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Harvard. Meeting of the Visiting Committee with the Economics Department. January 1944

 

Maybe attending to the routine business of the Harvard economics department was seen as a welcome respite amidst the Sturm und Drang of the Second World War. Maybe the consensus was simply shared that the transistory shock of the war would soon be over and it was time to worry again about the core missions of Harvard and its economics department. In any event, the following report outlines a “Research Program for the Department of Economics” presented to the visiting committee by the chair of the department’s Committee on Research Program, Professor John D. Black. 

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Visiting Committee Reports available at Economics in the Rear-view Mirror

Visiting Committee Report 1915

Visiting Committee Report 1974

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Meeting of the Visiting Committee of the Department of Economics with the Department, on Monday, January 10, 1944.

The Visiting Committee of the Department of Economics met with the Department at seven o’clock on Monday, January 10, 1944, at the Harvard Club in Boston. There were present for the Visiting Committee: Roger N. Baldwin, Albert F. Bigelow, Paul M. Herzog, George Rublee (chairman), Charles E. Spencer, and Orrin G. Wood. For the Department: John D. Black, H. H. Burbank, W. L. Crum, John T. Dunlop, Edwin Frickey, Seymour E. Harris, Arthur E. Monroe, Wassily Leontief, Abbott P. Usher, John H. Williams, and Edwin B. Wilson. Mr. Rublee presided.

 

Mr. Rublee called on Professor Burbank, the chairman of the Department of Economics, to make an opening statement.

Professor Burbank said that in previous years we had at these dinners talked about our teaching difficulties, especially those connected with the junior staff. Last year we discussed Professor Slichter’s experiment with the labor-union representatives. This year the Department had suggested to Mr. Rublee that we consider our most pressing problem of the present, as well as the immediate and long-run future. Fundamentally, this problem is concerned with the Department’s research. We must have a vigorous and effective program of research if we are to have a dominant Department of Economic in the University or, indeed, if the University itself is to maintain its high standing. The Department of Economics has recently appointed a Committee on Research Program. Professor Black is the chairman of this committee.

Professor Black then presented the following report:

RESEARCH PROGRAM FOR THE DEPARTMENT OF ECONOMICS

A department of economics in a large university has three functions to perform:

  1. To teach and train students,
  2. To contribute to an understanding of the current problems of private enterprise and public affairs,
  3. To help develop the science of economics.

In a small college a good job of teaching is about all that can be expected of a department of economics. In a great university the second and third functions are as important as the first.

Fortunately those three functions not only need not interfere with each other, but in a large university can be performed in such a way that each strengthens the other. This does not mean that all can be performed in the same time, but rather that each is better done if the other two are also being strongly carried. As a matter of fact, however, much time and energy is saved if all three are combined. Thus what is learned from the study of current problems can be used very effectively in the classroom and at the same time furnishes needed and valuable inductive material for the development of economic science. One’s teaching, in turn, especially one’s graduate instruction, is a constant source of ideas and suggestions to be developed in research. Only, therefore, if the staff of a department of economics is large enough and well enough financed so that it can work along all three of these lines, is it able to yield a large return upon the investment in it. Only if thus set up and thus functioning is it able to realize the possible economies of combination of these functions.

The Department of Economics of Harvard University has been performing on all of these fronts ever since it was organized. But in the period while the members of this committee have been associated with it, it has by no means measured up to its opportunities on the last two of them, and what is more important, unless some action is taken in the near future, it will miss out still more on its opportunities after the war. It will not only do less well the job it has been trying to do, for reasons to be indicated presently, but also will not reach out and encompass the larger needs of the years ahead. Needless to state, society and the nation are going to be faced with major tasks of adjustment in the years just ahead and over the next decade or two and likewise breath-taking possibilities for social advancement. So important is the role of economies in these developments that if the Department of Economies of Harvard University does not contribute its part to them, this alone will almost be enough to shrink Harvard University in toto into a second- rate institution. This, therefore, is a moment for stock-taking and laying out plans.

It is not part of the assignment of this committee to consider the teaching function of the Department. But some reference must be made to it for the reasons just given. the present course offerings and methods of instruction are not well fitted to the present and the impending future. The function of teaching in a field like ours is primarily to train students to apply economics, and the methods of economic analysis, to the situations which confront them after they leave college. For Harvard undergraduates, most of these situations are situations in private enterprise, although having important public relations. A limited proportion are assignments in the public service itself. The program of teaching needs to be organized in anticipation of the kinds of jobs, mostly private, that the graduates of Harvard University get to do. The graduate teaching program needs to envisage e wide range of working assignments, a large fraction of them in the public service. Training teachers of economics is only one of the functions of graduate teaching. Because the teaching is not organized as needed, there are some large gaps in the present program, and these gaps, it will appear presently, coincide with gaps in the research activities of the department.

The other two functions, contributing directly to an understanding of current situations, and developing economic science, are orginarily considered as research. There is considerably more to the first of these than just research, but since good research is basic to it, we will here consider them both as research and treat them under one head from this point on.

The deficiencies in the research activities of the Department of Economics, considered especially from the standpoint of the postwar can be designated under the following heads:

  1. Not enough research is being done
  2. There are gaps in it
  3. Some of it is not of enough significance.

The reasons for these deficiencies are as follows:

  1. Lack of resources to carry on the needed volume of research.
  2. This includes resources in research personnel as well as in the expenses of clerical assistants, field study, publication, and the like.
  3. Inadequate staff, or none at all, in some important fields.
  4. Very little in the way of leadership. Staff not organized in such a way as to promote research.

Let us now consider briefly these four reasons. When an economist does not have financial resources with which to do significant research, he may put in his spare energy on library work on the writings of his predecessors, the Congressional Record, and the like. For this he needs only someone to type his manuscript. If in addition, he has a little money to hire a computer, he may go to work on the census records and other official statistics. Those two descriptions about cover all the research now being done by the Harvard Department of Economics as such.

Lacking funds for anything more, two developments have followed. First, a goodly number of the staff members have taken on research or related assignments with other agencies. Merely to list these agencies tells the story. (We are purposely omitting the wartime agencies), the Treasury Department, the State Department, the Department of Agriculture, the Bureau of Labor Statistics, the Federal Reserve Board, the National Resources Planning Board, the Food and Nutrition Board, the Bureau of Economic Research, the League of Nations, the Twentieth Century Fund, the National Planning Association, the National Industrial Conference Board, etc. While most of those assignments are important, to have as many of them disorganizes the research and teaching of the Department. Also the Department as such does not get adequate recognition for work done under other auspices. Finally, there is great need for having research done that is largely independent of government agencies. This point cannot be too strongly emphasized.

The second development has been that several members of the Department have started projects that they have not been able to complete thus far. They have learned by sad experience that they cannot swing ambitious projects without the help of trained younger associates who can direct the detail of the analysis and help with the writing. As a result, a number of important projects are now left suspended.

If the Department is to have a vigorous research program of its own, there must be funds with which to employ a dozen or two of these younger research associates, as well as funds for computers, clerical help, drafting, travel and field study.

The Committee is also disposed to think that a clearer recognition should be given to research duties in the total program of the Department. It would suggest that consideration be given to a plan which would differentiate teaching loads according to research carried. Staff members who do very little research, because not inclined that way, or having small capacity for it, would handle more classes under such a plan.

The nature of the gaps in the present program may be judged from a following incomplete survey of fields of research and teaching and the needs of each.

  1. Money and credit. Staff ample, but research associates, clerical and other help much needed. High time that a research showing be made.
  2. Business cycles. Staff ample. Funds to continue the program that was under way before the war.
  3. International economic relationship. Staff probably not entirely adequate and great need of developing a well-rounded research program suited to the postwar world. This program should include work on Inter-American relationships, development of resources of Latin America, international food supply and distribution and related population problems. Research associates and other financial help.
  4. Public finance. Staff ample. Research associates and other help needed.
  5. Economic history. A teaching as well as research associate needed. One professor now working alone in the field.
  6. Labor and industrial relations. The principle problem is to develop a workable program for using the research funds now available.
  7. Agriculture. A teaching associate needed, and probably two research associates with necessary supplementary funds.
  8. Commodity distribution. Needs complete staffing. An undergraduate and a graduate course are now being given on a makeshift basis. No research under way.
  9. Production economics. Courses now bracketed. Needs complete staffing.
  10. Forestry economies. A slight beginning has been made on a program in this field in collaboration with the Harvard Forest. An opportunity for an important contribution here. Needs a man to develop teaching and research with such financial support as required.
  11. Concerning the several other present fields of teaching and research in the Department, no statement is being made at this time.

The present research funds available for the Department are:

  1. A share with three other departments in the remnants of grant that will expire in June 1946. (About $40,000 left, most of which must be reserved for publication expenses.)
  2. Remnants of three other small grants, totaling about $6000, for special projects.
  3. The Wertheim fund, yielding about $3000 a year, for research in industrial relations, to be shared with other divisions of the University.

The committee suggests as a method of approach to the situation outlined that the Department set up a committee to draft a research program for the Department, and another one to develop a procedure for securing the necessary support for the program.

*  *  *  *  *  *  *  *  *  *  *

Professor Black added that in the natural sciences the idea of large laboratories is well established. In Economics also we need extensive laboratories and personnel therefor. Further, we need funds for field workers and for traveling expenses.

Mr. Bigelow asked whether there were any project being worked on in the School of Public Administration which could be coordinated with the research of the Economics Department. Professor Black answered that the idea of combining has already been carried as far as possible. The School of Public Administration funds are sufficient only to take care of the assembling of materials and other routine connected with the seminars.

Mr. Baldwin asked what the Department did with its research funds in the past when such funds were available. Professor Black answered that we made small grants to individual professors to help them finish projects in which they were engaged. These grants covered such activities as preliminary research, computing, and typing, but in general not much was available for field work or for traveling. Some eight or ten books have been published as a result of these projects. The publication of these books, as well as the research behind them, depended largely on research grants. Our research funds are now almost exhausted; we have very little money available for the future.

Professor Usher pointed out that in these earlier grants the modes and procedures were laid down by the donors. The Department did not have a free hand in organizing and planning research.

Mr. Baldwin asked whether the Economics Department today has a claim for research funds superior to that of other departments. Professor Burbank urged that a very strong case can be made out for such a position.

Professor Wilson observed that in days gone by great emphasis was laid on “inter-disciplinary” research. A second-rate “interdisciplinary” project would be given preference over a first-rate piece of restricted research. Professor Wilson further remarked that the research programs of the natural sciences were well set up thirty or forty years ago. Our social sciences, on the other hand, were for a long time treated as mere teaching departments. The movement away from this stand received a great impetus from an article by the late Professor Charles J. Bullock, in the Harvard Graduates’ Magazine for June 1915. This article called attention to the need of more generous and systematic provision for economic research. Our research program for Economics needs to be extended to a scale comparable with that of the natural sciences—unless, indeed, the United States government is to handle all the economic research in this country!

There was some discussion regarding the relation of university research in Economics to governmental research. Professor Usher pointed out that university research can be the basis for developing techniques of analysis which government bureaus can later put into “mass production.” Mr. Bigelow suggested that the development of techniques is more difficult in the social sciences than in the natural sciences. Professor Leontief predicted that the Economies Department’s research will set the direction for larger-scale governmental or “foundation” research, and emphasized that independent research, especially in its earlier stages, can never be reproduced in the “rough and tumble” conditions of governmental work. Dean Williams supported this view: a situation has been developing for some time—not just in connection with the War emergency—in which men are pulled out of university work to become mere administrators, to “run” projects; furthermore, working under governmental supervision may mean a certain loss of independence of thought, for consciously or unconsciously a men may be affected by considerations of “official policy.” Dr. Dunlop declared that you simply cannot do fundamental research under governmental auspices, there are always too many pressing current problems.

Mr. Herzog urged that the Department’s next step is to present cogent arguments to support its contentions regarding research needs. In this connection, it will be quite important to show people what contributions the Department has made in the past with the research grants allotted to it—what, for example, has resulted for practical use of the Government. Professor Burbank responded that we might take as an example the history of the statistical work on the Balance of International Payments. At the end of the last war the government and business men were vitally interested in this subject. Dean Williams was a pioneer in the field. Dean Williams briefly outlined the record. He began with an examination of the balance of payments for Argentina. Then, under the auspices of the Harvard Economics Society he, together with Professor Bullock and Mr. Tucker, made and presented a historical study of the Balance of Payments of the United States from 1789 to 1920. He kept this study up to date for several years and then turned it over to the Department of Commerce, working with them for a transition period of one year. The Department of Commerce has subsequently carried on the study currently.

As a suggestion regarding further possibilities of this sort, Professor Burbank referred to the problems connected with the incidence of taxation; these are most certainly current issues of the utmost importance. The country needs evidence for the formulation of governmental policy. We have in the Department a young man of high ability who has made a start on the investigation of these problems. We have no funds to help him, not even money for clerical and mechanical assistance.

Professor Burbank indicated that the Department would work a report along the lines of Mr. Herzog’s suggestion.

Mr. Wood urged that the Department visualize its projects and lay them out fully, with an indication of minimum and maximum amounts of money needed. Very little will be gained by talking in generalizations; the program must be concrete. Incidentally, with the Federal tax situation as it is, the present is a propitious time to obtain money for research—with reference both to individuals and to corporations.

Mr. Rublee raised question as to the exact significance of the title “Research Associate.” Professor Black answered that we have something in mind beyond a mere statistical clerk. Between the man in charge of a project and those doing the mechanical work, we need trained young economists who can assume the burden of direct supervision and also can help in writing up the results. Other Research Associates are needed to do traveling and field work. Professor Leontief suggested that the appointment of Research Associates is important for still another reason. Many of the young men thus appointed will become leaders in the economic developments of the future. The experience gained on our projects will be extremely valuable to them.

*  *  *  *  *  *  *  *  *  *  *

Mr. Rublee asked Dr. Dunlop to say a few words about the progress of the trade-union experiment which was described by Professor Slichter in this meeting last year. Dr. Dunlop said that this year we have gone ahead with the program, although of necessity on a reduced scale because of man power shortage in the various unions. We have six union representatives who, on the whole, are superior to the group we had last year. We have continued the development of techniques of instruction and we have widened our range of contacts with the unions. The unions are supporting the program and we are establishing new connections with certain important unions. In spite of the fact that the teaching staff has been somewhat depleted and we have had to furnish instruction on the basis of special arrangements, we feel that the year has been decidedly profitable and worth while, both for the union representatives and for us.

Mr. Herzog urged that by all means the work should continue, even though it had to be on a reduced scale. It is much easier to keep on with a going concern than to start afresh. He confirmed Dr. Dunlop’s impressions as to the high quality of the union personnel. He also reported the sincere testimony of a leading member of the labor-union group that the work at Harvard was felt to be highly worth while—to be a vital and crucial experience.

*  *  *  *  *  *  *  *  *  *  *

The meeting closed with general expressions of appreciation for Mr. Rublee’s work as chairman of the visiting Committee during the past few years and of the deep indebtedness which the Department feels to him for this work.

 

Source: Harvard University Archives. Department of Economics, Correspondence and Papers 1930-1961 (UAV 349.11). Box 25. Folder: “Visiting Committee Correspondence, 1943-45.”

Image Source: Cropped image of  John D. Black (1938). Harvard Library, Digital Collections.

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Harvard. Economics Department Reports to the Dean, 1941-1946

This post adds the Chairman’s annual reports on the Harvard Economics Department for the World War II years to the series:

Department of Economics Reports to the Dean of Harvard, 1932-1941

More about Harvard during WWII: Coreydon Ireland, “Harvard Goes to War,” The Harvard Gazette (November 10, 2011).

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1941-42

October 15, 1942

Dear Dean Buck:

I submit herewith a report on the work of the Department of Economics covering the past year.

The only honor conferred upon a member of the Department during this period has been the election of Professor Leontief to the American Academy of Arts and Sciences.

Several books have been published by members of the Department, including Professor Harris’s two major works (appearing, I believe, not more than a month apart), The Economics of American Defense and Economics of Social Security; Professor Black’s Parity, Parity, Parity; Professor Hansen’s Fiscal Policy and Business Cycles; and Professor Haberler’s Consumer Credit and Economic Fluctuations. Professor Haberler’s Prosperity and Depression has also gone through a third edition. Professor Crum was co-author of Fiscal Planning for Total War. The list of articles, pamphlets, reviews, and other items seems unusually long. Professor Hansen has listed thirteen items, Professor Slichter eight, and Professor Black six. The Harvard Economic Studies has expanded from 70 to 72 volumes during the year.

The contribution of the Department to the war effort has been substantial. Professor Mason continues on leave of absence with the Office of Strategic Services, and Professor Harris has recently been granted full time leave to serve as Director of the Division of Export-Import Price Control in the Office of Price Administration. Among those in the Department who are more or less active as Consultants or in other part time war activities are Professors Black, Crum, Hansen, Leontief, and Slichter, and Dr. Butters. Numerous younger men have, of course, entered the war services or have declined possible reappointment at Harvard in order to accept administrative and research positions in Washington.

The problem of maintaining instructional standards has, of course, been aggravated by the war. Fortunately, exceptions to the two-thirds rule have been granted in many cases; otherwise it would have been literally impossible in the face of competing wartime opportunities to recruit a staff of younger men at all. Out of the present staff of fifteen teaching fellows eleven are on more than two-thirds time, and almost without exception these men would not have been available (that is, not even at two-thirds time) if exceptions to the rule had not been made. The average experience of the Economics A staff has improved owing to a policy of putting more experienced men into Economics A and breaking in new men either in tutorial work or in the Statistics and Accounting courses. 36% of concentrators in Economics are tutored by new men this year; 60% by men of one year or less experience. The very sizeable staff in Statistics and Accounting is made up almost entirely of new appointees.

In view of the desperate need for trained economists in the expanding activities of the United States Government, the Department has announced for the current year an Undergraduate Training Program in Economics for Government Service which has attracted a substantial enrolment. The program has been opened to non-honors as well as to honors candidates. It has been carefully designed to give advanced training of a type which will enable them to undertake with a minimum of delay and adaptation administrative and research positions in the government service. It includes, in addition to a substantial corps of standard courses in Economics, three new courses, namely, Economics 7a and 7b, Research in Market Organization, Commodity Distribution, and Prices; Economics 19a, Research in Money and Finance; and Economics 22b, Government Statistics. One striking indication of the merits of this program might appear in the fact that a program of training announced by the Department of Government seems to consist essentially in normal concentration Government plus an election from these new courses in Economics.

Sincerely yours,

E. H. Chamberlin

Dean Paul H. Buck

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1942-43

October 21, 1943

Dear Dean Buck:

I submit herewith the report on the work of the Department of Economics for the academic year.

The war effort has continued to deplete our staff. Since the opening of the academic year Professors Chamberlin and Haberler and Dr. Dunlop have been granted leave of absence to undertake work in war agencies in Washington. However, Professor Crum resumes his work with the Department after leave of absence from the University to conduct an investigation on Fiscal Planning for the National Bureau of Economic Research of which he is currently the Chairman. Also Associate Professor Seymour Harris has returned to the University after a year and a half of service with the Office of Price Administration where he served as Director of the Office of Import-Export Price Control. A very small fraction of the once large junior staff now remains. By the end of the coming term it is expected that not more than four Annual Instructors will be active in instruction.

The incidence of war activities on research and publication has been two-fold. In some instances long-time research projects have been put aside, but concurrently much effort has been applied to projects concerned with war and post-war problems. Having in mind the inevitable interruptions of the war period, it is gratifying to be able to report that the books, scientific articles, addresses and reports have been in about the same number as the average of the immediately preceding years.

Of the major publications during the year the following should be mentioned:

J. A. Schumpeter, Capitalism, Socialism, and Democracy

P. M. Sweezy, The Theory of Capitalist Development

Edwin Frickey, Economic Fluctuations in the United States: a Systematic Analysis of Long-Run Trends and Business Cycles, 1866-1914

S. E. Harris, Economics of America at War

S. E. Harris, Editor, Postwar Economic Problems

A. P. Usher, The Early History of Deposit Banking in Mediterranean Europe has just left the press.

J. T. Dunlop, Cost Behavior and Price Policy

It is also indicative of the demands of war activities that some forty or fifty articles directly related to the war and post-war economy have been published by members of the Department. In addition numerous reports have been issued to or under the auspices of various war agencies such as Professor Harris, “O.P.A. Manual of Price Control” and his “Reports on Anti-Inflationary Programs in South America,” and Professor Crum’s memorandum on Fiscal Planning for Reconstruction and Peace for the National Bureau of Economic Research. The Quarterly Journal of Economics has continued successfully through another year, bringing the total volumes of this publication to 57. The Review of Economic Statistics now in its 25th volume is continuing under the editorship of Professor Harris. The Harvard Economic Studies is now publishing its 75th volume.

The rapid reduction in the numbers of the teaching staff has been met in part by the increased activity of those remaining. With the very active cooperation of the members of the staff we have been able to offer a reasonably full and well balanced program of instruction. On the graduate level flexibility of instruction has been more necessary than in previous years because of the cosmopolitan group now in attendance –not less than a dozen different nationalities are represented. This flexibility is being achieved largely by increased individual supervision and instruction.

The sharp decline in the undergraduate body together with the presence of a small but able and experienced staff of teachers has made possible a degree of experimentation in the introductory course in Economics which should lead to significant changes in the conduct of this course in the post-war period. Also at the present time some attention is being given to a question which has been in the minds of a number of members of the staff for some year—the so-called quiz section. It has been a quite common practice, in the conduct of middle group courses to provide for two lectures and one section meeting each week. On occasion five lectures are followed by the section meeting. For many years the usefulness of the section meeting has been in question. It is to be admitted that it does relieve the instructor of a lecture, but whether or not it provides equivalent or better instruction is debatable. At the present time Professor Crum and Dr. Smith are conducting a controlled experiment in the section meetings connected with their offering Government Control of Industry and Public Utilities. In the course time they will report their findings to the Department.

At this point I should like to mention the interesting and valuable “experiment” which Professor Slichter has called The Trade Union Fellowship Project. I am enclosing Professor Slichter’s report on this project which, I believe, you will find of interest. We regard the experiment as not only highly successful from both the point of view of the University and the Unions, but the experience furnishes a good deal of evidence regarding educational processes which may prove to be highly significant.

Very sincerely yours,

H. H. Burbank

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1943-44

October 13, 1944

Dear Dean Buck:

I submit herewith a brief report on the work of the Department of Economies for the academic year.

In the main, this report is a continuation of the report sent to you a year ago. In spite of the multifarious wartime activities of the member of the staff, the Department has maintained a well balanced offering of courses on both the undergraduate and graduate level. Course elections have continued to be surprisingly large, but I believe that the decline we have been expecting will actually begin with the Winter Term. The large proportion of foreign students on the graduate level, together with our inability to give complete offerings each Term, has necessitated an unusual amount of individual instruction.

Professors Mason and Chamberlin and Drs. Sweezy and Dunlop were on leave for the entire year. Professor Haberler resumed his work with us for the Summer Term.

I can repeat from my report of last year that the incidence of war activities on research and publication has been twofold. Most of our long time research projects have been put aside, but currently many projects concerned with war and postwar problems have been initiated and some of them completed. Although publication has been diminished by war activities, it is still gratifying to be able to report that the books, scientific articles, addresses, and reports—although not in quite the same quantity as in the prewar years—have nevertheless appeared in substantial numbers. Progress on the publication of books has shown a more definite interruption, but four books have been published during the year and not less than six books are now either actually in the press or are nearing form for publication. The books published during the year were:

J. D. Black, Food Enough

A. H. Hansen, (with H. S. Perloff), State and Local Finance in the National Economy

S. H. Slichter, Present Savings and Postwar Markets

J. H. Williams, Postwar Monetary Plans and Other Essays

Both of our periodicals — the Quarterly Journal of Economics and the Review of Economic Statistics — have been able to continue publication without interruption and have been able to maintain their high standards. The difficulties encountered by scientific periodicals during these years are very real. One other volume has been added to the Harvard Economic Studies.

In my last report I mentioned the experimentation, particularly in the Introductory course, which had been initiated. I am very happy to be able to report that this experimentation has continued through another year with very gratifying results. A very interesting problem is involved in the attempt to present adequately the introductory material in Economies. Most of us who have been intimately concerned with the problem believe that a single course can serve both for those who will concentrate in Economics and for those whose main, interest lie elsewhere. The content of such a course, and the effective presentation of the material, is now being studied.

I might add here—because fundamentally it is experimentation in methods and relationships—that the Trade Union Fellowship Project has been conducted successfully for another year. At various times I have sort you Professor Slichter’s reports on these projects. We believe that a very interesting and productive educational experiment is being carried on with the Trade Union men.

Also in the sane connection I should like to record that during the last year we were presented with a variety of problems by the numerous South American students who came to us on the graduate level.We gave these students particular attention. By the end of the year we had learned that it would be highly profitable to develop for such students some specialized instruction which would overcome the difficulties under which all of them labored in their first term or two of residence. Their educational background, following European patterns, is such that it is necessary for us to present to them in concentrated form certain types of qualitative and quantitative analysis with which they are unfamiliar and which is not now offered on the graduate level.

The members of the Department have continued to discuss and to arrive at decisions regarding course instruction in the postwar years. In sone respects, we will strengthen the instruction offered mainly for the specialist in Economics, but we are more concerned with broader offerings which will prove to be desirable, and we hope necessary, for the college at large. Our permanent staff is large and versatile. We hope to be able to utilize to the full the resources we possess. In connection with the enrichment of our teaching, we expect to utilize more effectively in our instruction the material forthcoming from a number of proposed seminars.

It seems unnecessary to mention in detail the wartime activities of our staff members. Practically every member of the staff is actively engaged in some type of war activity. Without exception, each officer is utilizing his special aptitudes and training in connection with the various Federal agencies concerned with economic problems.

Very sincerely,

H. H. Burbank

Dean Paul H. Buck
University Hall 5
Cambridge, Massachusetts

_______________________

1944-45

October 24, 1945

Dear Dean Buck:

I submit herewith a brief report on the Department of Economics for the last year.

As in the preceding war years, the Department has been able to present a very respectable offering of courses, both on the graduate and undergraduate level. The number of graduate students continued to be unexpectedly large, necessitating a rather more elaborate course offering for them than we had planned. To a somewhat larger extent than in the two preceding years the students enrolled represent such a diverse background of training and experience that sone new types of instruction were involved. Some seventeen nationalities were represented. We are inclined to believe that this is not altogether a temporary and war situation. Even after the European universities are reestablished, we expect to draw many students with foreign background and training. If this expectation is fulfilled, our wartime experience with foreign students will have been of considerable value.

Even before the war the Department was concerned with the reorganization of its instruction. Our discussions continued throughout the year materializing in a curriculum in theoretical and applied Economics which tends to utilize to the full the unusual capacities of the members of the staff. Our present position, however, is by no means definitive. We have always relied heavily upon the stimulating intellectual activities of the younger members of the staff. When recruitment is again possible we expect to strengthen our position markedly through the cooperation of these younger members.

The reorganization of instruction has been concerned mainly with the content and coverage of courses, but in some cases it has dealt with the actual methods of classroom instruction. The introductory course has been completely recast, involving new types of material and new methods of presentation. The full effects of these changes will have to wait upon the enlargement of our junior staff. Also, some of our plans involving quantitative instruction necessarily are held in abeyance until the questions regarding a statistical laboratory have been settled.

The war effort of many officers of the Department continued through the year. Professor Mason and Drs. Sweezy and Dunlop were on leave from the University devoting their entire time to their respective wartime assignments. Professor Chamberlin returned to Cambridge in February from his post with the office of Strategic Services. Other members of the Department, particularly Professors Hansen, Slichter, Harris, Leontief and Black, while meeting their University obligations also served in various capacities with wartime agencies.

The incidence of this wartime service upon research and publishing activities of the group was marked. Both books and articles were fewer in number than in the normal year and in the main reflected the particular war activities of the authors. However, in all some

34 articles and 7 books were published. It should be noted that at least three volumes which the authors had expected to complete in the last year are now being prepared for the press.

The difficulties involved in the publication of scientific journals have been great but not insurmountable. We have been able to continue the publication of the Quarterly Journal of Economies and the Review of Economic Statistics without reduction in size and without omission of numbers. In the Harvard Economic Series [rest of line blank] that some four volumes either in the hands of the press or the Department were ready for publication but because of the war restrictions were not actually published.

Latterly the Department has been concerned with the vexing problems of the definition of objectives of students on the graduate level and the adjustment of these objectives to the various higher degrees offered. We are concerned with the administration not only of the Ph.D. degree in Business Economies, the Ph.D. in Political Economy and Government, and in part with the Ph.D. in Public Administration which may be conferred through the Littauer School of Public Administration. The problems involved in defining and administering each of these degrees will receive continued attention.

Although no honorary degrees have been reported by members of the staff, Professor E. H. Chamberlin was elected Membre Correspondent de L’Institut de Science Économique Appliquée, May 1945, and Professor S. E. Harris was elected to membership in the American Academy of Arts and Sciences.

Very sincerely,

[H.H. Burbank]

_______________________

1945-46

September 30, 1946

Dear Dean Buck:

You have requested a brief report on the Department of Economics for the academic year 1945-46.

Although the Department of Economics had anticipated to a considerable extent the problems that would be presented by the post-war situation, it found the academic year 1945-46 presenting difficulties for which there, was no immediate solution.

Fortunately we had devoted a great deal of time and thought to our course offering and to methods of instruction. We were moderately well prepared to take up the new work involved in new instruction and also the work involved in changing the content of, old courses. Again we were fortunate in being able to meet most of the difficulties presented by the unprecedented number of graduate students. With all of the permanent members of the staff in residence, we were able to meet the graduate situation although it taxed our resources to the limit. Many of our most insistent problems were concerned with the difficulties we met in assembling and training an adequate junior staff. We began the fall term with 2 Assistant Professors (Faculty Instructors), 3 Annual Instructors, and 7 Teaching Fellows. The staff was increased during the year but it was far from adequate to meet the course work, involved in our offering. However, this would seem to be a problem of relatively short duration. A few young scholars are being brought from other institutions and occupations and our Graduate School contains a number of most promising young scholars whose development is proceeding rapidly.

During the fall of 1945 the Department surveyed repeatedly the obligations it had undertaken. We were committed to an elaborate course offering. He realized that the permanent personnel of the Department could not be expanded and we recognized that in the range of the junior staff immediate and extensive increases in personnel also were impossible. Because of the irreducible demands upon our limited resources, we reconsidered repeatedly our efforts in the area of tutorial instruction and eventually voted to suspend tutorial instruction for a period with the stipulation that the subject be reconsidered at such time as the Department might see fit and in no event not later than two years.

The foregoing remarks have indicated that all members of the staff are carrying much heavier loads than in pre-war days. The burden necessarily is apportioned unevenly but all are affected. The main incidence of this situation is on research. For some officers it means that research must be put aside temporarily. For others, less than ordinary progress is being made. However, as the following titles indicate, the contributions have been substantial:

Black, John D., and a committee consisting of M. R. Benedict, S. T. Dana, and L. K. Pomeroy; Credit for Small Timberland Owners, Including Farmers with Woodlands; A Report on Forest Credit. (In press)

Black, John D., with some guidance from Jorge Ahumada of Chile, Roberto Arellano Bonilla of Honduras, and Jorge Alcazer of Bolivia; Farm Cost Analysis, with Some Reference

Black, John D.; Clawson, Marion; Sayre, C.F.; Willcox, W. W.; Farm Management. The Macmillan Company (in press).

Chamberlin, E. H.; Fifth edition of the Theory of Monopolistic Competition (Chapter added). Translation of the above book into Spanish.

Crum, W. L., and Schumpeter, J. A.; Rudimentary Mathematics for Economists and Statisticians. McGraw-Hill.

Hansen, A. H.; America’s Role in the World Economy. W. W. Norton.

Hansen, A. H.; The United States After the War. Cornell Uiv. Press.

Hansen, A. H.; Financing American Propsperity. 20th Century Fund.

Harris, S. E.; Price Control in the International Field. (In press)

Harris, S. E.; National Debt. (In press)

Mason, E. S.; Controlling World Trade; Cartels and Commodity Agreements. McGraw-Hill.

Morgan, T.; The Development of the Hawaiian Economy, 1778-1876. Stanford Press. (In press)

In addition to the above books, some 72 articles have been contributed to scientific journals. We feel particularly happy in having been able to carry our publications, the Quarterly Journal of Economics and the Review of Economic Statistics, through the war period without serious alterations. Both publications are in sound financial condition. Actually, the Review of Economic Statistics will be in a much sounder position financially at the end of the current fiscal year than at the beginning of the war. However, increased publication costs are a matter for concern.

We have added two volumes to the Harvard Economic Series and published a revision of one. Three more volumes are now in the press. Again, increasing publication costs constitute a serious problem.

As mentioned above, all of the permanent officers of the Department had returned to active duty in Cambridge at the beginning of the year. A few officers have maintained contacts with various Washington departments and on occasion are called upon for consultation. In this connection, Professor John D. Black has served as Chairman of the Committee on Food Supplies for the Food and Nutrition Board of the National Research Council and also has served actively with at least four other agencies. Professor John T. Dunlop has served as Consultant in the Office of Economic Stabilization and the Office of War Mobilization and Reconversion. Professor Seymour E. Harris has served as Consultant for the office of Price Administration. Professor Edward S. Mason has served as Consultant for the Department of State.

Very sincerely,

H. H. Burbank

Dean Paul H. Buck
5 University Hall

_______________________

Source: Harvard University Archives. Department of Economics, Correspondence and Papers 1930-1961 (UAV 349.11). Box 2, Folder “Provost Buck—Annual Report of Dept.”

Image Source: A Harvard Army ROTC unit on parade along Memorial Drive, July 1943. From the Harvard Archives published in: Coreydon Ireland,  “To Honor the Living and Dead“, The Harvard Gazette (November 10, 2011).

Categories
Economics Programs Harvard Regulations

Harvard. Graduate Exam Grade Distributions, 1971-72

 

From the distribution of grades for graduate economics examinations from the academic year 1971-72 at Harvard we see that the range from Good-minus through Good-plus covered the majority of grades awarded at that time…except for economic history. Gerschenkron fought grade inflation his way (zero grades of  “excellent”), stingy award of grades of “good”).  Economic history now sits in a n.e.c. (not elsewhere classified) requirement to get a Harvard Ph.D. in economics (a course in economic history or political economy or behavioral economics).

Previous posts dealing with economics Ph.D. requirements fifty-some years ago:

Harvard. Economics Ph.D. Regulations, 1968

Harvard. Report on the General Examination for an Economics PhD, 1970

____________________________

HARVARD UNIVERSITY
Department of Economics

Cambridge, Massachusetts 02138
December 12, 1972

To: All Professors in the Department of Economics

From: Nancy Frolkis, Graduate Secretary

The tabulation of examination results for the academic year 1971-72 has been completed. We have enclosed a copy since we thought it would be of interest to you.

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

EXAM RECORDS
September 1971-September 1972

Written Theory Examination
Excellent

2
Excellent Minus

2
Good Plus

6
Good

16
Good Minus

7
Fair Plus

2
Fair

6
Fair Minus

6
Fail

3

TOTAL

50

 

Quantitative Methods Examination
Pass

5
Fail

1

TOTAL

6

 

Oral History Examination
Excellent

0
Excellent Minus

0
Good Plus

0
Good

3
Good Minus

1
Fair Plus

0
Fair

5
Fair Minus

1
Fail

3

TOTAL

13

 

General Oral Examination
Excellent

1
Excellent Minus

1
Good Plus

5
Good

10
Good/Good Minus

1
Good Minus

13
Fair Plus

10
Fair

2
Fair Minus

2
Fail

1
TOTAL

46

 

Thesis Grades
Excellent

2
Excellent Minus

6
Good Plus

6
Good

6
Good Minus

5
Fair Plus

4
Fair

2
Fair Minus

0
Fail

0
Not yet graded

1

TOTAL

32

 

Special Examination
Excellent

2
Excellent Minus

5
Good Plus

7
Good

7
Good Minus

7
Fair Plus

3
Fair

1
Fair Minus

0
Fail

0

TOTAL

32

 

Comparison between Thesis
and Special Examination
Same grade for exam and thesis

13
Exam ½ grade higher than thesis

6
Exam ½ grade lower than thesis

9
Exam 1 full grade higher than thesis

2
Exam 1 full grade lower than thesis

1
Unknown (thesis not graded)

1

TOTAL

32

 

Source: Harvard University Archives. Papers of Alexander Gerschenkron, Box 3, Folder: “Economics (General) 1972/73”.

 

Categories
Exam Questions Harvard

Harvard. Semester exams for all economics and one social ethics course, 1893-1894

 

With this post Economics in the Rear-view Mirror adds yet another annual slice of final examinations from Harvard. Over twenty pages of exam questions (with course enrollment figures) for the 1893-94 academic year have been transcribed and are now available to the internet community of historians of economics.  For other years visitors can simply scan or search the chronological catalogue of artifacts. Alternatively using Google search constrained to Economics in the Rear-view Mirror, “harvard economics exams site:irwincollier.com“, will get you links to plenty of Harvard examination postings through the years.

______________________

Enrollment for Philosophy 5.
The Ethics of the Social Questions.
1893-94.

Enrollment.

[Philosophy] 5. Professor Peabody. — The Ethics of the Social Questions. — The questions of Charity, Divorce, the Indians, Temperance, and the various phases of the Labor Question, as problems of practical Ethics. — Lectures, essays, and practical observations. 2 hours.

Total 118: 6 Gr., 56 Se., 23 Ju., 2 So., 12 Others, 19 Divinity.

Source: Harvard University. Report of the President of Harvard College, 1893-94, p. 58.

1893-94.
PHILOSOPHY 5.
THE ETHICS OF THE SOCIAL QUESTIONS.
Mid-Year Examination.

  1. “Political Economy ought to combine with the old question: ‘Will it pay?’ another and higher query: ‘Is it right?’” (C. D. Wright, Political Economy and the Labor Question, p. 17.) The place and value of this view of Political Economy.
  2. Spencer’s formula for conduct, explained and criticized (Data of Ethics, p. 14.)
  3. The Socialist’s view of Charity and the argument which sustains it. Mr. Spencer’s view of Charity and his practical advice. (Principles of Ethics, II. p. 376, ff.)
  4. What does Mr. Charles Booth regard as the “crux” of the Social Problem in East London? (Labour and Life of the People, I. pp. 596 and 162.) Why? The practical remedy proposed by him.
  5. The causes of poverty in East London, as analyzed by Mr. Booth, (I. 147); in their order of importance and the proportion of cases involved.
  6. The Labor Colonies of Germany compared with those of Holland, in method and intention. How far, and under what principle, is such an enterprise applicable to the condition of this country?
  7. “Liberalitas” and “Caritas,” — the aim, the service, and the peril of each.
  8. The historical development and the practical rules of the English Poor-Law System.
  9. The Relation of Charity Organization in England to Poor-Law Relief. (Loch, p. 37, ff.); and the objections to Charity Organization. (Loch, p. 97, ff.)
  10. The growth of Charity Organization in the United States, its present extent and its two types (Report, pp. 1-8.) Which type is represented by the London Charity Organization Society? (Loch p. 54.) Which is the sounder principle for this country? Why? Which is the more generally accepted principle? (Appendix of Report, p. 34.)

Source: Harvard University Archives. Harvard University, Mid-year examinations, 1852-1943. Box 3, Volume: Examination Papers, Mid-Year, 1893-94

PHILOSOPHY 5.
THE ETHICS OF THE SOCIAL QUESTIONS.
Final Examination

[Omit one question.]

  1. The authorship and the historical importance of the following phrases:—
    “The value of a thing is independent of opinion and of quantity. To be valuable is to avail towards life.”
    “All commodities are only masses of congealed labor-time.”
    “The high road to a stable sufficiency and comfort among the people is through the medium of their character.”
    “Cash-payment never was or could, except for a few years, be the union-bond of man to man.”
    “Aristocracy of talent.”
    “It is easier to determine what a man ought to have for his work, than what his necessities will compel him to take for it.”
    “Ill-th.”
  2. Compare Carlyle and Ruskin in their attitudes toward the growth of democracy and in their doctrine of social progress.
  3. Compare the view of the “Social Horizon” with that of Naquet as to the effect of collectivism on enterprise and invention. (Social Horizon, pp. 112-151; Naquet, pp. 92-126.)
  4. The Anarchist’s criticism of the Socialist, the Socialist’s criticism of the Anarchist, and the Communist as he is criticised by both.
  5. Is thrift a virtue? Who doubts it? Why?
    Is competition an evil? Who doubts it? Why?
  6. Christian Socialism and its difficulties. The logical and the practical relation of Socialism to Religion.
  7. In the four ideals which are possible to Socialism and Individualism, “the normal relation would be that of cross-correspondence.” (Bosanquet. The Civilization of Christendom, p. 136.) Explain and comment on this statement.
  8. Enumerate and classify the arguments presented in the Course on the ethical aspects of Socialism, with your judgment of the weight of these suggestions.
  9. Compare the plan of profit-sharing in the Paris and Orleans Railway (Sedley Taylor, pp. 77-86) with that adopted by the Chicago, Burlington and Quincy Railroad.
  10. How far are we carried in the argument for abstinence from intoxicating drink by considerations drawn from the “risks of life.” Why?

Source: Harvard University Archives. Harvard University, Examination papers, 1853-2001. Box 2, Volume: Papers Set for Final Examinations in Philosophy, History, Government and Law, Economics, Fine Arts, and Music in Harvard College, June 1894, p. 7.

______________________

Economics 1.
Outlines of Economics.
1893-94.

Enrollment.

[Economics] 1. Professors Taussig and Ashley, Asst. Professor Cummings and Mr. Clow. — Outlines of Economics. — Mill’s Principles of Political Economy. — Lectures on Economic Development, Distribution, Social Questions, and Financial Legislation. 3 hours.

Total 340: 1 Gr., 35 Se., 111 Ju., 136 So., 7 Fr., 50 Others.

Source: Harvard University. Report of the President of Harvard College, 1893-94, p. 61.

1893-94.
ECONOMICS 1.
Mid-Year Examination.

[Arrange your answers strictly in the order of the questions.
One question may be omitted.]

  1. “Let us consider whether, and in what cases, the property of those who live on the interest of what they possess, without being personally engaged in production, can be regarded as capital.” Illustrate by example.
  2. “Capital, though saved, and the result of saving, is nevertheless consumed. The word saving does not imply that what is saved is not consumed, nor even necessarily that its consumption is deferred.” Explain. Who is the consumer? and is the consumption usually deferred?
  3. Are wages likely to be low or high in different occupations because of (1) attractiveness, (2) unpleasantness, of the work? Why?
  4. “This equalizing process, commonly described as the transfer of capital from one employment to another, is not necessarily the slow, onerous, and almost impracticable process which it is often represented to be.” What is the equalizing process? and why is it or is it not slow and onerous?
  5. “Even if there were never any land taken into cultivation for which rent was not paid, it would be true, nevertheless, that there is always some agricultural capital which pays no rent.” Explain, and give the reasons for the statement.
  6. What are the laws of value applicable to: silver bullion, cotton-cloth, raw hides, wheat-bread, telephones?
  7. Explain what is meant by a fall in the value of money; an appreciation of gold; a depreciation of inconvertible paper; a stable standard of value.
  8. Wherein does the play of demand and supply, in determining the value of money, differ from its operation in determining the value of commodities in general? Wherein does cost of production determine the value of money and of commodities differently?
  9. What is the effect of general high wages on prices? on values? on profits? Why?
  10. “So far as rents, profits, wages, prices. are determined by competition, laws may be assigned for them. Assume competition to be their exclusive regulator, and principles of broad generality and scientific precision may be laid down, according to which they will be regulated.” Trace the historical origin of the conditions here assumed.
  11. What seems to you to be the value of economic history in relation to the study of economic theory?

Source: Harvard University Archives. Harvard University, Mid-year examinations, 1852-1943. Box 3, Volume: Examination Papers, Mid-Year, 1893-94.

1893-94.
ECONOMICS 1.
Final Examination.

[Arrange your answers strictly in the order of the questions.]

I.
[One question in this group may be omitted.]
  1. Explain the connection between the law of diminishing returns the pressure of population on subsistence; the tendency of profits to a minimum.
  2. What is the nature of the remuneration received by the holder of a government bond; the holder of a railway bond; the landlord of a building let for business purposes; the landlord of land let for agricultural purposes; a manufacturer carrying on business with borrowed capital; the holder of a patent receiving a royalty for its use?
  3. How does cost of production influence tire value of (1) silver bullion, (2) oats, (3) coffee, (4) bicycles?
  4. What seems to you to be the value of economic history in relation to the study of economic theory?
II.
[One question in this group may be omitted.]
  1. In 1851, very rich deposits of gold were found in Australia. What would you expect the result to be in Australia on wages, prices, imports and exports?
  2. Is the gain from international trade to be found in the import or in the exports? Why and how?
  3. It is said that when the quantity of money is increased, prices rise precisely in proportion to the increase. What exceptions or qualifications would you make to this statement?
  4. Is the exportation of specie from a country disadvantageous?
III.
[Answer all in this group.]
  1. What sorts of advantages, in regard to wages, do Trade-unions and Coöperative Societies offer to workingmen?
  2. “Deposits are currency.” What is meant?
  3. What is the most important objection to the use of inconvertible paper money? What illustrations of its force do you find in the experience of the United States since 1860?
  4. Compare the policy followed in times of panic by the Bank of England, the Reichsbank of Germany, and the National Banks of the United States.

Source: Harvard University Archives. Harvard University, Examination papers, 1853-2001. Box 2, Volume: Papers Set for Final Examinations in Philosophy, History, Government and Law, Economics, Fine Arts, and Music in Harvard College, June 1894, pp. 34-35.

______________________

Economics 2.
Economic Theory from Adam Smith
to the Present Time.
1893-94.

Enrollment

For Graduates and Undergraduates:—

[Economics] 2. Professor Taussig. — Economic Theory from Adam Smith to the present time. — Examination of selections from leading writers. 3 hours.

Total 43: 12 Graduates, 16 Seniors, 10 Juniors, 1 Sophomore, 4 Others.

Source:   Harvard University, Annual Reports of the President and Treasurer of Harvard College, 1893-94, p. 61.

1893-94
ECONOMICS 2.
Mid-Year Examination.

[Arrange your answers strictly in the order of the questions.
Write with deliberation, but answer all the questions.]

  1. “It is no doubt true that a portion of capital is always remuneratory and not auxiliary in its nature; that is, does not consist of instruments that make labour more efficient, but of finished products, destined for the consumption of labourers and others. This part of capital continually becomes real wages (as well as real profits, interest, and rent), being purchased by the labourer with the money wages he receives from time to time. But it does not seem to me therefore correct to regard the real wages as capital ‘advanced’ by the employer to the labourer. The transaction between the two is essentially a purchase, not a loan. The employer purchases the results of a week’s labour, which thereby becomes part of his capital, and may be conceived — if we omit for simplicity’s sake the medium of exchange — to give the labourer in return some of the finished products of his industry.”
    Consider whether and how remuneratory capital continually becomes real interest and rent, as well as real wages; and give your opinion as to the closing analysis of the relation between employers and laborers.
  2. Suppose (1) that profit-sharing were universally adopted; (2) that laborers habitually saved a very large part of their income, — and consider whether any modification must be made in the reasoning of those who would maintain a Wages-Fund doctrine.
  3. It has been said that while the capital of the employing class is the immediate source from which wages are paid, the ultimate and important source is the income of the consumers who buy the goods made by the laborers for the capitalists. Consider this doctrine.
  4. Compare critically the treatment by Walker, Sidgwick, and Ricardo, of the relation between the profits of the individual capitalist and the amount of capital owned by him.
  5. State carefully Ricardo’s criticism of Adam Smith’s doctrine on labor as the measure of value.
  6. Compare Adam Smith’s reasoning with Ricardo’s as to the manner in which the progress of society in wealth affects profits.
  7. “We have seen that in the early stages of society both the landlord’s and the labourer’s share of the value of the produce of the earth would be but small; and that it would increase in proportion to the progress of wealth and the difficulty of procuring food. We have known, too, that although the value of the labourer’s portion will be increased by the high value of food, his real share will be diminished; while that of the landlord will not only be raised in value, but will also be increased in quantity.”
    Explain the reasoning by which Ricardo reached the several conclusions here summarized, and give your opinion as to the soundness of the conclusions.

Source: Harvard University Archives. Prof. F. W. Taussig, Examination Papers in Economics 1882-1935 (Scrapbook). Also: Harvard University Archives. Harvard University, Mid-year examinations, 1852-1943. Box 3, Volume: Examination Papers, Mid-Year, 1893-94.

1893-94
ECONOMICS 2.
[Final Examination.]

  1. “Perhaps the most striking conflict of the Wages-Fund-theory with facts, is found in the periodical influctions and depressions of trade. After a commercial crisis, when the shock is over and the necessary liquidation has taken place, we generally find that there is a period during which there is a glut of capital, and yet wages are low. The abundance of capital is shown by the low rate of interest and the difficulty of obtaining remunerative investments.” — Nicholson, Political Economy
    How far is the theory in conflict with the facts here adduced?
  2. How is the significance of the doctrine of consumer’s rent affected by the fact that the money incomes of different purchasers vary widely?
  3. Explain Marshall’s doctrine as to the influence on wages of the standard of living among laborers; and consider how far it differs from Richard’s teaching as to the connection between wages and the price of food.
  4. Explain Marshall’s doctrine of the quasi-rent of labor; compare it with his conclusions as to the rent of business ability; and point out how far he finds in either case something analogous to economic rent as defined by the classic writers.
  5. “It is not true that the spinning of yarn in a factory, after allowance has been made for the wear-and-tear of the machinery, is the product of the labour of the operatives. It is the product of their labour (together with that of the employer and subordinate managers) and of the capital; and that capital itself is the product of labour and waiting; and therefore the spinning is the product of labour (of many kinds) and of waiting. If we admit that it is the product of labour alone, and not of labour and waiting, we can no doubt be compelled by inexorable logic to admit that there is no justification for interest, the reward of waiting.”
    How far would you accept this reasoning?
  6. “Barter, though earlier historically than buying and selling, is really a mere complex transaction, and the theory of it is rather curious than important.” — Marshall.
    “The attribute of normal or usual value implies systematic and continuous production.” — Cairnes.
    “Where commodities are made for sale, the sellers’ subjective valuations fall out altogether, and price is determined by the valuation of the last buyer.” — Böhm-Bawerk.
    Explain these statements, separately or in connection with each other.
  7. What does Böhm-Bawerk mean by the general subsistence market, or the total of advances for subsistence; and how far do the “advances” differ from the wages-fund of the classic economists?
  8. Explain Böhm-Bawerk’s views as to the connection between the prolongation of the period of production, and the increase in the productiveness of labor; and consider how far his conclusions as to interest would need to be modified, if those views were changed.
  9. Explain briefly, by definition or example, the sense in which Böhm-Bawerk uses the terms, —

social capital;
private capital;
subjective value;
marginal pairs;
technical superiority of present goods.

Source: Harvard University Archives. Prof. F. W. Taussig, Examination Papers in Economics 1882-1935 (Scrapbook). Also: Harvard University Archives. Harvard University, Examination papers, 1853-2001. Box 2, Volume: Papers Set for Final Examinations in Philosophy, History, Government and Law, Economics, Fine Arts, and Music in Harvard College, June 1894, pp. 35-36.

___________________________

Economics 3.
Principles of Sociology.
1893-94.

Enrollment.

[Economics] 3. Asst. Professor Cummings. — The Principles of Sociology. — Development of the Modern State, and of its Social Functions. 3 hours.

Total 47: 17 Gr., 19 Se., 5 Ju., 6 Others.

Source: Harvard University. Report of the President of Harvard College, 1893-94, p. 61.

 

1893-94.
ECONOMICS 3.
Mid-Year Examination

(Arrange your answers in the order of your questions. Omit two.)

  1. “In fact, the conception of society as an organism seems to admit of more easy application to just those very views about the State which Mr. Spencer most dislikes: and, though the conception or organism has its value in helping political thinking out of the confusions of individualism, if it be taken as a final key to all mysteries, it leads to new confusions of its own, for which it would be absurd to blame Mr. Spencer.” Explain and criticise.
  2. How does Spencer account for the diverse types of political organization; and what influences determine the order in which they arise? Illustrate.
  3. What evidence of political evolution is there in the sequence of the various forms of political organization in Greek, Roman, and Medieval society? Trace the steps.
  4. According to Burke, “Society is indeed a contract. … It is a partnership in all science; a partnership in all art; a partnership in every virtue and in all perfection. As the ends of such a partnership cannot be obtained in many generations, it becomes a partnership not only between those who are living, but between those who are living, those who are dead, and those who are to be born.” Explain. How does this differ from earlier conceptions of the social contract? From the conception of society as an organism?
  5. Upon what grounds does Spencer base his preference for the industrial rather than the militant type of society?
  6. According to Jevons, “the first step must be to rid our minds of the idea that there are any such things in social matters as abstract rights, absolute principles, indefeasible laws, inalterable rules, or anything whatever of an eternal and inflexible nature.” According to another view, “the state presupposes rights and the rights of individuals.” What is your own opinion? Why? Are there “Natural Rights”? Illustrate.
  7. “The State is after all the least of the powers that govern us.” How far is this true at different stages of social development?
  8. What is involved in the conception of Sovereignty? In whom is it rested? On what does it rest? For example, England and the United States.
  9. What is the bearing of Comte’s maxim, “Voir pour prevour,” upon the doctrine of social evolution?
  10. “The environment in our problem must, therefore, not only include psychical as well as physical factors, but the former are immeasurably the more important factors, and as civilization advances their relative importance steadily increases.”
  11. What do you mean by State Interference? By Individual liberty?

Source: Harvard University Archives. Harvard University, Mid-year examinations, 1852-1943. Box 3, Volume: Examination Papers, Mid-Year, 1893-94.

1893-94.
ECONOMICS 3.
Final Examination

[Questions are in all cases to be discussed with direct reference to facts and theories presented in this course. Arrange your answers in the order in which the questions stand. Take either the first question or six others.]

  1. Devote three hours to a discussion of “Social Evolution”;— expounding Mr. Kidd’s views, discussing his opinions and conclusions in the light of facts and theories presented in this course, and stating carefully your own reasons for agreeing or disagreeing.
  2. What, according to Mr. Kidd, are the necessary “Conditions of Human Progress”? Do you agree or disagree? Why?
  3. What are the points of resemblance and of difference between the “Scientific Socialism” of today and earlier forms of so-called socialistic propaganda which have appeared within this century?
  4. “Step by step the community has absorbed them, wholly or partially, and the area of private exploitation has been lessened. Parallel with this progressive nationalization or municipalization of industry, there has gone on, outside, the elimination of the purely personal element in business management.” Indicate briefly the character, extent and probable significance of “nationalization and municipalization” in the United States and in European Countries.
  5. What inferences may and what may not safely be drawn from American experience in municipal ownership or control of gas, of water, and of electric light plants? Discuss carefully the extent and character of the evidence.
  6. “According to them, the tribe or horde is the primary social unit of the human race, and the family only a secondary unit, developed in later times. Indeed, this assumption has been treated by many writers, not as a more or less probable hypothesis, but as a demonstrated truth. Yet the idea that a man’s children belong to the tribe, has no foundation in fact.” Indicate briefly the present state of this controversy. What significance do you attach to it?
  7. “The central fact with which we are confronted in our progressive societies is, therefore, that the interests of the social organism and those of the individuals comprising it at any time are actually antagonistic; they can never be reconciled, they are inherently and essentially irreconcilable.” State carefully the arguments for and against this position.
  8. “True Socialism of the German type must be recognized to be, ultimately, as individualistic and as anti-social as individualism in its advanced forms.” By what line of reasoning is this conclusion reached? State carefully your reasons for agreeing or disagreeing.

Source: Harvard University Archives. Harvard University, Examination papers, 1853-2001. Box 2, Volume: Papers Set for Final Examinations in Philosophy, History, Government and Law, Economics, Fine Arts, and Music in Harvard College, June 1894, pp. 36-37.

___________________________

Economics 5 (First Semester).
Railway Transportation.
1893-94.

Enrollment.

[Economics] 51. Professor Taussig. — Railway Transportation. — Lectures and written work. 3 hours. 1st half-year.

Total 39: 3 Gr., 24 Se., 9 Ju., 1 So., 2 Others.

Source: Harvard University. Report of the President of Harvard College, 1893-94, p. 61.

1893-94.
ECONOMICS 5.
Final [Mid-Year] Examination.

[Arrange your answers strictly in the order of the questions.]

  1. State what important general lessons are to be learned from the early experiments of Pennsylvania and Michigan in constructing and managing transportation routes.
  2. Why the change in the attitude of the public towards the Pacific railways after 1870? And what were some consequences of the change?
  3. What was the effect of the land-grant system on the welfare of the community, and on railway profits?
  4. “These conditions [leading to financial losses] may fairly enough be described as the Interstate Commerce Commission describes them, — parallel railroad construction and wars of rates. But when the Commission goes on to say that they cannot with any justice be claimed to have resulted from the act or from its administration, they make an unwarranted assertion.” What were the conditions here referred to (give dates)? And was the assertion unwarranted?
  5. Consider the probable results of the repeal of the section of the Interstate Commerce act which prohibits pooling.
  6. “High rates on some articles are not to be regarded as a tax which could be removed if low rates on others were abandoned.” Why not?
  7. “The enormous fixed capital and the consequent impossibility of retiring from the enterprise if it becomes unprofitable; the greater or less degree of monopoly; the wide gulf between railway managers and investors, sometimes leading to consequences of its own,” consider in what manner and extent these circumstances have affected railway rates in the United States.
  8. What do you believe to be the significance and importance of the following figures (for the United States in 1891):
Revenue per passenger mile 2.142 cents
Average cost of carrying a passenger one mile 1.910 cents
Revenue per ton mile 0.895 cents
Average cost of carrying a ton one mile 0.583 cents
Revenue per freight train mile $1.63
Average cost of running a freight train one mile $1.06
  1. Compare the course of railway policy in France, Prussia, and Italy, in 1880-85.
  2. Compare the principles which underlie the natural (car-space) system of freight rates and the zone system of passenger rates.

Source: Harvard University Archives. Harvard University, Examination papers, 1853-2001. Box 2, Volume: Papers Set for Final Examinations in Philosophy, History, Government and Law, Economics, Fine Arts, and Music in Harvard College, June 1894, pp. 37-38.

___________________________

Economics 6 (Second Semester)
History of Tariff Legislation
in the United States.
1893-94.

Enrollment.

[Economics] 62. Professor Taussig. — History of Tariff Legislation in the United States. 3 hours. 2d half-year.

Total 97: 11 Gr., 33 Se., 36 Ju., 2 So., 1 Fr., 14 Others.

Source: Harvard University. Report of the President of Harvard College, 1893-94, p. 62.

1893-94.
ECONOMICS 6.
Final Examination

[Arrange your answers strictly in the order of the questions.
Answer all the questions.]

  1. Is it to be inferred from Hamilton’s Report on Manufactures that if he were now living, he would not be an advocate of protection?
  2. What grounds are there for saying that the act of 1789 was a protective measure?
  3. State the important provisions of the act of 1816, and consider whether it differs in any essentials from the act of 1824.
  4. Was Clay right in affirming, or Webster in denying, that the protective system of 1824 was “American”?
  5. How would you ascertain what were the duties, in 1840, on (1) woollen goods, (2) cotton goods, (3) silk goods, (4) bar iron?
  6. Suppose the present specific duties on woollen manufactures to be removed; the ad valorem duties to remain unchanged; wool to be admitted free; and consider how far there would ensue a change in the effective protection given on finer woollen cloths, on cheaper woollen cloths, and on carpets.
  7. Mention briefly what were the duties on tea and coffee in the successive stages of tariff legislation from 1789 to 1890; noting the significance of the changes made from time to time.
  8. Why do the effects, in recent times, of the duties on flax and hemp, and on glassware, “reduce themselves in the last analysis to illustrations of the doctrine of comparative costs”?
  9. Wherein is there resemblance, wherein difference, between the general course of tariff history in the United States after the civil war, and in France after the Napoleonic wars?
  10. What would be the probable effects of the removal of the present duties on cotton goods?

Source: Harvard University Archives. Harvard University, Examination papers, 1853-2001. Box 2, Volume: Papers Set for Final Examinations in Philosophy, History, Government and Law, Economics, Fine Arts, and Music in Harvard College, June 1894, pp. 38-39

___________________________

Economics 8 (First Semester)
History of Financial Legislation
in the United States.
1893-94.

Enrollment.

[Economics] 81. Professor Dunbar. — History of Financial Legislation in the United States. 2 hours. 1st half-year.

Total 63: 9 Gr., 26 Se., 23 Ju., 1 So., 4 Others.

Source: Harvard University. Report of the President of Harvard College, 1893-94, p. 62.

1893-94.
ECONOMICS 8.
Mid-Year Examination.

Instead of answering the starred questions in this paper you may substitute, if you prefer, an essay on the subject marked A, printed at the close.

  1. *“It is sometimes said that Mr. Hamilton believed in a perpetual debt, and when one notices the form into which he threw the obligations of the United States, the only escape from this conclusion is to say that he was ignorant of the true meaning of the contracts which he created.” — [H. C. ADAMs, Public Debts, p. 161.]
    How far is the above remark confirmed by the provisions as to the payment of the debt funded by the Act of 1790?
  2. How far should you say that Gallatin, although an anti-Federalist, finally adopted Federalist measures or methods in financial matters?
  3. Give a general statement of the agreement between the banks and the Treasury for the resumption of specie payment in 1817, and show the way in which it was intended to operate.
  4. Inasmuch as Jackson’s general prepossessions were unfavorable to all banks, how are we to explain his resort to the plan of depositing Government funds in State banks after the removal of the deposits in 1833?
  5. *How serious a blow did Jackson really strike when he removed the deposits from the United States bank in 1833?
  6. What expedients were suggested for supplying the needs of the government in 1861-62 without resorting to the issue of legal-tender notes?
  7. *The “Gold Bill” of June 17, 1864, and its fate.
  8. What was the process by which the bonds issued during the war were refunded under the act of 1870 and when did the refunding take place?
  9. What signs of change in the policy of Congress as to the resumption of specie payments are to be found in the legislation between 1865 and 1876?
  10. State the provisions of the Resumption Act of 1875 as to the redemption of legal-tender notes, and show whether the act did or did not provide for the possible eventual disappearance of all the notes. What has made the amount of outstanding legal-tender notes stationary at $346,681,016?
  11. *A recent writer, discussing the question of a paper currency issued by government, says:—
    “In the United States there were twenty issues of treasury notes before the late war. Those issues were receivable in the revenues the government, and were always preferred to gold.”
    What criticism is to be made on this statement?
  12. *Describe the different kinds of paper currency now in use in the United States, stating as to each the cases in which it can be tendered for private debt, and those which it. can he received or paid out by the government.

*  *  *  *  *  *  *  *  *  *
A.

The change which has taken place since 1846 in the conditions affecting the Independent Treasury, and the justification of Secretary Carlisle’s statement, in the Finance Report for 1893, that “the laws have imposed upon the Treasury Department all the duties and responsibilities of a bank of issue, and to a certain extent the functions of bank of deposit.”

Source: Harvard University Archives. Harvard University, Mid-year examinations, 1852-1943. Box 3, Volume: Examination Papers, Mid-Year, 1893-94.

___________________________

Economics 9.
The Social and Economic Condition of Workingmen in the United States and in other countries.
1893-94.

 Enrollment.

[Economics] 9. Asst. Professor Cummings. — The Social and Economic Condition of Workingmen in the United States and in other countries. 3 hours.

Total 43: 7 Graduates, 16 Seniors, 11 Juniors, 3 Sophomores, 1 Freshman, 5 Other.

Source: Harvard University. Annual Report of the President of Harvard College, 1893-94, p. 61.

Mid-year Examination.
ECONOMICS 9.
1893-94.

(Arrange your answers in the order in which the questions stand. So far as possible illustrate your discussions by a comparison of the experience of different countries. Omit two questions.)

  1. “It becomes my duty, therefore, in undertaking to interpret the social movement of our own times, to disclose, first, those changes in industrial methods by which harmony in industries has been disturbed, and then to trace the influence of such changes into the structure of society.” State carefully what these changes have been; and trace their influence.
    [Henry C. Adams. “An Interpretation of the Social Movements of our Time”, International Journal of Ethics, Vol II, October, 1891), p. 33]
  2. Discuss the effect upon wages of machinery, — (a) as a substitute for labor (b) as auxiliary to labor; (c) as affecting division of labor; (d) as concentrating labor and capital; (e) as affecting the nobility[sic, “mobility”] of labor and capital.
  3. “In my opinion, combination among workingmen is a necessary step in the re-crystallization of industrial rights and duties.” State fully your reasons for agreeing or disagreeing with this opinion. What forms of combination do you include?
    [Henry C. Adams. “An Interpretation of the Social Movements of our Time”, International Journal of Ethics, Vol II, October, 1891), p. 45]
  4. “Trade-unions have been stronger in England than on the Continent, and in America….” In what respects stronger? Why? Contrast briefly the history and present tendencies of the trade-union movement in the United States, England, France, Germany, and Italy.
    [Alfred Marshall, Elements of Economics of Industry: being the First Volume of Elements of Economics (London: Macmillan, 1892), Book VI, Ch. XIII. §18, p. 404]
  5. “Trade-unions have been stronger in England than on the Continent, and in America; and wages have been higher in England than on the Continent, but lower than in America.” “Again, those occupations in which wages have risen most in England happen to be those in which there are no unions.” How far do such facts impeach the effectiveness of trade-unions as a means of raising wages and improving the condition of workingmen? What do you conceive to be the economic limits and the proper sphere of trade-union action?
    [Alfred Marshall, Elements of Economics of Industry: being the First Volume of Elements of Economics (London: Macmillan, 1892), Book VI, Ch. §18, pp. 404-405.]
  6. “We saw at the beginning that in comparatively recent years the difficulties of keeping up a purely offensive and defensive organization had brought many of the unions back nearer their old allies, the friendly societies, and emphasized the friendly benefits in proportion as the expenditure for trade disputes seemed less important.” Explain carefully this earlier and later relation of trade-unions and Friendly Societies in England.
    [Edward Cummings, The English Trades-Unions, Quarterly Journal of Economics, Vol. III (July, 1889), p. 432.]
  7. “This spirit of independent self-help has its advantages and its disadvantages. We have already had occasion to remark how slow in these Friendly Societies has been the progress of reform, and we must repeat that up to the present day it still exhibits defects.” Explain and illustrate the progress of the reform and the nature of existing defects. Does English self-help experience suggest the desirability or undesirability of imitating German methods of compulsory insurance?
  8. “Countless[sic, “Doubtless” in original] boards of arbitration and conciliation, the establishment of certain rules of procedure, agreements covering definite periods of time, may aid somewhat in averting causes of dispute or in adjusting disputes as they arise; but if we have these alone to look to, strife will be the rule rather than the exception.” Explain the various methods adopted and the results obtained. What have you to say of “compulsory arbitration?”
    [Francis A. Walker. “What Shall We Tell the Working Classes?” Scribner’s Magazine, Vol. 2, 1887.  Reprinted in Discussions in Economics and Statistics, edited by Davis R. Dewey. Vol. II. 315-316.]
  9. “The conclusion of the whole matter seems to be, that what is desirable is not so much to put a stop to sub-contracting as to put a stop to ‘sweating,’ whether the man who treats the workman in the oppressive manner which the word ‘sweating’ denotes be a sub-contractor, a piece-master, or a contractor.” Indicate briefly some of the principal forms of industrial remuneration, — giving the special merits and defects of each.
    [David F. Schloss. Methods of Industrial Remuneration (London: Williams and Norgate, 1892), p. 140.]
  10. “Now that I am on piece-work, I am making about double what I used to make when on day-work. I know I am doing wrong. I am taking away the work of another man.” State and criticize the theory involved in this view of production.
    [David F. Schloss. Methods of Industrial Remuneration (London: Williams and Norgate, 1892), p. 43-44.]

Source: Harvard University Archives. Harvard University, Mid-year examinations, 1852-1943. Box 3, Volume: Examination Papers, Mid-Year, 1893-94. Transcribed and posted earlier at Economics in the Rear-view Mirror.

Year-End Examination
ECONOMICS 9.
1893-94.

(Arrange your answers in the order in which the questions stand. So far as possible illustrate your discussions by a comparison of the experience of different countries. Take the first three questions and four others.)

  1. “As soon, however, as the factory system was established, the inequality of women and children in their struggle with employers attracted the attention of even the most careless observers; and, attention once drawn to this circumstance, it was not long before the inequality of adult men was also brought into prominence.” How far is this true (a) of England, (b) of the United States? Trace briefly the legislative consequences for children and for adults in the two countries.
    [Arnold Toynbee. Lectures on the Industrial Revolution of the 18th Century in England (The Humboldt Library of Popular Science Literature, Vol. 13. New York: Humboldt Publishing Co.), p. 17.]
  2. “It will be necessary, in the first place, to distinguish clearly between the failure of Industrial Coöperation and the failure of the coöperative method—a method, as we have seen, adopted, even partially, by only a very small fraction of Industrial Coöperation.” Explain carefully, discussing especially the evidence furnished by France and England.
  3. “These four concerns—the Maison Leclaire, the Godin Foundry, the Coöperative Paper Works of Angoulême and the Bon Marché—are virtually coöperative; certainly they secure to the employers and stockholders the substantial benefits of purely coöperative productive enterprises, while they are still, logically, profit-sharing establishments.” State your reasons for agreeing or disagreeing. Indicate briefly the characteristic features of each enterprise.
  4. “What inferences are we to draw from the foregoing statistics? Unmistakably this, that the higher daily wages in America do not mean a correspondingly enhanced labor cost to the manufacturer. But why so?” Discuss the character of available evidence in regard to the United States, Great Britain and the continent of Europe.
    [E. R. L. Gould. The Social Condition of Labor (Baltimore: Johns Hopkins Press, January 1893), pp. 41-2.]
  5. “The juxtaposition of figures portraying the social-economic status of workmen of different nationalities in the country of their birth and the land of their adoption furnishes lessons of even higher interest. From this we are able to learn the social effect of economic betterment.” Explain. How do the facts in question affect your attitude toward recent changes in the character and volume of our immigration?
    [E. R. L. Gould. The Social Condition of Labor (Baltimore: Johns Hopkins Press, January 1893), pp. 35-6.]
  6. “The Senate Finance Committee issued some time ago a comparative exhibit of prices and wages for fifty-two years, from which the conclusion is generally drawn that the condition of the wage earner is better to-day than it was thirty or forty years ago. A conclusion of this kind reveals the weakness of even the best statistics. No one can doubt that the work of the Finance Committee is work of high excellence, but for comparing the economic condition of workers it is of little value.” Do you agree or disagree? Why? Indicate briefly the character of the evidence.
  7. What are the principle organizations which may be said to represent the “Labor Movement” in the United States at the present time? How far are they helpful and how far hostile to one another?
  8. “In a preceding chapter I have said that as a moral force and as a system the factory system of industry is superior to the domestic system, which it supplanted.” State your reasons for agreeing or disagreeing.
    [Carroll D. Wright. Factory Legislation from Vol. II, Tenth Census of the United States, reprinted inFirst Annual Report of the Factory Inspectors of the State of New York (Albany, 1887), p. 41.]
  9. Contrast the English and the German policy in regard to Government Workingmen’s Insurance.
  10. “Gladly turning to more constructive work, I next consider some industrial changes and reforms which would tend to correct the present bias towards individualism.” What are they?
  11. Give an imaginary family budget for American, English and German operatives in one of the following industries, — coal, iron, steel, cotton, wool, glass, indicating roughly characteristic differences in such items as throw most light on the social condition of labor.

Source: Harvard University Archives. Harvard University, Examination papers, 1873-1915. Box 4, Volume: Examination Papers, 1893-95. pp. 39-41. Transcribed and posted earlier at Economics in the Rear-view Mirror.

______________________

Economics 10.
The Elements of Economic History from the Middle Ages to Modern Times.
1893-94.

[Economics] 10. Professor Ashley. — The Elements of Economic History from the Middle Ages to Modern Times. 3 hours.

Total 51: 6 Gr., 17 Se., 20 Ju., 4 So., 1 Fr., 3 Others.

Source: Harvard University. Annual Report of the President of Harvard College, 1893-94, p. 61.

1893-94.
ECONOMICS 10.
Mid-Year Examination.

 

  1. A modern writer has insisted upon the difference between the point of view of economic history and the point of view of constitutional history. Consider this in relation to the growth of mediaeval towns.
  2. Distinguish briefly between the various processes known as “Enclosure,” and explain their relation to the open-field husbandry.
  3. What light does the history of the English woollen industry throw upon the question as to the relation between the gild and the domestic workshop?
  4. “Only one who is unacquainted with social conditions under Henry VIll. and Edward VI. can maintain that the Reformation was not responsible for English pauperism.” Discuss this.

Source: Harvard University Archives. Harvard University, Mid-year examinations, 1852-1943. Box 3, Volume: Examination Papers, Mid-Year, 1893-94.

1893-94.
ECONOMICS 10.
Final Examination.

[Candidates are requested to answer only six questions, of which the first should be one.]

  1. Translate and comment upon:
    1. Omnes isti sochemanni habent viii carrucas, et arant iii vicibus per annum. Et quisquis eorum metit in Augusto de blado domini dimidiam acram et ii vicibus in Augusto precationem.
    2. Sciatis me concessisse … civibus meis in Oxenforde omnes libertates et consuetudines et leges et quietantias quas habuerunt tempore regis Henrici avi mei, nominatim gildam suam mercatoriam cum omnibus libertatibus et consuetudinibus in terris et in silvis pasturis et aliis pertinentiis, ita quod aliquis qui non sit de gildhalls aliquam mercaturam non faciet in civitate vel suburbiis.
  2. Give some account of the changes in trade-routes during the sixteenth century.
  3. Describe the organization of industry in the middle of the reign of Elizabeth.
  4. Compare the Enclosures of the eighteenth century with those of the sixteenth.
  5. What was the condition of the mercantile marine of New England in the eighteenth century? What connection was there between this condition and the Navigation Acts?
  6. Institute a comparison between the reforms of Stein and Hardenberg and recent agrarian legislation in Ireland, or any other country with which you are familiar.
  7. What light is cast upon the teaching of (1) Adam Smith, (2) Malthus, (3) Ricardo, by contemporary economic conditions.
  8. Estimate the importance of Arthur Young in the economic history of England.
  9. What seem to you the most characteristic features of the economic development of the United States during the present century as contrasted with England.

Source: Harvard University Archives. Harvard University, Examination papers, 1853-2001. Box 2, Volume: Papers Set for Final Examinations in Philosophy, History, Government and Law, Economics, Fine Arts, and Music in Harvard College, June 1894, pp. 42-43.

___________________________

Economics 12 (First Semester).
Banking and the History
of the leading Banking Systems
1893-94.

 Enrollment.

[Economics] 121. Professor Dunbar. — Banking and the History of the leading Banking Systems. 3 hours. 1st half-year.

Total 50: 10 Gr., 24 Se., 15 Ju., 1 Other.

Source: Harvard University. Report of the President of Harvard College, 1893-94, p. 62.

1893-94.
ECONOMICS 12[1].
Mid-Year Examination

  1. Which system of banks appears to present the greatest advantages, — (a) one with a powerful central bank as in England and Germany: (b) an aristocracy of strong banks as in Scotland; or (c) a democracy of banks as in this country?
  2. In any period of financial pressure, would the Bank of England he under any obligation, legal or moral, to act for the relief of the public, if such action involved risk or loss to its stockholders? What would be the source of such obligation, if any exists?
  3. The German bank act requires every bank to hold cash, (a) for all notes issued by it above its limit of uncovered issue: (b) and amounting to at least one third of all the notes issued Why is it that notes of other banks can be reckoned as cash in one of these cases, but not in the other?
  4. What is to be said as to the proposition frequently maintained. that “note issue is in reality a function of the State as much as coinage, and should not be delegated to corporations or to private hands?”
  5. If we hold that all note issues need to be kept under national control, in order to secure uniformity of value, what ground is there for denying that all deposit banking needs the same control for the same reason?
  6. Supposing the securities required for deposit under the national banking system to be abundant and fairly attractive as investments, — would that system afford an elastic currency?
  7. To the plan of securing notes by a safety fund (as practiced formerly in New York and now in Canada), it has been objected that it would be unjust to require well-managed banks to pay for losses incurred by weak or imprudent ones, and that a premium would be offered for bad management. How much weight is there in this objection?
  8. To the plan of making the notes of a bank a first lien on its assets it has been objected,—
    “It deprives the bank of the fund which is the basis of its credit in asking for deposits Without the deposit the banks cannot do a profitable business. It is difficult to believe that, the capital being subjected to a first lien for the amount of the notes, and there being always the possibility of an over-issue of such notes, the credit of the bank in its discount and deposit business would not be impaired. is calling upon the capital to do a double work when it is already loaded with the single task of inspiring confidence in the people who have to make deposits.”
    What is the answer to this objection?
  9. Discuss the following extract from the Commercial and Financial Chronicle of May 14th, 1892:—
    “Every prerogative and attribute even of our bank notes, and still more of our silver certificates, tends to draw them away from the interior, even when the issuer is resident in a Southern or Western State, and lodge them in an Eastern city. [The semi legal-tender quality of the national bank circulation and its redemption at the Treasury help to make its movements unnatural, artificial, and impart to it a roaming character helping to force it away from the issuer, away from the country districts where it is needed, and consequently to induce its accumulation when out of active commercial employment in the great financial centres, and while there to foster and become more or less fixed in speculative ventures — that is unresponsive to commercial influences when needed for commercial work?”

Source: Harvard University Archives. Harvard University, Mid-year examinations, 1852-1943. Box 3, Volume: Examination Papers, Mid-Year, 1893-94.

___________________________

Economics 12 (Second Semester).
International Payments and the Flow of the Precious Metals.
1893-94.

Enrollment.

[Economics] 122. Professor Dunbar.—International Payments and the Flow of the Precious Metals. 3 hours. 2d half-year.

Total 38: 12 Graduates, 18 Seniors, 7 Juniors, 1 Other.

Source: Harvard University. Report of the President of Harvard College, 1893-94, p. 62.

1893-94
ECONOMICS 122.
Final Examination.

  1. Mr. Goschen says that while a gold currency existed on both sides of the Atlantic the actual par of exchange between New York and London was about 109. What is the explanation of this method of stating the point of equilibrium?
  2. Is Clare justified in making the general statement that “the gold-points mark the highest level to which an exchange may rise, and the lowest to which it may fall?”
  3. What effect would the current rate of interest (as e.g. in a tight money market, either in the drawing or in the accepting country,) have on the rates for sixty-day bills as compared with cash bills?
  4. Clare makes the remark that “as the rate of exchange between two countries…must be fixed by the one who draws and negotiates the bill, it follows that the exchanges between England and most other countries are controlled from the other side, and that we in London have scarcely part or say in the matter.” Is the rate then a matter of indifference to those in London?
  5. Why is it that in certain trades bills are drawn chiefly, or even exclusively, in one direction, as e.g. by New York on London and not vice versa; and how is this practice made to answer the purpose of settling payments, which have to be made in one direction as well as the other?
  6. Mr. Goschen says that the primary cause which makes England the great banking centre of the world is “the stupendous and never-ceasing exports of England, which have for their effect that every country I the world, being in constant receipt of English manufactures, is under the necessity of making remittances to pay for them, either in bullion, in produce, or in bills.”
    Compare this statement with the fact that for ten years past the imports of merchandise into England have averaged about £400,000,000 annually, and the exports from England have averaged a little under £300,000,000.
  7. Suppose the exportation of specie from the United States to be prohibited (or, as has sometimes been suggested, to be slightly hindered,) what would be the effect on rates of exchange, and on prices of goods, either domestic or foreign? Would the country be a loser or not? [See Ricardo (McCulloch’s ed.) p. 139.]
  8. State Mr. Cairnes’s general doctrine as to the movement of prices which determines the normal flow of new supplies of gold from one country to another in the process of distribution over the commercial world.
  9. Cairnes argues that, as the effect of the cheapening of gold, “each country will endure a loss;” but that in particular cases “the primary loss may…be compensated, or even converted into a positive gain.” State and discuss the reasoning on which this proposition rests.
  10. Say, in his Report on the Indemnity, says:—
    La France a, en réalité, (1) fait passer à l’étranger le plus de capitaux possible, en prenant tous les changes qu’elle pouvait acquérir sur quelque pays que ce fût, et (2) a ensuite dirigé sur l’Allemagne tout ce qu’elle avait approvisionné ailleurs.

    1. What reason was there why France should prefer the course described in (1) rather than a direct transfer to Germany?
    2. What movements of trade or capital, of any sort, made the course described in (1) possible or easy?
    3. What movements of the same nature made (2) possible, or enable Germany to absorb the capital thus turned towards her?

*  *  *  *  *  *  *

  1. On either of the following topics, give an orderly and concise statement, as complete as you can make it in thirty minutes:—
    1. Sidgwick’s criticisms on Mill’s doctrine of international trade and their validity.
    2. The supply and distribution of the new gold from the United States and Australia, 1858-70.
    3. The action of the new gold in the banking countries.
    4. The absorption of new gold by the currency of France and the foreign trade of that country.
    5. The reasons for the varying ability of India to absorb silver?

Source:  Harvard University Archives. Final examinations, 1853-2001. Box 2, Papers set for Final Examinations in Philosophy, History, Government and Law, Economics, Fine Arts, and Music in Harvard College, June 1894, pp. 44-46. Transcribed and posted earlier in Economics in the Rear-view Mirror.

____________________

1893-94
Enrollment for Economics 13.
The Development of Land Tenures and of Agrarian Conditions in Europe.

Enrollment.

[Economics] 13. Professor Ashley. – The Development of Land Tenures and of Agrarian Conditions in Europe. 1 hour.

Total 2: 1 Graduate, 1 Senior.

Source: Harvard University. Report of the President of Harvard College, 1893-94, p. 61.

Note: No printed final examination in the collection of Harvard semester examinations.

____________________

Economics 14.
Ideal Social Reconstructions
from Plato to the Present.
1893-94.

Enrollment.

[Economics] 14. Asst. Professor Cummings. — Ideal Social Reconstructions, from Plato’s Republic to the present time. 1 hour.

Total 22: 7 Graduates, 8 Seniors, 5 Juniors, 2 Sophomores.

Source: Harvard University. Report of the President of Harvard College, 1893-94, p. 61.

ECONOMICS 14.
Mid-year examination, 1893-94.

(Arrange your answers in the order of the questions. Omit one.)

  1. What is a Utopia? and what significance do you attached to the recurrence of such literature at certain historical ethics?
  2. “For judging of the importance of any thinker in the history of Economics, no matter is more important to us than the view he takes of the laboring population.” Judge Plato, More and Bacon by this standard.
  3. “Moreover, it is hardly too much to say that Plato never got to the point of having a theory of the State at all.” In the Republic “man is treated as a micropolis, and the city is the citizen writ large.” Explain and criticize.
  4. “In More’s Utopia we have a revival of the Platonic Republic with additions which make the scheme entirely modern.… The economical element in the social body receives for the first time its proper rank as of the highest moment for public welfare.” Explain. To what extent have the ideals of Utopia been realized?
  5. “Then we may say that democracy, like oligarchy, is destroyed by its insatiable craving for the object which defines to be supremely good?” What, according to the Republic are the peculiar merits and defects of the several forms of political organization? and how are these forms related in point of origin and sequence?
  6. “Sir Thomas More has been called the father of Modern Communism.” How does he compare in this respect with Plato? How far do you trace the influence of historical conditions in each case?
  7. “But in your case, it is we that have begotten you for the State as well as for yourselves, to be like leaders and kings of the hive,– better and more perfectly trained than the rest, and more capable of playing a part in both modes of life.” Criticise the method and purpose of the educational system of the Republic. How far does Plato’s argument as to the duty of public service apply to the educated man to-day?
  8. “The religious ferment produced by the Reformation movement had begun to show signs of abatement, when another movement closely connected with it made its appearance almost at the same time in England and Italy, namely, the rise of a new philosophy.” How was this new philosophy embodied in the social ideals of Bacon and of Campanella? and what is the distinguishing characteristic of it?
  9. What essential contrast between pagan and Christian ideals have you found in schemes for social regeneration?
  10. Is there any recognition of “Social Evolution” in the Utopian philosophies thus far considered?
  11. What in a word, do you regard as the chief defect of the social reconstruction suggested in turn by Plato, Lycurgus, More, Bacon and Campanella? To what main problems suggested by them have we still to seek an answer?

Source: Harvard University Archives. Harvard University, Mid-year examinations, 1852-1943. Box 3, Volume: Examination Papers, Mid-Year, 1893-94. Previously transcribed and posted in Economics in the Rear-view Mirror.

 

ECONOMICS 14.
Final examination, 1893-94.

(Arrange your answers in the order of the questions.)

  1. [“]The essential unity and continuity of the vital process which has been in progress in our civilization from the beginning is almost lost sight of. Many of the writers on social subjects at the present day are like the old school of geologists: they seem to think that progress has consisted of a series of cataclysms.” How far is this criticism true? Is the characteristic in question more or less conspicuous in earlier writers?
  2. “At the outset underneath all socialist ideals yawns the problem of population…. Under the Utopias of Socialism, one of two things must happen. Either this increase must be restricted or not. If it be not restricted, and selection is allowed to continue, then the whole foundations of such a fabric as Mr. Bellamy has constructed are bodily removed.” State carefully your reasons for agreeing or disagreeing. In which of the schemes for social reconstruction, ancient or modern, do you find any adequate recognition of the part which selection plays in progress?
  3. “If it is possible for the community to provide the capital for production without thereby doing injury to either the principle of perfect individual freedom or to that of justice, if interest can be dispensed with without introducing communistic control in its stead, then there no longer stands any positive obstacle in the way of the free social order.” Discuss the provisions by which Hertzka hopes to guaranteed this “perfect individual freedom.” Contrast him with Bellamy in this respect.
  4. “I perceive that capitalism stops the growth of wealth, not – as Marx has it – by stimulating ‘production for the market,’ but by preventing the consumption of the surplus produce; and that interest, though not unjust, will nevertheless in a condition of economic justice becomes superfluous and objectless.” Explain Hertzka’s reasoning and criticise the economic theory involved.”
  5. What is the gist of “News from Nowhere”?
  6. The condition which the social mind has reached may be tentatively described as one of realization, more or less unconscious, that religion has a definite function to perform in society, and that it is a factor of some kind in the social evolution which is in progress.” How far have you found a recognition of this factor in theories of social reconstruction?

Source: Harvard University Archives. Final Examinations, 1853-2001. (HUC 7000.28). Box 2, Papers Set for Final Examinations in Philosophy, History, Government and Law, Economics, Fine Arts, and Music in Harvard College, June 1894.

Also: Harvard University Archives. Harvard University, Examination papers, 1853-2001. Box 2, Volume: Papers Set for Final Examinations in Philosophy, History, Government and Law, Economics, Fine Arts, and Music in Harvard College, June 1894, pp. 46-47. Previously transcribed and posted in Economics in the Rear-view Mirror.

 

Source: Left-to-right: Dunbar, Taussig, Ashley. From University and their Sons. History, Influence and Characteristics of American Universities with Biographical Sketches and Portraits of Alumni and Recipients of Honorary Degrees. Editor-in-chief, General Joshua L. Chamberlain, LL.D. Vol II (1899), pp. 159 [Dunbar], 595 [Ashley].   Vol. III (1899), p. 99 [Taussig]

Categories
Harvard Statistics Suggested Reading

Harvard. Short Bibliography on Social Statistics for “Serious-minded Students”, Ripley, 1910

William Zebina Ripley

 

In 1910 Harvard published a total of 43 of short bibliographies in the collection “Social Ethics and Allied Subjects”, about half of which were dedicated to particular topics in economics and economic sociology. The project was coordinated by Plummer Professor of Christian Morals, Francis G. Peabody.

Part I, Chapter 7 “Social Statistics” was the first of economics professor William Z. Ripley’s three contributions to the collection. Most items have been conveniently linked to internet archival copies for this post.

Previously posted bibliographies from Peabody’s “Social Ethics and Allied Subjects”:

Economic Theory by Professor Frank Taussig

Taxation by Professor Charles J. Bullock

Trade Unionism by Professor William Z. Ripley

Social Insurance by Dr. Robert Franz Foerster

Economics of Socialism by Professor Thomas Nixon Carver

Strikes and Boycotts by Professor William Z. Ripley

Socialism, Family and Religion by Dr. Ray Madding McConnell

______________________

7. SOCIAL STATISTICS

William Z. Ripley

The principal source for the United States is the “Federal Census,” taken decennially since 1790. The later ones are summarized in special volumes, that for 1900 being known as the “Supplementary Analysis.” A still briefer “Abstract” is also published. The “Supplementary Analysis” is, however, more serviceable, inasmuch as it offers in the text a critical examination of the figures, setting forth the limitations upon their use. A “Statistical Atlas” also accompanies each census since 1870, offering the results in graphic form. “Special reports” on a variety of topics are also issued. Among these since 1900 may be mentioned, “A Century of Population Growth,” Washington, 1909; “Marriage and Divorce,” 1867–1906, two parts [Part One Summary, Laws, Foreign Statistics; Part Two, General Tables], Washington,1909, and “Statistics of Cities.” “Mortality Statistics” for all states having registration laws are also compiled and published annually. This is the standard reference for all states and minor subdivisions.

Several of the Commonwealths, notably Massachusetts, take censuses on the intervening quinquennial years, some of them containing more detailed information than is afforded by the federal census. The “United States Statistical Abstract,” published annually [1878-2018], is often serviceable.

For foreign countries, the “Statistical Abstract for Great Britain” and also “The Statistical Abstract for the Principal and other Foreign Countries,” will serve as convenient and accurate handbooks. Some of the leading newspapers, notably the New York Tribune [1856-1914] and the World, [1868-1925], publish “Almanacs,” containing a wide range of material gathered from official publications. The “Statesman’s Year Book” [1876-1923] is a valuable source. The most elaborate scientific collection, issued annually and covering a very wide range of social data, is, G. Sundbärg: “Aperçus statistiques internationaux.” Stockholm: Imprimerie Royale. Since 1906 this has been published in French.

Among scientific serials which are invaluable to students of social statistics, not only for their separate articles, but for their reviews of current literature, should be included: Quarterly Publications of the American Statistical Association [1888-1921] and Journal of the Royal Statistical Society.

The following standard treatises are of fundamental importance, containing not only positive statistical data, but critical examination as to their value:

Mayo-Smith, Richmond. Statistics and sociology. New York: The Macmillan Company, 1895, pp. xvi, 399.

Mayo-Smith, Richmond. Statistics and economics. New York: The Macmillan Company, 1899, pp. 467.

These volumes of material up to the date of their publication are most valuable. They are, however, less ample in American material than for foreign countries.

Bailey, William B. Modern social conditions. New York: The Century Company, 1906, pp. 377.

This treatise is confined principally to the field of vital statistics and problems of population.

Bowley, Arthur Lyon. Elements of statistics. London: P. S. King & Son, 1901, pp. 328.

The most scientific treatise extant as to statistical method, but less serviceable as a collection of positive data. [First edition (1901); Second edition (1902); Third edition (1907); Fourth edition (1920); Fifth edition (1926); Sixth edition (1937)]

Wright, Carroll D. Outline of practical sociology. New York: Longmans, Green & Co., 1899, pp. XXV, 431.

This obviously does not include data from the census of 1900.

Newsholme, A. Elements of vital statistics. Third edition. London: Swan, Sonnenschein & Co., 1899, pp. xxiv, 326.

The standard authority for this special field.

Walker, Francis A. Discussions in economics and statistics. 2 vols. New York: Henry Holt & Co., 1899, pp. iv, 454, 481. [Volume 1, Finance and Taxation, Money and Bimetallism, Economic Theory; Volume 2, Statistics, National Growth, Social Economics]

Weber, Adna F. The growth of cities in the nineteenth century. New York: Columbia University Studies, 1899, pp. xiv, 497.

This work is a convenient source book for all statistics of cities.

Schnapper-Arndt, Gottlieb. Sozial-Statistik. Leipzig: W. Klinkhardt, 1908, xxii, 642 S.

This book offers a readable account of statistical data, mainly for European countries.

Mayr, Georg von. Statistik und Gesellschaftslehre. 3 Bde. Freiburg i. B.: J. C. B. Mohr, 1895-1909, 202, 486, 260 S.  [Volume 1, Theoretische Statistik; Volume 2, Bevölkerungsstatistik; Volume 3, Sozialstatistik]

The most elaborate treatise, serviceable mainly to specialists. It contains a wonderfully complete bibliography in all languages, arranged under separate headings, which may be of use in looking up special topics.

Source: A Guide to Reading in Social Ethics and Allied Subjects. Lists of books and articles selected and described for the use of general readers by teachers in Harvard University. Cambridge, Massachusetts (1910), pp. 32-34.

Image Source: Harvard University Archives. William Zebina Ripley [photographic portrait, ca. 1910], J. E. Purdy & Co., J. E. P. & C. (1910).

Categories
Economists Gender Harvard Smith

Radcliffe/Harvard. Economics Ph.D. alumna Eleanor Martha Hadley, 1949

 

This addition to our intermittent series “Get to know an economics Ph.D. alumna” is dedicated to the Radcliffe expert on Japanese industrial organization whose government career prospects were blocked for some seventeen years after she had been denied a security clearance. This was the work of General MacArthur’s “lovable fascist”, Maj. Gen. Charles Willoughby [a bit of backstory to Willoughby’s purge of Hadley is provided below]. 

Incidentally, The Diplomat (January 27, 2019) ran a story about Charles Willoughby with the title “Is This the Worst Intelligence Chief in the US Army’s History?” Plot spoiler: He and his boss MacArthur share the blame for the Yalu River disaster for the United Nations forces.

______________________________

Eleanor Hadley’s Memories of Radcliffe and Harvard

…Being somewhat at loose ends upon my return from Japan in the spring of 1940, I ended up attending the University of Washington in Seattle for the academic year 1940-1941. There I took courses in economics and in the Far East Institute, and found the Japanese-language instruction a great improvement over that I had known in Tokyo.

Finally pulling myself together, I decided to embark on a Ph.D. program in economics. It was not that economics was my favorite subject; but I assumed that I needed to build on my undergraduate work, which had been a degree in politics, economics, and philosophy. It had not occurred to me that I could choose any subject I wanted. Much as I loved philosophy, I did not see taking a graduate degree in it. Between politics and economics, I believed that the latter favored classroom discussion; and I thought that I could do reading about politics on my own.

I wanted to attend Radcliffe College; but the problem was how to finance it. Then, out of the clear blue sky, my great-aunt in Honolulu, who had lost her sister earlier that year, said that if I would spend the summer with her there, she would make it financially possible for me to enter Radcliffe that fall. I could scarcely believe my good fortune.

In Honolulu that summer, one of my America-Japan Student Conference friends from the University of Washington was enrolled in the U.S. Marines’ Japanese-language course. The Marines had decided that their service required some competency in the Japanese language. One thinks of Marines as ramrod straight. In fact, the course was so strenuous that every week my friend’s shoulders were slightly more rounded.

Cambridge, Massachusetts

Thanks to my great-aunt, I entered Radcliffe in the fall of 1941 to begin a Ph.D program in economics. I remember that, so splendidly ignorant as I was of the college’s setup, I said to the dean of graduate students with a catalogue in my hand, “I see Harvard faculty listed here, but where is the Radcliffe faculty?” She replied: “Don’t you know that we are medieval? There is no Radcliffe faculty.”

Radcliffe College, both graduate and undergraduate, consisted of students and administrators but no faculty. Harvard did not admit women; Radcliffe existed to provide a Harvard education to women. For undergraduate students, Harvard faculty crossed the Cambridge commons and delivered an identical lecture to the women. For graduate courses, women crossed the commons to Harvard Yard and attended classes with the men. And though Radcliffe’s graduate final exams were identical to what the men took, they were administered in Radcliffe buildings. It was the advent of World War II, and the consequent scarcity of both faculty and students, that disrupted the pattern of duplicative lectures at the undergraduate level. Graduate women were first admitted to Harvard classes in September 1941, just three months before Pearl Harbor.

The fall of 1941 was also the first time Radcliffe graduate women were permitted to sit in the reading room of Widener Library, then the main library for Harvard students. We sat at one designated table, and this table bore signs that could be seen from whatever angle one approached it, announcing, “This table reserved for Radcliffe students taking graduate courses.” Previously, female graduate students had been permitted to sit only in a room separate from the reading room about twenty by twenty feet in size.

In all, the college informs me, there were eighteen students in economics in 1941-1942, and fourteen in 1942-1943. I believe that most of these must have been in the Ph.D. dissertation stage, because when it came to graduate students that one actually saw in classes or in the dormitory, there were only three or four of us. The college speaks of total enrollment in the graduate school of the year 1941-1942 as having been 241; it was 253 in 1942-1943.

Much of the time in classes with the Harvard men I sat petrified with fear. The men were so knowledgeable-that is, most of the time. A number of them had previously held positions bearing on the topics under discussion. Economics was not a Mills College point of strength. If I had entered graduate school in philosophy I would have felt comfortable, but not in economics. Although Keynes’ General Theory of Employment, Interest and Money was published in 1936, it had not made the eco- nomics department of Mills College by the time I graduated in 1938. And in Japan, of course, I had had no exposure to the latest work of Western economists. Thus the General Theory was brand-new to me while familiar to most of my colleagues.

Graduate study in economics in the early 1940s was far from being a purely academic exercise. Students and faculty alike were in constant debate about how to apply what they knew to the urgent issues of the day. In the face of a catastrophic depression in the United States, where in 1933 one-fourth of the labor force was unemployed, Herbert Hoover had seen solutions in smaller government expenditures and balanced budgets. Franklin Delano Roosevelt, although campaigning in 1932 for balanced budgets, rapidly changed his mind once he was in office and saw solutions in terms of government expenditure in excess of tax income. The role of government in the economy was the defining point of a New Deal Liberal. Republicans were afraid of a large government role; Democrats were not. The difference was accounted for by differing views of market forces: would they always equilibrate demand and supply or were there times when they would be incapable of doing so?

The economics department of Harvard University was superb in the time period I was there. Among the faculty were Joseph Schumpeter (economic, thought, capitalism and socialism), Alvin Hansen (business cycles), Gottfried Haberler (international trade), Sumner Schlichter (labor), Wassily Leontief (input-output), Alexander Gerschenkron (economic development), John Williams (money and banking). The problem with a small institution such as Mills was that the department tended to depend on one individual. As one example, Harvard’s economics department was divided on the subject of Keynes, which made for great liveliness.

While the department had its share of outstanding men, it also had its share of prejudices. The faculty had only one Jew, Seymour Harris, and one was “enough.” Paul Samuelson, a few years ahead of me, would find no teaching offer from Harvard. Accordingly, he went slightly downriver and accepted MIT’s offer. In retrospect, how the department must have rued this decision.

The department, at this time, did not like the master’s degree, so in consequence the difference between the master’s and doctoral degree was the dissertation. As explained by the college’s official register: “The general examination for the Ph.D. is the same examination as for the Master’s degree.”

At a party I was introduced to Mrs. Chamberlin, a Frenchwoman who was the wife of Edward Chamberlin, the well-known Harvard economist who had already published his influential Monopolistic Competition. She asked me what field I was in and I said economics. Her wonderful reply was “Well, you don’t look like one,” which I regarded as a compliment.

I continued to study the Japanese language, this time using a text that included grammar. It was prepared by Sergei Elisseeff and Edwin Reischauer. Elisseeff had gone to Japan from St. Petersburg after the Russo-Japanese War, becoming the first Westerner to graduate from Tokyo Imperial University. After the Communist takeover of Russia in 1917, he emigrated to France where he taught Japanese and Chinese at the Sorbonne, and then from 1934 to 1960, at Harvard. Reischauer had grown up in Japan, where his parents were missionaries. After his graduation from Oberlin College, he entered Harvard as a graduate student in the fall of 1935.

It was almost impossible to study Japanese in Widener Library during that fall of 1941 without interruption. Anyone passing the table reserved for Radcliffe graduate students in the reading room and seeing the unusual script had to stop and inquire what it was.

That fall I attended my first “House” dance at Eliot House on the river as the guest of John Lintner, an economist who was to become a junior fellow (a much sought-after distinction) at Harvard with a specialization in public finance. I had two astonishing experiences. One was learning that one had to think of the outside temperature before adding a corsage to one’s outfit; if one were nonchalant in the late fall, winter, or early spring, the cold might do it in. Second, coming from the West Coast, I was flabbergasted to see the whole inner wall of the dining room (converted to a ballroom) covered to a height of six to eight feet with cases of sherry, bourbon, scotch, and gin. On the West Coast at that time, one could not even sell liquor within a mile of a public educational institution. At Mills College in the 1930s it was a “sin”to have even beer on the campus. Imagine that many cases of liquor on campus! Unbelievable.

Inasmuch as so many Radcliffe graduate students were from other parts of the country as well as from abroad, the dean of the graduate school, Mrs. Cronkite (it was a Harvard affectation to drop the “Dr.”) arranged sight-seeing tours of nearby New England towns for us on Saturday afternoons. These had come to a halt soon after December 7, when gasoline conservation became necessary.

Everyone who was beyond infancy in 1941 remembers where he or she was on December 7. I was starting Sunday dinner (at that time served by maids) in the Radcliffe graduate dormitory at one o’clock. We had just begun to eat that Sunday when someone reported hearing a radio report of a Japanese attack on Pearl Harbor. Perhaps more than others, I was incredulous that Japan would attack the United States. Japan, of course, had all sorts of differences with the United States, but for it to take us on in armed conflict seemed unbelievable. It was clearly foolhardy, but Japan’s military apparently reasoned that, owing to Japan’s alliance with Germany, their attack would draw the United States into the European war. And a two-front war they believed Japan could win.

My father used to say that one positive feature of war is that it brings persons and nations in touch with reality. Japan’s military discovered that reality was different from what they had imagined, and so did the United States. In those months following Pearl Harbor, when every news report brought word of Japanese victories and our defeats, respect for Japan’s military prowess increased a great deal.

Some of my Radcliffe friends went down to Washington, D.C., during the summer of 1942, on completing the 1941-1942 academic year. With the United States at war, everyone was anxious to contribute to the mammoth effort our country was facing, and to become involved without delay. I, however, held off, because I wanted to get through my Ph.D. “general” examinations first. The thought of taking exams on course work done years earlier was daunting to me.

Under the system then in effect in the Economics Department, one presented oneself in six fields, four of which were examined in the “general” examination. One of the six one was allowed to “write off” — that is, fulfill the requirement with course work. I did that in statistics. My four fields for the general exams were theory, money and banking, international trade, and economic history. The Ph.D. requirements also included qualifying in two languages — normally, French and German. Harvard granted my petition to use Japanese as my second language, my first being French. I don’t believe the Economics Department had ever had to consider such a request before. Having passed all of these exams in the summer of 1943, I then went down to Washington that fall.

The sixth field was the dissertation field, in which one took the separate, “special” exam. At this time, when I took the other general exams, I had in mind to make public finance my “special” dissertation field. But I later changed to industrial organization as a result of my State Department and MacArthur staff positions. It would be in industrial organization, therefore, that I eventually took the final exam after completing my dissertation, entitled “Concentrated Business in Japan,” in 1949.

One major legacy of my Radcliffe years is a lifelong friendship with a fellow economist from Peking, Shu-chuang Kuan. It was in Cambridge in that first fall of 1941 that I met Shu-chuang. Like me, she was beginning the program in economics, and we became close friends. Our friendship has lasted to the present day, although it was interrupted for a long time by events beyond the control of either of us; nowadays, we speak regularly by telephone although we live on opposite coasts of the United States.[1]

My second year at Radcliffe, I became a “head of house” of one of the smaller dormitories. Radcliffe used graduate students for that role rather than having older women as “house mothers,” as was done in a great many colleges. In 1942-1943 we were all graduate students with one exception, an older woman from Concord, Massachusetts. It happened that she invited me to join her on a particular Friday evening. Instead of simply saying that I had a previous engagement, I said I had an invitation to the waltzing party — an event considered of great significance among the “socially acceptable” persons of Boston. Her memorable reply was, “My dear, and only your second season!”

It was customary in that period for female students to wear skirts. That was the only attire considered appropriate for attending class. The Radcliffe dorms where we lived (there was no mixing at that time) were roughly a mile from the Harvard Yard. To walk that mile with legs clad only in stockings when the weather was well below freezing was so painful that I occasionally had to stop at the Commodore Hotel on the way to thaw out.

To me, a New England spring was an astonishing experience. February came and February went. March came and March went. It was not until April that the grass began to turn green and there were crocuses. In Seattle, as in Tokyo, spring begins early. In Seattle one can have pussywillows and crocuses in February, as well as the first blooms of the camellia. In New England, May is one grand riot as the season makes up for its slow start. Everything bursts into leaf and bloom at the same time.

A Year at the OSS

While still in Cambridge I had been recruited by Charles B. (Burton) Fahs [2] for a position in the Research and Analysis Branch, Far East, of the Office of Strategic Services (OSS), which was one of what came to be five competing intelligence groups in Washington, D.C. (The other four were the Army, Navy, and Foreign Economic Administration [FEA] organizations, and subsequently the Air Force Intelligence group.) Roosevelt favored competition in his government.

I entered the OSS as a P-3, the equivalent of today’s government service classification of GS-9. I was put to work assessing the significance of Japan’s wooden-shipbuilding program, which Japan had begun in response to the shortage of steel.

Even though it was conventional in that period to dislike Washington, I loved the city from the moment I arrived. But where would I live? Washington was still suffering an acute shortage of housing. I located an apartment, but it was still under construction. A Radcliffe friend, Ruth Amande (Roosa), said that I might join friends with whom she was sharing a house, and that is what I did for six weeks or so.

That is also how I came to know Ralph Bunche, for his secretary was part of the same household. Bunche was at the OSS too, but in another part of the organization. In 1944 he was invited to become an assistant secretary of state, the first African American to be so invited, and transferred over from the OSS to the State Department. Subsequently, Bunche won the Nobel Peace Prize in 1950 and was undersecretary of the United Nations from 1955 to 1971. His B.A. was from UCLA in 1927; his Ph.D., from Harvard in 1934. We had a friendly relationship, although not a close one, during the period when we were both at the State Department.

Source: Eleanor M. Hadley. Chapter 2 “Radcliffe College and Washington, D.C.” from Memoir of a Trustbuster: A Lifelong Adventure with Japan. Honolulu: University of Hawaii Press, 2003. Pages 42-48.

______________________________

Radcliffe Ph.D. Awarded June 1949

Eleanor Martha Hadley, A.M. [Radcliffe College, 1943]

Subject, Economics. Special Field, Business Organization and Control.
Dissertation, “Concentrated Business Power in Japan”.

Source: Radcliffe College. Reports of Officers Issue 1948-49 Session. Official Register of Radcliffe College, Vo. XV, No. 6 (December, 1949, p. 21.

Note: B.A. Mills College (Oakland, CA), 1938

______________________________

Career

1943 – 1944. Research analyst , Office Strategic Services. Washington, D.C.

1944 – 1946. economist, Department State. Washington, D.C.

1946 – 1947. economist, GHQ-Supreme Command Allies Pacific. Tokyo, Japan.

1950 – 1951. staff member, President Truman’s Commission Migratory Labor. Washington, D.C.

1956 – 1965. associate professor, Smith College. Northampton, Massachusetts.

(ca 1963-64 Fulbright Fellowship to Japan)

1967 – 1974. economist , United States Tariff Commission. Washington, D.C.

1972 – 1984. professorial lecturer, George Washington University. Washington, D.C.

1974 – 1981. group director international division, General Accounting Office. Washington, D.C.

1986 – 1994. visiting scholar, University Washington, Seattle, Washington.

Source:

https://web.archive.org/web/20211124081228/https://prabook.com/web/eleanor_martha.hadley/695543

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Books

Hadley, Eleanor. Antitrust in Japan. Princeton: Princeton University Press, 1970.

_____________. Japan’s Export Competitiveness in Third World Markets. Georgetown: The Center for Strategic and international Studies, 1981.

_____________. Memoir of a Trustbuster: A Lifelong Adventure with Japan. Honolulu: University of Hawaii Press, 2003.

______________________________

Testimony before the Subcommittee on Antitrust and Monopoly, Committee on the Judiciary, U.S. Senate. July 29, 1964 pp. 147-161.

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Obituary

Eleanor Hadley spent her life standing up to oppression, dies at 90

By Sara Jean Green The Seattle Times, June 6, 2007

Eleanor Hadley rarely talked of her experiences as a young American woman tasked with democratizing the economy of post-World War II Japan, preferring instead to discuss politics and policy with guests who would stop by her Normandy Park home for an intellectual chat and a cup of tea.

She’d fought a 16-year battle to clear her name after she was secretly added to a McCarthy-era blacklist, but Ms. Hadley was never bitter — though she was plenty indignant in the grand, gutsy way that family and friends say she reacted to any injustice or abuse of power.

Ms. Hadley, who dedicated her life to academia and government service, died from natural causes at Seattle’s Swedish Medical Center on Friday (June 1). She was 90.

A 1986 recipient of Japan’s Order of the Sacred Treasure for meritorious service, Ms. Hadley was finally persuaded by a group of admirers to pen her autobiography, co-authoring “Memoirs of a Trust Buster: A Lifelong Adventure with Japan” in 2003.

“She was one of the very few women in a leadership position during the occupation” of Japan, said professor Kenneth Pyle, of the University of Washington’s Henry M. Jackson School of International Studies. “It was rare because it was a man’s world. … She was a very independent and assertive woman in an environment that did not encourage that.”

Eleanor Martha Hadley was born July 17, 1916, in Seattle, graduating from Franklin High School in 1934. Her father, Homer Hadley, an engineer, first conceived the idea of a concrete floating bridge across Lake Washington; and her mother, Margaret Hadley, was a pioneer in preschool education and the education of children with disabilities. Her brother Richard Hadley, who died in 2002, was a prominent Northwest land developer.

Ms. Hadley attended Mills College in Oakland, Calif., and was selected for a student fellowship at Tokyo Imperial University, said her nephew, Robert Hadley, of Normandy Park. From 1938 to 1940, she traveled extensively in Japan and China, becoming one of the first Westerners to visit Nanjing after the Japanese military massacred 150,000 to 300,000 Chinese in that city.

“She went to Japan a pacifist but came back from the whole experience with an understanding that there are times you have to stand up to horrible regimes,” her nephew said.

She returned to the U.S. to pursue her doctorate in economics at Harvard-Radcliffe University but was recruited in 1943 by the U.S. State Department to work as a research economist focusing on Japan.

At the end of the war, Ms. Hadley — then 31 — was asked to join Gen. Douglas MacArthur’s staff in Tokyo, where she worked to help break the zaibatsu, the powerful industrial and financial combines that dominated Japan’s economy.

Ms. Hadley returned to Harvard in 1947 to complete her doctorate and planned to join the newly created Central Intelligence Agency, Robert Hadley said. But the CIA job offer — and her security clearance — were mysteriously withdrawn. She didn’t learn until years later that she’d been labeled a Communist and was blacklisted by Maj. Gen. Charles Willoughby, MacArthur’s conservative chief of intelligence.

She later became a professor at Smith College in Massachusetts and George Washington University in Washington, D.C. For 16 years, she worked to clear her name and finally prevailed after Sen. Henry “Scoop” Jackson from Washington intervened on her behalf. She went to work for the U.S. Tariff Commission (now the International Trade Commission) and General Accounting Office, returning to the Seattle area after her retirement in 1984.

In addition to her nephew Robert Hadley, Ms. Hadley is survived by her nephew Scott Talley of Colorado Springs, Colo.; and nieces Alisa Scharnickel, of Arlington, and Lisa Hadley, of Honolulu.

Source: Web-archive copy of the Hadley obituary.

__________________________________

Backstory: “The Purge of Hadley”

Source: Thiry, Martin. Chapter 2 “Eleanor Hadley: Anti-Trust in Occupation Japan”, Domestic Politics and Foreign Policy, US. 1946-1954: Three at the Intersection and What it Wrought. M.A. (History) Thesis, University of Hawai’i (August, 2007),  pp. 56-58.

…Hadley left Japan in September of 1947 to finish her doctorate at Harvard. The years ahead were black ones. She was recruited by the nascent CIA for analyst work, but she was unable to get a security clearance. She was turned down by several government agencies. She worked on the fringes of the Washington bureaucracy until 1956 when she got a job teaching at Smith College. In 1965 Henry “Scoop” Jackson took up her case. He was able to track down the retired Whitney who joined in the effort to clear her name. There was nothing in the GHQ-SCAP files to suggest disloyalty. At the end of 1966, through some machinations on the part of Jackson, Hadley was finally given her clearance. The years of banishment had been long. The climate in Washington had been harsh to one “under a cloud.” She had been blacklisted from before the coming of McCarthy and remained so long past his demise. Dean Rusk, an old college teacher, even refused his help.[214] “I was afraid to get a book out of the library (in those days)… [I] was miserable going through it,” Hadley remembers.

The mystery of why she had been blacklisted was eventually resolved. Major-General Charles Willoughby had been the head of SCAP’s Military Intelligence Section. Later an advisor to General Franco, he maintained extensive surveillance on Japanese radicals as well as reporting critically on American reformers within SCAP itself.[215] Willoughby was an ultraconservative and controlled censorship for SCAP[216] He had a personal rivalry with Whitney, which may have accounted for some of Government Section’s pursuit of reform: Whitney knew Willoughby would hate it. Willoughby brought extreme right-wing views and a Prussian bearing to his job. MacArthur called him “my lovable fascist.”[217]

Willoughby’s papers were declassified in 1975,[218] including a report on “Leftist infiltration into SCAP.” Hadley was mentioned. The concern was that she was dating a journalist. “Her relative immaturity… suggest the possibility.… [of] being exploited by leftists.”[219] Hadley shared her thoughts on Willoughby:

Hadley: Politics shaped his job. He was security. After five years of Mr. Bush we know how far security can be pushed. I enjoyed having dinner with foreign correspondents, US and European. It’s possible I said something one night. I was never informed about that.

Author: What were the specific accusations against you?

Hadley: No specific accusations whatsoever. It was all done very quietly. The black ball consisted of telling people in D.C. that I was doubtful. I “might” have spilled the beans, I “might” have been indiscreet, I “might” have indicated SCAP direction to foreign correspondents. All “might have’s”- Willoughby’s wonderment.

Author: Would you have led a different life if you had not been black balled?

Hadley: 17 years out of [one’s] most productive makes a dent.[220]

Without access to Willoughby’s files there is no way to confirm Hadley’s story. Still, I find it plausible. The forces around her, the clash of competing ideologies within SCAP and the US political scene, worked greater effects. I do not render judgment on the issue of zaibatsu dissolution. I simply do not know enough about it. What I do feel comfortable arguing is that the clash of ideologies within SCAP and beyond about zaibatsu dissolution became increasingly Orientalized the more it entered into the discourse of US domestic politics. And the more entrenched it became in US domestic politics the more Orientalized it became. The power of this convergence was more than enough to wreck Hadley’s career in government…

[214] Hadley, Memoir of a Trustbuster, 121-145.

[215] Bailey, Paul. Postwar Japan: 1945 to the Present. Cambridge: Blackwell Publishers (1995), 31.

[216] Dower, John. Embracing Defeat: Japan in the Wake of World War II. New York: W.W. Norton and Compnay (1999), 406.

[217] Schaller, Michael. Douglas MacArthur: The Far Eastern General. Oxford: Oxford University Press (1989), 121.

[218] His papers are on file at the MacArthur Memorial in Norfolk, VA, but not on-line. http://www.macarthurmemorial.org/archives_record.asp (accessed 1/30/07).

[219] Hadley, Memoir of a Trustbuster, 146.

[220] Eleanor Hadley, “Telephone Interview With Eleanor Hadley 1/25/07” (Honolulu-Seattle).

__________________________________

Image Source: From the website World War II Database. Archived copy at web.archive.org.

Categories
Economics Programs Graduate Student Support Harvard Undergraduate

Harvard. Economics Chairman’s Report to the Dean. Harris, 1956

 

The previous post provided transcriptions of the annual reports to the Dean by the chairman of the economics department from 1932 through 1941. This post skips ahead to the middle of the 1950s to give us a glimpse of the post-war Harvard economics department. Seymour Harris’ big take-aways from his 45 year survey of undergraduate and graduate economics courses taught by Harvard economics faculty: (i) “the proportion of undergraduate courses given by full professors has fallen from 75 to 35 percent” and (ii) “graduate courses are relatively 5 times as numerous as they were in 1909-10.” (from July 3, 1956 cover letter to Dean McGeorge Bundy that accompanied the report transcribed below).

It is also interesting to note that the economics department’s continues to plead for more funds to compensate it for “…about one half the teaching burden of the G.S.P.A. and students in the G.S.P.A. account[ing] for about one third of all the graduate students in economics (on a full-time basis)…”. Harris wrote this report two decades after the Graduate School of Public Administration had opened for business.

____________________________

CONFIDENTIAL

June 30, 1956

Report to the Dean of the Faculty for the Academic Year 1955-56
by Seymour E. Harris, Chairman of the Department of Economics

Contents

Undergraduate Instruction

  1. More Mature Staff for Economics 1.
  2. Contents of Economics 1.
  3. Staff Meetings of Economics 1.
  4. Lectures in Economics 1.
  5. Economics Tutorial.
  6. High Honors Concentrators.
  7. Seminars for Honors Graduates.

Allocation of Resources

  1. Enrollment of Undergraduates in Graduate Courses and Vice Versa.
  2. Increase in the Number of Undergraduate Courses, 1909-10 to 1955-56.
  3. Increase in the Number of Graduate Courses, 1909-10 to 1955-56.
  4. Table 1 – Distribution of Courses by Academic Rank, 1909-10 to 1955-56.
  5. Table 2 – Courses Given by Faculty, 1909-10 to 1955-56, by Rank.
  6. Table 3 – Percentage of Courses, Undergraduate and Graduate.
  7. The Increased Importance of Graduate Instruction.
  8. Reduced Undergraduate Instruction by Higher Ranking Members of Faculty.
  9. Ibid., Statistical Summary.
  10. Number of Faculty by Rank.

Relations with G.S.P.A.

  1. Teaching Responsibilities of Economics Department in G.S.P.A.
  2. Contributions of G.S.P.A. to Economics Department.
  3. Overall Consideration of Number of G.S.P.A. Seminars.

Library Problems

  1. Library Problems.

Fellowships

  1. Inadequate Fellowships.
  2. Campaign for Additional Money.
  3. Outside Fellowships.

Research and Personnel Problems

  1. Competition of Research Fellowships for Potential Teachers.
  2. Research Projects.
  3. Financing of Pay of Director of Research Projects.
  4. Small Research Grants.
  5. Secretarial Help.
  6. Personnel Changes.
  7. Honors, etc.

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

Undergraduate Instruction

The Department is especially concerned with the problem of undergraduate instruction. Confronted with a trend away from economics the country over (see my Memo to the Alumni of the Harvard Graduate School in Economics, May, 1956, p. 4) and the competition of an unusually able corps of undergraduate teachers in competing fields at Harvard and notably in history and government we are paying increased attention to our undergraduate instruction. In the last year we have taken the following steps:

  1. More Mature Staff for Economics 1. We are using a larger proportion of instructors and assistant professors in Economics 1. We expect that half the Economics 1 staff will consist of instructors and assistant professors in 1956-57 as compared with 20 per cent in 1955-56.
  2. Contents of Economics 1. We are revising Economics 1 for 1956-57. Economics 1 has become too technical. One advantage of increasing the average age of the staff is that the older men are less inclined to teach the highly technical economics they get in graduate courses. Probably less than 20 per cent of those enrolled in Economics 1 are, or are likely to become, concentrators in economics; and no more than 1-2 per cent will become economists. Our major responsibility is to give the student in Economics 1 relatively simple economic theory and relate it to the major issues of public policy. We intend to devote more time to integrating our economics with history and political science. Macroeconomics will continue to receive a major part of our attention, but less time will be given to the economics of the firm.
  3. Staff Meetings of Economics 1. The Chairman now meets with the Economics 1 staff for 1½ hours every 2 weeks and in every possible way is trying to make the teaching fellow and other junior members, who contribute so much time and enthusiasm to our teaching program, feel as though they are an important part of our department staff.
  4. Lectures in Economics 1. This year we doubled our lectures in Economics 1 — a lecture every other week. In these lectures we try to go over ground not covered in the readings and also incidentally to give the undergraduate an opportunity to listen to some of the top economists in the country. We are now not disposed to increase the number of lectures further but we shall continue the experiment. Of this I am convinced — lectures are not likely to be as important in Economics 1 as in the elementary course in government and history (Social Science). The undergraduate probably gets much more from discussions of economics in small sections than from lectures.
  1. Economics Tutorial. Tutorial in economics is not as good as it ought to be. We are wrestling with this problem. We intend to have more meetings of tutors and to impress upon them the importance of tutorial. At one of our Executive Committee meetings, we had a frank discussion with the seven masters and several senior tutors concerning our tutorial work. Our Junior tests, tied to house tutorial, seem to be working well. This year we prepared an extensive reading list for Sophomore tutorial; and next year we intend to integrate tutorial and Economics 1 more than in the past. We hope that tutorial in the second half of the Sophomore year will deal with some of the theoretical problems that will be excluded from Economics 1.
  1. High Honors Concentrators. This year we had periodic meetings with all first and second group men in economics. At these meetings (one evening every two weeks) we try to encourage discussions of important problems in the seminar manner.
  1. Seminars for Honor Graduates. Economics 100 and 102 are two new courses (to be introduced in 1956-57 and 1957-58) to be open to Junior and Senior honors students. They will be run on a seminar basis, limited in enrollment, and will be integrated with tutorial. The student will get an opportunity to deal with theoretical problems and their empirical counterpart.

Allocation of Resources

  1. Enrollment of Undergraduates in Graduate Courses and Vice Versa. Here are some tables which throw some light on the allocation of resources between undergraduate and graduate courses. Generally courses for undergraduates and graduates are taken primarily by undergraduates, and courses for graduates primarily by graduates. Hence, we assume that the courses for undergraduates and graduates are in fact courses for undergraduates and courses for graduates are in fact courses for graduates. (In the spring term 1956 the percentage of Arts and Science graduate enrollment in courses for undergraduates and graduates was 14 or 1 per cent of the 1181 enrolled in these courses; the enrollment of undergraduates in courses primarily for graduates was 10 of 482, or 2 per cent).
  2. Increase in the Number of Undergraduate Courses, 1909-10 to 1955-56. Table 1 reveals relatively unimportant changes in the number of courses for undergraduates; and the net change in the number of courses for undergraduates and graduates (in fact undergraduate courses) in the last 40-50 years has not been large. In 1909-10, there were 10½ undergraduate courses (inclusive of half courses for undergraduates and graduates and exclusive of bracketed courses); in 1955-56, there were 14½ of such courses.
  3. Increase in the Number of Graduate Courses, 1909-10 to 1955-56. It is especially in graduate courses that the rise has been spectacular. In 1909-10 there were 1½ graduate courses in Economics (exclusive of bracketed ones); by 1929-30, there were 11; by 1939-40, there were 12½ courses; by 1949-50, there were 21½ courses; and by 1955-56, there were 24. All these totals include half courses.
  1. Table 1 — Distribution of Courses by Academic Rank, 1909-10 to 1955-56*
    (Refers to Units of Full Courses)
  1909-10 1919-20 1929-30 1939-40 1949-50 1955-56
Rank U G U G U G U G U G U G
Full Prof. 8 1 3 7 4 ½ 7 7 ¼ 16 ¾ 8 15 ¼ 5 18
Assoc. Prof. — — — — 3 3 3 ¼ 1 ¾ 1 3 ¼ 3 2 ½
Asst. Prof. 1 ½ ½ 3 ½ 2 ½ 1 — ½ — 2 ½ — 4 2
Instructor & Lecturer 1 — 3 1 1 ½ 1 1 ½ 1 3 3 2 ½ 1 ½
Total 10 ½ 1 ½ 9 ½ 10 ½ 10 11 12 ½ 19 ½ 14 ½ 21 ½ 14 ½ 24
  1. Table 2 — Courses Given by Faculty, 1909-10 to 1955-56, by Rank*
    (Refers to Nearest Decimal point)
  1909-10 1919-20 1929-30 1939-40 1949-50 1955-56
Rank U G U G U G U G U G U G
Full Prof. 76 66 32 67 45 64 58 86 55 73 35 75
Assoc. Prof. — — — — 30 27 26 9 7 14 21 10
Asst. Prof. 14 — 36 24 10 — 4 — 17 — 27 8
Instructor & Lecturer 10 34 32 9 15 9 12 5 21 13 17 7
Total 100 100 100 100 100 100 100 100 100 100 100 100

* U = “undergraduate” and “undergraduate and graduate”;  G = “graduate”.
Source: Compiled from Course of Study Volumes.

  1. Table 3 — Percentage of Courses, Undergraduate and Graduate
Total No. of Courses % of Total Courses
(Exclusive of Bracketed Courses)
“Undergraduate” and
“Undergraduate & Graduate”		 Graduate
(Inclusive of G.S.P.A. Economics Courses)
1909-10 12 88 12
1929-30 21 56 44
1939-40 32 39 61
1949-50 36 41 59
1955-56 38½ 38 62

From 1909 to 1929-30 the percentage of graduate courses was up from 12 to 44 per cent; but since 1929-30 the rise has been less spectacular. In Table 2, we note the courses, both undergraduate and graduate, given by men of various rank, from 1909-10 to 1955-56. The following points should be noted.

  1. The Increased Importance of Graduate Instruction. In 1909-10 there were but 1½ out of 12 courses, or 12 per cent, graduate courses. By 1929-30 courses were roughly evenly divided between graduate and undergraduate. By 1939-40 and 1949-50 the ratio was about 60 per cent graduate courses; and by 1955-56, 62 per cent of all courses were graduate courses, or 5 times as much relatively as in 1909-10.
  2. Reduced Undergraduate Instruction by Higher Ranking Members Faculty. Whereas in 1909-10 full professors accounted for 76 per cent of undergraduate course work, by 1955-56 they gave only 35 per cent of these courses; and there has been a marked decline since 1949-50. The total of undergraduate courses taught by them dropped from 1949-50 to 1955-56 by 3, or 37 per cent, and of graduate courses rose by 2¾ or 18 per cent. A similar trend is evident for associate professors, though from 1949-50 to 1955-56, the percentage of undergraduate courses taught by associate professors rose. It is a striking fact that in 1955-56, full professors taught 37 per cent less undergraduate courses and 1700 per cent more graduate courses than in 1909-10. In the former year there were 4 full professors, each responsible on the average for 2 full undergraduate courses and ¼ graduate courses. In 1955-56, 13 full professors averaged 1/3 of 1 undergraduate course and 1.4 graduate courses. (All 13 were not on full time). It is clear that the trend is away from undergraduate teaching for permanent members of the Department.
  3. Ibid., Statistical Summary. As might be expected, the percentage of all graduate courses taught by full professors tends to rise and of undergraduate courses to fall — the latter courses taught by professors declined from 76 per cent in 1909-10 to 45 per cent in 1929-30, and to 35 per cent by 1955-56.
  4. Number of Faculty by Rank. In this connection, the number at different ranks is of some interest. The full professors account for a somewhat larger proportion (teaching fellows omitted) than 50 years ago; but permanent appointments are an increased percentage.
  1909-10 1929-30 1939-40 1949-50 1955-56
Professors 4 5 12 13 13
Assoc. Professors — 3 3 2 4
Asst. Professors 1 2 1 4 4
Lecturers and Instructors 3 2 3 4 3
Visiting, etc. Professors 2
(part-time)		 3
(part-time)		 — — 1
Total (excl. Visiting) 8 12 19 23 24
———— ———— ———— ———— ———— ————
% Full Prof. (excl. Visiting) 50 42 63 57 54
% Permanent (incl. Permanent Lecturers) 50 67 89 74 75

Relations with the Graduate School of Public Administration

  1. Teaching Responsibilities of Economics Department in G.S.P.A. Our relations with the G.S.P.A. are of great importance. It is now close to 20 years since the G.S.P.A. was founded and yet the Department of Economics has never taken a long look at our relations. The Economics Department accounts for about one half the teaching burden of the G.S.P.A. and students in the G.S.P.A. account for about one third of all the graduate students in economics (on a full-time basis).
  2. Contributions of G.S.P.A to Economics Department. The G.S.P.A. has made an important contribution towards the Economics Department. It provides some research and secretarial help, good physical facilities, useful library, central facilities for students and faculty, an opportunity to give our students excellent seminars, and to meet outstanding scholars and practical men in government.
  3. Over-all Consideration of Number of G.S.P.A. Seminars. It may be that a decision should be made concerning the number of seminars. We tend to add one at a time, and the numbers now are at such a level that we may be putting a disproportionate amount of energy into these seminars. At any rate, net additions should be considered with care, given our available manpower. At present only 6 of the 18 permanent members of our faculty are not associated with the G.S.P.A.; and of the 6, Professors Dorfman and Duesenberry are about to participate. Of 27 courses to be given by permanent members of the Department, 7¼ will be as seminars in the G.S.P.A.

Library Problems

  1. Library Problems. Professor Arthur Cole retires this year. He has for many years been responsible for the acquisition of books in economics. Unless this responsibility is assumed by another, our economic collection will deteriorate. So far we have not been able to work out an arrangement acceptable to the Dean and the Director of the library. In my opinion, there is need for a central responsibility for library acquisitions in economics.

Fellowships

  1. Inadequate Fellowships. One of our most serious problems is fellowships. A study of fellowship funds announced as available to students suggested that Harvard was falling way behind. In a recent period of 5 years, five institution which are our strongest competitors had 30, 23, 20, 10, and 5 times as much money available for fellowships per Ph.D. granted in these five years. Increasingly we are losing the best students to rival institutions.
  2. Campaign for Additional Money. We have discussed this problem with Dean Bundy and Dean Elder, and also with our Visiting Committee. We have set up a committee consisting of Dean Mason, Professors Slichter, Dunlop and Harris to seek aggressively more fellowship funds. We are seeking these funds in the expectation that the major part of new funds will be available as additional funds for the Economics Department. Our goal is 6 fellowships at $2500 per year, or $15,000 per year additional. We discovered last year that by offering large fellowships to a limited number, we were more successful than in the past in attracting the more able candidates.
  3. Outside Fellowships. Our fellowship problem is eased by the availability of fellowships given by outside groups — governments, foundations etc. For example, Harvard received 5 of the 15 Wilson National fellowships for 1956-57. But it should be observed that there is often pressure to deny applicants access to the major universities and especially to Harvard. There is pressure to distribute widely, Moreover, a large proportion of these fellowship holders are often below our usual fellowship standards.

Research and Personnel Problems

  1. Competition of Research Fellowship Money for Potential Teachers. It is becoming increasingly easy for graduate students writing theses to receive fellowships that generally pay at least as much as a teaching fellowship. This year we lost 10 potential teachers as a result of these lucrative fellowships.
  2. Research Projects. Many of the Senior members of the staff are associated with large research projects, some of them of great significance. At least 9 of these projects may be classified as giant projects, three of them involving outlays of one half million or more dollars in the next 3-5 years. In 1955-56, Professor Leontief received almost one half million dollars to continue the projects of the Harvard Economic Group, and Dean Mason received $450,000 for a study of the New York Metropolitan area.
  3. Financing of Pay of Directors of Projects. It has always seemed to the Chairman, at least, that the foundations ought to pay part of the salary of the faculty members who direct these projects. When these projects are the major interest of those responsible for them, a case could be made for the foundation paying part of the salary of the relevant members of the faculty.
  4. Small Research Grants. It would be helpful to get some help from the Ford Foundation for small research projects especially for those who do not participate in the giant projects. I have had some preliminary discussion with the Ford Foundation, and I believe they would look with favor on an application for $25,000-30,000 per year for research help. Grants might vary from a few hundred dollars to $1,000-2,000 and be tied with specific projects. The great danger here is abuse of the privileges. Hence any such grant would have to be carefully administered – with some representation of outside economists on the committee.
  5. Secretarial Help. A related problem is that of secretarial help. Most of the Senior members, through administrative posts, control of seminars, editorial work, and research grants, manage to get the minimum amount of secretarial help. But 5 of our permanent members have virtually no access to secretaries and this is also true of most of our assistant professors. It would be helpful if some provision could be made for secretarial help for those without it. We realize this raises serious problems of finance.
  6. Personnel Changes. Professor Hansen retires this year and Professor Williams next year. We thus lose the best combination in money, cycles, and fiscal policy available anywhere. It is going to be difficult to fill this gap. Professor Black’s departure has also left a serious gap. We have added 2 very able assistant professors, Drs. J. Henderson and Valavanis, aside from two appointments (Drs. Moses and Conrad) in which the Economics Department shares one quarter of the cost. For 1957-58 and 1958-59, the Economics Department will have the services of Dr. E. Hoover for 3/7 of his time. We probably have the most able group of assistant professors in our history. It is not going to be easy to fill the gaps noted above, and make the most effective use of the young talent now in the Department. The Visiting Committee is again raising the question of a Professor of Business Enterprise, a matter to which we should give earnest attention. President Conant and Provost Buck were apparently prepared at the last discussion of this problem to provide an additional appointment for this purpose.
  7. Honors, etc. Dean Mason received an honorary degree from Harvard, and was a United States Representative at the United Nations Conference in Geneva on Peaceful Use of Atomic Energy.

Professor Hansen gave the Walgreen lectures at the University of Chicago.

Professor Harris served as Chairman of the Nor England Governors” Textile Committee,

Professor Galbraith advised the Indian Government on their Five Year Plan.

Professor Smithies was a Visiting Professor at Oxford and Professor

Kaysen at the London School of Economics.

 

Books:

Galbraith and Holton: Marketing Efficiency in Puerto Rico.

Harris: Keynes: Economist and Policy Maker.

Harris: New England Textiles and the New England Economy: Report to the Conference of New England Governors.

Kaysen: United States v. United Shoe Machinery Corporation: An Economic Analysis of an Anti-Trust Case.

Kaysen and Harris were two of the four co-authors of the American Business Creed.

 

Source: Harvard University Archives. Department of Economics, Correspondence and Papers (UAV 349.11). Box 2,  Folder: “Departmental Annual Reports to the Dean, 1955-”.

Image Source: Seymour E. Harris in The Harvard Class Album 1957.

 

Categories
Economics Programs Harvard Undergraduate

Harvard. Economics Chair annual reports to Dean, 1932-1941

 

This post takes us from the trough of the Great Depression to the eve of the U.S. entry into the Second World War. The items below are transcriptions of copies of reports written by the Harvard economics department chairmen of the time (Harold Hitchings Burbank (a.k.a. Burbie to his Buds) and Edward Hastings Chamberlin. Some chest-thumping, some whining, no notes of irony and definitely no flashes of wit…we all know this art form. Nevertheless some raw intelligence of value for working historians of economics of the present and future.

____________________________

November 12, 1932

Dear Dean Murdock,

Under the Faculty vote of December, 1931, the Chairman of each Department is requested to report in each half year to the Dean of the Faculty on the working of the plan recommended by the Committee on Instruction concerning Hour Examinations and Other Course Requirements. My report for the Department of Economics follows.

Acting on the Report from the Committee on Instruction, the Department of Economics on January 12, 1932 voted to observe the recommendations of the Committee. Following the Department meeting, I reported to you to the effect that the requirements of the Department of Economics were substantially in accord with the principles laid down by the Committee on Instruction. Ordinarily, we require not more than one Hour Examination in any one half year; ordinarily, we require not more than one thesis or report in any one half year. It is the standing rule of the Department of Economics and of the Division of History, Government, and Economics, that Senior candidates for Honors, who are writing Honors theses, shall be excused from the writing of any theses in courses within the Division. After a long discussion and with considerable reluctance, the Department voted that for Seniors who are candidates for Honors in the Division, Hour Examinations in courses within the Department shall be optional.

The vote of the Department was made known immediately to the students and observed in all of our undergraduate course (not of an introductory nature) during the second half of last year, and it is being observed in the current half year.

In the Division of History, Government, and Economics, we have had for many years a rule that all Seniors in good standing shall be exempted from final examinations in courses within the Division in their last half year. The result has been, of course, that after the April Hour Examinations, Seniors have paid little attention to courses within in the Division, and their attendance has been hardly more than occasional. The members of the Department who are more interested in courses than in General Examinations, and who perhaps doubt the efficacy of General Examinations, view this situation with increasing criticism.

When the Department voted the making of Hour Examinations optional for Seniors who are candidates for Honors, the doubting members were highly critical, fearing that our courses elected largely by Seniors would be entirely disrupted. From all that I can learn, I cannot see that there have been any untoward or undesirable results. In most of our “Senior” courses, the attendance until the Easter recess was satisfactory. Honors candidates attended lectures and, I believe, completed most of the required readings. Their records on the General Examinations were excellent. The Honors theses were among the best we have ever had.

A number of members of my Department and not a few members of the Departments of History and Government are strongly opposed to the new order. They make the point that we have in substance permitted an additional reduction in courses, that Senior Honor candidates are simply required to register in courses, but they have nether to attend them nor to do the work. All of these allegations are true enough, but it seems to me they are beside the point. To the extent that we have confidence in our examiners and tutors, I do not believe that in effect the requirements regarding the quality and quantity or work have been reduced.

The Department of History has recommended to the other departments of the Division the consideration of a motion which would require all senior candidates for Honors to complete whatever courses in History they elect. I think that probably the departments of the Division will consider in full detail the questions this motion involves.

Sincerely yours,
H. H. Burbank

Dean Kenneth B. Murdock
20 University Hall

Source: Harvard University Archives. Department of Economics, Correspondence and Papers (UAV 349.11). Box 2, Folder “Report to the Dean on the Department 1932-…”

____________________________

1933
[not found]

A copy of the report is not found with the others included in this post: Harvard University Archives. Department of Economics, Correspondence and Papers (UAV 349.11). Box 2, Folder “Report to the Dean on the Department 1932-…”

____________________________

October 15, 1934

Dear Dean Murdock,

I beg to submit the following report for the Department of Economics:

In this period of rapid economic evolution the problems presented to a group of university economists are both stimulating and perplexing. The changing pattern of our social and economic structure offers new data for analysis and at the same time calls for a testing of principle that involves new fields for both teaching and research.

There have been few periods in modern history more difficult to interpret, yet the responsibility for interpretation seems foremost among the duties devolving upon educational institutions. For many years the keystone of the introductory course in economics has been that the community has the right to expect political and economic leadership from the graduates of its colleges. Our undergraduate courses are directed toward the attainment of this end. But the teaching of political economy is an art not easily mastered even by those who give abundant evidence of intellectual leadership. In the instruction of undergraduates and in the training of teachers and scholars in our graduate school, the difficulties inherent in our subject must not be overlooked. The presentation of the data of economics makes demands upon the staff not felt in many other departments of the University. Looking toward the strengthening of our undergraduate instruction, the Department is now associating a number of the junior members of the staff with the senior members who are now in charge of the large lecture courses. In Money and Banking, in the Relations of Government to Industry, and in Public Finance, this experiment is advanced sufficiently to indicate its desirability.

At the same time that our teaching problems have become intensified the need for the results of research is pressing. In periods of accelerated social evolution involving political and economic experimentation, the demand for accurate data is insistent. Relatively, economics is a young science. The foundations of fact are still being established. Investigations that may have an important bearing upon government policy should not be delayed. The economists of this University have contributed largely to their subject, but always with scant facilities in material equipment and in time.

Among the many problems confronting us as a group, that of securing the time necessary for research is perhaps the most troublesome. To our exacting teaching requirements must be added the demands for public service. Since the establishment of this Department, the requests for such service heave been continuous. Of late the increasing calls have raised a question which must be considered by the University administration. The opportunities for service to governments are gratifying. Undoubtedly these services belong among the necessary functions of a university. But obviously they do divert a considerable part of our time and energy from our strictly defined duties. Over the years the University is enriched by such services, but at any given time the responsibilities attaching to teaching and research are interrupted. If the University Includes public service among its important functions, the personnel of the staffs affected should be so adjusted that the work can be performed without overtaxing our internal activities.

During the past your, the leave of absence of Professor John M. Williams was continued to allow him to serve as Economist of the Federal Reserve Bank of New York to advise on monetary and credit policies, and to direct research. In the latter part of the year, Professor Williams was called by the Department of State to investigate certain conditions in Brazil, Uraguay [sic], Argentina, and Chili [sic]  and to formulate policies of exchange controls. Daring the second half-year, Assistant Professor Edward H. Chamberlin was granted leave of absence to work with the Committee on Government Statistics and Information Services in Washington. Also, during the second half-year, though leave was not requested, Assistant Professor William T. Ham was in Washington frequently, serving as a member of the staff of the Labor Advisory Board of the National Recovery Administration. And also, though no leave was requested, Professor John D. Black devoted a substantial part of the year to public service. He served on a number of committees connected with the Agricultural Adjustment Administration and land utilization. At the request of Secretary Wallace, he organized and directed the activities of committees outlining programs of economic research in (1) the marketing of farm products and (2) farm population and rural life. Also at the request of the Secretary of Agriculture, he served with two others to coordinate the work of the Agricultural Adjustment Administration and the Bureau of Agricultural Economics of the United States Department of Agriculture. In the summer months, Drs. Alan Sweezy and Lauchlin B. Currie were called to the Treasury Department to serve as special investigators.

Owing to his illness, Professor Emeritus William Z. Ripley was unable to fulfill his duties as President of the American Economic Association. In his absence, Professor Abbott P. Usher, first Vice-President of the Association, was in charge of the December, 1933 session.

Notable among our publications of the year were Twenty Years of Federal Reserve Policy, by S. E. Harris, and The Theory of Monopolistic Competition, by E. H. Chamberlin. Because of its significance for immediate practical application, I am including at this point the Report of the Committee on Model State and Local Taxation, by Professor C. J. Bullock’s committee of the National Tax Association. Also at this point, mention should be made of Economics of the Recovery Program, by seven members of the Department. In the course of the year, about forty-five articles were contributed to scientific journals by various members of the Department.

Within the limitations described above, the research work of the staff is going forward at a satisfactory rate. Investigations in the following subjects are well advanced: History of the Industrial Revolution; Development of Banking and Credit in the Sixteenth and Seventeenth Centuries; Evolution of English Company Law; Economic Fluctuations; Nature and Effects of Inflation; Index Numbers; Municipal Ownership of Public Utilities; State and Local Taxation; Unbalanced Budgets; The National Income; New England Agriculture; The Economics of Agricultural Production; German Trade Unionism; The Fundamentals of Sociology; Economics and Politics; Socialism as an International Movement.

A considerable number of these projects are nearing completion and should be ready for publication shortly. A large project on the relation of Government to Industry involving the efforts of a number of the staff is in its initial stages. This subject is of such immediate importance that other plans for research are being put aside until it can be carried to its completion. The Quarterly Journal of Economies has continued its usual high standard. During the year, five substantial volumes were added to the Harvard Economic Studies.

Again I would press the point that the potential research capacity of the Department is severely handicapped by the demands of teaching and public service.

Sincerely yours,
H. H. Burbank

Dean Kenneth B. Murdock
20 University Hall

Source: Harvard University Archives. Department of Economics, Correspondence and Papers (UAV 349.11). Box 2, Folder “Report to the Dean on the Department 1932-…”

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October 18, 1935

Dear Dean Birkhoff:

I beg to submit the following report for the Department of Economics.

In the report of last year the effects of the contemporary political and economic situation upon our problems of teaching and research were discussed briefly. More than ever we are aware of the responsibilities incumbent upon the teacher of Economics in this period of rapid and far-reaching change. Our undergraduate instruction had been, and is, receiving particular attention. A few years ago we began experimentally the association of a number of the junior members of the staff with the senior members who are nominally in charge of the larger lecture courses. We are quite convinced that this method of instruction is most effective. Also there is a positive, although perhaps incidental, advantage in this arrangement in that it relieves the pressure for the multiplication of undergraduate courses.

I find it necessary to stress again the problem presented by the demands upon our staff for services to the public. We believe that public service belongs among the necessary functions of a university. But under existing conditions large demands for public service at any given time bring serious interruptions to both research and instruction. “If the University includes public service among its important functions the personnel of the staffs affected should be so adjusted that the additional work can be performed without taxing severely our internal activities.”

I am very happy, to write that Professor Chamberlin’s “The Theory of Monopolistic Competition”, published somewhat over a year ago, has won immediate recognition as a foremost contribution to economic theory. During the past year two books of unusual importance have appeared,—Professor John D. Black, “The Dairy Industry and the A.A.A.”, and Professor Sumner Slichter, “Towards Stability”. Six manuscripts have been completed, and should appear in book form during the present year. It is significant that five of these books have been written by the younger members of our Department whose teaching duties have been mainly of a tutorial nature. Among the publications I should note the report submitted to the Treasury Department on the “Objectives and Criteria of Monetary Policy” by Dr. Alan Sweezy, and the report to the State Department on “Foreign Exchange Control in Latin America” by Professor John Williams.

In addition to the above volumes and reports the members of the Department published somewhat over fifty articles in the scientific journals of our subject. Some of these contributions are of major importance.

The investigations of the staff are being carried forward as satisfactorily as possible with the limited facilities that are at our disposal. Two researches on a very large scale have to do with the general subject of the Trade Cycle and the Relation of Government to Industry. Numerous important, but less extensive, investigations are in process.

Perhaps I should note here that a generous grant from the Rockefeller Foundation enabled the Department to undertake the continuation of the Review of Economic Statistics and the fundamental research that is involved in this publication, The Quarterly Journal of Economics long published by the members of this Department, together with the Review of Economic Statistics, are among the more important activities of the Department. In the course of the year three volumes more added to the Harvard Economic Studies.

As in my last report, I would again bring to your attention the disturbing fact that the potential research capacity of the Department is handicapped severely by the demands of administration, teaching, and public service.

Very sincerely yours,
H. H. Burbank

Dean George D. Birkhoff

Source: Harvard University Archives. Department of Economics, Correspondence and Papers (UAV 349.11). Box 2, Folder “Report to the Dean on the Department 1932-…”

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October 15, 1936

Dear Dean Birkhoff:

I beg to submit the following report for the Department of Economics.

I find it necessary to emphasize again the effects of the contemporary political and economic situation upon our problems of teaching and research. It had been necessary to bring these matters to your attention in both of the preceding years, since they present such important problems to us. We feel an increasingly positive responsibility regarding out undergraduate instruction in this period of rapid and far-reaching change.

We have continued the experiment begun some few years ago of the association of a number of the junior members of the staff with the senior members who are in charge of the large lecture courses. We believe that we are improving our instruction by this method, and at the same time this arrangement tends to relieve the pressure for the multiplication of undergraduate courses.

Perhaps as a result of the general social situation the elections of our undergraduate courses and the number of concentrators in Economics have increased very heavily. The problems of instruction presented by these overwhelming numbers are intensified perhaps by the personnel situation in which the Department finds itself. During the last dozen years the personnel of this Department—one of the largest in the University—has been changed completely. For a quarter of a century a group of eminent economists brought great prestige to the University. With the resignation of Professor Gay the active services of this group has come to an end. One cannot speak of replacing these scholars. They were unique both as individuals and as a group. Their leadership and their scholarship has left a lasting impression on the development of Economics. In the course of the passing of this group a now Department has been brought together. This new and younger Department is assuming full responsibility at the very time when questions of teaching and new methods of research are becoming insistent.

The demands upon members of our staff for public service continue. It has seemed expedient to encourage some few members to give their time and energy for public purposes. But with a minimum teaching force it has not been possible for all members of the Department to comply with the requests made. The public service relations of faculty members remains a question for the University to consider.

The Quarterly Journal of Economics celebrates this year its fiftieth anniversary. For forty years this Journal has won and held its prestige under the editorship of Professor F. W. Taussig. Professor Taussig, now emeritus, has graciously consented to continue as editor during the present year, but very shortly it will be necessary for us to provide for the editorial direction of this very important publication.

In an earlier report to you I indicated the activities of the Department in connection with the Review of Economic Statistics. The scientific work underlying this publication, as well as the journal itself, is now under the direction of a committee of the Department. The Review continues as a vehicle of publication of the results of investigations here and elsewhere regarding the business cycle. We have ambitious plans for the Review, and we have every reason to believe that its scientific usefulness will increase.

There is little question that, the research activities of practically all members of the staff have been curtailed by the heavy teaching loads which have been imposed. However, the research programs of various members and of various groups within the Department have shown marked progress in the past year. As I have indicated in an earlier report the research activities of our members are of two somewhat different types. Numerous members of the staff working altogether independently are pursuing their own researches while others working as a group are developing particular aspects of a well devised project in research. In the social sciences this latter type of work is rapidly assuming importance. In general it is this type of research which receives the support of the large foundations. Within our own group there are a number of projects of this character. Messrs. Mason, Chamberlin, Wallace, Cassels, Reynolds, and Alan Sweezy are developing Industrial Organization and Control. In the process of the exploration of this subject numerous independent volumes and studies will appear. Professors Mason, Chamberlin and Dr. Wallace are already well advanced in their study of monopolistic combinations and expect to complete it in about one year. Professor Cassels and Dr. Reynolds expect to finish their study on Canadian combinations this year, and Dr. Alan Sweezy is at work on investment policies. Dr. Wallace’s monograph, Market Control in the Aluminum Industry, is now going to press, and Dr. Abbott’s monograph on The Rise of the Business Corporation has just appeared and is being, used by our undergraduate courses. The full development of this program will take a number of years, but its completion will mark, I believe, a very significant chapter in research in the relation of government to industry.

Another cooperative project on the Farm Credit Administration is being carried on by Professors Black and Harris and Dr. Galbraith, largely with the assistance of grants from the Committee on Research in the Social Sciences. Professor Black is working on the cooperative aspects of the Farm Credit Administration’s policies. Professor Harris is working on the monetary and recovery aspects of the Farm Credit Administration’s loan operations. Dr. Galbraith is working on the structural aspects of the Farm Credit Administration and the mortgage, credit and production loan policies. Numerous articles resulting from this research have been published in scientific periodicals.

Professors Crum, Wilson, and Black are conducting a study of the relation of weather and other natural phenomena with the economic cycle. This study is partly financed by the United States Department of Agriculture.

I believe I have mentioned to you and to President Conant in conversation the plans which are being developed for large research projects in collaboration with the National Bureau of Economic Research.

In addition to these cooperative projects all members of the Department are pursuing work along the lines of their individual interests. Professor Schumpeter’s study of time series and cyclical fluctuations is practically completed, and he hopes to send it to press by December. Professor Haberler’s major contribution—The Theory of International Trade and Its Application to Commercial Policy has been translated and is now available in English. For the past two years Professor Haberler has been working at Geneva on the Nature and Causes of the Recurrence of Economic Depressions which is soon to be published by the League of Nations. We are hoping to provide facilities for him so that the important research may be continued at Harvard. Professor Frickey’s study on a Survey of Time Series Analysis and Its Relation to Economic Theory is well advanced. The statistical work on the first volume has been completed, and he hopes to have it written by the middle of this present academic year. The statistical work on the second volume has been completed in part. Already two significant articles have been published. Professor Cole’s recent study in Fluctuations in American Business, written in collaboration with Professor W. B. Smith, was published late in 1935. Dr. Oakes’ investigations in Massachusetts Town Finance, the winner of the Wells Prize for 1935-36, is now being printed. Professor Chamberlin has continued to elaborate his Theory of Monopolistic Competition which is winning wide recognition among economist the world over. Numerous articles, some sixty in number, from members of the staff have appeared in various scientific periodicals in the course of the year.

Very sincerely yours,
H. H. Burbank

Dean George D. Birkhoff
20 University Hall
Cambridge, Massachusetts

[Separate sheet following: I should have included Professor Harris’ Exchange Depreciation, Its Theory and History. We believe that this new book, which is being published today, will take Its place beside the significant contributions Professor Harris has made in the last half-dozen years, particularly his Monetary Problems of the British Empire and Twenty Years of Federal Reserve Policy.]

Source: Harvard University Archives. Department of Economics, Correspondence and Papers (UAV 349.11). Box 2, Folder “Report to the Dean on the Department 1932-…”

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October 21, 1937

Dear Dean Birkhoff:

I beg to submit the following report for the Department of Economics.

Previous reports of the Department of Economics have brought to your attention the effect of the political and economic situation upon our problems of teaching and research. It is still necessary to point out that the positive responsibility of the Department regarding undergraduate instruction has not lessened.

The election of our undergraduate courses remains at substantially the high level of recent years, while the number of concentrators continues to increase.

Last year I mentioned that with the resignation of Professor Gay the active services of the senior members of this Department, had come to an end. At this point it seems necessary to put into writing a matter I have discussed with you in conversation which has important ramifications. Coincident with the resignation of Professor Gay there were increased elections in certain of our courses that involve a large degree of individual instruction and also on an increase in the number of students demanding tutorial supervision. To meet these latter problems it was necessary to add to our staff a group of young men to carry on the instruction in the elementary course, Accounting, Statistics, Money and Banking, and so on. With increased numbers in courses demanding increased instruction, increased cost cannot be avoided; but it seems to us that this increasing cost because of increasing should not result in less effective intellectual leadership. To transfer a considerable part of the salary released by a retiring professor of distinguished accomplishment to the support of routine instruction in middle group courses seems to us not to be wise University policy.

Professor Taussig has resigned as editor of the Quarterly Journal of Economies. For the time being, committee of the Department will undertake the editorial direction of this publication.

The Review of Economic Statistics, which appears under the direction of a committee of the Department, is financed by funds from the Rockefeller Foundation. Should the grant be continued, it is expected that the research activities of the committee will be increased.

Not less than ten members of the Department are concerned with the activities of the Graduate School of Public Administration. In some instances—as in the case of Dean Williams—their work in the School has been compensated by a reduction of work in the Department, but for the most part the activities in the new School are simply in addition to the duties of the staff members.

The Committee on Research in the Social Sciences, of which Professor Black is Chairman, is working in close cooperation with the National Bureau of Economic Research and its cooperating University agencies. Principle among them is the project upon Fiscal Policy for which Professor Crum is acting as Chairman.

The responsibilities and activities of members of the Department tend in some instances to change the direction of our research, but in only too many instances they also tend to retard our research.

In all directions, however, the research activities of the members of the Department were sustained, with six books and approximately sixty articles appearing. Special mention should he made of the following books:

Three Years of the AAA by John D. Black

A Study of Fluid Milk Prices by John M. Cassels. Wells Prize Essay of 1934-35

Professor Chamberlin’s significant volume, The Theory of Monopolistic Competition has been revised.

Prosperity and Depression by Gottfried Haberler

Exchange Depreciation by S. E. Harris. (Came from the press last fall, and mentioned a year ago.)

Studies in Massachusetts Town Finance by E. E. Oakes. Wells Prize Essay of 1935-36

Professor Schumpeter’s book on Business Cycles has been completed, and is now ready for the press.

Economic History of Europe since 1750 by Usher, Bowden, and Karpovich

Explorations in Economics. Essays in Honor of F. W. Taussig contains contributions by most of the members of the staff.

Very sincerely yours,
H. H. Burbank

Dean George D. Birkhoff
20 University Hall
Cambridge, Massachusetts

Source: Harvard University Archives. Department of Economics, Correspondence and Papers (UAV 349.11). Box 2, Folder “Report to the Dean on the Department 1932-…”

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October 15, 1938

Dear Dean Birkhoff,

I beg to submit the following report for the Department of Economics.

As in previous years I am very happy, to be able to record that the research activities of the officers of the Department have been sustained. In the last two years I have been, able to enumerate an unusually large number of books actually published together with numerous contributions to our periodical literature. In the present year the number of volumes is smaller since the research activities of our staff are still in process. The most notable volumes are Professor Hansen’s Full Recovery or Stagnation and Professor Wallace’s Market Control in the Aluminum Industry. Professor Haberler devoted the major part of the year, and spent the summer abroad, revising his Prosperity and Depression. Also the volume by Professor Crum and Associates on Economic Statistics has been revised.

In all, some fifty or sixty periodical contributions have been made by members of the staff. Notable among these contributions have been the articles by Professor Slichter on “The Downturn of 1937” in the Review of Economic Statistics for August, 1938.

It fell to the lot of the officers of this Department, together with the officers of the Department of Government, to develop instruction in the Littauer School of Public Administration during the past year. Without going into the details of the principles upon which this instruction is based, it may be noted that research courses of a very advanced nature constitute the core of the work of the School. Professors Williams, Hansen, Black, Mason, Slichter, and Wallace are devoting a considerable proportion of their time to this work. It is expected and hoped that these activities will result in an increase in our contributions.

The grant of funds from the Rockefeller Foundation to subsidize the research underlying the Review of Economic Statistics expired with the closing of the fiscal year. This contribution made it possible to continue the Review, and to maintain the scholarly level of the contributions. In the course of the year the Review published a number of the contributions of the staff. Other contributions are nearing completion, and will be published in the present year. The accomplishments or Professors Crum and Haberler as Managing Editors of the Review should be noted. They have succeeded in restoring the very high level of scholarship which characterized the Review a decade ago. We believe that the Review in its present form adds materially to the prestige of the Department and the University.

Also I am happy to note that the Quarterly Journal of Economics under its new editorial staff is maintaining its high position.

There is little to be added to the points which have been discussed in previous reports. The Department finds itself fully occupied with the continuation of its traditional activities and the assumption of such new duties as are involved in the Graduate School of Public Administration. If the personnel of the Department remains constant, it will be necessary to reduce our activities, either in research, in teaching, or in both.

Last fall at a dinner of the Committee to Visit the Department of Economics I reported in some detail regarding the increasing activities of members of the Department. This report led to the appointment of a committee to investigate the budgetary situation of the Department. The investigation conducted under the direction of Mr. George May of Price, Waterhouse, made some very interesting disclosures regarding the increasing load of the Department.

I believe that problems of undergraduate and graduate instruction, the tutorial situation, and the public service contributions of our members have been discussed sufficiently in previous reports. I can only repeat that “there is little question that the research activities of practically all members of the staff have been curtailed by the heavy loads of teaching and administration.

Very sincerely yours,
H. H. Burbank

Dean George D. Birkhoff
20 University Hall
Cambridge, Massachusetts

 

Source: Harvard University Archives. Department of Economics, Correspondence and Papers (UAV 349.11). Box 2, Folder “Report to the Dean on the Department 1932-…”

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October 16, 1939

Dear Dean Ferguson:

In accord with your recent request, I submit herewith a report of the work by the Department of Economies for the past year.

Honors have been bestowed upon members of the Department as follows: Professor Schumpeter has received an honorary Ph.D. from the University of Sofia, Bulgaria, and Professor Leontief has been elected a Fellow of the Econometric Society. Professor Williams was elected a Vice-President of the American Economic Association.

In the field of publications, the outstanding event is the final appearance of Professor Schumpeter’s two volume work on Business Cycles: A Theoretical, Historical and Statistical Analysis of the Capitalistic Process. The fruition of years of study and research, this book is of especial interest as the first major work of Professor Schumpeter in the English language, his well-known Theory of Economic Development having appeared first in German before its translation into English much later. Other books actually appearing within the academic year (the fall of 1938) were referred to in our last report, such as Professor Hansen’s Full Recovery or Stagnation?, a revision of the volume on Economic Statistics by Professor Crum and associates, and a new, enlarged and revised edition of Prosperity and Depression by Professor Haberler (published by the League of Nations). During the year arrangements have been completed for the translation into Japanese of A History of Mechanical Inventions by Professor Usher. For some years Professor Emeritus F. W. Taussig has been at work on a thorough-going revision of his textbook on the Principles of Economics. Volume I appeared last spring, Volume 2 is in the press and will appear very shortly. This much needed revision (the last was in 1921) may regain for Professor Taussig’s text some of the preeminence it held in an earlier period before it had become so badly out of date. Politics, Finance and Consequences by Professor Emeritus C. J. Bullock, the result of continuing research since his retirement, has been published during the past year in the Harvard Economic Studies. A book of which Mr. Paul M. Sweezy was a prominent co-author, An Economic Program for American Democracy, is popularly supposed to have been influential in putting the stamp of economic authority upon recent economic policies of the Federal Government. Finally, some sixty-odd articles, addresses, and reviews by members of the Department have appeared in journals, both professional and popular, during the past year.

A matter not mentioned in our last report was a new policy adopted by the Quarterly Journal of Economics of publishing at intervals of approximately one year a series of supplements devoted to articles and studies of interest to scholars but of such length as to make their publication in the regular issues impractical. These supplements are sent to subscribers without charge, and additional copies are sold separately. The first of these appeared in May 1938, Rudimentary Mathematics for Economists and Statisticians by Professor Crum. Two other manuscripts have been accepted and will appear shortly.

The Committee on Problems of the Business Cycle has carried on the publication of the quarterly Review of Economic Statistics but because of the expiration of its grant of research money many of its new research investigation have been greatly curtailed. Quarterly issues of the Review of Economic Statistics, in addition to carrying the studies of current economic history which present a quarterly record of economic statistics for the United States with their interpretation, have published a wide range of articles on various aspects of the trade cycle problem. Several of these articles have been contributed by foreign specialists but more than half were produced by American writers (in this connection we may note that about one-fourth of the subscribers are located abroad). In addition to the normal research activities involved in studying current history the Committee has financed during the year a continuation of the special investigation by Dr. J. B. Hubbard of the remarkable developments in the issuance of securities since 1933. A further article in Dr. Hubbard’s series will appear in the issue of November 1939.

Mention has been made in previous reports of the burden placed upon particular members of the Department and thus upon the group as a whole by the responsibilities of public service. These responsibilities have continued and expanded during the past year. The adjustment of this burden is a pressing problem. Its immediate influence upon both teaching and research is adverse, yet no ready solution appears at hand. The additional burden of uncompensated teaching in the Graduate School of Public Administration presents an even more serious problem. For the most part the seminars and other activities of this School constitute a net additional load for those members of the Department responsible for them, and inevitably throw a heavier burden of administrative and other work upon others not directly concerned. Budgetary allowance for courses given within the School is an obvious answer to this problem, whenever it may become possible.

You have asked, among other things. for an account of “any changes in the methods of instruction”, of the Department. The changes here have been revolutionary. Over a long period of years there has been built up in the Department a staff of trained instructors and tutors, carrying on established traditions of teaching and constantly experimenting in the adaptation of methods to new problems. These men were sifted constantly, and the best of them retained for a substantial period, after which, if not advanced, they were without exception placed to advantage elsewhere. In view of the singular success with which in the past the personnel problem has been handled in Economics, it is not surprising that the Department is unanimous in viewing with dismay and discouragement the situation in which we now find ourselves. Fifteen teachers and tutors at the instructor or assistant professor level have left us within the past year, seven the preceding year. The general effect upon teaching may be indicated by the tutorial situation. Sixty-seven per cent of the students concentrating in Economics this year are tutored by men of two years or less experience, forty-three per cent by men of no tutorial experience whatsoever, Furthermore, it has been our policy in the past to stagger new men as between tutoring and Economics A, having them start in with either one alone and take up the other the following year. This fall we have been obliged to take on five men who are both teaching Economics A and tutoring for the first time. It has been our policy also to provide more experienced instruction in middle group courses through a period of apprenticeship in Economics A. This fall we have been obliged to put men of no classroom experience whatever directly into middle group courses. We are already experiencing in acute form the devastating effects upon instruction of a rapid turnover, brought on by the mass exodus of last year.

It takes time (and patience on the part of someone) to train men in the discussion method of teaching Economics which has been developed with such success in Economics A at Harvard University. Much is learned by slow experience, by making mistakes and by discussing techniques with fellow instructors, especially with those who have been through the mill. It is impossible to assimilate new men unless the collective experience of the group is maintained at a fairly high level. Furthermore, it seems unlikely that anyone in the Department will be interested in training them unless a substantial portion stay long enough to make it worth while.

Very sincerely yours,
H. H. Chamberlin

Dean W. S. Ferguson
20 University Hall
Cambridge, Massachusetts

Source: Harvard University Archives. Department of Economics, Correspondence and Papers (UAV 349.11). Box 2, Folder “Report to the Dean on the Department 1932-…”

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October 15, 1940

Dear Dean Ferguson:

I submit herewith a report of the work by the Department of Economics for the past year. There is very little to report—no events or changes of outstanding importance, and only a few isolated items which might be of interest.

Professor Black has been elected to honorary membership in the Swedish Royal Society of Agriculture. Professor Slichter has been honored by appointment as Lamont University Professor.

In the field of publications there is the usual long list of articles in the professional periodicals, but no major work of importance by any member of the Department. Professor Usher’s History of Mechanical Inventions was during the year translated into Japanese. Also in the field of publications it is of interest that there has been begun under the supervision of a committee in the Department and financed in part by a grant from the A. W. Shaw Fund a new series entitled The Harvard Studies in Monopoly and Competition. The first two volumes of this series appeared within the year, — the first, Corporate Size and Earning Power, by Professor W. L. Crum, and the second, Control of Competition in Canada, by Lloyd Reynolds.

The Committee on Problems of the Business Cycle has continued publication of the quarterly Review of Economic Statistics. In place of the general reviews of current economic developments in the United States, which in earlier years had been regular features of each quarterly issue, the Review introduced this past year the policy of presenting each quarter an article pertaining to some specific problem of current interest. The November 1939 issue contained a study of the impact of the war on America commodity prices; the February 1940 number included a study of the current gold problem and the American economy; a review of recent developments in agriculture and the influences of the war on American agriculture appeared in May; while the August 1940 issue presented a comparison and evaluation of various estimates of unemployment in the United States. These studies have been made by members of the Department, with the Committee staff contributing assistance, whenever it was desired, in the preparation of the articles for publication. As in previous years, the Review has also presented articles covering a wide range of studies on various trade cycle problems; and the Review staff has continued the compilation of selected current economic series which have been used in research studies by Department members and graduate student within the Department.

There have been no important changes in policy in the year by the Quarterly Journal of Economics. The policy begun the previous year of publishing occasional supplements sent to subscribers without charge has been continued. Two supplements appeared during the year, Exchange Control in Austria and Hungary and Exchange Control in Germany, both by Professor Howard S. Ellis. Through an arrangement with the Harvard Economic Studies they will shortly appear in that series as a single volume.

During the year Professor Emeritus Frank W. Taussig attained his eightieth birthday. A tribute and greeting was presented to him on this occasion signed by some two hundred of his former students.

I call attention again to the continuing problem of the added burden to members of the Department for uncompensated teaching in the Graduate School of Public Administration. The situation here remains substantially as described in my last report. It remains one of the most serious problems which the Department has to meet in maintaining the standards of its instruction.

The quality of instruction given by the Department continues to suffer from the heavy losses in the junior personnel during the past few years. Sixty-four per cent of the students concentrating in Economics this year are tutored by men of two years or less experience, fifty-five per cent by men of one year or less. The difficulties of maintaining satisfactory instruction with such a rapid turnover remain almost insuperable, and concentration in Economics which has fallen off steadily over the past four years slumped most disastrously for the year 1940-41. Although most of the liquidation of our more experienced instructors and tutors had taken place before the year on which I am reporting, we have during that year again lost a number of our best men because of the limited inducement which could be offered for them to remain with us even for a short period.

Sincerely yours,
H. H. Chamberlin

Dean W. S. Ferguson
5 University Hall
Cambridge, Massachusetts

 

Source: Harvard University Archives. Department of Economics, Correspondence and Papers (UAV 349.11). Box 2, Folder “Report to the Dean on the Department 1932-…”

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October 15, 1941

Dear Dean Ferguson:

I submit herewith a report on the work of the Department of Economics covering the past year.

Professor Slichter has been elected President of the American Economic Association. This is the third time in the past five years that this honor has gone to an economist from Harvard, Professor Sprague having been elected in 1937-38 and Professor Hansen in 1938-39.

In the field of publications there have appeared, in addition to the usual long list of articles, several books of possible importance. I should mention especially Professor Slichter’s Union Policies and Industrial Management, Professor Leontief’s The Structure of American Economy: An Empirical Application of Equilibrium Analysis, and Dr. Triffin’s Monopolistic Competition and General Equilibrium Theory. The latter appeared in the Harvard Economic Studies of which there have now been published 70 volumes, four within the past year. The new series of Harvard Studies in Monopoly and Competition has been augmented by two new volumes during the past year, bringing the total to four. Professor Usher’s History of Mechanical Inventions has again been translated, this time into Spanish. During the past year an arrangement was made with the Rockefeller Foundation (for the current year only) which if continued may prove to be of real importance to the members of our Department. Professor Crum has been relieved of one-half of his teaching duties for research through the payment by the Foundation of the salary of someone to replace him in his teaching assignment. In addition to providing possibilities for research to members of the Department, such an arrangement would have the added advantage of making it possible to invite to Harvard for short period either possible candidates for permanent appointments or others whose presence here for one year would prove stimulating to our students.

Again I call attention to the problem of the added burden to members of the Department for uncompensated teaching in the Graduate School of Public Administration. This has been from the beginning a serious matter in maintaining standards of instruction. It is especially a factor in concentrating the activities of the older members of the Department in the graduate field, leaving undergraduate instruction to be taken care of in undue degree by younger men whose experience on the average seems to decline further each year.

The quality of instruction by the junior staff continues to be a grave concern to our Department. Last year I mentioned that 64 per cent of the students concentrating in Economics were tutored by men of two years or less experience. This year the percentage has increased to 72, and the problem of finding enough experienced and competent tutors in the right fields for distinction seniors has become impossible to solve. The general situation is reflected also in Economics A where the percentage of new instructors has jumped alarmingly for the current year. For the five years 1936-41 the sections taught by new men averaged 24 per cent of the total. For the current year 39 per cent of the sections are taught by new men. For the same five years the sections taught by men of one year or less experience averaged 45 per cent of the total. For the current year this figure has advanced to 61 per cent. The large volume of complaints on the part of students as to the inexperience of their tutors and Economics A section instructors leaves no doubt in the minds of the Department that the continuing decline in concentration in Economies is mainly a reflection of this situation. In view of the competing opportunities for our younger men which have repeatedly been pointed out the problem for our Department continues to be not to maintain a high rate of turnover as the present rules of tenure seem designed to do, but to be able through more flexible arrangements both with respect to tenure and to salaries to maintain a staff sufficiently experienced to give satisfactory instruction to our undergraduates. Such instruction is clearly not being given at the present time.

Sincerely yours,
H. H. Chamberlin

Dean W. S. Ferguson
5 University Hall
Cambridge, Massachusetts

Source: Harvard University Archives. Department of Economics, Correspondence and Papers (UAV 349.11). Box 2, Folder “Report to the Dean on the Department 1932-…”

Image Source: Harold Hitchings Burbank from the Harvard Class Album 1934.

 

Categories
Harvard Seminar Speakers

Harvard. Economics Seminary and Public Lectures. Speakers and Topics, 1913-1914

The economics seminary at Harvard featured a dozen speakers over the course of the 1913-14 academic year.  The department invited 27 year-old Josef Schumpeter (Theory of Crises) from the University of Vienna.

I have included the dates for two sets of major public guest lectures that were given by Wesley C. Mitchell (Business Cycles) and E. Dana Durand (Anti-trust and regulation), respectively.

Earlier posts with information on the Seminary of Economics at Harvard:

Seminary of Economics 1897-1898.

Seminary of Economics 1891/92-1907/08.

Request by Radcliffe Women to attend the Seminary of Economics, 1926.

Seminary of Economics 1929-1932.

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Monday, Sept. 29, 1913

Seminary of Economics. Meeting for Organization. Upper Dane, 4.30 p.m. All Graduate Students in Economics are invited to attend.

Source: Harvard University Gazette, Vol. IX, No. 2. Sept. 26, 1913, p. 7.

Monday, Oct. 20, 1913

Seminary of Economics. “The Administration of the State-Owned Railways of Prussia.” Professor W. J. Cunningham. Upper Dane, 4.30 p.m.

Source: Harvard University Gazette, Vol. IX, No. 5. Oct. 18, 1913, p. 27.

Monday, Nov. 3, 1913

Seminary of Economics. “The Organization of the Grain Trade on the Pacific Coast.” Mr. Wilfred Eldred. Upper Dane, 4.30 p.m.

Source: Harvard University Gazette, Vol. IX, No. 7. Nov. 1, 1913, p. 39.

Monday, Nov. 17, 1913

Seminary of Economics. “The German Potash Syndicate.” Mr. H. R. Tosdal. Upper Dane, 4.30 p.m.

Source: Harvard University Gazette, Vol. IX, No. 9. Nov. 15, 1913, p. 57.

Monday, Dec. 1, 1913

Seminary of Economics. “Pisan Industry in the Early Fourteenth Century.” Mr. F. C. Dietz. Upper Dane, 4.30 p.m.

Source: Harvard University Gazette, Vol. IX, No. 11. Nov. 29, 1913, p. 65.

Thursday/Friday, Dec. 4/5, 1913

Lectures. “Business Cycles. I and II.” Dr. Wesley C. Mitchell, formerly Professor of Political Economy at the University of California. (I) Emerson A, 4.30 p.m.; (II) Emerson A, 4.30 p.m.
These lectures, though addressed primarily to graduate students of Economics and students in the Graduate School of Business Administration, will be open to the public.

Source: Harvard University Gazette, Vol. IX, No. 11. Nov. 29, 1913, p. 66.

Monday, Dec. 13, 1913

Seminary of Economics. “New Jersey Business Corporations and Corporation Policy, 1791-1820.” Dr. J. S. Davis. Upper Dane, 4.30 p.m.

Source: Harvard University Gazette, Vol. IX, No. 13. Dec. 13, 1913, p. 81.

Monday, Jan. 12, 1914

Seminary of Economics. “The Development of Capital and National Wealth in Germany.” Professor Karl Rathgen, of the University of Hamburg. Upper Dane, 4.30 p.m.

Source: Harvard University Gazette, Vol. IX, No. 17. Jan. 10, 1914, p. 109.

Monday, Feb. 9, 1914

Seminary of Economics. “Some Aspects of the Quantity Theory of Money.” Professor Anderson. Upper Dane, 4.30 p.m.

Source: Harvard University Gazette, Vol. IX, No. 21. Feb. 7, 1914, p. 131.

Monday, Mar. 2, 1914

Seminary of Economics. “Some Aspects of the Quantity Theory of Money.” Professor Taussig. Upper Dane, 4.30 p.m.

Source: Harvard University Gazette, Vol. IX, No. 24. Feb. 28, 1914, p. 153.

Monday, Mar. 16, 1914

Seminary of Economics. “The Theory of Crises.” Professor Josef Schumpeter, of the University of Vienna. Upper Dane, 4.30 p.m.

Source: Harvard University Gazette, Vol. IX, No. 26. Mar. 14, 1914, p. 167.

Monday, Mar. 23, 1914

Seminary of Economics. “Recent Experience in Railroad Construction Finance.” Professor Ripley. Upper Dane, 4.30 p.m.

Source: Harvard University Gazette, Vol. IX, No. 27. Mar. 21, 1914, p. 173.

Monday, Apr. 6, 1914

Seminary of Economics. “International Trade Balances.” Dr. G.W. Nasmyth. Upper Dane, 4.30 p.m.

Source: Harvard University Gazette, Vol. IX, No. 29. Apr. 4, 1914, p. 185.

Monday/Tuesday, Apr. 13/14, 1914

Lectures. “What Shall We do with the Trusts? I. The Necessity of Regulation of Prohibition.” (Emerson D, 8 p.m.)  and II. “Possibility of Preventing Combination and Difficulties of Regulation.” (Emerson D, 11 a.m.) Professor E. Dana Durand, of the University of Minnesota.

Source: Harvard University Gazette, Vol. IX, No. 30. Apr. 11, 1914, p. 195.

Monday, May 25, 1914

Seminary of Economics. “United States Forest Policy.” Mr. John Ise. Upper Dane, 4.30 p.m.

Source: Harvard University Gazette, Vol. IX, No. 36. May 25, 1914, p. 231.

Image Source: Karl Rathgen: Fotosammlung des Geographischen Institutes der Humboldt-Universität Berlin.    Schumpeter: Ulrich Hedtke, Joseph Alois Schumpeter. Archive.

 

 

 

 

Categories
Economists Harvard

Harvard. Economics Transcript for Edward Hastings Chamberlin, 1922-1927

In the previous post we have the academic backstory found in Edward Hastings Chamberlin’s application to the economics graduate program at Harvard. This post provides the academic record of Chamberlin while a graduate student at Harvard. He entered Harvard with an M.A. degree in economics from the University of Michigan which probably is sufficient explanation for his seemingly light graduate coursework at Harvard.

Edward Hastings Chamberlin’s papers can be consulted at Duke University’s David M. Rubenstein Rare Book & Manuscript Library’s Economists’ Papers Archive. It is interesting to note that he seems to have audited Allyn Young’s Ec 15 course (which does not appear on his graduate transcript) since notes to that course are included in Chamberlin’s papers.

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Ph.D. in Economics Awarded 1927

Edward Hastings Chamberlin, S.B. (State Univ. of Iowa) 1920, A.M. (Univ. of Michigan) 1922, A.M. (Harvard Univ.) 1924.
Subject, Economics. Special Field, Economic Theory. Thesis, “The Theory of Monopolistic Competition.”
Instructor in Economics and Tutor in the Division of History, Government, and Economics, Harvard University.

Source: Harvard University. Report of the President of Harvard College, 1926-1927, p. 102.

___________________________

THE GRADUATE SCHOOL OF ARTS AND SCIENCES
Record of Edward Hastings Chamberlin

Years: 1922-23, 1923-24, 1924-25, 1925-26, 1926-27

[Previous] Degrees received. Where? When?

S.B. State Univ. of Iowa 1920
A.M. Univ. of Michigan 1922

First Registration: 25 Sept. 1922

1922-23

 Grades
First Year Course

Half-Course
Economics 11

A
Economics 41

A-
Division: Economics
Scholarship, Fellowship:
Assistantship:
Austin Teaching Fellowship:
Instructorship:
Proctorship:
Degree attained at close of year:

 

1923-24

 Grades
Second Year Course

Half-Course
Economics 14

inc./exc.
Economics 23

exc.
Government 6

exc.
Marketing Problems

85%

Passed General Exam. in Economics,
22 May 1924
Division:
Scholarship, Fellowship: Henry Lee Mem’l Fellow
Assistantship:
Austin Teaching Fellowship:
Instructorship:
Proctorship:
Degree attained at close of year: A.M.

 

1924-25

 Grades
Third Year Course

Half-Course
Economics 20 (A.A.Y.)

—
Division:
Scholarship, Fellowship:
Assistantship:
Austin Teaching Fellowship:
Instructorship: in Economics
Proctorship:
Degree attained at close of year:

 

1925-26

 Grades
Fourth Year Course

Half-Course
Economics 20 (A.A.Y.)

A
Division:
Scholarship, Fellowship:
Assistantship:
Austin Teaching Fellowship:
Instructorship: in Economics.

Tutor in the Div. of History, Government, and Economics
Proctorship:
Degree attained at close of year:

 

1926-27

 Grades
Fifth Year Course

Half-Course
Economics 20 (A.A.Y.)

A
Division:
Scholarship, Fellowship:
Assistantship:
Austin Teaching Fellowship: $1500
Instructorship: in Economics.

Tutor in the Div. of History, Government, and Economics $1200.
Proctorship:
Degree attained at close of year: Ph.D.

Source: Harvard University Archives. Graduate School of Arts and Sciences. Record Cards of Students, 1895-1930, Burtt—Cook. Record Card of Edward Hastings Chamberlin.

___________________________

Course Names and Instructors

Pro-tip for linking course numbers to course names and instructors.

Harvard University, Faculty of Arts and Sciences. Course of instruction. 1879-2009.

1922-23

Economics 11. Economic Theory. Professor Frank W. Taussig

Economics 41. Statistical Theory and Analysis. Professors Allyn Abbott Young and Edmund Ezra Day

1923-24

Economics 14. History and Literature of Economics to the year 1848. Professor Charles Jesse Bullock

Economics 23. Modern Economic History since 1750. Assistant Professor Abbott Payson Usher

Government 6. History of Political Theory. Professor Charles Howard McIlwain.

Marketing Problems. [First Year, First Half course at the Graduate School of Business Administration]

1924-27.

Economic Research. Graduate students pursuing research may register in the following course, which has the same status as any of the other graduate courses in Economics. Such research will be under the direction of members of the Department, and may lie within any of the fields recognized as appropriate for candidates for the degree of Doctor of Philosophy.

Economics 20. Professors Taussig, Carver, Ripley, Gay, Bullock, Young, and Persons. Members of the Faculty of the Graduate School of Business Administration will also guide research lying within their respective fields

___________________________

Image Source: Faculty picture of Edward H. Chamberlin from the Harvard Class Album, 1932.