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Exam Questions Harvard

Harvard. Final Exam for Persons’ Commercial Crises Course, 1924

 

 

Here we add to the previously posted course outline with links to nearly the entire reading list (!) of Professor Warren M. Persons’ course at Harvard on Commercial Crises from first semester of 1923-24. The final examination questions for that course are transcribed below along with a description for the same course a year later. 

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Course Description (1924-25)

37 1hf. Commercial Crises. Half-course (first half-year). Tu.Th.Sat., at 9or by arrangement. Professor Persons.

The history, literature, and theories of economic prosperity, crises, and depression, with special reference to the problem of forecasting.
An analysis from the point of view of business cycles of the statistics of speculation, prices, production, trade, interest rates, money and banking.

Source: Harvard University. Division of History, Government, and Economics in Official Register of Harvard University, Vol. XXI, No. 22 (April 30, 1924), p. 74.

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Final Examination
Commercial Crises
Professor Warren Milton Persons

1923-24
HARVARD UNIVERSITY

ECONOMICS 371

Write on three or more questions

1.     (a) What classes of fluctuations are to be found in series of economic statistics?

(b) How may the sequence in cyclical movements of economic series be established?

(c) What is the sequence of movements of stock prices, New York bank debits, pig-iron production, general commodity prices, outside bank debits, bank loans and discounts, and rates on commercial paper?

(d) Give an economic interpretation of the sequence.

2.     (a) What are the levels and directions of movement of commodity prices, manufacturing output, stock prices, and money rates:

During the months immediately preceding an economic crisis?
After the culmination of commodity prices?
During business revival and prosperity?

(b) Discuss the ways, means, and limitations of forecasting general business conditions.

3. State the fact and discuss the significance with reference to business cycles of the following:

(a) The correlation between the output and prices of manufactured goods;

(b) The correlation between the production and prices of agricultural goods;

(c) Differences in the violence of fluctuation of the output of producers’ and consumers’ goods, transportation of goods, merchandising, and consumption of goods;

(d) Differences in the violence of fluctuations of various classes of commodity prices.

4. Discuss the following:

(a) The periodicity of business cycles.

(b) Are crises and depressions international?

(c) Are business cycles “self-generating”?

(d) Is there a “typical” cycle?

5.    (a) Classify according to any scheme you please the theories of Veblen, Hobson, Aftalion, Bouniatian, Hawtrey, Robertson, Mitchell, Moore, and others.

(b) Discuss your classification.

(c) Outline and criticize the theory of any one of these writers.

6.     Give and discuss in full a program for the stabilization of industry and prices.

 

Final. 1922.

 

Source: Harvard University Archives. Harvard University. Final Examinations, 1853-2001 (HUC 7000.28, 66 of 284). Faculty of Arts and Sciences, Papers Printed for Final Examinations: History, History of Religions, … , Economics, … , Psychology, Social Ethics, June, 1924.

Image Source: Harvard Album, 1924.

 

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Economists Harvard

Harvard. Appointment of Leontief as Economics Instructor in 1932

 

 

Wassily Leontief was appointed in April, 1932 at Harvard for a three year appointment as instructor, beginning September 1, 1932. In light of current Rube Goldberg procedures and a Noah’s ark of bureaucratic species required to sign off at each stage of the hiring process in universities today, one wonders at this ease of instructor appointment in 1932 as reflected in the following two letters. Of course, in all fairness I should try to fish out similar appointments that were made for lesser lights endowed with stronger personal relations to the departmental and university movers-and-shakers, but visitors to Economics in the Rear-View Mirror might excuse me for oversampling at the top of the scientific significance distribution. Certainly in this case, merit mattered.

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To President Lowell from Dean Murdock, February 23, 1932

Harvard University
Cambridge

Faculty of Arts and Sciences
Office of the Dean
20 University Hall

February 23, 1932.

Dear Mr. Lowell:

The Department of Economics is very eager to have appointed as Instructor for three years, beginning September 1 next, Mr. Wassily Leontieff. They would like to have his salary for the first year $3600, for the second, $4000, and for the third, $4400. At present they are budgeted for a member of their staff with a salary of $5,000, who would be replaced by Leontieff, so that there would be a decrease rather than an increase in the salary budget. In talking to Mr. Burbank, I have been very hesitant about encouraging him in regard to the appointment of Leontieff, since it seems to me that ordinarily, and particularly in these times, a new and untried man should come on a one-year appointment. Leontieff, however, will not consider a one-year appointment. The more I hear about him, the more I think that he is, as the Department feels, a young man of unusual brilliance and promise, and that we should miss a real opportunity if we did not appoint him now. Professor Burbank has not only got testimony about him from various people who know him, and examined his publications, but he has also had him here in Cambridge and has interviewed him. Professor Schumpeter, who is probably coming next year and who did not know that we were considering Leontieff, wrote to Professor Taussig the other day, and in his letter included a passage about Leontieff which I send you with this letter.

I realize that this sort of case creates a possibly dangerous precedent; but, on the other hand, since it involves no increase in our expenses for the next few years, and since Leontieff seems to be a thoroughly unusual person I am inclined to think that we might well take whatever risk there is involved. If you approve, perhaps you will be willing to consider this letter as my formal recommendation. If you wish to discuss the matter with me, or, if you disapprove, I hope you will let me know, since I must give Mr. Burbank some report at once, as Leontieff is considering offers elsewhere.

The following information about Mr. Leontieff has been sent to me by Professor Burbank:

“Wassily Leontieff was born in St. Petersburg in 1906, the son of a professor of Political Economy in the University of St. Petersburg. He began his university training in 1921 in the Faculty of Social Sciences in the University of Leningrad, and in 1925 received the degree of Learned Economist. For one year he remained at the University as an Instructor in Economic Theory. He then went to Berlin to continue his studies, and received the degree of Ph.D. from that university in 1928. While at Berlin he worked particularly with Professor L. von Bortkiewicz and with Professor Werner Sombart. In the fall of 1928 he was appointed a member of the research staff at the University of Kiel. After spending two years at Kiel he went to China as an adviser in the economic planning of the prospective railway system of that country. Since 1931 he has been a research associate in the National Bureau of Economic Research in New York.”

Very truly yours,

(signed)

Kenneth B. Murdock
[Dean of the Faculty of Arts and Sciences]

 

President A. Larence Lowell,
5 University Hall.

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To Professor Taussig from Professor Schumpeter, February 6, 1932.

“Leontief has been to Harvard (i.e. on a visit here). He will, under present circumstances, hardly be reappointed at the National Bureau of Econ. Research; and I despair of getting anything for him in Germany. What about Harvard? The great argument in favor of appointing him to some teaching or research position, seems to me to be, that, whatever we think of his two papers on statistical demand and supply curves (and I not only accept some of the criticisms leveled against his method, but I also have a few of my own), yet they are so striking proofs of brilliant gifts and they have made so much impression, that his is one of those cases in which it is to the interest of a great University to have a given man on her staff and under her wings. If a man makes himself internationally known by one paper at 23 as L. did, he almost certainly will go a considerable way, and I should think it good policy for Harvard to use the present opportunity, quite apart from the fact, that I should be glad to have him near me. I am sure he would do good work, the results of which would then be associated with Harvard’s name.”

Source: Harvard Archive, President Lowell’s Papers Oct 1930—Sept. 1933. UAI.5.160. Box 301, Folder 676.

Image Source: Wassily Leontief in Harvard Class Album, 1934.

Categories
Exam Questions Harvard

Harvard. Carver’s Principles of Sociology Final Examination, 1923

The mid-year exam (February 1923) for Thomas Nixon Carver’s course “Principles of Sociology” was transcribed from the Vernon Orval Watts papers at the Hoover Institution and posted earlier in Economics in the Rear-View Mirror. Today we can add a transcription of the final examination from June 1923 that comes from the Harvard archives. The syllabus for the course as given in 1917-18 has also been transcribed. 

His autobiography, Recollections of an Unplanned Life (1949), is available on-line. Thank you hathitrust.org! Warning: Carver’s transitory importance for the Harvard economics department is all out of proportion to the utter dullness of his prose. I guess I have to read his early QJE articles that must have really tickled Taussig’s theoretical fancy. As far as the evolution of sociology goes, this creature crawling out of the swamp pool bears no visible similarity to what many of us have come to see as the sociology of the past generation.

 

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Enrollment

[Economics] 8. Professor Carver—Principles of Sociology.

Total 41: of which 12 Graduates, 10 Seniors, 10 Juniors, 2 Sophomores, 7 Others.

 

Source: Harvard University. Report of the President of Harvard College 1922-23, p. 92.

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Final Examination
Principles of Sociology
Professor Thomas Nixon Carver

 

1922-23
HARVARD UNIVERSITY

ECONOMICS 8

  1. Do you believe that there has been any progress in the last three hundred years? Give your reasons.
  2. Discuss the relation to eugenics of crime and punishment on the one hand, and of philanthropy on the other.
  3. What economic results would you expect to follow the adoption of a sound moral code?
  4. Discuss the topic: Religion as a factor in national prosperity.
  5. Is the individual becoming more free or less free from group control (a) in religious belief, (b) in education, (c) in expressions of opinion, (d) in business contracts?
  6. Discuss Ross’s statement that “The existence of an instinct is no reason for giving it free course.”
  7. What social importance do you attach to the prolongation of infancy in the human species?
  8. Would industry be more democratic or less democratic if workmen had a vote in the management of the establishments in which they are employed Explain.
  9. What are the principal contrasts between the militant and the industrial types of society?
  10. Compare the republican and the democratic theories of representation.

 

Final. 1923.

 

 

Source: Harvard University Archives. Harvard University. Faculty of Arts and Sciences. Papers Printed for Final Examinations in History, History of Religions, … ,Economics, … , Social Ethics, Anthropology. June, 1923. (HUC 7000.28, 65 of 284).

Image Source: Thomas Nixon Carver in Harvard Class Album 1920 p. 18.

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Economic History Exam Questions Harvard

Harvard. Final Exam Questions for Usher’s European Economic History, 1922

 

Returning to the curatorial work of matching final exams to postings of course syllabi/reading lists for economics at Harvard, I have transcribed the final examination questions below that correspond to the course taught by A. P. Usher “European Industry and Commerce in the Nineteenth Century” during the first semester of 1921-22.

 

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Final Examination
European Industry and Commerce in the Nineteenth Century
Professor Abbott Payson Usher

1921-22
HARVARD UNIVERSITY

ECONOMICS 2a1

  1. What problems were created by the Industrial Revolution? To what extent have they been solved?
  2. Compare and give a critical estimate of the ways in which England and Denmark attempted to deal with the problems of the reform of land tenures, field systems, and rural organization?
  3. What were the contributions of Sir Robert Peel and Richard Cobden: (a) to the repeal of the Corn Laws? (b) to the general establishment of the Free Trade policy?
  4. What was meant about 1836 by the phrase “the railway is by nature a monopoly”?
    What was the general policy of the English government on the issue of monopoly of railway facilities? How did this policy affect the development of the railway network in England?
    Discuss the condition of the fundamental industries in England between 1870 and 1914. What are the prospects for the future!
  5. What was the role played by the German banks in industrial combinations?
  6. Comment or explain: chartism; the Newcastle coal vend; the Bradford Conditioning House; multiple tariff schedule; the basic process.

Final. 1922.

 

Source: Harvard University Archives. Harvard University. Final Examinations, 1853-2001 (HUC 7000.28, Box 64 of 284). Faculty of Arts and Sciences, Papers Set for Final Examinations: History, Church History, … , Economics, … , Social Ethics, Education, June, 1922.

Image Source: Harvard Class Album, 1923.

 

Categories
Economists

Abba Lerner’s Roadtrip to Meet Trotsky, 1938

 

 

In August 1938 at age 34 Abba Lerner took his legendary road-trip from Colorado Springs to Mexico City and then back to Chicago where he wrote a slightly more than three page travel letter that includes a description of his two “lengthy interviews” with Leon Trotsky.

The typescript I found in Lerner’s papers at the Library of Congress was formatted as presumably a round-robin letter with a temporary return address. I limit myself to the economic content–the impressions and adventures on the road must wait. 

It turns out that a woman graduate student from Chicago who was a co-driver on the road-trip was later to receive an acknowledgment in a footnote to a famous paper written by my dissertation adviser, Evsey Domar. (I score that three degrees of separation between Leon Trotsky and the curator of Economics in the Rear-View Mirror!)

A tip of the hat to Olav Bjerkholt for his helpful comment to this posting:  at the 4th Annual Research Conference on Economics and Statistics of the Cowles Commission at Colorado Springs, July 20, 1938 there is a wonderful group picture where Abba Lerner (wearing his legendary sandals) is to be seen less than two weeks before heading out on his road-trip to Mexico City.

In August 1944 the sociologist Daniel Bell and Abba Lerner exchanged two letters in which Lerner, while considering himself a marxist, defends the elements of human psychology introduced by Keynes into his macroeconomic model. Interestingly, Daniel Bell saw where the “confidence fairy” fits into the Keynesian model.

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Excerpts from Lerner’s letter

c/o Oskar Lange
Department of Economics
University of Chicago
Chicago, Illinois

August 31, 1938

I left Colorado Springs with Alice on August 2nd or 3rd for Mexico…

…We spent ten days in and around Mexico City. Had two lengthy interviews with Trotsky in which we discussed Dialectics, the Syllogism, the French Turn and the possible significance of work on the economics of socialism and the use of the price mechanism. Trotsky is very good-looking, appeared to be in very good health, and is a most charming and tolerant person in discussion. He uses the word Dialectical of any argument as I would use the word sensible, or adequate or legitimate. He is not guilty of any of the false or superstitious uses of the concept on which I tested him. He appears to be ignorant of modern symbolic logic and regard [sic] my interpretation of the syllogism as a sophistication which the Aristotelian concept could not bear. He was extremely witty. My insistence on the universal validity of the Syllogism reminded him of the first sentence of the Gospel of St. John, “In the beginning was Logos”, and my explanation that the law of contradiction was merely an agreement among sensible people not to use the same symbol for contradictory propositions reminded him of the fiction of the historical social contract. He immediately recognized my interest in price mechanisms in a socialist society as a symptom of my undialectical thinking, but was sufficiently impressed with some arguments I put forward on this and other subjects to grant that they were quite dialectical. Finally he declared that although skeptical he would read some of my articles on socialist policy since there might be something to them. He seemed to be particularly moved when I said that the chief value of a price system is to provide some principles in place of the elaboration of arbitrary precedents and thereby to lessen the importance of the bureaucracy and the danger of their development into a beaurocratic [sic] caste. I am not very hopeful of converting him on this subject but I shall continue to try – using Lange’s book. I enjoyed the discussions immensely. Alice [Lerner’s first wife, Alice Sendak (divorced May 1958)] says I was in good form and Mary [Mary Wise (Smelker), a research student from Northwestern University met by Abba Lerner at the Cowles Commission meetings at Colorado Springs to help with the driving since Alice did not know how to drive] considered my argument to be less witty than Trotsky’s but more cogent. However she agreed with me on the matters in the first place – except for the matter of the French Turn of which, as she says, she is a living example won from the S. P. in Chicago.

We also had a series of discussions with some minor Trotskyists, devotees, secretaries and guards of the Old Man, Joe Hanson, Sarah and some others. These were were [sic] much more dogmatic and difficult to argue with than the Old Man himself.

…Another interesting man we met was Fritz Bach, an economist and sort of new dealer adviser to the Government. We had been trying to get in touch with him for a long time and finally we woke him up early in the morning after a most adventurous search into the suburbs where the pavements were all pulled up and we had to go through great mud holes, some of the mud getting onto my shirt collar. Bach then had lunch with us and with Josue Saenz and economist (research student) who is studying in London. Lunch lasted from 1 till 5 with Bach speaking most of the time about Mexican Economics and occasionally about Mexican Politics. His most wonderful story is about Manuilsky who came up to Mexico a number of years ago to instruct the C. P. on how and when to make the revolution. When he had been in the country three weeks he saw a servant maid in Rivera’s house and asked how she came to look so dark. When told she was Indian he expressed surprise that there were still any Indians in Mexico.

…Here [Chicago] I settle down to write this letter, glad to stop travelling for a bit and itching to get some work done, interrupted every few minutes by Lange who brings some new member of the department to be introduced to me, impressing on me the conviction that I am going to have a grand time here.

Source:  Library of Congress, Papers of Abba P. Lerner, Box 25, Folder 3 (1937-39).

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WHO’S WHO

Mary Wise Smelker born 18 March 1914 in Chicago, died 23 February 2000 in Colorado.

In his famous paper Evsey Domar “Capital Expansion, Rate of Growth, and Employment” Econometrica, Vol. 14, No. 2 (April, 1946) mentions her. In the first footnote to the paper he thanks the fellow members of the “Little Seminar” that included among others Paul Baran, James S. Duesenberry, Lloyd A. Metzler, Richard A. Musgrave, Melvin W. Reder and Tiber de Scitovszky as well as Mary Wise Smelker.

Smelker, Mary Wise, government; b. Chicago, 1914; B.S., Northwestern, 1937, M.S., 1939; stud., Chicago, 1939-40. FIELDS 2d, 4b. PUB. The Impact of Federal Direct Taxes on the Distribution of After Tax Increase, National Tax Jour., Editor, Bur. of National Affairs, 1955-59; analyst, Bur. of the Budget, 1962-63; sr. economist, Bur. of Labor Stats., 1963-67, Board of Governors of the Federal Reserve System since 1967. ADDRESS Bus. Conditions Section, Research Div., Bd. of Govrs. of the Federal Reserve System, Watergate Bldg., Rm. 1010, 20th and Constitution Ave., Washington, DC 20551.

Source: Handbook of the American Economic Association, Biographical Listings of Members, American Economic Review, Vol. 59, No. 6. (Jan., 1970)p. 407.

 

Fritz Bach
For Spanish readers, the book by Maneul López de la Parra, El pensamiento económico de Fritz Bach, Universidad Nacional Autónoma de México, Facultad de Economía, 2005.

 

Josué Sáenz
According to Sarah L. Babb in her Managing Mexico: Economists from Nationalism to Neoliberalism (Princeton University Press, 2001, p. 83), Josué Sáenz received his B.A. from Swarthmore College in the 1930s and became the director of the Department of Credit of the Finance Ministry in 1946.

 

Dimitri Manuilsky (1883-1959
Head of Comintern from 1929 to 1934. He was later the head of the Ukrainian delegation to the United Nations Conference on International Organization in San Francisco (1945) and served as the foreign minister of Ukraine (1944-1952).

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Image Source: Group photograph, dated 1938, from the Library of the London School of Economics with Abba Lerner seated right.

Categories
Cornell Exam Questions Statistics

Cornell. Final Examination for Economic Statistics. Willcox, 1921

 

 

While I was unable to retrieve very much at all at the Library of Congress relevant to Walter F. Willcox’s teaching at Cornell, I did come across the following final examination in economic statistics from 1921. As can be seen from the questions, “statistics” was limited to meaning the tables of economic data compiled and published, especially by government agencies. 

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Course Announcement

[Economics] 76b. Second term. Credit three hours. Prerequisite, course 51 [Elementary Economics]. Professor Willcox.

 

Source: Cornell University Official Publication, Vol. XII, No. 17 (1921), The Register 1920-21, p. 93.

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Economic Statistics 76b

Final Examination June 7, 1921.
(Answer any ten questions)

  1. Describe the nature and scope (a) of economic statistics, (b) of business statistics. Explain the differences between them.
  2. What are the main economic uses of water as a natural resource in the United States?
  3. Describe briefly the coal resources of the United States in comparison with those of other countries.
  4. What effects have been produced on the distribution and growth of population by the location of the world’s coal fields?
  5. Explain the discrepancy between the statistical results reached by the Department of Agriculture and the Bureau of the Census. Which set of figures is preferable? Why?
  6. How is the line drawn between (a) agricultural products and manufactured products? (b) mineral products and manufactured products? Why is it drawn in that place?
  7. Is the yield of agricultural products per acre in the United States increasing or decreasing? Give the evidence in support of your reply.
  8. How are manufactured products classified? Why is their classification a matter of importance?
  9. How are hand trades and their products distinguished from manufactured products? how are the former treated at a census? Why?
  10. What are the main sources of information regarding American wage statistics? How may the apparent discrepancy in their results for the period 1890-1900 be reconciled.
  11. How is the wealth of a country or state estimated? If you were asked to estimate the wealth of New York State what method would you follow? Why?
  12. Describe the general nature of German university statistics. Sketch the history of its development.

 

Source: Library of Congress, Manuscript Division. The Papers of Walter Willcox, Box 39, Folder “Introduction to Social Philosophy”.

Image Source: Cornell North Campus from a photomechanical print from 1903 in the Library of Congress Prints and Photographs Division.

 

Categories
Cornell Economists Statistics

Cornell. Life of Walter F. Willcox, economic statistician

 

Following up the previous posting about the department of political science at Cornell University in 1900, now I add two items of interest relating to the professor of economic statistics at that time, Walter F. Willcox, who lived to the ripe old age of 103(!). At the tender age of 93 Willcox was asked to read a short statement about his personal creed for a radio show hosted by the legendary Edward R. Murrow. That statement is included below, followed by the Cornell’s Faculty Memorial Statement issued after his death in 1964.

Available on line is an excerpt from the article “Walter F. Willcox: Statist” from The American Statistician (February, 1961).

 

Research Hint: From Anderson through Zellner, over 70 short biographies at the American Statistical Association website’s “Statisticians in History” webpage.

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This I Believe
Walter F. Willcox

In his 93rd year, i.e. most likely in 1956, Walter F. Willcox read the following statement in the “This I Believe” radio program hosted by Edward R. Murrow.

I have been asked to state what I believe, or in other words, my creed. It consists mainly of selections from the writings of others woven into a loose fabric on which I have come to stand. Seventy years ago, a college teacher told us “a man’s creed is a monument set up to show where he stopped thinking.” He might have gone on to add: you are supposed to be scholars and a scholar never stops thinking, so you can set up no such a monument as a destination, but only as a temporary camp carrying, perhaps, a date to show when you tarried a while at that point.

I believe that each person is born into what seems to him a chaos and given his share in mankind’s task of transforming that chaos into a cosmos. I believe that modern science is beginning to reveal the skeleton of the cosmos but that emotion and action are needed to give it flesh and life. I believe that the aim of all life is “life more abundant,” that life on this planet has steadily become richer, and that in this tiny corner of the cosmos and this bit of unending time there has been irregular progress towards a more abundant life.

I believe with John Dewey, that “Humanity cherishes ideals which are neither rootless nor completely embodied in existence,” and that these cherished ideals form the basis for man’s conception of a God. I believe with Goldwin Smith, that “Above all nations is humanity.” I believe that man receives, through heredity and environment, influences which his own efforts modify, and passes them on to uncounted future generations. Or, as Browning words it, “All that is at all/ lasts ever past recall/ Earth changes/ but thy soul and God stand sure/ What entered into thee/ that was, is, and shall be/ time’s wheel runs back or stops/ Potter and clay endure.”

I believe that human freedom to experiment and to initiate is the most potent of all the forces working for the progress of mankind. I believe that the spread of human freedom and the resultant decrease of fear, at least until 1914, form the best evidence of man’s advance in civilization. I believe with Becker, that “All values are inseparable from the love of truth and the search for it,” and that truth can be discovered only if the mind is free; and with Justice Holmes, that “Truth is best discovered and defended in the marketplace of ideas.”

I believe with Johnson, that “A man should keep his friendships in constant repair.” I believe with Becker, that “Knowledge and the power it gives should be used for the relief of man’s estate,” and that the best form of government yet devised is one which seeks to be “a government of the people, by the people, for the people.” I believe with Sherrington, that “We have, because human, an inalienable prerogative of responsibility which we cannot devolve, as once was thought even upon the stars. We can share it only with each other.”

Source: The actual recording of Walter F. Willcox reading his statement can also be found at the website: “This I Believe: A public dialogue about belief—one essay at a time.”.

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Cornell University Faculty Memorial Statement
Walter Francis Willcox
March 22, 1861 — October 30, 1964

Walter Francis Willcox died at his home, after a brief illness, October 30, 1964. On March 22 he had celebrated his one hundred and third birthday. At the time of his death he was the oldest living alumnus of Phillips Andover Academy, of Amherst College, from which he received degrees of A.B., A.M. and LL.D., and (it was believed) of Columbia University, from which he received the LL.B. and Ph.D. He was also the oldest Professor Emeritus of Cornell and the only one known to have a son also a Professor Emeritus of the same institution.

Born in Reading, Massachusetts, in 1861, he was the son of a Congregational clergyman. Both his mother and father hoped that he, too, would enter the ministry but, after a passing interest in Greek, he turned instead to philosophy. Even before completing his graduate work, however, he found his attention drawn to those human and social problems that were to be his principal concern for the rest of his life. Although he came to Cornell in 1891 on a temporary appointment as an instructor of philosophy, the following year he accepted a position in the Department of Economics, rapidly making statistics his special field and himself a recognized authority and important innovator in that subject.

In 1899 he was asked to serve as chief statistician of the Twelfth Census of the United States, a post that took him to Washington until 1901. Part of his assignment consisted in preparing the new apportionment tables for the Congress; this brought to his attention the alarming rate at which the House had been growing as new seats were added to provide representation for the country’s expanding population, and the unsound method by which seats were apportioned. The House, he felt, could never realize its potentialities as a constructive political institution unless it were reduced to a manageable size—he considered three hundred the optimum number; but he also recognized the virtually insuperable obstacles in the way of any revision that would require incumbent representatives to vote some of their own seats out of existence. He did think, however, that it should be feasible to stem the previously unchecked growth of the body by a law fixing its existing size and providing for automatic reapportionment following each census. He even hoped that this technique might be used to reduce the size of the House by ten seats with each successive census. That proved too Utopian but in 1931, after a very long campaign, Congress finally did fix the size of the House at its existing 435 seats and also provided for regular reapportionment according to a plan Dr. Willcox himself had derived from the principle of “major fractions” originally formulated by Daniel Webster. Walter Willcox’ contribution to this achievement received unprecedented tribute from Senator Arthur Vandenberg, the sponsor of the bill, in a letter to Cornell President Jacob Gould Schurman. Some of Dr. Willcox’ personal satisfaction in this accomplishment was diminished, however, when a group of Harvard mathematicians persuaded Congress to adopt a rival statistical formula for reapportionment. Never convinced of the validity of the “Harvard method,” he continued throughout the remainder of his life to perfect and advocate his own system, and to urge to apparently hopeless cause of reducing the size of the House. His last appearance before a Senate judiciary subcommittee hearing on this subject was in 1959 when he was ninety-eight.

The role Walter Willcox played in national and international organizations can only suggest the nature and extent of his influence in the developing field of statistics. In 1892 he joined the American Statistical Association, becoming its president in 1912 and a fellow in 1917. In addition, he was instrumental in bringing the United States into effective membership in the International Statistical Institute, which he himself had joined in 1899. He served as the United States delegate to its session in Berlin in 1903, and to most of its subsequent biennial meetings in various capitals throughout the world until his final appearance at Paris in 1961. Having been a vice president of the Institute since 1923, he took the lead in reviving it after World War II, and served as its president at the first post war meeting, held in Washington, D.C., in 1947. From that time until his death he held the title of honorary president. In addition, he was a fellow of the Royal Statistical Society and an honorary member of the Statistical Society of Hungary, the Czechoslovakian Statistical Society, and the Mexican Society for Geography and Statistics. He served as a member or adviser of innumerable statistical commissions and boards, the Census Advisory Commission, the New York State Board of Health, the International Congress of Hygiene and Demography (1912), and the World Statistical Congress.

Although each of his four books—The Divorce Problem, A Study in Statistics, 1897, Supplementary Analysis and Derivative Tables, Twelfth Census, 1906; Introduction to the Vital Statistics of the United States 1900-1930, 1933; and Studies in American Demography, 1940—made a significant contribution, it was through his innumerable articles, letters to the editor, and personal written and oral communications that he exerted his surprising influence, not only in the fields of statistics and economics but in the general affairs of the nation. If his attention was habitually attracted by the “facts,” he had an extraordinary instinct for the right facts and great persistence in calling them and the problems and injustices they represented to the attention of his fellow citizens. Characteristically he was one of the very first to study the economic and social conditions of our Negro citizens; and it has been widely recognized that the recent Supreme Court decision establishing the principle of equal representation in state as well as national government reflects his efforts and influence. Both the problems of world government and the United Nations and the affairs of Ithaca and New York State were for him serious preoccupations. When on the occasion of his one hundredth birthday he was asked to comment on his life, he astonished his audience by saying, “If I were to start all over again I think I would go into politics. I don’t think I would have been so successful at that profession, but I would have enjoyed it more.”

In spite of his extensive professional interests and accomplishments and wide travels, the focus of his life, at least next to his family, was surely the University. Having come early enough to know most of the great personalities in Cornell’s early history and notably, all of its presidents from Andrew D. White to James A. Perkins, he had an insatiable interest in anything that pertained to the history, growth, or welfare of Cornell. From 1902-1907 he was Dean of the Faculty of Arts and Sciences, from 1916 to 1920 faculty representative on the Board of Trustees, and from 1931 Professor Emeritus.

An inveterate attender of faculty meetings, he also sought and made informal occasions for faculty discussion. He took a major part in reviving the Faculty Club after World War II, serving as its first president and making a substantial donation to its library. It was in one of the club’s small dining rooms, most fittingly named the Willcox Room, that he met regularly twice a week with luncheon groups. He himself had founded one of these groups nearly forty years ago, and modeled it after a “round table” which he had been invited to attend at the Library of Congress during his stay in Washington at the turn of the century. Although he always referred to it as the Becker luncheon group because, as he explained, he had begun it to serve as an occasion for Carl Becker’s conversation, it has long since been known to others as the Willcox group. Its members have included many of Cornell’s most distinguished citizens from Carl Becker to Liberty Hyde Bailey, Dexter Kimball, and Miss Francis Perkins, to mention a very few. We all, guests and new members, came to appreciate the unobtrusive skill with which the quiet figure of Walter Willcox drew out and directed the conversation.

Walter Willcox was throughout his long life not merely a distinguished economist and citizen; he was a model of a nineteenth-century gentleman and scholar concerned with the fate of his fellow man. He managed the rare feat of keeping his interest up to date without relinquishing his hold on his original values. As nearly as any one man could, he seemed to embody the ideal around which Ezra Cornell and Andrew White had established the University.

Mario Einaudi, Felix Reichmann, Edward W. Fox

 

Source: Cornell University eCommonsCornell University Faculty Memorial Statement.

Image Source: Cornellian 1919, p. 128.

Categories
Cornell Research Tip

Cornell. Economics in the Department of Political Science, 1900

 

 

Soon I’ll get back to the necessary work of transcribing exams to match remaining courses already entered into Economics in the Rear-View Mirror. While my core three departments (Harvard, Columbia and Chicago) constitute the source of the vast majority of the artifacts gathered thus far, regular visitors will have also noticed an occasional foray into other departments as have struck my fancy.

The next few postings are the result of my recent visit to the Library of Congress where I looked into the papers of the economic statistician Walter F. Willcox of Cornell. Following up, I checked out the digital repository of Cornell, eCommons that I can most highly recommend both to researchers (for historical material) as well as to university archivists (for its structure and user-friendliness).

Among other things I found (and immediately transcribed) the following “snap-shot” of Cornell’s department of political science in 1900 that was made up of three professors who were working on economic theory, policy and statistics. Modern eyes see there an economics department with an interdisciplinary social-scientific scope, not unsimilar to the early School of Political Science at Columbia.

Research Tip: The Cornell Register is an official Cornell University publication containing a record of the personnel and organization for the academic year.  PDF copies for 1882-1883 through 1931-32 at the digital repository of Cornell. Page views going back to 1869 from the hathitrust.org collection.

 

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DEPARTMENT OF POLITICAL SCIENCE

The Development of the Work—
What is being Accomplished Today.

Political Science has always been considered important at Cornell. President White, in his inaugural address, laid down the principle that “There are two permeating ideas which must enter into the work of the University in all its parts. The first is the need of labor and sacrifice in developing the individual man in all his nature and in all his powers as a being intellectual, moral, and religious. The second of these permeating ideas is that of bringing the powers thus developed to bear upon society. We should provide ample instruction in history, in political and social science and in the modern literature….We would give ample opportunity for those classes of study which give breadth to the mind, and which directly fit the student for dealing with state problems and world problems. In this view, historical studies and studies in political and social science will hold an honored place; but these studies will not be pursued in the interest of any party. On points where honest and earnest men differ, I trust we may have courses of lectures presenting both sides.”

Instruction in this line consisted at first of a course of lectures in Political Economy given during one term of each year by Dr. William D. Wilson, professor of moral and intellectual philosophy. A few years later, Theodore Dwight began a series of lectures on constitutional law, and in 1875 this course was superseded by a series of lectures on the constitution of the United States and American jurisprudence.

The department was formally organized in 1881, when a four years’ course in History and Political Science was established. Graduates from this course received the degree of Bachelor of Philosophy in History and Political Science. Courses in systematic politics, public finance, and practical economic questions were added to the curriculum year by year, and in 1887 the departments of History were organized into the President White School of History and Political Science, and a fellowship in political and social science was established. While Professor Laughlin was in charge of the work in economics, in 1890, two fellowships in that field were founded.

In 1891, Professor Jeremiah W, Jenks was called to a chair of municipal, political, and social institutions. The next year, the departments of economics and finance and of political and social institutions were brought under one head. Professors Walter F. Willcox and Charles H. Hull were appointed, with Professor Jenks, to take charge of the work, which is being carried on as a unit, in so far as this is practicable.

Each professor, with his assistants, has charge of some special branch of the work. Professor Jenks gives his time chiefly to the work in politics, political science, and economic legislation; Professor Willcox to social science and statistics; and Professor Hull to political economy and finance. The assistants, Mr. Brooks and Mr. Weston, divide their time between advanced work in economic history and municipal government and the text-book work with the classes beginning the study of economics. In all branches the aim is to make the work of direct, practical value, while not neglecting economic and political theories. Andrew D. White’s idea of presenting both sides of questions is carried out as far as possible. The political questions of the day are treated fully, and students are taught to think impartially and independently. For the last two years the department has invited the most eminent men in business and politics to give lectures before the University. John W. Foster, ex-Secretary of State, has lectured on “Diplomacy;” Charlton T. Lewis, counsel for the Mutual Life Insurance Company, on “Insurance;” W. H. Baldwin, Jr., president of the Long Island Railroad, on “Railroad Management;” and Edward Rosewater, editor of the Omaha Bee, on “Journalism.” A course of lectures on the work of the State departments by prominent State officials has been provided for this year. The object of these lectures is to give the students more accurately the point of the business man and the politician.

The work the professors are doing outside of the department shows that the practical nature of their work is widely recognized. Professor Jenks is now the expert agent of the United States Industrial Commission in their investigation of trusts and monopolies undertaken with the view of recommending legislation on the subject to Congress and the several states. He has had special charge of selecting and examining the witnesses for and against the trusts and of editing the testimony. In this connection, he has collected in one volume the laws of the United States and the different states which concert trusts, with a digest of all the decisions under these statues and leading common law decisions concerning trusts. A second volume will contain the testimony and the economic results of the study. He has, further, been assigned by the Commission the task of investigating the trusts of Europe during the coming summer. This investigation has also led Governor Roosevelt to call him into consultation several times this winter to aid in the preparation of his message and in proposing measures for state legislation concerning trusts and corporations.

The administration wished the national census department to come closely into touch with the universities of the country, and therefore appointed Professor Willcox one of the Chief Statisticians of the census. He is investigating “methods and results” and is planning the methods of taking the census and interpreting the results—the work which, more than any other, calls for breadth of statistical knowledge and soundness of judgment. To him has also been given the task, together with one of his colleagues on the Census, Mr. Gannett, of interpreting and writing up the results of our first Colonial Census, the one lately taken in Porto Rico and Cuba. His interest and experience in practical social questions is shown by his acting for years as a member of the local Board of Health, and by Governor Roosevelt’s appointing him a year ago a member of the State Board of Health. While Professor Willcox is in Washington, his work is ably carried on by Professor Powers, formerly of Leland Stanford University.

Professor Hull has just published one of the most scholarly books produced in this field for a long time. This book, a collection of the works of Sir William Petty, with an introduction and critical annotations, has been very favorably reviewed in all the principle countries of Europe. Beside his accurate scholarship and his remarkable critical acumen, Professor Hull is well known also for his sound judgment and business sense. These qualities have been long recognized by his colleagues in the faculty, of which he is Secretary. Upon earnest solicitation he has acted as President of the Cornell Coöperative Society from the beginning and is perhaps chiefly responsible for its success. For some years he has been Treasurer of the American Economic Association, and at its last meeting that body insisted on making him its Secretary also, thus putting practically all of its business—publishing included—into his hands. The joint committee of the Legislature on taxation submitted to him lately for criticism its new plan of taxation.

The department has been greatly aided in its work by having at its disposal excellent laboratory and library facilities. It has perhaps the best material in reports, apparatus, etc., for work in statistics possessed by any university in the country. It is unusually well equipped in periodical literature and rare books on the history of economics. The library of foreign statues is also large and growing rapidly.

The Seminary, for graduate students only, is carried on jointly by the three professors in the department. Each professor takes special charge of the work of those men whose theses are in his special field, and of the Seminary on days when reports on these theses are in order. Besides the regular thesis work, the Seminary usually has on hand some special subject. This year Colonial governments have been studied, the relations of our government to its dependencies is being considered, in the light of our own history, legal and political, and in that of the leading colonial powers.

The most prominent characteristic of the department throughout is that it has always tried to keep closely in touch with practical work in politics, in government, and in business, in order to prepare its students especially for practical work in life. This does not involve neglect of theory or neglect study of principles; but it does involve the effort to apply these principles to the solution of practical problems; while the experience of teachers in aiding our public men to solve non-partisan questions enables them to judge more soundly regarding what is really practical.

 

Source: Cornell Alumni News, Vol. II, No. 22 (March 7, 1900), pp. 143-144.

Image: (left to right) Jeremiah W. Jenks, Walter F. Willcox and Charles H. Hull taken from ibid.

Categories
Exam Questions Harvard

Harvard. Carver’s Economics of Agriculture Final Examination, 1918

 

 

Enrollment data and the course outline with reading assignments for Thomas Nixon Carver’s one-semester course “Economics of Agriculture” have been previously posted. We can add to this now the course description that comes from the History, Government and Economic Division’s 1917 announcements and also the final examination for the course from 1917-18.

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Course Announcement and Description

Economics 9 1hf. Economics of Agriculture. Half-course (first half-year.)
Mon., We., and (at the pleasure of the instructor) Fri., at 10.
Professor Carver, assisted by Mr.—.

A study of the relation of agriculture to the whole industrial system, the conditions of rural life, the forms of land tenure, the comparative merits of large and small holdings, the status and wages of farm labor, the influence of farm machinery, farmers’ organizations, the marketing and distribution of farm products, agricultural credit, the policy of the government toward agriculture, and the probably future of American agriculture.

 

Source: Division of History, Government, and Economics 1917-18 published in Official Register of Harvard University, Vol. XIV, No. 25 (May 18, 1917), p. 62.

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Final Examination
Economics of Agriculture
Professor Thomas Nixon Carver

1917-18
HARVARD UNIVERSITY

ECONOMICS 91

 

  1. Describe some of the principal contrasts between rural and urban industry.
  2. What were the advantages of the three-field over the two-field system?
  3. What were the main features of the Homestead Act?
  4. Give a brief account of the rise of the Granger movement.
  5. Under what circumstances is it desirable to turn from extensive to intensive cultivation?
  6. What are the advantages of selling on grade rather than on inspection?
  7. What is meant by a standardized security as a basis for rural credit, what are its advantages, and how is it provided for under our Federal farm loan system?
  8. What are some of the social needs of the average rural community?
  9. What are the principal areas of production in the United States of the following crops: Spring wheat, winter wheat, potatoes, wool, beet sugar, cane sugar, peanuts?
  10. Is tenancy increasing or decreasing in the United States as a whole? Where is it increasing most rapidly and what are the principal reasons for its increase?

 

Source: Harvard University Archives. Harvard University. Final Examinations, 1853-2001 (HUC 7000.28, Box 60 of 284). Faculty of Arts and Sciences, Papers Set for Final Examinations: History, History of Religions, … , Economics, … , Fine Arts, Music, June, 1918.

Image Source: Thomas Nixon Carver, Harvard Class Album 1920.

 

 

Categories
Exam Questions Harvard

Harvard. Intro to Mathematical Economics Final Exam, Schumpeter 1935

 

The Harvard course “Introduction to the Mathematical Treatment of Economic Theory” (Economics 8a from 1934-35 to 1935-36 then renumbered as Economics 4a thereon through 1940-41) was taught by Wassily Leontief except for its very first year when Joseph Schumpeter was responsible for the course. The original handwritten draft of the final examination for February 4, 1935 can be found in Schumpeter’s papers (though filed along with papers for the other course he taught, Economics 11). The official typed draft of the exam (identical except for a line-break) is transcribed below along with information about the course enrollment and prerequisites.

_____________________________

Course Announcement

Economics 8a 1hf. Introduction to the Mathematical Treatment of Economic Theory

Half-course (first half-year). Mon., 4 to 6, and a third hour (at the pleasure of the instructor). Professor Schumpeter.

Economics A and Mathematics A, or their equivalents, are prerequisites for this course.

 

Source: Announcement of the Courses of Instruction Offered by the Faculty of Arts and Sciences During 1934-35 (Second Edition) published in Official Register of Harvard University, Vol. XXXI, No. 38 (September 20, 1934), p. 126.

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Course Enrollment

[Economics] 8a 1hf. Professor Schumpeter and other members of the Department.—Introduction to the Mathematical Treatment of Economic Theory.

Total 23: 15 Graduates, 3 Seniors, 5 Instructors.

 

Source: Harvard University. Report of the President of Harvard College 1933-34, p. 85.

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Final Examination
Introduction to the Mathematical Treatment of Economic Theory
Joseph A. Schumpeter

1934-35
HARVARD UNIVERSITY

ECONOMICS 8a1

Answer at least THREE of the following questions:

  1. Define elasticity of demand, and deduce that demand function, which corresponds to a constant coefficient of elasticity.
  2. Let D be quantity demanded, p price, and D = a – bp the demand function. Assume there are no costs of production. Then the price p0 which will maximize monopoly-revenue is equal to one half of that price p1, at which D would vanish. Prove.
  3. A product P is being produced by two factors of production L and C. The production-function is P = bLkC1-k , b and k being constants. Calculate the marginal degrees of productivity of L and C, and show that remuneration of factors according to the marginal productivity principle will in this case just exhaust the product.
  4. In perfect competition equilibrium price is equal to marginal costs. Prove this proposition and work it out for the special case of the total cost function
    y = a + bx, y being total cost, x quantity produced, and a and b
  5. If y be the satisfaction which a person derives from an income x, and if we assume (following Bernoulli) that the increase of satisfaction which he derives from an addition of one per cent to his income, is the same whatever the amount of the income, we have dy/dx = constant/x. Find y.
    Should an income tax be proportional to income, or progressive or regressive, if Bernoulli’s hypothesis is assumed to be correct, and if the tax is to inflict equal sacrifice on everyone?

 

Final. 1935.

 

[Handwritten note at the bottom of this carbon-copy of the exam questions: “This leads me to believe that the course is advantageous only if the man has had previous mathematical training at least equal to Mat A”]

 

Source: Harvard University Archives. Harvard University. Final Examinations, 1853-2001 (HUC 7000.28, Box 15 of 284). Faculty of Arts and Sciences, Papers Printed for Final Examinations: History, History of Religions, … , Economics, … , Military Science, Naval Science, January, 1948.

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 Schumpeter’s handwritten answer to question 2

[Note: Schumpeter’s draft of his questions for Economics 8a in 1934-35 were incorrectly filed in the Economics 11 course folder for the Fall semester of 1935. Perhaps he used the questions himself in the other course in the following semester.]

{{p}_{1}}=\frac{a}{b}
\frac{dp}{dD}=-\frac{1}{b}
\frac{d\,\,Dp}{dp}=D+p\frac{dD}{dp}=
=a-bp-bp=a-2bp
\therefore p=\frac{a}{2b}

 

Source: Harvard University Archives. Joseph Schumpeter Lecture Notes. Box 9, Folder “Ec 11 Fall 1935”.

Image Source: Joseph A. Schumpeter’s note at the end of his handwritten draft of the examination in Harvard University Archives. Joseph Schumpeter Lecture Notes. Box 9, Folder “Ec 11 Fall 1935”.