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Exam Questions Swarthmore Theory Undergraduate

Swarthmore. Honors Examination in Economic Theory. Coppock, 1947

Joseph David Coppock was an external examiner for the honors economic theory examination at Swarthmore. The economics department called on their alumnus (A.B., 1933 with a Columbia University Ph.D., 1940) at least three times in the 1940s. His January 1947 examination questions are transcribed for this post.

______________________

Swarthmore Senior exams posted previously (with external examiner names)

Senior Comprehensive Examination (1931)

Broadus Mitchell (1934)

Lloyd Metzler (1943 to 1945)

Paul Samuelson (1943)

Richard Musgrave (1946)

Wolfgang Stolper (Seminar, ca. 1944)

______________________

[Handwritten note: “Examiner: Coppock”]

Swarthmore College
Honors Examination​
Economic Theory

January 29, 1947.

Answer 5 questions, including No. 1

  1.  —
    1. Using your own arithmetic assumptions, derive an individual buyer’s demand curve from a set of (consumer) indifference curves. Show both schedule and graph.
    2. Using your own arithmetic assumptions, derive an individual producer’s variable cost curve from a traditional “diminishing physical returns curve.” Show both schedule and graph.
    1. How, under classical distribution theory, would an increase in national product be distributed among the customary claimants? Explain.
    2. To what extent does your answer in (a) apply to present-day circumstances in the U. S.?
  2. Write an explanatory and critical essay on the relation of the interest rate to the level of investment in the national economy (a) under any conditions you may wish to assume and (b) under present-day conditions in the U. S.
  3. Suppose you were David Ricardo and received from the review editor of an economic journal a copy of Chamberlin’s Theory of Monopolistic Competition with a request to review it. Write a review, comparing Chamberlin’s book with your own Principles of Political Economy and Taxation.
  4. The First Annual Report of the Council of Economic Advisers states:

“It would be very simple indeed if we could rely on fiscal policy as a panacea (for unemployment). Broadly speaking, the shortcoming of this single-track doctrine….is that it does not face the complexity of our economic system.”
Develop the point.

    1. What is economic progress?
    2. What are the conditions of it?
    3. What does a change in population have to do with it?
    1. Point out some key differences between general equilibrium and particular [sic] equilibrium theory.
    2. How do these differences affect the application of economic theory to the real economic world?

Source: Duke University. David M. Rubinstein Rare Book and Manuscript Library. Economists’ Papers Archives. Wolfgang F. Stolper Papers, Box 22, Folder 1.

Image Source: Swarthmore College yearbook, Halcyon 1940, p. 11.

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Harvard Undergraduate

Harvard. Survey of High Honors Students in Economics, 1925-1955. Harris, 1956

The following memo summarizes the results of a survey of “high magna” or summa A.B. economics concentrators who graduated from Harvard between 1925 and 1954. The 211 respondents accounted for 84% of the alumni/ae contacted. The chairman of the department of economics who initiated the survey, Seymour E. Harris, was interested in the career paths chosen by the top undergraduates of the economics program and obtaining feedback from them about what they thought was good and not-so-good about the content and ways they were taught at Harvard.

About the same time a similar report was written about the experiences and opinions of 193 economics PhD graduates from 1950-54.

___________________________

Harvard High Honors Students

Seymour E. Harris, ’20
Chairman of the Economics Department

As Chairman of the Economics Department, I sent out a questionnaire to 252 Harvard College graduates who had received a high magna or summa in economics in the last 30 years. This group accounted for 6 per cent of the seniors in economics in these years. The objective primarily was to find out what had happened to these men (and women) after they received their A.B.’s and, with the intent of throwing light on our current educational practices, to obtain and analyze their views concerning their Harvard education. This is the only study of high honors students at college that has come to my attention.

Replies

Since we received 211 replies, or 84 per cent, the response was most satisfactory. Exclusive of those who could not be located (one was deceased), the responses were 87 per cent of the total sent out.

As might be expected, the number of questionnaires returned varies inversely with age: with classes before 1929, 18 out of 31 responses were received, or 58 per cent; in the last 6 classes, 57 out of 63 replied, or 90 per cent. The differences are relevant in that since the older classes responded in smaller numbers, it may be assumed that incomes are biased downwards, that is, average income is higher than is revealed in the results to be given later.

Occupations of High Honors Graduates

Professions 114
     Lawyers 43
     Teachers 31
     Government Employees 20
     Research Economists 12
     Physicians 4
     Writers & Editors 4
Executive, Managerial, etc. 56
     Executives 27
     Employed in Finance 17
     Employed in Nonfinance 12
Military Service 13
Students 18
Housewives 4
Other 6
211

[p. 2]

The professions, it will be noted, accounted for 54 per cent of these graduates of the last 30 years. For 1947, according to another study based on a sample of 9,000 graduates in the nation, 50 per cent of the male graduates (the females in our sample are a relatively small percentage of the total) were in the professions. When allowance is made for those in our sample still students (excluded in the national sample) and the younger average years out of college of our respondents (a weighted average gives but 13 years out of college), then the number in the professions of these high honors graduates is substantially larger than in the national sample of male college graduates. The attractiveness of the professions for our sample is much greater than is suggested by our figures; for the forties and fifties, years in which our sample is relatively heavily concentrated, were also years when the pull of business was especially great. Thus, as I showed in my Market for College Graduates (p. 89), the proportion of all male graduates in business rose from 37 to 49 per cent from 1940 to 1947-48 and of the professions declined from 63 to 44 per cent.

Graduate Degrees

Of these 211, 151 earned at least 1 graduate degree; 43, 2 or more; and 5 earned 3 graduate degrees. More than 70 per cent obtained graduate degrees. As might be expected, this percentage is much higher than for students generally. For example, in a corresponding period only about one quarter of all recipients of undergraduate degrees obtained a graduate degree.[1]

[1]This figure is obtained by comparing all undergraduate and graduate degrees for the average year in which the graduates in our 211 sample took a graduate degree. Basic figures will be found in HEW, Statistics of Higher Education, 1951-52, p. 37, and the Commission on Financing Higher Education, Financing Higher Education in the United States, 1953 (Millett Volume), p. 32. The weighted average of our sample should receive a Ph.D. in the middle forties.

The largest number of degrees of the Harvard sample were in law (38 per cent); next the M.A. (35 per cent) and the Ph.D. (30 per cent). When one compares these percentages with the national figures, one can see that the able undergraduate disproportion-

[p. 3]

ately seeks higher degrees in Arts and Sciences and especially the Ph.D. The Harvard sample reveals 6-8 times as many Ph.D.’s proportionately to all graduate degrees as the national sample.

Percentage of M.A. to all graduate degrees, national (1939-40)—25 (1949-50)—17
Ibid. Harvard sample (For 30 year period) (35)
Percentage of all Ph.D.’s to all graduate degrees, national (1939-40)—5 (1949-50)—4
Ibid. Harvard sample (For 30 year period) (30)

Source: Ibid., and my calculations.

These high honors Harvard graduates especially seek graduate degrees in the Harvard Graduate Schools (80 per cent at Harvard; 5 per cent, Columbia; and 3 per cent, Chicago). Percentage of graduate degrees at Harvard of the total were as follows:

All 76 per cent
LL.B 77 per cent
M.A. 74 per cent
Ph.D. 74 per cent
M.B.A. 91 per cent
M.D. 100 per cent
Other 40 per cent

Degrees and University Awarding Them

Degree Total Harvard Columbia Chicago Yale Oxford Minnesota Other
LL.B 58 45 4 1 2 0 1 5
M.A. 54 40 4 1 0 0 1 8
Ph.D. 46 34 2 3 0 1 1 5
M.B.A. 22 20 0 1 0 0 0 1
M.P.A. 6 6 0 0 0 0 0 0
M.D. 4 4 0 0 0 0 0 0
Other 10 4 0 0 1 2 0 3
TOTAL 200 153 10 6 3 3 3 22

Of the 200 degrees, 98 were in economics (inclusive of 4 joint degrees), suggesting that high honors concentrators tend to remain in their undergraduate field of concentration (49 M.A.’s, 38 Ph.D.’s, 5 M.P.A.’s). In addition there were 22 business degrees. In view of the large relative number of M.A.’s and Ph.D.’s

[p. 4]

given by Harvard to our high honors group, it is clear that these distinction men provide much of the raw material for our Graduate School of Arts and Sciences. The only other large outlet was law (59).

Income Distribution

Incomes of the high honors graduates of the last 30 years are high. The median (the value midway from low to high) with students, housewives, and soldiers eliminated is $11,227, and the arithmetic mean (in total divided by the number of income recipients), $14,664. This is a surprisingly high figure, especially in view of the fact that these men are out of college (weighted mean) only 13 years; that the proportion in the professions, with relatively low incomes compared to business, is large; and that their education has in a large proportion of instances been delayed by the war. The median of $11,227 may be compared with the following:

Median income of males, 14 years and over, 1954 $2,300
Median income of males in professions, 1954 $4,905
Median income of males, managers, officials and proprietors, except farmers, 1954 $5,234
Median income of population, 1947 $2,200
Median income of male college graduates, 1947 $4,689
Median income of HYP graduates, 1947 $7,365
Median income of HYP graduates, adjusted for rise of income since 1947 $10,000

Source: They Went to College, pp. 26, 179; U.S. Census Income of Persons in the U.S., 1954.

Income Distribution

 

Annual Income Frequency Frequency, excluding students, housewives, and soldiers
$0 16 0
1-5,000 27 15
5,001-10,000 66 62
10,001-15,000 44 44
15,001-20,000 14 14
20,001-30,000 24 24
30,001-40,000 4 4
40,001-50,000 3 3
50,001-75,000 4 4
75,001-100,000 0 0
100,001 and over 1 1
TOTAL 203 171
Not given 8
Mean (all reporting) $12,648 Mean (excluding those named above) $14,664
Median (all reporting) $9,470 Median (same as above) $11,227

[p. 5]

When allowance is made for the low age of our group as against the national sample (and the disproportionate failures to reply of the older graduates in our sample), then the relatively high income of our group stands out. In the sample of 9,000 college graduates, the median income for male college graduates aged 35 years was $4,618; for those aged 40-49, $6,152; and for those aged 50 and over, $6,244. The 1950 Census shows that whereas the 30-34 year group with 4 or more years of college had 5.1 per cent in the $10,000 or over group, the averages for those aged 35-44, 45-54, and 55-64 were 13.3, 19.2, and 18.1 per cent, respectively.[2] (The 30-34 year group comes nearest to representing our sample.) Since our graduates correspond only to age 34 (and even lower when allowance is made for the disproportionate loss of time in graduate work and military service[3]), the median figure of our group should be raised by a substantial percentage to make the figure comparable with the national sample.

[2]Calculated from U.S. Population Census: Education, Special Report PE No.5B, pp. 108-9.

[3]Disproportionate because our sample is a young sample, especially subject to military service, and years spent in the service and graduate work are a disproportionate part of working life.

An honors record at college seems to pay. The above statistics underline this conclusion. In They Went to College, the following is said of a 9,000 national sample (median income):

Greasy Grinds $5,149
All Around Students $4,775
Big Men on Campus $4,648
Those who Just Sat There $4,300

(Ibid., p. 164)

Students with high grades earn larger incomes according to this national male sample. In business 20 per cent more A than B and C students had incomes of $7,500 or over. Among doctors, lawyers, dentists and scientists, the corresponding advantage for A students was 35 per cent; among teachers, clergymen and artists, 175 per cent; and among public servants, 167 per cent. (Ibid., p. 160.)

[p. 6]

The larger number in the professions pulls down the average income of our group. Thus for the 114 in the professions, the mean income is $11,567 and the median, $9,663; for the 57 others (business executives and the like), the respective figures are $21,557 and $17,142, or about twice as high as in the professions. Also relevant is the fact that the percentage of those in executive and business jobs tends to rise with age. Hence our sample with an average adjusted age of 30-35 yields a lower income because the older age groups include larger percentages in this group. In ages 25-29, 30-34, 35-44, 45-54, and 55-64, the percentages of males in the executive-business group were 6½, 10, 12, 15, and 14 per cent, respectively.[4]

[4]U.S. Census, op. cit., pp. 88-89.

Attitudes Towards Harvard Education

Of 211 respondents, 144 or 68 per cent wrote that they would concentrate in economics again if they were starting all over. But 58 of the 211 or 28 per cent believed that they concentrated too much.

In reply to the question, would they go to Harvard in 1956 were they at the appropriate age, the replies were most satisfying. Of 211, 196 (14 with qualifications), or 93 per cent, would do it all over again and 3 per cent were undecided. But 6 (3 per cent) would not; and 2 inclined towards seeking an education elsewhere.

In reply to a question, what do you consider yielded the largest returns from your years at college, the responses were as follows. Note that the average respondent included 2-3 factors. Course work received the largest number of votes and tutorial next.

Largest Contribution to Education

Item No. of times mentioned Item No. of times mentioned
Course work 120 Extra-curricular activities 39
Tutorial 95 Thesis 32
Informal association with other students 50 General academic atmosphere and intellectual freedom 29
Reading on one’s own 45 Intellectual awakening 20
Contacts with faculty members 40 No answer or undecided 10
480

[p. 7]

In their replies much emphasis was put on the advantages of the smaller and more personalized courses; on the new general education program; the quality of the faculty and the importance of personal contacts with the faculty.

For tutorial, 92 expressed favorable views; 13 favorable with qualifications; 15 favorable in relation to thesis; and 18 unfavorable. Hence the vast majority believed that tutorial made an important contribution. In view of the fact that tutorial presumably counted over the years for about 1/7[5] of the total education, its large returns are evident (120 votes for courses and 95 for tutorial). Tutorial was especially important in the first 20 years of this survey. In the last 10 years, the need of economy weakened tutorial. Among the graduates of the first 20 years (1925-44) 88 commented on tutorial, all favorably (3 with qualifications); in the years 1944-54, 49 commented. The percentage of favorable comment for these years was 55 per cent; favorable with qualifications, 20 per cent; unfavorable, 24 per cent. The responses clearly reflected a deterioration of tutorial in the last 10 years.

[5]3 courses out of 16-17 classroom courses plus 3 equivalent to tutorial.

“Suggest any ways in which your education might have been improved.” The analysis of replies follows. A more balanced program, more and better mathematics and statistics, more and better tutorial, smaller classes, and more personal contact with faculty stand out.

[p. 8]

Improvement of Education

Item No. of times mentioned Item No. of times mentioned
More balanced program 43 Better training in writing through more papers 17
More and better courses in mathematics and statistics (particularly Math.), possibly required for honors candidates 29 Emphasis on analysis of problems and on original thought 8
More and better tutorial, perhaps even extending into other fields than Economics 23 Better personal guidance for freshmen and others 8
Smaller classes and more discussions in them 24 A better and earlier theory course 5
Greater personal contact with faculty members 22 Less pressure; less emphasis on grades 5
More “practical” courses 19 Teachers who possess teaching rather than research ability 5
Other 26
No suggestions, or inapplicable to others than respondent 46
280

These replies should be considered in the light of the fact that the respondents cover a 30-year period which witnessed the rise and some decline in tutorial, the opening of the Houses, and the introduction of General Education. The criticisms and proposals apply to the education of these men (and women) at the time they were in college. The weighted mean (as suggested earlier) is 13 years out of college.

Replies to an invitation to make general comments cannot easily be classified. A large number of those commenting want more “practical” courses which would give the undergraduate concentrator a more intimate acquaintance with current economic events and issues and with the problems and actual practices of the business community. In general, while praising the courses offered at Harvard, this large group seems to feel that the average economics concentrator should be prepared more adequately than at present for business school and/or a business or legal career.

[p. 9]

But a much smaller group insists that an economics major ought not to provide such preparation, that students should not major in economics because they plan to go into business, and that the Department should continue to emphasize economic theory and history.

A second major point that was made was that study at Harvard and concentration in Economics are most important insofar as they develop a mode of thinking, a clearness of mind, and a power of analysis in the individual. Somewhat in line with this, several respondents again emphasized the need they felt for a faculty with high teaching ability rather than intellectual eminence alone. The more interested the faculty is in teaching, and the more concerned its members are with their students, both formally and informally in contacts in and out of class, the more rewarding will a Harvard education in Economics be.

Finally, several respondents reiterated the need for a balanced program and praised the General Education program, while another group worried that concentration and distribution requirements might seriously limit the freedom of choice of the undergraduate as to studies. The intelligent enthusiast, this group felt, should be allowed to “overconcentrate” if he so desires, while the normal student should be allowed to gather a more liberal education. However, there were several other respondents who stressed strongly the need for abler and more personal guidance in the choice of courses both in and out of the department.

Harvard Education and Income

Finally, our high honors concentrators were asked to explain the fact that a college graduate seems to earn a lifetime income of $100,000 in excess of the non-college graduate and the Harvard graduate receives $200,000-$300,000 more than the non-college graduate. Our objective in including this question was not so much to get an adequate explanation of these differentials but to classify the explanations of an unusually able group of college graduates.

[p. 10]

Differences in Income

Variations in ability 121
Connections 93
Better education 84
Higher income background of Harvard men 37
Harvard’s prestige and name 31
No reply or don’t know 40
406

Many stressed the point that Harvard’s high quality education attracts able students, and these in turn attract better teachers who provide a better education. The high quality of undergraduate instruction stimulates many to enter graduate schools, it was held by many. Though connections were emphasized as factors in attaining employment, education and ability, it was emphasized, were the factors that enabled men to hold their jobs.

Some Quotes

Comments by High Honors Men on Harvard Education:

Two high government officials, out of college about 25 and 15 years, respectively, write:

“Briefly stated, I suppose the greatest returns were intangible in form, involving no particular factual knowledge nor any specific know-how. It was the development of a feeling of confidence and dignity — the lifting of horizons yielding perspective together with some degree of understanding. From formal course work I gained background and acquaintanceship with basic material; tutorial work developed thinking in terms of relationships; and reading on my own stimulated reflection and yielded appreciation. Extra-curricular activity such as varsity athletics, particularly intramural participation, was helpful in maintaining a feeling of physical well-being.”

“On the whole, I would guess that particular courses taken by students and the particular educational techniques used are much less important than the intellectual stimulation and the perspectives provided by the individual faculty members. While I took a large number of economics courses as an undergraduate, I don’t regret this overemphasis because they were on the whole stimulating courses given by very good men. At the same time I feel heavily indebted and remember very fondly an English literature course, given by the late Ted Spencer, and I would be hard put to judge the relative value of that course for my later professional work relative to any of the economics courses.”

[p. 11]

By a bank official, out less than 10 years, the following appraisal is made.

“Association with students in many other fields in the House system (Leverett House in my case) was in my opinion worth more than several courses. We had an informal Seminar in Practically Everything each evening in which everyone contributed something from his particular field of interest.

“The reading period before exams was valuable for pulling a course together and relating it to others. I found that I missed it very much at Chicago where the quarter system did not provide time for relief from being lectured at.”

A member of the faculty of the Harvard School of Medicine, out of college more than 15 years, says:

“I’m not sure when my education really took hold but somewhere between 1936 and 1940 I developed certain habits of thinking, reading, wondering which have served me in good stead. I can’t say whether it was course work, tutorial, exposure to a fine faculty, exposure to some very able classmates. I don’t doubt its value, however, and I’d certainly do it again.”

An outstanding economist, out about 10 years, now on the staff of one of the major universities, has something to say for the lecture system and overconcentration and higher standards.

“If anything, I would argue that I didn’t concentrate enough on economics. I began with a broad interest in other social sciences, and while I don’t for a minute think of those courses as wasted, I think the scales should be tipped in favor of more rather than less concentration.

“It’s a firm belief of mine that in most ways there’s nothing like a good lecture course. I learned a lot in tutorial, but looking back it’s clear to me that there wasn’t enough of it. A little bit of tutorial makes only a little bit of sense. For tutorial to be really valuable to the good student it would have to take more of his (and of the tutor’s) time, say at least the equivalent of one course, and probably more. And there should be more writing.

“I should have been required to study mathematics along with elementary economics, instead of having to discover it myself, much later. The absence of a decent course in statistics in the department also cost me time later on. I have the strong feeling that undergraduate courses in economics are much too easy for honors candidates. Much of what is taught at the graduate level could be pushed down to the junior year. For the serious undergraduates anyway. This would free graduate courses for really advanced work; much too often every graduate course feels obliged to begin at the beginning. Sometimes I have the distinct feeling of never having learned anything in a specifically undergraduate course.

“As I compare the present undergraduate curriculum at Harvard with that of my own day, I am filled with nostalgia for the almost free elective system under which I was a student. As I recall, we had to have one course each in Natural Science, Social Science, and Humanities, and after that it was all gravy. No doubt General Education has some

[p. 12]

advantages for many students. But it would be a shame if the occasional enthusiast who wants to study nothing but economics (or mathematics, or physics, or Slavic Languages and Literature) should be prevented from so doing.”

A business executive, out 7 years, urges tying theory to the problems of the day, earlier concentration in economics, and more careful choice of tutors.

“The Department fails to show its students sufficiently that economics is primarily a disciplined way of looking at our environment and analysing it, rather than merely a set of facts and theories. Only a small minority of students — even Harvard students — have strong theoretic abilities and interests. This does not mean that Harvard should not strive to give its students rigorous theoretic training. But it does mean that the theory must be tied to practical applications in an obvious, meaningful and continuous manner.

“My second observation is that too many students concentrate in economics for the wrong reasons or by mistake. It would be a tremendous help if all students who had any thought of concentrating in economics were strongly encouraged to take Economics 1 in their freshman year. This would give them a basis for deciding whether they wanted to go on with the subject a full year before they have to make their final decision as to a field of concentration. I have heard it argued that Ec.1 is too advanced a course for freshmen. If that is true, then the course is badly designed. But I doubt that it is true; if the freshman can take Physics 1 or Math 1, he can certainly cope with the theory of marginal adjustments and basic national income theory.

“I feel strongly that the Department was lax in providing guidance to its Ec. 1 instructors and tutors last year. Tutorial tends to become a reflection of the varied interests of the individual tutors and not an expression of a thought-out educational scheme. Tutorial therefore tends to be successful for the bright student accidentally matched with the proper tutor. It is much less successful — and less successful than it could be — for the average student.”

In the view of a top economist, out about 25 years, connections are important. He also opposes excessive concentration.

“My guess is that the Harvard pass student turns into a better earner than the honors student — suggesting that connections are a big part of the explanation. I reckon that as taxes press more heavily on income and inheritance there’s an increasing tendency to transmute capital into the kind of power that can hand over income to relatives and favorites in guise of their ‘earnings’.

“Harvard training does seem to be among the best in making sure that a young man can take hold effectively in graduate school. (The glamor of Swarthmore, Reed, etc. rests partly on their really having only honors students; if we omitted from the Harvard number those who never aspired to honors, the percentage making scientists, etc. would jump.)

“A student who thinks he has chosen his field might ideally minimize more duplication and improve basic training by devoting almost all his undergraduate time to other fields. But he needs to find out enough about the field to validate his choice; and he is entitled to the sense of (relative) mastery he gets by exercising his talents. I think a…recommendation of a minimum-scale economics major for intending graduate students is optimal, balancing these questions. Also has merit in terms of working conditions for teachers at undergraduate centers.”

[p. 13]

A successful Southern business executive, out about 15 years, looks back to his education at Harvard with much satisfaction. Concentration in his view mirrors the interests of the contemporary society.

“I do not regret the extra work. I think the years at Harvard were useful, fruitful, and I know, pleasant. I am egotistical enough to believe the result was good. I believe it was economically valuable, and I know it contributed much to making life more endurable, or more happy, depending on my state of mind.

“A great deal of the value, I am certain, was derived from living in a climate of high average intelligence. A man could not be as ordinary as his inclination might lead him to be. There was too much behind him, in the traditions of the university, before him in the faculty, and on all sides of him in his classmates. I am sure this climate of intelligence forced many of us to greater achievements than we would have made ordinarily.

“I believe, however, that the direction of education in any responsible university tends to mirror the concerns of the society from which the undergraduates come. Why then, in the late 30’s and early 40’s, should there be any surprise that an undergraduate would over-concentrate in economics or in government? The whole concern of society was directed largely toward the understanding of the economic bases of society, and the mitigation of some of the allegedly inherent evils. I believe that today’s view of economics as simply another useful tool is more accurate, more valuable, and far less dangerous.

“In the same way, the overconcern with science has naturally reacted and caused an equally great concern that the undergraduate is being made into a machine, with brain but without soul. I shall be greatly surprised if overdiversification does not result and if the undergraduate of today does not say twenty years from now in answer to a like questionnaire, that he wishes he had specialized more. However, I doubt that harm will be done in either case so long as Harvard maintains her great climate of intelligence, a truly open mind, and a refusal to be pushed down any alleys of education, politics, or economics, simply because others are going that way.”

A banker-economist wants Harvard staffed by men with outstanding analytical minds.

“In staffing the Economics Department, great emphasis should be given to obtaining men with outstandingly good analytical minds, men who are interested in teaching their students the fundamental principles and the proper use of tools of analysis. The institutional and ‘practical’ knowledge can be acquired later, provided that the student is made to realize that he leaves Harvard with a good foundation but that he must build the superstructure himself as he acquires experience in the use of what he learned in school.

A view expressed more than once is that economics is not necessarily the best preparation for business.

“I do not believe that economics, at least in 1947-50 and on the undergraduate level, provides any better preparation for business than many other academic disciplines. (But I understand some other schools are managing to combine academic and business courses.) For this reason I think general courses, or a diversification is much better than concentration in economics. It might even be that concentration in economics, government, or the sciences should not be permitted in undergraduate work. Everyone

[p. 14]

has to specialize after college, and college should be the time establishing a broad base of general education.”

A well known government and academic economist, out 25 years:

“If I knew I was going to become a professional economist, I would not concentrate in economics as an undergraduate but would leave the instruction in economics to graduate school.”

A lawyer out about 15 years:

“My training in economics has been of great value to me in the law. We represent a number of business corporations and the approaches I learned to the economic aspects of society have served me in good stead on a number of occasions. When in school I often bemoaned the lack of more ‘practical’ subjects in economics. I was wrong — adhere to the theory and the history.”

More case work is the proposal of a lawyer out 10 years:

“I think that at least in the social sciences there could have been a substantial improvement through an increased use of individual project work resulting in written reports or other papers. The ability to do research, make studies, draw conclusions, and report them lucidly, is one which comes only from practice and experience and the college years could and should make a substantial contribution to that experience.”

More details about the current financial scene are suggested by a Radcliffe Magna and P.B.K., out about 10 years:

“I think my Economics background (specialized in Money and Banking) could have been improved through a little more stress and detail in recent and current fiscal and monetary developments; e.g., level and trend of the government bond market; actual current Treasury financing and its actual effect on the bond market (using bond prices and yields); consumer credit trends; weekly Federal Reserve policy (in open market operations) through financial page in N.Y. Times, for example. In other words, while I received a magna cum laude and Phi Beta Kappa in Economics, when I actually went to work I knew next to nothing about banking figures — level of long-term government bond interest rates, etc. The theory was all there, but actual working knowledge was practically nil.”

An able economist, out 20 years, proposes seminars for honors students and more and better Mathematics and Statistics:

“I think there might be increased opportunity for outstanding honors candidates in economics to learn from each other by meeting as a group. Perhaps this could best be done by providing a special course required of honors candidates (or better, some more highly selected group), perhaps in some other way. It may be that this need is met by the present Economics 101.

“The glaring deficiencies of the undergraduate economics program of my day, considered as pre-professional training for those going on in economics, were that it failed to provide the student with two of the basic tools: mathematics and statistics. (What is far more serious, the same statement applied to the graduate program of that period.) This comment, however, poses a serious problem as to the

[p. 15]

purpose of the undergraduate program. It cannot be assumed that the majority of undergraduate concentrators will, or should, go on in economics. Nor can it be assumed that those who do go on will make the decision much before they graduate. For those who go, say, to law school or into business, the tools referred to, though useful, are not essential. Thus my comment, while applicable to my own education, cannot be taken as a criticism of the undergraduate program in general. The graduate program, however, was seriously deficient.”

Conclusion

It is clear that the high honors graduates in economics have done well in later life. They disproportionately enter the professions and go to Harvard Graduate Schools. Their success can, of course, be associated with the high quality of the men, the circles in which they move, and, we hope, their Harvard education. Clearly most of them believe that Harvard has helped them greatly. The association in graduate courses is helpful; but they emphasize also tutorial and small classes; and they would like to have closer association with faculty. The Houses clearly make a contribution here. But in the writer’s opinion tutorial (tied to the Houses) and smaller classes and perhaps a somewhat greater emphasis on undergraduate vis-a-vis graduate instruction would also help.

Source: Harvard University Archives. Department of Economics, Correspondence and Papers, 1930-1961 and some earlier. Box 16, Folder “Honors-Highest (Harvard)”.

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The Harvard Crimson reports…

Survey Joins Honors Work, High Incomes
Honors Status Pays Off, Harris Asserts

May 21, 1956

An honors record at College seems to pay.

That is one of the conclusions of a survey report now being circulated among selected members of the Faculty and graduate students in economics by Seymour E. Harris ’20, professor of Economics. The report summarizes the answers to a questionnaire filled out by 211 high magna or summa graduates in Harris’ field of economics, and represents an attempt to find out what happens to “our best undergraduates.”

The survey shows that: “Incomes of the high honors graduates of the last 30 years are high. The median with students, housewives, and soldiers eliminated, is $11,227, and the arithmetic mean (income total divided by the number of income recipients), $14,664.”

Harris calls this figure “surprisingly high” considering that the graduates questioned are out of college (weighted mean) only 13 years, and that the proportion in the professions, where incomes are relatively low compared to business, is large.

Professions Lower

“The larger number in the professions pulls down the average income of our group,” Harris continues. “Thus, for the 114 in the professions the mean income is $11,567 and the median, $9,663; for the 57 others (business executives and the like), the respective figures are $21,557 and $17,142, or about twice as high as in the professions.”

Probing graduates’ attitudes toward their college education, Harris found that most felt they received the largest returns from their course work. Among various items contributing to the graduates’ education, course work was mentioned 120 times, and tutorial, in second place, was mentioned 95 times.

“In their replies,” Harris states, “much emphasis was put on the advantages of the smaller and more personalized courses; on the new general education program; the quality of the faculty and the importance of personal contacts with the faculty.”

He felt that responses “clearly reflected a deterioration of tutorial in the last ten years.” He noted that tutorial was considered especially important in the first 20 years of his survey, while in the last ten years “the need of economy weakened tutorial.

Source: The Harvard Crimson, May 21, 1956.

Image Source: Seymour E. Harris in The Harvard Class Album, 1957.

 

Categories
Harvard Suggested Reading Syllabus Undergraduate

Harvard. Program for the Sophomore Tutorial. Sept 1965

For the previous post Economics in the Rear-view Mirror transcribed the reading lists and semester exams for the two semester Principles of Economics course (Economics 1) taught at Harvard in 1965-66. A biographical sketch of the faculty member responsible for coordinating the content and organizational structure of the instruction (some lectures, but mostly work in smaller sections), Richard T. Gill, can be found in that post too.

No less important for the course was the position of Head Tutor which was newly filled by Lars G. Sandberg (Harvard A.B. 1961; Harvard Ph.D. 1964), who was presumably the author of the “A Program for Sophomore Tutorial” (fifteen pages!) that Economics in the Rear-view Mirror has transcribed and included below. The program as outlined was designed for those Harvard undergraduates who were taking Economics 1 in their sophomore year, as opposed to their freshman year. Perhaps a document will turn up with information about the sophomore tutorial groups in economics offered to the students who had taken Economics 1 in their Freshman year.

The sophomore tutorial was a component of the larger tutorial system at Harvard College. The junior [Economics 98a and 98b] and senior [Economics 99] tutorial seminars were instituted to prepare for the departmental general examinations. [See the post on the 1964-65 junior tutorial led by Richard Caves: the post on the 1960-61 junior tutorial of Smithies and Chamberlin.] 

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Origin of Tutorial Instruction in Economics, 1915-16

The Division of History, Government, and Economics introduced an new examination for A.B. candidates with a concentration chosen in the Division.

This examination was devised “not in order to place an additional burden upon candidates for the A.B., but for the purpose of securing better correlation of the student’s work, encouraging better methods of study, and furnishing a more adequate test of real power and attainment.” In their preparation students have from the beginning of the Sophomore year special tutorial instruction.

Source: Harvard University. Report of the President of Harvard College 1915-1916, pp. 75-76.

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More recent backstories on the Sophomore Tutorial for Economics 1

Economics Undergraduate Program Undergoes Extensive Re-evaluation

14 November 1959

…The results of this increased attention are already apparent in changes made this year in Economics 1 and Junior tutorial, Ec. 98. Historical and topical subjects have gained emphasis at the expense of some of the more theoretical and analytical material, which is now consigned to Sophomore tutorial. In former years economic theory was presented in a historical vaccum without any consideration of the evolution of the economic system from a local medieval subsistence economy to the modern international productive system. The first month of Economics 1 is now devoted to filling this gap. Other changes include an increased emphasis upon the problem of underdeveloped countries and the substitution of a three-week study of the economy of the Soviet Union for the former week’s survey of comparative economic systems.

[…]

The changes are clearly tending to make the course less an introduction into the Department and more a General Education course in the social sciences. The stress, in the attempt to interest the non-concentrator through presentation of historical and topical issues, is now upon political economy rather than upon economics. In a liberal arts college such a solution to the problems affecting the discipline seems to be the most logical and rewarding for an introductory course.

Faced, however, with the task of teaching its concentrators some of the methods and techniques of the economist, the department has moved towards increasing utilization of Sophomore and Junior tutorial for this purpose. The analytic material ejected from Ec. 1 has found refuge in Sophomore tutorial, while Ec. 98 (Junior tutorial) although heavily biased towards the empirical is the only course in the Department offering an overall view of the field.

But there is this year, in addition, an increased amount of attention towards policy questions and topical economic issues in both courses, a reflection of the prevalent belief that meaningful economics on the undergraduate level should relate, as Smithies said, “to the great public issues of the day.” In practice these two elements–the analytical tools and the social framework in which they must fit–still remain divorced in these courses, but at least the attempt is being made to integrate them….

Source: The Harvard Crimson, 14 November 1959.

Ec Dept. Appoints New Head Tutor;
Lars Sandberg to Replace Wilkinson

March 24, 1964

Lars G. Sandberg ’61, teaching fellow in Economics, will become the head tutor in the Economics Department next year.

H. Francois Wilkinson, instructor in Economics and the Department’s present head tutor, will be leaving the University next year to become an assistant professor of Economics at Dartmouth.

Main Contact

“The head tutor’s job is an extremely important one to our undergraduate program,” said John T. Dunlop, Chairman of the Department, in announcing the change yesterday. “Undergraduate Economics’ concentrators take their problems to him, by and large since he is the main contact between them and the Department.”

Dunlop went on to say that revisions in the tutorial program for sophomores in the Department were currently under consideration.

“We have a split among our sophomore concentrators between those who have taken Economics 1 during the freshman year and those who haven’t taken the course, or are taking it as sophomores,” Dunlop explained.

Change Next Fall

“It’s possible that we will develop a more standardized program for those who haven’t had any introduction to economics. A committee will be looking over the problem this summer,” he went on, “and we expect that there will be some changes made in the program by next fall.”

Sandberg, a summer graduate in Economics, received the Young and Williams prizes for the best thesis in Economics, and the best overall undergraduate record in the Department, upon his graduation.

Upon taking over as head tutor next fall, he will be promoted to instructor, and will become head section man of Economics 1.

Source: The Harvard Crimson, 24 March 1965.

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Obituary of Lars Gunnarsson Sandberg
(1939-2020)

Lars Gunnarsson Sandberg, 81, of Dublin, a 48-year resident of Upper Arlington, died at Riverside Methodist Hospital on September 29, 2020, with his family at his side.

He was born June 20, 1939, in Uppsala, Sweden, and emigrated to New York City in 1948. He graduated Summa Cum Laude from Harvard College in 1961, where he was awarded the John H. Williams Prize for the top graduating student in Economics, and earned a Ph.D. from Harvard University in 1964. He taught Economics at Harvard and Dartmouth College before becoming a tenured full professor at The Ohio State University from 1970 – 1995. He continued to teach after retirement as an adjunct professor at OSU and Uppsala University. He was an avid reader and spent much of his time in libraries. He enjoyed the arts as much as sporting events, and rarely missed a Masterpiece Theatre show or an OSU football game. He loved boats, and enjoyed many sailing trips with his family on the east coast of Sweden. He was well known for his intelligence, his sharp wit, his down-to-earth nature, and his complete devotion to his family. He will be sadly missed.

He is preceded in death by his parents, Gunnar and Laila Sandberg. He is survived by his wife of 57 years, Joyce Bigelow; son, Per Larsson (Sharon Knight) of San Francisco; daughters, Kerstin Margareta and Elisabet Katarina of Columbus; grandchildren, Erik and Elin; brothers, Bengt (Beatrice Helbling) Sandberg of Oberuzwil, Switzerland, and Per (Karin) Sandberg of Stockholm, Sweden, and many nieces and nephews.

Due to Covid-19, a memorial service will be announced at a later date. Interment is planned in Lunenburg, MA, and Uppsala, Sweden. In lieu of flowers, donations in his memory may be made to PBS or to Friends of the Upper Arlington Public Library.

Source: Dignity Memorial Website.

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Course Announcement

Economics 1. Principles of Economics

Full course. Indivisible. M., W., F., at 12. The major part of the course is conducted in sections. Throughout the year, however, there will be lectures, generally on W., at 12. M., W., and F., at 12 will be the normal hour for section meetings, but sections will be scheduled at other hours. Professor Dunlop, Drs. R. T. Gill, Sanberg and other Members of the Department.

The Department encourages students considering concentration to take this course in their freshman year.

Designed to introduce students to the methods of economic analysis that bear on the issues which confront this country and the world. Will thus serve the needs both of those students who plan no further work in Economics and those who desire to obtain the groundwork for more advanced courses in the field.

Source: Harvard University, Faculty of Arts and Sciences. Courses of Instruction for Harvard and Radcliffe, 1965-1966, p. 102.

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Harvard University
Department of Economics
Tutorial Office
September 25, 1965

A Program for Sophomore Tutorial

The attached list of readings is the suggested list for sophomore tutorial groups comprised of students taking Economics 1 during the coming year. The list was prepared at the request of the Department’s Committee on Undergraduate Instruction for the purpose of providing a tutorial program to deepen and enrich the impact of Economics 1.

The suggested program has five sections, corresponding to major sections of Economics 1. Sections one and two are generally designed for the first term and sections three, four and five for the second term. Readings for each of the sections were chosen so as to provide somewhat more material than would be required for three two-hour tutorial meetings. The excess material within each section should provide flexibility in adapting to the needs of individual tutorial groups.

Papers and problem sets of the tutor’s own devising are optional with the suggested program. In planning for these, it should be recalled that tutees are required to prepare a Sophomore Essay during the Spring Term.

Brief comments on a suggested approach to each section have been provided.

SECTION I
Economic History
  1. Henri Pirenne, The Economic and Social History of Medieval Europe.
  2. The Economic Effects of the Navigation Acts on the American Colonies and Their Relationship to the American Revolution
    1. Bernard Bailyn, “Communications and Trade: The Atlantic in the Seventeenth Century,” in H. Scheiber ed., US Economic History: A Reader, pp. 30-40, or JEH, XIII, Fall 1953, pp. 378-87.
    2. Oliver Dickerson, The Navigation Acts and the American Revolution, chap. 1-9, 11.
    3. Lawrence Harper, “The Effects of the Navigation Acts on the Thirteen Colonies,” in Scheiber, op. cit., pp. 41-70, or R. Morris ed., The Era of the American Revolution, pp. 3-39.
    4. Curtis P. Nettels, “British Mercantilism and the Economic Development of the Thirteen Colonies,” JEH, XII, Spring 1952, pp. 105-114.
  3. The Effects of Slavery on the Economic Development of the South
    1. Alfred Conrad and John Meyer, The Economics of Slavery, pp. 43-99, 223-233. Pages 43-99 also appear in the JPE as pp. 95-130, April 1958, and pp. 440-443, October 1958.
    2. Eugene Genovese, “The Significance of the Slave Plantation for Southern Economic Development,” in Scheiber, op. cit., pp.149-161 or Journal of Southern History, Nov. 1962, pp. 422-37.
    3. E. Moes, “Absorption of Capital in Slave Labor in the Ante-Bellum South and Economic Growth,” American Journal of Economics and Sociology, October 1961, pp. 535-542.
    4. Robert R. Russel, “The General Effects of Slavery Upon Southern Economic Progress,” JSH, February 1938, p. 34-54.
  4. The Role of the Government in the Development of the US Economy — Especially Transportation Part I — The Ante-Bellum Period
    1. Thomas C. Cochran, “Land Grants and Railroad Enterprise,” JEH, Supplement X, 1950, pp. 53-67.
    2. Carter Goodrich, Government Promotion of American Canals and Railroads, chap. 1-4.
    3. K. Henrich, O. Handlin, L. Hartz and M. S. Heath, “”The Development of American Laissez Faire,” Journal of Economic History, Supplement, 1945, pp. 51-100.
    4. Milton S. Heath, “Public Railroad Construction and the Development of Private Enterprise in the South Before 1861,” JEH, Supplement X, 1950, pp. 40-53.
    5. Edward Mason, Economic Planning in Underdeveloped Areas, chap. 2, “Government and Business in 19th Century Development.”
  5. Part II The Post-Bellum Period
    1. Robert Fogel, The Union Pacific: A Case of Premature Enterprise.
    2. Goodrich, op. cit., chap. 5-8.
  6. The Effects of Improved Transportation on US Economic Development
    1. Robert Fogel, Railroads and American Economic Growth, chap. I and VI.
    2. George Taylor, The Transportation Revolution, chap. I-XI, XV, XVI.

Section I places emphasis on problems in American economic history. Pirenne is included because it is so well liked by experienced tutors and because it has been removed from the Economics I reading list within the last few years. It should, if it is at all possible, be used during the first few weeks of the term.

The readings in part B include varying estimates of the costs and benefits to the American Colonies resulting from the Navigation Acts and related British legislation. This problem is important both as history and as an example of commercial policy.

The question of Southern slavery also generates a considerable amount of dispute. Among the suggested readings, Genovese and Moes argue that slavery seriously retarded the economic development of the South, while Conrad, Meyer and Russel remain skeptical. The Conrad and Meyer study is also of considerable interest as a prototype of the “new,” quantitative economic history.

Parts D and E might well be handled in one meeting, half the tutorial group being assigned to the ante-bellum period and the other half to the post-bellum period. There should then be plenty of opportunity to “compare and contrast” policy in the two periods. The most interesting readings from an analytical point of view are the articles on “The Development of American Laissez Faire” and Fogel’s short book on the Union Pacific. The rest of the readings tend to be more descriptive in nature.

Part F uses the introduction and conclusion of Fogel’s rather complex book downgrading the importance of railroads and a standard exposition of US economic history to generate some debate on the role of transport, and therefore government support of transport development, in US economic development. Some attempt might also be made to consider this question in the context of currently underdeveloped countries.

SECTION II
Competition and Modern Industrial Organization
  1. The Concept and Function of the Entrepreneur
    1. Joseph Schumpeter, The Theory of Economic Development, pp. 74-94.
    2. Alfred P. Sloan, Jr., My Years with General Motors, Introduction and pp. 3-168.
    3. Carl Kaysen, “A Hero of Our Time,” New Republic, February 29, 1964, pp. 21-23; mimeo. available in University Hall 9.
    4. Symposium on Corporate Capitalism, QJE, February 1965, pp. 1-51 and August 1965, pp. 492-499.
  2. Advertising

A supplement containing suggested readings on this topic will be mailed out during October.

  1. Business in Difficulties
    1. Richard Austin Smith, Corporations in Crisis, pp. 13-26, 63-96. (“Introduction” and “General Dynamics: A Crisis of Control” — the Convair 880 case).
    2. John Brooks, The Fate of the Edsel and Other Business Adventures, pp. 17-75. (“The Rise of the Edsel” and “The Fall of the Edsel”).
    3. Ibid., pp. 137-164. (“The Impacted Philosophers” — The GE-electric industry price fixing case.)
    4. Richard Harris, The Real Voice. (Senator Kefauver, The Drug Industry and Legislation).

The purpose of Section II is to illustrate the complex and uncertain environment in which business enterprise must operate. This basic approach has been selected as a counterweight to the relatively abstract treatment of the theory of the firm provided in Economics 1.

The readings in Group A concentrate on the problem of the entrepreneur. The first Schumpeter reading presents his classic theory of the entrepreneurial function. Sloan’s book describes a famous entrepreneurial task: the development of the management system of General Motors. The QJE symposium deals mainly with the relation between corporate control and organization, on the one hand, and corporate behavior on the other.

The Smith reading and the first Brooks’ reading in Group C deal with serious mistakes in business judgement, the former, after a general introduction, with the case of General Dynamics and the Convair 880, and the latter with the failure of the Edsel. The Smith reading is the more analytical. Harris’ book and the second selection in Brooks deal with problems of business ethics. Harris describes the events leading up to the Drug Amendments Act of 1962, and Brooks deals with General Electric’s position in the electric industry conspiracy case.

SECTION III
Policy Problems
  1. The Role of Government
    1. Milton Friedman, Capitalism and Freedom
    2. J. K. Galbraith, The Affluent Society

The issues which Friedman and Galbraith discuss may be treated individually and in greater detail.

  1. Equality —The Progressive Personal Income Tax
    1. Milton Friedman, “The Distribution of Income,” Capitalism and Freedom, pp. 161-76.
    2. Walter Blum and H. Kalven, The Uneasy Case for Progressive Taxation, pp. 104.
    3. Richard Goode, The Individual Income Tax, chap. IV, X, XI, XII, pp. 58-75, 260-318.
  2. Education
    1. Milton Friedman, “The Role of Government in Education,” Capitalism and Freedom, chap. VI, pp. 85-107.
    2. John Vaizey, “Education as Consumption or Investment — a Public or Private Good?” The Economics of Education, pp. 26-36.
    3. Theodore Schultz, The Economic Value of Education, 70 pp.
    4. R. S. Eckaus, “Education and Economic Growth,” in Economics of Higher Education, ed. by Selma Mushkin, pp. 102-128.
    5. Henry Bruton, “The Training of Labor,” Principles of Development Economics, pp. 205-40.
  3. The Costs of Racial Discrimination
    1. Mary Jean Bowman, “Human Inequalities and Southern Development,” Education and the Southern Economy, Supplement to SEJ, July 1965, pp. 73-102.
    2. Gary Becker, The Economics of Discrimination (avoid appendixes)
    3. Barbara Bergman, “The Effect of Discrimination Against Negroes in Employment on the Size and Distribution of Personal Income,” (mimeo. available at University Hall 9)
    4. CEA, “The Economic Cost of Discrimination,” (mimeo. available at University Hall 9)
    5. Alan Batchelder, “Decline in the Relative Income of Negro Men,” QJE, November 1964, pp. 525-548.
    6. Alan Batchelder, “Poverty: The Special Case of the Negro,” AER, May 1965, pp. 530-539.

Section III presents readings on policy issues concerning the degree to which the government should amend certain economic decisions reached in the market place.

The readings in Part A by Friedman and Galbraith are book length statements of two largely opposing viewpoints on this question. Each book covers a large number of issues. Tutors who use Part A should probably assign both books at once, but may wish to devote two meetings to discussing them.

If tutors prefer to focus on particular issues, they may use Parts Band C instead of (or in addition to) Part A. In Part B, the selection by Friedman attacks the progressive income tax; the book by Blum and Kalven dissects the various ‘economic’ arguments for progressivity that have been advanced and concludes that the case for progressivity rests on ethical or aesthetic grounds; the chapters from Goode discuss actual economic effects of the progressive income tax. In part C Friedman and Vaizey debate the economic case for compulsory education. The book by Schultze is a terse description of education as an economic good with many facets. Eckaus and Bruton describe how education and economic growth are related.

The readings on the economics of discrimination include a theoretical exposition of the problem, several articles describing the economic position of the U.S. Negro and finally two different, and differing, estimates of the social economic cost of discrimination.

SECTION IV
Economic Growth and Organization
in Other Countries

Part I: Economic Planning

  1. Planning: Theory versus Harsh Reality
    1. Oskar Lange, “On the Economic Theory of Socialism” in Oskar Lange and Fred M. Taylor, On the Economic Theory of Socialism, pp. 55-129.
    2. Ely Devons, Planning in Practice
  2. Planning: Country Studies
    1. “Use of Models in Programming” and “Aims and Means of Programming” in Gerald Meier, Leading Issues in Development Economics, pp. 465-83.
    2. Everett Hagen, “The Aims and Tools of Economic Development Planning,” in Everett Hagen (ed.), Planning Economic Development, pp. 7-19.
    3. Louis J. Walinsky, “Burma,” and Claire Wilcox, “Pakistan,” in E. Hagen (ed.), Planning Economic Development, 26-51, 52-79.
    4. [4a.] Paul Lemerle, “Planning for Economic Development in France,” in U.N. Planning for Economic Development, II, Studies of National Planning Experience, Part I, Private Enterprise and Mixed Economics, pp. 47-61.
    5. [4b.] C.P. Kindleberger, “The Post-war Resurgence of the French Economy,” in Stanley Hoffman (et. al.), In Search of France, pp. 153-58.
    6. [5.] Pieter de Wolff, “Planning for Economic Development in the Netherlands,” in U.N. Planning for Economic Development (etc.), pp. 133-42.
    7. [6.] Gunnar Myrdal, Challenge to Affluence, Part I, esp. chap. 6 and 7.
  3. Planning: How Pervasive?
    1. Wolfgang Stolper, “Problems of Development Planning” and Gerald Meier, “The State of Development Planning — Note,” in Gerald Meier (ed.) Leading Issues in Development Economics, pp. 491-6, 561-4.
    2. Everett Hagen, “The Nature of a Good Plan and the Machinery for Good Planning” and “Some Difficulties and Some Remedies,” Planning Economic Development, pp. 325-64.
    3. A. Waterston, “Review of Hagen’s Planning Economic Development,” Economic Development and Cultural Change, July, 1965.
    4. Peter Bauer and Basil Yamey, “General Appraisal of the Role of Government” and “Functions of Government,” in The Economics of Underdeveloped Countries, pp. 149-89.
    5. Edward Mason, “Government Initiated Development,” in Economic Planning in Underdeveloped Areas, pp. 40-59.
    6. Joel Dirlan and Andrew Watson, “The Impact of Underdevelopment on Economic Planning,” Quarterly Journal of Economics, May, 1965, pp. 167-94.

Section IV discusses economic planning in theory and in fact.

The reading by Lange in Part A is the classic statement on behalf of market socialism as a system of planning. Devons, on the other hand, describes the actual planning problems encountered in the British aircraft industry during World War II.

The readings in Part B consist of two brief statements of alternative approaches to planning and of six descriptions of how planning is (or might be) done in five countries. The planning practices differ sharply as do the circumstances of the countries described. Tutors may use these differences to illustrate how particular conditions condition the planning methods that are used. Care should be taken to try to define ‘planning.’

Part C contains readings of a more general nature on the question of how much governments in underdeveloped countries should control economic activity in order to promote economic welfare. The viewpoints range from a belief that government activity should be severely limited in principle (Bauer and Yamey), through practical concern about how planning works in practice (Meier, and Dirlam and Watson), to a belief that government planning is both inevitable and desirable (Mason) and feasible (Hagen).

SECTION V
Economic Growth and Organization
in Other Countries

Part II: The Economics of Underdevelopment

  1. Trade and Development
    1. Charles P. Kindleberger, Foreign Trade and the National Econom
  2. Trade and Development
    1. Gottfried Haberler, International Trade and Economic Development.
    2. Ragnar Nurkse, Patterns of Trade and Development.
    3. Werner Baer, “The Economics of Prebisch and ECLA,” Economic Development and Cultural Change, Jan. 1962, pp. 169-183.
    4. H. W. Singer, “The Distribution of Gains Between Investing and Borrowing Countries,” American Economic Review, May 1950, pp. 473-494.
  3. Trade and Development
    1. Albert H. Imlah, Economic Elements in the Pax Britannica, chap. 5,6.
    2. William Lockwood, The Economic Development of Japan, chap. 1,2,6,7.
  4. Social and Political Aspects of Development
    1. David C. McClelland, The Achieving Society, chap. 1-3, 6,7,10.
    2. Exchange between Sayre [P.] Schatz and [David C.] McClelland, QJE, May 1965, pp. 234-247.
  5. Social and Political Aspects of Development
    1. Edward S. Mason, Economic Planning in Underdeveloped Areas.
    2. Max F. Millikan and Donald L. M. Blackmer, The Emerging Nations.

Of the many possible subjects that could have been chosen for study under this general heading, two have emerged as perhaps most interesting. One is the relationship between international trade and development and the other is the importance of social and political factors in development. Material is provided for three meetings on trade and two on social and political aspects.

Group A consists exclusively of Kindleberger’s book on the relationship between trade and the domestic economy. While it does devote considerable space to the question of economic development, the book is more general than that. It can best be considered as a way of tying the theory of international trade with the nature, problems and progress of the domestic economy.

Group B deals with the theoretical debate concerning the effect of international trade on the underdeveloped countries. Haberler presents a concise and well reasoned defense of free trade and traditional trade theory. Nurkse, on the other hand, points out that this traditional theory is based on 19th century experience that may no longer be valid. The Baer article is a brief, and on the whole sympathetic, presentation of Prebisch’s argument concerning the worsening terms of trade faced by the underdeveloped countries. Singer’s article argues that foreign investment in the production of raw materials in underdeveloped countries is of little or no benefit to the recipient country.

The readings for Group C consist of two case studies. The first is a brief account of British experience with protection and free trade in the 19th century when she was the world’s leading industrial power. The second is a longer and more detailed study of the role of foreign trade in Japanese development up to 1938. These two case studies can be compared with each other and be interpreted in relation to the more theoretical material of Groups A and B.

McClelland’s book, in Group D, presents a sociological view of economic development. It emphasizes the importance of the psychological need for achievement in generating entrepreneurship, a key factor in economic development.

The works assigned in Group E are more general and cover a wider area than McClelland’s book. The Emerging Nations takes a social and political view of development and ends with an analysis of what American policy should be. Mason’s short book, on the other hand, concentrates on the problems of the underdeveloped countries, particularly the need for economic planning and control.

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003, Box 9; Folder: “Economics, 1965-66 (1 of 2)”.

Categories
Business Exam Questions Johns Hopkins Undergraduate

Johns Hopkins. Department of Political Economy Exams, 1931-32

The United States was descending towards the trough of the Great Depression during the last full academic year that occurred under the Hoover Administration. This post takes us to the undergraduate and business course offerings in economics at Johns Hopkins University for 1931-32. The mid-year and year-end examinations for all courses have been transcribed along with short course descriptions. Two minor gaps have been filled with examinations from an adjacent years.

A later post will provide a list of the graduate course offerings from the department of political economy for 1931-32.

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Cf. Economics Exams from 1937-38
(Previously Posted)

Johns Hopkins. Exams for the five sections of principles of economics, 1937-1938

Johns Hopkins. Semester exams for statistics. Robert G. Deupree, 1937-1938

Johns Hopkins. Final exams for undergraduate money and banking. Weyforth, 1937-1938

Johns Hopkins. Final examinations for Corporation Finance and Investments. Evans, 1937-1938

Johns Hopkins. Exam questions for undergraduate principles of accounting. Cooper, 1937-1938

Johns Hopkins. Exam questions for undergraduate economic history. Broadus Mitchell, 1937-1938

Johns Hopkins. Exam questions for mathematics of finance and applied statistics. Evans, 1937-1938

Johns Hopkins. Examination questions for undergraduate marketing. Roy J. Bullock, 1937-1938.

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1931-32

1-C. Elements of Economics.

The course is meant to be an introduction to further economic study, and so does not embrace detailed scrutiny of certain aspects of economic life which are fully presented in more advanced courses. The structure of economic society is given, especially through study of the theories of production and distribution. Attention is paid to those subjects which have importance for those intending to engage in business enterprise.

Three hours weekly, through the year. Section 1: Dr. EVANS, Thurs., Fri., Sat., 8.30, Maryland Hall 110; Section 2: Associate Professor MITCHELL, Mon., Tues., Wed., 8.30, Gilman Hall 313; Section 3: Associate Professor WEYFORTH, Mon., Tues., Wed., 11.30, Gilman Hall 314.

  • GEORGE HEBERTON EVANS, JR., Ph.D., Associate in Political Economy. A.B., Johns Hopkins University, 1920; Ph.D., 1925.
  • BROADUS MITCHELL, Ph.D., Associate Professor of Political Economy. A.B., University of South Carolina, 1913; Fellow, Johns Hopkins University, 1916-17, and Ph.D., 1918.
  • WILLIAM OSWALD WEYFORTH, Ph.D., Associate Professor of Political Economy. A.B., Johns Hopkins University, 1912, and Ph.D., 1915; Instructor, Western Reserve University, 1915-17.
THE JOHNS HOPKINS UNIVERSITY
Mid Year Examination
POLITICAL ECONOMY 1-C

Dr. Mitchell

Tuesday, January 26, 1932

  1. Explain briefly the following terms: (a) the factors of production; (b) luxury; (c) elasticity of demand; (d) wealth.
  2. What is the function of the enterpriser? Is the enterpriser gaining or losing in importance as an economic agent?
  3. Define capital and discuss the capitalistic method of production.
  4. Distinguish between subjective and objective value.
  5. Explain the law of diminishing utility. What is meant by marginal utility?
  6. Explain how market price is determined under conditions of competition.
  7. What indictments of the capitalist system are offered by the present business depression?
  8. What is the cause and cure of “technological” unemployment?
  9. What do you think of the proposal to set up a National Economic Council with purely advisory powers?
THE JOHNS HOPKINS UNIVERSITY
Final Examination
POLITICAL ECONOMY 1-C

Dr. Mitchell

June 1, 1932

  1. Explain the “quantity theory of money”.
  2. (a) What is meant by “economic rent”? (b) Explain the proposal of the Single Tax. (c) Can a tax on land be shifted from owner to occupier; give reason for your answer.
  3. (a) Explain the subsistence theory of wages, the socialist theory of wages, and the productivity theory of wages. (b) Should wages keep pace with the cost of living, and nothing more?
  4. Discuss as many theories of interest as you can, indicating the one which to you seems most reasonable.
  5. (a) How do “pure profits” arise? (b) Is the function of the enterpriser undergoing change? (c) What are some of the means of avoiding economic risk?
  6. If you were made responsible for economic planning in the United States, what powers would you assume and what policies would you formulate?

 

THE JOHNS HOPKINS UNIVERSITY
Mid Year Examination
POLITICAL ECONOMY 1-C

Dr. Evans

Wednesday, January 27, 1932.

  1. Discuss economic method.
  2. Comment upon the beginnings of political economy.
  3. Give three of the principles of production discussed in class.
  4. Why did most of the countries of the world adopt the gold standard?
  5. Discuss the causes which led to the abandonment of the gold standard by Great Britain in September 1931.
  6. Give a seeming exception to the law of diminishing utility and explain carefully why your illustration is not an exception.
  7. Illustrate the method for calculating the cost of living.
  8. Discuss the equation of exchange.
  9. List the advantages and disadvantages of the national banking system.
  10. Use diagrams to show the relation between cost of production and price.
  11. Discuss monopolies which arise because of properties inherent in the business.
  12. Give three laws of supply and demand.
  13. When is it economically justifiable to take wealth from some people in order to give it to others?
THE JOHNS HOPKINS UNIVERSITY
Final Examination
POLITICAL ECONOMY 1-C

Dr. Evans

June 1, 1932

  1. “The corporation affords opportunity for dividing and recombining the incidents of ownership in varying proportions.” Explain and illustrate.
  2. “An increase in the rediscount rate of a Federal Reserve Bank is expected to cause member banks to raise their discount rates.” Upon what assumption does this expectation rest?
  3. Discuss the expansion of public works as a method of increasing demand during the period of depression.
  4. “Inflation of the currency by governmental action is a form of taxation.” Explain. Who pays the tax? How is it possible for individuals partly to evade the tax?
  5. “Even if the velocity of circulation remains constant, an increase in the quantity of money need not necessarily raise prices.” Discuss.
  6. Is it not reasonable to suppose that most wage earners would be willing, if necessary, to work for less than they are now paid? If they would be willing to work for less, why do employers continue to pay the present wage rates?
  7. Distinguish between technological capital and loanable funds. For the use of which is interest paid? How are they related?
  8. “More completely than any other form of income, profits defy explanation by general rules.” Do you agree? Why or why not?
  9. “American foreign trade is the greatest unprotected industry that we have. It furnishes an output of between $4,000,000,000 and $5,000,000,000 annually — the total of our sales to foreign countries — and is thus the greatest, as well as almost the only, unprotected business in the United States.” Discuss the effect of the tariff upon our exporting industries.
  10. Enumerate as many sound principles of political economy as possible. Do not, however, use more than one sheet of paper and devote only one line to each principle.
Political Economy 1-C (Dr. Weyforth)
Note Mid-year Exam 1931-32 missing
1930-31 exam substituted here
THE JOHNS HOPKINS UNIVERSITY
Mid-Year Examination Political Economy 1
(Dr. Weyforth)

Monday — February 2, 1931 — 9 a.m.

  1. The following are mentioned by Ely as a few of the fundamental institutions of our present economic system: private enterprise, private property, contract, freedom, competition. Comment upon these institutions so as to show their significance in our present economic system.
  2. Distinguish between wealth and welfare. Does the growth of a country in wealth necessarily mean a commensurate increase in its welfare? Explain.
    That is meant by the “standard of living”? Does the normal growth of population menace the maintenance of standards of living? Why? How do you account for the fact that standards of living have risen during the past century in spite of large increases in population?
  3. Define “diminishing utility” and “marginal utility”. What is the relationship between marginal utility and price? Explain fully.
  4. “Market price constantly tends to approach the normal price, which is defined as the expense of producing a unit of the commodity in question.” Explain this statement. That is meant by the “marginal producers”? Define and illustrate the terms “increasing cost,” “decreasing cost,” and “constant cost” as applied to different types of industry.
  5. If it takes two years to build a steel mill, will this have a bearing upon the value of steel mills in the event of a sudden increase in the demand for steel as in the case of the outbreak of a war? That difference would it make, if it took only two months to construct a mill? Explain.
  6. What are the functions of money in our economic system? What is the gold standard? That are its advantages and disadvantages? what other monetary standards can you suggest?
  7. What is the nature of a bank deposit? How do the demand deposits of commercial banks serve as a medium of exchange? What are the principal functions of commercial banks?
THE JOHNS HOPKINS UNIVERSITY
Final Examination
POLITICAL ECONOMY 1-C

Dr. Weyforth

June 1, 1932

ANSWER ANY 8 QUESTIONS

  1. Construct demand and supply schedules for some commodity and indicate how price tends to be fixed. Explain the difference between elastic and inelastic demand.
  2. “Once goods have been produced, the only thing to do with them is to sell them for the best price which can be obtained, whether this price be above or below the cost of production. Hence it is ridiculous to assert that cost of production determines price.” Discuss this statement showing the true connection between price and cost of production.
  3. What is meant by the business cycle? What are some of the economic causes of the business cycle? Explain.
  4. How are changes in the general level of prices calculated? Explain the relationship between the quantity of money and the general level of prices.
  5. Explain the marginal productivity theory of wages. Why is it that persons doing disagreeable work do not always receive higher wages than those doing pleasant work?
  6. What are the factors affecting the supply of and the demand for loanable funds?
  7. How do profits affect the distribution of productive activity? Discuss the importance of profits as a stimulus to managerial efficiency.
  8. Explain the Ricardian theory of rent.
  9. “Tariff protection is a deliberate interference with economic specialization in all of its various aspects. This is its fundamental and fatal weakness.”
    Appraise this statement carefully.

__________________________

2-C. Statistics. Dr. EVANS.

[GEORGE HEBERTON EVANS, JR., PH.D., Associate in Political Economy. A.B., Johns Hopkins University, 1920; Ph.D., 1925.]

The first half of the course will be devoted to a brief history of statistics as a science, followed by an examination of the methods for collecting, presenting and analyzing statistical data. In order that the student may more clearly understand statistical method, practical exercises are assigned to supplement the class room work.

During the second half year the use of statistics in the analysis of economic and business problems is considered. Various index numbers, such as those measuring wholesale prices, retail prices, cost of living, wages and production will be studied. Special attention will be given to the business cycle and the various statistical aids that have been developed for forecasting business conditions. Students will be referred to assignments in publications so that they may become familiar with the principal sources of statistical information concerning economic and business problems.

Prerequisite: Mathematics 2-C or 3-C.

Three hours weekly through the year. Dr. EVANS. Wed., Fri., Sat., 10.30. Gilman Hall 314.

THE JOHNS HOPKINS UNIVERSITY
Mid Year Examination
POLITICAL ECONOMY 2-C

February 2, 1932

  1. Put the following data into a frequency table. Give evidence which tends to show that you have made a proper selection of both the size and the position of your class-interval.

10, 11, 13, 15, 17, 17, 20, 21, 22, 22, 23, 23, 23, 24, 25, 27, 30, 35, 36, 40.

  1. Show that a railroad with three divisions might have a lower cost per ton-mile in July than in June on every division, and yet have a higher cost per ton-mile for the railroad as a whole. Discuss.
  2. The following table shows the number of associate professors at certain American colleges and universities, whose salaries fell in the classes indicated. Note the modal salary class, and find the median salary. In your judgment, which average is most typical?
Salary Class
(by mid-point)
Number Salary Class
(by mid-point)
Number
250 1 2250 168
500 3 2500 174
750 3 2750 129
1000 4 3000 153
1250 15 3250 74
1500 57 3500 91
1750 88 3750 17
2000 186 4000 15
4500 1
  1. Discuss the mathematical expressions which indicate dispersion. Which would you use to show the dispersion of the data given in problem 3?
  2. If an arithmetic mean were to be calculated for the data given in problem 3, should a weighted or unweighted average be calculated? Discuss.
  3. How may a frequency distribution be described?
  4. Discuss very briefly: random, sampling; questionnaires; the substitutes for renumeration; the ratio chart.
THE JOHNS HOPKINS UNIVERSITY
Final Examination
POLITICAL ECONOMY 2-C

June 7, 1932

  1. An effort was made to determine the average weekly wage of 20,000 coal miners by taking a sample consisting of 256 workers, The arithmetic mean computed from this sample was $40 with a standard deviation of $2.40. What is the reliability of this result?
  2. What is moving correlation? When and why should it be used?
  3. Discuss three variable correlations.
  4. The U. S. Bureau of Labor publishes currently an index of the cost of living. The base is 1926. Using some hypothetical figures, show how the base may be shifted to another year. Can the process employed by you always be used? Why or why not?
  5. Explain “mathematical methods of trend fitting are not fool-proof”. State the steps in the computation of a straight-line arithmetic trend by the method of least squares.
  6. Obtain an index of seasonal variation for the following data:
Quarter 1924 1925 1926 1927 1928 1929 1930
First 1.5 2.0 2.0 2.5 2.5 3.0 2.5
Second 2.5 2.5 2.0 2.0 1.5 3.5 4.0
Third 2.0 2.5 2.0 2.5 3.0 2.5 3.0
Fourth 2.5 3.0 3.5 3.5 3.0 3.5 3.0

__________________________

3-B. Money and Banking.
Associate Professor WEYFORTH.

[WILLIAM OSWALD WEYFORTH, Ph.D., Associate Professor of Political Economy. A.B., Johns Hopkins University, 1912, and Ph.D., 1915; Instructor, Western Reserve University, 1915-17.]

In this course an analysis of the functions of money, credit and banking in our modern economic life will be made. There will be a description of various types of monetary systems, of the forms of credit and of banking and financial institutions. Particular attention will be given to the relationship between money, bank credit and prices; to the effects of price fluctuations upon individuals and upon general business conditions; to the problems of stabilizing prices and controlling business fluctuations by means of a deliberately directed monetary and credit policy. The Federal Reserve System will be studied with special emphasis upon its problem of credit control. Some time will also be devoted to the relationship between the money market and the stock market, to the problem of brokers’ loans, and to the financial operations involved in our international trade.

Prerequisites: Political Economy 1-C and 2-C.

Three hours weekly through the year. Associate Professor WEYFORTH.

Mon.. Tues., Wed., 9.30. Gilman Hall 311.

THE JOHNS HOPKINS UNIVERSITY
Mid Year Examination
POLITICAL ECONOMY 3-B

January 29, 1932

  1. What is the gold standard? What are its advantages and disadvantages? Explain the difference between the gold standard as found in the United States and as found in England after 1925.
    Explain how the recent abandonment of the gold standard by England is likely to affect her foreign trade.
  2. Explain how prices in one gold standard country are related to prices in other gold standard countries. Explain the effects of movements of gold from one country to another upon the price levels of the respective countries. In what ways may the central banks of the respective countries offset the effects of the movement of gold? What are the limitations upon the power of the central banks in this respect?
  3. What is bimetallism? Outline the history of bimetallism in the United States. What factors are responsible for the recent revival of interest in bimetallism?
  4. Define and illustrate the more important types of commercial credit instruments. Explain the nature and importance of negotiability. Describe in detail how a bank acceptance may be used to finance a shipment of copper from Brazil to New York.
  5. What are the economic effect of fluctuations in the general level of prices? How are such fluctuations measured? Explain the causes of such fluctuations.
  6. What are the functions performed by investment bankers? What is their importance in our economic organization? Describe at least two types of underwriting operations。
  7. What are the various types of investment trusts? Explain the differences in their methods of operation. What are the legitimate functions? What unsound practices developed during the boom preceding the crash of 1929?
  8. Explain a margin purchase and a short sale on the New York stock exchange.
THE JOHNS HOPKINS UNIVERSITY
Final Examination
POLITICAL ECONOMY 3-B

Dr. Weyforth

June 3, 1932

  1. What are the factors affecting the rates of exchange between two gold standard currencies? Show under what conditions gold tends to move.
  2. What is the theory of the international distribution of gold among gold standard nations? Show how this theory may be affected by the policy of central banks.
  3. What are the factors determining the rate of exchange between two countries, one or both of which have a paper standard? How is equilibrium in the balance of payments maintained under such conditions?
  4. Describe the principal types of loans made by commercial banks. What are the principles that should govern commercial banks in their lending? What have been the developments in the lending policy of commercial banks since the War.
  5. The Goldsborough Bill would make it the duty of the Federal Reserve Banks to restore commodity prices as represented by the index number of the U. S. Bureau of Labor Statistics to the average level existing between 1921 and 1929, and to maintain prices at that level. What has been the attitude of the Federal Reserve officials toward this bill? Explain fully.
  6. What possible principles may guide a central bank in its credit policy? Explain the difficulties that have confronted the Federal Reserve officials since the War.

__________________________

4-B. Labor Problems.
Professor BARNETT.
(Course 4B will not be given in 1931-32.)

[GEORGE ERNEST BARNETT, Ph.D., Professor of Statistics. A.B., Randolph-Macon College, 1891; Fellow, Johns Hopkins University, 1899-1900, and Ph.D., 1901.]

Three hours weekly through the year. Mon., Tues., Wed., 10.30. Gilman Hall 314.

In the first part of this course the problems growing out of modern industrial employment will be studied, e.g., child labor, industrial accidents, unemployment. It includes a critical discussion of the ameliorative measures which have been adopted in the leading industrial countries. Special attention will be given to an analysis of the principles underlying the schemes of social insurance against sickness, old age, and unemployment, so generally put into effect in recent years in European countries. In the second part of the course the history, structure and functions of American trade unionism are considered. Particular attention will be given to the working of representative systems of collective bargaining and an analysis of the conditions under which these systems have attained their greatest strength. An appraisal of rival forms of wage fixation, such as individual bargaining, governmental intervention and shop committees will conclude the course.

Prerequisites: Political Economy 1-C and 12-B.

THE JOHNS HOPKINS UNIVERSITY
Political Economy 4-B
Mid-year Examination

January 30, 1933

  1. On what principles, should an economic man divide his income between expenditure and saving?
  2. On what principles, should he divide his expenditure among different objects of expenditure?
  3. How and why should he divide his savings between investment and insurance?
  4. Describe briefly the various causes of unemployment.
  5. Discuss the effects of shortening the hours of labor.
  6. Why are the risks of unemployment, old age, etc. a part of the labor problem?
THE JOHNS HOPKINS UNIVERSITY
Final Examination
POLITICAL ECONOMY 4-B

May 29, 1933

  1. Define “trade union” and distinguish trade unions from such associations as medical societies, bar associations.
  2. Describe the relations among the various units (local unions, national unions, etc.) making up the structure of American trade unionism.
  3. Classify and discuss the methods of enforcement used by trade unions against employers.
  4. Discuss “picketing”.
  5. What is the object of trade unions to the injunction?
  6. What is “scientific management” and how has it influenced the employer in his attitude toward labor?
  7. Outline the chief lines of approach to the governmental adjustment of industrial disputes.
  8. Is the labor market a good market?

__________________________

6-B. Corporation Finance and Investments.

[GEORGE ERNEST BARNETT, Ph.D., Professor of Statistics. A.B., Randolph-Macon College, 1891; Fellow, Johns Hopkins University, 1899-1900, and Ph.D., 1901.]

In the first part of this course the theory and practice of corporation finance will be considered with particular reference to the problems presented in the United States. The more important topics taken up include: advantages and disadvantages of corporate organization; classification and examination of the characteristics of stocks and bonds; the choice of different types of securities to be issued; methods by which these securities are floated; the methods and forms of syndicate underwriting; policy with reference to dividends and surplus; refunding of debt and provisions for amortization; receivership and reorganization. The second part of the course will be devoted to the study of investments. The more important topics covered in this course include: an analysis of the essentials of a good investment; an historical study of the rate of interest and of periodic fluctuations in the rate; definition of the essential legal characteristics of the various debt instruments and especially of the mortgage; historical and analytical description of the more important forms of investment, such as Government, State and municipal bonds, securities of private corporations, and real estate mortgages; theories of valuation and amortization.

Prerequisites: Political Economy 1-C, 2-C and 11-B.

Three hours weekly through the year. Professor BARNETT. Mon., Tues., Wed., 10.30. Gilman Hall 313.

THE JOHNS HOPKINS UNIVERSITY
Mid Year Examination
POLITICAL ECONOMY 6-B

Monday, January 25, 1932.

  1. Discuss the relative advantages of the partnership and the corporation as legal forms of the business unit.
  2. Why has no-par common stock largely replaced common stock with a par value?
  3. A corporation was liquidated. After the creditors were paid there were assets to the amount of $200,000. The capital stock consisted of $200,000 common and $100,000 preferred. How much would a common stockholder receive?
  4. When should a corporation pay a cash dividend?
  5. What is a bond? Define the various classes of bonds.
  6. The bonds of X. R.R. are convertible into common at 80. A buys $10,000 of the bonds at 120. At what price for the common would conversion be profitable?
  7. A syndicate was formed to acquire and sell $10,000,000 of 6 per cent bonds. A selling commission of one per cent was allowed. The bonds were bought at 97 and sold at 100. Smith and Jones subscribed to $100,000 and sold $50,000. All the bonds were sold. Disregarding the expenses of the sale, except the commission, how much were Smith and Jones entitled to receive from the syndicate managers.
THE JOHNS HOPKINS UNIVERSITY
Final Examination
POLITICAL ECONOMY 6-B

May 31, 1932

  1. Define “pure rate of interest” and outline the movement of this rate from 1897 to date. What is the explanation of these changes?
  2. Define reversibility and discuss its various forms. Explain the process by which banks furnish reversibility.
  3. Define the various forms of risk and explain the methods of avoiding them.
  4. A man about to retire at age 65 with no dependents has $100,000 in capital. Discuss the problem of its investment.
  5. What are the lending principles applicable to measuring the internal risk on government bonds. In the light of these principles, compare the risk on Bolivian bonds and United States bonds.
  6. Define the factor of safety — cumulative and non-cumulative — and the factor of change. Set up an illustrative comparison between two railroad bonds, assuming the proper figures for your purpose.
  7. List the various forms of taxation which a Maryland investor must consider, and explain how they affect different classes of investors.

__________________________

11-B. Principles of Accounting.

[HOWARD E. COOPER, M.S., Instructor in Accounting. B.S., University of Denver, 1925; M.S., Columbia University, 1927; Registrar, School of Commerce, Accounts and Finance of the University of Denver, 1922-26, 1927-28; Assistant Professor of Banking, University of Denver, 1927-28.]

A study is made of financial statements as the goals of accounting endeavor, of the analysis and recording of business facts in the accounting books and records, and of the methods of opening and closing the books for a single proprietorship, partnership and corporation as well as the use of controlling accounts, and consignment accounts. Many practical problems are assigned to give facility in the handling of accounting records and a ready appreciation of their significance.

Prerequisite: Political Economy 1-C.

Three hours weekly through the year. Mr. Cooper. Mon., Thurs, Fri., 1.30 p.m. Gilman Hall 312.

THE JOHNS HOPKINS UNIVERSITY
Mid Year Examination
POLITICAL ECONOMY 11-B

February 1, 1932

Please write your answers to these questions legibly and in ink.

    1. Discuss the purposes and content of a balance sheet.
    2. Discuss the purposes and content of a profit and loss statement.
    1. Why does a ledger need adjusting at the close of a fiscal period?
    2. What does a trial balance prove?
    1. What is the function of a journal; of a ledger?
    2. Name five temporary proprietorship accounts and two vested proprietorship accounts.
    1. What accounts appear in a post-closing trial balance?
    2. Illustrate what you regard the best way to journalize a transaction involving the discount of the proprietor’s own note at the bank. (Use for illustration a 60 day $1500 note discounted at 6%.)
    1. What is a controlling account?
    2. Illustrate how a sales journal can be set up to provide for the proper posting to a ledger when an accounts receivable controlling account is made use of.
    1. State the fundamental equation of accounting in two forms.
    2. Explain the effect upon your equation of each of the following:
      1. Purchase of machinery on account
      2. Sale of merchandise for cash

7-10. Making use of information below, prepare:

    1. Profit and Loss Statement for year 1931.
    2. Balance Sheet for Dec. 31, 1931.

TRIAL BALANCE, DECEMBER 31, 1931

Cash 3,150
Initial Inventory 85,250
Accounts Receivable 76,200
Furniture and Fixtures 1,900
Reserve for Depr.-Funiture & Fixtures 380
Delivery Equipment 1,500
Notes Payable 25,000
Accounts Payable 62,500
D.M. Craven, Capital 83,205
D.M. Craven, Personal 2,400
Sales 325,000
Purchases 310,000
Purchase Returns & Allowances 1,250
Freight-In 4,250
Selling Expense 5,280
Delivery Expense 1,125
Administrative Expense 6,380
Discount on Sales 825
Discount on Purchases 1,420
Interest Received 825
Interest Paid 1,320
499,580 499,580

ADJUSTMENTS:

Merchandise on hand 12/31/31 $92,600
Unpaid freight bills $480
Of the interest received, there is unearned $125
Delivery Expense-Supplies on hand $475
Accrued Interest on Accounts Receivable $150

Accrued Depreciation:

Furniture and Fixtures 10%
Delivery Equipment 20%

Bad Debts allowance ½ % of Sales

THE JOHNS HOPKINS UNIVERSITY
Final Examination
POLITICAL ECONOMY 11-B

June 6, 1932

  1. Explain the accounting for Notes Receivable Discounted.
  2. Distinguish between a sinking fund account and a sinking fund reserve account. Where do each appear on the balance sheet?
  3. Explain one method of accounting for consignments both from the standpoint of the consignor and consignee.
  4. Distinguish between stock discount and bond discount and discuss their treatment on the accounting records.
  5. Explain the imprest method of handling petty cush disbursements.
  6. Explain in detail what is meant by reconciliation of a bank statement.
  7. A and B are engaged in a partnership the capital of which is $20,000 divided equally between A and B. They agree to admit C to a one-third interest upon investment of $12,000. Set up the complete journal entries concerning the admission of a new partner.
  8. X, Y and Z are engaged in a partnership. The balance sheet is as follows:
Cash 10,000 Liabilities 5,000
Other Assets 40,000 X Capital 25,000
Y Capital 15,000
Z Capital 5,000
50,000 50,000

They decide to dissolve the partnership. The other assets are sold for $25,000, Z personally is insolvent. How should the affairs be wound up?

9 — 10 The Baltimore Corporation is formed with an authorized capital stock of 1000 shares of common stock and 500 shares of preferred each with a par value of $100 per share. The common stock is subscribed at 95 and paid one half down and the balance in 30 days. The preferred stock is subscribed for and sold at 110. Set up the journal entries to show the disposition of the capital stock.

__________________________

12-B. Economic History.
Associate Professor MITCHELL.

[BROADUS MITCHELL, Ph.D., Associate Professor of Political Economy. A.B., University of South Carolina, 1913; Fellow, Johns Hopkins University, 1916-17, and Ph.D., 1918.]

Three hours weekly through the year. Mon., Tues., Thurs., 1.30 p.m. Gilman Hall 314.

In the first part of this course a study is made of English economic history, the purpose being to show not only the industrial development of the English people as such but the way in which the economic motive has influenced the whole of social life. Particular attention is given to the characteristic forms of economic organization — the manorial system, the guild system, the entrance of capitalism and the causes and consequences of the Industrial Revolution. Special reference is made to those features of English economic history which have influenced industrial life in the United States. The second part of the course is a survey of the economic history of our own country. Here the same effort is made, as in the case of England, to show the bearing of economic considerations on political evolution, especially in the direction of the growing importance of the Federal Government.

THE JOHNS HOPKINS UNIVERSITY
Mid Year Examination
POLITICAL ECONOMY 12-B

Dr. Mitchell

February 1, 1932

  1. Describe the manorial system as to its chief economic features.
  2. The same for the Guild System.
  3. In what ways were rural and town workers better off in the middle ages in England then at present in America?
  4. What were the circumstances which provoked the announcements of “Gresham’s Law”?
  5. By what stages did the independent craftsman of 1700 become the wage worker of 1850?
  6. What were the causes and main consequences of the Industrial Revolution?
  7. Name and discuss briefly the social movements which followed the Industrial Revolution.
  8. Do you notice any great tendency in Economic history? If so, what?
THE JOHNS HOPKINS UNIVERSITY
Final Examination
POLITICAL ECONOMY 12-B

May 30, 1932

  1. Discuss the place of Alexander Hamilton in American economic history.
  2. That were the chief economic consequences of the War of 1812-14?
  3. Give an outline of banking in the United States from 1791 to 1913.
  4. Discuss the economic causes of the Civil War.
  5. Describe the currency agitation following the Civil War.
  6. Tell what you know of the panics of 1837 and 1873.
  7. Describe the growth of “big business” and the problems which this development has brought.
  8. That are some of the present-day evidences of departure, in American economic life, from our traditional laissez faire
  9. What economic measures would you suggest as probably assisting the country to emerge from the present depression, and as avoiding future depressions?

__________________________

14-B. Corporation Accounting.

[HOWARD E. COOPER, M.S., Instructor in Accounting. B.S., University of Denver, 1925; M.S., Columbia University, 1927; Registrar, School of Commerce, Accounts and Finance of the University of Denver, 1922-26, 1927-28; Assistant Professor of Banking, University of Denver, 1927-28.]

This course presents the accounting principles involved in the organization, operation and liquidation of corporations. Detailed consideration is given to the principles of valuation involved in each item appearing on the corporate balance sheet with special emphasis on depreciation; also to the principles involved in the accounting for: the voucher system, installment sales, factory costs, foreign and domestic branch offices, combinations and consolidations, consolidated balance sheets, interpretation of balance sheets, and estate and trust accounting.

Prerequisites: Political Economy 1-C and 11-B.

Three hours weekly through the year. Mr. COOPER. Mon., Thurs., Fri., 2.30 p.m. Gilman Hall 312.

Courses 16-B, 17-B and 18-B listed below are reading courses open respectively to students who have completed Political Economy 3-B, 6-B or 4-B and are specially recommended by the instructors in those courses. Students will be furnished with a prescribed list of readings and will meet with the instructor one hour each week for discussion. Six points credit will be allowed for the completion of each course.

THE JOHNS HOPKINS UNIVERSITY
Mid Year Examination
POLITICAL ECONOMY 14-B

January 28, 1932.

Please write your answers to these questions legibly and in ink.

  1. Set up in detail a schedule showing the cost to manufacture, using your own figures.
  2. What changes would you expect to be made in the accounting system upon the introduction of a voucher system:
    1. What is meant by the term “going concern valuation”?
    2. What is the general principle used in the valuation of current assets; of fixed assets?
    1. When would you consider it desirable to appreciate the value of fixed assets on your books?
    2. Illustrate by means of journal entries how it could best be accomplished.
  3. In setting up a reserve for bad debts at the close of the first year of operation of a concern, what information would you seek?
  4. Discuss fully the retail method of inventory valuation.
    1. Enumerate six causes of depreciation.
    2. Distinguish between the problem of depreciation and replacement.
  5. How would you handle the replacement of a part of an asset on the accounting records?
  6. How would you account for the cost of rearrangement of machinery in a factory?
  7. What is depletion and how is it calculated?
THE JOHNS HOPKINS UNIVERSITY
Final Examination
POLITICAL ECONOMY 14-B

June 4, 1932

  1. Explain in detail how a trial balance in terms of foreign currency should be converted into dollars so that it will balance.
  2. Discuss briefly the methods which might be used in the analysis of Balance Sheets.
  3. Discuss the accounting problem involved in case in which goods are shipped from a home office to a branch at a figure other than cost.

(a) What is the purpose of a statement of funds and its application?

(b) What is the purpose of a statement of affairs and a deficiency account?

  1. If you were asked how to determine the value of the good will of a corporation, what information would you require and how would you proceed?
  2. Distinguish between (a) principal and income and (b) real and personal property in accounting for the affairs of an estate.

(a) Describe two methods of carrying the investment account of a subsidiary on the books of the holding company.

(b) Under what circumstances does the consolidated good will on a consolidated balance sheet change?

8 — 10

The following are the balance sheets of Company A, a holding and selling Company, and Company B, a manufacturing company. A large part of the products of Company B is sold to Company A. The inventory of Company A curries a profit of $1000 over cost to Company B. The investment of Company A in the stock of Company B was made one year ago, at which time the surplus of Company B was $2000. Company A acquired a 75% interest in Company B.

Prepare a consolidated balance sheet. Be careful to prepare accurate working papers. Submit the working papers with your solution.

A.

Cash 5000 Accounts Payable 4000
Accounts Receivable 3000 Accounts Payable to Co. B 2000
Merchandise 6000 Capital Stock 10000
Capital Stock—Company B
(carried at cost)
8000 Surplus 6000
22000 22000

B.

Cash 1000 Accounts Payable 3000
Accounts Receivable 3000 Capital Stock 8000
Accounts Receivable—Co. A 2000 Surplus 4000
Merchandise 4000
Equipment 5000
15000 15000

__________________________

20-B. Marketing.

[ROY J. BULLOCK, M.B.A., Instructor in Marketing. A. ., Doane College, 1925; M.B.A., Harvard University, 1927; Associate Professor of Business Administration, University of Oregon, 1927-28.]

A comprehensive study of the machinery encountered in present-day business that is utilized in the distribution of merchandise from the producer to the consumer, together with the policies governing its use. Attention is given to such subjects as retailing, wholesale trade, advertising, buying, cooperative marketing and the various types of functional middlemen, with particular regard to the place occupied by each in the general marketing structure. Detailed examination is made of the distribution of the more important commodities. A considerable amount of time is spent in the discussion of problems taken from business practice that pertain to the topics under consideration.

Three hours weekly through the year. Mr. BULLOCK. Mon., Tues., Wed., 8.30. Gilman Hall 312.

THE JOHNS HOPKINS UNIVERSITY
Mid Year Examination
POLITICAL ECONOMY 20-B

Tuesday, January 26, 1932.

  1. Identify:
    1. Fashion cycle
    2. Wagon Jobber
    3. Drop shipment
    4. Emotional buying motives
    5. Fabricating materials
    6. Broker
    7. Selling agent
    8. Commission agent
    9. Intensive distribution
    10. Mill supply house
  2. What advantages has the chain store over other types of retail institutions? What problems are more difficult for the chain store than for other retailers? Are your generalizations borne out by the history of the chain store movement?
  3. Discuss the present problems of the wholesaler giving attention to the economic and social changes that have contributed to these problems and expressing your estimate as to the future in this field.
  4. “What is needed is a greater appreciation and understanding of the underlying economic basis for the rise in the cost of distribution.” List and explain these underlying economic causes.
  5. The Child Steel Company, which manufactured tubular steel products for automobiles, was forced into receivership in 1921. The embarrassment of the company was attributed to its dependence on a single industry for disposing of its product; when the slump occurred in the automotive trade in 1920, so many cancelations of orders were received by the company that it was left with inventories and commitments for raw materials which it could not continue to finance. In order to keep the plant running under the receivership, it was found necessary to look for orders outside the automotive industry, and a large order for tubular parts was obtained from a bedstead manufacturer which could be filled with only minor changes in the equipment of the plant. This order was handled so satisfactorily that in August, 1922, the receiver was considering the practicability of adding to the company’s line one or more new products in order to level its production curve and assure its future success. In considering this step the receiver was faced with the following question?
    Would it be wise to attempt to develop the company’s market in a wider field than the automotive industry? If so, what new products should be produced? If it should be decided to continue manufacturing bedstead parts, should the company enter into competition with bedstead manufacturers by fabricating finished products, or should it continue the policy of selling parts to bedstead manufacturers?
    Among the products manufactured by the Child Steel Company prior to its receivership were such tubular steel automotive parts as exhaust pipes, air pumps, manifolds, windshield tubing, and wheel rims. Distribution was secured partly through supply wholesalers but chiefly through a small force of technically trained salesmen who sold directly to manufacturers.
    The advertising program of the Child Steel Company in 1921 consisted of one-page advertisements appearing once a month in both the Iron Age and a weekly automotive journal which had a circulation among retailers and manufacturers. Circular letters also were sent once a year to all automobile manufacturers who were not using Child products. An engineering department was maintained for the purpose of cooperation with the users of the firm’s products.
    Before the depression of 1930, the Child Steel Company had sufficient orders for automotive products to keep its factory running at capacity. The few orders which were received in the latter part of 1921 and early in 1922 from customers outside the automotive industry were handled without additional equipment. Under the receivership the overhead of one month always was charged against the following month’s business; hence it was stated that the company was limited to selling products for which it could secure immediate payment and which would cover current overhead charges. In addition to the production of bedstead parts or finished bedsteads, it also was proposed that the company manufacture bicycle frames, wire tennis racket frames, vacuum cleaner handles, lawn-mower handles and rolls, tables for ice-cream parlors, and tubular parts for various sorts of electrical equipment.
    The company could continue to manufacture tubular parts to be sold to bedstead manufacturers without installing additional equipment. The manufacture of complete bedsteads, however, would require a reorganization of the plant in order to provide at the minimum, for assembling, painting, and finishing departments. Although ordinarily the connecting bars were made of angle iron, these pieces, as well as the head and foot pieces, for bedsteads, could be made of rods and tubular steel which the company already produced, but it would be necessary either to buy the springs from other manufacturers or equip a part of the Child plant for the production of springs.
    It was expected that it the company manufactured a finished product, a more stable and permanent market could be secured than if it continued the manufacture of parts which were sold to other manufacturers. It had been found that in times of depression the effect of price cutting in the steel trade was especially severe on those manufacturers who depended on other manufacturers for their market, whereas it seemed probable that by selling a finished product for retail distribution the company would be less likely to suffer from wide fluctuations in its market.
    If the policy of manufacturing bedsteads were adopted, it was planned to establish the Child brand by advertising and to sell directly to retailers. It had not been decided whether the company should try to secure national distribution or confine its efforts to one or two localities.
    There were numerous steel bestead manufacturers in the United States. One of the largest of these manufacturers advertised and distributed its beds nationally. It was one of the few companies that had its own tubular steel plants. Although several other firms in the bedstead trade also secured national distribution, a large part of the business was obtained by local manufacturers, each of whom concentrated his distribution in a local district und bought tubular steel and angle iron parts from iron and steel manufacturers. Many of these small firms did not advertise. Although a majority of the companies sold directly to retailers, several sold to wholesalers.
THE JOHNS HOPKINS UNIVERSITY
Final Examination
POLITICAL ECONOMY 20-B Marketing

June 1, 1952

  1. Identify:
    1. Trade-mark
    2. One price policy
    3. Merchandising
    4. Basis contract
    5. Trading up
    6. Trade mark act of 1920
    7. Price maintenance
    8. Consumer recognition
    9. Selling agent
    10. Elastic demand
  2. Define quantity discount, protective discount, and deferred discount. Explain the usefulness of each in sales strategy.
    1. Describe in detail the ways in which the Agricultural Marketing Act was intended to aid agriculture.
    2. What are the chief obstacles that must be overcome if the cooperative marketing of agricultural products is to be successful? What is your opinion as to the future of cooperative marketing in this country?
    1. What factors determine whether or not a manufacturer of fabricating parts or fabricating materials should advertise his product to consumers?
    2. Discuss the advantages and disadvantages of a private brand from the point of view of a grocery chain.
  3. Adam Smith in the “Wealth of Nations” makes the statement that division of labor is limited by the extent of the market. To what degree does this generalization justify modern marketing practice?

__________________________

21-B. Sales Management.

[ROY J. BULLOCK, M.B.A., Instructor in Marketing. A. ., Doane College, 1925; M.B.A., Harvard University, 1927; Associate Professor of Business Administration, University of Oregon, 1927-28.]

The first part of the course deals with management of the marketing functions of a business from the point of view of its administrative officers. Attention is given to such matters as sales organization, market analysis, prices and terms of sale, selling methods and management of sales force. The second part of the course is a study of the administration of retail accounting, store location and layout, purchasing policies, retail organization, advertising and display, and store operation. In both parts of the course the work will consist primarily of the study of problems encountered in business practice, supplemented by outside reading and research.

Three hours weekly through the year. Mr. BULLOCK. Mon., Tues., Thurs., 9.30. Gilman Hall 310.

EXAMINATION
POLITICAL ECONOMY 21-B

Friday, January 29, 1932 – 9 a.m.

I.

What general rules can you give for districting sales territories?
What is the relation between sales potentials and sales quotas?

II.

“Industry in general is just now beginning to recognize that merchandising is a specialized function.” Define merchandising. What types of problems would a merchandise manager deal with? In what respect is “trading down” a merchandising problem?

III.

(a) What general sources of information are available for sales research and market analysis?

(b) Draw up a set of general rules for procedure in making a market analysis.

(c) Discuss the advantages and disadvantages of the use of an outside agency. For research work.

(d) Compare the mail questionnaire with the personally presented questionnaire for use in market survey work.

IV. and V.

Tosdal, Problems in Sales Management, page 255, Problem 37. Grade Manufacturing Company. Discuss each of the six possible methods of distributing the product mentioned on page 259 and recommend the one you think is best.

EXAMINATION
Political Economy 21-B
(Sales Management)

Friday, June 3, 1932 — 9 a.m.

I.

Identify:

  1. Drawing account
  2. Functional Foremanship
  3. Bonus
  4. Budget
  5. Decentralized control
  6. Sales foremanship
  7. Dealer helps
  8. Departmentization on basis of outlet
  9. Line and staff organization
  10. Rex Cole

II.

    1. Should a separate department be established to do sales planning and research? Where should it be placed in the sales organization? Why?
    2. What should be the relation of the sales department to the credit department?

III.

    1. Discuss the personal interview as a means of selecting salesmen. Outline methods for improving its effectiveness.
    2. Should a company make written contracts with the salesmen it employs?

IV.

    1. Discuss the value of test campaigns to the manufacturer.
    2. What are the advantages and disadvantages of flat expense allowances for salesmen?

V.

“Sales departments vary widely in the functions which they perform and in the work for which they are responsible.” — Tosdal, Problems in Sales Management, p. 536. Illustrate the meaning of this statement. How do you account for such variation?

__________________________

22-B. Commercial Law.

[ROGER HOWELL, Ph.D., of the University of Maryland, Lecturer  in Commercial Law.]

The course will offer a study of certain branches of law which are of especial importance in the business world, from a practical point of view with the purpose of giving the student a general working knowledge of the problems met and of the general principles applicable thereto. Special attention will be devoted to the law of Contracts, Agency, Bailments, Sales, Negotiable Instruments, Partnership, Corporations, Bankruptcy, and the Administration of Estates of Insolvents and Decedents.

Two hours weekly through the year. Dr. HOWELL, Thurs, Fri., 8.30. Gilman Hall 314.

THE JOHNS HOPKINS UNIVERSITY
Mid Year Examination
Political Economy 22 (Commercial Law)

January 27, 1932.

  1. A, who was engaged in the wholesale furniture business, sent a circular letter to all retail furniture dealers in Baltimore, saying: “I enclose a complete list of all furniture in my show rooms and warehouse; you can inspect the same on January 11, 12 & 13, 1932. I invite you to send in a sealed bid for the entire stock. Bids will be opened at noon on January 15th, and if you are the highest bidder, I will advise you.” B submits the highest bid and demands delivery of the stock. A refuses, and B sues A Judgment for whom?
  2. A, in Galveston, sold to B of Liverpool 1000 bales of cotton under a written contract which provided that the cotton was “to be shipped on the Steamship Eastern Star”. A shipped 900 bales by the Eastern Star and 1000 bales by the Steamship Western Star. At Liverpool he tenders B first the 900 bales shipped by the Eastern Star, which B refuses. He then tenders the 1000 bales shipped by the Western Star, which B also refuses. All the cotton was of the same grade. The price of cotton has fallen sharply, this being the chief reason for B’s refusal to take it. Is B within his rights in refusing to accept each of A’s tenders?
  3. X, Y & Z are engaged in business under the firm name of the Prime Hat Company. In their business they use order blanks on which the firm name is printed at the top. A gives a verbal order for $500. worth of goods to X, who enters the order in duplicate on the firm order blanks, keeps one copy and gives the other to A, but does not sign either. Subsequently the firm refuses to fill the order and A sues. Judgment for whom?
  4. A sells his grocery business to B, B agreeing orally to pay therefor a lump sum in cash and to pay all outstanding obligations incurred by A for goods and merchandise for the store. B paid the cash and took possession. C has a claim against A for some canned goods sold to A on credit white A was running the store. This claim has not been paid. Can C hold B for it?
  5. On Monday morning at 9 o’clock A in Baltimore sends the following telegram to B in Chicago:— “Will sell 100 shares Steel common at 45. (Signed) A”. This telegram reaches B at noon, Monday. On Tuesday morning B writes and mails a letter to A accepting the offer. This letter reaches A Wednesday afternoon at 4 o’clock. Meanwhile the market had rallied and at the close of the Stock Exchange at 2 p.m. Wednesday Steel common was selling at 50. A refuses to deliver the stock and B now sues him for damages. Is A libel?
  6. A, a contractor, contracts with B, a property-owner to do the excavation work for the foundation of a building for $4000. The contract provided that the foundations were to go down to a depth of 30 feet. At 15 feet solid rock is unexpectedly encountered, making the work much more expensive than A had expected: he tells B he is going to quit. B offers him $2000. additional to complete the work. A accepts, and completes the work. B refuses to pay more than $4000. Is A entitled to the additional $2000.?
THE JOHNS HOPKINS UNIVERSITY
Final Examination
POLITICAL ECONOMY 22
(Commercial Law)

June 2, 1932

  1. A is agent for P to sell books. He sells a set to T, allowing easier terms than he was given authority to allow. P on learning of the transaction sends the books to T, but notifies him that he must pay for them on the terms which A was authorized to allow. T keeps the books, but refuses to pay except on the terms allowed him by A. Which prevails, T or P?

(a) A, an investment broker, is given specific instructions by P to buy certain securities. A has information which causes him to think these securities are a bad investment, and buys others instead. The investment results in a loss to P. What are P’s rights against A?

(b) A is P’s agent in a foreign country for the sale of P’s goods. A war is declared which seems likely to interfere with his chance of selling the goods in accordance with his instructions. He proceeds to sell them at once for the best price obtainable. The sale results in a loss to P. What are P’s rights against A?

  1. P employs A to rebuild his house under a contract by which A agrees to furnish competent workmen at a certain daily rate and to charge for material at cost, plus 10 per cent. The work is to be done under the supervision of P’s architect. Needing an engine on the work, A hires from T an engine for $150 a week, to be operated under the direction of T’s engineer. The engineer negligently allows the pressure in the boiler to become too great and it explodes, injuring X. X sues P, A, T, and the engineer. What are his rights against each?

(a) B writes to S, a manufacturer of tables, saying: “Please ship me one #x27 Sturdimake table this being the description of one of S’s makes of tables in his catalogue). I want a table that will hold a weight of at least 1000 pounds.” S ships such a table and it breaks under a strain of 900 pounds. There is no representation in the catalogue as to the weight which any of S’s tables will hold; S’s #29 table, however, would have held the weight desired. Is there any breach of warranty by S?

(b) Would it make any difference in the above case if the table sent had been defective and had broken under a strain of 200 pounds?

(a) S sells to B all the bricks in a certain yard for an agreed price, it being understood that B may remove the bricks any time within 3 months, but must pay the price before removal. In whom is the title after the agreement but before removal or payment? Suppose B neither removes the bricks nor pays?

(b) Suppose that in the above case, the price was fixed at $15, per thousand for bricks of first quality and $10 for those of second quality, it being understood that S should have his experts examine them and determine the relative quantities of each and that B would accept this determination. In whom is title after the agreement but before the examination by S’s men?

(c) Suppose the sale was of 10,000 first quality bricks only, there being a much larger quantity in the yard, at an agreed price, it being understood that B’s experts should select the bricks. In whom is title after the agreement but before the selection?

(d) Would it make any difference in either of the last two cases if the contract expressly declared an intention that title should pass to B at once?

  1. S contracts with B to manufacture, sell and deliver to B and put in running order a certain machine. He does so. B finds it unsatisfactory and notifies S that he rejects it. He continues to use it, however, for 3 months, continually complaining of its defective condition. He then takes it down and notifies S to come and get it. S comes back with a demand for the purchase price. What are the rights of S and B?

Sources:

The course announcements:

The Johns Hopkins University Circular. New Series, 1931, No. 3 (Whole Number 423). The College of Arts and Sciences of The Johns Hopkins University 1931-1932, pp. 36-37.

The Johns Hopkins University Circular. New Series, 1931, No. 5 (Whole Number 426). School of Business Economics, 1931-32.

The examination questions:

The Johns Hopkins University. The Eisenhower Library. The Ferdinand Hamburger, Jr. Archives. Department of Political Economy Series 6. Box 2 “Curricular Materials”; Folder “Exams 1930-1935”.

Image Source: Johns Hopkins University yearbook, Hullabaloo 1932.

Categories
Exam Questions Johns Hopkins Macroeconomics Undergraduate

Johns Hopkins. Undergraduate exams for national income and employment. Domar, 1955-1956

The undergraduate course Political Economy 3 (National Income and Employment) at Johns Hopkins was followed by Political Economy 4 (Economic Fluctuations and Fiscal Policy). Both terms of introductory macroeconomics were taught by Evsey Domar in 1955-56.  Class outline, readings, and exams for Political Economy 4 were posted earlier.

__________________________

Course Announcement
1955-56

National Income and Employment. 3.  Professor Domar. Three hours weekly, first term.

National income and its composition. The determination of income, employment, and the general price level. A brief treatment of the problem of economic stability and development.

Prerequisite: Political Economy 1.

Source: Johns Hopkins University. Undergraduate Programs, Announcements of Courses 1955-1956 in Circular 1955-1956 Vol. 74, New Series 1955, Number 8, p. 102 [In annual volume of Circulars, p. 746].

__________________________

E. D. Domar
November 2, 1955

THE JOHNS HOPKINS UNIVERSITY

NATIONAL INCOME AND EMPLOYMENT
(Political Economy 3)

[FIRST] HOUR EXAMINATION
Fall Term, 1955-56

Answer all questions in any order you like. Indicate carefully each step in your reasoning and computations.

  1. [40%] On the basis of the data given below. compute the following estimates (not necessarily in this order):
      1. Gross national product from the expenditure point of view.
      2. Gross national product from the income point of view.
      3. National income.
      4. Disposable personal income.
      5. Saving and Investment account.

Set up only such auxiliary accounts as you need to prepare these estimates. Be careful to make your results mutually consistent.

Capital consumption allowances (depreciation)

14

Compensation of employees (wages & salaries)

90

Corporate income taxes

10

Dividends (received by consumers)

8

Employer (business) contribution to social insurance

3

Government purchases of goods and services

38

Government transfer payments

6

Gross private domestic investment (capital formation)

25

Indirect business taxes

14

Income of unincorporated enterprises

20

Interest received by consumers from business

3

Interest received by consumers from government (on the public debt)

3

Net foreign investment (our investment in foreign countries)

-1

Personal consumption expenditures

110

Personal contribution to social insurance (employee payroll taxes)

2

Personal income taxes

16

Rental income of persons

5

Undistributed corporate profits

5

  1. [20%] Explain why government receipts and expenditures create special problems for national income (or gross product) estimators. How are these problems resolved?
  2. [40%] For each of the following items explain the following:
    1. Its nature;
    2. Its treatment in the computation of GROSS NATIONAL PRODUCT and of DISPOSABLE PERSONAL (CONSUMER) INCOME by the U. S. Department of Commerce;
    3. Grounds for such treatment;
    4. Your evaluation of the grounds and your own recommendations. Justify each position you take.
      1. Capital gains and losses
      2. Imputed rent
      3. Interest on the Federal debt
      4. Payments made to veterans for education
      5. Food produced in the farm and consumed by the farmer and his family.
      6. Undistributed profits
      7. Intermediate products
      8. Profits made by a monopolist
      9. Profits made by an American corporation abroad but not remitted to the U. S.
      10. Employer contribution to social insurance.

* * * * * * * * * * * * *

E. D. Domar
December 7, 1955

THE JOHNS HOPKINS UNIVERSITY

NATIONAL INCOME AND EMPLOYMENT
(Political Economy 3)

[SECOND] HOUR EXAMINATION
Fall Term, 1955-56

Answer all questions in any order you like. Indicate each step in your reasoning. No credit will be given for vague generalities.

  1. [20%] Discuss the performance of the American economy during the period 1866-1918. Try to explain the causes of the most important developments.
  2. [5%] The numbers below refer to the United States in 1954. Indicate in your blue book the one number which in each case comes closest to being true. If you fail to indicate a number you will receive zero; if you indicate an incorrect one you will receive a negative score.
(a) Gross National Product (in current prices) 360 375 390 (billions)
(b) Gross Private Domestic Investment 30 45 60 (billions)
(c) Disposable personal income 250 275 300 (billions)
(d) Personal savings as a fraction of disposable personal income 3 5 7 (per cent)
(e) Compensation of employees as a fraction of National Income 50 70 90 (per cent)
  1. [20%] “Gross National Product is an excellent index of the welfare of the people.” Comment.
  2. [25%] State and explain the main factors affecting Personal Consumption Expenditures out of a given Gross National Product.
    Explain which of them and in what manner can be affected by government policies.
  3. [20%] Whether gross national product is approached from the production, income or expenditure point of view, the totals are supposed to be identical (subject to a small statistical error). Yet in current economic discussions one often hears expressions such as “shortage of purchasing power,” “excess of purchasing power,” “insufficient investment,” “excessive government expenditures,” and so on.
    How do you reconcile this contradiction?
  4. [10%] “What is good for an individual or a firm is good for the country.” Comment.

* * * * * * * * * * * * *

E. D. Domar
January 27, 1956

THE JOHNS HOPKINS UNIVERSITY

NATIONAL INCOME AND EMPLOYMENT
(Political Economy 3)

FINAL EXAMINATION — THREE HOURS
Fall Term
1955-56

Answer all questions in any order you like. Indicate carefully each step in your reasoning.

  1. [24%] Explain CAREFULLY how each of the transactions listed below affects (if it does)
    1. GROSS NATIONAL PRODUCT,
      and one or more of its subdivisions:
    2. PERSONAL CONSUMPTION EXPENDITURES,
    3. GROSS PRIVATE DOMESTIC INVESTMENT,
    4. NET FOREIGN INVESTMENT
    5. GOVERNMENT PURCHASES OF GOODS AND SERVICES.
      1. Interest on the Federal debt received by individuals from the government.
      2. An allowance received by a college student from his parents.
      3. A fee to a music teacher paid by the student mentioned in (b).
      4. Purchases of groceries made by the wife of the music teacher mentioned in (c).
      5. Land purchased by the City of Baltimore to build a music center.
      6. Exports of used buses to South America.
      7. Personal income tax paid by the individual to the Federal government.
      8. Capital gains made by a college professor on the stock market.
      9. Tourist expenditures made abroad by the professor mentioned in (h) out of his capital gains.
      10. A loan which a Baltimore business man obtained from the local bank.
      11. A Federal bond which a student cashed at the local bank.
      12. A house which Mr. X. has just constructed for himself and his family.

In each case, follow the criteria used by the U. S. Department of Commerce, but feel perfectly free and welcome to state and justify other criteria that you would prefer to use.

DO NOT GO BEYOND THE EVENTS DESCRIBED IN EACH TRANSACTION. DO NOT TAKE INTO ACCOUNT ANY SECONDARY EFFECTS.

  1. [20%] Discuss the performance of the American economy during the period 1919-39. Present an analysis of the most important developments. Be specific.
  2. [10%] (a) Explain thoroughly and (b) evaluate critically the concept of the MULTIPLIER by indicating how it is supposed to work, on what assumptions it is based, and its usefulness (if any) in the explanation of economic fluctuations and for the formulation of economic policy.
  3. [15%] In 1946, soon after the end of World War II, Congress was considering a large loan to Britain. A question naturally arose as to why the loan should be given to Britain rather than to some other country. A front page article in the New York Times defended the loan to Britain on the ground that the British would undoubtedly spend the proceeds of the loan in the United States, while some other country might not be so accommodating.
    Comment fully on the argument advanced by the New York Times.
  4. [16%] Define briefly the following terms and explain critically their use in economic analysis. Illustrate your explanation with examples
    1. Marginal efficiency of capital (or of investment).
    2. Index numbers.
    3. Acceleration principle.
    4. Saving and Investment account.
    5. Intermediate products.
    6. Kondratieff Cycle.
    7. Secular stagnation.
    8. Imputed rent.
  5. [15%] Some time ago John M. Keynes, the famous English economist, suggested that the Government should:

“Fill old bottles with (newly printed) banknotes, bury them at suitable depth in disused coal mines which are then filled up to the surface with town rubbish, and leave it to private enterprise to dig the notes up again…”

Retaining your sense of humor and remembering that Keynes was endowed with one too, discuss thoroughly the following questions regarding this statement:

    1. What economic conditions did Keynes try to remedy by this strange method?
    2. Suppose his suggestion were accepted. Trace as completely as you can its effects on national income (or gross national product), the level of employment and the price level.
    3. Compare the effects of Keynes’ suggestion with those resulting from a discovery and mining of gold deposits (a) in the U. S. (b) in a small country like Holland.

Source: Duke University. Economists’ Papers Archives, David M. Rubenstein Rare Book & Manuscript Library. Evsey D. Domar Papers, Box 16, Folder “Misc. Examinations”.

Image Source: 1956 Johns Hopkins University yearbook Hullabaloo (p. 15).

Categories
Economists Harvard Teaching Undergraduate

Harvard. Annual Economics Newsletter. 1 June 1960

This three page departmental newsletter for Harvard economics from the end of the academic year 1959-60 is found in Edward H. Chamberlin papers curated at the Economists’ Papers Archive at Duke University. Among other things we learn from this newsletter is that a year’s course “Mathematics for Economists” was able to satisfy the foreign language requirement, or expressed differently, the punishment for receiving a grade less than B in the first semester of the math course was being required to pass a rigorous foreign language examination. 

Of course, finding this I wonder where I can find the first four issues of the Harvard Economics Newsletter.

___________________________

ECONOMICS NEWSLETTER
Fifth Annual Issue, June 1, 1960

UNDERGRADUATE INSTRUCTION:

The Department has been engaged in a study of its undergraduate curriculum over the past year and has now adopted a substantial series of changes in concentration requirements and, more particularly, in the undergraduate course offerings. The basic principles underlying the revisions were set out in a report of the Committee on Undergraduate Instruction under the chairmanship of Professor John Dunlop. These principles, briefly, were that the undergraduate program is “part of a liberal education” and, except in very special cases, is “not designed as professional training in Economics”; that the undergraduate program should be “clearly differentiated” from the graduate program; that the undergraduate should have as much flexibility as possible in choosing courses of interest to him; that close attention should be given to the teaching of Economics courses and to the balance of analytic and institutional material in each.

These principles clearly indicate a concern on the part of the Department that the undergraduate program may tend to become subordinate to the graduate program unless specific attention is paid to the particular interests and objectives of the younger student. The revisions, therefore, are in the direction of making a greater number of courses (particularly half-courses) open to undergraduates; breaking the traditional parallelism between graduate and undergraduate courses; and emphasizing historical, institutional and policy questions which will be of interest not only to the Economics concentrator but to able concentrators in other fields. To make certain that this greater freedom of choice does not lead to a lack of coherence, a certain “progression” has been introduced in the course offering and Honors candidates are required to take at least one “advanced” course in the area of their choice.

The sum total of these changes gives us a field of concentration which we believe will better serve the purposes of a liberal arts college. So far as undergraduate reaction is concerned, it will not be until the changes have gone into effect next year that we will be able to judge the response effectively. It is of interest, however, that the Crimson, not an altogether silent critic in the past, has called the new program a “model” which other departments might wisely study.

MATHEMATICS- LANGUAGE REQUIREMENT:

Realizing that mathematical competence is growing more important in most branches of economic work than linguistic ability, the Department has revised the language requirement in the following manner:

A full course entitled “Mathematics for Economists” has been established. All graduate students are now required to take and pass the first half of this course or pass an equivalent mathematics examination. Those who pass with at least a B may take the second half of the course, and no language will be required.

Those students who desire fluency in a foreign language or who receive a grade less than B in the first half of the mathematics course must complete the mathematics-language requirement by passing a rigorous language examination.

THE ECONOMICS OF HIGHER EDUCATION:

Professor Seymour E. Harris has been on leave this year on a Ford Fellowship, to complete the study of the Economics of Higher Education. He has visited more than 100 colleges and universities, and has submitted the following report for inclusion in this year’s Newsletter:

There were three resultant manuscripts:

  1. More Resources for Education (John Dewey Lecture), Harpers, 1960
  2. Economics and Educational Value. Edited volume based on seminar in 1958-59 for College Administrators. (Assisted by Richard Cooper and Reginald Green). Harvard University Press, 1960.
  3. Economics of Higher Education, McGraw-Hill Book Company, 1961.

A questionnaire sent to about 200 economists revealed attitudes towards higher education.  A considerable sentiment for:

    1. Higher tuition if accompanied by improved financing methods. But fear expressed of resultant excessive gains of enrollment for public institutions, increased recourse to colleges near home, a tendency to favor high income groups and endanger the position of many vulnerable private institutions.
    2. General agreement that much greater recourse to loans is practical. But some economists expressed dissatisfaction with the idea that young men and women should be encouraged to borrow. Furthermore, they are unaccustomed to seeking large credits.
    3. Economists generally envisaged the possibility of substantial economies — better use of plant, reduced number of courses, etc. But it was hoped that small discussion groups would not be eliminated.
PERSONNEL:

Professor Simon KUZNETS, now at Johns Hopkins, and Professor Hendrik HOUTHAKKER, now at Stanford, will join our staff next year.

Professor Otto ECKSTEIN has recently been promoted to Associate Professor of Economics. This fall he was in Washington, where he was Technical Director for the Douglas Committee investigating prices, wages, productivity, etc. Now he is in Europe working for the O.E.E.C. Professor GALBRAITH has been on leave in Switzerland for the spring term, working on a new book on corporation organization. Professor KAYSEN been working for Doxiadis Associates in Athens this year, making a study of Greek economy.

Professor James McKIE from Vanderbilt and Professor Henri THEIL from the Econometric Institute in the Netherlands have been visiting members of our staff this year.

Professor DUNLOP is President of the Industrial Relations Research Association for 1960. He has also been appointed to the President’s Committee investigating non-operating unions on the railroads.

Professor MASON has edited a book, Corporation and Modern Society. Professor DUESENBERRY has been working on his Capital Markets Project, supported by a grant from the Merrill Foundation to the Business School. Professor GERSCHENKRON’s Economic History Workshop, under a grant from the Ford Foundation, began operation in the fall of 1959.

Professor LEONTIEF gave three public lectures as Hitchcock Professor at the University of California in November 1959. Now he is in Argentina at the invitation of the University of Buenos Aires, where he is giving some lectures. He has been sent by ICA and will be there about two weeks. On the way back he will be stopping in Rio de Janeiro to give a lecture at the invitation of the Getulio Vergas Foundation.

Professor DORFMAN will be on leave next year, when he will be at the Center for Advanced Study in the Behavioral Sciences in Stanford, California.

The Department was saddened by the deaths of Professor SLICHTER in September 1959 and of Mrs. John H. WILLIAMS and Professor BLACK in April 1960.

Source: Economists’ Papers Archive, David M. Rubenstein Rare Book & Manuscript Library. Edward H. Chamberlin Papers, Box 17, Folder “Economics Department 1960-62”.

Image Source: “Overhead of empty Harvard Sq.” (1961) Cambridge Historical Commission, Cambridge Photo Morgue Collection. Digital Commonwealth, Massachusetts Collections Online.

Categories
Economists Harvard M.I.T. Transcript Undergraduate

Harvard. Economics PhD alumnus, Douglass Vincent Brown, 1932

The lifespan of the sub-field of labor economics, industrial relations (collective bargaining and arbitration), very neatly coincided with the career of Douglass Vincent Brown (1904-1986). He was educated at Harvard College (A.B., 1925) and trained in the Harvard Graduate School of Arts and Sciences (A.M., 1926; Ph.D., 1932). After a few years of teaching at the Harvard Medical School, Brown was hired by M.I.T. in 1938 as an assistant professor of industrial relations and there rose through the ranks to become its first Sloan Professor of Management in 1946. He became professor emeritus in 1969.

What makes this post relatively unique is that it provides a complete picture of Brown’s educational progress from his college preparation through Harvard undergraduate years and graduate school as seen in his transcripts. Names of courses and professors have been added. A timeline of Douglass Vincent Brown’s life has also been appended to the post.

_______________________________

On Industrial Relations

Issues in Labor Policy. Essays in Honor of Douglass Vincent Brown. Edited by Stanley M. Jacks, M.I.T. Press, 1971. Publications and papers listed pp. xii-xiii.

Chapter 7. John G. Turnbull, “Reflections on a Generation of Work in the Field of Labor Economics”, pp. 165-177.

Chapter 1. Douglas Vincent Brown and Charles Myers, “Historical Evolution”,  in Public Policy and Collective Bargaining, ed. by Joseph Shister, Benjamin Aaron, and Clyde W. Summers,  Industrial Relations Research Association, Publication No. 27, 1962, pp. 1-27.

Fun fact: Douglas Vincent Brown was George Shultz’s thesis advisor.

_______________________

HARVARD UNIVERSITY
DIVISION OF HISTORY, GOVERNMENT, AND ECONOMICS

Application for Candidacy for the Degree of Ph.D.

[Note: Boldface used to indicate printed text of the application; italics used to indicate the handwritten entries]

I. Full Name, with date and place of birth.

Douglass Vincent Brown, Wilkes-Barre, Penn. May 16, 1904.

II. Academic Career: (Mention, with dates inclusive, colleges or other higher institutions of learning attended; and teaching positions held.)

Harvard University, 1921-27

III. Degrees already attained. (Mention institutions and dates.)

A.B., Harvard 1925
A.M., Harvard 1926

IV. General Preparation. (Indicate briefly the range and character of your under-graduate studies in History, Economics, Government, and in such other fields as Ancient and Modern Languages, Philosophy, etc. In case you are a candidate for the degree in History, state the number of years you have studied preparatory and college Latin.)

Economics A, Economics B, Economics C, Ec. 6a, Economics 2a, Economics 3, Economics 5, Economics 6b, Economics 8.
History 1,  History 32b, Gov’t 1.
English A, English 31, English 41.
Social Ethics 4, German A, Philosophy 1a, Anthropology 1.

V. Department of Study. (Do you propose to offer yourself for the Ph.D., “History,” in “Economics,” or in “Political Science”?)

Economics.

VI. Choice of Subjects for the General Examination. (State briefly the nature of your preparation in each subject, as by Harvard courses, courses taken elsewhere, private reading, teaching the subject, etc., etc.)

  1. Economic Theory & Its History. Ec. 11, Ec. 14, Ec. 15. Private Reading.
  2. Statistics. Ecc. 1a, Ec. 41. Private Reading.
  3. Sociology. Ec. 8, Ec. 12a. Private Reading.
  4. Money and Banking. Ec. 3, Ec. 38. Private Reading.
  5. American History, since 1789. History 32b, History 55. Private Reading.
  6. (Labor Problems.) Ec. 6a, Ec. 6b, Ec. 34

VII. Special Subject for the special examination.

Labor Problems

VIII. Thesis Subject. (State the subject and mention the instructor who knows most about your work upon it.)

Restriction of Output. Family Allowances. Professors Taussig and Ripley.

IX. Examinations. (Indicate any preferences as to the time of the general and special examinations.)

Early in the second half-year, 1926-7. [Added later:] Wednesday, March 2, 1927. Thurs. April. 28/32.

X. Remarks

[Added later:]

Professors
Taussig, chairman
Bullock
Ford (James)
Schlesinger
Persons.

Signature of a member of the Division certifying approval of the above outline of subjects.

[signed] F. W. Taussig

*   *   *   [Last page of application] *   *   *

[Not to be filled out by the applicant]

Name: Douglass Vincent Brown.

Approved: January 21, 1927.

Ability to use French certified by Professor A. E. Monroe. February 7, 1927.

Ability to use German certified by Professor A. E. Monroe. February 7, 1927.

Date of general examination March 2, 1927, Passed – F.W.T.

Thesis received April 1, 1932

Read by Professors Taussig and Ripley

Approved April 25, 1932

Date of special examination Thursday, April 28. Passed – F.W.T.

Recommended for the Doctorate June 9, 1932

Degree conferred June 23, 1932

Remarks.  [left blank]

*  *  *  *  *  *  *  *  *  *  *  *  *  *

Certification of reading knowledge
of French and German for Ph.D.

HARVARD UNIVERSITY
Department of Economics

Cambridge, Massachusetts
Feb. 7, 1927

Mr. D. V. Brown has this day passed a satisfactory examination in the reading of French and German as required of candidates for the doctors degree.

[signed]
A. E. Monroe

*  *  *  *  *  *  *  *  *  *  *  *  *  *

Passed General Examination

HARVARD UNIVERSITY
Department of Economics

Cambridge, Massachusetts
March 4, 1927

To the Chairman of the
Division of History, Government, and Economics,

As chairman of the committee for the general examination in economics of Mr. Douglass V. Brown, I have to report that the committee unanimously voted to accept the examination as satisfactory. Mr. Brown’s showing was in every respect creditable.

Very truly yours,
[signed]
F. W. Taussig

*  *  *  *  *  *  *  *  *  *  *  *  *  *

Passed Special Examination

HARVARD UNIVERSITY
Department of Economics

Cambridge, Massachusetts
April 30, 1932

Dear Professor Carver,

As chairman of the committee appointed for the examination in the special field of Douglass V. Brown, candidate for the degree of Doctor of Philosophy, I have to report that Mr. Brown passed the examination to the entire satisfaction of the committee. His showing was excellent. The committee also agreed that his thesis was of high quality.

Very truly yours,
[signed]
F. W. Taussig

Professor T. N. Carver
772 Widener Library
Cambridge, Massachusetts

*  *  *  *  *  *  *  *  *  *  *  *  *  *

Undergraduate Transcript
of Douglass V. Brown

HARVARD COLLEGE
Record of Douglas V. Brown
for the years 1921-25

(Date) February 28, 1927

ADMISSION RECORD
SUBJECT
Elementary
Advanced
Grade
Units
Grade
Units
English. Part A, II

90
85

3

Greek

Latin (1.2.4)

90

3

German
French

80

2 74

1

History (anc.)

68

1

Algebra

100

2 92

½

Plane Geometry

93

1

Solid Geometry
Plane Trig.

72
98

½
½

Physics

A
97

1

Chemistry
Geography

70

½

Admission Conditions:— [left blank]
 

YEAR 1921-22

Freshman
Grade
               Subject
Course
Half-course
English A

B

Chemistry A

B

German A

B

History 1

B

Mathematics C

A

 

YEAR 1922-23

Sophomore
Grade
               Subject
Course
Half-course
Anthropology 1

B

Economics A

B

English 31

B

Government 1

B

Mathematics 2

A

 

YEAR 1923-24

Junior
Grade
               Subject
Course
Half-course
Economics 3

B

Economics 8

A

Economics 6a1

B

Economics 6b2

A

English 41

A

Philosophy 1a2

A

Social Ethics 4a1

A

 

YEAR 1924-25

Senior
Grade
               Subject
Course
Half-course
Economics B1

A

Economics C hf

B

Economics 2a1

B

Economics 52

Exc(C)

Economics 12a1

A

History 32b2

Exc(B)

Concentration Subject:— Economics

Passed General Examinations in:— History, Government, and Economics

[…]

Received A.B. Degree:— magna cum laude at Commencement 1925

[…]

The standing of every student in each of his courses is expressed, on the completion of the course, by one of five grades, designated respectively by the letters A,B,C,D, and E; A and B are honor grades; C is passing; D passing but unsatisfactory; E failure. “Abs” indicates failure to obtain credit for the course, owing to absence from the final examination.

[…]

(   ) indicates the quality of the work in the course up to the time of the final examination, from which the student was excused.

Sixteen full courses, in addition to the prescribed English Composition, are required for the degree of Bachelor of Arts, or Bachelor of Science. From four to six full courses (or their equivalent in half-courses) constitute a full year’s work. An average of nine hours each week (normally three hours of classroom work and six hours of preparation) for thirty-six weeks is the approved amount of work for the ordinary student in a single full course.

C. N. GREENOUGH, Dean
By [signed] G. G. Benedict

Harvard University Archives. Division of History, Government & Economics, Ph.D. Degrees Conferred 1929-30. (UA V 453.270), Box 12.

_______________________________

Graduate School of Arts and Sciences
Record of Douglass Vincent Brown

First Registration: 25 September 1925

1925-26

Grades
First Year
Course
Half-Course

Economics 1a

A

Economics 11

A

Economics 38

A

Economics 412

A

History 55

A minus

 

1926-27

Grades
Second Year
Course
Half-Course

Economics 14

cr.

Economics 151

A

Economics 20 (F.W.T.)(2 co.)

AA

Economics 34 (1st half)

A

Henry Lee Memorial Fellowship

1927-28

Grades
Third Year
Course
Half-Course

Economics 20 (F.W.T.)

A

Inst. in Economics and Tutor in the Div. of H., G & E.
$1500

1928-29. Sheldon Fellow.

Source: Harvard University Archives. Graduate School of Arts and Sciences. Record Cards of Students 1895-1930. (UA V 161.272.5), Box 2, Belding-Burton.

__________________________

Harvard Course Names and Instructors

1921-22

English ARhetoric and English Composition, Oral and Written. Professor Murray, general direction of Course A.

Chemistry AElementary Chemistry. Professor Lamb and others.

German A.Elementary Course. Professor Bierwirth and others.

History 1European History from the Fall of the Roman Empire to the Present Time. Professor Haskins and others.

Mathematics CAnalytic Geometry; Introduction to the Calculus. Section I: Associate Professor Bouton and Mr. LaPaz; Section II: Associate Professor Kellogg and Dr. Walsh.

1922-23

Economics A. Principles of Economics. Asst. Professor Burbank, and Messrs. Masson, Blackett, Fagg, Heath, and Chamberlin, with lectures on selected subjects by Professor Taussig.

Anthropology 1. General Anthropology. Professors Dixon and Tozzer, and Asst. Professor Hooton, assisted by Mr. Ghua.

English 31. English Composition. Professor Hurlbut.

Government 1. Constitutional Government. Professors Munro and Holcombe, assisted by Messrs. Wells, McClintock, McKaughan, and Pollock.

Mathematics 2. Differential and Integral Calculus; Analytic Geometry. Professors Huntington, Birkhoff, and Asst. Professor Graustein..

1923-24

Economics 3. Money, Banking, and Commercial Crises. Professor Young.

Economics 8. Principles of Sociology. Professor Carver.

Economics 6a1. Trade-Unionism and Allied Problems. Professor Ripley.

Economics 6b2. The Labor Movement in Europe. Dr. Meriam.

English 41. English Literature from the Elizabethan times to the present. Professor Bliss Perry, assisted by Mr. Bacon and Taeusch.

Philosophy 1a2. Introduction to Philosophy. Asst. Professor Lewis.

Social Ethics 4a1. Problems of Race and Immigration in America: Americanisation. Dr. Carpenter.

1924-25

Economics B1. Economic Thought and Institutions. Asst. Professor A. E. Monroe.

Economics C hf. Theses for Distinction. Members of the Department.

Economics 2a1. European Industry and Commerce since 1750. Professor Gay, assisted by Mr. Gilbert.

Economics 52. Public Finance. Associate Professor Bullock.

Economics 12a1. Problems in Sociology and Social Reform. Professor Carver.

History 32b2. American History: The Development of the Nation, 1840 to the Present Time. Professor Schlesinger (University of Iowa).

1925-26

Economics 1a. Statistics. Asst. Professor Crum.

Economics 11. Economic Theory. Professor Taussig.

Economics 38. Principles of Money and Banking. Professor Young.

Economics 412. Statistical Theory and Analysis. Asst. Professor Crum.

History 55. Social and Intellectual History of the United States. Professor Schlesinger.

1926-27

Economics 14. History and Literature of Economics to the year 1848. Professor Bullock.

Economics 151. Modern Schools of Economic Thought. Professor Young.

Economics 20. Two Research Seminars with Frank William Taussig.

Economics 34. (First half) Problems of Labor. Professor Ripley.

1927-28

Economics 20. Research Seminar with Frank William Taussig.

Source: Harvard University. Courses of Instruction of the Faculty of Arts and Sciences, 1921-22 and Report of the President of Harvard College for 1922-23 through 1926-27.

__________________________

Douglass Vincent Brown
Timeline of his education and career

1904. Born May 16 in Wilkes-Barre, Pennsylvania.

1918-21. Wyoming Seminary college preparatory school, Kingston, Pennsylvania.

1925. A.B. magna cum laude, Harvard.

1926. A.M. in economics, Harvard.

1926-27. Henry Lee Memorial Fellow, Harvard.

1927-33. Instructor and tutor of economics, Harvard University.

1932. Ph.D. in economics, Harvard University. Thesis: “Family Allowances.”

1933-38. Assistant professor of medical economics, Harvard Medical School.

1938-40. Assistant professor of industrial relations, M.I.T.

1940-43. Associate professor of industrial relations, M.I.T.

1941. Member of presidential mission sent to Moscow under W. Averell Harriman to organise Lend-Lease deliveries.

1942-45. Consultant to Departments of Labor and War. Advisory posts for the Council of National Defence and Office of  Production Management.

1943-46. Professor of industrial relations, M.I.T.

1944-45. Public member of the New England Regional War Board.

1944. Named as Fellow of the American Academy of Arts and Sciences.

1946-. Named first Albert P. Sloan Professor of Management at M.I.T. Switched from “Economics and Social Science” to “Business and Engineering Administration.”

1947. Member of the Slichter Commission that issued a report leading to the 1948 “Slichter Law” which had the goal of reducing industrial disputes. It would have allowed the governor of Massachusetts to seize an industry if after 15 days there was ­“a menace to public health or safety” due to a strike.

1947. Charter member of National Academy of Arbitrators.

1948. Appointed by the governor of Massachusetts as a moderator to resolve a major trucking strike in New England. Application of the “Slichter Law” was avoided when the truckers agreed to continue moving food and fuel.

1959-60. Ford Foundation visiting professorship of industrial relations at the University of Chicago School of Business.

1969-. Professor emeritus, M.I.T.

1970. President of the Industrial Relations Research Association.

1986. Died March 21 in Brookline, Massachusetts. Obituary in The Boston Globe, 23 March 1986, p. 87.

Image Source: MIT Museum. Portrait photo of Douglass Vincent Brown from  1946.

Categories
Economics Programs Graduate Student Support Harvard Undergraduate

Harvard. Department of Economics Newsletter. Dunlop, Sept 1964

Just as families produce holiday newsletters to chronicle the comings and goings during the calendar year, economics departments over time have gotten into the habit of documenting the work of the department for each of their academic years. This post provides the report written by John Dunlop for the Harvard Economics Department and published in September 1964. By itself the report represents a single slice of history, but Economics in the Rear-view Mirror makes a special effort to transcribe such reports wherever and whenever they are found to assemble a complete loaf of departmental history.

___________________________

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS NEWSLETTER

Prepared by
Professor John T. Dunlop

Chairman

Published by
THE HARVARD FOUNDATION FOR ADVANCED STUDY & RESEARCH
77 Dunster Street
Cambridge, Massachusetts 02138

*  *  *  *  *  *  *  *  *  *  *  *  *  *  *

ECONOMICS DEPARTMENT NEWSLETTER
SEPTEMBER 1964

UNDERGRADUATE PROGRAM

The undergraduate concentration in Economics in the year 1963-64 increased appreciably as indicated by the following tabulation:

1961-62 1962-63 1963-64
Sophomore Concentrators 90 78 (7) 135 (11)
Junior Concentrators 97 91 (3) 91 (10)
Senior Concentrators 85 100 (3) 94 (3)

(Numbers in parentheses indicate Radcliffe students and are included in the totals).

Enrollment in undergraduate courses in the Department continued at a high level. There were, for instance, 700 students in Economics I in the fall and 678 in the spring term.

After three years as head tutor, Dr. H. Francois Wilkinson, who helped appreciably to improve our undergraduate teaching, accepted a position at Dartmouth. Dr. Lars Sandberg, who was awarded his Ph.D. degree during the year, has been appointed Instructor and head tutor starting July 1, 1964. Dr. Sandberg was an undergraduate concentrator in the Department and was graduated summa cum laude in the class of 1961.

The Allyn Young Prize for 1963-64 was awarded to Mr. Lawrence J. White as the undergraduate concentrating in Economics who submitted the best honors thesis of “summa quality.” His thesis was entitled “Devaluation, Debacle, and Aftermath: The Canadian Dollar, 1960-63.”

Mr. Duncan M. Kennedy was the winner of the John H. Williams Book Prize, which is awarded each year to the outstanding Harvard senior graduating summa cum laude majoring in Economics.

GRADUATE INSTRUCTION

The Department announced a new Graduate Prize fellowship program designed to improve the competitive position in the recruitment of the best graduate students. The program provides for up to 15 prize fellowships to be awarded each year. The students are to be assured four years of financial support; in the typical case the first two years are to be on scholarships at the rate of $3,500 a year and the following two years on part-time teaching assignment. The program was worked out with the initiative and support of Dean Ford and Dean Elder. The Department believes that the program will be particularly helpful to meet the very difficult present problem of financial support in the second year of graduate school. Although it is too early to appraise the results even for the first year, the preliminary indications are that the new program was helpful in improving the quality of our acceptances for the year 1964-65.

The Department announced that it had received a gift to honor Mrs. Selma Goldsmith and had decided to use the funds to provide a prize for the best paper prepared in a graduate seminar. The Goldsmith Prize of $100 will be awarded in October 1964 for the first time for papers completed in the current academic year. The prize paper will also be considered for publication in the Quarterly Journal of Economics.

The Department has been greatly concerned to increase the extent to which graduate students, particularly in their second year, take working seminars in which they write substantial papers and present them for discussion. The Department intends to press students in this direction, making at least one working seminar the normal pattern in the second year. The Department is increasing the number of such seminars to provide more opportunity for students to elect such seminars.

In 1963-64 the Department used a total of $8,000 in subsidized computer funds. This figure represents participation in subsidized computer time by 44 graduate students, 9 undergraduates and 9 members of the junior staff.

For the period July 1, 1963 to June 30, 1964, 34 Ph.D. degrees were awarded in the Department of Economics. The list is attached.

The Wells Prize for 1963-64 was awarded to Dr. Albert Fishlow of the Department of Economics of the University of California (Berkeley) for his manuscript entitled “Railroads and the Transformation of the Anti-Bellum Economy.”

SCIENCE AND TECHNOLOGY: IBM GRANT

A development of considerable potential significance to the Department was the announcement that IBM had agreed to provide Harvard University with $500,000 a year for ten years for a University-wide program in the general field of Science and Technology. Many members of the Department, and members of the junior staff and Ph.D. candidates, do research in areas relevant to this general field. Professors Kaysen and Dunlop of the Department are members of the University-wide committee which prepared the application and which has been appointed by President Pusey to administer the grant.

NEW PERMANENT POSITIONS AND CHANGES IN APPOINTMENTS

Three new professors were added to the senior staff of the Department of Economics from three newly created professorships. Two senior members retired during the year.

On April 4, 1963 Dean Ford authorized the establishment of a new permanent position in the Department. Professor Hollis Chenery of Stanford University and currently with A.I.D., has been appointed to the Department, and he is to be in residence starting with the Spring term 1965. Professor Chenery is a specialist in the fields of economic development and input-output analysis.

On January 20, 1964 the George Gund Professorship of Economics and Business Administration was established jointly in the Faculty of Arts and Sciences (in the Department of Economics) and in the Graduate School of Business Administration. The funds for this new professorship were raised under the leadership of Mr. Dwight Robinson, who had been Chairman of the Visiting Committee for a term expiring June 30, 1963, and Mr. David Rockefeller, who is the current Chairman. Professor John Lintner of the Harvard School of Business Administration was appointed to this new joint professorship and joins the Department with the new academic year. On the average he will devote half of his time to the Department and half to the Business School. Professor Lintner is a specialist in the fields of business decision making and the economic outlook. He will be particularly responsible for an undergraduate course in the Economics of Managerial Decisions.

The Littauer School of Public Administration established during the year a new professorship in the field of economic development and international economic relations. Professor Albert O. Hirschman of Columbia University was appointed to this new professorship and will begin his work in Cambridge in the fall of 1965. Professor Hirschman is to be a member of the Department of Economics and its executive committee.

Two senior members of the Department were retired during the year. Professor Seymour Harris was a Harvard undergraduate, class of 1920, and took his Ph.D. degree here in 1926. Professor Harris had been on the teaching staff of the Department for 40 years, serving as Chairman of the Department in the period 1955 to 1959. Professor Harris joined the staff of the University of California, La Jolla campus, in February 1964.

Professor Overton H. Taylor joined the teaching staff of the Department in 1924, and on his retirement at the end of this academic year has accepted an appointment at Vanderbilt University.

STAFF: VISITING PROFESSORS AND LEAVES

During the academic year the Department’s instructional staff was supplemented from other insitutions by the following: Professor Herbert S. Levine of the the University of Pennsylvania in the field of the Soviet Economy; Professor Edwin Mansfield, who came to us from the Carnegie Institute of Technology, in the field of Quantitative Methods and Econometrics; Professor Zenon S. Zannetos from M.I.T. continued to teach a one-term undergraduate course, the Economics of Managerial Decisions, for a second year; Dr. John Arena from the staff of the Federal Reserve Bank of Boston assisted Professor Duesenberry in a course; and Mr. John J. Mauriel from the Harvard School of Business Administration was in charge of the undergraduate course in accounting in the Spring term.

The following members of the Department were on leave during the year: Professor Bergson was on sabbatical leave at the Center for Advanced Study in the Behavioral Sciences at Stanford; Professor E. H. Chamberlin was on leave in Cambridge with the Frank W. Taussig Research Professorship; Professor Hendrik S. Houthakker was on leave in Western Europe on a Ford Faculty Fellowship as nominated by the Department; Professor Gottfried Haberler was on sabbatical leave in Western Europe during the Spring term. A larger number of permanent members of the Department were in residence than in recent years.

Among the Assistant Professors, Thomas Wilson was on leave throughout the year working with the Royal Commission on Taxation in Ottawa; Elliot Berg was on leave in Cambridge in the Spring term.

During the year 1964-65 Professor George Break of the University of California will be visiting professor teaching in the tax and fiscal policy area; Professor Barry Supple from the University of Sussex in England will teach Economic History in the fall term; and Professor Pieter de Wolff from the Hague and the University of Amsterdam will be Frank W. Taussig Research Professor. Dr. John Arena of the Federal Reserve Bank of Boston will give an undergraduate course on financial institutions from the resources made available by the Political Economy Lectures Fund (1889). Dr. Maureen Brunt from Australia is to be a Visting Lecturer for a two year period working particularly in the field of Comparative Industrial Organization.

PROFESSIONAL AND PUBLIC ACTIVITIES OF THE DEPARTMENT STAFF

Professor Abram Bergson spent the year at the Center for Advanced Study in the Behavioral Sciences at Stanford, and has written a monograph now in the press, entitled The Economics of Soviet Planning. He continues as Director-at-large of the Social Science Research Council, and as a member of its Committee on Economy of Communist China.

Professor Richard Caves published during the year American Industry: Structure, Conduct, Performance, in Foundations of the Modern Economic Series, Prentice Hall. He completed research and writing of Northern California’s Water Industry: Public Enterprise and Scarce Natural Resources (jointly with J. S. Bain, J. Margolis, V. Ostrom) under a grant from Resources for the Future and scheduled for publication in 1965. He served on the Review Committee for Balance of Payments Statistics of the U. S. Bureau of the Budget, and consulted with the Council of Economic Advisers and the Council for Economic Development.

Professor Edward Chamberlin was elected to the Real Academia de Ciencias Economicas y Financieras, Barcelona, and a Communication on “Excess Capacity” was read before the Academy in March 1964 and printed in Italian translation in the Rivista Internazionale di Scienze Economiche e Commerciale, Milan, Spring 1964. He was also re-elected to the American Academy of Arts and Sciences. During the year the eighth edition of his book Theory of Monopolistic Competition was issued by the Harvard University Press, and the second edition of Economic Analysis of Labor Union Power also appeared.

Professor Robert Dorfman was elected President of the Institute of Management Science; he also participated in a Study Week on Econometrics at the Pontifical Academy of Sciences in the Vatican in October 1963.

Professor James Duesenberry’s article on monetary economics, “The Portfolio Approach to the Demand for Money and Other Assets,” appeared in the February 1963 National Bureau of Economic Research Supplement to the Review of Economics and Statistics. He was consultant to the Board of Governors of the Federal Reserve; he continued as consultant to the Treasury and the Council of Economic Advisers; he also continued as Acting Co-Chairman of the Econometrical Model Project of the Social Science Research Council and Co-Director of the Merrill Capital Markets Project at the Harvard Business School.

Professor John T. Dunlop’s article “Job Creation: Private and Public Manpower Policies” appeared in Proceedings of A Symposium on Employment, sponsored by the American Bankers Association. A revised edition of Industrialism and Industrial Man (with three other authors) was published by Oxford University Press, Galaxy Book Edition. Five volumes were published in the year in the Wertheim Series from research projects under Professor Dunlop’s direction: three in the history of labor-management organization and two treating international labor questions. He continued as a member of the President’s Missile Sites Labor Commission and was appointed to the President’s Committee on Equal Opportunity.

Professor Otto Eckstein published Economic Policy in Our Time, with eight European scholars (3 vols.), North Holland Publishing Company; and Public Finance, in Foundations of Modern Economic Series, Prentice-Hall. Professor Eckstein is editor of the Series. He also edited and has written an introduction to Studies in the Economics of Transfer Payments to be published by the Brookings Institution. Professor Eckstein becomes a member of the Council of Economic Advisers on September 1, 1964.

Professor J. Kenneth Galbraith published during the year Economic Development, Harvard University Press and Houghton Mifflin Company. He gave the American Association for the Advancement of Science Distinguished Lecture in December 1963, and gave the Charter Day Address, University of California at Davis, May 1964. He received LL. D. degrees from four universities: University of Massachusetts, Brandeis University, University of California and Loyola College (Baltimore).

Professor Alexander Gerschenkron published during the year a number of articles and chapters in books, including the following: “Agrarian Policies and Industrialization: Russia 1861-1914” in The Cambridge Economic History of Europe, Vol. VI; “Reflections on Economic Aspects of Revolutions,” in Internal War, Harry Eckstein, ed., Glencoe, 1964; “City Economies, Then and Now,” in The Historian and the City, Harvard University Press, 1963. He gave a lecture entitled The Stability of Dictatorships under the auspieces of the Harvard Foundation at Yale, 1963.

Professor Gottfried Haberler completed his term as President of the American Economic Association in December, 1963. He has been on sabbatical leave in the Spring term. He spent a month teaching in the Institute for Advanced Studies in Vienna, and has been lecturing at various universities in Western Europe.

Professor Hendrik Houthakker was awarded the John Bates Clark Medal by the American Economic Association at its annual meetings in December 1963. This medal is awarded every other year “to that economist under the age of 40 who is adjudged to have made a significant contribution to economic thought and knowledge.” Professor Houthakker was on leave throughout the year and spent most of the time in Switzerland working on the Theory of Consumer Choice, which is to be published by Holden, Day late in 1964. With Dr. Lester Taylor of the Department he presented a paper “Projecting Personal Consumption Expenditures in 1970” at the Cleveland Meetings of the Econometric Society, and a second paper “Recent Empirical Experience with Dynamic Demand Function” at the Boston meetings of the Econometric Society. These papers will be published in a volume entitled United States Consumption 1929-1970.

Professor Carl Kaysen returned this academic year from two years’ leave for government service in Washington, but has continued to serve as a Special Consultant to the President. His publications this year include two book reviews: Alfred Sloane, My Years with General Motors, New Republic, February 29, 1964; and Gunnar Myrdal, Challenge to Affluence, Harvard Law Review, June, 1964. In addition, he presented a paper entitled “The New Competition and the Old Regulation” to a Conference in Modern Competitive Theory held by the Wharton School of the University of Pennsylvania in May. The proceedings of that conference will be published shortly.

Professor Simon Kuznets published a number of articles and chapters in various books during the year including: “Notes on Take-Off,” in The Economics of Take-Off Into Sustained Growth, edited by W. W. Rostow, proceedings of a conference held by the International Economic Association, St. Martin’s Press, 1963; “Economic Growth and the Contribution of Agriculture: Note on Measurement,” in The Role of Agriculture in Economic Development, Proceedings of the Eleventh International Conference of Agricultural Economists, London, Oxford University Press, 1963; “Applicacion des las Estimaciones de Renta Nacional en el Analisis y Politica del Crecimiento Economico,” in El Ingreso y La Riqueza, Seccion de Obras de Economia, Fondo de Cultura Economica, Mexico-Buenos Aires, 1963.

Professor Kuznets was elected to the Royal Academy of Sciences, Sweden; he was Chairman of the Committee on Economic Growth, Social Science Research Council and its Committee on the Economy of China. He was also Chairman of the Executive Committee, Board of Trustees, Maurice Falk Institute for Economic Research in Israel; he gave the Haynes Foundation Lectures at the University of California at Riverside, which are to be published by the Harvard University Press.

Professor Wassily Leontief’s publications included “The Structure of Development” in Scientific American, September, 1963; and “Alternatives to Armament Expenditures,” Bulletin of the Atomic Scientists, June, 1964. He participated in a Study Week on Econometrics at the Pontifical Academy of Sciences in the Vatican in October, 1963, was Guest Professor at the Institute for Advanced Studies in Vienna in January, 1964, and lectured in Japan in May as guest of the Nihon Keizai Shimbun.

Professor Edward S. Mason published Foreign Aid and Foreign Policy, which represents the reworking of his Elihu Root Lectures given at the Council on Foreign Relations in May 1963. He was a member of a two-man Steering Committee on a large study called the Coal Transport Study undertaken by the International Bank for the Government of India. Professor Mason was awarded an honorary LL.D. degree by Yale University in June 1964.

Professor John Meyer published the following: Investment Decisions, Economic Forecasting and Public Policy (with Robert Glauber), Division of Research, Harvard Graduate School of Business, 1964; “Investment, Liquidity and Monetary Policy,” (with Edwin Kuh), Impacts of Monetary Policy, Prentice-Hall, 1964; “Competition, Market Structure and Regulatory Institutions in Transportation,” Virginia Law Review, 1964. Professor Meyer is Director of a new formal program of studies in transportation, location and land use problems which has been inaugurated within the Graduate School of Public Administration. This program has put particular emphasis upon the transportation planning problems of the newly industrializing countries. A substantial part of the research program has been financed by a grant from The Brookings Institution with A.I.D. funds.

Professor Thomas Schelling continued to divide his time between the Department of Economics and the Center for International Affairs, his main research interest being conflict theory and military policy. He “unofficially estimates that he may have set a record for war college visits, having lectured at six within the year, to wit: The National War College, Army War College, Air War College, Navy War College, NATO, and the Israeli Defense College.” He also lectured at the Air Command Staff College.

Professor Arthur Smithies published “Inflation in Latin America” in Public Policy. He recently completed a research paper on Program Budgeting for the Rand Corporation, which will be published. He continued as consultant to the Treasury and as Editor of the Quarterly Journal of Economics and Economic Abstracts. Professor Smithies was Visiting Lecturer in Brazil under the auspices of A.ID., and was also Advisor in Argentina under the sponsorship of the Harvard Development Advisory Service.

Ph.D. Degrees in Economics Awarded in 1963-64
Aaron, Henry Jacob “Social Security in an Expanding Economy”
Ahmad, Ziauddin “Deficit-Financing, Supply Response and Inflation in Underdeveloped Countries”
Ahtiala, Kaarlo Pekka “The Short-Term Adjustment Mechanism on the Bond Market”
Almon, Shirley Montag “The Distributed Lag Between Capital Appropriations and Expenditures”
Bateman, Cleveland Worthington “Investment Behavior and the Acceleration Principle”
Bolton, Roger Edwin “Defense Purchases and Regional Growth in the United States”
Bonnen, James Thomas “United States Agricultural Capacity: A General Equilibrium Model for 1965”
Brunt, Maureen Doris “Concentration in the Australian Economy”
Cohen, Benjamin Ira “A Study of the Export Policies of the Indian Government, 1951-52 to 1965-66”
Comanor, William Stephen “The Economics of Research and Development in the Pharmaceutical Industry”
Davie, Bruce Fenwick “State & Local Government Bond Issues Before 1913 – A Study of Increasing Market Perfection”
Dorsey, John Wesley “The Mack Case: A Study in Unemployment”
Eckstein, Salomon “Collective Farming in Mexico”
Edwards, Franklin Richard “Concentration and Competition in Commercial Banking: A Statistical Study”
Eisenmenger, Robert Waltz “The Dynamics of Economic Growth in New England 1870-1960”
Enzer, Hermann “Learning on-the-job: A Process Analysis”
Gandhi, Ved Parkash “Tax Burden on Indian Agriculture”
Glimp, Fred Lee “The Entrepreneureal Concept and the Notion of Creative Leadership”
Hagelin, Edith Hilma “The Swedish Full Employment Policy and Economic Development, 1945-52”
Hartman, Robert William “Demand for the Stock of Non-Farm Housing”
Jack, Andrew Barrie “The Marketing Function of the Innovating Entrepreneur: the Sewing Machine and Garment Industry in the United States”
Johnson, William Arthur “India’s Iron & Steel Industry: A Study of Planned Industrial Growth”
Lithwick, Norman Harvey “Economic Growth in Canada – a Quantitative Analysis”
McGuire, Martin Cyril “Information and Arms Races”
Madjid, Abdul Hadi “A Dynamic Input-Output Model Incorporating Technical Change”
Mallon, Richard Dicks “Economic Development and Foreign Trade of Pakistan”
Perkins, Dwight Heald “Price Formation in Communist China”
Pincus, John Alexis “Economic Aid and International Cost Sharing”
Prescott, James Russell “The Economics of Public Housing: A Normative Analysis”
Ryan, William Francis “Economic Development and the Church in French Canada 1896-1914”
Sakr, Mohamed Ahmed H. “Economic Integration and the Growth of Less-Developed Countries”
Sandberg, Lars Gunnarsson “Swedish Economic Policy in Theory and Practice, 1950-1961”
Shaw, Lawrence Hugh “A Measure of the Effects of Weather on Agricultural Output”
Warden, Charles Browne “Unemployment Insurance: A Statistical Study of Massachusetts Experience”

Source: Duke University. David M. Rubenstein Rare Book & Manuscript Library. Economists’ Papers Archives. Edward H. Chamberlin Papers, Box 17, Folder “Economics Department 1964”.

Image Source: Portrait of John T. Dunlop in Harvard Classbook 1952.

Categories
Pedagogy Principles Teaching Undergraduate Yale

Yale. On different approaches to teaching college economics. Ruggles, 1964

Yale professor Richard Ruggles gave a great deal of thought to the organization of undergraduate and graduate instruction in economics. For a special issue of Challenge magazine dedicated to the question of improving economic literacy in society published in 1964, Ruggles contributed the following short essay on the difficulties of offering a single principles of economics course to meet the needs of very different publics compounded by the incentives that lead instructors to teach as though every student’s ultimate goal was to become an academic research economist. Plot-spoiler: one size does not fit all.

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On graduate training in economics.
Ruggles’ Yale conference, 1955.

During the fall and early winter of 1954-55, Richard Ruggles and colleagues in the Yale economics department organized a series of interviews with representatives of business, government, international organizations, and universities to review the ultimate goals of a graduate education in economics and to identify future desirable directions the evolution of economics training might take. The interviews were followed by panel discussions in the Spring of 1955 attended by, among others, seven future economics Nobel prize winners.

GRADUATE TRAINING IN ECONOMICS,
A Report on Panel Discussions at Yale, 1956
.

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TEACHING COLLEGE ECONOMICS
By Richard Ruggles

There is a wide divergence of opinion on what subject matter should be emphasized in the elementary college economics course. Some argue that its primary function should be to improve the student’s ability to be an intelligent citizen; others feel that the basic economics course should be handled as part of the general cultural background offered in a liberal arts college. A third view is that freshmen economics is basically a useful background subject for those entering business, law and engineering. And, finally, there are those who feel that introductory economics should be taught as a professional discipline. RICHARD RUGGLES, Professor of Economics at Yale University, examines the different approaches to the teaching of college economics, as well as the equally thorny problem of teaching materials.

The teaching of economics to college undergraduates is viewed with considerable uneasiness by both students and teachers. Many of the students find themselves in the difficult position of arbitrating between the ideas they hear in the classroom and those which are established doctrine in the minds of their parents. Others find the subject dull and uninspired, full of abstractions and generalizations which do not appear to match the reality around them. The teachers, on the other hand, are plagued by the multitude of purposes which the teaching of economics is supposed to serve. Disagreements among faculty members about the major purpose of economics teaching are often responsible for considerable acrimony.

First, there are those who believe that the primary function of economics training is to improve the student’s ability to function as a citizen and an individual. Proponents of this view point out that the level of economic literacy in the nation is very low. Neither voters nor legislators generally understand the basic problems involved in economic policy making. But, it is argued, if the next generation is properly trained, economic policy will improve. While the obvious irrationality of economic decision making at the national level propels many teachers of economics to concentrate on this aspect of economic education, others, who do not feel the frustration of economic events as acutely, place more emphasis on the individual aspects of economics training for citizenship. They may give priority to instruction which will help the student spend his money wisely, invest, and cope with financial problems he may encounter.

A second view of economic education considers economics as an integral part of the general education which should be given to all students attending a liberal arts college. The basic economics course is viewed as a cultural subject much like survey courses in literature, music, history and science. For such a purpose it is appropriate to paint with a broad brush, providing a survey course which is related to other subjects but also has its own individual stamp as a separate discipline. In the more extreme cases, economics may be submerged in a general course which treats the behavioral sciences as a group, or it may be combined with political science or history.

A third point of view presents the argument that economics is basically a tool subject, useful as a background for students who are intending to go into business, law or engineering. Economics in this role serves the same function as biology is supposed to serve for pre-med students. Economics is also viewed as useful for students in related disciplines such as history and political science. From this point of view, the major function of economics teaching is to provide needed service courses for students who are primarily concerned with other professions and disciplines. Emphasis is therefore placed on providing information on how the economy functions in terms of its institutions and government regulations. Finally, there are always a number of staff members who feel that economics should be kept pure and untainted. From this point of view, economics is a professional discipline with a body of rigorous theory which must be mastered if one is to enjoy the essence of the subject. Abstractions are not necessarily the means to this end; they are in large part the heart of the subject. Since the proponents of this view consider that it is the integrity of the discipline which is at stake, they often put up strong resistance to the service concept of economics, and even object to the presentation of institutional material or to any orientation of an applied nature. Instead attention is focused on the type of material which a Ph.D. candidate in economics is expected to master.

The content of economics as taught to undergraduates reflects these divergent objectives. The major exposure of college students to economics comes, of course, in the basic elementary course. Typically, 50 to 75 per cent of undergraduates take the elementary course in economics. No more than 10 to 15 per cent of these become economics majors. And no more than two to three per cent of economics majors go on to graduate training in economics. Thus the number of potential professional economists is a very minute percentage of those taking the elementary course, yet in many ways at many institutions the course is created for these few. At the major universities which offer graduate training in economics, the elementary course is often taught by graduate assistants. These graduate assistants are aspiring to be professional economists, and they have a tendency to wish that their students shared these aspirations. In fact, the pride and joy of a teacher is a student who wishes to be just like that teacher, and in a profession where theory, abstraction and a high degree of specialization are status symbols, the results for the teaching curriculum are obvious. The energy and enthusiasm of graduate assistants is often very great, and they are anxious to impart to the students the full kit of abstract tools which they themselves have so recently mastered. The course must also serve all the other purposes.

It must present a wide range of contemporary economic policy issues and information about major economic institutions. It must provide a comprehensive survey of economics for that large body of undergraduates who will never take any more courses in the area. It must also equip the student who expects to major in the field of economics with the tools he will need for more advanced courses. In most institutions the elementary course is a prerequisite for all other courses in economics, and it is expected that higher level courses will build on the foundation of the elementary course. The result of all of these pressures is to produce a jumbled polyglot of topics which are jammed into an incredibly short span of time. The major benefactors of these basic courses are those who teach them, since they are forced to master and digest an enormous amount of material before they can present it. In fact, a graduate student’s training is not complete until he has taught the elementary course.

At institutions which do not have graduate students, elementary economics may be quite a different subject. The content of the course will depend a great deal upon the individual teacher. Where the course is taught by someone just out of graduate school, he will tend to behave like his recent colleagues, the graduate assistants, and in these cases he will face many of the same problems. In some institutions, however, the course may revolve around such practical matters as how the stock market operates and the problems of family finance. In other instances, the elementary course may be a propaganda piece on how well the free enterprise system operates and how all problems would be solved if we left everything to the invisible hand as described by Adam Smith.

Economics courses beyond the elementary level at almost all schools are generally considered the domain of senior faculty members, whether or not they are equipped to teach them. Every professor regards the course he teaches as his own private property and does not take kindly to suggestions by his colleagues. Rightly or wrongly, he considers himself the authority on the subject he teaches. If, for any reason, the course must be taught by someone else, as for instance when the regular teacher goes on leave, it is usually found that the same course differs considerably in scope, orientation and content.

Thus, for example, a course on money and banking taught by one instructor may cover a body of material on banking institutions, banking practices, problems of credit, and the money supply. Another instructor teaching the same course may disregard such material entirely and cover instead problems of employment, prices and output, with heavy accent on fiscal policy and income analysis. As a result, it is often necessary to supply the name of the instructor as well as the name of the course in order to understand what training a student has had.

Teaching materials probably play an even more important role in economic education than do teachers. Many students can educate themselves if they are assigned good texts and readings, even though their teachers are mediocre or poor, but it is difficult for even the best teacher to provide a good course in the absence of good teaching materials.

Unfortunately, teaching materials are normally produced as a by product of academic life, with a mere fraction of the total resources devoted to the educational process. In a course of 20 or 30 students, instructional costs amount to about $100 to $200 per student, but the total cost of teaching materials will rarely be more than $10 to $20 — and most of that goes to the paper and printing industries, not to the more intellectual factors of production. Authors usually receive 10 to 15 per cent of the total amount spent on teaching materials, or approximately one per cent of the total teaching cost for the course as a whole. The preparation of teaching materials, furthermore, is never considered a full-time job. There is a mass of material produced, but most of it is developed on the side a kind of moonlighting activity. The fact that textbook writing often attracts the best talent in the profession is due to the existence of relatively high returns for those few who can turn out successful texts. But even the best talents could do a much better job if textbook writing were not just a spare-time activity.

Textbooks, like platforms of political parties try to be all things to all people. They are designed to cover a multitude of purposes, and try to echo the most widely accepted doctrines in a manner that will offend no one. Teachers are supposed to pick and choose what they want to use, rearranging and adding. The resulting mixture is often an ill-adapted set of disjointed and heterogeneous readings, and much of the potentiality for a consistent and cumulative body of teaching material is lost. In some fields, notably physics and mathematics, there are indications that the profession is sufficiently concerned about this problem to provide an organized effort to improve the quality of teaching materials. In economics, however, the development of teaching materials still depends upon the invisible hand.

It is quite possible that a different mix of the factors of production and some innovations in the teaching process could be introduced which would greatly improve teaching effectiveness and provide a greater feedback in terms of the advancement of the subject itself. At the present time, it is not feasible for textbook writers to undertake major efforts to fill in gaps in knowledge. Economics texts rely heavily on causal empiricism and reasoning by analogy; their major effort is devoted to organizing and presenting existing knowledge. But the preparation of good teaching materials should involve devoting substantial resources to those problem areas to which adequate attention has not yet been given.

The dynamic factors which economics relies upon to explain productivity growth in other sectors of the economy, such as specialization, division of labor and the development of new techniques, are all sadly lacking in the preparation of the discipline’s own teaching materials, and production is essentially still a handicraft process.

There is no obvious solution to this problem, but one thing is certain: the present industrial organization of the teaching profession does not readily foster the kinds of approaches which are capable of yielding a solution.

It is very difficult to evaluate the impact of college level economics courses. In terms of the prevailing views on major economic policies, it would appear that the economic and political temper of the times is a more important factor than the level of intellectual enlightenment. A recession accompanied by substantial unemployment or a major threat to a nation’s security will be quite effective in making both voters and legislators doubt the validity and meaningfulness of traditional balanced budget precepts. But in a prosperous peacetime economy, these doubts evaporate, and college graduates who once were exposed to economics but who are now a part of the business community echo the “sound” doctrines around them, despite the fact that such doctrines would result in slower growth, smaller profits and future recessions.

Despite the obvious shortcomings of confused objectives and inadequate resources devoted to the preparation of teaching materials, economic education nevertheless does progress. Much of this progress is due to the development of the subject itself. From this point of view the future holds considerable promise.

With the introduction of electronic data processing and the development of statistical techniques, economists are now able to formulate and test hypotheses in a manner which has not heretofore been possible. Up to now economics has been an armchair discipline, depending mainly on logical reasoning and causal empiricism. Perhaps in the near future it can evolve into the social science it claims to be. Then and only then can the teaching of economics reach its true potential.

Source: U.S. Congress. Joint Economic Committee. Subcommittee on Economic Progress. Economic Education: Hearings before the Subcommittee on Economic Progress of the Joint Economic Committee Congress of the United States vol. 2, Selected Materials (1967),pp. 231-234. Originally published in Challenge (Special Issue “Economic Literacy in a Free Society”, March 1964).

Image Source:  Richard Ruggles, noted economic statistician, diesYale Bulletin & Calendar Vol. 29, No. 23 (March 23, 2001). Image smoothed using AI.

Categories
Columbia Industrial Organization Labor Socialism Syllabus Undergraduate

Columbia. Excerpt from Contemporary Civilization Syllabus. Industrial Problems, 1921

Columbia College’s freshman course on Contemporary Civilization, a.k.a. “CC”, has been a core element in the undergraduate experience for over a century. This is the second post providing an excerpt of the third edition of the course syllabus (1921) that should be of particular interest for economists. Topics include: industrial organization, regulation, organized labor, and alternate systems of economic control. As in the earlier post, links to all the items referenced have been added.

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Another Post from the Syllabus

Book III, Sections 1-5. Historical background of contemporary civilization, 1400-1870.

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BOOK VIII. INDUSTRIAL PROBLEMS

1. A survey of the prominent features of the modern industrial system.

  1. Private property.
    *Seligman, Principles of Economics, 125-138; *Hamilton, Current Economic Problems, 762-775; R.T. Ely, Property and Contract in their Relation to the Distribution of Wealth, Vol. I, 165-190.
    1. The meaning of the right of private property: the exclusive control over valuable things by private persons.
    2. Theories concerning the basis of property rights
      1. Occupation, or seizure.
      2. Natural rights.
      3. Labor.
      4. Legal theory
      5. Social utility.
    3. Property rights — rights vested in the owner of private property.
      1. Right of gift.
      2. Right of disposition by contract.
      3. Right of use.
      4. Right of bequest.
      5. Right of unlimited acquisition.
      6. Right to exclude.
    4. Limitations on property rights: social considerations limit the extent of private property rights.
      1. Right of use limited by principle of “eminent domain.”
      2. Right of use restricted by laws against “nuisances,” etc.
      3. Right of bequest limited by inheritance tax laws.
      4. Proposed limitations on the right of unlimited acquisition; the modern attitude toward great fortunes.
    5. Property and social authority. In the modern economic system private property is the chief basis of social authority and power.
  1. Competition as an economic principle. (See 3.A. below)

The doctrines of individualism and laissez faire are still regarded by modern business and industry as the basis for economic operation. It is felt that competition stimulates producers and protects both producers and consumers.

  1. The use of machinery and artificial power.
    *Marshall and Lyon, Our Economic Organization, 207-227; *Clay, H., Economics for the General Reader, 21-27; Marshall, Wright & Field, Materials for the Study of Elementary Economics, 158-160, 198-199.
    1. The standardization and mechanization of industrial processes and of industrial labor.
    2. Resulting tendency toward an elaborate technical division of labor, and toward a reduction of human effort to the simple repetition of a single operation. This mechanical character is typical of modern productive processes even where machinery is not employed.
    3. Limitations to the use of machinery.
      1. Unadapted to processes incapable of reduction to routine.
      2. Not applicable where tastes of individual consumers must be considered; the demand for quality and distinction.
  1. The factory system. (See above, p. 29.)
    *Hamilton, 112-113.
  2. The wage system.
    *Hamilton, 121-122; 617-619.
    1. The elaboration of the means of production has rendered ownership of the productive equipment by the laborers impossible under the present system.
    2. Modern industrial workers are thus in large part detached from direct personal control and responsible interest in the production and sale of commodities; dependent for livelihood upon employment as wage-workers by the owners of the means of production. The wage connection (“cash nexus”) the primary bond between the worker and his work. The proletariat.
    3. The mobility of labor under the wage system.
  1. The extensive use of capital and credit in promoting and conducting business and industrial undertakings.
    *Ely, Outlines of Economics, 212-230; *Hamilton, 110-112, 185-195, 206-208, 211-215; Clay, 97-104.
    1. Distinction between business and industrial units.
      1. The business unit: the unit of promotion and management. Types of business units.
        1. The individual business enterpriser.
        2. The partnership. (See (c) below.)
        3. The corporation. (See (c) below.)
      2. The industrial unit: the unit of production; the store, workshop, and factory.
    2. The necessity of capital and credit in industry today.
      1. The use of extensive plants and complicated machinery.
      2. The interval between production and sale may be long. Stock must be carried, workers must be paid, and other business and industrial expenses met in the meantime.
    3. Means of securing capital and credit.
      1. Individual and partnership enterprises.
        1. Use of capital of individual owners of the business.
        2. The use of bank credit.
          1. Banks as depositories of idle capital.
          2. Banks as agencies of credit.
      2. The corporation.
        1. Capital secured by sale of stock.
          1. Types of stock — common and preferred.
          2. The function and rights of stockholders.
        2. Capital secured by borrowing; the issuance of bonds.
          1. Types of bonds.
          2. The function and rights of bondholders.
      3. The use of bank credit.
    4. The relation of the business enterpriser (entrepreneur) to the owners of capital.
      1. The function of the promoter or organizer of a large corporation.
        1. The work of promotion.
        2. The relation of the promoter to the investors.
        3. The rewards of the promoter.
      2. The function of the executive officials of a corporation.
        1. The powers of the board of directors.
        2. The theoretical and actual relation of the directors to the investors and creditors.
      3. The possibility of misuse of power by the business representatives of owners of capital.
    1. The social importance of the separation of the actual ownership of property from direct control of that property.
      1. Corporate type of organization is breaking the direct relation of ownership between men and goods.
      2. Resulting change in the nature of the institution of private property.
  1. The dominance of large-scale enterprise in certain lines of industry.
    *Taussig, Principles of Economics, Vol. I, 49-66; Clay, 123-127. (Note — This section treats only the “legitimate” aspects of large scale production. Monopolies, combinations and “trusts” are treated under 3.B below).
    1. Marked increase in the size of the industrial unit within recent years.
    2. Reasons for the development of large-scale enterprises.
      1. Industrial reasons.
        1. Tendency toward increasing returns in industry.
        2. Advantages of standardization of product.
        3. Utilization of by-products.
        4. Economy of power.
        5. Greater division of labor possible.
        6. Scientific and technical research possible.
      2. Business reasons.
        1. Elimination of cost of competition.
        2. Selling advantages.
        3. Buying advantages.
        4. The stimulus of promoter’s profits.
    3. Restriction of the tendency toward large-scale production to certain industrial fields.
    4. Large scale enterprise and wide markets. As local specialization develops and the size of the productive unit increases, the entrepreneurs are driven to more distant markets to sell their produce. Large-scale enterprise is therefore dependent upon good means of transportation.
      1. Requirements for effective means of transportation.
        1. Speed: the importance of the time element in transportation, especially in the case of perishable goods. Refrigeration cars. Interest on invested capital while goods are in transit.
        2. Regularity: e.g. the milk supply of New York City. Commutation.
        3. Safety: passenger traffic, fragile goods.
        4. Cheapness: high rates reduce the size of the market. “Discriminating rates” in U. S.
          *Marshall, Wright & Field, 259-266.
        5. Elasticity: ability of the transportation systems to meet
          1. the peak-load requirements; e.g., coal in U. S. The after-the-harvest situation.
          2. the needs of the localities off the main lines of communication. The great increase in motor-truck transportation in the U. S.
      2. [Can the economic and social demands for means of transport be met by private companies? See 5.B.f below]
  1. The interdependence of all parts of the industrial structure.
    *Hamilton, 113-115, 204-205, 208-211; L. Alston, How It All Fits Together, 14-49.
    1. Industrial and geographical division of labor; resulting interdependence of different industries and regions. The whole industrial system thus constitutes what is in effect a single productive machine.
    2. The credit structure knits all modern business and industry together. The credit basis typical of modern business.
    3. Modern monetary and banking systems international in their scope.
    4. Manifestations of this interdependence: financial panics and industrial depressions. (Business cycles.) Railway strikes.

2. The organization of production: problems arising from the conflicting interests of certain of the agents of production.

  1. The agents of production.
    *Ely, Outlines of Economics, 116-130; *Clay, 46-63, 92-94; Seligman, Principles of Economics, 283-287; Seager, Principles of Economics (Second Edition), 122-169; Marshall, Wright & Field, Materials, 58-61, 106-108, 204-206.
    1. Natural agents: the basis of all production; the source of raw materials.
      1. Types of natural agents.
        1. Agricultural land.
        2. Urban land, furnishing sites for dwellings, stores, office-buildings, factories, etc.
        3. Forests.
        4. Mines and quarries.
        5. Waterways and harbors.
        6. Sources of natural power: wind, waterfalls, etc.
      2. Certain characteristics of natural agents.
        1. Incapable of material increase in amount.
        2. Different units may vary in productivity.
        3. Varying locations make different units more or less accessible.
    2. Labor: physical and intellectual activities conducing to production.
      1. Labor and natural agents are the two primary factors in production.
      2. The gain in efficiency secured by division of labor. (See above, p. 30.)
      3. Different individuals possess varying degrees of productive ability.
    3. Capital.
      1. Technical meaning of the term “capital”: goods produced by man and used by man to assist him in further production.
      2. The money value of capital goods not to be confused with the concrete capital goods.
      3. The function of capital in production.
        1. Increases the efficiency of man’s labor by enabling labor to be more effectively applied.
        2. Enables labor to be supported during the process of production.
    4. Business enterprise, or organization.
      1. The necessity of an organizer in modern production. In the modern highly complex industrial system natural agents, labor and capital have to be brought together and suitable arrangements made for their cooperation in the production of any desired commodity. The task has become especially important under modern industrial conditions, for the productive factors are in general separately owned.
      2. The function of the business enterpriser in production.
        1. To organize the factors in production.
        2. To evaluate the services rendered by each factor to his undertaking.
        3. To assume, in part, the business risks involved in the enterprise.
      3. The relation of the enterpriser to production under the corporate form of organization. (See above.)
      4. The work of the business enterpriser may involve labor of management, which is separately remunerated. The business enterpriser may invest his own capital, for which service he is also separately remunerated.
  1. The relation of the business enterpriser to labor; conditions underlying the labor problem; the conflict of interests.
    *Hamilton, 615-619, 628-635.
    1. The business interests of the employer.
      1. Maximum profits : ordinarily secured by
        1. Efficient and well-disciplined labor force.
        2. Low labor costs.
        3. Production on basis of market conditions. The process of production is normally subordinated to that of sale, for advantage must be taken of changing market conditions, (e.g., coal.) This may result in irregular production.
        4. Limitation of expenditures on plant to those which will increase profits.
      2. Complete control of his own business and of his working force.
    2. The interests of the laboring force.
      1. High wages.
      2. Short hours.
      3. Protection against industrial accident and disease by elimination of dangerous and insanitary working conditions.
      4. Regular employment.
      5. Participation as responsible agents in the industrial process.
    3. These competing interests, together with the necessity of cooperation in production, give rise to the labor problem.
  1. The machinery of agreement; methods of adjusting the conflict of interests.
    1. Individual versus collective bargaining.
      *Hamilton, 32-37, 636-640. M.R. Beard, A Short History of the American Labor Movement, 19-21; L.C. Marshall, Readings in Industrial Society, 560-569.

      1. The system of individual bargaining.
        1. The meaning of individual bargaining. Separate agreements made between employer and each of his employees as to wages and general conditions of employment; both parties to the contract free and equal agents; laborers free to work for any employer and to leave at will; employers free to employ any one they choose, and to terminate that employment at will.
        2. The assumptions underlying the system of individual bargaining.
          1. Laissez faire; the interests of the whole are advanced by allowing complete freedom to each individual. (See above: Competition, p. 71, and also below, p. 88.)
          2. Bargaining equality of employer and employee.
          3. The rôle of the employer in this concept of the industrial relation: a private individual engaged in a private enterprise, employing private property and subject to no control, except that furnished by business competition.
        3. Advantages claimed for the system of individual bargaining.
          1. Costs kept down and production increased by allowing full liberty to the employer.
          2. A mobile, elastic labor supply is thus secured. The employer is free to increase force when business is good, and to decrease force when business conditions call for limited production. The free and independent laborer, following his own interests will be found where he is wanted and when his labor is needed. Supply and demand given free play.
          3. Domination by organizations of laborers prevented when each man is free to bargain individually with the employer.
          4. Each individual worker secure in the superior advantage of his own efficiency.
        4. Defects charged to the system of individual bargaining.
          1. Fallacies in the assumption of complete equality between the parties to the bargain.
            1. The stakes at issue are not the same: for the employer it is a question of one employee more or less in any individual case; for the worker it is a question of the means of livelihood for himself and his family. He is thus forced to accept employer’s terms, and is not free to bargain in regard to them.
            2. The employee may be a minor, in which case there can be no equality of bargaining power.
          2. The system has resulted in the exploitation of minors and of many classes of male and female workers.
          3. The right of the employer to take on and discharge at will, depending upon business conditions, leads to irregularity of employment and consequent suffering on part of workers.
      2. The system of collective bargaining.
        Different interpretations of “collective bargaining.”

        1. The right of wage-earners within a given industrial unit (e.g., a factory or mine) to organize and to bargain with their employer through representatives elected from their own number.
        2. “The right of wage-earners to organize without discrimination, to bargain collectively, to be represented by representatives of their own choosing in negotiations and adjustments with their employers in respect to wages, hours of labor and conditions of employment.” (Resolution presented to Industrial Conference at Washington, October 22, 1910, by Labor Group.)
        3. The concept of full collective bargaining: bargaining between representatives of organized employees and of organized employers in a given industry. (e.g., New York Garment Workers; English Industrial Conference program.)

(The use of the system of collective bargaining, and its advantages and defects, will be considered in connection with the discussion of labor organizations below.)

    1. Collective bargaining further considered ; the combination movement in labor.
      1. Causes of the movement toward combination.
        *Hamilton, 619-622.
        1. Development of large-scale industry with increased use of capital after the Industrial Revolution led to a sharp differentiation between employers and workers, creating a class of industrial wage-workers divorced from the land. (See III.4.F)
        2. Weakness of the individual employee under a system of individual bargaining.
        3. Desire of workers to escape labor competition in regard to hours, wages, and conditions of employment. “The union organization attempts to cover the industrial field within which there is labor competition with respect to hours, wages, and conditions of employment.” Hoxie.
        4. Development of class consciousness among the permanent wage-workers. (The Communist Manifesto.)
      1. Main types of labor combinations. Labor unionism is complex, many-sided, and opportunistic.
        *Hoxie, Trade Unionism in the United States, 31-53.

        1. Structural division of labor combinations.
          1. The craft or trade union: an organization of wage-workers engaged in a single craft.
          2. The federation of craft unions.
            1. The local trades council.
            2. The state or district federation.
            3. National or international federation. In a federation the constituent organizations retain a large part of their individual independence.
          3. The industrial union: an organization of wage-workers employed in a given industry; attempts to unite skilled and unskilled in a single group. Industrial unions may be plant, local, district, national, or international, (e.g., the I.W.W.; the French syndicates.)
          4. The labor union: an organization of all workers in a given district regardless of craft or industry (e.g., The Knights of Labor).
          5. The “inside union” (employers’ union).
        2. Functional classification of unionism. (Hoxie.)
          1. Business unionism.
            1. Characteristics: trade conscious, conservative, aiming at immediate results, “more.”
            2. Methods: collective bargaining, trade agreements, strikes and boycotts as last resort, (e.g., R.R. brotherhoods.)
          2. Friendly or uplift unionism.
            1. Characteristics: conservative, law-abiding, idealistic.
            2. Methods: collective bargaining, mutual insurance, profit-sharing and cooperation, (e.g., Knights of Labor.)
          3. Revolutionary unionism.
            1. Characteristics: class conscious, radical in view-point and action, repudiating existing institutional order, and refusing to be bound by prevailing morals and laws.
            2. Methods: direct action, sabotage, strikes. Collective bargaining and mutual insurance regarded as conservative. (e.g., the I.W.W.)
          4. Predatory unionism.
            1. Characteristics: opportunistic, selfish and ruthless.
            2. Methods: may be those of open bargaining combined with secret bribery and violence (e.g., those of certain building trades organizations) or a secret “guerilla” warfare (e.g., that carried on by Bridge and Structural Iron Workers a few years ago).
      1. Labor combinations in the United States.
        Hoxie, Trade Unionism in the United States, 89-98, *103-135; Brissenden, The I.W.W.; C. H. Parker, The I.W.W., Atlantic Monthly, November, 1917; Marshall, Wright & Field, Materials for the Study of Elementary Economics, 668-694, 700-704.

        1. The early character of labor combination in both England and U. S. was idealistic, friendly, and altruistic. The members favored political action, cooperation and education. The Knights of Labor in the U. S. is an illustration.
        2. The American Federation of Labor.
          1. General characteristics.
            1. A loose federation of virtually independent unions. Because of the elastic character of the organization room has been found within the A.F. of L. for many diverse types of unions. Originally a federation of craft unions. Recently several industrial unions have been admitted to membership (e.g., United Mine Workers of America).
            2. Non-theoretical and opportunistic. Immediate results sought.
          2. Types of subordinate organizations.
            1. National and international unions.
            2. Local unions.
            3. Local and district councils: organizations of local craft unions in the same or allied industries to govern interrelations and deal with employers.
            4. City central labor unions: composed of delegates from the local unions of the A.F. of L. in a given city.
            5. State federation: organization of A.F. of L. union bodies within a given state.
            6. The departments: federations of allied national and international unions.
          3. Organic character of the A.F. of L.
            1. The annual convention, the sovereign power.
            2. The permanent executive council, to carry out the will of the convention.
          4. General functions of the A.F. of L.
            1. Administration of intercraft union affairs; settling jurisdictional disputes.
            2. Advancing labor’s interests by labor legislation.
            3. Maintenance of a labor press.
            4. Promoting the organization of wage-workers.
            5. Promoting the use of the union label.
            6. Mediation between unions and employers.
            7. Giving financial and moral assistance to unions on strike.
            8. Education and publicity.
          5. Weaknesses charged to the A.F. of L.
            1. Limited membership: less than 10% of workers.
            2. Lacks adherence of several strong unions, (e.g., R.R. brotherhoods.)
            3. Inability to organize laborers in great trust-controlled industries.
            4. Failure to organize and help unskilled labor.
            5. Jurisdictional disputes within A.F. of L.
            6. Tendency to pursue immediate results; opportunistic policy said to have limited its accomplishments.
            7. Craft form of organization not adapted to progressive specialization found in scientifically managed industries.
        3. The Railroad brotherhoods.
          1. General characteristics.
            1. Models of pure craft unions.
            2. Highly centralized control, disciplined membership.
            3. Skilled, specialized and highly paid membership.
            4. Conservative type business union.
            5. Recent tendency to change policy because of problem of government ownership of railroads — The Plumb Plan.
          2. Methods:
            1. Collective bargaining, trade agreements. Avoidance of strikes except as last resort.
            2. Legislation.
            3. Mutual insurance.
            4. Recent movement for Plumb Plan.
        4. The unions in the clothing industry.
          Budish and Soule, The New Unionism, 27-45, 256-273, 191-204.

          1. The nature of the clothing industry.
            1. Seasonal demand and seasonal unemployment.
            2. Highly competitive system and “contracting out” in small producing units.
            3. Prevalence of immigrant labor, large percentage of women.
          2. Union organization of the industry.
            1. Early prevalence of the sweat shop with low wages and bad sanitary conditions.
            2. Early failures to correct these evils by legislation and union organization.
            3. Rapid growth of unionism after 1914.
            4. The establishment of trade agreements and joint boards with impartial chairmen.
          3. Policies of the Amalgamated Clothing Workers as a type.
            1. Belief in industrial unionism.
            2. Ultimate aim to establish self-government and control in industry.
            3. Encouragement of collective bargaining, shop committees and “industrial government.”
            4. Opposition to sabotage as a hindrance to the training of the workers in self-government.
            5. Promotion of workers’ education and cooperative enterprises.
            6. Anti-restrictionist attitude toward immigration.
            7. Promotion of separate political action.
        5. Revolutionary Unionism.
          The types of labor combinations given above stand for the modification and improvement of the status of the laborer under the existing systems of government. Revolutionary unionism is opposed to the existing political as well as economic organization. It believes that no real improvement of the position of labor can take place under the present political regime. It is organized therefore with the expressed purpose of over-throwing the governments as they are, and reorganizing society so that labor will receive its proper share of the national dividend. The Industrial Workers of the World is the most prominent example of this form of labor combination in the U.S. (See 5.B.h.iv below. American Syndicalism: the I.W.W.)
      2. Labor combinations in Great Britain.
        S. & B. Webb, Industrial Democracy; G.D.H. Cole, An Introduction to Trade Unions; G.D.H. Cole, The World of Labor.
        British industry is rather thoroughly organized into unions of many varieties and types. Craft unions, industrial unions and general labor unions are found side by side, often competing for members in the same industry. Since these unions have grown up haphazardly, without control or direction, no common principle of organization is found. In England, as in the United States, there are two rival types at present contending for supremacy: craft unionism and industrial unionism.

        1. The growth in strength of organized labor in Great Britain.
          1. 1892: total population, United Kingdom, 40,000,000; membership of unions, 1,500,000; 4% of population organized; 20% of male manual workers organized; 3% of women workers organized.
          2. 1915: total population, 46,000,000; membership of unions, 4,127,000; 9% of population organized; 45% of male manual workers organized; 10% of women workers organized.
          3. In 1917 the total membership in the unions was 5,287,522.
        2. Types of labor organizations in Great Britain.
          1. The Miners’ Federation of Great Britain: a strong industrial federation.
            S. & B. Webb, Industrial Democracy, 51, 57, 146.
          2. The National Union of Railwaymen: an industrial union.
          3. Transport Workers’ Federation: a federation of unions among dock and vehicle workers.
            Webb, History of Trade Unionism, 499-502.
          4. Cotton, engineering (steel-working), and ship-building industries organized into a great many separate craft unions, of which the Amalgamated Society of Engineers (A.S.E.) is the most powerful.
          5. General labor unions: strong organizations including unskilled and general laborers in many industries. General labor unions have developed comparatively recently, for up to 1890 craft unions of skilled workers dominated the labor movement in Great Britain. The organization of unskilled workers has been carried forward rapidly since that date.
        3. Mechanism of unification and cooperation.
          S. & B. Webb, Industrial Democracy, 265-278.

          1. Trades’ councils; federations of local trade union branches in each particular district; workers in different industries included.
          2. National federations of trade unions: federal combinations of local or of national trade unions. These federations, many of them strongly centralized, add strength and unity to labor organization.
          3. The Triple Alliance: the first great inter-industrial federation in the British labor movement. A general alliance between the Miners’ Federation of Great Britain, the National Union of Railwaymen and the Transport Workers’ Federation to secure joint action in industrial disputes. The disintegration of the Triple Alliance in 1921. S. and B. Webb, History of Trade Unionism (1920), 516-517.
          4. The Trades Union Congress. (Approximately 75% of the membership of British trade unions are included in this Congress.)
            S. and B. Webb, History of Trade Unionism (1920), 561-575, 649-663.

              1. Character of the Congress: an annual conference of delegates from affiliated societies.
              2. The Parliamentary Committee of the Trade Union Congress. The central executive authority of the Congress.
                1. Limitation of powers, because it cannot enforce any obligation upon the affiliated unions.
                2. Resemblance to Executive committee of the A.F. of L.
              3. The functions of the Trade Union Congress and its parliamentary committee primarily industrial.
          5. The Labor Party. A federation of trade unions, socialist and other societies organized for purposes of political action. (See below: The use of the political weapon by labor.)
            Ogg, Economic Development of Modern Europe, 441-447.
        4. Policies and methods of British unions.
          1. Policies.
            1. Earlier policies: conservative uplift unionism.
            2. Radical character of recent policies: the fight for nationalization and participation in control. (See below.)
            3. The proposed use of the industrial weapon for political purposes.
          2. Methods.
            S. & B. Webb, Industrial Democracy, 796-806.

            1. Mutual insurance and benefits.
            2. Collective bargaining.
            3. Trade agreements; the standard rate.
            4. Legislation.
            5. Combined industrial action: the methods of the Triple Alliance.
    1. Combination among employers.
      *Hoxie, 188-206; Marshall, Wright and Field, Materials, 694-699.

      1. Types of employers’ organizations. There are many structural and functional types, corresponding closely to similar union bodies. In general, two main functional types may be distinguished.
        The conciliatory association, seeking to maintain industrial peace

        1. largely through bargaining and conciliation.
        2. The militant association, one of the chief objects of which is to break union organizations.
      2. Methods of militant employers’ associations.
        1. Effective counter organization, paralleling union structure.
        2. War on closed shop, by action and propaganda; blacklisting.
        3. Mutual aid; assistance given employers in time of strikes.
        4. Establishment of welfare plans, insurance and pension schemes which are subject to forfeiture in case of strike.
        5. Organization of counter-unions.
        6. The use of the law: injunctions and damage suits, etc.
        7. Methods of political action.
      3. Mediatory employers’ associations.
        1. Organization paralleling union structure.
        2. Collective bargaining and conciliation. (See below.)
      4. The employers’ associations and the principle of individualism. Significant departure from strict laissez-faire principles is involved in the formation of strong employers’ organizations.
    2. Relations between labor combinations and employers.
      1. Typical forms of collective bargaining in operation.
        *Hoxie, 254-275; Seager, Principles of Economics, 548-572; Taussig, Principles of Economics, Vol. 2, 313-322; Hamilton, 638-650, 663-666, 602-605, 731-739, 788-793; Marshall, Wright and Field, Materials, 683-691; Arthur Young, The International Harvester Industrial Council Plan; J. D. Rockefeller, Jr., The Colorado Industrial Plan.

        1. The “inside union”; collective bargaining with Works Committees. The Colorado plan; the Midvale plan; the International Harvester plan.
        2. Negotiation and trade agreements between organized workers and organized employers.
          1. Examples of negotiation in American industry: the bituminous coal situation; the garment workers.
          2. Subjects of negotiation and character of agreements reached. The principle of uniformity; the standard rate; the minimum wage.
          3. The legal character of trade agreements.
        3. Mediation, conciliation and arbitration by outside agencies as modes of securing industrial peace.
          Report of President Wilson’s Second Industrial Conference.

          1. Limited applicability. Questions of recognition of union and of open versus closed shop not usually open to arbitration.
          2. Boards of arbitration, public and private.
        4. Compulsory arbitration: employers and employees must accept decision of a judicial arbitration tribunal; the case of New Zealand.
          1. The object of compulsory arbitration: to prevent industrial stoppage due to strikes and lockouts.
          2. Difficulties of compulsory arbitration.
            1. Difficulty of enforcing findings against labor.
            2. In attempting to determine what are “fair” wages the tribunal must determine what are “fair” profits and “fair” interest. Whole distributive process thus subject to regulation.
          3. The present status of compulsory arbitration: the attitude of labor; the situation in New Zealand and Australia.
        5. Kansas Industrial Relations Court plan.
          Allen, Party of the Third Part.
          Some provisions of the law:

          1. Creation of a tribunal vested with “power, authority and jurisdiction” to hear and determine all controversies which tend to threaten the operation of essential industries.
          2. All essential industries must be operated with reasonable continuity. Permission to discontinue must be given by Court.
          3. Right of collective bargaining is recognized.
          4. Violations of the act are punishable by fine or imprisonment or both.
      2. The appeal to force.
        *Hamilton, 650-659, 677-680; Marshall, Wright & Field, Materials, 705-709; Adams and Sumner, Labor Problems, 175-212.

        1. The weapons of the unions.
          1. The strike in relation to collective bargaining.
            1. Definition: The refusal of a number of workingmen to sell their labor for less than a stipulated price or to work under other than specified conditions of employment, coupled with the refusal of the purchaser of that labor to accede to their demands.
            2. The sympathetic strike.
            3. The utility of the strike as a weapon for the attainment of union ends. The right to strike considered by labor to be an essential element in collective bargaining.
            4. Criticisms of the strike. Strikes and violence. Proposed laws prohibiting strikes.
          2. The ostracism of non-union workers.
          3. The boycott and the “unfair list”: means of discouraging the purchase of products of a hostile employer. The law against the boycott; the Danbury Hatters’ case.
        2. The weapons of the employer.
          1. The lockout.
          2. The black-list.
          3. The use of strike-breaking and detective agencies.
          4. The employers’ associations sometimes in a position to use the power of the state in breaking strikes.
      3. The weapons of revolutionary unionism. Disavowal of collective bargaining, conciliation, arbitration, and trade agreements.
        1. The strike.
        2. The general strike: a general stoppage of work in all industries.
          1. Attempts to utilize the weapon of the general strike in the past.
          2. The general strike as the weapon by which the revolutionary unionists hope to achieve their final objects.
        3. Sabotage; “Ca Cannie”; the “strike on the job.” The reduction of output by disabling machinery, working less efficiently, or destroying part of the product.
  1. Points of conflict between labor and capital and proposed solutions.
    *J. B. Andrews, Labor Problems and Labor Legislation, 23-44.
    (The discussion above has been confined largely to a description of the machinery of agreement, the means by which cooperation in production is normally secured. Some of the points at issue, other than that of collective bargaining, are now to be considered.)
    1. The struggle for higher wages.
      Hamilton, 586-602; 591-593; Marshall, Wright and Field, 643-647, 659-669; Seager, 583-590.

      1. Factors in the wage dispute.
        1. Earlier theories of wages according to which the remuneration of the laborer was fixed by agencies not in his control.
          1. Malthus and the subsistence theory of wages.
          2. The wages-fund theory.
        2. Wage levels in the early years of the Industrial Revolution. (See above, p. 30.)
        3. The standard of living and the fight for higher wages.
          1. Education and the standard of living.
          2. The struggle to maintain and to raise the standard of living an ever-present cause of conflict over wages.
          3. The standard of living and rising prices.
        4. The wage question and unionism. The standard rate an essential element in collective bargaining.
      2. Methods of adjusting wage disputes.
        1. Trade agreements as to wages. Such agreements constitute merely temporary solutions.
        2. Profit-sharing: an attempt to eliminate wage disputes, increase efficiency of workers and harmonize the interests of employers and employed by giving the workers a share in the profits.
          1. Types of profit-sharing.
          2. Advantages and defects of profit-sharing.
          3. Failure of profit-sharing to eliminate industrial disputes.
        3. Bonus and premium systems, involving additional rewards to exceptional men for added output.
          1. Object: increase in output without increase in labor cost per unit.
          2. Opposition of organized labor to these systems, based upon
            1. Tendency of such arrangements to weaken collective spirit in laborers.
            2. Danger of pace-making.
            3. Alleged cutting of rates by employers if earnings of men become large.
        4. The legal minimum wage.
          1. Definition: A minimum wage established by the state for work of a certain sort or workers of a certain class.
          2. The argument against the minimum wage: wages are automatically adjusted to the productive ability of the worker, and cannot be set above this point by legal enactment.
          3. The argument for the minimum wage.
            1. Exploitation of workers, especially women and children, must be prevented.
            2. Adequate standard of living must be maintained, and it is the duty of the state to see that this standard is not lowered.
          4. The application of minimum wage laws presents the problem of providing for the inefficient and the unemployable.
    2. The struggle for shorter hours.
      *Andrews, Labor Problems and Labor Legislation, 45-69; Hamilton, 784-787; Seager, 574-583; Goldmark, Fatigue and Efficiency; Marshall, Wright and Field, 716-721; Commons and Andrews, Principles of Labor Legislation, 221-286.

      1. The efficiency argument for short hours.
        1. Investigations concerning the relation of fatigue to efficiency.
        2. The experience of the war: the economy of short hours.
      2. Other arguments for short hours.
        1. Necessity of protecting women and children.
        2. Necessity of regulating hours in dangerous occupations.
        3. Short hours and democracy. Necessity of leisure for education and participation in the life of the democracy.
      3. The legal regulation of hours.
        1. Laws regulating hours of labor of children. State and federal legislation in United States.
          1. The federal law of 1916 forbidding interstate traffic in goods produced by children working long hours; set aside by Supreme Court.
          2. The federal tax on the profits of establishments employing children between 14 and 16 at night or for more than 8 hours daily. 1919.
        2. State legislation limiting hours of labor of women.
        3. Recent movements toward legal regulation of men’s hours. The Adamson railroad law establishing 8 hours as the standard for pay.
      4. Limitation of hours through collective bargaining.
        1. The 8-hour day being largely established through direct bargaining.
        2. The movement toward further reduction of hours: the 44-hour week.
      5. Increased productivity versus shorter hours.
        *Hamilton, 700-705.
    3. Conditions of employment.
      Andrews, Labor Problems and Labor Legislation, 69-82, 83-92; Hamilton, 566-570; 577-578, 584-586; Seager, Principles, 583-590; Seager, Social Insurance; Marshall, Wright & Field, 721-723; Ogg, Economic Development of Modern Europe, 568-641. Commons and Andrews, 323-382.

      1. Safety.
        1. General nature and causes of industrial accidents. Types of dangerous occupations.
        2. The cost of industrial accidents.
          1. The burden as borne by the workers; the theory that wages are adjusted to risk.
          2. Social results of this system.
        3. Methods of reducing the number of industrial accidents.
          1. Trade union regulations concerning working conditions.
          2. Industrial safety laws.
        4. Workmen’s compensation laws as a means of relieving the worker of the cost of accidents.
      2. Health.
        1. Nature and causes of occupational diseases.
        2. The improvement of working conditions and the reduction in amount of occupational disease through legal and trade union action. Prohibition of dangerous substances and regulation of working conditions.
        3. The movement for social insurance as a method of relieving the worker of the burden of sickness.
      3. Working conditions under the “sweat-shop” system.
        1. The evils of tenement house manufacture: congestion, unsanitary conditions, low wages, long hours, child labor.
        2. The fight against the sweating system.
    4. Scientific management.
      *Hamilton, 705-713; *Hoxie, 296-348; Marshall, Wright & Field, 219-233; Goldmark, Fatigue and Efficiency, 192-210; Marot, Creative Impulse in Industry, 29-55.

      1. The meaning of “scientific management.”
        1. The application to machines and workers of scientifically established laws governing the processes of production and the modes of payment for the purpose of increasing efficiency in industry.
        2. Time and motion study the method by which the facts and laws of efficient production are to be established.
          1. Narrow conception of time and motion study: an instrument for task-setting and efficiency rating merely.
          2. Broader conception: time and motion study as a method of analysis applicable to every feature of the productive and distributive process.
      2. Scientific management and production. Systematic scientific study of productive processes and methods affords possibility of great increase of world’s productive efficiency, a possibility which should be utilized.
      3. Scientific management in the mechanical and in the human sphere.
        1. The unquestioned success of scientific management in dealing with the mechanical, material factor in production; efficient mechanical arrangements and processes have been established.
        2. Inability of scientific management to discover objective laws of universal validity in regard to the human factor.
        3. Danger that scientific management will reduce workers to a little-skilled, interchangeable, unorganized mass.
          1. The tendency to extreme specialization.
          2. Traditional craft knowledge systematized in the hands of the employer; the workers’ skill vested in the foreman and manager.
          3. Established crafts and craftsmanship tend to break down.
      4. The opposition of organized labor to scientific management.
        1. Reasons given for labor opposition.
          1. Danger of narrow specialization and loss of craftsmanship.
          2. Undemocratic character of scientific management, with tendency to break down collective bargaining.
          3. Unfair character of tasks set and wages paid.
          4. Scientific management a device for increasing production and profits.
          5. Scientific management a speeding up and sweating system.
          6. Work under scientific management is monotonous routine.
          7. Continuity and certainty of employment lessened.
        2. Fundamental antagonism of scientific management and dominant type of modern unionism, the essential principle of which is uniformity.
      5. The problem of securing the benefits of increased productivity which scientific management can give, without reducing the status and craftsmanship of the worker.
        1. Antagonism of labor will persist if scientific management is used as an instrument for profit-making and exploiting the workers.
        2. Human defects of scientific management may in part be overcome by
          1. A broad and universally applied system of industrial education.
          2. Fuller and more intelligent participation by labor in the processes of industrial production.
    5. Insecurity of employment.
      Hamilton, 545-566, *547-549, 554-566; Marshall, Wright and Field, 709-715; W.H. Beveridge, Unemployment; Andrews, 7-21; F. C. Mills, Theories of Unemployment and of Unemployment Relief, 118-164.

      1. General causes of insecurity of employment.
        1. Seasonal fluctuations in the demand for labor.
        2. Cyclical fluctuations in the demand for labor.
        3. Necessity of labor reserve due to the casual character of employment in many industries.
        4. Changes in industrial structure resulting in decreased demand for labor of certain types.
        5. Deficiencies of industrial training.
        6. Old age and personal deficiencies.
      2. Results of insecurity of employment.
        1. Decreased productivity of industry.
        2. Evil effects of uncertainty of employment upon the worker.
        3. The evil of under-employment and under-nourishment.
        4. The development of the habit of casual employment.
        5. The migratory laborer a product of seasonal and casual demand for labor. Evil results of a migratory existence.
      3. Proposed methods of remedying insecurity of employment.
        1. The organization of the labor market. Haphazard hawking of labor should be replaced by systematic placing of labor through governmentally organized employment offices.
        2. The regularization of industry.
        3. Diversification of industries and systematic distribution of public work to offset fluctuations in demand for labor.
        4. Adequate industrial training.
        5. Unemployment insurance to protect worker during periods of unavoidable unemployment.
    6. Immigration in its relation to the labor problem.
      Hamilton, 496-527; 496-516; Frances Kellor, Immigration and the Future, 227-258. *See Appendix III, 4 (p. 146).

      1. The character of recent immigration to the United States contrasted with earlier immigration.
        1. Marked predominance of northern and western Europeans prior to 1890.
        2. The influx of southern and eastern Europeans since 1890; the stimulation of immigration by steamship companies and large employers of labor.
      2. Date of change in character of immigration practically corresponds with date of exhaustion of free land in U.S. Immigrants after 1890 thus became definitely laborers, rather than settlers and independent farmers.
      3. Problems arising from the changed character of recent immigration.
        1. Language and educational differences; the necessity of immigrant education today.
        2. Differences in standards of living.
          1. Inability of workers with high standards to compete with some of new arrivals.
          2. The forcing down of wages in unskilled occupations.
        3. Difficulties arising from the congestion of immigrant population in large cities; relation to unemployment and to the sweating system.
        4. Recent immigrants and organized labor.
          1. Occasional use of immigrants as strike-breakers.
          2. Difficulty of organizing immigrants.
          3. Successful organization of immigrants in certain industries within recent years.
      4. The problem of future immigration.
        1. Reasons advanced for curbing immigration.
          1. The alleged racial inferiority of certain types.
          2. The question of “hyphenated” Americans.
          3. The maintenance of the American standard of living.
          4. The danger of over-population and of forcing wages to a subsistence level.
          5. The difficulty of educating and absorbing large numbers of immigrants of a different culture.
        2. Arguments advanced for a continuance of our former immigration policy.
          1. There is no basis for the claim of racial inferiority of certain types.
          2. The United States must continue to furnish a haven for the oppressed of the world.
          3. American industries need a large supply of immigrant labor. More labor, not less, is needed, for overpopulation is a very distant danger.
          4. Immigrants make intellectual and moral contributions which are valuable to American democracy.
          5. Education and absorption will not be difficult if congestion in large cities is prevented.
        3. Proposed policies.
          1. The continuance of a selective immigration policy.
            1. Exclusion of paupers and illiterates.
            2. Prevention of stimulation of immigration.
            3. Perfection of machinery for educating and absorbing immigrants.
          2. Complete exclusion, permanently, or for a term of years.
        4. The recent immigration act, 1921.
    7. Recognition of the Union.
      The closed versus the open shop.

      1. Open shop with no recognition of unions.
      2. The closed shop with the closed union may result in a form of labor monopoly.
      3. The closed shop with the open union.
    8. Participation in management. (The demands of organized labor have in the past been confined in the main to questions of hours, wages and conditions of employment. Within recent years, however, questions of management and control have come within the scope of labor’s interest. In England and, to a lesser extent, in the United States, organized labor is now seeking to secure a share in the control of industrial undertakings, especially the large public service enterprises such as mining and transportation. This question is taken up below, in the section on “The problem of control in industry.”)

3. The organization of production: competition versus combination and monopoly.
*Clay, Economics for General Reader, 107-115; Seligman, 139-150. *Hamilton, 429-478; Seager, Chaps. XXIII, XXV.

  1. The meaning and significance of competition.
    1. The doctrine of laissez-faire in industry; its importance during the nineteenth century. The basis of laissez-faire: the belief that an individual in seeking to advance his own interests is thereby, “as if led by a hidden hand,” advancing the interests of society.
    2. The meaning of modern business competition: the struggle to obtain the largest possible amount of wealth in exchange for commodities produced or services rendered.
    3. Competition the regulating factor by which the flow of economic goods is directed.
    4. Relation between competition and cooperation: both a conflict and a community of interests between individuals and groups in the modern economic system.
    5. The extent of competition today.
      1. Limitations placed on competition by government.
      2. Limitations placed on competition by agreement and combination between competitors.
      3. Inherent limitation because of the unnecessary expenses of competition in advertising; duplication of plant and services.
      4. Ultimate limitation claimed by some, who point out the general waste and social loss resulting from unregulated competition. This loss is illustrated by over-production, unequal, “unfair” and cut-throat competition.
  1. Combination in business and industry.
    (Note — Monopolistic control may be obtained by forcing competitors out of business either by underselling or by taking them into a combination. The latter form has been the more prominent in recent years.)
    1. The movement toward combination in recent years.
      1. Causes of movement toward combination. (See above.)
      2. Forms of combination.
        1. The selling agreement.
        2. The pool.
        3. The trust.
        4. The holding company.
        5. The giant (unified) corporation.
      3. To what extent has the movement toward combination been a natural one and to what extent a forced one?
    2. Advantages of combination.
      1. General advantages of large-scale production. (Cf. above.)
      2. Monopolistic or semi-monopolistic advantages due to limitation of competition and partial or complete control of prices and markets through the complete or partial limitation of the supply of the monopolized commodity.
    3. Disadvantages of combination.
      1. Difficulty of adequate supervision and control.
      2. Tendency toward loss of personal initiative among employees.
      3. Burden of uneconomical charges carried (e.g., promotors’ profits, “water” of various types, etc.).
  1. Competition versus combination in relation to the consumer
    1. Productive advantages of combinations in certain industries and avoidance of competitive charges make possible a lowering of price to consumers.
    2. If a combination secures a monopolistic or semi-monopolistic position extortionate prices may be charged. Thus competitive charges may be in some cases lower and in some cases higher than those of a combination. The problem is: How may the advantages of large-scale production be secured without placing unregulated monopolistic power in the hands of combinations? Governmental action has been found necessary to secure this.
  2. The attitude of the state toward combinations.
    1. The historical development of governmental policy.
      1. The early attempts to enforce competition and to prohibit combination. Anti-trust laws: the Sherman Act, 1890, prohibiting monopolies and combinations “in restraint of trade.”
      2. The recognition of the necessity of permitting combination in certain fields; the problem of regulating combination.
    2. The present situation in the United States.
      1. The Clayton Act; reenforces the Sherman Act and makes illegal
        1. Intercorporate stockholding when the effect may be to lessen competition.
        2. Interlocking directorates.
        3. Discriminatory trade practices.
      2. Federal Trade Commission; vested with wide powers of investigation and supervision.
  1. Proposed solutions of the Trust problem.
    1. Regulatory remedies.
      1. Full publicity.
      2. Strict prohibition of unfair competition.
      3. Prevention of monopolistic practices.
      4. Federal incorporation.
      5. Strict regulation by government commissions.
    2. Remedies involving greater changes in the industrial system. (Government ownership, and socialistic and syndicalistic proposals are discussed below.)

4. Problems connected with the distribution of the annual social income.
King, Wealth and Income of the People of the United States, 154-167; Ely, Outlines of Economics, 384-405; Seager, Chap. XI; Seligman, 352-431; Clay, 279-354. See Appendix, III, 5, (p. 147).

  1. General statement of the problem. The total volume of goods produced each year constitutes an annual flow of consumable commodities and services which are apportioned among the agents of production. A share goes to the owners of the natural agents, a share to the owners of capital, a share to the laborers, and a share to the business organizers of production — the entrepreneurs. Money income is merely a claim to a share in the distribution of commodities and services which constitute the real income of an individual or a group. Many of the current economic problems arise from disputes concerning the right of certain of the agents of production to shares in this distribution, and from attempts of the different agents to increase their own shares. As the organizing factor in production the business enterpriser evaluates the services rendered by each of the other factors. Payment of the shares in distribution to the other agents is made through him. The fundamental question in distribution is: What determines the amount the business enterpriser must pay to each of the other agents and the amount he may keep for himself?
  2. Briefly stated, the following are the principles on which distribution takes place today:
    1. The owners of the natural agents of production receive a share in the social income which is called rent. The amount of the rent paid the owner of any particular piece of land depends upon the relative advantage resulting from the utilization of that piece, as compared with others. This differential advantage may be due to
      1. Favorable location.
      2. Fertility (or richness, as in the case of mines). Payment to the owners of these natural agents is based upon the fact of possession. The question as to whether the owner inherited the site, bought it when it was worth little and held it till its value increased, or bought it at its present value with money earned by his own labor has nothing to do with his receipt of a share in the social income, under the present distributive system.
    1. Interest. The owners of capital receive a return which is called interest. The amount of interest paid at any time for the use of a given amount of capital depends upon the amount of available capital in existence and upon the strength of the demand for the use of it. Business men are willing to pay for the capital borrowed because, by the use of capital, the productiveness of labor is increased (e.g., a man with a plough is more effective in tilling the soil than a man with a pointed stick). It is believed that the stimulus of interest is necessary in order to promote saving. Interest is paid to the owner of capital irrespective of the means by which he may have acquired ownership, whether by personal abstinence, inheritance, gift, or other means.
    2. Wages. The share of the annual income paid for labor, physical or mental, is called wages. In general, those who receive this form of income may be divided into six non-competing groups, set off from each other by differences of education and training, environmental differences, and differences of inborn gifts:
      1. Unskilled day laborers.
      2. Semi-skilled workers.
      3. Skilled workmen.
      4. Clerical workers.
      5. Professional workers.
      6. Salaried business managers.

Within each of these groups wages tend to a rough equality. The wage received by an individual within any group is fixed, in general, somewhere between a lower limit set by the standard of living (a standard of bare physical subsistence in the lowest group) and an upper limit determined by the relative degree of efficiency or indispensability of the labor constituting that group. This degree of indispensability will depend upon his productive ability, upon the number of workers within the group of equal productive ability, and upon the character of the demand for workers of that particular type. The point at which wages will be fixed between these two limits is determined by the relative bargaining power of employers and workers.

    1. Profits. The share in income which the business enterpriser receives is called profits. It is a residual share, left over after the other agents of production have been paid. Profits vary greatly in amount depending upon the degree of risk undertaken, the extent to which competition or monopoly operates in a given industry, and the degree of exceptional efficiency found in a given individual. Competitive profits tend to disappear, insofar as true competition operates, but profits based upon a monopolistic advantage do not.
      Summary. The distribution of the annual social income today is thus, in general, based upon the strategic strength of the position occupied by the owners of the various agents of production. Those individuals or groups which are in a relatively strong position, whose services are indispensable, (or relatively so) for any one of a number of reasons, secure a relatively high return. Those whose services are less indispensable, due to weaker demand for their products, greater number of competitors, lower efficiency, receive a lower return. The degree of indispensability, it is important to note, may depend upon personal efficiency, or upon any one of a number of other factors.
  1. Arguments advanced to justify the present distributive system.
    1. Distribution under the present system is based upon competitive efficiency. Society gains by giving high prizes to the highly efficient.
    2. Inequalities of capacity must be recognized; corresponding inequalities of reward are justified.
    3. The various distributive shares at present criticized, such as interest, rent, profits, high salaries, are necessary to secure the services called forth — thrift necessary for accumulation of capital, effective use of land, and high business ability.
    4. Such payments as do not represent services (as rent) are necessarily involved in the retention of the system of private property, and are therefore legally and economically justifiable.
  1. Arguments advanced against the present system of distribution.
    1. Distribution today is based chiefly upon the power to take, and only secondarily upon productive efficiency. Accordingly not all shares in distribution serve as stimuli to production.
    2. Men would save their surplus money, use their land effectively, and develop their individual capacities to the full without the bribe of a special pecuniary reward.
    3. Rent, in particular, does not arise as a result of personal effort and therefore should belong to the community as a whole.
    4. The stimulus of profits has perverted business enterprise from the production of commodities as the chief end to that of profit-making, with a consequent loss to the consumers. Greater profits may be made in some cases by limiting production than by increasing production.
  1. Proposed changes in the system of distribution.
    *Russell, Proposed Roads to Freedom, 86-110.
    1. Continuance of present system, insofar as payments are based upon efficiency and productive ability, but with state appropriation of unearned increments; limitation of great fortunes and of rights of inheritance; the use of taxation as a means of correcting distributive injustice.
    2. [Socialistic and communistic ideals. (See below, p. 94.)
      1. Distribution on the basis of need; i.e., approximately equal distribution, irrespective of work performed.
      2. Distribution on the basis of sacrifice; payment based on irksomeness of various occupations.]

5. The problem of control in industry.

  1. [The present system of control and management in industry: a brief restatement.
    1. Chief characteristics of modern system
      1. The system of private property.
      2. The four-fold division of function in production.
      3. The status, and degree of initiative, responsibility and control resting in each of the agents of production.
      4. The importance of large-scale industry today.
    2. Advantages claimed for the present system of management.
      1. Strong and efficient leaders reach the top and exercise power.
      2. Scope given for initiative and individual ability.
      3. Quantity production secured.
      4. Prices kept down by rigorous competition for markets.
      5. Compatible with human nature; strong instincts of acquisitiveness and pugnacity satisfied in a competitive system based on private property and survival of the strongest.
    3. Defects charged to the present system.
      1. Characterized by inefficiency in production.
        1. Duplication of services; competitive waste.
        2. Business side of industry over-developed at expense of productive efficiency; production subordinated to profits.
      2. Chaotic system of distribution; lack of order and system in marketing organization.
      3. Periodic breakdowns (financial panics and business depressions) constitute a fundamental weakness.
      4. Many individuals performing no useful service continue to share in the social income, while many productive workers continue to live in poverty.
      5. An autocratic rather than a democratic form of government exists in industry.
      6. Continual labor unrest affords evidence that the present industrial system does violence to human nature.
  1. Proposed solutions of the problem of industrial control.
    1. Competitive individualism: continuance of the nineteenth century system without state interference.
      1. Conditions involved in this type of solution.
        1. Maintenance of full private property rights.
        2. Restoration of complete freedom of competition.
        3. Restoration and maintenance of individual bargaining; denial of right of collective bargaining; refusal to recognize labor organizations.
      2. Advantages claimed for competitive individualism. (Cf. above.)
      3. Difficulties involved in this solution. (Cf. above.)
        1. Recent changes in industrial structure, type and size of modern industrial unit, development of corporate form of organization, large scale enterprise, render impossible the maintenance of such a system.
        2. Return to this individualistic system impossible in view of present unrest.
    2. Continuance of present system of control; amelioration of labor conditions and limited degree of regulation of industry by the State.
      Object: The maintenance of the advantages of the present competitive system and the avoidance of competitive excesses by state protection of labor and state regulation of competition and monopoly. ‘The New Freedom.’
    3. Continuance of present system of management with collective bargaining in matters of wages, hours, and general conditions of employment.
      1. Collective bargaining in the organized trades today. (Cf . above.)
      2. Trade union control under this system.
        1. Negative character of trade union control; union rules and regulations necessarily restrictive, in that direct and positive control is exercised by the employer.
        2. This control, though negative, constitutes an important factor in the management of industry today.
      3. Inability of trade unions and industrial unions as at present organized to take over more effective control.
        1. Faulty organization; jurisdictional disputes.
        2. Lack of effective coordination between unions.
        3. Lack of adequate leadership.
        4. Technical experts and managers not included in union organization.
        5. The difficulty of securing capital.]
    4. Full collective bargaining, with a share in control vested in labor; the English program.
      *Hamilton, 716-729; Memorandum of the Industrial Situation after the War, (Garton Foundation), 158-175.

      1. Recognition and encouragement by the State of organization on the part of employers and workers.
      2. The National Industrial Council: a national council to secure joint action between representative organizations of employers and workers, prevent and adjust industrial disputes, and to serve as official consultative authority to the government upon industrial relations.
      3. Machinery of organization within each industry. The Whitley scheme.
        1. Joint Standing Industrial Councils (National) composed of representatives of employers and employed in each industry.
        2. District Councils: representative of trade unions and employers’ associations in each district.
        3. Works Committees: representative of management and workers in particular plants.
      4. Functions of Works Committees, District Councils and National Councils.
        1. To deal with questions of hours, wages and conditions of employment.
        2. To provide security and continuity of earnings and employment.
        3. To provide for technical education, training, and industrial research.
        4. To deal with proposed legislation affecting the industry.
      5. The advantages and limitations of the Whitley Plan and similar proposals: attitude of organized labor.
    5. The Cooperative system.
      Seager, Chap. XXXI; S. and B. Webb, A Constitution for the Socialist Commonwealth of Great Britain, 248-263.

      1. The object of cooperation: the elimination of the managing employer and of private profits; general policy settled and risks assumed by cooperators as a body; ownership and control vested in a body of cooperating equals.
      2. Cooperation in retail and wholesale trading; success of the Rochdale stores and the Schulze-Delitzsch societies.
      3. Cooperation in production. Comparative lack of success in this field.
        1. Character of operations fundamentally different from those of retail trading and banking.
        2. Difficulty of carrying on production on large scale, due to lack of capital.
        3. Failure to secure capable leaders.
      4. Cooperative Credit Societies.
    6. Government ownership of great public service industries (nationalization); control by joint boards representing workers, managers, and public.
      1. The proposed organization of the English coal mining industry; the Sankey Report.
        *Coal Industry Commission Act, 1919 Second Stage, Reports, 5-26.

        1. State purchase of coal royalties and coal mines.
        2. Control by councils of workers, consumers and technical experts, under the general supervision of a Ministry of Mines; the National Mining Council, District Mining Councils, and Local Mining Councils.
      2. The Plumb Plan for railroad re-organization in the U.S. [Plumb Plan Weekly: Vol. I, No. 1; Vol. I, No. 2; Vol. I, No. 3; Vol. I, No. 4; Vol. I, No. 5; Vol. I, No. 6; Vol. I, No. 8; Vol. I, No. 9]
        *The Sims Bill. [Representative Thetus Sims of Tennessee was the ranking Democrat of the House Interstate Commerce Committee]

        1. Government purchase of all railroad systems, on basis of capital invested.
        2. Administration.
          1. Operation of roads by a board of fifteen directors, five representing the public, five the managers, five the classified employees.
          2. Rate-making by Interstate Commerce Commission.
        3. Division of surplus between government and employees, provided that if surplus exceeds a certain percentage of the operating revenues, rates must be reduced; deficits to be met by government.
      3. The present status of the Sankey scheme and the Plumb Plan. Significance of these proposals.
    7. Collectivism: ownership and control of all industrial undertakings by the state; State Socialism.
      *Hamilton, 847-860; *Russell, Proposed Roads to Freedom, 1-31; Ogg, Economic Development of Modern Europe, 477-567; Gide and Rist, History of Economic Doctrines, 407-479.

      1. The general principles of Socialism.
        1. Abolition of private property in the means of production (land and capital), with retention of private property in articles of personal use. Collective (State) ownership of means of production.
        2. Administration of collectively owned industrial system through a democratic political organization.
        3. Abolition of wage system as at present constituted.
      2. The basic doctrines of Marxian Socialism.
        1. The materialistic interpretation of history. All human phenomena can be explained in terms of the underlying material facts of life. Irresistible economic forces shape human history.
        2. The law of the concentration of capital. Capitalistic undertakings tend to become larger and larger; small competitive enterprises tend to disappear, and to be replaced by great trusts.
        3. The class war. Increasing concentration of capital leads to division of society into two great classes, the capitalist class and the wage-earning class, bourgeoisie and proletariat. Between these two classes a struggle will go on until all wage earners combine, locally, nationally and internationally, and take over the ownership and control of land and capital for the common good. View of Marx that this process of concentration of capital, increasing misery, class war and ultimate social control is natural and inevitable, a working out of irresistible economic forces. The Communist Manifesto. The great influence of Marx on socialist thought.
      3. Other types of socialistic doctrine; the Fabian policy of securing reforms and collective ownership gradually, by the use of constitutional methods; the Socialist Party in politics.
      4. The Socialist program today; arguments advanced for a Socialistic organization of industry, and objections to it.
    8. Syndicalism: ownership and control by the workers in each industry. (See above: The Industrial Workers of the World.)
      Russell, Proposed Roads to Freedom, 56-85; Kirkaldy, Economics and Syndicalism; Gide and Rist, 479-483; Brissenden, The I.W.W., 155-177, 259-282.

      1. General principles of syndicalism.
        1. Organization of industry by the workers as producers, not as consumers. The industry as the unit of ownership and control; ownership by organized labor.
        2. Substitution of industrial (direct) action for political action; boycott, union label, strike, and sabotage. The general strike the chief weapon.
        3. Destruction of the state.
      2. Syndicalism in practice.
        1. French syndicalism: The C.G.T.
        2. [American syndicalism: The I.W.W] (See iv below.)
      3. Syndicalism as a working principle of industrial organization; advantages claimed for it and objections to it.
      4. The Industrial Workers of the World.
        C. H. Parker, The Casual Laborer.

        1. Their principles.
          1. Class conflict. “The working class and the employing class have nothing in common. Between these two classes a struggle must go on until the workers of the world organize as a class, take possession of the earth and the machinery of production, and abolish the wage system”: Preamble of the I.W.W. Constitution.
          2. Abolition of the wage system.
          3. Organization on industrial instead of craft lines.
            1. The doctrine of working class solidarity, “One Big Union.”
            2. The organization of the unskilled together with the skilled; opposition to labor aristocracy.
          4. Accomplishment of ends by direct industrial action.
            [Note: A seceding wing of the Industrial Workers of the World (Detroit Branch) favors political action, but the dominant group (Chicago Branch) disavows political organization.]
          5. Ultimate complete control of the industrial system by the workers; control of the political system will necessarily accompany industrial control.
        1. The structure of I.W.W.
          1. The local industrial union.
          2. The District Industrial Council.
          3. The International Industrial Department.
          4. The General Executive Board.
            1. Power originally strongly centralized in the Executive Board.
            2. The movement toward decentralization; present weakness of the central authority.
        2. Method and tactics of the I.W.W.
          1. Direct action; various forms of direct action; sabotage.
          2. Free speech fights as means of propaganda.
          3. The general strike.
        3. The I.W.W. today.
          1. Membership.
            1. Confined to textile, steel, lumber, mining, farming, railroad construction and marine transportation industries.
            2. Majority of members migratory unskilled workers; a radical, militant, relatively unstable group recruited from industries characterized by irregularity of employment and bad working conditions.
            3. Numerical strength: not over 60,000 members at present. Actual influence not measured by paid-up membership.
          2. The I.W.W. as a social phenomenon; conditions and causes of its existence.
          3. Weaknesses of the I.W.W.
            1. Inability to maintain stable membership.
            2. Organic weaknesses due to internal conflict.
              1. Centralization of power versus decentralization.
              2. Constructive industrial unionism versus the revolutionary ideal of uncontrolled agitation, “guerilla” warfare against authority.
            3. Financial weakness.
            4. Membership unfitted for constructive endeavor.
          4. The future of industrial unionism in the United States; the agitation for industrial unionism in the A.F. of L.; dual unionism versus “boring from within.”
    1. Guild Socialism: a compromise type of organization, standing between collectivism and syndicalism.
      *Russell, 80-85; G.D.H. Cole, Self Government in Industry; S.G. Hobson, Guild Principles in War and Peace; *Hamilton, 860-870, G.D.H. Cole, Guild Socialism, 187-195.

      1. General principles of guild organization.
        1. Ownership of the means of production by the State, as trustees for the community.
        2. Management of industrial undertakings by guilds or workers in each industry, acting also as trustees for the community; payment of tax or rent to State.
        3. The Guild Congress: a body consisting of representatives of all National Guilds, and having supreme authority in industrial matters.
        4. Parliament to retain supreme authority in political matters; Parliament to represent consumers.
        5. Joint Committee of Parliament and Guild Congress to deal with conflicts arising between the two bodies; Joint Committee to reconcile interests of producers and consumers.
        6. Adjustment of prices by Joint Committee.
        7. Adjustment of pay within each industry by the National Guild controlling that industry.
      2. Guild socialism as a possible working principle; advantages claimed for it; objections to it.

Source: Columbia University. Introduction to Contemporary Civilization — A Syllabus, (Third edition, 1921), pp. 70-96.

Image Source: Cover of Labor Problems and Labor Legislation by John Bertram Andrews (1919).