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Economics Programs Harvard

Harvard. Completion rates for economics graduate students, 1947-57

 

 

Here is an interesting summary of the spectrum of completion from drop-out through award of the Ph.D. in economics for Harvard University 1947-1957.  Note the labels  “desperate, doubtful, better, safe” for the forecasted prospects of students who had left the gravitational pull of residency.

____________________

HARVARD UNIVERSITY
GRADUATE STUDENTS IN THE DEPARTMENT OF ECONOMICS
1947-57

Comment:

The attached survey shows the history of graduate students in the Department of Economics from 1947-57. The details by years are available in Littauer M-8, but we are not duplicating that part of the report.

You will note that of 525 students (378 Arts and Sciences, 50 Radcliffe and 97 Graduate School of Public Administrations) in these ten years, there were a total of 113 withdrawals, about 55% because of poor grades and 45% despite good grades. Of the remaining 412 students, 40 have had but one year’s residence and have not yet taken the General Examination, while 372 have taken and passed the General Examination for an advanced degree. Of these, 69, or about 16%, were awarded a terminal A.M. largely because they passed for the A.M. only. This leaves 303 who have passed the General Examination for the Ph.D., but so far only 152, or roughly 50% have received their Ph.D. There are 50 students still in residence working on their thesis. Of 101 students no longer in residence, 69 have thesis overdue and 39 have not yet written their thesis but are still within the five year limit.

Further details may be had by glancing at the attached sheet.

*  *  *  *  *  *  *  *  *

HARVARD UNIVERSITY
GRADUATE STUDENTS IN THE DEPARTMENT OF ECONOMICS
1947-57
SUMMARY

1.

Enrollment 1947-57:
(Arts and Sciences 378, Radcliffe 50, Graduate School of Public Administration 97)

525

2.

Withdrawn

a)

with poor grades, in discontent or upon request:

after one term

20

after two terms

36

after four terms

_6_

62

b)

despite good grades:

after two terms

48

after four terms

3

after more than four terms

_0_

51

Total Withdrawals

113

3.

Now in residence before General Examination

40

Forecast:

Prospects for withdrawal

6

Prospects for terminal A.M.

14

Prospects for Ph.D.

20

4.

Passed General Examination for advanced degree

372

5.

A.M. Awarded as terminal degree 69

6.

A.M. expected as terminal degree

5

7.

A.M. awarded in course toward Ph.D. degree

188

8.

Candidates for the Ph.D. degree

343

9.

Ph.D. degree awarded

152

10.

Students still in residence working on thesis
(29 of these, 3 yrs residence; 2, less than 3 yrs)

50

Forecasts:

Prospects for completion safe

40

Prospects for completion doubtful

10

11.

No longer in residence, thesis overdue

62

Forecasts:

Prospects for completion desperate
(Poor record: thesis overdue 2-5 yrs.)

26

Prospects for completion doubtful
(Fair record; thesis overdue 1-4 yrs.)

13

Prospects for completion better
(Good record; thesis overdue 1-4 yrs.)

23

12.

No longer in residence, thesis within 5 yr. limit

39

Forecasts:

Prospects for completion doubtful

5

Prospects for completion safe

34

___

525

Summary:

Ph.D. prospects safe

117

Ph.D. awarded

152

Ph.D. awarded or safely expected

269

 

Source:  Harvard University Archives. Department of Economics. Correspondence and Papers, 1930-1961. General-Exams-Haberler.(UAV.349.11), Box 13.

Image Source: Harvard Album, 1946.

 

 

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Curriculum Fields Harvard

Harvard. Mathematical Economics Recognized as Subfield of Theory. E.B. Wilson, Crum, and Schumpeter, 1933

 

What I find particularly striking in the following report of the Committee on Instruction in Mathematical Economics at Harvard (note the  first named of the trio is E. B. Wilson) is the forecast that economics graduate students will need to acquire tools of mathematical economics and statistics already in the mid 1930s because they will need them later, 1953-63, when they will be “at the height of their activity” and by which time (implicitly) the “rapidly increasing importance of theoretical and statistical work involving higher mathematics” will have caught up with them. I have appended the course names for the statistics and mathematics courses referred to by number in the report.

Related postings: 

_____________________

Meeting of the Committee (Wilson, Crum, Schumpeter) on
Instruction in the Mathematical Economics
Tuesday, May 9 [1933]

In view of the rapidly increasing importance of theoretical and statistical work involving higher mathematics, and of the possibility that a considerable number of economists may have to be adequately familiar with both mathematical theory and statistical procedure twenty to thirty years from now, that is, when many of our present students will be at the height of their activity, the Committee (Wilson, Crum, Schumpeter) agreed on the following recommendations to be submitted to the Department which they believe to be both necessary and sufficient in order to provide facilities for events to work in mathematical theory as applied to economics:

(1) Any student who may wish to do so should be allowed to offer mathematical economics as his special field within the requirements for the Ph.D. This would involve but a slight alteration of existing practice which permits students to choose some branch of economic theory as a special field. The committee’s suggestion is merely that mathematical economics should be added to the other special subjects in economic theory which a student may select.

It seems desirable, moreover, to permit that any such student may select mathematics or rather some branch of pure or applied mathematics in place of one of the two remaining fields he has to offer.

(2) Advanced work in mathematical economics should conform to modern tendencies by stressing equally the mathematical side of economic theory and mathematical statistics. No student who elects mathematical economics as his special field should be allowed to do the one without the other. Especially courses 31a and 32b should be required also from students mainly interested in pure theory.

(3) Work in the Department of Mathematics through Math 5 should be considered as the minimum requirement as to mathematical training. Credit should be given only for Math 5, but not for any of the still more elementary course preparatory to it, which most of the students taking up mathematical economics will have had anyhow in their undergraduate period.

(4) No further steps should be taken at present. It seems best to see what the response will be before attempting to organize a special graduate course. The mathematical aspect of our subject is being dealt with in some courses already, and any Ph.D. candidates who may present themselves in case the rules be altered as recommended could easily be taken care of individually.

*  *  *  *  *  *  *  *

Copy of Letter from Harold H. Burbank to Joseph Schumpeter

October 3, 1933

Dear Joe,

I have read and approved without qualification the report of the Committee on Instruction in Mathematical Economics.

I think this report should be brought before the Department on the evening of Tuesday, October 10.

Very sincerely yours,

Prof. J. A. Schumpeter
2 Scott Street

HHB:VS

*  *  *  *  *  *  *  *

Graduate Instruction in the Mathematical Economics
Department Vote, October 10, 1933

In view of the rapidly increasing importance of theoretical and statistical work involving higher mathematics, and of the possibility that a considerable number of economists may have to be adequately familiar with both mathematical theory and statistical procedure twenty to thirty years from now, that is, when many of our present students will be at the height of their activity, the Committee (Wilson, Crum, Schumpeter) agreed on the following recommendations to be submitted to the Department which they believe to be both necessary and sufficient in order to provide facilities for events to work in mathematical theory as applied to economics.

The Department voted to accept the recommendations stated as follows:

(1) Any student who may wish to do so should be allowed to offer mathematical economics as his special field within the requirements for the Ph.D. This would involve no alteration of existing practice, which permits students to choose some branch of economic theory as a special field. The committee’s suggestion is that mathematical economics should be admissible.

(2) Any students using mathematical economics as his special field should be allowed to offer some branch of pure or applied mathematics as an allied field.

Work in the Department of Mathematics through Math 5, or the equivalent, should be considered as the minimum requirement as to mathematical training. Credit should be given only for Math 5, but not for any more elementary course preparatory to it.

(3) Advanced work in mathematical economics should conform to modern tendencies by stressing equally the mathematical side of economic theory and mathematical statistics. Therefore courses 31a and 32b should be required of anyone in electing mathematical theory as his special field.

(4) No further steps need be taken at present. It seems best to see what the response will be before attempting to organize a special graduate course. Any individual cases calling for special attention can be dealt with, under the proposed regulation, as our courses now stand.

Source:  Harvard University Archives. Department of Economics, Correspondence and papers 1930-1961. (UAV349.11), Box 13.

_____________________

Statistics Courses offered in the Department of Economics
at Harvard, 1934-35

Economics 31a 1hf (formerly Economics 41a). Theory of Economic Statistics, I

Half-course (first half-year). Mon., Wed., Fri., at 9. Professor Crum and Asst. Professor Frickey.
Economics 1a, or its equivalent, is a prerequisite for this course.

Economics 31b 2hf (formerly Economics 41b). Theory of Economic Statistics, II

Half-course (second half-year). Mon., Wed., Fri., at 9. Professor Crum and Asst. Professor Frickey.
Economics 1a, or its equivalent, is a prerequisite for this course.

Economics 32b 2hf (formerly Economics 42). Foundations of Statistical Theory

Half-course (second half-year). Tu., Th., 3 to 4.30. Professor E. B. Wilson.
Economics 31and one year of Calculus are prerequisites for this course.

Source: Announcement of the Courses of Instruction offered by the Faculty of Arts and Sciences, 1933-34(second edition), Official Register of Harvard University, Vol. XXX, No. 39 (September 20, 1933), p. 128.

_____________________

Undergraduate Mathematics Courses
at Harvard, 1934-35

Mostly Freshmen

[Mathematics] A. Professors J. L Coolidge et al. — Analytic Geometry; Introduction to the Calculus.

Mostly Sophomores

[Mathematics] 2. Professors Graustein et al. — Differential and Integral Calculus; Analytic Geometry.

Mostly Juniors

[Mathematics] 5a1hf. Professor Morse. — Differential and Integral Calculus (advanced course), Part I

[Mathematics] 5a2hf. Professor Morse. — Differential and Integral Calculus (advanced course), Part II

 

Source: Harvard University. Report of the President of Harvard College, 1934-35, p. 86.

 

Images:  Left to right: William Leonard Crum, Joseph A. Schumpeter, Edwin Bidwell Wilson. From the 1934 (Crum) and 1939 (Schumpeter and Wilson) Harvard Class Albums.

 

 

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Harvard Seminar Speakers Sociology Suggested Reading Syllabus

Harvard. Social Influences on Economic Actions, outline and readings. Musgrave and Spechler, 1973

 

The outline below for an ambitious Harvard course organized jointly by Richard Musgrave and Martin C. Spechler in 1973 comes from John Kenneth Galbraith’s papers. Galbraith was invited to give a lecture on institutional economics and a couple of pages of keywords in the folder would appear to confirm that Galbraith indeed lectured on the topic.

Biographical information for Richard Musgrave was provided a few blog postings ago. Martin Spechler too was a Harvard alumnus (indeed all three of his academic degrees come from that institution) and so I’ll first insert the chronology of his academic jobs so one can meet another economic Ph.D. alumnus. Spechler’s main research field was comparative economic systems complemented by a strong interest in the history of economics (see the link to his 2007 c.v. below). 

______________________

Martin C. Spechler (b. January 25, 1943, New York City)

A.B. in Social Studies (1964), A.M. in Economics (1967), Ph.D. in Economics (1971). Harvard

1965-1971. Harvard. Teaching fellow in economics and social studies.
1971-1973. Harvard. Lecturer on economics and on social studies.
1971-1974. Harvard. Head tutor in economics.
1973-1975. Harvard. Assistant professor of economics.
1974-1980. Hebrew University, Jerusalem. Department of Economics, lecturer.
1980-1982. Tel Aviv University. Department of Economics and School of General History. Senior lecturer (acting).
1982-1983. University of Washington, Seattle. School  of International Studies. Visiting associate professor.
1983-1984. University Iowa, Iowa City. Visiting associate professor.
1984-1986. Indiana University, Bloomington. Visiting associate professor of economics and research associate, West European Studies.
1986-1990. Indiana University, Indianapolis. Associate professor of economics
1990-. Indiana University, Purdue University, Indianapolis. Professor of economics.

Source:  Martin C. Spechler c.v. (December 2007).

______________________

ECONOMICS 2080
Tentative Lecture Schedule
[1973]

1. September 27 Spechler on Marxism
2. October 4 Unger on Weber
3. October 9 (Tues.) Galbraith on institutionalism
4. October 18 Duesenberry on consumer behavior
5. October 25 (?) on entrepreneurs
6. November 1 M. Roberts on government bureaucracy
7. November 8 J. Bower on corporate organization
8. November 15 Doeringer on workers and unions
9. November 20 (Tuesday) Bowles (?) on Marxian theory of the state
10. November 29 D. Bell (?) on elite theory
11. December 6 J. Q. Wilson on pluralism
12. December 13 Hirschman on trade policy
13. December 20 Musgrave on objectivity in economics and social science

 

Harvard University
Economics 2080

Social Influences on Economic Action
Fall Term, Thursday 4-6

Martin C. Spechler
Holyoke 833, Office; 10-12 (daily)

Richard Musgrave
Littauer 326

            Designed to be taken in one semester to be followed by a seminar, this course examines the social context of economic activity. It covers theoretic and applied writings in several significant traditions: Marxist, Weberian, institutionalist, and liberal. The list includes a more thorough reading of Marx and Weber than is usually available elsewhere and articles reporting contemporary research of a scale suitable for dissertations. Since certain topics of interest, such as stratification, are treated elsewhere in the Economics or allied departments, the range of topics is intentionally incomplete. But each topic includes competing paradigms and case studies making use of them. Each topic takes off from the limits of conventional economics to show that different assumptions and procedures show promise of answering important questions about economic life.

It is envisioned that the course will be taught during the first year in a conference format, with guest lecturers but with one or two Department members responsible for the entire course and always present in class. The course will culminate in the writing of a long (30-40 pages) case study, employing some or all of the theoretical perspectives which have been presented. There will also be a shorter paper early on to fix the theoretical perspectives in mind.

The course is intended for graduate students with some preparation in economics. To facilitate discussion, one might have to limit enrollment, though a diverse group would be highly desirable.

Works marked (*) are assumed as background; those marked (**) are supplementary.

A. The Content and Limits of Modern Economics: A Point of Departure

*Lord Robbins, An Essay on the Nature and Significance of Economic Science (2nd ed. 1935).

Emile Gruenberg, “The Meaning of Scope and External Boundaries of Economics.”

Kenneth E. Boulding, “The Verifiability of Economic Images.” Both in Sherman Roy Krupp, The Structure of Economic Science. (Prentice Hall, 1966), pp. 129-165.

Nicholas Georgescu-Roegen, Analytical Economics (Harvard University Press, 1966), Part I (especially pp. 92-129).

B. Three Social Perspectives on Economic Action

What are the hallmarks of “modern” — now misleadingly termed “Western” — society? What changes in productive relations, in ethos, and in political arrangements favored its development? This section examines in depth three major interdisciplinary systems which undertake to define, explain, and analyze the working of modern society, particularly the limits placed on the market by social forces.

Week 1 (September 27) Marxism

Karl Marx, “Preface to a Contribution to the Critique of Political Economy”

________, “Estranged Labor”

________, “Private Property and Communism”

________, “The Power of Money in Bourgeois Society”

________, “The German Ideology”, Part I

________, “Wage Labor and Capital”

________, “Capital”, Vol. 1 (selections) all in The Marx-Engels Reader (ed. By Robert C. Tucker), Norton Publ., pp. 306 [30-36 intended?], 56-83, 110-164, 167-317, 577-588.

Friedrich Engels, “Letters on Historical Materialism” in Tucker, ed., pp. 640-651 and 661-664.  OR

Ernest Mandel, Marxist Economic Theory, Vol. I, chapters 5, 11; Vol. II, 12-14.

Week 2 (October 4) Weber

Max Weber, The Protestant Ethic and the Spirit of Capitalism, entire.

________, The Religion of China, IV, V, and VIII.

________, *General Economic History, Part IV

“Power, Capitalism and Rural Society in Germany,” and “National Character and the Junkers,” all in Hans Gerth and C. Wright Mills, From Max Weber: Essays in Sociology, pp. 159-195, 363-395.

Week 3 (October 11) Institutionalism

Thorstein Veblen, The Theory of the Leisure Class, in Max Lerner, The Portable Veblen (Viking pb) chapters IV, VI.

________, “On the Merits of Borrowing,” from Imperial Germany and the Industrial Revolution, pp. 349-363 in M. Lerner, The Portable Veblen, op. cit.

________, The Theory of Business Enterprise, chapters III, IV, VII.

John Kenneth Galbraith, Economics and the Public Purpose (Houghton-Mifflin, 1973), chapters V, IX-XIV, and XIX.

Possible paper topics (illustrative only) for section B. Due October 18:

Paper: What do Marxist, Weberian, and Historical-institutional theories have to say about kinds of modern economies which have developed in the world?

**England, 1642-1851

David Landes, The Unbound Prometheus, introduction and chapter 1.

Barrington, Moore, Jr., Social Origins of Dictatorship and Democracy, chapters I and VI.

E.J. Hobsbawm, Industry and Empire, chapters 1-7.

**Japan and China Compared

M. J. Levy, “Contrasting Factors in the Modernization of China and Japan,” in Simon Kuznets, Economic Growth: Brazil, India, Japan (Duke, 1955), pp. 496-536.

Henry Rosovsky, “Japan’s Transition to Modern Economic Growth, 1868-1885,” in Henry Rosovsky (ed.) Industrialization in Two Systems: Essays in Honor of Alexander Gerschenkron (Wiley, 1966). Bobbs-Merrill Reprint No. Econom-264.

Thomas C. Smith, “Japan’s Aristocratic Revolution,” Yale Review V (50), 1960-61, pp. 370-83, reprinted in R. Bendix and S.M. Lipset, Class, Status and Power (2nd ed.), pp. 135-40. The samurai class as modernizers.

Barrington Moore, Jr., Social Origins, op. cit., IV, V, VIII, IX. Particular attention to feudal land patterns as an obstacle to economic and political modernization.

or R.H. Tawney, Land and Labour in China (Octagon, 1964)

or Johannes Hirschmeier, The Origins of Entrepreneurship in Meiji Japan (Harvard, 1964).

**Indonesia, 1945-

Clifford Geertz, Peddlers and Princes (Chicago, 1963). An excellent example of economic anthropology in the Weberian tradition.
[Other suggestions and bibliography available from the instructors.]

C. How do Consumers, Workers, and Entrepreneurs form their Preferences for Market Activities?

This section examines the empirical evidence to date on the relative role of material incentives and job characteristics on productivity, on the effects of advertising on consumer attitudes, and on the relationship between historical experience and decisions about the future.

Week 4 (October 18) Consumer Behavior

*Robert Ferber, “Research on Household Behavior,” American Economic Review, Vol. 52 (1962), pp. 19-63. Reprinted in A.S.C. Ehrenburg and F.G. Pyatt, Consumer Behavior (Penguin, 1971).

*Karl Marx, “Alienated Labor,” and “Needs, Production, and the Division of Labor,” from Early Writings, ed. J. B. Bottomore, pp. 120-134.

*James S. Duesenberry, Income, Saving, and the Theory of Consumer Behavior, chapters I-IV.

J.K. Galbraith, The Affluent Society, (Revised edition), chapter 11.

Lester Telser, “Advertising and Cigarettes,” Journal of Political Economy (October, 1962), pp. 471-99).

Tony McGuiness and Keith Cowling, “Advertising and the Aggregate Demand for Cigarettes: An Empirical Analysis of a U.K. Market,” paper no. 31, Centre for Industrial Economic and Business Research, University of Warwick, England. On reserve in Littauer.

Lester D. Taylor and Daniel Weiserbs, “Advertising and the Aggregate Production Function,” American Economic Review, (September 1972), pp. 642-55.

George Katona, Burkhard Strumpel and Ernest Zahn, Aspirations and Affluence (McGraw-Hill, 1971), chapters 6-12. The effects and causes of consumer attitudes in the United States and Western Europe.

Week 5 (October 25) Entrepreneurs

Joseph Schumpeter, Capitalism, Socialism and Democracy, (Harper Torchbook, 1962), chapter XI-XIV.

Thomas C. Cochran, “Cultural Factors in Economic Growth,” and David Landes, “French Business and the Business Man: a Social and Cultural Analysis,” in Hugh G.J. Aitken, Explorations in Enterprise (Harvard University Press, 1965), pp, 122-38, 184-209.

Alexander Gerschenkron, “Social Attitudes, Entrepreneurship, and Economic Development,” in Economic Backwardness in Historical Perspective (Harvard, 1962), pp. 52-71. [note: workers’ attitudes will be discussed in week 8.]

D. How Do Large Organizations Behave?

The opportunities created by market power and the size of the hierarchy in modern economic bureaucracies probably allowed behavior far from the competitive norm. What are the elements of structure, control, and attitudes which influence corporate behavior? The readings include the Weberian, and the “bureaucratic politics” points of view; and the case comparisons include the U.S. Navy, French enterprise, the Society of Jesus, the Soviet industrial planning system, and the most important American public enterprise.

Week 6 (November 1) Government Bureaucracy

Max Weber, “Bureaucracy,” in Hans Gerth and C. Wright Mills, From Max Weber, pp. 196-244.

Charles Lindblom, “The Politics of Muddling Through,” Bobbs-Merrill Reprint, Public Administration Review XIX (Spring, 1959), pp.79-88: why strict means-end rationality is impossible in government bureaucracies.

A. Wildavsky, The Politics of the Budgetary Process, (Little, Brown, 1964) chapter 2.

Stanley Surrey, “Congress and the Tax Lobbyist: How Tax Provisions Get Enacted,” Harvard Law Review (1957), pp. 1145-70.

Sandford F. Borins, “The Political Economy of ‘The Fed,’” Public Policy (Spring, 1972), pp. 175-98.

Sanford Weiner, “Resource Allocation in Basic Research and Organizational Design,” Public Policy (Spring, 1972), pp. 227-55.

Benjamin Ward, The Socialist Economy: A Study of Organizational Alternatives, chapters 5 and 6.

The latter considers whether socialization, such as occurs in the Jesuits and the Navy, would overcome some of the control anomalies which have frustrated Soviet planning.

**Joseph Berliner, Factory and Manager in the U.S.S.R. (Harvard, 1957); a classic on informal organizations versus system goals.

Week 7 (November 8) Corporate Organization

A Harvard Business School case will be distributed for discussion.

*R.H. Coase, “The Nature of the Firm,” Economica, (1937) reprinted in G. J. Stigler and Kenneth Boulding,Readings in Price Theory (AEA, 1952), pp. 331-351.

Armen A. Alchian and Harold Demsetz, “Production, Information Costs, and Economic Organization,” American Economic Review (December, 1972), pp. 777-95.

Philip Selznick, Leadership in Administration (Row Peterson, 1957), chapter 4.

David Granick, Managerial Comparisons of Four Developed Countries (MIT, 1972), chapters 1-5, 9-13.

**Alfred Chandler, Jr. Strategy and Structure, chapters 1-3, 5-7, conclusion.

**Philip Selznick, TVA and the Grass Roots (Harper pb, 1966).

**Michelle Crozier, The Bureaucratic Phenomenon (Phoenix pb, 1964).

**Alfred Chandler. Pierre Dupont and the Modern Corporation.

Joseph L. Bower, “The Amoral Organization,” in R. Marris and E. G. Mesthene, Technology, the Corporation, and the State (forthcoming) or Harvard Business School 4-372-285.

Week 8 (November 15) Workers and Unions

Victor Vroom,”Industrial Social Psychology,” in Gardner B. Lindzey and Elliott Aronson, eds., The Handbook of Social Psychology, Vol. V. (2nd ed.), 1969, pp. 196-248.

Work in America, report of a Special Task Force to the Secretary of Health, Education, and Welfare (MIT Press, 1973), chapters 1, 2, 4, 5.
Mancur Olsen, Logic of Collective Goods (paperback, rev. ed., 1971), chapter III, pp. 66-97.

Suggested:

**John Goldthorpe et al., The Affluent Worker in the Class Structure, Cambridge University Press, 1969, pb).

**Andre Gorz, A Strategy for Labor (Beacon pb., 1968), chapter 4.
Leonard Goodwin, Do the Poor Want to Work? (Brookings, 1972).

E. Does Economic Power Give Rise to Political Power?

            Marxist, elite and pluralist theorists all answer differently as to under what circumstances market power and material privilege are translated into political power and what sorts of groups (classes, corporations, trade associations, ideological coalitions, parties) contend for ascendancy. The readings examine such mechanisms as control of mass media, the common training and outlook of American and European elites, pressure group influence on Congressional elections, and the weakening of countervailing interests.

*Otto Eckstein, Public Finance (2nd ed.), chapters 1-2.

Week 9 (November 20, Tuesday) Marxian Theory of the State

Ralph Miliband, The State in Capitalist Society (Basic Books), entire.

Week 10 (November 29) Elite Theory

C. Wright Mills, The Power Elite, chapters 1-13.

G. William Domhoff, Who Rules America? (Spectrum pb. 1967), 1-5, 7.

Week 11 (December 6) Pluralism

Arnold M. Rose, The Power Structure, (Oxford pb, 1967), pp. 1-10, 15-24, 26-39, 70-78, 89-127, 131-133.

**J.K. Galbraith, The New Industrial State, chapters I-IX, XXV, and XXXV: A strong statement of the technological impetus towards convergence.

**Walter Adams, “The Military-Industrial Complex and the New Industrial State,” American Economic Review (May, 1968), pp. 652-665.

Stanley Lieberson, “An Empirical Study of Military-Industrial Linkages,” American Journal of Sociology, (1971), pp. 562-82.

George J. Stigler, “The Theory of Economic Regulation,” Bell Journal of Economic and Manag. Sci., (Spring, 1971), pp. 3-17.

Joseph C. Palamountain, Jr., The Politics of Distribution (Harvard University Press, 1955), II, IV, VII, VIII.

J.Q. Wilson, “Politics of Business Regulation” (revised ed.), mimeographed.

Week 12 (December 13) Trade Policy

Raymond A. Bauer, Ithiel de Sola Pool, and Lewis Anthony Dexter, American Business and Public Policy, The Politics of Foreign Trade (Aldine, 2nded., 1972), Parts II, IV-VI.

F. Validation of Theories about Economic Action

Week 13 (December 20) Objectivity in Economics and Social Science

*Milton Friedman, “The Methodology of Positive Economics.”

Max Weber, “The Meaning of ‘Ethical Neutrality’ in Sociology and Economics,” and “’Objectivity’ in Social Science and Social Policy,” in Max Weber, The Methodology of the Social Sciences (Free Press, 1949), pp. 1-112.

Imre Lakatos and Alan Musgrave, Criticism and the Growth of Knowledge Cambridge University Press pb. (Essays by T.S. Kuhn, S.E. Toulmin, K.R. Popper, and I. Lakatos), pp. 1-24, 39-59, 91-196.

Term papers due by January 17.

SourceJohn Kenneth Galbraith Personal Papers. Series 5 Harvard University File, 1949-1990, Box 521, Folder “[courses]: Economics 280: Musgrave Lecture. 9 October 1973”.

Image Source: Martin C. Spechler from the Department of Economics webpage, Indiana University Purdue University, Indianapolis archived at the Wayback Machine (February 18, 2003).

 

 

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Economists Germany Harvard Johns Hopkins Michigan Princeton Swarthmore

Harvard. Economics Ph.D. alumnus, Richard Abel-Musgrave, 1937

 

The German-born economist Richard Abel-Musgrave was one of many German/Austrian educated economists who came to the United States in the 1930s, much to the enrichment of economics. He was one of the many truly outstanding economists to have left Harvard in the 1930s with an economics Ph.D. Richard Musgrave wrote a principal textbook for the field of public finance.  More biographical information can be found in Hans-Werner Sinn’s lecture “Please Bring Me the New York Times: On the European Roots of Richard Abel Musgrave” (2007).

A Musgrave-artifact posted earlier at Economics in the Rear-view Mirror: 

External examination questions for honors A.B. at Swarthmore College, 1946.

_____________________

Harvard Ph.D.

RICHARD ABEL-Musgrave, DIPLOM-VOLKSWIRT (Univ. of Heidelberg, Germany) 1933, A.M. (Harvard Univ.) 1935.

Subject, Economics. Special Field, Public Finance. Thesis, “The Theory of Public Finance and the Concept of ‘Burden of Taxation.’” Instructor in Economics and Tutor in the Division of History, Government, and Economics.

Source: Harvard University. Report of the President of Harvard College, 1937-38, p. 155.

_____________________

Short Bio from Harvard Law School Yearbook

Richard Musgrave
H. N. Burbank Professor of Political Economy

Born: Königstein, Germany, 1910; Education: Diplom Volkswirt (Economics) U. of Heidelberg 1930, M.A. (Economics) Harvard 1936, Ph.D. (Economics) Harvard 1937; Subsequent Experience; 1941-8 Economist on the Federal Reserve Board, 1948-58 Professor of Economics at the University of Michigan, 1958-62 Professor of Economics at Johns Hopkins, 1962-5 Professor of Economics at Princeton; Married: 1964 to the former Peggy Brewer, one child; Joined the Faculty; 1965; Subjects: Federal Tax Policy, Economics for Lawyers, Taxation and Economic Development; Publications: Fiscal Systems (1969), The Theory of Public Finance (1958), Public Finance in Theory and Practice (1974); Extra-legal Activites: Consultant to the U.S. Treasury, the Council of Economic Advisers, and Foreign Missions; President, Tax Reform Commission for Columbia (1969), director, Fiscal Reform Project, Bolivia; Editor Quarterly Journal of Economics. (1968-75), President, International Seminar in Public Economics.

Source: Harvard Law School Yearbook 1979, p. 63.

_____________________

Obituary from UC Santa Cruz

Musgrave, renowned pioneer of public finance, dies at 96

January 16, 2007
By Jennifer McNulty, Staff Writer

SANTA CRUZ, CA–Richard A. Musgrave, widely regarded as the founder of modern public finance and an adviser on fiscal policy and taxation to governments from Washington to Bogota to Tokyo, died Monday, Jan. 15.

Musgrave, 96, was an adjunct professor of economics at the University of California, Santa Cruz, and professor emeritus of economics at Harvard University. His wife, Peggy Boswell [sic, “Brewer” was her maiden name] Musgrave, said Musgrave died of natural causes.

A staunch believer that government can play a positive and constructive role in society, Musgrave also believed deeply that economists can contribute to making government work well, thereby contributing to a better society. His work on public finance has been described as his “attempt to marry the theory and practice of good government.”

“Richard Musgrave transformed economics in the 1950s and 1960s from a descriptive and institutional subject to one that used the tools of microeconomics and Keynesian macroeconomics to understand the effects of taxes,” says Martin Feldstein, George F. Baker Professor of Economics at Harvard and president of the National Bureau of Economic Research.

“Richard Musgrave was a giant – a towering figure who transformed the field of public economics,” adds David M. Cutler, Otto Eckstein Professor of Applied Economics and dean for the social sciences in Harvard’s Faculty of Arts and Sciences.

An academic economist for the last 60 years, Musgrave mixed his university work with a wide range of public service and consultation. Starting in the 1940s, he advised governments in Colombia, Chile, Myanmar, Japan, Puerto Rico, South Korea, and Taiwan on taxation and fiscal policy, and led tax reform commissions in Colombia and Bolivia.

Similarly, domestic agencies and congressional committees repeatedly sought Musgrave’s advice on public finance policy questions. He worked with or as a consultant to the Board of Governors of the Federal Reserve, the U.S. Treasury, the President’s Council of Economic Advisers, the Department of Housing and Urban Development, and the World Bank.

Musgrave described the setting of tax policy as a delicate orchestration of factors including employment, inflation, economic growth, and the fair distribution of the tax burden – with the latter generally assigned outsize importance, in Musgrave’s view.

“Clearly, tax policy is not simply a matter of raising revenue in an equitable fashion,” he and his wife, then an economist at the University of California, Berkeley, wrote in the Boston Globe in 1978. “The entire performance of the economy must be allowed for as well, though this should be done with least damage to the fairness of the tax system.”

Two of Musgrave’s books became classics in their field: The Theory of Public Finance: A Study in Public Economy (1958) and Public Finance in Theory and Practice, coauthored with Peggy Musgrave (1973).

“Intelligent conduct of government is at the heart of democracy,” Musgrave wrote in the introduction to The Theory of Public Finance. “It requires an understanding of the economic relations involved; and the economist, by aiding in this understanding, may hope to contribute to a better society. This is why the field of public finance has seemed of particular interest to me; and this is why my interest in the field has been motivated by a search for the good society, no less than by scientific curiosity.”

The Theory of Public Finance transformed the study of public finance to a discipline in which questions are analyzed in general equilibrium terms, where changes in tax policy take into account the resulting changes in the economy. Musgrave’s many intellectual contributions included studies on tax incidence, tax progressivity, public goods, fiscal federalism, the effects of taxation on risk taking, and the role of fiscal policy in stabilizing the economy.

Musgrave’s influence endured throughout his lengthy career. In 1998, he was invited by the University of Munich to join his “archrival” in the study of political economy, James M. Buchanan, in a five-day debate. The results were published in 1999 as Public Finance and Public Choice: Two Contrasting Visions of the State. [At the CESifo Mediathek one can find videos from this five day conference. Search “Two visions” or “Buchanan” or “Musgrave”]

“Two towering pillars of 20th-century public economics examine the deep foundations of their own thought and their common subject,” economist Robert M. Solow of the Massachusetts Institute of Technology wrote of the work. “Who could resist the chance to eavesdrop on their reflections? Certainly not anyone who cares about the role of government in modern society.”

Born Dec. 14, 1910, in Koenigstein, Germany, Richard Abel Musgrave studied at the University of Munich, Exeter College, and the University of Heidelberg, where he received his Diplom Volkswirt (the equivalent of a bachelor’s degree) in 1933. He continued his studies at the University of Rochester and at Harvard, where he received an A.M. degree in 1936 and a Ph.D. in 1937.

Musgrave was an instructor in economics at Harvard until 1941, when he became an economist at the Federal Reserve Board of Governors, a position he held until 1947. He taught economics at Swarthmore College from 1947 to 1948, following which he was an economics professor at the University of Michigan from 1948 to 1958; at Johns Hopkins University from 1958 to 1961; and at Princeton University from 1962 to 1965.

In 1965 Musgrave joined Harvard as professor of economics in the Faculty of Arts and Sciences and at Harvard Law School. He was named H. H. Burbank Professor of Economics in 1969, when he also became chair of Harvard’s standing committee on Afro-American studies. In 1981 he was named professor emeritus at Harvard and became an adjunct professor at the University of California, Santa Cruz, remaining affiliated with that campus through 2004.

Among his numerous awards and honors, Musgrave was a Fulbright professor in Germany in 1956 and held a Guggenheim Fellowship in 1959. He was named honorary president of the International Institute of Public Finance in 1978, the same year he was elected a Distinguished Fellow of the American Economics Association. He received the Frank E. Seidman Distinguished Award in Political Economy in 1981. In 1983, 50 years to the day after he received his Diplom Volkswirt, Musgrave was awarded an honorary doctorate by the University of Heidelberg, his alma mater. He was elected to the National Academy of Sciences in 1986, and in 1994, he received the Daniel M. Holland Medal from the National Tax Association.

Musgrave is survived by his wife, Peggy Boswell [sic,  “Brewer” was her maiden name] Musgrave, and three stepchildren: Pamela Clyne of New Jersey, Roger Richmond [sic, “Richman” is correct] of California, and Thomas Richmond [sic, “Richman” is correct] of Colorado. He is also survived by numerous nephews and nieces, including Harry Krause, the Max L. Rowe Professor Emeritus at the University of Illinois College of Law. Details regarding a memorial service have not been finalized.

Source:  UC Santa Cruz. University News. January 16, 2007.

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Harvard Crimson Obituary

Renowned Economist Musgrave Dead at 96
Former professor ‘transformed’ public sector economics

By Tina Wang, Crimson Staff Writer
January 19, 2007

During the lifetimes of most Harvard undergraduates, Richard A. Musgrave—a founder of modern public sector economics—was in retirement.

Musgrave, who died Monday at age 96, also came from an era preceding current economics faculty. But his ideas about the state’s role in the economy left a lasting impact felt by Harvard faculty and alums today.

Having taught public finance at Harvard for about two decades, Musgrave had been an emeritus professor since 1981.

“The training I received well after he had retired was different because he was around,” said Dean for the Social Sciences David M. Cutler ’87.

Concerned with the government’s equitable and efficient distribution and redistribution of resources through taxation and spending, “he transformed the whole way people thought about public economics,” said one of Musgrave’s former students, James M. Poterba ’80, who now chairs the economics department at MIT.

Born in 1910 in Germany, Musgrave, who received a Ph.D in political economy from Harvard, taught here from 1937 until 1941, when he left for a post at the Federal Reserve.

After various teaching stints, including at Princeton, Musgrave returned to Harvard in 1965 with tenured appointments in the Faculty of Arts and Sciences and at Harvard Law School.

He also took prominent economic advising roles in Washington, as well as with foreign governments, from Colombia to South Korea.

Musgrave died in Santa Cruz, Calif., where he and his wife had moved to teach at the University of California, Santa Cruz.

‘THE MUSGRAVE TRICHOTOMY’

In his senior year of college—and the last year Musgrave taught at Harvard—Poterba audited Musgrave’s graduate course, co-taught with Baker Professor of Economics Martin S. Feldstein ’61.

“He didn’t just study the tax system or government policies in an abstract classroom, or in a theoretical way. He studied these questions because he believed they were incredibly important in making the lives of individual citizens better,” Poterba said.

The ground-breaking “Musgrave trichotomy” identified three separate roles of government—redistributing income, allocating resources, and stabilizing the macroeconomy, Cutler and Poterba said.

“Everything that’s taught in public economics now is completely different than what was taught from before,” said Cutler, who co-teaches Economics 1410, “Public Sector Economics.” “You look at textbooks before him and you wouldn’t even recognize them.”

Cutler said that when he teaches his students to think about questions of efficiency and redistribution in public sector economics separately, “all of that comes from Musgrave.”

“Generations of students who used his textbook [The Theory of Public Finance] think about the world very differently,” Cutler said.

Musgrave strove for much of his life to find ways for the state to play a positive role in the economy, which entailed understanding the trade-offs between allowing the government to provide some goods versus allowing the private sector to provide them.

As a student who came to Harvard in the mid-1930s during the Great Depression, when Keynesian views about the benefits of government intervention in the economy were starting to enter economic discourse, “Musgrave was always very deeply of the view that the government could make things better,” Poterba said.

ECONOMIC OUTLIER

Musgrave’s economic principles, particularly with their focus on social equity, did not always square perfectly with mainstream thinking in his field.

“He was probably a little bit frustrated that the profession has moved as far as it has toward the efficiency direction,” said Cutler. “Although I think it would’ve moved even farther had he not been around.”

An emphasis on equity may have eroded in conventional economics discourse, partially because “it’s really hard to say how equitable should things be,” Cutler said. “You’re saying, ‘gee, what’s the right distribution of income.’”

Contrary to trends in his field, Musgrave “probably moved a bit in the direction of thinking there was an activist role of government,” Poterba said.

The German school of thought— “thinking about the whole community almost as though it was one actor”—was another influence that Musgrave brought to bear on U.S. economic thinking, Poterba said.

“That was a perspective that was somewhat different from what most U.S. economists were using,” Poterba said.

Concerned with questions of how to set up an equitable tax system, Musgrave was a vocal critic of President Reagan’s conservative economic program.

In 1982, Musgrave, with 33 other economists, sent a letter to the White House criticizing Reagan’s economic policy as “extremely regressive in its impact on our society, redistributing wealth and power from the middle-class and poor to the rich,” The Crimson reported.

“One never knows if this will have any effect on the President, but we felt it was important to speak out,” Musgrave told The Crimson at the time.

‘DEEPLY COMMITTED’

Cutler said he first met Musgrave in the early 1990s when Musgrave was on the East Coast and had contacted him, saying he had heard Cutler had joined the Harvard faculty and wanted to meet him.

They met about every other year through much of the 1990s to chat about economics research and the goings-on of the department, according to Cutler, who joined the Harvard economics faculty in 1991.

“Every time after meeting him, I would think, ‘I hope I’m in as good a shape at 40 as he is at 80,’ ” Cutler said.

“Even though Musgrave was in his 80s and 90s at the time, he kept very well up-to-date…not very many people will do that,” he said.

He was still “very interested in the world of economics and how it could be used in policy areas,” he said.

Poterba has fond memories of Musgrave’s energy as well.

In Musgrave’s class, “even at that stage, one of his last years at Harvard, he was incredibly energetic and enthusiastic about the whole study of government and taxation, deeply committed to training students, and maintained long connections and ties to students,” Poterba said.

A stone in Mt. Auburn Cemetery in Cambridge will bear Musgrave’s name, his wife, Peggy Brewer Musgrave, told The Boston Globe.

SourceTina Wang. Renowned Economist Musgrave Dead at 96. Harvard Crimson(January 19, 2007).

Image Source: Harvard Law School Yearbook 1970, p. 31.

 

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Exam Questions Harvard

Harvard. Mid-year exam. Principles of Money and Banking. Hansen and Williams, 1948-49.

 

Syllabi, reading assignments, bibliography and examinations for the Hansen-Williams money and banking course at Harvard have been transcribed and posted earlier for 1947-481949-50. This post helps to fill the gap of course examinations.

____________________________

Enrollment

[Economics] 241 (formerly Economics 141a and 141b). Principles of Money and Banking. Professors Hansen and Williams.

(F) Total 73: 44 Graduates, 18 Public Administration, 1 MIT, 2 Juniors, 6 Radcliffe, 2 Others.
(S) Total 66: 43 Graduates, 15 Public Administration, 1 MIT, 4 Radcliffe, 3 Others.

Source: Harvard University. Report of the President of Harvard College, 1948-49, p. 78.

____________________________

1948-49
HARVARD UNIVERSITY
ECONOMICS 241a
Final Exam. January, 1949

PART I (Required)

Outline and discuss the current problems (relating to monetary and banking policy) disclosed, for example, in the last three Annual Reports of the Board of Governors of the Federal Reserve System. Among other things show why the current problems are different from those of the decades of

(a) the twenties
(b) the thirties.

PART II (Answer ANY THREE questions)

  1. Compare Wicksell and Keynes with respect to their theories of money and prices, showing, among other things, in what respects Keynes draws on the Wicksellian analysis and in what respects Keynes’s contribution is more complete.
  2. Write an essay on the monetary theories of any twoof the following:

(a) Robertson
(b) Hawtrey
(c) Hayek
(d) Fisher
(e) Marshall
(f) Henry Simons
(g) Lerner

  1. Explain by the aid of the modern theory of income determination the conditions under which monetary policy may be

(a) fully effective
(b) a necessary supplement to fiscal policy as means of raising real income and employment.

  1. Explain (by making use of the modern tools of analysis) the role of wages in the theory of price-level determination.

 

Source: Harvard University Archives. Final Examinations, 1853-2001. Box 16, Papers Printed for Final Examinations: History, History of Religions, …,Government, Economics, Anthropology,…, Naval Science. February, 1949.

Image Source: Alvin H. Hansen and John H. Williams in Harvard Class Album 1942.

Categories
Exam Questions Harvard

Harvard. Core graduate economic theory exams. Schumpeter, 1938

 

This post provides three examinations found for the year-long graduate economic theory course taught by Joseph Schumpeter. Reading lists as well as the examinations for the immediately preceding two years have been posted earlier (see links below).

_________________

Related posts for core graduate economic theory
Reading lists, examinations

1935-36 Schumpeter
1936-37 Schumpeter

_________________

Course Enrollment

[Economics] 101 (formerly 11). Professor Schumpeter.—Economic Theory.

Total 36: 25 Graduates, 4 Seniors, 3 School of Public Administration, 3 Radcliffe, 1 Other.

Source: Harvard University. Report of the President of Harvard College, 1937-38, p. 85.

_________________

Mid-year Examination, 1938.

1937-38
HARVARD UNIVERSITY
ECONOMICS 101

Answer FIVE questions

  1. The Marshallian law of demand states that falling price is associated with increasing quantity demanded. But we often find that, on the contrary, quantity sold increases and decreases with price. How would you explain such cases?
  2. In what sense are decreasing average unit costs incompatible with perfect competition?
  3. What is meant by elasticity of expenditure, and how is this concept related to the ordinary elasticity of demand?
  4. Do you think that monopoly price should be more “rigid” than competitive price? Explain your answer.
  5. To what extent is it true that conditions deviating from perfect competition tend to produce excess capacity?
  6. Is it correct to say that there is one and only one price to every oligopolistic situation because the only rational course for oligopolists to adopt is to combine and thus to set up a simple monopoly?
  7. How are prices determined in the case of a discriminating monopolist selling in two separate markets? In general would you expect output to be larger or smaller under discriminating monopoly than under simple monopoly?

Source: Duke University. David M. Rubenstein Rare Book and Manuscript Library. Economists’ Papers Archive. Papers of Llloyd Appleton Metzler, Box 7, “H. C. S. Easy Clasp File”.

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ECONOMICS 101
Make-up Examination, March 1938

(Answer FIVE questions)

  1. What is the difference between the Marshallian supply curve and the particular expenses curve?
  2. What do we mean by saying that under conditions of perfect competition firms produce “up to the optimal point” while under conditions of the imperfect competition they do not?
  3. Given the indifference map of an individual, how can a demand curve be deduced therefrom? Is this a Marshallian demand curve?
  4. Define bilateral monopoly and indicate conditions under which price is, and conditions under which price is not, determinate.
  5. What is the difference between monopolistic competition and oligopoly?
  6. Discuss the relation between cost curves and supply curves.
  7. Discuss the relation between the elasticity of demand and the elasticity of substitution.

Source:Harvard University Archives. Papers of Joseph Schumpeter. Lecture Notes, Box 10, Folder “Ec 101”.

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Final Examination, 1938.

1937-38
HARVARD UNIVERSITY
ECONOMICS 101

Answer FIVE questions

  1. If the elasticity of substitution of a factor is greater than the elasticity of demand for the product, then the elasticity of demand for that factor will be smaller, the greater is the proportion of that factor to the others. Prove, assuming that there are only two factors.
  2. It has been held that in a socialist society income should consist of two parts: a wage fixed much as it would be under perfectly competitive capitalism, and a “dividend” out of the surplus of the total national product over the sum total of wages. It has also been held that the size of dividends should be proportional to wages received. Do you think that such a policy would secure optimal allocation of resources, assuming free choice of occupations?
  3. Profits have sometimes been defined as a “rent of ability.” Do you think this satisfactory? Why or why not?
  4. “The extent and direction in which the amount of the factor employed in any use differs from the ideal amount varies directly with the divergence between the fraction

\frac{\text{marginal revenue to the individual firm}}{\text{price}}

in the particular use and in the alternative use from which the factor has to be drawn .… The magnitude of the elasticity of demand is an inverse measure of the degree of imperfection of competition. We may conclude that it is socially desirable to expand those industries in which competition is more imperfect than the industry with which they compete for their factors of production and to contract those in which the opposite condition prevails.” Explain.

  1. What would you expect the effective technological change (“invention”) on the rate of interest to be?
  2. How would you measure the loss inflicted on consumers by the imposition of an import duty? Must there necessarily be a loss? Would your conclusions be affected if the commodity were controlled in the exporting country by a monopolist?
  3. “The Marxist’s claim to superiority for his economics is that ‘bourgeois’ economics has utterly failed to explain the fundamental tendencies of the development of the capitalist system.” Do you think this claim is justified in so far as it concerns “bourgeois” economics? How does the Marxist attempt to provide a theoretical explanation of the “fundamental tendencies of the development of the capitalist system?”

 

Source: Duke University. David M. Rubenstein Rare Book and Manuscript Library. Economists’ Papers Archive. Papers of Llloyd Appleton Metzler, Box 7, “H. C. S. Easy Clasp File”.

Image Source: Joseph A. Schumpeter in Harvard Class Album, 1939.

 

 

 

Categories
Exam Questions Harvard Statistics Suggested Reading

Harvard. Final exam for course on national income accounting. Crum, 1938

 

William Leonard Crum (1894-1967) taught economic statistics at Harvard from 1923-1948 before finishing his career at the University of California, Berkeley. He taught an undergraduate one-semester course, “The National Income”, only twice. In the extensive but incomplete Harvard archival collection of course final examinations I have only been able to find the final for the second term of the 1937-38 academic year. Full course reading lists were not in the course syllabi and outlines collection, but the reading period assignments for both years could be found.

_________________

Course Enrollments,

1937-38

[Economics] 21bhf. Professor Crum — The National Income.

Total 7: 1 Graduate, 4 Seniors, 2 Juniors.

Source: Harvard University. Report of the President of Harvard College, 1937-38, p. 85.

 

1938-39

[Economics] 21bhf. Professor Crum — The National Income.

Total 3: 2 Graduates, 1 Senior.

Source: Harvard University. Report of the President of Harvard College, 1938-39, p. 98.

_________________

Reading Period

May 9- June 1, 1938

Economics 21b: Read either of the following:

Colin Clark, National Income and Outlay, Chs. I-V, and VII.
R. F. Martin, National Income and Its Elements (entire).

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003. Box 2, Folder “Economics, 1937-1938”.

 

May 8- May 31, 1939

Economics 21b: Choose one of the following:

National Industrial Conference Board, National Income in the United States, 1799-1938 (entire book).
Simon Kuznets, Commodity Flow and Capital Formation, National Bureau of Economic Research, 1938 (Part II and Part III).

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003. Box 2, Folder “Economics, 1938-1939”.

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Final exam, 1938

HARVARD UNIVERSITY
Economics 21b2

(Omit two of the first six questions, and omit one of the last two)

  1. (a) Outline the main items, listing as plus and minus, which must be covered in estimating national income by the net value product method.
    (b) Discuss the chief theoretical and practical points relating to the estimated allowance for depreciation.
  2. (a) Comment upon the main problems encountered in determining the net value product of “government”, considered as an “industry”.
    (b) Name two chief “transfer” items, and indicate – for each – how it should be treated in national income estimates, and why.
  3. (a) Discuss with care the way in which the accounting practice relative to inventory valuation affects estimates of national income.
    (b) Comment upon the place of “additions to business surplus” in the simple concepts of national income. Indicate whether this surplus-additional item can be estimated directly, or only indirectly.
  4. (a) What is meant by “entrepreneurial withdrawals”, and on what basis are they in general estimated? Give your view of the validity of such estimates, with reasons.
    (b) To what extent do the methods customarily employed in estimating the distribution of national income according to particular categories give a satisfactory appraisal of any oneof the four main types discussed in economic theory – wages, interest, rent, profits?
  5. (a) Discuss the place of capital gains in national income estimates.
    (b) What is meant by capital formation? What are the leading obstacles to a satisfactory measurement thereof?
  6. (a) Given an online account of the relation between size of income (of individuals) and the main sources from which income is derived. How, in general, does the business cycle affect these relationships?
    (b) What is meant by real income? Name and discuss two chief obstacles to the measurement thereof.
  7. (Clark) Name, and common briefly upon, the chief differences in method of estimating national income, as between Great Britain and the United States.
  8. (Martin) Four main types of entrepreneurs are distinguished – farmers, retail-store proprietors, service establishment owners, professional practitioners. Comment upon the data available for estimating incomes of these groups, and give your views as to the validity of such estimates.

Source: Harvard University Archives. Harvard University. Final examinations, 1853-2001. Box 3, Folder “Final examinations, 1937-1938”.

Image source: Portrait of William Leonard Crum from the Harvard Class Album, 1946.

 

Categories
Economist Market Gender Harvard Statistics

Harvard. Placement suggestions Philip G. Wright or Anne C. Bezanson for Bryn Mawr, 1916

 

The archival artifact that begins this post is a straight-forward response to a letter requesting possible leads for a junior faculty appointment in statistics at Bryn Mawr. It was written by Harvard assistant professor of economics Edmund Ezra Day (who would later go on to be the president of Cornell University–see link below) to a historian colleague at Bryn Mawr who had likewise done his graduate work at Harvard.

Two persons were identified by Day as eligible candidates, the Radcliffe graduate Anne C. Bezanson (about whom more can be found in an earlier post dedicated to her remarkable career) and a 54 (!) year-old economics graduate student Philip Green Wright. It turns out that Wright (with some collaboration with his son, the statistical geneticist Sewall Wright) is the rightly celebrated discoverer of instrumental-variables estimation. Relevant links to the story of Philip Green Wright and instrumental variables, including those to presentation materials as well as videos from a Tufts University Celebration of the 150th anniversary of Philip Green Wright’s birth,  will be found below after Day’s letter.

There appears no expression of irony when Day writes “…if you are ready to appoint a woman, it will repay you to consider Miss Bezanson carefully”.  Bryn Mawr was after all one of the so-called “Seven Sisters” (the Ivy League of women’s colleges).

________________________

Copy of Reference Letter from E. E. Day (Harvard) to H. L. Gray (Bryn Mawr)
re: Philip Wright and Anne C. Bezanson

March 21, 1916

Dear Howard,

Your recent letter was most welcome despite its obviously professional intent and largely professional content! I am glad to learn that you find life bearable in Bryn Mawr. That will serve as a preliminary report; in time I expected more exciting and promising announcement!

Regarding candidates for the new position in prospect in your department, I find it difficult to write anything at all definite. [John Valentine] Van Sickle is hardly available yet; he is still a couple of years from his degree and will probably not go out until he can take his Ph.D. with him. Furthermore, there is every prospect that, when he is fully prepared, he will command substantially more than the $1200 you mention.

The two students who would seem to be eligible for the position you describe are Philip G. Wright, rather an instructor than a student, and (if you would consider a woman), Miss Annie C. Bezanson. Neither holds the doctor’s degree, but both are very thoroughly capable students. Both are entirely capable of giving the instruction in statistics. Wright is a man well along in years, who for twenty-odd years taught mathematics and economics at Lombard College, Illinois, and, despite that fact, retains his intellectual vitality remarkably. He is perhaps a bit lacking in aggressiveness in classrooms, but is none-the-less an effective instructor. (You would probably have to pay $2000 to get him)

Miss Bezanson is a Radcliffe student whom I have had in both the elementary theory and graduate statistics courses. In the latter, last year, she did “A” work. She comes this year for her “generals “and any recommendation would be conditional upon her passing the examination credibly; but the staff expects her to pass with a large margin. It seems to me that, if you are ready to appoint a woman, it will repay you to consider Miss Bezanson carefully. Prof. [Frank] Taussig will write further details regarding both Wright and Miss Bezanson if you are interested. [Edwin Francis] Gay, too, has seen a good deal of Miss Bezanson’s work.

Let me know if I can be of further assistance to you, Howard. Mrs. Day joins me in warm regards.

Cordially yours,

[copy unsigned, Edmund Ezra Day]

Professor Howard L. Gray

 

Source: Harvard University Archives. Department of Economics, Correspondence and Papers 1930-1961 and some earlier. Boxt 26, Williams–Young. Folder “Wright, Philip Green”.

 

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Biographical sketch of Philip Green Wright

“At Lombard, Philip taught economics, mathematics (including calculus), astronomy, fiscal history, writing, literature and physical education; he also ran the college printing press. Philip had a passion for poetry and used the press to publish the first books of poems by a particularly promising student of his, Carl Sandburg….

“…In 1912, Philip and Sewall [Philip’s son, a statistical geneticist] moved to Massachusetts. Philip took a visiting position teaching at Williams College, and Sewall entered graduate school at Harvard. In 1913, Philip took a position at Harvard, first as an assistant to his former advisor, Professor Frank W. Taussig, then as an instructor. Taussig was subsequently appointed head of the U.S. Tariff Commission in Washington, D.C. In 1917, Philip left Harvard for a position at the Commission, then in 1922 took a research job at the Institute of Economics, part of what would shortly become the Brookings Institution….

“…While at Harvard, in addition to his 1915 review of Moore’s book, he wrote a number of articles in the Quarterly Journal of Economics, and while at Brookings, he wrote several books and published articles and reviews in the Journal of the American Statistical Association, the Journal of Political Economy and the American Economic Review. Some of his writings used algebra and calculus, typically following graphical expositions. Although Philip wrote on a wide range of topics, the identification problem was a recurrent theme in his work (P. G. Wright, 1915, 1929, 1930). In his later years, Philip was particularly concerned about tariffs, and he wrote passionately about the damage being done by recent tariff increases to international relations (P. G. Wright, 1933).

“…In our view, this evidence points toward Philip as being both the author of Appendix B and the man who first solved the identification problem, first showed the role of “extra factors” in that solution and first derived an explicit formula for the instrumental variable estimator. Yet, as historians of econometrics like Christ (1985) and Morgan (1990) point out, a greater mystery remains: Why was the breakthrough in Appendix B ignored by the econometricians of the day, only to be reinvented two decades later?”

Source: James H. Stock and Francesco Trebbi. “Who Invented Instrumental Variable Regression?Journal of Economic Perspectives. Vol. 17, No. 3 (Summer, 2003), pp. 177-194.

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Three Worthwhile Links

Philip G. Wright, The Tariff on Animal and Vegetable Oils, 1928.

Philip Green Wright’s c.v.

James Stock’s webpage: “The History of IV Regression”.

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Philip Green Wright, Double Jumbo and Inventor of IV Regression
Sesquicentennial of the birth of Philip G. Wright
Tufts University Economics Department, October 3, 2011

Presentations

James Stock’s slides “Philip Green Wright, the Identification Problem in Econometrics, and its Solution“.

Joshua D. Angrist’s slides “Instrumental Variables in Action“.

Kerry Clark’s slides “Philip and Sewall Wright: The Invention of Instrumental Variables Regression“.

Remembrances” by Philip Green Wright’s Grandchildren.

Video of the event
(Warning: poor audio)

Part 1:  https://www.youtube.com/watch?v=INbip-UFluo

Opening remarks by Chairman of the Tufts economics department: Professor Enrico Spolaore
Welcome by the President of Tufts University. Anthony Monaco
James Stock begins at 8:20

Part2:  https://www.youtube.com/watch?v=UvcfNk7rBn0

James Stock continues up to 9:20
Kerry Clark (AB Economics, Harvard 2012) begins at 10:30 [Ms. Clark’s other Harvard activities: Women’s Varsity Lacrosse, Center for History and Economics, Quincy Grille Manager, and Harvard University Women in Business. According to Linked In, she works at Citi)

Part 3: https://www.youtube.com/watch?v=4NWWCRaj4_Q

Kerry Clark continues to 5:20
Joshua Angrist begins at 7:30

Part 4: https://www.youtube.com/watch?v=Sp7g-L69MNU

Joshua Angrist continues for entire part 4

Part 5 https://www.youtube.com/watch?v=B3BPifHzex4

Brief Q&A
Grandchildren remember from 7:45 to 22.30

Image: Portrait of Philip G. Wright from James Stock presentation

 

Categories
Economists Gender Harvard Radcliffe Vassar

Harvard/Radcliffe. Economics Ph.D. alumna, Ethelwynn Rice Beckwith, 1925

 

Economics in the Rear-view Mirror is conceived as a long-term project. I am seeking artifacts and information about the curriculum that has shaped young economists as well as the about the “products” of the curriculum, i.e. the undergraduate economics majors and Ph.D. graduates.

Yesterday I randomly went into the annual report of the President of Radcliffe College to begin to follow another career of a woman Ph.D. in economics. And so the post for today was born. Who was Ethelwynn Rice Beckwith, Radcliffe Ph.D. 1925?

The first item below is  all that is easy to know about her biography and career. From that point it takes some digging into genealogical archives (www.ancestry.com) and luck. Her vital dates: b. January 7, 1879 in Hartford, Connecticut; d. August 31, 1955 in Manitawoc, Wisconsin. She was married right out of college to William Erastus Beckwith [b. October 17, 1870 in Great Barrington, Massachusetts; d. June 26, 1904 in Wailuku, Hawaii] on July 2, 1900 in Lorain County Ohio. The couple moved to Hawaii where William was a “clerk at Custom House” at least as early as 1898. In 1905 she was living alone as a teacher at the Emma Willard School in Troy, N.Y. In the U.S. Census of 1910 she was recorded as a widow, living in Cleveland, Ohio as a boarder (April 16, 1910). To make things more complicated I have found a ship manifest that indicates Ethelwynn Beckwith was a cabin passenger, designated as “married”, on a ship from Yokohama (!) that arrived in Honolulu September 16, 1910 (with her ultimate destination given as San Francisco). We can go on to follow the young woman mathematician moving from Bryn Mawr to Western Reserve University to Göttingen in Germany and to Vassar before going for her graduate work at Radcliffe. From mathematics to economics, but then back to mathematics and astronomy at the Milwaukee women’s Downer College. 

So why didn’t Ethelwynn do mathematics at Radcliffe? I’ll leave that to a historian of U.S. mathematics. Feel free to leave a comment below.

The maternal genealogy of William Erastus Beckwith (p. 80) is covered back to 1635. The best I can determine through the ancestry.com, William Erastus Beckwith was no close relation to Holmes Beckwith (Columbia Ph.D., 1913).

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Radcliffe Ph.D., 1925

Ethelwynn Rice Beckwith, A.M.

Subject, Economics. Special Field, Statistics. Dissertation, “Inequalities in the Distribution of Income, their Meaning and Measurement.”

Source: Radcliffe College. Report of the President of Radcliffe College 1924-25, p. 26.

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Dissertation included in the bibliography of Arthur Lyon Bowley (ed.) Studies in the National Income, 1924-1938 (Cambridge UK, 1942), p. 218.

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C.V. through 1925

Ethelwynn R. Beckwith, A.B., M.A. Assistant Professor of Mathematics

A.B., Oberlin, 1900; [Ph.B.]
M.A., Western Reserve University, 1909;
Principal of Wauluku, Hawaiian Islands, 1902-03
Teacher of Mathematics, Emma Willard School, 1905-07 [Troy, New York]
Graduate Student, Bryn Mawr, 1907-08
Graduate Student, Western Reserve University, 1908-09
Graduate Student, University of Göttingen, 1912-13
Instructor, Western Reserve University, 1913-17; Assistant Professor, 1917-20
Acting Assistant Professor of Mathematics, Vassar, 1921-.
Member Mathematic Association of America.

Source: Vassar College Yearbook, The 1922 Vassarion, vol. 34. p. 25.

Note:  In the Poughkeepsie City Directory of 1925, Ethelwynn R. Beckwith was still listed as assistant professor at Vassar.

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Downer College (Milwaukee, Wisconsin)
Professor of Mathematics and Astronomy
1925-1947

Lawrence University (Appleton, Wisconsin) Archives

Milwaukee-Downer College People Files, 1850-1964. Series 1: A-L
Folder 15: Beckwith, Ethelwynn Rice, professor of Mathematics 1925-1947.

Finding aid on line.

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Died as a result of an automobile accident

From a Sheboygan Press (Wisconsin) article published Saturday, August 27, 1955.

Mrs. Ethelwynn R. Beckwith, 77, of 2827 N. Farwell Ave., Milwaukee…was reported still in critical condition this morning at Holy Family Hospital in Manitowoc.

A retired professor of mathematics and astronomy at Milwaukee-Downer College, Mrs. Beckwith was still unconscious 28 hours after the accident. She sustained a skull fracture.

Driver of the other car, Louis Leischow, 66, of Forestville, died several hours after the accident. The coroner attributed death to a crushed chest.

Killed outright in the two-car collision was Miss Elizabeth Rossberg, 67, of 2512 E. Harford Ave., Milwaukee…

…The accident occurred shortly before 9 a.m. Friday [August 26] when cars driven by Leischow and Mrs. Beckwith collided head on on Highway 141, 1 1/2 miles south of Newton.

Sheriff deputies said the crash occurred when Mrs. Beckwith’s northbound car veered across the center line into the path of an auto driven by Leischow.

Miss Rossberg, professor of German at Milwaukee-Downer since 1912 and chairman of the curricula committee of the women’s college, was a passenger in the Beckwith auto.

She and Mrs. Beckwith had left Milwaukee early Friday morning to spend a week with friends near Ellison Bay in Door County, according to officials of the college….

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Image Source: Two faculty portraits of Ethelwynn Rice Beckwith from the Yearbook for Wilwaukee-Downer College, Cumtux (1930, 1931).

Categories
Exam Questions Harvard Socialism

Harvard. Exams on European labor movement and history of socialism. Rappard, 1912-13.

 

William Emmanuel Rappard (b. April 22, 1883; d. April 29, 1958) was the co-founder and director of the Graduate Institute of International Studies in Geneva. At the 1947 inaugural meeting of the Mont Pèlerin Society, Rappard gave the opening address.  

You can see below from the excerpt from the 2000 article by Richard M. Ebeling about Rappard that he taught at Harvard during the 1911/12 and 1912/13 academic years. Besides a course “Economic Resources and Commercial Policy of the Chief European States” for students of business, William Rappard also taught courses on the European labor movement and the history of socialism in the economics department. Rappard left Harvard to accept a professorship at the University of Geneva following the death of d’Eugène de Girard.

This post provides course enrollments, descriptions and the final exams for these last two courses. From the examination questions it is clear that one important text for the courses was the published University of Chicago economics doctoral dissertation of Oscar D. Skelton, Socialism: A Critical Analysis (1911). [bibliography posted here at Economics in the Rear-view Mirror].

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Brief  Pre-war Biography

“…William Emmanuel Rappard was born in New York City on April 22, 1883, of Swiss parents, his father working in the United States as a representative of various Swiss industries. William Rappard did his graduate studies in economics at Harvard University from 1906 to 1908. During the academic year 1908-1909 he did additional study at the University of Vienna in Austria-Hungary, attending the seminars of Eugen von Böhm-Bawerk and Eugen Philippovich von Philippsberg, two of the leading figures of the Austrian school of economics before the First World War. And from 1911 to 1913, he was an adjunct professor [sic. Rappard’s first year was at the rank of instructor and his second year at the rank of assistant professor] of political economy at Harvard.

“In 1913 he was appointed professor of economic history and public finance at the University of Geneva in Switzerland. He also served as rector of the University of Geneva during 1926-1928 and 1936-1938. From 1917 to 1919, Rappard was a member of various Swiss diplomatic missions to Washington, D. C., London, and Paris, including service with the Swiss delegation to the peace conference in France that ended the First World War. He made a strong impression on President Woodrow Wilson and was highly influential in persuading him to choose Geneva as headquarters of the League of Nations beginning in 1920.

“From 1920 to 1925 he was the director of the Mandates Division of the League for overseeing the administration of colonial territories lost by the Central Powers at the end of the war, and was a member of the Permanent Mandates Commission of the League from 1925 to 1939. From 1928 to 1939 he also served as a member of the Swiss delegation to the annual meetings of the League’s General Assembly….”

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The [above] brief summary of Rappard’s professional life draws from Albert Picot, Portrait de William Rappard(Paris: Editions de la Baconnière, 1963) and Victor Monnier, William E. Rappard: Défenseur des Libertés, Serviteur de Son Pays et de la Communauté Internationale (Geneva: Edition Slatkine, 1995).

Source: Richard M. Ebeling. “William E. Rappard: An International Man in an Age of Nationalism,” article posted at the Foundation for Economic Education Website (January 1, 2000).

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Course Enrollment
Fall term 1911

[Economics] 29 1hf. Dr. Rappard.–Socialism and the Social Movement in Europe.

Total 41: 3 Graduates, 15 Seniors, 20 Juniors, 3 Sophomores.

Source: Harvard University. Report of the President of Harvard College, 1911-12, p. 63.

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THE LABOR MOVEMENT IN EUROPE
Economics 6b.

Course Enrollment
Spring term 1913

Economics 6b 2hf. The Labor Movement in Europe. Asst. Professor Rappard.

Total 30: 5 Graduates, 12 Seniors, 9 Juniors, 1 Sophomore, 3 Other.

Source: Harvard University. Report of the President of Harvard College, 1912-13, p. 57.

 

Course Description
Economics 6b. The Labor Movement in Europe

After an introductory sketch of the Industrial Revolution and of its social consequences, a summary review will be made of the thought of the leading social reformers and Utopian socialists before 1848. The attitude of the chief European states towards the new problems of industrial life and the beginnings of factory legislation will be briefly examined. The Communist Manifesto will then be made the basis for a study of the aims and policies of the national and international socialist movement. The positive political and institutional achievements of the social movement of the nineteenth century will be summed up in conclusion.

Source: From the Division of History, Government, and Economics 1911-12. Official Register of Harvard University, p. 62.

Final Exam 1912-13
ECONOMICS 6b

Arrange answers in order of questions. Students who wrote theses will omit the first three questions.

  1. Enumerate five of the effects which Engels says the Industrial Revolution had on the manufacturing population of England. What were Engel’s chief sources of information?
  2. How does Sombart distinguish between (a) Rational Socialism (Utopian Socialism and Anarchism) and (b) Historical Socialism?
  3. What effect, according to Marx, does machinery have
    1. Upon real wages?
    2. Upon nominal wages?
    3. Upon “relative surplus-value”?
    4. Upon “absolute surplus-value”?
  4. Why is it customary to mention the English enclosure movement in dealing with the history of labor in Europe in the 19th century?
  5. What were the historical relations between the doctrines of Godwin, Malthus and Darwin?
  6. What was Chartism? Saint-Simonism? Which was more radical? More socialistic? Give reasons.
  7. Write a biography of Marx (300 to 500 words).
  8. Compare the views of Marx and Vaudervelde on “Capitalist Concentration.”
  9. Give chapter headings of a thesis on “The Socialist Movement in Germany, 1860-1890” in six or more chapters.
  10. Distinguish between (a) Socialism (b) Anarchism (c) Syndicalism.
  11. “From each according to his abilities, to each according to his needs … To every laborer the entire product of his labor … At first sight, these two formulas are absolutely contradictory. We believe, however, that it is possible and necessary to reconcile them and to complete each by the other.” — Vaudewelde.
    How does the author do this? What practical suggestions does he make for arranging distribution in the socialist state?
  12. What difficulties does Skelton think a socialist state would encounter
    1. In administering the government?
    2. In determining what commodities should be produced?
    3. In distributing wealth?

Source: Harvard University Examinations. Papers set for final examinations in history, history of science, government, economics, philosophy, social ethics, education, fine arts, music in Harvard College. June, 1913. Cambridge, MA., pp. 45-46.

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THE HISTORY OF MODERN SOCIALISM

Course Enrollment
Spring term, 1913

Economics 16. The History of Modern Socialism. Asst. Professor Rappard.

Total 4: 4 Graduates.

Source: Harvard University. Report of the President of Harvard College, 1912-13, p. 58.

Course Description
Economics 16. The History of Modern Socialism

This course will be divided into three parts. First, the works of Marx and Engels will be minutely analyzed and discussed. Then their sources will be studied with a view to ascertaining the historical origin of the different elements of scientific socialism. Finally the various recent interpretations, restatements, and criticisms of the Marxian doctrine will be examined.
The course will be conducted by means of reports and informal discussions. It will involve reading in German and French as well as in English.

Source: From the Division of History, Government, and Economics 1911-12. Official Register of Harvard University, p. 65.

 

Mid-year Exam 1912-13
ECONOMICS 16
January or February, 1913

  1. (a) When and where was Marx born? Where did he spend his childhood? Where did he receive his secondary school training?
    (b) What do you know of his ancestry? of his immediate family surroundings? of his relations to the Westphalens?
    (c) What were his first strong intellectual interests? Where and how were they aroused and stimulated?
    Discuss briefly the influence of these various factors on his later social philosophy.
  2. Give a chronological bibliography of Marx’s and Engels’s works down to 1870.

Answer any 4 of the following 6 questions.

  1. Is there any part of the Communist Manifesto which may with certainty be exclusively attributed to Marx? to Engels? State your reasons.
  2. When and how was Marx’s attention first called to economic matters? How do we know it?
  3. In which of Marx’s works would you look for the following passages?
    (a) “If the value of a commodity is determined by the quantity of labor required to produce it, it naturally follows that the value of labor, or wages, must be equally determined by the quantity of labor which is necessary to produce the wages.”
    (b) “In order to take place, revolutions must have a passive element a material basis. Theory is never realized in a people, except in sofar as it is the realization of the wants of the people.
    State your reasons.
  4. Where, in Marx’s works, do we find the first clear statement of the class struggle theory? Do you recall any case or cases in which he attempted to apply it to the actual interpretation of history? Did these attempts in any particular modify the doctrine as he first expounded it?
  5. How does Marx explain:—
    (a) the value: of unimproved land? of diamonds? of commodities produced by highly skilled labor?
    (b) the relation between higher prices and more abundant money, consequent upon the increased production of gold in the sixteenth century?
  6. To which work or works of Marx would you refer a student who, having a week at his disposal for the task, wished to become acquainted with his fundamental doctrines? State your reasons.

Source: Harvard University Archives. Mid-year examinations, 1852-1943. Box 9, Bound volume: Examination Papers, Mid-Years. 1912-13.

 

 

Final Exam 1912-13
ECONOMICS 16
June, 1913

  1. Fill out the blanks in the following table according to the Marxian phraseology and theory.
Con-
stant capital
Vari-
able capital
Rate of surplus value Capital con-sumed Indi-vidual rate of profit Value of commo-dities pro-duced Cost price of commodities produced Average rate of profit Price of com-modities Deviation of price from value
90 10 50% 20
80 20 50% 10
70 30 50%
  1. “The theory of value which Marx presents is a variation of the familiar labor-value doctrine.” Discuss.
  2. State the Marxian theory of rent.
  3. What is meant by the Bernstein-Kautsky controversy? State three of the principal points involved, with the arguments advanced on both sides.
  4. What, according to Skelton, are the distinctive features of Utopianism? How does Skelton classify the Utopian doctrines?
  5. What, according to Skelton, are the two “quite distinct interpretations” of which the Marxian materialist conception of history is susceptible?
  6. “In spite of himself, Marx was the last of the classical economists.” How does Skelton justify this assertion?
  7. “Had the third volume of ‘Capital’ appeared at the same time as the first, little would have been heard about ‘exploitation’ from socialist platforms.” Why not, according to Skelton?

 

Source: Harvard University Examinations. Papers set for final examinations in history, history of science, government, economics, philosophy, social ethics, education, fine arts, music in Harvard College. June, 1913. Cambridge, MA., pp. 54-5.

Image Source: William Emmanuel Rappard in the Harvard Class Album, 1912.