Carolina], Tipton A. Snavely [Virginia], E. T. Towne [North Dakota], J. H. Underwood [Montana], M. S. Wildman [Stanford].

 

Combined Ratings:  (24)

1 2 3 4-5
Harvard 20 4 0 0
Columbia 11 9 2 1
Chicago 9 7 3 2
Wisconsin 8 7 4 2
Yale 3 3 9 3
Johns Hopkins 2 4 8 3
Michigan 0 6 4 5
Pennsylvania 0 3 6 8
Illinois 0 5 4 4
Cornell 0 2 7 5
Princeton 2 1 4 4
California 0 3 4 5
Minnesota 0 2 4 6
Northwestern 0 2 3 6
Stanford 0 1 4 6
Ohio State 0 1 2 8
Toronto 0 2 2 3

Staffs:

HARVARD: F.W. Taussig, E.F. Gay, T.N. Carver, W.Z. Ripley, C.J. Bullock, A.A. Young, W.M. Persons, A.P. Usher, A.S. Dewing, W.J. Cunningham, T.H. Sanders, W.M. Cole, A.E. Monroe, H.H. Burbank, A.H. Cole, J. H. Williams, W.L. Crum, R.S. Meriam.

COLUMBIA: R.E. Chaddock, F.H. Giddings, S.M. Lindsay, W.C. Mitchell, H.L. Moore, W. Fogburn, H.R. Seager, E.R.A. Seligman, V.G. Sinkhovitch, E.E. Agger, Emilie J. Hutchinson, A.A. Tenney, R.G. Tugwell, W.E. Weld.

CHICAGO: L.C. Marshall, C.W. Wright, J.A. Field, H.A. Millis, J.M. Clark, Jacob Viner, L. W. Mints, W.H. Spencer, N.W. Barnes, C.C. Colby, P.H. Douglas, J.O. McKinsey, E.A. Duddy, A.C. Hodge, L.C. Sorrell.

WISCONSIN: Commons, Elwell, Ely Garner, Gilman, Hibbard, Kiekhofer, Macklin, Scott, Kolb, McMurry, McNall, Gleaser, Jamison, Jerome, Miller, S. Perlman.

YALE: Olive Day, F.R. Fairchild, R.B. Westerfield, T.S. Adams, A.L. Bishop, W.M. Daniels, Irving Fisher, E.S. Furniss, A.H. Armbruster, N.S. Buck.

JOHNS HOPKINS: W.W. Willoughby, Goodnow, W.F. Willoughby, Thach, Latane.

MICHIGAN: Rodkey, Van Sickle, Peterson, Goodrich, Sharfman, Griffin, May, Taylor, Dickinson, Paton, Caverly, Wolaver.

PENNSYLVANIA: E.R. Johnson, E.S. Mead, S.S. Heubner, T. Conway, H.W. Hess, E.M. Patterson, G.G. Huebner, H.T. Collings, R. Riegel, C.K. Knight, W.P. Raine, F. Parker, R.T. Bye, W.C. Schluter, J.H. Willits, A.H. Williams, R.S. Morris, C.P. White, F.E. Williams, H.J. Loman, C.A. Kulp, S.H. Patterson, E.L. McKenna, W.W. Hewett, F.G. Tryon, H.S. Person, L.W. Hall.

ILLINOIS: Bogart, Robinson, Thompson, Weston, Litman, Watkins, Hunter, Wright, Norton.

CORNELL: W.F. Willcox, H.J. Davenport, D. English, H.L. Reed, S.H. Slichter, M.A. Copeland, S. Kendrick.

PRINCETON: F.A. Fetter, E.W. Kemmerer, G.B. McClellan, D.A. McCabe, F.H. Dixon, S.E. Howard, F.D. Graham.

CALIFORNIA: I.B. Cross, S. Daggett, H.R. Hatfield, J.B. Peixotte, C.C. Plehm, L.W. Stebbins, S. Blum, A.H. Mowbray, N.J. Silberling, C.C. Staehling, P.F. Cadman, F. Fluegel, B.N. Grimes, P.S. Taylor, Helen Jeter, E.T. Grether.

MINNESOTA: G.W. Dorwie, J.D. Black, R.G. Blakey, F.B. Garver, N.S.B. Gras, J.S. Young, A.H. Hansen, B.D. Mudgett, J.E. Cummings, E.A. Heilman, H.B Price, J.J. Reighard, J.W. Stehman, H. Working, C.L. Rotzell, W.R. Myers.

NORTHWESTERN: Deibler, Heilman, Secrist, Bailey, Pooley, Eliot, Ray Curtis, Bell, Hohman, Fagg.

STANFORD: M.S. Wildman, W.S. Beach, E. Jones, H.L. Lutz, A.C. Whitaker, J.G. Davis, A.E. Taylor, J.B. Canning.

OHIO STATE: M.B. Hammond, H.G. Hayes, A.B. Wolf, H.F. Waldradt, C.O. Ruggles, W.C. Weidler, J.A. Fisher, H.E. Hoagland, H.H. Maynard, C.A. Dice, M.E. Pike, J.A. Fitzgerald, F.E. Held, M.N. Nelson, R.C. Davis, C.W. Reeder, T.N. Beckman.

Compiled with the assistance of J.B. Dennison, associate professor of economics.

 

Source:  Raymond Mollyneaux Hughes, A Study of the Graduate Schools of America. Oxford, OH: Miami University (January 1925), pp. 14-15.  Copy from University of Chicago. Office of the President. Harper, Judson and Burton Administrations. Records, Box 47, Folder #5 “Study of the Graduate Schools of America”, Special Collections Research Center, University of Chicago.

 

Image Source: Four prize winners in annual beauty show, Washington Bathing Beach, Washington, D.C. from the U. S. Library of Congress. Prints & Photographs. http://hdl.loc.gov/loc.pnp/cph.3b43364

 

Categories
Curriculum Undergraduate Washington University

Washington University. Undergraduate economics curriculum, 1897-98

 

In most U.S. colleges and university at the turn of the 20th century, an economics department was basically a one-man band. The courses at Washington University for the academic year 1897-98 were taught by the University of Chicago Ph.D. alumnus (1897), Henry Rand Hatfield.

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Washington University
Announcement of Courses in
Economics
1897-1898

Department of Economics.
Henry Rand Hatfield, Ph.D., Instructor.

 

Course 1, to be followed by 2a, or 2b, is required of all taking work in the department, except of those taking Course 3, which is given independently and requires no other economic study.

The courses offered in Economics are as follows:

FIRST TERM.

COURSE 1. Elementary Economics.

A course for beginners, using Mill’s Principles of Political Economy (Laughlin’s edition) as text book. An attempt will be made to train the student in accurate economic reasoning and to show the vital connection between economic theory and the practical questions of the day. This course must be followed by either 2a or 2b.

COURSE 3. Economic History since 1763.

A course of lectures with collateral reading and reports, treating of the economic effects of the great inventions, of the American and French revolutions, of the free-trade movement in England, of the gold discoveries, of the civil war, of the crises of 1873 and 1893, etc.
No previous economic study is required for this course. Course 1 may, with advantage, be taken simultaneously.

COURSE 4. Financial History of the United States.

Lectures with collateral reading. The course will cover such topics as the management of the national debt, the use of customs duties as a revenue measure, the first and second United States Bank, the financial policy of the war of 1812 and of the civil war, the independent treasury, etc. An attempt will be made to trace the relation between the financial policy and the politics of the time, and, especially, to treat the financial history so as to throw light on the problems of today.

COURSE 6. Tariff History of the United States.

Lectures with collateral reading and study of Taussig’s Tariff History of the United States.
This course and Course 4 will be given in alternate years.

 

SECOND TERM.

COURSE 2a.  Advanced Economics.

This course continues the training in theory begun in Course 1, using Marshall’s Principles of Economics as the text-book with reading in Cairnes, Taussig, Hadley and Böhm-Bawerk. It should be taken by all who wish to continue the study of Economics.

COURSE 2b.  Descriptive Economics.

A practical course, designed to supplement Course 1, for those who desire only a general acquaintance with the subject. The topics discussed will be money, banking, coöperation, socialism, taxation and transportation.

COURSE 5. Money and Banking.

Discussion of the theory of money, bi-metallism, note issues and the function of bank credits. Short theses will be prepared by the students and discussed in class.

COURSE 7. Social Economics.

An examination of the economic aspects of certain social problems. The questions considered will be those relating to state interference including poor-relief, immigration, the control of monopolies, etc., and certain schemes of economic reform, such as coöperation, profit-sharing, and trades unions.
This course and Course 5 will be given in alternate years.

 

Source:  University of Chicago. Office of the President. Harper, Judson and Burton Administrations. Records, Box 29, Folder #8 “Chicago, University of, professional schools, School of Commerce and Administration, 1896-1924”, Special Collections Research Center, University of Chicago.

Image Source: Found in several family trees at ancestry.com without citation.

 

Categories
Chicago Economists Johns Hopkins

Chicago. The Edward W. Bemis controversy, 1895

 

 

 

This post turns out to include nearly twenty pages worth of artifacts bearing on the so-called Bemis controversy at the University of Chicago in 1895. Edward W. Bemis was a student of Richard T. Ely at Johns Hopkins University where he earned a Ph.D. in 1885 with the thesis “Local Government in Michigan and the Northwest.” Bemis was an early hire for the University Extension division at the University of Chicago, teaching courses in economics and sociology. I originally intended only posting three newspaper articles that presented claims and counterclaims regarding the grounds for his controversial dismissal. This academic affair was framed by the press as one of academic freedom being attacked by money-interests. The closer I looked at the case, the more complicated it seemed. 

Once I gathered most of the artifacts transcribed below, I looked for secondary literature and found Harold E. Bergquist Jr.’s “The Edward W. Bemis Controversy at the University of Chicago” published in the AAUP Bulletin, Vol. 58, No. 4 (Dec., 1972), pp. 384-393. Looking at essentially the same material, Bergquist concluded that Bemis’s views on labor and municipal gas monopolies attracted so much negative attention that Chicago president William R. Harper chose to sacrifice the lone-scholar Bemis in the interests of the university. Compared to other attacks on academic freedom from about the same time at Stanford (Ross) and Wisconsin (Ely), the Bemis incident appears to me to be far-more of an in-house affair where the merit assessments of an individual professor and the institutional powers have significantly diverged.

Following a few biographical items, I present a roughly chronological set of artifacts that reveal the complexity of this one man’s academic fate. For what it is worth, I see the tale to be ultimately one of rejection of a Richard T. Ely transplant into the Chicago host departments. The university department heads of political economy (J. Laurence Laughlin) and sociology (AlbionW.  Small) thought well enough of Bemis for the adult-education and outreach Extension program but didn’t really want him in their own departmental backyards. Bemis’ positions on labor disputes and municipal gas monopolies certainly attracted the displeasure of the actual and potential donors to the University of Chicago, but their displeasure appears much less important than the fact that Bemis had not been particularly successful in generating income for the infant university extension program as originally hoped.

For background a convenient first-stop: Edward W. Bemis, 1860-1930 at the History of Economic Thought Website. Includes a list of major works.

RESEARCH TIP:   The Guide to the University of Chicago Office of the President, Harper, Judson and Burton Administrations Records 1869-1925  includes links to scans of the documents.

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Biographical Notes on Edward W. Bemis
Western Reserve Historical Society

BEMIS, EDWARD W. (7 Apr. 1860-25 Sept. 1930), a college professor, expert on public taxation, and proponent of municipal ownership, was a political ally of TOM L. JOHNSON, serving as superintendent of the Cleveland Water Works from 1901-09. Born in Springfield, Mass., Bemis, son of Daniel W. and Mary W. Tinker Bemis, was educated at Amherst College (A.B., 1880; A.M., 1884) and Johns Hopkins (Ph.D., 1885), studying history and economics. He reportedly taught the first university extension course in America, at Buffalo, N.Y., in 1885, then taught economics at Amherst (1885-86); Vanderbilt (1888-92); the University of Chicago (1892-95), which he had to leave because of his “radical” views; and Kansas State Agricultural College (1897-99). Bemis prolifically wrote about local government, tax policy, municipal ownership of utilities, working conditions, labor strikes, trade unions, socialism, and religion and social problems.

Tom Johnson gave Bemis an opportunity to enact his reforms as head of the municipal waterworks, a department described as “a nest of party hacks.” Bemis replaced the spoils system with the merit system, unleashing protests from both the department and the local Democratic organization. Bemis ran the department in a businesslike manner, installing a record 70,000 meters and reducing rates. The elimination of graft and incompetent workers enabled completion of the water-intake tunnel. Bemis also crusaded for higher tax evaluations on properties owned by utilities and railroads. After 1909, Bemis moved to New York City, where he served in similar capacities and worked as a consultant.

Married on 28 Oct. 1889 to Annie L. Sargent, Bemis had three children: Walter S., Alice L., and Lloyde E. Bemis died in Springfield, MO and was buried in New York City.

Source:  Bemis, Edward W. in Encyclopedia of Cleveland History.

*  *  *  *  *

From the 1911 Encyclopaedia Britannica

BEMIS, EDWARD WEBSTER (1860-[1930]), American economist, was born at Springfield, Massachusetts, on the 7th of April 1860. He was educated at Amherst and Johns Hopkins University. He held the professorship of history and political economy in Vanderbilt University from 1887 to 1892, was associate professor of political economy in the university of Chicago from 1892 to 1895, and assistant statistician to the Illinois bureau of labour statistics, 1896. In 1901 he became superintendent of the Cleveland water works. He wrote much on municipal government, his more important works being some chapters in History of Co-operation in the United States (1888); Municipal Ownership of Gas in the U.S. (1891); Municipal Monopolies (1899).

Source: 1911 Encyclopaedia Britannica Vol. 3, p. 714.

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A handwritten letter from J. Laurence Laughlin to President William R. Harper, August 1893

 

Beaver River Station,
via Herkimer, N.Y.
Aug. 31, 1893

My dear President Harper,

Yours of 29that hand.

The real difficulty in re Bemis, is that (1) he was acquiesced in solely for University Extension work, and I never for a moment thought of him as holding a permanent position in the regular officers of instruction. And (2) at that time also you emphasized the clear line of demarcation between the Extension Dep’ts & the University—proper. Now, nothing has occurred to change these two things. But from a desire for “uniformity” simply, a move is made which, in the judgment of a Head-Professor seriously impairs the morale of his department. It is my duty to enter my protest, both as a matter of policy & principle. (1) I do not believe Bemis is a man of such value to you that he is worth the injuring of a department. Consequently I suggest that he be transferred to another department. Would it not be perfectly easy to put both his courses into Social Science? Bemis really wishes to lecture on Labor etc rather than on Trades Unions etc., & the Labor course might go under Soc. Sci.—if Small does not object. Then, I have no objection to his remaining in charge of the Extension work in Economics; although I do not believe he is competent to treat a difficult economic problem. (2) Is it fair to hold a head-professor responsible for the working of his department if action is taken contrary to his judgment? In this case, I think your are unwittingly doing us harm; and consequently, I must ask to be relieved of settling questions arising from it, or of responsibility for the efficiency of the work. Of course, if it is your policy to take on yourself a large part of the responsibility hitherto laid on the head-professor, and yourself to watch many of the details, that is another matter; no doubt, you can do it far better than I. Only we should clearly understand what you expect me to do. I need not say it would be a great relief to have these matters taken off my mind; then I could occupy myself entirely with my own economic studies.

I am very sorry indeed to trouble you with this matter; but I should be disloyal to you and to the University if I did not point out the dangers inherent in this case. It is no easy matter to keep in harmonious adjustment the work and careers of six or seven men in a new department, as you will be the first to appreciate.

Very sincerely yours,

Laurence Laughlin

 

Source:   University of Chicago. Office of the President. Harper, Judson and Burton Administrations. Records, Box 57, Folder #13 “Laughlin, J. Laurence, 1892-1917”, Special Collections Research Center, University of Chicago.

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Bad news from Harper to Bemis
January 1894

Office of the President

The University of Chicago
Founded by John D. Rockefeller

Chicago January 1894

Copy.

My dear Prof. Bemis:-

I write you this letter because I think I can state what is in my mind more easily in writing than in conversation. You will remember that I was very anxious to have you take hold of the work with us in the University, and you will recall the battle I had with some of our gentlemen in reference to it, a battle fought and won. I counted upon great results from the Extension work, and I hoped that as time passed there would be opportunities for your doing a larger amount of work in the University Proper. As matters now stand the Extension work has been this year largely a failure so far as you are concerned, and instead of the opportunity becoming better on your part for work in the University Proper, the doors seem to be closing. You will perhaps be surprised, but it is necessary for me to say that it does not seem best for us to look forward to your coming more definitely into the work of the University Proper. After a long consideration of the matter, and a study of all circumstances; looking at it too from your point of view and with a view to your interests, I am persuaded that in the long run you can do in another institution because of the peculiar circumstances here, a better and more satisfactory work to yourself than you can do here. I am very sorry to say this, for as I need not assure you, I am personally very much attached both to you and to Mrs. Bemis. You are, however, man of the world enough to know that unless one is in the best environment, he cannot work to the best advantage. You are so well known and your ability so widely recognized that there will surely be no difficulty in securing for you a good position, one in which you will be monarch, and one in which you will be above all things else independent. I wish to say that I will do all I can, and I think I can do much to help you in this matter, and I beg you to understand that I have come to this conclusion after much study and with greatest reluctance. If you will accept this and allow me to help you, I am sure that we can arrange matters in a first rate way. The interests of all I think would be conserved if the new arrangement could be made for the year beginning July 1stor Oct 1st. I shall be very glad to meet you, not to discuss this, for I think it best to call it settled, but to discuss the question of your future work, in which I wish to express the deepest interest. You will, I am confident, distinguish in your mind between the official act which I am compelled to perform, and the personal attitude which I wish now and always to assume toward you. I should be glad to see you at your earliest convenience.

Yours very truly,

Source:   University of Chicago. Office of the President. Harper, Judson and Burton Administrations. Records, Box 11, Folder #4 “Bemis, Edward W., 1892-1895”, Special Collections Research Center, University of Chicago.

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Handwritten letter from Bemis to Harper
July 1994

5835 Drexel St.

July 23-94

My dear President Harper!

Having been informed today on second hand but apparently trustworthy authority that some of the authorities (trustees I assume) of our University are displeased with what they suppose has been my attitude in this great RR strike, I write to correct any possible false reports.

I wrote a letter to Mr. Debs just before the strike urging him, for I knew him slightly, not to have the strike.

Then when all the trades were considering the propriety of a general strike in the city I spent several hours in trying to dissuade the leaders of some of the unions. Later when the officers of many national unions came here to consider the further extension of the strike I feel sure I contributed to strengthening the resolution of Pres’t Gompers & Sec’y Evans of the American Federation of Labor not to participate.

In every way have I tried to calm the troubled waters, while making use of the opportunity to urge upon large employers a conciliatory Christ-like attitude & the recognition of the trusteeship of wealth as suggested in the parable of the ten talents, and endorsed by modern philosophy.

I realize how easily in times of ferment one’s views may be misquoted as were yours last winter & trust you will believe me ever determined to be both scientific and judicial though earnest in treating these great problems & that you will always wait to hear both sides before judging.

Very sincerely yours

[signed]
Edward W. Bemis

 

Source:   University of Chicago. Office of the President. Harper, Judson and Burton Administrations. Records, Box 11, Folder #4 “Bemis, Edward W., 1892-1895”, Special Collections Research Center, University of Chicago.

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From handwritten letter from J. Laurence Laughlin to President William R. Harper, Aug 1894

Newman, N. Y.
Aug. 6, 1894

Dear Pres. Harper,

[…]

This recalls Bemis. I fear the affair in Dr. Barrows’ church has been a last straw to some good friends of the University, like A. A. Sprague. And in antagonizing Pres. Hughitt he is quaking very hard the establishment of a great railway interest in the University. And Bemis is wholly one-sided on this railway question. I have looked into it, but I could do nothing without throwing out all his railway lectures. This was sometime ago. At every turn in Chicago, in July, I heard indignant remarks about Bemis, & I had nothing whatever to do in introducing the subject. I know you have done what seemed best to stop him; and Small has told me regretfully how he somewhat spoiled your arrangement; but in my opinion, the duty to the good name of the University now transcends any soft-heartedness to an individual. I do not now see how we can escape saving ourselves except by letting the public know that he goes because we do not regard him as up to the standards of the University in ability and scientific methods. It would have been better for him to have gone quietly. You probably know he told Small that his hold on the working classes was so strong that the University dare not drop him—or something to that purpose. I believe you will find the Extension men of my opinion—certainly Mr. Butler.

At any rate, I see Bemis is no longer in my department: and I understand that his economic lectures will not be announced next year by the Extension Division. The labor subjects will be covered by Brooks. As regards the money lectures, I have a suggestion. How would it do to tie to us in this way Prof. Kinley, of the University of Illinois? Is it feasible? Could he not be asked to give 6 or 12 lectures on money, appear in our list as an Extension lectures, & yet hold his position at Champaign? His work is of a radically different kind from Bemis’, & yet he was one of Ely’s men. You can also get Miller’s idea of Kinley. I quite like him; & he would, I think, welcome getting closer to us. His book on the “Independent Treasury” is quite good. This is only a suggestion. If it is worthless—then better no lectures at all on money than those Bemis gives.

[…]

Sincerely yours,
Laurence Laughlin

Source:   University of Chicago. Office of the President. Harper, Judson and Burton Administrations. Records, Box 57, Folder #13 “Laughlin, J. Laurence, 1892-1917”, Special Collections Research Center, University of Chicago.

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From “Prof. Bemis’ Secret Out.”
Chicago, Ill., Aug. 17 [1895]
(Special Correspondence to The Voice]

… “President Harper and certain wealthy trustees of the university have at sundry times indicated to Professor Bemis that while his work was not radical nor inappropriate for universities in general, there were inflections of truth which the University of Chicago could utter more gracefully and sincerely than the principles of practical economics. It was not desirable, they intimated, for this institution, with its own particular way of being born and nurtured, to be in close touch either with the labor question or with municipal and monopoly problems.

In the presence of Professor Bemis’ success as a member of the university faculty, and in the absence of any enlightenment as to the cause of his “resignation,” people generally have had the effrontery to imagine that the fact that the president of the big Standard Oil Combine has been a heavy benefactor of the university, has in some way had something to do with the peculiar pedagogical disability hinted at from time to time by President Harper.

But members, attachés of the University of Chicago, are not the only persons who have been unable to appreciate the naïve and reckless manner in which Professor Bemis has neglected to obscure the facts of the new political economy. The manager of the consolidated gas companies of this city refused, a short time ago, to allow to the university the customary reduction in gas rates, because Professor Bemis was a member of the faculty. A prominent officer of the largest gas trust in this country—a trust controlling the gas supply in over 40 cities—said to Professor Bemis not long ago: “Professor Bemis, we can’t and don’t intend to tolerate your work any longer. It means millions to us. And if we can’t convert you, we’re going to down you.” Such intellectual discharges, considered in connection with President Harper’s eloquent silence and capital’s fraternal relations to the university, are not absolutely meaningless…”

 

Source:   University of Chicago. Office of the President. Harper, Judson and Burton Administrations. Records, Box 11, Folder #4 “Bemis, Edward W., 1892-1895”, Special Collections Research Center, University of Chicago.

 

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President Harper’s Statement
From a Convocation Address at the University of Chicago, Oct. 1 [1895]

From the beginning the university has believed in the policy of appointing to positions in the same department men who represent different points of view. No instructor in the university has been or will be asked to separate himself from the university because his views upon a particular question differ from those of another member of the same department, even though that member be the head.

From the beginning of the university, there has never been an occasion for condemning the utterances of any professor upon any subject, nor has any objection been taken in any case to the teachings of a professor, and in reference to the particular teachings of an instructor no interference has ever taken place.

The university has been, in a conspicuous way, the recipient of large gifts of money from wealthy men. To these men it owes a debt of sincere gratitude. This debt is all the greater, moreover, because in absolutely no single case has any man, who has given as much as one dollar to the university, sought by word or act, either directly or indirectly, to control, or even to influence, the policy of the university in reference to the teachings of its professors, in the departments of political economy, history, political science or sociology. To be still more explicit, neither John D. Rockefeller, Charles T. Yerkes, Martin A Reyerson, Marshall Field, Silas B. Cobb, Sidney Kent, George C. Walker, nor any other benefactor of the university, has ever uttered a syllable or written a word in criticism of any theory advocated by any professor in any department of the university.

This public statement is made because the counter statement has been published, far and wide, and because it is clear that a serious injury will be done the cause of higher education if the impression should prevail that in a university, as distinguished from a college, there is not the largest possible freedom of expression—a freedom entirely unhampered by either theological or monetary considerations.

 

Source:   University of Chicago. Office of the President. Harper, Judson and Burton Administrations. Records, Box 11, Folder #4 “Bemis, Edward W., 1892-1895”, Special Collections Research Center, University of Chicago.

 

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Bemis sends three clippings to Walter F. Willcox of Cornell

477 Dearborn St.
Chicago
Oct. 25 [1895]

Dear Professor Willcox:

Please show the enclosed, which I send at your request to Prof. Jenks & write me what you both think.

Very sincerely
[signed]
Edward W. Bemis

*  *  *  *  *

Chicago Chronicle
Oct 9, 1895

The controversy between Professor E. W. Bemis and the University of Chicago faculty and officials have led the dismissed instructor to issue a public statement giving his side of the matter. It is the first direct expression he has made since the trouble arose. Professor Bemis is to lecture at the University of Illinois four days next week, when it is expected that he may give public utterance to his views. The statement is as follows:

“Despite the urgent advice of many and the demand for the facts from the greater portion of hundreds of editorials in newspapers which have been sent me I have hitherto refused to publish the reasons for my leaving the University of Chicago. To injure the university or to have newspaper notoriety is as distasteful to me as to dwell on my personal relations with a great institution.

“The University of Chicago is doing an important work, and throughout the country there is sympathy with all our great universities which I would not wish in any way to disturb.

“During my three years’ connection with the university my personal relations with the president and my colleagues in the sociological department, where I have done all my work the past year and more, were always pleasant. But President Harper’s emphatic denial at convocation, Oct. 1, of any interference with college independence by Mr. Rockefeller, Mr. Yerkes and other donors is producing the natural and apparently intended inference that the university had other and justifiable grounds for my dismissal.

REFUTES HARPER’S STATEMENT.

“I have also since Oct. 1 had conclusive evidence that the president is privately stating that I leave because incompetent. Silence is no longer possible, not alone from personal considerations, but because the vital principle of college freedom is also at stake.

“It has been stated by some influential papers on the authority of the president himself, as I am reliably informed, that I was engaged at the University of Chicago for a period of three or five years, and that period having expired the university simply did no renew the appointment.

“I desire to deny emphatically the truth of this statement. In none of the negotiations between the university and myself respecting my coming to the university was there a single word as to any limit of time.

“I was to devote at first two-thirds of the college year to university extension. But I insisted, as a condition of leaving what all assured me was practically a life position at Vanderbilt university to go to Chicago in 1892, that I should not only have one-third of the year for inside or class teaching, but that I should have a gradual increase of it. Both the presidents and the heads of the departments of economics and sociology gave me this assurance, as has often been admitted. Jan. 5, 1894, President Harper wrote me: ‘I hoped that as time passed there would be opportunity for your doing a larger amount of work in the university proper.’

ASKS HARPER TO EXPLAIN.

“Now what I wish the president to do is not to give a general denial of Mr. Rockefeller’s having criticized ‘any theory advanced by any professor,’ but to explain why the above ‘hope’ and understanding were not carried out, and what he meant by the following in the letter above quoted: ‘Instead of the opportunity becoming better for work on your part in the university proper, the doors seem to be closing. * * * I am persuaded that in the long run you can do in another institution, because of the peculiar circumstances here, a better and more satisfactory work to yourself than you can do here. I am personally very much attached to you. You are, however, man of the world enough to know that, unless one is in the best environment, he cannot work to the best advantage. You are so well known and your ability so widely recognized that there will be surely no difficulty in securing for you a good position, one in which you will be monarch, and one in which you will be, above all things else, independent.’

“I have never had occasion to doubt the president’s implication above that ‘the peculiar circumstances,’ and the ‘environment’ at the university were the true explanation of its action.

“On receipt of this letter I should have resigned had I not very soon been led to believe, erroneously as it proved, that the situation was improving.

“I very much regret the necessity of publishing this and other letters and conversations which, while not considered confidential, would not under any ordinary circumstances, be made public by me.

ASSOCIATES SATISFIED.

“I cannot have been dropped because of dissatisfaction on the part of my associates, for on Aug. 7, 1895, President Harper emphatically declared that the head of the economic department was not responsible for my going, and that the head of the sociological department had, almost to the very end, ‘pleaded for’ my retention.

“I cannot have been dismissed because personally not agreeable to the president, for his letter above quoted states: ‘I am personally very much attached to you.’

“Neither can the university’s action have been due to failure in my university extension work, which was done with constantly growing and, with the exception of a few places the first year, with almost uniform success. In judging of the success of extension courses designed to be educational in character, in economics and sociology, due regard must be had to the fact that the subjects do not appeal to so many of the usual supporters of extension courses, chiefly women, as do literature and history.

“In November and December, 1894, my extension work kept me busy nearly every night, and at least one long engagement had to be refused on this account. Yet in the face of my most popular and really most successful university extension season, my name was dropped from the budget or salary list by the trustees Christmas week, 1894, to take effect the following summer. The singular fact that I was not informed of the above action until March 7, 1895, more than two months afterward, I pass without comment.

NOT LACK OF ABILITY.

“President Harper’s reasons for dropping me could not have been lack of ability or personal character, for Sept. 29, 1894, after observing my work for two years, he wrote me: ‘I have great respect for you and your work.’ In view of this written statement, I cannot understand his recent private declaration that I was dropped for incompetency.

“March 7, 1895, speaking of the reason for my going he said: ‘It is not a question of competency; simply, the general situation is against you here. Of course you are an A No. 1 man, just as much as when we got you, but you are a misfit here.’

“I cannot have been dropped because of dissatisfaction with my classroom work, for Professor Small, under whom I carried on all my extension work and my spring and summer courses of class work in 1894 and 1895, to constantly growing classes of seniors and graduate students, has repeatedly declared to others and to myself that there was no fault or criticism of my class work.

“A considerable portion of my students have taken a second course with me, and I invite the fullest inquiry among them all as to my work. Their attitude was shown in an editorial in their organ, the University of Chicago Weekly, Aug. 1, 1895: ‘His work here has been of the best.’ The president’s comment to me on Aug. 7 last was: ‘Students don’t count. Anybody that knows how can get around students.’ Yet many of my pupils were graduate students and even teachers elsewhere. Again, I repeat, that only the most extreme provocation has overcome my great reluctance to publish such conversations.

QUOTES A LETTER.

“In this connection, I am permitted to quote the following letter to Dr. Charles B. Spahr of the Outlook, written Aug. 27, 1895, by the chancellor of Vanderbilt university, Dr. James H. Kirkland:

“It affords me greatest pleasure to testify to the high character of Professor Bemis’ work at Vanderbilt university. He had a strong hold upon his Students and was regarded by them as an unusually able and strong instructor. I give this communication cheerfully and without reserve. You may make whatever use of it you wish.’

“I am not a socialist, but I am a believer in the wisdom of a gradual taking over of some of our local monopolies by cities, as in Glasgow and Birmingham, but have never urged that it should be done at once in all places, and have held that many cities cannot be urged to go further at present than the leasing for moderate periods, as has been done with the street car lines in Toronto, Canada, with ample provision for city ownership on easy terms at the close of the lease, if then desired by the citizens. Yet the then president of the so-called gas trust of Chicago refused in 1893 to render a financial favor to the university because I was on the faculty. President Harper has since denied that he was influenced thereby.

“The manager of the largest aggregation of gas capital in America, outside of Chicago, referring to my monograph in the publications of the American Economic association, and to other writing on municipal gas works, such as in the February, 1893, issue of the Review of Reviews, declared to me in the summer of 1893: ‘If we can’t convert you we are going to down you. We can’t stand your writing. It means millions to us.’

HIS AID SOLICITED.

“As illustrative of how my work is regarded by many prominent businessmen acquainted with it, I may add that some weeks ago so conservative a magazine as the Bibliothecra Sacra, whose sociological department is edited by a conservative businessman of Chicago, asked me to become an associate editor.

“In an interview March 13, 1895, as at other times before and since, President Harper fully agreed with my assertion that I was not radical, and that it was true conservatism to favor moderate social changes; but when I asserted that the university ought to be in close touch with the labor question and with municipal and monopoly problems in the way I had been trying in a moderate spirit, in the Civic Federation and elsewhere, to effect, he replied: ‘Yes, it is valuable work, and you are a good man to do it, but this may not be—this is not the institution where such work can be done.’

“I spoke in the First Presbyterian church of Chicago July 15, 1894, in condemnation of the great railway strike, but ventured to suggest that the railroads had also been law-breakers in the past and should set a better example. Realizing the gravity of the situation and my position in the university, I spoke from carefully prepared manuscript, and can publish it, if any doubt the general verdict of very prominent men in the congregation who have commended its moderate tone. The only sentences afterward criticized were these:

“’If the railroads would expect their men to be law-abiding they must set the example. Let their open violation of the interstate commerce law and their relations to corrupt legislatures and assessors testify as to their part in this regard. I do not attempt to justify the strikers in their boycott of the railroads; but the railroads themselves not long ago placed an offending road under the ban and refused to honor its tickets. Such boycotts on the part of the railroads are no more to be justified than is a boycott of the railroads by the strikers. Let there be some equality in the treatment of these things.’ The rest of the address criticized the strikers more than their employers.

OFFERS THE PROOF.

“A prominent railroad president, immediately after the dismissal of the congregation, challenged me for proof of boycotting and I replied that not only were the newspapers full of such things, but I had proof in my study which I would send him in writing. He said: ‘It is an outrage. That a man in your position should dare to come here and imply that the railroads cannot come into court with clean hands is infamous.’ He complained to one or more trustees and to President Harper. The latter then wrote me, July 28, 1894: ‘Your speech at the First Presbyterian church has caused me a great deal of annoyance. It is hardly safe for me to venture into any of the Chicago clubs. I am pounced upon from all sides. I propose that during the remainder of your connection with the university you exercise great care in public utterances about questions that are agitating the minds of the people.’

“In view of this letter of President Harper, I am at a loss to understand the statement he made at convocation: ‘From the beginning of the university there never has been an occasion for condemning the utterance of any professor upon any subject.’

INFLUENCE OF MONEY.

“The benumbing influence of a certain class of actual or hoped-for endowments, whether this influence is directly exerted by donors or only instinctively felt by university authorities and instructors, is a grave danger now confronting some of the best institutions.

“A wealthy and leading trustee of the university spoke to me in 1893 of ‘our side’ in some club discussion of a noted strike. By ‘our side’ you mean–?’ I asked. ‘Why, the capitalists’ side, of course,’ was the quick reply.

“To a gentleman of unquestioned veracity the president, when referring to me, said in substance: ‘It is all very well to sympathize with the workingmen, but we get our money from those on the other side and we can’t afford to offend them.’

“The name of the last gentleman quoted cannot be given to the public or to the university, but he is ready to assert the truth of the above to any disinterested and honorable gentleman the president may name.

“President Harper, as the press has intimated, has privately claimed that by speaking he can ruin me, and that he is keeping quiet on my account. It is time that these innuendoes ceased.

“Altogether aside from my personal interest in the question is the far larger issue of the subjection of college teaching to any lower aims than the pursuit of truth.”

*  *  *  *  *

DR. HARPER REPLIES.
ANSWERS PROF. BEMIS’ CHARGES
Chicago Record, Oct. 18, 1895.

Says the Lecturer’s Financial Failure Was Alone Responsible for His Retirement from the University of Chicago—Letter in Full

President William R. Harper of the University of Chicago has written a reply to the statement made by Prof. Edward W. Bemis which was published in The Record Oct. 9.

The following is Dr. Harper’s reply in full, exactly as the president of the university, with the assistance of Prof. Albion W. Small, head professor of sociology, and Prof. Nathaniel Butler, director of the university extension department, prepared it:

“In view of the desire of the public as manifested in various ways to know the facts in reference to the work of Mr. Bemis as a university extension associate professor in the University of Chicago, and in order to remove certain impressions which his letter of a recent date occasions, we, who have been from the beginning most thoroughly conversant with the facts, and, indeed, connected officially with his work, desire to make the following statement:

“1. Mr. Bemis’ position in the university from the beginning has been that of a university extension associate professor, the understanding being that his work should be largely in this department, since his services were not needed in the class work of the university proper, in view of the large number of professors there employed.

Attendance at Lectures Decreased.

“2. During the first year (’92-’93) of his connection with the university he delivered fifteen courses of extension lectures. During the second year (’93-’94) he gave seven courses. During the third year (’94-’95) he gave six courses of lectures. It was a striking fact that, except in one instance, Mr. Bemis never returned to an extension center for a second course. In his course given during ’94-’95 in Joliet on ‘Questions of Labor and Social Reform’ the attendance at the first lecture was 124; second, 108; third, 76; fourth, 79; fifth, 75, and sixth, 44. The actual earnings of Mr. Bemis in university extension work were about $1,000 a year, his salary being $2,500 a year. A portion of this salary, it is true, was paid him for courses offered in the university proper, but he was permitted to offer a larger number of courses in the university than he would otherwise have done, because the administrative officers of the extension division were unable to persuade university extension centers to avail themselves of his lectures. It should be added that no man who has ever given a dollar to the university has ever directly or indirectly entered objection to the views taught by Mr. Bemis in his lectures; and that so far as the university knows, his teaching upon subjects of municipal reform, trusts, etc., are teachings to which the authorities would not think of interposing objection.

“3. In no discussion of Mr. Bemis’ relations to the university, between ourselves as officers of the university or with the president of the university, has the question of Mr. Bemis’ views on questions of political economy or sociology been raised. Mr. Bemis himself acknowledged in our presence early in August, 1895, that he was then convinced that no outside pressure had been brought to bear in reference to his resignation.

Dependent on the Fees.

“4. The simple fact is that the university extension division, which at present has no regular endowment to pay the salaries of professors engaged in this particular work, is dependent upon the fees received from the lecturers for the money with which to pay the salaries of such lecturers. Inasmuch as the officers of the department were not able to make arrangements with extension centers for Mr. Bemis to lecture before them it was evident from a business point of view that the work of Mr. Bemis in this division of the university must cease.

“5. The president’s letter to Mr. Bemis, in which he expressed cordial good will and appreciation of his ability represented the feelings of all who were associated with Mr.

Bemis at that time. It was, however, the opinion of the head of the university department in which Mr. Bemis worked, and of the director of the university extension division as well as the president, that Mr. Bemis could find a better field for his work in a smaller institution, in which he could be free to confine his teaching to the class-room, and not be dependent upon the general public through university extension centers.

“6. The letter of President Harper to Mr. Bemis in reference to his remarks in the First Presbyterian church was written at a time when the citizens of Chicago were in great anxiety because of the disturbed condition of affairs. It should be noted that President Harper’s request that Mr. Bemis should exercise care in his statements was not made with reference to any utterances which Mr. Bemis was making in university work or in a university extension lecture, but in an outside capacity before a promiscuous audience. This was, as already intimated, at a time when agitation of any kind was universally regarded as imprudent. It should not even then take issue with Mr. Bemis on any ‘doctrine,’ but that he requested him to be careful about making untimely and immature statements.

“7. Mr. Bemis was more than a year ago given to understand that it seemed desirable for the reasons recited above, that he should seek another field of usefulness. This intimation was made and was apparently received by him in the kindest spirit, and efforts were made on the part of the University of Chicago to secure him a position better adapted to his abilities. One of several such positions might have been secured had not Mr. Bemis himself by his public attitude rendered it out of the question that these positions should be offered him. We refer later to influences which may account for the unfortunate light in which Mr. Bemis allowed his personal affairs to be presented. The whole case is one in which a university instructor is found to be not well adapted to the position which he holds. Such cases arise almost continually in universities. In almost any other department of instruction than the one in which Mr. Bemis occupied a position such a case would attract no general comment, nor would it be regarded as involving injustice to the instructor. It was perhaps inevitable that Mr. Bemis’ department of teaching, and the fact that the University of Chicago has been generously endowed by private munificence, would occasion the construction which has been put upon this matter. That construction, however, is absolutely without foundation in truth.

As to Another Position.

“8. Mr. Bemis’ real complaint was not that he was asked to resign from the university extension staff, but that he was not transferred to a corresponding position on the staff of instructors inside the university. We state now only our opinion when we say that, so far as we are able to judge, every member of the faculty who is acquainted with Mr. Bemis would indorse the president’s conclusion that such transfer would have placed Mr. Bemis in a position which he is not strong enough to fill. Mr. Bemis dissents from this opinion and repeatedly urged the head of the department of sociology to recommend his appointment as a member of the sociological staff. The answer had to be made that if the trustees would appropriate money without limit to the sociological department, work might be assigned to Mr. Bemis which would be important and valuable in itself, but that the money which would be available for some time to come was much more needed for kinds of instruction which he was not competent to give.

“Some of the elements which entered into the failure of his extension work would be fatal objections to a university instructor. In attempting to be judicial he succeeded in being indefinite. Instead of erring by teaching offensive views the head and front of his offending was that he did not seem to present any distinct views whatever.

“9. We have urged President Harper, throughout the campaign of abuse which has been waged during the last summer, not to depart from his purpose of silence respecting the reasons which led him to call for Mr. Bemis’ resignation. We know that President Harper was more considerate of Mr. Bemis than the latter knew how to be for himself. We had and still have the most friendly feelings for our former associate and agreed with President Harper that the university could afford to suffer rather than cause needless injury to an individual by publication of facts which a discreet person would wish to suppress.

Believes Bemis Was Influenced.

“10. We have changed our view of what is just to all interests concerned, because we are obliged to believe that the prominence which this case has attained through the press is not the result of misunderstanding, but that it is the carrying out of a deliberate design to misrepresent the facts. We believe that Mr. Bemis has received advice which has made him the tool of private animosity toward the university, under the mistaken notion that he is vindicating his violated rights. Our reasons for this view are in part as follows:

“Soon after Mr. Bemis was informed, more than a year ago, that his services were no longer desired by the university, one of the signers of this paper was notified by a friend of Mr. Bemis, first by letter and afterward verbally, that ‘If Prof. Bemis is not retained a newspaper agitation will be begun from which the university will not recover in a generation.’ The reply was that if this was intended as a threat, no more direct means could be taken to hasten the termination of Mr. Bemis’ connection with the university. That it was intended as a threat was evident from the response that ‘the newspapers are all ready to begin the attack if Bemis is sent away, and the University will drop him at its peril.”

“The name of the person who made the threat has repeatedly crept into the published statements for which Mr. Bemis has been directly or indirectly responsible. Both Mr. Bemis and his mentor have refused to act in accordance with the positive testimony of those who knew the facts and have persisted in misconstruction of indirect evidence to suit their purpose of detraction. We therefore think it our duty to the university to add these things to previous official statement in behalf of the university.

Compelled to Discuss the Case.

“11. To summarize, Mr. Bemis has compelled us to advertise both his incompetency as a university extension lecturer and also the opinion of those most closely associated with him that he is not qualified to fill a university position. We wish to make the most emphatic and unreserved assertion which words can convey that the ‘freedom of teaching’ has never been involved in the case. The case of Mr. Bemis would have been precisely the same if his subject had been Sanskrit or psychology or mathematics.

“12. As final evidence that the university had no quarrel with Mr. Bemis’ ‘doctrines’ we add that the university offered to continue to announce Prof. Bemis’ extension courses in the university lists to give him all possible assistance to make lecture engagements, Mr. Bemis to retain all the fees, without the customary deduction for office expenses. This offer was to hold good until Jan. 1, 1896, and Mr. Bemis did not decline it until August 1895. Had he not chosen to represent himself as a martyr he might have been lecturing today under the auspices of the university, although on his own financial responsibility.

Albion W. Small,
“Head Professor of Sociology.
Nathaniel Butler,
“Director the University Extension Division.”

Concurred in by President Harper.

“The above has my concurrence and approval. I think that this recital of facts will be sufficient to assure all candid persons who have become interested in the case, first, that no principle has been involved about which there was occasion ro public solicitude; second, that the university was guarding Prof. Bemis’ interest in attempting to avoid the necessity of publishing an official judgment about the value of his services.

William R. Harper, President”

Chicago, October 16, 1895.

Source:  U. S. Library of Congress, Manuscript Division. The Papers of Walter Willcox, Box 3, Folder “General Correspondence A-C”.

*  *  *  *  *

The above statement was prepared and put in type for the purpose of submitting it to the trustees and leaving the question of its publication to their decision. The proofs of the statement were stolen from the University printing office and given to the public. The employé who committed the theft has been discovered and discharged. If it had been decided to publish the statement, the phraseology would probably have been somewhat changed, and certain additions would have been made. The statement, however, as it was published, is correct. Under the circumstances it seems proper to add the following:

  1. The statement placed in my mouth: “It is all very well to sympathize with the workingmen, but we get our money from those on the other side, and we cannot afford to offend them,” I absolutely deny. I have never even entertained the thought implied in the statement. The University has received contributions from hundreds of workingmen. One, however, can feel no sympathy with those agitators who draw lines between the rich and the poor and seek to array them against each other. It is, of course, true that the president of a university could have no wish to offend the patrons of his institution. But the patrons of the University embrace all classes in the community. The issue raised is an entirely false one, and based on charges without the shadow of a foundation.
  2. Mr. Bemis, recognizing that there was no longer a work for him to do in ordinaryUniversity Extension, proposed that the University pay his salary and allow him to work in the city in connection with the Civic Federation and other public and charity organizations, this work being, as he suggested, University Extension work in a broad sense. To thisproposition it was, of course, necessary to reply that it was a valuable work, and he a good man to do it, but that it was a kind of work which the University could not undertake.
  3. It is understood that when an instructor withdraws at the request of the University, his case shall, in no instance, be prejudiced before the public. The University will assist him in every possible way. The real facts in the case of Mr. Bemis would, under ordinary circumstances, never have been given to the public. In the convocation statement care was taken to utter no word which would in the slightest degree injure him. His recent publication of abstracts of letters, in which the facts were grossly misrepresented, has made this statement necessary.
  4. Once more it is desired to say that neither the expressed nor the supposed wishes and views of the patrons of the University have had anything to do with the case in hand. It has been merely a question of finance, in the effort to bring the expenditures of the division of University Extension within its income. There is not an institution of learning in the country in which freedom of teaching is more absolutely untrammeled than in The University of Chicago. The history of the University during its first three years is sufficient guarantee to those who will examine into it that the policy of the Trustees of the University in reference to this whole subject will not be changed.

William R. Harper.
October 21 [1895]

 

Source:   University of Chicago. Office of the President. Harper, Judson and Burton Administrations. Records, Box 11, Folder #4 “Bemis, Edward W., 1892-1895”, Special Collections Research Center, University of Chicago.

*  *  *  *  *

PROF. BEMIS’ DEFENSE.
REPLY TO PRESIDENT HARPER.
Chicago Record, Oct 19, 1895

The Professor of Sociology Makes Vigorous Rejoinder to the Head of the University of Chicago—Chance for Harper to Explain.

The celebrated case of Harper vs. Bemis was given an interesting airing exclusively in the columns of The Record yesterday, the plaintiff filing his brief, as it were in reply to the statement of the defense which appeared in The Record Wednesday, Oct. 9. Now comes Prof. Bemis, the defendant, with a vigorous rejoinder, which he prepared for The Record last evening and which is reproduced in full.

“When I issued my first statement, Oct. 9, I realized the limits to which the university might go in seeking to reply, for on Aug. 7 President Harper said to me: ‘If I speak you will be damned forever. If we say we did not like you here you can’t get another college place in America.’ He then made some such denial of monopoly influence as at convocation and, having held up a sufficiently frightful fate in store for me, said: ‘I have a stenographer waiting in the next room. I desire to call him in have you make a statement to the public at once that proof has been shown you (for I have said so, and you don’t believe me a liar) that you were entirely mistaken in supposing that monopoly influence had anything to do with your leaving here.’

“It is possible that in the excitement of the moment I admitted a general belief in the truthfulness of the president, but I declined to sign such a statement, saying, however, that I was willing to state that he then denied monopoly influence.

“’Oh, that will do no good,’ he replied; ‘people won’t believe it. They would say that of course I would deny it.’

“But, while I realize the seriousness of the situation, I cannot rest under such unfounded charges of incompetency as are publicly made, with the president’s indorsement, this morning, and which I first learned of on my return to Chicago this afternoon.

Charges Answered Seriatim.

“Time at my disposal does not admit of an adequate reply, but a few things must be said:

“1. With regard to my university extension work. In order to make up a case against me the attendance at Joliet is given, showing a marked falling off the last night as compared with the first. Now, as I have repeatedly stated, this is the one and only center among all the ten where I gave twelve courses in 1894 where there was want of enthusiasm in my work. On the first night at Joliet, if I remember correctly, many complimentary tickets were issued, while the last lecture was suddenly and without due notice changed to another evening in the week to enable courses to begin elsewhere.

“That was the place, too, which complained that I too much avoided making positive statements. It was the first place where I lectured after receiving that letter from President Harper quoted in my previous statement and ending with ‘I propose that during the remainder of your connection with the university you exercise great care in public utterances about questions that are agitating the minds of the people.’ From even Joliet, however, business men have come to me unsolicited to tell me how much they valued my course.

Opinions of the Lectures.

“Relative to a course in Washington, Iowa, early in 1894, the secretary of the center, the Rev. Arthur Fowler, wrote, Feb. 24, 1894, to the head of the university-extension department of the University of Chicago: ‘Nothing but favorable reports have been given of Prof. Bemis’ lectures. He is well liked here.’ To another he wrote, June 8, 1895: ‘Our engagement with Mr. Bemis was entirely satisfactory. The audience increased with each successive lecture. He did us much good.’

“Relative to a course given in Quincy, Ill., early in 1894, the secretary of the center, Edwin A. Clarke, wrote the head of the University of Chicago extension department, March 19, 1894: ‘The course given us by Dr. Bemis has been to those few who attended the lectures the most interesting and valuable of any we have had so far.’

“Relative to a course at Mason City, Iowa, in the fall of 1894, the Rev. C. C. Smith wrote a gentleman in Montana:

“ ‘In the beginning we had considerable fears as to the result, because of the difficulty we have had in making anything in the line of lectures succeed in this town. Now, however, the success of another course is insured, the enthusiasm is great, and this is due wholly to Prof. Bemis as a man and to the excellency of his lectures. He is a teacher, clear, concise, conclusive. His lectures bristle with facts and figures up to date and each has a point and pertinency to the present pressing problems. His patriotism is free from party prejudice, so far, at least, as his lectures are concerned.’

More Words of Praise.

“Relative to two courses at Burlington, Iowa, in the fall and early winter of 1894, the secretary, E. M. Neally, wrote the University of Chicago:

“ ‘We believe Prof. Bemis to be unusually qualified for this sort of work and the desire has even been expressed that we may arrange for a further course by the same lecturer at some future date.’

“In a letter in August, 1895, to a large newspaper Mr. Neally wrote:

“ ‘Having had occasion, as secretary of the Burlington center, to look into the record of Prof. Bemis’ work at various centers, I find it almost invariably described by the secretaries as very successful. No adverse criticism from any local secretary has ever come to my notice.’

“The secretary of the Waterloo (Iowa) center wrote to an inquirer relative to my course there in 1894:

“ ‘His audiences were attentive and the numbers kept up. Prof. Bemis, in my individual opinion, has the right idea of the extension lecture and carried it out.’

“Relative to a course at Osage, Iowa, in the fall of 1894, the Rev. W. W. Gist, secretary of the center, wrote the university Jan. 2, 1895: ‘Dr. Bemis gave us a good, strong course of lectures here.’

“In short, I can quote favorable letters from the secretaries of at least eight of my ten centers in 1894 and from a good proportion of those in the preceding years.

An Error Corrected.

“It is claimed that I never returned to an extension center for a second course, save one. In fact, I did so three times, for I gave twelve lectures at Burlington and two courses to the wage-workers of Chicago. To be sure, the Burlington center engaged the two courses at the start, but they did not manifest the slightest regret over this when the first six lectures were finished. One of the other extension lecturers, who is retained in full favor, was only recalled a second time to three centers prior to this fall, and two prominent officials in the office tell me that it is customary to advise a place not to recall the same lecturer for some time, but to try variety.

“The university has always claimed that its extension work was scientific and worthy of indorsement by a great university because of its strictly educational features. Yet the university now attempts to apply rigid financial tests, as though the extension lecturers must return to the university in fees all their salary, as in a girls’ ‘finishing’ school. March 7 last President Harper told me that every lecturer must earn his own salary in this work. Such conditions were never mentioned to me when I agreed to take hold of the work.

The Financial Account.

“Yet, as a matter of fact, prior to Christmas week, 1894, when the trustees dropped me from the salary list, to take effect this last summer, the university had paid me only $5,625 and had received from my extension fees about $3,600, and the salary for my two and one-half quarters of inside work equaled the entire balance of the $5,625. Though the university now states that some of my inside work was given simply to atone for some lack of extension courses, it certainly was not true of any of the above, however true it may have been of my work in July and August of this year. During 1894 the university received in fees for my work $1,335 or more than my salary for that part of the year devoted to extension work, and as given in my previous statement my last two months of work before the action of the trustees Christmas week, 1894, were crowded with courses, and these the most successful I had ever given.

A Breach of Agreement.

“2. The university does not deny that the understanding under which I came was that I should have a gradual increase of inside or class teaching. Neither does the president explain what he meant in his letter of Jan. 15, 1894, when he intimated that I had better leave and could not have more inside work ‘because of the peculiar circumstances here,’ adding:

“ ‘You are man of the word enough to know that, unless one is in the best environments, he cannot work to the best advantage. You are so well known and your ability so well recognized that there will be surely no difficulty in securing for you a good position, one in which you will be monarch and one in which, you will be, above all things else, independent.’

“3. As to my inside work—does Prof. Small deny having repeatedly told myself and others, as late even as last August, that he had never had any fault or criticism to find with my class work and scientific writing?

“4. On March 9, 1895, Prof. Small told me: ‘When President Harper claims that I stand in your way he is joking, and you know it.’ I replied: ‘Do you mean that the president is speaking in a Pickwickian sense?’ ‘Certainly I do, and you can see it all the time,’ was Prof. Small’s rejoinder.

“On Aug. 7 last he admitted using that exact language, but said he was joking when he said it! Perhaps a similar humorous interpretation is to be put upon the statement in The Record this morning.

“5. My classes at the university averaged about four students to a class the first year and over ten the last quarter, while I know of other men conducting similar graduate work without criticism at the university to-day, and even in sociology, to classes of one. Although my classes averaged as large in size as did most of the others, they would probably have been larger had not Prof. Laughlin, head of the department of political economy and of my work the first two years, advised students not to elect my courses.

As to Prof. Bemis’ Qualifications.

“6. Since the university has seen fit in a most unjust and unwarranted way to attack my class work, I will quote the following from a letter of one of the most famous economic and sociological teachers and writers of the world, Prof. John B. Clark. He thus wrote to a college president April 27 last:

“ ‘I should like to say that Dr. Bemis has unusual qualifications for giving instruction in sociology in an institution where this branch of science is to be taught in a scientific way. His range of learning is very extensive and his training in economics has been very thorough. He has clear insight and sound judgment. His views are conservatively progressive, and he seems to me to be a safe guide for students.’

“The chancellor of Vanderbilt university, where I was professor for the third year preceding my call to Chicago, wrote April 27 to the same president:

“ ‘I have a very high regard for Prof. Bemis both as a scholar and as a teacher. His work with us was very successful in both respects, and it was a source of great regret that we could not keep him. I wish we were able to call him back again.’

Questions for the President.

“7. Does President Harper deny having told me Aug. 7 that he had decided as he had, despite the fact that the head professor of sociology had ‘pleaded for’ my retention and had used an almost convincing argument therefor?

“I do not find in the statement by the university this morning any denial of the president’s remark to me, March 13 last, that for the university to be in close touch with the labor question and with municipal and monopoly problems in a moderate spirit was ‘valuable work and you are a good man to do it; but this may not be, this is not the institution where such work can be done.’ Indeed, I hardly find a denial of anything in my previous statement except in the implication that what was there quoted of the letters and words of the president relative to the excellence of my class work was not to be taken seriously.

“Too Close to Social Movements.”

“8. On Jan. 15, 1895, Prof. Small told me that I was too much identified with modern social movements, while the necessities of the case forced him in his own lectures to go off more and more into ‘transcendental philosophy.’

“9. Since the university tries to make out my incompetency for inside or class work at so large a university, perhaps an explanation will be given of the statement of Prof. Small, March 7, in the presence of the president, that I was the best man in the country to write books on many of the following—immigration, population, cooperation, profit-sharing, building and loan associations, life insurance, labor organizations, arbitration, factory and other labor legislation, but these subjects were ‘too specialized for university instruction.’

“10. In the university’s statement this morning there is no denial of the absolute contradiction between a letter of the president’s July 28, 1894, and his convocation address. In the former he declares that because of my address at the First Presbyterian church (which was very moderate and wholly true ‘it is hardly safe for me to venture into any of the Chicago clubs,’ and ‘proposes’ that I exercise ‘great care in public utterances’ henceforth. In the latter he states: ‘From the beginning of the university there never has been an occasion for condemning the utterance of any professor upon any subject.’

Peculiar Use of Language.

“11. The president’s peculiar use of language was illustrated by his statement to me March 7, that a signed resignation, which at his request I soon gave, was no resignation, and we could both so state, until he chose to date it, the date being left blank by me at his suggestion.

“12. I desire to deny that my action in making my previous statement was due to the ‘mentor’ that the university seems to have in mind. I had not seen the one I suppose to be referred to for some time and acted contrary to his advice anyway, but in conformity to the advice of all but two of the many prominent friends heard from since Oct. 1.

An Unmade Denial.

“13. It will be noticed that President Harper does not deny having told a gentleman of unquestioned veracity, when referring to me: ‘It is all very well to sympathize with the workingmen, but we get our money from those on the other side and we can’t afford to offend them.’

“14. Another gentleman—one of national and very high reputation—is prepared to assert to any honorable and disinterested third party the president may name that the latter stated to him: ‘I am on the capitalist side. There is where I get my money.’

“In conclusion, and I wish to speak judicially and fairly, I must say that the statement of certain professors, as indorsed by the president, seems to me evasive and disingenuous and not at all worthy of a great institution of learning. I regret, exceedingly, that the unfounded and injust attacks of the university upon my work have compelled me to make the above statement. Edward W. Bemis.”

Source:  U. S. Library of Congress, Manuscript Division. The Papers of Walter Willcox, Box 3, Folder “General Correspondence A-C”.

*  *  *  *  *

DR. HARPER WAS EMBARRASSED.
Chicago Record, Oct 19, 1895

Says That the Statement Signed by Him Was Meant to Be Kept Secret.

Dr. Harper was asked yesterday why he had made answer to Prof. Bemis at this late day, after having declared that he would not notice the professor’s letter.

“I have made no statement,” said the doctor, “and the publication in The Record this morning was embarrassing to me. The matter was prepared for submission to the board of trustees this afternoon, and if they had desired to make it public they could, of course, have done so. But it is unfair to say I have made any public statement concerning the matter.”

“The document published was the one prepared with your knowledge and consent, was it not?”

“Yes, I do not intend to assert that there is anything wrong with the document, but if it had been prepared for the public no doubt many things it does not contain would have been incorporated.”

“In the printed statement it is said that the extension lectures of Prof. Bemis were a failure financially. Does this mean that the extension work is languishing?”

“Not at all. It only means that Prof. Bemis did not succeed, and there was no sense in our keeping him when we could get men who would put money in our treasury instead of being a drag upon us.”

Source: U. S. Library of Congress, Manuscript Division. The Papers of Walter Willcox, Box 3, Folder “General Correspondence A-C”.

__________________

MEMORANDUM OF AGREEMENT between E. W. BEMIS and WILLIAM R. HARPER:
[undated]

  1. Bemis agrees to give Mr. Harper his resignation as University Extension Associate Professor in the University of Chicago, the date to be left blank and to be filled out by Mr. Harper, but not before Mr. Bemis has secured a position in another institution, provided that the date shall in no case be later than July 1, 1896.
  2. Bemis agrees to receive as compensation for his services in the University after July 1, 1895, in case service is rendered, the receipts from such lecture courses as he may give in the Extension Division and the sum of Six Hundred and Twenty-five ($625.00) dollars, for six weeks of instruction during the summer quarter of 1895.
  3. Bemis agrees, in case the above arrangement is carried out by Mr. Harper, to release the University from any obligation to pay him a fixed salary for the year beginning July 1, 1895, should he remain connected with the University during that year.
  4. Harper agrees to carry out the above arrangements in connection with University Extension work and in connection with University work during the summer quarter of 1895.

[Signed by both]
Edward W. Bemis
William R. Harper

 

Source:   University of Chicago. Office of the President. Harper, Judson and Burton Administrations. Records, Box 11, Folder #4 “Bemis, Edward W., 1892-1895”, Special Collections Research Center, University of Chicago.

__________________

Image Source:  Chauncey L. Moore (Springfield, MA) photograph of Edward Webster Bemis from Johns Hopkins Sheridan Libraries, Graphic and Pictorial Collection.

 

Categories
Exam Questions Undergraduate

Wesleyan. Comprehensive undergraduate economics exam, 1931

 

Over the past few days Economics in the Rear-view Mirror has posted comprehensive undergraduate economics exams around 1930 from Harvard, Princeton, and Swarthmore. Today I add an economics comprehensive exam from Wesleyan University to round out this cross-section.

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Comprehensive Examination in Economics
Wesleyan University, 1931

Part I

(Two hours)
Answer TWO of the following questions.

  1. Snowden of the British Exchequer in explaining his land value tax proposal in the House of Commons, on May 4, 1931, said:

“By this measure we assert the right of the community to ownership of the land. If private individuals continue to possess a nominal claim to land they must pay a rate to the community for the enjoyment of it. They can not be permitted to enjoy the privilege to the detriment of the community.

“Land differs from all other commodities in various respects. Land was given to us by the Creator, not for the private use of the dukes but for the equal use by all His children. Restriction of freedom in the use of land is a restriction on human liberty.

“To restrict the use of land by arbitrary will, the owner enhances its price, raises rents, hampers industry and prevents municipal development and the increase of amenities. Every increase in population, every expansion in industry, every scientific development, every improvement in transportation, every child that is born, increases the rent of land. Rent enters into the price of every article produced, into the cost of every public service.”

What economic principles are involved in the above analysis? What was the position of the classical economists with reference to the various problems involved?
To what extent do you agree with Mr. Snowden’s analysis and what are the reasons that contribute to your present conviction?

  1. Write a brief essay on the subject “Laissez Faire in Economic Theory: Its Past Significance and Its Applicability to the Present American Economic Order.”
    In your essay show how economists of the past regarded laissez faire, the reasons for their attitude, and the adequacy of this philosophy for the problems of the present.
  2. What is the basis for the assertion that we have an acquisitive society? Indicate the strong and the weak points of such a society. Outline in general terms, the nature of a so-called functional society. Present the case for and against such a social order.
    Indicate your conclusion as to the relative merits of these two types of societies as applied to past eras and as applied to the present period.
  3. (a) Enumerate and describe each of the important wage theories that has been suggested in the evolution of classical economic doctrines.
    (b) Indicate what wage theories were held by each of the authors you have studied and explain why he advocated the theory in question.
    (c) What do you regard as valid and what invalid in all these wage theories? Present and defend your own explanation for the general wage level.

 

Part II

(Two and one-half hours)
Answer THREE of the following questions.

  1. (a) What are the causes of the present economic depression in the United States and the rest of the world?
    (b) What agencies, if rightly directed, can contribute toward the elimination of business fluctuations? Explain in what manner and to what extent each of these agencies may be expected to assist.
  1. Contrast Russia and the United States at the present time as to the organization of economic institutions, the direction of production and the distribution of wealth.
    Give and explain your opinion as to the relative merits of the two systems.
  2. Compare the conditions of farming and industry that make for a special agricultural problem in the United States.
    Evaluate the measures that have been suggested for the solution of this problem.
  3. The Labor Government is in power in Great Britain. A collectivist system supported by the industrial wage earner exists in Russia while organized labor in the United States is relatively weak and ineffective. Discuss and explain these contrasts.
  4. (a) The late President Hadley believed that public utilities should be subjected to no more regulation than any private enterprise. Can you suggest any arguments in support of such a position? What are the arguments on the other side?
    (b) What do you consider necessary as a means of insuring adequate regulation of public utilities and how would you proceed to the attainment of this objective.
    Outline in detail some of the things that you would prescribe.

(Each student will be examined orally as per schedule already announced.)

  1. [The consumer pays $10 for a given goods. Four of the $10 go to the manufacturer. What important economic problems are suggested by this situation? Indicate and defend a program for meeting these problems.]

 

[Note: question 6 of part II of this exam was not included followed by the note “Question presented elsewhere”. In the list of 65 selected questions for review in the cited source below, there was a single optional 50 minute question. I have included that question in square brackets above, but this represents only an educated guess on my part.]

 

Source:  Edward S. Jones. Comprehensive Examinations in the Social Sciences, Supplement to the December, 1933 Bulletin of the Association of American Colleges,pp. 36-38.

Image Source: Olin Memorial Library at Wesleyan University, built in 1925-27 and dedicated in 1928. From Wikipedia entry “Wesleyan University”.