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Harvard. Trade-unionism and allied problems. Exams, 1913-32

 

The course for undergraduates and graduates “Trade Unionism and Allied Problems” (Economics 6a) was a staple in the Harvard economics department offerings for the two decades that include the first world war, the roaring ‘twenties and the early years of the Great Depression. This post follows up on the previous post that provided lists of readings used in the courses on “trade unions” and “labor problems” from the second half of the 1920s.

I have provided early and late course descriptions to indicate the continuity of course content. These are followed by the annual enrollment data when available along with transcriptions of the final exams for all but three years not found in the collections of printed examinations in the Harvard archives or in the hathitrust.org digital archive. Biographical information about Professor William Z. Ripley who regularly taught Economics 6a was included in an earlier post for this course in 1914-15.

The Fall term 1947 Harvard course outline and reading list for John Dunlop’s course “Trade Unionism and Collective Bargaining” has been transcribed and posted earlier. 

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Early Course Description (1913-14)

[Economics] 6a 1hf. Trade Unionism and Allied Problems. Half-course (first half-year). Tu., Th., Sat., at 10. Professor RIPLEY, assisted by —.

This course will deal mainly with the economic and social relations of employer and employed. Among the topics included will be: the history of unionism; the policies of trade unions respecting wages, machinery, output, etc.; collective bargaining; strikes; employers’ liability and workmen’s compensation; efficiency management; unemployment, etc., in the relation to unionism, will be considered.

Each student will make at least one report upon a labor union or an important strike, from the original documents. Two lectures a week, with one recitation, will be the usual practice.

Source: Harvard University. Division of History, Government, and Economics, 1913-14. Official Register of Harvard University, Vol. X, No. 1, Part X (May 19, 1913), p. 63.

 

Late Course Description (1932-33)

[Economics] 6a 1hf. Labor Problems.
Half-course (first half-year). Tu., Th., Sat., at 10. Dr. Brown

This course will deal mainly with the economic and social relations of employer and employed. Among the topics included will be: the history of unionism; the policies of trade unions respecting wages, machinery, output, collective bargaining,  strikes, the legal status of unionism, closed shop, efficiency management, unemployment, and labor legislation.

Source: Harvard University. Division of History, Government, and Economics, 1913-14. Official Register of Harvard University, Vol. XXIX, No. 32 (June 27, 1932), p. 73.

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1912-13

Enrollment, 1912-13

6a 1hf. (formerly 9a 1hf) Professor Ripley, assisted by Mr. [Lloyd Morgan] Crosgrave. — Trade-Unionism and Allied Problems.

Total 72: 3 Graduates, 44 Seniors, 19 Juniors, 4 Sophomores, 2 Others.

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

 

ECONOMICS 6a
Final examination, 1912-13

Answer the first five briefly

  1. What is sabotage?
  2. What is the “extended” closed shop?
  3. What is the principal practical difficulty in the “general strike”?
  4. Is it met by the adoption of any positive policy in France by the “syndicates “?
  5. In the syndicalist programme what is to be the unit in the reorganized state?
  6. Contrast collective bargaining under sanction of the law with its adoption by private arrangement; (a) from the point of view of advantage to the employer; (b) from that of the workman.
  7. What are the four main features of the New Zealand legislation. (Each in a sentence.)
  8. What is the principal demonstrated weakness in the above legislation?
  9. What are three disabilities of the individual workmen in negotiating a wage contract?
  10. Wages for women in domestic service and in manufactures seem out of line with one another. What main difference helps to explain this?
  11. What is the present condition of affairs respecting the closed shop in the United States? Outline the course of events for two decades.
  12. How does the law of conspiracy enter into the decision by courts in labor disputes? How has Great Britain settled it?

 

Source: Harvard University Examinations. Papers Set for Final Examinations in History, History of Science, Government, Economics, Philosophy, Psychology, Social Ethics, Education, Fine Arts, Music in Harvard College (June, 1913), p. 45.

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1913-14

Enrollment, 1913-14

6a 1hf. Professor Ripley, assisted by Mr. [Louis August] Rufener. — Trade-Unionism and Allied Problems.

Total 71: 4 Graduates, 31 Seniors, 25 Juniors, 6 Sophomores, 5 Others.

Source: Harvard University. Report of the President of Harvard College 1913-14, p. 55

 

ECONOMICS 6a
Final examination, 1913-14

  1. Outline the principal phases of development of organized labor in the United States, with especial reference to conditions at the present time. In conclusion name five or six of the most significant events which define the present situation.
  2. What are the three most essential features of a collective bargain between workmen and employers?
  3. What is the feature in common of all minimum wage laws, as in Victoria and of compulsory arbitration statutes like those of New Zealand? Wherein does the policy differ most profoundly from ours?
  4. Name in a sentence in each of as many of the following cases as possible, the essential point at issue.

(a) The Danbury hatters.
(b) Allen v. Flood.
(c) New York Bakeshop law.
(d) Bucks Stove Co. case.
(e) Taff Vale Railway.
(f) Holden v. Hardy. (Utah.)

  1. How, other than by incorporation, is a greater measure of legal responsibility of trade unions to be attained?
  2. Discuss scientific management from the viewpoint of organized labor.
  3. What is the significant feature of the new type of state labor bureau, like the Wisconsin Industrial Commission?
  4. Compare the present legal status of the non-union man in England and the United States.

 

Source: Harvard University Examinations. Papers Set for Final Examinations in History, History of Science, Government, Economics, Philosophy, Psychology, Social Ethics, Education, Fine Arts, Music in Harvard College (June, 1914), p. 44.

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1914-15 

Enrollment, 1914-15

6a 1hf. Professor Ripley, assisted by Mr. [Louis August] Rufener. — Trade-Unionism and Allied Problems.

Total 76: 45 Seniors, 21 Juniors, 4 Sophomores, 6 Others.

Source: Harvard University. Report of the President of Harvard College 1914-15, pp. 59-60.

 

ECONOMICS 6a1
Final examination, 1914-15

Answer in order; but cover only as many as the time limit permits.

  1. Speaking of English conditions, the Webbs on p. 707 say:
    “Hence old-fashioned family concerns with sleepy management and obsolete plant, find the Trade Union regulations a positive protection against competition.” What do they mean? Show how it works out.
  2. Describe and discuss the recent decision of the U. S. Supreme Court in the Danbury Hatters case, especially in its bearing upon incorporation.
  3. Under any of the plans for eliminating labor contests which expressly prohibit striking, what offset is given to the employees for this limitation upon their freedom of action?
  4. The Philadelphia Rapid Transit Co. assures its operatives a fixed percentage of gross receipts as a wage fund. What is the object? Criticize the plan.
  5. What advantages may be expected to flow to a union from the adoption of a positive system of high dues and liberal benefits?
  6. The Eastern Engineer’s Arbitration Award of 1912 says:
    “Therefore, considering the uncertainty of many of the factors involved, the arbitrators feel that they should not deny an increase of compensation to the engineers merely on the ground that the roads are unable to pay. They feel that the engineers should be granted a fair compensation. … In making their award they therefore eliminate the claim of the railroads that they are unable to pay an increased compensation.” Discuss the principle advanced.
  7. Is the closed-shop policy essential to successful trade unionism? Illustrate your argument.
  8. Theoretically, the Standard Wage is merely the minimum wage for the trade. How does it work out in practise?
  9. How do the efficiency engineers deal with restriction of output? Give imaginary examples, if you can?
  10. Where has insurance against unemployment been tried; and with what success?

 

Source: Harvard University Examinations. Papers Set for Final Examinations in History, History of Science, Government, Economics, Philosophy, Psychology, Social Ethics, Education, Fine Arts, Music in Harvard College (June, 1915), pp. 49-50.

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1915-16

Enrollment, 1915-16

6a 1hf. Professor Ripley, assisted by Mr. Weisman. — Trade-Unionism and Allied Problems.

Total 61: 24 Seniors, 29 Juniors, 1 Sophomore, 7 Others.

Source: Harvard University. Report of the President of Harvard College 1915-16, pp. 60-61.

 

ECONOMICS 6a1
Final examination, 1915-16

  1. Illustrate by a sketch the interrelation between the constituent parts of the American Federation of Labor.
  2. Criticise the following premium wage plans for mounting “gem” electric lamp bulbs.
Wage per thousand
Output under 900 daily $1.03
Output 900-1000 daily $1.07
Output 1000-1100 daily $1.12
Output over 1100 daily $1.17
  1. Have you any impression whether Webb favors craft or industrial unionism? What instances does he cite?
  2. Define (a) Federal union; (b) Device of the Common Rule? (c) Jurisdiction dispute.
  3. Is there any real difference between an “irritation strike” of the I.W.W. and the British “strike in detail”?
  4. Contrast the British and American policies of trade union finance, showing causes and results.
  5. Describe the Hart, Schaffner and Marx plan of dealing with its employees.
  6. Is the Standard Wage merely the minimum for a given trade or not? Discuss the contention that it penalizes enterprise or ability.
  7. Is there any relation logically between the attitude of labor toward piece work and the relative utilization of machinery?
    What is the nature of the business transacted at the annual convention of the American Federation of Labor?

 

Source: Harvard University Examinations. Papers Set for Final Examinations in History, History of Science, Government, Economics, Philosophy, Psychology, Social Ethics, Education, Fine Arts, Music in Harvard College (June, 1916), pp. 54-55.

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1916-17

Enrollment, 1916-17

6a 1hf. Professor Ripley, assisted by Mr. Lewis. — Trade-Unionism and Allied Problems.

Total 49: 3 Graduates, 20 Seniors, 22 Juniors, 4 Others.

Source: Harvard University. Report of the President of Harvard College 1916-17, pp. 56-57.

 

ECONOMICS 6a1
Final examination, 1916-17

  1. Discuss, with illustrations, the proposition to avoid judicial interference with labor legislation, by means of constitutional amendment.
  2. In how far do the Industrial Commissions of several states exemplify the ideals and necessities in the field of labor legislation?
  3. “The minimum scale does not reduce all workmen to a ‘deal level’ as it is so often asserted. It is true that it protects the average man when he is employed. But in dull seasons it will invariably be found that the less efficient men are out of work. A lower wage scale for the less efficient would not create more work and furnish them employment. It would, however, pull down the wages of the more efficient, who would still continue to do the work, but at a lower rate of pay.
    “If the unions did not set a minimum scale of wages, the minimum would be set by the necessity of the idle men in the street and standards of living would be lower.” Did the author apparently have piece or time wages in mind in the above quotation, or would the reasoning be applicable equally to either sort?
  4. How does the New Zealand program differ from our American practices as respects,
    1. Status of the non-union man?
    2. The standard wage?
    3. Strikes?
  5. With what feature of the labor problem does scientific management seek primarily to cope? What obstacles confront its introduction?
  6. Give as many reasons as you can for the apparently deep-seated distrust of the courts among the working classes in the United States?
  7. Discuss the proposition that equal wages should be paid for the same work regardless of sex.
  8. Two slogans are common among the working classes in America; “An injury to one is an injury to all” and “A fair day’s pay for a fair day’s work.” With what important organizations, respectively, would you naturally associate them and why?
  9. What are the three crucial features of a collective agreement as to wages and working conditions?
  10. As between England and the United States which, on the whole, is the more advanced in the matter of trade union policy and labor legislation? Cite examples.

 

Source: Harvard University Examinations. Examination Papers 1917 (HUC 7000.28, 59 of 284) Papers Set for Final Examinations in History, History of Religions, …, Economics, …, Fine Arts, Music in Harvard College (June, 1917), pp. 56-57.

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1917-18

Enrollment, 1917-18

6a 1hf. Professor Ripley. — Trade-Unionism and Allied Problems.

Total 19: 1 Graduate, 10 Seniors, 8 Juniors.

Source: Harvard University. Report of the President of Harvard College 1917-18, p. 54.

ECONOMICS 6a1
Final examination, 1917-18

[not included in published volume of exams]

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1918-19

Enrollment, 1918-19

[Course not included in the annual report of President of Harvard College]

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1919-20

Enrollment, 1919-20

6a 1hf. Professor Ripley, assisted by Mr. [Richard Stockton] Meriam. — Trade Unionism and Allied Problems.

Total 97: 30 Seniors, 37 Juniors, 5 Sophomores, 25 Others.

Source: Harvard University. Report of the President of Harvard College 1919-20, p. 90.

 

ECONOMICS 6a1
Final examination, 1919-20

  1. Outline the recent coal strike, noting explicitly the novel points involved in the settlement.
  2. The National War Labor Board declared specifically that in the determination of wages for street railway employees it would not admit evidence concerning the financial necessities of the companies.. Was this presumably because they were public utilities or is the principle applicable to all classes of employers?
  3. What are the disabilities of the individual laborer in bargaining for wages, according to Webb?
  4. How is the closed shop issue treated in the Australian colonies?
  5. Discuss labor “as a commodity,” indicating how and why the question was raised?
  6. In the discussion of incorporation of trade unions in Commons, two entirely distinct lines of objection are brought out. Outline them.
  7. Where have the W.W. been most in evidence? Suggest reasons.
  8. Give as many reasons as you can for the wide difference in labor legislation between the several American commonwealths. Number each one and be brief.
  9. Discuss the proposition that the standardization of wages is beneficial to the community as well as to the individual worker.
  10. Draw up a brief industrial code to govern the relation between employers and workmen as to collective bargaining. State what principles you personally approve.

 

Source: Harvard University Examinations. Examination Papers 1920 (HUC 7000.28, 62 of 284) Papers Set for Final Examinations in History, History of Religions, …, Economics, …, Fine Arts, Music in Harvard College (June, 1920), p. 51.

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1920-21

Enrollment, 1920-21

6a 1hf. Professor Ripley, assisted by Mr. [Richard Stockton] Meriam. — Trade Unionism and Allied Problems.

Total 94: 2 Graduates, 41 Seniors, 34 Juniors, 1 Sophomore, 16 Others.

Source: Harvard University. Report of the President of Harvard College 1920-21, p. 96.

 

ECONOMICS 6a1
Final examination, 1920-21

Answer the questions in order. Begin each question on a new page. Answer all questions.

  1. a. What are the elements of a collective bargain?
    b. Does collective bargaining adequately describe the aim of trade unionism? Why, or why not?
  2. “A living wage is a first charge on industry.” If you were an arbitrator, would you accept this as a basic principle and rule out other considerations as irrelevant? If not, what other facts would you demand, and what use would you make of them?
  3. “If the fundamental object of trade unionism…has any justification at all, the principle of the Standard Rate must be conceded, and if a Standard Rate is admitted, the subsidiary regulations which we have described follow as a matter of course.”—(Webb, p. 320.)
    Explain and discuss.
  4. Outline the history of British experience respecting rights of trade unionists in the conduct of strikes.
  5. Write briefly on five of the following topics:
    1. “Lowering the dyke.”
    2. Priestly v. Fowler.
    3. The Osborne Case.
    4. The Strike in Detail.
    5. The preamble of the I.W.W.
    6. Jurisdictional disputes.
  6. What is the legal status of the secondary boycott in the United States? Why is the matter taken so seriously by both parties?
  7. What principles as to wages and working conditions have been applied in the New Zealand Compulsory Arbitration Law?
  8. Cite instances by name of the two leading types of employers’ organizations, and outline their respective tactics.
  9. Describe some of the factors or industrial circumstances which favor or discourage union organization in industry. Illustrate by concrete examples.
  10. Why was 1903, or thereabouts, a critical period in the American labor movement?

 

Source: Harvard University Examinations. Examination Papers 1921 (HUC 7000.28, 63 of 284) Papers Set for Final Examinations in History, Church History, …, Economics, …, Fine Arts, Music in Harvard College (June, 1921), pp. 60-61.

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1921-22

Enrollment, 1921-22

[Enrollments not in the annual report of President of Harvard College]

Note: according to Announcement of the Courses of Instruction for 1921-22 (3rd edition) course was listed to be taught by W. Z. Ripley.

ECONOMICS 6a1
Final examination, 1921-22

  1. Show by a sketch the structure of the American Federation of Labor.
  2. If the A. F. of L. is a creation of its constituent members, what are the sources of its power over them?
  3. The so-called Cleveland plan of collective bargaining in the women’s clothing industry deals with restriction of output by two novel proposals. Describe one or both.
  4. Discuss the proposed bills to empower trade unions to sue and to be sued; setting forth their advantages and defects in principle.
  5. What is the greatest disadvantage of a minimum wage law under the particular industrial conditions now prevalent? What line of action is proposed for meeting it?
  6. What are the two main arguments for a national system of employment agencies in place of the existing practice?
  7. Lenin in his Address to the Proletariat (in Commons) announces certain new policies respecting production under the Soviet government. What are they?
  8. What is the usual method nowadays of dealing with strikes in the United States? Describe briefly and name alternative plans proposed or adopted.
  9. Rowntree’s so-called “price of peace” contains the following five items of an industrial program:
    1. A fair wage.
    2. Reasonable working hours.
    3. Protection against unemployment.
    4. The status of the worker must yield to leadership. We must cultivate in the factory worker the greatest possible maximum of cooperation, self-reliance self-government and enthusiasm, and the lowest practical minimum of discipline and overhead supervision. The democracy and freedom prevailing outside of the factory must not stand out in too great contrast with dictation within the factory. To this end machinery must be adopted for common counsel and mutual understanding relative to conditions under which the worker is employed.
    5. Profit-sharing.
      Criticise this program (a) from the standpoint of production; and (b) as affording satisfaction to the aspirations of the workers.

Final. 1922

 

Source: Harvard University Examinations. Examination Papers 1922 (HUC 7000.28, 64 of 284) Papers Set for Final Examinations in History, Church History, …, Economics, …, Social Ethics, Education in Harvard College (June, 1922).

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1922-23

Enrollment, 1922-23

6a 1hf. Professor Ripley. — Trade Unionism and Allied Problems.

Total 89: 3 Graduates, 44 Seniors, 27 Juniors, 6 Sophomores, 2 Freshmen, 7 Others.

Source: Harvard University. Report of the President of Harvard College 1922-23, p. 92.

 

ECONOMICS 6a1
Final examination, 1922-23

  1. What are principal functions of the:
    (a) National Founders’ Association; (b) the National Manufacturers’ Association; (c) National Bottle Manufacturers’ Association; (d) San Francisco Building Trades Council?
  2. Who have been the leading proponents of incorporation of trades unions? What are the main objections of the opponents?
  3. What did the Clayton Act in its labor clauses seek to do, and with what success? Explain fully.
  4. What were the differences between the Coronado Coal Co. case, and that of the Danbury Hatters?
  5. What is the gist of the Canadian Industrial Disputes Act of 1907? How does it differ from the British Trades Disputes Act of 1906?
  6. What have been some of the results of the plan for settling disputes in the anthracite coal industry?
  7. Compare the various types of unemployment insurance.
  8. Concerning Workmen’s Compensation in the United States:
    1. What is the best proof of its success?
    2. What has been the attitude, respectively, of employers and workers?
    3. Who pays for it?
    4. What has been its principal indirect, as distinct from its direct effect?
    5. What are some outstanding defects?
  9. What renders the Hart, Schaffner and Marx labor policy so distinctive? What great industry stands most flatly opposed to its prime features?
  10. What has been the most significant survival in the field of labor relationships of the war period? Show wherein it differs from conditions prevalent commonly in the building trades.

Final. 1923.

 

Source: Harvard University Archives. Examination Papers 1923 (HUC 7000.28, 65 of 284). Papers Printed for Final Examinations. History, History of Religions,…, Economics,…, Social Ethics, Anthropology, June, 1923.

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1923-24

Enrollment, 1923-24

6a 1hf. Professor Ripley. — Trade Unionism and Allied Problems.

Total 63: 6 Graduates, 25 Seniors, 22 Juniors, 6 Sophomores, 1 Freshman, 3 Others.

Source: Harvard University. Report of the President of Harvard College 1923-24, pp. 106-07.

 

ECONOMICS 6a1
Final examination, 1923-24

Develop each question fully, regardless of whether you complete the paper or not.

  1. Define, each in a sentence, the following:
    1. preferential shop:
    2. time study;
    3. sabotage;
    4. “ca’canny”;
    5. the truck system;
    6. one big union;
    7. “open shop”;
    8. workmen’s compensation.
  2. What has been our experience with Federal child labor regulation?
  3. Describe in outline the structure of the American Federation of Labor, indicating, each in a sentence, the prime function of the several units. Show their relation one to another.
  4. Criticize the policy proposed by Bullard in the second assigned Atlantic Monthly article dealing with solutions for labor unrest.
  5. Trace in outline the development of British legislation dealing with trade unionism. Indicate wherein we have anything resembling it in the United States.
  6. How are strikes dealt with in Canada? What success has attended the experiment?
  7. Merely name the issue involved in the following Supreme Court decisions:
    1. Coronado Coal Co.
    2. Hitchman Coal Co.
    3. Duplex Printing Press Co.
  8. Name as many important events, as you can recall, since the Armistice, which have any bearing upon the matter of industrial relations, again showing in a word what was the significance of each.
  9. What do you, personally, think of minimum wage legislation? Not the opinion, whatever it be, but the reasons adduced therfor, are of importance.

Final. 1924.

 

Source: Harvard University Archives. Examination Papers, Finals 1924 (HUC 7000.28, 66 of 284). Papers Printed for Final Examinations. History, History of Religions,…, Economics,…, Psychology, Social Ethics, June, 1924.

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1924-25

Enrollment, 1924-25

6a 1hf. Professor Ripley. — Trade Unionism and Allied Problems.

Total 66: 4 Graduates, 37 Seniors, 18 Juniors, 1 Sophomore, 6 Others.

Source: Harvard University. Report of the President of Harvard College 1924-25, pp. 75-76.

 

ECONOMICS 6a1
Final examination, 1924-25

  1. Outline concisely the history of trade unionism in the United States, indicating the predominant type of each period and the factors responsible for its development.
  2. Hoxie devotes a good deal of attention to the “fixed group demand” or “lump of labor” doctrine as explaining certain phases of trade union policy. Describe it, and show how it manifests itself in practice; indicating also whether it deserves condemnation, wholly or only in part.
  3. In May 1910, Waddell made 31 trips over his division and hauled 38,000 tons. His compensation was $180. In May 1912, he made 26 trips and hauled 46,000 tons, and his pay was $181.
    State the pros and cons of the argument that because the instruments utilized were more productive, assuming that the actual individual effort remained the same, he was entitled to a substantial increase in wages.
  4. Is there any difference in principle between profit sharing and the bonus or premium system of wages employed in scientific management?
  5. What conditions, other things being equal, favor the use of piece wages; and under what conditions would day or time wages yield better results? [Note. This is purely a “Reasoning” question, not based upon any particular reading.]
  6. “The position given in England to trade unions and employers’ associations violates that concept, fundamental in law, that he who is responsible for a wrong must answer therefor.”
    Do you think the above statement is an accurate description of the situation in England at the present time? Could the same remark be applied to conditions as they now exist in the United States? In both cases, state your reasons as fully as possible.
  7. Attack or defend, as you please, one or more of the following propositions, stating the case as fully and concisely as possible, and anticipating, where it seems advisable, the arguments which might be urged in opposition to your stand:
    1. A system of compulsory investigation such as the one now in force in Canada should be adopted in the United States.
    2. Trade unions in the United States should be made legally responsible through some form of incorporations.
    3. The closed non-union shop is in the best interests of the consuming public.
    4. Compulsory arbitration, contrary to the workers’ belief, would be to their interests both as union members and as wage-earners.
    5. Restriction of immigration tends to improve the economic position of the American wage-earner.

Final. 1925.

 

Source: Harvard University Archives. Examination Papers, Finals 1925 (HUC 7000.28, 67 of 284). Papers Printed for Final Examinations. History, History of Religions,…, Economics,…, Anthropology, Military Science, June, 1925.

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1925-26

Enrollment, 1925-26

6a 1hf. Professor Ripley. — Trade Unionism and Allied Problems.

Total 53: 1 Graduate, 22 Seniors, 21 Juniors, 4 Sophomores, 5 Others.

Source: Harvard University. Report of the President of Harvard College 1925-26, pp. 77-78.

 

ECONOMICS 6a1
Final examination, 1925-26

  1. “The labor of a human being is not a commodity or an article of commerce.” In what law was this phrase employed? Why? Did it probably serve its purpose, as intended?
  2. President Wilson in his war message to Congress, April, 1917 said: “We shall fight…for democracy, for the right of those who submit to authority to have a voice in their own governments.” In your opinion is the principle as applicable to industrial as to political affairs? What constitutes the difference, if any?
  3. Criticize the theory of the factory owner’s right to a “free flow of labor.” How is it applied under the Constitution?
  4. The United States Railroad Labor Board in the Shopmen’s case in 1920 said: “The Board has endeavored to fix such wages as will provide a decent living and will procure for the children of the wage-earners opportunity for education; and yet to remember,…” How do you think they went on with the decision? Complete one as you work it out in your mind.
  5. Hart, Schaffner & Marx once proposed to change the system of delivery of paper patterns to cutters, using boys instead of cutters to hunt them up in the files. So the firm petitions the neutral board for a compensatory increase in the number of cuts in a standard day’s performance, because of the relief afforded by employing pattern boys. The cutters object as pattern delivery is cutters’ work. To employ boys will decrease the jobs for the cutters. Company contended it was wasteful to have high-priced men doing boys’ work. As arbitrator how would you reason it out and render decision? Any validity in cutters’ contention?
  6. Relate briefly the history of the Clayton law, the “Magna Carta” of labor, exclusive of the point covered in question one.
  7. Why have the so-called “Co-union” types of employers’ associations flourished in particular trades in the United States? Analyze the situation in such trades.
  8. Sketch under distinct headings, some of the reasons for the antagonism of organized labor to stimulation, as applied in scientific management.
  9. What are some of the causes of the distrust and suspicion of organized labor towards the courts in America?

Final. 1926.

Source: Harvard University Archives. Examination Papers, Finals 1926 (HUC 7000.28, 68 of 284). Papers Printed for Final Examinations. History, History of Religions,…, Economics,…, Social Ethics, Military Science, June, 1926.

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1926-27

Enrollment, 1926-27

6a 1hf. Professor Ripley. — Trade Unionism and Allied Problems.

Total 63: 1 Graduate, 23 Seniors, 30 Juniors, 3 Sophomores, 6 Others.

Source: Harvard University. Report of the President of Harvard College 1926-27, p. 75.

 

ECONOMICS 6a1
Final examination, 1926-27

  1. Name some positive factors in industrial situations which have directly contributed to the development of unionism in particular trades, explaining why some are well organized and others not so at all.
  2. “The American labor movement is strongly in favor of the five day work week wherever it is possible…this policy has a sound economic basis. As their leisure time increases, men and women develop more numerous and more discriminating wants. They buy more of the world’s goods and therefore, purchasing demand is increased.”
    The above argument for the five day week was recently advanced by the President of the A. F. of L. Do you agree that the proposal in question is economically sound, especially with reference to all branches of industry?
  3. What is a major factor, purely political, which affects the course of labor legislation in some of the states. Cite a concrete case.
  4. Define sabotage. What are some of the other tactics used by the organization which is identified with it?
  5. Outline the course of developments affecting growth of the American Federation of Labor in the decade to 1910.
  6. Why have co-union agreements with employers’ organizations been so persistent in a certain industry in the United States? Explain fully how things are expected to work out.
  7. How would you decide the Statler Hotel case; and why?
  8. “Scientific management attempts to substitute in the relations between employers and workers the government of fact and law for the rule of force and opinion. It substitutes exact knowledge for guess work and seeks to establish a code of natural law equally binding upon employers and workmen.”
    From what you know of scientific management in practice, which of the above claims of Mr. Taylor would you call in question and why?
  9. Name, if possible, three distinct devices which have been adopted since the World War which have militated against unionism in the United States.

Final. 1927.

 

Source: Harvard University Archives. Examination Papers, Finals 1927 (HUC 7000.28, 69 of 284). Papers Printed for Final Examinations. History, History of Religions,…, Economics,…, Social Ethics, Military Science, June, 1927.

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1927-28

 Enrollment, 1927-28

6a 2hf. Professor Charles E. Persons (Boston University), assisted by Mr. Joslyn. — Trade Unionism and Allied Problems.

Total 31: 15 Seniors, 14 Juniors, 1 Sophomore, 1 Other.

Source: Harvard University. Report of the President of Harvard College 1927-28, pp. 74-75.

 

ECONOMICS 6a2
Final examination, 1927-28

GROUP I

Answer one. Forty minutes to one hour

  1. When and under what circumstances were the first unions formed? Sketch the development of labor organizations before 1850. What special conditions did they meet in the United States?
  2. What, according to the Webbs, are the methods used by trade unions in actual operation? Discuss the Standard Rate and more briefly other trade union policies, stating your own conclusions.
  3. What are the special methods of scientific management in dealing with labor? How are wages determined? Are Trade Unionism and Scientific Management necessarily incompatible?
    State the general features of Profit-sharing plans as applied in the United States. Contrast this plan with that applied in Scientific Management plants.
  4. Contrast the methods of strike control applied by the United States Railroad Labor Board and The Canadian Industrial Disputes Investigation Act. Were these plans successful in operation? What features of either act do you think worthy of adoption in the United States?

GROUP II

Answer ALL questions; follow the order given

  1. Describe the organization of the present union groups in the United States.
  2. A western state enacts a law providing:
    1. Children under 18 years of age shall not work more than seven hours a day, nor forty hours a week. These hours must be included between 7 a.m. and 5 p.m.
    2. Females over 18 years of age shall not be employed more than eight hours a day and forty hours a week. These hours must be included between 7 a.m. and 5 p.m.
    3. Males over 18 years of age shall not be employed over eight hours a day nor forty-four hours a week.
      The act is attacked as unconstitutional. State the probable line of attack and defense. What do you think the present supreme court would decide on each of the three articles?
  3. To what extent can unemployment be prevented? Which of the methods proposed for the prevention of unemployment seem to you most practical and effective? Outline and justify a program for dealing with such unemployment as is not preventable.
  4. In 1923 the receiver of a certain railroad petitioned the Railroad Labor Board for authority to reduce wages below those paid by the railroads generally under rulings by the Board. It was shown that the railroad was not earning enough to cover operating expenses, that the stock and bond holders had received no return for several years, “That the necessity of a discontinuance of operations had been greatly threatened for some time,” and that “such shutdown of the carrier would be disastrous for the 31 counties of Kansas, Oklahoma and Texas through which its lines ran.” The workers decline to accept any reduction in pay and show that their incomes do not suffice to cover the cost of a living wage on a health and comfort standard. As a member of the railroad labor board render decision on this issue.
  5. (a) Suppose all workers were persuaded to join unions giving us a complete system of closed shops. What would be the effect on wages, and social conditions generally?
    (b) Suppose the Open Shop drive should be completely successful and trade unionism reduced to local and partial organization. What results would follow?
  6. In what respects does a shop committee afford less adequate protection to the workers than does a trade union? What, if any, useful functions may a shop committee perform which are not now performed by trade unions?

Final. 1928.

 

Source: Harvard University Archives. Examination Papers, Finals 1928 (HUC 7000.28, 70 of 284). Papers Printed for Final Examinations. History, History of Religions,…, Economics,…, Military Science, Naval Science, June, 1928.

________________________________

1928-29

Enrollment, 1928-29

6a 1hf. Dr. C. E. Persons. — Trade Unionism and Allied Problems.

Total 50: 1 Graduate, 22 Seniors, 21 Juniors, 3 Sophomores, 3 Others.

Source: Harvard University. Report of the President of Harvard College 1928-29, p. 72.

ECONOMICS 6a1
Final examination, 1928-29

Group I
Answer one. Forty minutes to one hour.

  1. Write brief essays on two of the following subjects:
    1. The origin of trade unionism in Great Britain.
    2. Trade Unionism under the Combination Laws.
    3. The “New Model” and its importance in trade union history.
  2. Write a summary history of the development of national trade unions in the United States. This should include the formation and development of the American Federation of Labor.
  3. Discuss the method of Collective Bargaining as practiced by the trade unions of Great Britain. Follow the exposition of the Webbs but do not fail to state your own conclusions.
    On what grounds have trade unions based their claims of a “right to a trade”? Discuss the attempts of the unions to settle demarcation disputes and the solution offered by the Webbs for dealing with this problem.
  4. (a) State definitely how scientific management proposes to handle questions which concern wage earners. Are these proposals necessarily incompatible with trade unions? What is to be said by way of critical comment of the following quotation: “(Scientific management) substitutes exact knowledge for guess work and seeks to establish a code of natural laws equally binding upon employer and workman.”
    (b) What are the essential features of profit sharing plans? What is, and what should be, the attitude of trade unions toward such proposals? How large is the promise of such plans regarded as aids in solving the labor problem?
  5. State, with some precision, the provisions of the Canadian Industrial Disputes Investigation Act. In what respect has the administration of the act departed from the intent of the authors? What is to be said of its success or failure? Its constitutionality? And its standing in the opinions of the wage earners, employers and the general public?
  6. State the important features of the law establishing the Railroad Labor Board, and of the act of 1926 which superseded it.
    Briefly summarize the work of the Railroad Labor Board, pointing out its successes and failure. What conclusions do you draw from this experience with governmental control of labor conditions.

Group II
Answer all questions: follow the order given

  1. Contrast the Knights of Labor and the American Federation of Labor. Include in your answer a clear statement of: plans of organization; program for the attainment of results; governing philosophy; and effectiveness as agencies to advance the interest of wage earners.
  2. A strike was declared against the Mills restaurants in Arizona by the Amalgamated Cooks and Waiters Unions. The strikers maintained pickets who appealed to cooks and waiters not to accept employment or to leave it if employed, and to customers not to patronize the restaurants. The pickets allege that the proprietors are “unfair to organized labor,” that hours are excessive and wages below the living standard. They picket in groups of six and employ vigorous, but generally peaceful, persuasion. There are minor cases of coercion and intimidation. The state has enacted laws declaring picketing legitimate and denying to the state courts the power to issue writs of injunction in labor disputes. The employers enter suits for damages against the union and attack the constitutionality of the law in both state and federal courts.
    Discuss these issues from the standpoint of legality, governmental policy and the legitimate exercise of trade union functions.
  3. Discuss the use of writs of injunction in labor disputes. Why has the employment of such writs become increasingly common and why have the trade unions vigorously opposed their use? What issues were involved in the Buck’s Stove case? The Bedford Stone decision?
  4. Does the introduction of machinery, e.g., the linotype machine or the automatic glass bottle machine benefit or injure: the wage earner, the capitalist and the consuming public? Answer both as to the immediate and the “long run” effect, and analyze the long run process of adjustment.
  5. A certain national building trade’s union established the following rules:
    1. Apprenticeship shall not begin before the age of 16 years and shall be four years long. The ratio of apprentices shall be: “one to each shop irrespective of the number of journeymen employed, and one to every five members thereafter.”
    2. A generally understood standard for a day’s work is in effect, which union members are expected not to exceed. This is based upon the average output of the union members when working without restriction.
    3. The introduction of new machines and processes is not opposed. However, the union insists that its members be given preference on the new machines, and that full union wages be paid. The industry pays to journeymen a straight time wage of 85 cents per hour; runs open shop though the great majority of the workers are union men and has been largely reorganized because of the invention and introduction of labor saving machinery.
      * *  *  *  *  *  *  *  *  *  *  * * *  *  *  *  *  *  *  *  *  *  *
      Discuss these union practices from the standpoint of industrial efficiency and social welfare. If in your opinion some of them are unsound or unreasonable, what steps would you recommend with a view of having them modified?
  6. Discuss the general subject of compulsory arbitration. Has it been successful in operation? Does it eliminate strikes? Strengthen or weaken trade unionism? Mean an increase or decrease in governmental control of industry? To what extent would you think it desirable that such a policy be adopted by our federal and state governments?
  7. What conclusion do you draw from your study of trade unionism? Is the movement worthy of support on its past record? Would you suggest modification of its plans or purposes? Do alternative plans such as company unionism seem to you of greater promise?

Source: Harvard University Archives. Mid-year Examinations, 1852-1943 (HUC 7000.55). Box 11: Examination Papers Mid-Years 1929. Papers Printed for Mid-Year Examinations [in] History, New Testament, … , Economics, … , Military Science, Naval Science, January-February, 1929.

________________________________

1929-30

Enrollment, 1929-30

6a 2hf. Mr. Douglas Brown. — Trade Unionism and Allied Problems.

Total 25: 13 Seniors, 11 Juniors, 1 Other.

Source: Harvard University. Report of the President of Harvard College 1929-30, pp. 77-78.

 

ECONOMICS 6a2
Final examination, 1929-30

Answer the first question and any three of the others.

  1. (About one hour.) Write upon one of the following topics:
    1. Unemployment as a problem of industry;
    2. Causes of unemployment:
    3. Remedies for unemployment.
  2. “Viewing the situation from the point of view of the practical results, the conclusion is reached that the law to-day seriously restricts labor in its collective action, while it does not interfere with the parallel weapons of the employers.” Discuss.
  3. “An unmodified closed shop, with the conditions of membership in the control of the union, creates a distinct monopoly of labor, leaving the employer helpless in any wage dispute and enabling the union to enforce its every demand regardless of the competitive conditions of the labor-market for that class of services.” Discuss.
  4. “Arbitration in industrial disputes, whether by governments or by private agencies, is ineffectual in the absence of strong organizations on both sides; where such organizations exist, arbitration becomes either a hindrance or a dead letter.”
  5. Discuss briefly any two of the following:
    1. Parasitic trades;
    2. Minimum wage legislation;
    3. Knights of Labor;
    4. Jurisdictional disputes.

Final. 1930.

Source: Harvard University Archives. Examination Papers, Finals 1930 (HUC 7000.28, 72 of 284). Papers Printed for Final Examinations. History, New Testament,…, Economics,…, Military Science, Naval Science, June, 1930.

________________________________

1930-31

Enrollment, 1930-31

6a 1hf. Mr. D. V. Brown. — Trade Unionism and Allied Problems.

Total 41: 18 Seniors, 17 Juniors, 4 Sophomores, 2 Other.

Source: Harvard University. Report of the President of Harvard College 1930-31, pp. 76-7.

 

 

ECONOMICS 6a1
Final examination, 1930-31

  1. (Reading Period question. Allow about 45 minutes.)
    Discuss one of the following:”

    1. Influences affecting the development of the American Federation of Labor;
    2. Wage rates and unemployment;
    3. Insurance as a preventive of unemployment.
  2. “In so far as the machine displaces skill and reduces the craftsman to the level of the semi-skilled or unskilled, thereby lowering his bargaining power, the effect on wages is bound to be adverse.” Discuss.
  3. “Strikes do not benefit the laboring class.” Discuss.
  4. “The trade union is an outgrown form of labor organization. With the development of employee-representation plans and profit-sharing, labor finds that it can secure more through cooperation with the employer than through mere aggression.”
  5. To what extent would legislation with regard to hours of labor be held constitutional?

Final. 1931.

 

Source: Harvard University Archives. Examination Papers, Finals 1931 (HUC 7000.28, 73 of 284). Papers Printed for Final Examinations. History, History of Religions,…, Economics,…, Military Science, Naval Science, January-June, 1931.

________________________________

1931-32

Enrollment, 1931-32

6a 1hf. Mr. D. V. Brown. — Trade Unionism and Allied Problems.

Total 61: 34 Seniors, 22 Juniors, 3 Sophomores, 2 Others.

Source: Harvard University. Report of the President of Harvard College 1931-32, pp. 71-72.

 

ECONOMICS 6a1
Final examination, 1931-32

Answer the first question and four of the others

  1. (Reading period question. Allow about one hour.)
    Discuss one of the following:

    1. The application of the anti-trust laws to labor, and the validity of this application.
    2. “Technological change” and unemployment.
    3. Difficulties of unemployment insurance, with particular reference to British experience.
    4. The economic significance of “fatigue and unrest.”
  2. “Several solutions for jurisdictional disputes among trade unions have been attempted.” Discuss.
  3. “That the establishment of a minimum wage can increase the rate of pay per unit of work done is clear.” Discuss.
  4. “When we consider the American labor movement, we naturally think of craft unionism as dominant. We are too apt to neglect other programs of working-class advance which have been prominent in the past and still offer a challenge.” Discuss these “other programs.”
  5. “Employers sometimes detach workers from their unions by organizing their own company unions, which are strictly amenable to their wishes and constitute a supposed substitute for independent labor organizations.” Discuss.
  6. Discuss either (a) or (b).
    1. The measurement of unemployment.
    2. The advantages of workmen’s compensation.

Final. 1932.

 

Source: Harvard University Archives. Examination Papers, Finals 1932 (HUC 7000.28, 74 of 284). Papers Printed for Final Examinations. History, History of Religions,…, Economics,…, Military Science, Naval Science, January-June, 1932.

Image Source: Cigar box label from the collections of the Museum of the City of New York.

Categories
Harvard Suggested Reading

Harvard. Course readings for undergrad and graduate labor economics, mid-1920s

 

This is one of those postings that I sort of wish I had never started. I began, feeling pretty sure that I knew who the instructor (William Z. Ripley) was and which course was being taught at Harvard some time during the second-half of the 1920s (Economics 6a, Trade-Unionism and Allied Problems). At the Hoover Institution Archives I had found eleven hand-written notecards  of Vervon Orvall Watts (Harvard Ph.D., 1932. Thesis: The Development of the Technological Concept of Production in Anglo-American Thought) that were filed together under the keyword “wages”.

Upon closer inspection it became clear that the artifacts were not from a single course and perhaps not even for a single instructor. The problem of identifying unambiguously the instructor for the undergraduate course might have been solved if there had been a clear date on any of the notecards. 

The graduate course was always taught by William Z. Ripley over this period. The course outline and reading list for the 1931 graduate course Problems of Labor taught by William Z. Ripley has been transcribed and posted earlier. That post also includes some biographical information. 

Since I was dealing with handwritten references, I went to the trouble of tracking down almost all the items. When I did, I added links to the lists, adding both to the accuracy and research value of the transcriptions. Square brackets indicate my additions.

The following post provides nearly complete enrollment data and final exams for the “Trade-unionism and Allied Problems” course for 1913-32.

_________________

On Vervon Orvall Watts:

V. Orval Watts’ obituary in the Los Angeles Times (April 1, 1993).

Watts’ 1952 Book Away from Freedom: The Revolt of the College Economists was republished by the Ludwig von Mises Institute (Auburn, Alabama) in 2008. “This book had a powerful impact on a generation — a kind of primer on Keynesian fallacies that still pervade the profession if not by that name.“

_________________

Course Descriptions

6a 1hf. Trade-Unionism and Allied Problems. Half-course (first half-year). Tu., Th., Sat., at 10. Professor Ripley.

This course will deal mainly with the economic and social relations of employer and employed. Among the topics included will be: the history of unionism; the policies of trade unions respecting wages, machinery, output, etc.; collective bargaining; strikes; the legal status of unionism, closed shop, etc.; efficiency management; unemployment, etc., in the relation to unionism, will be considered.
Each student will make at least one report upon a labor union or a special topic, from the original documents. Two lectures a week, with one recitation, will be the usual practice.

34. Problems of Labor. Full-course (first half-year). Tu., Th., and (at the pleasure of the instructor) Sat., at 2. Professor Ripley.

This course deals more intensively with the same topics which are comprehended in Economics 6a, as given for undergraduates. Especial attention is given to methods of investigation and original sources. Specific aspects of trade union policy and the legal status of unionism are given priority over the broader issues of labor legislation and kindred subjects.

Source: Official Register of Harvard University, Vol. XXI, No. 22 (April 30, 1924): Division of History, Government, and Economics 1924-25, pp. 68-69, 73.

_________________________

Card 1

Ec. 6a. Feb. 2[second digit illegible]. Topics.

Wages.

Justice in Distribution—(Lowell[?] & Dempsey[?])
Wages & Supply of Labor.—Supply falls with rise in wages.
Laissez-faire, Competition (Railroads, vs coal mines, sweat shops.)
Tendency increasing [illegible 2 letters] various kinds of regulation in all sorts of trades.
Competition: over-development of industries & depression of wages.
Trace effects of increase in efficiency of individual, of trade, of group of trades. Effects on other individuals, own wages, wages of other groups.
Increase of efficiency of all trades—benefits landlord largely. Workers get only part of increase. Capitalists benefit.
Increased efficiency of exploitation of land.
Sweated trades—benefits of a strong union. (causes of sweatshops—competition with machinery.)
Effects of rise in wages for union methods (monopoly) upon other classes of wage-earners.
Union answer: universal organization.

_________________________

Card 2

[Probably Econ 6a]

Orth, S. P. The Armies of Labor [1919].
Brissenden. The I. W. W. [1920 Columbia University dissertation].
Selekman. Sharing Management with the Workers. [1924]
Paul Gemmill. The Actors’ Equity. [cf. Paul F. Gemmill. Equity: The Actors’ Trade Union, QJE (1926)  ]
J. R. Commons. Industrial Goodwill [1919].
S. Perlman. History of Labor in the U.S. [Vol. I, 1918; Vol. II, 1918]
Gompers, S. Labor & the Common Welfare. [1919]
Cole, G.D.H. Labor in the Coal-Mining Industry (1914-1921) [1923].
Tawney, R. H. The British Labor Movement [ca. 1925].

Papers:

What kind of workers make a good trade union?
The A. F. of L. vs. the I. W. W.
Employee Representation: What has it to offer?
The Ford industries & unionism.
The Efficacy of Company Unions.
The Economic Basis of Effective Unionism
The Objection of Unions to the Use of the Injunction in Labor Disputes
The Case for a Labor Party in the U.S.

East. Mankind at the Crossroads. [1923]
Marshall. Industry & Trade. [3rd edition, 1920]
Budish & Soule. The New Unionism in the Clothing Industry.
Selekman & Van Kleeck Employe’s Representation in Coal Mines. [1924] [cf. Miners and Management; a study of the collective agreement between the United Mine Workers of America and the Rocky Mountain Fuel Company, 1934]

______________________

Card 3

[Probably Econ 6a]
(Assignments to a Junior by William Thomas Ham)

Hammond, J. L. B. The Rise of Modern Industry. [1925]
H. Ford. My Life and Work. [1922]
Lewisohn, S. The New Leadership in Industry. [1926]
Lewisohn, Sam A. et al. Can Business Prevent Unemployment? [1925]
Carver. The Present Economic Revolution in the United States. [1926]
Groat. Labor and the Courts. [“Unionism and the Courts,” Yale Review (August, 1910) ]
Gompers. S. Editorials.
Commons and Andrews. Labor Legislation. [1916]
Blum, S. Labor Economics. [1925]
11th Special Report of U.S. Commissioner of Labor. Regulation and Restriction of Output. [1904]
Allen, H. J. The Party of the Third Part. [1921]
Pound, R. The Spirit of the Common Law. [1921]  Freedom of Contract (in Harvard Law Review, sic) [Perhaps “Liberty of Contract” in the Yale Law Journal (1909) is meant here]
Commons, J.R. Trade Unionism and Labor Problems, selections. [1921]
Webb. Industrial Democracy (Selections). [1920]
Robertson, D.H. The Control of Industry. [1923]
Feis. The Principles of Wage Settlement. [1924]  The Settlement of Wage Disputes. [1921]
P. Douglas. The Family Wage (sic). [cf. Wages and the Family (1925)]
Barnett, G. A. Machinery and Labor. [1926]
Taussig. Inventors and Money-Makers [1915].  The Minimum Wage. [cf. Minimum Wages for Women in QJE (1916) pp. 411-442 ]

Papers:

The right to strike and the doctrine of conspiracy.
What should be the painters’ policy re the [two illegible words] machine?
The Use of the Injunction in Labor Disputes.
Wage Principles in Arbitration cases.

______________________

Card 4

Appears not to properly belong to either course (penciled addition)

Sorokin. Social Mobility. [1927]
Popenoe and Johnson. Applied Eugenics. [1922]
Sumner and Keller. The Science of Society, Soc. 543.16.20 [1927, 4 volumes]  [Vol. II; Vol III; Vol. IV]
C. S. Day. This Simian World. [1920]

______________________

Card 5

Ec. 6a—Topics

Does the competition of women and children tend to lower wages of men? Does prohibition of it benefit men workers?
Standard of Living.   make assumption of family of 5.
cf P. Douglas, The Family Wage  (sic). [cf. Wages and the Family (1925)]
Extent to Wk. Budgets/Minimum of Subsistence should be considered by arbitration boards in adjusting/fixing wages (rising/falling/stable prices).
Could it be maintained if given? I.e. do poor make their standards, or do the low wages make the standards?
Do the poor make the slums, or the slums produce the poor?
(Note Tugwell’s [?] estimate that American real wages rose 400%–1820 to 1922.)

______________________

Card 6

[Probably Ec 34]
Labor Problems—Sources.

Monthly Labor Review, and Bulletin of U.S. Business of Labor Statistics. can be obtained cheaply from Washington as they appear by writing for them.

Law and Labor. Published by the League for Industrial Rights

(cf. Sayer: The Law and Labor: a Collection of Cases)
(Ellingwood and Coombs: The Government and Labor)

Report of the British Royal Commission on Labor, 1894 (19 Vol.).

[T. G. Spyers, The Labor Question. An Epitome of the Evidence and the Report of the Royal Commission on Labour. London: Swan Sonnenschein & Co., 1894]  ]

Report of the U.S. Industrial Commission 1899

Hearings before the Industrial Commission on relations and conditions of capital and labor employed in manufacturing and general business (1899).

Report of the New York State Factory Investigation. Vol. 1-3;  Vol. 4-5.

Report of the U.S. Coal Commission, 1923.

(Q. J. E. for 1924, Resumé of the Report).

Part I. Principal Findings and Recommendations [1923]
Part II. Antracite—Detailed Studies
Part III. [could not find a link]
Part IV. Bituminous Coal—Detailed Studies of Cost of Production, Investment and Profits. [1923]
Part V. [could not find a link]

______________________

Card 7

[Probably Econ 34] Labor.

Catlin, W. B. The Labor Problem. [1926]

Ripley says is best general text. Cfs. Eng. and U.S. A long section (40 pp) on restriction of output. Interesting style. Gives sources. Is weak on legislative side.

Blum: Labor Economics. [1925]

Good on Wages. Knows economic theory. Investment is rather abstract.

Hoxie: Trade Unionism in the U.S. 1917 (13-33). 

Furniss: Labor Problems (1-17). 1925.

S. and B. Webb. Industrial Democracy. [1920]
——————. History of Trade Unionism. [1920]

Old, confined to England. Over-sympathetic with labor. Contrast Hoxie and Webb on the Labor Leader.

Commons and Andrews. Principles of Labor Legislation.

Best on legal aspects. [1920]

(Watkins, Groat, Carlton–dsg[?]. Over-sympathetic with labor. Cf Adams and Sumner, Ely.)

Hoopingarner [Dwight Lowell Hoopingarner, Labor Relations in Industry (1925)] from employers standpoint.

Lauck: Political and Social Democracy. [1926]

Intimate contact with labor in U.S. Knows subject. Interesting. Not good text book.

______________________

Card 8

[Probably Econ 34] Topics. Labor Problems.

Life of Robert Owen (G. D. H. Cole). [1920]

Origin and Causes of Trade Unionism

Are they, as Persons and Perlman say, a defensive reaction against excessive cut-throat competition among producers, a competition which is due to the Industrial Revolution and instead of machine-methods of production.
–Due to a desire to reduce costs and widen markets.

Trade Unionism in U.S.

Note influence of free lands in the West, and (increasing) new opportunities in Young and expanding country. Is there likely in future to be this same vertical mobility of labor which has hindered growth of Unionism in U.S. So union inevitable accompaniment of capitalism.

Laissez-faire and Labor Legislation

Laissez-faire and Trades Unions.

______________________

Card 9

[Probably Econ 34] Labor

D. Houser: What the Employer Thinks. (Econ 7409.27.5) [1927]
W. B. Catlin: The Labor Problem. [1926]
E. S. Furniss, and L. R. Guild. Labor Problems. [1925]
R. W. Cooke Taylor: The Modern Factory System (IE, 20.26) [1891]
J. A. Fitch: The Causes of Industrial Unrest (inefficiency of present order) [1924]
W. L. M. King: Industry and Humanity [1918]

Ch. 12—plea for making worker understand bigger economic tendencies and results for him. e.g. machinery, large-scale industry, etc.

Brooks, J. G.: The Social Unrest (S.E.) [1903]
Penty, A. J.: Post-Industrialism [1922]
Feis, Herbert: Principles of Wage Settlement [1924].

______________________

Card 10

References. Ec. 34.

Unemployment

Beveridge. Unemployment in Industry. [Unemployment—A Problem of Industry (3rd ed, 1912)]

J. L. Cohen. Unemployment Insurance. [Insurance Against Unemployment. London, 1921.]

Feldman. Regularization of Employment [1925] [also published as a Columbia University, Ph.D. thesis)]

[Berridge et al.] Business Cycles and Unemployment.[NBER publication for a Committee of the President’s Conference on Unemployment, and a Special Staff of the Naitonal Bureau (1923)]  (collection of papers)

Berridge. Business Cycles and Unemployment. (re indexes for unemployment—how to construct) [William A. Berridge. Cycles of Unemployment in the United States, 1903-1922. Boston: Houghton-Mifflin, 1923.]

U.S. Bureau of Labor (No. 310)-1922- Bulletin on Unemployment in U.S., No. 310. [Ernest S. Bradford, Industrial Unemployment—A Statistical Study of Its Extent and Causes, BLS Bulletin 310 (August 1922)]

Secretary of Labor, Report on Unemployment in U.S., 1928. (head of Bur. of Labor Statistics) (Shrinkage in competition, 1925-7, in a few industries)

The Ministry of Labor Gazette—figures for England and Britain, monthly, operat[?] of unemployment doles.

Feb. 1928, Q. J. E.—German Unemployment Insurance. [Frieda Wunderlich. The German Unemployment Insurance Act of 1927. Quarterly Journal of Economics (Feb. 1928)]

______________________

Card 11

Readings. Ec. 34. Feb 28.

W. B. Catlin. [The Labor Problem, 1926] 259-315.
Brissenden. The I. W. W. 83-110, 155-178, (297-309)
Hoxie. [Trade Unionism in the U.S., 1917] 103-139
Furniss. [Labor Problems, 1925] 267-325

[…]

 

Source: Hoover Institution Archives. V. Orval Watts Papers. Box 21, Blue-tab-Notecard File, Tab W (Wages).

Image Source: William Zebina Ripley in the Harvard Class Album, 1928.

Categories
Costs of education Harvard

Harvard. Four graduate student budgets, early 20th century

 

Today we have an excerpt from an official Harvard publication from 1908 that was printed to provide information for prospective and entering students regarding the financial side of attending Harvard. The 85 page pamphlet is primarily dedicated to undergraduate college costs, but this post has been limited to four budgets for graduate students. 

A back-of-envelope splicing of cost-of-living indexes generates a factor of about 25 for converting the dollar figures from the early twentieth century into present dollars*. So for quick comparison:

Harvard tuition then of $150/year translates into about $3,750/year today–we have a poster-child for Baumol’s cost disease.
Room (and we are literally talking only a room) then a rent of $10/month corresponds to $250/month today.
Boarding costs of $8/month converts to $80/month today, and that is before the introduction of ramen noodles into the graduate student diet.

 

*Source: Indexes from the Federal Reserve Bank of St. Louis data at the FRED website.

According to a cost-of-living index for Massachusetts (1910-1943) from the NBER, the cost-of-living rose from 96.1 (Jan 1910) to 164.7 (Dec 1943), a  171% increase.
The Consumer Price Index for all urban consumers, Dec 1943 17.4 to Feb. 2018 248.991, a 1431% increase.

______________________

My dear Sir : —

When I came to Harvard last year — in the fall of 1906 — I was able to count on receiving $25 a month from my father. I anticipated an expense for the year of about $500, so borrowed $250 to bring my assets up to this figure. I believed that the work during the first year in the Graduate School would be sufficiently exacting to make it worth while to borrow the money rather than to try, by outside work, to earn my living expenses. I found that my estimate of $500 was not far astray. My account-book shows the following items for the year 1906-07:—

Tuition $150
Room (furnished, in private house) 80
Board 150
Books 65
Laundry 20
Incidentals 60
$525

I lived economically, but was never forced to cut down my board allowance, and finished the year in good shape physically.

During the current year, I have lived in a College dormitory, occupying half a room, which rents for $150. My expenses will be about the same this year as last. I am able to show a balance on the other side of the book at present, however. A University Scholarship balances the tuition; and a position teaching about eight hours a week in Boston pays $400, so at present I am just about “keeping even with the game” without having to borrow money or to draw on my father.

Very truly yours.

______________________

Dear Sir : —

Your letter with reference to the expenses of a Graduate Student was duly received. I hope I am not too late in making the following reply: —

I am one of the married students of the Graduate School, and my wife (we have no children) lived with me in Cambridge. I received no income from the College, and did no tutoring or teaching, but devoted my entire time to the several courses in which I was registered. I kept no detailed account of expenses, but from the records of my cheque-book I can give a fairly accurate estimate of the expenditures for the year 1903-04.

Rent (two rooms) $140.00 Medical treatment $5.00
Board for two (forty weeks) 400.00 Typewriter (Blickensderfer) 50.00
Tuition and laboratory fees 160.00 Concerts and theatre 5.50
Graduation fee (A.M.) 20.00 Miscellaneous expenses 100.00
Books 15.00 $895.50

This year we are keeping house. The rent of rooms is greater ($200 instead of $140). This we understand is an average rate for married students who are keeping house, usually in two rooms. The cost of food for us both thus far averages about $3 to $3.25 per week (we are keeping careful accounts this year). Laundry for us both averages about eighty cents per week; clothes are partly rough dry. Fuel (for cooking only) and light amount to forty-seven cents per week. At the present rate our expenses for this year promise to be considerably less than those of last year.

Very truly yours,

______________________

Dear Sir : —

I was not able to finish my answer to your request before now owing to various reasons. I sincerely hope it is not altogether too late.

It would be of little service for me to tabulate my income, for it would need very copious notes to explain it adequately. I give below a table of expenses, and a few hints that I should like to make to any one entering upon his first year in the Graduate School.

 

October to July
Approximate Expenses

1902-03

 1903-04

1904-05
Tuition $150.00 $150.00 $150.00
Room 100.00 100.00 100.00
Room incidentals (coal, gas, etc.)* … … 10.00
Board 75.00 80.00 80.00
Railroad fare 30.00 30.00 30.00
Clothing** 75.00 75.00 60.00
Tobacco … … …
Books 50.00 50.00 50.00
Clubs, Harvard Union, etc. 5.00 15.00 15.00
Incidentals 65.00 60.00 62.50
$550.00 $560.00 $500.00

*Included in room-rent for 1902-03 and 1903-04, but charged separately at my present quarters.
**Exclusive of underclothing, but including caps, hats, and shoes.

It is not wise for you to pay too much heed to the reports of very high or very low rates of living in Cambridge. I have made a rough estimate of my expenses each year during the three College years that I have spent or will spend here, and it will be very easy for you to add or subtract items thereto until you can arrive at some idea of what you can expect to have to meet yourself. The tuition charge is fixed. Your room-rent rests entirely with what you are willing to pay, although I should not advise you to take any single room that rents for less than sixty dollars, or a double one for less than one hundred. Your board bill will be higher than mine, for you live further away from Cambridge than Providence, and consequently you may miss going home as often as I do. You will also probably spend more upon your meals for a similar reason, since not having the “home food” to vary your diet you will have to seek variety from the Randall Hall or Memorial Hall menu, and such variety costs more. The first year I was here I averaged about forty-two cents a day at Randall Hall, and the second year about sixty-five. You can get along very well indeed at fifty cents a day, three dollars and a half a week, boarding either at Randall or Memorial. I know of men who averaged less than two dollars weekly. It is possible, but I doubt the wisdom of it.

You do not use tobacco, so you will save in that direction, as I do. Your clothing need not be any more costly than mine, save possibly that you might add the price of an overcoat or some other article, the need for which might arise this next year rather than later. I cannot tell what my underclothing has cost me. Fifty dollars is a very liberal estimate for books. You ought to do much better if you patronize the second-hand stalls at the book stores and watch for bargains. You should belong to the Graduate Club ($3) at any rate, and the Harvard Union ($10), if you can possibly arrange it. Under incidentals I have estimated street-car fares, theatres and amusements, drinks, candy, pictures and ornaments, and the host of small expenses which make so large a total if they are not watched.

I can tell you little in regard to earning money here during the year. Tutoring, reporting for newspapers, canvassing, and other things of the kind, you can get something out of — more later than in the first year here. I have not tried to do much save during the summer months, when, as you know, I was assayer for gold and silver, teamster, messenger, canvasser, census enumerator, gas-meter surveyor, and other things. They all paid, especially the first, which was a very good position. You can take your choice of the others. With my scholarship and with some private income I have worked along. I shouldn’t advise you to count very much on making money in Cambridge, at least not in the first year. Any further information I can give I shall be glad to furnish.

Sincerely yours,

______________________

[…budget of an undergraduate skipped…]

______________________

Dear Sir : —

The enclosed table of figures indicates the exact expense to me during the year of 1903-04 spent in graduate work at Harvard University. When entering the University in the fall of 1903 no income other than the $150 in scholarship was in sight. I succeeded in borrowing small amounts from two friends which I used until the payment of the scholarship was due. At the beginning of the second half-year I found it possible to accept assistantships in two courses, and with such aid I completed the year. Although opportunities for tutoring came, I preferred to work in other ways, so that my tutoring work was very small.

As from my experience at College I should advise the high school graduate to overcome the apparent obstacle of the lack of money and start out for college, so from my experience in the graduate work in the University I should advise the man who can make a start but hesitates because he does not see the full way clear, to begin, and he must surely find ways opening up whereby he will be enabled to continue his work.

Very truly yours.

Academic Year 1903-04

Expenses

Sources of Income
Tuition $150 Scholarship $150.00
Room 100.00 Teaching in the University 160.00
Board at Randall Hall 76.38 Loan from friend 125.00
Travelling expenses 52.00 Loan from friend 60.00
Clothing 35.00 $495.00
Books and science material 20.00
Degree of A.M. 20.00
Laundry 10.00
Laboratory fees 15.00
$478.38

 

Source: Harvard University, Faculty of Arts and Sciences. Students’ Expenses and College Aids with a Collection of Letters from Undergraduate and Graduate Students Describing in Detail Their Necessary Expenses at Harvard. Cambridge, Mass. (1908), pp. 75-77, 79.

Image Source: Harvard University Archives. A student’s room at 35 Randolph Hall, 45-47 Bow Street, Cambridge. Harvard, ca, 1898.

Categories
Gender Harvard

Harvard. Martha P. Robinson, secretary of tutorial office, ca. 1935-

 

From time to time I come across something that provides a glimpse into the administrative infrastructure that supports the educational mission of an economics department. When I think of the Yale economics department in the early 1970s where I worked as a bursary boy for the chairman, Merton J. Peck, I remember three women who were essential to the smooth running of the economics department:  Mrs. Virgina Casey (secretary to the chairman), Mrs. Mary Doody (Finances and bookkeeping), and Mrs. Eleanor Van Buren (secretary to the director of graduate studies, Professor William Parker). At M.I.T. Del Tapley long-served as the right-hand-woman of the chairman of the department. This of course doesn’t even mention the secretaries who served in the trenches. With only two exceptions (and these are first in the 1980s) I recall only women in all such staff positions.  For this reason, this post has a “gender” tag.

Today we have an excerpt from a longer article published in the Harvard Crimson in 1954 that provides a few testimonials to the work done by one, Martha P. Robinson, who ran the tutorial office for the division of History, Government, and Economics. About Mrs. Robinson I have only been able to generate the following leads: according to the 1944 Cambridge City Directory Mr. Seth B. Robinson Jr. and Martha P. Robinson lived at 25 Grozier Road and that in 1953-54 a Martha Robinson lived at Bancroft Court apartments, #33, at 12 Ware Street according to Manning’s Cambridge Directory. Perhaps some genealogical sleuth can come up with more.

Recently in the history of economics community on Twitter there has been some back-and-forth about the women statistical research assistants for major economics research projects. We might want to keep an eye on the evolution of administrative infrastructure of departments too.

_____________________

The Secretaries: Keepers of the Wheels
Coterie of Influential Women Make Harvard a Matriarchy

By STEPHEN R. BARNETT
Harvard Crimson, June 17, 1954

Harvard has been the object of much name-calling during its 318 years of existence, dubbed with epithets ranging from “hotbed of Puritanism” to “haven for Communists.” But perhaps the most objective appraisal of the University, and one that emphasizes a quite unheralded aspect of its daily functioning, is the one-word description suggested by an unknown Social Relations man. He simply said, “Harvard is a matriarchy.”

Technically-as the Soc. Rel. man himself well knew-a matriarchy is “a state or stage in social evolution in which descent is traced in the mother’s line,” or, more generally, “a society in which women exercise the main political power.” In applying the term to Harvard, however, he was merely pointing out that the University is essentially run by its female employees.

Nicholas F. Wessell, associate director of Personnel, readily agrees that women play a major role in Harvard’s daily operation. Of 4,360 non-Corporation employees now on the University payroll, Wessell reports, 2,557, or more than half, are women. In addition, 153 of these woman employees have been with the University for more than 25 years, while only 141 men have comparable records of service.

And it is these 2,557 women-whether they be maids, file clerks, dining hall checkers, laboratory assistants, or Secretary to the President-who do the work that keeps all departments of the University functioning. “Male employees tend to get involved in policy decisions,” Wessell explains, “and thus the women must see that the work gets done.”

The credit for this accomplishment belongs, of course, to every woman on the Harvard payroll. But a few of these unheralded employees are particularly conspicuous for their invaluable service in “seeing that the work gets done.”

One of these women is Mrs. Martha P. Robinson, who has served nearly 20 years in the tutorial office of Government, History and Economics, and whom Carrol F. Miles, teaching fellow in Government describes as the secretary “who sort of came with Holyoke 8.”

Assigns Sophomores

As her main function, Mrs. Robinson keeps the tutorial records for all students who concentrate in any of these three fields-a group which last year numbered approximately 1,500, or nearly 40 percent of the whole Harvard-Radcliffe undergraduate body. Each spring she assigns all sophomores in these fields to appropriate tutors; she prepares the records of more than 200 honors candidates in the departments each year, to determine whether they will graduate summa, magna, cum, or sine; she makes sure that somebody reads and marks all the bluebooks that are turned in from general examinations in the fields; and she constantly answers such questions as “Who is my tutor?”, “Do I have to take this course next year?”, “Who is teaching Gov. 155 next year?”, and “What did I get on the Economics general?”.

In the words of Professor Charles H. Taylor, former chairman of the division of History, Government, and Economics, Mrs. Robinson is simply “indispensable to the work of the three largest departments in the College.”

But she does not confine herself to keeping records for the 1,500-odd students to whom she refers as “my concentrators” or “my boys.” In addition, she is the administrative secretary for both Government 1 and Economics 1, preparing the section lists for these courses, recording the grades, mimeographing reading lists, making sure the books are available, and telling countless anxious students that no, she does not have the results of their mid-year exams.

There is even more to Mrs. Robinson’s job; technically, she is also the personal secretary to Professor Taylor. This has now become the least time-consuming of her many functions, however, for as Taylor explains-with obvious awe of his secretary’s importance-“I try to bother her as little as possible.”

But the really unique thing about Mrs. Robinson is not her industriousness or importance; it is the fact that her job exists at all. For the Division of History, Government, and Economics, of which she is still secretary, became essentially non-existent several years ago when it was broken up into separate fields. Since that time, the three departments have dropped their common tutorial function, have developed different formulas for determining honors, and have stopped giving correlation examinations to honors candidates. Also, since Taylor’s period of service there has been no joint chairman for History, Government, and Economics.

Although the three departments had officially separated, however, they still felt it would be convenient to work together in various ways and to keep their tutorial records in the same office. Thus Mrs. Robinson’s job has been to know the members of the three fields within the Division, to reconcile differences between the respective head tutors, to keep the departmental chairmen informed, and-in Taylor’s words-“to keep the departments from forgetting they were part of a whole.” And somehow she has managed to maintain some semblance of unity between the three fields-an accomplishment which, according to Taylor, “could not possibly have been done by anyone without her years of experience, energy, tact, and intelligence.”

Mark-Seeking Students

Thus Mrs. Robinson is single-handedly responsible for the unique inter-departmental unity that still exists in the filing cabinets in Holyoke 8.

What she most likes about her job, however, is not the records and statistics, but the students themselves. Describing her year’s work, she cites the spring as the busiest time; “there is a steady crescendo of activity from mid-years on,” she says. And yet it is this period that Mrs. Robinson likes best, when theses are due and pile up in her office, when honors records must be prepared, and when mark-seeking students either line up far out into the Holyoke House hallway or just swarm wildly into Room 8. For it is then, she says, that “I can finally see some results coming out of my work.”

[…]

 

Categories
Exam Questions Harvard

Harvard. Final exam for Economic Aspects of War, Harris et al., 1940

 

I just noticed that I have a copy of the final examination for the course “Economic Aspects of War” that I can now pair with the course outline and reading assignments that have been transcribed and posted earlier.   Seymour Harris organized the course that featured lectures of many other members of the Harvard economics faculty. 

_________________

1939-1940
HARVARD UNIVERSITY

ECONOMICS 18b2

Answer Question 1 and four others.

  1. (One hour) Discuss war economics in its (1) real aspects on the one hand and (2) in its monetary and financial aspects on the other; and make clear the inter-relationships of (1) and (2). Illustrate briefly from World War I or II.
  2. On what principles does the State fix prices in war times? Be sure to state the objectives; and comment on experiences in World War I.
  3. Why have wars regularly produced price inflations? What monetary changes usually accompany such price movements? What monetary measures could be implemented to prevent price inflation under war conditions and what are their limitations?
  4. Exchange depreciation and exchange control with a view to maintaining exchanges above the “free” level are alternative policies in war times. Great Britain seems to have had recourse to the latter in World War I and to both depreciation and control in World War II. Explain the choice of policies. Criticise them.
  5. Taking account of the broad facts about the principal sources from which income is derived at various levels (consider not more than 3 or 4 levels) and the size distribution of income, indicate some of the probable effects of war upon the size distribution.
  6. Discuss what you consider a significant problem in the post-war economy, and attempt to show the relation of this problem to post-war economic conditions in general. It would be well to illustrate by reference to one of the following: Napoleonic War, World War I or (in anticipation) World War II.

Final. 1940.

Source: Harvard University Archives. Final Examinations, 1853-2001. (HUC7000.28), Box 5, Papers Printed for Final Examinations: History, History of Religions,…, Economics,…,Military Science, Naval Science. June, 1940.

Image Source: Seymour E. Harris from Harvard Class Album 1942.

Categories
Exam Questions Gender Harvard Radcliffe Socialism Suggested Reading

Harvard. Exams and reading period assignment for Programs of Social Reconstruction (Socialism). Mason, 1933.

 

In the collection of final examinations in the Harvard archives, I came across both the Radcliffe and Harvard final examinations for the identical course with the title “Programs of Social Reconstruction” taught by Edward S. Mason. This course was one of the undergraduate staples offered earlier by Thomas Nixon Carver that was handed off to Mason starting 1926/27. 

A few things I find interesting from the materials I was able to find for this year (Note: a course reading list for 1928 needs some work, will be posted later):

  • The final examination questions only cover Marxian socialist theory and movements except for the question  on the reading period assignment that is dedicated to contemporary U.S./U.K. reform. It is possible that earlier utopian socialist literature, Henry George, and anarchism were tested in a mid-term examination, or of course the course description had not been changed. The exact same course description was used by Mason for the 1928-29 academic year.
  • From the Harvard President’s report and the final exam (note the superscript “1” which means first term), it would appear that Mason taught the course in the first term of 1932-33 and not during the second term as announced earlier in the Harvard Register. So it does appear that he taught the course one semester to Harvard men and the following semester to Radcliffe women, so having different final examinations makes sense.
  • The Harvard exam as printed can be compared to the Radcliffe exam to see that there is an obvious type:  the first question only be allocated one hour and the remaining four questions would fill the rest of the examination time.

____________________

Radcliffe College Course Announcement

Economics 7c 2hf. Programs of Social Reconstruction

Half-course (second half-year). Tu., Th., and (at the pleasure of the instructor) Sat., at 9. Asst. Professor E. S. Mason.

 

Source: Radcliffe College. Courses of Instruction, 1932-33. Page 87.

____________________

Harvard Course Announcement with Course Description

Economics 7c 2hf. Programmes of Social Reconstruction

Half-course (second half-year). Mon., Wed., and (at the pleasure of the instructor) Fri., at 10. Associate Professor Mason.

A comparison of the various radical programmes, such as socialism, communism, anarchism and the single tax, the theories upon which they are based, and the grounds of their attack upon the present industrial system. An examination of the various criteria of distributive justice, and of the social utility of the institution of property. A comparison of the merits of liberalism and authoritarianism, of radicalism and conservatism. An analysis also of the present tendencies toward equality under liberalism in this country.

 

Source: Division of History, Government, and Economics, 1932-33 in Official Register of Harvard University, Vol. XXIX, No. 32 (June 27, 1932), p. 74.

____________________

Course Enrollment (Harvard)

[Economics] 7c 1hf. Associate Professor Mason.—Programs of Social Reconstruction.

Total 42: 26 Seniors, 10 Juniors, 2 Sophomores, 4 Others.

 

Source: Report of the President of Harvard College, 1932-33, p. 65.

____________________

Reading Period Assignment

Economics 7c

Read one:

1. Norman Thomas, America’s Way Out.
2. Stuart Chase, A New Deal.
3. George Soule, A Planned Society.
4. Sidney and Beatrice Webb, A Constitution for the Socialist Commonwealth of Great Britain.

Source: Harvard University Archives. Syllabi, course outlines and reading lists in economics, 1895-2003. Box 2, Folder “Economics, 1932-1933”.

____________________

1932-33
RADCLIFFE COLLEGE

ECONOMICS 7c
Final Examination

I

Allow about one hour.

  1. Write a critical review of the book you read for the reading period.

II

Answer four of the following questions.

  1. What position does technological change occupy in Marx’s theory of the decline of capitalism?
  2. What importance has economic imperialism for the tactics of a socialist party according to Marxian theorists?
  3. How do you explain the collapse of the Second International in 1914.
  4. Discuss the validity of the labor-hour as a unit of cost in a socialist planned economy.
  5. Can Marx’s theory of value be reconciled with his explanation of the tendency toward an equal rate of profit in all industries? Discuss.

Final. 1933

 

Source: Harvard University Archives. Harvard University Examination Papers, Finals 1933 (HUC 700028, No. 75). Papers Printed for Final Examinations. History, History of Religions,…Economics,…Military Science, Naval Science. January—June, 1933.

____________________

1932-33
HARVARD UNIVERSITY

ECONOMICS 7c1
Final Examination

Allow about one hour.

  1. Write a review of the book you read for the reading period assignment.
  2. “The essence of the Marxian contribution to socialism was and is the discovery of the proletarian path to power.” Discuss.
  3. What does Lenin mean by economic imperialism?
  4. Consider the position in the history of socialist thought of one of the socialist leaders before Marx.
  5. “With his ‘socially necessary labor time’ Marx anticipated the Technocrats by three quarters of a century and proposed a technological measure of cost and value whose use would immediately put an end to all the stupid absurdities of the price system.” Discuss.

Final. 1933.

Source: Harvard University Archives. Harvard University Examination Papers, Finals 1933 (HUC 700028, No. 75). Papers Printed for Final Examinations. History, History of Religions,…Economics,…Military Science, Naval Science. January—June, 1933.

Image Source:  Edward S. Mason in Harvard Album 1934.

Categories
Gender Harvard Michigan

Harvard. Ph.D. Alumna (1951). Michigan Professor Eva Mueller. 1920-2006

 

One probably would have forecast that Eva L. Mueller who was awarded her economics Ph.D. (Radcliffe College) in 1951 with the dissertation “Business Savings and the Business Cycle” would have gone on to become a macroeconomist. Arthur Smithies was the chairman of the Harvard economics department at the time she received her Ph.D. and when asked for his help in finding a job, Eva Mueller remembered him saying “…he couldn’t help me, since economics wasn’t a woman’s field”. She did find a job at the University of Michigan’s Institute for Social Research where she transformed herself into a population and development expert.

I have copy-and-pasted a variety of biographical memoirs and obituaries for this post. One cannot help but be touched by the deep affection and respect of her Michigan colleagues that one can read in and between the lines. Macro’s loss was development economics’ gain.

_____________________

Professor Eva Mueller, 1920-2006

Professor Eva Mueller died on November 19, 2006 at the age of 86.

Dr. Mueller, a U-M Professor Emerita of Economics and Research Scientist at PSC at the time of her death, had a long and fruitful career at Michigan. But she faced many challenges on her path to success.

Fifty-five years ago, when Mueller received a PhD in economics from Harvard University, she asked the chairman of the department for help finding a job. “He said he couldn’t help me, since economics wasn’t a woman’s field,” she recalled. Undeterred, Mueller found a research job at the Institute for Social Research (ISR), where she helped to pioneer the use of surveys to analyze consumer behavior. After six years, she received a tenure-track appointment as an assistant professor in the Department of Economics and in 1964 was named a full professor.

“The struggle isn’t over yet,” she said, accepting the Carolyn Shaw Bell Award Jan. 6, 2001 from the American Economic Association’s Committee on the Status of Women in the Economics Profession.

Mueller was nominated for the award, given annually to an individual who has furthered the status of women in economics, by several former students, along with David Lam, professor of economics and director of ISR’s Population Studies Center, and Sherrie Kossoudji, associate professor of social work and adjunct associate professor of economics.

“Eva was really unusual as a woman breaking into the male-dominated field of economics,” noted Lam. “She was a real role model for many of us,” said Kossoudji. “She was also consistent in her support for young female students. And she made us tough. ‘You must do better,’ she told us. ‘You must work harder.’ That was always her approach.”

Born February 26, 1920, Mueller said she was influenced by the Great Depression in making her career choice. “It impressed me that what the world needed was to rescue its economies,” she said. Also, her mother, who had a PhD in chemistry, emphasized education for her children. “She had her mind set that all her children must get PhDs.”

During WWII, she said, when the Harvard Economics Department “was more or less closed down… because all of the faculty was in Washington working on the war effort,” she took a job at the Federal Reserve Bank in New York.

After the war, Mueller studied under Alvin Hansen, “at the time the number one Keynesian in the U.S.” Upon completing her PhD, she needed a job.

“I wrote some letters to people whose stuff I had read and thought they would be interesting to work for. One was George Katona. He happened to know George Garvey, for whom I had worked at the Federal Reserve, so he wrote to him and asked if I would be a plausible candidate. That’s how I came to Michigan to the Institute for Social Research.

I wanted to go to the economics department, but they would not accept me. Then I was sort of on the waiting list. John Lansing and, I think, even Jim Morgan, were on the waiting list ahead of me. They eventually got to me.”

In 1951 Mueller joined the staff of the Survey Research Center; in 1957 she joined the Department of Economics, where she became a full professor in 1964. Six years later, she became a research scientist at the Population Studies Center. Mueller had been a Professor Emerita since 1988.

During her long and active career at Michigan, Eva Mueller made important contributions in several areas of economic research. For the first two decades, her research emphasized analysis of consumer behavior in the U.S. She later moved on to work related to economic development and economic demography. Her published papers cover a wide range of topics and countries, including the impact of unemployment on consumer confidence in the U.S., the economics of fertility decline in Taiwan, and the time allocation of women and children in Botswana.

In addition to her contributions as a researcher, she played an important role in building the economic demography training program run jointly by the Population Studies Center and the Department of Economics. She served as an advisor to many PhD students in economic demography who have gone on to positions in universities, government, and international agencies.

The Eva Mueller New Directions in Demography and Economics Fund has been established to support research and training in demography and economics, especially projects focusing on low income countries and projects dealing with the socioeconomic position of women and investments in children’s health and human capital.

 

Source: Announcement of the death of Eva L. Mueller by the University of Population Studies Center, Institute for Social Research at the University of Michigan.

_____________________

Select Career Publications

Dr. Mueller studied the interaction of economic and demographic change. One particular focus of her research was the relation between income change and fertility change. Within this context she was interested in the methodology of collecting useful employment statistics, including the methodology of time-use studies.

Journal Articles

Mueller, Eva. 1984. “The Value and Allocation of Time in Rural Botswana.” Journal of Development Economics, 15(1-3): 329-60. Abstract.

Watanabe, B., and Eva Mueller. “A Poverty Profile for Rural Botswana.” World Development, 12, no. 2 (1984): 115-27. Abstract.

Kossoudji, S., and Eva Mueller. “The Economic and Demographic Status of Female-Headed Households in Rural Botswana.” Economic Development and Cultural Change, 31, no. 4 (July 1983): 831-59.

Mueller, Eva. “The Impact of Demographic Factors on Economic Development in Taiwan.” Population and Development Review, 3, no. 1&2 (1977): 1-22. Abstract.

Mueller, Eva, and R. Cohn. “The Relation of Income to Fertility Decisions in Taiwan.” Economic Development and Cultural Change, 25, no. 2 (January 1977): 325-47.

MacDonald, M., and Eva Mueller. “The Measurement of Income in Fertility Surveys in Developing Countries.” Studies in Family Planning, 6, no. 1 (January 1975): 22-28. Abstract.

Mueller, Eva. “Economic Motives for Family Limitation.” Population Studies, 27, no. 3 (November 1972): 383-403. Abstract.

 

Chapters

Mueller, Eva. 1976. “The Economic Value of Children in Peasant Agriculture.” In Population and Development: The Search for Selective Interventions edited by Ronald Gene Ridker. Baltimore : The Johns Hopkins University Press.

 

PSC Reports

Mueller, Eva. “Time Use Studies: Their Potential Contribution to the Policy Dialogue in Developing Countries.” PSC Research Report No. 85-86. 9 1985.

Mueller, Eva, and Kathleen Short. “Income and Wealth as They Affect the Demand for Children in Developing Countries.” PSC Research Report No. 82-35. 9 1981.

Kassoudji, Sherrie, and Eva Mueller. “The Economic and Demographic Status of Female Headed Households in Rural Botswana.” PSC Research Report No. 81-10. 3 1981.

 

Source:  University of Population Studies Center, Institute for Social Research at the University of Michigan.

_____________________

Eva L. Mueller
Memoir
1988

Eva L. Mueller, Professor of Economics and Research Scientist in the Population Studies Center and Center for Research on Economic Development, will retire from active faculty status on December 31, 1988, after a most productive career as a teacher and researcher.

A native of Germany, Professor Mueller became a naturalized citizen in 1944. She received her B.A. degree from Smith College in 1942, her M.A. degree from New York University in 1945, and her Ph.D. degree from Harvard University in 1951.

From 1951-68, Professor Mueller was on the staff of the Survey Research Center at the Institute for Social Research. She joined the Department of Economics in 1957 as an assistant professor; she was promoted to associate professor in 1960 and to professor in 1964. Since 1968, she has also been affiliated with the Center for Research in Economic Development and the Center for South and Southeast Asian Studies, and in 1970, she accepted an additional appointment in the Population Studies Center. From 1974-78, Professor Mueller served as associate dean in the College of Literature, Science, and the Arts.

For several years, Professor Mueller has directed the NIH-sponsored Economic Training Program in Economic Demography, which has attracted many of the brightest students in the Ph.D. program in economics. Several of the department’s most successful female students have been recruited into the program. They were attracted by the setting Professor Mueller created, which was encouraging and supportive, and in which Professor Mueller herself has acted as an extraordinary role model.

Professor Mueller has conducted exciting and important research in the area of fertility and female labor supply in developing countries. Some of her work has been conducted under the auspices of the World Bank and the U.S. Agency for International Development, taking her to India, Thailand, Brazil, and Botswana.

The Regents now salute this distinguished educator and researcher for her dedicated service by naming Eva L. Mueller Professor Emeritus of Economics.

 

Source: Mueller named Emerita Professor at University of Michigan. Faculty History Project.

_____________________

 Obituary
Eva L. Mueller
1920 – 2006

Eva Mueller, Professor Emerita of Economics, died November 19, 2006, in Ann Arbor, at the age of eighty-six.

Professor Mueller received her B.A. in 1942 from Smith College with a major in economics. In 1951 she received her Ph.D. in economics from Harvard University and joined the staff of the University of Michigan’s Survey Research Center. In 1957 she joined the Department of Economics. She became associated with the Center for Research in Economic Development and the Center for South and Southeast Asian Studies in 1968, and joined the Population Studies Center in 1970. Her many roles at the University of Michigan included service as Associate Dean in the College of Literature, Science, and the Arts.

Mueller received a number of distinctions during her career. She was a Fellow of the American Statistical Association. She served on the Board of Directors of the Population Association of America and was elected Vice-President of the Association. In 2001 she received the Carolyn Shaw Bell Award from the American Economics Association. This award is given by the AEA’s Committee on the Status of Women in the Economics Profession “to an individual who has furthered the status of women in the economics profession, through example, achievements, increasing our understanding of how women can advance in the economics profession, or mentoring of others.”

Mueller made important contributions in several areas of economic research. For the first two decades, her research emphasized analysis of consumer behavior in the United States. She later moved into research related to economic development and economic demography. Her published papers cover a wide range of topics and countries, including the impact of unemployment on consumer confidence in the U.S., the economics of fertility decline in Taiwan, and the time allocation of women and children in Botswana. In addition to her contributions as a researcher, she played an important role in building the economic demography training program run jointly by the Population Studies Center and the Department of Economics. She served as an advisor to many Ph.D. students in economic demography who have gone on to positions in universities, government, and international agencies.

—David Lam, Department of Economics

Source: Obituary for Eva L. Mueller, University of Michigan. Faculty History Project.

Image sources:  Early career portrait of Eva L. Mueller from University of Population Studies Center, Institute for Social Research. Later portrait from University of Michigan, Faculty History Project.

Categories
Bibliography Exam Questions Harvard Suggested Reading Syllabus

Harvard. Money And Banking. Readings and Exams. Williams and Hansen, 1947-48

 

The graduate course for Keynesian economics at Harvard in the 1940s was Principles of Money and Banking taught by Alvin H. Hansen and John H. Williams. Course materials for 1946-47 were transcribed and posted earlier [Fall term 1946; Spring term 1947; General course bibliography]. Almost all of the exam questions for 1947-48 are new. The Spring term of 1948 taught by John  Williams turns out to be unchanged from the previous year. The Fall term of 1947 taught by Alvin Hansen does show some minor rearrangements, and significant additions (e.g. Tobin on liquidity preference).

____________________________

Course Enrollment
1947-48

[Economics] 141a. Professors Williams and Hansen. — Principles of Money and Banking (F).

Total 81: 47 Graduates, 1 Senior, 20 Public Administration, 4 Business, 9 Radcliffe.

 

[Economics] 141b. Professors Williams and Hansen. — Principles of Money and Banking (Sp).

Total 70: 41 Graduates, 2 Juniors, 20 Public Administration, 2 Business, 5 Radcliffe.

 

Source: Harvard University. Report of the President of Harvard College and Reports of Departments for 1947-48, p. 91.

 

____________________________

ECONOMICS 141
PRINCIPLES OF MONEY AND BANKING

 

Economics 141a — First Semester, 1947-8 (Professor Hansen)

  1. Central Banking: Current Problems and Policies
  2. Theory of Money, Liquidity-Preference, Interest and Prices

 

Economics 141b — Second Semester, 1947-8 (Professor Williams)

  1. International Monetary Equilibrium
  2. Monetary and Fiscal Policy

 

READING LIST FOR ECONOMICS 141a
Principles of Money and Banking
1947-1948

 

Note: Pre-requisite reading (for those who are deficient in undergraduate preparation in Money and Banking:

  1. Banking Studies, Board of Governors, Federal Reserve System, (1941).
  2. Southard, F. A., Foreign Exchange Practice and Policy, (McGraw-Hill, 1940).
  3. Any one standard textbook in Money and Banking, such as: Thomas, Our Modern Banking and Monetary System, (Prentice-Hall, 1942); or Reed, Money, Currency and Banking, (McGraw-Hill, 1942).

 

  1. Central Banking: Current Problems and Policies.
    1. Minimum Reading List:
      1. Books and Pamphlets:
        1. International Currency Experience (League of Nations, 1944), Chapters I-IV, pp. 7-112.
        2. World Economic Survey, 1942-44 (League of Nations, 1945), Chapter IV “Finance and Banking” (pp. 173-213).
        3. Ellis, H. S., (in Harris: Economic Reconstruction, McGraw-Hill, 1945), Chapter 13, “Central and Commercial Banking in Postwar Finance” (pp. 237-252).
        4. Hansen, Alvin H., America’s Role in the World Economy (Norton, 1945), Chapter XVII, “Gold, Exports and Liquidity” (pp. 144-157).
        5. Harris, S. E., Inflation and the American Economy (McGraw-Hill, 1945), Chapter XXIV, “Money and Savings” (pp. 372-383).
        6. Hawtrey, R. G., The Art of Central Banking (Longmans, 1933) pp. 116-207.
        7. Keynes, J. M., Treatise on Money, Volume II, Chapters 25, 32, 33, (pp. 49-78; 225-278).
        8. Robertson, D. H., Essays in Monetary Theory (King, 1940), Chapter II, “Theories of Banking Policy” (pp. 39-59); Chapter XII, “British Monetary Policy” (pp. 154-167).
        9. Williams, John H., Postwar Monetary Plans (Knopf, second edition, 1945), Chapter 6, “The Banking Act of 1935” (pp. 112-129); Chapter 8, “The Crisis of the Gold Standard” (pp. 154-172); Chapter 9, “Monetary Stability and the Gold Standard” (pp. 172-190).
        10. Financing American Prosperity (Twentieth Century Fund, 1945):
          1. Ellis, H. S., “Monetary Controls and the Business of Banking” (pp. 140-153).
          2. Williams, John H., “Money and Banking” (pp. 381-5).
        11. Postwar Economic Studies, No. 3 (Board of Governors, Federal Reserve System, 1945): Wallich, H. C., “Public Debt and Income Flow” (pp. 84-100).
        12. Hansen, Alvin H., Economic Policy and Full Employment, Chapters 20 and 22 (pp. 233-247; 261-288).
      2. Reports and Articles:
        1. Treasury Bulletin, April, 1946, “Federal War-time Financing and Growth of Liquid Assets”, pp. A11-20.
        2. Federal Reserve Bulletins:
          1. July, 1947, “Debt Retirement” (pp. 775-87); “Consumer Incomes and Liquid Assets” (pp. 788-802); “International Monetary and Financial Problems” (pp. 836-850).
          2. April, 1947, “Economic Survey of the United Kingdom” (pp. 367-391); “Annual Report of the Bank of Canada” (pp. 392-97); “Monetization of Public Debt by Banks” (pp. 402-04).
          3. “Estimated Liquid Assets of Individuals and Business”, November, 1946, pp. 1236-37; June, 1947, pp. 689-91.
        3. Annual Reports of Board of Governors, Federal Reserve System:
          1. Thirty-second Report (for the year 1945) pp. 1-15.
          2. Thirty-third Report (for the year 1946) pp. 1-49.
        4. Bopp, K. R., “Central Banking at the Crossroads”, Supplement, American Economic Review, March 1944 (pp. 260-77).
        5. Samuelson, Paul, “The Effect of Interest Rate Increases on the Banking System”, American Economic Review, March 1945.
        6. Seligman, H. L., “The Problem of Excessive Commercial Bank Earnings”, Quarterly Journal of Economics, May 1946.
        7. Whittlesey, C. R., “Federal Reserve Policy in Transition”, Quarterly Journal of Economics, May 1946.
    2. Supplementary Reading List:
      1. Books
        1. Arndt, H. W., The Economic Lessons of the Nineteen Thirties, (Oxford, 1944).
        2. Coulborn, W, A. L., An Introduction to Money, (Longmans, 1938) Chapters 5, 13-14 (pp. 48-64, 209-241).
        3. Fisher, Irving, 100 Per Cent Money, (Adelphi, 1935; Third Edition City Printing Co., New Haven, 1945).
        4. Johnson, G. G., The Treasury and Monetary Policy, (Harvard 1939), Chapter I-V (pp. 3-160)
        5. Hawtrey, R. G., The Gold Standard in Theory and Practice (Longmans, Fourth Edition, 1939).
        6. Hawtrey, R. G., A Century of Bank Rate. (Longmans, 1938).
        7. Lewinski, J., Money, Credit and Prices, (King, 1929) Chapters IV-V (pp. 99-144).
        8. McCracken, Paul W., The Future of Northwest Bank Deposits, Federal Reserve Bank, Minneapolis, 1946.
        9. Mints, L. W., A History of Banking Theory (Chicago, 1945), Chapters VI and X (pp. 74-100; 178-197).
        10. Morgan, E. V., The Theory and Practice of Central Banking, (Macmillan, 1943).
        11. Niebyl, Karl H., Studies in the Classical Theories of Money, (Columbia, 1946).
        12. Sayers, R. S., Modern Banking, (Oxford, 1938), Chapters 4-5 (pp. 70-145).
        13. Viner, J. Studies in the Theory of International Trade, (Harper, 1937), Chapter V, “English Currency Controversies” (pp. 218-289).
        14. Wernette, P., Financing Full Employment, (Harvard, 1945), Chapter 3 (pp. 33-61).
        15. Macmillan Report, Royal Commission in Industry and Commerce, Cmd. 3897 (1931) pp. 2-45; 106-160.
      2. Articles
        1. Abbott, C. C. (Review articles on Financing Problems and Bank Liquidity), Review of Economic Statistics, February 1946 (pp. 48-51).
        2. Abbott, C. C., “Management of the Federal Debt”, Harvard Business Review, Autumn 1945.
        3. Goldenweiser, E. A., “Commercial Banking After the War”, Federal Reserve Bulletin, September 1944.
        4. Seltzer, Lawrence, “Is a Rise in Interest Rates Desirable or Inevitable?”, American Economic Review, December 1945.
        5. Treasury Bulletin, April 1946, “Federal War-time Financing and the Growth of Liquid Assets”.
        6. Keynes, J. M., “The Objective of International Price Stability”, Economic Journal, June-September 1943.
    3. General Reference Reading (see below).

 

  1. Theory of Money, Liquidity Preference, Interest and Prices.
    1. Minimum Reading List:
      1. Books:
        1. Fellner, William, Monetary Policies and Full Employment, Chapter 6, (pp. 174-209).
        2. Hansen, Alvin H.:
          1. Economic Policy and Full Employment, Chapters 12, 13, 18, 19 and 21, (pp. 145-160; 202-232; 248-260).
          2. Fiscal Policy and Business Cycles, (Norton, 1941), Chapters 1-5; 11-15; (pp. 13-105; 225-338).
          3. Full Recovery or Stagnation, (Norton, 1938), Chapter 3 (pp. 59-87); Appendix, pp. 331-343.
        3. Hayek, F. A., Prices and Production, (Routledge, 1935), Chapters 1 and 4 (pp. 1-31; 105-128).
        4. Keynes, J. M., Monetary Reform, (Harcourt, 1924), pp. 81-95; 152-191.
        5. Keynes, J. M., A Treatise on Money, (Harcourt, 1930), Chapters 9-13 and 30 (Volume I, pp. 123-220; Volume II, pp. 148-208).
        6. Keynes, J. M., General Theory of Employment, Interest and Money, (Harcourt, 1936), pp. 3-45; 61-65; 74-221; 245-271; 292-332; 372-384.
        7. Klein, Lawrence, The Keynesian Revolution, Chapters 1-3, (pp. 1-90).
        8. Marget, Arthur W., The Theory of Prices, Volume I, (Prentice-Hall, 1938), Chapters 12 and 15 (pp. 302-343, 414-459, and large type sections).
        9. Marget, Arthur W., The Theory of Prices, Volume II, (Prentice-Hall, 1942), Chapter 3 (pp. 89-133, large type sections).
        10. Marshall, A., Money, Credit and Commerce, (Book I, Chapter XX, pp. 38-50.
        11. Robertson, D. H., Essays in Monetary Theory, (King, 1940), Chapters 1, 6, 11 (pp. 1-38; 92-7; 113-153).
        12. Schumpeter, J. A., Business Cycles, (McGraw-Hill, 1939), Volume II, Chapter 8, (pp. 449-482).
        13. Wicksell, K., Interest and Prices, (Macmillan, 1936), Introduction by Bertil Ohlin; also author’s Preface; Chapters 5, 7-8, 11 (pp. 38-50; 81-121; 165-177).
        14. Wicksell, K., Money: Lectures on Political Economy, Volume II, (Macmillan, 1935), Chapter IV (pp. 127-228).
        15. Wright, David McC., The Creation of Purchasing Power, (Harvard, 1939), Chapters 4-6 (pp. 60-121).
        16. Macmillan Report, Royal Commission on Finance and Industry, Cmd. 3897 (1931), Part I, Chapter 11 (pp. 92-105).
      2. Articles:
        1. Clark, Colin, “Public Finances and Changes in the Value of Money”, Economic Journal, December 1945.
        2. Hicks, J. R., “Mr. Keynes and the Classics: A Suggested Interpretation”, Econometrica, April 1937.
        3. Hawtrey, R. G. and Hicks, J. R., “Interest and Bank Rate”, The Manchester School of Economic and Social Studies, October 1939.
        4. Harrod, Hansen, Haberler, and Schumpeter, “Keynes’ Contribution to Economics”, Review of Economic Statistics, November, 1946.
        5. Keynes, J. M., “Relative Movement of Real Wages and Output”, Economic Journal, March 1939.
        6. Lange, O., “The Rate of Interest and the Optimum Propensity to Consume”, Economica, February 1938.
        7. Lerner, A. P., “Interest Theory: Supply and Demand for Loans or Supply and Demand for Cash”, Review of Economic Statistics, May 1944.
        8. Mints, Hansen, Ellis, Lerner, Kalecki, “A Symposium on Fiscal and Monetary Policy”, Review of Economic Statistics, May 1946.
        9. Modigliani, F., “Liquidity Preferences and the Theory of Interest and Money”, Econometrica, January 1944.
        10. Simons, H. C., “Debt Policy and Banking Policy”, Review of Economic Statistics, May 1946.
        11. Tobin, James, “Liquidity Preference and Monetary Policy”, The Review of Economic Statistics, May 1947.
    2. Supplementary Reading List:
      1. Books:
        1. Adarkar, B. P., The Theory of Monetary Policy, (King, 1935), Chapter 1-8; 13-15 (pp. 3-52; 101-122).
        2. Chandler, L. V., An Introduction to Monetary Theory (Harper, 1940), pp. 1-205.
        3. Coulborn, W. A. L., An Introduction to Money, (Longmans, 1938), Chapters 6-8; 15-16 (pp. 65-116; 242-264).
        4. Haberler, G., Prosperity and Depression (1939) Chapters 8, 13 (pp. 168-254; 455-507).
        5. Hicks, J. R., Value and Capital, Chapters 12-13.
        6. Lindahl, Erik, Studies in the Theory of Money and Capital, (Allen and Unwin, 1939), Part II, Chapters 4-6, (pp. 199-268).
        7. Myrdal, Gunnar, Monetary Equilibrium, (Hodge, 1939), Chapters 1-3 (pp. 1-48).
        8. Polanyi, M. Full Employment and Free Trade, (Cambridge Univ. Press, 1945), Chapters 1, 4, (pp. 1-66; 87-103).
        9. Robertson, D. H., Money (Harcourt, 1929) Chapters 2-4; 7-8.
        10. Sayers, R. S., Modern Banking. (Oxford, 1938), Chapter 6 (pp. 146-164).
        11. Thomas, Brindley, Monetary Policy and Crises, (Routledge, 1936), Chapters 3-4 (pp. 62-156).
      2. Articles:
        1. Lange, O., “Economic Controls After the War,” Political Science Quarterly, March 1945.
        2. Lerner, A. P., “Alternative Formulations of the Theory of Interest”, Economic Journal, June 1938.
        3. Lerner, A. P., “Ex Ante Analysis and Wage Theory”, Economica, November 1939.
        4. Lerner, A. P., “Some Swedish Stepping Stones in Economic Theory”, Canadian Journal of Economics and Political Science, November 1940.
        5. Marschak, J., “Wicksell’s Two Interest Rates”, Social Research, November 1941.
        6. Simons, H. C., “On Debt Policy”, Journal of Political Economy, June 1945.
        7. Warburton, Clark, “The Volume of Money and the Price Level Between the World Wars”, Journal of Political Economy, June 1945.
        8. a. Warburton, Clark, “The Monetary Theory of Deficit Financing”, Review of Economic Statistics, May 1945.
          b. Arndt, H. W., “The Monetary Theory of Deficit Financing; A Comment”, Review of Economic Statistics, May 1946.
        9. Bean and others, “Five Views on the Consumption Function”, Review of Economic Statistics, November, 1946.
    3. General Reference Reading (see below).

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003 (HUC 8522.2.1) Box 4, Folder “Economics, 1947-48 (2 of 2)”.

____________________________

Mid-year Exam

1947-48
HARVARD UNIVERSITY
ECONOMICS 141a

Part A. Write on one question only.

  1. Write an essay on Federal war-time financing including a discussion of:
    1. The role played by (a) the Federal Reserve Banks, (b) the commercial banks.
    2. The impact on (a) the money supply, (b) the liquid assets, (c) member bank reserves, (d) currency in circulation, (e) the rate of interest.
  2. Discuss major problems currently confronting the Federal Reserve System including an appraisal of various proposals to deal with these problems.

Part B. Write on any three questions.

  1. Write an essay (historical and analytical) on the relation of the money supply to the national income. In this connection discuss: (a) the Quantity Theory (b) the Marshallian “k” and (c) the Keynesian liquidity preference functions.
  2. Using the diagrams and analysis of Hicks and Keynes, discuss the role of (a) the schedule of the marginal efficiency of capital (b) the consumption function (c) the liquidity preference function and (d) the quantity of money, as determinants of the rate of interest and of income.
  3. State precisely the conditions (in particular including the relevant functions and their interest-elasticities) under which Monetary Policy alone, or Fiscal Policy alone (without either being supplemented by the other) may be (a) fully effective, (b) wholly ineffective, in raising income.
  4. Write an essay on the “theory of prices” including a discussion of money, income, wage and cost functions; in particular make use of the Keynesian analysis contained in the General Theory, Book V. (Money, Wages, and Prices.)
  5. Write an essay on any one of the following:
    1. International Currency Experience (League of Nations).
    2. Hawtrey, The Art of Central Banking.
    3. Keynes: Treatise on Money.
    4. Robertson: Essays on Monetary Theory.
    5. Williams, Postwar Monetary Plans.
    6. Klein, The Keynesian Revolution.
    7. Wicksell: Interest and Prices.

Note: You will be expected to write on 4 questions (one from part A and three from Part B.

Final. January, 1948.

 

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, January, 1948.

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 SECOND SEMESTER
ECONOMICS 141b: PRINCIPLES OF MONEY AND BANKING

  1. International Monetary Equilibrium:
    1. Cassel, G., The Downfall of the Gold Standard (1936).
    2. Copland, Douglas, Australia in the World Crisis (1934).
    3. Ellis, H. S., Exchange Control in Central Europe (1941).
    4. Graham and Whittlesey, Golden Avalanche (1939).
    5. Hall, M. F., The Exchange Equalization Account (1935).
    6. Hahn, George, International Monetary Cooperation (1945).
    7. Hansen, Alvin, H., America’s Role in the World Economy (1945).
    8. Hardy, C. O., Is There Enough Gold (1936).
    9. Harris, S. E., Exchange Depreciation (1936).
    10. Harris, S.E., Economic Problems of Latin America (1944).
    11. Iverson, Carl, International Capital Movements (1936).
    12. Kindelberger, C. P., International Short-term Capital Movements (1937).
    13. League of Nations, Final Report on Gold (1932).
    14. League of Nations, Economic Fluctuations in the United States and the United Kingdom, 1918-22 (1942).
    15. Nurkse, R., International Currency Experience (1944).
    16. Warren and Pearson, (a) Gold and Prices (1935);
      (b) World Prices and the Building Industry (1937).
    17. Williams, John H., Postwar Monetary Plans (Second Edition, 1945)
  2. Monetary and Fiscal Policy:
    1. Beveridge, Sir William, Full Employment in a Free Society (1945).
    2. British White Paper on “Employment Policy” (1944).
    3. de Chazeau, Hart, and Others, Jobs and Markets (1946).
    4. Economics of Full Employment. Six Oxford Economists (1945).
    5. Fellner, W., Monetary Policies and Full Employment (1946).
    6. Financing American Prosperity, Twentieth Century Fund (1945).
    7. Groves, H. M., (a) Production, Jobs and Taxes (1944).
      (b) Postwar Taxation and Economic Progress (1946).
    8. Hansen, Alvin, H., Economic Policy and Full Employment (1946).
    9. Harris, S. E., Postwar Economic Problems (1943).
    10. Harris, S. E., Economic Reconstruction (1945).
    11. Hayes, H. Gordon, Spending, Saving and Employment (1945).
    12. League of Nations: Anti-Depression Policy (1945).
    13. Langum, John K., Postwar Banking Problems (1946).
    14. Postwar Economic Studies No. 3, Public Finance and Full Employment (1945).
    15. Postwar Economic Studies No. 8, Federal Reserve Policy (1946).
    16. Ruml and Sonne, Fiscal and Monetary Policy (1944).
    17. Terborgh, George, The Bogey of Economic Maturity (1945).
    18. Williams, John H. Postwar Monetary Plans (Second Edition, 1945), Chapters 4, 5.

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003 (HUC 8522.2.1) Box 4, Folder “Economics, 1947-48 (2 of 2)”.

____________________________

Year-end Exam

1947-48
HARVARD UNIVERSITY
ECONOMICS 141b
PRINCIPLES OF MONEY AND BANKING

(Three hours)

Discuss one question in each part.

I

  1. Your own appraisal of Keynes’ “General Theory.”
  2. The role of money in Keynes’ “General Theory”.

II

  1. Postwar Federal reserve policy.
  2. The secondary (government security) reserve proposal.

III

  1. International monetary and trade adjustment in the postwar world.
  2. Harrod’s “Are These Hardships Necessary?”
  3. The franc devaluation.

 

Final. May, 1948.

Source: Harvard University Archives. Harvard University Final Examinations 1853-2001. Box 14. Papers Printed for Final Examinations: History, History of Religions…, Economics, … , Military Science, Naval Science, May, 1947.

____________________________

 ECONOMICS 141
PRINCIPLES OF MONEY AND BANKING
GENERAL REFERENCE READING
[13 pages!]

Has been transcribed and posted with the material for 1946-47.

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003 (HUC 8522.2.1) Box 4, Folder “Economics, 1946-47 (2 of 2)”.

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

 

 

 

 

Categories
Business School Columbia Dartmouth Harvard Pennsylvania

Columbia School of Business Opens. Seligman’s Thoughts, 1916

 

Columbia University economist provides “the history of the movement which has culmination in the adoption of this project”, i.e. the founding of Columbia School of Business. The earlier resistence of the economics department to a School of Business is explained as well as the flip-flop to its support of opening of the School of Business in the autumn term of 1916.

_______________

A UNIVERSITY SCHOOL OF BUSINESS
by Edwin R. A. Seligman

[I]

THE opening of the Columbia School of Business in the autumn of 1916 marks another milestone in university education. The history of the movement which has culminated in the adoption of this project is highly interesting.

Less than a generation ago the only opportunities offered in education for business were the classes in single and double bookkeeping, usually conducted both here and abroad under the high- sounding title of “Business Institutes.” All they did was to give a smattering of ordinary bookkeeping with occasionally some slight instruction in English or a foreign language thrown in. One or two farsighted men already at that early period appreciated the need of a more systematic preparation for business life; but theirs were voices crying in the wilderness. It was the time when any kind of institutional education, except for the ministry, counted but little, the time when the lawyer was supposed to prepare himself for his work by serving an apprenticeship in a law office, and when the college graduate desirous of entering business life was at a disadvantage in the estimation of the employer as compared with the youth who had started from the bottom and who had enjoyed a few years of business experience. One of the broad-minded exceptions was Mr. Joseph Wharton of Philadelphia, through whose liberality the Wharton School was created at the University of Pennsylvania in the early eighties. This school, however, had at first only a moderate success, as did the similar schools started from time to time by other colleges and universities. The time was not yet ripe. When Columbia came to consider the problem, it preferred to devote its energies to political science rather than to business, and to purely University or graduate rather than to undergraduate work. As a consequence there was initiated the School of Political Science, which on its pedagogical side became a training school for teachers of the social sciences and for governmental administrators.

In the meantime, the economic development of the United States as well as of Europe led to a constant broadening of the scale on which business enterprises were carried on, and the demand for really adequate commercial training became more and more insistent. Toward the end of the last century the interest thus awakened became so strong that the Chamber of Commerce of New York was ready to grant an annual subvention to Columbia if it should be decided to develop courses of the desired character. The situation was canvassed by a small committee; but it was finally decided not to accept the overtures made by the committee of the Chamber of Commerce for several reasons. In the first place, it was felt that the demand had not yet become sufficiently great to justify the expectation of a student body satisfactory in either quantity or quality. Secondly, we were convinced that a successful school of the character desired would have to be conducted along academic lines of a modified kind, and that the best results could be hoped for only by securing academic teachers with a business experience rather than business men without academic experience. It was, however, at the time impossible to find a sufficient number of qualified instructors. Moreover, the literature of the subject was as yet embryonic, and the proper curriculum of such a School had nowhere been thoroughly worked out. In the third place, it was realized that the most important consideration at the time in American educational development, and especially at Columbia, was to emphasize the purely scientific or graduate work in political science; and the Department of Economics feared lest there might be danger in diverting its energies from the scientific field to work of a technical or professional character, such as would be necessitated by a new School of the kind contemplated. Finally, the movement for the creation of commercial high schools had come to a head, and it was deemed wiser to ascertain how far the gap might be filled by the secondary schools before deciding as to what should be done by Columbia. For these reasons the project was postponed, and the entire energy of the Department of Economics was directed to the rounding out of the University courses in political science and to the improving and broadening of the tender of the undergraduate or college course in economics.

During the last fifteen years, however, an instructive development has occurred. In the first place, there was a growing recognition of the need for a broader and more adequate training for business. Chambers of Commerce and other commercial bodies both here and abroad began to grow more restless and more insistent in their demands. The old feeling of prejudice on the part of the successful business man toward the college graduate diminished, although he still maintained that the college curriculum might profitably be modified in some respects to give a better preparation for business. This demand, which emanated primarily from the commercial community, now found expression in the new commercial schools in England and even more in Germany, and a rich fund of knowledge was being accumulated from the experience of these foreign schools. In the United States, moreover, it was gradually recognized that the commercial high schools, however excellently managed, were not quite adequate to solve the problem.

In the course of time professional schools of the desired kind were initiated, although along widely varying lines, by several American universities, the most notable examples being those of New York University and of Harvard. In New York City the demand for the inception of courses of some kind at Columbia soon became so urgent that a modest beginning was made three or four years ago with a few evening courses. Owing to the high standards which were observed from the outset, these courses met with immediate success. They were conservatively increased from year to year, until during the past year the number of students and the character of the instructors became such as to justify the demand for their merger into a new and independent school, which should possess an identity of its own and which should become a regularly accredited part of the University.

There were several reasons which led the Department of Economics now to welcome the movement to which it had been lukewarm a decade or two before. In the first place, the number of men qualified to serve as instructors in the new schools had become so numerous as to make it reasonably certain that the faculty could be filled by men of the first rank. Secondly, the literature of the subject had become so abundant as to make it possible to put academic teaching in business on a par with that of the other occupations or professions. Thirdly, experience with various types of schools had become so rich as to permit of what seemed to be a sound conclusion. Finally, the University work under the Faculty of Political Science had become so thoroughly established that there was no danger to be anticipated in any diversion of energy to the new institution. It was felt, therefore, that we were now quite ready to develop the technical or professional, rather than the purely scientific, sides of instruction in Economics.

It was for these reasons that the Department of Economics as well as the entire Faculty of Political Science cordially welcomed the project for the new School and that the report of the special committee appointed to consider the subject met with the unanimous approval of the University Council and was speedily adopted by the Board of Trustees.

II

In determining upon the character of the School, the committee considered with some care the different types in existence. There are in the United States at present three chief types: (1) the Wharton School, which has a curriculum of four years parallel to that of the college and which is essentially an undergraduate school; (2) the Harvard School of Business Administration, which has a two- years’ curriculum of a frankly graduate character; and (3) the Amos Tuck School at Dartmouth, which admits students at the end of the junior year and carries them through a two-years course. No one of these types approved itself to the committee.

The Wharton School plan seemed to be open to criticism from several points of view. As a purely undergraduate school it necessarily becomes a rival to the college and to the extent that it succeeds, it is likely to weaken the college. In the second place, it begins professional or technical work at too early a period, whereas the whole tendency of recent development in the United States is to relegate the professional or technical education to a somewhat later stage. The change that has been going on during the last few years in the Engineering Schools and other Schools of Applied Science affords ample evidence of this tendency. What is needed in this country is a broad foundation for the technical or professional class, and the School of Business needs as broad a foundation as we are coming to demand for other professional schools. Thirdly, a purely undergraduate school of business excludes the possibility of any pronounced extension of the graduate or research courses, which are coming to be as important in applied economics as they are in pure economics. A four-years’ undergraduate curriculum in business courses virtually exhausts the subject and leaves practically nothing for the research student. It was largely for these reasons that the Wharton School type was discarded as a model.

On the other hand the Harvard type seemed to be open to criticism for opposite reasons. In the first place, the requirement of a college degree for entrance renders such a school impotent to serve the public which is clamoring for admission in large centers like New York. Comparatively few men who intend to go into business can afford, whether from the material or from any other point of view, to wait until they are twenty-four or twenty-five years of age before entering upon a practical business career. And it is questionable whether even a few captains of industry will be recruited from this class. A purely graduate school which can never expect more than a handful of students is thus abandoning its opportunity to serve the public in the largest measure. In the second place, not only must such a school from the very nature of the case be numerically insignificant, but it seems to be based upon an erroneous pedagogical principle. It is now rather widely recognized that the movement inaugurated by President Eliot a generation ago went too far for the best interests of American education. In attempting to convert the American college into a university, he ignored the fact that the principles of academic freedom—freedom of the student as well as freedom of the teacher—are applicable in full measure only to a real university doing advanced or research work. Moreover, although by pulling up, as he thought, the American college, to a higher or university level, he advanced the age of graduation to about twenty-two, he at the same time made the attainment of the college degree a prerequisite to professional or research work. The college thus came to occupy the contradictory position of a university and of something less than a university. The consequences soon disclosed themselves. As soon as the demands of the public for a better medical and legal preparation became imperious, the complications began; for the medical school course was gradually lengthened to five years, and the law school course to three years, with a possibility of soon becoming four years. To make, as was now done, entrance to the professional schools conditional upon a college degree therefore meant that the young lawyer could not begin his life’s work before the age of twenty-five or twenty-six and the young doctor before the age of twenty-seven or twenty-eight.

This is an intolerable situation, which exists nowhere else in the civilized world and which it is out of the question to think will permanently continue in the United States. The first step away from this difficulty was taken by Columbia some twenty years ago when it introduced the so-called combined course into the professional schools, permitting the saving of at least one year. This combined-course idea rapidly spread throughout the country and is now adopted by most of the leading universities, barring a few conservative institutions in the East. A slight modification of this system was later introduced at Columbia in the Schools of Engineering, Mining, and Chemistry, which were put upon a basis of advanced standing requiring three years of college work for entrance, thus making possible a combined course of six years from entrance into the college up to the acquirement of the professional degree. Even this, however, was gradually found to be inadequate; and before long not only the School of Medicine but the School of Architecture, and the School of Journalism opened professional courses to students who had completed two years of college work.

By many it was recognized that here is the proper dividing line between the ordinary cultural and preparatory courses on the one hand, and the technical or professional courses on the other. To those who hold to this opinion, it seems entirely probable that sooner or later the combined or Columbia plan, which has now spread throughout the country, will be replaced by the newer or still more distinctive Columbia plan, which is in harmony not only with the educational practice of the rest of the world, but with sound educational theory. The Harvard School of Business Administration, therefore, appeared to the committee to embody the same erroneous principle which had been applied to the law and medical schools. The country has broken away from the Harvard plan in legal and medical education. It seems unlikely that it will follow Harvard in the new form of business education. At all events, the system seemed to be quite inapplicable to conditions at Columbia.

The third type of business school is represented by the Amos Tuck School, which does, indeed, accept the principle of a dividing line below the close of the college curriculum. The Amos Tuck School, however, has turned out to be distinctly restricted in scope and attracts few students outside of Dartmouth itself. What it does is to provide an alternate year for Dartmouth seniors, with an opportunity of proceeding for an additional year. It does not succeed in drawing from other colleges students who have completed three years of college work. Moreover, it suffers from the same defect as the Harvard School in that it offers an inadequate curriculum of only two years in length.

Since therefore none of the existing types seemed to be either suitable to Columbia conditions or in harmony with sound pedagogical principles, it was decided to put the dividing line between college and professional work at the end of the second year, largely for the reasons mentioned above. Students will therefore be admitted to the Columbia School who have completed two years of college work or its equivalent, and the School of Business will be put on the same basis as the Medical School, the School of Architecture, and the School of Journalism. This arrangement makes possible the attainment of several results. In the first place, every student who enters the Business School as a candidate for a degree will be sure of having pursued those general cultural and disciplinary college courses which are considered obligatory upon every cultivated man in Europe as in America. In the second place, on this broad basis there will be erected a carefully devised professional or technical curriculum after the completion of which the graduate can enter upon his business career at the age of twenty-two or twenty-three,—about the ordinary age abroad. In the third place, the three-year course, which is midway between the exaggerated four-year Wharton course and the inadequate two-year Harvard and Amos Tuck courses, will permit a comprehensive and well-rounded sequence of studies. The type of school finally adopted thus seems to combine a maximum of advantages with a minimum of defects. It will moreover enable the School to serve much more varied classes of students than can be found in any other type.

Among these classes are, first, students who have spent two years in Columbia College or in some other college of equivalent rank and who are candidates for a degree. It is expected that not a few college students, both at Columbia and elsewhere, who have decided by the end of the second year to pursue a distinctively business career, will enter the new School and thus secure a better preparation for their life work than if they were to continue in a more or less desultory fashion through the remainder of their college career.

In the second place, the School will afford abundant opportunity in its upper reaches for graduate students who desire to prepare themselves for the teaching profession or who are inclined to devote time to purely research courses. Such students will be able to combine a more technical or professional course in the School of Business with graduate courses given in the School of Political Science, and there will therefore be offered for the first time in the United States a unique combination of pure and of applied science, or of theoretical and of practical economics, which will doubtless turn out to be fruitful of results.

In the third place, the School will afford an opportunity to graduates of high schools, who for some reason do not desire to go to college, to take courses in the Department of Extension Teaching at Columbia, in either day or evening courses, and to complete work equivalent to that offered by Columbia College in its first two years.

In the fourth place, there are in New York City many men and some women actively engaged in business who are eager to learn more about the real foundation of their business life. Students of this character, if over twenty-one years of age, who have shown their qualifications to undertake certain courses may be admitted as special students in particular subjects, but will, of course, not be candidates for a degree.

It is therefore believed that the type of school finally adopted is the one which will minister most successfully to the needs of the New York public, and which will, at the same time, provide on the broadest possible basis a curriculum which will attract students from all parts of the country.

III

Before we proceed to discuss the curriculum a word must be said about the name of the new institution. Most of the existing institutions are called Schools of Commerce or of Commercial Science. Such an appellation seemed, however, unsatisfactory. For in the first place what is taught in such a school is not primarily science at all, but art; or even if the purely scientific problems may be taken up in the later years of the School, the earlier years must naturally devote themselves primarily to the practical applications. But, more important than this, the term commerce seems to be ill-chosen. There are many problems of business management which have only a slight relation to commerce as such; and the Supreme Court of the United States has told us in a leading decision that insurance is not commerce at all. As in every School of this kind the problems connected with insurance must occupy a prominent place, it seems objectionable to apply a generic name in connection with a particular division to which the generic name is, as we are instructed, wholly inapplicable. On the other hand, some schools call themselves Schools of Business Administration. This title, however, is equally open to criticism. If we object to the term commercial science on the ground that a great part of the work is not science at all, we can equally object to the term business administration on the ground that a great part of the work far transcends purely administrative problems. What such a School has to deal with is the principles underlying business practice, as well as the best method of putting those principles into operation. It is partly science and partly administration; it is more than science and more than administration. Since, therefore, the real object of such a School is to deal with business problems in their varied and comprehensive aspects, it seemed wise to take the simple and obvious name of School of Business. In the Law School we study law; in the Medical School we study medicine; in the School of Architecture we study architecture; in the School of Engineering we study engineering; and consequently the obvious place in which to study business is the School of Business. The name is simple, inclusive, and comprehensive.

When we come to discuss the curriculum of the new School, several points are to be noted. In the first place, an attempt is made to steer between the rigid and fixed curriculum found in some of the American professional schools and the very elastic schemes that are found in the ordinary university courses here and abroad. It was attempted to strike a happy medium by requiring in the first year from all candidates for a degree a certain number of courses aggregating one-half or two-thirds of the whole. Every student who intends to go into business should know something about general economics, accounting, finance and business organization, and should also have a command of some of the foreign languages. When, however, the foundation has been laid in this way, students are allowed a free choice, subject to the condition, however, that their course be approved by the Director. The Director of the School is presumed to have a personal acquaintance with each of the students, and to be able in person or through delegation to give to each proper advice. Students who desire to have a general business course will find such a curriculum mapped out for them. Others who may prefer to specialize will find a sequence of courses in a variety of subjects: accounting, banking, finance, transportation, commerce and trade, business organization and management, manufactures, advertising and salesmanship, and the like. At the end of the second year, the degree of Bachelor of Science will be awarded so that those who do not care to defer their entrance into a practical business career may start in at the age of the ordinary college graduate. It is expected, however, that a large proportion of the students will continue for a third year, at the end of which the Master’s degree will be conferred.

This third year, it is hoped, will be the most valuable, as it will be the most unique, year in the School. It will correspond approximately to the clinical year which is now being added to our best medical schools. It goes without saying that in the City of New York, the centre of American wealth, the business problems are on a particularly gigantic scale and of a specially intricate character. It is proposed to make the courses in this third year not alone research courses in the more refined and difficult principles underlying business practice, but also practical courses where each student will have an opportunity of intimate personal contact with business life. Arrangements have already been made with the National City Bank whereby a certain number of students will be afforded an opportunity to prepare themselves for the service of the Bank in foreign fields. It is proposed to broaden and generalize these opportunities so that ultimately every student will be enabled and expected to do some field work in that particular department of business life in which he is especially interested. In almost every phase of “big business” in New York today the need is experienced for more expert and thorough training; and it is hoped in the advanced courses of the School to bring about a close cooperation between the corps of instructors on the one hand and the business community on the other. It is here that the School of Business will find an unexampled opportunity and perform an unexampled service. Just as the finest medical schools can exist only where there are the greatest hospitals, that is, in the large centres of population, so the most successful schools of business in the future may be expected to be found in the great centres of business life.

In order to accomplish these results and to realize the expectations which have been formed, it goes without saying that the new School of Business must be put on the highest possible standard of educational efficiency. So far as the students are concerned, this result has been guaranteed by the determination to make the scholastic standard as high as it is in the other departments of Columbia. We are fortunate in having in Dr. Egbert, as Director of the School, a man who is not only one of the great administrators in the country, but who has shown in both the Summer Session and the Extension work his adherence to these high standards. The continually growing reputation of those phases of the work to which Dr. Egbert has hitherto addressed himself are the surest guarantee of success in this new field.

High standards, however, depend not only upon the student body, but upon the corps of instructors. In order to avoid the difficulty which has unfortunately been experienced by so many American institutions, it is proposed that a professor must have one at least of two qualifications. If he is recruited from the academic ranks, he must possess the degree of Ph.D., to show that he has attained the highest academic honors, together with a reasonable business experience or an acquaintance with actual business problems. If, on the other hand, he is selected from the ranks of those who have devoted themselves primarily to business, he must not only have written a book which is an acknowledged authority in its field, but must give evidence of ability successfully to present the subject to the professional student. Although the corps of instructors is by no means entirely complete, it will be found that the selection has in every case been in accordance with the above considerations. The numerous additions to the teaching staff which are being planned for in the near future are confidently expected to conform to the same high principles.

Thus from every point of view, we feel that the problem has been carefully considered and solved with a reasonable hope of success. In the character of the student body, in the selection of the present and future teaching force, in the rounded sequence of courses, in the judicious union of practical and research work, in the rich possibilities of cooperation with the other departments of the University and the business life of the community, and last but not least, in the tried administrative experience of the Director, we have reason to believe that we possess a unique combination of factors which cannot fail to put the Columbia School of Business in the front rank of similar institutions here and abroad.

 

Source: Columbia University Quarterly, Volume XVIII, June 1916, pp. 241-252.

Image Source: From  American Economic Review, 1943.

Categories
Harvard Regulations

Harvard. Report on Graduate Economics Instruction, 1945

 

One interesting take-away is that the size of the graduate economics student body is discussed, given the faculty size, rather than the reverse. Also of interest is the proposal for a distinction to be made between a terminal Ph.D. exam failure and a failure meriting a second chance.

__________________

REPORT ON GRADUATE INSTRUCTION
December 10, 1945

TO: Professor H.H. Burbank
FROM: The Ad Hoc Committee on Graduate Instruction

This committee was asked to consider the following three questions: (1) How can the increased burden of Ph.D. examinations best be met? (2) Should any limit be set to the number of graduate students in economics and, if so, what should be the limit? (3) How can inadequate graduate students be most effectively eliminated? After a consideration of these questions, the ad hoc committee wishes to make the following recommendations:

I. Ph.D. Examinations.

The committee is of the opinion that the total number of general and special examinations scheduled and to be scheduled for this academic year does not present a serious problem. The examinations already scheduled number thirty-nine and the total number, to the end of the year, may reach sixty. If equally distributed this would mean ten to twelve examinations for each officer between now and June. The burden of the examinations however is unequally distributed among the officers of the Department, and certain of the recommendations which follow are designed to lessen this inequality.

If the number of graduate students doubles, or increases to anything like that figure, the examination burden will become serious, and our recommendations are chiefly directed toward this contingency. We recommend that the Department give consideration to the following possibilities:

  1. Officers of the Department who are lightly burdened with examinations may in most cases be asked to examine in certain fields outside those in which they are now giving instruction.
  2. Since the examination load is now concentrated in the months of January and May, students should be encouraged to stand for examination in less crowded periods.
  3. Instructors should be asked to share the burden of examining as soon as they receive their doctor’s degree.
  4. In exceptional cases (but only in such cases) one examiner can be made responsible for two fields; for example, the same examiner could, in certain cases, be made responsible for money and banking and business cycles. In others, the examination in theory and international trade could be given by on man. If and when this expedient is followed, the officer examining in two fields should vote on these two fields. All three examiners should be responsible for a judgment on the examination as a whole.
  5. As the examining burden becomes heavier, two fields rather than one (but not including theory) might be written off and the examination shortened to an hour and a half.
  6. The last two measures are suggested as temporary expedients only—not as permanent policies.

The committee discussed the possibility of substitution written examinations and although a definitive view was not reached, the consensus of opinion was against the written examination on these grounds:

(1) Students are required to take extensive written course examinations and as far as their capabilities to satisfy such requirements are concerned they are already adequately tested. The oral examination constitutes a different and important kind of test.

(2) If the written general examinations were adequate to their purpose, and if at least a short oral were included as for the undergraduate divisionals, the committee doubts whether any time would be saved.

II. Size of the graduate school in economics.

The committee believes that if standards of graduate instruction are to be maintained a limit must be set to the number of students admitted to the graduate school and suggests tentatively about two hundred and fifty. This would involve limiting the number of first year students to approximately one hundred. Substantial increase in the number of students will increase markedly the amount of time which will have to be given to the direction of theses and to other forms of individual instruction. It is probable that with a graduate school of two hundred and fifty, less time will in any case be available for such instruction but the committee feels that no appreciable lowering of standards need accompany an increase to the suggested size.

A second major burden will be imposed on instruction in the fields of theory, statistics and economic history. In order to lighten this burden the committee recommends that the Department take the following steps:

  1. The basic graduate course in theory should be offered anew each term. The committee is of the opinion that the staff of theory instructors is adequate for this purpose.
  2. The Department should proceed forthwith to the appointment of its full quota of faculty and annual instructors and teaching fellows. We understand that the Department is entitled to six faculty instructors and we urge that the available positions be filled as soon as possible.
  3. In making the appointments, particular attention should be given to securing an adequate number of instructors and assistants in the field of statistics. One or more of the people appointed in this area should be Ph.D.’s in order that the examining burden on present officers may be lightened.
  4. It is imperative that an able young man be appointed in the field of economic history and he must have his degree if the very heavy examining load in this field is to be shared.

III. Weeding out incompetents.

The committee is agreed that to the greatest extent possible this weeding out process should begin with the raising of standards of admission to the graduate school. It urges on the Chairman of the Department that he throw his influence in favor of rejecting the lower fringe of candidates who in ordinary times would have been admitted and that he emphasize strongly to the Dean of the Graduate School the necessity of applying higher standards. With respect to students already admitted the committee recommends:

  1. that ordinarily the failure to receive an average of two B’s and two B+’s for the first year of work in the graduate school be considered reason for refusing students permission to continue their studies;
  2. that, in addition to raising the standard required to be satisfied in the general examination, failures be divided into two categories:

(1) Failed, but permitted to apply for re-examination.
(2) Failed, and prohibited from applying for re-examination.

Respectfully submitted,

Edward S. Mason, Chairman
Edward H. Chamberlin
Alvin H. Hansen

 

Source: Harvard University Archives. Department of Economics, Correspondence and Papers Department (UAV349), Box 13.