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Harvard 1909 PhD Alumnus, Edmund Ezra Day. Cornell Memorial Minute, 1951

 

Edmund Ezra Day received his Ph.D. in economics from Harvard in 1909. In 1910 he joined the Harvard economics department with his specialty in the theory, organization, and practice of statistics. Following service with the War Industries Board in Washington during World War I, Day was promoted to professor at Harvard in 1920. He went on ultimately to become the president of Cornell University. His career is outlined in the Faculty Memorial Statement following his death in 1951 that is reproduced below.

______________________

Cornell University Faculty Memorial Statement
Edmund Ezra Day
December 7, 1883 — March 23, 1951

Edmund Ezra Day, destined to be the fifth President of Cornell University, was born in Manchester, New Hampshire, on December 7, 1883. His parents were Ezra Alonzo and Louise Moulton Nelson Day. He attended Dartmouth College, and there made a brilliant scholastic record. He was awarded a Rufus Choate scholarship, and thus acquired the nickname of “Rufus,” which clung to him all his life. He was a member of Phi Beta Kappa and Theta Delta Chi. He received his B. S. from Dartmouth in 1905 and an M. A. in 1906. He then entered the Harvard Graduate School, and gained a Ph. D. in Economics in 1909.

He began his teaching career as Instructor in Economics at Dartmouth, from 1907 to 1910. He entered the Harvard Department of Economics in 1910, and rose rapidly to become Professor of Economics and Chairman of the Department. During the first World War he served as statistician for the U. S. Shipping Board and the War Industries Board.

In 1923 he left Harvard for the University of Michigan. There he was Professor of Economics, organizer and first Dean of the School of Business Administration, and Dean of the University.

His administrative ability and his understanding of economic and social problems attracted the attention of the great Foundations. In 1927-28 he was associated with the Laura Spelman Rockefeller Memorial; in 1929 he left Michigan to become director for the social sciences with the Rockefeller Foundation. He carried on concurrently the duties of director of general education with the General Education Board. His signal success in these responsible positions prompted his appointment to the presidency of Cornell in 1937.

In the following years he added to his onerous presidential duties many important tasks in educational and social realms. It is impossible here to list more than a few examples. He was president of the New York State Citizens Council, the Association of Land-Grant Colleges and Universities, the World Student Service Fund, the American Statistical Association; he was chairman of the American Council on Education, director of the National Bureau of Economic Research, director of the Federal Reserve Bank of New York, Councillor of the National Industrial Conference Board. He held fifteen honorary degrees. He was the author of “Index of Physical Production,” “Statistical Analysis,” “The Growth of Manufactures,” (with W. Thomas), and “The Defense of Freedom”.

In 1912 he married Emily Sophia Emerson, daughter of Dean Charles F. Emerson of Dartmouth College. He leaves two sons and two daughters. One son (Dr. Emerson Day) at present holds a professorship in the Cornell Medical College.

Dr. Day was suddenly stricken by a heart attack on the morning of March 23, 1951.

Dr. Day was President of Cornell University from 1937 until his resignation on July 1, 1949. He was then appointed Chancellor, with the larger interests of the University in his hands. Counselled to disburden himself of such responsibilities for reasons of health, he resigned the Chancellorship on January 31, 1950.

The twelve years of his presidency were a period of rapid growth of the University. The student enrollment and the Faculty lists nearly doubled. New schools and units were established, responsive to new educational and social concerns of the nation: the School of Chemical and Metallurgical Engineering, the School of Industrial and Labor Relations, the School of Business and Public Administration, the School of Nutrition, the School of Aeronautical Engineering, the School of Nursing. The Floyd Newman Laboratory of Nuclear Studies in Ithaca and the Cornell Aeronautical Laboratory in Buffalo were inaugurated.

The physical development of the University kept pace with the new demands. Important buildings were erected, among them Olin Hall, the Newman Laboratory, Savage Hall, Moore Hall, Clara Dickson Hall, and the Administration Building. Arrangements were made for other buildings, now rising on our campus. The Greater Cornell Fund was carried triumphantly to its goal, raising over $12,500,000 for university needs.

To assess the value of Dr. Day’s contributions to the University would require far more space than can be here afforded. This much is clear and certain: that during a period of war, of disorganization and reorganization, of rapid social and economic change, of inflation, insecurity, fear, his strong hand at the helm guided us through the storms to calmer waters. We cannot know how much of his own strength, his own life, he sacrificed to this terrifying task.

The writer of the notice on the death of President Livingston Farrand (in the Necrology of the Faculty, 1940) said: “No doubt every true leader communicates something of himself to his companions. The Cornell of Andrew D. White partook of his indomitable idealism; the Cornell of Jacob Gould Schurman shared his superb, almost resistless energy; the Cornell of Livingston Farrand became somehow more urbane, more kindly, more human.” To these words we may now add that the Cornell of Edmund Ezra Day became more socially conscious, more cognizant of its duties to the state and the world, more aware of its function as an organ of the body politic. The Cornell new schools established during Dr. Day’s regime were mostly schools of social service. Within the older units of the University a corresponding influence was at work. Such Departments as Sociology and Psychology were reconstituted; the need for social justification was felt throughout the University.

Dr. Day liked to ask provocative and sometimes infuriating questions. He liked to affront a Professor of, for instance, English, with the demand: “What are you trying to do? What is the use of the study of literature?” The Professor of English usually found, after his first bewilderment or anger had died, that the necessity of defining his aims was very wholesome. Dr. Day of course knew his own answers before he asked the question.

His mood was often quizzical. He liked to shock, unsettle, disturb; he enjoyed playing dumb. He was convinced that the great menace to successful teaching is complacency, satisfaction with routine. Tirelessly experimental himself, he could easily be exasperated by the conservatism of the Faculties. And if, as was inevitably the case, Faculty members found themselves in disagreement with him, they had only to visit him to be most cordially received and most fairly heard. In such circumstances his visitors were usually astonished to find how minutely Dr. Day was acquainted with the least operations of his great, far-flung, multifarious University, and how he had given serious attention to the smallest of her problems.

He gained this knowledge by giving to Cornell the best part of his thought and his life. He had little time for recreation, all too little for the intellectual diversions he earnestly desired. His obligation to Cornell came always first, and this obligation never ended, never left him free.

He had planned, on his retirement, to take at last his rewards: the pleasure of friendship, the pleasure of reading, the mere simple pleasure of rest. He did not have time for his rewards. He had never had time. He had time only for his duty.

Morris Bishop, S. C. Hollister, L. A. Maynard

 

Source: Cornell University. Cornell University Faculty Memorial Statement, 1951.

Image Source: Edmund Ezra Day from Harvard Class Album 1920.

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Harvard. Memo on Master’s degree requirements in ten other departments, 1935

 

The following memo was found in the papers of the Harvard department of economics outlining the formal requirements for the award of a master’s degree in economics for ten other departments ca. 1935.  Harvard requirements for 1934-35 have been previously posted here at Economics in the Rear-View Mirror.

____________________

REQUIREMENTS FOR A.M. IN ECONOMICS

University of Chicago
—Catalogue Vol. XXV, March 15, 1935—
No. 7, p. 293.

“The specific requirements for the Master’s degree are:

  1. A minimum of 8 courses, or their equivalent (of which at least 6 must be in Grades II and III above*). Either in his undergraduate or graduate work the candidate should cover the substantial equivalent of the requirements for the Bachelor’s degree in economics…(May be shown by examination.)
  2. A thesis involving research of at least semi-independent character.
  3. A final examination (either oral or written at discretion of the department). The examination is on the thesis and its field and on one other field chosen by the candidate.
  4. All candidates…are expected to show ability to think clearly…on abstract economic questions, and familiarity with terms and common concepts of economic science.

No language requirement for A.M. apparently.

No set time limit, but (p. 282) they seem to regard three of work in economics (either as graduate or as undergraduate) as “normal preparation” although “exceptionally capable” students may do it in less time.

* Grade II and III being respectively survey and problem courses (II), and Research, reading and seminar courses (III). Grade I includes intermediate courses.

 

Stanford University

  1. One academic year of graduate work (A “normal time” but also minimum).
  2. Thesis
  3. Examinations (general or final and at discretion of department).

 

Cornell University

  1. At least one full year of residence at Cornell.
  2. “No student may be admitted to candidacy for any of the degrees of A.M., M.S.,…, or Ph.D. whose training has not included work in a foreign language equivalent to three units of entrance in one language or two in each of two languages.
  3. A thesis or (at departmental discretion) an essay.
  4. Written or oral (at departmental discretion) final examination.

He must show a knowledge of:

Three special fields, such as: in Economic Theory and History:

(1) Good general knowledge of history of economic thought, including classical school and contemporary.
(2) Familiarity with economic analysis and controversial area of economic thought.
(3) A background knowledge of social and intellectual history.

or in Monetary Theory:

One requirement:
(1) A detailed understanding of the theory and history of money; monetary system of the United States, theory and history of banking; banking system of United States, foreign exchange, monetary aspects of cyclical fluctuations.

No specific course requirements as far as I can see.

 

University of Minnesota

  1. At least one full academic year’s work (in residence).
  2. Thesis required.
  3. Nine credit hours each quarter of graduate courses for three quarters.
  4. He must have done in three years (undergraduate) work in his major subject if it is open to freshmen, or two years otherwise.
  5. A reading knowledge of a foreign language to be determined by the department is necessary.
  6. An examination.

 

University of Michigan

  1. Residence requirement: One semester and one summer session, or three summer sessions; nine hours work a semester and six hours a summer session are minimum to establish residence at the respective sessions.
  2. A minimum of 24 hours of graduate work is required (i.e. necessary but not alone sufficient).
  3. Thesis may be required at discretion of department (apparently economics does not require it).

 

University of Wisconsin

  1. At least two semesters’ work, at least one of which to be at Wisconsin.
  2. An oral examination.
  3. A thesis may be required of students seeking to specialize in a definite line of study.

 

Princeton University

“After Commencement Day, 1935, the degree of M.A. will be awarded only to a student who has passed the general examination for the Doctor’s degree.” This implies a knowledge of French and German; and implies not less than two years graduate study. The examination may be written, oral, or both. One year of residence is required.

 

Yale University

  1. Two full years of resident graduate study required (but may be in less time in exceptional cases where unusual scholarship is demonstrated).
  2. Reading knowledge of either French or German.
  3. An essay is required of all candidates.
  4. (Apparently) A comprehensive written examination in field of concentration in Department of Economics (it is not specified for which degree so that it seems to apply to both M.A. and Ph.D.).

 

Columbia University

  1. “The candidate shall have registered for and attended courses aggregating not less than thirty tuition points, distributed over a period of not less than one academic year or its equivalent.”
  2. “The candidate shall have satisfied the department of his choice that he has satisfied requirements specified by the department for the degree.” (May include courses, examination, an essay, seminars, or “other work”.)

 

University of California

“There are required 20 semester units and in addition a thesis.”

“At least eight of the 20 units must be strictly graduate work.”

“The student must spend one year of residence.”

Rate of taking units:

“Graduate students in the regular session taking only upper division courses are limited to a program of 16 units” (a semester or a year? probably a semester).

“Graduate students…taking only graduate courses are limited to 12 units.” Mixtures are regulated in proportion thereto.

 

Source: Harvard University Archives. Department of Economics, Correspondence and Papers 1930-1961. (UAV 349.11) Box 13, Folder “Graduate Instruction, Degree Requirements.”

 

 

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Harvard. Four Ph.D. Examinees in Economics, 1910-11

 

 

For four Harvard economics Ph.D. candidates this posting provides information about their respective academic backgrounds, the six subjects of their general examinations along with the names of the examiners, the subject of their special subject, thesis subject and advisor(s) (where available).

________________________________________

 

DIVISION OF HISTORY AND POLITICAL SCIENCE
EXAMINATIONS FOR THE DEGREE OF PH.D.
1910-11

Notice of hour and place will be sent out three days in advance of each examination.
The hour will ordinarily be 4 p.m.

Alfred Burpee Balcom.

General Examination in Economics, Monday, May 1, 1911.
Committee: Professors Taussig (chairman), Bullock, Carver, Sprague, Young, and Perry.
Academic History: Acadia College, 1904-07; Harvard Graduate School, 1908-11; S.B., Acadia, 1907; A. M., Harvard, 1909. Austin Teaching Fellow, 1910-11.
General Subjects: 1. Economic Theory and its History. 2. Economic History since 1750. 3. Sociology and Social Reform. 4. Public Finance and Financial History. 5. Labor Problems and Industrial Organization. 6. Philosophy.
Special Subject: Economic Theory.
Thesis Subject: “Nassau William Senior as an Economist.” (With Professor Taussig.)

Lucius Moody Bristol.

General Examination in Economics (Social Ethics), Thursday, May 4, 1911.
Committee: Professors Peabody (chairman), Taussig, Carver, Sprague, Young, and Dr. Brackett.
Academic History: University of North Carolina, 1894-95; Boston University School of Theology, 1896-99; Harvard Divinity School, 1909-10; Harvard Graduate School, 1910-11; A.B., North Carolina, 1895; S.T.B., Boston University, 1899.
General Subjects: 1. Ethical Theory. 2. Economic Theory. 3. Labor Problems. 4. Social Reforms. 5. Sociology. 6. Statistics.
Special Subject: Social Reforms.
Thesis Subject: “Conservation of Vital Forces in Boston.” (With Professor Peabody.)

Johann Gottfried Ohsol.

General Examination in Economics, Thursday, Friday, May 5, 1911.
Committee: Professors Gay (chairman), Bullock, Carver, Sprague, Dr. Foerster, and Dr. Holcombe.
Academic History: Polytechnic Institute of Riga, 1899-1903; Harvard Graduate School, 1909-11; Candidate in Commerce, Riga, 1903.
General Subjects: 1. Economic Theory and its History. 2. Economic History since 1750. 3. Sociology and Social Reform. 4. Public Finance and Financial History. 5. Labor Problems and Industrial Organization. 6. History of American Institutions.
Special Subject: Labor Problems.
Thesis Subject: (undecided).

Ralph Emerson Heilman.

General Examination in Economics (Social Ethics), Thursday, May 11, 1911.
Committee: Professors Peabody (chairman), Taussig, Bullock, Carver, Dr. Brackett and Dr. McConnell.
Academic History: Morningside College, 1903-06; Northwestern University, 1906-07; Harvard Graduate School, 1909-11; Ph.B., Morningside, 1906; A.M., Northwestern, 1907.
General Subjects: 1. Ethical Theory. 2. Economic Theory and its History. 3. Poor Relief. 4. Social Reforms. 5. Sociology. 6. Labor Problems.
Special Subject: (undecided).
Thesis Subject: “Chicago Traction.” (With Professor Ripley.)

 

Source: Harvard University Archives. Harvard University, Examinations for the Ph.D. (HUC 7000.70), Folder “Examinations for the Ph.D., 1910-11”.

Image Source:  Harvard University, ca. 1910. Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA

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Exam Questions Harvard Suggested Reading Syllabus

Harvard. Regulation of Public Utilities and Transportation. Chamberlin, 1939-40

 

This is the third industrial organization/regulation semester course offered at Harvard in the immediate pre-WWII era. Syllabi and other material have previously been posted for E. S. Mason and P. Sweezy’s “The Corporation and its Regulation” and Mason’s “Industrial Organization and Control”. Edward H. Chamberlin’s teaching portfolio at Harvard included transportation economics from 1931. Here the focus is on regulation of natural monopolies such as public utilities and railroads.

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Course Description, 1940-41

[Economics 63b 2hf. Public Utilities (including Transportation).] Half-course (second half-year). Tu., Th., (at the pleasure of the instructor) Sat., at 12. Professor Chamberlin.
Omitted in 1940-41; to be given in 1941-42.

The regulation of the public utility and transportation industries as a phase of the control over economic activity exercised by the modern state. Rates, service, earnings, efficiency, financial practices, holding companies and consolidations, coordination, national planning, government competition with private enterprise, and public ownership.

Source: Division of History, Government, and Economics Containing an Announcement for 1940-41, Official Register of Harvard University, Vol. XXXVII, No. 51 (August 15, 1940), p. 57.

______________________

Enrollment 1939-40

[Economics] 63b 2hf. Professor Chamberlin.—Public Utilities (including Transportation).

Total 90: 1 Graduate, 43 Seniors, 34 Juniors, 5 Sophomores, 7 Other.

Source: Report of the President of Harvard College, 1939-40, p. 99.

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Economics 63b
1939-40

Reading List

Principal books used:

D. P. Locklin, Economics of Transportation (revised ed.)
Mosher & Crawford, Public Utility Regulation
Wilfred Owen, Highway Economics
G. L. Wilson, [J. M.] Herring, [R. B.] Eutsler, Public Utility Regulation

 

Week

Assignment

1

Development of railroad transportation and regulation to 1920 Locklin, Chs. 1-5, 9, 10

2

Theory of railroad rates — competition and control Locklin, Chs. 7, 14

3

Particular rates, discrimination: railroads Locklin, Chs. 6, 8, 20

4

Particular rates, discrimination: utilities Mosher & Crawford, Introduction and Chs. 17-21

5

Legal and economic criteria for public utilities
Commissions, legislatures and courts
Mosher & Crawford, Ch. 1
Mosher & Crawford, Chs. 2-6
Locklin, Ch. 13

6

Railroad consolidation Locklin, Ch. 11
Jones, Principles of Railway Transportation, Ch. 17
Locklin, Ch. 19, pp. 315-21, 643-42

7

Railroad consolidation, financial regulation
(Hour examination, Thursday, March 21)
Locklin, Chs. 12, 25, 26

8

Public Utility Holding Company
National Power Policy
Wilson, et al. Ch. 11; pp. 310-319, Chs. 15, 16

Vacation

9

Control of investment, general rate level, earnings Mosher & Crawford, Ch. 7
Locklin, Chs. 15-18

10

Control of investment (continued)
Highway transport
Mosher & Crawford, Chs. 8, 9, 16
Owen, whole essay

11

Highway, water and air transport; coordination Locklin, Chs. 33, 34, 31, 35, 36

12

Public ownership Locklin, Ch. 29
Mosher & Crawford, Chs. 32-34 and Conclusion

 

Source: Harvard University Archives. Department of Economics. Correspondence & Papers 1902-1950 (UAV.349.10). Box 23, Folder “Course outlines 1935-37-38-42”.

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Reading Period Assignment

Economics 63b: Read one of the following:

  1. First Report of the Federal Coördinator of Transportation, pp. 1-37.
    Fourth Report of the Federal Coördinator of Transportation, pp. 1-60.
    Report—Immediate Relief for Railroads (April, 1938), 19-71 (75th Congress, 3rd Session, House Doc. No. 583).
    Report of Committee Appointed by the President—Recommendations upon the General Transportation Situation (Dec., 1938), pp. 3-64 (Committee on Public Relations of Eastern Railroads).
  2. S. Daggett, Principles of Inland Transportation (revised edition). Chs. 36-37 [3rd edition, 1941].
    Three articles by H. E. Dougall on French Railways in Journal of Political Economy, June, 1933; June, 1934; April, 1938.
    Annals of American Academy of Political and Social Science. January, 1939, pp. 185-226.
  3. A. L. Gordon, The Public Corporation in Great Britain, Chs. 1, 3, 4, 6.
  4. Bauer and Gold, Public Utility Valuation for Purposes of Rate Control, pp. 155-362.

Source: Harvard University Archives. Syllabi, course outlines and reading lists in economics, 1895-2003 (HUC 8522.2.1). Box 2, Folder “1939-40 (1 of 2)”.

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1939—1940
HARVARD UNIVERSITY

ECONOMICS 63b2

Write on FIVE questions, including numbers 1 and 6.*

  1. According to what principles do you believe the level of earnings of railroads and utilities should be regulated? Discuss the chief problems arising out of applying your principles to the situation as you find it in the United States.
  2. Contrast and evaluate the Public Utility Holding Company Act of 1935 and the Tennessee Valley Authority as alternative methods of public utility regulation.
  3. What various solutions have been proposed for the strong and weak road problem? Discuss the advantages and disadvantages of each.
  4. Discuss the possibilities and limitations of reducing the cost of railroad transportation (a) through consolidation or coordination without government ownership; (b) through government ownership.
  5. Do you believe this country should subsidize directly or indirectly any means of transportation? If so, what means, to what extent and why? If not, why not?
  6. Answer the question corresponding to your reading period choice:
    1. (Coördinator’s and other reports) which of the recommendations in the several reports assigned would you consider most relevant to the transportation problem as it appears in 1940? Indicate your own evaluation of them.
    2. (Foreign railways) Contrast the French rate-making scheme set up by the Convention of 1921 with the rate-making arrangement prevailing in the United States after 1920. How do you account for the differences?
    3. (Gordon) “More than any other existing institution in Great Britain, the Central Electricity Board has faced and met a task of economic rationalization on a national scale.” What were the factors which led to a demand for rationalization and how was this rationalization accomplished?
    4. (Bauer and Gold) Discuss any two or three of the chief issues raised by your reading in Bauer and Gold relative to valuation for rate making purposes.

*If you prefer, instead of answering specific questions, you may write a three hour essay describing what you consider to be the chief problems confronting the railroad and utility industries in the United States today and outlining (and defending) a program of legislation to meet them.

Final. 1940.

 

Source: Harvard University Archives. Harvard University, Final examinations, 1853-2001 (HUC 7000.28) Box 5. Faculty of Arts and Sciences. Papers Printed for Final Examinations: History, History of Religions,…Economics,…,Military Science, Naval Science. June, 1940.

Image Source: Edward H. Chamberlin from Harvard Class Album 1946.

 

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Harvard. Syllabus and Final Exam for Industrial Organization and Control. Edward S. Mason, 1939-40

 

Following the first term course Economics 61a (The Corporation and its Regulation) that he co-taught with Paul Sweezy, Edward S. Mason taught the following term course Economics 62b (Industrial Organization and Control) that was focussed on market structures and antitrust policies.

Besides being the co-director for the Department of Labor’s studies for the Temporary National Economic Committee (The Online Books Page provides links to TNEC publications), during the immediate period before the U.S. entered WWII he was a consultant  for raw material problems for the Office of Production Management. In 1941 he joined the Office of Strategic Services where he served as the deputy director of the Research and Analysis Branch. This and some of his following government service is discussed in his Oral History Interview  at the Harry S. Truman Library & Museum.

Fun Fact:  John F. Kennedy took this course in the second semester of his senior year (1940).

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Course Description, 1940-41

Economics 62b 2hf. Industrial Organization and Control. Half-course (second half-year). Tu., Th., Sat., at 11. Professor Mason.
Economics 61a is a prerequisite for this course.

This course deals with the nature of monopolistic and competitive markets, the economic problems of large scale enterprises and combinations, the trust problem, and trust policy. Particular attention will be paid to recent changes in our system of industrial control.

Source: Division of History, Government, and Economics Containing an Announcement for 1940-41, Official Register of Harvard University, Vol. XXXVII, No. 51 (August 15, 1940), p. 57.

______________________

Enrollment 1939-40

[Economics] 62b 2hf. Professor Mason.—Industrial Organization and Control.

Total 95: 1 Graduate, 20 Seniors, 53 Juniors, 13 Sophomores, 8 Other.

 

Source: Report of the President of Harvard College, 1939-40, p. 99.

 

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Economics 62b
1939-40

Industrial Organization and Control
Outline and Assignments

 

Week of

Lectures

Assignment

I
THE ECONOMICS OF THE FIRM

1. Feb. 5-10

1. Outline of field.
2. The decline of competition?
3. The problem of monopoly in law and economics.
Burns, Chs. 1, 9.

2. Feb. 12-17

1. The market position of the individual firm.
2. Costs and rate of output.
3. The relation of size to costs.
Hamilton, pp. 320-88, 395-429, 449-500.

3. Feb. 19-24

1. The flexibility of costs.
2. Vacation.
3. Section.
Structure of the American Economy, Chs. 7, 8.

II
TYPES OF INDUSTRIAL MARKETS

4. Feb. 26-March 2

1. Cotton textiles.
2. [continued]
3. The problem of excess capacity.
Whitney, Chs. 2, 3.

5. March 4-9

1. Price discrimination.
2. Bsing point systems and other types of geographical price discrimination.
3. [continued]
Burns, Chs. 6, 7.

6. March 11-16

1. Markets in which sellers are few, agricultural implements.
2. Automobiles.
3. Examination.
Burns, Chs. 3, 4.

7. March 18-23

1. Aluminum.
2. Construction industries.
3. [continued]
Burns, Ch. 5.
Price Research in Steel and Petroleum, Part II.

8. March 20-25

1. Competition between channels of distribution.
2. Non-price competition.
3. Section.
Burns, Ch. 8.
Cassels, Q.J.E.
Chain Stores—Final Report, pp. 23-49.

Vacation

III
GOVERNMENT REGULATION

9.   April 8-13

1. The anti-trust acts.
2. Mergers and restraints of competition.
3. Robinson-Patman Act.
Seager & Gulick, Chs. 17-20.

10. April 15-20

1. Federal Trade Commission.
2. Problem of unfair practices.
3. Bituminous Coal Commission.
Seager & Gulick, Chs. 21-23.

11. April 22-27

1. N.R.A.
2. N.R.A.
3. Section
National Recovery Administration, Chs. 20-24.

12. April 29-May 4

1. Fair trade legislation.
2. Issues in the Monopoly
3. Present status of the monopoly problem.
National Recovery Administration, Chs. 25-30.

 

Titles of books assigned.

A. R. Burns, The Decline of Competition.
Seager and Gulick, Trust and Corporation Problems.
W. Hamilton, Price and Price Policies.
Lyon and others, The National Recovery Administration.
S. Whitney, Trade Associations and Industrial Control.
J. M. Cassels, “The Marketing Machinery in the United States,” Quarterly Journal of Economics, August, 1936.
Federal Trade Commission, Final Report on Chain Store Investigation, Senate Document No. 4, 74th Congress, 1st Session.
National Resources Committee, The Structure of the American Economy.
National Bureau of Economic Research, Price Research in the Steel and Petroleum Industries.

Reading period assignment to be announced.

 

Source: Harvard University Archives. Syllabi, course outlines and reading lists in economics, 1895-2003 (HUC 8522.2.1). Box 2, Folder “1939-40 (2 of 2)”.

______________________

Reading Period Assignment

Economics 62b: Read one of the following:

  1. Lloyd Reynolds, The Control of Competition in Canada.
  2. National Bureau of Economic Research, Textile Markets.
  3. B. Gaskill, The Regulation of Competition.
  4. Pribram, Cartell Problems.

 

Source: Harvard University Archives. Syllabi, course outlines and reading lists in economics, 1895-2003 (HUC 8522.2.1). Box 2, Folder “1939-40 (1 of 2)”.

______________________

Course Final Exam

1939—1940
HARVARD UNIVERSITY

ECONOMICS 62b2

I
About 45 minutes

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

II
Answer both questions

  1. Do you think that the use of a basing-point system of price quoting in the iron and steel industry eliminates price competition? Discuss.
  2. How would you explain the fact that in the middle of the 1920’s competition in the automobile industry noticeably shifted from an emphasis on price to an emphasis on non-price factors?

III
Answer all questions

  1. The Robinson-Patman Act is “an anti-competition statute slipped into the anti-trust laws.” Discuss.
  2. Do you think that, as the Courts have interpreted the anti-trust acts, a different standard of legality has been applied to “integrated” than to “loose” combinations? Discuss.
  3. Assuming that the preservation of competition is a desirable objective, what do you consider to be the largest gaps in our anti-trust legislation?

Final. 1940.

 

Source: Harvard University Archives. Harvard University, Final examinations, 1853-2001 (HUC 7000.28) Box 5. Faculty of Arts and Sciences. Papers Printed for Final Examinations: History, History of Religions,…Economics,…,Military Science, Naval Science. June, 1940.

Image Source: Webpage “Oral History Interview with Edward S. MasonHarry S. Truman Library & Museum. Portrait of Edward S. Mason.

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Harvard Suggested Reading Syllabus

Harvard. Corporation and its Regulation. Syllabus and readings. Mason and P. Sweezy, 1939-40

 

The teaching duo of Edward S. Mason and Paul M. Sweezy taught a popular course on the theories of socialism at Harvard as well as the course of today’s posting that provides the syllabus and reading assignment for a one semester course on corporations. Also two problem sets discussed in the recitation sections were found filed with the course outline and are transcribed below. 

This course was a prerequisite for Mason’s second term course “Industrial Organization and Control”.

______________________

Course Description, 1940-41

Economics 61a 1hf. The Corporation and its Regulation. Half-course (first half-year). Tu., Th., Sat., at 11. Professor Mason and Dr. P. M. Sweezy.

This course deals with the development of the modern business corporation, and corporate accounting, and financial practices. Particular attention will be paid to the internal organization of the corporations including the relation between security owners and management. State and Federal regulation of incorporation and security issue and the nature of the government corporation will form a part of the course.

Source: Division of History, Government, and Economics Containing an Announcement for 1940-41, Official Register of Harvard University, Vol. XXXVII, No. 51 (August 15, 1940), pp. 56-57.

______________________

Enrollment 1939-40

[Economics] 61a 1hf. Professor Mason and Dr. P. M. Sweezy.—The Corporation and its Regulation.
Total 169: 2 Graduates, 51 Seniors, 84 Juniors, 19 Sophomores, 2 Freshmen, 11 Other.

Source: Report of the President of Harvard College, 1939-40, p. 99.

______________________

Economics 61a
1939-40

Outline

 

Date Lecture Subjects Reading
Sept. 27-30 Introduction
History of the Corporation
C. C. Abbott, “The Rise of the Business Corporation” [Ann Arbor, 1936]
Oct. 1-7 History of the Corporation
Capital and Capitalization
Financial Problems
Dewing I: 2-4
Oct. 8-14 Valuation and Depreciation
Valuation and Depreciation
Section
Dewing III:1-4,   IV:3-5
Oct. 15-21 Corporate Reorganization
Case Studies in Corporate Reorganization
Dewing IV:7-8, VI: 1-2
Oct. 22-28 Ownership, Management, and Control
Case studies of individual companies
Section
Berle and Means I:1-6, II: 5-6
Oct. 29-Nov. 4 The Economics of the Firm
Size and Efficiency
Examination
Clark, “Economics of Overhead Costs” Chs. 4,6;
[Henry] Dennison, Management in
[Recent Economic Changes in the United States, New York, 1929], Vol. 2
Nov. 5-11 Management Problems
Corporation and the Theory of Profits
Section
Knight “Risk, Uncertainty, and Profit” Chs. 7, 9, 12
Nov. 12-18 The Corporation and Private Property
Case Study
Corporate Concentration of Economic Control
Berle and Means IV:1-4;
Structure of the American Economy, Chs. 7,9; Appendices 9-13
Nov. 20-26 The Stock Market
Sale of New Securities
Ownership of Securities
20th Century Fund “The Security Markets” Chs. VIII, IX, XI, XIII
Nov. 27-Dec. 3 Ownership of Securities
Holiday
Section Meeting
“The Security Markets” Chs. III, IV, VI
Dec. 4-10 Institutional Investment
Development of Corporation Law
Development of Corporation Law
Berle and Means, Book II
Dec. 11-17 The Securities Act and the Securities and Exchange Commission
The Government Corporation
4th Annual Report of the Securities and Exchange Commission
J. H. Thurston “Government Proprietary Corporations” Chs. I, VI

 

Economics 61a
Section Meeting
Oct. 13-14, 1939

  1. Discuss the significant differences between the modes of raising capital of the following firms, as indicated by their capital stock and funded debt:
    1. United States Steel Corporation (1934)

Common Stock

$870,000,000

Preferred Stock

360,000,000

Surplus

520,000,000

Bonds guaranteed by U.S.S.C.

50,000,000

Not guaranteed

40,000,000

Purchase Money Obligations

16,000,000

$1,856,000,000

  1. International Harvester Company (1937)

Common Stock

$170,000,000

Preferred stock

82,000,000

Surplus

75,000,000

$327,000,000

  1. Associated Gas and Electric Company (1937)

Capital Stock and Surplus

$148,000,000

Minority Interest

94,000,000

Convertible Bonds

49,000,000

Other Funded Debt

598,000,000

$889,000,000

  1. New York Central Railroad Company (1937)

Capital Stock

$562,000,000

Surplus

204,000,000

Equipment Obligations

31,000,000

Mortgage Bonds

513,000,000

Debenture Bonds

5,500,000

Collateral Trust Bonds

90,000,000

$1,405,500,000

  1. Discuss the influence of dividend policy on the interests of the following types of shareholder:
    1. Common stock.
    2. Non-participating, non-cumulative preferred.
    3. Non-participating, cumulative preferred.
    4. Participating, non-cumulative preferred.
    5. Participating, cumulative preferred.
    6. Debenture bond.
  2. Until about 1930 the courts generally held that non-cumulative preferred shareholders had a claim against the company for dividends equal to the stated percentage in their shares provided such dividends had been earned but not declared. Does this mean, in effect, that no company could really issue non-cumulative preferred stock prior to 1930? Can you see any reason why the courts should take such a stand?

 

Source: Harvard University Archives. Syllabi, course outlines and reading lists in economics, 1895-2003 (HUC 8522.2.1). Box 2, Folder “1939-40 (2 of 2)”.

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Reading Period Assignment
Jan. 4-17, 1940

Economics 61a: Read one of the following:

  1. Kennedy, E. D., Dividends to Pay.
  2. Flynn, J. T., Security Speculation
  3. Gordon, Lincoln, The Public Corporation in Great Britain.
  4. Crum, W. L., Corporate Size and Earning Power.

 

Source: Harvard University Archives. Syllabi, course outlines and reading lists in economics, 1895-2003 (HUC 8522.2.1). Box 2, Folder “1939-40 (1 of 2)”.

Image Source: Edward S. Mason and Paul Sweezy from Harvard College Class Album 1937.

Categories
Economists Harvard

Harvard. Alumnus (A.B., Ph.D.) Professor Seymour Edwin Harris, 1945 and 1970

 

The Silver and Gold Anniversary Class Reunions (25th and 50th, respectively) of Harvard College publish reports sent by class members to the class secretary. For answering the question, whatever happened to X, Class of ‘YY, these class reunion volumes can be useful. While it is not hard to discover what happened to Seymour Harris, a member of the Harvard Class of 1920 who went on to become a professor of economics at Harvard, the personal notes from this Harvard man, crimson to the bone, provide us a glimpse at least of how he wanted himself to be viewed by his former classmates..

_____________________

SEYMOUR EDWIN HARRIS
[1945]

Home Address: Four Winds Farm, West Acton, Mass.
Office Address: Room 234, Littauer Center, Harvard University, Cambridge, Mass.
Born: Sept. 8, 1897, New York, N.Y. Parents: Henry Harris, Augusta Kulick.
Prepared at: Morris High School, New York, N.Y.
Years in College: 1918-1920. Degrees: A.B. cum laude, 1920; Ph.D., 1926.
Married: Ruth Black, Sept. 3, 1923, Honesdale, Pa.
Occupation: Professor of economics, Harvard University.
Military or Naval Record: Harvard Unit, Students’ Army Training Corps, 1918.
Wartime Government Posts: Director, Office of Export-Import Price Control; member, Policy Committee of Board of Economic Warfare; member, Secretary of State’s Committee on Post-War Economic Policy; adviser on Price Control and Stabilization to several Latin American governments; economic adviser to vice-chairman, War Production Board.
Offices held: Managing Editor, Review of Economic Statistics.
Member of: Harvard Faculty Club.
Publications: Thirteen volumes in economics; Twenty Years of Federal Reserve Policy; Post-War Economic Problems; Economics of America at War; Price and Related Controls in American Economy; Economic Problems of Latin America; Inflation in War and Post-War.

SEYMOUR HARRIS gives us a reading time of five minutes for the following account: “We—my wife and I—live twenty-five miles outside of Boston. We have a 40-acre farm and an old colonial house. This offers a much-needed escape from Cambridge, as the latter in turn is an escape from wartime Washington. I wish that I could say that we were doing a good job on the farm. Actually, help is not available, and the amount of time to be squeezed out these days for its care is limited. Our only farming this year has been a 7000-foot vegetable garden, one spraying of our two apple orchards, and frequent encounters with millions of ants, potato bugs, skunks, bats, crickets, etc.

“My working hours are divided among the following: teaching, writing, editing, and war work for the government. The last is the most maddening and the most interesting—also the most futile, tiring, and exasperating, yet rewarding. The newsworthy fact is not that so little, but that so much is accomplished in Washington. In retrospect this is hard to understand, for the se-up is such that progress would seem impossible. Yet we have increased our national income by 125 per cent, put eleven millions into the armed services, and produced war goods twice the value of our whole national income in 1932. Tens of thousands of little bureaucrats (including the writer) and tens of thousands of ingenious business men and millions of loyal workers have achieved what to most experts seemed to be the impossible in 1940. We have produced the mightiest war machine and the highest standard of living in our modern civilization. Our number one economic problem of the post-war is to do an equally effective production and distribution job. Upon our success or failure rests the future of private enterprise.

“Writing has become a habit with me—a drug, if you will. I have written (had printed) at least two million words. As I look back, I am surprised that I have had the patience to write so much. As I look forward, I am impatient to write even more. I can scarcely wait to finish a book so that I can start another. At present one is in page proof, another is in press, a third is about to go to press, a fourth is being planned. I ask myself why. It is certainly not because I hold that the world is waiting for my pontificalia. In fact, I often wonder if books are ever read. But the publishers seem to find printing books profitable, and they have sold 6,000 to 7,000 copies of at least one book of mine—practically a best-seller for technical books. Perhaps a slight contribution to the world’s knowledge is made, and it is hoped that in some manner or other we do have a very small effect on public policy.

“My wife, who has always given me editorial and proofreading assistance, does her best to discourage me—perhaps in self-defense. But there is as little hope for me as for the alcoholic, cures of which, I am told, are less than ten per cent. So long as paper and pencil are to be found my energies will go into writing, and so long as Scotch is available, the alcoholic will go after it. A psychiatrist might cure me, but I shall not give him a chance. The cure would leave me with little to do.

“My views are not always orthodox. Even the Saturday Evening Post has editorialized against some of my unacceptable (to them) views. To state them: I would like to see a revival of capitalism. I am not sure that private enterprise can carry the ball. But we should give it the best possible milieu. Several years in government work have convinced me more than ever that regimentation is not for the American people. And the bureaucrat soon learns to hate controls even more than those whom he subjects to controls. I hope that we can have a minimum of government participation in our economic life. Yet I fear that unplanned capitalism will not work. Can we have a society half capitalistic and half socialistic? Here is hoping that the thirties were not so significant as many of us fear.

“Lest you conclude that I work and farm and that’s all, let me add that I like to play tennis, golf, and especially to ski. I learned how to ski at forty, when I took an enforced vacation. I ski cautiously as old men must, but I manage to ski everything and so far with few bad spills. I have covered as much as thirty miles downhill in one day—riding up, of course.

“All this proves once more that I write too much. I want to conclude by saying that I have had one good break—a fine wife.

“And here are an additional 1,000 words—writing time thirty minutes, reading time five minutes. I shall not read what I have written, for if I do, I shall never send it.”

Source:  Harvard Class of 1920. Twenty-fifth Anniversary Report (Cambridge, 1945), pp. 337-339.

_____________________

SEYMOUR HARRIS
[1970]

SEYMOUR HARRIS was born September 8, 1897, in Brooklyn, New York, the son of Henry and August (Kulick) Harris. He prepared at Morris High School, New York City, and at Harvard received an A.B., cum laude, in 1920 and a Ph.D. in 1926. From Monmouth College in 1961 he received an LL.D. In Honesdale, Pennsylvania, on September 3, 1923, he married Ruth Black, who died September 9, 1965. In Las Vegas, Nevada, on April 27, 1968, he married Dorothy Heron. He reports the following offices held, honors and awards: member of executive board and vice-president, American Economic Association; David A. Wells Prize, Harvard; Alexander Hamilton award, U. S. Treasury, 1968; Gold Medal for contribution to New England Economy; joint winner, Post War Plan for Greater Boston. His publications include: fifty books, the latest, The Economics of Harvard, 800 pages (in press); and edited the McGraw-Hill Economic Handbook Series. A college professor and writer, and a professor at Harvard for forty-three years he writes:

“I am finishing my fiftieth year of teaching—two years at Princeton, forty-three at Harvard, and five years at the University of California, San Diego. Am now Littauer Professor, Political Economy, emeritus, Harvard (since 1946).

“I have been an editor of four journals, including twenty years as editor of the Harvard Review of Economics and Statistics.

“I served on eight committees at Harvard, inclusive of General Education, Athletics, and Fringe Benefits.

“Over a period of thirty years I served on twenty-three committees or departments of the U.S. government, including chief advisor of the secretary of the treasury, 1961-68, and testified and wrote statements for about fifty congressional committees; was an advisor to three Massachusetts governors, and to the Conference of New England Governors.

“I was an advisor of President Kennedy and also Governor Stevenson in three presidential campaigns.

“I have also served as president of the Harvard Chapter of the American Association of University Professors.

“Upon the occasion of my retirement from Harvard in December 1963, letters of congratulation and commendation were received from a number of eminent men, including, President Lyndon B. Johnson, Adlai E. Stevenson, United States Representative to the United Nations, Attorney General Robert F. Kennedy, Clinton P. Anderson, United States Senate, Joseph S. Clark, United States Senate, Paul H. Douglas, United States Senate, Abe Ribicoff, United States Senate, Walter W. Heller, Chairman, Council of Economic Advisers, Washington, Sherman Adams, Lincoln, New Hampshire, Dennis J. Roberts, Providence, Rhode Island, and President Nathan Pusey of Harvard.”

Home Address, 9036 La Jolla Shores Drive, La Jolla, Calif. 92037. Office Address, Dept. of Economics, Univ. of California, San Diego, La Jolla, Calif. 92037.

 

Source:  Harvard Class of 1920. Fiftieth Anniversary Report (Cambridge, 1970), pp. 183-184.

Image Source:  Harvard Class of 1920. Twenty-fifth Anniversary Report (Cambridge, 1945), p. 1046.

 

Categories
Fields Harvard

Harvard. Ph.D. candidates examined 1910-11

 

 

This posting provides information for four Harvard economics Ph.D. candidates: their respective academic backgrounds, the six subjects of their general examinations along with the names of the examiners, the subject of their special subject, thesis subject and advisor(s) (where available).

________________________________________

 

DIVISION OF HISTORY AND POLITICAL SCIENCE
EXAMINATIONS FOR THE DEGREE OF PH.D.
1910-11

Notice of hour and place will be sent out three days in advance of each examination.
The hour will ordinarily be 4 p.m.

Alfred Burpee Balcom.

General Examination in Economics, Monday, May 1, 1911.
Committee: Professors Taussig (chairman), Bullock, Carver, Sprague, Young, and Perry.
Academic History: Acadia College, 1904-07; Harvard Graduate School, 1908-11. S.B., Acadia, 1907; A. M., Harvard, 1909. Austin Teaching Fellow, 1910-11.
General Subjects: 1. Economic Theory and its History. 2. Economic History since 1750. 3. Sociology and Social Reform. 4. Public Finance and Financial History. 5. Labor Problems and Industrial Organization. 6. Philosophy.
Special Subject: Economic Theory.
Thesis Subject: “Nassau William Senior as an Economist.” (With Professor Taussig.)

Lucius Moody Bristol.

General Examination in Economics (Social Ethics), Thursday, May 4, 1911.
Committee: Professors Peabody (chairman), Taussig, Carver, Sprague, Young, and Dr. Brackett.
Academic History: University of North Carolina, 1894-95; Boston University School of Theology, 1896-99; Harvard Divinity School, 1909-10; Harvard Graduate School, 1910-11. A.B., North Carolina, 1895; S.T.B., Boston University, 1899.
General Subjects: 1. Ethical Theory. 2. Economic Theory. 3. Labor Problems. 4. Social Reforms. 5. Sociology. 6. Statistics.
Special Subject: Social Reform.
Thesis Subject: “Conservation of Vital Forces in Boston.” (With Professor Peabody.)

Johann Gottfried Ohsol.

General Examination in Economics, Friday, May 5, 1911.
Committee: Professors Gay (chairman), Bullock, Carver, Sprague, Dr. Foerster, and Dr. Holcombe.
Academic History: Polytechnic Institute of Riga, 1899-1903; Harvard Graduate School, 1909-11. Candidate in Commerce, Riga, 1903.
General Subjects: 1. Economic Theory and its History. 2. Economic History since 1750. 3. Sociology and Social Reform. 4. Public Finance and Financial History. 5. Labor Problems and Industrial Organization. 6. History of American Institutions.
Special Subject: Labor Problems.
Thesis Subject: (undecided).

Ralph Emerson Heilman.

General Examination in Economics (Social Ethics), Thursday, May 11, 1911.
Committee: Professors Peabody (chairman), Taussig, Bullock, Carver, Dr. Brackett and Dr. McConnell.
Academic History: Morningside College, 1903-06; Northwestern University, 1906-07; Harvard Graduate School, 1909-11. Ph.B., Morningside, 1906; A.M., Northwestern, 1907.
General Subjects: 1. Ethical Theory. 2. Economic Theory and its History. 3. Poor Relief. 4. Social Reforms. 5. Sociology. 6. Labor Problems.
Special Subject: (undecided).
Thesis Subject: “Chicago Traction.” (With Professor Ripley.)

 

Source: Harvard University Archives. Harvard University, Examinations for the Ph.D. (HUC 7000.70), Folder “Examinations for the Ph.D., 1910-11”.

Image Source: Widener Library, 1915. Library of Congress Prints and Photographs Division, Washington, D.C. Digital ID:  cph 3c14486

Categories
Courses Economic History Harvard Suggested Reading Syllabus

Harvard. Readings for Modern Economic History. Ashley, 1899-1900

 

The following course outline with reading assignments comes from one of the two year-long courses William J. Ashley taught at Harvard for nearly a decade around the turn of the 20th century. No copy of his reading list for Medieval Economic History of Europe is found in the Harvard Archive’s collections of course reading lists that include fewer and fewer courses as we move back to the earliest years of the 20th century and before. However there is the printed copy of the readings for the Economic History of Europe and the United States since 1500 that has been transcribed for this posting.

A biographical piece published in 1899 has already been posted in Economics in the Rear-view Mirror.

____________________________

From Taussig’s history of the department of economics:

“…The Department from the first gave attention to economic theory; and the slant which was thus given its work under Dunbar’s leadership persisted. It was always known in the country as giving much attention to the matters of principle which are indicated by the term ‘economic theory,’ and also to the history of the development of economic thought.

Another aspect, the historical, was emphasized by the appointment in 1892 of William J. Ashley* as Professor of Economic History. As in the case of Dunbar, this was an unprecedented move. Ashley’s appointment was evidence of a desire to promote the new current of thought for increased attention to history in its widest range: letters, law, morals, as well as economics. He remained in service for nearly 10 years, resigning to accept a chair in England. His place was soon taken by a scholar of no less distinction, Edwin F. Gay…”

________________

* Sir William Ashley, as he became in 1917, took a First in Modern History at Balliol in 1881, and in 1888 published his pioneer work, An Introduction to English Economic History and Theory.

 

Source: Chapter 9, “Economics” by Frank William Taussig in Samuel Eliot Morison (ed.), The Development of Harvard University since the Inauguration of President Eliot, 1869-1929. Cambridge: Harvard University Press, 1930.

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Course Announcement (from 1897-98)

[Economics] 11. The Modern Economic History of Europe and America (from 1500). Tu., Th., (and at the pleasure of the instructor) Sat., at 12. Professor Ashley.

This course, — which will usually alternate with Course 10 [The Mediaeval Economic History of Europe] in successive years, — while intended to form a sequel to Course 10, will nevertheless be independent, and may usefully be taken by those who have not followed the history of the earlier period. The main thread of connection will be found in the history of trade; but the outlines of the history of agriculture and industry will also be set forth, and the forms of social organization dependent upon them. England, as the first home of the “great industry,” will demand a large share of attention; but the parallel or divergent economic history of the United States, and of the great countries of western Europe, will be considered side by side with it.

Source: Harvard University, Faculty of Arts and Sciences. [Announcement of the] Division of History and Political Science Comprising the Departments of History and Government and Economics 1897-98, pp. 31-32.

___________________________

Course Enrollment

[Economics] 11. Professor ASHLEY.—The Modern Economic History of Europe. Lectures (2 or 3 hours).

Total 76: 15 Graduates, 21 Seniors, 26 Juniors, 6 Sophomores, 8 Others.

Source: Harvard University. Annual Report of the President of Harvard College 1899-1900, p. 69.

___________________________

ECONOMICS 11.
PRESCRIBED READING FOR THE FIRST HALF-YEAR

[Stamp: Harvard College Library, Cambridge, Mass. Jan 15, 1900]

(A supplement to, and not an alternative for, the lectures.)

* * * * *

  1. Warner, English Industrial History, to p. 208.
  2. Fiske, Discovery of America, I, pp. 256-334, 354-365,453-460; II, App. A and B.
  3. Hunter, History of British India, I, ch. 1-5.
  4. Marco Polo, Travels, ed. Yule; or pub. Cassell.
  5. Hakluyt, Discovery of Muscovy, pub. Cassell.
  6. Fox Bourne, English Merchants, 1886, pp. 13-149.
  7. Easterlings, Hanse of London, Hanse Towns, and Hanseatic League in Palgrave’s Dictionary of Political Economy; or Hanse in Say et Chailley, Nouveau Dictionnaire d’Économie Politique; or Hanse in Handwörterbuch der Staatswissenschaften; or Hanseatic League in Encyclopœdia Britannica.
  8. Pigeonneau, Histoire du Commerce de la France, I, pp. 211-218.
  9. Jacobs, Story of Geographical Discovery.

* * * *

  1. Seebohm, English Village Community, pp. 1-32; or Ashley, Economic History, I, §1; the former recommended.
  2. Jones, Peasant Rents, ch. 2, 3, §§4-6, App., pp. 172-190.
  3. Ashley, Economic History, II, ch. 4,5.
  4. Belfort Bax, German Society at the close of the Middle Ages, Intro., and ch. 1, 5-8.
  5. The Twelve Articles of the German Peasants in 1525; German text in Zimmermann, Geschichte des Bauernkrieges, Zweiter Theil, 1862, pp. 98 seq.; imperfect English translation in Belfort Bax, Peasants’ War, pp. 63 seq.
  6. More’s Utopia (Arber’s reprint recommended), bk. I; or Harrisons’s Description of England (in Elizabethan England, Camelot series), ch. 1, 2, 4, 7, 9, 10.
  7. Ashley, Economic History, II, ch. 1-3.
  8. Articles of the Spurriers and White-tawyers in Riley’s Memorials of London, pp. 226-228, 232-234, and of the Exeter Tailors in English Gilds, pp. 312-316; or all three in Penn. and Reprints, vol. II, no. I.
  9. Statute 5 Eliz. c. 4, in Statutes of the Realm, or in Prothero, Statutes and Constitutional Documents.
  10. Levasseur, Histoire des classes ouvrières, II, pp. 119-126; or Martin Saint-Léon, Histoire des corporations de métiers, pp. 247-253.
  11. Report of the Commission of the German Diet in 1522; text in Belfort Bax, German Society at the close of the Middle Ages, pp. 245-259; imperfect translation, ibid., pp. 231-245; together with the account of the Fuggers, , App. C.
  12. Defoe, Tour through the Eastern Counties, pub. Cassell.
  13. Defoe, From London to Land’s End, pub. Cassell.
  14. Schmoller, Mercantile System.

* * * * *

ADDITIONAL READING RECOMMENDED.

  1. Cunningham, Growth of English Industry and Commerce. I. Early and Middle Ages, Bk. III, ch. 4; Bk. IV, ch. 2-5; Bk. V, ch. 5. II. Modern Times, Bk. VI, ch. 4.
  2. Cunningham, Alien Immigrants to England, ch. 3 & 4.
  3. Pigeonneau, Histoire du Commerce de la France, Tome II, livre 1.
  4. Lindner, Die deutsche Hanse.
  5. Dixon, The Florentine Wool Trades, in R. Hist. Soc., 1898.
  6. Ruskin, The Stones of Venice, ch. 1, §§1-16.
  7. Hallam, Account of the Government of Florence, in Middle Ages, I, ch. 3, pt. 2.
  8. The Common Weal of this Realm of England, ed. Lamond.
  9. Cheyney, Social Changes in England in the 16th Century.
  10. Leadam, The Domesday of Inclosures, R. Hist. Soc.

 

 

ECONOMICS 11.
PRESCRIBED READING FOR THE SECOND HALF-YEAR

[Handwritten pencil note: “1899-1900”]

(A supplement to, and not an alternative for, the lectures.)

* * * * *

  1. Warner, English Industrial History, p. 209 to end.

* * *

  1. Text of the Navigation Acts, Amer. History Leaflets, No. 19.
  2. Text of the Poor Law of Elizabeth, 43-44 Eliz., cap. 2, in Statutes of the Realm, or Prothero Constitutional Documents.

* * *

  1. Hunter, History of British India, ch. 6-10.
  2. Noel, Histoire du Commerce du Monde, II, pp. 150-164, 270-274.
  3. Macaulay, Lord Clive, in Critical and Historical Essay.
  4. Adam Smith, Wealth of Nations, Bk. V, ch. 1, pt. 3, art. 1.
  5. Day, The Culture System, Yale Review, Feb. 1900.
  6. Seeley, Expansion of England, Course I, Lectures 1, 2, 6; Course 2, Lecture 3.
  7. Mahan, Influence of Sea Power, 1660-1783, ch. 1.
  8. Ashley, The Commercial Legislation of England and the American Colonies, 1660-1760, Quarterly Journal of Economics, Nov. 1899.

* * *

  1. Prothero, Pioneers and Progress of English Farming, pp. 29-103.
  2. Seeley, The Emancipating Edict of Stein, in his Life of Stein, Pt. 3, ch. 4; reprinted in Rand, Economic History.

* * *

  1. Fox Bourne, English Merchants, p. 150 to end.
  2. Sargent, The Economic Policy of Colbert.
  3. Hewins, English Trade and Finance, pp. 74-164.
  4. Toynbee, The Industrial Revolution, pp. 27-136.
  5. Fowle, The Poor Law, ch. 3, 4.
  6. Defoe, Essay on Projects, pub. Cassell; especially pp. 1-42, 77-80.
  7. Macpherson, Annals of Commerce. Account of the South Sea Company and the Mississippi Scheme, s. aa. 1711, 1713-1715, 1717-1720.
  8. Macaulay, Account of the
    East India Company (ch. 18 and elsewhere),
    Bank of England (ch. 20),
    Recoinage (ch. 21),
    Darien Company (ch. 24),
    in History of England.

* * * * *

SUGGESTED ADDITIONAL READING.

  1. Ashley, Tory Origin of Free Trade Policy, Quarterly Journal of Economics, July 1897.
  2. Baines, History of the Cotton Manufacture, pp. 79-244.
  3. James Mill, History of British India, Bk. 1, ch. 1-4.
  4. Macpherson, Annals of Commerce, for reference throughout.

* * * * *

The attention of members of the course who received a mid-year mark of C or below is recalled to Warner, ch. 2-11, Ashley, Economic History, II, ch. 1-3, and Hunter, British India, ch. 4.

 

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003. (HUC 8522.2.1) Box 1, Folder “Economics 1899-1900”.

Image Source:University and their Sons. History, Influence and Characteristics of American Universities with Biographical Sketches and Portraits of Alumni and Recipients of Honorary Degrees. Editor-in-chief, General Joshua L. Chamberlain, LL.D. Vol II (1899) , p. 595.

Categories
Exam Questions Harvard

Harvard. Final Examinations for Taussig’s Course “Economic Theory. Both terms, 1922-23

 

Frank W. Taussig taught a two term economic theory course offered for both graduates and undergraduates at Harvard for nearly the entire first third of the twentieth century. Some years he taught one term and a colleague would teach the other term, but usually it was his core course in the curriculum. Today’s posting is dedicated to the 1922-23 course examinations and constitutes a first for Economics in the Rear-view Mirror by having links to the pages or sections of economic works that correspond to the questions.  

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Course Description

1921-22

[Economics] 11. Economic Theory. Mon., Wed., Fri., at 2.30. Professors TAUSSIG and YOUNG.

Course 11 is intended to acquaint the student with the development of economic thought since the beginning of the nineteenth century, and at the same time to train him in the critical consideration of economic principles. The exercises are conducted mainly by the discussion of selected passages from the leading writers; and in this discussion the students are expected to take an active part. Attention will be given to the writings of Ricardo and J. S. Mill, and to representative modern economists.

Source: Division of History, Government, and Economics, 1921-22. Official Register of Harvard University, Vol. XVIII, No. 20 (April 21, 1921), p. 68.

1924-25

[Economics] 11. Economic Theory. Mon., Wed., Fri., at 2. Professor Taussig

Course 11 is intended to acquaint the student with the development of economic thought since the beginning of the nineteenth century, and at the same time to train him in the critical consideration of economic principles. The exercises are conducted mainly by the discussion of selected passages from the leading writers; and in this discussion the students are expected to take an active part. A careful examination is made of the writings of Ricardo and J. S. Mill, and of representative modern economists, such as Marshall, Böhm-Bawerk, Clark.

Source: Division of History, Government, and Economics 1924-25. Official Register of Harvard University, Vol. XXI, No. 22 (April 30, 1924), p. 71.

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Midyear Final Exam

1922-23
HARVARD UNIVERSITY
ECONOMICS 11

Arrange your answers in the order of the questions

1.  (a) “Given machinery, raw materials, and a year’s subsistence for 1000 laborers, does it make no difference with the annual product whether those laborers are Englishmen or East-Indians?”

[Frank W. Taussig, Wages and Capital: An Examination of the Wages Fund Doctrine (New York, 1896), p. 292,
where Taussig discusses a passage in Francis Amasa Walker’s, The Wages Question: A Treatise on Wages and the Wages Class, (New York, 1876), p. 145.]

(b) “In some exceptional industries it happens that the employer realizes on his product in a shorter time than this (a week), so that the laborer is not only paid out of the product of his industry, but actually advances to the employer a portion of the capital on which he operates.”

[Francis Amasa Walker, The Wages Question: A Treatise on Wages and the Wages Class, (New York, 1876), pp. 134-5.]

(c) “On American whaling ships the custom is not to pay fixed wages, but a “lay,” or a portion of the catch, which varies from a sixteenth to a twelfth to the captain down to a three-hundredth to the cabin-boy. Thus, when a whaleship comes into New Bedford or San Francisco after a successful cruise, she carries in her hold the wages of her crew, as well as the profits of her owners, and an equivalent which will reimburse them for all the stores used up during the voyage. Can anything be clearer than that these wages — this oil and bone which the crew of the whaler have taken — have not been drawn from capital, but are really a part of the produce of their labor”?

[Henry George, Progress and Poverty, 25th Anniversary edition, (Garden City,1926), pp. 52-53.]

Are these three situations essentially similar? And what is the bearing of each of them on the question under debate?

  1. “The extra gains which any producer or dealer obtains through superior talents for business, or superior business arrangements, are very much of a similar kind (analogous to rent). If all his competitors had the same advantages, and used them, the benefit would be transferred to their customers, through the diminished value of the article; he only retains it for himself because he is able to bring his commodity to market at a lower cost, while its value is determined by a higher. All advantages, in fact, which one competitor has over another, whether natural or acquired, whether personal or the result of social arrangements, bring the commodity, so far, into the Third Class, and assimilate the possessor of the advantage to a receiver or of rent.” Did Walker add anything of essential significance to this statement of Mill’s?
    Mill, Principles of Pol. Econ., pp. 476-77.

[John Stuart Mill. Principles of Political Economy. Vol. I, Fifth London Edition (New York, 1864) pp. 586-87.]

  1. (a) “It is not to be understood that the natural price of labour, estimated even in food and necessaries, is absolutely fixed and constant. It varies at different times in the same country, and very materially differs in different countries. It essentially depends on the habits and customs of the people.”

[David Ricardo, The Principles of Political Economy & Taxation. Everyman’s Library Edition (London, 1912), p. 54.]

(b) “A tax on raw produce, and on the necessaries of the labourer, would have another effect — it would raise wages. From the effect of the principle of population on the increase of mankind, wages of the lowest kind never continue much above that rate which nature and habit demand for the support of the labourers. This class is never able to bear any considerable proportion of taxation; and, consequently, if they had to pay 8s. per quarter in addition for wheat, and in some smaller proportion for other necessaries, they would not be able to subsist on the same wages as before, and to keep up the race of labourers. Wages would inevitably and necessarily rise.”

[David Ricardo, The Principles of Political Economy & Taxation. Everyman’s Library Edition (London, 1912), p. 100.]

(c) “If I have to hire a labourer for a week, and instead of ten shillings I pay him eight, no variation having taken place in the value of money, the labourer can probably obtain more food and necessaries with his eight shillings than he before obtained for ten.”

[David Ricardo, The Principles of Political Economy & Taxation. Everyman’s Library Edition (London, 1912), p. 11.]

Are these several statements of Ricardo’s consistent?

  1. In which of the following passages is the tendency to diminishing returns treated as referring to the amount of the produce, in which as referring to the value of the produce? Which method of treatment seems to you the proper one?

(a) “Whatever rise may take place in the price of corn, in consequence of the necessity of employing more labor and capital to obtain a given additional quantity of produce, such rise will always be equalled by the additional rent or additional labor employed. . . . Whether the produce belonging to the farmer be 180, 170, 160, or 150 quarters, he always obtains the same sum of £720 for it; the price increasing in an inverse proportion to the quantity.” — Ricardo.

[David Ricardo, The Principles of Political Economy & Taxation. Everyman’s Library Edition (London, 1912), p. 67.]

(b) The Channel Islands obtain agricultural produce to the value of £50 to each acre of the aggregate surface of the island. Fifty pounds’ worth of agricultural produce from each acre of the land is sufficiently good. But the more we study the modern achievements of agriculture the more we see that the limits of productivity of the soil are not attained. . . . I can confirm Mr. Bear’s estimate to the effect that under proper management even a cool greenhouse, which covers 4050 square feet, can give a gross return of £180.” — Kropotkin.

[Petr Alekssevich Kropotkin. Fields, factories, and workshops, (New York, 1907), pp. 91,118.]

(c) “Ricardo, and the economists of his time generally were too hasty in deducing this inference [tendency to increased pressure] from the law of diminishing return; and they did not allow enough for the increase of strength that comes from organization. But in fact every farmer is aided by the presence of neighbours, whether agriculturists or townspeople. . . . If the neighbouring market town expands into a large industrial centre, all his produce is worth more; some things which he used to throw away fetch a good price. He finds new openings in dairy farming and market gardening, and with a larger range of produce he makes use of rotations that keep his land always active without denuding it of any one of the elements that are necessary for its fertility.” — Marshall.

[Alfred Marshall. Principles of Economics, 8th ed., Book IV, Ch. III, §6 (London, 1920).]

  1. “Ricardo expresses himself as if the quantity of labour which it costs to produce a commodity and bring it to the market, were the only thing on which its value depended. But since the cost of production to the capitalist is not labour but wages, and since wages may be either greater or less, the quantity of labour being the same; it would seem that the value of the product cannot be determined solely by the quantity of labour, but by the quantity together with the remuneration; and that values must partly depend on wages.” — J. S. Mill.

[John Stuart Mill. Principles of Political Economy. Vol. I, Fifth London Edition (New York, 1864) p. 564.]

What would Ricardo say to this? and in what way, according to Mill, do wages affect value?

  1. Explain briefly external economies; internal economies.
    It has been said that internal economies cause an increase of demand, external economies result from an increase of demand. Do you agree?
    Suppose internal economies to become greater indefinitely, as output enlarges; what consequences would ensue? Suppose the same for external economies, what consequences?
  2. “There is one general law of demand: the greater the amount to be sold, the smaller must be the price at which it is offered in order that it may find purchasers. . . . The one universal rule to which the demand curve conforms is that it is inclined negatively throughout the whole of its length.”

[Alfred Marshall. Principles of Economics. 8th edition, Book III, Ch. III, §5, and footnote no. 2 (London, 1920), p. 99.]

“The demand curve over short periods — which may be a matter of weeks or months — is not necessarily inclined throughout in the same direction. It may be inclined positively. And similarly the supply curve does not necessarily have that constant positive inclination which is usually assumed. In the course of the higgling of the market this in its turn may have a negative inclination.”

[Frank W. Taussig, “Is the Market Price Determinate?” Quarterly Journal of Economics, p. 402.]

Whom do you believe to be the writers of these passages? Can they be harmonized? If so, how? If not, why not?

  1. The series of hypotheses made by Marshall concerning “meteoric showers of stones harder than diamonds”; the nature of the incomes derived by those finding them in the several cases; and the general principle which is thus illustrated.

[Alfred Marshall. Principles of Economics. Book V, Ch. IX, §2 (London, 1920), p. 415ff.]

Mid-Year. 1923.

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Academic Year-End Final Exam

 

1922-23
HARVARD UNIVERSITY
ECONOMICS 11

Arrange your answers in the order of the questions.

  1. “Labour of different kinds differently rewarded. This no cause of variation in the relative value of commodities.” On what grounds did Ricardo reach the conclusion summarized by him in these sentences? Is it consistent with the general trend of his theory of value?

[David Ricardo, The Principles of Political Economy & Taxation. Everyman’s Library Edition (London, 1912), p. 11.]

  1. “This doctrine [about non-competing groups] was given its name by J. E. Cairnes. . . . He supposed it to be a rare and remarkable exception to what he believed was the general rule, that the cost-of-production regulated the price of goods — essentially a “labor-theory of value.” We regard it merely as a helpful way of presenting a particular case of the general rule that the value of agents is derived from their products when the market is viewed as a whole.”

[Frank A. Fetter, Economic Principles (New York, 1915), p. 221.]

What would Cairnes say to this? What is your own view on the “general rule” stated in the concluding sentence?

[John E. Cairnes, Some Leading Principles of Political Economy, Newly Expounded, Chapter III, §7 “Nature of Reciprocal Demand as between nations and non-competing industrial groups”. (New York,1874), pp. 87ff.]

  1. “Suppose that society is divided into a number of horizontal grades, each of which is recruited from the children of its own members; and each of which has its own standard of comfort, and increases in numbers rapidly when the earnings to be got in it rise above, and shrinks rapidly when they fall below that standard. Suppose, then, that parents can bring up their children to any trade in their own grade, but cannot easily raise them above it and will not consent to sink them below it. . . .

[Quote is from Alfred Marshall, Principles of Economics (Second Edition, London, 1891). Vol. I, Book VI, Chapter 1, §3, pp. 557-8.
Frank W. Taussig, International Trade, pp. 53ff.]

On these suppositions, would Cairnes say that value was determined by cost? What would Marshall say?

[John E. Cairnes, Some Leading Principles of Political Economy, Newly Expounded, Chapter III, §7 “Nature of Reciprocal Demand as between nations and non-competing industrial groups”. (New York,1874), pp. 87ff.]

  1. (a) “We have next to study the conditions of Business Management; and in so doing we must have in view a problem that will occupy our attention as we go on. It arises from the fact that, though in manufacturing at least nearly every individual business, so long as it is well managed, tends to become stronger the larger it has grown; and though prima facie we might therefore expect to see large firms driving their smaller rivals completely out of many branches of industry, yet they do not in fact do so.”

[Quote is from Alfred Marshall, Principles of Economics (Second Edition, London, 1891). Vol. I, Book IV, Chapter XII, §1, p. 349.]

(b) “Since then business ability in command of capital moves with great ease horizontally from a trade which is overcrowded to one which offers good openings for it; and since it moves with great ease vertically, the abler men rising to the higher posts in their own trade, we see, even at this early state of our inquiry, some good reasons for believing that in modern England the supply of business ability in command of capital accommodates itself, as a general rule, to the demand for it; and thus has a fairly defined supply price.”

[Quote is from Alfred Marshall, Principles of Economics (Eighth Edition, London, 1920). Book IV, Chapter XII, §12, p. 313.]

What is Marshall’s solution of the problem stated in the first of these passages? What sort of supply schedule do you suppose him to have in mind in the second? What would Walker say on both passages?

  1. “If the production of any, even the smallest, portion of the supply, requires as a necessary condition a certain price, that price will be obtained for all the rest. . . . The value, therefore, of an article (meaning its natural, which is the same with its average value) is determined by the cost of that portion of the supply which is produced and brought to market at the greatest expense. This is the Law of Value of the third of the three classes into which all commodities are divided. . . . Rent, therefore, forms no part of the cost of production which determines the value of agricultural produce.”

[John Stuart Mill. Principles of Political Economy. Vol. I, Book III, Chapter V §2, Fifth London Edition (New York, 1864) pp. 579-81.]

By whom do you suppose this passage to have been written? What would Marshall say to it?

  1. “‘Rent is not an element in price’ — such is the classical statement on the subject. . . . But, if one defines rent as product imputable to a concrete agent, the impossibility of maintaining such a claim becomes apparent. Even if one were to restrict the term rent to the product created by land, the claim that it is not an element in adjusting market values would be absurd; for it would amount to saying that a certain part of the output of every kind of goods has no effect on their market value. The ‘price’ referred to in the formula is, of course, the market value expressed in units of currency.” What do you say?

[John Bates Clark, The Distribution of Wealth Chapter XXIII, (1899, reprint New York, 1908), p. 358.]

  1. “When the artisan or professional man has once obtained the skill required for his work, a part of his earnings are for the future really a quasi-rent of the capital and labour invested in fitting him for his work, in obtaining his start in life, his business connections, and generally his opportunity for turning his faculties to good account; and only the remainder of his income is true earnings of effort. But this remainder is generally a large part of the whole. And here lies the contrast. For when a similar analysis is made of the profits of the business man, the proportions are found to be different: in his case the greater part is quasi-rent.” Why? or why not?

[Alfred Marshall, Principles of Economics (Eight Edition, London, 1920). Book VI, Chapter VIII, §8, p. 622.]

  1. (a) “Capital-goods imply waiting for the fruits of labor. Capital, on the contrary, implies the direct opposite of this: it is the means of avoiding all waiting. It is the remover of time intervals, — the absolute synchronizer of labor and its fruits. It is the means of putting civilized man in a position which, so far as time is concerned, is akin to that in which the rude forester stood, when when he broke off limbs of dead trees and laid them on his fire. The very appliances which, in their extent and complexity, seem in one view to mean endless waiting, in another view mean no waiting at all but the instantaneous appearance of the final fruits of every bit of labor that is put forth.”

[John Bates Clark, The Distribution of Wealth, Chapter XX, (1899, reprint New York, 1908), p. 311.]

(b) “Tools are productive, but time is the condition of getting tools — this is the simple and literal fact. The roundabout or time-consuming mode of using labor insures efficient capital-goods. . . . When the hatchet has worn itself completely out, and the fruits of using it are before the man in the large dwelling, he may look backward to the beginning of the process, when he faced nature empty-handed, and say: ‘Labor has done it all. Work and waiting have given me my goods.’ The working and the waiting have, indeed, insured the hatchet, as an incidental result of this way of working. Production that plans to put its fruits into the future will create capital-goods as an immediate effect, but labor and time are enough to make the ultimate effect certain. Let the man work intelligently through an interval of time, and the production of consumers’ wealth is sure.”

[John Bates Clark, The Distribution of Wealth, Chapter XX, (1899, reprint New York, 1908), p. 309.]

(c) “The effort of postponement, or the preference of uncertain future for certain present consumables, necessary for supplying capital, if it is an effort, is a continuous one lasting all the time the capital is in use. The critic who asks, why a single ‘act of abstinence’ which is past and done with should be rewarded by a perpetual payment of annual interest, fails to realise that, so far as saving involves a serviceable action of the saver, it goes on all the time that the saver lies out of the full present enjoyment of his property, i. e. as long as his savings continue to function as productive instruments.”

[J. A. Hobson, Work and Wealth: A Human Valuation (New York, 1914), p. 92.]

What would Clark say to the three propositions here stated? What are your own views?
By whom do you suppose the passages to have been written?

Final. 1923.

 

Source: Harvard University Archives. Examination Papers in Economics, 1882-1935. Prof. F. W. Taussig. (HUC 7882).

Image Source:  Frank W. Taussig in Harvard Class Album 1925.