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Economic History Exam Questions Harvard

Harvard. Semester Examinations in US Economic History. Sprague, 1903-1904

 

Exam questions for the Economic History of the United States taught by Oliver Mitchell Wentworth Sprague in academic years 1901-02, and 1902-03 have been posted earlier.

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ECONOMICS 6
Enrollment. 1903-04

Economics 6. Dr. Sprague. — The Economic History of the United States.

Total 58: 14 Graduates, 18 Seniors, 18 Juniors, 4 Sophomores, 4 Others.

Source: Harvard University. Report of the President of Harvard College, 1903-1904, p. 66.

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ECONOMICS 6
Mid-Year Examination. 1903-04

  1. Give reasons for the failure to engage in diversified agriculture in the South before 1860.
  2. Contrast the Southern plantation managed by owners with those under the management of overseers.
  3. Why should 1839 rather than 1837 be regarded as the close of the speculative movement of the thirties?
  4. Why may it be considered fortunate that the national government did not take an important part in the early internal improvement movement?
  5. To what extent was distrust of private corporations a factor in the internal improvement movement?
  6. Contrast the effects of protection upon the cotton and upon the woollen industry.
  7. Are wages and profits higher in protected than in other occupations, (a) raw materials, (b) manufactures?
  8. What, in your opinion, was the strongest argument for protection in 1816? What seems to you the strongest argument which has general validity?

Source:  Harvard University Archives. Harvard University, Mid-year examinations 1852-1943. Box 7, Bound volume: Examination Papers, Mid-Years, 1903-04.

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ECONOMICS 6
Year-End Examination. 1903-04

  1. How is immigration said to have affected the birth rate?
  2. Point out any indications which give promise of future negro progress.
  3. Briefly.
    1. The Homestead Law.
    2. The Copper Act of 1869.
    3. Reciprocity in the Tariff Act of 1890.
    4. The effects of specific duties according to Walker’s Report of 1846.
  4. Point out striking differences in the protective movement before and since 1860, taking illustrations especially from the Woollen Act of 1867 and the Act of 1890.
  5. The cotton manufacture in the South and the young industries argument.
  6. Why has the iron and steel industry developed more satisfactorily than the woollen industry?
  7. Account for changes in the character of the foreign trade of the United States with reference to the excess of imports or of exports.

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, … in Harvard College, p. 29.

Image Source: Oliver Mitchell Wentworth Sprague portrait in the Harvard Class Album 1915, colorised by Economics in the Rear-view Mirror.

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Economists Harvard LGBTQ Money and Banking Policy

Harvard. A. Piatt Andrew at his home “Red Roof”. Gloucester, MA. 1910

Abram Piatt Andrew taught monetary economics at Harvard before becoming a key player in the National Monetary Commission, Director  of the U.S. Mint, Assistant Secretary of the Treasury, founder of the American Field Service, and a Republican member of the United States Congress from 1921-36. Much more has been posted about him here at Economics in the Rear-View Mirror.

This post deals with his home and private life.

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This photograph features A. Piatt Andrew at his home in Gloucester, Massachusetts, before World War I began. Prior to founding the American Field Service during the war, Andrew served as an assistant professor of economics at Harvard, director of the U.S. Mint, and assistant secretary of the U.S. Treasury. “Red Roof,” as his home was called, was designed and built under Andrew’s direction in 1902. Red Roof contained secret rooms, one of which necessitated dismantling a sofa to access and contained a Prohibition-era wet bar and a player piano. Guests in the living room could therefore hear the music but didn’t know its source. Another secret room contained a dugout that was later filled with AFS artifacts from the war, including posters, AFS recruitment slides, shell fuses (a favorite souvenir of AFS Drivers), and trench art.

Andrew created elaborate entertainment for guests at Red Roof by organizing themed dinner parties, musical performances, and skits in full costume. Guests to Red Roof included interior decorator and longtime AFS supporter Henry Sleeper, the portrait painter John Singer Sargent, art collector and philanthropist Isabella Stewart Gardner, and Franklin Delano Roosevelt [May 2-4, 1903].

Source: Nicole Milano, “A. Piatt Andrew and Red Roof, 1910.” American Field Service Website.

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But wait, there’s more

A blog dealing exclusively (no kidding) with “A. Piatt Andrew and Red Roof“.

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Research tips:

At the Society for the Preservation of New England Antiquities (now called “Historic New England“) one can find “A. Piatt Andrew Guest Books, 1902-1930” among other items. These guest book pages have, in addition to the signatures, close to 700 photographs.  You can page through the pictures online (1902-1912) and (1913-1930).

At the Isabella Stewart Gardner Museum you will find online 249 items (photographs, correspondence from A. Piatt Andrew).

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Henry Davis Sleeper and
A. Piatt Andrew Jr.

Plot spoiler: They were more than friendly neighbours.

Source: A. Piatt Andrew’s The Red Roof Guestbook, 1914-1930. Available at the Historic New England Website.

 Sleeper’s frail constitution prevented him from participating in the rough-and-tumble games and amusements favored by Andrew and his young male friends, mostly Harvard undergraduates. [p. 90]

Mrs. Jack

Isabella Stewart Gardner (1840-1924) was a legend in her own time. Starting with the untimely death of her husband, John Lowell Gardner, in 1898, his widow, called Mrs. Jack, embarked on an ambitious program of art acquisition which culminated in the transformation of her fabulous Venetian-style palazzo, Fenway Court, into a beloved cultural institution. She accomplished this feat largely by relying on the skills, expertise and companionship of the coterie of attractive and talented homosexual men-mostly artists, collectors, and curators-that she gathered around her…. [p. 90]

Society Painter

By 1908 Mrs. Jack’s circle included the society painter John Singer Sargent (1856-1925). Born in Italy to American parents, Sargent had first come to Boston in 1887. After a solo exhibition in 1888 at the St. Botolph Club, he was commissioned in 1890 to design murals for the new Boston Public Library in Copley Square. Along with other commissions-for the Museum of Fine Arts and Harvard’s Widener Library-Sargent was almost fully occupied in Boston for the next twenty-five years. While circumspect about his private life, an album of male nudes that Sargent, a bachelor, kept for his own enjoyment offers insight into his predilections. [p. 91]

Seaside shenanigans

In the years preceding World War I, Isabella Stewart Gardner, John Singer Sargent, and others in their circle were drawn into the wealthy summer enclave at Eastern Point, Gloucester, where Harvard professor (later U.S. congressman) A. Piatt Andrew Jr. (1873-1936) and his neighbor, interior designer Henry Davis Sleeper (1878-1934), had homes. The letters from Sleeper to Andrew provide evidence of the intensity of his feelings.

Social life on Eastern Point revolved around ceaseless entertaining. One of Gardner’s biographers hints at the goings-on at Andrew’s home, Red Roof: “Gossip had it that often all the guests were men, their pastimes peculiar. Yet all the ladies on Eastern Point were fascinated by Piatt.” Portrait painter Cecilia Beaux (1863-1942) spent summers at her Gloucester home, Green Alley, where she enjoyed hosting evening gatherings of her neighbors. She never married. “Faithful in attendance were Harry Sleeper and Piatt Andrew, whose brilliancy of repartee has never been excelled” according to an observer. Concealment and ambiguity characterized the lives of many of the women and men who moved through this exclusive world of polite manners and material luxury. [p. 92]

Source: The History Project. Improper Bostonians: Lesbian and gay history from the Puritans to Playland. Boston: Beacon Press, 1998. [Note: you need to register at archive.org to access (borrow) the book for an hour at a time]

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October 6, 1910. A. Piatt Andrew and Isabella Stewart Gardner at “Red Roof”. Photo by Thomas E. Marr from the Isabella Stewart Gardner Museum. Cleaned and cropped by Economics in the Rear View Mirror

From Isabella Stewart Gardner’s biography

A. Piatt Andrew lived next door to Miss Davidge under his “Red Roof” – nearer the mainland than Miss Davidge and Miss Beaux, and with one more maiden lady beyond him….

Harry Sleeper, whom Mrs. Gardner already knew fairly well, lived just beyond. … Harry was sweet, gentle, affectionate. He was devoted to his mother, who protected him from the ladies when he feared they had designs on his celibacy. Still more was he the devoted slave to Piatt….

…A. Piatt Andrew had an organ installed in the passage between the living room and a recently added study. Here, Isabella sat on the couch (with a bearskin and two leopard skins on it) to listen to his music. She was probably unaware of a hidden space above the books – too low to stand up in but equipped with mattress and covers where some of Andrew’s guests could listen in still greater comfort. She had seen the Brittany bed in the living room but that there was a small hole over it, perhaps no one had told her. The sound of organ music could be heard the better through the hole – and was it just a coincidence that a person in the hidden alcove above could look down through it? Gossip had it that often all the guests were men, their pastimes peculiar. Yet all the ladies on Eastern Point were fascinated by Piatt and one especially keen observer thought that Miss Beaux was “sweet on him”.

When the fog lifted and the sun came out, the whole atmosphere at Red Roof changed. Gloucester harbor sparkled bright and blue. Isabella’s spirits lifted, macabre impressions vanished, and Isabella went out on a stone seat to be photographed with Piatt – or “A,” as she liked to call him, referring to herself as “Y,” amused to find herself at the opposite end of the alphabet.

Isabella wore a linen suit with leg o’mutton sleeves, long coat and wide gored skirt. She had on a toque with a black dotted veil over her face. Beside her, A. Piatt sat – head turned toward her, his handsome profile toward the camera.

A. Piatt Andrew had been chosen by President Eliot to work in Senator Aldrich’s monetary commission and he planned to go to Europe during the summer of 1908 to make preliminary studies. Mrs. Gardner told him to be sure to get in touch with Matthew Stewart Prichard – late of the Boston Art Museum. This Andrew did, Prichard showing him beautiful Greek and Roman coins which gave him ideas for new designs for American currency.

Source: Louise Hall Tharp, Mrs. Jack: A Biography of Isabella Stewart Gardner, Little, Brown and Company, 1965, pp. 276-278.

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Funny Business Psychology

Cornell. True Tale of the Dr. Vosberg Hoax, 3 Dec 1921

Advisory: the following post contains merely trace elements of history of economics content. 

That said, the curator of Economics in the Rear-view Mirror has returned from a month of visiting friends and family and is eager to bring you more of the kind of original content you have come to expect. This post is one to amuse and to provoke reflection. Who dare say that a similar hoax as recounted here could not occur in economics?

 Just over one hundred years ago, the wife of the newly inaugurated fourth president of Cornell University, Margaret Kate Farrand (pronounced “Fair-And”) née Carleton, along with a first year graduate student in architecture, Charles Morse Stotz, the psychology professor Harry Potter Weld, and other co-conspirators, was able to pull off an academic hoax, news of which apparently even reached the ears of Professor Sigmund Freud of Vienna for comment. Read below to vicariously experience the faux lecture “The Freudian Theory with Later Developments” held by Professor Herman Vosberg, as performed by Charles M. Stotz.

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 A Gratuitous History of Economics Preface

Serendipity struck as I was tracking down the sequence of distinguished careers of economist Dexter Merriam Keezer, a Brookings Graduate School Ph.D. (1925). Keezer’s autobiography turns out to be available as a $2.99 Kindle download from Amazon: Along an Entertaining Way: The Autobiography of Dexter M. Keezer, 1895-1991 by Dexter Keezer (Author), Ted Ladd (Editor).

The following passage from Keezer’s autobiography caught my attention:

As I shifted gears from newspaper reporting to a concentrated study of economics, my interest in reporting did not evaporate. And I wasn’t long at Cornell before I had an entertaining opportunity to indulge this interest. Mrs. Livingston Farrand, the wife of the Cornell president, conspired in perpetrating a hoax (if this is what you do with hoaxes) on members of the Women’s Faculty Club and their guests. It consisted of a lecture on “Analyzing Dreams” by a Dr. Vosberg of Vienna, “a distinguished disciple of Sigmund Freud,” who was in real life a student in the Cornell College of Architecture. Made up to look every inch an Austrian professor, unloosing floods of English words highly tinctured with a convincing Viennese accent, rushing to a blackboard to produce the most striking diagrams and equations, the student imposter gave a lecture that was a smash hit. With its startling and sometimes shocking revelations about the significance of dreams, it was the talk of the campus. It was not until the following week that Vosberg, pretending to be en route back to Vienna, sent a farewell message that was redolent of fakery. It had been a marvelous hoax, fooling a company including what their possessors would have regarded as among the best minds in the community.

I expected the Cornell student newspaper, the Cornell Sun, would have a field day with the story but it printed nothing. And neither did any other local paper. So I wrote a story of Vosberg’s (and Mrs. Farrand’s) triumph and sent it to the New York World, where it ran as a column on the first page and on into the inner pages of the paper. The story was also picked up by some newspapers overseas. No one ever asked me if I wrote it and I never had occasion to tell anybody. I simply enjoyed the experience.

Source: Keezer, Dexter. Along an Entertaining Way: The Autobiography of Dexter M. Keezer, 1895-1991 (pp. 95-96). Kindle Edition.

I confess Dexter Keezer had me at the word “hoax”. Immediately I thought of the so-called Sokol affair in the mid-1990s that resulted from a mathematical physicist’s prank article that he had submitted and which was dutifully reviewed, accepted, and published by Social Text in its Spring/Summer issue of 1996. I wondered, might the Dr. Vosberg hoax at Cornell on December 3, 1921 have been a Sokol precursor in the balloon popping of scientific pretension?

Executive summary:

From the two accounts written by Charles Stotz, transcribed and included below, one contemporaneous and the other just over forty years after the fact, we can glean that as far as intentionality of the conspiring agents is concerned, nothing more than collegiate mischief was involved. These folks regarded themselves as merely playing a confidence man’s game for the fun of it. They could have rightfully posted a note on the door leading from the scene of the crime stating that no dogmas were hurt in the making of their hoax. In comparison Alan Sokol’s essay was a masterpiece of satirical assassination. However, as far as reception of the hoax is concerned, one can discern a distinct resemblance between the hoaxes when one sees how the reports and interpretation of the facts of the Dr. Vosberg hoax were to made to fit clearly held preconceptions.

Before we glance behind the scene at Cornell’s Women’s Cosmopolitan Club in December 1921, let us examine the text with accompanying lantern-slides of Dr. Vosberg’s lecture as published by Charles Stotz in 1964.

Incidentally Stotz’s senior year portrait along with the sole photograph taken of him dressed and made-up to play Dr. Vosberg are displayed at the beginning this post.

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The Hoax Lecture

THE FREUDIAN THEORY
With later developments

by Dr. Herman Vosberg

“Dreams”, as Dr. Freud tells us, “are that bodily process above which the world-soul and immortality are raised as high as the blue ether above the lowest sandy plain.”

The world has only two-thirds of our life. During the other third our interest is suspended in the outside and we live another existence—the psychic life.

Why then, dear friends, do we ignore, or at most ridicule, that chief activity which occupies one-third of our mortal existence; namely, dreams—

This afternoon I shall attempt to justify the viewpoint of a new school of psychoanalysts— giving the dream its proper significance and value.

A study of history will do much to give us faith in this study. Is there anyone who does not know of Pharaoh’s dream, Joseph’s interpretation and the consequences? Has anyone forgotten the dream of Pilot’s wife and its disastrous results? Are we not told that Alexander the Great never undertook any great campaigns without his most trusted dream interpreters; it would have been as impossible as a campaign today without aviation scouts.

In contrast, interest in dreams in modern times has deteriorated into superstition and asserts itself only among the ignorant. As Dr. Freud himself says, “The study of dreams is regarded with suspicion as a fantastic mystery study and is left to laymen, poets, natural philosophers, mystics, and nature-cure fakirs.” He said to me in warning when I confided my intention to pursue this work, “I will tell you now that by so doing you will ruin your chances of success at any university and when you go into the world you will be regarded as a fanatic and fakir.”

So is it any wonder that when this man appeared, strong enough to speak his convictions, in a society which does not understand his aims, which regards him with suspicion and hostility, and which turns loose upon him all the malicious spirits which lurk within it, I say, is it any wonder he should be little appreciated? I refer to my revered master, Dr. Sigmund Freud, a persecuted pioneer.

FIRST SLIDE: a portrait of Dr. Freud
[not necessarily the portrait projected]

I cannot, in the short time given me this afternoon, digress with a eulogy on Dr. Freud, but will give a single instance to indicate his scientific fortitude. When a young student and very poor, he lived in Vienna with his brother in the garret of a tenement. His brother took sick and became steadily worse. One day Freud was nearing the end of a long experiment, the result of years of conscientious effort and his brother in the next room was dying of fever. Late into the night he kept calling “Water, water.” But Freud could not hear him so vitally interested was he in the solution of an experiment which would revolutionize science. Finally he achieved success, concluded his experiment, and, going into the next room, closed the eyes of his dead brother. Such sincerity of purpose could not fail to produce marvelous results.

I shall now proceed to give you the chief elements involved in dream interpretation, avoiding all technical terms and omitting many phases of psycho-analysis itself, in which I am sure you would not be interested this afternoon. To make these lectures possible in this country, this step has been necessary. I will now bother you with a definition which will make the following matter plainer.

Psychiatry is the treatment of mental disorders. Psycho-analysis gives to psychiatry the omitted psychological foundation.

I would say here that it is not possible to give public dream interpretations, as you may have expected; because, first, you would be constrained from speaking your true mind because of the audience; secondly, you would, very probably, either be embarrassed or insulted by my analysis. Hence, no one has ever heard a true public dream analysis. Absolute privacy and confidence between the psycho-analyst and the patient are necessary —so do not expect me this afternoon to interpret your particular dreams.

I shall, rather, give you the key to the analysis of your own dreams which you may easily use yourself, provided you do not ignore the following idea. I quote this from Dr. Freud in his well known book on psychoanalysis. This is the keystone of our science.

“The dreamer does know what he dreams, but does not know that he knows, and therefore believes he does not know.”

You will not, at first, admit dreams even to yourself. As Freud says, “It is a pre-disposition to consider an unpleasant idea untrue.” We must realize some truth in Plato’s statement, “The virtuous person contents himself with dreaming what the wicked person does.” So the first step is to admit the truth to yourself. If you obey that impulse without any hesitation you have made the first step.

I shall now, before taking up Wish-Fulfillment, show you a few of the happy results obtained in the laboratory from the application of Calculus to the Dream. This will materially simplify the dream mechanism itself and enable you to grasp the essence of the dream content.

In our dreams appear various symbols which scientists have accepted as having a relation to earthly life. I shall not bother you with a description of them and mention this only to say that these graphs were developed from the comparison of these symbols with everyday objects.

Professor Schraum of Budapest says, “the content of the dream is analogous to tones which the ten fingers of a musically illiterate person would bring forth if they ran over the keys of the instrument.” It is our purpose here to collect these scattered elements and arrange them in their proper harmony.

Patients usually say when awakened, Freud tells us, “I could draw it but cannot say it.” So we see dream experiences are preeminently pictures.

So we searched for a long time to find a medium which would make all this evident without the burdensome mass of technical explanation. Calculus finally filled this need and I shall now show you the principal dream types described by graphs.

This graph is plotted with relation to two axes—the horizontal one, the axis of time, and the vertical one, the axis of intensity or degree of unconsciousness. In this first example, the troubled dream, we have three areas: the spiritual area, the nebulous or blurred area, and the area of actuality. The troubled dream includes all types of dreams disturbed by unpleasant happenings, the sensation of being confronted by terrible images, murders, and includes what is commonly called the “night-mare.”

SECOND SLIDE

It is a very common dream and indicates the improper motives in daily life. As you see, the graph proceeds through the common point of the two axes, or the point of dropping asleep, and passes into the nebulous, the foggy area between the sleeping and the waking life. It wavers, unable to pass into the area of rest, returns several times to wakefulness and then passes for a short time into the spiritual life, is disturbed again by disagreeable experiences and then, due to some suddenly introduced cause, plunges through the nebulous area—and the terrified dreamer awakes.

This is the normal dream of one who is beyond psycho-analytical treatment. Being happy and contented, all the factors are nicely adjusted and a beautiful smooth curve results, parabolic in contour. The greatest intensity of the unconscious is attained at a point approximately three-fourths of the way through the dream after which a more sudden but gradual decrease is detected.

THIRD SLIDE

The keen observer will notice that this curve has a remarkably great number of applications. It well symbolizes life itself, if we regard the area below the horizontal axis as the prenatal state and that above, life itself. The person is born, or crosses the life line at the zero point, progresses with uniformly increasing intensity of consciousness to the critical point of maturity and then, through the failing of the senses, more quickly, but still uniformly, declines to the second point of crossing, or death. In musical composition we find this curve symbolic of the best symphonies. The degree of interest in the music increases to crescendo at this point and then dies away.

This graph represents the inspired dream. It is the symbol of the vision seen by the Hindu. The degree of consciousness passes into the spiritual area, wavers a moment and then passes off into infinity, finally becoming tangent to the axis at infinity and then returning to the area of actuality, carrying with it the inspiration of communion with the great heart of the spiritual or mystic world itself.

FOURTH SLIDE

This was the mechanical action of the prophetic dreams of history to which I referred before.

This slide represents the graph of the sleeping sickness. If anything has encouraged me in the development of the analogy between dreams and the calculus it is the experimentation upon the cure of this terrible disorder. As you plainly see, the sleeper has a tendency to return to the horizontal axis and return to waking life, but the curve extends far out on the time axis before this is accomplished.

FIFTH SLIDE

So we have effected a cure in the following manner. The patient is induced to sleep under favorable conditions and by the operation of outside agencies he is caused to dream. This, of course, introduces a break in the sleep curve and he passes across the axis into wakefulness. I shall quote a little from Freud to show how these dreams are induced. These experiments were conducted in Budapest in conjunction with Professor Friml. I quote from his Psycho-analysis: “The dreamer was induced to sleep. We placed a bottle of perfume under his nose. He soon awoke and told us he had been walking through the poppy fields at Cairo and the strong pungent odor had suffocated him. Another patient was pinched by the nape of the neck. He later awoke telling us he had dreamt someone was applying a mustard plaster to him and the pain had almost overcome him. A third time we placed a few drops of water on the brow of the patient. He soon awoke telling us he had dreamt of rowing a boat in a stormy sea, until perspiring, he had succumbed to exhaustion.”

So much for calculus and its invaluable addition to psycho-analysis.

Let us proceed to our third and last consideration— that of wish-fulfillment. Let me give you the essence of the Freudian theory. Let us assume that for some reason or other a terrible idea occurs to us; for instance, the first sin of man, the desire to kill our brother. What do we immediately do? Our conscience tells us it is a wrong idea and we suppress the fiendish desire. Soon, we entirely forget it and if anyone should suggest it to us, we laugh at them. We say, “Why such a terrible thing would never occur to me!” But here is the point—we have not forgotten it after all. It secretes itself in our inner subconsciousness and then some night in our dream when our conscience, or as Freud has it, “the censor” does not operate, we dream of killing our brother and awake horrified and proceed immediately to throw the idea from our mind. This is where I give you the key to the whole matter. Do not reject these dreams that seem absurd or terribly impossible to you. Take them and ponder over them and you will find that the most ridiculous dream has often the greatest significance. Why do you laugh when you tell someone of how you dreamt you were falling from some great height? Reflect. Do you never remember of having stood on some building or precipice and looking down, saying to yourself, “What if I should jump? With one movement of my foot I could end this whole world that seems too serious to me. What a sensation it would be!” Then your saner mind said to you, “Fool—step back. Do you wish to be a suicide?”

And again in dreams we struggle to attain our ideals or ambitions. We have often watched birds soaring and wished to experience what we imagine to be a blissful sensation. But our sordid everyday selves say, “You were made to keep both feet on the ground. Don’t waste time imagining an impossibility.” Then what do we do? We go home and dream of flapping our arms and soaring off into space with absolute ease. The early aeronauts took this thing seriously and were derided, but yet today, right over our very heads we see man flying in machines of his own creation.

So look in your dreams for that serious idea which may decide your life. Take it, ponder on it, admit everything to yourself, withhold nothing, do not allow it to become buried within you, only to recur time after time, the object of ridicule. Then through our dreams we come to know ourselves as we really are.

Let me close after first giving you a glance at this picture which is the symbol of our science. It is the frontispiece of Dr. Freud’s inimitable work on psycho-analysis.

SIXTH SLIDE, The prisoner’s dream
[by Moritz von Schwind, 1836]

Here is the prisoner, symbolic of ourselves shut up in our puny earthly frame, dreaming of escape which he knows, when he is awake, is impossible. These little figures represent the help of psycho-analysis pointing out the way of escape, pushing aside the bars of prejudice and intolerance, and pointing the way to the great eternal comprehension of the universe where our spirits may dwell untrampled by life’s vicissitudes.

Tomorrow morning when you come down to the breakfast table with what you think is a foolish dream on your lips, before you tell it, before you laugh—stop—think!

Source: Cornell Alumni News, Vol. 67, No. 5 (December 1964), p. 10-11.

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Fake News
Dec 5, 1921

RISLEY STIRRED BY H. VOSBERG’S FREUDIAN IDEAS

Famous Psycho-analist [sic] Reveals Key to Interpretation of Cornell Dreams.
THE CALCULUS GIVES CUE
Exhaustive Scrutiny of Subconsciousness Necessary to Realize a Fuller Life.
WILL ANSWER QUESTIONS
Revered Scientist Deeply Interested in Students — To Reply to Queries by Mail.

“Tomorrow morning when you come down to the breakfast table with what you think Is a foolish dream on your lips, before you tell It, before you laugh — stop! think!” Such were the concluding words of Dr. Herman Vosberg’s address at the Women’s Cosmopolitan Club bazaar Saturday afternoon and evening. At the beginning of his speech, Dr. Vosberg was introduced with an appreciation by a prominent member of the faculty, subdued the restlessness of the audience, resulting from his striking and highly individual presence, by the following remark: “The world has only two-thirds of our life; dreams have the other third. Why then, dear friends, do we ignore or at most ridicule that chief activity which occupies so much of our mortal existence?”

Proceeding with a short resume of the great dreams of history, from Joseph to Alexander the Great and Pilate, he proved the importance of dream Interpreters in all ages. It was not possible for him to analyze the subconsciousness of his audience, as he believed that such would be embarrassing. He stated, however that it was easy for the individual to interpret his own dreams by recognizing this fundamental truth in the Freudian Science: “The dreamer does know what he dreams, but he does not know that he knows, and therefore believes that he does not know.”

Scientists Have Fortitude.

Illustrating the scientific fortitude of psycho-analysts, the speaker gave an anecdote from the life of a great Austrian scientist. While this scholar was nearing the end of a long experiment which was to revolutionize Thought, his brother in the next room was dying of a fever. Late into the night he kept calling, “Water, water!” But the Doctor, occupied with the solution of his problem, could not hear him. In the early morning he successfully concluded his experiment and going into the other room, closed the eyes of his dead brother. Such sincerity of purpose, said Dr. Vosberg, could not fail to produce marvelous results. Going deeper into his subject, the scholar said that The Calculus was found after much research to be the best medium by which to clarify the dream mechanism and avoid the burdensome mass of technical explanation. He proceeded to show the three principal dream types by lantern slide diagrams. They were the troubled dream, the normal dream, and the inspired dream. This point in the lecture aroused not a little adverse criticism on the part of those who thought his statements somewhat radical, but no one doubted the sincerity of the man.

Calculus Cures Sleeping Sickness.

Dr. Vosberg justified the introduction of Calculus into his science by describing its use in the cure of sleeping sickness. In this case the graph of sleep is shown to pass across the time axis into the area of the spiritual, reaches a high point on the axis of intensity, and gradually approaches again the horizontal or time axis. As this is not always accomplished, the sleeper is in danger of death before awaking; so dreams are injected into his sleep which cause a break in the graph with the result that it passes over the time axis, awaking the patient. “This treatment,” he said, “is obviously quite simple.” He gave as a tried method of inducing dreams, the following: A few drops of water were placed on the brow of the sleeper; he soon awoke, telling that he had dreamed of rowing a boat in a stormy sea, until, perspiring, he had succumbed to exhaustion. Summing up his discourse. Dr. Vosberg advised his hearers to look into a dream for that serious idea which might decide the destiny of their lives. “Take it, ponder on it, admit everything to yourself, withhold nothing, do not allow it to become buried within you, only to recur time after time, the object of ridicule. Then through our dreams we come to know ourselves as we really are.”
Dr. Vosberg was entertained at a meeting of the Manuscript Club immediately after his evening lecture, and left for New York on a night train. In the Metropolis, he will spend ten days, and according to his letter printed elsewhere in this issue, will answer any questions on his subject before sailing for Vienna.

CORRESPONDENCE

Lehigh Station.
11 P.M., Dec. 3, 1921.

Editor CORNELL DAILY SUN—
Through you I wish to thank my good friends at Cornell. I have seldom enjoyed talking to such an appreciative audience, and as I now board the steam cars for New York and then the boat for dear old Vienna I realize what your hearty support has meant to me. If I have only done a little to simplify Cornell dreams I am deeply repaid.

Yours in haste,
HERMAN VOSBERG.

P.S.— I will be in New York about ten days before sailing and will gladly answer any questions submitted to me through your paper.

Source: The Cornell Daily Sun, Vol. XLII, No. 64, Dec. 5, 1921.

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Hoax Revealed
Dec 6, 1921

Dr. Vosberg Was Not Himself
During Talk

To the amazement of this intellectual community, and those students of psycho-analysis who constituted the rapt audience in Risley Hall on Saturday, it has been disclosed by a local daily that Dr. Herman Vosberg, alleged disciple of Freud, in reality was not Dr. Vosberg at all. In fact, a perusal of the Austrian “Who’s Who” does not discover the name of any such celebrity. According to our source of information the lecturer was C. M. Stotz ’21, a student of Architecture, but not of Freud. If this is true there has been exploded the greatest hoax foisted upon a trusting community of intellectuals since the visit to this city of Col. G. H. Hardly ’68 in the spring of 1919.

Source: The Cornell Daily Sun, Vol. XLII, No. 65, Dec. 6, 1921.

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An early report of the hoax

A NEW THEORY OF DREAMS

Doctor Hermann Vosberg, who discussed “Dreams and the Calculus, or the Freudian Theories with Later Developments by Vosberg,” at the bazaar of the Women’s Cosmopolitan Club last Saturday, perpetrated one of the most stupendous hoaxes that Cornell has seen. It far exceeded the exploits of the great Colonel Hardly, whose name was used in describing the “Hardly Fair.”

Doctor Vosberg, ostensibly hailing from the University of Budapest, and with an accent that partook of all the languages of continental Europe, was none other than Charles Stotz ’21, with a make-up that defied detection, although at dinner in Risley Hall he was fearful lest his putty nose would slip off into the soup. He mystified many of the highbrows with his quotations from Freud, and some of them confessed that they were thrilled although they admitted that some of it was over their heads.

Professor Weld of the Psychology Department introduced Dr. Vosberg, and it is rumored that Mrs. Farrand had something to do with getting the doctor to come to Cornell.

Source: Cornell Alumni News, Vol. XXIV, No. 11, December 8, 1921, p. 122.

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Stotz’s own Account,
January 1922

Confessions of a Psycho-analyst.
The Noted Vosberg Explains the Secret of His Rise to Fame
By Charles Stotz

The Era asked me to write something about this man Vosberg. I had almost succeeded in getting him out of my mind and so was not particularly delighted at the prospect. But since the papers have so miserably painted the whole thing out of its true proportions and people in general on the campus seem little better informed, I shall lay out the main facts of the case, from the viewpoint of my old friend, the Doctor, himself.

The Management of the Women’s Cosmopolitan Club asked me to give a stunt at their annual bazaar. They suggested a bogus lecture and recommended something Freudian. The idea seemed to have possibilities so I began reading a little psycho-analysis. Before long I had plenty and then wrote a lecture which brought me back to myself again. We started a little publicity in the Sun. I read, with many vague premonitions, that Hermann Vosberg had done more than any other to “clarify the dream mechanism,” that he had written a book— “Dream and the Calculus,” and that he would speak twice in Risley next Saturday. I hardly recognized myself.

I told everyone I was leaving town over the week-end and retreated to my room Friday night to polish up the lecture and practice modeling a putty nose. I was quite skeptical about getting away with any delusions in the way of make-up. Early in the morning the haircut occurred. The barber had no sense of humor, but with a little reassurance he finally produced a masterpiece. We followed a photo of Anders Zorn, the etcher, but missed it a little. Anyway, it was a good “Heinie” haircut, and doggone scientific. The rest of the morning was spent on the nose, gestures, pacing the floor with all manner of limps and eccentricities till we found a good one, and general first-aid on the accent which had a tendency to wander from the German into French, Wop, negro, and all the dialects I have heard in Vaudeville. Promptly at 1:30, Merrill started on the beard and mustache. No one knows the high and low spots we touched until that last hair was glued on. I felt like an animated plate of spinach. We used only the best sources in this make-up, working from reproductions of the great paintings of the best beards of history. We owed most to Albrecht Dürer’s “Head of Himself.” At quarter to five, I hopped into an automobile and started for Risley. I didn’t smile again that day. We picked up Professor Weld on the way and sneaked thru the side door into the room behind the stage of the Recreation Hall. Beyond the curtains was the hum of people and music. The enormity of my proposition swept over me. Why spoil all the fun? They were having a good time. How inappropriate psycho-analysis seemed just then. But the papers had advertised and— My thoughts were interrupted by my nose. The sudden change from cold to warm air had started irritation. I dared not touch it with my handkerchief. Just then the curtains rustled open and all was quiet. What if I should sneeze and blow it off. Professor Weld nudged me and we walked out, he to the center of the stage and I to my chair, with head on one side, right arm limp, and a slight strut like a rooster. It felt quite unnatural. Professor Weld launched into a technical introduction which was far over my head, even if I had been in a condition to listen. I think parts of it were over his own head, too. The audience seemed satisfied, though. I hoped it would be good and long because I had many, many premonitions of just what reactions and reflexes would occur when I started to speak. After talking nearly two years, Professor Weld finally said— “He will speak for himself.” He looked at me, they applauded, and I rose, magnified nine diameters, bowed to him awkwardly and then to the audience, holding one hand over the toweling with which I had made my stomach.

I walked to the reading desk, rustling out the papers and acting as mystical as I knew how. A little pause, with blinking of the eyes to stop the twittering, and I was off, with all doubts thrown to the winds; I was Hermann Vosberg and the greatest scientific prophet of modern times. I was proud of my nose and my beard and even of my haircut. It was a condescension to speak to hoi-poloi and their twittering irritated me….

[long direct quotations from the lecture omitted here]

…Then a gruesome story, just to sober things up well, about the poor scientist and his brother in the garret. His brother was dying of fever but the patient was so occupied in concluding safely an experiment which was the result of years of experiment and study, that he ignored his brother’s cries. Here was the critical point in the lecture for me as I had never gotten past this story before without laughing when I said— “Late into the night he kept calling— ‘water—water’.” To add to the trial I just then caught the eye of the man in the front row whose shirt and collar I was wearing. My voice caught, I hesitated and went on. It only added a pathetic note, as though my voice had nearly failed me upon the relation of so sad an occurrence. “Such sincerity of purpose could not fail to produce marvelous results.”

The impossibility of giving public dream interpretation was then explained. The patient would not speak his true mind before the crowd and would probably be either insulted or embarrassed by the interpretation. The audience twittered a little here but we got right down to brass tacks again with this abstruse idea— “the key-note of our science.” “The dreamer does know what he dreams, but does not know that he knows, and therefore believes he does not know.” Another twitter. It is a curious thing that this remark in the speech was quoted in papers all over the country and in the London Times as the best nonsense of all, and yet it is a direct quotation from a book on psycho-analysis.

Then I gradually worked up to Calculus with reference to the dream which was the rawest of all. I hardly hoped to survive it. As the Sun article had stated— “His greatest contribution to psycho-analysis is his book, ‘Calculus and the Dream,’ which will be soon put on sale, after translation from the German.” I dared not think what they expected. I shall describe two of the most flagrant of the dream graphs of which lantern slides were thrown on the screen—the Troubled Dream and the Graph of the Sleeping Sickness….

[long direct quotations from the lecture omitted here]

…A little twittering occurred here. There were some skeptical people among the audience and I was keenly aware of the same. I stopped and blinked my eyes, even taking off the spectacles and tapping on the desk until these disrespectful, thoughtful few had finished. Then we went on, telling about wish-fulfillment, giving the true essence of the theory, which involved many delightfully indelicate things, such as killing one’s brother, etc….

[long direct quotations from the lecture omitted here]

..I was gaining attention. Then followed a few flowery tributes to this grand science, ending in this climax— “These little figures represent the help of psycho-analysis, pointing out the way of escape, pushing aside the bars of prejudice and intolerance, and pointing the way to that great, eternal comprehension of the universe where our spirits may dwell untramelled by life’s troubles and vicissitudes.”

 Then, leaning over the desk with my most insidious expression, and menacing them with my spectacles, I spoke the last line with all the mystic power at my command— “Tomorrow morning, when you come down to the breakfast table with what you think is a foolish dream on your lips, before you tell it, before you laugh, stop—think.”

There was a distinct pause. Then clapping, the curtain, and the atmosphere in my immediate neighborhood lowered some eighty degrees. There were some in the audience who caught on at the first, either recognizing my voice or disguise or using their general common sense—there was a second class who swallowed the thing whole, and there was a third and largest class of those who didn’t know what to think and didn’t care.

A few went to the committee and apologized for those who had no better manners than to twitter thru a scientific lecture. One lady said— “I was opposed to having a lecture here by an Austrian so soon after the war but after I heard it I be came reconciled.” One man heard the lecture, thought it was poor logic but was so interested that word reached me he was coming in the evening to meet me and to hear the lecture again. So my fun had only begun. I stayed back-stage until the crowd had gone and then we all went to supper in the Main Dining Hall. This was my first appearance at close range and my putty nose wasn’t standing up very well under the strain. The walk down the aisle to the head table, past the crowd, who stood till we were seated, seemed several miles long. I strutted like a rooster—head cocked to one side, one arm dangling loose, and feeling like an ass. Finally we were seated— Mrs. Farrand, Miss Nye, Professor Weld and Mrs. Weld, and a few guests invited to meet me. The first thing, I found myself confronted by a bowl of soup. I could not manipulate the spoon with out drinking some of my mustache. I wonder how Albrecht Dürer did it. And, strange as it may seem, I was forever getting crumbs in my beard. And, together with this, we were carrying on a highly colored conversation for the sake of our impressed guests. The subjects for talk ranged everywhere from the psycho-analysis of a toothpick to the deplorable American habit of chewing gum and the hopeless jazz. We carried thru pretty well although a giggle would break thru now and then. We held in, however, until the crowd had dispersed and then treated ourselves to a spell of hysterics. After dinner I held a little informal reception in Miss Nye’s room—scraping bows and jabbering nonsense. The gentleman appeared who so wished to meet me and I had a lively five minutes. He couldn’t see Calculus and Dreams. I dragged out every possible argument, about the staff of Calculus experts in the insurance offices, the broad general interpretation of Calculus, etc., but there wasn’t much of a definite nature to say, I soon found. When I was pressed for an answer I waited a long time, seeming to think but really stalling for time and trying to give him the impression that his puny little views irritated me. Well, finally he asked me if I had ever read the works of Stephen Leacock. [Curator’s Note: Canadian humorist who was a Veblen student, awarded a Ph.D. in political economy by the University of Chicago in 1903] Evidently he was sounding bottom. I said— “I think little of that man. He is one of those kind of men that mix sense with nonsense so that you can’t tell when they’re talking sense. That, in my opinion, is the greatest fault a human being can possess.” This helped tremendously, and, as luck would, have it, someone else shortly came in to meet me. This individual started in German—one little difficulty I had feared would occur. “But wouldn’t it be more considerate to speak the language we all understand? Then there will be no embarrassment.” This was alright until she began talking about Vienna, our common birth place. I winked to a friend, who extricated me. One person confided to another— “That’s what Charlie Stotz is going to look like when he grows up.” This sort of thing kept up until it was time for the evening lecture.

We went thru the crowd to the stage. Professor Weld laid it on a lot thicker for things had leaked out a little since afternoon. But the ones who knew were considerate and formed some of our most interested spectators. He succeeded in calming down the others pretty well. I staggered thru the thing again, having to stop frequently to gain absolute silence, without which I refused to speak. After the lecture, Professor Weld announced that there would be an informal reception for me immediately following. I came off the stage with many fears aroused. The last glance in a mirror revealed a terribly red and disfigured nose. The bridge of the spectacles had worn a little groove which looked strange to say the least. However, I was feeling rather prime, with the last lecture off my chest and took a chance. A couple of ladies earnestly requested me to write down, for them, the names of a couple of good books on Psycho-analysis, which I did, not disparaging my own. Then I saw a playful group of young Collech fellas coming my way. I knew that here’s where somebody was going to grab me by the beard and say— “Take off your whiskers, Foxy Grandpa, we know you.” I extricated myself with some difficulty, only to have someone introduce me to three Austrians whose names I couldn’t even repeat. I excused myself and soon made an informal farewell by the back door.

That is the story of Herman Vosberg. I make no moral of it all, draw no inferences, and leave it to you and the Associated Press. All I say is— it was the rarest and richest adventure in my young life.

SourceThe Cornell Era, vol. 54, January 27, 1922

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Stotz’s Expanded Account,
December 1964

The Vosberg Hoax
by Charles M. Stotz ’21

A hoax is defined as “a deception for mockery or mischief.” This hoax was designed solely for mischief. However successful as a hoax, it did accomplish the purpose of the prime conspirator, the late Mrs. Livingston Farrand, “to enliven the campus.” Some may think this an extraordinary project for the wife of Cornell’s fourth president, less than three weeks after his inauguration. But she was an extraordinary woman, whom Morris Bishop describes in his book, A History of Cornell as “a great and vivid person who imposed upon the community her robust vigor, humor and charm.” Her role in the episode is here recorded for the first time as, at her request, I did not involve her in the account that appeared in the Cornell Era of January, 1922.

As the hoax appeared to the campus, the facts are these. On Saturday, December 3, 1921, the Cornell Women’s Cosmopolitan Club held an International Carnival in Risley Hall. The Cornell Daily Sun announced that the chief feature would be a lecture by a young Viennese psycho-analyst and pupil of Freud, named Dr. Herman Vosberg, who would speak on The Freudian Theory as modified by his book Dreams and the Calculus. This article quoted Professor Harry Weld of the Cornell department of psychology, of course of the inner circle, as saying, “Vosberg has with this work clarified the hitherto complicated dream mechanism.” Some objections were raised to bringing a German savant to the campus only three years after the war, but many were titillated at the prospect of hearing first-hand the new and daring revelations of psychoanalysis dealing with sex and dreams.

The good doctor appeared as advertised, bewiskered, speaking with halting accent, and walking with a limp acquired in the late war. There was an afternoon lecture followed by a dinner in Risley for a few carefully chosen guests at which Mrs. Farrand and Miss Gertrude Nye, dean of Risley Hall, presided as hostesses. Receptions for Dr. Vosberg were held in Miss Nye’s parlor before and after a second evening lecture.

Reactions in the audience varied from the suspicious to the credulous, from the indifferent to the enthusiastic, but apparently Vosberg was generally accepted by students and faculty alike as a bona fide, if eccentric, apostle of his formidable master in Vienna, Dr. Sigmund Freud. Some inevitably recognized behind the painstakingly careful disguise the voice and lean form of a campus graduate student and would-be entertainer. The campus buzzed over the weekend.

Mrs. Andrew D. White let it be known that the University had compromised itself in permitting a vulgar German to speak on its campus. A gracious review appeared Monday in the Cornell Daily Sun with a word of gratitude from Vosberg for the consideration shown him as he “boarded the steam cars for New York.” This review, as well as the announcements preceding the lecture, had been carefully arranged with the editor of the Sun who had been pledged to secrecy until the Tuesday morning edition. He was understandably disgruntled to have the Ithaca Journal-News scoop him with the denouement of the hoax in their Monday evening edition. An Associated Press correspondent, (Judge Elbert Tuttle ’18, then a law student) broadcast an account of the hoax, with photographs of Vosberg which received front page banners and editorials in most of the newspapers in the United States and Europe.

Mrs. Farrand sweeps in

As viewed from the inside, it must be admitted that there was no hope or intention on the part of the conspirators of making this an international affair. For my part, there had been no thought of giving a hoax at all. The sequence of events that led to this bizarre experience are as follows.

After graduation in 1921, I returned as a Fellow in Architecture of the Cornell Graduate School. At the request of the faculty of the College of Architecture, I had written and directed a play for the Semi-centennial of the College. This play, “The Purloined Thumbtack,” was duly presented at the celebration in October. At a repeat performance for a campus audience in November, the Farrand family were guests of honor. After the performance, Mrs. Farrand swept into our improvised dressing room to offer her compliments and ask me to tea the following day. Then, with sparkling eye, she said she had just had “a simply wonderful idea” to discuss.

The hoax shapes up

I was staggered to learn the next day that Mrs. Farrand’s “idea” was to hoax the university. Mr. Farrand, sitting nearby with his suave smile, made no comment that I can remember, but I wondered how he felt as president in hoaxing a campus on which he had just set foot. Apparently he had no more resistance than I to this formidable personality, who launched merrily into plans and details. The Women’s Cosmopolitan Club’s International Carnival, just three weeks away, offered an appropriate setting for a foreign lecturer. After deciding that the hoax was to deal with psycho-analysis, then a subject of popular interest, the services of Professor Harry Weld of the department of psychology were enlisted. He readily agreed to make the formal introduction to the lectures and provided me with several books on psycho-analysis as well as a briefing on the subject. I then concoted a fairly plausible treatise, with legitimate quotations, and an equal amount of original material on the Calculus as applied to dreams. The name, Herman Vosberg, was chosen out of thin air.

In the meantime, we organized the coterie of faithfuls needed in the execution of the hoax. This must include Lucy Owenstein, the president of the Cosmopolitan Club, Ruth Seymour (Mrs. Stayman Reed, Grad) who ran the slides and a few other officers and, of course, Miss Gertrude Nye, dean of Prudence Risley Hall, where the lectures were given. The editor of the Cornell Daily Sun agreed to let me write the preliminary notices and the review on Monday morning to insure a consistent story.

As to my personal disguise. Following a photograph of Anders Zorn [cf. Zorn’s 1911 painting of the economist, A. Piatt Andrew at the Isabella Stewart Gardner Museum in Boston], I grew my hair longer than usual on the back and sides and had an unamused barber trim it very short on top and front. When he said “You look like a ‘heine’”, I knew we had succeeded. The beard and mustache were applied by Merrill, make-up expert of the Dramatic Club, so well as to defy detection at close quarters. I applied face putty to the small depression in the ridge of my nose, a prominent feature that I thought might otherwise be recognized. Pince-nez glasses with a long black cord lent a professional [Curator’s note: sic, ‘professorial’ intended?] air.

The long half-hour

My wardrobe consisted of a full dark tie with a gates-ajar collar, striped trousers borrowed from Louis Fuertes and a frock coat loaned by my fellow graduate student, Lake Baldridge. I paid dearly for this clothing by having Louis and Lake sit in the very front row, broadly grinning and, to add one more hazard to a perilous experience, they had brought President Farrand with them.

My dialect was a compound of German and Jewish, acquired in entertaining over the years. Some time was spent in establishing a routine of gestures and a limp in my right leg.

At 5:30 on the afternoon of December 3rd, my classmate Tokisuke Yokogawa picked me up at Founder’s Hall with his automobile, one of the few on the campus, and, after stopping for Professor Weld, delivered us to the rear stage door of the Recreation Hall of Prudence Risley.

We could hear beyond the curtains the sound of what was then called a “tea dance” which was shortly interrupted to assemble the audience for the lecture. How inappropriate a lecture on psychoanalysis seemed just then! This was a long half hour for us both as we were not at all confident that we would not be promptly unmasked. The curtains finally rustled open. Weld walked briskly to the podium and spoke so calmly and convincingly of the speaker and his subject that I felt a degree of reassurance. After bowing awkwardly to him and the audience with one hand held over the toweling that made the stomach I lacked, I limped to the desk. As always the first few words dispelled the uneasiness that precedes the plunge and I lived another’s life for the next few hours, a sort of self-hypnosis. Vosberg was a man of tense earnestness who never smiled.

“The dreamer does know”

As pre-arranged, the room was darkened after the introduction with only the reflection from the papers on the reading desk and light from the screen to illuminate my features. This was not only a defense against recognition, but gave an atmosphere suitable to a discussion of dreams and the sub-conscious. The use of lantern slides further diverted the attention of the audience.

Any speaker is keenly aware of the reactions of his audience, but it was puzzling to find a relatively calm acceptance of the fictitious dream graphs and active tittering at the authentic quotations; especially, “The dreamer does know what he dreams, but does not know that he knows, and therefore believes he does not know.” This was quoted as prime nonsense in most of the newspaper accounts.

“Hi, Charlie”

It was difficult to assess the degree of acceptance of the lecture. A poll of the audience would probably have yielded few candid answers. Undoubtedly, many considered the speaker and his ideas suspect, but others, uninterested or uninformed on the subject, were merely content to be there among the intelligentsia. At any rate, except for a few ripples of laughter, there was respectful attention. The text of the lecture, reproduced in full elsewhere in this issue, will permit the reader to make up his own mind about the subject matter. After the curtains closed, Weld and I exchanged glances of relief, content that we had not been openly challenged.

We remained backstage until the room had cleared and then joined Mrs. Farrand, Mrs. Weld and Miss Nye for dinner with a few guests who had been invited to meet me. We proceeded down the center aisle to the head table of the dining hall with the girls standing at their places. One of these, Gert Lynahan, whispered as I passed, “Hi, Charlie.” It was apparent my disguise could not fool those who knew me well. As the head table was somewhat removed and included but a few persons not yet in on the hoax, Mrs. Farrand could not resist the desire to ply me with leading and provocative questions. She was having a very good time. But I was preoccupied with new and unanticipated problems, how to keep the soup out of my mustache and the crumbs out of my beard.

Mrs. Farrand to the rescue

Following dinner an informal reception was held in Miss Nye’s parlors. Mrs. Farrand introduced the guests with fitting ceremony and listened to the interviews with great relish. I soon realized that we had indeed risked everything with these face-to-face encounters. For instance, my first was a man who had heard the afternoon lecture and came back for the reception solely to challenge my application of Calculus to the dream. Having had a full year of Calculus, I was as well aware as he that my theories were too superficial to be defended. As we talked, I could see the light dawn in his face. When he asked, “Have you read Stephen Leacock?” I made some lame remarks about those who could not distinguish sense from nonsense. He withdrew like a gentleman so as not to disillusion the others waiting to talk to me. Mrs. Farrand who had been listening with great glee, agreed to forestall any more long interviews. As a matter of fact, she retrieved me adroitly from several ventures on thin ice such as the moment when she brought forward a young co-ed who spoke to me in German. I said that it would be impolite under the circumstances to speak in German. The girl then asked me in English just where I lived in our common birthplace, Vienna. At this juncture Mrs. Farrand mercifully came forward with a large group who had just arrived for the evening lecture and who were introduced separately without being given an opportunity to talk. They were asked to return for the later reception as I must leave to prepare for the evening lecture.

Professor Weld in his second introduction laid it on somewhat thicker, as we assumed there had been some “leaks” since the afternoon lecture. In fact, we now realized our temerity in repeating the lecture. However, if the evening audience included any disillusioned persons, they were considerate and things moved along with only a little more disturbance. I would stop occasionally and tap my spectacles on the podium to gain absolute silence.

— and again

After the lecture, when Dr. Weld announced that another reception would be held, I came off the stage with fears fully aroused. A glance in the mirror revealed a terribly red and disfigured nose in which the bridge of the spectacles had worn an unnatural groove. Hasty first-aid in the lavatory helped a little. My first encounter was with two elderly women who asked for names of some good reference books on psycho-analysis and the publisher and date of appearance of my own work on Dreams and the Calculus. They were so earnest I felt like a common forger. Then three Austrian students spoke to me in a flood of German. Mrs. Farrand adroitly put out this fire by interrupting them to take me away for a series of innocuous introductions and handshakings. At this point I saw an unmistakably mischievous group of young students making their way across the room. Whether or not they were bent on unmasking me, I signaled Mrs. Farrand, who, as pre-arranged in such an emergency, announced that I must leave immediately to pack for the late train to New York. I escaped by the rear door.

Dr. Vosberg had lived the four hours of his brief life in the tense atmosphere of the espionage agent, or at least confidence man. Making my way across the campus, it was fine to breathe the cold night air and to realize that Vosberg no longer existed and that I still had a whole skin. I tested my disguise on an old friend, a drug store proprietor from whom I frequently bought tobacco. He insisted on taking my picture with a great burst of old-fashioned flashlight powder. This is the picture that was used by the newspapers and put on sale in the campus store—and the only one taken.

Newspapers delighted

It was not too late to stop at Martin Sampson’s house for the weekly meeting of the Manuscript Club where I gave the only repeat performance of the hoax lecture. Two of the members of the Club reported the lecture many years later, E. B. White in the New Yorker, and Morris Bishop in his A History of Cornell. Later, Martin Sampson bet me a hundred dollars that no matter what I did, I would never again get an editorial in the Boston Transcript.

However complete its deception was on the campus, the hoax was an unqualified and sweeping success in the newspapers. Tuttle’s Associated Press story was reasonably correct in its details but the account acquired apocryphal form as it traveled and was invariably written as a laugh at the expense of the faculty. “Cornell University, at least an important intellectual portion, is recovering from one of the severest shocks in its existence. Venerable professors and aged residents are raising a cry, ‘What are we coming to’” (New York World). “Culture camp ‘goes cuckoo’ when it learns great psycho-analyst is mere student” (Boston Traveler). “When teacher gets fooled there is rejoicing in the classroom” (Brooklyn Eagle). “But may not a valuable educational lesson be learned from this outrageous performance? . . . Why not select the most imaginative and mendacious among the pupils and let them do the lecturing and invent all the ‘experiments?’” (Baltimore Sun).

Freud interviewed

Psycho-analysis as a new science was derided. “Psycho-analysis . . . imposes no obligation upon the thinker. One may drift into the spaces of irresponsibility, while he or she yet retains his or her standing as a sane person” (Cincinnati Enquirer). “It may be folly to be wise on a subject where ignorance permits free play to fancy.” Such stuff as dreams are made of “either defies analysis or the task becomes too delightfully easy” (Brooklyn Eagle). “What is the difference, the students are now asking, between psycho-analysis and hocus-pocus if a mere student can put on a false beard and pass for a famous scientist?” (New York Evening Mail). A man named Bradford Wester wrote me: “Hearty congratulations on your service to general sanity and Americanism by your satire on the pervert breed of psychic jack-asses!”

The editors moralized on the value of such hoaxes. “The health of the mind, as well as the body, demands a good purgative occasionally. Such a hoax . . . pricks the professional bubble of self-esteem” (Pittsburgh Sun). “The brain . . . needs an escape valve. When it becomes surcharged with intellectuality, it needs a way to blow off the excess . . . the large audience . . . was vastly in need of a mental cathartic. If they can laugh at their own stuffiness they are safe.” (Louisville Courier). The Brooklyn Eagle’s representative in Vienna interviewed Dr. Freud himself, who stated “Like every inquiry into abberations of the human mind, it carries with it an element of danger for gullibles; who are the ready victims of amateur exponents.”

The London Times took a sober view: “The Freudian psychology is both exciting and difficult to understand; it is therefore misunderstood by many people who wish for excitement. . . The remedy is in hoaxes like that of Ithaca, and also in a realization of the fact that the new psychology is not easily understood, and still less easily practiced, though, as the lecturer in Ithaca has proved, it is very easily parodied, whether consciously or unconsciously.” Incidentally, only three months later a similar hoax on psychoanalysis was carried out at Oxford University.

Dr. Faust, professor of German at Cornell, received from a friend in Germany an account of the hoax from the Berlin Allgemeiner Zeitung. Across the clipping his friend had written “Ist dass ein Hallowe’en Scherz (joke)?“ Dr. Faust, who considered the hoax a slight on German culture, was indignant and was persuaded with great difficulty to give me the clipping.

“Daisy” the magnificent

The climax came when I found a letter from Germany in my mailbox one night two weeks after the lecture. Was Freud himself on my trail? As I could not read German, I spent an anxious 24 hours until it was deciphered as merely a request from a minister in Russow, Germany, named Herbert Vossberg, a family-tree hound who had read an account of the hoax in the Rostock Buntes Allerlei and wanted to know why and how I chose the name Vosberg as an alias. About this time, the disturbing and distracting effects of publicity, verging on notoriety, led me to cut short any further correspondence or public contacts relating to Vosberg and his ideas about dreams.

This account, made for the record at the request of former President Deane future presidents’ wives who yearn “to enliven the campus” but it is most improbable that any campus will ever again see the likes of Mrs. Margaret K. (“Daisy”) Farrand.

Source: Cornell Alumni News, Vol. 67, No. 5 (December 1964), pp. 6-11.

____________________

Margaret Kate “Daisy” Farrand,
née Carleton

Source: 1929 portrait of Daisy Farrand painted by Olaf Martinius Brauner in the Cornell portrait collection.

Image Sources:  Senior year portrait of Charles Morse Stotz from The Cornellian, 1921, p. 127.

Categories
Exam Questions Harvard Money and Banking

Harvard. Semester exams for money and banking. Andrew and Sprague, 1903-1904

 

Abram Piatt Andrew (b. 1873, Princeton A.B. 1893; Harvard  Ph.D. 1900) and Oliver Mitchell Wentworth Sprague (b. 1873, Harvard A.B. 1894; A.M. 1895; Ph.D. 1897) were rising stars in the department of economics at Harvard in the 1903-04 academic year. Together they covered the bases of money, banking, and international payments. 

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Related, previous posts

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Course Enrollment
Economics 8a

1903-04

Economics 8a 2hf. Asst. Professor Andrew. — Money. A general survey of currency legislation, experience, and theory in recent times. [note: taught second semester]

Total 91: 8 Graduates, 13 Seniors, 39 Juniors, 24 Sophomores, 7 Others.

Source: Harvard University. Report of the President of Harvard College, 1903-1904, p. 66.

ECONOMICS 8a
Year-End Examination
1903-04

Arrange answers in the order of the questions.
Omit one question.
  1. Explain the character, merits, and defects of
    1. the arithmetical mean;
    2. the geometrical mean;
    3. the median;
    4. the mode;
    5. weighted averages.
      Discuss Pierson’s criticism of index numbers.
  2. When a government issues inconvertible notes, is the premium on gold apt to measure the depreciation of the notes
    1. at the beginning of the issue?
    2. in the course of a war?
    3. at the restoration of peace?
    4. if the crops fail?
    5. “in the long run”?
      Give reasons, and where possible, illustrations.
  3. What justification is there for the respective claims that the United States adopted the gold standard
    1. by the act of 1834?
    2. by the act of 1853?
    3. by the act of 1873?
    4. by the act of 1874?
    5. by the act of 1900?
  4. To what extent was England’s adoption of the gold standard the result of a policy deliberately adopted and intentionally pursued? To what extent was it the result of unforeseen conditions?
  5. Suppose that owing to the increasing gold supply the ratio between gold and silver were to fall again below 32 to 1 how would foreign trade and the price level be affected
    1. in Mexico?
    2. in the Philippines?
  6. Would an ideal monetary standard always measure the same exchange value?
    1. according to Darwin?
    2. according to Walker?
    3. in your own opinion?
      Answer both from the points of view of production and of distribution.
  7. Is there any significance for “the quantity theory” in the currency history
    1. of India between 1893 and 1898?
    2. of Austria between 1878 and 1892?
    3. of Russia between 1878 and 1896?
    4. of Holland between 1873 and 1875?
      Where possible give variant opinions.
  8. Trace the general changes in the value of money in the United States from 1830 to the present time, analyzing the reasons for these changes.

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, … in Harvard College, pp. 30-31.

___________________________

Course Enrollment
Economics 8b

1903-04

Economics 8b 1hf. Dr. Sprague. — Banking and the History of the leading Banking Systems. [note: taught first semester]

Total 77: 6 Graduates, 30 Seniors, 30 Juniors, 9 Sophomores, 2 Others.

Source: Harvard University. Report of the President of Harvard College, 1903-1904, p. 67.

ECONOMICS 8b
Mid-Year Examination.
1903-04

  1. Sight exchange, $4.86; sixty-day bills, $4.83; commercial bills, $4.82. What would be the probable effect of an advance of one per cent of the market rate of discount in London? Consider each quotation separately.
  2. The government of the Bank of England.
  3. Why does the existing system of note issue in the United States tend to check the expansion of credit in the form of deposits?
  4. Discuss briefly:—
    1. The payment of interest upon deposits by commercial banks.
    2. The significance of statistics relative to clearing-house transactions.
    3. The publication of weekly reports by the trust companies of New York.
    4. The use of certified checks in Stock Exchange dealings.
    5. The taxation of national banks.
  5. Contrast the value for purposes of reserve of call loans in New York made by the Canadian banks with those made by the banks of the city.
  6. The Suffolk Bank system.

Source:  Harvard University Archives. Harvard University, Mid-year examinations 1852-1943. Box 7, Bound volume: Examination Papers, Mid-Years, 1903-04.

Image Sources: Portrait of Abram Piatt Andrew from the Hoover Institution archives posted at the Federal Reserve History website. Portrait of Oliver Mitchell Wentworth Sprague from the Harvard Classbook 1912. Images colorized and edited by Economics in the Rear-view Mirror.

Categories
Curriculum Economics Programs Economists M.I.T. Teaching

M.I.T. Charles Kindleberger’s Ruminations on Professional Education, 1966

 

Today’s post was an absolute treat to prepare. It gives us an opportunity to rise above the tactical aspects of economics education (i.e. syllabi and exams) to consider issues of grand strategy in higher education.

Charles Kindleberger was one of my professors in graduate school. Though I did take his course in European economic history, I must confess that I was not ready to absorb much of the intuition and wisdom that he tried to share with us. That said, my classmates and I very much respected his old-school, gentlemanly charm and deeply appreciated the scholar-economist dutifully warning us whipper-snappers that “the second-derivative is the refuge of a scoundrel!”

While this essay from 1966 mostly appears to present a distillation of Kindleberger’s experience at M.I.T. in the economics department and as chairman of the Institute Faculty, in it you will find timeless insights into the nature of higher education in general and of training in economics in particular. 

Research Tip:  I found this jewel of an essay while trawling through the collection of Technology Review ar srchive.org.

_______________________

The following essay was one of three papers having the theme “Innovation in Education” prepared for the 1966 M.I.T. Alumni Seminar.

Charles P. Kindleberger is professor of economics and chairman of the Faculty at M.I.T. He is known for teaching and research on world trade and economic development, and he is a member of the President’s Committee on International Monetary Arrangements. As chairman of the Faculty, Dr. Kindlberger has participated directly in many of the recent developments in professional undergraduate curricula at the Institute.

_______________________

Professional Education:
Towards a Way of Thought

by Charles P. Kindleberger

Technology Review, November 1966

THE age of the amateur is dead. Professionalism rules — in the cockpit of spaceships, in football, and in learning. We have abandoned the British tradition of the amateur who was good at everything for that of the Grandes Ecoles, with rigorous scientific training leading to professional competence. “He’s a pro,” which used to be insulting in Britain, is now a compliment everywhere.

There is some room left for the amateur tradition —  in politics. It is not good enough to duck the question of where the Inner Belt road should be located by saying that these are matters for resolution by experts. In economics, also, the number of distinct opinions on a given issue is frequently greater than one and sometimes approaches the number of experts. Social scientists resent that mere people feel entitled to have opinions on issues on which popular knowledge and capacity for theorizing are limited, but they have found no way to prevent it. And there is claimed to be scope for flair, inspiration and style — the hallmarks of the amateur — at the frontiers of science, when the ordinary professionals have carried the subject as far as they can. On the whole, however, the demand for professionals and professional education is greater than it has ever been.

Part of this demand is wasteful. An economic study some years ago claimed that there was not so much a shortage of scientists and engineers as very wasteful use of those on hand. Some part of the demand for Ph.D.’s today could perhaps be satisfied with M.S.’s, and some of the jobs seeking master’s could be filled by bachelor’s. During the long years of inadequate effective demand and considerable unemployment, we have tended to upgrade job requirements throughout the economy.

But the upgrading of the educational requirements of business and the professions goes well beyond snobbism and cultural lag. Knowledge has expanded. There is 100 times more information to be obtained today than in 1900, and it is estimated that by 2000 A.D. there will be 1000 times as much knowledge. Periodicals have risen in number from 45,000 in 1950 to 95,000 currently. Librarians blanch under the prospect of coping with the accelerating torrent of periodicals, books, monographs. A major problem in research is to find out what has been done by others so as to avoid rediscovering the same information.

The result is more professional education and more specialization. Eighty-five per cent of today’s new doctors are trained as specialists rather than general practitioners. Lawyers are experts in taxation, trusts domestic or international corporate law, or anti-trust. The man who used to be merely an economist is now a specialist in international economics or African trade. The one year of internship in medicine which was normal in 1945 has been extended to two, three or even four. Business recruits directly from the universities but increasingly from graduate schools of business, and even then the bright young graduate in management is put into a training program. Increasingly the practice is to spend a year in post-doctoral work in another university to extend one’s research training even beyond the scope of the doctorate. This stretching of the educational process to the point where the first professional income is not earned until age 25, or in some lines, 30 is expensive in many, as has been widely recognized by foundations, government, and, somewhat earlier, by parents. Together with the knowledge explosion, it is putting enormous pressure on our educational institutions to break out of old patterns and to find new ways of producing and packaging professional education.

These problems can properly be discussed in three Parts — preprofessional education, professional education as such, and mid-career upgrading. The divisions are hard to keep distinct, as will become apparent, but each section presents particular problems for the university in trying to rationalize and increase the efficiency of its professional mission.

BY preprofessional education is meant the provision of the prerequisites for professional training. In some fields such as law these are nothing more than the good general education which used to be required of the British civil servant. But I refer rather to the mathematics and physics which are needed for engineering, to organic chemistry and anatomy which used to be all that were needed as prerequisites for medical school, and to the elementary courses in a given field which must be mastered before a student goes on to the advanced reaches of any subject.

Any subject can be taught as general education, as preprofessional training, and for professional uses freshman mathematics can be taught so that the student learns to differentiate and integrate, which he needs to know preprofessionally outside of professional mathematics, or he can be taught them and mathematical analysis as well, either for general education, which includes a glimpse of the beauties of the mathematician’s universe, or as part of preprofessional work in mathematics. The clash between two of the ways of addressing a subject was neatly illustrated last spring by the resignation of 11 members of the Dartmouth medical school faculty who wanted to teach biochemistry, micro-biology and cytology as professional subjects rather than as preprofessional training for medicine.

The problem in the humanities is easier. One can argue that the ability to write a simple sentence is preprofessional education widely neglected, but for the most part English is taught as general education. But mathematics, physics, and chemistry are general education of a special sort, preprofessional education more narrowly.

The Challenge of Teaching

Most professional mathematicians, physicists, and chemists — and economists, political scientists, and psychologists as well — prefer professional to general preprofessional teaching. Preprofessional teaching for the narrow group or students which you know is going to be drawn further into the professional subject being taught is challenging and fascinating, but as general education, or preprofessional training for other fields, such training often fails to engage the excitement of the ordinary as opposed to the great teacher. The ordinary teacher is more engaged by the subject than by the students as people. The result is that he may succumb to the temptation to neglect this teaching, or to make it interesting to himself by making it more professional, or both. On his side the student is either bewildered or bored, or both. It is on this account that the quality of teaching in the first two years presents a problem of particular difficulty.

The problem is met not only at the university level. In medical school, I understand, the first two years are taken up with some anatomy and physiology but with a great deal of preprofessional training in biophysics, biochemistry, and subjects like pharmacology. It is difficult to have these well taught on the one hand, and well learned on the other, when the main professional mission or the school is clinical medicine.

Articulation: Skip or Repeat?

Articulation is painful. If the superbly trained preprofessional has to follow the regular route he is bored and discouraged. If he tries to skip large portions of early professional training which his preprofessional work presumably covered, he is never quite clear what of the work the others are taking he has mastered and what he has not.

Medical schools’ admissions officers profess to be looking for broad-gauged young men and women with wide-ranging interests developed through general education rather than those who have extensive study and good grades in biology, chemistry, mathematics and physics. In their admissions choices, however, they are likely to favor the science specialist over the generalist on the score or preprofessional advantage. But this leaves the particularly well-trained young scientist likely to waste a great deal of the first two years of medical school while his generalist colleagues catch up. The problem is particularly acute for graduates of such preprofessional curricula as molecular biology at places like M.I.T. for they are catapulted somewhere into the middle of the normal first two years of training in medicine

We have a similar problem in graduate education in economics for those students who come to us with excellent training in social science from their undergraduate institutions. For them to take the first year of graduate training — the regular courses in micro- and macro-economic theory, mathematics, statistics and economic history — involves a duplication of some 60 to 75 per cent of what they have already studied. The second time around, and more systematically, this material is warmed-over porridge and not very appetizing. But to leap right into the second year of graduate work runs the risk of missing vital elements of preparation in the 25 to 40 per cent which has been missed. And we find that the undergraduate teachers have exhausted a considerable portion of the wonder and beauty of first looking into Marshall’s Principles, if I may transliterate a line from Keats; indeed, a small but disturbing fraction of our best-taught young men become sufficiently discouraged to drop out. This can be regarded perhaps a difficulty of articulating professional rather than preprofessional education, but it is a general one.

The Several Routes to a Profession

Some of these difficulties might be overcome if the choice of profession were made earlier and all students followed the same path. But this is impossible. Professional choices are not made consistently by various young people at the same stage, with the result that there must be a variety of avenues to professional education rather than merely one. And if professional choice is made only in the junior year of college, at 21, it is hard to push the preprofessional training to lower levels.

While there are children who have known since the age of five that they wanted to be involved with electricity, or machinery, or the human body as a life’s work, career choice is more and more presenting a difficult problem to American youth. Two generations ago father dominance helped, and hurt, such choice. Today fathers know enough not to push their children in directions of which they approve —  or most of them know enough. The result is that career choice is much more squarely left to youth and is consequently fraught with youthful tension. The college dropout phenomenon is one aspect. Some young men welcome the army, the Peace Corps, or a year of travel, as legitimate means of delay in facing the necessity for career choice. Certain types of graduate training — business and law — are an escape from the need for decision. But even at M.I.T. at least 30 per cent of our undergraduates end up majoring in a different field than they put down as their intended specialization when they were admitted, and 20 per cent actually switch majors after they have chosen one at the end of their freshman year.

The social sciences labor under a considerable disability here, because fixing on a social science as a career comes as a rule much later than comparable decisions in science, engineering, medicine, or humanities. Children are aware of the body, animals, earth, sky, machines, and even prose, poetry, and the existence of the past, long before they become aware of the complexities of human society. The early models for career choice, as is well known, are firemen, policemen, and, in my day, streetcar conductors.

The consequence of late career decision is that one cannot insist that all applicants for professional training have completed their preprofessional work on admission — that all M.I.T. students, for example, come with calculus, or all medical students already have molecular biology, biochemistry, and biophysics. The only equitable, and I may add efficient, system of education is to keep all options open as long as possible. In consequence preprofessional cannot be dumped completely onto other training systems — by the technological institutes on to the schools, and by the graduate training programs on to the colleges. Some preprofessional education must be kept side-by-side with the professional, to offer a chance for the later chooser to catch up. This means that professional education must maintain a several-track system.

To keep preprofessional and professional education side-by-side in the same institution presents problems of teaching, as has already been mentioned. The ordinary instructor finds it easy and productive to take on advanced professional students — undergraduates in their senior year, or graduate students who have mastered the fundamentals. They work together, as members of a scholarly team, able to communicate in two directions. Preprofessional teaching, as I have said is less interesting.

There is no good solution for this problem. To divide the university into upper and lower division, as is sometimes done, creates a two-class system with invidious overtones. To separate preprofessional training off into colleges with dedicated teachers, and admit students to the universities only into graduate school from the four-year colleges and into the upper classes from junior colleges would not only violate traditions — which are important in the lives of institutions — but also compound the problem of articulation. The solution we see at M.I.T. is to strengthen the place of preprofessional teaching in the value system of the Institute, to restore it to the high esteem it enjoyed before it slipped under the pressure on staff of research, consulting, professional service and keeping up with the literature. No one contemplates that it is possible to staff a first-rate technological institution completely with instructors who are first-rate at teaching as they are at research and professional service. But the administration, the faculty, and the students can let all instructing staff know that whatever the professional demands on their time, teaching is not the marginal and dispensable activity.

Professional Education

The central issues in professional education have mostly been touched upon already: the extension or the material to be mastered, the difficulties of starting earlier because of late career choice, the downgrading of the bachelor’s and master’s degrees, the development postdoctoral training, the need for a rigorous scientific (instead of rule-of-thumb and seat-of-the-pants) approach in the applied fields because of the rapid rate of obsolescence, and so on. But I would make three points.

First, there is a risk that the revulsion from the empirical approach to engineering and applied social science in favor of science and pure theory can be carried too far. The simplest solution to a problem is not only the most efficient; it is also the most elegant. While it is true that one can stumble on solutions to applied problems as a by-product of pure theory, it is also true that theory is sometimes pursued for its own sake beyond the point of diminishing returns. It is not clear how much biophysics should be known to the gynecologist, how much topology to the student of fiscal policy, how much communication theory to the professor of the French language. I sometimes characterize these problems by a reference to medieval scholasticism and ask how many angels can dance on the rate of interest. Theory and pure mathematics are at the top or the pecking order in the intellectual world, and this is as it should be, just as the theoretical and mathematical requirements for the lowliest professional specialties have been increased. But high power can be overdone.

Second, the question of interdisciplinary education remains complex. The practitioner continues to be trained in a variety of fields — history, law, economics and political science for the foreign service officer; contracts, property, wills, constitution and international law for the lawyer (although the Yale Law School curriculum has been altered to include a year and a half of specialization); finance, statistics, accounting, marketing, and psychology for business; and so on. At the same time, research is increasingly conducted by centers which bring different specialists to bear on a single problem with the vantage point of their own focus: aeronautical, electrical, and mechanical engineers in instrumentation, for example. But the professional teaching which produces these scholars cannot be widely interdisciplinary. A man must master one social or physical science before attempting to integrate two. In my experience, the joint degree which bridges two or more fields in one Ph.D. is satisfactory neither for the student nor the faculty involved, and not only because of jurisdictional jealousies. Each field has an intellectual integrity as a discipline, much as it may lack in providing the complete answer to a complex research problem. The attempt to master them all ends in a mastery of none.

This is a pat answer which does not fully satisfy me. More and more professional practice is becoming the equivalent of research. Architectural design of a building is no longer a simple problem of drawing and construction engineering; as we at M.I.T. are acutely conscious, an architect needs to master the Venturi principle if his skyscraper is not to set up wind currents or micro-meteorology which makes it difficult to open the building’s doors. The designer of a rehousing project has to understand sociological grouping into communities.

Third, the narrowing distinction between research and practice leads me to question the desirability or intermediate degrees between the master’s and the doctorate, which we have developed at M.I.T. in the engineer degrees. These degrees are awarded to students who have completed the course work for the doctorate but who do not write the thesis. Their justification is that the student has undertaken course work beyond the master’s level and should get academic recognition for it. I can understand awarding the intermediate degree as a consolation prize to a student who is not being allowed to go on for the doctorate because of insufficient research creativity, or to a fully competent student who is unable for one reason or another to finish his thesis and who has gone far beyond the master’s level. But these degrees should not become ends in themselves. Teachers should have had exposure to a substantial research experience. and so. if possible, should practitioners.

IF there is an overpowering amount for professionals to learn, not only in the separate fields but in combining one or more of them, there is no need to learn it all at once, in the four, five, six to ten years between high school and professional practice. One of the most interesting developments in professional education today is mid-career schooling. This began in the business schools and is spreading rapidly. At M.I.T. we have the Sloan School of Management programs for junior and senior executives, the new Center for Advanced Engineering Study, and a host of one- and two-week summer courses. The larger companies — General Motors, General Electric, I.B.M., to cite only those I have lectured to — run training programs for their own executives. The American Bar Association has a Committee on Continuing Legal Education which runs week-long, weekend and day seminars on new problems in the law. The medical associations, national, state, and specialty groups, conduct study sessions of varying length in new techniques, medicines, specialties.

Mid-career education presents serious teaching problems. The engineer returning to the Center for Advanced Engineering Study, or the young executive enrolled in the Sloan Fellowship Program at M.I.T., is likely to need preprofessional brushing up before he can handle the material taught in professional subjects. The Sloan Fellows’ beginning experience is a summer term spent in a specially designed course which gets them up to first-year graduate speed for the regular year. The Center for Advanced Engineering has had design and give special subjects in modern calculus and quantum mechanics. This preprofessional teaching, I can say from experience, has its own special rewards for the teacher, because the students have a fresh point of view, a capacity to relate theory to real situations in a way that the undergraduate and regular graduate student cannot do. But here is another special job of teaching, and that is expensive.

Mid-career education is expensive for the university, for the student (who must uproot his family for the time) and for his company, which normally pays both his salary and tuition charges. Its great contribution is not the correction of obsolescence though this has importance. The real point is to give an opportunity in today’s complex world for a man who has worked his way through one field, and demonstrated his capacity, to introduce a slight shift in orientation and train for wider responsibilities. It used to be that only the armed services were wise enough to see its desirability and budget for the expense of training at all stages of a successful career. The State Department has long had program of sending individuals to do a year of graduate work and is now beginning to operate its own foreign Service Institute course of six months. It seems inevitable that government, industry, the learned professions and, above all others, university instructors must count on continuing education and re-education in a world of changing knowledge and maturing people.

This mid-career training need not be undertaken by the universities. The costs of adding to the diversity of the multiversity are high. It is more cheaply done without uprooting families. And yet there is benefit in bringing people from different companies, backgrounds and experience to rub elbows, in plunging the man of affairs back into the scholarly environment. The profit is mutual, so long as mid-career trainees do not overwhelm the academic tradition. There are obvious limits to how far universities can respond to the demand. If mid-career education grows, as is likely, it is reasonable to expect the development of new institutions which provide the specialized preprofessional training and mix students from different backgrounds.

No pat series of answers emerges from a discussion of professional education. I feel confident in rejecting a number of proposals for major reform. Starting professional studies earlier is undesirable insofar as it cuts general education on the one hand and closes off options for late deciders on the other. Eliminating the doctoral dissertation, or converting it to a longish paper representing a couple of months’ work, abolishes the vital test of whether a man can organize and carry through a substantial research project, a test of increasing importance in a world where the distinction between research and practice is narrowing. Dividing the university into divisions for general education and professional training not only misses the point that the same treatment of a subject can be preprofessional, general, or professional education for students with different abilities, backgrounds, and programs, but divides the faculty into elite and non-elite members in a way which subverts morale and harms the teaching mission of the university. How to improve the university’s performance in discharging the mission of general and preprofessional teaching remains an imposing challenge. Social science is a long way from ability to change value systems, and the real solution to the problem of undergraduate teaching is to restore the prestige accorded to non-professional teaching in the value systems or university staffs.

We have come a long way in American education, I believe, when we recognize that we have serious problems of what, when and how to teach and are prepared to modify the traditional system and to experiment with new techniques. The exact character of the new techniques may be less important than the attitude that the subject is important and that present conditions can be improved.

My basic conclusion is the trite one: professional education is a vastly different process than providing a young man with a hatful of formulas and training him to select the right one for the right occasion. The real task is to teach — if it can be taught, or by example to train — the young to attack a problem as a good experimental physicist, biologist, engineer, or economist would; to have a feel for the data and for the limits of standard analytical techniques; to sense, after a time, the distinction between the run-of-the-mill textbook case and that with new and puzzling complications. It is not enough to do what a professional does: one must think the way a professional thinks. And this capacity is communicated in a complex osmotic process which may be independent of or only very loosely connected with prerequisites, examinations, credits, and theses, much less closed-circuit television, teaching machines, computers, and high-powered mathematics. The educational process is an elusive one, but I venture to predict that in the long run it will be found to resemble more the chemistry of slow-cooking on the back of the stove than that of infrared split-second broiling of steaks from the deep freeze.

Source: MIT, Technology Review, 69(1), November 1966.

Image Source: Portrait of Charles Poor Kindleberger at the MIT Museum website. Colorized by Economics in the Rear-view Mirror.

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Chicago Economist Market Salaries

Chicago. Suggestions to make University of Chicago professorships more attractive. Leland, 1945

 

On April 10, 1945, the chairman of the University of Chicago’s economics department, Professor Simeon E. Leland, submitted a 77 page (!) memorandum to President Robert M. Hutchins entitled “Postwar Plans of the Department of Economics – A Wide Variety of Observations and Suggestions All Intended To Be Helpful in Improving the State of the University”.

In his cover letter Leland wrote “…in the preparation of the memorandum, I learned much that was new about the past history of the Department. Some of this, incorporated in the memorandum, looks like filler stuck in, but I thought it ought to be included for historical reasons and to furnish some background for a few of the suggestions.” 

In earlier posts I have provided (1) a list of visiting professors who taught economics at the University of Chicago up through 1944 (excluding those visitors who were to receive permanent appointments); (2) supporting tables with enrollment trends and faculty data (ages and educational backgrounds); (3) three lists of names for economists who in 1945 could be taken into consideration for either permanent economics, joint appointments with other department or visiting appointments at the University of Chicago.

The excerpt transcribed for this post deals with the employment conditions and prospects of University of Chicago faculty. The basic message was that Chicago had lost its position as highest-bidder in the academic market and that relative attractiveness was a function of salary to be sure, but also other conditions (teaching loads, research support, clerical support, burden of special (extra) examinations, housing, medical benefits, etc.) should be improved as well.

Leland’s laundry list of suggestions seems pretty familiar to early 21st century academics. Would love to have an analogous memo for the present to see which additional items are now included.

_________________________

POSTWAR PLANS
OF THE
DEPARTMENT OF ECONOMICS

A Wide Variety of Observations and Suggestions
All Intended To Be Helpful
in Improving the State
of the
University

by Simeon E. Leland, Chairman
(on his own behalf and for the Department)

1945

[…]

Making University of Chicago Professorships More Attractive

The following suggestions are, in large part, the result of actual experiences in negotiating with “outsiders” over appointments to our faculty, or are reactions observed in dealing with present faculty members with respect to appointments or promotions within the Department. Some of them undoubtedly represent aspirations of the staff. They are offered, not as criticisms of present conditions, but as suggestions for improvements for realization in the future.

1. Distinguished Professorships

At the inception of the University, President Harper established a salary scale for full professors which was the highest in the country. He literally bought his faculty, outbidding all competitors for the services of distinguished men. The University of Chicago at once gained a reputation for the payment of attractive salaries. With the passage of time this situation has changed. Although the University of Chicago is still a “high-salary” institution, the emoluments it offers are by no means the most attractive in the United States.

The enhanced salaries paid (on an individual competitive bargaining arrangement) to present staff members on the 4E contracts render utterly inadequate the $10,000 salaries paid to the holders of University Distinguished Service Professorships. When these Professorships were established the salary differentials between the Distinguished Professorships and other professorships were quite large. They are far narrower today due to the liberal treatment by the University of the “ordinary” professors. Rising costs of living have also lowered the real wages paid to our Distinguished colleagues, and others as well.

If the Distinguished Professorships are to mean much to the holders over the years to come, the stipends should be increased; otherwise, the recognition bestowed will be rewarded only by a name or possibly by a degree of freedom not possessed by colleagues — both of which by that time may be empty honors. The times seem to call for $12,000 salaries as a minimum rather than $10,000 for these Professorships.

2. Divisional Professorships

If the Divisional Professorships, such as the Social Sciences Professorships, are to carry any real distinction they should be made to rank in terms of prestige and desirability next to the Distinguished Service Professorships. At present all they have to offer is some relief from fixed teaching (which is illusory for men with real scholarly interests who always talk about problems of their intellectual world with students) and the right to teach what they wish, irrespective of departmental lines. Both of these freedoms in greater or lesser degree are accorded every member of the staff, especially the freedom to teach.

In the Social Sciences Division, a Social Sciences Professorship is supposed to signify a recognition of competence or achievement. The breadth of knowledge, the spread of intellectual interest and the true humanity of the holder (or holders) indicate a degree of competence beyond that of the ordinary professor and that of many of the University’s most distinguished appointees, yet, in last analysis, all that a Social Sciences Professorship confers upon the holder is a title with, perhaps, a scintilla of freedom. Such a chair should be made into something tangible for the holder — into something to be sought after by other members of the staff — into something to attract men from abroad. The minimum salary should be $10,000 at least. The working conditions should be far above those for ordinary men.

3. A New Type of Professorship

It is believed that named professorships with research stipends attached would attract outstanding scholars to the University. Such an appointment would not only carry an adequate salary for the incumbent but also a fund to assure him of a definite research budget so long as he occupied the designated chair. The University is probably not rich enough to afford many such appointments, but certainly it should seek to establish one in at least every division and school — granted that willing donors could be found. In any case, if the University believes its own statements concerning the importance of research and has faith in its appointees, it might well combine the two, in a few instances, to provide University Research Professorships which carry with them definite research grants to be spent as the incumbent elects. The Thomas W. Lamont Professorship at Harvard is of this type. It is held at the moment by Mr. Sumner H. Slichter, a Ph.D. of the Department of Economics of the University of Chicago.

4. Research, Clerical and Library Assistance

The climate for research around the University is not as favorable as speeches and propaganda would indicate. The professorial staff — the highest-priced talent along with administrators in the University — is required and expected to do all manner of chores that should be done for them if research output is to be maximized. Adequate stenographic service is often lacking or, at most, is not always immediately available to members of the Department. The stenographic pool in the Dean’s office is inadequate, a reflection, of course, of the present labor situation. But it is operated on the basis of bookkeeping arrangements which seem to make it freely available to all staff members only on the basis of antecedent budgets. Stenographic service should be available freely to all members of the staff for University business, for correspondence arising in connection with their work (in order to save valuable time) and for all research needs, including the copying of materials. Courses also could be improved if professors could make more materials available to students, perhaps on a nominal fee basis operated through departmental offices.

Similarly, a reasonable amount of clerical and library service should be available to staff members. Now such service is extended only as given research projects are approved, as special deals are made with individual faculty members, or as special services are given as a favor or in recognition of something or other. So long as these services are not generally available or can be had only upon request, there is a tendency that they will go first to the most vocal groups. In any case, the Department has too few people available to do the odd jobs to lighten the work and increase the research output of the faculty. Arrangements might be made whereby a clerical or service pool could meet the needs of many staff members.

5. Reduction in Examinations

The emphasis on examinations other than course examinations makes such tests too arduous a task to be well performed by the University staff. Everywhere there is objection! The time given to special terminal, qualifying and other examinations is grudgingly provided. It is given at the expense of research, creative thinking, or writing. And when the work is turned over to hired examiners who know examination techniques, but who are untrained in the fields involved, the examinations themselves become an intellectual travesty. (Actual illustrations can be supplied on request.)

It is recognized that many examinations are required and that there is a place for trained examiners; but the emphasis on examinations at the University is out of proportion to their worth. At the graduate level these examinations have operated to lower scholastic standards. Part of this is due to the efforts to deprecate courses and to offer illusory means for speeding up the educational process, hardly appropriate in the graduate and professional schools. Students are told they can visit courses (registering for R’s) and as long as they can pass final examinations they can qualify for degrees. The result is that special examinations have to be prepared; that students are rated on too limited a sample of their work; that recommendations of the University count for less than they once did. Another result of the examination emphasis is that students bone up for examinations, try their luck on this or that test and if they pass (by good fortune or otherwise), they are advanced or awarded the appropriate degrees.

From every point of view, too much faculty time is spent on examinations of various kinds; too large a fraction of the student’s record is based upon them.

6. Teaching Loads

In the matter of teaching loads, the Department, on the basis of University of Chicago conditions, has little cause for complaint. The Department has been well treated. Nevertheless, for the greatest good of the University it would like to indicate that teaching loads, even in the Department, are too high for the attainment of the best standards of graduate instruction and research.

Differentiations in teaching loads are appropriate. The load in the College may well be higher than in the Division, but in graduate and professional schools the teaching load should be low if the scholarship and research of the faculty are to be maximized. It may also be appropriate to have different teaching loads, on the average, for the ranks of assistant professor, associate professor and professor. It is the load of the productive scholars which really counts. Harvard and Columbia both have a teaching load of four hours a week for professors of Economics. This is also a factor of importance in the competition with these universities for staff members. It is a factor also affecting the quality of graduate instruction.

The reduction of teaching loads should be made a matter of University policy.

7. Salary Schedules

Salaries of members of the Department are believed to compare favorably with other salaries paid in the University. The general level of salaries paid at the University of Chicago places it among the high-salaried institutions, but it no longer ranks at the top. Harvard has recently raised its minimum professorial salary to in excess of $9,000, with commensurate increases along the line. The level of payments at Columbia, the Massachusetts Institute of Technology, and California Institute of Technology, for example, exceeds the level prevailing at Chicago.

Nor is it certain that the new salary plan will help attract eminent scholars to the University of Chicago. The experience of the Department to date has not been favorable to the new plan. Regardless of sentiments for and against the 4E Contract, its operation should be watched with care lest it adversely affect the quality of new appointments. In order to correct one evil, a greater one — the refusal of offers of appointment — may have been created. Many features of the 4E Contract make such terms unattractive to men who have been well treated by other institutions of high repute. If an outstanding scholar will not accept the 4E Contract, another type of contract should be offered. It is more important to secure the right scholars than to preserve a unique salary plan.

Changes in living costs have greatly decreased the value of payments here. Among the items on the postwar agenda should be new salary scales.

8. Faculty Housing

The Department was much gratified to see that the question of adequate housing for the faculty is again being considered. During the past year, more than one person who was being approached as a potential faulty member declined to consider an offer from the University as long as housing facilities are what they are in Chicago, and especially in Hyde Park. These facilities will remain unattractive until the University improves them. Princeton and Stanford, for example, have made notable contributions to the development of faculty housing. Appropriate housing should also be a good investment. If the Trustees should be unwilling to invest endowment funds in a faculty housing venture, a private company, or even a public housing corporation, should be organized in the neighborhood to meet this vital need.

Attention should also be given to the improvement of the University neighborhood. Its deterioration is a matter of great concern, affecting far more than the value of adjacent properties.

9. Miscellaneous Suggestions

There has always been much talk about improving the lot of younger men. Greater equality could be provided if faculty perquisites were increased. Former tuition differentials to faculty children and wives could be restored, or even increased with the number of children in each family. Hospital rates could be reduced. Out-patient medical service could be provided for University families at small cost. The present shortage of practicing physicians would make such a service a real boon. The University in its own interest, too, could afford to provide free medical examinations for faculty members and employees with increased public health services available at nominal cost. It might thus decrease illness among staff members or even add to their span of life (a thing in which it may not be interested under the rigid enforcement of retirement at age 65). Even the retirement policy might be examined in connection with the state of health and mental ability of emeriti over the last decade. It may be that the University is losing the services of distinguished men a few years too soon. All of these things could be done on a group basis with returns far in excess of cash outlays. To the members of the staff they would constitute significant increases in real wages.

[…]

Source: University of Chicago Library. Department of Special Collections. Office of the President. Hutchins Administration Records. Box73, Folder “Economics Department, ‘Post-war Plans,’ Simeon E. Leland, 1945” pp. 30-36.

Image Source: Portrait of Simeon E. Leland. University of Chicago Photographic Archive, apf1-03716, Hanna Holborn Gray Special Collections Research Center, University of Chicago Library. Image colorized by Economics in the Rear-view Mirror.

Categories
Exam Questions Harvard Public Finance

Harvard. Exam questions for theory and methods of taxation. Taussig, 1903-1904

 

Before Charles Jesse Bullock took over the field of public finance in the Harvard economics department as a permanent faculty member in 1904-05, Frank Taussig taught the taxation course three times. The previously posted reading list from 1897-1898 has been updated for this post with the addition of links to all the assigned references [link provided below].

Taussig’s exam questions from the 1903-04 academic year have been transcribed and are included here.

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Reading list and exam questions
from the previous time Frank Taussig taught Economics 7b (1897-1898)

Harvard. Taxation Theory and Methods. Taussig, 1897-98

Harvard. Final Exam Questions for Taxation Course. Taussig, 1898

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ECONOMICS 7b
Enrollment, 1903-04

Economics 7b 2hf. Professor Taussig. — The Theory and Methods of Taxation, with special reference to local taxation, in the United States.

Total 13: 3 Graduates, 3 Seniors, 2 Juniors, 1 Sophomores, 4 Others.

Source: Harvard University. Report of the President of Harvard College, 1903-1904, p. 67.

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ECONOMICS 7b
Year-End Examination, 1903-04

  1. Discuss the proposition that income is the normal source of taxation.
  2. Discuss the justice and practicability of progressive taxation.
  3. Discuss the incidence of taxes—
    1. on the rent of land,
    2. on buildings,
    3. on monopolies.
  4. Describe in outline the development of excise taxation in the United States since 1862.
  5. Compare the French and English systems of excise taxation.
  6. What French taxes might be regarded as the equivalent of the English income tax? In point of justice and efficiency would you prefer the French or the English taxes?
  7. Compare the French and the Prussian business taxes.
  8. To what extent and in what manner do the States of Massachusetts, New York, and Pennsylvania tax the holders of (1) shares of corporation stock, (2) bonds issued by corporations?
  9. Consider the advantages and disadvantages of taxing corporations on the basis of (1) net earnings, and (2) market value of outstanding securities. Should corporations carrying on interstate business be taxed by the federal government or by the individual States?
  10. Compare English local rates with the local taxes employed in the United States, with reference to (1) the mode of levying, (2) incidence, (3) general advantageousness.

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, … in Harvard College, pp. 29-30.

Image Source:  Frank W. Taussig (Original black and white image from of Frank William Taussig from a cabinet card photograph, 1895, at the Harvard University Archives HUP.

Categories
Graduate Student Support M.I.T.

M.I.T. Robert Bishop memo on importance of Woodrow Wilson funding for grad students, 1961

 

Research documenting a trend (long known by professional economists) that economics professors and policymakers have been trained at a relatively small number of institutions is attracting attention from outsiders looking in. The following 1961 memorandum written by the head of the M.I.T. economics department, Robert L. Bishop, provides evidence of the strength of that department already in 1961 to attract the lion’s share of Woodrow Wilson Fellows in economics. This pattern would be later observed over the coming decades in the graduate school choices of National Science Foundation graduate fellows in economics. 

The history of economics quants will have even more things to keep them busy when they turn to factors such as (i) of the relative quality of the inflow of graduate students and (ii) the educational “value-added” of the “top” programs.

In the meantime Economics in the Rear-view Mirror will add artifact by artifact to the pool of evidence. 

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Establishing 1961 as the likely year of Bishop’s memorandum

Robert Bishop (below) wrote: “This year we are the initial first choice or eighteen applicants.” Cf. 1961 MIT President’s report

“This year, too, M.I.T. was selected as first choice by more Woodrow Wilson Fellows in economics — eighteen out of eighty — than any other school in the country.”

Robert Lyle Bishop was head of the economics department 1958-1964.

John T. Norton served as acting dean of the graduate school in 1961

Robert Solow went to work at the Council of Economic Advisers as a senior economist 1961-62.

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To: John Norton and Committee on Graduate School Policy
From: Robert L. Bishop

Subject: Second-year Fellowships Out of Woodrow Wilson Funds

For the purpose of immediate discussion, I should like to submit this brief recapitulation of the major points that I made in our conversation yesterday.

  1. The most important question of policy from the point of view of the Institute as e whole concerns the award of these fellowships to engineering students. There are several questions in my mind about this practice: (a) Has this been done in previous years? If so, I think it must have escaped the attention of our representative on C.G.S.P., since I feel sure he would have protested. (b) Has the Woodrow Wilson Foundation been asked whether they approve this practice, since engineering is a specifically excluded field for Woodrow Wilson Fellowships? I strongly doubt that they would approve, and I am convinced that the Institute should seek their approval before beginning or continuing this practice. Even if the Foundation is neutral on the question, however, I think that the practice Is inadvisable for reasons given below.
  2. Originally, as you know, the humanities and social sciences were the only eligible field for Woodrow Wilson Fellowships. Several years ago, when the program was greatly expanded, certain scientific fields such as mathematics, physics, chemistry, and biology were included. After one year on this basis, hoverer, the sciences were placed under a specially restrictive quota, mainly because N.S.F. Fellowships (usually more attractive than Woodrow Wilsons) were available in those fields. This helps explain why the great majority of Woodrow Wilson Fellows at M.I.T., both at present and prospectively, are in economics rather than in the sciences.
  3. This year there are eleven Woodrow Wilson Fellows in economics and only one in the School of Science. This is an abnormal disproportion, but economics is at least likely to have a majority of M.I.T. Woodrow Wilson Fellows in the visible future. Last year our department was the first choice of fourteen applicants initially, and we ended up with eleven fellows (because of some rejections and after several switches in and out). This year we are the initial first choice or eighteen applicants.
  4. The high proportion of M.I.T. Woodrow Wilsons in economics contrasts With thirty per cent of second-year fellowships awarded out of Woodrow Wilson funds to economics students.
  5. In general, fellowships are very important in our department because, with few exceptions, we are unable to give either teaching or research assistantships to first-year or second- year graduate students. Furthermore, in our area N.S.F. fellowships are available only to mathematical economists, who represent a minority of our graduate students. The availability of N.S.F. Fellowships to scientists and engineers, and on a comparably generous basis at all levels of graduate study, means that other departments at M.I.T. do not have the same kind of need that we have for second-year fellowships out of Woodrow Wilson funds.
  6. The present Institute practice is especially prejudicial to our department in relation to its competitors at other universities. Our chief competitor is Harvard, which has the only other economics department with comparable numbers of Woodrow Wilson Fellows currently. Our other significant competitors include California, Chicago, Yale and Princeton. These other economics departments all belong to divisions of their respective universities in which most If not all other departments have at least roughly comparable numbers of Woodrow Wilson Fellows. Hence these other departments have normal expectations that second-year fellowships out of Woodrow Wilson funds will go to their own students in roughly the same proportion as in the first year.

The availability of second-year fellowships is obviously a vital concern to the Woodrow Wilson Fellows themselves in deciding where to do their graduate work, and this is a question that some of them ask specifically. Clearly, the present Institute practice means that Woodrow Wilson Fellows in economics at M.I.T. would have an appreciably lower chance of receiving second-year fellowships than they would at the predominantly liberal arts universities.

  1. Our problem is all the more acute because, unlike such schools as Harvard, California, and Chicago, we have an appreciably more selective admissions policy. That is to say, we have enjoyed a remarkable increase in both the quantity and quality of applicants in recent years; and, since we have not expanded our numbers, we admit only people who would normally stand in the top half or higher of most other departments. Secondly, we have tightened our own grading standards and now give fewer A’s and more B’s, C’s, etc. than before. This year’s regular first- year graduate students, for example, have an aggregate cumulative slightly less than 4.3. In view of our selective admission policy, this means that students with cumulatives of 4.4 or 4.2 are still doing a highly creditable job, even though they are in the vicinity of the median of their own group. This to why we Feel that current Woodrow Wilson Fellows with such cumulatives deserve renewals of their fellowships.
  2. I apologize for the last-minute character of this plea. I should explain that the tentative decisions of the Scholarship Subcommittee come to us as more of a shock than they perhaps should, because — in Robert Solow’s absence –we thought that Institute policy on this question was nearer to our expectations then it has proved to be. For example, Solow said in his parting memorandum, which listed the eight present Woodrow Wilson Fellows whom we were to recommend for second-year fellowships, “If we do not get these, I would like to hear about it right away, because strong protest is in order.”

I should say finally, that we have several other non-Woodrow Wilsons whom we would have recommended for second-year fellowships, except that we felt — and thought it was general policy — that Woodrow Wilsons should have priority for renewals provided that they performed creditably.

Source: M.I.T. Archives. MIT Department of Economics. Records, 1947- (AC 394), Box 4, Folder “W”.

Image Source: Cropped portrait of Robert L. Bishop from the M.I.T. Museum website. Colorized by Economics in the Rear-view Mirror.

Categories
Economists Harvard

Harvard. Class of 1894 reports of Oliver Mitchell Wentworth Sprague, 1895, 1897, 1902, 1904, 1909, 1914, 1919

Economics in the Rear-view Mirror is always (well, almost always) on the lookout for artifacts providing autobiographical detail on the economists whose course materials have been transcribed and posted here. While trawling the hathitrust.org archive yet another time for material on the Harvard economics/business professor O. M. W. Sprague, I found seven reports of the secretaries of the Harvard Class of 1894, of which Sprague was a distinguished graduate. Sprague’s personal reports are sometimes repetitive, but it is still handy to put them together in one post.

Bonus Material: Sprague’s brief faculty bio found in the 1924-25 Harvard Business School yearbook.

A recent earlier post provides Sprague’s lifetime c.v.

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OLIVER MITCHELL WENTWORTH SPRAGUE
Class of 1894, First Report (1895)
Misc. facts

A.B. Harvard College, June 1894 [p. 4]

Second Year Honors (1892-93) in History. [p. 25]

A.B. Final Honors in Political Science (Highest Honors) [p. 26]

A.B. Honorable Mention in History and Economics [p. 30]

Oration at Commencement (12 graduating students held orations) [p. 37]

Memberships:

Christian Association [p. 62]
Historical Club [p. 67]
International Law Club [p. 68]
Phi Beta Kappa [p. 69]

Graduate School. University Scholarship. Appointed in 1894. [p. 36]

Resident of the Graduate School 1894-95. Address: 40 Kirkland St., Cambridge [p. 139]

A.M. June 1895 [p. 31]

Source: Harvard College Class of 1894. Secretary’s Report, No. I. (1895).

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OLIVER MITCHELL WENTWORTH SPRAGUE
Class of 1894, Second Report (1897)

“Have been studying economics, especially economic history, at Harvard Graduate School. Received degree of A.M. in ’95, [and Ph.D. in ’97. Subject of doctor’s thesis, ‘The English Woolen Industry in the Seventeenth and Eighteenth Centuries.’]”

Source: Harvard College Class of 1894. Secretary’s Report, No. II. (1897), pp. 96-97.

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OLIVER MITCHELL WENTWORTH SPRAGUE
Class of 1894, Third Report (1902)

“During the college year (’97-’98) was in England, holding a Rogers Fellowship. Since that time I have been teaching Economics at Harvard, aside from two months last winter on leave of absence to give a course on foreign travel at the University of Michigan. I have edited a new edition of the late Professor Dunbar’s little book on banking regularly used in Economics 1. I am now preparing essays for publication in book form.” [p. 106]

One publication listed [p. 191]:

Sprague, O.M.W. — “The German Coinage Act of 1900,” Quarterly Journal of Economics”.

Source: Harvard University Class of 1894. Secretary’s Report, No. III. (1902).

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OLIVER MITCHELL WENTWORTH SPRAGUE
Class of 1894, Fourth Report (1904)

Sprague, Oliver Mitchell Wentworth, Professor, 21 Stoughton Hall, Cambridge.

Assistant Professor of Economics at Harvard University.

Source: Harvard College Class of 1894. Secretary’s Report, No. IV. (1904), p. 37.

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OLIVER MITCHELL WENTWORTH SPRAGUE
Class of 1894, Fifth Report (1909)

Both my father, William Wallace Sprague, and my mother, Miriam Wentworth Sprague, were discended [sic] from early New England settlers. I was born at Somerville, Massachusetts, and prepared for college at St. Johnsbury (Vermont) Academy.

In college I loafed egregiously the first two years, and then specialized in Political Science, in which, largely through habits acquired from an almost Scotch turn for disputation, I received at graduation, Highest Honors and therewith a summa cum. Beguiled by this rather unexpected success, I turned aside from the law — my first love — and entered the Graduate School where in due course I received the A.M. degree in 1895, and the degree of Ph.D. in 189.

The following year, I studied in England, holding a travelling fellowship. In the autumn of 1898, I returned to Harvard as Assistant in Economics, in which capacity I had the satisfaction of being of some slight use to Professor Dunbar, in his last years. From this, its lowest rung, I began the toilsome ascent of the academic ladder. From 1899 to 1901, I served as an annual Instructor, then came three years as a Faculty Instructor; and in 1904 I was appointed to an Assistant Professorship in Economics. In 1905, I resigned this position, to accept a professor ship in the Tokio Imperial University. After three years in the Orient — a delightful episode — I accepted a cabled invitation to return to Harvard as an Assistant Professor, on second appointment, in Banking and Finance in the Graduate School of Business Administration. I have published a few articles on banking subjects and expect to publish many more. Am now engaged in preparing a report for the National Monetary Commission on the experience of the national banks during crises since the establishment of the system; and also a report upon banking in Japan.

Married Fanny Knight Ide, June 21, 1905, and have one child, Katherine Ide Sprague, born at Tokio, Japan, May 1, 1906. Address: 18 Sumner Road, Cambridge, Massachusetts.

Source: Fifteenth Anniversary of the Harvard College Class of 1894. Secretary’s Report, No. V (1909), pp. 227-228.

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OLIVER MITCHELL WENTWORTH SPRAGUE
Class of 1894, Sixth Report (1914)
Born Somerville, Mass., April 22, 1873.
Parents William Wallace, Miriam (Wentworth) Sprague.
School St. Johnsbury Academy, St. Johnsbury, Vt.
Years in College 1890-1894.
Degrees A.B., 1894; A.M., 1896; Ph.D., 1897.
Married Fanny Knights Ide, St. Johnsbury, Vt., June 21, 1905.
Children Katharine Ide, May 1, 1906; Theodore Wentworth, Sept. 1, 1911.
Business University Professor.
Address 18 Sumner Road, Cambridge, Mass.

In 1898, I studied in England, holding a traveling fellowship. In the autumn of 1898, I returned to Harvard as assistant in Economics, in which capacity I had the satisfaction of being of some slight use to Professor Dunbar, in his last years. From this, its lowest rung, I began the toilsome ascent of the academic ladder. From 1899 to 1901, I served as an annual instructor, then came three years as a faculty instructor; and in 1904, I was appointed to an Assistant Professorship in Economics. In 1905, I resigned this position, to accept a professorship in the Tokio Imperial University. After three years in the Orient – a delightful episode I accepted an invitation to return to Harvard as an Assistant Professor, on second appointment, in Banking and Finance in the Graduate School of Business Administration, and in March, 1913, I was appointed Edward Cogswell Converse Professor of Banking and Finance. I have written two books, a “History of Crises Under the National Banking System,” and “Banking Reform in the United States.” Member: Boston Harvard Club, American Economic Association.

Source: Twentieth Anniversary of the Harvard College Class of 1894. Secretary’s Report, No. VI (1914), pp. 207-208.

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OLIVER MITCHELL WENTWORTH SPRAGUE
Class of 1894, Seventh Report (1919)

Born at Somerville, Mass., April 22, 1873. Son of William Wallace and Miriam (Wentworth) Sprague. Prepared at St. Johnsbury Academy, St. Johnsbury, Vt.

In College, 1890-94; Graduate School, 1894-98. Degrees: A.B. 1894; A.M. 1895; Ph.D. 1897.

Married to Fanny Knights Ide at St. Johnsbury Vt., June 21, 1905. Children: Katharine Ide, born May 1, 1906; Theodore Wentworth, born Sept. 1, 1911.

Occupation: Teaching.

Address: (home) 32 Bates St., Cambridge, Mass.; (business) Harvard University, Cambridge, Mass.

After obtaining the degree of Ph.D. in 1897, I received a travelling fellowship and spent the following year studying in England. In the autumn of 1898, I returned to Harvard as Assistant in Economics, in which capacity I had the satisfaction of being of some slight use to Professor Dunbar, in his last years.

From this, its lowest rung, I began the toilsome ascent of the academic ladder. From 1899 to 1901, I served as an annual instructor, then came three years as a faculty instructor; and in 1904, I was appointed to an Assistant Professorship in Economics. In 1905 I resigned this position, to accept a professorship in the Tokio Imperial University. After three years in the Orient — a delightful episode — I accepted an invitation to return to Harvard as Assistant Professor of Banking and Finance in the Graduate School of Business Administration, and in March, 1913, I was appointed Edward Cogswell Converse Professor of Banking and Finance. I have written two books, a “History of Crises under the National Banking System,” and “Banking Reform in the United States,” and have revised and enlarged Dunbar’s “Theory and History of Banking.” During the war, I advocated in articles and in other ways the advisability of financing the contest mainly by taxation. I am convinced that such a policy was feasible and that it would have proved far less burdensome and much more equitable than the borrowing policy with its attendant inflation. Between July and December, 1918, I was in Washington engaged in work on reconstruction problems for the Council of National Defense. [pp. 411-12]

War Record
O. M. W. SPRAGUE

U.S. Chamber of Commerce.  Member of the War Finance Committee and the Foreign Exchange Committee, U.S. Chamber of Commerce.
Reconstruction research worker, Council of National Defense, July-Dec., 1918.  [p. 550]

Publications
O. M. W. SPRAGUE

The English woolen industry in the seventeenth and eighteenth centuries. Doct. diss., 1897.

Ed. Chapter on theory and history of banking. By Charles Franklin Dunbar. 2d ed., enlarged. New York, Putnam’s, 1901, 1907, etc., pp. viii, 252, 3d ed. under title The theory and history of banking, 1917, pp. viii, 297.

Ed. Economic essays. By Charles Franklin Dunbar. New York, Macmillan, 1904, pp. xvii, 372.

History of crises under the national banking system. Washington, Gov’t Print. Off., 1910, 1911, pp. v, 484.

Banking reform in the United States. Reprints from Quart. Journ. Econ., 1910, pp. 176. Harv. Univ., 1911.

Loans and investments. (With others.) Amer. Inst. of Banking, N. Y., 1916, pp. 304.

Recent articles:

Proposals for strengthening the national banking system. Quart. Journ. Econ., xxiv (1910), pp. 44. [I. (February); II. (August); III. (November)]

The Federal Reserve Act of 1913. Quart. Journ. Econ., Feb., 1914.

The Federal Reserve system in operation. Ibid., Aug., 1916.

Loans and taxes in war finance. Amer. Econ. Ass’n Publ., Mar., 1917. [Discussion]

The crisis of 1914 in the United States. Amer. Econ. Rev., v (1915), pp. 35.

Financing “the armed nation.” Military Historian and Economist, Jan., 1916.

The relation between loan and taxes in war finance. Annals Amer. Acad. Pol. and Soc. Sciences, Jan., 1918.

Labor and capital on reconstruction. Amer. Econ. Rev., Dec., 1918.

Source: Twentieth-fifth Anniversary of the Harvard College Class of 1894. Secretary’s Report, No. VII (1919), pp. 411-12.

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OLIVER M. SPRAGUE
Edmund Cogswell Converse Professor of Banking and Finance

Degrees: A.B., A.M., Ph.D. at Harvard.

History in brief: Unofficial activities for banking reform, preceding passage of the Federal Reserve Act. Unofficial activities designed to secure imposition of adequate, i.e., heavy, taxation during the Great War. Council of National Defense and War Trade Board, July to December, 1918. Assistant Professor, 1908–1913. Professor since 1913.

Source: Harvard Business School Year-Book, 1924-1925, p. 13.

Image Source: O.M.W. Sprague in the Harvard Class Album, 1915, colorized by Economics in the Rear-View Mirror.

Categories
Exam Questions Harvard Transportation

Harvard. Report assignment and exams for economics of transportation. Ripley, 1903-1904

 

William Zebina Ripley had recently published his chapter on transportation for the Industrial Commission’s Final report in 1902 so that a course on (mostly or almost exclusively) railroads would have been easy for him to teach. 

Bonus material: Here is a link to Appleton Prentiss Clark Griffin [I wonder what his friends called him], Chief Bibliographer of the U.S. Library of Commerce, A list of Books with Reference to Periodicals Relating to Railroads in their Relation to the Government and the Public [Second Issue]. Washington, D.C., U.S. Government Printing Office, 1907.

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ECONOMICS 5
Enrollment, 1903-04

Economics 5 1hf. Professor Ripley. — Economics of Transportation.

Total 125: 9 Graduates, 50 Seniors, 45 Juniors, 13 Sophomores, 8 Others.

Source: Harvard University. Report of the President of Harvard College, 1903-1904, p. 66.

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HARVARD UNIVERSITY

ECONOMICS 5
ASSIGNMENT OF REPORTS

⇒  Exact references by title, volume, and page must be given in footnotes for all facts cited. This condition is absolutely imperative. Failure to comply with it will vitiate the entire report.

GROUP A

Students will report upon the organization and present character of one railway company in the United States. This will be indicated by a number, placed against each student’s name on the enrolment slip, which number refers to the railroad similarly numbered on this sheet. See Directions on last page.

The information to be procured is as follows, and should be numbered in correspondence with this list. Note all changes during the year; and compare the results with those for the railway group in which the company lies, as given in U. S. Statistics of Railways. (1) Miles of line. (2) Passengers transported. (3) Tons of freight carried: gross and per mile of line. (4) Tons carried one mile, with revenue per ton mile. (5) Revenue per train mile. (6) Gross earnings from operation. (7) Operating expenses: gross and per mile of line. (8) Net income from operation. (9) Stock and bonds. (10) Stock and bonds per mile of line. (11) Dividends paid. (12) Surplus. (13) Present prices and movements of prices of the various securities listed.

With this data as a basis prepare as full a general description of the property as possible.

GROUP B

Students will compare the volume of business (1) in gross and (2) by ton and (3) passenger mileage; and the (4) gross income, (5) operating expenses. (6) net income per mile of line, and (7) market prices of securities; for two different railways. These are indicated by numbers posted against the student’s name on the enrolment slip. The aim should be not only to discover differences, but, as far as possible, to explain them. Mere description of conditions is not desired; actual comparison is demanded. The use of parallel columns is suggested. See Directions on last page

With this data as a basis prepare as full a general description of the property as possible.

GROUP C

Students will compare the volume of business (1) in gross and (2) by ton and (3) passenger miles; together with the (4) gross income, (3) operating expenses, (5) net income per mile of line, and (7) prices of securities; for a given railway through a series of years, since 1890, if possible. Note carefully, however, all changes or additions to the line from year to year. The railway assigned is indicated by a number placed against the student’s name on the printed class lists. The analysis of annual reports in financial journals must be carefully followed year by year. Results may be plotted on cross section paper where possible. See Directions on last page.

With this data as a basis prepare as full a general description of the property as possible.

⇒  The letters preceding the assignment number against the student’s name refer to the group in which the report is to be made. Thus, for example: “26 A” on the enrolment slip indicates that the student is to report upon the New York Central R.R.; “16 & 37 B,” that a comparison of the Erie and the Wabash Railroads is expected, etc.

RAILWAY COMPANIES IN THE UNITED STATES

  1. Atchison, Topeka, and Sante Fé.
  2. Baltimore and Ohio.
  3. Canada Southern.
  4. Central of New Jersey.
  5. Chesapeake and Ohio.
  6. Chicago and Alton.
  7. Chicago Great Western.
  8. Chicago, Indiana, and Louisville.
  9. Chicago, Milwaukee, and St. Paul.
  10. Chicago and Northwestern.
  11. Chicago, Rock Island, and Pacific.
  12. Cincinnati, Cleveland, Chicago, and St. Louis. (Big Four.)
  13. Delaware and Hudson.
  14. Delaware, Lackawanna, and Western.
  15. Denver and Rio Grande.
  16. Erie.
  17. Great Northern. (See Northern Securities Co., since 1900.)
  18. Hocking Valley.
  19. Illinois Central.
  20. Iowa Central.
  21. Lake Erie and Western.
  22. Louisville and Nashville.
  23. Mexican Central.
  24. Missouri, Kanas, and Texas.
  25. Missouri Pacific.
  26. New York Central.
  27. New York, Ontario, and Western.
  28. Norfolk and Western.
  29. Pennsylvania.
  30. Philadelphia and Reading.
  31. Louis and San Francisco.
  32. Louis Southwestern.
  33. Southern Pacific.
  34. Southern Railway.
  35. Texas and Pacific.
  36. Union Pacific.
  37. Wabash.
  38. Wheeling and Lake Erie.
  39. Wisconsin Central.
  40. Ann Arbor.
  41. Atlantic Coast Line.
  42. Boston and Maine.
  43. Boston and Albany. (See New York Central.)
  44. Buffalo, Rochester, and Pittsburgh.
  45. Central Vermont.
  46. Central Railroad of New Jersey.
  47. Cincinnati, Hamilton, and Dayton.
  48. Chicago, St. Paul, Minneapolis, and Omaha. (See Chicago and Northwestern.)
  49. Chicago and Eastern Illinois.
  50. Pittsburgh, Evansville, and Terre Haute.
  51. Lehigh Valley.
  52. Long Island.
  53. New York, New Haven, and Hartford.
  54. New York, Chicago, and St. Louis.
  55. Lake Shore and Michigan Southern. (See New York Central.)
  56. Maine Central.
  57. Pittsburgh, Bessemer, and Lake Erie.
  58. Western Maryland.
  59. Rio Grande Western.
  60. Paul and Duluth.
  61. Northern Pacific. (See Northern Securities Co.)
  62. Burlington, Cedar Rapids, and Northern.
  63. Joseph and Grand Island.
  64. Kansas City, Fort Scott, and Memphis.
  65. International and Great Northern.
  66. Nashville, Chattanooga, and St. Louis.
  67. Mobile and Ohio.
  68. Yazoo and Mississippi Valley. (See Illinois Central.)
  69. Plant System.
  70. Georgia Railroad and Banking Company.
  71. Central of Georgia.
  72. Pere Marquette.
  73. Columbus, Sandusky, and Hocking.
  74. Cleveland, Lorain, and Wheeling.
  75. Mexican Central.
  76. Grand Trunk.
  77. Canadian Pacific.
  78. Chicago, Burlington, and Quiney. (See Northern Securities Co.)
  79. Choctaw, Oklahoma, and Gulf.
  80. Rutland.
  81. Seaboard Air Line.
  82. Northern Securities Co.

DIRECTIONS

First — Secure if possible by correspondence, enclosing ten cents postage, the last or recent annual reports of the company. P.O. addresses are given in Poor’s Manual of Railways; the Official Guide of Railways in the United States; the Investors’ Supplement, N. Y. Commercial and Financial Chronicle [e.g.: 31 Jan 1903; 25 Apr 1903; 25 Jul 1903]; or bankers’ and stock exchange Handbooks, Manuals of Statistics, etc.

Second. — Before compiling any returns for ton or passenger mileage, revenue per train mile, etc., read carefully Ripley, Transportation, pp. 274-280 and 293-95;  [James Shirley] Eaton, Railway Operations [1900], pp. 190-201; or [Thomas Francis] Woodlock, Anatomy of a Railroad Report [1895], pp. 101-111.

Third. — Work back carefully through the file of the Investors’ Supplement, N. Y. Commercial and Financial Chronicle. These Supplements, prior to 1902, are bound in with the regular issues of the Chronicle, one number in each volume. Since 1901 they are separately bound for each year. The Investors’Supplement will be recognized by its gray paper cover, and must be carefully distinguished from the other supplements of the Chronicle. Market prices of securities are given in a distinct Bank and Quotation Supplement, also bound up with the Chronicle. Having found the company in the Investors’ Supplement, follow up all references to articles in the Commercial and Financial Chronicle as given by volume and page. Also use the general index of the latter, separately, for each year since the company was organized.

The files of Bradstreets should also be used, noting carefully that the index in each volume is in three separate divisions, “Editorials” being the most important. The course of prices is summarized at the end of each year in January Bradstreets, and also in the Reports of the U.S. Industrial Commission, Vol. XIII.

The files of Poor’s Manual, the Railway Age, the Railway World, the Wall Street Journal, and other technical papers may of course also be consulted.

Fourth. — Analyze carefully by means of its indexes the returns in the official Statistics of Railways in the United States, published by the Interstate Commerce Commission. Note the statistical division into groups shown on the map at the head of each volume. Note also that for each railway lying in two or more groups, a Summary for the road as a whole is given as a Supplement to each table.

The Annual Statistical Abstract of the United States contains convenient general tables for certain purposes

Source: Harvard University Archives. Syllabi, course outlines and reading lists in economics, 1895-2003. Box 1, Folder: “Economics 1903-04”.

___________________________

ECONOMICS 5
[Half course, first semester]
Mid-Year Examination. 1903-04

  1. State five of the most important provisions of the Act to Regulate Commerce; and very briefly state, in each case, the present condition as regards its enforcement.
  2. Outline the legal reasoning by which the original meaning of the Long and Short Haul clause has been modified in the Act of 1887.
  3. What is,—
    1. A collateral trust bond?
    2. A debenture?
    3. A receiver’s certificate?
  4. What are two ways adopted for insuring the continued control of a railway through a series of years?
  5. Outline the course of a typical reorganization.
  6. What are the main provisions of the Elkins Amendments to the Interstate Commerce Law?
  7. What is the present condition of railway control by the government in the United Kingdom?
  8. Of what does trade on the Great Lakes mainly consist? Outline its development.

Source:  Harvard University Archives. Harvard University, Mid-year examinations 1852-1943. Box 7, Bound volume: Examination Papers, Mid-Years, 1903-04.

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