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Economic History Exam Questions Harvard Suggested Reading Syllabus

Harvard. Reading list and final exam for U.S. economic and financial history. Taussig and Gay, 1905-1906

Assistant Professor Oliver Mitchell Wentworth Sprague taught the Harvard course “Economic History of the United States”/ “Economic and Financial History of the United States” in 1901-02 (with James Horace Patten), 1902-03, 1903-04, and 1904-05. The course was taken over in 1905-06 by Frank William Taussig and Edwin Francis Gay after Sprague left for a full professorship at the Imperial University of Japan.

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Course Enrollment
1905-06

Economics 6 2hf. Professor Taussig and Asst. Professor Gay. — Economic and Financial History of the United States.

Total 79: 14 Graduates, 15 Seniors, 37 Juniors, 10 Sophomores, 3 Others.

Source: Harvard University. Report of the President of Harvard College, 1905-1906, p. 72.

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READING FOR ECONOMICS 6
(1905-6)

Prescribed reading is indicated by an asterisk (*).

1. COLONIAL PERIOD.

*Ashley, Commercial Legislation of England and the American Colonies, Q.J.E., Vol. XIV, pp. 1-30; printed also in Surveys, pp. 309-335.

Schmoller, Mercantile System, pp. 57-80.

Beer, Commercial Policy of England, pp. 1-158.

Rabbeno, American Commercial Policy, pp. 3-91.

Eggleston, Agriculture and Commerce in the Colonies, The Century Magazine, Jan. and June, 1884, Vol. V, pp. 431-449; Vol. VI, pp. 234-256.

2. COMMERCE AND MANUFACTURES, 1776-1815.

*Hill, First Stages of the Tariff Policy of the United States, Amer Econ. Assn. Pub., Vol. VIII, pp. 107-132.

Pitkin, Statistical View of the United States, ed. 1835, ch. ix, pp. 368-412.

Rabbeno, American Commercial Policy, pp. 287-324, 95-145.

Hamilton, Report on Manufactures, in Taussig’s State Papers and Speeches on the Tariff, pp. 1-108.

3. REVOLUTIONARY AND NATIONAL FINANCE – WESTWARD MOVEMENT, 1776-1815.

*Dewey, Financial History of the United States, chs. ii-vi, pp. 33-141.

Bullock, Essays on the Monetary History of the United States, pp. 60-78.

Hamilton, Reports on Public Credit, Amer. State Papers, Finance, Vol. 1, pp. 15-37, 64-67.

Turner, Significance of the Frontier in American History, in Report of Amer. Hist. Assn., 1893, pp. 199-227.

Semple, American History and its Geographical Conditions, chs. iv, v, pp. 52-92.

4. FINANCE AND BANKING, 1815-1860.

*Dewey, Financial History, pp. 223-237, 252-262.

Sumner, Andrew Jackson, ed. 1886, pp. 224-249, 257-276, 291-342.

Catterall, The Second Bank of the United States, chs. xvi-vviii, pp. 376-403, 430-452.

Conant, History of Modern Banks of Issue, ch. xiv, pp. 310-347.

White, Money and Banking, chs. ix-xii, pp. 324-361.

5. TARIFFS AND MANUFACTURES, 1815-1860.

*Taussig, Tariff History, pp. 1-154.

Taussig, State Papers and Speeches on the Tariff, pp. 108-385.

Rabbeno, American Commercial Policy, 146-199, 325-383.

6. INTERNAL IMPROVEMENTS, 1815-1860.

*Callender, Early Transportation and Banking Enterprises, Q.J.E., Vol. XVII, pp. 111-162.

Chevalier, Society, Manners, and Politics in the United States, chs. vii, xx, xxi, pp. 80-87, 209-276.

Pitkin, Statistical View (1835), Vol. XII, pp. 531-581.

Gallatin, Plan of Internal Improvements, Amer. State Papers, Misc., Vol. I.

Tanner, Railways and Canals of the United States. See, especially, the map.

7. LAND POLICY AND AGRICULTURE, 1815-1860.

*Hart, Practical Essays on American Government, pp. 233-257.

*Hammond, Cotton Industry, ch. iii, pp. 67-119.

Donaldson, Public Domain.

Sato, History of the Land Question in the United States, Johns Hopkins University Studies, 4th series, nos. 7-9, pp. 127-181.

8. POPULATION AND SLAVERY, 1815-1860.

*Cairnes, Slave Power, chs. ii, iii, v, pp. 34-93, 120-150.

Hammond, Cotton Industry, ch. ii, pp. 34-60.

Semple, American History and its Geographic Conditions, ch. ix, pp. 150-177.

9. FINANCE, BANKING, AND CURRENCY PROBLEMS, 1860-1900.

*Dewey, Financial History, chs. xii, xiii, xx, pp. 271-330, 463-473.

*Noyes, Thirty Years of American Finance, chs. i, ii, iii, x, pp. 1-72, 234-254.

Taussig, Silver Situation, pp. 1-157.

Dunbar, National Banking System, Q.J.E., Vol. XII, pp. 1-36.

10. TRANSPORTATION; TARIFF.

*Taussig, Tariff History, pp. 155-230.

Industrial Commission, Vol. XIX, pp. 466-481.

Johnson, American Railway Transportation, chs. ii, ii, v, pp. 13-38, 52-68.

Taussig, Contribution to the Theory of Railway Rates, Q.J.E., Vol. V, pp. 438-465.

Hadley, Railroad Transportation, pp. 24-56.

11. INDUSTRIAL EXPANSION AND TARIFF.

*Taussig, Tariff History, pp. 230-409.

Stanwood, American Tariff Controversies, Vol. II, pp. 243-394.

Taussig, Iron Industry, Q.J.E., Vol. XIV, pp. 143-170, 475-508.

Industrial Commission, Vol. XIX, pp. 485-519, 544-569.

Twelfth United States Census, Vol. IX, pp. 1-16; Vol. X, pp. 723-743.

Taussig, Wool and Woolens, Q.J.E., Vol. VIII, pp. 1-39.

Wright, Wool-growing and the Tariff since 1890, Q.J.E., Vol. XIX, pp. 610-647.

Willoughby, Integration of Industry in the United States, Q.J.E., Vol. XVI, pp. 94-115.

12. AGRICULTURE AND OPENING OF THE FAR WEST.

*Industrial Commission, XIX, pp. 43-123, 134-168.

Hammond, Cotton Industry, Book I, chs. iv-vii, ix, pp. 120-228, 324-356.

Adams, The Granger Movement, North American Review, Vol. CLXXV, pp. 394-424.

13. COMMERCE AND SHIPPING.

*Meeker, Shipping Subsidies, Pol. Sci. Qr., Vol. XX, pp. 594-611.

*Noyes, Recent Economic History of the United States, Q.J.E., Vol. XIX, pp. 167-209.

Wells, Our Merchant Marine, chs. i-v, pp. 1-94.

14. WAGES AND THE LABOR PROBLEM.

*Levasseur, American Workman, pp. 436-509.

Mitchell, Organized Labor.

Industrial Conciliation, National Civic Federation.

Wright, Industrial History of the United States, Part III, pp. 231-322.

15. IMMIGRATION AND THE RACE QUESTION.

*Mayo-Smith, Emigration and Immigration, chs. iii, iv, pp. 33-78.

Tillinghast, Negro in Africa and America, pp. 102-227.

Hoffman, Race Traits and Tendencies of the American Negro, pp. 141-148, 170-176, 310-329.

Washington, Future of the American Negro, pp. 3-244.

Mayo-Smith, Emigration and Immigration, pp. 79-167, 227-283.

Walker, Discussions in Economics and Statistics, Vol. II, pp. 417-434.

Source: Harvard University Archives. Syllabi, course outlines and reading lists in conomics, 1895-2003, Box 1, Folder “Economics, 1905-1906”.

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ECONOMICS 6
Year-end Examination, 1905-06

  1. Describe the history of the agitation for “cheap money” in the United States; the forms assumed both before and after 1860, its causes and the probability of its recurrence.
  2. Compare critically the financing of the Revolutionary War, the Civil War, and the Spanish War.
  3. (a) Summarize the principal features of our tariff legislation from the close of the Civil War to the Dingley Tariff.
    (b) What has been the effect of the tariffs on the iron and steel industry?
  4. Give the history of the Union Pacific Railroad and its relations to the government.
  5. Account for the changes in the character of the foreign trade of the United States in respect to the excess of imports or of exports.
    Take one of the following questions:
  6. Discuss the significance and causes of the increase of farm tenancy and the rural exodus.
  7. What can you say as to agricultural conditions in the South before and since the Civil War? What about the negro problem?

Source: Harvard University Archives. Harvard University, Examination Papers 1873-1915. Box 8, Bound volume: Examination Papers, 1906-07; Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1906), pp. 31-32.

Image Source: Portraits of Frank William Taussig and Edwin Francis Gay from the Harvard Class Album 1906.

 

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Exam Questions Harvard Transportation

Harvard. Final examination for transportation economics. Ripley, 1905-1906

Relatively early on transportation economics was recognised as one of the major specialisation fields within applied economics. This can be illustrated with the courses offered by William Zebina Ripley at Harvard that were introduced during the first decade of the twentieth century. Ripley also covered labor relations as well as industrial organisation and regulation. This was still a time when economics faculty members were expected to span several special fields. As Adam Smith had said, “The division of labour is limited by the extent of the market.” The era of the “Universalgenie” [Narrator’s voice: “They only thought they were.”] had not yet been replaced by the era of the “Fachidiot” [The narrator continues, “…ahem, present company excluded”].

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Earlier exams etc. for Economics 5

1900-01 (Hugo Richard Meyer alone)
1901-02 (Ripley with Hugo Richard Meyer)
1903-04 (Ripley alone)
1904-05 (Ripley with Stuart Daggett)

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Course Enrollment
1905-06

Economics 5 1hf. Professor [William Zebina] Ripley, assisted by Mr. [Stuart] Daggett. — Economics of Transportation.

Total 138: 10 Graduates, 32 Seniors, 59 Juniors, 28 Sophomores, 9 Others.

Source: Harvard University. Report of the President of Harvard College, 1905-1906, p. 72.

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ECONOMICS 5
Final Examination
1905-06

  1. What is the present legal status of the “Long and Short Haul” clause of the Act to Regulate Commerce? Outline the decisions clearly.
  2. The average length of haul on the St. Paul road is about 185 miles; while on the Union Pacific it is about 386 miles. How would these conditions affect the revenue per ton mile?
  3. What advantages might follow the repeal of the prohibition of pooling, from a railway point of view?
  4. What authority has the Interstate Commerce Commission concerning witnesses and the production of papers? What is the latest decision?
  5. Should the following items of expenditure be charged to capital, improvement, or operating expense account, viz.: (1) cost of abolishing grade crossings; (2) replacement of light rails with heavy ones; and (3) premium on purchase of stock in a subsidiary road? Give your own reasons for whichever course you advocate.
  6. What is the present method of control of the anthracite coal roads?
  7. What are the main inducements for stock watering, as described by Johnson?
  8. What is the nature of the principal bills now before Congress, amending the Act to Regulate Commerce? Describe them separately.

Source:  Harvard University, Examination Papers 1873-1915. Box 7, Bound volume: Examination Papers, 1905-06;  Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College(June, 1906), p. 31.

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

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Exam Questions Harvard Sociology

Harvard. Final exam questions for principles of sociology. Carver, 1905-1906

 

Excerpts from Thomas Nixon Carvers’s autobiography dealing with sociology, his course reading list and a “thick” course description from the 1904-05 academic year have been transcribed and posted earlier.

Image today having a question like “What are the chief factors tending to promote the improvement of the race, and what are the chief factors tending to deteriorate it?” standing between you and your final grade in a course.

I wonder when such a question was first able to elicit a consensus cringe among social scientists. 

Likely readings for this course can be found in Sociology and Social Progress, compiled by Thomas Nixon Carver (Boston: Ginn and Company, 1905).

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Course Enrollment

Economics 3. Professor Carver. — Principles of Sociology. Theories of Social Progress.

Total 60: 9 Graduates, 11 Seniors, 23 Juniors, 13 Sophomores, 4 Others.

Source: Harvard University. Report of the President of Harvard College, 1905-1906, p. 72.

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HARVARD UNIVERSITY
ECONOMICS 3
Mid-year Examination, 1905-06

  1. State and explain briefly, —
    1. Spencer’s position as to the possibility of a science of society.
    2. Bagehot’s conclusion as to verifiable progress.
    3. Kidd’s theory as to the function of religious beliefs in the development of society.
    4. Kidd’s prediction as to the future relation of European races to tropical regions.
  2. What are the chief factors tending to promote the improvement of the race, and what are the chief factors tending to deteriorate it?
  3. Discuss briefly the following topics in their relation to social development:
    1. “The consciousness of kind.”
    2. Imitation
    3. Resentment.
    4. The power of idealization.

Source: Harvard University Archives. Harvard University. Mid-year Examinations, 1852-1943. Box 7, Bound Volume: Examination Papers, Mid-Years 1905-06.

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ECONOMICS 3
Year-end Examination, 1905-06

  1. Discuss Kidd’s view that the real drift of society is toward greater equality and that this is accompanied by keener competition.
  2. Can social progress be defined in terms of human well being? Explain.
  3. What is meant by the transition from a pain to a pleasure economy? What corresponding transition does Comte describe?
  4. If we grant that war is primarily due to economic reasons, does the conclusion follow that it is permanent?
  5. What importance attaches to the prolongation of infancy in the human species?
  6. Compare the views of Kidd and Buckle as to the relative importance of the moral and the intellectual factors in social development.
  7. What is meant by the storing of social energy, and what are some of the chief agencies by which it is accomplished?
  8. Compare the prince, as described by Machiavelli, with the modern political boss.
  9. What is meant by the distinction between the repressive and the directive activities of the State? What are the main conditions which justify the latter?
  10. What general principle determines the obligation of the State in the imposition of taxes?

Source: Harvard University Archives. Harvard University, Examination Papers 1873-1915. Box 8, Bound volume: Examination Papers, 1906-07; Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1906), p. 30.

Image Source: Portrait of Thomas Nixon Carver, colorized by Economics in the Rear-view Mirror, from the Harvard Class Album 1906.

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Economists Harvard

Harvard. Graduate student teaching assistant, A.M. but no Ph.D. Frank Richardson Mason, 1906

Not all graduate students complete the requirements for a Ph.D. and, early in the 20th century, it was quite common for the Master’s degree to be the terminal degree and not all career paths lead to economics education and/or research. From time to time your curator of Economics in the Rear-view Mirror stumbles upon career information of the one or other graduate student of economics who left the formal study of economics for that so-called real world and the information is added as a biographical post. 

Here we feature two reports from the Harvard Class of 1905 graduate (summa cum laude), Frank Richardson Mason. A trace of his academic life was encountered in the previous post that dealt with the Principles of Economics course taught at Harvard in 1905-06.  Earlier we found mention of his Special Examination for the Ph.D. that was scheduled for May 14, 1908. Presumably something must have wrong in his special examination, because he looked to be on track for a Ph.D., having passed his general examinations and published a paper on his thesis topic in the Quarterly Journal of Economics.

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From the Class of 1905
Twenty-fifth Reunion (1930)

FRANK RICHARDSON MASON

BORN: Hebron, Ill., Oct. 6, 1882. PARENTS: Ralph Nathaniel Mason, Helen May Richardson.

PREPARED AT: John Marshall High School, Chicago, Ill.

IN COLLEGE: 1901-1905. DEGREES: A.B. summa cum laude 1905; A.M. 1906.

MARRIED: Jennie Louise Barr, Chicago, Ill., Sept. 25, 1912. CHILDREN: Alfred Barr, Sept. 5, 1914; Jennie Louise, Oct. 19, 1917; Donald Frank, March 17, 1926.

OCCUPATION: Accountant.

ADDRESSEs: (home) 1124 No. Harvey Ave., Oak Park, Ill.; (business) 10 So. LaSalle St., Chicago, Ill.

For three years after graduating I was in the Graduate School, where I held a teaching fellowship, specializing in economics. For two years I was secretary of Northwestern University School of Commerce, and since then have been in various business positions. For seven years, 1912 to 1919, I was office manager for J. W. Butler Paper Company, in Chicago. For the past several years I have been a public accountant on my own, operating under the firm name of F. R. Mason & Co.

My life has been singularly free from either high lights or shadows. Outside of one trip to Europe before the war, I have had no mad adventures. My chief preoccupation has been raising a family. I meet the Chicago boys of our class about once a month, and so keep in vicarious touch with the past and present glories of our Alma Mater.

PUBLICATIONS: “The Silk Industry in the United States,” Quarterly Journal of Economics, 1908; “Business Organization and Principles,” (Cree Pub. Co., 1910); various translations from French and German.

MEMBER OF: Harvard Club, Chicago, Ill.

Source: Harvard Class of 1905, Twenty-Fifth Anniversary Report (June, 1930), pp. 410-11.

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From the Class of 1905
Thirtieth Reunion (1935)

FRANK RICHARDSON MASON has spent the last five years “accounting, and getting clients out of trouble when Uncle Sam thinks they’ve ‘rationalized’ on their income tax” During this time he has performed the following public service: “gone to one Phi Beta Kappa dinner and stuck it out to the bitter end; contributed generously to Samuel Insull’s total of defalcation.” He has also written several diatribes condemning the new dealers for not paying the swatters for the home runs they didn’t make, and has spent a good deal of time standing on his head to see if he can’t make the new deal look right side up. His chief aversion is “The guy with one idea which will solve the world’s problems.” But he adds seriously, “After a life of frugal toil, having accumulated a few thousands by diligence and self denial, I have lost everything — except faith, hope, and charity.

Faith — that the American people will rise with the strength of their own backbone out of the Slough of Despond in which they have been wallowing for the past five years; Hope — that there are greater horizons further on than those we have already seen, and that dauntless souls will forge ahead to call us on to the visions discernible from the new heights; Charity — for the loud-mouthed demagogues continually shouting a rallying cry for every mirage that shimmers over the barren desert of our economic outlook. I still have Faith, Hope, and Charity, and I agree with St. Paul, the greatest of these is Charity.” Address: 10 South La Salle Street, Chicago, Ill.

Source:  Harvard Class of 1905, Thirtieth Anniversary Report (June, 1935),  p. 91.

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Frank Richardson Mason died Jan 22, 1953 in Oak Park, Illinois.

Source: Find-a-grave website.

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Image Source: Frank Richardson Mason’s 1905 Class Album picture and his twenty-fifth reunion portrait.

Categories
Exam Questions Harvard Principles

Harvard. Principles of Economics Exam. Taussig et al., 1905-1906

Over the next couple of weeks Economics in the Rear-view Mirror will be posting the printed economics course exams from Harvard for the academic year 1905-06.  Economics in the Rear-View Mirror has already transcribed and posted nearly every economics exam at Harvard University up to this year. You will find links to them in the Catalogue of Artifacts, then use page search for, e.g.,”Exam” to be awed if not shocked by the sheer quantity of material available to you.

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Course Enrollment

Economics 1. Professor [Frank William] Taussig and Asst. Professor [Abram Piatt] Andrew, assisted by Messrs. [Silas Wilder] Howland, [Chester Whitney] Wright, [Seldon Osgood] Martin, [William Hyde] Price, [Frank Richardson] Mason, and [Stuart] Daggett. — Principles of Economics.

Total 470: 1 Graduate, 9 Seniors, 87 Juniors, 266 Sophomores, 63 Freshmen, 44 Others.

Source: Harvard University. Report of the President of Harvard College, 1905-1906, p. 72.

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ECONOMICS 1
Mid-year Examination, 1905-06

Arrange your answers strictly in the order of the questions.
Answer nine questions, five from Group I, four from Group II.

Group I

  1. Which of the following would you class as capital:—
    1. stocks of goods in retailers’ hands;
    2. a theatre:
    3. the skill, acquired through training and education, of highly efficient workmen;
    4. agricultural land permanently improved by drainage, embankments and the like.
  2. Explain concisely,
    1. the law of diminishing returns;
    2. intensive and extensive margin of cultivation;
    3. marginal utility.
  3. Suppose all agricultural land to be equally fertile and equally distant from the market; suppose all to be under cultivation: would there be rent? If so, why and where? if not, why not?
  4. Explain in what way the value of monopolized commodities is influenced on the one hand by cost of production, on the other hand by marginal utility.
  5. Explain in what way the value of commodities produced at joint cost is influenced on the one hand by cost of production, on the other hand by marginal utility.
  6. State two different ways in which expense of education and training affects variations of wages in different occupations.

Group II

  1. “The extra gains which any producer or dealer obtains through superior talents for business, or superior business arrangements, are very much of a similar kind [to rent]. . . . All advantages, in fact, which one competitor has over another, whether natural or acquired, whether personal or the result of social arrangements, bring the commodity, so far, into the Third Class, and assimilate the possessor of the advantage to a receiver of rent.” —Mill.
    Explain what is the “third class” of commodities here referred to by Mill; wherein “personal” advantages differ from those which are “the result of social arrangements”; and how far the general doctrine set forth in this extract is found also in Walker and in Seager.
  2. State concisely the residual theory of distribution, as set forth by Walker.
  3. Suppose the number of laborers to increase greatly, the other factors in production (capital, land) remaining unchanged: what changes in wages would ensue, and in what manner would they be brought about, according to Mill? Walker? Seager?
  4. Explain concisely,
    1. the capitalization of rent;
    2. the capitalization of monopoly profits;
    3. the statement that the rate of interest determines the value of land and securities;
    4. innocent investors and acquired rights.
  5. A corporation organized to do a mercantile business buys an expensive city site, erects a building thereon, carries on the operations of buying and selling, and in due time distributes dividends among its stockholders. What is the nature of the return received by the stockholders?

Source: Harvard University Archives. Harvard University. Mid-year Examinations, 1852-1943. Box 7, Bound Volume: Examination Papers, Mid-Years 1905-06.

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ECONOMICS 1
Year-end Examination, 1905-06

Omit one question from each group.

I.

  1. Define capital, and mention two articles of wealth which are always capital, two which never are, and two which sometimes are and sometimes are not.
  2. Under what conditions would there be no economic rent?
  3. Explain briefly the salient influences which will determine the value (1) at any given moment, (2) in the long run, of the following:
    1. an uncopyrighted book,
    2. a copyrighted book,
    3. an ounce of gold.
  4. What are the limits to the price-fixing and profit-earning powers of monopolies? Are there any other conditions which will tend to check the indefinite growth of combinations?

II.

  1. Is it true of all commodities that changes in supply affect their value proportionally? Is it true of the commodity money? If in your opinion there is any difference, explain it.
  2. Can a commodity change its value without changing its price? Can it change its price without changing its value? Suppose the commodity were gold bullion, would your answer vary?
  3. Suppose an increase in the volume of our currency, due to a new issue of silver, what would be the effect upon international trade? Would this effect be lasting? Would your answer depend at all upon the condition of our currency at the time the increase occurred?
  4. If the merchandise imports from England to the United States equalled the exports from the United States to England (a) what would be the state of exchange on London? (b) Would there be any greater advantage to either of the countries engaged in trade?

III.

  1. Would a tariff “for revenue only” differ from a protective tariff, the product of which is entirely devoted to revenue? Has either any advantage over the other?
  2. “A man is of all sorts of luggage the most difficult to be transported.” What is the bearing of this fact upon the theory of international trade?
  3. (a) How are loans affected when the reserve limit (as established either by law or custom) is reached in England, Germany, and in the United States?
    (b) Show whether a system of “combined reserves” is needed in France, England, or Germany.
  4. Arrange the following items in their proper order as they would appear in the statement of a national bank. What criticisms would a bank examiner make? Would these criticisms vary if the bank were situated in New York, Boston, or the town of Lexington?
Loans,

360 thousands of dollars

Capital,

50      “                “       “

Reserve,

50      “                “       “

Real estate,

28      “                “       “

Deposits,

300    “                “       “

Undivided profits,

3        “                “       “

Notes,

115    “                “       “

Other assets,

20      “                “       “

Bonds and stocks,

40      “                “       “

Surplus,

30      “                “       “

Source: Harvard University Archives. Harvard University, Examination Papers 1873-1915. Box 8, Bound volume: Examination Papers, 1906-07Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1906), pp. 26-27.

Image Source: Portrait of Professor Frank W. Taussig in the Harvard Class Album 1906.

Categories
Columbia Funny Business

Columbia. Fairy tale by economics PhD alumnus (1953), Thomas Mayer

The monetary economist whose methodological contributions will likely be read long after the heated debates about monetarism lie cold in university archives or buried in the footnotes of historians of economics, Thomas Mayer, was born January 18, 1927 in Vienna. His family was able to leave Austria in the late 1930s which gave him the opportunity to go to college (Queens) and graduate school (Columbia) in New York City. This led to a long, distinguished academic career that culminated in a professorship at the University of California, Davis. He died in Berkeley, California June 12, 2015. 

This post adds to the subcollection “Funny Business” here at Economics in the Rear-view Mirror that is dedicated to attempts at nominal and real humor by economists. At the time of the writing of the following “Fairy Tale” (est. ca. 1952-53), Thomas Mayer was probably still a doctoral candidate, or perhaps a freshly-minted Ph.D., in economics at Columbia University. Martin Bronfenbrenner thought enough of this little mimeographed paper to have kept it in his files of macroeconomic teaching materials. There is no clue there, when or how he came to have a copy of the paper. In preparing this post, I discovered that only some archival boxes away at Duke’s Economists’ papers archive there is also another copy of the “Fairy Tale” in the Thomas Mayer Papers collection.

In his brief biographical tribute to Thomas Mayer, Kevin Hoover (see below for exact citation) wrote “Tom reported that Keynes’s General Theory was perhaps the first economics book that he read while still in school in England and that he was driven to keep studying economics until he was able to understand the book – a feat that he, unlike many others, claims to have accomplished”.  My favorite lines from Hoover are the following:

[Thomas Mayer] was neither a market fundamentalist nor a government romantic, but occupied the ideologically uncomfortable middle: the left thought that he was a monetarist; the right, a Keynesian. He reported having been cast off the monetarist Shadow Open-Market Committee for left-wing deviationism.

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Tributes to Thomas Mayer

Monetarism and the Methodology of Economics, edited by Kevin D. Hoover and Steven M. Sheffrin (Edward Elgar, 1995) is a collection of 14 original essays in honour of Thomas Mayer focusing on the themes of monetarism, the transmission mechanism for monetary policy, the political economy of monetary policy and the methodology of empirical economics. Contributions by: King Banaian, Mark Blaug, Martin Bronfenbrenner, Richard C.K. Burdekin, Thomas F. Cargill, Milton Friedman, C.A.E. Goodhart, D. Wade Hands, Abraham Hirsch, Kevin D. Hoover, David Laidler, Thomas Mayer, James L. Pierce, Steven M. Sheffrin, Richard J. Sweeney, Thomas D. Willett, Wing Thye Woo.

Hoover, Kevin D. (2015). Thomas Mayer. Journal of Economic Methodology 22 (4):526-527.

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AER Membership Bio, 1974

Mayer, Thomas, academic; b. Vienna, Austria, 1927. Educ. B.A. Queens Coll., 1948; Ph.D., Columbia U., 1953. Doc. Dis. The Population Argument of the Stagnation Thesis, 1953. Fields 310, 020. Pub. Permanent Income, Wealth and Consumption, 1972; Monetary Policy in the United States, 1968; Intermediate Macroeconomics, 1972. Res. Interpretation of Interest Rate Snap-Back; Explanation of Excess Reserves in 1930’s. Prev. Pos. Vis. Assoc. Prof., U. of Calif., 1961-62, Assoc. Prof., Mich. State U., 1956-61, Asst. Prof. U. of Notre Dame, 1954-56. Cur. Pos. Prof., U. of Calif., since 1962. Address 3054 Buena Vista Way, Berkeley, CA 94708.

Source: American Economic Review (October 1974). Directory of Members, 1974, p. 262.

__________________________

A FAIRY TALE1

By Anon Ymous2

Long, long ago there lived in a far and distant country a Happy Family. They were the Natural and the Market Rate of Interest. They loved each other dearly, and had two beautiful and good children: Price Level Stability and Full Employment. The parents always stuck together, for they knew that if they should part their children would be lost.

Near their house was a big wood. It was largely unexplored, and in it there lived a fierce Giant with the terrifying name of Central Bank Policy. He was a great, big, strong man. But instead of helping the two parents to keep their children happy, he would often fight with them. He pretended to love their two children dearly, but in reality he loved his own child more. His child had a shock of golden blond hair, and was for that reason known as Goldie Standard. Sometimes this child would get sick, and then her father wanted to separate our happy family. He would try to take the mother, the Market Rate of Interest, into the wood with him to take care of Goldie Standard, and to make her well again. Of course the father, poor Natural Rate of Interest, could not follow. The two sweet children would not have had the care they needed, and would starve. Poor little Full Employment would lose her full, round cheeks, and her sister, Price Level Stability, would feel so weak that she would stumble and fall many times. But Central Bank Policy did not mind this, though he pretended to, for he loved Goldie Standard above anything in the world — even though she was often naughty, and taught little Price Level Stability many naughty tricks like climbing up and down all over the Time Series.

Since the giant Central Bank Policy would have had great difficulty in stealing dear Market Rate of Interest by himself alone, he had a group of supporters called Orthodox Economists. They were on his side, for they thought that if Goldie Standard should die there would be nobody to exercise loving care over him; then, in a fit of temper, he might start to play around with the Printing Press.

One bright day a fair prince from far away arrived in this country. His name was Prince Keynes. He was the son of the ruling house of Cambridge. He saw at once what was going on in the country. Indeed, he did not find this difficult, for he had once read a vague prophecy by a Swede that such a country existed. He soon had Tract the matter down, and decided to help the poor family, but at first he did not quite know how. He studied for a long, long time, writing down his observations in a big diary. So that the giant would not find it, he hid it in a tree (not in a pumpkin [Curator’s note: a clear reference to the “Pumpkin papers” hidden by Whittaker Chambers then revealed in the case of Alger Hiss. Very much in the news 1949-50]), and for this reason it is until this day called “Tree-t’is”. (Sorry!)

Now in watching the animals playing around, especially the bears and the bulls, Prince Keynes got an idea. He built a trap, with a Schedule like a ladder; and if you followed it down you fell into a Liquidity Preference. Now the Giant’s helpers, the Orthodox economists, did not know this, and themselves fell into it, and became All Wet. Then Prince Keynes came up and told them: “I will help you out and will tell you a great Secret, if you will help me to free the poor mother, dear Market Rate of Interest.” They agreed, and so in a low voice he told them: “Always and ever and ever, when the sun setteth and when it rises, in every land and on every sea, S equals I.”

The orthodox economists were very glad to learn this Secret, and led Prince Keynes to the place where the poor mother, dear Market Rate of Interest, was imprisoned. They were the Prince’s friends by now, and went with him wherever he went, always telling each other: S equals I. Then they visited the Giant and taught him a new Canticle our Prince had invented. It went like this:

“To keep the Economy in a boom?3
Raise the Propensities — Invest and Consume —
For the rate of interest is but the consequence
Of the amount of money and liquidity preference.
And S = I whatever you say,
Unless you use young Robertson’s “day”.
Under-employment an equilibrium can be
As during the thirties any fool could see.
Wage-cuts can never full employment quite bring;
To be sure that you know it, this ditty I sing.”

The Giant was more or less convinced by this Canticle. And in any event, Goldie Standard had been so naughty that even the lady who lived in Threadneedle Street, and loved her like a mother, did not want to have anything more to do with her.

So the Giant decided to make peace with the family; and he grew to love both children, though he preferred Full Employment to Price Level Stability. Not only did he spend [his] time in keeping the family happy, but he even persuaded an animal which had inhabited the woods with him, called Fish-Call-Policy, to join him in this enterprise. So then all lived happily ever after until the next Depression.

With apologies,4
Thomas Mayer

Columbia University

Footnotes
  1. The following is an excerpt from the author’s forthcoming magnus opium, “Economics for Every Child”.
  2. The author is Lecturer in Economics and Nursery Tales at the Progressive Progress Kindergarten, Atlantis 5. He is indebted for help and criticism to himself, who however is not to be charged with any responsibility for the following. Since consumption determines the course of production, all the responsibility rests with the reader.
  3. Just what did you expect to find down here? A definition of a boom, perhaps? You might have known that a paper like this has no sensible footnotes. Of course, if you are scholarly enough to insist on a reference, look at pages 385-403 of the General Theory, where you will find an excellent summary of its doctrines — arranged alphabetically. [Curator’s note: pages are the index of Keynes’ General Theory.]
  4. The author categorically refuses to apologize to the reader. If he has read this far it is his own fault and it serves him right, and anyone who had not read this far has no business looking at the final footnote.

Source: Duke University. David M. Rubenstein Rare Book and Manuscript Library. Economists’ Papers Archive. Martin Bronfenbrenner Papers, 1939-1995. Box 25, Folder “Teaching Materials: Macro-econ n.d.”.

Copy also in Box 1 of the Thomas Mayer Papers, also in the Economists’ Papers Archive at Duke.

Categories
Exam Questions Harvard International Economics Suggested Reading

Harvard. Undergraduate International Economics. Book list and final exam. Caves, 1963-1964

While the memo to the libraries promises a full reading list for the course on international trade and finance to come as soon as possible, there was no copy of Richard Caves’ full reading list for the first semester of 1963-64 to be found with other economics course syllabi in the Harvard archives. Still the twenty items arranged in approximate order of use together with the final exam questions for the course give us a good idea of the course content.

________________________

Course Announcement

Economics 148. International Trade: Basic Facts and Policies

Half course (fall term). Tu., Th., (S.), at 12. Professor Caves

Treats such problems as the balance of payments, the dollar market, capital movements, exchange rates, exchange control, European integration and the relation of domestic and international policies.

Source: Harvard University. Faculty of Arts and Science. Courses of Instruction for Harvard and Radcliffe. Official Register of Harvard University, Vol. LX, No. 21 (September 4, 1963) p. 104.

________________________

Book list for Economics 148

September 11, 1963

To: Lamont, Radcliffe, Littauer Libraries
From: Richard E. Caves
Subject: book list for Economics 148, Fall Semester, 1963-64

The following books and other special materials which I plan to assign for Economics 148 (“International Trade: Basic Facts and Policies”) are arranged in the approximate order of use during the term. Heavy assignments will be made in those titles preceded by an asterisk; in general, only relatively short passages will be assigned from other titles.

Students will be urged to purchase as a basic text Charles P. Kindleberger, International Economics, 3rd ed. (Homewood, Ill.: Richard 3 D. Irwin, 1963). I expect an enrollment in the course about the same as last year, 90 to 100.

A full reading list will follow as soon as possible.

Lary, Hal B. Problems of the United States as World Trader and Banker. New York: National Bureau of Economic Research, 1963.

Allen, W. R., and Allen, C. L., eds. Foreign Trade and Finance: Essays in International Economic Equilibrium and Adjustment. New York: Macmillan, 1959.

Meier, Gerald M. International Trade and Development. New York: Harper and Row, 1963.

Kenen, Peter B. Giant Among Nations: Problems in United States Foreign Economic Policy. Chicago: Rand, McNally, 1963.

Daedalus, Summer and Fall numbers, 1962.

Vaccara, Beatrice N. Employment and Output in Protected Manufacturing Industries. Washington, D.C.: Brookings Institution, 1960.

Myrdal, Gunnar. An International Economy: Problems and Prospects. New York: Harper & Bros., 1956.

Triffin, Robert. Europe and the Money Muddle. New Haven: Yale University Press, 1957.

*Salant, Walter S. et al. The United States Balance of Payments in 1968, Washington, D.C. Brookings Institution, 1963.
[Note: Chapters 2-9 were the Reading Period assignments]

Harris, Seymour E., ed. The Dollar in Crisis. New York: Harcourt, Brace & World, 1961.

*Factors Affecting the United States Balance of Payments, Compilation of Studies, U.S. Congress, Joint Economic Committee, Subcommittee on International Exchange and Payments, 87th Congress, 2nd session. Washington, D. C.: Government Printing Office, 1962.

Tew, Brian. International Monetary Cooperation, 1945-1956. London: Hutchinson’s University Library, 1956.

Tew, Brian, The International Monetary Fund: Its Present Role and Future Prospects. Essays in International Finance, No. 36. Princeton, N.J.: International Finance Section, Princeton University, 1961.

Machlup, Fritz. Plans for Reform of the International Monetary System, Special Papers in International Economics, No. 3. Princeton, N.J.: International Finance Section, Princeton University, 1962.

Tinbergen, Jan. Shaping the World Economy: Suggestions for an International Economic Policy. New York: Twentieth Century Fund, 1962.

Asher, Robert E. Grants, Loans, and Local Currencies: Their Role In Foreign Aid. Washington, D. C.: Brookings Institution, 1961.

Millikan, M. F., and W. W. Rostow. A Proposal: Key To An Effective Foreign Policy. New York: Harper & Bros., 1957.

Mikesell, R. F. Promoting United States Private Investment Abroad. Washington, D.C. National Planning Association, 1957.

*Balassa, Bela. The Theory of Economic Integration. Homewood, Ill.: Richard D. Irwin, 1961.

Sannwald, Rolf F., and Jacques Stohler. Economic Integration: Theoretical Assumptions and Consequences of European Integration. Princeton, Princeton University Press, 1959.

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003. Box 8, Folder “Economics, 1963-1964”.

________________________

HARVARD UNIVERSITY
Department of Economics

Economics 148
Final Examination
January 21, 1964

Answer question No. 1 and three of the remaining five. The answers to all questions will be weighted equally.

  1. Describe the basic model used in the Brookings report (The United States Balance of Payments in 1968) to forecast the balance of payments and evaluate its completeness and correctness in terms of international trade theory.
    (Note: Make sure that you distinguish between the structure of the model and the assumptions made about independent variables used in the model.)
  2. Do underdeveloped countries face a conflict between the “gains from trade” and the “gains from growth”?
    Discuss critically the arguments which have been advanced for the restriction of imports by developing countries, distinguishing between arguments for across-the-board restrictions and those for restricting the inflow of particular types of commodities.
  3. A country devalues its currency. Show how the price and income adjustment mechanisms respond to affect the balance of payments. Would you normally expect the balance to improve? Is it possible for no net improvement to occur, although the price effect is favorable?
  4. Discuss the elements of the “international liquidity problem.” Would the problem disappear if the United States balance of payments (miraculously) returned to equilibrium? Appraise the extent to which at least two of the proposals for dealing with the liquidity problem would solve the essential elements of that problem, as you see them.
  5. A country forms a customs union with another. Illustrate the following effects for any one traded commodity, using diagrams, and assuming that the world’s and the partner country’s supply functions are perfectly elastic, while the domestic supply and demand functions are neither perfectly elastic nor perfectly inelastic:
    1. Tariff revenue foregone
    2. Transfer from the government to the consumers
    3. Transfer from domestic producers to consumers
    4. Change in consumers’ surplus
    5. Trade creation
    6. Trade diversion
      Briefly, how might the net effect (gain or loss) of the union on the country’s welfare be measured?
  6. Can industrialized countries increase their rates of economic growth by forming customs unions? Appraise the possible gains from faster growth in the setting of Western European economies. Could some of the effects of a customs union hamper growth, either among members or in excluded countries?

Source: Harvard University Archives. Social Sciences. Final Examinations January 1964 (HUC 7000.28, vol. 150).

Image Source: Harvard Square Snowstorm, February 1964. Boston Public Library, Boston Herald-Traveler Photo Morgue Collection. Copy downloaded from the Digital Commonwealth website.

Categories
Economists Germany Public Finance Transcript

Germany. Wolfgang Stolper’s Seminarschein for a public finance seminar. Schumpeter, 1932

Back in the day before German universities began awarding Bachelor and Master degrees instead of their historical Diplom and Magister degrees (a process initiated in August 2002 and essentially completed by 2010), German students collected their certificates seminar-by-seminar, signed by their instructors, that together constituted their entry tickets required for degree examinations. I began teaching in a German university (Freie Universität Berlin) in 1994 and have signed such “Seminarscheine” for my students. The printed fonts had changed and typed insertions replaced hand-written ones, but the Scheine themselves were essentially identical to those used by earlier generations.

Below we have the image of the Seminarschein obtained by Wolfgang Stolper who attended Joseph Schumpeter’s advanced seminar in public finance in 1932. Official course transcripts are of considerable informational value but when it comes to antiquarian charm, I’ll take a stack of Seminarscheine any day over a registrar’s one page (stamped) transcript.

__________________________________

Stolper’s Seminarschein
for a Schumpeter seminar
in Bonn, 1932

Staatswissenschaftliches Seminar
der Universität Bonn

Bonn, den 26 Juli 1932

Herr Wolfgang Stolper hat im Sommer-Winterhalbjahr 1932 an meinem finanzwissenschaftlichen Vollseminar—Proseminar
Besprechungen zur
_____________________________
mit gutem Fleiß und gutem Erfolg teilgenommen und folgende Arbeiten geliefert:

Hausarbeiten

Aufsichtsarbeiten

mit Auszeichnung:
gut:  ___1___
voll befriedigend:
genügend:
nicht genügend:

[signed] Schumpeter

Translation

Political Science Seminar
of the University of Bonn

Bonn, 26 July 1932

Mr. Wolfgang Stolper was enrolled in my public finance advanced/ introductory seminar during the summer/winter semester 1932.
Tutorial on
 _______
His participation demonstrated good work and good performance, completing the following assignments:

Written home assignments

Proctored written examinations

with distinction: [blank]

[blank]

good:  ___1___

[blank]

satisfactory: [blank]

[blank]

sufficient: [blank]

[blank]

insufficient: [blank]

[blank]

[signed] Schumpeter

Source: Duke University. David M. Rubenstein Rare Book & Manuscript Library, Economists’ Papers Archive. Wolfgang F. Stolper papers, 1892-2001. Add. 02/207: Box 23, Folder unlabeled (job search 1940-41 correspondence).

Image Source: Harvard University Archives, from Schumpeter’s 1932 German passport. J. Schumpeter Papers. Box 2 (Correspondence and Papers relating to death of JAS), Folder “Dept of Labor–citizenship”.

 

Categories
Economists Harvard War and Defense Economics

Harvard. Account of his government service during WWI. Gay, 1920

Edwin F. Gay was an 1890 alumnus of the University of Michigan (A.B.) whom the Harvard Class of 1890 elected to honorary class membership its 25th anniversary. Five years later we find in the 30th anniversary report of the class a short note paying tribute to Gay’s war service. That note is posted below. Rather than overthink what might be new information worth putting into the digital record here, Economics in the Rear-view Mirror simply decided to transcribe the entire artifact. 

The previous post highlights the role Edwin F. Gay and Wesley Clair Mitchell played at the creation of the “Survey of Current Business” of the Department of Commerce, an important legacy of then Secretary of Commerce, Herbert Hoover.

________________________

In-depth look at the life and career of Edwin Francis Gay

Herbert Heaton. A Scholar in Action, Edwin F. Gay. Harvard University Press, 1952.

Contents

Introduction—The man and his work

    1. A Scholar in the Making, 1867-1902
    2. Harvard, 1902-1917
    3. Wartime in Washington, 1917-1919
    4. The New York “Evening Post,” 1919-1923
    5. Harvard and the Squirrel Cage, 1924-1936
    6. In and Out of the Ivory Tower, 1936-1946

________________________

From the 1920 Report
of the Harvard Class of 1890

EDWIN FRANCIS GAY

DEGREES: (Harvard) LL.D. (Hon.); (Berlin) Ph.D.; (University of Michigan) A.B. 1890.

OCCUPATION: Publisher New York Evening Post.

Offices held in Harvard: instructor in Economics, 1902-03; assistant professor of Economics, 1903-1906; professor of Economics, 1906-1919; dean of Graduate School of Business Administration, 1908-1919. Graduated from the University of Michigan in the class of 1890 and came to Harvard as the dean of the School of Business Administration. He was elected an honorary member of our class at the time of our twenty-fifth anniversary. During the war he went to Washington where he was in charge of the allocation of shipping and at the close of the war he came to New York as the editor of the New York Evening Post where he now is.

Gay really did a wonderful work in Washington in bringing his statistical data to practical results. He started in on the Shipping Board and conceived the idea of restricting imports that were not particularly needed for war work and thus gaining space in ships for carrying munitions, food and men for our Army and those of our Allies from this country abroad. He established a splendid number of expert statisticians, each one of whom made a certain commodity a specialty. These were mostly college deans and professors who quickly acquired a book knowledge of needs and supplies of these various commodities.

For instance, a man would be devoted to the study of rubber. He would know the whole subject and have at his fingers’ ends the amount of rubber imported into this country during the last ten years; the growth of the use of rubber, and what percentage of this total could properly be called essential – to which amount importations might be safely limited without in any way injuring our war preparations. Another man would have similar knowledge of wool; another of minerals; fruits; peanuts; rabbit skins for hats; rattans and reeds for furniture; tobacco, etc., down the list of hundreds of raw materials. In this way over seven hundred and fifty thousand tons of shipping were found for the necessities of the war.

So successful was Gay in quickly starting this bureau that he was made a member of the War Trade Board, and afterwards the War Industries Board, and was the strongest man on both. He was a tremendous worker himself, and had the magnetism to inspire enthusiasm in others. It was generally conceded that he was one of the few strong men in Washington who made it possible for men and supplies to get across the water; a man of great knowledge, but no bigotry. His department was as full of Socialism as were all others in Washington. These college professors were so enthusiastic in keeping out unnecessary commodities that they laughed with glee when an unfortunate business man faced ruin as a result; but the main business was to win the war and it was confidently planned that if the armistice had not come on November 11th, on the following July the United States would have had four million men in Europe and the necessary munitions and supplies.

Source: Harvard College, Class of 1890.Thirtieth Anniversary, 1920, Secretary’s Report, No. 7, pp. 76-77.

Image Source: Portrait of professor Edwin Francis Gay (colorized by Economics in the Rear-view Mirror) from the Harvard Class Album 1914.

Categories
Federal Government Statistics Suggested Reading

Government Statistics. Centenary History of the U.S. Survey of Current Business. Reamer, 2020

While trawling the internet for a ca. 1920 photo of Edwin Francis Gay for another post (coming attraction), I found the following history of the Department of Commerce’s publication “Survey of Current Business” commissioned for the occasion of the centenary celebration of its founding. We encounter Herbert Hoover, Wesley Clair Mitchell, Edwin Francis Gay, and Simon Kuznets on page one of the history…

_______________________

The Origins of
the Survey of Current Business:
A Window on the Evolution of Economic Policy, Research, and Statistics

By Andrew D. Reamer

For decades, the Survey of Current Business, the flagship monthly publication of the Bureau of Economic Analysis (BEA), has provided macro-, industry, international, and regional economists with data, analysis, and methodological research concerning the national economic accounts. This was not always so.

The Survey was founded in July 1921 as Department of Commerce (DOC) Secretary Herbert Hoover’s primary tool to promote macroeconomic stabilization. Specifically, the Survey published current, detailed industry-specific data from hundreds of public and private secondary sources so businesses might make better operational and investment decisions. One decade and a Great Depression later, the extensive statistical clearinghouse feeding the Survey became the foundation for Simon Kuznets’ famed study of national income and the subsequent development of national economic accounting.

The Survey’s creation and its later repurposing were the results of efforts by economists Edwin Gay and Wesley Mitchell, largely through a series of collaborations with Hoover between 1921 and 1933. As members of Hoover’s Joint Census Advisory Committee, Gay and Mitchell recommended the Survey’s development, modeled on the statistical clearinghouse they created to guide federal economic planning in the First World War. As founding leaders of the National Bureau of Economic Research (NBER), they guided path-setting studies of national income and business cycles, several commissioned by Hoover; trained and hired Kuznets, who contributed to several NBER studies, including one for Hoover; and detailed Kuznets to the DOC to prepare the groundbreaking national income report.

This article begins by describing the Survey’s role in economic stabilization policy in the 1920s and the development of national economic accounting in the 1930s. The succeeding sections unpack this story by delving into how the Survey came to play these successive roles, particularly through Gay, Mitchell, and Hoover’s efforts. …

Source: From “Chronicling 100 Years of the U.S. Economy,” Survey of Current Business Vol. 100, No. 10 (October 2020)

Links to archived versions of the full article: htm; pdf.

Image Source: Secretary of Commerce Herbert Hoover, ca.1921. From the blog of the Herbert Hoover Presidential Library and Museum.