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Cambridge Exam Questions

Cambridge. Economics Tripos Papers, 1931.

 

While Economics in the Rear-view Mirror’s ambition is to be the boutique blog of economics education  in the United States up through the 1960s, from time to time I’ll venture off the North American continent to explore English and German departments, seminars etc.  Earlier I have transcribed and posted the 1891 guide to the Cambridge Moral Tripos that preceded the Economics Tripos but did have a Political Economy component. Also I have transcribed and posted the exams from Oxford’s Philosophy, Politics, and Economics (PPE) program for 1931 that I found in Wesley Clair Mitchell’s papers. As serendipity would have it, my trip last year to the Library of Congress yielded several years’ worth of exams from the Cambridge Economics Tripos. Below you will find the examination papers for 1931 that conveniently coincide with the PPE papers from Oxford. 

I recently found that a copy of the 1931-1933 Cambridge Economics Tripos is available at hathitrust.org.

________________________

ECONOMICS TRIPOS
PART I.

GENERAL PRINCIPLES I.
(NEW REGULATIONS.)

MONDAY, JUNE 1, 1931. 9—12.

  1. Explain clearly the meaning of the term Marginal Utility and its relation to the conception of Consumer’s Surplus.
  2. How far can a theoretical distinction be drawn between the rent of a house and the rent of a field? Is the distinction in all cases valid?
  3. “There is no real connection between price and cost of production throughout an industry as a whole.” Discuss.
  4. In what conditions would competition be said to be perfect? How far and for what reasons is competition in practice often imperfect?
  5. Explain in what circumstances it is possible that a commodity will be produced under conditions of Diminishing Returns. Is it conceivable that the same commodity should be produced at one time under Diminishing, at another under Increasing Returns?
  6. “Russia can grow wheat more cheaply than England because all rents have been abolished in Russia, while rents must still be paid in England.” Examine the validity of this argument.
  7. In what sense can it be said that labour has (a) a demand price, (b) a supply price, (c) a cost of production?
  8. What is likely to be the influence upon the rate of interest of improvements of industrial technique?
  9. Explain, if possible with diagrams, what considerations will influence a monopolist in determining the price that he should charge for his product. In what circumstances will the price be considerably higher than the competitive price?
  10. How would you explain the differences (a) between the wages of coal miners and agricultural workers in this country, (b) between the wages of coal miners in this country and coal miners in Poland?

 

ECONOMIC STRUCTURE.
(NEW REGULATIONS.)

MONDAY, JUNE 1, 1931. 1.30—4.30.

  1. What are the advantages and disadvantages of limited liability?
  2. Explain the factors which determine the size of the productive unit in different industries, giving examples.
  3. What are the functions of a merchant, particularly in the export trades? When is it likely to be to the advantage of a British manufacturer to become his own merchant?
  4. “Left to himself, the consumer would never welcome mass production.” Comment.
  5. Classify the relative importance of the different industries in any neighbourhood with which you are acquainted, explaining how they came there and why they stay there.
  6. In what ways do the problems of management set a limit to the size of the unit of control in industry?
  7. Critically examine the argument for and against vertical combination.
  8. Outline proposals for the reorganization in this country of either shipbuilding or cotton manufacture.
  9. Describe the economic functions of the London Stock Exchange.
  10. Figures published by the Ministry of Labour suggest that industrial employment in Great Britain is moving south-eastwards. Can you account for this?
  11. Under what conditions is an industry likely to become a monopoly? Describe briefly methods for the State control of industrial monopoly.

 

GENERAL PRINCIPLES II.
(NEW REGULATIONS.)

TUESDAY, JUNE 2, 1931. 9—12.

A.

  1. “If an increase in cost of production causes the price of a commodity to rise, the resulting fall in demand will lower its price again and cause it to return eventually to its former level.” Point out the confusion involved in this statement, and illustrate your answer if possible by a diagram.
  2. Consider the nature and importance of the distinction between real wages and nominal wages, and between wage rates and total earnings.
  3. What is likely to be the effect of an increased demand for mutton on the prices of (a) mutton, (b) beef, (c) wool, (d) the wages of woolen workers? Give reasons in each case for your views.
  4. What are the chief characteristics of the English system of land tenure? What do you consider to be the main advantages and disadvantages of this form of tenure?
  5. What causes determine the normal rate of interest in England? What would be the effects of a fall in this rate of interest on the price of (a) War Loan, (b) land, (c) houses, (d) vintage port?
  6. Under what conditions will a check to the supply of a factor of production cause a large increase in its price?

B.

  1. Give a brief account of the modern English banking system, explaining the conditions under which the joint-stock banks can increase their funds in emergency.
  2. What do you understand by the purchasing power of money?
  3. What is meant by the balance of trade? Under what conditions is it possible for a country’s trade returns to show a continuous excess of exports over imports?
  4. What is the difference between a gold standard and a gold-exchange standard? Give examples.
  5. What determines the rate of exchange between the pound sterling and the American dollar?
  6. Is it possible for a country to be undersold all round by its competitors?

 

ESSAY.
(NEW REGULATIONS.)

TUESDAY, JUNE 2, 1931. 1.30—4.30.

Write an essay on one of the following subjects:

  1. “It is a kind of Proverb attending the Character of English Men, that they are better to improve than to invent” (Defoe).
  2. Soviet Farming.
  3. “That outpost of economic empire—the Argentine Republic.”
  4. The United States of Europe.
  5. “Ill fares the land, to hastening ills a prey, where wealth accumulates and men decay.”
  6. England’s Decline and Fall.

 

ENGLISH ECONOMIC HISTORY.
(NEW REGULATIONS.)

WEDNESDAY, JUNE 3, 1931. 9—12.

  1. Give some examples of the way in which economic events have left their impress on economic doctrine.
  2. Contrast the fiscal policy of Gladstone with that of Joseph Chamberlain.
  3. Examine the reasons which led to the localization of the major portion of the woolen industry in the West Riding of Yorkshire.
  4. Estimate the importance of the Chartered Companies for the expansion of England’s foreign trade after 1600.
  5. Illustrate the attitude of Parliament during the nineteenth century towards
    (a) Monopolies, (b) Joint-stock enterprise.
  6. Estimate the services rendered to England by Lord Shaftesbury.
  7. “The industrial revolution was the precursor of a commercial revolution, which was just as important.” Comment.
  8. Illustrate from English history the qualities required from a great inventor.
  9. “War always brings prosperity to agriculture, and Peace, when it comes, depression.” Comment.
  10. Account for the rise of the domestic system in England.
  11. “The repeal of the Corn Laws was the most important political event between the first and second Reform Bills.” Discuss.

 

SOCIAL PROBLEMS.
(NEW REGULATIONS.)

WEDNESDAY, JUNE 3, 1931. 1.30—4.30.

  1. Explain the difficulties involved in any attempt to measure exactly the National Dividend of Great Britain, and to compare it at two dates.
  2. Describe briefly the results of any one investigation into the extent and causes of poverty.
  3. Give some account of the changes in the level of real wages in this country since 1800, with particular attention to changes since 1914.
  4. Consider the importance of the following as causes of unemployment: (1) labour turnover, (2) the need for a reserve of labour, (3) immobility of labour. In what ways can their effects be diminished?
  5. Compare the efficacy of different methods of wage payment as incentives to increase output.
  6. In what conditions do your think it desirable that a government should intervene to fix minimum wages in a trade? What powers of intervention does the Minister of Labour at present possess?
  7. Examine briefly the following methods of dealing with the present unemployment problem: (1) public works, (2) emigration, (3) leaving it to private enterprise.
  8. What means have been suggested for making industry more democratic? How far have they been successful?
  9. Do you consider that the real incomes of workers can be increased more effectively by a rise of wages or by an increased expenditure upon social services?
  10. “The strength of Trade Unionism has been the greatest obstacle to improvements of industrial methods.”
    “The most powerful incentive to improvement has been the encroachment of wages upon the profits of employers.”
    Where does the truth lie?
  11. Give some account of the system of Unemployment Insurance in this country. Subject to what conditions may a man or woman draw benefit? What changes would you suggest in the present regulations?

 

PART II.

ECONOMIC PRINCIPLES.
(OLD AND NEW REGULATIONS.)

MONDAY, JUNE 1, 1931. 9—12.

  1. How far do you consider the theory of Economics still to depend upon the hypothesis of an economic man?
  2. “The theory of rent is nowadays not even of academic interest.” Discuss.
  3. “The mechanism of increasing returns is not to be discerned adequately by observing the effects of variations in the size of an individual firm or of a particular industry, for the progressive division and specialization of industries is an essential part of the process by which increasing returns are realized.” Discuss the truth and significance of this conclusion of Professor Allyn Young.
  4. If an employer finds it necessary to reduce output temporarily, what are the factors he should take into account when deciding whether
    1. to dismiss some of his employees,
    2. to maintain the working-force on short time?
  5. “The doctrine that the earnings of a worker tend to be equal to the net product of his work has by itself no real meaning; since in order to estimate net product we have to take for granted all the expenses of production of the commodity on which he works, other than his own wages.” Comment.
  6. Examine the argument that reductions in wage-rates, since they diminish the purchasing power of important bodies of consumers, can only aggravate a trade depression.
  7. “A wise national policy would seek to maintain an economic return on the vast capital invested in the English railways by attracting back to them a large part of the traffic which in recent years has been diverted to the roads.” Discuss this contention, making plain the economic principles involved.
  8. Examine the arguments for a monetary policy which permits the commodity price-level to fall in proportion to increases in general productivity.
  9. In a world in which no net annual addition is being made to the stock of capital, would you expect the rate of interest to fall to zero?
  10. “The emphasis laid in modern economic treatises on the theory of exchange value is misplaced. The true subject of economics is not the terms on which goods exchange for one another, but the forces which determine the magnitude of a country’s productive resources and the uses to which they are put.” Discuss.
  11. How much truth, if any, is there in the statement that “exports pay for imports”?

 

STRUCTURE AND PROBLEMS OF INDUSTRY.
(OLD REGULATIONS.)

MONDAY, JUNE 1, 1931. 1½ —4½.

  1. What are the main changes in the localisation of manufacturing industry in Great Britain since the War? To what influences do you attribute them?
  2. What difficulties would you meet in attempting to compare costs of production in the same industry in different countries?
  3. In the English cotton industry the typical firm is specialised either to spinning or to weaving; in other countries the typical firm combines spinning and weaving. How do you account for this difference? and do you expect it to persist?
  4. “Rationalisation is merely a new name for monopoly.” “Rationalisation is merely a euphemism for company-promoting.” Criticise these statements, and explain, with reference to some one industry, what you understand by Rationalisation.
  5. British exports to the East of tobacco, oil and fertilisers are distributed by subsidiaries of the producing companies; most other exports are sold by export merchants to merchants at the ports, who in turn leave the internal distribution to native dealers. What are the reasons for this difference of practice? Could the former method be applied with advantage to other exports?
  6. If you were engaged by an American investment trust to advise them on the investment of a portion of their funds in ordinary shares in this country, in what industries, and for what reasons, would you recommend investment?
  7. “Wage-rates in 1929 were approximately at the same level as in 1924, while the cost of living had fallen 5 per cent.; real wages had, therefore, risen about 5 per cent. But the Board of Trade index of industrial production showed an increase in 1929 of 11 per cent. over 1924; therefore there was a case for raising money wages.” Examine this argument.
  8. Explain the operation of either the Federal Farm Board or the Canadian Wheat Pool or the San Paulo Coffee Institute or the British Australian Wool Realisation Association. To what do you attribute its failure or success?
  9. Compare broadly the English and the German attitudes to Restraint of Trade… Explain the functions of the German Kartels Court, and discuss the suitability of such a Court to English conditions.
  10. In what sense, if at all, is there a Science of Management? Can Industrial Administration be taught?
  11. In England Local Authorities are obliged to arrange for the amortization within a definite period of all loans raised for the purpose of financing productive undertakings. Do you regard this as an undesirable handicap on public as compared with private enterprise?

 

STRUCTURE AND METHODS OF GOVERNMENT IN THE MODERN WORLD.
(OLD REGULATIONS.)

MONDAY, JUNE 1, 1931. 1½ —4½.

  1. Describe some of the methods by which central control of local government is provided for in modern States, and discuss their success.
  2. Discuss the view that the Referendum and the Initiative, whatever may be their merits under other systems, are incompatible with Cabinet government.
  3. Compare the means for securing that effective government shall be carried on in an emergency in the United Kingdom and the German Reich respectively.
  4. Compare the system of relationships between politicians and civil servants in England with that in France or any other country.
  5. Explain the unique strength of the United States Senate among contemporary Second Chambers, and discuss the part it plays in American government.
  6. Discuss whether the German Reich should more correctly be described as a federal or a unitary State.
  7. Compare the parts played by parties in the systems of government of the United Kingdom and the United States respectively.
  8. How far may Great Britain be said to fall behind continental countries in providing the individual with legal remedies against State action?
  9. “The constitutional position of the President in the post-war European republics follows the French rather than the American model.” How far is this true, and how do you account for what has occurred?
  10. Illustrate by reference to the respective constitutional positions of the Governor of a Crown Colony, the Viceroy of India, the Governor of an Indian Province, the Governor of an Australian State, and the Governor-General of a Dominion, the development in the office of the “royal governor.”
  11. Illustrate from the constitutions of the British Empire possible methods of safe-guarding the interests of racial or religious minorities (or majorities) where the population is not homogeneous.

 

MONEY, CREDIT AND PRICES.
(OLD REGULATIONS.)

TUESDAY, JUNE 2, 1931. 9—12.

  1. “I am never wary of preaching in the wilderness ‘the only very important thing to be said about currency is that it is not nearly as important as it looks.’” (Marshall.) Do you agree?
  2. Indicate the circumstances in which a Central Bank can most effectively enforce its policy by (a) changes in the bank-rate, (b) open-market operations, (c) rationing of credit.
  3. Has the recent growth of the hire-purchase system for consumption-goods either precipitated or aggravated the slump in the U.S.A.?
  4. “It is even conceivable that the cash-deposits may remain the same, the savings-deposits may remains the same, the volume of monetary transactions may remain the same, and the volume of output may remain the same; and yet the fundamental price-levels may change.” (Keynes.) Is this conceivable? And if so, does it mean that the traditional version of the quantity theory of money is not merely a truism but an error?
  5. In what circumstances would the successful stabilization of the purchasing power of money in terms of an index-number of prices tend to increase or to diminish the fluctuations in the prices of individual commodities?
  6. Factors affecting the general price-level have been distinguished as acting “on the side of money” and “on the side of goods.” Criticize this distinction, or define it so as to avoid ambiguities.
  7. “The belief that the elasticity of demand for currency can ever be different from unity is based on a misunderstanding of what elasticity of demand is.” Discuss.
  8. During 1930 the imports of gold into France have exceeded the world output of gold. What were the causes of this influx?
  9. If central banks fixed their buying and selling prices of gold wider apart, would the diffusion of trade fluctuations from country to country be checked?
  10. How would the internal price-level of this country be affected by a special tax on incomes from foreign investments?
  11. “The joint-stock banks have attracted to their custody a larger volume of the country’s savings than can be economically employed in short-term commercial credits. Some modification in the traditional practice of English deposit banking is therefore required.” Discuss.

 

INTERNATIONAL LAW.
(OLD REGULATIONS.)

TUESDAY, JUNE 2, 1931. 9—12.

  1. Estimate the present international status (if any) of
    1. Canada;
    2. Bavaria;
    3. the State of Virginia;
    4. the Vatican City;
    5. the Territory of the Saar Basin.
  2. Describe the present state of the movement for the codification of International Law (a) as to Peace, (b) as to War and Neutrality. What are in your opinion the chief obstacles in each case?
  3. You are private secretary to a member of Parliament who sits for a fishing constituency bordering on the Moray Firth and who is requested by his constituents to address them upon what they describe as “the invasion of our waters” by Dutch fishing trawlers. He asks you to coach him upon the law (apart from any statutes) relating to fishing by foreign trawlers (a) in territorial waters and (b) in bays, and also (c) upon a proposal to fix by international convention the breadth of all territorial waters at twelve miles. Advise him.
  4. Explain the expression occurring in Article 15 of the Covenant of the League: “a matter which by International Law is solely within the domestic jurisdiction” of one party to the dispute. Give some illustrations of such matters and refer to any judicial discussion of the expression. Is the category of such matters a fixed one?
  5. Discuss the assertion that “the mandate system adopted at the end of the Great War differs in name only from the old-fashioned system of annexation by the victor of the colonies of his defeated enemy.”
  6. Explain the operation of, and the difference between, “national treatment” and “most-favoured nation treatment” stipulated for in commercial treaties. What are the two principal interpretations of the usual “most-favoured-nation treatment” clause?
  7. Discuss the rules of International Law which are relevant to the growth of trading by Governments, including the rules governing the status of State-owned merchant ships in foreign ports.
  8. Describe, with illustrations, the different ways in which the Permanent Court of International Justice may acquire jurisdiction in respect of a dispute. What do you understand by “non-justiciable disputes”?
  9. Discuss the extent to which the conception of Contraband has changed since the beginning of the Great War, and the effect of that change upon the Declaration of Paris of 1856.
  10. A Government White paper published in 1929 concludes an argument with the sentence: “In other words, as between Members of the League, there can be no neutral rights because there can be no neutrals.” Discuss the accuracy of this statement, having regard both to the Covenant and to the Peace Pact of Paris.

 

SUBJECTS FOR AN ESSAY.
(OLD AND NEW REGULATIONS.)

TUESDAY, JUNE 2, 1931. 1½ —4½.

  1. Business Forecasting.
  2. The Decline and Fall of the British Empire.
  3. The Rights of Shareholders.
  4. “Buy British.”
  5. Republicanism.
  6. Arnold Bennett, the interpreter of industrialism.

 

POLITICAL THEORY.
(OLD REGULATIONS.)

WEDNESDAY, JUNE 3, 1931. 9—12.

  1. In what sense, and to what extent, do you regard it as the place of the State to allot their provinces to other associations?
  2. In what circumstances, if any, would you justify the refusal by the individual of a demand on the part of the State for his military service, and on what grounds?
  3. “La liberté est le droit de faire tout ce que les lois permettent.” Montesquieu.
    “By liberty I mean the assurance that every man shall be protected in doing what he believes his duty against the influence of authority and majorities, custom and opinion.” Acton.
    Discuss the adequacy of these definitions.
  4. Wherein do you consider the originality and importance of Rousseau as a political theorist to lie?
  5. Compare and contrast Mazzini’s doctrine of nationality with those of present-day Italian nationalists.
  6. “The citizen should be moulded to suit the form of government under which he lives.” To what extent do you accept this principle of Aristotle’s?
  7. Examine the implications and discuss the validity of the theory of a “right to work or maintenance.”
  8. What circumstances are required, in your opinion, to justify a demand for “national self-determination” on the part of a community?
  9. Consider the arguments for increased public control of the Press in England.
  10. How far, in your opinion, does (a) illiteracy, (b) failure to vote, (c) ecclesiastical influence justify the withholding or withdrawal of the political franchise?

 

DISTRIBUTION AND LABOUR.
(OLD REGULATIONS.)

WEDNESDAY, JUNE 3, 1931. 9—12.

  1. Examine critically the policy of reducing unemployment by settling new industries in districts where older industries appear to be permanently depressed.
  2. Contrast conventional and “scientific” methods of determining “fair” piece-rates. What are the reasons for varying the rate degressively or progressively according to the total output produced?
  3. Discuss the difficulties of demonstrating statistically that wages tend to equality in trades “which are of equal difficulty and disagreeableness, which require equal natural abilities and an equally expensive training.”
  4. “In the past he had often had occasion to speak of ‘insurance popularly miscalled the dole.’ To-day he was afraid that it might be truer to speak of ‘the dole officially miscalled insurance.’” Discuss this view of Sir William Beveridge expressed in his evidence before the Royal Commission on Unemployment Insurance.
  5. Show by reference to specific trades the reasons for which (a) Trade Boards, (b) Joint Industrial (“Whitley”) Councils have been established in some trades and not in others. Can you suggest possible extensions of either to any further trades?
  6. What effect would (a) the growth of trade unionism among women, (b) the repeal of legal restrictions upon women’s employment, be likely to have upon the wages and employment of men?
  7. What measures may any one employer take to reduce labour costs besides reducing wage-rates or substituting machines for men? Is there any statistical evidence of the exact effect of such measures?
  8. What considerations would you take into account in adjudicating on a claim for reduction of wages in an industry in which no return is being earned on ordinary capital and there is over 15 per cent. unemployment?
  9. How far do you consider the marginal theory of distribution a full and adequate explanation of the actual distribution of incomes among persons?
  10. Analyse the problem of regulating wages and hours in the coal-mining industry as illustrated by events since the war.

 

PUBLIC FINANCE.
(OLD AND NEW REGULATIONS.)

WEDNESDAY, JUNE 3, 1931. 1½ —4½.

  1. Examine the view that the budgetary problems of the creditor countries concerned would be lightened rather than aggravated by a general remission of reparations and war-debts.
  2. The Royal Commission on Transport, reporting at the end of 1930, proposed that the present proportion in which the cost of the roads is shared between Local Authorities and the users of mechanical transport should be reversed, the share of the latter being brought up to two-thirds by the payment into the Road fund of the then existing duty on petrol and of that part of the licence duties on motor vehicles which is at present diverted to the Exchequer. Discuss this proposal.
  3. If you were in charge of the finances of the U.S.S.R., on what part, if any, of the capital employed in the various nationalized industries would you require the payment of interest?
  4. Is there any ground for the opinion that taxation imposed for the purpose of paying interest on internal debt is less onerous to the nation than taxation imposed for the purpose of paying the salaries of Government officials?
  5. Examine the view that improvements in the means of transport, such as suburban Tube extensions, should be financed out of confiscatory taxes on the resultant increments in the site value of surrounding land.
  6. If, as Chancellor of the Exchequer, you had £10 millions a year to dispose of, what considerations would you take into account in deciding between the claims for a further subsidy to working-class housing and those of a subsidy to domestic wheat-growing?
  7. “The arguments again the taxation of imported food which were valid in the early years of the twentieth century have one and all ceased to be valid today.” Comment.
  8. “As soon as the services financed by Government come to exceed the minimum requirements of security and order, the whole notion of equity in taxation becomes unreal and meaningless.” Discuss.
  9. How should the maintenance of those unemployed persons who cannot be brought within the framework of a self-supporting insurance scheme be financed?
  10. “The annual repayment of a substantial block of the National Debt is a fetish to which successive Chancellors of the Exchequer pay lip service, but which no sensible person either expects or desires to see carried out.” Comment.
  11. Discuss broadly the special problems of Public Finance which arise in countries with a Federal form of Government, illustrating your answer by reference to any one of the following countries: The United States, Germany, Australia, India.

 

STATISTICS.
(OLD AND NEW REGULATIONS.)

THURSDAY, JUNE 4, 1931. 9—12.

  1. Define the terms median and quartiles, and discuss the uses, advantages and disadvantages of the median as an average and of the semi-interquartile range as a measure of dispersion.
    Find the medians and quartiles of the two series of index-numbers for prices of twenty foodstuffs below, and use the work to illustrate your comments.
1913 1929
1. 58 77
2. 65 91
3. 66 84
4. 70 91
5. 73 95
6. 73 112
7. 67 95
8. 82 143
9. 92 120
10. 98 132
11. 99 142
12. 102 151
13. 105 175
14. 104 157
15. 95 144
16. 40 42
17. 38 31
18. 88 140
19. 44 54
20. 52 93
  1. Sketch the forms of frequency distributions most commonly met with in practice, and name sources from which examples of each can be drawn.
    Find the mean and standare deviation of the distribution below. Earnings were given to a penny.
Earnings Hands with earnings between limits stated
20s. but less than 25s. 6
25s. but less than 30s. 107
30s. but less than 35s. 490
35s. but less than 40s. 228
40s. but less than 45s. 109
45s. but less than 50s. 33
50s. but less than 55s. 14
55s. but less than 60s. 6
60s. but less than 65s. 4
65s. but less than 70s. 2
70s. but less than 75s. 1
Total 1000

 

  1. State the formula for the correlation coefficient and deduce its principal properties.
    The correlation coefficient between the two series of index-numbers given in Question 1 was calculated, and the following figures obtained:
1913 1929
Arbitrary origins used 76 108
Sums of deviations from these origins -9 +9
Sums of squares of deviations from these origins 9131 30,055
Sum of products of deviations +15, 834

Find the coefficient, and the regression equations.

  1. Give any deduction you prefer of the normal curve of errors, and prove its principal properties. Describe the tables of functions of the normal curve that are available in such a volume as Tables for Statisticians and Biometricians, and their uses in solving problems in sampling.
  2. Show that if random samples of n observations are drawn from an indefinitely large record in which the proportion of A’s is p and of not-A’s is q, the standard deviation of the numbers of A’s in the samples is .
    You are given the following data:
    Father skilled worker:—36 boys: 24 classed as intelligent.
    Father unskilled: —64 boys: 32 classed as intelligent.
    Would you say that the difference was significant?
  3. Give a description and critical discussion of the methods available for investigating the relations between two quantities varying with the time.
  4. Argue the case for the use of the geometric mean in connection with index-numbers of wholesale prices, comparing the advantages and disadvantages against other methods. Name any existing index-number for which it is used, and describe the detailed method of construction.
  5. Indicate the difficulties that are met with in obtaining from Census and Registration data reasonably accurate measures of the mortalities of men engaged in different occupations, and describe the technical methods that are used for indicating relative mortalities.
  6. The following are the ages returned at the Census of 1921 by a sample of male Hindus in Madras. By some process of graduation, make an estimate of the true numbers at 30 and 31 years of age.
Age Numbers Age Numbers Age Numbers
20 8579 30 12294 40 10391
21 1077 31 652 41 460
22 3053 32 2058 42 1105
23 1156 33 672 43 436
24 1786 34 892 44 514
25 9291 35 7723 45 5352
26 1946 36 1437 46 957
27 1595 37 870 47 570
28 2709 38 1362 48 919
29 927 39 467 49 395

INDUSTRY.
(NEW REGULATIONS.)

MONDAY, JUNE 1, 1931. 1½ —4½.

  1. What difficulties would you meet in attempting to compare costs of production in the same industry in different countries?
  2. In the English cotton industry the typical firm is specialised either to spinning or to weaving; in other countries the typical firm combines spinning and weaving. How do you account for this difference? and do you expect it to persist?
  3. British exports to the East of tobacco, oil and fertilisers are distributed by subsidiaries of the producing companies; most other exports are sold by export merchants to merchants at the ports, who in turn leave the internal distribution to native dealers. What are the reasons for this difference of practice? Could the former method be applied with advantage to other exports?
  4. “Wage-rates in 1929 were approximately at the same level as in 1924, while the cost of living had fallen 5 per cent.; real wages had, therefore, risen about 5 per cent. But the Board of Trade index of industrial production showed an increase in 1929 of 11 per cent. over 1924; therefore there was a case for raising money wages.” Examine this argument.
  5. Explain the operation of either the Federal Farm Board or the Canadian Wheat Pool or the San Paulo Coffee Institute or the British Australian Wool Realisation Association. To what do you attribute its failure or success?
  6. Compare broadly the English and the German attitudes to Restraint of Trade. Explain the functions of the German Kartels Court, and discuss the suitability of such a Court to English conditions.
  7. In what sense, if at all, is there a Science of Management? Can Industrial Administration be taught?
  8. “The only trades which it seems possible for a joint-stock company to carry on successfully, without an exclusive privilege, are those, of which all the operations are capable of being reduced to what is called a routine, or to such a uniformity of method as admits of little or no variation” (Adam Smith).
    Examine this statement in the light of the subsequent development of the joint-stock company.
  9. What features has the present depression in British industry in common with those of the nineteenth century?
  10. In what directions, and with what results, did England export capital in the half-century before the War?
  11. In England Local Authorities are obliged to arrange for the amortization within a definite period of all loans raised for the purpose of financing productive undertakings. Do you regard this as an undesirable handicap on public as compared with private enterprise?

 

MONEY.
(NEW REGULATIONS.)

TUESDAY, JUNE 2, 1931. 9—12.

  1. “I am never wary of preaching in the wilderness ‘the only very important thing to be said about currency is that it is not nearly as important as it looks.’” (Marshall.) Do you agree?
  2. Indicate the circumstances in which a Central Bank can most effectively enforce its policy by (a) changes in the bank-rate, (b) open-market operations, (c) rationing of credit.
  3. “It is even conceivable that the cash-deposits may remain the same, the savings-deposits may remains the same, the volume of monetary transactions may remain the same, and the volume of output may remain the same; and yet the fundamental price-levels may change.” (Keynes.) Is this conceivable? And if so, does it mean that the traditional version of the quantity theory of money is not merely a truism but an error?
  4. Factors affecting the general price-level have been distinguished as acting “on the side of money” and “on the side of goods.” Criticize this distinction, or define it so as to avoid ambiguities.
  5. “The adoption of Ricardo’s currency plan in 1925, as well as its rejection a hundred years before, point to the same conclusion: the economic ideas of legislators are always a century out of date.” Comment.
  6. Describe the main fluctuations in the value of silver during the last sixty years, and state their causes.
  7. What are the chief changes in the organization of the London money market since the publication of Bagehot’s Lombard Street?
  8. During 1930 the imports of gold into France have exceeded the world output of gold. What were the causes of this influx?
  9. If central banks fixed their buying and selling prices of gold wider apart, would the diffusion of trade fluctuations from country to country be checked?
  10. How would the internal price-level of this country be affected by a special tax on incomes from foreign investments?
  11. “The joint-stock banks have attracted to their custody a larger volume of the country’s savings than can be economically employed in short-term commercial credits. Some modification in the traditional practice of English deposit banking is therefore required.” Discuss.

 

LABOUR.
(NEW REGULATIONS.)

WEDNESDAY, JUNE 3, 1931. 9—12.

  1. Examine critically the policy of reducing unemployment by settling new industries in districts where older industries appear to be permanently depressed.
  2. Contrast conventional and “scientific” methods of determining “fair” piece-rates. What are the reasons for varying the rate degressively or progressively according to the total output produced?
  3. What effect would (a) the growth of trade unionism among women, (b) the repeal of legal restrictions upon women’s employment, be likely to have upon the wages and employment of men?
  4. What measures may any one employer take to reduce labour costs besides reducing wage-rates or substituting machines for men? Is there any statistical evidence of the exact effect of such measures?
  5. What considerations would you take into account in adjudicating on a claim for reduction of wages in an industry in which no return is being earned on ordinary capital and there is over 15 per cent. unemployment?
  6. How far do you consider the marginal theory of distribution a full and adequate explanation of the actual distribution of incomes among persons?
  7. What is the statistical evidence as to changes in the real earnings of the wage-earning classes and their living conditions during the last hundred years? How far do you think this evidence conclusive?
  8. Compare the post-war attitude of governments and governing classes to the relief of poverty with the attitude prevailing in the Victorian era.
  9. Analyse the problem of regulating wages and hours in the coal-mining industry as illustrated by events since the war.
  10. Account for the fluctuations in the emphasis placed by Trade Unions upon the policies of mutual insurance, political action and the strike, respectively, during the last hundred years.

 

Source: Cambridge University. Economics Tripos Papers 1931-1933. Cambridge: 1933, pp. 5-27.

Image Source: King’s College dining hall, Cambridge, from Wikipedia Commons.

Categories
Bibliography Exam Questions Harvard Suggested Reading Syllabus

Harvard. Money And Banking. Readings and Exams. Williams and Hansen, 1947-48

 

The graduate course for Keynesian economics at Harvard in the 1940s was Principles of Money and Banking taught by Alvin H. Hansen and John H. Williams. Course materials for 1946-47 were transcribed and posted earlier [Fall term 1946; Spring term 1947; General course bibliography]. Almost all of the exam questions for 1947-48 are new. The Spring term of 1948 taught by John  Williams turns out to be unchanged from the previous year. The Fall term of 1947 taught by Alvin Hansen does show some minor rearrangements, and significant additions (e.g. Tobin on liquidity preference).

____________________________

Course Enrollment
1947-48

[Economics] 141a. Professors Williams and Hansen. — Principles of Money and Banking (F).

Total 81: 47 Graduates, 1 Senior, 20 Public Administration, 4 Business, 9 Radcliffe.

 

[Economics] 141b. Professors Williams and Hansen. — Principles of Money and Banking (Sp).

Total 70: 41 Graduates, 2 Juniors, 20 Public Administration, 2 Business, 5 Radcliffe.

 

Source: Harvard University. Report of the President of Harvard College and Reports of Departments for 1947-48, p. 91.

 

____________________________

ECONOMICS 141
PRINCIPLES OF MONEY AND BANKING

 

Economics 141a — First Semester, 1947-8 (Professor Hansen)

  1. Central Banking: Current Problems and Policies
  2. Theory of Money, Liquidity-Preference, Interest and Prices

 

Economics 141b — Second Semester, 1947-8 (Professor Williams)

  1. International Monetary Equilibrium
  2. Monetary and Fiscal Policy

 

READING LIST FOR ECONOMICS 141a
Principles of Money and Banking
1947-1948

 

Note: Pre-requisite reading (for those who are deficient in undergraduate preparation in Money and Banking:

  1. Banking Studies, Board of Governors, Federal Reserve System, (1941).
  2. Southard, F. A., Foreign Exchange Practice and Policy, (McGraw-Hill, 1940).
  3. Any one standard textbook in Money and Banking, such as: Thomas, Our Modern Banking and Monetary System, (Prentice-Hall, 1942); or Reed, Money, Currency and Banking, (McGraw-Hill, 1942).

 

  1. Central Banking: Current Problems and Policies.
    1. Minimum Reading List:
      1. Books and Pamphlets:
        1. International Currency Experience (League of Nations, 1944), Chapters I-IV, pp. 7-112.
        2. World Economic Survey, 1942-44 (League of Nations, 1945), Chapter IV “Finance and Banking” (pp. 173-213).
        3. Ellis, H. S., (in Harris: Economic Reconstruction, McGraw-Hill, 1945), Chapter 13, “Central and Commercial Banking in Postwar Finance” (pp. 237-252).
        4. Hansen, Alvin H., America’s Role in the World Economy (Norton, 1945), Chapter XVII, “Gold, Exports and Liquidity” (pp. 144-157).
        5. Harris, S. E., Inflation and the American Economy (McGraw-Hill, 1945), Chapter XXIV, “Money and Savings” (pp. 372-383).
        6. Hawtrey, R. G., The Art of Central Banking (Longmans, 1933) pp. 116-207.
        7. Keynes, J. M., Treatise on Money, Volume II, Chapters 25, 32, 33, (pp. 49-78; 225-278).
        8. Robertson, D. H., Essays in Monetary Theory (King, 1940), Chapter II, “Theories of Banking Policy” (pp. 39-59); Chapter XII, “British Monetary Policy” (pp. 154-167).
        9. Williams, John H., Postwar Monetary Plans (Knopf, second edition, 1945), Chapter 6, “The Banking Act of 1935” (pp. 112-129); Chapter 8, “The Crisis of the Gold Standard” (pp. 154-172); Chapter 9, “Monetary Stability and the Gold Standard” (pp. 172-190).
        10. Financing American Prosperity (Twentieth Century Fund, 1945):
          1. Ellis, H. S., “Monetary Controls and the Business of Banking” (pp. 140-153).
          2. Williams, John H., “Money and Banking” (pp. 381-5).
        11. Postwar Economic Studies, No. 3 (Board of Governors, Federal Reserve System, 1945): Wallich, H. C., “Public Debt and Income Flow” (pp. 84-100).
        12. Hansen, Alvin H., Economic Policy and Full Employment, Chapters 20 and 22 (pp. 233-247; 261-288).
      2. Reports and Articles:
        1. Treasury Bulletin, April, 1946, “Federal War-time Financing and Growth of Liquid Assets”, pp. A11-20.
        2. Federal Reserve Bulletins:
          1. July, 1947, “Debt Retirement” (pp. 775-87); “Consumer Incomes and Liquid Assets” (pp. 788-802); “International Monetary and Financial Problems” (pp. 836-850).
          2. April, 1947, “Economic Survey of the United Kingdom” (pp. 367-391); “Annual Report of the Bank of Canada” (pp. 392-97); “Monetization of Public Debt by Banks” (pp. 402-04).
          3. “Estimated Liquid Assets of Individuals and Business”, November, 1946, pp. 1236-37; June, 1947, pp. 689-91.
        3. Annual Reports of Board of Governors, Federal Reserve System:
          1. Thirty-second Report (for the year 1945) pp. 1-15.
          2. Thirty-third Report (for the year 1946) pp. 1-49.
        4. Bopp, K. R., “Central Banking at the Crossroads”, Supplement, American Economic Review, March 1944 (pp. 260-77).
        5. Samuelson, Paul, “The Effect of Interest Rate Increases on the Banking System”, American Economic Review, March 1945.
        6. Seligman, H. L., “The Problem of Excessive Commercial Bank Earnings”, Quarterly Journal of Economics, May 1946.
        7. Whittlesey, C. R., “Federal Reserve Policy in Transition”, Quarterly Journal of Economics, May 1946.
    2. Supplementary Reading List:
      1. Books
        1. Arndt, H. W., The Economic Lessons of the Nineteen Thirties, (Oxford, 1944).
        2. Coulborn, W, A. L., An Introduction to Money, (Longmans, 1938) Chapters 5, 13-14 (pp. 48-64, 209-241).
        3. Fisher, Irving, 100 Per Cent Money, (Adelphi, 1935; Third Edition City Printing Co., New Haven, 1945).
        4. Johnson, G. G., The Treasury and Monetary Policy, (Harvard 1939), Chapter I-V (pp. 3-160)
        5. Hawtrey, R. G., The Gold Standard in Theory and Practice (Longmans, Fourth Edition, 1939).
        6. Hawtrey, R. G., A Century of Bank Rate. (Longmans, 1938).
        7. Lewinski, J., Money, Credit and Prices, (King, 1929) Chapters IV-V (pp. 99-144).
        8. McCracken, Paul W., The Future of Northwest Bank Deposits, Federal Reserve Bank, Minneapolis, 1946.
        9. Mints, L. W., A History of Banking Theory (Chicago, 1945), Chapters VI and X (pp. 74-100; 178-197).
        10. Morgan, E. V., The Theory and Practice of Central Banking, (Macmillan, 1943).
        11. Niebyl, Karl H., Studies in the Classical Theories of Money, (Columbia, 1946).
        12. Sayers, R. S., Modern Banking, (Oxford, 1938), Chapters 4-5 (pp. 70-145).
        13. Viner, J. Studies in the Theory of International Trade, (Harper, 1937), Chapter V, “English Currency Controversies” (pp. 218-289).
        14. Wernette, P., Financing Full Employment, (Harvard, 1945), Chapter 3 (pp. 33-61).
        15. Macmillan Report, Royal Commission in Industry and Commerce, Cmd. 3897 (1931) pp. 2-45; 106-160.
      2. Articles
        1. Abbott, C. C. (Review articles on Financing Problems and Bank Liquidity), Review of Economic Statistics, February 1946 (pp. 48-51).
        2. Abbott, C. C., “Management of the Federal Debt”, Harvard Business Review, Autumn 1945.
        3. Goldenweiser, E. A., “Commercial Banking After the War”, Federal Reserve Bulletin, September 1944.
        4. Seltzer, Lawrence, “Is a Rise in Interest Rates Desirable or Inevitable?”, American Economic Review, December 1945.
        5. Treasury Bulletin, April 1946, “Federal War-time Financing and the Growth of Liquid Assets”.
        6. Keynes, J. M., “The Objective of International Price Stability”, Economic Journal, June-September 1943.
    3. General Reference Reading (see below).

 

  1. Theory of Money, Liquidity Preference, Interest and Prices.
    1. Minimum Reading List:
      1. Books:
        1. Fellner, William, Monetary Policies and Full Employment, Chapter 6, (pp. 174-209).
        2. Hansen, Alvin H.:
          1. Economic Policy and Full Employment, Chapters 12, 13, 18, 19 and 21, (pp. 145-160; 202-232; 248-260).
          2. Fiscal Policy and Business Cycles, (Norton, 1941), Chapters 1-5; 11-15; (pp. 13-105; 225-338).
          3. Full Recovery or Stagnation, (Norton, 1938), Chapter 3 (pp. 59-87); Appendix, pp. 331-343.
        3. Hayek, F. A., Prices and Production, (Routledge, 1935), Chapters 1 and 4 (pp. 1-31; 105-128).
        4. Keynes, J. M., Monetary Reform, (Harcourt, 1924), pp. 81-95; 152-191.
        5. Keynes, J. M., A Treatise on Money, (Harcourt, 1930), Chapters 9-13 and 30 (Volume I, pp. 123-220; Volume II, pp. 148-208).
        6. Keynes, J. M., General Theory of Employment, Interest and Money, (Harcourt, 1936), pp. 3-45; 61-65; 74-221; 245-271; 292-332; 372-384.
        7. Klein, Lawrence, The Keynesian Revolution, Chapters 1-3, (pp. 1-90).
        8. Marget, Arthur W., The Theory of Prices, Volume I, (Prentice-Hall, 1938), Chapters 12 and 15 (pp. 302-343, 414-459, and large type sections).
        9. Marget, Arthur W., The Theory of Prices, Volume II, (Prentice-Hall, 1942), Chapter 3 (pp. 89-133, large type sections).
        10. Marshall, A., Money, Credit and Commerce, (Book I, Chapter XX, pp. 38-50.
        11. Robertson, D. H., Essays in Monetary Theory, (King, 1940), Chapters 1, 6, 11 (pp. 1-38; 92-7; 113-153).
        12. Schumpeter, J. A., Business Cycles, (McGraw-Hill, 1939), Volume II, Chapter 8, (pp. 449-482).
        13. Wicksell, K., Interest and Prices, (Macmillan, 1936), Introduction by Bertil Ohlin; also author’s Preface; Chapters 5, 7-8, 11 (pp. 38-50; 81-121; 165-177).
        14. Wicksell, K., Money: Lectures on Political Economy, Volume II, (Macmillan, 1935), Chapter IV (pp. 127-228).
        15. Wright, David McC., The Creation of Purchasing Power, (Harvard, 1939), Chapters 4-6 (pp. 60-121).
        16. Macmillan Report, Royal Commission on Finance and Industry, Cmd. 3897 (1931), Part I, Chapter 11 (pp. 92-105).
      2. Articles:
        1. Clark, Colin, “Public Finances and Changes in the Value of Money”, Economic Journal, December 1945.
        2. Hicks, J. R., “Mr. Keynes and the Classics: A Suggested Interpretation”, Econometrica, April 1937.
        3. Hawtrey, R. G. and Hicks, J. R., “Interest and Bank Rate”, The Manchester School of Economic and Social Studies, October 1939.
        4. Harrod, Hansen, Haberler, and Schumpeter, “Keynes’ Contribution to Economics”, Review of Economic Statistics, November, 1946.
        5. Keynes, J. M., “Relative Movement of Real Wages and Output”, Economic Journal, March 1939.
        6. Lange, O., “The Rate of Interest and the Optimum Propensity to Consume”, Economica, February 1938.
        7. Lerner, A. P., “Interest Theory: Supply and Demand for Loans or Supply and Demand for Cash”, Review of Economic Statistics, May 1944.
        8. Mints, Hansen, Ellis, Lerner, Kalecki, “A Symposium on Fiscal and Monetary Policy”, Review of Economic Statistics, May 1946.
        9. Modigliani, F., “Liquidity Preferences and the Theory of Interest and Money”, Econometrica, January 1944.
        10. Simons, H. C., “Debt Policy and Banking Policy”, Review of Economic Statistics, May 1946.
        11. Tobin, James, “Liquidity Preference and Monetary Policy”, The Review of Economic Statistics, May 1947.
    2. Supplementary Reading List:
      1. Books:
        1. Adarkar, B. P., The Theory of Monetary Policy, (King, 1935), Chapter 1-8; 13-15 (pp. 3-52; 101-122).
        2. Chandler, L. V., An Introduction to Monetary Theory (Harper, 1940), pp. 1-205.
        3. Coulborn, W. A. L., An Introduction to Money, (Longmans, 1938), Chapters 6-8; 15-16 (pp. 65-116; 242-264).
        4. Haberler, G., Prosperity and Depression (1939) Chapters 8, 13 (pp. 168-254; 455-507).
        5. Hicks, J. R., Value and Capital, Chapters 12-13.
        6. Lindahl, Erik, Studies in the Theory of Money and Capital, (Allen and Unwin, 1939), Part II, Chapters 4-6, (pp. 199-268).
        7. Myrdal, Gunnar, Monetary Equilibrium, (Hodge, 1939), Chapters 1-3 (pp. 1-48).
        8. Polanyi, M. Full Employment and Free Trade, (Cambridge Univ. Press, 1945), Chapters 1, 4, (pp. 1-66; 87-103).
        9. Robertson, D. H., Money (Harcourt, 1929) Chapters 2-4; 7-8.
        10. Sayers, R. S., Modern Banking. (Oxford, 1938), Chapter 6 (pp. 146-164).
        11. Thomas, Brindley, Monetary Policy and Crises, (Routledge, 1936), Chapters 3-4 (pp. 62-156).
      2. Articles:
        1. Lange, O., “Economic Controls After the War,” Political Science Quarterly, March 1945.
        2. Lerner, A. P., “Alternative Formulations of the Theory of Interest”, Economic Journal, June 1938.
        3. Lerner, A. P., “Ex Ante Analysis and Wage Theory”, Economica, November 1939.
        4. Lerner, A. P., “Some Swedish Stepping Stones in Economic Theory”, Canadian Journal of Economics and Political Science, November 1940.
        5. Marschak, J., “Wicksell’s Two Interest Rates”, Social Research, November 1941.
        6. Simons, H. C., “On Debt Policy”, Journal of Political Economy, June 1945.
        7. Warburton, Clark, “The Volume of Money and the Price Level Between the World Wars”, Journal of Political Economy, June 1945.
        8. a. Warburton, Clark, “The Monetary Theory of Deficit Financing”, Review of Economic Statistics, May 1945.
          b. Arndt, H. W., “The Monetary Theory of Deficit Financing; A Comment”, Review of Economic Statistics, May 1946.
        9. Bean and others, “Five Views on the Consumption Function”, Review of Economic Statistics, November, 1946.
    3. General Reference Reading (see below).

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003 (HUC 8522.2.1) Box 4, Folder “Economics, 1947-48 (2 of 2)”.

____________________________

Mid-year Exam

1947-48
HARVARD UNIVERSITY
ECONOMICS 141a

Part A. Write on one question only.

  1. Write an essay on Federal war-time financing including a discussion of:
    1. The role played by (a) the Federal Reserve Banks, (b) the commercial banks.
    2. The impact on (a) the money supply, (b) the liquid assets, (c) member bank reserves, (d) currency in circulation, (e) the rate of interest.
  2. Discuss major problems currently confronting the Federal Reserve System including an appraisal of various proposals to deal with these problems.

Part B. Write on any three questions.

  1. Write an essay (historical and analytical) on the relation of the money supply to the national income. In this connection discuss: (a) the Quantity Theory (b) the Marshallian “k” and (c) the Keynesian liquidity preference functions.
  2. Using the diagrams and analysis of Hicks and Keynes, discuss the role of (a) the schedule of the marginal efficiency of capital (b) the consumption function (c) the liquidity preference function and (d) the quantity of money, as determinants of the rate of interest and of income.
  3. State precisely the conditions (in particular including the relevant functions and their interest-elasticities) under which Monetary Policy alone, or Fiscal Policy alone (without either being supplemented by the other) may be (a) fully effective, (b) wholly ineffective, in raising income.
  4. Write an essay on the “theory of prices” including a discussion of money, income, wage and cost functions; in particular make use of the Keynesian analysis contained in the General Theory, Book V. (Money, Wages, and Prices.)
  5. Write an essay on any one of the following:
    1. International Currency Experience (League of Nations).
    2. Hawtrey, The Art of Central Banking.
    3. Keynes: Treatise on Money.
    4. Robertson: Essays on Monetary Theory.
    5. Williams, Postwar Monetary Plans.
    6. Klein, The Keynesian Revolution.
    7. Wicksell: Interest and Prices.

Note: You will be expected to write on 4 questions (one from part A and three from Part B.

Final. January, 1948.

 

Source: Harvard University Archives. Harvard University Final Examinations 1853-2001. Box 15. Papers Printed for Final Examinations: History, History of Religions…, Economics, … , Military Science, Naval Science, January, 1948.

____________________________

 SECOND SEMESTER
ECONOMICS 141b: PRINCIPLES OF MONEY AND BANKING

  1. International Monetary Equilibrium:
    1. Cassel, G., The Downfall of the Gold Standard (1936).
    2. Copland, Douglas, Australia in the World Crisis (1934).
    3. Ellis, H. S., Exchange Control in Central Europe (1941).
    4. Graham and Whittlesey, Golden Avalanche (1939).
    5. Hall, M. F., The Exchange Equalization Account (1935).
    6. Hahn, George, International Monetary Cooperation (1945).
    7. Hansen, Alvin, H., America’s Role in the World Economy (1945).
    8. Hardy, C. O., Is There Enough Gold (1936).
    9. Harris, S. E., Exchange Depreciation (1936).
    10. Harris, S.E., Economic Problems of Latin America (1944).
    11. Iverson, Carl, International Capital Movements (1936).
    12. Kindelberger, C. P., International Short-term Capital Movements (1937).
    13. League of Nations, Final Report on Gold (1932).
    14. League of Nations, Economic Fluctuations in the United States and the United Kingdom, 1918-22 (1942).
    15. Nurkse, R., International Currency Experience (1944).
    16. Warren and Pearson, (a) Gold and Prices (1935);
      (b) World Prices and the Building Industry (1937).
    17. Williams, John H., Postwar Monetary Plans (Second Edition, 1945)
  2. Monetary and Fiscal Policy:
    1. Beveridge, Sir William, Full Employment in a Free Society (1945).
    2. British White Paper on “Employment Policy” (1944).
    3. de Chazeau, Hart, and Others, Jobs and Markets (1946).
    4. Economics of Full Employment. Six Oxford Economists (1945).
    5. Fellner, W., Monetary Policies and Full Employment (1946).
    6. Financing American Prosperity, Twentieth Century Fund (1945).
    7. Groves, H. M., (a) Production, Jobs and Taxes (1944).
      (b) Postwar Taxation and Economic Progress (1946).
    8. Hansen, Alvin, H., Economic Policy and Full Employment (1946).
    9. Harris, S. E., Postwar Economic Problems (1943).
    10. Harris, S. E., Economic Reconstruction (1945).
    11. Hayes, H. Gordon, Spending, Saving and Employment (1945).
    12. League of Nations: Anti-Depression Policy (1945).
    13. Langum, John K., Postwar Banking Problems (1946).
    14. Postwar Economic Studies No. 3, Public Finance and Full Employment (1945).
    15. Postwar Economic Studies No. 8, Federal Reserve Policy (1946).
    16. Ruml and Sonne, Fiscal and Monetary Policy (1944).
    17. Terborgh, George, The Bogey of Economic Maturity (1945).
    18. Williams, John H. Postwar Monetary Plans (Second Edition, 1945), Chapters 4, 5.

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003 (HUC 8522.2.1) Box 4, Folder “Economics, 1947-48 (2 of 2)”.

____________________________

Year-end Exam

1947-48
HARVARD UNIVERSITY
ECONOMICS 141b
PRINCIPLES OF MONEY AND BANKING

(Three hours)

Discuss one question in each part.

I

  1. Your own appraisal of Keynes’ “General Theory.”
  2. The role of money in Keynes’ “General Theory”.

II

  1. Postwar Federal reserve policy.
  2. The secondary (government security) reserve proposal.

III

  1. International monetary and trade adjustment in the postwar world.
  2. Harrod’s “Are These Hardships Necessary?”
  3. The franc devaluation.

 

Final. May, 1948.

Source: Harvard University Archives. Harvard University Final Examinations 1853-2001. Box 14. Papers Printed for Final Examinations: History, History of Religions…, Economics, … , Military Science, Naval Science, May, 1947.

____________________________

 ECONOMICS 141
PRINCIPLES OF MONEY AND BANKING
GENERAL REFERENCE READING
[13 pages!]

Has been transcribed and posted with the material for 1946-47.

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003 (HUC 8522.2.1) Box 4, Folder “Economics, 1946-47 (2 of 2)”.

Image Source: Alvin H. Hansen and John H. Williams in Harvard Class Album 1942.

 

 

 

 

Categories
Exam Questions Johns Hopkins Suggested Reading Syllabus

Johns Hopkins. Income Distribution Theory, Readings and Exams. Machlup, 1950’s

 

 

The following reading list on the theory of income distribution taught by Fritz Machlup in the mid-1950s at Johns Hopkins University was found in a file in the Evsey Domar papers marked “Macroeconomics, Old Reading Lists”. I hadn’t realized until this post that Machlup’s papers are archived at the Hoover Institution, where 45 boxes alone are filled with the archival remains of his academic career. OK, next time.

I remember that my dissertation supervisor, the same Evsey Domar, did not particularly “like” Fritz Machlup. The two of them were at Johns Hopkins in the 1950s, Machlup being a dozen years Domar’s senior. It is not that Evsey Domar would have actually trash-talked Fritz Machlup in front of a student of his, but I do have a vague recollection of Domar judging Machlup’s approach to economics as having been excessively concerned with terminological issues over substantive economics. Also I sensed that Domar considered Machlup to have viewed matters of academic rank and relative status with excessive seriousness. But these memories fall closer to the legend end of the historical spectrum than to those frequencies reserved for documented anecdotes. 

____________________

JOHNS HOPKINS UNIVERSITY
THE THEORY OF RELATIVE INCOMES
18-603, Fall Term 1954-55
Prof. Fritz Machlup

READING LIST

Texts:

  1. American Economic Association, Readings in the Theory of Income Distribution. (Philadelphia: Blakiston, 1946)
  2. Any one of the books on the list below.

 

  1. General Background

Alfred Marshall, Principles of Economics (London: Macmillan, 8th ed. 1936) Books V and VI.

[Handwritten note, “theory of derived demand exp. Ch. 1-6”, apparently referring to Marshall, Book V (“derived demand” found in Chapter 6 of Book V)]

Eugen v. Böhm-Bawerk, Positive Theory of Capital (London: 1891; Reprinted New York, Stechert, 1940) Book III, Ch. X; Book IV, Ch. VII.

Philip H. Wicksteed, The Common Sense of Political Economy. London: Routledge, 1933) Vol. I, Book I, Chapter IX.

Frank H. Knight, Risk, Uncertainty and Profit (Boston: 1921, Repreinted London School of Economic) Part II.

John R. Hicks, Value and Capital (Oxford: Clarendon Press, 1939) Part II.

 

  1. General Equilibrium Theory

Gustav Cassel, A Theory of Social Economy (New York: Harcourt, Brace, 1924) Chapter IV.

Bertil Ohlin, Interregional and International Trade (Cambridge: Harvard Univ. Press, 1933) Appendix I.

George Stigler, Production and Distribution Theories (New York: Macmillan, 1941) Chapter IX and XII.

Joan Robinson, “Euler’s Theorem and the Problem of Distribution” Economic Journal, Vol. XLIV (1934).

 

  1. Marginal Productivity and Substitution

John Bates Clark, The Distribution of Wealth (New York: Macmillan, 1900) Chapter XII and XIII.

Joan Robinson, Economics of Imperfect Competition (London: Macmillan, 1934) Books VII, VIII, IX.

John R. Hicks, The Theory of Wages (London: Macmillan, 1935) Chapter I and VI.

Paul H. Douglas, The Theory of Wages (New York: Macmillan, 1934) Chapter III.

Paul H. Douglas, “Are There Laws of Production?” American Economic Review, Vol. XXXVIII (1948).

Fritz Machlup, “The Commonsense of the Elasticity of Substitution,” Review of Economic Studies, Vol. II (1935).

Richard A. Lester, “Shortcomings of Marginal Analysis for Wage-Employment Problems.” American Economic Review, Vol. XXXVI (1946)

Fritz Machlup, “Marginal Analysis and Empirical Research” American Economic Review, Vol. XXXVI (1946).

Articles by Cassels, Stigler, Chamberlin, Machlup, Robinson, Lange, and Kalecki in A.E.A. Readings.

 

  1. Wage

John R. Hicks, The Theory of Wages Chapters II, III, IV.

Paul H. Douglas, The Theory of Wages Chapter X.

Edwin Cannan, “The Demand for Labour”, Economic Journal, Vol. XLII. (1932)

Fritz Machlup, The Political Economy of Monopoly (Baltimore: Johns Hopkins, 1952) Chapters IX and X.

Articles by Robertson, Robbins, Bloom, Rolph, Reynolds, Lerner, Tarshis, and Dunlop in AEA Readings.

 

  1. Rent

David Ricardo, Principles of Political Economy and Taxation (1st ed. 1817) Chapter II.

Hubert D. Henderson, Supply and Demand (Cambridge: University Press, 1922, Revised, 1932) Chapter VI.

Joan Robinson, Economics of Imperfect Competition, Chapter VIII.

Gordon F. Bloom, “Technical Progress, Costs, and Rent”. Economica IX, New Series (1942)

Articles by Buchanan, and Boulding in AEA Readings.

 

  1. Interest

Eugen v. Böhm-Bawerk, The Positive Theory of Capital, Books II, V, VI, and VII.

Knut Wicksell, Lectures on Political Economy (New York: Macmillan, 1934) Vol. I, Part II, Ch. 2.

John Maynard Keynes, The General Theory of Employment, Interest and Money (London: Macmillan, 1936) Chapters 11, 12, 13 and 14.

Friedrich A. Hayek, The Pure theory of Capital (London: Macmillan, 1941) Chapters III, V, VI, VIII, XI-XIV.

Fritz Machlup, “Professor Knight and the ‘Period of Production’”, Journal of Political Economy, Vol. XLIII (1935).

____________ “The Rate of Interest as Cost Factor and as Capitalization Factor”, American Economic Review, Vol. XXV, (1935)

Articles by Hayek, Knight, Keynes, Robertson, Hicks, Somers, and Lutz, in Readings.

 

  1. Profit

Frank H. Knight, Risk, Uncertainty and Profit, Chapters IX-XII.

Joseph Schumpeter, The Theory of Economic Development (Cambridge: Harvard University Press, 1934) Chapter IV.

Robert Triffin, Monopolistic Competition and General Equilibrium Theory (Cambridge: Harvard University Press, 1940) Chapter V.

Fritz Machlup, The Economics of Sellers’ Competition (Baltimore: Johns Hopkins, 1952), Chapters VII and VIII.

Articles by Knight, Hart, Gordon, and Crum, in Readings.

Source: Duke University. David M. Rubenstein Rare Book and Manuscript Library. Economists’ Papers Project, Papers of Evsey Domar, Box 15, Folder “Macroeconomics, Old Reading Lists”.

____________________

THE JOHNS HOPKINS UNIVERSITY
The Theory of Relative Incomes
18-603

January 21, 1953

Professor Fritz Machlup

Answer three questions, one from each group.

Write on loose sheets of paper; start a new sheet for each question.
Identify each sheet by the Question Number in the left corner and your Examination Number (which you draw before the examination) in the right corner; your name should appear nowhere.(I.

  1. Describe in words, without using any symbols, the Walrasian system of general equilibrium, stating the essential assumptions, the variables assumed to be given, and the unknowns to be derived.

II.

  1. Discuss the influence of different types of inventions on the marginal productivity of labor. Indicate also their probably effects on the total income of the labor class and on its relative share in the national income.
  2. Dennis H. Robertson divides the effects which “an artificial raising of the wages” is apt to have upon employment into “two analytically separable reactions”, first, “a movement along the existing [marginal productivity] curve,” and second, “a cumulative lowering of the curve”. Explain the two reactions and indicate what assumptions concerning other factors of production, especially capital, are involved.

III.

  1. State the three grounds on which Böhm-Bawerk bases his explanation of the existence of interest and discuss whether each or any of them constitutes a necessary and/or sufficient condition of the existence of interest. (You may avoid committing yourself to the arguments expressed by attributing them to “some writers”.)
  2. Without indicating your own opinions or inclinations, present both sides in the controversy between Frank H. Knight and the “Austrians” with respect to the following points:
    1. that all capital is conceptually perpetual or conceptually non-permanent;
    2. that economic progress may result in a “shortening” of the investment period;
    3. that an increase in the supply of capital need not change the original factors of the remote past.

Source: Johns Hopkins University. Eisenhower Library, Ferdinand Hamburger, Jr. Archives. Department of Political Economy, Series 6, Exams, 1956-62. Box 3/1, Folder “Graduate Exams, 1933-1965”.

____________________

THE JOHNS HOPKINS UNIVERSITY
THEORY OF RELATIVE INCOMES
18.603

January 1957

Professor Fritz Machlup

Answer four questions, one from each part.

Write on loose sheets of paper; start a new sheet for each question.
Identify each sheet by the Question Number in the left corner and your Examination Number (which you draw before the examination) in the right corner; your name should appear nowhere.
You are on your honor not to use notes or to give or accept advice.

PART I.

  1. A product, X, is made from three “ingredients” or factors of production, A, B, and C, all of which are necessary and can be used only in a fixed proportion. Total output of X is 1000 units per unit of time; the product sells at a price of $100 per unit. The factor costs per unit of product are $60 for A, $30 for B, and $10 for C. The supplies of A and B are perfectly elastic to the industry. The demand for X has an elasticity of -2. The industry is competitive both in its buying and selling.
    Assume that the quantity of C which is available to the industry is reduced by 20 per cent. Calculate the elasticity of the industry’s derived demand for C. Show your reasoning step by step.
  2.      a. Define or explain the concept of elasticity of substitution as it is used by Mrs. Robinson.
    1. Is it “technical” substitution or “total” substitution which is involved in Mrs. Robinson’s concept? What is the difference between the two substitutabilities?

PART II.

  1. Discuss various concepts of “bargaining power” in the labor market, commenting on the selection of criteria, the problem of measurability, and the uses to which the concepts are put.
  2. Ricardo says in the chapter “On Rent” of his Principles of Political Economy and Taxation: “If the high price of corn were the effect, and not the cause of rent, price would be proportionately influenced as rents were high or low, and rent would be a component part of price. But that corn which is produced by the greatest quantity of labor is the regulator of the price of corn; and rent does not and cannot enter in the least degree as a component part of its price.” Discuss. Take account of the possibility that land has other uses besides the production of corn.

PART III.

  1. Without indicating your own opinions or inclinations, present both sides in the controversy between Frank H. Knight and the “Austrians” with respect to the following points:
    1. that all capital is conceptually perpetual or conceptually non-permanent;
    2. that economic progress may result in a “shortening” of the investment period;
    3. that an increase in the supply of capital need not change the original factors of the remote past.
    4. that it is not possible to identify the contributions of the original factors of the remote past.
  2. On p. 208 of his Lectures, Vol. I, Wicksell quotes the following statement by Gustav Cassel: “A man who attaches the same importance to future needs as to present ones, if he expects to be able to provide for his needs in the future just as easily as he does now, has no reason for setting aside anything of his present income.” According to Wicksell, “Cassel is not quite correct” inasmuch as his “argument actually presupposes the absence of any rate of interest.” Explain.

PART IV.

  1. What, if anything, does general-equilibrium theory contribute to the understanding or development of income-distribution theory?
    In order to facilitate a thoughtful discussion of this question it is suggested that you treat it in three parts:

    1. The function of a theory of relative incomes. (What is it designed to do? What kind of general principles or conceptual schemes seem to be useful in developing a theory of income distribution?)
    2. The essentials of general-equilibrium theory. (What is it designed to do and how? What do we learn from it?)
    3. The contribution, or lack of it, of general-equilibrium systems to the theory of relative incomes.

 

Source: Johns Hopkins University. Eisenhower Library, Ferdinand Hamburger, Jr. Archives. Department of Political Economy, Series 6, Exams, 1956-62. Box 3/1, Folder “Graduate Exams, 1933-1965”.

Image Source:  Fritz Machlup page  at the website Austrian Economics Center.

 

Categories
Johns Hopkins Seminar Speakers

Johns Hopkins. Economic Seminary, 1922-23

 

An earlier post on the economic seminary of Johns Hopkins University (1903-04) was taken from an official publication of the university. In the meantime I have found the original minutes of the “economic conference”, followed by the “economic seminary” for the period 1892-1951! Up through the 1921-22 academic year, the minutes are handwritten, reasonably legible, but still harder to read than the typed minutes beginning in 1922-23. I’ll start with the easier reading first.

The economic seminary schedule for the following years have also been posted:

1903-1904
1904-1905

1922-1923
1923-1924
1924-1925
1925-1926
1926-1927

__________________

POLITICAL ECONOMY
GRADUATE COURSES

The graduate instruction in Political Economy is designed primarily to meet the needs of advanced students preparing for a professional career in economic science. The courses afford systematic instruction in general economic principles, intimate acquaintance with special fields of economic activity, and, most important of all, knowledge of and ability to employ sound methods of economic research. The work centres in the Economic Seminary, the membership of which is limited to the most advanced students, and the primary design of which is to develop scientific research in economic study and investigation…

…The Economic Seminary

Two hours weekly through the year. Professors Hollander and Barnett, Associate Professor Weyforth, Miss Jacobs, and Dr. Mitchell.
The work of the year will be the study of representative forms of industrial development in the United States, and the analysis of significant activities of American labor organizations.

 

Source: The Johns Hopkins University Circular, Vol. XLI, 1922, p. 342.

__________________

MEMBERS OF THE ECONOMIC SEMINARY
1922-1923

Students

Black, Stanley Roberts

A.B., Colby College, 1921. 1st year, Political Economy, History, and Political Science.

Chen, Chao Ming

Fuhkien Privincial College. 2nd year undergraduate residence, candidate for A.B., Johns Hopkins University. Professor Latane, adviser.

Culver, Lydia Margaretta (Miss)

A.B. Goucher College, 1921. 1st year, Political Economy

Evans, George Heberton, Jr.

A.B., Johns Hopkins University, 1920. 2nd year, Political Economy, Political Science, and Psychology

Fedder, Abraham

A.B., Johns Hopkins University, 1921. 1st year, Political Economy, Political Science, and History

Fossum, Paul Robert

A.B. Park Region Luther College, 1915. 2nd year, Political Economy

Gillies, Robert Carlyle

A.B., Princeton University, 1920. 1st year (part-time), Political Economy

Hankin, Anne E.

Attendant on courses in social economics [1923]

Hartin, William McCants

B.Litt., Furman University, 1897, and A.M., 1899; Th.M., Southern Baptist Theological Seminary, 1904. Part-time, Political Economy

Howard, Mary Cushing (Miss)

Bryn Mawr School. Attendant on Courses in Economics and Business Economics.

Kahn, Hortense Miller

A.B., Goucher College, 1916. 1st year (part-time), Political Economy.

Levin, Benjamin Szold

Park School. Senior undergraduate, Dr. Weyforth, Adviser

Meeth, Ruth Elizabeth (Miss)

A.B., Goucher College, 1918. 1st year, Political Economy

Nelson, Louise Dallam

Attendant on courses in social economics.

Pasternak, Lillian

A.B., Goucher College, 1920. 1st year, Political Economy

Saiontz, Leon Robert

A.B., Johns Hopkins University, 1921. 2nd year, Political Economy

Suzuki, Hitoshi

Master of Commerce, Meiji University (Japan), 1920. 1st year, Political Economy

Tingley, Ruth (Miss)

A.B., Goucher College, 1914. 1st year, Political Economy

Whistler, Margaret Kathryn (Miss)

A.B., Goucher College, 1921. 1st year, Political Economy.

Wyckoff, Vertrees Judson

A.B., Princeton University, 1920. 1st year (part-time), Political Economy

Griffiss, Bartow [Added to list of members]

A.B., Johns Hopkins University, 1920. 2nd year, Political Economy, Political Science, and Psychology

Seibert , Louise Cleret (Mrs.) [Presented, but not on list of members]

A.B. Goucher College, 1920. (probably) 1st year (part-time) Political Economy

Taketomi, Yasuo [Presented, but not on list of members]

A.B., Waseda University. 2nd year, Political Economy

 

Faculty

Jacob H. Hollander, Professor of Political Economy [at present rank, 1904-; first appointment, 1894]

A.B., Johns Hopkins University, 1891, Fellow, 1893-94, and Ph.D., 1894; Treasurer of the Island of Porto Rico, 1900-01; Special Commissioner Plenipotentiary to Santo Domingo, 1905-06; Financial Adviser of the Dominican Republic, 1908-10.

George Ernest Barnett, Professor of Statistics [at present rank, 1911-; first appointment, 1901]

A.B., Randolph Macon College, 1891; Fellow, Johns Hopkins University, 1899-1900, and Ph.D., 1901.

William Oswald Weyforth, Associate (Associate Professor Elect) in Political Economy [at present rank, 1919-]

A.B., Johns Hopkins University, 1912, and Ph.D., 1915; Instructor, Western Reserve University, 1915-17.

Broadus Mitchell, Instructor (Associate Elect) in Political Economy [at present rank, 1919-]

A.B., University of South Carolina, 1913; Fellow, Johns Hopkins University, 1916-17, and Ph.D., 1918.

Miss Theo Jacobs, Associate in Social Economics [1919-]

A.B., Goucher College, 1901; Federated Charities of Baltimore (District Assistant, 1905-07, District Secretary, 1907-10, Assistant General Secretary, 1910-17, Acting General Secretary, 1917-1919.

__________________

 Minutes of the Seminary
1923-24

October 11, 1922

The opening meeting of the economic seminary of the session was held in room 315 on Wednesday at 2 o’clock. Mr. [Bartow] Griffiss read a paper on “The Relation Between Fluctuations in the Call Money Rate and in Stocks”.

October 18, 1922

The economic seminary met at 2 o’clock. Professor [George E.] Barnett read a paper on “Index Numbers of the Total Cost of Living as a Measure of Satisfaction”.

October 25, 1922.

Mr. [Robert Carlyle] Gillies read two papers , (1) “Minimum Health and Decency Budgets as Employed in Labor Union Arguments,” and (2) “Relative Cost of Government and Private Borrowing”.

November 1, 1922

Mr. [Vertrees Judson] Wyckoff read a paper on “Illustrations of the Tactics of Two Trade Unions During Period of Commercial Depression”.

November 8, 1922

Mr. Paul Robert Fossum read a paper on “The Agrarian Movement in North Dakota”.

November 15, 1922

Professor [Jacob H.] Hollander read a paper on “The Allied Debt”.

November 22, 1922

Mr. [Stanley Roberts] Black read a paper on “Recent Investment Policies of Mutual Savings Banks”.

November 29, 1922

Mr. [Leon Robert] Saiontz read a paper on “Tax Exempt Securities in the United States”.

December 6, 1922

Mr. [Abraham] Fedder read a paper on “History of the Index Numbers of the Cost of Living in Great Britain”.

December 13, 1922

Mr. [William McCants] Hartin read a paper on “Control of the Boll Weevil in the United States”.

December 20, 1922

Miss [Lillian] Pasternak read a paper on “Interrelated Dependent Families”.

January 3, 1923

Mr. [Bartow] Griffiss read a paper on “Control of the Call Money Rate”.

January 10, 1923

Mr. [Benjamin Szold] Levin read a paper on “The Farm Loan Act”.

January 17, 1923

Mr. [Robert Carlyle] Gillies read a paper on “Performance of the U.S. Railroad Administration”.

January 24, 1923

Mrs. [Louise Cleret] Seibert read a paper on “Unions of Government Employees”.

January 31, 1923

Miss [Mary Cushing] Howard read a paper on “The American Federation of Labor”.

February 7, 1923

Dr. [William O.] Weyforth read a paper on “Exchange Rates and Purchasing Power Parities”.

February 14, 1923

Professor [Jacob H.] Hollander gave a talk and read some Letters of Adam Smith.

February 21, 1923

Dr. [Broadus] Mitchell talked on “The Recent Accession to the Hutzler Collection”.

February 28, 1923

Mr. [Bartow] Griffiss talked on “The Operation of the New York Call Money Market”.

March 7, 1923

Mr. [Vertrees Judson] Wyckoff read a paper on the “Conclusions on the Readjustment of Trade Union Agreements in a Period of Depression”.

March 14, 1923

Mr. [Stanley Roberts] Black read a paper on “Legislative Policies in Respect to Investments of Mutual Savings Banks”.

March 21, 1923

Mr. [Paul Robert] Fossum read a paper on “The Functions of the Bank of North Dakota in the Industrial Program of the Non-Partisan League”.

March 28, 1923

Mr. [Hitoshi] Suzuki read a paper on “Post-War Finance in Japan”.

April 11, 1923

Mr. [Abraham] Fedder read a paper on “Occupational Changes Due to Invention and Improvements”.

April 18, 1923

Mr. [Leon Robert] Saiontz read a paper on “History of Tax Exempt Securities”.

April 25, 1923

Miss [Ruth Elizabeth] Meeth read a paper on “Placing Out Work of the Henry Watson Children’s Aid Society”.

May 2, 1923

Miss [Ruth] Tingley read a paper on “The Unmarried Mother and Her Child”.

May 9, 1923

Miss [Lydia Margaretta] Culver read a paper on the “History of Baltimore Association for the Improvement of the Conditions of the Poor”.

May 15, 1923

Mr. [Yasuo] Taketomi read a paper on “Thomas Hood’s Social Verse”.

May 23, 1923

Miss [Margaret Kathryn] Whistler read a paper on “Probation in Baltimore”.

Seminary ended for the year.

 

Sources:  

Dates, presenters and topics from: Johns Hopkins University. Eisenhower Library, Ferdinand Hamburger, Jr. Archives. Department of Political Economy, Series 1. Minutes of the Economic Seminary, 1892-1951. Folder “1922-1940”.

 Information about the members of the seminary from: The Johns Hopkins University Circular, Vol. XLI, 1922 and The Johns Hopkins University Circular, Vol. XLII, 1923.

Image Source:Webpage “Gilman Hall circa 1920” in the Hopkins Perspective, 1876-Today collection.

 

Categories
Business School Columbia Dartmouth Harvard Pennsylvania

Columbia School of Business Opens. Seligman’s Thoughts, 1916

 

Columbia University economist provides “the history of the movement which has culmination in the adoption of this project”, i.e. the founding of Columbia School of Business. The earlier resistence of the economics department to a School of Business is explained as well as the flip-flop to its support of opening of the School of Business in the autumn term of 1916.

_______________

A UNIVERSITY SCHOOL OF BUSINESS
by Edwin R. A. Seligman

[I]

THE opening of the Columbia School of Business in the autumn of 1916 marks another milestone in university education. The history of the movement which has culminated in the adoption of this project is highly interesting.

Less than a generation ago the only opportunities offered in education for business were the classes in single and double bookkeeping, usually conducted both here and abroad under the high- sounding title of “Business Institutes.” All they did was to give a smattering of ordinary bookkeeping with occasionally some slight instruction in English or a foreign language thrown in. One or two farsighted men already at that early period appreciated the need of a more systematic preparation for business life; but theirs were voices crying in the wilderness. It was the time when any kind of institutional education, except for the ministry, counted but little, the time when the lawyer was supposed to prepare himself for his work by serving an apprenticeship in a law office, and when the college graduate desirous of entering business life was at a disadvantage in the estimation of the employer as compared with the youth who had started from the bottom and who had enjoyed a few years of business experience. One of the broad-minded exceptions was Mr. Joseph Wharton of Philadelphia, through whose liberality the Wharton School was created at the University of Pennsylvania in the early eighties. This school, however, had at first only a moderate success, as did the similar schools started from time to time by other colleges and universities. The time was not yet ripe. When Columbia came to consider the problem, it preferred to devote its energies to political science rather than to business, and to purely University or graduate rather than to undergraduate work. As a consequence there was initiated the School of Political Science, which on its pedagogical side became a training school for teachers of the social sciences and for governmental administrators.

In the meantime, the economic development of the United States as well as of Europe led to a constant broadening of the scale on which business enterprises were carried on, and the demand for really adequate commercial training became more and more insistent. Toward the end of the last century the interest thus awakened became so strong that the Chamber of Commerce of New York was ready to grant an annual subvention to Columbia if it should be decided to develop courses of the desired character. The situation was canvassed by a small committee; but it was finally decided not to accept the overtures made by the committee of the Chamber of Commerce for several reasons. In the first place, it was felt that the demand had not yet become sufficiently great to justify the expectation of a student body satisfactory in either quantity or quality. Secondly, we were convinced that a successful school of the character desired would have to be conducted along academic lines of a modified kind, and that the best results could be hoped for only by securing academic teachers with a business experience rather than business men without academic experience. It was, however, at the time impossible to find a sufficient number of qualified instructors. Moreover, the literature of the subject was as yet embryonic, and the proper curriculum of such a School had nowhere been thoroughly worked out. In the third place, it was realized that the most important consideration at the time in American educational development, and especially at Columbia, was to emphasize the purely scientific or graduate work in political science; and the Department of Economics feared lest there might be danger in diverting its energies from the scientific field to work of a technical or professional character, such as would be necessitated by a new School of the kind contemplated. Finally, the movement for the creation of commercial high schools had come to a head, and it was deemed wiser to ascertain how far the gap might be filled by the secondary schools before deciding as to what should be done by Columbia. For these reasons the project was postponed, and the entire energy of the Department of Economics was directed to the rounding out of the University courses in political science and to the improving and broadening of the tender of the undergraduate or college course in economics.

During the last fifteen years, however, an instructive development has occurred. In the first place, there was a growing recognition of the need for a broader and more adequate training for business. Chambers of Commerce and other commercial bodies both here and abroad began to grow more restless and more insistent in their demands. The old feeling of prejudice on the part of the successful business man toward the college graduate diminished, although he still maintained that the college curriculum might profitably be modified in some respects to give a better preparation for business. This demand, which emanated primarily from the commercial community, now found expression in the new commercial schools in England and even more in Germany, and a rich fund of knowledge was being accumulated from the experience of these foreign schools. In the United States, moreover, it was gradually recognized that the commercial high schools, however excellently managed, were not quite adequate to solve the problem.

In the course of time professional schools of the desired kind were initiated, although along widely varying lines, by several American universities, the most notable examples being those of New York University and of Harvard. In New York City the demand for the inception of courses of some kind at Columbia soon became so urgent that a modest beginning was made three or four years ago with a few evening courses. Owing to the high standards which were observed from the outset, these courses met with immediate success. They were conservatively increased from year to year, until during the past year the number of students and the character of the instructors became such as to justify the demand for their merger into a new and independent school, which should possess an identity of its own and which should become a regularly accredited part of the University.

There were several reasons which led the Department of Economics now to welcome the movement to which it had been lukewarm a decade or two before. In the first place, the number of men qualified to serve as instructors in the new schools had become so numerous as to make it reasonably certain that the faculty could be filled by men of the first rank. Secondly, the literature of the subject had become so abundant as to make it possible to put academic teaching in business on a par with that of the other occupations or professions. Thirdly, experience with various types of schools had become so rich as to permit of what seemed to be a sound conclusion. Finally, the University work under the Faculty of Political Science had become so thoroughly established that there was no danger to be anticipated in any diversion of energy to the new institution. It was felt, therefore, that we were now quite ready to develop the technical or professional, rather than the purely scientific, sides of instruction in Economics.

It was for these reasons that the Department of Economics as well as the entire Faculty of Political Science cordially welcomed the project for the new School and that the report of the special committee appointed to consider the subject met with the unanimous approval of the University Council and was speedily adopted by the Board of Trustees.

II

In determining upon the character of the School, the committee considered with some care the different types in existence. There are in the United States at present three chief types: (1) the Wharton School, which has a curriculum of four years parallel to that of the college and which is essentially an undergraduate school; (2) the Harvard School of Business Administration, which has a two- years’ curriculum of a frankly graduate character; and (3) the Amos Tuck School at Dartmouth, which admits students at the end of the junior year and carries them through a two-years course. No one of these types approved itself to the committee.

The Wharton School plan seemed to be open to criticism from several points of view. As a purely undergraduate school it necessarily becomes a rival to the college and to the extent that it succeeds, it is likely to weaken the college. In the second place, it begins professional or technical work at too early a period, whereas the whole tendency of recent development in the United States is to relegate the professional or technical education to a somewhat later stage. The change that has been going on during the last few years in the Engineering Schools and other Schools of Applied Science affords ample evidence of this tendency. What is needed in this country is a broad foundation for the technical or professional class, and the School of Business needs as broad a foundation as we are coming to demand for other professional schools. Thirdly, a purely undergraduate school of business excludes the possibility of any pronounced extension of the graduate or research courses, which are coming to be as important in applied economics as they are in pure economics. A four-years’ undergraduate curriculum in business courses virtually exhausts the subject and leaves practically nothing for the research student. It was largely for these reasons that the Wharton School type was discarded as a model.

On the other hand the Harvard type seemed to be open to criticism for opposite reasons. In the first place, the requirement of a college degree for entrance renders such a school impotent to serve the public which is clamoring for admission in large centers like New York. Comparatively few men who intend to go into business can afford, whether from the material or from any other point of view, to wait until they are twenty-four or twenty-five years of age before entering upon a practical business career. And it is questionable whether even a few captains of industry will be recruited from this class. A purely graduate school which can never expect more than a handful of students is thus abandoning its opportunity to serve the public in the largest measure. In the second place, not only must such a school from the very nature of the case be numerically insignificant, but it seems to be based upon an erroneous pedagogical principle. It is now rather widely recognized that the movement inaugurated by President Eliot a generation ago went too far for the best interests of American education. In attempting to convert the American college into a university, he ignored the fact that the principles of academic freedom—freedom of the student as well as freedom of the teacher—are applicable in full measure only to a real university doing advanced or research work. Moreover, although by pulling up, as he thought, the American college, to a higher or university level, he advanced the age of graduation to about twenty-two, he at the same time made the attainment of the college degree a prerequisite to professional or research work. The college thus came to occupy the contradictory position of a university and of something less than a university. The consequences soon disclosed themselves. As soon as the demands of the public for a better medical and legal preparation became imperious, the complications began; for the medical school course was gradually lengthened to five years, and the law school course to three years, with a possibility of soon becoming four years. To make, as was now done, entrance to the professional schools conditional upon a college degree therefore meant that the young lawyer could not begin his life’s work before the age of twenty-five or twenty-six and the young doctor before the age of twenty-seven or twenty-eight.

This is an intolerable situation, which exists nowhere else in the civilized world and which it is out of the question to think will permanently continue in the United States. The first step away from this difficulty was taken by Columbia some twenty years ago when it introduced the so-called combined course into the professional schools, permitting the saving of at least one year. This combined-course idea rapidly spread throughout the country and is now adopted by most of the leading universities, barring a few conservative institutions in the East. A slight modification of this system was later introduced at Columbia in the Schools of Engineering, Mining, and Chemistry, which were put upon a basis of advanced standing requiring three years of college work for entrance, thus making possible a combined course of six years from entrance into the college up to the acquirement of the professional degree. Even this, however, was gradually found to be inadequate; and before long not only the School of Medicine but the School of Architecture, and the School of Journalism opened professional courses to students who had completed two years of college work.

By many it was recognized that here is the proper dividing line between the ordinary cultural and preparatory courses on the one hand, and the technical or professional courses on the other. To those who hold to this opinion, it seems entirely probable that sooner or later the combined or Columbia plan, which has now spread throughout the country, will be replaced by the newer or still more distinctive Columbia plan, which is in harmony not only with the educational practice of the rest of the world, but with sound educational theory. The Harvard School of Business Administration, therefore, appeared to the committee to embody the same erroneous principle which had been applied to the law and medical schools. The country has broken away from the Harvard plan in legal and medical education. It seems unlikely that it will follow Harvard in the new form of business education. At all events, the system seemed to be quite inapplicable to conditions at Columbia.

The third type of business school is represented by the Amos Tuck School, which does, indeed, accept the principle of a dividing line below the close of the college curriculum. The Amos Tuck School, however, has turned out to be distinctly restricted in scope and attracts few students outside of Dartmouth itself. What it does is to provide an alternate year for Dartmouth seniors, with an opportunity of proceeding for an additional year. It does not succeed in drawing from other colleges students who have completed three years of college work. Moreover, it suffers from the same defect as the Harvard School in that it offers an inadequate curriculum of only two years in length.

Since therefore none of the existing types seemed to be either suitable to Columbia conditions or in harmony with sound pedagogical principles, it was decided to put the dividing line between college and professional work at the end of the second year, largely for the reasons mentioned above. Students will therefore be admitted to the Columbia School who have completed two years of college work or its equivalent, and the School of Business will be put on the same basis as the Medical School, the School of Architecture, and the School of Journalism. This arrangement makes possible the attainment of several results. In the first place, every student who enters the Business School as a candidate for a degree will be sure of having pursued those general cultural and disciplinary college courses which are considered obligatory upon every cultivated man in Europe as in America. In the second place, on this broad basis there will be erected a carefully devised professional or technical curriculum after the completion of which the graduate can enter upon his business career at the age of twenty-two or twenty-three,—about the ordinary age abroad. In the third place, the three-year course, which is midway between the exaggerated four-year Wharton course and the inadequate two-year Harvard and Amos Tuck courses, will permit a comprehensive and well-rounded sequence of studies. The type of school finally adopted thus seems to combine a maximum of advantages with a minimum of defects. It will moreover enable the School to serve much more varied classes of students than can be found in any other type.

Among these classes are, first, students who have spent two years in Columbia College or in some other college of equivalent rank and who are candidates for a degree. It is expected that not a few college students, both at Columbia and elsewhere, who have decided by the end of the second year to pursue a distinctively business career, will enter the new School and thus secure a better preparation for their life work than if they were to continue in a more or less desultory fashion through the remainder of their college career.

In the second place, the School will afford abundant opportunity in its upper reaches for graduate students who desire to prepare themselves for the teaching profession or who are inclined to devote time to purely research courses. Such students will be able to combine a more technical or professional course in the School of Business with graduate courses given in the School of Political Science, and there will therefore be offered for the first time in the United States a unique combination of pure and of applied science, or of theoretical and of practical economics, which will doubtless turn out to be fruitful of results.

In the third place, the School will afford an opportunity to graduates of high schools, who for some reason do not desire to go to college, to take courses in the Department of Extension Teaching at Columbia, in either day or evening courses, and to complete work equivalent to that offered by Columbia College in its first two years.

In the fourth place, there are in New York City many men and some women actively engaged in business who are eager to learn more about the real foundation of their business life. Students of this character, if over twenty-one years of age, who have shown their qualifications to undertake certain courses may be admitted as special students in particular subjects, but will, of course, not be candidates for a degree.

It is therefore believed that the type of school finally adopted is the one which will minister most successfully to the needs of the New York public, and which will, at the same time, provide on the broadest possible basis a curriculum which will attract students from all parts of the country.

III

Before we proceed to discuss the curriculum a word must be said about the name of the new institution. Most of the existing institutions are called Schools of Commerce or of Commercial Science. Such an appellation seemed, however, unsatisfactory. For in the first place what is taught in such a school is not primarily science at all, but art; or even if the purely scientific problems may be taken up in the later years of the School, the earlier years must naturally devote themselves primarily to the practical applications. But, more important than this, the term commerce seems to be ill-chosen. There are many problems of business management which have only a slight relation to commerce as such; and the Supreme Court of the United States has told us in a leading decision that insurance is not commerce at all. As in every School of this kind the problems connected with insurance must occupy a prominent place, it seems objectionable to apply a generic name in connection with a particular division to which the generic name is, as we are instructed, wholly inapplicable. On the other hand, some schools call themselves Schools of Business Administration. This title, however, is equally open to criticism. If we object to the term commercial science on the ground that a great part of the work is not science at all, we can equally object to the term business administration on the ground that a great part of the work far transcends purely administrative problems. What such a School has to deal with is the principles underlying business practice, as well as the best method of putting those principles into operation. It is partly science and partly administration; it is more than science and more than administration. Since, therefore, the real object of such a School is to deal with business problems in their varied and comprehensive aspects, it seemed wise to take the simple and obvious name of School of Business. In the Law School we study law; in the Medical School we study medicine; in the School of Architecture we study architecture; in the School of Engineering we study engineering; and consequently the obvious place in which to study business is the School of Business. The name is simple, inclusive, and comprehensive.

When we come to discuss the curriculum of the new School, several points are to be noted. In the first place, an attempt is made to steer between the rigid and fixed curriculum found in some of the American professional schools and the very elastic schemes that are found in the ordinary university courses here and abroad. It was attempted to strike a happy medium by requiring in the first year from all candidates for a degree a certain number of courses aggregating one-half or two-thirds of the whole. Every student who intends to go into business should know something about general economics, accounting, finance and business organization, and should also have a command of some of the foreign languages. When, however, the foundation has been laid in this way, students are allowed a free choice, subject to the condition, however, that their course be approved by the Director. The Director of the School is presumed to have a personal acquaintance with each of the students, and to be able in person or through delegation to give to each proper advice. Students who desire to have a general business course will find such a curriculum mapped out for them. Others who may prefer to specialize will find a sequence of courses in a variety of subjects: accounting, banking, finance, transportation, commerce and trade, business organization and management, manufactures, advertising and salesmanship, and the like. At the end of the second year, the degree of Bachelor of Science will be awarded so that those who do not care to defer their entrance into a practical business career may start in at the age of the ordinary college graduate. It is expected, however, that a large proportion of the students will continue for a third year, at the end of which the Master’s degree will be conferred.

This third year, it is hoped, will be the most valuable, as it will be the most unique, year in the School. It will correspond approximately to the clinical year which is now being added to our best medical schools. It goes without saying that in the City of New York, the centre of American wealth, the business problems are on a particularly gigantic scale and of a specially intricate character. It is proposed to make the courses in this third year not alone research courses in the more refined and difficult principles underlying business practice, but also practical courses where each student will have an opportunity of intimate personal contact with business life. Arrangements have already been made with the National City Bank whereby a certain number of students will be afforded an opportunity to prepare themselves for the service of the Bank in foreign fields. It is proposed to broaden and generalize these opportunities so that ultimately every student will be enabled and expected to do some field work in that particular department of business life in which he is especially interested. In almost every phase of “big business” in New York today the need is experienced for more expert and thorough training; and it is hoped in the advanced courses of the School to bring about a close cooperation between the corps of instructors on the one hand and the business community on the other. It is here that the School of Business will find an unexampled opportunity and perform an unexampled service. Just as the finest medical schools can exist only where there are the greatest hospitals, that is, in the large centres of population, so the most successful schools of business in the future may be expected to be found in the great centres of business life.

In order to accomplish these results and to realize the expectations which have been formed, it goes without saying that the new School of Business must be put on the highest possible standard of educational efficiency. So far as the students are concerned, this result has been guaranteed by the determination to make the scholastic standard as high as it is in the other departments of Columbia. We are fortunate in having in Dr. Egbert, as Director of the School, a man who is not only one of the great administrators in the country, but who has shown in both the Summer Session and the Extension work his adherence to these high standards. The continually growing reputation of those phases of the work to which Dr. Egbert has hitherto addressed himself are the surest guarantee of success in this new field.

High standards, however, depend not only upon the student body, but upon the corps of instructors. In order to avoid the difficulty which has unfortunately been experienced by so many American institutions, it is proposed that a professor must have one at least of two qualifications. If he is recruited from the academic ranks, he must possess the degree of Ph.D., to show that he has attained the highest academic honors, together with a reasonable business experience or an acquaintance with actual business problems. If, on the other hand, he is selected from the ranks of those who have devoted themselves primarily to business, he must not only have written a book which is an acknowledged authority in its field, but must give evidence of ability successfully to present the subject to the professional student. Although the corps of instructors is by no means entirely complete, it will be found that the selection has in every case been in accordance with the above considerations. The numerous additions to the teaching staff which are being planned for in the near future are confidently expected to conform to the same high principles.

Thus from every point of view, we feel that the problem has been carefully considered and solved with a reasonable hope of success. In the character of the student body, in the selection of the present and future teaching force, in the rounded sequence of courses, in the judicious union of practical and research work, in the rich possibilities of cooperation with the other departments of the University and the business life of the community, and last but not least, in the tried administrative experience of the Director, we have reason to believe that we possess a unique combination of factors which cannot fail to put the Columbia School of Business in the front rank of similar institutions here and abroad.

 

Source: Columbia University Quarterly, Volume XVIII, June 1916, pp. 241-252.

Image Source: From  American Economic Review, 1943.

Categories
Harvard Regulations

Harvard. Report on Graduate Economics Instruction, 1945

 

One interesting take-away is that the size of the graduate economics student body is discussed, given the faculty size, rather than the reverse. Also of interest is the proposal for a distinction to be made between a terminal Ph.D. exam failure and a failure meriting a second chance.

__________________

REPORT ON GRADUATE INSTRUCTION
December 10, 1945

TO: Professor H.H. Burbank
FROM: The Ad Hoc Committee on Graduate Instruction

This committee was asked to consider the following three questions: (1) How can the increased burden of Ph.D. examinations best be met? (2) Should any limit be set to the number of graduate students in economics and, if so, what should be the limit? (3) How can inadequate graduate students be most effectively eliminated? After a consideration of these questions, the ad hoc committee wishes to make the following recommendations:

I. Ph.D. Examinations.

The committee is of the opinion that the total number of general and special examinations scheduled and to be scheduled for this academic year does not present a serious problem. The examinations already scheduled number thirty-nine and the total number, to the end of the year, may reach sixty. If equally distributed this would mean ten to twelve examinations for each officer between now and June. The burden of the examinations however is unequally distributed among the officers of the Department, and certain of the recommendations which follow are designed to lessen this inequality.

If the number of graduate students doubles, or increases to anything like that figure, the examination burden will become serious, and our recommendations are chiefly directed toward this contingency. We recommend that the Department give consideration to the following possibilities:

  1. Officers of the Department who are lightly burdened with examinations may in most cases be asked to examine in certain fields outside those in which they are now giving instruction.
  2. Since the examination load is now concentrated in the months of January and May, students should be encouraged to stand for examination in less crowded periods.
  3. Instructors should be asked to share the burden of examining as soon as they receive their doctor’s degree.
  4. In exceptional cases (but only in such cases) one examiner can be made responsible for two fields; for example, the same examiner could, in certain cases, be made responsible for money and banking and business cycles. In others, the examination in theory and international trade could be given by on man. If and when this expedient is followed, the officer examining in two fields should vote on these two fields. All three examiners should be responsible for a judgment on the examination as a whole.
  5. As the examining burden becomes heavier, two fields rather than one (but not including theory) might be written off and the examination shortened to an hour and a half.
  6. The last two measures are suggested as temporary expedients only—not as permanent policies.

The committee discussed the possibility of substitution written examinations and although a definitive view was not reached, the consensus of opinion was against the written examination on these grounds:

(1) Students are required to take extensive written course examinations and as far as their capabilities to satisfy such requirements are concerned they are already adequately tested. The oral examination constitutes a different and important kind of test.

(2) If the written general examinations were adequate to their purpose, and if at least a short oral were included as for the undergraduate divisionals, the committee doubts whether any time would be saved.

II. Size of the graduate school in economics.

The committee believes that if standards of graduate instruction are to be maintained a limit must be set to the number of students admitted to the graduate school and suggests tentatively about two hundred and fifty. This would involve limiting the number of first year students to approximately one hundred. Substantial increase in the number of students will increase markedly the amount of time which will have to be given to the direction of theses and to other forms of individual instruction. It is probable that with a graduate school of two hundred and fifty, less time will in any case be available for such instruction but the committee feels that no appreciable lowering of standards need accompany an increase to the suggested size.

A second major burden will be imposed on instruction in the fields of theory, statistics and economic history. In order to lighten this burden the committee recommends that the Department take the following steps:

  1. The basic graduate course in theory should be offered anew each term. The committee is of the opinion that the staff of theory instructors is adequate for this purpose.
  2. The Department should proceed forthwith to the appointment of its full quota of faculty and annual instructors and teaching fellows. We understand that the Department is entitled to six faculty instructors and we urge that the available positions be filled as soon as possible.
  3. In making the appointments, particular attention should be given to securing an adequate number of instructors and assistants in the field of statistics. One or more of the people appointed in this area should be Ph.D.’s in order that the examining burden on present officers may be lightened.
  4. It is imperative that an able young man be appointed in the field of economic history and he must have his degree if the very heavy examining load in this field is to be shared.

III. Weeding out incompetents.

The committee is agreed that to the greatest extent possible this weeding out process should begin with the raising of standards of admission to the graduate school. It urges on the Chairman of the Department that he throw his influence in favor of rejecting the lower fringe of candidates who in ordinary times would have been admitted and that he emphasize strongly to the Dean of the Graduate School the necessity of applying higher standards. With respect to students already admitted the committee recommends:

  1. that ordinarily the failure to receive an average of two B’s and two B+’s for the first year of work in the graduate school be considered reason for refusing students permission to continue their studies;
  2. that, in addition to raising the standard required to be satisfied in the general examination, failures be divided into two categories:

(1) Failed, but permitted to apply for re-examination.
(2) Failed, and prohibited from applying for re-examination.

Respectfully submitted,

Edward S. Mason, Chairman
Edward H. Chamberlin
Alvin H. Hansen

 

Source: Harvard University Archives. Department of Economics, Correspondence and Papers Department (UAV349), Box 13.

Categories
Economists Harvard Seminar Speakers

Harvard. Galbraith’s Special Tuesday Evening Seminar, 1973

 

One of the delights of working with the papers of John Kenneth Galbraith is that the man was simply incapable of writing a straight memo. Some flash of wit or felicitous use of the English language always breaks in. The following announcement gives us some insight into the sort of university service that Galbraith most gladly provided. Soft power was his instrument of choice for departmental politics.

___________________

SPECIAL TUESDAY EVENING SEMINAR

As in earlier years, Professor Galbraith will conduct a series of evening discussions for first year graduate students and others who are interested. Meetings will be in the Littauer Lounge at 7 o’clock, and participants are urged to arrive reasonably on time. They may leave when they wish. Following very brief introductory comments by Professor Galbraith and guests, the subject will be open for discussion. No competently presented argument, however inconvenient, will be denied a hearing. Discussion will continue as long as the audience or the supply of useful ideas endures. This year’s subject and dates are listed below. The guest list is still tentative.

 

October 2, 1973—THE ECONOMICS OF THE PRESENT INFLATION

Guests:
Hendrik S. Houthakker
James S. Duesenberry
John Dunlop

October 16, 1973—THE CORPORATION: IS IT RESPONSIBLE: HAS IT BOUGHT THE COUNTRY

Guests:
Theodore Levitt
Marc Roberts
Abram Chayes
Richard Caves

October 30, 1973—WHAT AND HOW SHOULD ECONOMICS BE TAUGHT AND A Ph.D. EARNED OR ACQUIRED

Guests:
Dale Jorgenson
Robert Dorfman
Sam Bowles
Art McEwan

November 13, 1973—WHAT ARE THE ECONOMICS OF SEX DISCRIMINATION, ARE WOMEN ECONOMIC ARTIFACTS

Guests:
Carolyn Bell
Betsy Munzer
Hazel Denton
Arthur Smithies
Lester Thurow

December 4, 1973—ECONOMICS AND THE PUBLIC PURPOSE

An evening for or against the book. (On this evening, a reasonable quantity of champagne of indifferent quality will be supplied from the accrued royalties, if any)

Guests:
John Kenneth Galbraith
Steve Marglin
Zvi Griliches

 

Source: John F. Kennedy Presidential Library. John Kenneth Galbraith Papers. Box 78. Series 5. Harvard University File, 1949-1990. Folder: “Courses, Non-credit seminar1973”.

Image Source: John Kenneth Galbraith in academic regalia from the Harvard Class Album, 1968.

Categories
Bibliography Chicago Columbia Yale

Chicago. French/German/Italian Public Finance Bibliography. Bloch, ca. 1944

 

The backstory to the following list of French, German, and Italian works on public finance that was given to students at the University of Chicago sometime in the early to mid-1940s is illustrative of the forensic effort to prepare such posts. 

Henry Simon Bloch (1915-1988)  was born in Kehl (Germany) and emigrated to the U.S. in 1937 after having received his doctorate from the University of Nancy for a dissertation on Carl Menger.  I ran across two bibliographies he had put together in the files of Robert M. Haig at Columbia University. Both cover letters were written by Bloch on University of Chicago economics department stationary. The bibliography transcribed for this post came without a date, but the course number and senior faculty member,  Simon Leland, were easy to confirm. Still, Bloch only appears once or twice in the departmental list of faculty (at the rank of instructor), but never actually listed as an instructor for Economics 360 “Government Finance”.    

Bloch left Chicago in 1945 about the same time that Oskar Lange did. Because Bloch wrote in the cover letter to the bibliography below that it hardly seemed as though four years had passed since he had visited New York and his other bibliography had been mailed in January 1940, it seems reasonable to assume that the today’s list was sent in 1944.

Last speculation: in the New York Times obituary linked above it mentions that Bloch was honorary associate fellow of Berkeley College of Yale University. Robert Triffin  was master of that residential college at Yale from 1969 until 1977. This likely connection is perhaps related to Bloch’s honorary doctorate from the Universite Libre de Bruxelles?

__________________

 Partial timeline
of Henry Simon Bloch

1915. Born April 6 in Kehl, Germany.
1937.  Dr. en Droit (Econ) at the University of Nancy with the dissertation La théorie des besoins de Carl Menger.
1937. Emigration to the United States.

University of Chicago

1938. Research assistant.
1941-42. Lecturer, Institute for Military Studies.
1943. Instructor economics, Institute for Military Studies.
1943-45. Research supervisor, Civil Affairs Training School (CATS) for Army and Navy Officers.

1945. Consultant, Foreign Economics Administration.
1945-46. Economist, Treasury Department.
1946. Member Treasury delegate for tax treaty negotiations, Treasury Department, France, United Kingdom, Benelux.
1947-49. Section chief, United Nations.

[gap to be filled]

1955. Visiting professor economics Yale University.
1955-62. Director fiscal and financial branch, United Nations.
1958-1959. Acting director, Bureau Economics Affairs.
1959-1962. Director, Bureau Technology Assistance.
1961-1962. Deputy commissioner for technical assistance, Bureau Technology Assistance.
1962-1966. President, Zinder International Ltd.
1967-1970. Vice-president, director, Engineer of Mines Warburg & Company, Inc.
1970-1975. Senior vice president, Engineer of Mines Warburg, Pincus & Company, Inc.
1976-1981. Executive vice president, Engineer of Mines Warburg, Pincus & Company, Inc.
1982-1988. Managing director, Engineer of Mines Warburg, Pincus & Company, Inc.
1988. Died in Manhattan, February 28.

Columbia University

Lecturer, 1955-1963.
Adjunct Professor law and international relations, 1963-1985.
Professor emeritus, 1985-1988.
Member international advisory board School International and Public Affairs, 1986-1988.

Source:   From the Henry Simon Bloch page at the Prabook website of biographies of professionals.

__________________

Budget and Appointment Recommendations 1944-45
February 21, 1944
Economics Department
Item 16

It is recommended that the appointment of Henry S. Bloch as instructor [10/1/1943-9/30/44, $3,600] be renewed [10/1/44 to 9/30/45, $3,600]. Bloch at present is devoting his time exclusively to the CATS program, where his salary is charged. Should that training program be liquidated, Bloch’s services can be transferred immediately to Departmental teaching, research, and assistance in advising students. During the past year such needs have arisen, but because of the demands of the miitary program Bloch has not been able to assist the Department in its civilian program. Attention is called to the fact that Bloch’s salary is on a four-quarter basis.

Source:  University of Chicago Archives. Records of the Hutchins Administration, Office of the President, Box 284, Folder “Economics , 1943-47”.

___________________

Course Description 1944-45

[Economics] 360. Government Finance. A survey course covering the main topics dealt with in standard treatises, but emphasizing analysis of the economic effects of various fiscal practices. Prereq: Two years’ work in the Division of the Social Sciences, or equiv. But: MWF 8; Leland.

Source:  Annual Register of the University of Chicago. Announcements: The College and the Divisions, Sessions of 1944-45. Volume XLIV, No. 8 (May 15, 1944), p. 279.

___________________

The University of Chicago
Department of Economics
Oct 1

Dear Professor Haig,

I thought this might be of interest to you. It is just a list for our students.

It seems as if I had seen you only yesterday and when I was out at Riverdale it seemed as if there had not been more than 4 years interval. It was so nice.

I assume that you met Oscar Lange in the meanwhile.

Regards,

Henri.

___________________

Economics 360
SELECTED LIST OF FRENCH, GERMAN AND ITALIAN WORKS ON PUBLIC FINANCE

by
S. E. Leland and H. S. Bloch

Authors of the French language group

Allix, E. Traité élémentaire de science des finances et de législation financière française, 4th ed., 1921. Paris, 1931.

Allix, E., and Lecerclé, M. L’impôt sur le revenu. Paris, 1927.

Colson, Clément. Les finances publiques et le budget de la France. Cours d’économie politique, vol. v (2d rev. ed.). Paris, 1931.

De Greeff, Guillaume. L’économie publique et la science des finances. Bruxelles, 1907.

Denis, M. H. L’Impôt sur le revenu. Brussels, 1881.

Garnier, Joseph. Traité de Finance, 3d ed. Paris, 1872.

Jèze, Gaston. Cours élémentaire de science des finances et de législation financière française. Paris, 1912.

__________. Cours de science des finances (Théorie de l’impôt). 1936/37.

__________. Cours de finances publiques. Théories générales sur les phénomènes financiers, les dépenses publiques, le crédit public, les taxes, l’impôt. Paris, 1931.

__________. Théorie générale du budget. Paris, 1922.

__________. Cours élémentaire de science des finances et de législation financière française. Paris, 1932.

__________. Cours de science de finances et de législation financière française. Technique du Crédit Public. Paris, 1923.

__________. «Le rôle du ministre des finances dans une démocratie, » Revue de Science et de Législation Financières, Vol. XXVII (1929), pp. 7-24.

__________. Le remboursement des emprunts publics d’état. Paris, 1927.

Jèze-Boucard, M. Éléments de la science des finances et de la législation financière française, 2 vols. 1902.

Leroy-Beaulieu, Paul. Traité de la science des finances. 2 vols. 1899.

Marion, Marcel. Histoire financière de la France, depuis 1715, 6 vols. Paris, 1914/1931.

Marquis de Mirabeau. Théorie de l’impôt. 1760.

Say, Jean Baptiste. Cours complet d’économie politique pratique. 1828-9.

Say, Léon. Les finances. Paris, 1892.

__________. Dictionnaire des finances, 2 vols. Paris : Nancy, 1891/1894.

__________. Les Solutions démocratiques de l’impôt. 1886.

Stourm, R. Cours des finances. 1906.

__________. Le budget. Tr. in English—The Budget. 1917.

Trotabas, L. Précis de science et législation financières. Paris, 1936.

Vauban. Dixme royale. 1707.

Walras, L. Théorie critique de l’impôt. Paris, 1861.

 

Authors of the German language group

Büsch, Johann Georg. Abhandlung vom dem Geldumlauf in anhaltender Rücksicht auf die Staatswirtschaft und Handlung. Hamburg, 1780. [2nd edition, 1800]

Cohn, Gustav. Finanzwissenschaft, 1889. The Science of Finance (tr. by T. B. Veblen). Chicago, 1895.

__________. System der Finanzwissenschaft. 1889.

Colm, G. Volkswirtschaftliche Theorie der Staatsausgaben. Tuebingen, 1927.

Eheberg, Karl. Finanzwissenschaft, 18th ed. Berlin, 1930.

Földes, B. Finanzwissenschaft. 1920.

Gerloff, W. Steuerwirtschaft und Sozialismus. Leipzig, 1922.

Gerloff, W., and Meisel, F. Handbuch der Finanzwissenschaft. Tübingen, 1926.

Goldscheid, Rudolf. Handbuch der Finanzwissenschaft. Tübingen, 1926.

Hock, Karl V. Öffentliche Abgaben und Schulden. 1862.

Jecht, Horst. Wesen und Formen der Finanzwissenschaft. Jena, 1928.

Jèze-Neumark, F. Allgemeine Theorie des Budgets. 1927.

Lindahl, E. R. Die Gerechtigkeit der Besteuerung. Lund, 1919.

Lotz, W. Finanzwissenschaft. 1917.

Mann, Fritz Karl. « Steuerpolitische ideale, » Finanzwissenschaftliche Forschungen. Jena, 1937.

__________. Deutsche Finanzwirtschaft. Jena, 1929.

Moll, Bruno. Lehrbuch der Finanzwissenschaft. Berlin, 1930.

Nebenius, Karl Friedrich. Der öffentliche Kredit. 1820.

Neumark, Fritz. Reichshaushaltplan. 1929.

Rau, Karl. Lehrbuch der politischen Oekonomie. 1826-37.

Ritschl, Hans. Theorie der Staatswirthschaft und Besteuerung. Bonn, 1925.

Sax, Emil. Grundlegung der theoretischen Staatswirtschaft. Vienna, 1887.

Schaeffle, Albert, E.F. Die Steuern. Leipzig, 1895.

Roscher, Wilhelm. System der Finanzwissenschaft. 1886.

Schanz, G. V. Der Einkommensbegriff und die Einkommensteuergesetze, Finanzarchiv. 1896.

Stein, L. V. Lehrbuch der Finanzwissenschaft, 4 vols. 5th ed. 1885/1886.

Sultan, H. Die Staatseinnahmen: Versuch einer soziologischen Finanztheorie als Teil einer Theorie der politischen Oekonomie. 1932.

Tehralle, Fritz. Finanzwissenschaft. Jena, 1930.

Teschemacher, Hans. Handbuch der Finanzwissenschaft. Tübingen, 1927.

Wagner, A. Finanzwissenschaft. 1889.

Wicksell, K. Finanztheoretische Untersuchungen. Jena, 1896.

 

Authors of Italian language group

Barone, Enrico. Principii di economia finanziaria. Rome, 1920.

Conigliani, Carlo. De diritto pubblico nei sistemi finanziari; Studi di teoria finanziaria; e’indrezzo teorico nella Scienza finanziaria. Turin, 1903.

__________. Le leggi scientiche della finanza. 1903.

Cossa, L. “Scienze delle finanze”—Translated excerpts, by H. White. Taxation: Its principles and methods. New York and London, 1893.

Del Vecchio, Gusatavo. Lezioni di scienze delle finanze, 2d ed. Padua, 1923.

De Viti de Marco. Il carattero teorico della economia finanziaria. 1890.

De Viti de Marco, Antonio. Principii di economia finanziaria. Turin, 1934. Translation: First Principles of Public Finance, by Edith Pavlo Marget. New York, 1936.

Einaudi, L. Corso di scienza della finanza, 3rd ed. Turin, 1914.

__________. Principii di scienza della finanza. Turin, 1932.

Fasolis, G. Scienza delle finanze e diritto finanziario. 1933.

Flora, F. Manuale della scienze delle finanze, 6th ed. 1921.

Graziani, A. Istituzioni di scienza delle finanze. Torino, 1897.

Griziotti, B. Considerazioni sui metodi; limiti e problemi della Scienze pure delle Finanze. 1912. Pp. 39.

__________. Principii di politica, diritto e scienza delle tinanze. 1929.

__________. Studi di diritto tributario. 1931.

Loria, Achille. The Economic Synthesis: A study of the laws of income. Tr. by Eden Paul. London, 1914.

Mazzola. Dati scientifica della finanza pubblica. 1890.

Murray, Roberto. Principi fondamentali di scienza pura delle finanze. 1914.

Nitti, F. S. Principi di scienze delle finanze, 5th ed. Rome, 1922.

Pantaleoni, Moffea. Teoria della pressione tributaria. 1887.

Pareto, Vilfredo. “I debiti pubblici dopo la guerra,” (Rivista di Scienze Bancaria—February-March, 1916), Fatti e Teorie, p. 57-62. Firenze, 1920.

Pugliese, Mario. L’imposizione delle imprese di carattere internazionale. 1930.

Ricca-Salerno, G. Scienza della finanze. 1888.

__________. Storia delle Dottrine Finanziane in Italia. Translated. Rome, 1881.

__________.History of Fiscal Doctrines in Italy. Translated. 1890.

Rignano, Eugenio. Social Significance of the Inheritance Tax. Translated by Wm. J. Shultz. New York, 1924.

Rignano, Eucenid. Una Riforma socialista del diritto successorio. Bologna. 1920.

Roncali, A. Corso elementari di scienza finanziaria. Parma, 1887.

Tangorra, V. Trattato di Scienza delle Finanza.

Vanoni, Ezio. Natura ed interpretazione delle leggi tributarie. 1932.

 

Source: Columbia University Archive. Robert M. Haig Papers. Box 16, Folder “Bibliography”.

Image Source: Social Science Research Building. University of Chicago Photographic Archive, apf2-07466, Special Collections Research Center, University of Chicago Library.

Categories
Columbia Regulations Research Tip Salaries

Columbia. Excerpts from annual faculty meeting. GRE’s, Math, Salaries discussed, 1951

 

 

The Department of Economics at Columbia University was a constituent element of the Faculty of Political Science from its earliest days. The Columbia University Archives have a long series of bound, typed minutes of the Faculty of Political Science and some of its committee meetings [Research tip: these bound volumes run from 1897 to at least 1957, when I approached the end of my project’s historical window].  I have somewhat randomly selected today’s transcription. The meeting had four items directly relevant to the greater project of chronicling the education of economists (i.e., about four items above the mode) and a relatively descriptive account of presentation and debate. When the discussion turned to a motion to replace a foreign language with a math requirement, the secretary of the Faculty, Professor Barzun, threw in the towel as keeper of the minutes: “From this point forward the discussion became at once so lively and so subtle that the Secretary was unable to keep up with it, and can provide only a feeble rendering of its reality.”

_____________________

FACULTY OF POLITICAL SCIENCE
April 27, 1951

The annual meeting of the Faculty of Political Science was held on April 27, 1951, at 4:10 P.M. in the Trustees’ Room.

Roll Call
[p. 1035]

Present:

Vice President Kirk
Dean Krout
Professors Anderson, Angell, Barzun, Bergson, Bonbright, Burns (A.F.), Burns (A.R.), Clark, Dorfman, Davis, Evans, Florinsky, Fox, Goodrich (Carter), Goodrich (L.M.), Greenberg, Hunt, Lazarsfeld, Lerner, Mattingly, Mills, Miner, Merton, Macmahon, Nurkse, Orchard, Peffer, Scheffé, Shoup, Strong, Steward, Stigler, Vickrey, Wagley, Wallace, Wilbur, Wolfowitz, Wuorinen.

Absent:

Professors Abel, Aly, Barghoorn, Baron, Berle, Brebner, Brunner, Carman, Clough, Commager, Dowling, Einaudi, Gellhorn, Haig, Hart, Haas, Hazard, Ho, Holborn, Jessup, Kroeber, Lehmann, Lipset, Lissitzyn, Lynd, MacIver, McNeill, Malone, Millett, Moley, Morris, Mosely, Neumann, Niebuhr, Nevins, Odlozilik, Pearden, Pennock, Polanyi, Robinson, Rogers, Saulnier, Sayre, Schuyler, Shapiro, Szeftel, Tannenbaum, Thomson, Truman, Westermann, Wolman.

[…]

Re-admission of graduate students
[p. 1036]

Dean Krout proposed the resolution of the Joint Committee on Graduate Instruction concerning the readmission of graduate students, as follows:

RESOLVED, That any former graduate student who seeks re-admission for work in residence at a date more than five years following his latest residence, must have his earlier academic work re-evaluated and his essay or dissertation subject reconsidered, either prior to readmission, or during the first semester of renewed residence. The credit which such students shall receive shall be determined by the Admissions Office on the recommendation of the Department concerned.

In the case of a former graduate student who makes application for the final examination in defense of his dissertation, at a date more than five years following his latest residence, the department concerned may require a similar re-evaluation.

It was passed unanimously without discussion.

[…]

Salary Report (of Committee of Six)
[p. 1038]

Speaking for the Committee of Six representing the three Graduate Faculties, Professor Stigler spoke briefly about the Report on University Salaries, copies of which had been previously sent to all members of the Faculty. He again stressed the fact that the role of the Committee was not to recommend a salary schedule, nor to cope with the difficulties of financing, but simply to report comparative findings. He pointed out the inadequacy of data for the period 1914-1930, but expressed confidence in the statistical results for the period 1930-1950. “We have now reached”, he said, “the lowest point of the entire stretch, and a remedial rise, to be significant, would have to be about 20% generally, and relatively higher for the lower ranks”.

Professor Carter Goodrich moved approval of the general thesis of the report, namely, that it is of the utmost importance to the academic standing of the University that our competitive position expressed through our salary scale be maintained.

The motion was unanimously approved.


Requirement of Graduate Record Examination for admission rescinded
[p. 1039]

Professor Carter Goodrich offered a resolution for the Committee on Instruction regarding the Graduate Record Examination. In discussion he gave a brief history of the requirement and referred to published survey showing that college grades offer a better means of predicting success in Graduate Studies than the examination. Moreover, the Examination costs the student $13.00 and three afternoons, which seems a lavish expenditure for an uncertain measure of prophecy. The Faculty unanimously voted to rescind the requirement.

 

Proposal of Dep’t. of Sociology to substitute Mathematics for one foreign language as a Ph.D. requirement
[pp. 1039-1040]

Professor Lazarsfeld offered a resolution to permit students in Sociology and Economics to substitute Mathematics for one of the two foreign languages normally required for the Ph.D. degree. In the discussion Professor Wuorinen asked to be enlightened on the tendency of the motion. The answer was that Mathematics is a language and one far more necessary to the statistical student of society than any of the languages that consist of words.

Professor Evans opposed the motion on two grounds: first, the principle that all Doctors of Philosophy in Columbia University are rightly deemed able to use the literature of their fields in two foreign languages besides their own; second, the technicality that any change in the requirement must be approved by all three Faculties.

From this point forward the discussion became at once so lively and so subtle that the Secretary was unable to keep up with it, and can provide only a feeble rendering of its reality. Professor Angell urged the far greater range of ideas available in his field through mathematical formulations; Professor Bonbright uttered the suspicion that our language requirement was not really effective, and implied that a mathematics requirement would be. Dean Krout rose to reinforce Professor Evans’ point that we could not take separate action as a Faculty.

Professor Evans introduced an amendment of which the effect was to reduce the requirement to one language for all fields. The amendment was not accepted by the first mover and Professor ANGELL called for a test vote on the original motion. It was carried 25-10; but given the Faculty lack of power to act independently on this matter, Professor Angell moved the appointment of a committee to reconsider the language requirement for the Ph.D. degree. This suggestion was powerless to stem the debate. Professor Stigler urged that all departments be treated equally. Professor Wuorinen questioned the relevance of mathematics to the purpose served by the linguistic equipment. Professor Davis wondered how much mathematics would equal one language. Dean Krout likewise wished to know what would be meant by “mathematics”. Professor Lazarsfeld replied that a committee exists and has expressed itself on the nature of the mathematical equipment required by social scientists. Professor Angell revealed that the Department of Economics has the specifications all worked out. Professors Macmahon and Shoup both agreed in considering mathematics a language and raised the spectre of a three-language requirement.

Finally the question was called for, and Professor Angell’s motion to appoint a committee was passed 26-9.

[…]

The meeting adjourned at 5:35 P.M.

Respectfully submitted
[signed]
Jacques Barzun
Secretary

 

Source: Columbia University Archive, Minutes of the Faculty of Political Science, 1950-1962. pp.1035-1042.

Categories
Exam Questions Harvard

Harvard. Graduate economic theory exams. Taussig, 1930-35

 

Today I am relieved to post the final batch (1930-1935) of enrollment data and examination questions for Frank W. Taussig’s core economic theory course. All in all nearly a half-century run for Harvard’s Grand Old Man.

Previous batches of transcribed exams are provided via the links below.

Examinations for 1887-90
Examinations for 1891-94
Examinations for 1897-1900
Examinations for 1904-09
Examinations for 1911-14
Examinations for 1915-17
Examinations for 1918-19 [Bullock and Carver]
Examinations for 1920-22
Examinations for 1923-25
Examinations for 1926-30

____________________________________

1930-31

Course Enrollment: Economics 11
1930-31

[Economics] 11. Professor Taussig.—Economic Theory

Total 58: 50 Graduates, 1 Senior, 7 Radcliffe.

 

Source: Harvard University. Reports of the President and Treasurer of Harvard College, 1930-31, p. 77.

 

1930-31
HARVARD UNIVERSITY
ECONOMICS 11
Mid-year Examination

Arrange your answers in the order of the questions.
One question may be omitted.

  1. In an examination paper set at Harvard College in 1876 the following question appears: “What is the error in the proposition that high wages make high prices?”
    What answer would have been expected from a student at that time? What answer would you give now?
  2. “The latent influence by which the values of things are made to conform in the long run to the cost of production is the variation that would otherwise take place in the supply of the commodity. The supply would be increased if the thing continued to sell above the ratio of its cost of production, and would be diminished if it fell below that ratio. But we must not therefore suppose it to be necessary that the supply should actually be either diminished or increased. . . . There is no need that there should be any actual alteration of supply; and when there is, the alteration, if permanent, is not the cause, but the consequence of the alteration in value. If, indeed, the supply could not be increased, no diminution in the cost of production would lower the value: but there is by no means any necessity that it should. The mere possibility often suffices.”
    Is this in accord with Mill’s analysis of demand and supply? with Marshall’s? with business experience?
  3. Can you distinguish between “supply price” and “expenses of production” in the following cases:
    1. the temporary equilibrium of supply and demand;
    2. accountants’ figures of cost for agricultural produce;
    3. accountants’ treatment of depreciation in the accounts of a manufacturing enterprise.
  4. In an examination paper set at Cambridge University, England, in 1929, the following appears: “From the point of view of economic principle, analyze the return obtained to-day from fen land drained in the seventeenth century?”
    What answer would Ricardo or Mill have given? What answer would be expected now from a student in Cambridge, England? What from a student in Cambridge, Mass.?
  5. (1) Marshall’s final conclusion as to the tenability of a distinction between interest and rent.
    (2) The following passages:

“The deepest and most important line of cleavage in economic theory” [is] “the distinction between the quasi-rents which do not, and the profits which do, directly enter into the normal supply prices of produce for periods of moderate length.”
“When the artisan or professional man has once obtained the skill required for his work, a part of his earnings are for the future really a quasi-rent of the capital and labour invested in fitting him for his work, in obtaining his start in life, his business connections, and generally his opportunity for turning his faculties to good account; and only the remainder of his income is true earnings of effort. But this remainder is generally a large part of the whole. And here lies the contrast. For when a similar analysis is made of the business man, the proportions are found to be different: in his case the greater part is quasi-rent.”

Is there inconsistency, apparent or real?

  1.    a.  Adam Smith’s remark, that the division of labor is limited by the extent of the market, has been said to state the gist of all there is to be said about external economies.
    1. It has been said, again, that the only internal economies which signify as regards economic theory are those accruing from the growth of production on a large scale.
    2. “If a commodity obeys the law of increasing return, an increase of demand causes much more of it to be produced, — more than if the commodity obeyed the law of constant return, — and at the same time lowers its price. . . . This line of reasoning has been thought by some writers to lend support to the claim that a Protective duty on manufactured imports in general increases the home market for those manufactured goods; and, by calling into play the Law of Increasing Return, ultimately lowers their price to the home consumer.”
    3. Consider these, separately or as a whole.
  1.     a. “Let us suppose that every one owns whatever capital he uses . . . and is not only of equal capacity, but of equal willingness to work, and does in fact work equally hard; also that all work is unskilled, — or rather, unspecialized in this sense, that if any two people were to change occupations, each would do as much and as good work as the other one had done.”
    1. “Let us suppose that labor is not of one industrial grade, but of several; that parents always bring up their children to an occupation of their own grade; that they have a free choice within that grade, but not outside it. Let us suppose, further, that the increase of population in each grade is governed by other than economic causes; it may be fixed, or may be influenced by changes in custom, in moral opinion, etc.”
    2. What would govern relative wages under each of these suppositions? What would govern the value of goods? Which supposition underlies Marshall’s conclusions on the relation between wages and value?

 

 

1930-31
HARVARD UNIVERSITY
ECONOMICS 11
Final Examination

Answers questions 1, 2, 3 briefly; 4 and 5 more at length.

  1. Jevons remarked: “Capital, as I regard it, consists merely in the aggregate of those commodities which are required for sustaining laborers of any kind or class engaged in work. . . . The single and all-important function of capital is to enable the laborer to await the result of any long-lasting work, — to put an interval between the beginning and the end of an enterprise.”
    Wherein does this resemble, wherein differ from, the view of Ricardo? Böhm-Bawerk? Marshall? Clark?
  2. Public encouragement or discouragement for industries of increasing, constant, or decreasing returns, — wherein the analysis of Pigou resembles that of Marshall, wherein differs.
  3. The bearing on the national dividend and its maximization, of the price structure obtaining under —

Simple competition,
Simple monopoly,
Joint supply,
Discriminating monopoly.

  1. Are there grounds for considering “profits” as an element in distribution different from wages, interest, rent?
  2. The doctrine that wages are determined by the marginal productivity of labor; the grounds on which it rests; and the aid it may give on such questions as the (1) basis of fair wages in the arbitration of industrial disputes, and the (2) effect on contractual wages of a compulsory system of social insurance (accident, sickness, old age, unemployment).

____________________________________

1931-32

Course Enrollment: Economics 11
1931-32

[Economics] 11. Professor Taussig.—Economic Theory

Total 48: 38 Graduates, 4 Seniors, 1 Business School, 5 Radcliffe.

 

Source: Harvard University. Reports of the President and Treasurer of Harvard College, 1931-32, p. 72.

 

HARVARD UNIVERSITY
1931-32
ECONOMICS 11
Mid-year Examination

Arrange your answers in the order of the questions.
One of the first six questions may be omitted.

  1. “The Classical Economists appreciated the necessity of a fund to support labour during the period of production; but they overlooked the continuous character of production and output, and confused the working capital, which is provided by continuously feeding the flow of available income back into the machine of process, with the liquid capital (goods in stock) at the commencement of any period of process. [Liquid capital is elsewhere defined as “goods yielding nothing, but capable of being used or consumed at any time”; it does not include goods in the hands of merchants.] They did not clearly perceive that the capital to keep labour in employment is found, not in the stocks of goods already available, nor by the abstention from the consumption of available income, but by decisions which have the effect (a) of determining what proportions of the goods emerging from the machine of process are in fixed and in liquid form respectively, and (b) of applying the flow of available income in one way instead of in another, namely, by supporting productive consumers instead of unproductive consumers.” M. Keynes.
    Does the error here described appear in the Classical Economists? and is the criticism of their treatment of abstention valid?
  2. “Marshall’s treatment [of supply] is highly elliptical. A striking illustration of his tendency to telescope his argument is his common practice in his graphs of labelling cost curves and supply curves alike with the symbols s-s’, conventionally used for supply curves, and thus diverting the attention of his readers , and perhaps also occasionally his own attention, from the necessity of selecting from the many possible types of cost curve that one which in the given circumstances alone has claims to being considered as also a supply curve.” Is Marshall open to this criticism? Illustrate and comment.
  3. The bearing (if any) of the concept of a representative firm on the theory of value, of rent, of business profits.
  4. Explain the method by which one can derive the supply price of a commodity produced under conditions of joint supply; that by which one can derive the demand price of a commodity demanded under the conditions of joint demand.
    What bearing, if any, have these methods of analysis on the phenomena of value and distribution in a society which is economically stratified?
  5. “When the artisan or professional man has once obtained the skill required for his work, a part of his earnings are for the future really a quasi-rent of the capital and labour invested in fitting him for his work, in obtaining his start in life, his business connections, and generally his opportunity for turning his faculties to good account; and only the remainder of his income is true earnings of effort. But this remainder is generally a large part of the whole. And here lies the contrast. For when a similar analysis is made of the profits of the business man, the proportions are found to be different: in his case the greater part is quasi-rent.”
    Is the greater part of the earnings of business men to be regarded as quasi-rent? Is the remainder only to be regarded as true earnings of effort?
  6. “The extra income derived from rare natural abilities bears a closer analogy to the surplus produce from the holding of a settler who has made an exceptionally lucky selection, than to the rent of land in an old country.” Is this extra income in the nature of a quasi-rent, in either case?

Not to be omitted.

  1. The following have been suggested, by one writer or another, as the grounds on which the distinction between interest and rent turns:
    1. Land is fixed in amount, instruments made by man are not.
    2. Land is an instrument made by man in essentially the same sense as is any other kind of capital-good; its industrial serviceability and its availability are the result of man’s action.
    3. Competition equalizes the returns on instruments but not those on land.
    4. The returns on land and instruments alike depend on marginal productivity.

Give your own views (briefly) on each point; and sum up with a statement of your conclusion on the tenability of the distinction.

 

HARVARD UNIVERSITY
1931-32
ECONOMICS 11
Final Examination

Arrange your answers in order of the questions.

  1. “With regard to utility, two views are commonly held. The older and more naïve is that an increment of supply (which should always be a continuous stream and not a stock) makes its specific addition to the utility of the total, without affecting the utility of the earlier increments. This is the basis for the familiar utility curve with the implication of consumer’s surplus. On the other hand, it may be held that the utility of all increments is always alike, the addition of each increment to the total bringing down the utility of the earlier ones to the level of its own. Both these views lead to nonsensical results: the first to fantastic magnitudes for total utilities, and the second to the conclusions that the utility of a larger supply may be less than that of a smaller and consequently that people often choose and pay for a reduction in utility.”
    Do these nonsensical results necessarily follow?
  2. “Pure profits are at once necessary and probably non-existent.” What is meant by “pure profits” in this statement? Given the meaning, what do you say to it?
  3. What is the influence of technological improvements on the rate of interest? what the influence of the rate of interest on technological improvements?
  4. “It is obvious that an increase in the supply of capital instruments will make for an increase in the national dividend as a whole. Can it at the same time make for a decrease in the real income of labour? The analysis relevant to this question has been developed by Marshall…. This analysis shows, first, that every factor of production, including entrepreneurs’ work, tends to be remunerated at a rate equivalent to its marginal net product of commodities in general. It shows, secondly, that, other things being equal, the marginal net product, in this sense, of every factor diminishes as the supply of the factor increases beyond a fairly low minimum. This proposition expresses what may be called the law of diminishing returns to individual factors of production. This law must not be confused with the law of diminishing returns to resources in general invested in a given occupation….”
    How far was this analysis developed by Marshall? Are the two laws not to be confused?
  5. Does an elastic demand for one commodity necessarily imply that the demand for some other commodity is inelastic?
  6. What grounds are there for the statement that in Great Britain the elasticity of the aggregate demand for labor is immensely greater than unity?

____________________________________

 1932-33

Course Enrollment: Economics 11
1932-33

[Economics] 11. Professor Taussig.—Economic Theory

Total 42: 33 Graduates, 1 Junior, 6 Radcliffe, 2 Others.

 

Source: Harvard University. Reports of the President and Treasurer of Harvard College, 1932-33, p. 66.

 

HARVARD UNIVERSITY
1932-33
ECONOMICS 11
Mid-year Examination

  1. The original and indestructible powers of the soil; what part they play in Ricardo’s treatment of rent, what in Marshall’s.
  2. “If, for simplicity of exposition, we leave out of account raw materials, the stream of floating capital is constituted almost entirely of wage-goods — goods that are paid over (through money) as wages. Thus, the larger the addition to the normal stream of floating capital that business men can secure in response to a given rise in their interest offer, due to a given improvement in their expectations, the larger proportionately will be the addition made to the real demand for labour. . . .
    “When a boom comes, a large part of the impact is always likely to be upon industries engaged in instrumental trades: and, plainly, extra work there will not lead to an addition to the flow of wage goods — floating capital — for a considerable time. Some part of the primary effect will, however, touch the industries that make these goods and, so far as it does this, we shall have an extra flow of them available to pay for extra labour. This was the important point that the doctrine of the Wages Fund ignored. It must be noticed, however, that this source of additions to floating capital (i.e. extra work) is only available, roughly speaking, so long as unemployed workers are available to be called into industry. If expectations and the desire to employ workpeople go on expanding after this point has been passed, the source is no longer available, and, consequently, the element of elasticity which it accords to the supply of floating capital no longer exists.”
    Was “the important point” here noted in conflict with the Wages Fund doctrine? and is the statement otherwise in conflict with that doctrine?
  3. The tendency of profits to a minimum; how treated by Ricardo, by Mill, by Cairnes?
  4. Explain, with the utmost brevity and precision,

“real cost” of production,
expenses of production,
supply price,
marginal cost,
bulk line cost.

  1. “It may be conceded that if a certain class of people were marked out from their birth as having special gifts for some particular occupation, and for no other, so that they would be sure to seek out that occupation in any case, then the earnings which such men would get might be left out of account as exceptional, when we are considering the chances of success or failure for ordinary persons.”
    Consider whether, given the premise, the conclusion here stated would follow; what is the bearing of the reasoning on Walker’s theory of business profits; what Marshall would say of premise and conclusion.
  2. What bearing, if any, on the concept of non-competing groups do you find on a consideration of, —
    1. universal education, general and technical;
    2. the influence of conventional necessaries;
    3. the representative firm;
    4. the law of derived demand for a commodity demanded jointly with other commodities.

 

HARVARD UNIVERSITY
1932-33
ECONOMICS 11
Final Examination

  1. “Ricardo appears to have seen distinctly almost everything of primary importance in the scientific doctrine of capital, very much as it is known now.” Marshall.
    If so, wherein? If not, wherein not?
  2. — The price of wheat raised on good land is the same as that of wheat raised on the marginal zone, and it affords a surplus above wages and interest paid by farmers for labor and capital used in the tilling of the good land.
    — The existence of this surplus in its original form, that of wheat, affects the supply and the price of that product.
    — The price of cloth woven on good looms is the same as that of equally good cloth woven on marginal ones, and it affords a net surplus above the cost of maintaining the stock of looms and the wages and interest paid by manufacturers for further capital used in connection with the good looms.
    — The existence of this surplus in its original form, that of cloth, affects the supply and the price of this product.
    Discuss (1) the bearing of these statements on the older distinction between capital and land, and (2) the connection between these surpluses and price.
  3. “The diminishing return which arises from an ill proportioned application of the various agents of production into a particular task has little in common with the broad tendency to the pressure of a crowded and growing population on the means of subsistence. . . . It has no very close connection with the tendency of agriculture in an old country to yield a diminishing return to a general increase of resources well applied in cultivation: and indeed exactly parallel cases can be found of a diminishing return to particular resources when applied in undue proportion, even in industries which yield an increasing return to increased applications of capital and labour when appropriately distributed.”
    Is this statement in accord with the general current of economic theory at the present time? Do you agree with it?
  4. “An increase in the supply of capital . . . will make for an increase in the national dividend as a whole. Can it at the same time make for a decrease in the real income of labour? The analysis relevant to this question has been developed by Marshall. Subject to certain important qualifications, which do not affect the present argument, this analysis shows, first, that every factor of production, including entrepreneurs’ work, tends to be remunerated at a rate equivalent to its marginal net product of commodities in general. It shows, secondly, that, other things being equal, the marginal net product, in this sense, of every factor diminishes as the supply of the factor increases beyond a fairly low minimum. . . . This proposition expresses what may be called the law of diminishing returns to individual factors of production. This law must not be confused with the law of diminishing returns to resources in general invested in a given occupation.”
    Wherein does this distinction differ from that contained in the preceding extract? Do you agree with it?
  5. Consider whether it is (1) justifiable, (2) practicable to “charge what the traffic will bear”
    1. when there is a large element of overhead costs;
    2. when there is a large element of joint cost;
    3. when there is simply monopoly;
    4. when there is discriminating monopoly.

____________________________________

1933-34

Course Enrollment: Economics 11
1933-34

 

[Economics] 11. Professor Taussig.—Economic Theory

Total 20: 11 Graduates, 2 Seniors, 5 Radcliffe, 2 Business School.

 

Source: Harvard University. Reports of the President and Treasurer of Harvard College, 1933-34, p. 85.

 

HARVARD UNIVERSITY
1933-34
ECONOMICS 11
Mid-year Examination

One question may be omitted.

  1. “The foundations of the theory [of cost of production and value] as they were left by Ricardo remain intact.” Does Marshall’s treatment of the relation of “general wages” to value bear out this statement? of differences of wages?
  2. Explain
    1. Internal economies of large-scale production.
    2. External economies of large output.
    3. External dis-economies of large output.
  3. “Ricardo, and the economists of his time generally were too hasty in deducing this inference [tendency to increased pressure] from the law of diminishing return; and they did not allow enough for the increase of strength that comes from organization. But in fact every farmer is aided by the presence of neighbours, whether agriculturists or townspeople. . . If the neighbouring market town expands into a large industrial centre, all his produce is worth more; some things which he used to throw away fetch a good price. He finds new openings in dairy farming and market gardening, and with a larger range of produce he makes use of rotations that keep his land always active without denuding it of any of the elements that are necessary for its fertility.” Do you agree?
  4. “The flow of investment of resources for future needs consists of two streams. The smaller consists of new additions to the accumulated stock: the larger merely replaces that which is destroyed; . . . The annual flow of this second stream is probably not less than a quarter of the total stock of capital, even in a country in which the prevailing forms of capital are as durable as in England. It is therefore not unreasonable to assume for the present that the owners of capital in general have been able in the main to adapt its forms to the normal conditions of the time, so as to derive as good a net income from their investments in one way or another.” Has this any bearing on the doctrine of quasi-rent?
  5. If the values of goods were proportional to their real costs, would the utility curve and the demand curve be the same, for persons receiving labor incomes?
  6. What is to be said
    1. of the necessaries of life, as regards elasticity of demand, consumer’s surplus, value and differences of wages;
    2. of conventional necessaries, in the same particulars?
  7. — “The price of wheat raised on good land is the same as that of wheat raised on the marginal zone, and it affords a surplus above wages and interest paid by farmers for labor and capital used in the tilling of the good land.
    — “The fact that farmers pay landlords for this surplus has no effect on the price of wheat.”
    — “The price of cloth woven on good looms is the same as that of equally good cloth woven on marginal ones, and it affords a net surplus above the cost of maintaining the stock of looms and the wages and interest paid by manufacturers for further capital used in connection with the good looms.
    — “The fact that entrepreneurs pay capitalists for this surplus has no effect on the price of cloth.”

What bearing have these passages on the theory of rent? of business profits?

 

HARVARD UNIVERSITY
1933-34
ECONOMICS 11
Final Examination

Arrange your answers in the order of the questions.

  1. Is interest treated as a derivative from “profits”

by Ricardo,
by Marshall,
by Böhm-Bawerk,
by those writers who regard profits as appearing only in a “dynamic” state?

Your own view?

  1. “There is always an interval between the setting to work of a man and the emergence, in consequence of his work, of any finished product, whether for consumption or as a productive instrument for the machine of industry. . . . What is essential is the time interval between the centre of gravity of the labour employed and the output (or, more strictly, the sale) of the finished product. I shall call this interval the period of production.”
    Wherein is the period of production here considered like, and wherein unlike, that discussed by F. A. Walker? by Böhm-Bawerk? For what purposes of economic analysis is the period described in the extract appropriate?
  2. “Autonomous” and “induced” inventions: their bearing on “increasing returns” and on the marginal productivity theorem.
  3. Reflections suggested by a Rembrandt, as regards
    1. market price;
    2. total utility and consumers’ surplus;
    3. the distinction between “wealth” and “capital.”
  4. The problems and distinctions implied in the terms

Economic Welfare,
National Dividend,
Marginal Social Net Product.

____________________________________

 1934-35

Course Enrollment: Economics 11
1934-35

 

[Economics] 11. Professors Taussig and Schumpeter.—Economic Theory

Total 27: 21 Graduates, 1 Senior, 5 Radcliffe.

 

Source: Harvard University. Reports of the President and Treasurer of Harvard College, 1934-35, p. 81.

 

 

Reading List for Economics 11, Fall Semester 1934

Posted from Wolfgang Stolper’s course notes.

HARVARD UNIVERSITY
1934-35
ECONOMICS 11
Mid-year Examination

One question may be omitted. Arrange your answers in the order of the questions.

  1. “Suppose that society is divided into a number of horizontal grades, each of which is recruited from the children of its own members; and each of which has its own standard of comfort, and increases in numbers rapidly when the earnings to be got in it rise above, and shrinks rapidly when they fall below that standard. Suppose, then, that parents can bring up their children to any trade in their own grade, but cannot easily raise them above it and will not consent to sink them below it. . . .”
    Suppose also that there is free competition as regards the earnings of capital.
    On these suppositions what would be the relation between

    1. the values of commodities and their “real cost”;
    2. the values of commodities and their money costs;
    3. the values of commodities and their supply prices?
  2. “Internal economies of large-scale production are primarily a long-run phenomenon, dependent upon appropriate adjustment of scale of plant to each successive output. They should not be confused with the economies resulting from ‘spreading of overhead.’” Why or why not to be thus confused?
    “Internal economies of large-scale production are independent of the size of output of the industry as a whole, and may be accruing to a particular concern whose output is increasing at the same time that the output of the industry as a whole is undergoing a decline.” Why or why not?
  3. Does quasi-rent have the same meaning in the following passages?
    1. “The quasi-rent of farm buildings.”
    2. “When the artisan or professional man has once obtained the skill required for his work, a part of his earnings are for the future really a quasi-rent of the capital and labour invested in fitting him for his work, in obtaining his start in life, his business connections, and generally his opportunity for turning his faculties to good account; and only the remainder of his income is true earnings of effort. But this remainder is generally a large part of the whole. And here lies the contrast. For when a similar analysis is made of the profits of the business man, the proportions are found to be different: in his case the greater part is quasi-rent.”
    3. “In relation to normal value the earnings of high ability are to be regarded as a quasi-rent rather than as a rent proper.”
  4. It is fatal to the conception of consumers’ surplus to admit:
    1. that differences in income make it impossible to measure satisfactions;
    2. that each unit of a homogeneous supply yields ipso facto the same satisfaction as every other unit;
    3. that the satisfaction indicated by the high price paid for an article having “prestige value” will disappear when the article becomes cheap.
  5. Does “capital,” as distinguished from “capital goods,” serve to synchronize the effort of labor with the reward for labor? If so, how? If not, why not?
  6. Explain the distinctions
    1. between the intensive and the extensive margins of cultivation for land;
    2. the intensive and the extensive zones of indifference in the application of labor;
    3. the marginal product of labor and the product of marginal labor.

State summarily your opinion of the usefulness of the distinctions as tools of analysis.

 

Course outline and final exam for Economics 11, Spring Semester 1935

Transcribed from Joseph Schumpeter’s papers and posted earlier.

Source for examination questions: Harvard University Archives. Prof. F. W. Taussig, Examination Papers in Economics 1882-1935 (Scrapbook).

Image Source: Frank W. Taussig in Harvard Class Album, 1934.