Author: Irwin Collier

Harvard. Course description, enrollment, exam questions for history of public finance. Bullock, 1904-1905

Post author By Irwin Collier
Post date 2023-11-20

Step by step, inch by inch, course by course we transcribe and file away course materials from academic years gone by. Again we encounter Harvard assistant professor of economics, Charles Jesse Bullock, this time wearing his public finance hat. Note that at the turn of the twentieth century monetary and fiscal issues were taught as two sides of a single financial history.

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Previously…

1903-1904 enrollment and final exam questions.

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Course Enrollment
1904-05

Economics 16 ¹hf. Asst. Professor Bullock. — Financial History of the United States.

Total 6: 4 Seniors, 1 Junior, 1 Other.

Source: Harvard University. Report of the President of Harvard College, 1904-1905, p. 75.

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Course Description
1904-05

[Economics] 16 ¹hf. The Financial History of the United States. Half-course (first half-year). Mon., Wed., and(at the pleasure of the instructor) Fri., at 1.30. Asst. Professor Bullock.

This course will deal mainly with the history of the finances of the federal government; but will include some study of the financial experience of the colonies, and will treat of the development of the finances of the states from 1775 to 1850.
Each student will be required to prepare a thesis upon some special topic.

Source: Harvard University. Faculty of Arts and Sciences. Division of History and Political Science Comprising the Departments of History and Government and Economics, 1904-05 (May 16, 1904), p. 46.

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ECONOMICS 16¹
Mid-year Examination, 1904-05

FINANCIAL HISTORY OF THE UNITED STATES.

Describe the development of colonial tax systems.
State the main facts concerning the Continental paper money.
Describe Hamilton’s funding system.
Describe and criticise the sinking-fund act of 1795.
What are the main facts in the history of the Second Bank of the United States?
Describe the tariffs of 1828, 1838, and 1846.
What are the main facts in the history of the greenbacks?
Discuss the suspension of specie payments in December, 1861.
Describe the refunding of the national debt after the Civil War
What were the chief provisions of the resumption act? How was resumption actually accomplished?

Source: Harvard University Archives. Harvard University, Examination Papers 1873-1915. Box 7, Bound volume: Examination Papers, 1904-05; Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1905), p. 36.

Source: Williams College, The Gulielmensian 1902, Vol. 45, p. 26. Colorized by Economics in the Rear-view Mirror.

Tags Bullock

Exam Questions Harvard History of Economics

Harvard. Exams for the history of economics through Adam Smith. Bullock, 1904-1905

Post author By Irwin Collier
Post date 2023-11-19

Meanwhile, back in the early 20th century we find Charles Jesse Bullock teaching the history of economics from the ancient Greeks to Adam Smith, judging from his exam questions. Nominally, the course was to cover economic thought through 1848. He, like Frank Taussig, examined economics Ph.D. candidates ability to read French and German. He taught Latin and Greek at the high-school level before going on to study economics so it is not surprising that he would have been expected to cover the ancient Greek and Latin literatures of economics as well.

The year-examination for this course in 1903-04 has been posted earlier.

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Course Enrollment
1904-05

Economics 15. Asst. Professor Bullock. — History and Literature of Economics to the year 1848.

Total 3: 3 Graduates.

Source: Harvard University. Report of the President of Harvard College, 1904-1905, p. 75.

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Course Description, 1904-05

[Economics] 15. The History and Literature of Economies to the year 1848. Mon., Wed., and (at the pleasure of the instructor) Fri, at 12. Asst. Professor Bullock.

The purpose of this course is to trace the development of economic thought from classical antiquity to the middle of the nineteenth century. Emphasis is placed upon the relation of economics to philosophical and political theories, as well as to political and industrial conditions.

A considerable amount of reading of prominent writers will be assigned and opportunity given for the preparation of theses. Much of the instruction is necessarily given by means of lectures.

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ECONOMICS 15
Mid-Year Examination, 1904-05

With what literature upon the history of economics are you familiar?
What place does Plato occupy in the development of economic thought?
What criticism did Aristotle make against Plato’s Republic?
What economic topics are discussed by Xenophon?
Describe the economic doctrines of Thomas Aquinas.
What do you think of the scholastic doctrine concerning usury?
What were the doctrines of Molinaeus and Salmasius?
Compare the Utopia with Plato’s Republic.
What do you think of Ingram’s treatment of economic thought in the Middle Ages?
Upon what subject do you consider the economic doctrine of the Schoolmen most satisfactory?

Source: Harvard University Archives. Harvard University. Mid-year Examinations, 1852-1943. Box 7, Bound Volume: Examination Papers, Mid-Years 1904-05.

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ECONOMICS 15
Year-end Examination, 1904-05

What influence did the schoolmen have upon the economic thought of the sixteenth and seventeenth centuries?
Compare the contributions to economic thought made by English writers in the seventeenth century with those made by contemporaneous writers in France and Italy.
Give some account of the economic doctrines of Bodin.
Trace in outline the development of theories of money in Europe from 1550 to 1760.
Compare the communistic theories of Plato with those of More.
Describe the work done in the eighteenth century toward systematizing economic doctrines.
Describe the economic doctrines of two German and two Italian writers of the eighteenth century.
Give a general account of the life and writings of Adam Smith.
What different influences can be observed in the Wealth of Nations? To which do you attribute most importance?

Source: Williams College, The Gulielmensian 1902, Vol. 45, p. 26. Colorized by Economics in the Rear-view Mirror.

Tags Bullock

Libertarianism Philosophy Popular Economics Wing Nuts

Freedom School. Summer Prospectus. Robert LeFevre, 1962

Post author By Irwin Collier
Post date 2023-11-16

We step outside the bounds of conventional economics education in this post to enter the intensive boot-camp for libertarians established in 1957 by Robert LeFevre in Colorado Springs. Economics in the Rear-view Mirror’s latest artefact is the 1962 Prospectus for the Freedom School transcribed below.

Like many prophets of new religions, Lefevre brought definite charismatic talent along with a checkered past to his job as entrepreneurial educator.

In the libertarian encyclopedia article about LeFevre, an observer-participant of the movement (Brian Doherty, the leading historian of Libertarianism in the United States) wrote:

“LeFevre worked as an actor, radio broadcaster, door-to-door salesman, real estate speculator and manager, TV newsman, and assistant to a pair of charismatic American cult leaders in a religious movement known as the Mighty “I AM.”

A definitely non-libertarian journalist expands on “assistant to a pair of charismatic American cult leaders” as follows:

In 1940, LeFevre published his first book, I AM: America’s Destiny, claiming that he had once driven his car for twenty minutes with his eyes shut while his soul cavorted with Saint Germain somewhere over California’s Lake Shasta. “Now, as I watched, and listened, Saint Germain talked to me. He was real! The world I lived in was unreal. He was the true reality.”
LeFevre quickly discovered how popular he became by claiming this power. Women made themselves available; crowds would gather in apartments to hear his “dictations” from the spirit of Saint Germain. One married woman he lusted after invited LeFevre to live with her and her husband in their San Francisco penthouse, causing her husband to drink himself almost to death.
It’s hard to tell if LeFevre genuinely anguished over his con job; in his memoirs, his language suggests that more than anything, he feared being found out:
“…What if I suddenly announced to all these good people that the whole thing was a sham? I was tempted to do it.”
“Was I guilty of fraud? Had I (subliminally) perhaps been engaged in some monstrous pretense?”
LeFevre’s stint as cult leader was short-lived. In late 1940, the FBI indicted him and 23 other top “I AM” figures with felony mail fraud. LeFevre immediately turned states’ witness, and charges against him were dropped, while Edna Ballard [note: she was the Tammy Faye Bakker of the I AM cult] and her son were sentenced to prison.

Source: Mark Ames, “Meet Charles Koch’s Brain.”

In a future post we will examine Charles Koch’s personal link to LeFevre’s Freedom School as well as some of the economist friends of the Freedom School.

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1962 Prospectus
The Freedom School

A Call to Introspection
and Thoughtful Appraisal

Today a whole series of concepts alien to the American ideal of 1776 has become acceptable to a great number of American people.

American business finds its back to the wall, confronted by outrageously high taxes, by regulations which impair its ability to operate and, additionally, by union organizers who not only force wages to rise in a manner disassociated with production but who are now usurping the functions of management in the field of hiring and firing. Without deep and thoughtful study of the economic and moral principles underlying a free market, today’s executive is ill-equipped to withstand union and government interventions.

American workers, caught in a vise between mounting taxes and soaring prices, and conditioned by various public media of education and communications, find themselves individually confronted with what appear to be only two possible alternatives: submit to unionism, or face unemployment and economic strangulation.

American students seeking to acquire an education are confronted with compulsion, illogic and ineptitude. Those who express a love and devotion to the ideas and ideals of the American founders are scorned, and admonished to forget “old-fashioned notions” about the Declaration of Independence and the Bill of Rights. They are advised that capitalism is outmoded, that private ownership of the means of production and distribution is out-dated and improper, and that a brave new world awaits them if they will conform to governmental intrusion in their lives, submit to authority at every level and try always to keep in mind that Society has become responsible for everything and everybody.

In a climate sired by big government, enormous taxes, legal intrusions, union violence, the threat of war, inflation and educational paucity. the individual must equip himself with the proper means of combatting false ideas and of standing firm in a sea of confusion. Only YOU can decide where you will stand in the ideological warfare of freedom vs. slavery.

This is a call to all Americans who are in rebellion against the foregoing evils and who wish to discover practical ways and means of meeting the challenge to their businesses and industries. to their families, their jobs and their property, and to their own intellectual integrity.

Robert LeFevre

The Freedom School

In poetic harmony with the setting of tall Douglas firs, the buildings comprising the Freedom School reflect in craftsmanship and rough-hewn simplicity the philosophy of individualism. The American tradition is articulated by the log facades on the buildings.

In such an harmonious setting away from jangle and tension, without the pressures caused by appointments, and undistracted by ordinary routine affairs, rigorous study can be pursued. Reflection and intellectual exploration in the field of human action can best be achieved in a tranquil atmosphere.

The student is encouraged to enter classroom discussions to probe human action philosophically, historically, economically, politically, ethically and morally.

He will sweep back through history examining the bright stars of freedom illuminating the course of human progress. The student will awaken to what governments can and cannot do; to the full impact of the merit of private ownership of property and its relationship to liberty.

The student will discover that there is no conflict between the highest moral beliefs and sound economic understanding.

The student is encouraged to seek self-improvement and his own excellence is pointed out as more important than the needs of societal groups.

He will find that all of these ideas, and more, are encompassed in a modern, intelligent philosophy of individualism, which rests its case on the natural, functional, rights of man.

Classwork convenes daily at 1:00 p.m. and continues until 5:00 p.m. when the student has a free hour before dinner, after which he returns to evening class. Evening class starts at 7:00 p.m, and concludes at 9:00 p.m. The student will discover that the pure mountain air, the brisk atmosphere, the rigorous use of his mental faculties encourage an early retiring.

Breakfast is served at 7:30 a.m. after which the student is free to go horseback riding, hiking, or to relax on one of the verandas and enjoy the vista of nature spread before him. There is available a fine libertarian library in which the student may sit in comfortable chairs and enter into lively discussion with his classmates. Superior reference material is close at hand. Each student’s quarters is equipped with a comfortable and well lighted study table. Books may be removed from the library for the student’s personal use.

Weather permitting, luncheon is held out-of-doors. The famous Sunday morning barbecue breakfast is held outdoors in a wooded glen.

Meals are served informally in the western tradition of hearty food. Most students have proclaimed the cuisine to be among the finest. Mrs. Loy LeFevre, who manages the school’s kitchen, has been urged by students to publish a cookbook comprised of the many savory recipes served at the Freedom School

Many days of sunshine each year provide excellent lighting for camera fans. Some of the pictures which appear in the Freedom School publications were taken by students.

At the Freedom School you will sleep better, eat better, think better, and feel better as you examine each facet of individualism.

One of the most telling statements pointing out a problem present in our country was volunteered by a Freedom School student: “I graduated from an American high school, I’m attending an American university, and I must ask the question: Why is it that I must travel 1100 miles to learn the facts that I have found at the Freedom School?”

Other graduates of the School described their experiences thusly:

* * *

“Before going to the Freedom School I considered myself a staunch supporter of liberty, but after experiencing the exchange of ideas that transpires there I discovered untenable taints of socialism remaining in me. These I have now discarded.”

Engineer, Northwest

* * *

“Your teachings opened up hitherto neglected directions in my thinking. I had been unknowingly utilizing methods of combating the activities of those who would destroy freedom which methods in themselves aided rather than opposed these activities.”

Former state legislator,
Southeast

* * *

“In our class without exception it was agreed that none of us had ever taken a course so thorough and dynamic, so enlightening as this one. We received inspiration and knowledge in the two weeks that would normally not be found in a quarter century. The professor from Milwaukee stated that it was more than a semester of college work so far as study goes.”

Businesswoman, Southwest

* * *

“It has provided me with the strongest philosophical underpinning that I have ever experienced. Since returning. I have had much more confidence in my politico-economic discussions and arguments.”

Graduate student, East

* * *

“The greatest intellectual challenge I ever encountered.”

Business executive — attorney,
Midwest

Comprehensive Course

This is an intensive, hard-hitting course of general instruction which is useful to any American of mature outlook who wishes to explore and discuss some of the basic questions of our time. The banalities of socialism are exposed. Our heritage of individual liberty and the philosophy of freedom and free enterprise are openly discussed. This course is particularly useful for instructors, ministers, editors, commentators, columnists — concerned with the dissemination of ideas. It is also well adapted for the businessman or for serious-minded students generally.

The Comprehensive Course is open to men and women, regardless of present academic rating, who are willing to work and apply themselves in a pursuit of philosophic and economic truths.

The 1961 Annual available upon request (limited supply).

Explorations in Human Action
(for Executives)

This is a special and definitive course of instruction reserved for executives only.

Executives may bring their wives if they choose; however, wives are excluded from class discussion, tho they may sit in as observers.

The instruction in this two-week period will place special emphasis upon economic problems to be found in today’s business and industrial operations.

Write for illustrated booklet. Do it today. Space is limited and only a few carefully selected executives are chosen each year.

This course is more intensive than the Comprehensive Course and is particularly adapted to the executive who is somewhat familiar with management and labor relations problems.

Explorations in Human Action brochure available upon request.

Workshop

One session is scheduled during 1962 for the accommodation of graduates, instructors in the libertarian philosophy, economists, philosophers, and others, so that they can meet in the atmosphere of the school for the purpose of discussion, sharing ideas in depth and the presentation of papers on a selected topic.

This four-day session will feature a number of the nation’s outstanding leaders in libertarian thought. They will be on hand to confer with students or guests, and to lecture on various phases of the understanding of liberty and economics. Their names will be announced later.

The topic will be: “Are Labor Unions Necessary?”

Graduates wishing to enroll in the Workshop are urged to prepare a formal paper on any phase of the labor union topic and may take any position they wish. A prize in the sum of $100 will be awarded for the best paper, plus a refund of tuition.

Graduates wishing to enroll without making a formal presentation may do so, altho they will not be eligible for the competition. Only graduates of the Comprehensive Course may compete.

Scholarships

Scholarships are available for the Comprehensive Course under three plans.

Full scholarships are available on the basis of a competitive examination. These examinations will be mailed from the Freedom School upon request beginning January 15. All competitive examinations will be judged the week of April 1, 1962, and awards announced thereafter. Winners will receive full tuition for any Comprehensive Course they select, tuition covering all room and board, books, instruction, recreation, and so on.
Full scholarships may also be obtained AFTER April 15, 1962, by application to the Board of Directors of the Freedom School. These scholarships will be awarded on the basis of sincerity and personal worth of application when financial need is demonstrated. In a limited number of cases, outright awards will be made. In other cases, a student loan fund can be utilized with the student agreeing to return funds borrowed without interest.
Partial scholarships may sometimes be obtained by any student who is willing to pay a part of his tuition himself.

Full-tuition scholarships will be presented to 1962 winners of the Freedom School competitive examinations from

The Arthur M. Hyde Foundation
The Rose Wilder Lane Scholarship Fund
The Campaign for the 48 States
The Spruille Braden Scholarship Fund
The Freedom School Alumni Scholarship Fund
and from other interested groups and individuals.

Local committees, such as the Sacramento (Calif.) Freedom School Scholarship Committee, will select candidates and present full-tuition scholarships to their winners.

NOTE: The school does not provide scholarships for either the Workshop or the Explorations in Human Action courses.

1962 Schedule

All courses of instruction at the Freedom School take two weeks. A minimum of six hours per day is spent in classroom work. Customarily, mornings are devoted to study, recreation and free time. Classroom sessions occur in the afternoon and evening.

Here is the schedule of all classes for the 1962 season:

May 20 – June 2 incl.	Explorations in Human Action (for Executives)
June 3 – 16 incl.	Comprehensive
June 17 – 30 incl.	Comprehensive
July 1 – 14 incl.	Comprehensive
July 15 – 28 incl.	Comprehensive
July 31 – August 3 incl.	Workshop*
August 5 – 18 incl.	Comprehensive
August 19 – Sept. 1 incl.	Comprehensive
Sept. 2 – 15 incl.	Comprehensive
Sept. 16 – 29 incl.	Comprehensive
Sept. 30 – Oct. 13 incl.	Explorations in Human Action (for Executives)
(Graduates and top-flight teachers and students only)

Pre-season or post-season courses can be arranged for special groups who wish to obtain exclusive use of the school for a stated period with instruction tailored to any particular business or industrial problem. Write for information.

Instructors
Associate instructors who have served at Freedom School:

R. W. Holmes
Design engineer, Boeing Aircraft, Seattle, Washington

Frank Chodorov
Editor, author, New York City, N.Y.

Elgie C. Marcks
Professor of economics, University of Wisconsin at Milwaukee

V. Orval Watts, Ph.D.
Economist, author, Altadena, California

Oscar W. Cooley
Professor of economics, Ohio Northern University, Ada, Ohio

Ruth Alexander, Ph.D.
Nationally syndicated columnist, New Canaan, New York

James L. Doenges, M.D.
Surgeon; past president, Association of American Physicians & Surgeons, Anderson, Indiana

Ruth S. Maynard, Ph.D.
Professor of economics, Lake Erie Women’s College, Painesville, Ohio

Leonard E. Read
Founder-president, Foundation for Economic Education, Irvington-on-Hudson, New York

Rose Wilder Lane
Author, journalist, Danbury, Connecticut

F. A. Harper, Ph.D.
Economist, author, Burlingame, California

Salvatore Saladino, Ph.D.
Professor of history, Queens College, Flushing, New York

Wm. J. Grede
President and chairman of the board, J. I. Case Co., Racine, Wis.; past president, National Association of Manufacturers; chairman of the board, Grede Foundries

Wm. A. Paton, Ph.D.
Economist, professor of accounting, School of Business Administration, University of Michigan, Ann Arbor

Chas. E. Stenicka, III
Labor relations consultant, Midwest Employers Council, Lincoln, Nebraska

Transportation

Make your travel arrangements to come to Colorado Springs. It is serviced by leading airlines, bus and train companies. The school management will not guarantee to pick up students at any other destination.

You will be expected to be waiting at the Antlers Hotel in downtown Colorado Springs by 5 p.m. on the Sunday before your course begins. The school station wagon will pick you up from the lobby. You’ll be returned to the lobby of the Antlers Hotel on the Saturday following the conclusion of the course.

On your drive to the school (about 27 miles) you’ll glimpse the colorful rugged Colorado countryside, with Pikes Peak towering off to your left.

After registering, a delicious dinner with your fellow students will introduce you to life at the school, with your first night’s sleep in the pine-scented foothills of the Rocky Mountains.

Meals

All meals are served buffet style. With the exception of the Sunday morning picnic, breakfast and dinner are eaten in the school dining room. Weather permitting, luncheon is eaten out-of-door at the tables adjacent to the kitchen.

Top-right: Following one week of intensive study, weather permitting, a barbecue breakfast is held Sunday at 8:30 a.m. in a wooded glen.
Lower-left: In the foreground is Thunderbird residence cabin, which is duplicated by Falcon cabin (not shown). The building in the upper right portion of the photograph is the dining room. Adjacent to the dining room is the school’s library.

Clothes

There will be no formal functions requiring “dressing up.” On nights when “open house” is held, ordinary street wear is appropriate. Otherwise, comfortable western clothes are preferable. Students who like horseback riding are encouraged to bring at least one pair of jeans. Sturdy shoes which give support to ankles are necessary if you are interested in either riding or hiking.

Resort wear is in keeping for recreational activities. For class, sport shirts and cotton dresses are suitable, with slacks and sweaters for cooler evenings. Clothes should be warm and serviceable. The elevation of the school is at 7,000 feet in the foothills of the Rockies. Days are warm but evenings are always cool.

Accommodations

The Freedom School is placed in a remote setting of woodland beauty. Accommodations are delightful and fully modern. Buildings are finished in natural logs to provide an atmosphere of early American simplicity. Most rooms accommodate from two to four students. There are ample porches, desks and chairs for study or relaxation.

Recreation

The school owns a small string of fine saddle horses which the students may ride during the morning hours. On the property are many fine hiking trails. There is a badminton court, a volleyball court and an archery range. All equipment is furnished by the school.

Library

In the school library is a fine collection of books on libertarian philosophy.

Included is a wide selection of titles on political science, history. biography, economics, philosophy and kindred subjects.

Philosophy

The Freedom School provides an intellectual avenue toward economic truths. From the primary and basic definitions of truth and freedom, the student moves rapidly through the philosophy of socialism, communism, and interventionism to individualism.

The course of instruction is intensive and demanding. It isn’t a “snap” affair. Ideas presented are far-reaching and challenging. To complete the course successfully, it is not necessary to agree with points of view offered. But individual effort is necessary even though conformity is neither required nor sought.

Accreditation

The school is not interested in issuing credits or diplomas.

Certificates of proficiency are presented to those who successfully complete any of the school’s courses. No certificates are awarded during Workshop attendance.

How Do I Enroll?

Make use of the appropriate enclosed enrollment form.

Await confirmation of your enrollment. We will be as prompt as possible.

Enrollment agreements are made for the FULL TWO-WEEK SESSIONS. No reduction or refund is made where a student withdraws during the session or is absent for part of the session, unless upon certification of a physician.

The school reserves the right to ask the withdrawal of a student whose health, in the judgment of the school’s medical advisor, is such as to endanger the student himself or the other students; or of a student who, in the judgment of the school administration, is not in sympathy with the standards, objectives and ideals of the school. A student who is asked to withdraw by the school will receive a pro-rata reduction in charges.

Who Can Attend?

The school is particularly designed for the enrollment of businessmen, executives, branch managers, department heads and others who carry the burden of free enterprise. Special courses limited to executives have been provided. However, executives may also enroll in any of the other courses offered.

The school is also eager to attract young men and women who are at least 16 years of age and who have a mature outlook.

Any American is eligible, man or woman, who is concerned with the conflicting philosophies apparent in our society and who wishes to study the economic truths respecting these philosophies. Prior scholastic achievement is not necessary.

The directors will make every effort to place applicants in courses with enrollees of similar backgrounds and interests. The right to approve or reject applications for enrollment is unconditionally reserved by the Board of Directors.

Tuition

Explorations in Human Action (for Executives)	$350.00
Wives who wish to accompany husbands	$175.00
Comprehensive Courses	$275.00
(Scholarships are available for some of the Comprehensive sessions)
Workshop	$ 60.00
NOTE: No scholarships are available for any sessions at Freedom School except the Comprehensive sessions.

What Tuition Covers

Whether the student elects to pay his own tuition or obtains a full or partial scholarship, all tuitions listed are full-expense tuitions. There are NO extras required.

Tuition includes transportation to the school from Colorado Springs, Colorado, and return to Colorado Springs. It includes all meals and lodging while at the school. It includes all required books and study materials. Certain books will be presented to the student for his permanent use. It includes all costs of instruction and recreation, including horseback riding.

Students wishing to provide notebooks for themselves, to buy extra books, tape recordings of meetings, or photographs of the scenery, do so at their own expense,

How is School Supported?

To begin with, the school is NOT supported by tax money or by government handouts.

Its primary income comes from tuitions paid by students.

In addition, it receives grants, contributions and benefactions from individual Americans.

It has several scholarship funds which assist in providing tuition for students.

It receives assistance from certain business and professional groups, and has been remembered in several last wills and testaments.

All contributions to the Freedom School are exempt from the federal income tax.

Publications

“This Bread is Mine” … $4.95
Robert LeFevre (American Liberty Press)

“Rise and Fall of Society” … $3.95
Frank Chodorov (Devin-Adair Co.)

“Why Wages Rise” (paperback ) … $1.50
F. A. Harper (Foundation for Economic Education)

“Mainspring” (paperback) … $1.50
Henry Grady Weaver (Foundation for Economic Education).

“Liberty – A Path to its Recovery” (paperback) … $1.50
F. A. Harper (Foundation for Economic Education).

“The Nature of Man and his Government” (paperback) … $1.00
Robert Lefevre (Caxton Printers, Ltd.).

“The Law” (paperback) … $1.00
Frederic Bastiat (Foundation for Economic Education)

“Should We Strengthen the United Nations?” (paperback) … $0.75
V. Orval Watts (Pine Tree publication).

“Jobs For All — Who Want To Work” (pamphlet) … $0.35
F. A. Harper (Pine Tree publication) [The Writings of F. A. Harper. Volume 2: Shorter Essays, pp. 184-206]

“Flight to Russia” (pamphlet) … $0.25
Frank Chodorov (Pine Tree publication)

“Liberty Defined” (pamphlet) … $0.25
F. A. Harper (Pine Tree publication).

“Anarchy” (pamphlet) … $0.15
Robert Lefevre (Pine Tree publication)

Quantity purchases are available for discount in some cases. Write for information.

Pine Tree

The Pine Tree is the Freedom School’s tabloid newspaper published every two weeks, with the exception of the period from December 15 through January 15. Subscription rates are $10.00 per year, two years for $17.50, single copies free on request.

It acts as a forum answering questions sent in by its subscribers. Regular columnists include: George Boardman, Ph.D., Chloride, Arizona; Roger Lea McBride, Esq., New York, N.Y.

Robert LeFevre, editor of the Colorado Springs Gazette Telegraph. Libertarians and economists of note will contribute guest columns.

Board of Directors

Ruth Dazey
William J. Froh
Lois Lefevre
Robert Lefevre
Marjorie Llewellin
Edith Shank
Robert B. Rapp

Board of Trustees

Robert W. Baird, Jr.
Milwaukee, Wisconsin

James L. Doenges, M. D.
Anderson, Indiana

Wm. J. Grede
Racine, Wisconsin

Harry H. Hoiles
Colorado Springs, Colorado

R. W. Holmes
Bellevue, Washington

Ned W. Kimball
Waterville, Washington

Board of Graduate Fellows

Mrs. Mabelle Acorn Colville, Washington	Mr. Ira T. Langlois, Sr. Madison, Wisconsin
Mr. C. W. Anderson Milwaukee, Wisconsin	Mr. J. Dohn Lewis Colorado Springs, Colorado
Mr. Harold Angier San Francisco, California	Prof. Elgie C. Marcks Milwaukee, Wisconsin
Dr. Lyman W. Applegate Colorado Springs, Colorado	Mr. John H. Marsh New York, New York
Mrs. Hermona C. Beardslee Woodstock, Illinois	Rev. Warren L. Norton Greeley, Colorado
Mr. Robert E. Borchardt Rockford, Illinois	Mr. Rodney H. Peck Seattle, Washington
Mr. George A. Brightwell, Jr. Houston, Texas	Mr. Fred C. Petersen Mexico City. Mexico
Mr. Thomas C. Buckley Los Angeles, California	Mr. Sartell Prentice, Jr. Pasadena, California
Mr. John J. Callahan, Jr. Reading, Massachusetts	Mr. Bryson Reinhardt Cloverdale, Oregon
Mr. William J. Colson Palm Springs, California	Mr. George Resch Burlingame, California
Prof. Oscar W. Cooley Ada, Ohio	Mr. O. R. Riddle Eagle Pass, Texas
Mr. Jim Dean Houston, Texas	Mr. Pat O. Riley Lima, Ohio
Mr. W. Dewey DeFlon Colorado Springs, Colorado	Mr. Richard D. Schwerman Hales Corners, Wisconsin
Mr. Dan Foley Fairmont, West Virginia	Mr. Roland R. Selin Salt Lake City, Utah
Mr. R. N. Gatewood Samnorwood, Texas	Mr. Elwood P. Smith Chicago, Illinois
Mr. Robert M. Gaylord, Jr. Rockford, Illinois	Mr. R. J. Smith Menlo Park, California
Mr. Frederick C. Gosewisch Elm Grove, Wisconsin	Mr. Charles E. Stenicka III Lincoln, Nebraska
Mr. G. F. Grant Colorado Springs, Colorado	Mr. R. J. Sumners Muskegon, Michigan
Mr. J. W. Greene Spartanburg, South Carolina	Mr. Leonard A. Talbot Santa Rosa, California
Mr. Gene Hausske Palmer Lake, Colorado	Mr. John E. Tate Omaha, Nebraska
Mrs. Evis S. Mays Pueblo, Colorado	Mr. Herman A. Tessmann Milwaukee, Wisconsin
Mr. James D. Heiple Pekin, Illinois	Mr. Walter B. Thompson Fort Worth, Texas
Mr. Roland H. Hennarichs Milwaukee, Wisconsin	Mr. Ross Thoresen Salt Lake City, Utah
Mr. Frederick M. Hoagland Chicago, Ilinois	Mrs. Louise Young Pasadena, Texas
Mr. James Kolb Edmond, Oklahoma

These graduates are among those who serve as a point of reference for the school. Their own experience enables them to vouch for the work being done at Freedom School.

Source: Images and text from the 1962 Prospectus of the Freedom School found in the Hoover Institution Archives. Papers of V. Orval Watts, Box 4.

Tags LeFevre, Read, Watts, Wilder Lane

Economists Harvard

Harvard. Economics Graduate School Records of Jacob Viner. 1914-1922

Post author By Irwin Collier
Post date 2023-11-11

Records of individual Harvard economics graduate students are strewn across the Graduate School of Arts and Sciences, the Division of History, Government, and Economics (formerly Division of History and Political Science), and the Department of Economics at Harvard as well as in the archival papers of their professors or themselves. Seek and sometimes ye shall find.

In this post Economics in the Rear-view Mirror presents transcriptions of the items found in the file for Jacob Viner in the papers of the Division of History, Government, and Economics. We see from the application form (then referred to as a “blank”) that the administrative unit responsible for monitoring the satisfaction of the Ph.D. requirements by degree candidates was the Division. Course records and transcripts were issued by the Graduate School of Arts and Sciences.

An interesting anecdote found in the correspondence included below is that Viner committed the indiscretion of announcing in print the completion of his Ph.D. before he had been properly awarded the degree by Harvard. One wonders if his examination committee let him know that they knew and were, like the Dean of the Division, not amused by his presumption.

_______________________

HARVARD UNIVERSITY
DIVISION OF HISTORY, GOVERNMENT, AND ECONOMICS

Application for Candidacy for the Degree of Ph.D.

[Note: Boldface used to indicate printed text of the application; italics used to indicate the handwritten entries]

I. Full Name, with date and place of birth.

Jacob Viner, Montreal, Canada, May 3^rd, 1892.

II. Academic Career: (Mention, with dates inclusive, colleges or other higher institutions of learning attended; and teaching positions held.)

McGill University, Faculty of Arts. Sept. 1911 to May 1914.

III. Degrees already attained. (Mention institutions and dates.)

B.A. McGill University, May 1914.
A.M. Harvard, June 1915.

IV. General Preparation. (Indicate briefly the range and character of your undergraduate studies in History, Economics, Government, and in such other fields as Ancient and Modern Languages, Philosophy, etc.)

History. (1) General Course, (2) History of England, (3) Recent Developments

Government. (1) General Course, (2) Govt of Canada, (3) Social Reform.

Latin. Two college years. — Horace, Tibullus, Caesar, Livy, Cicero.

French. Two college years advanced work.

Philosophy. (1) Logic, (2) History of Ethics, (3) Theory of Ethics.

Economics. (1) Economic History of England, (Canadian Industrial Problems. (3) Money & Banking, and courses listed [below].

V. Department of Study. (Do you propose to offer yourself for the Ph.D., “History,” in “Economics,” or in “Political Science”?)

Economics

VI. Choice of Subjects for the General Examination. (State briefly the nature of your preparation in each subject, as by Harvard courses, courses taken elsewhere, private reading, teaching the subject, etc., etc.)

1. Economic Theory.
  Elementary & Advanced Courses at McGill.
  11, Ec. 12a (1914-15), Ec. 17, Ec. 7a, Ec 14, at Harvard.
2. International Trade.
  33 (full course.) Harvard.
3. Public Finance.
  Course at McGill.
  31, Harvard.
4. Course at McGill.
  Ec. 8, Ec. 18, Harvard.
5. Economic History since 1770.
  2a, Ec. 2b, Harvard.
6. Theory of Value. (Philosophy.).
  Phil 25a

VII. Special Subject for the special examination.

International Trade

VIII. Thesis Subject. (State the subject and mention the instructor who knows most about your work upon it.)

International Balance of Payments
Prof. Taussig

IX. (Indicate any preferences as to the time of the general and special examinations.)

Spring, 1916 (General).

X. Remarks

[Left blank]

Signature of a member of the Division certifying approval of the above outline of subjects.

[signed] F. W. Taussig

* * * [Last page of application] * * *

[Not to be filled out by the applicant]

Name: Jacob Viner

Approved: Jan 21, 1916

Ability to use French certified by C. J. Bullock 7 April 1916 D.H.

Ability to use German certified by C. J. Bullock 7 April 1916 D.H.

Date of general examination May 19, 1916 Passed

Thesis received February, 1921

Read by Professors Taussig, Persons, and Young

Approved October 29, 1921

Date of special examination Friday, March 18, 1921

Recommended for the Doctorate January, 1922

Degree conferred February, 1922

Remarks. [Left blank]

* * * * * * * * * * * * * *

Record of JACOB VINER in the Graduate School of Arts and Sciences of Harvard University

1914-15

Economics 11. [Economic Theory, Prof. Taussig]	A
Economics 12¹[Scope and Methods of Economic Investigation, Prof. Carver]	A-
Economics 17 [Economic Theory: Value and Related Problems, Asst. Prof. Anderson]	A
Economics 33 (full co. [full course]) [International Trade, with special reference to Tariff Problems in the United States, Prof. Taussig]	A
Economics 34 [Problems of Labor, Prof. Ripley]	B-
German A [Elementary Course]	B+
University Scholar
A.M. at Commencement.

1915-16

Economics 2a¹[European Industry and Commerce in the Nineteenth Century, Prof. Gay]	A-
Economics 2b²[Economic and Financial History of the United States, Prof. Gay]	abs.
Economics 7a¹[Economic Theory, Prof. Taussig] [Note: this course not included in GSAS record for Viner]	abs.
Economics 8¹[Principles of Sociology, Prof. Carver]	A
Economics 14 [History and Literature of Economics to the year 1848, Prof. Bullock]	(A)…mid-year grade, excused from final
Economics 18a²[Analytical Sociology, Asst. Prof. Anderson]]	credit for residence
Economics 31 [Public Finance, Prof. Bullock]	(A-)…mid-year grade, excused from final
Philosophy 18²[Present Philosophical Tendencies. Materialism, Pragmatism, Idealism, and Realism. Prof. R. B. Perry]	abs.
Philosophy 25a¹[Theory of Value, Prof. R. B. Perry]	A-
Henry Lee Memorial Fellow.

Note: Original record found in Harvard University Archives. Graduate School of Arts and Sciences. Record Cards of Students, 1895-1930, Sun—Walls (UAV 161.2722.5). File I, Box 14, Record Card of Jacob Viner.

* * * * * * * * * * * * * *

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

F. W. Taussig
T. N. Carver
W. Z. Ripley
C. J. Bullock
E. F. Gay
W. M. Cole
O. M. W. Sprague
E. E. Day
B. M. Anderson, Jr.
H. L. Gray

Cambridge, Massachusetts
April 7, 1916.

This is to certify that I have examined Mr. J. Viner, and find that he has a good reading knowledge of French and German.

[signed] Charles J. Bullock

* * * * * * * * * * * * * *

7 April 1916

Dear Perry:

Could you serve as one of the committee for the General Examination of Jacob Viner on Friday, May 19, at 4 p.m.?

Sincerely yours,
[copy unsigned]

Professor R. B. Perry.

* * * * * * * * * * * * * *

Cambridge April 8-‘16

I shall be glad to help out with Viner’s General Exam on May 19.

[signed] R B Perry

* * * * * * * * * * * * * *

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

F. W. Taussig
T. N. Carver
W. Z. Ripley
C. J. Bullock
E. F. Gay
W. M. Cole
O. M. W. Sprague
E. E. Day
B. M. Anderson, Jr.

Cambridge, Massachusetts
May 20, 1916.

Dear Haskins:

I beg to certify that Jacob Viner passed satisfactorily his general examination for the degree of Ph. D. in Economics. I enclose his application for your files.

Very truly yours,
[signed] F. W. Taussig

Dean C. H. Haskins.

* * * * * * * * * * * * * *

7 February 1921

Dear Mr. Viner,

Your letter of 22 January gives this office its first information that you plan to be a candidate for the Doctor’s degree this year. Will you kindly fill out and return at once the enclosed blank, which was due 15 January?

If you plan to have your Special Examination arranged in the middle of March, you will have to give a wider margin for an examination of your thesis than you indicate in your letter.

At least a month will be necessary between the receipt of the thesis and the time provisionally set for the examination. In arranging the examinations of non-resident students we try to consider their convenience; but there must be due notice in advance, and due opportunity for reading the thesis in its final form with deliberation.

You raise the question of the subject on which you are to be examined. Does that mean that you desire to change the special field, which on your plan is indicated an International Trade?

If your thesis does not reach us until the first of March, we could doubtless arrange to examine you some Saturday after 1 April; or possibly early in June, at the conclusion of your instruction for the spring quarter.

Yours very truly,
[unsigned copy]

Mr. Jacob Viner.

* * * * * * * * * * * * * *

17 February 1921

My dear Professor Persons:

Dean Haskins would be glad if you would serve on the committee to read the thesis of Mr. Jacob Viner, entitled “The Canadian Balance of International Indebtedness, 1900-13.” The thesis will reach you within a few days.

Very truly yours,
[unsigned copy]
Secretary of the Division.

Professor W. M. Persons.

* * * * * * * * * * * * * *

17 February 1921

My dear Professor Young:

Very truly yours,
[unsigned copy]
Secretary of the Division.

Professor A. A. Young

* * * * * * * * * * * * * *

17 February 1921

My dear Professor Taussig:

Dean Haskins will be very glad if you will read Mr. Jacob Viner’s Ph.D. thesis, which is now in your hands, and he has included Professor Persons among the members of the Committee, as you suggested. Professor Day would appreciate it, however, if he could be relieved from serving on the Committee on account of pressure of work, and Mr. Haskins has appointed Professor Young to read the thesis in his place, provided that the change meets with your approval. I enclose an acceptance slip to be included with the thesis.

Very truly yours,
[unsigned copy]
Secretary of the Division.

Professor F. W. Taussig

* * * * * * * * * * * * * *

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

F. W. Taussig
T. N. Carver
W. Z. Ripley
C. J. Bullock
A. A. Young
W. M. Persons
E. E. Day
J. S. Davis
H. H. Burbank
A. S. Dewing
E. E. Lincoln
A. E. Monroe
A. H. Cole

Cambridge, Massachusetts
February 20, 1921.

Dear Haskins:

Viner is sending me his thesis by instalments.

A previous instalment of considerable size, sent in some time ago, has already been read by Bullock and Day, as well as by myself. Probably we should avoid some waste of energy if these two were put on the thesis committee with myself. Needless to say, this suggestion is to be considered in the light of your apportionment of the general work of thesis reading.

Yesterday over the telephone I suggested on the spur of the moment that Persons might be on the committee. He is thoroly [sic] conversant with the subject, and would be a good member; certainly if Bullock should find it inconvenient to serve.

Sincerely yours,
[signed] F. W. Taussig

Dean C. H. Haskins

* * * * * * * * * * * * * *

10 March 1921

My dear Dr. Dewing:

Dean Haskins is arranging the Special Examination of Mr. Jacob Viner for the Ph.D. in Economics for March 18 (Friday) at 4 P.M. Mr. Viner’s field is International Trade.

Would you be able to serve on his Examining Committee? The other members consist of Professors Taussig, (chairman), Young, and Persons.

Since the time before the examination is very short, are to the fact that Mr. Viner’s thesis was in the hands of the Committee until very recently, and had not been approved, we should be glad If you would either return the enclosed card with your signature, or let us know by telephone whether you can serve.

I shall notify you later of the place.

Yours very truly,
[unsigned copy]
Secretary of the Division.

Professor A. S. Dewing.

* * * * * * * * * * * * * *

I can serve on the Committee for the Special Examination of Mr. Viner on Friday, March 18, at 4 P. M.

[Signed] Arthur S. Dewing

* * * * * * * * * * * * * *

11 March 1921

My dear Professor Taussig:

I am sending formal notice to the members of Mr. Viner’s examination committee that the examination will be held on Friday, 18 March, as you suggested. Professor Dewing will serve as the fourth member of the committee, the other three being the members of the thesis committee — yourself, Professor Young, and Professor Persons. I am assuming that the hour will be 4 P.M. as usual.

Very truly yours,
[unsigned]
Secretary of the Division.

Professor F. W. Taussig.

* * * * * * * * * * * * * *

11 March 1921

My dear Professor Persons:

I am writing you in order to confirm the arrangements for Mr. Viner’s Special Examination, about which I believe Professor Taussig has already spoken to you. Dean Haskins has set the date as Friday, March 18, and the time will be 4 P. M. Mr. Viner’s special field is International Trade. The Committee consists of Professors Taussig (chairman), Young, Persons, and yourself.

Yours very truly,
[unsigned copy]
Secretary of the Division.

Professor W. M, Persons.

* * * * * * * * * * * * * *

11 March 1921

My dear Professor Young:

I am writing you in order to confirm the arrangements for Mr, Viner’s Special Examination, of which I believe Professor Taussig has already told you. Dean Haskins has set the date as March 18 (Friday), and the time will be 4 P. M. His special field is International Trade.

The Committee consists of Professors Taussig (chairman), Young, Persons, and Dewing.

Yours very truly,
[unsigned copy]
Secretary of the Division.

Professor A. A. Young.

* * * * * * * * * * * * * *

15 March 1921

Dear Taussig:

I am enclosing Jacob Viner’s papers for your use at his examination on Friday, 18 March. Viner seems to be very optimistic about his success in his examination, as I notice in the last circular of the University of Chicago he was already listed as a Ph.D. I trust that his attention may be called to the impropriety of his using the degree not only until he has passed the examination but until it is actually conferred.

Sincerely yours,
[unsigned copy]

Professor F. W. Taussig

* * * * * * * * * * * * * *

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

F. W. Taussig
T. N. Carver
W. Z. Ripley
C. J. Bullock
A. A. Young
W. M. Persons
E. E. Day
J. S. Davis
H. H. Burbank
A. S. Dewing
E. E. Lincoln
A. E. Monroe
A. H. Cole

Cambridge, Massachusetts
March 22, 1921.

Dear Haskins:

I find there is no chance of Viner’s fixing up the thesis before April 1. His commitments for the coming week are many, and moreover his time will be absorbed by teaching upon his return. He will not present himself as a candidate again this year. What may be the status of the examination which he took, and on which the report would be favorable, remains to be seen. I take it this question need not be considered until it is presented.

Very sincerely yours,
[signed] F. W. Taussig

Dean C. H. Haskins

* * * * * * * * * * * * * *

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

F. W. Taussig
T. N. Carver
W. Z. Ripley
C. J. Bullock
A. A. Young
W. M. Persons
E. E. Day
H. H. Burbank
A. S. Dewing
J. H. Williams
A. E. Monroe
A. H. Cole
R. S. Tucker
R. S. Meriam

Cambridge, Massachusetts
October 29, 1921.

Dear Haskins:

Viner’s thesis has been approved, and the only question that remains is about the acceptance of his Special Examination last June. Young will present the matter for the consideration of the Administrative Board at its next meeting. Will you kindly see that it is on the docket for the meeting?

Sincerely yours,
[signed] F. W. Taussig

Dean C. H. Haskins

* * * * * * * * * * * * * *

Source: Harvard University Archives. Division of History, Government & Economics. Ph.D. Examinations 1921-22 to 1922-23. Box 4. Folder “Jacob Viner”.

Image Source: University of Chicago Photographic Archive, apf1-08489, Hanna Holborn Gray Special Collections Research Center, University of Chicago Library

Tags Bullock, Persons, Taussig, Viner, Young

Economics Programs Economists Harvard

Harvard. Ph.D. candidates examination fields. King, Bushee, Seaman. 1901-1902.

Post author By Irwin Collier
Post date 2023-11-09

For three Harvard political science Ph.D. candidates in 1901-02 [Note: economics fell under “political science” in the administrative division at the time] this posting provides information about their respective academic backgrounds, the six subjects of their general examinations along with the names of the examiners, their special subject, thesis title and advisor(s) (where available). King and Bushée would have been easily classified under “economics” later. Seaman’s teaching assistantships were in history and constitutional law, so he would have been more likely classified under “government” later.

Other years, previously transcribed and posted:

1903-04
1904-05
1906-07
1907-08
1908-09
1909-10
1910-11
1911-12
1912-13
1913-14
1915-16
1917-18
1918-19
1926-27

___________________________

DIVISION OF HISTORY
AND POLITICAL SCIENCE
EXAMINATIONS FOR THE DEGREE OF Ph.D.
1901-02

Eight candidates will take either the first or second examination: two more candidates … will take both. All examinations will be held on Thursday (except Tuesday, May 27, and Wednesday, June 11) at 3.30 p.m. in the Faculty Room.

[…]

6. William Lyon Mackenzie King.

Special Examination in Political Science, Thursday, May 22, 1902.

Committee of Examination: Professors Carver, Macvane, Beale, Ripley, Drs. Durand, Andrew, Sprague, Mr. Meyer.

Academic History: University of Toronto, 1891-96 (A. B. 1895, LL.B. 1896, A.M. 1897); University of Chicago, 1896-97; Harvard Graduate School, 1897-99 (A.M. 1898); Henry Lee Memorial Fellow, 1898-1900; Department of Labour, Canada, 1900-02.

(A) General Subjects. (Examination passed April 14, 1899.)

1. Constitutional Law and Government in England; and Constitutional History of Canada. 2. International Law. 3. Theory of the State. 4. Economic Theory and its History. 5. Applied Economics. 6. Economic History — outline of Europe and the United States. 7. Sociology.

(B) Thesis Subject: “The Sweating System and The Fair Wages Movement.” (With Professor Taussig.)

* * * * * * * * * * *

7. Frederick Alexander Bushée.

Special Examination in Political Science, Tuesday, May 27, 1902.

Committee of Examination: Professors Carver, Macvane, Gross, Ripley, Drs. Durand, Andrew, Sprague, Mr. Cole, Mr. Meyer.

Academic History: Dartmouth College, 1890-94 (Litt.B.); Hartford School of Sociology, 1895-96; Harvard Graduate School, 1897-1901 (A.M. 1898); Paine Fellow, 1899-1900; Assistant in Economies, 1901-02.

(A) General Subjects. (Examination passed April 11, 1900.)

1. Political Institutions in Continental Europe since 1500. 2. Theory of the State. 3. Modern Government and Comparative Constitutional Law. 4. Economic Theory and its History. 5. International Trade; and Financial Legislation of the United States since 1861. 6. Sociology. 7. Socialism and Communism.

(B) Thesis Subject: “The Population of Boston.” (With Professor Taussig.)

[…]

12. Charles Edward Seaman.

Special Examination in Political Science, Thursday, June 12, 1902.

Committee of Examination: Professors Hart, Macvane, Ripley, Coolidge, Drs. Durand, Andrew, Sprague, Mr. Meyer.

Academic History: Acadia College, 1888-90 (A.B.); Harvard College, 1894-95 (A.B.); Harvard Graduate School, 1895-98 (A.M. 1896) ; Instructor, University of Vermont, 1901-02.

(A) General Subjects. (Examination passed December 22, 1898.)

1. England to Henry VII. 2. England since Henry VII. 3. Modern Government and Comparative Constitutional Law. 4. Economic Theory and its History. 5. Applied Economics. 6. Economic History. 7. Sociology.

(B) Thesis Subject: “The Intercolonial Railway of Canada.”

Source: Harvard University Archives. Division of History, Government & Economics. Ph.D. Material through 1917, Box 1. Folder “Ph.D. applications pending.”

Image source: Harvard Gate, ca. 1899. Library of Congress Prints and Photographs Division Washington, D.C. 20540.

Tags Bushee, KingWL, SeamanCE

Courses Harvard Syllabus

Harvard. Course description and outline. Economic Theory. Daniere, 1963-1964.

Post author By Irwin Collier
Post date 2023-11-07

Edward Chamberlin had a lock-hold on the first graduate economic theory course at Harvard in the 1950s, Economics 201. Towards the end of the decade, Chamberlin began to co-teach the course with Leontief’s student, assistant professor André Lucien Danière (Harvard economics Ph.D., 1957). In 1963-64 Danière solo taught “Chamberlin’s” course and the outline to his own version of the course is transcribed below. No exams for Daniere’s Economics 201 were included in the official Harvard printed exam collection in the archives. After his term as assistant professor at Harvard, André Danière moved on to the economics department at Boston College where he worked on the economics of higher education and development economics.

______________________

Course Announcement

A. General Courses

Economics 201. Economic Theory

Full course. Tu., Th., (S.), at 10. Assistant Professor Daniere.

Source: Harvard University, Faculty of Arts and Sciences. Courses of Instruction for Harvard and Radcliffe, 1963-1964, p. 107.

______________________

Course Description
and Outline

Harvard Economic Project Research
André Danière
September 12, 1963

Economics 201
Description of the course

The first half is meant to be a self-contained basic course in micro-theory, with emphasis on the “useful”, for the benefit of students both in the department and in connected fields requiring some knowledge of economic theory. The techniques used will not go beyond elementary algebra and geometry, although some generalizations will be cast in terms requiring acquaintance with basic calculus and elements of modern linear algebra. The reading under each topic will consist in general of one modern article or book chapter selected mostly for its clarity of exposition, and one or two references to earlier classical or neo-classical literature.

The second half is integrated with the first in what is believed to be a logical overall plan, but treats of topics which either are of less urgency or are not normally included as such in –“theory” courses. For instance, a fair amount of time will be spent on central planning, with particular emphasis on “indicative” planning of the French variety. The last section on distribution will be an exercise in the history of economic thought, mostly neo-classical.

First semester

Note: Bracketed topics will be treated in no more than one lecture and are introduced only for purposes of completeness and connectedness.

Framework of Economic Decisions
1. Objectives of Economic Policy

Selected readings in chronological order from Turgot to Tinbergen.

1. Modern Theory of Production

1) Input-Output; Linear Options; “Smooth” production function.

2) Time in the production function.

3) Definition of an “industry” production function.

1. The Transformation Function; General Equilibrium in Production

1) Static assumptions

—with Constant Cost industries,
—with some Decreasing Cost industries,
—with jointness; external economies.

2) Dynamic models with capital accumulation

3) Semi-Aggregative models — Cobb Douglas type functions.

1. Modern Theory of Consumption

1) Household Consumption and Income

—Utility maximization under static assumptions,
—Utility maximization over time,

2) Characteristics of Collective Consumption.

1. Social Welfare

1) Efficiency criteria — Pricing as a tool.

2) Social vs. individual welfare

—Interpersonal comparisons; “aggregate” efficiency;
—Collective benefits in the welfare calculus
—[Basic theory of taxation]
—Philanthropy.

3) Pricing in Public utilities

4) Social investment criteria

5) [Special problems of growth in underdeveloped economies]

The market economy
1. Theory of the firm under free enterprise
2. Alternative forms of competition

1) Industry behavior in the purely competitive model

2) Industry behavior under monopolistic competition

—Balanced competition of large numbers
—Oligopoly situations
—Public utilities

3) The determinants of competitive behavior.

1. Welfare implications of alternative forms of competition

1) Welfare analysis

—Welfare properties of the purely competitive model
—Effect of monopoly power with fixed number of commodities
—Product differentiation.

2) [Social control and regulation of market behavior]

* * * * * * * * * * * *

ECONOMICS 201
Second Semester (summarized)

Note: Bracketed topics will be treated in no more than one lecture and are introduced only for the purposes of completeness and connectedness.

1. Theory of investment of the firm.
2. [The Capital market] Money and General Equilibrium
3. [Elements of National Income Analysis]
  [Growth and Business Cycles] (sample model)

Central Economic Planning
1. [Budgetary and monetary planning]
2. Structural planning

1) “Marginal” planning of public services — Projection models

2) “Indicative” planning (France) — “Consistent” forecasting models.

3) “Compulsive” target planning

4) Regional planning

Distribution

1) Theory of rent

2) Theory of wages

3) Theory of interest

4) Theory of profits.

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

Image Source: Boston College Association of Retired Faculty. Bulletin (Summer 2014). Photo of André Daniere on page 2.

Tags Chamberlin, Daniere

Harvard. Junior Year Seminar/Tutorial Reading Assignments. Caves, 1964-1965

Post author By Irwin Collier
Post date 2023-11-05

The evolution of the Harvard tutorial system as an integral aspect of its undergraduate economics program is a subject worthy of a long essay. For now we simply add the following snapshot of the “Tutorial for Credit, Junior Year” that Richard Caves had been tasked to reform when he joined the Harvard faculty in the 1962-63 academic year. This post provides the reading lists for the third iteration of Caves’ seminar/tutorial model that replaced the earlier lecture/tutorial model.

As far as content goes, the 1964-65 version of Economics 98 can be seen to have attempted an ambitious, advanced intermediate coverage of mainstream micro- and macroeconomics.

Harvard’s Memorial Minute for Richard Earl Caves (1931-2019).

____________________________

Course Announcement

*Economics 98a. Tutorial for Credit — Junior Year

Half course (fall term). Tu., 2-4, and tutorial meetings to be arranged. Professor Caves, Assistant Professor T. A. Wilson, Dr. Brunt and other Members of the Department.

*Economics 98b. Tutorial for Credit — Junior Year

Half course (spring term). Tu., 2-4, and tutorial meetings to be arranged. Professor Caves, Assistant Professor T. A. Wilson, Dr. Brunt and other Members of the Department.

Economics 98a will deal with micro-economic and 98b with macro-economic theories and policies. These seminars will serve as preparation for more specialized training in their subject matter in Group IV graduate and undergraduate courses. Economics 98a and 98b are required of all honors candidates and are open to non-honors candidates with the permission of the instructor.

The courses will consist of both seminar and tutorial, normally with one seminar and one tutorial session a week.

Source: Harvard University, Faculty of Arts and Sciences. Courses of Instruction for Harvard and Radcliffe, 1964-1965, p. 106.

____________________________

Harvard Crimson Article on the New Junior Seminars
May 16, 1962

Ec. 98 Will Be Taught in Small Seminar Units
Lecture Format Found Unwieldy

By Richard B. Ruge

The Economics Department announced yesterday that four seminar-groups of approximately 20 students each will replace the once weekly lectures in Ec. 98, or tutorial for credit, and that an associate professor at the University of California has been appointed to head the new junior tutorial program.

John T. Dunlop, chairman of the Department, said that increased enrollment in 98 had made lecture presentation of the subject matter — the central core of economic concepts — ineffective. Since Gill Plan opened tutorial for credit all concentrators, the number of students in the course has jumped to 80.

Dunlop declared that the use of two-hour, smaller seminar discussion groups meeting once a week is “more properly the spirit of tutorial, will improve a level of instruction, and will allow the students and professors to develop their own interests more thoroughly and participate in good give-and-take discussions.”

The seminars will split into smaller groups of four of five students, meeting once a week for 90 minutes to present and discuss papers. These groups will focus on the major aspect of economic thought considered in the larger seminars.

Caves to Head Program

Heading the program will be [Richard] Caves, who will become professor of economics on July 1. An expert on industrial organization, Caves worked on a new foreign trade program as deputy special assistant to the President in 1961. He received his M.A. and Ph.D. from Harvard before joining the faculty at California.

Source: The Harvard Crimson, May 16, 1962.

____________________________

Tutorial Assignments for Ec 98a Fall 1964

Harvard University
Department of Economics

Economics 98a
List of Suggested Tutorial Assignments
August 17, 1964

This list includes items which tutors may find helpful as assignments for discussion in tutorial sections, bases for small projects or papers, and the like. Many but not all have been used successfully for these purposes in the past. A few items contain mathematical or statistical complexities that make them suitable only for students with special backgrounds. Make sure that you check any item before using it.

If time permits, a more complete list will be prepared and issued at the beginning of the semester. Suggestions for additions from the tutors would be appreciated, as would reports of adverse experiences with any of the following items.

R.E.C.

Consumer behavior [sic, “1. Introduction” not included here]

Becker, Gary S., “Irrational Behavior and Economic Theory,” Journal of Political Economy, February, 1962, 1-13

Houthakker, H.S., “An International Comparison of Household Expenditure Patterns, Commemorating the Centenary of Engel’s Law,” Econometrica October, 1957, 532-551

U.S. Department of Agriculture, Technical Bulletins on Demand Analysis, No. 1253 (meat), 1168 (dairy products), 1136 (wheat)

Alchian, A., “The Meaning of Utility Measurement,” American Economic Review, March, 1953, 26-50

Ellsberg, D., “Classic and Current Notions of Messurable Utility,” Economic Journal, September, 1954, 528-556

Friedman, M., and L.J,. Savage, “The Utility Analysis of Choices Involving Risk,” Am. Econ. Assn., Readings in Price Theory, chap. 3

Theory of the firm

Hirshleifer, J., “An Exposition of the Equilibrium of the Firm: Symmetry between Product and Factor Analyses,” Economica, August, 1962, 263-268

Scott, R.H., “Inferior Factors of Production,” Quarterly Journal of Economics, February, 1962, 86-97

Apel, H., “Marginal Cost Constancy and Its Implications,” American Economic Review, December, 1948, 870-886

Hitch, C.J., and R.N. McKean, The Economics of Defense in the Nuclear Age, chaps. 7, 8

Cookenboo, Leslie, Jr., Crude Oil Pipe Lines and Competition in the Oil Industry, chap. 1

F.T. Moore, “Economies of Scale: Some Statistical Evidence,” Quarterly Journal of Economics, May, 1959, 232-245; also discussion August, 1960, 493-499

Alexander, Sidney, “The Effect of Size of Manufacturing Corporation on the Distribution of the Rate of Return,” Review of Economics and Statistics, August, 1949, 229-235

Johnston, J., Statistical Cost Analysis, chap. 4 (secs, 1, 3, 4); chap. 5; chap. 6 (pp. 186-194)

Staehle, Hans, “Measurement of Statistical Cost Functions,” American Economic Review, June, 1942; Readings in Price Theory, chap. 13

Eiteman, W.J., and G.E. Guthrie, “The Shape of the Average Cost Curve,” American Economic Review, December, 1952, 832-839

Hall and Hitch, “Price Theory and Business Behavior,” in T. Wilson, ed., Oxford Studies in the Price Mechanism

Earley, J.S., “Recent Developments in Cost Accounting and the ‘Marginal Analysis’,” Journal of Political Economy, June, 1955, 227-242

Earley, J.S., “Marginal Policies of ‘Excellently Managed Companies,” American Economic Review, March, 1956, 44-70

Grayson, C.J., Decisions under Uncertainty, pp. 233-278

Competitive product and factor markets

Vernon L. Smith, “An Experimental Study of Competitive Market Behavior,” Journal of Political Economy, April, 1962, 111-137

Ezekiel, M., “The Cobweb Theorem,” Am, Econ, Assn., Readings in Business Cycle Theory, chap. 21

Richardson, G.B., Information and Investment.

Friedman, M., Price Theory: A Provisional Text, chaps, 7-9

Lester, R.A., and Machlup, F., marginalist controversy, reprinted in R.V. Clemence, ed., Readings in Economic Analysis, Vol. 2, chaps, 6-9

Bachmura, F.T., “Man-Land Equalization through Migration,” American Economic Review, December, 1959, 1004-1017

General equilibrium and welfare

Stone, Richard, and G. Croft-Murray, Social Accounting and Economic Models, chaps. 1-3

Lange, Oscar, On the Economic Theory of Socialism, B. Lippincott, ed.

Hirshleifer, J. et al., Water Supply: Economics, Technology, and Policy, chap. 8

Nelson, J.R., ed., Marginal Cost Pricing in Practice, chaps. 1, 2, 3, 5 (skip pp. 110-123), 6, 7

Imperfect competition: product markets
1. Monopoly

Neale, Walter C., “The Peculiar Economics of Professional Sports,” Quarterly Journal of Economics, February, 1964, 1-14

Olson, M., and D. McFarland, “The Restoration of Pure Monopoly and the Concept of the Industry,” Quarterly Journal of Economics, November, 1962, 613-631

Wallace, D.H., Market Control in the Aluminum Industry, Part II

Davidson, R.K., Price Discrimination in Selling Gas and Electricity

1. Monopolistic competition

Stigler, G.J., Five Lectures on Economic Problems, Lecture 2

Chamberlin, E.H., Towards a More General Theory of Value, chap. 15

1. Oligopoly

Peck, M.J., Competition in the Aluminum Industry, 1945-1948

Markham, J., Competition in the Rayon Industry

Weiss, L.W., Economics and American Industry, chaps, 7, 8

Modigilani, F., “New Developments on the Oligopoly Front,” Journal of Political Economy, June, 1958, 215-232

Shubik, M., “A Game Theorist Looks at the Antitrust Laws and the Automobile Industry,” Stanford Law Review, July, 1956

Marris, Robin, “A Model of the ‘Managerial’ Enterprise,” Quarterly Journal of Economics, May, 1963, 185-209

Imperfect, competition: factor markets

Fellner, W.J., “Prices and Wages under Bilateral Monopoly,” Quarterly Journal of Economics, August, 1947, 503-532

Segal, Martin, “The Relation between Union Wage Impact and Market Structure,” Quarterly Journal of Economics, February, 1964, 115-128

* * * * * * * * * * * *

Harvard University
Department of Economics

DRAFT Reading List
Economics 98a
Fall Term, 1964

Students will be requested to purchase W.J.L. Ryan, Price Theory (London: Macmillan, 1958). Seminars may vary in the extent that they depend on Ryan for the basic exposition of micro theory. The following list assumes complete dependence on Ryan. Other readings are very tentatively included, and the list probably errs on the side of containing too much.

Introduction

Lange, Oscar, “The Scope and Method of Economics,” in Arleigh P. Hess et al., Outside Readings in Economics, pp. 1-20

Knight, Frank, The Economic Organization, pp. 3-66

1. Consumer behavior

Ryan, chaps. 1, 6

Alfred Marshall, Principles of Economics, Book III (or a textbook treatment of utility theory, such as D.S. Watson, Price Theory and Its Uses, chaps 4, 5)

One of the following:

Duesenberry, James S., Income. Saving and the Theory of Consumer Behavior, pp. 6-39

Leibenstein, H., “Bandwagon, Snob, and Veblen Effects In the Theory of Consumers’ Demand,” Quarterly Journal of Economics, May, 1950, 183-207

Frisch, Ragnar, “Some Basic Principles of Cost of Living Measurements,” Econometrica, October, 1954, 407-421

Fisher, Irving, The Theory of Interest, pp. 61-124.

Theory of the firm

Ryan, chaps. 2, 3

Chamberlin, E.H., The Theory of Monopolistic Competition, Appendix B

Dean, Joel, Managerial Economics, pp. 257-313

Universities—National Bureau Committee for Economic Research, Business Concentration and Price Policy, pp. 213-238

Cyert, R.M., and J.G. March, A Behavioral Theory of the Firm, pp. 4-21, 26-43

Bierman, Harold, and S. Smidt, The Capital Budgeting Decision, chaps, 1-6, 9

Competitive product and factor markets

Ryan, Chap, 4

Chamberlin, chap. 2

Marshall, Book V, chaps. 1-5; Book IV, chap. 13

Working, E.J., “What Do Statistical Demand Curves Show?”, in American Economic Association, Readings in Price Theory, chap. 4

Robinson, Joan, “Rising Supply Price,” Readings in Price Theory, pp. 233-241

1. General equilibrium and welfare

Ryan, chap. 9

Boulding, Kenneth, “Welfare Economics,” in B.F. Haley, ed, for American

Economic Association, A Survey of Contemporary Economics, pp. 1-34

Bator, Francis M., “The Simple Analytics of Welfare Maximization,” American Economic Review,March, 1957, 22-44 (omit 44-59)

Scitovsky, Tibor, “Two Concepts of External Economies,” Journal of Political Economy, April, 1954, 143-151

McKean, R.N., Efficiency In Government through Systems Analysis, chaps, 1-5 (or something else on benefit-cost analysis)

Imperfect competition: Product markets

Ryan, chap. 9

1. Monopoly

Ryan, chap. 10

Bain, Joe S., Price Theory, pp. 208-247

Weiss, L.W., Economics and American Industry, chap. 5

1. Monopolistic competition

Chamberlin, chaps. 1, 4, 5

Triffin, Robert, Monopolistic Competition and General Equilibrium Theory, pp. 78-89

Weiss, chap. 9

1. Oligopoly

Ryan, chap. 11

Fellner, William, Competition Among the Few, chap. 1

Sweezy, Paul, “Demand under Conditions of Oligopoly,” Readings in Price Theory, chap. 20

Bain, pp. 297-332

Duesenberry, James S., Business Cycles and Economic Growth, chap. 6

Baumol, W.J., Business Behavior, Value, and Growth, pp. 27-32, 45-46

Imperfect competition: factor markers

Chamberlin, chap. 8

Dunlop, John T., “Wage Policies of Trade Unions,” American Economic Association, Readings in the Theory of Income Distribution, chap. 19

Cartter, A.M., Theory of Wages and Employment, chaps. 7, 8

Friedman, Milton, “Some Comments on the Significance of Labor Unions for Economic Policy,” The Impact of the Union, D. McC. Wright, ed., pp 204-234

____________________________

Tutorial Assignments for Ec 98b Spring 1965

HARVARD UNIVERSITY
Department of Economics

Economics 98b
Reading List
Spring Term, 1965

All selections listed below should be considered as assigned, although the leaders of Individual seminars may choose either to add or subtract items. Students may wish to purchase Gardner Ackley, Macroeconomic Theory (New York: Macmillan, 1961), which will be assigned in part, especially at the beginning of the semester, and will serve as a general reference for issues which arise during the course. R.C.O. Matthews, The Business Cycle, will also be used extensively.

Introduction of macro-economics (two weeks)
1. The national income

Gardner Ackley, Macroeconomic Theory, chaps. 1-4.

U.S. Department of Commerce, Survey of Current Business, July, 1964, pp. 7-40.

S. Rosen, National Income, pp. 172-187.

1. Prices and employment: pre-Keynesian background

Ackley, pp. 105-167.

Income and employment determination (seven weeks)
1. Effective demand

J.M. Keynes, The General Theory of Employment, Interest and Money, chaps. 1, 2.

A.H. Hansen, A Guide to Keynes, pp. 25-35.

P. Wells, “Aggregate Demand and Supply: An Explanation of Chapter III of the General Theory,” Canadian Journal of Economics and Political Science, XXVIII (Nov., 1962), pp. 585-59.

1. Consumption function and the multiplier

Hansen, A Guide to Keynes, pp. 67-85.

J.S. Duesenberry, Income, Saving and the Theory of Consumer Behavior, chaps. 3, 5,

J. Tobin, “Relative Income, Absolute Income, and Saving,” Money, Trade and Economic Growth: Essays in Honor of J.H. Williams, pp. 135-156.

M. Friedman, A Theory of the Consumption Function, 220-229, 233-239.

Ackley, chap. 10.

Hansen, A Guide to Keynes, pp. 86-114.

A.H. Hansen, Business Cycles and National Income, chap. 12.

W.J. Baumol and M.H. Peston, “More on the Multiplier Effects of a Balanced Budget,” American Economic Review, XLV (March, 1955), 140-148.

1. Investment

Keynes, chap. 11.

Hansen, Business Cycles and National Income, chap. 9.

J.M. Clark, “Business Acceleration and the Law of Demand: A Technical Factor in Economic Cycles,” in American Economic Association, Readings in Business Cycle Theory, chap, 11.

R.C.O. Matthews, The Business Cycle, , chaps. 3-5.

J.S. Duesenberry, Business Cycles and Economic Growth, chaps. 4, 5.

J.R. Meyer and R. Glauber, Investment Decisions, Economic Forecasting, and Public Policy, pp. 1-22.

1. Interest

Keynes, pp. 165-185, 195-209.

Hansen, A Guide to Keynes, chap. 6.

L.R. Klein, The Keynesian Revolution, pp. 117-123.

1. The Keynesian system

Keynes, pp. 257-271.

H.G. Johnson, Money, Trade and Economic Growth, chap. 5.

V. L. Smith, “A Graphical Exposition of the Complete Keynesian System,” Southern Economic Journal, XXIII (October, 1956), 115-125.

Ackley, chap. 15.

D. Patinkin, “Keynesian Economics Rehabilitated: A Rejoinder,” Economic Journal, LXIV (Sept.,1959), pp. 582-587.

D. Patinkin, “Price Flexibility and Full Employment,” American Economic Association, Readings in Monetary Theory, pp. 252-283

A.P. Lerner, “Comment,” American Economic Review, LI (May, 1961), pp. 20-23.

Models of growth, fluctuations, and inflation (three weeks)
1. Economic growth and fluctuations

Duesenberry, Business Cycles and Economic Growth, chap, 2.

W.J. Baumol, Economic Dynamics, chaps. 2, 3.

Hansen, Business Cycles and National Income, chap. 11.

D.B. Suits, “Forecasting and Analysis with an Econometric Model,” American Economic Review, LII (March, 1962), 104-132 (pp. 118-31 optional).

Matthews, chaps. 2, 13.

1. Inflation

A.C.L. Day and S.T. Beza, Money and Income, chaps. 19-21.

Keynes, pp. 292-304.

M. Friedman, “Some Comments on the Significance of Labor Unions in Economic Policy,” Impact of the Union, D. McC. Wright, ed., 204-234.

S. Slichter, “Do the Wage-Fixing Arrangements in the American Labor Market Have an Inflationary Bias?” American Economic Review, XLIV (May, 1954), pp. 322-346.

C. Schultze, Recent Inflation in the United States (Study paper No. 1, Employment, Growth and Price Levels), pp. 1-77. Joint Economic Committee

O. Eckstein and T.A. Wilson, “Determination of Money Wages in American Industry,” Quarterly Journal of Economics, LXXVI (August, 1962), 379-409.

1. Coordinating Policy for Growth and Stability

J. Tinbergen, Economic Policy: Principles and Design, pp. 1-37.

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003. Box 8, Folder “Economics 1964-1965 (1 of 2)”.

Image Source: Harvard Square, 1961. From the Cambridge Historical Commission, image in the Photo Morgue Collection. Online: Digital Commonwealth.

Tags Brunt, Caves, Dunlop, Gill, WilsonTA

Exam Questions Suggested Reading Syllabus Theory

Queens College. Reading assignments and exams for macroeconomics. Lerner 1973-1975

Post author By Irwin Collier
Post date 2023-10-15

Economics has its share of Wunderkinder, “Primo Donnos”, and heterodoxic poseurs. It is also a fact that economists are overwhelmingly herd animals. From time to time we find a genuine maverick among us, Abba Ptachya Lerner could be designated the poster-child of maverick economists.

In this post Economics in the Rear-view Mirror has assembled material over three consecutive years from his seminar in advanced macroeconomic theory offered at Queens College of the City University of New York from the 1970s. Class schedules, assigned readings, midterm and final exams are transcribed here from the Spring terms of 1973 through 1975.

_______________________________________

Course Description (1974)

Economics 710, 80:
Seminar in Advanced Macroeconomic Theory
Abba Lerner

An integration of the theories of employment, inflation, interest, capital, investment, and growth, and new lessons for the uses of monetary policy, fiscal policy, and price policy. The Keynesian revolution (interpretations and misinterpretations—general theory or special case?), pre-Keynesian, Keynesian, and post-Keynesian economics. International complications and the myth of international money.

Basic Reading

Ackley	Macroeconomics
Keynes	The General Theory of Employment, Interest and Money
Leijonhufvud	On Keynesian Economics and the Economics of Keynes
Lerner	“Money” (Encycl. Britt., 1946 ed.) Everybody’s Business Flation

1973

QUEENS COLLEGE
DEPARTMENT OF ECONOMICS

Economics 710, 80: Advanced Macroeconomic Theory
Inflation, Employment and Growth
Seminar, Spring 1973

Prof. Abba Lerner
Th. 6:30-8:20 P.M.
SS 314

Reading

Branson	Macroeconomics Theory and Policy Harper & Row	(B)
Lerner	Flation Quadrangle Books	(F)
Lerner	Everybody’s Business Harper Torchbooks (paperback)	(EB)
Lerner	Money (Encycl. Britt 1946 edition)	(M)
Leijonhufvud	On Keynesian Ecs & the Ecs of Keynes Oxford U P	(L)
Keynes	The General Theory of Interest and Money (sic) Harcourt Brace	(K)

Tentative Outline

Week	Date
1	Feb. 8	Introduction	B:1-3 / M / EB:X.
2	15	The Classical Case	B:4-6 / F:1-5 / K.
3	22	Static Equilibrium	B:7-9 / F:6-7 / K.
4	Mar 1	Consumption and Investment	B:10,11 / K.
5	8	Money	B:12,13 / M / K.
6	15	Monetary & Fiscal Policy	B:14 / K.
7	22	The Foreign Sector	B:15 / F:16,17 / K.
8	29	International Money	F:18-20 / K.
9	Apr 5	Inflation	B:16 / EB:XI / F:8-15 / K.
10	12	Unemployment Disequilibrium	L: I and II / K.
11	19	Macromodels	L: III / K.
12	26	Liquidity Preferences	L:IV / K.
13	May 3	Keynes and Post Keynes	L:V and VI / I(sic).
14	10	Growth Models	B:17-19.
15	17	Optimum Growth Models	B:20-23.

QUEENS COLLEGE
DEPARTMENT OF ECONOMICS

Economics 710 and 80
Prof. A. Lerner

Midterm Examination
March 22, 1973

Answer two questions from each Part

PART ONE

M = 300, V = 4, C(Y) = 5/6, I = 300 – 10i
(I = Investment), (1 = rate of interest)
What would be the equilibrium values of Y, i, I, and S?
What would happen to those if
1. there was an increase in liquidity preference?
2. M was increased to 450?
3. C(Y) increased to 7/8?

What is the multiplier? Now is it similar to and how different from the velocity of circulation of money? the accelerator? the balanced budget multiplier?
How would it be affected by
1. a change in liquidity preference?
2. a change in time preference
3. a change in the elasticity of supply of money?
4. a change in the propensity to consume?
5. a fixed M and v?

Describe carefully the mechanism by which an increase in M would increase S. How would this be affected if a lower i decreased the amount people wanted to save?

PART TWO

Discuss these statements:
“The main contribution of Keynes was to point out that full employment is not reached automatically because
1. cannot become negative.
2. workers have no way of reducing their real
3. workers insist on a real wage greater than their marginal product.
4. There is a liquidity trap.
Describe carefully the meaning of the marginal efficiency of capital and the marginal efficiency of investment, and how they are related.
1. in a growing economy
2. in a declining economy
3. in a stationary economy
4. in a steady state of growth economy.
“The rise and fall of the Phillips curve.”
or
“ The natural level of unemployment.”

Source: U. S. Library of Congress, Manuscript Division. Papers of Abba P. Lerner, Box 17, Folder 5 “Queens College of the City University of New York: Examinations”.

* * * * * * * * * * * * * *

QUEENS COLLEGE
DEPARTMENT OF ECONOMICS

Economics 710 and 80
Mr. Lerner

Final Examination
Spring 1973

Answer Question 1 and three others.

Branson Page 24 “the saving investment identity…as a natural derivative from the GNP identity”
Branson Page 26 “The basic GNP identity:—

C + I + G + (X -M) = GNP = C + S + T + R_f,”

[where]

C=616; I=135; G=219; (X-M)=4; GNP = 974;
S = 149; T=208; R_f=1

1. Show how the S, I identity can be derived from the GNP identity, spelling out any definitional differences in S or I.
2. Give (and explain) another definition of S or I, as used by economists that makes I necessarily equal to S only in equilibrium.

Compare the “classical” with the “keynesian” explanations of the automatic establishment of full employment on the assumption of wage and price flexibility.

Explain how an increase in thrift (the desire to save) could (or could not) have the effect of (a) increasing investment, (b) decreasing investment, (c) increasing total income, (d) decreasing total income.

Permanent Income, Life-cycle Consumption Hypothesis, Time Preference, Ratchet Effect, Wealth Effect, Pigou Effect — How are these six items related to the consumption function and to each other?

Explain Branson’s distinction between the “real wage model” and the “money wage model”, and the purpose of the distinction.

What do you consider the most distinctive feature of Leijonhufvud’s approach?

Discuss.
1. “With perfect wage and price flexibility there can be no problem of involuntary unemployment.”
2. “A little wage and price flexibility (such as might be achieved in practice) could be worse than none.”
3. “Too much wage and price flexibility could also cause trouble and not provide stable full employment.”

Why is a rise in the price of foreign currency considered more of a crisis than a rise in the price of coffee or Mutual Fund Shares or real estate?

Source: U. S. Library of Congress, Manuscript Division. Papers of Abba P. Lerner, Box 17, Folder 5 “Queens College of the City University of New York: Examinations”.

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1974

QUEENS COLLEGE
DEPARTMENT OF ECONOMICS

Economics 710, 80
Inflation, Employment and Growth
Seminar in Advanced Macroeconomic Theory
[1974]

Abba Lerner
Tues. 6:20-8:00 P.M.
Temp. 3, Room 2

An Integration of the theories of Employment, Inflation, Interest, Capital, Investment and Growth, and its lessons for the uses of Monetary Policy, Fiscal Policy and Price Policy. The Keynesian Revolution (Interpretations and Misinterpretations – General Theory or Special Case?) Pre-Keynesian, Keynesian and Post Keynesian Economics. International Complications and the Myth of International Money.

Basic Reading

Ackley	Macroeconomics	A
Breit & Ransom	The Academic Scribblers	B
Keynes	The General Theory of Employment, etc.	K
Leijonhufvud	On Keynesian Economics, etc.	L
Lerner	Money (Encycl. Britt 1946 edition)	M
Lerner	Everybody’s Business	EB
Lerner	Flation	F

QUEENS COLLEGE
DEPARTMENT OF ECONOMICS

Econ. 80—710
MIDTERM

Mr. Lerner
April 16, 1974

Answer question 1 and 3 other — 4 altogether.

Suppose there is a decrease in the propensity to consume. Show how would this affect Employment, Prices and Investment
1. if the amount of money is held constant
2. if the rate of interest is held constant
  with wages and prices (1) perfectly flexible; (2) sticky downward

Explain the relationship between the marginal efficiency of capital and the marginal efficiency of investment.
How are these affected by an increase in

1. the rate of interest?
2. the optimism of investors?
3. the wealth of the economy?
4. the rate of time preference?

I-S, L-M. Explain the nature of these curves, their use, and the stability condition they demonstrate.

Show how the multiplier would be affected by an increase in
1. the propensity to consume
2. the marginal propensity to consume
3. the marginal propensity to save
4. the quantity of money
5. the velocity of circulation
6. liquidity preference
7. government spending
8. tax collection
9. (7) and (8) together

Why must saving (S) always be equal to investment (I)? What could be meant by the statement that an excess of S over I is deflationary?

What are the features which distinguish the Keynesian from the pre-Keynesian and from the Post-Keynesian theories of the equilibrium level of employment?

Source: U. S. Library of Congress, Manuscript Division. Papers of Abba P. Lerner, Box 17, Folder 5 “Queens College of the City University of New York: Examinations”.

* * * * * * * * * * * * * *

QUEENS COLLEGE
DEPARTMENT OF ECONOMICS

Economics 80, 710
Inflation, Employment and Growth
Seminar in Advanced Macroeconomic Theory
Dr. A. Lerner

Final Examination
Spring 1974

Answer Question 1 and any three other questions — Four altogether

Suppose there is an increase in thriftiness. Show the direct and the indirect effects on the Multiplier, Income, Employment, Prices and Investment
1. with wages and prices perfectly flexible,
2. with wages and prices sticky downward,
  in each case
  1. with the quantity of money held constant
  2. with the rate of interest held constant
State and discuss the primary criticisms that Leijonhufvud makes of a) Keynes and b) the “Keynesians”.

Compare the advantages and disadvantages of indexing
1. when there is a steady rate of inflation and
2. when there is a danger of inflation getting out of control.

A well informed and intelligent observer remarks that “We are now suffering from an excess of saving over investment, which is deflationary”. He cannot really mean what he is saying because in the first place we are suffering from inflation rather than deflation and in the second place it is not possible for saving to be greater (or less) than investment. What could he be meaning to say?

Marginal productivity of capital; Marginal productivity of investment; Marginal efficiency of capital; Marginal efficiency of investment.
Under what conditions are any of these equal to the rate of interest? Explain carefully.

How come America allowed the dollar to depreciate on the international money market? How is this different from national bankruptcy? Will this not result in the disorganization of international trade “beggar thy neighbor” competitive devaluations of freely floating currencies. How could it have been prevented and why was it not prevented?

“The present very high interest rates show the determination of the government to stop the inflation. If this policy is persisted in it is bound to achieve this purpose since, as we all know, the fundamental cause of inflation is the increase in the quantity of money which the authorities have provided in the recent past in order to keep down interest rates”. Discuss the logic and the practicality of such a policy.

How is the size of the multiplier likely to be affected by an increase in:
1. the rate of interest?
2. time preference?
3. liquidity preference?
4. government spending?
5. the quantity of money?
6. the population?
7. the government budget?
8. the use of charge accounts for consumer credit?

Source: U. S. Library of Congress, Manuscript Division. Papers of Abba P. Lerner, Box 17, Folder 5 “Queens College of the City University of New York: Examinations”.

_______________________________________

1975

QUEENS COLLEGE
DEPARTMENT OF ECONOMICS

Economics 710, 80
Inflation, Employment and Growth
Seminar in Advanced Macroeconomic Theory

Abba Lerner
Spring 1975
Temp. 3, Room 2

Basic Reading

Ackley	Macroeconomics	A
Keynes	The General Theory of Employment, etc.	K
Lerner	Money (Encycl. Britt 1946 edition)	M
Lerner	Everybody’s Business	EB
Lerner	Flation	F

Economics 710-80
Midterm Exam

Abba P. Lerner
March 20, 1975

Answer Question 1 and any two other questions (three altogether)

If the propensity to consume (average and marginal) increases from 50% to 60% what would be the effect on the level of income?
In your answer consider the six (6) possible combinations of the following conditions:
The mpI (marginal propensity to invest, i.e. the increase in investment due to an increase in income as a percentage of the increase in income) is (a) 40% (b) 30%
The elasticity of supply of money plus the elasticity of demand for money is (i) infinite (ii) unitary (iii) zero

Discuss your views and those of Keynes, Ackley, and Lerner on “Involuntary unemployment is basically due to the inability of workers to reduce their real wage”.

Which (if any) of [the following] statements are true? Why do you think so? Indicate any connections between them.
1. “The more steeply any average (A) is rising (falling) the more will the corresponding marginal (M) be above (below) it, i.e. the greater will be M minus A”.
2. “The short run mpC (marginal propensity to consume) is less than the short run apC (average propensity to consume)”.
3. “The long run mpC is equal to the long run apC”.
4. “For a temporary increase in income mpC minus apC is less than for a permanent increase in income”.

What is Say’s Law? Discuss its logical base, its empirical validity and its practical usefulness.

Income can be defined more widely or more narrowly. Distinguish between the different definitions and indicate how the different definitions could better serve different purposes.

Source: U. S. Library of Congress, Manuscript Division. Papers of Abba P. Lerner, Box 17, Folder 5 “Queens College of the City University of New York: Examinations”.

* * * * * * * * * * * * * *

QUEENS COLLEGE
DEPARTMENT OF ECONOMICS

Economics 710/80
Dr. A. Lerner
FINAL EXAMINATION
May 22, 1975 (Thursday)

Temp 3 Room 2

Answer Questions 1 and any two others — 3 altogether

Suppose consumption increases from 70% of GNP to 80% and the marginal propensity to consume increases from 50% to 75%. What could be the effect on the GNP if the elasticity of demand for money plus the elasticity of supply of money (with respect to changes in the rate of interest) is (a) infinite (b) zero (c) one, and the marginal propensity to invest (with respect to GNP) is (and remains) (i) 20% (ii) 25% (This makes six combinations).

Is an increase in the national debt beneficial, harmful or neutral for the welfare of (a) the present generation (b) future generations? State and examine the arguments for the different views.

“Involuntary unemployment is due to the inability of workers to reduce their real wage”. “Involuntary unemployment is due to an unsatisfied demand for a larger stock of money”. Discuss.

“To succeed in winning the battle against stagflation we must (a) tighten our belts (b) use the tax rebate to buy more automobiles and (c) make more money available for mortgages for housing”. Discuss.

“Say’s Law is invalid but useful while the Pigou Effect is valid but useless.” Does this make any sense?

Does the rate of interest determine the marginal efficiency of capital? Or Vice versa? Or what?

Source: U. S. Library of Congress, Manuscript Division. Papers of Abba P. Lerner, Box 17, Folder 5 “Queens College of the City University of New York: Examinations”.

Image Source: National Academy of Sciences. 1994. Biographical Memoirs: Volume 64, p.208. Washington, DC: The National Academies Press.

Tags Lerner

CUNY Curriculum Economics Programs Economist Market LipseyR Placement Undergraduate

Queens College, NYC. Memo on Responses of Graduates about Department. Lipsey, 1974

Post author By Irwin Collier
Post date 2023-10-11

The 1974 memo by Professor Robert E. Lipsey that summarizes the responses of recent graduates of Queens College, City University of New York to a questionnaire sent out by the department is included below. It follows a brief timeline for Lipsey’s life and career and a link to a 2001 oral history interview with him about his NBER life conducted by Claudia Goldin.

Bottom line of the Queens graduates: not every economics major goes to graduate school in economics so please add more business electives, especially accounting, to the curriculum.

__________________________

Robert Edward Lipsey

1926. Born August 14 in New York City.

1944. B.A. Columbia University.

1946. M.A. Columbia University

1945-53. Research Assistant, NBER

1953-60. Research Associate, NBER

1960-. Senior Research Staff, NBER

1961. Ph.D. Columbia University

1961-64. Lecturer, economics, Columbia University

1967-1995. Professor at Queens College and Graduate Center, CUNY

1975-78. Director of international studies, NBER

1978-. Director of the New York Office, NBER

1995-. Professor emeritus, Queens College and Graduate Center, CUNY

2011. Died August 11, New York City.

Source: Prabook website entry: Robert Edward Lipsey.

__________________________

Bonus Links

Claudia Goldin’s interview with Robert Lipsey
(8 August, 2001)

Obituary/Tribute to Robert Lipsey by J. Devereux and Z.M. Feliciano, (2013), Robert E. Lipsey. Review of Income and Wealth, 59: 375-380.

__________________________

QUEENS COLLEGE
DEPARTMENT OF ECONOMICS

MEMO TO: Economics Department
FROM: R. Lipsey
RE: Graduates Comments on Queens College Economics Program
DATE: October 25, 1974

There has been a great change in the last few years in the comments on the economics program made by graduates in response to our questionnaire. The graduates of the 1960’s, particularly graduate students, most frequently complained of their lack of mathematical and quantitative training, which they felt left them unprepared for graduate school. There are still some comments of this nature, made now from business students, but the bulk of complaints now, by far is from graduates who have gone to work directly from school, or tried to. They seem to feel that there were too few business-oriented courses, and even more, that they were not told of the importance of some training in accounting for those looking for jobs.

One indication of graduates’ feelings is that of about 160 respondents, among whom only a minority answered the questions about courses that had been especially helpful and courses they had not taken, but wished they had, 33 listed accounting in one category or the other. The other subjects with more than a few listings were:

Statistics	22 (mainly helpful in graduate school)
Business Law	14
Finance	12
Computer Science	8
Marketing	7

To give the flavor of graduates’ views I have put down the main comments on this issue by those who took the trouble to write at some length. My own reaction to the comments was to wonder whether we should consider offering a Business Economics specialization, geared to those planning to work immediately after graduation and, to a smaller extent, to those aiming at business school. Such a specialization would include the present requirements (Eco. 1, 2, 5, 6, 49) but require also at least 6 credits of accounting and 6 credits chosen from Business Law, Computer Science, Corporation Finance, Business Organization, Money and Banking, Business Cycles, Econometrics or Statistics.

February 1974

“For all economics majors accounting is virtually a necessity in order to obtain a career oriented position.”

“Unfortunately I did not receive enough information with regards to the importance of accounting courses.”

September 1973

“Economics graduates from Queens College get a decent background for further graduate work. However, there is no preparation or placement efforts to speak of for the Q.C. economies graduate with a B.A.

“All economics students should be required to take at least 6 credits in accounting. I have found this to be a major stumbling block on job applications.

Many business related jobs do require that you have at least 6 hours of accounting, and without it your job choice is cut considerably.”

“…School and education should work more with the outside than straight academia.”

“…the economics department is not meeting the needs of all its students. Approximately two thirds of those who attend graduate school go to business and law schools; the economics department does not meet the need of those students.

A course as basic as Econ. 43 (marketing) was not offered once at the day school during my 4 years. This course is a prerequisite for most MBA programs – not offering it during the day is a shame!

“I had to go to night school for my marketing courses. I feel that they should be offered during the day session also.”

“I feel more emphasis should be placed on areas relative to business. These courses should help to prepare one for the business world. As it is now, my degree in economics is of no use to me. Without my background in accounting I would not have been able to find a job. This I feel is a waste of an education.”

“Economics program should be refined to include courses of a more practical nature, i.e., those with a definite business application. Perhaps more diversification in programs offered would be appropriate.

“I regret not having gone into and majoring in accounting. I’d be making more money and would have had my choice of jobs.”

“Economics majors not planning on graduate school should be advised to take accounting courses and should be persuaded to stay away from courses with no value in the ‘real’ world.”

“Queens should offer more economics courses geared towards Marketing and Banking.”

June 1972

“…advanced courses in math and accounting should be required to get the degree.”

“I suggest all economics majors who plan to go to work directly from college have at least 12 credits in accounting. The number of accounting credits I have was a frequently asked question by employment agencies.”

January 1972

“The economics major should be geared to meet the demands of business. Accounting should be permitted to be incorporated in the economies major. The major should also incorporate one or more courses in computer sciences, marketing, merchandising, business administration and a mathematics background. Unless one pursued a master’s degree in economics, the major as previously structured did not help to prepare one to meet the demands of industry.”

“Queens should have more courses relating to business.”

“Some business courses should be required of economies majors.”

“Students who plan to work directly after graduation should take 9-12 credits in Accounting. Most entry level jobs that would interest an Economics major require a basic knowledge of Accounting.”

Source: Library of Congress, Manuscript Division. The Papers of Abba P. Lerner. Box 17, Folder 3 “Queens College of the City University of New York, New York, N.Y.: Correspondence 1939-1941, 1963-78”.

Tags Goldin, LipseyRE

Economists NBER

NBER. Oral History Interviews with 8 researchers. Goldin, 2001-2003

Post author By Irwin Collier
Post date 2023-10-11

The 2023 recipient of the Sveriges Riksbank Prize in Economic Sciences in Memory of Alfred Nobel, Professor Claudia Goldin of Harvard University, has contributed to the history of modern economics through her series of eight interviews with senior economists whose careers have been intrically woven into the historical fabric of the National Bureau of Economic Research.

In other news, Professor Goldin has been named to the Economics in the Rear-view Mirror’s “Economists Wearing Jewelry” Hall of Fame.

______________________

Interview with Claudia Goldin (2004)

Source: Federal Reserve Bank of Minneapolis, The Region (September 1, 2004). Interviewer: Douglas Clement, editor.

______________________

Oral History Interviews with Claudia Goldin

Gary Becker (August 5, 2003)

Richard Easterlin (March 15, 2002)

Milton Friedman (August 16, 2002)

Victor Fuchs (March 18, 2002)

Robert Lipsey (August 8, 2001)

Anna Schwartz (November 19, 2001)

Victor Zarnowitz (December 11, 2001)

Jacob Mincer (July 26, 2002)

Cf. History page of the National Bureau of Economic Research.

Tags Becker, EasterlinR, Friedman, FuchsV, Goldin, LipseyRE, Mincer, Schwartz, Zarnowitz

Lekachman	Keynes’ General Theory – Reports of Three Decades
Harrod	Life of Keynes
Lerner	The Economics of Employment

Lerner	Economics of Employment
Ackley	Macroeconomics
Lekachman	Keynes’ General Theory – Reports of Three Decades
Lekachman	The Age of Keynes
Harrod	Life of Keynes

Lekachman	Keynes’ General Theory – Reports of Three Decades
Harrod	Life of Keynes
Lerner	The Economics of Employment

Week	Date
1	Feb. 5	Outline — Classical to Keynes	M, A 1-4, EB 10, F 1-5
2	12	Lincoln’s Birthday — no classes
3	19	Outline — Post Keynes	A 5-8, EB 11, F 6-10
4	26	Say’s Law, Saving and Investment	EB 13-14, F11-15
5	Mar 5	Monetary Policy	A 9
6	12	Fiscal Policy, Consumption Function	A10-12
7	19	The Complete Keynes Model	A13-15
8	26	Inflation and Investment	A16-17
9	Apr 2	Capital and Growth	A18-19
10	9	No Class (Recess)
11	16	International Money	F16-20
12	23	Keynesian Revolution? Dynamics	L Parts I, II
13	30	Macromodels	L Part III
14	May 7	Liquidity and Wealth	L Part IV
15	14	Expectations, Illusions and Policies	L Parts V, VI
16	21	Review	M, A 20, EB, F

Lekachman	Keynes’ General Theory – Reports of Three Decades
Lerner	The Economics of Employment

Previously…

Course Enrollment 1904-05

Course Description 1904-05

ECONOMICS 161 Mid-year Examination, 1904-05

FINANCIAL HISTORY OF THE UNITED STATES.

Course Enrollment 1904-05

Course Description, 1904-05

ECONOMICS 15 Mid-Year Examination, 1904-05

ECONOMICS 15 Year-end Examination, 1904-05

1962 Prospectus The Freedom School

A Call to Introspection and Thoughtful Appraisal

The Freedom School

Comprehensive Course

Explorations in Human Action (for Executives)

Workshop

Scholarships

1962 Schedule

Instructors Associate instructors who have served at Freedom School:

Transportation

Meals

Clothes

Accommodations

Recreation

Library

Philosophy

Accreditation

How Do I Enroll?

Who Can Attend?

Tuition

What Tuition Covers

How is School Supported?

Publications

Pine Tree

Board of Directors

Board of Trustees

Board of Graduate Fellows

HARVARD UNIVERSITY DIVISION OF HISTORY, GOVERNMENT, AND ECONOMICS

Application for Candidacy for the Degree of Ph.D.

Record of JACOB VINER in the Graduate School of Arts and Sciences of Harvard University

1914-15

1915-16

Other years, previously transcribed and posted:

DIVISION OF HISTORY AND POLITICAL SCIENCE EXAMINATIONS FOR THE DEGREE OF Ph.D. 1901-02

Course Announcement

Course Description and Outline

Economics 201 Description of the course

First semester

ECONOMICS 201 Second Semester (summarized)

Course Announcement

Harvard Crimson Article on the New Junior Seminars May 16, 1962

Tutorial Assignments for Ec 98a Fall 1964

Tutorial Assignments for Ec 98b Spring 1965

Course Description (1974)

Economics 710, 80: Seminar in Advanced Macroeconomic Theory Abba Lerner

Basic Reading

Other Suggested Readings

1973

QUEENS COLLEGE DEPARTMENT OF ECONOMICS

Reading

Tentative Outline

Other Suggested Readings

QUEENS COLLEGE DEPARTMENT OF ECONOMICS

Economics 710 and 80 Prof. A. Lerner

Midterm Examination March 22, 1973

QUEENS COLLEGE DEPARTMENT OF ECONOMICS

Economics 710 and 80 Mr. Lerner

Final Examination Spring 1973

1974

QUEENS COLLEGE DEPARTMENT OF ECONOMICS

Economics 710, 80 Inflation, Employment and Growth Seminar in Advanced Macroeconomic Theory [1974]

Basic Reading

Other Suggested Readings

QUEENS COLLEGE DEPARTMENT OF ECONOMICS

Econ. 80—710 MIDTERM

Mr. Lerner April 16, 1974

QUEENS COLLEGE DEPARTMENT OF ECONOMICS

Economics 80, 710 Inflation, Employment and Growth Seminar in Advanced Macroeconomic Theory Dr. A. Lerner

1975

QUEENS COLLEGE DEPARTMENT OF ECONOMICS

Economics 710, 80 Inflation, Employment and Growth Seminar in Advanced Macroeconomic Theory

Course Enrollment
1904-05

Course Description
1904-05

ECONOMICS 16¹
Mid-year Examination, 1904-05

Course Enrollment
1904-05

ECONOMICS 15
Mid-Year Examination, 1904-05

ECONOMICS 15
Year-end Examination, 1904-05

1962 Prospectus
The Freedom School

A Call to Introspection
and Thoughtful Appraisal

Explorations in Human Action
(for Executives)

Instructors
Associate instructors who have served at Freedom School:

HARVARD UNIVERSITY
DIVISION OF HISTORY, GOVERNMENT, AND ECONOMICS

DIVISION OF HISTORY
AND POLITICAL SCIENCE
EXAMINATIONS FOR THE DEGREE OF Ph.D.
1901-02

Course Description
and Outline

Economics 201
Description of the course

ECONOMICS 201
Second Semester (summarized)

Harvard Crimson Article on the New Junior Seminars
May 16, 1962

Economics 710, 80:
Seminar in Advanced Macroeconomic Theory
Abba Lerner

QUEENS COLLEGE
DEPARTMENT OF ECONOMICS

QUEENS COLLEGE
DEPARTMENT OF ECONOMICS

Economics 710 and 80
Prof. A. Lerner

Midterm Examination
March 22, 1973

QUEENS COLLEGE
DEPARTMENT OF ECONOMICS

Economics 710 and 80
Mr. Lerner

Final Examination
Spring 1973

QUEENS COLLEGE
DEPARTMENT OF ECONOMICS

Economics 710, 80
Inflation, Employment and Growth
Seminar in Advanced Macroeconomic Theory
[1974]

QUEENS COLLEGE
DEPARTMENT OF ECONOMICS

Econ. 80—710
MIDTERM

Mr. Lerner
April 16, 1974

QUEENS COLLEGE
DEPARTMENT OF ECONOMICS

Economics 80, 710
Inflation, Employment and Growth
Seminar in Advanced Macroeconomic Theory
Dr. A. Lerner

QUEENS COLLEGE
DEPARTMENT OF ECONOMICS

Economics 710, 80
Inflation, Employment and Growth
Seminar in Advanced Macroeconomic Theory

Abba Lerner
Spring 1975
Temp. 3, Room 2

Economics 710-80
Midterm Exam

QUEENS COLLEGE
DEPARTMENT OF ECONOMICS

Economics 710/80
Dr. A. Lerner
FINAL EXAMINATION
May 22, 1975 (Thursday)

QUEENS COLLEGE
DEPARTMENT OF ECONOMICS