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Johns Hopkins. Henry L. Moore on Thünen, 1893

Henry L. Moore was an early pioneer of econometrics whose most important disciple was Henry Schultz who later brought econometrics to the University of Chicago. Today’s posting is a summary of Moore’s presentation to the “economics conference” at Johns Hopkins in March 1893. Moore’s dissertation,“Von Thünen’s Theory of Natural Wages”, was published in the Quarterly Journal of Economics, Vol. IX, Nos. 3 and 4 (April and July, 1895) and reprinted as a book with that title by George H. Ellis of Boston in the same year.  An overview of Moore’s career is provided in George Stigler’s article in the International Encyclopedia of Social Sciences (1968). 

While Moore was a graduate student at Johns Hopkins, John Bates Clark offered a series of lectures on the economics of distribution.  The intense personal bond between Clark and Moore, at least felt on Moore’s side judging from the letters he wrote to his revered “Pater”, most certainly can be traced to that time.

Here is a “fun” link to the von Thünen Estate Museum in Tellow, Germany. While the website is in German, there are some nice pictures. 

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If you find this posting interesting, here is the complete list of “artifacts” from the history of economics I have assembled thus far. You can subscribe to Economics in the Rear-View Mirror below. There is also an opportunity for comment following each posting….

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[The Economics Conference of the Johns Hopkins University, 1892-93]

 

Dr. [Sydney] Sherwood has conducted on alternate Fridays throughout the year a voluntary conference of nineteen graduate students, giving special attention to economics. The work was devoted mainly to the investigations of recent tendencies in economic theory, and was carried on with great enthusiasm by the members. Several valuable contributions were made to economic literature. Among the papers read and discussed at the Conference may be mentioned the following: “The Theory of Final Utility in its Relation to Money and the Standard of Deferred Payments,” by L. S. Merriam, published in the Annals of the American Academy of Political and Social Science, January, 1893; “Value and its Measurement,” by David I. Green, published in abstract in the University Circulars, May, 1893; “The Place of Abstinence in the Theory of Interest,” by T. N. Carver, published in abstract in the above named Circular; “Mill’s Fourth Fundamental Proposition concerning Capital,” by J. H. Hollander, published in abstract in the above named Circular, “The Logical Content of the Terms Labor and Capital,” by Frank I. Herriott, published in abstract in the above named Circular; “The Wage Theory of Von Thünen,” by H. L. Moore, published in abstract in the above named Circular; and “Marshall’s Theory of Distribution,” by A. F. Bentley.

 

Source: Eighteenth Annual Report of the President of the Johns Hopkins University. (Baltimore, Maryland: 1893), p. 61.

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Some Notes on von Thünen. By H. L. Moore.
[From a paper read before the Economic Conference, March 10,1893.]

Johann Heinrich v. Thünen was descended from a noble Frisian family. He was born June 24, 1783, upon his father’s estate, Kanarienhausen, in Jeverland, and received his first training at the high school at Jever. Later, he studied agriculture under Thaer at Celle, and spent the two semesters of 1803-1804 at Gottingen.

In consequence of his betrothal to a lady of Mecklenburg, he left Jeverland, and in 1810, he purchased his Tellow estate in Mecklenburg, where he remained, pursuing his favorite studies agriculture and political economy until his death, September 22, 1850.

Von Thünen’s chief work is “Der Isolirte Staat.” [The Isolated State] The scope of the first part of this work, well indicated by its title: “Untersuchungen über den Einfluss, den die Getreidepreise, der Reichthum des Bodens und die Abgaben auf den Ackerbau ausüben,” [Investigations on the Impact of Grain Prices, Land Fertility and Levies on Agriculture] is more concisely pointed out by the statement of Rodbertus that it teaches “the law of the relative worth of each system of husbandry.” This part of the work first published in 1826, was translated into the French by Laverrière in 1851.

The second part of Der Isolirte Staat, which is by far the more important, is entitled “Der naturgemässe Arbeitslohn und dessen Verhältniss zum Zinsfuss und zur Landrente.” [The Natural Wage and it Relation to the Rate of Interest and Land Rent] It was published for the first time in 1850, and was translated into the French in 1857 by Mathieu Wolkoff under the title: “Le Salaire Naturel.

This work, i. e. Der naturgemässe Arbeitslohn, like every other great work in economics, was the outgrowth of the spirit of the age in which it was written. The great labor agitations which originated in France about the time of the French Revolution did not reach Germany with all their force until shortly before the Revolution of 1848. Von Thünen was among the first to take up the discussion. He profoundly feared a dangerous conflict between the middle class and the proletariat, and went to work to avert, if possible, what he believed to be an impending calamity. After almost twenty-five years of labor, he completed his work, arriving at what he supposed to be a solution of the question.

The primary object of his work is to ascertain the natural wage. As, however, in complex modern society so many forces operate to obscure the proposed problem, von Thünen makes an ideal state the groundwork of his investigation. This state, isolated from the rest of the world by means of a wilderness capable of cultivation, is a plain of uniform fertility. Its only city, in which are concentrated all of its non-agricultural industries, is located at its centre. Neither railroads nor navigable waters are found in this ideal state. Its population is constant, and individual differences in the character of the laborers are not considered.

With these conditions placed upon the isolated state, von Thünen obtains by means of very complex mathematical reasoning the formula for the natural wage, viz.: \sqrt{ap}, where a represents the means of subsistence of the laborer, and p the product of his labor when he uses a definite amount of capital. Since a:\sqrt{ap}::\sqrt{ap}:p, he expresses the result of his work as follows: “The natural wage is the mean proportional between the means of subsistence of the laborer, and the product of his labor.” Von Thünen thought so much of this formula that he directed that it should be placed upon his tombstone.

A criticism of the formula cannot be given here, but the result to which it led must be noted. In the formula, \sqrt{ap}, the means of subsistence, is supposed to be constant for all men. Therefore as p, the product, increases, the natural wage must increase, since the natural wage is equal to \sqrt{ap}. In other words, according to von Thünen, the natural wage demands that as the product increases, the wage must increase also. Convinced of the correctness of his work, he followed up his belief by instituting in 1847 a system of profit-sharing on his Tellow estate. This was the first instance that was made known of agricultural profit-sharing in Germany.

One peculiar feature of the system founded by von Thünen was that the share of the laborer was not paid him in cash, but was credited to his account. On the sum credited to each laborer, von Thünen allowed 4 1/6 per cent. interest, which was paid out in cash at Christmas. When the laborer was sixty years of age, he was permitted to draw the capital sum. If, however, he died before attaining that age, the sum went to his widow.

Although the heirs of von Thünen had full power to abolish the system which he established, they continued it with no important change. In a letter dated November 22, 1881, Herr A. von Thünen, the grandson of the economist, wrote Mr. Sedley Taylor the following: “The results of the participatory arrangement here are very gratifying.”

Von Thünen’s work was a masterly attempt to solve the great social question of his day, and in view of the fact that it was published before the works of Rodbertus, Marx, and Lassalle, it may reasonably be asked, “Why has von Thünen received so little attention?” The answer is found in the extremely abstract mathematical character of his work. Pythagoras himself could not have attached more importance to mathematics. Von Thünen confesses that in his work he is unable to make progress unless he has a mathematically secure foundation.

However, those who undismayed by the multiplicity of figures and formulas have studied the book would doubtless join Prof. Roscher in saying: “Sollte unsere Wissenschaft jemals sinken, so gehören die Werke von Thünen’s zu denjenigen, an denen sie die Möglichkeit hat, sich wieder aufzurichten.” [“Should our science ever be lost, von Thünen’s contributions would be among those works that would allow us to reconstitute it once again.”]

 

Source: The Johns Hopkins University Circular, Vol. XII, No. 105 (May 1893), pp. 88-89.

Image: Close-up of Thünen’s grave taken by Irwin Collier in June 2008.

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Columbia. Junior Year Political Economy. Mayo-Smith, 1880

Yesterday while trawling through the Hathitrust digital library, I came across a collection published in 1882, Examination Papers Used During the Years 1877-1882 in Harvard, Yale, Columbia, Cornell, Amherst and Williams Colleges. (The link takes you to the download page at archive.org)

Hoping for some political economic gold, I paged through the collection that appeared mostly focused on entrance examinations for Latin, Greek, mathematics etc., but eventually I stumbled upon a single examination in political economy for a junior year course (1880) at Columbia College.

The last question of that exam explicitly quotes from the course textbook so I went over to Google Books and searched the phrase “to secure a delusive benefit to individuals”. Sure enough, I could identify the textbook in question as the Manual of Political Economy for Schools and Colleges (3rd ed. 1876) by James Edwin Thorold Rogers. 

Now drunk on Google Books power, I text-searched Rogers’ Manual to locate the pages for answers to all the questions on the 1880 exam. You will find the corresponding page numbers in square brackets following the questions transcribed below…You’re welcome.

The course was taught by Richmond Mayo-Smith as seen in the Columbia College Handbook of Information 1880. I have included descriptive information about the junior and senior classes in history and political economy found there.

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[From the Columbia College Handbook of Information 1880]

SCHOOL OF POLITICAL SCIENCE.

PROFESSORS

John W. Burgess, A. M.,
Constitutional and International History and Law
Richmond M. Smith, A.M.,
Political Economy and Social Science (Adjunct).
Archibald Alexander, A.M., Ph.D.,
Philosophy (Adjunct).

OTHER OFFICERS

E. Munroe Smith, LL.B., J.U.D:,
Lecturer on the Roman Law
Clifford R. Bateman, LL.B.,
Lecturer on Administrative Law.

[…]

HISTORY, POLITICAL SCIENCE, AND INTERNATIONAL LAW.

SOPHOMORE CLASS.

1ST TERM. —German History.
2D TERM.—French History.

JUNIOR CLASS.

1ST TERM—English History.
2D TERM—Political Economy.

SENIOR CLASS.

1ST TERM—Constitutional History of the United States.
2D TERM—Constitutional Law of the United States.
ELECTIVE BOTH TERMS—Political Economy

 

History.—During Sophomore and the first half of Junior year the course in history occupies two hours per week. Some text-book is used, usually those of Freeman’s Historical course for German and French history, and Green’s Short History of the English People for English history.

The instruction to the Senior Class occupies also two hours per week throughout the year, and embraces the following subjects :

I. Character and Constitution of the Colonial Governments in North America; their relation to the English Crown and Parliament; and their history to the Declaration of Independence;

II. Character and Constitution of the Continental Congress as a Revolutionary Government; its relation to the State governments and to the people of the States as a central government ; and the history of its supersedure by the Confederate form.

III. Character and Constitution of the Confederacy as a central authority ; its relation to State governments and to the individual; the historical consequence of its defects and weaknesses, and its final supersedure by the Federal form.

IV. History of the Formation and Adoption of the Federal Constitution; nature and powers of the government which it established; its relation to the State governments and the individual citizen.

V. Interpretation of the Provisions of the Federal Constitution.

VI. History of the Development of the Federal Constitution from its adoption to the present time.

The text and reference books used in connection with this course are: Hildreth, History of the United States; Bancroft, History of the United States; Curtis, History of the Constitution; The Federalist; Story, Constitutional Law; Pomeroy, Constitutional Law; Von Holst, Constitution and Democracy in the United States; Benton, Thirty Years’ View; Jennings, Eighty Years of Republican Government in the United States; Fisher, Trial of the Constitution; Decisions of the United States Supreme Court upon all constitutional questions.

 

Political Economy—There are two courses in Political Economy. During the second term of Junior year it is required from all students of that class. A systematic outline of the science is given, generally with the use of a text-book, either Fawcett’s or Rogers’s Manual of Political Economy.

[Fawcett, Henry. Manual of Political Economy1st ed., 18632nd ed., 18653rd ed., 18694th ed., revised and enlarged 18745th ed., revised and enlarged 1876; 6th ed., 1883;  7th ed., 1888;  8th ed., 1907.

Rogers, James Edwin Thorold. A Manual of Political Economy for Schools and CollegesFirst Edition, 1868Second edition, revised, 1869; Third edition revised, 1876.]

Political Economy may be elected by the students of the Senior Class, two hours per week throughout the year. Instruction is given by lectures on the following topics:

Systems of Land Tenure, past and present, in different countries, and their economic and social effects; Science of Finance, including a consideration of Money, Paper Money, Banking, and Taxation; Financial History and present situation of England, Germany, France, and the United States. All these topics are treated historically as well as critically; and with reference to the economic development in the History of Civilization.

Three or four theses on topics assigned by the professor are required from students of this class, To furnish these students with facilities for such work, besides the books in the college library, a special library of works in the department of Political Economy has been purchased and is for the exclusive use of the students of this class.

 

Source: Columbia College. Handbook of Information as to the Course of Instruction, etc., etc. New York: 1880, pp. x, 41-43.

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[Examination Questions in Political Economy 1880]

COLUMBIA COLLEGE
POLITICAL ECONOMY

JUNIOR CLASS, 1880.

[Page references to Rogers’ Manual of Political Economy, 3rd ed. 1876]

  1. Give a history of the English Poor Laws. [p. 121 ff.]
  2. What do you mean by Co-operation? What are the supposed advantages to the laborer? Explain the system of the Rochdale Equitable Pioneers [pp. 135-137] and of the Schultze-Delitsch Credit-Banks [p. 106-109].
  3. What determines the rate of wages of labor, and what effect does the customary food of laborers have on their wages? [p. 65]
  4. Explain the following sentence: “It will be clear that the machinery of a Trade’s Union cannot increase wages by depressing the profits of capital.” [p. 90]
  5. Explain and illustrate the following: “Banks of issue find it possible to circulate a far larger amount of paper than the gold on which the paper is based.” What effect does the abstraction of gold have in such a case? [pp. 43 ff.]
  6. What is meant by an income tax; on what part of the income should it be levied and why? [pp. 278-281]
  7. Explain the origin of the Irish cottier system of land tenure, its evils and the proposed remedy. [pp. 175 ff.]
  8. Explain the following sentences from the text book:
    “It (Protection) inflicts actual suffering or inconvenience on the public in order to secure a delusive benefit to individuals.” “It will be clear also that the Protection cannot stimulate general industry.” “In fact, whenever it (the state) protects particular kinds of labor it diminishes capital.” “Every country enjoys a natural protection to its manufactures.” [pp. 234-235]

 

Source: Harry Thurston Peck (ed.), Examination Papers Used During the Years 1877-1882 in Harvard, Yale, Columbia, Cornell, Amherst and Williams Colleges. New York: Gilliss Brothers, 1882, p. 57-58.

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.  Boston: R. Herdon Company.  Vol. 2, 1899, pp. 582.

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Correcting the last posting: the year is 1912

For the subscribers to Economics in the Rear-View Mirror. Misprints happen, e.g. last posting (now corrected). The nice thing about the blog is that it allows me to correct mistakes, just a warning that what you get in your email is not necessarily the final, corrected, revised, augmented version. It is worth checking back if a particular posting is important enough to you to want to use.

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INET Young Scholar Online Seminars

2016 Program Online Seminar in History of Economic Thought and Philosophy of Economic

The INET Young Scholar Online Seminar in History of Economic Thought and Philosophy of Economics is a monthly webinar held by the YSI History of Economic Thought Working Group. Each session is thematic and consists of presentations by two to three young scholars, followed by discussions by senior scholars and general discussion.

Wicksellian Monetary Theory and Contemporary Economics January 28,  11:00 – 1:00

The webinar will contain two young scholar presentations by Isabel Rodríguez Peña and Dirk Ehnts. Hans-Michael Trautwein and Marc Lavoie will discuss the papers followed by a general discussion.

 

Ethics and Morality in Early-20th Century Economic Thought, February 17, 10:00 – 13:00

The second webinar of the YSI History of Economic Thought Working Group will contain young scholar presentations by Danielle Guizzo, Erwin Dekker and Matias Petersen. Discussants are David Andrews, Harald Hagemann and David Colander.

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Oops. Prematurely Posted Last Posting…Sorry Subscribers

For the complete Dateline: Kyiv, Ukraine posting.

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Dateline: Kyiv, Ukraine

The reason for my blog pause has been a couple of days of service for the Kyiv School of Economics where I am a member of its International Advisory Board. Once a year we, along with its Board of Directors, review the development of this tender plant that has grown from the seed money and efforts of Western donors and academic economists to establish an indigenous core of trained modern economists to be a part of the needed escape from the self-inflicted backwardness still haunting the region.
Unfortunately I am cursed with Administrative Attention Deficit Disorder and cannot pay unbroken attention to any extended discussion of a spreadsheet with details of a budget. My AADD is compounded by an utter indifference to anything below the level of matters of strategy and key appointments for leadership roles. So yesterday my mind wandered off to think about Kyiv and the history of economics.

The first name that I thought of was Jacob Marschak, who has already made an appearance in Economics in the Rear-view Mirror. Actually he came into my mind as I thought about the possibility of changing the form of the Kyiv School of Economics, as an independent educational institution offering M.A. training in economics and eventually business, into a Ukrainian analogue to the Cowles Commission that was linked to the University of Chicago economics department, while it maintained a distinct identity. The reasons for that thought have less to do with grand ambition than the political realities of present-day Ukraine and evidence of donor-fatigue for its present form. Anyhow, the thought of the Cowles Commission led to me think about Jacob Marschak who was its research director during those very important years. I knew that Marschak was born in Kyiv and thought that it was important for the Kyiv School of Economics to hoist him onto its banner before some lesser institution (mis-)appropriated his name.  Wandering mind and WLAN connection led to me to see that the other favorite (economics) son of Kyiv, Eugen Slutsky, was actually one of Marschak’s teachers (of statistics).  OK, make room on the KSE banner for Slutsky too.

During coffee breaks, I tried to convince fellow Board members of the sheer brilliance of the idea of rebranding the Kyiv School of Economics into the Slutsky-Marschak Institute of Advanced Economics to be associated with a leading (shall remain unnamed for now) Kyiv university. It is a hard sell. I’m not done yet.  Just wanted to alert visitors to this blog and potential new sponsors of an irresistable naming opportunity. Young Ukrainians want to join the global academic community. Having achieved nearly two decades of ground-breaking work to this end, the Kyiv School of Economics is a worthy target of continued international funding. Let me know if you’d like to know more about the institution, its faculty or students.

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Harvard. Econ 113b. Schumpeter’s Grad Course on the History of Economics. 1940.

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Joseph Schumpeter offered this one semester, second term graduate course “History and Literature of Economics since 1776” nine times during the period 1940-1949. The core readings were basically unchanged. Below you will find the course enrollment figures and the reading list for 1940 (into which I have inserted the two additions from the reading list for 1941). Exam questions from 1940 and 1941 are included as well as an important research tip at the bottom of the posting. Nobel Laureates James Tobin and Robert Solow took this course in 1940 and 1947, respectively. I have gone to the trouble of providing links to almost the entire reading list as a public service to the history of economics community of scholars.

The (much reduced) reading list for the last time Schumpeter taught the course, Spring 1949 is transcribed in a later post.

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If you find this posting interesting, here is the complete list of “artifacts” from the history of economics I have assembled. You can subscribe to Economics in the Rear-View Mirror below. There is also an opportunity for comment following each posting….

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[Course Description: History and Literature of Economics since 1776]

Course work will mainly consist in critical study of the leading English, French, German and Italian contributions to economic thought in the nineteenth century. An introductory and a concluding series of lectures and discussions will provide the links with earlier and modern developments. Undergraduates who have passed Ec A are admitted without individual permission

Source: Joseph Schumpeter Papers, Harvard University Archives, HUG (FP) 4.62. Box 10 “Lecture Notes”, Folder “Ec 113, 1941”.

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Course Enrollment Statistics:

Grad. Students Seniors Juniors Radcliffe Other Total
1939-40 9 3 1 0 3 16
1940-41 11 2 0 3 1 17
1941-42 5 1 0 4 1 12
1942-43 10 3 0 6 3 22
1943-44 2 1 0 3 3 9
1944-45 Not offered
1945-46 18 2 5 25
1946-47 21 1 0 6 7 35
1947-48 17 4 0 2 7 30
1948-49 2 1 0 0 1 4

Note: The course number was Economics 113b until the academic year 1947-48, under the new course numbering system in 1948-49, it became Economics 213b. Joseph Schumpeter died in January 1950.

Source: Harvard/Radcliffe Online Historical Reference Shelf. Harvard President’s Reports.

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Economics 113b
[History and Literature of Economics since 1776]
1939-40
[second term]

 

I. For general reference you should currently consult:

Erich Roll, A History of Economic Thought (1939, [link to 1945 edition]), or
L. H. Haney, History of Economic Thought (1927).[1923 revised edition]

Suggestions:

John M. Keynes, Essays in Biography (Essays on Malthus, Marshall and Edgeworth).

 

II. Works dealing with the history of individual doctrines or problems. No assignment.

Suggestions:

E. Boehm-Bawerk, Capital and Interest, Vol. I.
E. Cannan, Theories of Production and Distribution (1924). [2nd ed., 1903]
F. W. Taussig, Wages and Capital (1896).
J. Viner, Studies in the Theory of International Trade (1937), Chs. I and II.
K. Marx, Theorien über den Mehrwehrt (1921). [1910 edition by Karl Kautsky: vol I, vol. II(1), vol. II(2), vol. III.]

 

III. This course covers many authors whose teaching is also dealt with in other courses and whose works are more or less familiar to every student. The most important of them are:

Adam Smith, Wealth of Nations, also read the introduction to Cannan’s edition.
David Ricardo, Principles of Political Economy.
John Stuart Mill, Principles of Political Economy; also read introduction to Ashley’s edition.
Alfred Marshall, Principles of Economics, particularly Book V.
John B. Clark, Distribution of Wealth (1899).

Suggestions:

Augustin Cournot, Principles of the Theory of Wealth (Fisher’s edition, 1927).
Léon Walras, Element d’économie pure (edition definitive, 1926).
Knut Wicksell, Lectures on Political Economy (Robbins’ edition, 1934). [volume I, volume II]

 

IV. In addition, the following books should be read, at least cursorily:

Richard Cantillon, Essai sur la nature du commerce en général (1755); English translation by Higgs (1931).
David Hume, Political Discourses (edition by Green and Grose, 1875), Vol. I. [Miller edition]
Sir James Steuart, Principles of Political Economy (1767). [Vol I (1767); Vol II ]
A. R. J. Turgot, Réflexions sur la Formation et la Distribution des Richesses (1766), (Oeuvres, ed. Daire, 1844). Vol I; Vol II.
Thomas R. Malthus, Essay on the Principle of Population (1798). [1803 edition, enlarged]
Jean B. Say, Traité d’économie politique (1803). [2nd ed. 1814] [1855 English translation from 4th and 5th editions]
William N. Senior, Outline of the Science of Political Economy (1836).
William St. Jevons, Theory of Political Economy (1871).
J. E. Cairnes, Leading Principles.
Karl Marx, first volume of Das Kapital (English translation).

Suggestions:

J. H. v. Thünen, Der isolierte Staat (ed. Waentig, 1930).
R. Auspitz und R. Lieben, Untersuchungen über die Theorie des Preises (1888), (also translation into French). [Vol. I (French); Vol. II (French)]
Carl Menger, Grundsätze der Volkswirtschaftslehre (London School reprints, 1934). [English translation with introduction by F. A. Hayek]
F. Y. Edgeworth, Mathematical Psychics (London School reprints, 1932).
M. Longfield, Lectures on Political Economy (London School reprints, 1931).
H. C. Carey, The Past, the Present and the Future (1848).
H. George, Progress and Poverty (1879).
S. Newcomb, Principles of Political Economy (1885).
Ph. Wicksteed, The Commonsense of Political Economy (1908).

 

V. Monographs on individual authors. No assignments.

Suggestions:

[Addition to list in 1940-41: Henry Higgs, The Physiocrats (1897)]
W. R. Scott, Adam Smith as Student and Professor (1937).
J. Rae, Life of Adam Smith (1895).
J. Bonar, Malthus and his Work (1924). [1885 ed.]
M. Bowley, Nassau Senior and Classical Economics (1937).
F. Mehring, Karl Marx (1936).
J. R. Hicks, Leon Walras (Econometrica, 1934).
[Addition to list in 1940-41: H. W. Jevons and H. S. Jevons, “William S. Jevons,” Econometrica]

Source: Syllabi, course outlines and reading lists in Economics, 1895-2003. Harvard University Archives, HUC 8522.2.1. Box 2, Folder “1939-40, 2 of (2)” and Folder “1940-41”.

___________________________

1939-1940
HARVARD UNIVERSITY
ECONOMICS 113b2

Answer any FOUR out of the following five questions:

  1. Discuss the wage-fund theory and its practical implications. In what sense was it resuscitated by Boehm-Bawerk and Taussig?
  2. Exponents of the Labor-Quantity theory of value and exponents of the Marginal Utility theory of value have for decades tried to refute each other. What is the true relation between the two theories?
  3. State and criticize the Marxian theory of Surplus Value or of Exploitation.
  4. What do you think of the so-called Ricardian theory of rent?
  5. What are the main objections that were raised against the “Austrian school” during the early stages of its development?

Final. 1940

 

Source: Joseph Schumpeter Papers, Harvard University Archives, HUG (FP) 4.62. Box 10 “Lecture Notes”, Folder “Ec 113, 1941”.

___________________________

1940-1941
HARVARD UNIVERSITY
ECONOMICS 113b2

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

  1. If a layman, trying to make intellectual conversation, asked you what Adam Smith’s performance consisted in, what would you say?
  2. What was the importance, for the economic theory of its time, of Malthus’ Essay on Population?
  3. Explain the meaning and use of the theorem usually referred to as Say’s Law.
  4. What are the conditions that would have to be fulfilled in order to make the labor-quantity theory of value true?
  5. State and discuss Ricardo’s version of the so-called law of the falling rate of profit.
  6. Jevons, Walras and Menger no doubt felt that they had revolutionized economic theory. What did this revolution consist in and how important do you think it was?
  7. Under modern conditions, most producers have no use for any significant part of their products. Hence their subjective valuation of these products depends on what these products will exchange for, that is to say, on their prices. How, then, can we derive these prices from utility schedules of buyers and sellers without reasoning in a circle?

Final. 1941.

Source: Joseph Schumpeter Papers, Harvard University Archives, HUG (FP) 4.62. Box 10 “Lecture Notes”, Folder “Ec 113, 1941”.

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Research Tip: 75 pages of student notes taken by future Nobel Laureate James Tobin for Economics 113b2 of the 1939-40 academic year are available in the James Tobin Papers at the Yale University Library Manuscripts Collection, Group No. 1746, Box. No. 6 in one of the hard-bound volumes of Tobin’s notes from his Harvard courses.

Image SourceHarvard Album, 1943.

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Harvard. Economics Dept. votes down course on Russian Revolution, 1919

An undergraduate student approached Frank W. Taussig to gain the latter’s support for a semester course in the second term of 1919-20 on “various phases” of the Russian Revolution before the latter left for the U. S. Tariff Commission in Washington, D.C. It appears that Taussig’s initial response was at least mildly encouraging and much activity to organize the course followed as reported in the undergraduate’s letter. The undergraduate went on to have a distinguished career as an economic historian and established the Committee on Social Thought at the University of Chicago in 1941 that today bears his name, the John U. Nef Committee on Social Thought.

In Taussig’s absence the Harvard economics department voted not to participate in such a course.

_________________________________

 

[Taussig to Day forwarding Nef letter]

United States Tariff Commission
Washington

December 6, 1919.

Dear Ezra:

The enclosed letter in the main explains itself. I’m willing to assume the responsibility provided that the department approves of the general scheme and of my participation in it. Bring this before the members individually or at a meeting; and I suggest that then you communicate direct with Neff [sic].

My first impression is that we secure for the lectures: (1) Foerster [Robert Franz, Ph.D. 1909] or Meriam [Richard Stockton, Ph.D. 1921], (2) Ohsol [Johann Gottfried, Ph.D. 1914]. I suggest that one of the first two give introductory lectures on Marx, Marxism, the International and post Marxian socialist developments. Then let Ohsol take up the development of thought in Russia and say something about the doctrinal position and the communistic scheme. I believe Ohsol would do the thing with full information and in a temperate spirit. By way of ascertaining possibilities, I shall find out whether Ohsol is still with the Federal Trade Commission and whether he is likely to remain in reach through next spring.

As between Foerster and Meriam, I am inclined, on the whole, to let Meriam have a try. Foerster has plenty of other work to do and Meriam’s recent residence abroad has probably put him in touch with the Continental situation.

[…]

Always sincerely yours,

[signed] F. W. T Taussig

Prof. E. E. Day,
Department of Economics,
Cambridge, Mass

_________________________________

[Nef’s Letter to Taussig: requests course on Russian Revolution]

19 Holworthy Hall,
Cambridge, Mass.
December 4, 1919.

Prof. F. W. Taussig,
c/o U. S. Tariff Commission,
Washington, D. C.

My dear Professor Taussig:

The Friday before you left for Washington, you will remember I consulted you as to the possibilities of offering a course on various phases of the Russian Revolution, during the second semester of the present academic year. Since that time considerable progress has been made. Prof. A. C. Coolidge is enthusiastic over the plan which he believes will work in well with the collection of all available documents and data on the Revolution for the Library. For this part of the work, he proposes, provided the funds can be raised and the demands warrant it, to employ a secretary who will have full charge of collecting the materials. He further plans to set aside a room in Widener Library, which will contain the most important books and documents to be consulted by students taking the course.

Professor Lord has expressed his willingness to take charge of the first part of the course, which would deal with the background of the problem and the narrative history up to the beginning of the Bolshevik regime. The second and third part would deal with the economic and political theories involved, and with the actual workings of the Soviet form of government so far as they can be ascertained. Fifield Workum and I went today to see Professor Ferguson, who thought the scheme feasible and proposes to bring it up before the history department for approval at a meeting on Friday, December 12th. First, however, he wishes to know whether you will be willing to take charge of the second part of the course. This would not mean that you would actually deliver the lectures, although we all hope very much you will be able to give some of them, but simply, as I understand it, that you will see that this part of the course is given.

The third part, Professor Coolidge proposes to arrange with Professor Ferguson. After hearing from you, Professor Ferguson will bring the plan before the history department.

We feel that undergraduate interest in the course justifies its being offered. Professor Ferguson thought it might be given at 2.30 o’clock on Tuesdays and Thursdays during the second term. This would enable a number of men who are now taking History A to take it. All the undergraduates to whom I have mentioned the possibility have immediately expressed a desire to enroll. Professors Ferguson and Coolidge feel that it will make the course both possible and successful if you could stand behind the second part of it.

Very sincerely yours,

[John U. Nef]

_________________________________

[Day’s Reply to Taussig: Time not yet ripe]

December 12, 1919

Dear Mr. Taussig:

At a meeting of the Department yesterday afternoon I brought up for discussion your letter presenting the proposal of J. U. Nef and other undergraduates for a course the second half-year on various phases of the Russian Revolution. The matter was discussed at length, with the result that a number of different grounds for opposing the plan were brought up. I need not go over these at length, as you can readily imagine most of them. Professor Ripley’s objection lay altogether against the method in which the course was to be administered; Bullock’s against the proposed subject matter of the course. The outcome was a unanimous vote that in the opinion of the members of the Department it is inexpedient for the Department to participate in the offering of the proposed course. If you wish further details regarding the opinions expressed, I shall be glad to send them to you. I may add that I should have voted with the other members had I been called upon to do so, as it does not seem to me that the time is yet ripe for academic instruction on the subject of the revolution.

[…]

Sincerely yours,

[Day]

Prof. F. W. Taussig

_________________________________

[Taussig’s Reply to Department Decision: Should have met students half way]

United States Tariff Commission
Washington

December 15, 1919.

Dear Ezra:

I have yours of December 12th. I confess it is a matter of surprise that the Department should have voted as it did. My own strong inclination was to meet the under graduates half way, and to have joined in giving a course, not “on the Revolution,” but upon Russian history and Russian conditions, as leading up to the Revolution. I am sorry not to have been on hand.

[…]

  Very sincerely yours,

  (signed) F. W. Taussig

Professor E. E. Day,
Department of Economics,
Harvard University,
Cambridge, Massachusetts.

_________________________________

Source: Harvard University Archives. UAV.349.10 Department of Economics, Correspondence & Papers 1902-1950, Box 23.   Folder: “Course Offerings 1913-1925”.

Image SourceHarvard Album, 1920.

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David Hume’s Grave

At the Old Calton Burial Ground in Edinburgh.