Categories
Harvard Syllabus Undergraduate

Harvard. Principles of Accounting. Davis, 1915

 

This post provides a transcription of the printed syllabus for the Harvard department of economics undergraduate principles of accounting course in 1915 with links to the textbooks and description of course requirements.

A course announcement and description together with the enrollment figures and the course final examination for this principles of accounting course have been posted previously.

An obituary for the instructor written by Joseph H. Willits, “Joseph Stancliffe Davis, (1885-1975)” , was published in The American Statistician 30, no. 4 (1976), p. 199.

______________________

HARVARD UNIVERSITY
ECONOMICS 1b2, 1915

Lectures. 

Mon., Wed., and (occasionally) Fri, at 1.30. Part of the Wednesday lecture will ordinarily be devoted to discussion of the problems then handed in.

Text-books.

W. M. Cole. Accounts: Their Construction and Interpretation (1915 ed.).
W. M. Cole. Problems in the Principles of Accounts (1915).

Problems.

Assignments will be made weekly, usually on Wednesday, and solutions will be due at the beginning of the lecture hour on Wednesdays. Papers will ordinarily be returned on Mondays. Additional problems of the same general nature as those completed in the preceding week will be assigned each Monday (a) for men who received grade D or E on the original solutions, and (b) for men who failed to hand and solutions. The second set of papers will be handed to the laboratory assistant at the student’s laboratory period in the same week.
In neither case will be related solutions be accepted.

Laboratory Work.

There will be one two-hour period weekly. Sections will probably be arranged at each of the following periods: Wednesday, 2.30 – 4.30 (Pierce 307); Thursday, 9 – 11, 11 – 1 (Pierce 302); Thursday, 1.30 – 3.30, 3.30 – 5.30 (Pierce 307); Friday, 11 – 1, 2.30 – 4.30 (Pierce 307).
All possible choices, with order of preference, should be indicated on the individual registration cards.
An additional laboratory period, Wednesday, 7 – 9 p.m., will be held fortnightly for the completion of in completed work or the making up of work missed and absences excused at the Office.
New instructions and material for the work of the day will be given by the laboratory assistant at the beginning of the period, and men will greatly facilitate the work of the whole section by arriving with the utmost promptness.

Hour Examinations.

One will be held late in March, and a second may be given late in April. Just preceding the examination the usual problems or the laboratory work will be omitted.

Grading.

Problems, laboratory work, and examinations will be given roughly equal weight, but departures from the exact average will be made in the discretion of the instructor.

Problem solutions will be graded numerically, and the scale of equivalence will be: A, 90 – 100; B, 80 – 90; C, 65 – 80; D, 50 – 65. A 0 will be given for each failure to hand in either original or additional problems, and for each unexcused laboratory absence.
Form as well as accuracy will be given weight.

Consultation Hours:

J. S. Davis: Monday, 2.30 – 3.20, Upper Dane.
F. E. Richter: Friday, 1.30 – 2.30, Pierce 307.
T. D. Bool: Wednesday evening laboratory period, Pierce 307.

 

Source:  Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003”. Box 1, Folder “Economics, 1915-1916”.

Image Source: Joseph Stancliffe Davis, Harvard Class Album, 1916.

 

 

 

Categories
Economists Harvard

Harvard. Economics Ph.D. Alumnus, Hermann F. Arens, 1918

 

Besides being a typical addition to the collection of posts “Meet an Economics Ph.D. alumna/us”, we may consider the life/career of Hermann Franklin Arens (Harvard A.B., A.M., and Ph.D.) as that of a poster-child of a “non-survivor” in the history of economics. Serious historians worry about the survivor-bias in the accounts that are read that would systematically miss evidence of potentially productive scholarly/scientific paths not attempted. Evidence of what has actually happened to those who voluntarily or involuntarily separated from active careers in economic research will be haphazard and difficult to gather (e.g., I have been unable to find Arens’ date of death in a casual search), but at least Economics in the Rear-view Mirror can provide an occasional empirical reminder of these least-studied characters in the history of economics.

Even within the truncated autobiographical account of Arens’ post-Harvard career, we pick up the following self-deprecating and heavily ironic remark that points to his status as a “non-survivor”:

Outside of making a living for a family, I have accomplished practically nothing.

_________________

Harvard Class 1907, 25th Anniversary Report (1932)

HERMANN FRANKLIN ARENS

Born: Boston, Mass., May 3, 1882. Son of Edward Johannes, Adelma Sohmes (Atkinson) Arens.

Prepared at Dummer Academy, and Newburyport High School, Newburyport, Mass.

In College: 1903-06. Degrees: A.B. 1907; A. M. 1913; Ph.D. 1918.

Married Elizabeth Clare McNamara, Sept. 11, 1907. New York, N.Y. Children: Hermann Athanasius, May 4, 1911; Winifred Adelma, Feb. 16, 1914; Friederich Vincent, April 6, 1916; Mary Elizabeth, March 28, 1918 (died April 28, 1928); Konrad, Jan. 11, 1920 (died April 24, 1931).

Occupation: Economist.

Address: 2 Woodworth St., Neponset, Mass.

 

At present I am the staff economist and editor for the United Business Service, Boston, and instructor in economics at Northeastern University, Boston.

My most extensive travels were a trip to Japan and China in the winter of 1922-23.

I have a small wind-jammer, and yachting is the only sport that interests me.

Outside of making a living for a family, I have accomplished practically nothing.

 

Member: American Economic Association; Royal Economic Society (life fellow).

 

Source:  Harvard Class of 1907. Twenty-Fifth Anniversary Report, Sixth Report. Norwood, Mass.: Plimpton Press, June 1932.

_________________

General Exam Report (1914)

Hermann Franklin Arens.

General Examination in Economics, Friday, May 15, 1914.
Committee: Professors Taussig (chairman), Sprague, Anderson, Foerster, and Yerkes.
Academic History: Harvard College, 1903-06; Episcopal Theological School, Cambridge, 1906-08; General Theological Seminary, New York, 1908-09; Harvard Graduate School, 1912—. A.B., Harvard, 1907; A.M. ibid., 1913. Assistant in Economics, Harvard, 1912-13; Assistant in Social Ethics, 1913—.
General Subjects: 1. Economic Theory and its History. 2. Sociology. 3. Socialism and Labor Problems. 4. Philosophy. 5. Agricultural Economics. 6. Money, Banking, and Commercial Crises.
Special Subject: Sociology.
Thesis Subject: (undecided).

Source: Harvard University Archives. Harvard University, Examinations for the Ph.D. (HUC 7000.70), Folder “Examinations for the Ph.D., 1913-14”.

_________________

Harvard Ph.D. Report (1918)

Hermann Franklin Arens.

Special Examination in Economics, Monday, April 29, 1918.
General Examination passed May 15, 1914.
Academic History: Harvard College, 1903-06; Episcopal Theological School, Cambridge, 1906-08; General Theological Seminary, New York, 1908-09; Harvard Graduate School, 1912-16. A.B., Harvard, 1907; A.M., ibid., 1913. Assistant in Economics, 1912-13; Assistant in Social Ethics, 1913-14; Assistant in Economics, 1914-15.
General Subjects: 1. Economic Theory and its History. 2. Sociology. 3. Socialism and Labor Problems. 4. Philosophy. 5. Agricultural Economics. 6. Money, Banking, and Commercial Crises.
Special Subject: Sociology.
Committee: Professors Carver (chairman), Day, Anderson, and Foerster.
Thesis Subject: “The Relation of the Group to the Individual in Political Theory.” (With Professor Anderson.)
Committee on Thesis: Professors Anderson, Carver, and Yeomans.

 

Source:  Harvard University Archives. Harvard University, Examinations for the Ph.D. (HUC 7000.70), Folder “Examinations for the Ph.D., 1917-18”.

_________________

1926 Directory of Harvard Ph.D.’s

1918. Arens, Hermann Franklin [Economics].

Thesis title: The relation of the group to the individual in political theory.

A.B. Harvard University, 1907; A.M. Harvard University, 1913.
1918. Economics Expert, Babson Statistical Organization, Wellesley Hills, Mass.
1926. Editor, United Business Service Co. 210 Newbury St., Boston, Mass.

Sources:

Harvard University. Doctors of Philosophy and Doctors of Science Who have received their Degree in Course from Harvard University, 1873-1926, with the Titles of their Theses. Cambridge: 1926.

Harvard University. Reports of the President and the Treasurer of Harvard College, Reports of the Dean of the Graduate School of Arts and Sciences (available at the Harvard Archives Online Reference Shelf).

 

 

Image Source:  Harvard Class of 1907. Twenty-Fifth Anniversary Report, Sixth Report. Norwood, Mass.: Plimpton Press, June 1932.

 

Categories
Harvard Regulations Undergraduate

Harvard. Undergraduate concentration in economics, 1953

 

In this post we find the requirements for a major in economics (Harvardspeak = “concentration”) and for graduation with honors 65 years ago at Harvard. 

Earlier posts here at Economics in the Rear-view mirror include the 1953 General Examination questions and a Harvard Crimson article that briefly summarized the requirements transcribed here.

This artifact was found in John Kenneth Galbraith’s personal files from Harvard University that are kept at the John F. Kennedy Presidential Library. His papers provide a treasure trove of economics department administrative memoranda, among other delights.

___________________

CONCENTRATION IN ECONOMICS
[February 1953]

Every concentrator in Economics is required:

  1. To complete a certain number of courses in Economics, Government, and History;
  2. To choose for more intensive work a special field within the general area of Economics;
  3. To submit a Plan of Study, fulfill the general requirements with respect to distribution, and participate in the departmental tutorial program;
  4. To pass one general written examination in Economics at the end of the senior year.

Every candidate for graduation with Honors is required in addition:

  1. To complete an honors thesis, and to take one more than the required number of courses in Economics. He is also to take three of the basic courses, including Economic Theory.

These requirements are discussed below under the Roman numerals indicated.

 

I. BASIC REQUIREMENTS IN ECONOMICS, GOVERNMENT, AND HISTORY

Every concentrator in Economics is required to complete as a minimum:

  1. That each concentrator is required to take Economics I and two of the five following basic courses:
    1. Money and finance (Econ. 141)
    2. Marketing organization and control (Econ. 161)
    3. Labor and social reform (Econ. 181a and b)
    4. Economic History (Econ. 136)
    5. Economic Theory (Econ. 101)
  2. Each non-honors concentrator will take a minimum of four courses in Economics while the minimum for honors candidates will be five courses. Ordinarily each undergraduate will take one general examination namely a departmental examination in his senior year. This examination is designed to test his knowledge of the general field of economics as it has been developed in course work and synthesized in tutorial.
  3. For both honors candidates and non-honors candidates, two full courses are required, or the equivalent in half-courses, in Social Sciences outside Economics—one such full course to be chosen from two of the three fields, History, Government, and Social Relation. In each of the two courses selected, such choice may be from either (a) courses administered by the Department in question, or, (b) courses in that field given under the heading of General Education, Second Group Courses.

II. SPECIAL FIELDS WITHIN ECONOMICS

Every concentrator is required to choose from the list below a special field for more intensive work.

Courses desirable as preparation in these fields should be selected in consultation with the student’s tutor or adviser. The written examination in the senior year will be arranged to encourage familiarity with the main questions in the whole field of the student’s choice, as well as intensive analysis of some segment of the field.

Economics courses directly relevant to the special field are listed. Other Economics courses are relevant in part.

(1) Economic Theory

Courses which fall definitely within this field are Economics 101 (Economic Theory and Policy), 104a (Mathematical Treatment of Economic Theory), and 115 (Economics and Political Ideas in Modern Times).

(2) Economic History

Economics 136 (Economic History of the Colonies and the United States), falls within this field.

(3) Money and Finance

This field covers money, banking, and business cycles; international trade, capital movements, and monetary problems; public expenditures, revenues, and credit. Related topics are some aspects of corporate finance and the investment process, financing of social security, inflexible prices and monetary policy, agricultural credit, and the like.

Within the field fall: Economics 141 (Money and Banking), 143a and 143b (International Trade and Economic Relations), 145a (Business Cycles), 151 (Public Finance).

(4) Market Organization and Control

The major topics in this field include the corporation; the structure and functioning of markets; business practices; and government control in industry, trade, agriculture, and public utilities. Related topics are international markets, corporate taxation, inflexible prices and monetary policy, and the like.

Economics courses directly in this field are: Economics 161 (Business Organization and Control), 171 (Economics of Agriculture) and 107 (Consumption, Distribution, and Prices).

(5) Labor Economics and Social Reform

This field covers labor problems; population, social stratification, distribution of wealth and income, social security; collectivism and other proposals for social reform. Related topics are taxation as an instrument of social policy, the financing of social security, the corporation and social stratification, and the like.

Economics courses directly in this field are: 181a (Trade Unionism and Collective Bargaining), 181b (Public Policy and Labor), 111b Socialism) and 186a (Social Security).

III. ADVISERS AND TUTORIAL INSTRUCTION: PLAN OF STUDY

(1) Every concentrator in economics is assigned to a tutor or, in the case of seniors who are not candidates for honors, an adviser. All concentrators except such seniors are required to participate in the tutorial program of the Department. In general, the purpose of tutorial is not to prime the student for examinations. Rather, it is to induce clearer thinking on a somewhat wider and more integrated range of problems than those discussed in the separate courses. A further purpose is to train students to organize and state their ideas in readable and cogent form.

Sophomores are assigned to tutorial groups of not more than six in the House of their residence. These groups meet with a tutor who is also a member of the House staff either once a week for approximately an hour or once every two weeks for approximately two hours. The objective of Sophomore tutorial is to give the student a sense of the relevance of economics as one of the social sciences and the relation of economics to the other social sciences as a factor in making policy decisions.

Juniors who are not candidates for honors are assigned to tutorial groups of not more than six which are organized in a manner similar to that of Sophomore tutorial. Juniors who are candidates for honors usually meet individually with tutors for a half hour once a week. Juniors who wish to become honors candidates meet in special groups. If their performance in tutorial at mid years warrants a grade of satisfactory or better, and if their course grades are adequate, they will be accepted as honors candidates at the beginning of the spring term.

Seniors who are candidates for honors will meet with tutors who will advise them in preparing and executing their honors theses. This will also include a liberal background of reading supplementary to the student’s course work in the field in which his thesis lies. Wide discretion is left to the individual tutor and student. Seniors who are not candidates for honors are assigned to advisers at the beginning of the fall term. The advisers consult with students an assist them to select courses. At the beginning of the spring term such seniors have the option of attending voluntary tutorial group meetings once every two weeks. The purpose of such tutorial is to synthesize the course work of the past three years. To the degree that the general examination also represents an attempt to synthesize course work, such tutorial will of necessity help prepare for the general examination, but such preparation will be merely incidental to the specific purpose of tutorial which will be rather to relate the fields of economics to a pattern of relevant judgment.

(2) Every new concentrator in Economics must file a Plan of Study in University 2 containing a selection of courses sufficient to meet the requirements for concentration and distribution as set forth in Rules Relating to College Studies. This Plan must be signed by the student’s adviser or some other representative of the Department of Economics. It is, however, merely a preliminary statement of intent and may be altered at a later date with the approval of the student’s adviser.

IV. THE DEPARTMENTAL EXAMINATION

This examination is given at the end of the senior year. The Departmental Examination is a three-hour written examination covering all phases of Economics. At the option of the Examiner, there may be given in addition an oral examination. This last is usually given when the mark of the student is in doubt. Furthermore, in determining whether a degree in Economics will be awarded and the level of the degree, performance in tutorial will be taken into account.

This examination has been established, not in order to place additional burdens upon candidates for the A.B., but for the purpose of securing better correlation of the student’s work, encouraging more effective methods of study, and furnishing a more adequate test of attainment.

V. CANDIDACY FOR HONORS, AND THE HONORS THESIS

Every candidate for the degree of A.B. with Honors in Economics will make application, not later than the beginning of his Senior year, at Holyoke 8. Acceptance of candidacy depends upon the over-all record of the student, and not upon grades alone; but in general it is expected that a B-minus average or better should have been attained in Economics course. It is required that a candidate recommended for honors attain a grade of C or higher in at least two-thirds of his other courses. In addition, to be eligible for honors, all candidates must maintain a grade of satisfactory or better in tutorial.

The candidate for honors will submit toward the close of his Senior year a thesis on some subject in economics chosen in consultation with his adviser. The thesis should evidence independent and effective work, and an integrated understanding of the general field in which the thesis subject lies: but the Faculty does not intend to call for research on a graduate level. The requirements are such that the degree with honors is attainable by a student of good ability. An honors candidate may, if he chooses, elect Economics 99 for one term only, in order to devote extra time to work on his thesis with his tutor. A penalty of five points will be imposed on all theses running over 40,000 words in length.

The grade of Honors which a student attains depends in part on the range and character of his work in Economics, History, and Government; but mainly on the average of his course grades in Economics, on his Departmental examination, and on the quality of his thesis. The usual grades of Honors are Honors (cum laude), High Honors (magna cum laude), and Highest Honors (summa cum laude). If the student’s work is judged unworthy of Honors, but worthy of a degree, he may be recommended for the degree without Honors.

 

Source:  John F. Kennedy Presidential Library. Personal Papers of John Kenneth Galbraith.Series 5. Harvard University File, 1949-1990. Box 528, Folder: “Tutorials 9/17/51-9/57”.

Categories
Harvard Principles Problem Sets Suggested Reading Syllabus Undergraduate

Harvard. Principles of Economics, Ec 10. Feldstein and Li, 2000

 

Harvard’s Principles of Economics Course (Ec 10) has been historically taught as weekly lectures by some big faculty gun with parlour tricks pedagogy conducted in smaller sections run by graduate students or even junior faculty, especially in earlier years. The lecture part of the course has evolved to include more guest lecturers for specific fields but the grand-lecture/small recitation section format has been robust and apparently quite popular.

I thought it would only involve a few short dives into the internet archive, The Wayback Machine, to reconstruct the course around the year 2000. This turned out to be an over-optimistic plan. Still, I did not re-surface empty-handed and I provide links below to the materials I was able to salvage from that time. Perhaps some still young economist from the period, can provide us copies of problem sets and teaching-handouts to complete our collection. But hey, econometricians have to worry about measurement error, so historians of economics are really not allowed to complain about missing observations. Just as long as we are doing the best we can with what we’ve got. And what you see is what I got.

________________

Registrar Identifies Biggest Classes
By Catherine E. Shoichet
Harvard Crimson. October 2, 2000

When it comes to picking Core classes, Harvard students tend to be risk averse.

Preliminary figures show that last fall’s two most popular courses, Social Analysis 10, “Principles of Economics” and Moral Reasoning 22, “Justice,” have taken the top slots again this year.

Social Analysis 10, usually called Ec 10, has 805 students this year, according to preliminary course enrollment numbers released by the Office of the Registrar last week. Justice is a close second with 754.

Judith A. Li, an assistant professor of economics who teaches Ec 10 along with Baker Professor of Economics Martin S. Feldstein ’61, says that despite the class’s large lecture size, most of the basic skills introduced in Ec 10 are taught in smaller sections of about 20 students.

“Our goal for the course is to provide students with a solid and comprehensive foundation in economics,” Li wrote in an e-mail message. “By taking a course like Ec 10, they will be better able to evaluate government policies and political proposals on their own.”

The course is particularly popular among first-year students, many of whom are considering economics as a potential concentration.

“I really enjoy the lectures,” Leah E. Wahba ’04 said. “It’s an honor to be in Marty Feldstein’s class because he has so much extensive experience in the field of economics.” […]

________________

From the Ec 10 home page (2000-2001)

Social Analysis 10

Faculty
Martin Feldstein
Judith Li

Ec 10 is the introductory course for both economics concentrators and those who plan no further work in the field. This course provides an introduction to economic issues and basic economic principles and methods. Fall term focuses on “microeconomics”: supply and demand, labor and financial markets, taxation, and social economic issues of health care, poverty, the environment, and income distribution. Spring term focuses on “macroeconomics”: the impact of both monetary and fiscal policy on inflation, unemployment, interest rates, investment, the exchange rate, and international trade. We study the role of government in the economy, including Social Security, the tax system, and economic change in Eastern Europe, Latin America, and China. By the end of the year, you should be able to use the analysis practiced in the course to form your own judgments about the major economic problems faced by the United States and other countries.

Note: Must be taken as a full course, although in special situations students are permitted to take the second term in a later year. Taught in a mixture of lectures and sections. No calculus is used, and there is no mathematics background requirement. Designed for both potential economics concentrators, and those who plan no further work in the field. The Department of Economics strongly encourages students considering concentration to take this course in their freshman year.

Source: Webpage capture from the Wayback Machine.

________________

Course Syllabi (.pdf files)

Spring 2000, Fall 2000/01

Syllabus Spring 1999-2000 (Macroeconomics)

Syllabus Fall 2000-2001 (Microeconomics)

Course Syllabi (.html files)

Syllabus Spring 1996-1997 (Macroeconomics)

________________

Miscellaneous Course Materials

Spring 1997 (Macroeconomics)

Unit Test Program explained

 

Spring 2000 (Macroeconomics)

Introductory Lecture for Macroeconomics and Growth by Martin Feldstein (Feb.2, 2000)

Future of Social Security by Martin Feldstein by Martin Feldstein (Feb. 9, 2000)

Problem Set 3, Answers (March 14, 2000)

Spring 2001 (Macroeconomics)

July 23, 2001 capture of Social Analysis 10 (Ec 10) homepage

[October 4, 2002 FAQ about unit tests in Ec 10]

Unit 1, Economic Growth: Test 1A solutions

Unit 2, Financial Markets: Test 2A questions

Unit 2, Financial Markets: Test 2A solutions

Unit 2, Financial Markets: Test 2B questions

Unit 2, Financial Markets: Test 2B solutions

Unit 3, Aggregate Supply and Aggregate Demand:  Test A questions

Unit 4, Monetary Policy: Test 1A questions

Unit 4, Monetary Policy: Test 1A solutions

Unit 4, Monetary Policy: Test 1B solutions

Unit 5, Fiscal Policy: Test 1A  questions

Unit 5, Fiscal Policy: Test 1A solutions

Unit 5, Fiscal Policy: Test 1B solutions

 

Fall Semester 2002 (Microeconomics)

From the Fall 2002/03 home page

Social Analysis 10
Principles of Economics
Martin Feldstein

Introduction to economic issues and basic economic principles and methods. Fall term focuses on supply and demand, labor and financial markets, taxation, and social economic issues of health care, poverty, the environment, and income distribution. Spring term focuses on the impact of both monetary and fiscal policy on inflation, unemployment, interest rates, investment, the exchange rate, and international trade. Studies role of government in the economy, including Social Security, the tax system, and economic change in Eastern Europe, Latin America, and Asia. Covers international trade and financial markets.
Source: Webpage capture from the Wayback Machine.

Syllabus Fall 2002-2003 (Microeconomics)

Lecture on Unions by Richard B. Freeman (October 28, 2002)

Lecture on the Economics of Health Care by Martin Feldstein (Nov. 20, 2002)

Ec 10 Hourly Exam Questions (December 11, 2002)

 

Spring Semester 2003 (Macroeconomics)

Introductory Lecture by Martin Feldstein (January 29, 2003)

What Should the Fed do Now? lecture by Martin Feldstein (April 18, 2003)

The Dollar and the Trade Deficit lecture by Martin Feldstein (April 21, 2003)

 

Image Source:  “Das Feldstein-Horioka-Paradoxon” in Finanz und Wirtschaft (November 18, 2014).

 

 

 

 

 

Categories
Business School Columbia Economists Harvard

Harvard. Economics Ph.D. (1923) alumnus and Columbia Business School Dean, J. E. Orchard Memo on Galbraith, 1946.

 

John Ewing Orchard (b. 19 July 1893 in Exeter, Nebraska; d. 28 January 1962 in Charlottesville, Virginia) wrote the following summary of a telephone conversation with his former boss, Edward R. Stettinius, Jr. (who supervised the work of John Kenneth Galbraith at the Lend Lease Administration during WWII) and incidentally went on to serve as the Secretary of State). From this memo it is clear that Galbraith’s name came up for consideration for the Deanship of the Columbia School of Business. Orchard, a Harvard economics Ph.D. (1923), might have had ulterior motives in entering this document into the record — it can be found in the papers of then chairman of the economics department, Robert Haig, that have been deposited in the Central Files of the Columbia University administration. We see below that Orchard himself was later appointed to the Deanship of the business school…coincidence?

In any event, in case there might be any doubt in somebody’s mind, John Kenneth Galbraith had done nothing in government service that would have enhanced his prospects to become an academic Dean. His comparative advantage was to be found in other endeavors. Whether John Kenneth Galbraith indeed had “poison in his soul” as noted by Stettinius is left to his legions of admirers and detractors to determine. However, given Galbraith’s life motto “Modesty is a most overrated virtue”, I presume Stettinius had confused poison with an ego of legendary proportion.

____________________

Kenneth Galbraith

Stettinius on Galbraith

Telephone conversation with Edward R. Stettinius, Jr., concerning Galbraith, October 23, 1946.

Galbraith worked with Stettinius on the National Defense Council in 1940. Stettinius stated that there was no question but that Galbraith was a brilliant economist, but he was a difficult person to work with. He seemed always to be taking a belligerent left wing position and never was in the middle of the road. I gathered that there was little give and take as far as Galbraith was concerned. Stettinius also said he seemed to have “poison in his soul”.

After Galbraith left OPA, Stettinius, as a result of considerable pressure, took him into the Lend Lease Administration. His experience with him there was not satisfactory, for after Stettinius had assigned him to a responsible position, Galbraith did not establish friendly working relations with his associates. He did not seem to be interested in the work or in the organization and after a couple of months he quit. Stettinius stated that he did not believe that Galbraith would make a good dean.

John E. Orchard

Source:  Columbia University.  Central Files. Box 386, Folder 7/7 “Haig, Robert Murray”.

____________________

John Ewing Orchard,
Harvard economics Ph.D. 1923

John Ewing Orchard, A. B. (Swarthmore Coll.) 1916, A.M. (Harvard Univ.) 1920.

Subject, Economics. Special Field, Economic Resources. Thesis, “The World’s Coal Resources and some of their Influences on National Economy.” Instructor in Economic Geography, Columbia University.

Source:  Harvard University. Report of the President of Harvard College, 1922-1923, p. 52.

____________________

Guggenheim Fellowship, 1931

JOHN E. ORCHARD
Fellow: Awarded 1931
Field of Study: Economic History
Competition: US & Canada

As published in the Foundation’s Report for 1931–32:

ORCHARD, JOHN EWING:  Appointed to study the transition that is occurring in China from agriculture and from household industries to modern manufacturing, investigations to be carried on chiefly in China; tenure, eight months from June 20, 1931.

Born July 19, 1893, at Exeter, Nebraska. Education:  Swarthmore college, A.B., 1916; Harvard University, M.A., 1920, Ph.D., 1923; University of Pennsylvania, 1917–18; University of Chicago, Summer, 1920.

Assistant in Geography and Industry, 1917–18, University of Pennsylvania; Assistant Mine Economist, United States Bureau of Mines, 1918–19; Instructor in Economic Geography, 1920–24, Assistant Professor, 1924–29, Associate Professor, 1929—, Columbia University.

Publications: Japan’s Economic Position: The Progress of Industrialization, 1920; chapter on Marine Insurance in Influence of the Great War on Shipping, by J. Russell Smith, 1919; chapter on Gold in Political and Commercial Geology, edited by J. E. Spurr, 1920. Articles in Quarterly Journal of Economics, Geographical Review, Journal of Geography, Annals of the American Academy of Political and Social Science.

 

Source:  John Simon Guggenheim Memorial Foundation Website. Fellow page: John E. Orchard.

____________________

Dr. Orchard New Business School Dean
[Columbia Daily Spectator, 9 January 1947]

Dr. John E. Orchard, professor of economic geography at Columbia and one of the country’s outstanding authorities on the Far East, will replace Dean Robert D. Calkins as director of the School of Business, it was announced yesterday by Dr. Frank D. Fackenthal, acting president of the University.

Dean Calkins, who has been the head of the Business School since 1941, resigned in order to accept an appointment as vice president and director of the General Education Board in New York City.

Professor Orchard, a graduate of Swathmore and Harvard Universities, has been a member of the teaching staff of the School of Business since 1920.

Active In Government

From May 1941 until January 1946, he served as a member of several important government agencies in Washington D. C. He was senior assistant administrator to Edward Stettinius when the latter was Lend-Lease Administrator. Later Dr. Orchard was appointed special assistant to Mr. Stettinius when he was Under Secretary of State. Dean Orchard served as special assistant to William Clayton, who was the Assistant Secretary of State for Economic, Affairs. His last Washington assignment was as senior consultant to the Foreign Liquidation Commissioner, Thomas B. McCabe. He spent the years of 1926-27, 1931-32, and 1938-39 in Asia and in 1930 published a book entitled “Japan’s Economic Problem”.

Source:  Columbia Daily Spectator, Volume LXIX, Number 34, 9 January 1947.

Image Source: John Simon Guggenheim Memorial Foundation Website. Fellow page: John E. Orchard.

Categories
Economic History Harvard Regulations

Harvard. What to do about economic history, 1973

 

 

The December 1973 memo transcribed below can be viewed as a last stand in anticipation of the retirement of Alexander Gerschenkron to continue to require Harvard graduate students in economics demonstrate a modest acquaintance with some economic history from somewhere or other. The Committee writing the report consisted of two professors, Abram Bergson (Soviet economy and comparative economics) and Albert O. Hirschman (by this time dedicated to work in matters of intellectual history) along with two Harvard economics graduate students, Deborah G. Clay-Mendez (b. 1949, Harvard Ph.D., 1981) and William D. White (b. 1945, Harvard Ph.D., 1975).

Cf. Harvard’s current distribution requirement (from a screen capture dated November 13, 2018 at the Wayback Machine)

The distribution requirement is fulfilled by taking an approved field course in Economic History, Political Economy or Behavioral. The purpose of the requirement is to ensure that students are exposed to non-standard ways of thinking about issues central to economics. The course must be passed with a grade of B or better.

 

_______________

DEPARTMENT OF ECONOMICS

January 9, 1974

To: Members of the Department of Economics
From: James S. Duesenberry, Chairman

NOTICE OF DEPARTMENT MEETING

There will be a meeting of the Department of Economics on Tuesday, January 15thin the Littauer Lounge from 4 to 6 p.m.

The main items on the Agenda will be a report of the Committee on Economic History Requirements and a discussion of theory requirements.

*  *  *  *  *  *  *  *  *

Course Offerings and Examinations in Economic History

As directed by the Chairman of the Economics department and the Chairman of the Graduate Instruction Committee, a Committee consisting of the undersigned has reviewed the graduate course offerings and examinations in economic history at Harvard. We have deliberated as a group a number of times, and have also solicited the opinions of persons not members of the committee, including graduate students in economics and faculty members offering courses in economic history and related fields. We focused on several related issues, and set forth below our recommendations on each in turn:

  1. Should there be an economic history requirement for graduate students in economics? We all agreed that there should be, and that the aim of such a requirement should be to assure that the student gains an understanding of processes of long-term economic change, and of the comparative role of economic and non-economic factors in such change. The requirement should also be a means by which the student becomes better acquainted with a variety of economic institutions other than our own contemporary ones.
  2. What sort of requirement is in order? In our view, normally the completion of work with an average grade of B+ or better in two semester courses in economic history or their equivalent. Should the student fail to achieve a grade of B+ or better in such courses, however, he may be allowed, on petition to the Committee on Economic History (see below), to complete the requirements by retaking the final examination in one or both of the courses in question. Alternatively, depending on the circumstances, the student might be asked to do under faculty guidance a research paper of suitable quality. As in the past, a creditable performance in an appropriate and suitably delimited oral examination should also signify completion of the requirement.
  3. In what specific fields of economic history may the requirement be completed? We agreed that the requirement should permit work in various fields of economic history relating to the experience of industrialized societies including among others those of Western Europe, the United States and Japan.
    To that end, the Department has an obligation to see that appropriate courses in diverse fields are in fact offered to the student. Additional courses might be made available in other departments and through cross registration at MIT, the Business School and the like.
    The Committee also considered whether work in economic development or comparative economic systems might be countered towards the requirement. It was agreed that one semester’s course work in one field or the other might be counted, but on the understanding that the courses in question must be substantially concerned with processes of long-term economic change and in a context in which substantial attention is given to the interplay between economic and non-economic factors, and between economic doctrines and developments.
  4. How should the requirement be administered? We agreed that a Committee should be appointed by the Department to oversee the economic history requirement. It should be responsible particularly for assuring that in one way or another suitable courses are available, and for determining just what courses should be eligible for meeting the economic history requirement. It should also consider petitions such as are referred to in item 2, above, and should have responsibility for setting standards for and delimiting oral examinations.

Respectfully submitted

Deborah Clay
William White
Albert Hirschman
Abram Bergson, Chairman

December 26, 1973

 

Source:  John F. Kennedy Presidential Library. John Kenneth Galbraith Papers. Series 5. Harvard University File, 1949-1990. Box 526, Folder: “Harvard University. Department of Economics: General Correspondence, 1967-1974 (1 of 8)”.

Image Source: Abram Bergson (From National Academy of Sciences Biographical Memoir written by Paul Samuelson); Albert O. Hirschman (From the Institute for Advanced Study Archives).

Categories
Exam Questions Harvard Suggested Reading

Harvard. Exams and Reading Lists for Latin American Economies. Bradley, 1944/1948/1949

 

 

 

An earlier post provided the reading list for a course taught at Harvard by Philip Durgan Bradley, Jr., Economics 38b “Economic Problems of Latin America” in the Spring Term of 1944. In the meantime, I have found a copy of the exam that I have transcribed for this post.

A few years and a course number change later, Bradley taught a course with the title “The Economy of Latin America” (Econ 14b). The reading list provided for the course in the spring semesters of 1948 and 1949 were identical except for a single item and is provided below as are the final examination questions from 1948 and 1949.

____________________

Final Exam, June 1944

1943-44
HARVARD UNIVERSITY
ECONOMICS 38b

One hour

  1. “Variations in the international balance of payments are the principal factors determining the level of economic activity is the Latin American area.” What were the principal variations in the Latin American balance of payments during the period 1923-43? In what specific respects and by what means did these variations in the balance of payments affect the internal level of economic activity in the Latin American countries during this period? (Treat the area as a whole.) Do you agree that the above quotation is substantially correct?

Choose ONE question. 50 minutes

  1. The returns earned on United States Direct Investments guarantee two things for the future: (1) a substantial share of total private United States capital sent abroad in any year will go to Latin America and (2) every country and every major type of industry in Latin America will be assured of an adequate future flow of United States private capital. Discuss.
  2. “One essential difference between petroleum and mineral products on the one hand and the products of agriculture and industry on the other consists of the fact that the former products represent the exploitation of non-replaceable, wasting-assets while the latter do not. The domestic requirements for petroleum and mineral products in industrially backward countries are small, and these products are produced primarily for export purposes. The continued or increased exploitation of these wasting-assets for export purposes constitutes a drain upon the national wealth which must necessarily prevent the realization of higher levels of national income in such countries.” Discuss, including a statement of your agreement or disagreement with the foregoing conclusion.

Choose TWO. 35 minutes each

  1. “The high cost of living in Venezuela is a direct consequence of that nation’s petroleum policy.” Discuss.
  2. What were the principal objectives of the Brazilian coffee control programs? Of the Inter-American Coffee Agreement? Do you believe that an international approach to coffee control promises more hope of success than the methods used in the past? Explain your answer to this last question.
  3. Discuss what you consider to be the more important economic consequences of the land tenure system in Latin America.
  4. Write an essay on the principal topics discussed in your reading period selection.

 

Source:  Harvard University Archives. Harvard University. Final Examinations, 1853-2001. Box 9, Papers Printed for Final Examinations, History, History of Religions,…Economics,…, Military Science, Naval Science. June, 1944.

____________________

Enrollment 1948

[Economics] 14b. Assistant Professor Bradley.—The Economy of Latin America (Sp.)

Total 49: 1 Graduate, 24 Seniors, 16 Juniors, 6 Sophomores, 1 Business School, 2 Radcliffe.

 

Source: Harvard University. Report of the President of Harvard College, 1947-48, p. 89.

 

Enrollment 1949

[Economics] 114 (formerly Economics 14b). Assistant Professor Bradley.—The Economy of Latin America (Sp.)

Total 58: 1 Graduate, 26 Seniors, 23 Juniors, 4 Sophomores, 1 Public Administration, 1 Business School, 2 Radcliffe.

 

Source:Harvard University. Report of the President of Harvard College, 1948-49, p. 76.

 

____________________

“Short” Reading List

Economics 14b
Spring Term, 1949
[mimeographed copy]

Readings related to Latin American economic problems+

  1. Royal Institute for International Affairs, Republic of South America, Chs. 1 and 2.
  2. George Soule, Efron and Ness, Latin America in the Future World, Chs. 1-6.
  3. L. Schurz, Latin America, pp. 155-178.
  4. H. Barber, “Land Problems in Mexico,” Foreign Agriculture, Vol. III, pp. 99-120.
  5. M. McBride, Chile: Land and Society, Ch. 5.
  6. George Wythe*, Industry in Latin America, Part I, Part II—Choose one: Argentina, Brazil or Mexico, Part III.
  7. M. Phelps, Migration of Industry to South America, Chs. 2, 4, 7.
  8. T. Ellsworth*, Chile: An Economy in Transition.
  9. Triffin, R., “Central Banking,” Ch. 4 in Economic Problems of Latin America, ed. By S. E. Harris.
  10. Robert Triffin, Money and Banking in Colombia, pp. 1-33.
  11. C. Wallich, “Cuba: Sugar and Currency,” Ch. 14 in Economic Problems of Latin America.
  12. Central Bank of Argentina, Annual Reports(from 1935).
  13. Spiegel, H. W., The Brazilian Economy.

* To be purchased

+ Other readings of a more general nature may be assigned later.

[Note: the “short” reading list for 1948 was identical except for the last item by H. W. Spiegel that was not included.]

Source:  Harvard University Archives. Syllabi, course outlines and reading lists in economics, 1895-2003. Box 4, Folder “Economics, 1948-1949 (1 of 2).

____________________

“Long” reading list

Economics 14b
Spring Term, 1948
[carbon copy]

  1. Royal Institute for International Affairs, Republic of South America. [Chs. 1 and 2]
  2. M. McBride, Chile: Land and Society.
  3. L. Schurz, Latin America.
  4. George Soule, Efron and Ness, Latin America in the Future World. [Chs. 1-6]
  5. Foreign Agriculture, Vols. II, III.
  6. D. Wickizer, The World Coffee Economy.
  7. George Wythe, Industry in Latin America.
  8. Lloyd D. Hughlett, Industrialization of Latin America.
  9. W. Cooke, Brazil on the March.
  10. M. Phelps, Migration of Industry to South America.
  11. T. Ellsworth, Chile: An Economy in Transition.
  12. Economic Problems of Latin America, edited by S. E. Harris.
  13. N. Simpson, The Ejido.
  14. J. Brown, Industrialization and Trade.
  15. Olson and Hickman, Pan American Economics.
  16. Robert Triffin, Money and Banking in Colombia.
  17. Central Bank of Argentina, Annual Reports(from 1935).
  18. S. Tariff Commission, Foreign Trade of Latin America.
  19. American Advisory Economic Mission to Venezuela, Report to the Minister of Finance.
  20. G. Hanson, Utopia in Uruguay.
  21. Ernesto Galarza, Labor Trends and Social Welfare in Latin America.
  22. Virgil Salera, Exchange Control and the Argentine Market.
  23. S. Buchanan and Fred A. Lutz, Rebuilding the World Economy.
  24. L. Phelps, International Economic Position of Latin America.
  25. H. Williams, Argentine International Trade under Inconvertible Paper.
  26. Feuerlein and E. Hannan, Dollars in Latin America.
  27. M. Phelps, Economic Relations with Latin America.
  28. Cleona Lewis, America’s Stake in International Investment.
  29. F. Bain and T. T. Read, Ores and Industry in South America.
  30. Edgar Turlington, Mexico and Her Foreign Creditors.
  31. F. Rippy, Latin America and the Industrial Age.
  32. Fortune, March, 1933; December, 1935; January, 1942.
  33. Enke and V. Salera, International Economics.
  34. Triffin, Monetary and Banking Reform in Paraguay.

Source:  Harvard University Archives. Syllabi, course outlines and reading lists in economics, 1895-2003. Box 4, Folder “Economics, 1947-1948 (1 of 2).

____________________

Final exam, May 1948

1947-48
HARVARD UNIVERSITY
ECONOMICS 14b

Part I

Answer BOTH questions. One hour each.

  1. Develop the evolution of Argentine monetary policy in response to the course of the trade cycle in the period from 1936 to 1945. Evaluate the success or failure achieved through the execution of monetary policy and provide an explanation for the results attained.
  2. Write an essay on “the determinants of economic progress in Venezuela.” Extract from your discussion and state in summary fashion those economic principles which you believe constitute conditions of economic progress in all nations.

Part II

Choose TWO. 30 minutes each.

  1. Would you as the manager of a firm incorporated in the United States build a branch plant in Argentina, Brazil, or Chile? Base your answer upon an analysis of our experience with branch plants in that area. (Do notselect this question if you are a citizen of a Latin American country.)
  2. Would you as a citizen of Argentina, Brazil, or Chile favor or oppose the construction of additional branch plants owned by firms incorporated in the United States of America? Base your answer upon an analysis of the experience of those countries with branch plants. (Do notanswer this question unlessyou are a citizen of a Latin American nation.)
  3. Describe the problems encountered and the policies pursued in the Argentine securities market in the period 1936-1944.
  4. Analyze, as an economist, the objectives of Chilean Development (Fomentao) Corporation and the powers granted to the Corporation for the realization of those objectives.
  5. Explain in the most fundamental terms possible the economic significance of imports to any Latin American country now endeavoring to promote economic development.

 

Source:  Harvard University Archives. Harvard University. Final Examinations, 1853-2001. Box 15, Papers Printed for Final Examinations, History, History of Religions,…Economics,…, Military Science, Naval Science. May, 1948.

____________________

Final Exam, June 1949

1948-49
HARVARD UNIVERSITY
ECONOMICS 114b

(Three hours)

I.

Write on BOTH the following questions. One hour each.

  1. Compare the economic experiences and policies of two of the following countries in the period 1929-1934: Argentina, Brazil, Chile, and Colombia. Was recovery in any one of these nations to be imputed to the economic policies adopted? Include in your discussion a description of the forces which generated economic events during this period.
  2. Explain as fully as you can the causes of the difference between the rates of economic development in the United States and in any one major Latin American nation.

II.

Write on TWO of the following topics. Thirty minutes each.

  1. The justification for policies of monetary autonomy in Latin America. Choose one country for illustrative purposes.
  2. The present economic situation in Argentina is to be explained in terms of international factors.
  3. Government deficit finance as a method for increasing living standards in Latin America.
  4. The considerations that would guide you as a United States business man in deciding whether or not to do business in Latin America. Which country is the most attractive from this standpoint?

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

Categories
Curriculum Harvard Teaching Undergraduate

Harvard. Economics teaching responsibilities according to David Landes, 1955

 

In the archived Columbia University graduate economics department papers one finds an extended discussion about a university administration initiative in 1955-56 to adjust teaching loads to meet a fiscal crisis. The economics chairman, Carl S. Shoup, asked the young economic historian on the faculty, David Landes, to brief him on the teaching situation at Harvard. The following “note to self” by Shoup offers an obiter dictum or two that one would not be able to glean from published Harvard catalogues alone, e.g., “This system is also well suited to a coeducational program.”

_________________

COLUMBIA UNIVERSITY
Interdepartment Memorandum

Date: February 18, 1955
Carl S. Shoup

Memorandum for Files
Record of Conversation with David Landes on Harvard
Technique of Handling Graduate and Undergraduate Classes

Landes tells me that at Harvard in economics, there are three kinds of courses. First is an elementary course for undergraduates in which there is one lecture a week before a class that may range from 50 to 300 students or perhaps even more. Another two hours a week is taken up with section work handled by graduate students who are somewhat below our instructors in terms of the amount of their responsibilities (I understand from Hart that in some of these elementary courses one lecture will be given by one professor, another professor will come along the following week and so on). This professor is a senior man whose chief interest is in the graduate field. Nevertheless, there seems to be considerable competition among the senior professors for the privilege of giving these big lectures. Not all senior professors give such lectures and not all are competitors for the task.

Then there are mixed courses containing 20 or 30 students or so, some of the students being undergraduate and some graduate.

Finally, there are the graduate seminars attended only by graduate students.

In no case does the graduate professor have to take care of the mechanics of grading undergraduate examination papers, taking attendance, etc. All these chores are handled by the young assistant.

As a result, there is no well-defined undergraduate faculty in economics as there is in Columbia. Landes thinks this system is undoubtedly the most economical, but it has the drawback that the undergraduate student who reads the catalogue and thinks he is going to get some big name to teach him in his beginning course finds that he does so only to the extent of sitting in a large group and listening to the professor without ever getting any personal contact with him.

This system is also well suited to a coeducational program.

 

Source:  Columbia University Libraries, Manuscript Collections, Columbiana. Department of Economic Collection, Box 5, Folder “Budget Meeting—1955-1956”.

Image Source:  The Harvard Gazette  August 30, 2013 photo of David S. Landes.

Categories
Economists Harvard Suggested Reading Swarthmore UCLA Wisconsin

Harvard. Syllabus for Economic Development taught by Robert Baldwin (Econ PhD 1950), 1956

 

The sequence I followed for preparing this post was that I first decided to transcribe the outline and readings for a course dealing with economic development (Economics 108) taught at Harvard in the spring term, 1956. To figure out who the instructor was, I then turned to the annual report of the president of Harvard College that provides enrollment figures as well as names of course instructors. Once I found the last name of the instructor “Baldwin”, I looked to see if perhaps there was a recent Harvard economics Ph.D. with that name since the course had been taught by an assistant professor. Bingo, Robert Edward Baldwin, a rising star in international economics at the time appeared indeed to be our man. I confirmed that he was on the faculty of Harvard at the time from his ca. 1997 c.v. at the NBER. Finally my search of the internet pulled up the Robert E. Baldwin’s obituary that I have copied and pasted as the last item below.

The post would not be complete without links to his offspring who have gone off on their own economics careers (Jean Grossman in Princeton and Richard Baldwin in Geneva). 

______________

Course Enrollment

[Economics] 108. Theories and Problems of Economic Development. Assistant Professor Baldwin. Half course. [Spring]

Total 42: 13 Graduates, 13 Seniors, 6 Juniors, 2 Sophomores, 4 Radcliffe, 1 Special

Source:  Harvard University. Report of the President of Harvard College 1955-1956, p. 76.

______________

Course Outline and Readings

HARVARD UNIVERSITY
Department of Economics
Spring Term, 1955-1956

Economics 108

  1. Theories of Economic Development
    1. Smith and Ricardo

Adam Smith, An Inquiry into the Nature and Causes of the Wealth of Nations, Book I, chs. 1-9; Book II, ch. 3.
David Ricardo, Principles of Political Economy and Taxation, chs. 2-6, 21.

    1. Marx

Karl Marx, A Contribution to the Critique of Political Economy, Preface.
M. M. Bober, Karl Marx’s Interpretation of History, chs. 1-3
OR
H. B. MAYO, Democracy and Marxism, chs. 2,3.
M. M. Bober, op. cit., chs. 9-13
OR
Joan Robinson, An Essay on Marxian Economics.

    1. The Neo-Classical System

Alfred Marshall, Principles of Economics, chs. 11-13.
Knut Wicksell, Lectures on Political Economy, Vol. 1, Part III.
Gustav Cassel, The Theory of Social Economy, ch. 1, Sections 4-6.

    1. Schumpeter

J. A. Schumpeter, Business Cycles, Vol. 1, chs. 3, 4.
J. A. Schumpeter, Capitalism, Socialism, and Democracy, Part II, chs. 11-14.

    1. The Stagnationists and the Post-Keynesian Growth Theorists

Alvin Hansen, “Economic Progress and Declining Population Growth,” American Economic Review, March 1939.
J. A. Schumpeter, Capitalism, Socialism, and Democracy, ch. 10.
Evsey Domar, “Expansion and Employment,” American Economic Review, March 1947.
W. J. Baumol, Economic Dynamics, ch. 4.

    1. A Survey of other Socio-Economic Theories

J. J. Spengler, “Theories of Socio-Economic Growth,” Problems in the Study of Economic Growth, National Bureau of Economic Research.

    1. A Comparison of Development Theories
  1. Accelerating Development in Poor Countries
    1. Basic Characteristics of Poor Countries
    2. Obstacles to Development
    3. General Requirements of Development
    4. Domestic and International Policy Issues

Required Reading

Buchanan and Ellis, Approaches to Economic Development, Part I and Part III.
W. Arthur Lewis, The Theory of Economic Growth, chs. 3-7

Suggested Reading

Baran, P., “On the Political Economy of Backwardness,” The Manchester School, January 1952.
Duesenberry, J., “Some Aspects of the Theory of Economic Development,” Explorations in Entrepreneurial History, December 1950.
M. Fleming, “External Economics and Doctrine of Balanced Growth,” Economic Journal, June 1955.
Frankel, S. H., The Economic Impact on Underdeveloped Societies, ch. 2.
Hoselitz, B. F., “Social Structure and Economic Growth,” Economia Internazionale, Vol. 6, No. 1, 1953.
Lewis, W. A., “Economic Development with Unlimited Supplies of Labour,” The Manchester School, May 1954.
E. S. Mason, Promoting Economic Development, chs. 2, 3.
Meier, G. M., “The Problem of Limited Economic Development,” Economia Internazionale, Vol. 6, No. 1, 1953.
Mikesell, R.F., “Economic Doctrines Reflected in U.N. Reports,” American Economic Review, Proceedings, May 1954.
Myint, H., “An Interpretation of Economic Backwardness,” Oxford Economic Papers, June 1954.
Nurkse, R., Problems of Capital Formation in Underdeveloped Countries
Singer, H., “The Distribution of Gains Between Investing and Borrowing Countries,” American Economic Review, Proceedings, May 1950.
Spengler, J. J., “Population Obstacles to Economic Betterment,” American Economic Review, Proceedings, May 1951.
Sweezy, P., “Duesenberry on Economic Development.” Explorations in Entrepreneurial History, Volume 3, February 1951.
United Nations Department of Economic Affairs, Measures for the Economic Development of Under-Developed Countries
Viner, J., International Trade and Economic Development, Ch. 3

  1. Maintaining Development in Rich Countries—the U.S. as an Illustration
    1. Continued Economic Growth as a Goal of U.S. Economic Policy
    2. The Changing Structure of the American Economy
    3. The Institutionalization of Economic Growth
    4. Possible Barriers to Continued Growth

Economic Report of the President, January 1956.
Galbraith, J. K., American Capitalism, ch. 1, 4-10
Hansen, A., “Growth or Stagnation in the American Economy,” Review of Economics and Statistics, November 1954.
Kaysen, C., “Looking Around—Book About Competition,” Harvard Business Review, May-June 1954.
Kuznets, S., Economic Change, chs. 9, 10.
Schumpeter, J. A., Capitalism, Socialism, and Democracy, Part II, chs. 28.
Slichter, S., The American Economy
Wright, D. M., Democracy and Progress, chs. 5-7, 12.

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003, Box 6, Folder “Economics, 1955-1956 (1 of 2)”.

______________

Mid-year and Course Final examinations

Posted here.

______________

Harvard Economics Ph.D. 1950

Robert Edward Baldwin, A.B. (Univ. of Buffalo) 1945, A.M. (Harvard Univ.) 1949.

Subject, Economics. Special Field, International Trade.
Thesis, “The Economics of Internal Migration in the United States, 1870-1940.”

 

Source:Harvard University. Report of the President of Harvard College, 1949-50, p. 195.

______________

Robert E. Baldwin
Education and Positions

1945: A.B., University of Buffalo
1945-46: Instructor, University of Buffalo
1950: Ph.D., Harvard University
1950-52: Instructor, Harvard University
1952-57: Assistant Professor, Harvard University
1957-62: Associate Professor, University of California, Los Angeles
1962-64: Professor, University of California, Los Angeles
1964-present: Professor, University of Wisconsin-Madison
1975-78: Chairman, Department of Economics, University of Wisconsin
1974-: F.W. Taussig Research Professor, University of Wisconsin
1960-61: Ford Foundation Foreign Area Training Fellowship, Federation of Rhodesia and Nyasaland
1963-64: Chief Economist, Office of Special Trade Representative, Executive Office of the President, Washington, D.C.
1967-68: Research Professor, The Brookings Institution, Washington, D.C.
1969-70: Ford Faculty Research Fellowship
1974-75: U.S. Department of Labor, Bureau of International Labor, Washington, D.C., Research Contract
1975 (Summer): United Nations Conference on Trade and Development (UNCTAD), Geneva, Switzerland, Consultant
1978-79: Consultant, World Bank, Washington, D.C.
1982-: Hilldale Professorship, University of Wisconsin-Madison
1982-: Research Associate, National Bureau of Economic Research
1986-1989: Chair, Social Systems Research Institute, University of Wisconsin-Madison
1988 (Summer): Shelby Cullom and Katheryn Davis Visiting Professor, The Graduate Institute of International Studies, Geneva
1994-: Research Associate, Centre for Economic Policy Research
1995-: Fellow, American Academy of Arts and Science

Source:  Robert Baldwin’s NBER c.v. that also included a list of publications to date (ca. 1997).

______________

Robert Edward Baldwin (1924-2011)
Obituary

Robert Edward Baldwin, born in Buffalo New York on July 17, 1924, died in Madison on April 7, 2011. He was Hilldale Professor of Economics, Emeritus, at the University of Wisconsin-Madison. A lifelong academic, Baldwin was one of the world’s most influential thinkers on international trade, an adviser to governments and international organizations, and an inspiring teacher much beloved by generations of students who carry forward his light as renowned scholars in their own right.

Graduating from the University of Buffalo, he enrolled in the Harvard and received his doctorate in 1950. In Cambridge, he married his lifelong soul mate, Janice Murphy, mother of his four children, two of whom were born while he was an Assistant Professor at Harvard. During this time, he published his best-known theoretical contribution – the “Baldwin Envelope” [“Equilibrium in International Trade: A Diagrammatic Analysis,” Quarterly Journal of Economics 62(5), (November, 1948), pp. 748-762.] – which has been taught widely for six decades and remains part of trade economists’ training even today. After Harvard, he moved to UCLA as an Associate Professor where his third and fourth children were born.

In 1960, he took the whole family for a year to Salisbury Rhodesia (now Harare Zimbabwe) while he worked on his theory of trade and development (published as the book “Economic Development and Export Growth: A Study of Northern Rhodesia, 1920-1960”). Soon after returning to UCLA, President Kennedy appointed him as Chief Economist of the newly formed Office of the Special Trade Representative. The family moved to Washington while he worked in the White House helping the US prepare for the GATT trade negotiations known as the Kennedy Round.

After his White House stint, he was appointed professor at the University of Wisconsin-Madison, a position that he held till his death (Emeritus since 1997). He was appointed Fellow of the American Academy of Arts and Sciences in 1995, the same year he was elected President of the Midwest Economics Association.

Baldwin was author or editor of 22 books (last one in December 2008) and over a hundred academic articles (the last one in December 2010). [list through ca 1997] His early contributions were mostly to mathematical trade theory, but he also made important contributions to the profession’s empirical understanding of global trade patterns. After his time in the Kennedy White House, he wrote several books and many articles on trade policy and trade politics. Throughout his professional life, his interest in trade was interwoven with an interest in and research on developing nations, with a special emphasis on the development-inhibiting effects of tropical diseases.

In addition to his academic positions, Baldwin engaged actively in the policy world. He was on the External Advisory Panel to the General-Secretary of the WTO (2001-03), and in that capacity attended the Ministerial Meeting in Doha Qatar that launched the WTO’s ongoing trade negotiations. He often testified before US Senate and House Committees on trade matters, and spent time at the US Department of Labour, the United Nations Conference on Trade and Development (Geneva), and the World Bank (Washington). In an effort to improve US trade statistics, he chaired the National Academy of Science’s Panel on Foreign Trade Statistics (1991-92). In his role as policy advisor, he was a member of the Council of Foreign Relations (1968-2011), the US Chamber of Commerce’s Committee for Economic Development and the Atlantic Council (1960s and 1970s), and more recently, the International Advisory Board for Ukraine’s Economics Education and Research Consortium (1999-2009).

He is survived by his wife Janice, his daughters Jean and Nancy, and his son Richard as well as grandchildren Shari, Dina, Leila, Elise, Robert, Ellen, Julia, and Nicky. He was predeceased by his oldest son, Robert, in 2007.

Baldwin was also an “academic father” to scores of students, inspiring them with his quiet but deeply held passion for combining academic rigor with real-world applicability. Many of his students have become professors in Universities across the world. His vocation is also carried on by his son Richard, and son-in-law Gene Grossman, both of whom are professors of economics specialising in international trade.

 

Source: Obituary for Robert E. Baldwin posted by the Cress Funeral Home, Madison, Wisconsin.

Image Source: Selection from photograph (ca. 1975) of Robert E. Baldwin from the University of Wisconsin Archives/The University of Wisconsin Collection/The UW-Madison Collection/UW-Madison Archives Images.

 

Categories
Economists Gender Harvard Radcliffe

Harvard/Radcliffe Economics Alumna, Rita Ricardo Campbell, 1946.

 

In the last post we met the 1948 Harvard economics Ph.D. alumnus, W. Glenn Campbell. Now it is time to meet his wife and fellow economist, Rita Ricardo (Radcliffe economics Ph.D., 1946). 

I have stumbled upon statements claiming that Rita was a direct descendent of David Ricardo, but they are incorrect. As she herself correctly wrote in the following letter to the White House (she was actively seeking to follow Martin Feldstein as Chairman of the Council of Economic Advisers under Ronald Reagan), she was a “collateral descendant” of that great classical economist, David Ricardo.

For exercise I climbed the Ricardo family tree to establish the degrees of separation between Rita and David, with whom she was indeed distantly related. She was clearly proud enough to flaunt her Ricardian pedigree professionally. My executive summary of the genealogical bottom line: Rita’s great-great grandfather was a third cousin of David Ricardo, and you can count the links yourself below. The main source used is the Lewis Family Tree Project at ancestry.com.

_______________

From a letter by Rita Ricardo-Campbell
to Michael K. Deaver,
Deputy Chief of Staff, White House.
November 21, 1984

“As a collateral descendant of the famous British economist David Ricardo, (that incidentally qualifies me as an Hispanic under the law!) I note that the well known Ricardian theory of the debt supports the President’s economic policy which I fully endorse.”

Source:  Ronald Reagan Presidential Library.

_______________

Radcliffe Ph.D. Thesis

Doctor of Philosophy
Degree awarded October 1946

Rita Ricardo Campbell, A.M.

Subject, Economics. Special Field, Labor Problems.
Dissertation, “Annual Wage and Employment Guarantee Plans”

Source:  Reports of Officers Issue, 1946-47 Sessions. Official Register of Radcliffe College Vol. XIII, No. 6 (December, 1947), p. 21.

_______________

Hoover Institution Obituary

Rita Ricardo-Campbell
1920-2016

The Hoover Institution announced today that renowned economist and senior fellow Rita Ricardo-Campbell died on March 7, 2016, at the age of ninety-five.

“Rita Ricardo-Campbell will be remembered for her meaningful contribution to health care and Social Security research.  While the loss is great, it is heartening that her legacy will live on through the Hoover Institution’s Glenn Campbell and Rita Ricardo Campbell National Fellows program,” stated Tom Gilligan, Director, Hoover Institution.

Ricardo-Campbell’s depth of experience extended to both the private and public sectors. She served as a director of the Gillette Company, the Watkins Johnson Company, and the Samaritan Medical Management Group. On the public side, she was a member of the President’s Economic Policy Advisory Board (1981-1989), a member of the National Endowment for the Humanities (1982-1988), a member of the President’s Committee on the National Medal of Science (1981 and 1991), and a member of the Advisory Council on Social Security (1974-1975).  She held teaching posts at Harvard and Tufts Universities before becoming an economist on the Wage Stabilization Board in Washington, DC, and subsequently as an economist for the House Ways and Means Committee.

“The impact of Rita’s work is well understood.  But what people don’t know is that Rita was a true pioneer, ahead of her time,” said Ed Lazear, Senior Fellow, Hoover Institution.  “She was the first female professor of economics at Harvard and throughout the years had significant influence on political leaders, all while raising her beautiful family.  She was an inspiration and will be missed by many.”

Ricardo-Campbell was a prominent writer, authoring a number of reputable books:  Social Security: Promise and Reality; The Economics and Politics of Health; Issues in Contemporary Retirement(coedited with Hoover Institution’s Edward Lazear); Aging: Social Security and Medicare; Below-Replacement Fertility in Industrial Societies; and Women and Comparable Worth.

A native of Boston, Massachusetts, Ricardo-Campbell received her bachelor’s of science degree from Simmons College and master’s and PhD degrees from Harvard University. She was preceded in death by her husband, former Hoover Institution Director W. Glenn Campbell. She is survived by three daughters, Diane Rita Campbell, Barbara Lee Gray and Nancy Elizabeth Yaeger, and four grandchildren.

Ricardo-Campbell’s research papers are available at the Hoover Institution Archives.

Source: https://www.hoover.org/press-releases/hoover-institution-celebrates-life-fellow-rita-ricardo-campbell

Image Source:  Rita Ricardo, Class of 1941. Simmons College Yearbook Microcosm, p. 64.

_______________

The 9-generation line from Samuel ‘Moses’ Israel Ricardo
to Rita Ricardo-Campbell

Samuel ‘Moses’ Israel Ricardo (est1624-ca1692) and Diana Israel (1628-1709)

Daniel ‘Samuel’ Israel Ricardo (1657-) and Rebecca ‘Jacob’ Nunes Mendes (1660-1722)

Benjamin ‘Daniel’ Israel Ricardo (1694-1768) and Gracia ‘Isaac’ Saraga (1701-)

Daniel ‘Benjamin’ Israel Ricardo (1722-1787) and Rachel ‘Salomon’ de Rocamora (1745-1787)

Abraham Daniel Ricardo, 1786-1842 and Benvenida ‘Abraham, David’ Senior Coronel (1789-1828)

Daniel Abraham Ricardo 1812-1871 (Birth in Amsterdam) and Jetje Catarina ‘Elias’ Barentz (1811-)

Aaron Daniel Ricardo (1852-1920?) born in Amsterdam, died in London and Rebecca ‘Abraham’ Lopes Salzedo (1850-1900)

David ‘Aaron’ Ricardo (1878-) and Elizabeth Jones (1900-), both born in England

Rita Ricardo-Campbell (16 Mar 1920 (Boston)-July 3, 2016 (Stanford)

 

The 5 generation line from Samuel ‘Moses’ Israel Ricardo
to David Ricardo

Samuel ‘Moses’ Israel Ricardo (est1624-ca1692) and Diana Israel (1628-1709)

David ‘Samuel’ Israel Ricardo (1652-) and Estrella (Strellia) ‘Joseph’ Amadeos (1663-)

Joseph ‘David’ Israel Ricardo (1699-1762) and Hanna ‘Abraham’ Abas (1705-1781)

Abraham ‘Joseph’ Israel Ricardo (1735-1812) and Abigail ‘Abraham’ del Valle (1753-)

David ‘Abraham’ Ricardo (1722-1823) and Priscilla Wilkinson(1775-)