Category: Exam Questions

Harvard. Principles of Sociology. Course description, enrollment, final exam. Carver, 1911-1912

Post author By Irwin Collier
Post date 2026-07-08
No Comments on Harvard. Principles of Sociology. Course description, enrollment, final exam. Carver, 1911-1912

Economics professor Thomas Nixon Carver was assisted by Lucius Moody Bristol whose Ph.D. thesis Social Adaptation: A Study in the Development of the Doctrine of Adaptation as a Theory of Social Progress (1913) was awarded the David A. Wells Prize for 1914-15 and published by Harvard University Press in 1915.

Lucius Moody Bristol was born in Castle Creek, New York, May 21, 1872. He studied at Wesleyan University, University of North Carolina at Chapel Hill, Boston University School of Theology, and Harvard University. At Harvard he studied under Thomas Nixon Carver. His dissertation, Social Adaptation (published in 1915) was, in part, a critique of Carver’s views on Social Darwinism.

Bristol taught at Tufts College, Brown University, and the University of West Virginia and was active in social welfare work. In 1920, he came to the University of Florida to head the Department of Sociology and Economics. In 1926, after the creation of the College of Commerce and Journalism, the department was reorganized as the Department of Sociology. He served as head of the department until his full retirement in 1945. He was a charter member and first vice-president of the Southern Sociological Association.

During his years in Florida, Bristol was active in various social and health programs including the Tuberculosis and Health Association, State Conference of Social Work, and the Florida chapter of the National Society for Crippled Children and Adults [now known as the Easterseals]. He died May 9, 1953.

Source: Lucius Moody Bristol Papers, George A. Smathers Libraries, University of Florida, Gainesville, Florida.

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Carver lists sixteen items in his chapter on sociology in A guide to reading in social ethics and allied subjects (1910), by Francis G. Peabody et al.

In 1905 Carver published a book of 35 readings:Sociology and Social Progress: A Handbook for Students of Sociology.

Note: For the academic year 1911-12 I have been unable to find a mid-year examination for Carver’s Principles of Sociology course.

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Sociology exams from earlier years.

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Course Announcement and Description
1911-12

Economics 3. Principles of Sociology.—Theories of Social Progress. Mon., Wed., and (at the pleasure of the instructor) Fri., at 1.30. Professor Carver, assisted by ——.

An analytical study of social life and of the factors and forces which hold society together and give it an orderly development. The leading social institutions will also be studied with a view to finding out their relation to social well-being and progress.

Spencer’s Principles of Sociology and Carver’s Sociology and Social Progress will be read in full. Students are expected to take part in the discussion of the books read and of the lectures delivered.

Course 3 is open only to students who have passed in Economics 1.

Source: Division of History, Government, and Economics: 1911-12 (1st ed.). Official Register of Harvard University, Vol. VIII, No. 23 (June 15, 1911), p. 68.

Course Enrollment
1911-12

Economics 3. Professor Carver, assisted by Mr. [Lucius Moody] Bristol — Principles of Sociology. Theories of Social Progress.

Total 90: 13 Graduates, 24 Seniors, 35 Juniors, 8 Sophomores, 2 Freshmen, 8 Others.

Source: Harvard University. Report of the President of Harvard College, 1911-1912, p. 65.

ECONOMICS 3
Year-end Examination, 1911-12

What is meant by the balance of nature? Give illustrations.
Who are the leading modern writers in the field of eugenics? Describe the contribution to the theory made by one of these writers.
Discuss the question: Is marriage a device for controlling the birth rate?
What is the relation of the institution of private property to the storing of social energy?
Discuss the question: Is morality a factor in man’s struggle for existence?
Summarize Nordau’s views as to the symptoms and causes of degeneration.
Discuss the question: Is democracy possible without the ballot?
Why does the status of women improve with the transition from the militant to the industrial type of society?
Which do you consider more important in social progress, imitation or struggle and survival? Give reasons for your answer.
How is recent German history used by Spencer to illustrate certain laws of social evolution?

Source: Harvard University Archives. Harvard University — Examination papers, 1873-1915. Box 6. Bound volume, Examination Papers, 1912. Harvard University Examinations. Papers Set For Examinations in History, History of Science, Government, Economics […], pp. 47-48.

Tags Bristol, Carver

Exam Questions Harvard Principles

Harvard. Principles of economics. Enrollment, description, exams. Taussig, 1911-1912

Post author By Irwin Collier
Post date 2026-07-07
No Comments on Harvard. Principles of economics. Enrollment, description, exams. Taussig, 1911-1912

Today we begin a march through the economics course offerings at Harvard for the academic year 1911-12 with Frank W. Taussig’s Economics 1, Principles of Economics, an obvious starting point.

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Exams for principles (a.k.a. outlines)
of economics at Harvard
1870/71-1910/11

1871-75	1880-81	1890-91	1900-01	1910-11
	1881-82	1891-92	1901-02
	1882-83	1892-93	1902-03
	1883-84	1893-94	1903-04
	1884-85	1894-95	1904-05
	1885-86	1895-96	1905-06
1876-77	1886-87	1896-97	1906-07
1877-78	1887-88	1897-98	1907-08
1878-79	1888-89	1898-99	1908-09
1879-80	1889-90	1899-00	1909-10

Frank Taussig completed the first edition of his Principles of Economics [Volume I; Volume II] in March 1911 [Preface]. Links to the references from that first edition have been posted. Taussig expected his students to acquire a personal copy of the textbook and wrote a letter (transcribed and posted here) to Harvard President Lowell, dated October 6, 1911 giving his reasons for not putting a large number of copies into libraries as a reference book for students for them to consult. Taussig did allow one major exception to his textbook ownership policy: “I do not want to compel the poor fellows to buy my book. There is a text-book loan library in Phillips Brooks House, and this I have supplied with a sufficient number of copies for the use of the needy.”

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Course Announcement
1911-12

[Economics] 1. Principles of Economics. Tu., Th., Sat., at 11. Professor [Frank William] Taussig, assisted by Dr. [Edmund Ezra] Day, and Messrs. [Eliot] Jones, [Alfred Burpee] Balcom, [Joseph Stancliffe] Davis, and [Harold Hitchings] Burbank.

Course 1 gives a general introduction to economic study, and a general view of Economics for those who have not further time to give to the subject. It undertakes a consideration of the principles of production, distribution, exchange, money, banking, international trade, and taxation. The relations of labor and capital, the present organization of industry, and the recent currency legislation of the United States will be treated in outline.

The course will be conducted partly by lectures, partly by oral discussion in sections. A course of reading will be laid down, and weekly written exercises will test the work of students in following systematically and continuously the lectures and the prescribed reading. Course 1 may not be taken by Freshmen without the consent of the instructor.

Source: Division of History, Government, and Economics 1911-12 (1^st edition) published as number 23 in Volume VIII of the Official Register of Harvard University (June 14, 1911). Transcribed and posted here at Economics in the Rear-view Mirror.

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Course Enrollment
1911-12

Economics 1. Professor Taussig, assisted by Dr. E. E. Day, and Messrs. Jones, Balcom, J.S. Davis, Burbank, and Jay Morrison. — Principles of Economics.

Total 438: 1 Graduate, 19 Seniors, 85 Juniors, 252 Sophomores, 54 Freshmen, 27 Others.

Source: Harvard University. Report of the President of Harvard College, 1911-1912, p. 63.

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ECONOMICS 1
Hour Examination.
Nov. 18, 1911.

Explain what is meant by
— capital,
— producer’s goods,
— consumer’s goods.

Can it be said that a monopolist has greater power over the price of producer’s goods than over that of consumer’s goods? If so, why? If not, why not?

Explain briefly but carefully:—
— vertical combination;
— by-products;
— steam-engine theory of the efficiency of labor;
— quantity theory of money.
“On grounds of general reasoning we are led to expect that the value of the precious metals will conform in the long run to their cost of production at the poorest mine, or at the poorest part of the better mines. It will conform, we should expect, to marginal cost of production.” What is the general reasoning here referred to? Does it apply to the precious metals as “we should expect”? If so, in what manner? If not, why not?
—
1. Is the marginal utility of water greater or less than that of molasses? Is its total utility?
  Is the marginal utility of copper greater or less than that of steel? Its total utility? (The price of copper per pound is usually about ten times that of steel.)
  Is the marginal utility of diamonds greater or less than that of glass? Its total utility?
2. Is consumer’s surplus larger (or more significant) for water than for molasses? For diamonds than for glass?

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ECONOMICS 1
Mid-year Examination.
1911-12

Arrange your answers strictly in the order of the questions.

Is it for the advantage of the community, and if so, wherein, that there should be
— standardizing,
— grain exchanges,
— brokers’ business?
Is it for the advantage of the community, and if so wherein, that there should be
— corporations,
— transferability of corporate shares,
— stock exchanges?
Arrange the following in the order of elasticity of demand; setting down first that for which you think demand is least elastic, last for which you think demand is most elastic. Give concisely the reasons for your arrangement.
— Wheat,
— Shakespere’s works,
— sugar,
— eye-glasses.

Assume now that each of these is in the hands of monopoly: which of them would it be for the interest of the monopolist to market at a high price, which at a low price? (By “high price” is meant a price much in excess of cost of production). Illustrate by a diagram.

Explain what is meant by
— weighted index number,
— specie premium,
— “real depreciation” of paper money,
— multiple standard.
Is a period of rising prices advantageous (a) for the community at large, (b) for any classes or sections in the community?
Is a low value of money, once settled, advantageous to the community at large? To any classes or sections in the community?
What are the restrictions on the total amount of banknotes that may be issued in (1) the United States, (2) England, (3) France? What degree of elasticity is found in the banknote issue of each country? Are there grounds for saying that elasticity of note issue is more important in one of these countries than in the others?
How is the volume of deposits in the United States affected by
1. the quantity of lawful money (specie and its equivalent);
2. the requirements of law;
3. the temper of the business community.
“We need not fear labor competition with Christendom. The readjustment would involve some temporary hardship, but it would be only temporary. But to compete with the wages paid in India, China, and Japan would be impossible. In some cases American wages would fall; in other cases the American manufactures would cease. Wages at three or four dollars a day could not be long kept up in competition with wages at twenty-five, fifty, or even seventy-five cents a day. Oriental wages would rise a little; American wages would fall a great deal.”
Would you agree?

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ECONOMICS 1
Year-end Examination.
1911-12

In what manner are saving and the formation of capital promoted or retarded by

(a) government borrowing;
(b) the corporate organization of industry;
(c) progressive inheritance taxes.

What part is played by (1) savings banks, (2) commercial banks, in the creation of capital? In the creation of deposits? How, if at all, do these two sorts of banks influence the effectiveness of capital?
The establishment of a postal savings system in the United States is expected to bring about a diminution in the remittances made to foreign countries by those who have recently immigrated to this country. Would such a change be to the advantage of the United States? If so, wherein? If not, why not?
Explain carefully,

— increasing returns;
— monopoly profit;
— unfair competition;
— potential competition;
— “the earmarks of effective monopoly.”

Suppose an urban site which, if utilized to best advantage, would secure an economic rent of $2000 a year; suppose an appropriate building to be erected on it, costing $50,000; suppose the current rate of interest to be 4%. What would be the net rental of the property (due allowance having been made for repairs, taxes, and the like), and what would be its capital value (selling price)?
Suppose now that an inappropriate building had been erected on it, and that the property, thus utilized, had proved to command a net rental of $2500; what would be the capital value (selling price) of the property?
Explain and illustrate

— equalizing differences of wages;
— real differences of wages.

Broadly speaking, are the differences which appear in existing society of the first kind or of the second?
What is the effect of immigration into the United States on these differences of wages?

What is to be said for, what against,

— “making work”;
— insurance against unemployment;
— the employer’s power of discharge.

In what sense, if in any, can it be said that government ownership and management (of railways, for example) is socialistic? In what sense, if in any, can it be said that compulsory arbitration between employers and workmen is socialistic?
Explain progressive, regressive, degressive, and proportional taxation. Of which sort would you consider the following (discuss three only):

— the British income tax;
— the general property tax in the United States;
— the import duty upon sugar;
— a tax upon the unearned increment in urban sites?

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

Image Source: Frank William Taussig, Harvard Class Album 1915.

Tags Balcom, Burbank, DavisJS, Day, JonesEliot, Taussig

Exam Questions Harvard Social Insurance Social Work

Harvard. Complete Course Offerings in Social Ethics. Descriptions, Enrollments, Final Exams. Peabody et al., 1910-1911

Post author By Irwin Collier
Post date 2026-06-15
No Comments on Harvard. Complete Course Offerings in Social Ethics. Descriptions, Enrollments, Final Exams. Peabody et al., 1910-1911

This post covers all of the courses taught at Harvard during the academic year 1910-11 from the subfield of social ethics that was located at the intersection of economics, philosophy, and social policy.

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Social Ethics à la Peabody
1888-1910

A short history of Harvard’s Department of Social Ethics through 1920.

Exam questions for late 19^th century versions of Francis Greenwood Peabody’s course on the Ethics of Social Reform have been transcribed and posted:

1888-1889; 1889-1890; 1890-1891; 1892-1893; 1893-1894; 1894-1895; 1895-1896.

Earlier 20th century course material:

1902-03. Listed as Philosophy 5. Taught by Peabody and Ireland.
1904-05. Listed as Philosophy 5 and Ethics 1. Taught by Peabody and Rogers.
1906-07. Taught by Peabody and Rogers.
1907-08. Taught by Peabody and Rogers.
1908-09. Taught by Peabody, McConnell, Ford and Foerster.
1909-10. Taught by Peabody, McConnell, Ford, and Foerster.

Francis Greenwood Peabody. The Approach to the Social Question. New York: Macmillan, 1912. “The substance of this volume was given as the Earle Lectures at the Pacific Theological Seminary in 1907.”

Peabody’s own short bibliography on the Ethics of Social Questions was published in 1910.

Social Ethics Course Instructors
1910-11

Jeffrey Richardson Brackett
Robert Franz Foerster
James Ford
Ray Madding McConnell
Francis Greenwood Peabody

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Social Ethics 1-7
1910-11

Social Ethics 1. The Ethics of Modern Industrialism
Social Ethics 2. Practical Problems of Social Service
Social Ethics 3. Criminology and Penology [omitted 1910-11]
Social Ethics 4. Selected Topics in Social Ethics
Social Ethics 5. The Moral Responsibilities of the Modern State
Social Ethics 6. Social Amelioration in EuropeSocial Ethics
Social Ethics 7. Rural Social Development

The courses in this group are designed to apply philosophical principles to the modern problems of philanthropy, industry, and social life. They begin with a general introduction to Social Ethics and proceed to methods of applied ethics which approach those of a professional school. Students should have already elected courses both in Philosophy and in Economics, and should regard the courses in Social Ethics as concerned with the transition from academic to practical life.

Source: History and Political Science, Comprising the Departments of History and Government, and Economics, 1910-11. Published in the Official Register of Harvard University. Vol. VII No. 23 (June 21, 1910), p. 65.

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The Ethics of Modern Industrialism

Enrollment Social Ethics 1
1910-11

Social Ethics 1 ²hf. Professor Peabody, Dr. McConnell, Dr. Ford, and Dr. Foerster. — The Ethics of Modern Industrialism.

Total 104: 2 Graduates, 27 Seniors, 29 Juniors, 27 Sophomores, 7 Freshmen, 12 Others.

Source: Harvard University. Report of the President of Harvard College, 1910-11, p. 50.

Description of Social Ethics 1
1910-11

[Social Ethics] 1. The problems of Poor-Relief, the Family, Temperance, and various phases of the Labor Question, in the light of ethical theory. Lectures, special researches, and prescribed reading. Tu., Th., Sat., at 10. Professor Peabody Dr. McConnell, Dr. Ford, and Dr. Foerster.

This course is an application of ethical theory to the social problems of the present day. It is to be distinguished from economic courses dealing with similar subjects by the emphasis laid on the moral aspects of the Social Question and on the philosophy of society involved. Its introduction discusses various theories of Ethics and the nature and relations of the Moral Ideal [required reading from Dewey and Tufts’ Ethics]. The course then considers the ethics of the family [required reading from Spencer’s Principles of Sociology] the ethics of poor-relief [required reading from Warner’s American Charities]; the ethics of the labor question [required reading from Adams and Sumner’s, Labor Problems and Schaeffle’s Quintessence of Socialism]; and the ethics of the drink question [required reading from The Liquor Problem; a Summary of Investigations conducted by the Committee of Fifty]. In addition to lectures and required reading two special and detailed reports are made by each student, based as far as possible on personal research and observation of scientific methods in poor-relief and industrial reform. These researches are arranged in consultation with the instructor or his assistant; and an important feature of the course is the suggestion and direction of such personal investigation, and the provision to each student of special literature or opportunities for observation. Students are advised, before beginning the study of Social Ethics, to take courses both in Economics and Philosophy; and must have taken a course, or the equivalent of a course, in one of these subjects.

SOCIAL ETHICS 1
Year-end Examination 1910-11

This paper should be considered as a whole. The time should not be exhausted in answering a few questions, but such limits should be given to each answer as will permit the answering of all the questions in the time assigned.
Answer questions in the order given.

Describe the development of Employers’ Associations in the United States. (Adams & Sumner, pp. 279 ff.)
Trace the development of Joint Conferences and Trade Boards of Arbitration in the United States. (Adams & Sumner, pp. 305ff.）
Describe in detail an example of: —
1. The bonus system in industry;
2. deferred participation;
3. industrial partnership.
  On what grounds may each of these systems be criticised as hostile to the higher interests of labor? (Adams & Sumner, ch. IX.)
How far has social history since Marx verified the principles of: —
1. the class-conscious conflict;
2. economic determinism?
“Freedom of demand is a first essential of freedom in general. If the means of life and culture were somehow allotted to each from without, and according to an officially drawn-up scheme, no one could live out his own individuality or develop himself according to his own ideas; the material basis of freedom would be lost.” (Schaeffle, p. 40.) Explain this statement and indicate how far, in Schaeffle’s opinion, it correctly describes the position of demand in the Socialist State.
What are the essential features of: —
1. the doctrine of contributory negligence;
2. the doctrine of common employment;
3. the Employers’ Liability Act of 1880;
4. the Workmen’s Compensation Act of 1906?
  (Dr. Foerster’s Lectures.)
Millennial Socialism and Militant Socialism; — their economic and ethical effects defined and compared
Methods in force in Switzerland for the promotion of employment and the control of the unemployed.
Show concisely the effects of alcoholic liquors (a) in moderate use, (b) in immoderate use, on:
1. the digestive system;
2. the nervous system;
3. resistance to disease.
  (The Liquor Problem, ch. I, and Dr. Ford’s Lectures.)
Discuss: —
1. Methods of granting licenses in the United States;
2. Methods of removing the element of profit from the sale of liquor.
  (The Liquor Problem, 56 ff. & pp. 151 ff.)

Source: Papers set for Final Examinations in History, Government, Economics, …, Landscape Architecture, Music in Harvard College. June 1911, pp. 79-80. In Harvard University Archives, Examination papers, 1873-1915 (HUC 7000.25). Box 9. Examination Papers, 1910-11.

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Practical Problems of Social Service

Enrollment Social Ethics 2
1910-11

Social Ethics 2 ²hf. Dr. Brackett. — Practical Problems of Social Service: Public Aid, Charity, and Neighborhood Work.

Total 15: 7 Graduates, 3 Seniors, 3 Juniors, 2 Others.

Source: Harvard University. Report of the President of Harvard College, 1910-11, p. 50.

Description of Social Ethics 2
1910-11

[Social Ethics] 2 ²hf. Practical Problems of Social Service: Public Aid, Charity, and Neighborhood Work. Lectures, prescribed reading, and observation of work under skilled direction. Half-course (second half-year). Tu., Th., at 2.30. Dr. Brackett.

This course is for advanced students, especially for those who plan, as ministers, teachers, or as citizens, whatever their vocation, to be actively interested in charity, correction, or any form of social work. It is also an introduction to Social Ethics 20c, the School for Social Workers. It is a study of tendencies in Social Service, of law and custom, especially in England and the United States, bearing directly on such topics as forms and sources of relief, modification of charitable trusts, treatment of special types of the needy, organization of charity, financial management, supervision of work by public and private agencies.

SOCIAL ETHICS 2
Year-end Exam 2010-11

What place do you give to the changes in the English Poor Law in 1834 as reform measures making for progress?
What is insanity?
What is feeble-mindedness ?
Choosing one of these types, give the chief features of a programme for care which a state should adopt.
—
1. A young mother, unmarried, asks a child saving agency to take her infant from her: What would you do with the child?
2. An infant is found exposed in a public place, with no trace of relatives. In what way would you care for it? Why?
What do we mean by the word adequacy in the expression “adequacy of relief”?
What is to be said in favor of grants of public money to private charities? What against such grants?
Discuss briefly the effect of charity on the continuance of the least “fit” to survive.
How do you value the field work which you have done in connection with this course?

Source: Papers set for Final Examinations in History, Government, Economics, …, Landscape Architecture, Music in Harvard College. June 1911, p. 80. In Harvard University Archives, Examination papers, 1873-1915 (HUC 7000.25). Box 9. Examination Papers, 1910-11.

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Selected Topics in Social Ethics

Enrollment Social Ethics 4
1910-11

Social Ethics 4 ¹hf. Dr. Brackett, Dr. McConnell, Dr. Ford, and Dr. Foerster. — Selected Topics in Social Ethics.

Dr. Brackett. — The State and Charity.
Dr. McConnell. —The Ethical Relations of the State to Industrial Affairs.
Dr. Ford. —The Ethical Aspects of Industrial Coöperation.
Dr. Foerster. —The Ethics of Immigration.

Total 14: 5 Graduates, 3 Seniors, 2 Juniors, 4 Sophomores.

Source: Harvard University. Report of the President of Harvard College, 1910-11, p. 50.

Description of Social Ethics 4
1910-11

[Social Ethics] 4 ¹hf. Selected Topics in Social Ethics. Half-course (first half-year). Mon., Wed., Fri. , at 12.

Subjects for 1910–11:—

Methods of Poor-Relief in Great Britain and Germany Compared. Professor Peabody.

The State and Charity. Dr. Brackett.

The Ethical Relations of the State to Industrial Affairs. Dr. McConnell

The Ethical Aspects of Industrial Coöperation. Dr. Ford.

The Ethics of Immigration. Dr. Foerster.

SOCIAL ETHICS 4
Mid-year Examination
1910-11

—
1. It is proposed, following English and Australian precedent, to improve the economic position of the poorly paid working people of New York, by providing that wages less than a legal minimum shall not be paid. How far may such a measure be expected to be successful? Explain your opinion.
2. “Any one may become a bricklayer in New York City, but whosoever enters the trade as a unionist must agree not to accept less than a certain rate and must, therefore, be an efficient worker with a high standard of living. The American workingman believes that there is ample room in this country for all men who are efficient and willing to demand wages commensurate with the American standard of living.” How far do you agree with the conclusion of this statement? Explain your opinion.
What economic loss does emigration signify for a country? Is there a corresponding economic gain to the country of immigration?
—
1. Briefly outline the position of the Slavs in agriculture in the United States.
2. For what reasons would you, or would you not, favor an effort systematically to settle upon the land those of our immigrants who have lived in rural districts in their country of origin?
What disposition of the gross profits of business is made: —
1. In co-operative associations of the Rochdale model?
2. In the London Civil Service Stores?
3. In the Belgian Socialist Stores?
Which of the above methods of disposition of profits is most conducive to business strength? To working-class progress? Give reasons in detail.
What are the principles of the co-partnership housing movement? Would this form of co-operation be practicable in America?
Discuss the various legal provisions which could be effective in checking the evils of child labor.
Discuss legislation governing hours of labor, and give special attention to (a) practicability, (b) constitutionality, (c) uniformity.
Discuss the “moral quality” of each of the socialist principles of distribution — “To each according to his works,” “To each according to his needs.”

Source: Papers set for Final Examinations in History, Government, Economics, …, Landscape Architecture, Music in Harvard College. June 1911, p. 81. In Harvard University Archives, Examination papers, 1873-1915 (HUC 7000.25). Box 9. Examination Papers, 1910-11.

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The Moral Responsibilities
of the Modern State

Enrollment Social Ethics 5
1910-11

Social Ethics 5 ¹hf. Dr. McConnell. — The Moral Responsibilities of the Modern State.

Total 10: 2 Graduates, 3 Seniors, 1 Junior, 2 Sophomores, 2 Others.

Source: Harvard University. Report of the President of Harvard College, 1910-11, p. 50.

Description of Social Ethics 5
1910-11

[Social Ethics] 5 ²hf. The Moral Responsibilities of the Modern State. Lectures and prescribed reading. Half-course (second half-year). Mon., Wed., Fri., at 12. Dr. McConnell.

This course considers the fundamental ethical principles involved in the organization of the modern State, and the duties of public authorities in regard to crime, defectives, charity, the child, and public health.

SOCIAL ETHICS 5
Mid-year Examination
1910-11

—
1. Differentiate the theories of Lombroso and Ferri with reference to the origins of crime.
2. What are the chief agencies which society may utilize with the express aim at prevention of crime?
3. Briefly suggest the principal advantages and defects of the jury. (Omit either a, b, or c.)
Argue against “reformation” as the rightful aim of punishment.
Argue in favor of each of the following propositions, and show how they may be maintained consistently together: “All criminals are morally irresponsible for their deeds,” “All criminals are socially accountable for their deeds.”
Briefly suggest the successive steps, with underlying principles, from beginning to end of the treatment of a case of juvenile delinquency in a modern juvenile court.
—
1. “The whole prison problem so far as it concerns philanthropy is largely an unnecessary problem. … Improving the economic status of the people would cut the prison problem in half.” To what classes of prisoners do these statements of Gray’s refer?
2. Discuss “The Law of Settlement” and “Settlement Laws.”
—
1. Discuss the necessity of public agencies for the relief of the poor.
2. Discuss the proper division of labor between public and private charities.
Outline the work of the State Board of Charity of Massachusetts.
—
1. State the leading causes of death in the United States. (Give approximate rates, or state the causes in the order of their importance.)
2. State approximately the ratio of preventability of death from each of these causes.
3. Explain the means on which such prevention depends.
Mention the various duties of the Health Department of the city of Boston.

Source: Papers set for Final Examinations in History, Government, Economics, …, Landscape Architecture, Music in Harvard College. June 1911, p. 82. In Harvard University Archives, Examination papers, 1873-1915 (HUC 7000.25). Box 9. Examination Papers, 1910-11.

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Social Amelioration in Europe

Enrollment Social Ethics 6
1910-11

Social Ethics 6 ²hf. Dr. Foerster. — Social Amelioration in Europe.

Total 20: 4 Graduates, 4 Seniors, 6 Juniors, 3 Sophomores, 3 Others.

Source: Harvard University. Report of the President of Harvard College, 1910-11, p. 50.

Description of Social Ethics 6
1910-11

[Social Ethics] 6 ²hf. Social Amelioration in Europe. Lectures and prescribed reading. Half-course (second half-year). Mon., Wed., Fri., at 11. Dr. Foerster.

This course is mainly concerned with schemes of social amelioration that have so far been little considered in the United States. Remedial methods of dealing with poverty will be treated only incidentally. Chiefly the course will make a comparative study of the preventive and constructive measures, public and private, of several countries. After a brief consideration of the place of thrift institutions, unemployment and the important recent efforts to meet it will be discussed at some length. The experience of several countries in providing for the indigent in case of accident, sickness, invalidity, and old age will, in turn, be examined. As far as time permits, a study of legislation governing conditions of labor, and of the housing movement, will be included.

SOCIAL ETHICS 6
Year-end Examination
1910-11

Answer the questions in the order asked. So allot your time that you can answer all questions.

“Mr. H— is devoting his life to the solution of the problem of the unemployed. He proposes an amendment to the constitution of Missouri which declares that it is the duty of the State to provide relief works, including factories and farms, to employ men when necessary.” How far has the experience of France with such a measure as this been successful? of England? of Germany? What have been the causes of success or failure? What would be the probable outcome of the establishment of relief works in the United States?
—
1. What share of the cost of the compensation for accidents falls to the employer in Germany? in Austria? in Norway? in England?
2. A distinguished lawyer holds: “The funds required to make compensation should be raised by contributions from both employer and employee, preferably in equal shares.” What arguments can be advanced for and against this opinion?
3. What division of cost should, in your opinion, be made? Why?
Discussing the bill recently introduced into the English Parliament for compulsory insurance of workmen (premiums to be paid by employer, employee, and State) against unemployment and sickness, a Boston newspaper editorial says: “American workmen want nothing of this kind… they would be the first to realize that any socialistic scheme of the Lloyd-George kind would inevitably harm them”; because, “As President Hadley well says: ‘The payments to the insurance funds must chiefly, if not wholly, come out of wages. Even though they be nominally levied upon the employer, he is compelled, by competition with other employers not subject to the levy, to reduce in corresponding degree the wages he pays?’”
Discussing the same bill, a London newspaper says: “Including the existing old age pensions charge of £13,000,000, £18,500,000 will be contributed by the general taxpayer… The greater part of this £18,500,000 which is said to be supplied by that metaphysical entity, the state, will be really supplied, in their capacity as taxpayers, by the same persons who, in their other capacity of employers, are called upon to produce about £9,000,000 under the new bill.”
Criticise the reasoning of these positions, and indicate your own reasoning as to the burden of insurance.
—
1. What are the kinds, and advantages and disadvantages, of the several types of savings banks?
2. What are your reasons for thinking that savings accounts would or would not increase in number and size in a country which had such an old age pensions system as that of England? Such an old age insurance system as that of France?
Discuss the nature and development of
1. the insurance of widows and orphans in Europe;
2. the industrial insurance of the casualty insurance companies of the United States.
Describe as fully as you can the nature of the measures which has been taken by the Social Insurance authorities of Germany to reduce risks.
—
1. Are the functions of employers’ welfare establishments (such as the activities embraced under the “Welfare Fund” of the firm of D. Peters & Co.) more properly assumed by the State?
2. On the basis of the success or failure of plans discussed in this course, what general attitude do you consider that the State should adopt toward the amelioration of social conditions?
(To be answered if you have time.) What can, and what cannot, a well-organized system of labor exchanges do toward solving the problem of unemployment?

Source: Papers set for Final Examinations in History, Government, Economics, …, Landscape Architecture, Music in Harvard College. June 1911, pp. 83-84. In Harvard University Archives, Examination papers, 1873-1915 (HUC 7000.25). Box 9. Examination Papers, 1910-11.

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Rural Social Development

Enrollment Social Ethics 7
1910-11

Social Ethics 7 ¹hf. Dr. Ford. — Rural Social Development.

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

Source: Harvard University. Report of the President of Harvard College, 1910-11, p. 50.

Description of Social Ethics 7
1910-11

[Social Ethics] 7 ¹hf. Rural Social Development. Lectures and prescribed reading. Half-course (first half-year). Mon., Wed., Fri., at 10. Dr. Ford.

This course is concerned with rural life as a problem in itself and as a solution of urban problems. It will study the distribution of population and its consequences; the development of country life from without, through suburban, “Garden-city,” “Back-to-the-land,” and other movements, — and rural reconstruction from within, through private initiative (e.g., the country church, village improvement societies), coöperative movements (e.g., the Irish Agricultural Organization Society), and State activity (e.g., homestead commissions, departments of agriculture).

One hour will be devoted each week to the discussion of prescribed reading.

SOCIAL ETHICS 7
Mid-year Examination
1910-11

In how far is a natural tendency to industrial decentralization recorded (by the U.S. Statistics of Manufactures for 1905) for the United States as a whole? For the Boston Industrial District (500 square miles)? What are the causes of this tendency? In what types of industry is it inoperative?
“In no field does corporate (philanthropic) operation promise more for the betterment of human conditions; for a higher standard of morals, and of education, or great certainty of profit for capital, than by systematically aiding (city) men to obtain farms.” Examine and criticise this statement in detail.
Under what conditions will “aiding men to obtain farms” assure fair profits for capital? better rural society? better society in general?
What is the sociological significance of the “abandoned” farm in New York State? (Bailey, “The State and the Farmer,” Pt. I.)
—
1. Show by example what part physical environment plays in the social history of Blanktown.
2. What forms of “selection” are described as operative in Blanktown? (Williams, “An American Town.”)
What are the comparative advantages of (1) district, (2) township, (3) county school systems with reference to
1. Maintenance of rural schools?
2. Supervision of rural schools?
3. The use of agriculture as a means of general training?
4. The teaching of professional agriculture?
“The ideal of rural betterment is to preserve upon our farms the typical American farmer. …
“What is wanted … is the breaking down of those barriers which have so long differentiated country from urban life; the extinction of that social ostracism which has been the farmer’s fate.”
Examine both quotations critically. What institutions or lines of social effort could be made to contribute to both ends?

Source: Papers set for Final Examinations in History, Government, Economics, …, Landscape Architecture, Music in Harvard College. June 1911, pp. 84-85. In Harvard University Archives, Examination papers, 1873-1915 (HUC 7000.25). Box 9. Examination Papers, 1910-11.

Tags Brackett, Foerster, Ford, McConnellRM, Peabody

Exam Questions Finance Harvard Transportation

Harvard. Railroad and Corporate Finance. Description, enrollment, exam. Ripley, 1910-1911

Post author By Irwin Collier
Post date 2026-06-11
No Comments on Harvard. Railroad and Corporate Finance. Description, enrollment, exam. Ripley, 1910-1911

Design for a Union Station (1907) by Luther Daniels Bradley

The course content is at the intersection of the economics department and the business school.

________________________

Course Announcement and Description
1910-11

[Economics] 30 ¹hf. Problems in Railroad and Corporation Finance. Half-course (first half-year). Tu. and Th., hours to be arranged. Professor Ripley.

This course in research will afford opportunity for detailed examination of typical cases of financing, both American and European. The method will be by conference and special reports on chosen topics. Students should preferably have taken Economics 5 and 9b; but this condition is not imperative.

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Course Enrollment
1910-11

Economics 30¹hf. Professor Ripley. — Problems in Railroad and Corporation Finance.

Total 11: 2 Graduates, 9 Seniors.

Source: Harvard University. Report of the President of Harvard College, 1910-1911, p. 50.

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ECONOMICS 30¹
Mid-year Examination 1910-1

Trace the development of the principle that valuation of assets is a factor in fixing reasonableness of charges, in the decisions of the Supreme Court of the United States.
What was the first use made of collateral trust bonds by the old Union Pacific railroad in connection with its dealings with the United States?
State four main reasons why convertible bonds have been so popular of late years.
A stock is selling at $165 per share. One new share at par is offered to stockholders for each four shares held. What will the “rights” be normally worth; and what the market price of shares “ex-rights”?
Explain, in detail, the method used in “Intercorporate Relations” for ascertaining the net capitalization of the railway system of the United States.
Has the Union Pacific railway been mainly financed by means of stock or bond issues since 1900? What is its present status in a general way?
State the main elements in the problem of reorganizing a bankrupt railway, numbering each distinct feature separately.
What is the main argument adduced in favor of abolishing the par value of capital stock?
Discuss the issuance of bonds below par as an expedient for raising funds. How does it appear in the accounts?

Source: Harvard University Archives. Harvard University, Mid-year Examinations, 1852-1943. Box 8, Bound vol. Examination Papers, Mid-Years, 1910-11.

Image Source: Luther Daniels Bradley, “Design for a Union Station”. From 1906-07 the holdings and business practices of railroad administrator and financier Edward Henry Harriman, became the focus of an investigation by the Interstate Commerce Commission. The committee charged that Harriman’s use of Union Pacific resources (the company of which he was president since 1903) to invest in the stocks, bonds, and securities of competing railways, was an unlawful attempt to squelch competition and gain control of the market.
Published in: Chicago Daily News, October 18, 1907.
Image from Library of Congress Prints and Photographs Division Washington, D.C.

Tags Ripley

Agricultural Economics Exam Questions Harvard

Harvard. Economics of Agriculture. Description, enrollment, exam. Carver 1910-1911

Post author By Irwin Collier
Post date 2026-06-10

America's Knight, the World's Challenger

In 1911 Harvard economics professor Thomas Nixon Carver published a textbook Principles of Rural Economics that undoubtedly encompassed the content of his course on agricutural economics first taught in 1903-04. Somewhat unusually his book is prefaced with an eight page bibliography.

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Earlier material

ca. 1904 Problem set
1903-04 Final exam
1905-06 Final exam
1908-09 Description, enrollment, final exam

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Course Announcement and Description
1910-11

[Economics] 23 ²hf. Economics of Agriculture, with special reference to American conditions. Half-course (second half-year). Tu., Th., at 2.30. Professor Carver.

A study of the relation of agriculture to the whole industrial system, the relative importance of rural and urban economics, the conditions of rural life in different parts of the United States, the forms of land tenure and methods of rent payment, the comparative merits of large and small holdings, the status and wages of farm labor, the influence of farm machinery, farmers’ organizations, the marketing and distribution of farm products, agricultural credit, the policy of the government toward agriculture, and the probable future of American agriculture

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Course Enrollment
1910-11

Economics 23 ²hf. Professor Carver. — Economics of Agriculture, with special reference to American conditions.

Total 73: 5 Graduates, 21 Seniors, 24 Juniors, 10 Sophomores, 5 Freshmen, 8 Others.

Source: Harvard University. Report of the President of Harvard College, 1910-1911, p. 50.

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ECONOMICS 23
Year-end Examination, 1910-11

and 2. What do you understand by small scale, medium scale, and large scale farming, and what are the chief advantages and disadvantages of each.

What are the chief reasons for the decline of the rural population relatively to the urban population?

and 5. What were the principal changes in American agriculture between 1830 and 1865, between 1865 and 1887, and since 1887?

What were the principal contributions of each of the following countries to American agriculture: France, Spain, Holland, and Great Britain?
It is stated that the average yield of corn per acre is higher in Massachusetts than in Iowa. Does this indicate better agriculture in Massachusetts? Explain your answer.
Give a brief description of the Raiffeisen system of agricultural credit.
What are the advantages of non-competing as compared with competing crops?
How does the productivity of the farm labor of the United States compare with that of European countries, and how is the difference to be accounted for?

Source: Papers set for Final Examinations in History, Government, Economics, …, Landscape Architecture, Music in Harvard College. June 1911, p. 59 In Harvard University Archives, Examination papers, 1873-1915 (HUC 7000.25). Box 9. Examination Papers, 1910-11.

Image Source: Udo J. Keppler “America’s Knight, the World’s Challenger” Published in Puck, v. 70, no. 1801 (6 September 1911). Illustration from Library of Congress, Prints and Photographs Division, Washington, D.C.
Summary: A large knight sits on a horse, holding a lance with a banner that states “American Crops”; he has thrown a gauntlet to the ground before him. In the background, Uncle Sam and Columbia sit beneath a canopy in front of a building that appears to be the U.S. Capitol.

Tags Carver

Exam Questions Harvard Law and Economics

Harvard. Law of industrial relations. Course description, enrollment, final exam. Wyman, 1910-1911

Post author By Irwin Collier
Post date 2026-06-06

Besides principles of accounting the Harvard economics department also offered Professor Bruce Wyman’s course on the law of industrial relations for undergraduates contemplating careers in business. This post provides material for the 1910-11 academic year.

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Course material from earlier years

1901-02. Autobiographical note, enrollment, course description, syllabus, exams.

1902-03. Obituary, enrollment, course description, exams.

1903-04. Enrollment and exams.

1904-05. Enrollment, course description, exams.

1905-06. Enrollment, paper assignments, exams.

1906-07. Enrollment, paper topics, exams.

1908-09. Enrollment and exams.

1909-10. Enrollment and exam.

1910. About Wyman’s reputation as a soft-grader (a “snapper problem”) and the scandal that led to the resignation of his Harvard law professorship in 1913.

________________________

Course Teaching Assistant

Robert Mann Johnson. Harvard A.B. 1908, LL.B. 1911.

Source: Harvard University. Quinquennial catalogue of the officers and graduates 1636-1930, pp. 1043.

* * * * * * * *

Johnson graduated from Boston Latin School in 1905. He was working for American Telephone & Telegraph Co. New York City, N.Y. in 1918.

Source: Graduates of the Public Latin School in Boston, 1816-1917. Boston: 1918.

* * * * * * * *

World War I Selective Service Registration Card (May 1917)

Robert Mann Johnson, b. 28 Feb 1888 in North Weymouth Massachusetts

Home address: 808 Cranston St, Cranston, R.I.

Employed by American Tel. & Telegraph Co. 195 Broadway

* * * * * * * *

Married Margaret M. Callahan 30 Aug 1919 in NYC. Two daughters.

* * * * * * * *

World War II, Selective Service Registration Card (26 April 1942)

Robert Mann Johnson b. 28 Feb 1888 in Weymouth, Massachusetts

Home address: 350 East 25 St., Brooklyn, Kings, New York.

Employer’s Name and Address: Milbank, Tweed and Hope. 15 Broad St. NYC

* * * * * * * *

Robert Mann Johnson died 29 July 1948, NYC of a heart attack as he entered his law firm at 15 Broad St. He lived at 58 Linwood Road, Scarsdale. From his obits: he practiced law in Massachusetts before going to New York and being admitted to the New York bar in 1921. First with the firm of Masten and Nichols from 1928-1931. Later with the firm of Milbank, Tweed, Hope and Hadley since 1931.

Source: Daily News (New York City), 30 July 1948, p. 49. The Herald Statesman (Yonkers, NY) 30 July 1948, p. 2.

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Course Announcement and Description
1910-11

[Economics] 21 ²hf. Principles of Law governing Industrial Relations. Half-course (second half-year). Mon., Wed., Fri., at 9. Mr. Joseph Warren [sic], assisted by Mr. R. M. Johnson.

Course 21 is not open to students before their last year of undergraduate work. The course considers certain rules of the law governing the course of modern trade and the organization of modern industry. The problems brought forward are actual and the rules of law discussed are specific, so that the instruction may prove of service in a business career. The course forms a natural introduction to the study of law, as it involves many of the elementary principles. And as the course deals with adjudication and legislation on questions of first importance in the economic development of modern times, it may also be of advantage to all those who wish to equip themselves for the intelligent discussion of issues having both legal and economic aspects. In 1910-11 four principal topics will be discussed: Competition; Combination; Association; Consolidation, — some very briefly, some with more detail. The conduct of the course will be by the reading and discussion of cases from the law reports which are contained in an edited series of case books.

________________________

Course Enrollment
1910-11

Economics 21 ¹hf. Professor Wyman, assisted by Messr. R. M. Johnson. — Principles of Law governing Industrial Relations.

Total 164: 4 Graduates, 103 Seniors, 47 Juniors, 3 Sophomores, 3 Freshmen, 4 Others.

Source: Harvard University. Report of the President of Harvard College, 1910-1911, p. 50.

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ECONOMICS 21
Mid-year Examination, 1910-11

Give reasons clearly

Two railroads, the A railroad and the X railroad, run from L to M. The X railroad lets shippers from L to M know that if they will agree to ship all their freight by this road they will be given free cartage at M for the delivery of their goods. By this means several very profitable shippers are induced to stop shipping by the A road altogether. Can the A road have an injunction in its own right, or must it wait for the Attorney General to take action?
In the construction of a certain building there are employed certain members of the roofers’ union, the plasterers’ union, etc., etc. These unions are all affiliated with a local trades’ council. The roofers strike for higher wages, and, not getting an immediate response to their demands, they appeal to the trades’ council which calls a general strike on the building. The strikers thereupon put advertisements in the local newspapers requesting that no laboring man shall take the place of any striker. They also station two pickets at the head of the street leading to the house to distribute copies of this advertisement to people coming down the street, the pickets having strict orders not even to engage anyone in conversation. What injunction can the contractors who are building a house get under these circumstances?
A retail druggists’ association is formed in a certain city, its membership including practically all the druggists in that city except A, who is a notorious rate cutter. The association votes that none of its members shall buy any of the remedies made by any manufacturer who shall sell to A without making A agree not to cut the regular price, provided, however, that any member of the association may send a special order to any manufacturer in response to the request of a particular costume. A is now not able continue his price cutting sales, which have been a source of great profit to him. Can he sue X, a member of the association, against whom he has a particular grudge, for all the damages he has suffered?
In a certain partnership there are two partners X and I. Their partnership articles state that their business is to buy and sell drygoods. A salesman comes to their office and begins to negotiate with X a sale of print goods at a distinctly high price and succeeds in inducing X to feel that an extraordinarily large purchase of these goods would be advisable. Y comes in just before the contract is made and protests against it: X nevertheless signs the contract on behalf of the firm. Any reasonable man in the trade would say that the purchase was a foolish one. X dies the next day. Can Y cancel the contract?
A corporation which is the result of the merger of concerns manufacturing 60% of the wall paper in the United States adopts the policy of selling its products only to jobbers, billing it to them at a very high price, but giving them at settlement time a rebate of 33 1/3 % provided that the selling company is satisfied that the jobbers have not handled the wall paper of any other manufacturers during the period covered by the settlement. One jobber after having got and resold wall paper billed to him at $100,000, refuses to make any payment to the wall paper corporation when settlement day comes. How much can the wall paper corporation recover from him?
A director in a railroad corporation makes a contract with it to sell it a steamboat, for which he has paid $500,000, for $500,000. Impartial appraisers would not consider the steamboat worth more than $450,000. The steamboat is delivered to the railroad corporation which has already sent it on one voyage to get freight to carry over its line, when it is sunk by an accident. The railroad has not as yet paid the director for the steamboat. How much can he get from the railroad?
Four manufacturers of iron pipe form a pool agreeing among themselves not to sell below a certain price, to be fixed from time to time by a central committee. To secure the performance of this agreement by each member, each member deposits with a certain trust company $25,000, with the provision that any member breaking the agreement shall forfeit his deposit to the remaining members of the pool. One of the four members of the pool breaks from the pool, whereupon the other three decide to dissolve it. The trust company refuses to pay out any of the money. How much can one of the remaining three concerns recover by suing the trust company?
The principal manufacturers of plumbers’ supplies agree among themselves at a meeting of their association that no member of the association shall sell on credit to any plumber whose indebtedness to any member has not been settled within three months after his bills were due, reserving to any member the right to sell for cash to any plumber, however much he may be in arrears to any member of the association. Is this such a combination as to come within the provisions of the Federal Anti-Trust law, so that a plumber whose business is injured by the enforcement of these policies may sue one of its members for treble damages?

Source: Harvard University Archives. Harvard University, Mid-year Examinations, 1852-1943. Box 8, Bound vol. Examination Papers, Mid-Years, 1910-11.

Tags Wyman

Accounting Exam Questions Harvard

Harvard. Principles of Accounting. Course description, enrollment, final exams. William M. Cole, 1910-11

Post author By brian
Post date 2026-06-05

Over two hundred students took William M. Cole’s Principles of Accounting course at Harvard in 1910-11 giving it the second highest enrollment of all economics courses. First place, unsurprisingly went to Taussig’s Principles of Economics that had an enrollment of 531 students.

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Earlier Accounting Exams at Harvard

1900-01
1901-02
1902-03
1903-04
1904-05
1905-06
1906-07
1907-08
1908-09
1909-10

________________________

William M. Cole
His Textbook

Accounts. Their Construction and Interpretation for Business Men and Students of Affairs. Boston: Houghton Mifflin Company, 1908.

“The first issue of this book was brought out at a time when no general, non-technical, non-professional treatise on accounting had been published . The author had then been giving for eight years a course of instruction to seniors in Harvard College on the principles of accounting, and believed that many business men and students of affairs would be interested to see briefly but comprehensively how accounts are constructed and interpreted.”
Revised and enlarged edition, 1915.

________________________

Course Announcement and Description
1910-11

[Economics] 18. Principles of Accounting. Mon., Wed., and (at the pleasure of the instructor) Fri., at 11. Asst. Professor Cole and an assistant.

This course is designed to show the processes by which the earnings and values of business properties are computed. It is not intended primarily to afford practice in book-keeping; but since intelligent construction and interpretation of accounts is impossible without a knowledge of certain main types of book-keeping, practice sufficient to give the student familiarity with elementary technique will form an important part of the work of the course. The chief work, however, will be a study of the principles that underlie the determination of profit, cost, and valuation. These will be considered as they appear in several types of business enterprise. Published accounts of corporations will be examined, and practice in interpretation will be afforded. The instruction will be chiefly by assigned readings, discussions, and written work.

Course 18 is not open to students before their last year of undergraduate work. For men completing their work at the end of the first half-year, it will be counted as a half-course. It is regularly open only to Seniors and to Graduates who have had Economics 1. Students intending to enter the Graduate School of Business Administration are expected to take this course in preparation for the advanced courses in accounting.

________________________

Course Enrollment
1910-11

Economics 18. Asst. Professor W. M. Cole, assisted by Messrs. R. M. Johnson, and H. B. Platt. — Principles of Accounting. [For biographical information about the teaching assistants, see the post for the 1908-09 course Economics 18]

Total 223: 3 Graduates, 118 Seniors, 59 Juniors, 2 Sophomores, 5 Freshmen, 36 Others.

Source: Harvard University. Report of the President of Harvard College, 1910-1911, p. 50.

________________________

ECONOMICS 18
Mid-year Examination, 1910-11

If possible, give your answers in tabular form.

The bookkeeper has decided to enter the following transactions as belonging to the accounts named in parenthesis in each case. Should the account so named be debited or credited?
1. Allowing depreciation on buildings (Real Estate).
2. Collecting interest on an overdue bill (Interest).
3. Allowing a claim for damages on goods improperly packed (Mdse.).
4. Setting aside net income as a reserve for possible, but not probable, depreciation (Profit and Loss).
5. Declaring dividends (Dividends).
If in any cases in Question 1, above, any other account must also be debited or credited, name the account and tell whether the entry should give a debit or a credit to that account.
Under what circumstances would a complete entry (that is, with both sides showing the same amount
1. debit a customer and credit Commission?
2. debit Expense and credit a customer?
3. debit Cash and credit Insurance?
4. debit Bills Receivable and credit Bills Payable?
5. debit Neglected Discounts and credit Merchandise?
Show the profit on Merchandise for each of the three following sets of figures:

(a)

Mdse. Dr. on ledger	$125,000
Mdse. Cr. on ledger	$137,500
Mdse. inventory	$15,000
Mdse. Discounts, Dr.	$5,500
Mdse. Discounts, Cr.	$6,000

(b)

Inventory a year ago	$25,000
Purchases, Dr.	$100,000
Sales, Cr.	$137,500
Discounts given, average	4%
Discounts taken, average	$6%
Inventory to-day	$15,000

(c)

Merchandise, Dr, balance	$27,000
Inventory	$42,000
Collected Discounts	$2,000

The following is a trial balance, for January 1, 1911, of a business which is about to discontinue operations, and has disposed of all its merchandise, exhausted its supplies, paid all its outstanding obligations except those shown on the trial balance, and collected all sums due it except those shown. Both the notes which it holds and those outstanding against it bear interest. Interest has been paid to date on all notes and bonds Show the balance sheet and the income sheet. If you need any information not given here, assume it, state what you have assumed, and use it.

Proprietor		$60,000
Bonds (bought at par)	$60,000
Bills Receivable	$15,000
Bills Payable		$10,000
Expense	$5,000
Interest		$300
Commission	$250
Insurance	$150
Taxes	$100
Rent	$2,500
Merchandise		$13,000
Cash	$300
	$83,300	$83,300

A manufacturing company purchases new machines as shown below. Should you in each case charge Machinery or Maintenance? Give your reasons clearly and concisely.
The new machines are bought to take the place of old ones worn out. The new may cost initially more or less than the old, may do more or less work than the old, may cost more or less for labor and power in operation than the old. Four conditions are shown in the table below. Answer for each of them.

NEW MACHINES IN COMPARISON WITH THE OLD

(a)	Same	Same	Less
(b)	Same	More	Same
(c)	More	More	Same
(d)	More	Same	Same

Believing money to be worth 4½%, you lend $2748.96 and receive three promissory notes, each for $1000, the first payable in one year, the second in two years, and the third in three years, all without interest. You find the various present-worths of these notes to be as follows: $956.94, $915.73, $876.29. You at once dispose of these notes in part payment of some 5% bonds due in three years (with interest payable annually), which you deem as well secured as the notes, and you find that the notes just pay the premium. What will be the amortisation on the bonds during the first year that you hold them? How do you know?
How many bonds do you buy?

Source: Harvard University Archives. Harvard University, Mid-year Examinations, 1852-1943. Box 8, Bound vol. Examination Papers, Mid-Years, 1910-11.

________________________

ECONOMICS 18
Year-end Examination, 1910-11

Distribute your time so as to answer
at least eight questions.

Show the trial balance that will result from the following transactions: —
A invests $50,000 cash and real estate at $30,000.
He (as proprietor of the business) buys real estate for $20,000 in cash.
He borrows $30,000 on his note.
He buys merchandise for $40,000 cash.
He buys fixtures for $5,000 on credit from B.
He spends $500 for wages and $100 for advertising.
Certain accounts on a trial balance are as follows: —

Interest	$500
Commission		$1,300
Wages	$13,500
Insurance	$300
Rent		$600
Stationery	$400
Taxes	$200
Sales		$140,000
Purchases	$100,000
Depreciation	$6,000
Advertising	$1,000

The inventory of merchandise at the beginning of the year was $20,000 (not included in the purchases above), and it is now $25,000. When the books were last closed the proprietors had a credit of $50,000, and nothing has been invested or withdrawn by them since that time. If the books were now to be closed, assuming that the correct figures for all nominal accounts have been given above, what would be the proprietors’ credit?
Show all you can of the balance sheet.

Should the following be charged to capital or to revenue? Give your reason in each case.
The payment of paid-up premium on a five-year fire-insurance policy.
The purchase of accrued interest on a bond between interest dates.
The cost of painted bill-board advertising.
The cost ($5,000) of store fixtures to replace old fixtures that originally cost less ($2,000) and, though not worn out, are old-fashioned.
The cost of a new boat landing for a summer hotel when an increase in the draught of lake steamers renders the old landing useless for its original purpose and the new landing costs the same as the old.
In a certain establishment the expense accounts are classified according to the buildings in which the cost is incurred. The buildings and their uses are as follows: —

Building —— Used for…

A. ———— storage of supplies, varnishing shop, and show room.

B. ———— mill, assembling room, and accounting department.

C. ———— sales department, and drafting department.

For each building an account is kept for wages, for supplies, and for overhead expense, and the annual statement shows these nine costs (three kinds of cost for each of three buildings). Without entering into details, or attempting to substitute another plan of accounting, comment on the plan above outlined.

The stock-market quotation for bonds of a certain industrial corporation shows a decline. The reports of earnings by the corporation show a practically steady net income, and 20% increase of business. Does the following comparative balance sheet warrant the decline?

BALANCE SHEET
(Figures are for millions)

	1909	1910		1909	1910
Real Estate	$25.0	$20.0	Capital Stock	$100.0	$100.0
Machinery, etc.	90.0	85.0	Bonds	$75.0	$75.0
Stores	$2.0	$1.5	Bills Payable	$0.5	$0.5
Goods in Process	$6.0	$5.5	Accounts Payable	$3.0	$2.0
Finished Goods	$9.0	$8.0	Accrued Items	$0.7	$0.6
Accounts Receivable	$30.0	$35.0	Depreciation	$10.0	…
Stocks and Bonds	$20.0	$20.0	Allowance for Bad Debts	…	$1.0
Cash	$16.7	$13.5	Reserve	10.0	10.0
Prepaid items	$0.5	$0.6
	$199.2	$189.1		$199.2	$189.1

Does the distinction on a bank balance sheet between the two items in each of the following pairs serve an accounting purpose, or is it merely traditional? If it is serviceable, explain why.
1. Par value of government bonds held to secure circulation, and premium on such bonds.
2. National bank notes held, and treasury notes held.
3. Sums due to banks, and sums due to other depositors.
4. Surplus, and undivided profits.
Has a life insurance company any accounting liability for expected death claims in connection with persons still living? If so, on what principle is the amount determined? If not, state what disposition is made, in the accounts, of the face of policies written?
A manufacturing corporation issues bonds, payable in twenty years, at a premium. The interest is paid semi-annually.
What entry should be made on the corporation’s books at the time the bonds are issued?
What entry should be made on the corporation’s books at the time the first interest is paid?
What entry should be made on the books of a holder of the bonds when he collects his half-yearly interest?
Supposing the difference between the market rate and the bond rate to be for the bonds held by one man $25 for a half year, how should you go to work to learn the amortisation for any particular half-year — the first or the last, for instance? Can you find it for the last half-year if you know the market rate to be 4½%?
What have you to say of a method of distributing overhead charges, or expense burden, to the various articles of product in a factory
1. in the ratio of labor time on each article?
2. in the ratio of wages in the cost of each article?
3. in the ratio of machine hours multiplied by the cost of the machines used?

What should enter into a scientific machine-rate for a factory employing all its equipment full time?

Source: Papers set for Final Examinations in History, Government, Economics, …, Landscape Architecture, Music in Harvard College. June 1911, pp. 54-56. In Harvard University Archives, Examination papers, 1873-1915 (HUC 7000.25). Box 9. Examination Papers, 1910-11.

Exam Questions Harvard Public Finance

Harvard. Municipal Finance. Course description, enrollments, final exam. Huse, 1910-1911

Post author By brian
Post date 2026-06-04

Meet Charles Phillips Huse

1883. Born March 3 in Worcester, MA. Attended Springfield High School. Springfield, MA.

1904. A.B. Harvard.

1905. A.M. Harvard.

1907. Ph.D. Harvard. Thesis: The Financial History of Boston from 1822 to 1859.

1908-09. Instructor in Economics, Dartmouth College.

1909-11. Instructor in Economics at Harvard.

1911-14. Assistant Professor of Economics, University of Missouri.

1914-20. Assistant Professor of Economics, Boston University.

1920-53. Professor of Economics, Boston University.

1958. Died July 13 in Belmont, MA.

* * * * * * * * * * *

Professor Huse economizes on our nerves as he never did on ice cream or time. His peculiar humor relieves a mental struggle with Gresham’s Law, and his unchanging method nets a return of old quiz questions yearly rejuvenated on each anniversary of their first propounding. This holds true in the long run. That will be all for this time.

Source: Boston University Yearbook, The Hub 1924, p. 32.

One of the greatest and most worth while experiences in Dr. Huse’s life came in 1910 when he went to Washington to aid the National Monetary Commission. His task was to read the volumes written by the Commission and, as each volume was published, to prepare press statements for the newspapers. Partly as a result of the work of this Commission, the Federal Reserve Act was passed. While he was in Washington he had the opportunity of seeing the public buildings and of taking trips into the surrounding country to places of interest.

Source: Boston University Yearbook, The Hub 1927, p. 18.

________________________

Course Enrollment
1910-11

Economics 17 ²hf. Dr. Huse. — Municipal Finance.

Total 21: 3 Graduates, 11 Seniors, 5 Juniors, 1 Sophomore, 1 Other.

Source: Harvard University. Report of the President of Harvard College, 1910-1911, p. 50.

________________________

Course Announcement and Description
1910-11

[Economics] 17 ²hf. Municipal Finance. Half-course (second half-year). Mon., Wed., and (at the pleasure of the instructor) Fri., at 10. Dr. Huse.

In this course the expenditures, revenues, and debts of American municipalities will be considered. A comparative study of the financial policies of various cities will be made and consideration given to the views of writers on public finance for the purpose of ascertaining, as far as possible, the principles which should govern municipal administration. Every member of the course will be expected to make a study, under the guidance of the instructor, of the finances of his own city, and will give to the class the results of his work.

This course is open only to those students who have had Economics 7 or 16.

________________________

ECONOMICS 17
Year-End Examination, 1910-11

Questions 3 and 4 each count one-third.

Would the acquirement of the right to tax the property of Harvard University be for the best interests of Cambridge?
What are the provisions limiting the tax rate and the amount of indebtedness in Massachusetts cities and towns? What has been their effect? What can be said for and against their retention?
Write upon two of the following topics: —
1. The effect of Boston’s incorporation upon its finances.
2. The state’s control of Boston’s finances.
3. The finances of the Metropolitan Water District.
4. The Tweed ring.
5. The reasons for the proposed union of Tonawanda and North Tonawanda, New York.
The following figures relating to the finances of Gloucester, Mass. are taken from the 1907 report on the Statistics of Municipal Finances (Mass.).

RECEIPTS
Revenue					$515,018.71
	General			$388,286.05
	(Taxes, property and poll			333,368.41)
	Commercial			126,732.66
	(Water			90,176.38)
Non-Revenue					512,755.54
	Offsets to outlays			3,197.42
	Municipal indebtedness			444,350.39
		Loans, general purposes	$71,000.00
		Loans, public service enterprises	40,000.00
		Temporary loans, including tax loans	320,000.00
		Premiums	1,002.50
		Unpaid warrants or orders, current year	12,347.89
	Agency and Trust			65,207.73
Total receipts					$1,027,774.25
Balance on hand, beginning of year					44,081.43
Grand Total					$1,071,855.68
PAYMENTS
Maintenance					$435,983.66
	Departmental			$394,447.38
	Public service enterprises			40,787.48
	(Water			40,767.48)
	Cemeteries			748.80
Interest					81,915.13
	Loans, general purposes		40,705.96
	Loans, public service enterprises			41,209.17
Outlays					61,829.86
	Departmental			50,805.79
	Public service enterprises (water)			11,024.07
Municipal indebtedness					413,997.72
	From revenue			110,428.89
	Temporary loans, including tax loans			295,000.00
	Warrants or orders, previous years			8,568.83
Agency and Trust					64,437.88
Total payments					$1,058,164.25
Balance on hand, end of year					13,691.43
Grand Total					$1,071,855.68

Outstanding indebtedness classified by character of obligation,
	Loans for general purposes				$642,225.00
	Loans for public service enterprises				1,137,000.00
	Temporary tax loans				200,000.00
	Warrants or orders				12,347.89
					$1,991,572.89

Valuation $22,083,852, Population 26,011.

Make a critical study of the finances of Gloucester as revealed by these figures.

Source: Papers set for Final Examinations in History, Government, Economics, …, Landscape Architecture, Music in Harvard College. June 1911, pp. 52-54. In Harvard University Archives, Examination papers, 1873-1915 (HUC 7000.25). Box 9. Examination Papers, 1910-11.

Image Source: Boston University yearbook, 1927.

Tags Huse

Exam Questions Harvard Public Finance

Harvard. Public Finance. Course description, enrollment, semester exams. Bullock, 1910-1911

Post author By Irwin Collier
Post date 2026-06-03

It is not only inquisitorial; but public morality forbids that the taxpayer should be forced to do any more hard swearing than he already does.

The field of public finance, especially with regard to issues of taxation, was covered at Harvard in the early decades of the 20th century by Professor Charles Jesse Bullock.

From 1906: Selected Readings in Public Finance edited by Charles Jesse Bullock (Boston: Inn & Company).

From 1910: Short bibliography on public finance “for serious minded students” by Bullock

________________________

Earlier versions of the course
by year and instructor

________________________

Course Announcement and Description
1910-11

[Economics] 16 Public Finance (advanced course). Mon., Wed., Fri., at 9. Professor Bullock.

This course is designed for graduate students and for undergraduates who are especially interested in public finance. It cannot be elected by students who have taken Economics 7 [Public Finance course exclusively offered to undergraduates], except by express consent of the instructor.

The course is devoted to the examination of the financial institutions of the principal modern countries, in the light of both theory and history. One or more reports calling for independent investigation will ordinarily be required. Special emphasis will be placed upon questions of American finance.

________________________

Course Enrollment
1910-11

Economics 16. Professor Bullock. — Public Finance (advanced course).

Total 7: 5 Graduates, 1 Senior, 1 Junior.

Source: Harvard University. Report of the President of Harvard College, 1910-1911, p. 49.

________________________

ECONOMICS 16
Mid-year Examination, 1910-11

Discuss briefly the classifications of public revenues offered by Smith, Cohn, Bastable, and Seligman.
Discuss the course of development of three classes of public expenditures in the nineteenth century.
Analyze the effects of non-commercial expenditures, with a view to supplying the data necessary for judging of the legitimacy of such expenditures.
What policy should a modern state pursue with respect to public ownership of arable land, forests, and mines?
What fiscal policy would you favor for the following public industries: the post office, railroads, water works, gas works?
What has been the position of commercial revenues in national and local budgets since 1850?
In what departments of public service and to what extent should fees be used by a modern state?
Discuss the relation of taxation to benefits.

Source: Harvard University Archives. Harvard University, Mid-year Examinations, 1852-1943. Box 8, Bound vol. Examination Papers, Mid-Years, 1910-11.

________________________

ECONOMICS 16
Year-End Examination, 1910-11

Discuss double taxation in the United States.
Discus the taxation of incomes in Switzerland and the United States.
Discuss the past and present status of the property tax in Europe.
Discuss the past and present status of the property tax in the United States.
Discuss briefly the history of excise taxation in Europe during the nineteenth century.
Discuss the present custom revenues of Great Britain, France, and Germany.
Discuss the incidence of taxes on mortgages in the American states.
Discuss state supervision of the assessment of property in the American states.

Source: Papers set for Final Examinations in History, Government, Economics, …, Landscape Architecture, Music in Harvard College. June 1911, p. 52. In Harvard University Archives, Examination papers, 1873-1915 (HUC 7000.25). Box 9. Examination Papers, 1910-11, p. 52.

Image Source: No Income Tax! by Charles Jay Taylor illustrator on the cover of Puck (24 January 1894). “Print shows a scene at the ‘Income Tax Office’ with a crowd clamoring at the door where a notice states ‘One at a Time’; inside, a wealthy man is standing by a desk, on the floor at his feet, in his hat, are papers labeled ‘Personal Property Tax Sworn Off’, ‘Tax on Capital Sworn Off’, and ‘Tax on Investments’, he kisses the Bible while a government official sits at the desk with his right hand raised.” Library of Congress Prints and Photographs Division Washington, D.C.

Tags Bullock

Exam Questions Harvard History of Economics

Harvard. Exams for the history of economics up to 1848. Bullock, 1910-1911

Post author By Irwin Collier
Post date 2026-06-02

Six Harvard graduate students were led through economic thought from the Ancient Greeks through the Scottish Enlightenment by Professor Charles Jesse Bullock in 1910-11. That material could have been covered in the General Examination in economic theory that at that time included the history of economic ideas.

________________________

Earlier versions of the course
by year and instructor

1899-19 00. The History and Literature of Economics to the close of the Eighteenth Century. [William James Ashley]

1901-02. History and Literature of Economics, to the opening of the Nineteenth Century. [Charles Whitney Mixter]

1903-04. History and Literature of Economics to the opening of the Nineteenth Century [Charles Jesse Bullock]

1904-05. History and Literature of Economics to the year 1848. [Charles Jesse Bullock]

1905-06. History and Literature of Economics to the year 1848. [Charles Jesse Bullock]

1906-07. History and Literature of Economics to the year 1848 [Charles Jesse Bullock]

1907-08. History and Literature of Economics to the year 1848 [Charles Jesse Bullock]

1908-09. History and Literature of Economics to the year 1848 [Charles Jesse Bullock]

1909-10. History and Literature of Economics to the year 1848 [Charles Jesse Bullock]

________________________

Course Announcement and Description
1910-11

[Economics] 15. History and Literature of Economics to the year 1848. Mon., Wed., and (at the pleasure of the instructor) Fri., at 11. Professor Bullock.

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

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

No undergraduates will be admitted to the course who are not candidates for honors in economics.

________________________

Course Enrollment
1910-11

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

Total 6: 6 Graduates.

Source: Harvard University. Report of the President of Harvard College, 1910-1911, p. 49.

________________________

ECONOMICS 15
Mid-year Examination, 1910-11

How did Aristotle classify the various branches of the art of acquisition?
What ideas concerning value are found in the works of the leading Greek and Roman writers?
Discuss Aristotle’s criticism of Plato’s communism.
Discuss the economic opinions of Xenophon.
What views concerning commerce were held by Aristotle, Xenophon, and Thomas Aquinas?
What traces of the influence of Aristotle do you find in the theories of the Schoolmen concerning just price and usury?
Discuss Ashley’s views of the Scholastic doctrine of usury.
Discuss the change that occurred in the doctrine of usury between the thirteenth and sixteenth centuries.

Source: Harvard University Archives. Harvard University, Mid-year Examinations, 1852-1943. Box 8, Bound vol. Examination Papers, Mid-Years, 1910-11.

________________________

ECONOMICS 15
Year-End Examination, 1910-11

Discuss briefly the development of theories of interest from Aquinas to Turgot.
Discuss the economic opinions of John Hales.
Discuss the relation of mercantilism to the economic thought of the fourteenth and fifteenth centuries.
Discuss the economic opinions of Mun and Davenant.
Discuss the theories of Boisguilbert and Cantillon.
Compare English mercantilism with French and Italian.
Discuss critically Ingram’s treatment of mercantilism.
Discuss Adam Smith’s relation to earlier ethical and political thought; his relation to mercantilist writers; his indebtedness to the physiocrats. How far can his work claim originality?

Source: Papers set for Final Examinations in History, Government, Economics, …, Landscape Architecture, Music in Harvard College. June 1911, p. 44. In Harvard University Archives, Examination papers, 1873-1915 (HUC 7000.25). Box 9. Examination Papers, 1910-11, p. 51.

Image Source: Chateau de Versailles. Anne-Robert-Jacques Turgot, intendant et ministre des Finances (1727-1781).

Tags Bullock

Sociology exams from earlier years.

Course Announcement and Description 1911-12

Course Enrollment 1911-12

ECONOMICS 3 Year-end Examination, 1911-12

Exams for principles (a.k.a. outlines) of economics at Harvard 1870/71-1910/11

Course Announcement 1911-12

Course Enrollment 1911-12

ECONOMICS 1 Hour Examination. Nov. 18, 1911.

ECONOMICS 1 Mid-year Examination. 1911-12

ECONOMICS 1 Year-end Examination. 1911-12

Social Ethics à la Peabody 1888-1910

Social Ethics Course Instructors 1910-11

Social Ethics 1-7 1910-11

The Ethics of Modern Industrialism

Enrollment Social Ethics 1 1910-11

Description of Social Ethics 1 1910-11

SOCIAL ETHICS 1 Year-end Examination 1910-11

Practical Problems of Social Service

Enrollment Social Ethics 2 1910-11

Description of Social Ethics 2 1910-11

SOCIAL ETHICS 2 Year-end Exam 2010-11

Selected Topics in Social Ethics

Enrollment Social Ethics 4 1910-11

Description of Social Ethics 4 1910-11

SOCIAL ETHICS 4 Mid-year Examination 1910-11

The Moral Responsibilities of the Modern State

Enrollment Social Ethics 5 1910-11

Description of Social Ethics 5 1910-11

SOCIAL ETHICS 5 Mid-year Examination 1910-11

Social Amelioration in Europe

Enrollment Social Ethics 6 1910-11

Description of Social Ethics 6 1910-11

SOCIAL ETHICS 6 Year-end Examination 1910-11

Rural Social Development

Enrollment Social Ethics 7 1910-11

Description of Social Ethics 7 1910-11

SOCIAL ETHICS 7 Mid-year Examination 1910-11

Course Announcement and Description 1910-11

Course Enrollment 1910-11

ECONOMICS 301 Mid-year Examination 1910-1

Earlier material

Course Announcement and Description 1910-11

Course Enrollment 1910-11

ECONOMICS 23 Year-end Examination, 1910-11

Course material from earlier years

Course Teaching Assistant

Course Announcement and Description 1910-11

Course Enrollment 1910-11

ECONOMICS 21 Mid-year Examination, 1910-11

Earlier Accounting Exams at Harvard

William M. Cole His Textbook

Course Announcement and Description 1910-11

Course Enrollment 1910-11

ECONOMICS 18 Mid-year Examination, 1910-11

ECONOMICS 18 Year-end Examination, 1910-11

Meet Charles Phillips Huse

Course Enrollment 1910-11

Course Announcement and Description 1910-11

ECONOMICS 17 Year-End Examination, 1910-11

Questions 3 and 4 each count one-third.

Earlier versions of the course by year and instructor

1906-07

1907-08

1908-09

1909-10 (half-course, American Taxation)

Course Announcement and Description 1910-11

Course Enrollment 1910-11

ECONOMICS 16 Mid-year Examination, 1910-11

ECONOMICS 16 Year-End Examination, 1910-11

Earlier versions of the course by year and instructor

Course Announcement and Description 1910-11

Course Enrollment 1910-11

ECONOMICS 15 Mid-year Examination, 1910-11

ECONOMICS 15 Year-End Examination, 1910-11

Course Announcement and Description
1911-12

Course Enrollment
1911-12

ECONOMICS 3
Year-end Examination, 1911-12

Exams for principles (a.k.a. outlines)
of economics at Harvard
1870/71-1910/11

Course Announcement
1911-12

Course Enrollment
1911-12

ECONOMICS 1
Hour Examination.
Nov. 18, 1911.

ECONOMICS 1
Mid-year Examination.
1911-12

ECONOMICS 1
Year-end Examination.
1911-12

Social Ethics à la Peabody
1888-1910

Social Ethics Course Instructors
1910-11

Social Ethics 1-7
1910-11

Enrollment Social Ethics 1
1910-11

Description of Social Ethics 1
1910-11

SOCIAL ETHICS 1
Year-end Examination 1910-11

Enrollment Social Ethics 2
1910-11

Description of Social Ethics 2
1910-11

SOCIAL ETHICS 2
Year-end Exam 2010-11

Enrollment Social Ethics 4
1910-11

Description of Social Ethics 4
1910-11

SOCIAL ETHICS 4
Mid-year Examination
1910-11

The Moral Responsibilities
of the Modern State

Enrollment Social Ethics 5
1910-11

Description of Social Ethics 5
1910-11

SOCIAL ETHICS 5
Mid-year Examination
1910-11

Enrollment Social Ethics 6
1910-11

Description of Social Ethics 6
1910-11

SOCIAL ETHICS 6
Year-end Examination
1910-11

Enrollment Social Ethics 7
1910-11

Description of Social Ethics 7
1910-11

SOCIAL ETHICS 7
Mid-year Examination
1910-11

Course Announcement and Description
1910-11

Course Enrollment
1910-11

ECONOMICS 30¹
Mid-year Examination 1910-1

Course Announcement and Description
1910-11

Course Enrollment
1910-11

ECONOMICS 23
Year-end Examination, 1910-11

Course Announcement and Description
1910-11

Course Enrollment
1910-11

ECONOMICS 21
Mid-year Examination, 1910-11

William M. Cole
His Textbook

Course Announcement and Description
1910-11

Course Enrollment
1910-11

ECONOMICS 18
Mid-year Examination, 1910-11

ECONOMICS 18
Year-end Examination, 1910-11

Course Enrollment
1910-11

Course Announcement and Description
1910-11

ECONOMICS 17
Year-End Examination, 1910-11

Earlier versions of the course
by year and instructor

Course Announcement and Description
1910-11

Course Enrollment
1910-11

ECONOMICS 16
Mid-year Examination, 1910-11

ECONOMICS 16
Year-End Examination, 1910-11

Earlier versions of the course
by year and instructor

Course Announcement and Description
1910-11

Course Enrollment
1910-11

ECONOMICS 15
Mid-year Examination, 1910-11

ECONOMICS 15
Year-End Examination, 1910-11