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Barnard Columbia Economics Programs Gender Undergraduate

Columbia. Splitting the costs. Department of Economics v. Barnard College, 1906-9

 

The growing pains of the modern university can be seen in attempts to mould ad hoc understandings made earlier into long-term, binding, and explicit rules and regulations. We see this in E. R. A. Seligman’s untiring reminders to the Columbia University central administration and to Barnard College deans as to how to manage the legacy of having first hired John Bates Clark to fill a Barnard position while swapping Clark Barnard hours with the Department of Economics in the Faculty of Political Science hours, either by having department professors offer courses in Barnard College or by allowing Barnard women to take Columbia College or graduate courses. It was complicated, leaving plenty of room for misunderstandings. Seligman can be seen in the following memo and letters to have been one smooth intra-university operator. Still we come away (at least hearing his side of the story) that he would neither give nor take an inch. His motto apparently: Pacta sunt servanda.

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MEMORANDUM AS TO PROPOSED CHANGES IN THE FINANCIAL ARRANGEMENT BETWEEN BARNARD COLEGE AND COLUMBIA UNIVERSITY IN RESPECT TO THE DEPARTMENT OF ECONOMICS. [Carbon copy, 1906]

I. HISTORICAL STATEMENT.

In 1895 a friend of Barnard College established for three years the Professorship of History and the Professorship of Economics, on the understanding that each of these departments should offer a corresponding amount of separate instruction to Barnard seniors and graduates, and that the Barnard Corporation would endeavor to maintain these Professorships after the expiration of such term. It was arranged that these professors should lecture at Columbia as well as at Barnard, and that for every course given by them at Columbia, a course should be given at Barnard by them or their departmental associates. The normal number of lectures by a professor was fixed at six; so that the Professor of Economics gave 2 hours at Barnard, the other four being supplied by his colleagues.

In 1898 Barnard College agreed to continue those professorships; and as a recognition of the action of the Barnard Trustees, the Faculty of Political Science decided to open to women holding a first degree, the graduate courses in History and Economics.

When Barnard College was incorporated into the educational system of the University, this arrangement was perpetuated. The 5th and 6th Sections of the Agreement of June 15, 1900, read in part, as follows:

“On and after January 1st, 1904, all of the instruction for women leading to the degree of B.A. shall be given separately in Barnard College……Barnard College will assume as rapidly as possible all of the instruction for women in the Senior year ****** and undertakes to maintain every professorship established thereof or an equivalent therefor shall be rendered in Barnard College; and when means allow, establish additional professorships in the University which shall be open to men and women, to the end that opportunities for higher education may be enlarged for both men and women.

The University will accept women who have taken their first degree on the same terms as men, as students of the University and as candidates for the degree of M.A. and Ph.D. under the Faculty of Philosophy, Political Science and Pure Science, in such courses as have been or may be designated by those Faculties, with the consent of those delivering the courses.

From the foregoing it is clear that so far as the Faculty of Political Science is concerned the opening of the University courses to women was in return for the establishment and maintenance of the professorships, and Barnard College thus declared itself ready to pay one-third of the salary of the professors of Economics, at that time three in number. In addition, Barnard College paid for the Junior work under the Department of Economics.

On this basis the whole system has reposed and has been continued. Changes in the personnel have been made in the mean time, and the instruction given to Juniors by the Department of Economics has been strengthened. Two professors, (or as during this year a professor and an instructor) have taken the place of what was originally an assistant. These changes, which called for an additional outlay on the part of Barnard College, were made with the consent of Barnard.

The Department of Economics and Social Science as it existed up to last spring, has kept strictly to the letter of the agreement. At an earlier period Professor Giddings had agreed to give at Barnard College a course in sociology in return for a suitable compensation. In 1900, however, he ceased to be paid an additional sum and his two hours were counted with the consent of Barnard College toward the six due from the Department, the other four being provided by Professors Seligman and Clark. In 1902 two additional hours were given at Barnard College by the new instructor, Professor Moore. Since then the Department has provided six hours of instruction at Barnard College, (two hours by Professor Clark, two by Professor Seager, and two by Professor Giddings.) It has given an additional two hours by Professor Moore to the Seniors, and it has put the Junior work in the hands of Professors Moore and Johnson (this year [word torn off from corner] Moore and Dr. Whitaker.) Every course given to the Columbia College undergraduates is duplicated at Barnard College, with the exception that it seemed unwise to the Barnard authorities to give the course on Taxation and Finance as being somewhat too remote from the interests of the Barnard undergraduates. The substance of this course is however included in that given by Professor Seager. This explains the fact that 12 hours are given at Barnard College whereas 14 hours are given at Columbia College. This arrangement was made with the consent of the Barnard authorities. In 1906 again with the consent of Barnard College, Barnard Seniors were admitted to the course of Prof. Giddings at Columbia, the Barnard course being discontinued. This arrangement has, however, not yet received the permanent sanction of the Faculty of Political Science.

Although Barnard College is not only getting all that was bargained for at the time, and although it has in addition the services of a full professor for both Senior and Junior work (Prof. Moore.), and although the proportion of the original expense of the Department of Economics paid by Barnard College was at the outset considerably over e4%,–being one-third of the salaries of the professors plus a payment for the Junior work, the proportion of the total expense of the Department of Economics and Social Science borne by Barnard College has now been reduced to 29.19%, Barnard paying at present $8350 out of a total budget of $28,600.

 

Barnard pays:

Columbia pays:

Seligman $5000
Giddings $5000
Seager $3500
Moore $1750
Clark $5000 Devine $3500 University Courses
Moore $1750 Simkhovitch $500
Whitaker $1600 Tenney $1000
$8350 $20250 Total $28600

 

In other words Barnard College receives more than it originally did and pays proportionately less.

 

II. WHAT SHOULD BE THE SHARE OF BARNARD COLLEGE.

Up to the year 199[blank] Barnard College made a money contribution to Columbia for each of the women graduate students enrolled, under the Faculties of Political Science, Philosophy, and Pure Science. In that year the money contribution was abandoned, and since then women graduate students have paid their fees directly to Columbia. It might be claimed by Barnard College that this new arrangement absolved it in future from all financial responsibility for or interest in the purely university (graduate) work. This claim is however, negatived by the provisions of the agreement of June 15, 1900 still in force, whereby Barnard College obligated itself to “maintain every professorship established at its instance” and to “establish additional professorships in the University upon foundations providing for courses which shall be open to men and women.” These contractual obligations are in no wise impaired or weakened by the modification subsequently introduced in the method of payment of fees by women students.

It might again be claimed that the financial obligations of Barnard are reduced whenever a Senior course, hitherto repeated at Barnard, is given only at Columbia, but open to Barnard Seniors. This claim, however, is likewise inadmissible if the change be made by and with the consent of Barnard College. For as long as the Barnard undergraduates receive the instruction, and as long as the Barnard authorities consent for any reason, that this instruction be given at Columbia, the financial obligation cannot be deemed to be impaired. As a matter of fact, this situation has not permanently arisen in the department of Economics and Social Science. In only one case, that of the Senior course by Professor Giddings, has a purely provisional arrangement been made for the year 1906-’07, with the understanding and the express statement on the part of the Barnard authorities that this would make no difference whatever in the financial arrangement for the year. It was on this understanding that the scheme was provisionally ratified by the Faculty of Political Science.

No opinion is here expressed by the Department of Economics as to the desirability of opening Senior courses at Columbia to Barnard students. It may be that for pedagogical reasons it is desirable in some cases to repeat courses at Barnard, or in other cases to admit Barnard Seniors to the Columbia courses. It may also be desirable to utilize the services of a professor, hitherto repeating a Senior course at Barnard for instruction in one of the lower classes at Barnard. But whatever decision may be reached by the Barnard authorities in conjunction with the Department of Economics, it is clear that this will not change the financial obligations of Barnard, as long as the Barnard undergraduates receive the same amount of instruction as before.

If it be maintained that the existing contract should be abrogated, the question arises: What share should Barnard College in equity contribute to the expenses of the Department? This question may be discussed on the basis of the number of hours given by the members of the department at Barnard College, at Columbia College, and in the University courses which are open to men and women graduates.

In any such computation it must be recognized that some part of the cost of the graduate instruction should be borne by Barnard College. For, irrespective of the existing contract, it cannot be claimed that women ever possessed a right to share in the advantages offered by an institution, originally established and endowed for the instruction of men without making some proportionate contribution to the support of that institution. The force of this argument is strengthened when it is remembered that every student costs the University more than he or she pays and that every increase in the student body entails the necessity of increasing the teaching course and of providing additional lecture rooms, educational appliances and library facilities.

It is for this reason that in any estimate of the share of the University expenses which is to be borne by Barnard College, a proportionate share of the expense of graduate instruction should be allotted to that institution.

On this assumption, the figures would be as follows:

 

Hours given

Barnard College

Columbia College

University

Clark

2

2 (109-110)

3 (205-6 & 291)

Seligman

3 (1 & 101-102)

3 (203-4 & 292)

Seager

2

2 (105-106)

2 (233 & 289)

Moore

3

1 (104)

2 (210 & 255)

Whitaker

3

4 (1-2)

Giddings

2

2 (151-152)

3 (251-2 & 279)

12

14

13

 

For undergraduate instruction

For Professors giving undergraduate instruction

Barnard pays:

Columbia pays:

Seligman

$5000

Clark

$5000

Moore

$1750

Moore

$1750

Seager

$3500

Whitaker

$1600

Giddings

$5000

$8350

$15250

=Total $23600
In addition Columbia pays for Purely University work

$5000

Grand Total

$28600

Total hours given as above by Professors giving undergraduate instruction = 41.

There is thus chargeable to:

The University 15/41 of $23600 = $8635 + $5000 = $13,635
Columbia College 14/41 of $23600 = $8,058
Barnard College should pay 12/41 of $23,600= $6907
                                                + 1/3 of $13,635= $4543[sic]
$11450

 

Barnard gets 12 hours to Columbia’s 14 and both share equally in the University work, although Barnard is here charged with only 1/3, not ½ of the purely university expenses. Yet Barnard pays $8350 instead of $11,450.

In the above computation Barnard College is charged with 1/3 of the purely university instruction because this was the proportion as arranged when the original professorship was established. On the basis, however, of the actual enrolment of women students the obligation of Barnard College would be slightly less. In the year 1906-07 there re-enrolled (not counting duplicates) in the purely university courses 60 women out of 251 students or 23.90%, i.e. roughly ¼. The contribution of Barnard College on this basis ought then to be: 12/41 of $23,600 = $6,907 + ¼ of $13,635 = $3,490 [sic, should be $3409] or a total of $10,316 in lieu of $8350, the present payment.

 

III. THE REDUCTION CONTEMPLATED BY BARNARD COLLEGE.

Although the authorities of Barnard College have not yet formulated any definite scheme it is understood that they have in contemplation a plan which calls on the one hand for a considerable reduction of the contribution, and on the other hand, the opening to Barnard Seniors of several Senior courses at Columbia College to make good the reduced facilities at Barnard College. In other words, Barnard College does not propose more opportunities with the same contribution as hitherto, nor does it demand the same opportunities with a smaller contribution; but it suggests more opportunities with a smaller contribution.

In considering the contemplated proposition of Barnard College it must finally be remembered that the Department of Economics has been built up on the assumption that the original scheme would be adhered to. All the instructors giving courses in Barnard College have been called with the advice and consent of Barnard College. Some of them have been put in part on the Barnard salary list. The contractual obligation “to maintain the professorships established at its instance” clearly attaches to the new professorships, which were established in 1902 in the department of Economics at the joint instance and expense of Barnard and Columbia. Any financial comparison between the Department of Economics and other departments on the basis of relative hours of instruction given at Barnard College is not pertinent in view of the contractual obligations hereinbefore recited. Barnard College entered at the outset into a definite contractual relation which has been perpetuated by the agreement of 1900 and which has not been impaired by the minor changes of 190[blank] hereinbefore referred to. Above all, the admission of women to university courses was arranged as a quid pro quo, and is specifically restricted in the agreement of 1900 to such courses “as have been or may be designated by these Faculties, with the consent of those delivering the courses”.

It is sincerely hoped that no action will be taken that might imperil this arrangement and that Barnard College may see its way, if not to make what it here suggested as an equitable contribution, at all events to maintain the status quo so that on the one hand Columbia may not be made to assume a still heavier burden, or that on the other hand the department of Economics may not be seriously crippled in its endeavor to provide adequate instruction at Columbia and Barnard alike.

Source:  Columbia University Libraries, Manuscript Collections. Papers of Edwin Robert Anderson Seligman. Box 36, Folder “Barnard 36-37”.

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Letter of Seligman to Gill [carbon copy]

New York, December 30, 1906.

Miss Laura D. Gill, Dean,
Barnard College, Columbia University
New York City.

My dear Miss Gill:

Your letter of December 13th was received shortly before the Holidays. In reply, I would say that several weeks ago, at the request of the University authorities I submitted to the Committee on Education of Columbia University a detailed memorandum giving facts and suggestions as to the financial arrangements between Barnard College and Columbia University so far as the Department of Economics is concerned. That matter has now passed out of my hands entirely.

Let me however call your attention to the fact that these suggestions contained in your letter will require action not alone by the Department of Economics, but also by the Faculty of Political Science, as well as by the Faculty of Columbia College. If the recommendation contained in my memorandum to the Trustees were carried out, I think that I could urge the Department of Economics to prevail upon the Faculties concerned to take action in accordance with your wishes; but I am quite decidedly of the opinion that until some definitive financial arrangement is entered into between Barnard College and Columbia University, so far as the Department of Economics is concerned, it will be hopeless for the Department of Economics to expect any action whatever on the part of the Faculties concerned; and without such action nothing could of course be done.

Again assuring you of my readiness to co-operate with you and to take up the matter with the Department and with the respective Faculties as soon as we can learn from the Committee on Education what the financial arrangements are for next year,

I remain
Very respectfully yours

[E.R.A. Seligman]

 

Source:  Columbia University Libraries, Manuscript Collections. Central Files 1890-. Box 338, Folder 13 “Seligman, Edwin Robert Anderson 7/1904-12/1910”.

____________________

President Butler to Seligman [carbon copy]

December 28, 1908

Professor E. R. A. Seligman,
324 West 86 Street,
New York

My dear Professor Seligman:

I beg to hand you for your information an important letter which I have received today from the Acting Dean of Barnard College. Mr. Brewster points out that Barnard, under the present arrangement, is not securing its just due in the matter of economics teaching. Will you give this matter your attention and offer such suggestions as seem to you appropriate as to how the situation can be bettered?

Very truly yours,
President

 

Source:  Columbia University Libraries, Manuscript Collections. Central Files 1890-. Box 338, Folder 13 “Seligman, Edwin Robert Anderson 7/1904-12/1910”.

____________________

Seligman to President Butler

Columbia University
in the City of New York
School of Political Science

January 4, 1909

President Nicholas Murray Butler,
Columbia University, City.

My dear President Butler:

In reply to your letter of December 24th, 1908, I take pleasure in stating that I had a very satisfactory talk with Acting Dean Brewster a few days ago. I am enclosing to you herewith copy of the letter which I have sent to him as to the historical development, and which explains itself.

As to the new scheme, permit me to state that in my Budget letter I assumed that there would be hereafter in the second term in the Junior course at Barnard, four sections, as is now the case in the first term. It was on that assumption that I made the recommendations as to assistants.

I quite agree with Acting Dean Brewster that if the situation is to remain as at present, namely, nine hours in the first term and five hours in the second term, the new Adjunct Professor will be entirely competent to take charge of this. That would mean an average of seven hours per week, and as he is to do three hours’ work at Columbia that would mean a total of ten hours per week, which is not excessive. This would, however, reduce the Budget at Barnard from $2,700 to $2,500.

On the other hand, if, as there now seems to be some possibility, the Committee on Instruction of Barnard College decides to make the second term work nine hours (with four sections) the Acting Dean of Barnard agrees with me that the work will be a little too much for one man, and that he ought to have the aid of at all events the part time of an assistant.

Upon the decision to be reached, however, depends therefore the final recommendation of the Department for the assistants in the University as a whole. If no assistance is required at Barnard College the Department of Economics will be able to get on, although with some difficulty, with one high-class tutor, for his work will be to take charge not only of three of the four sections at Columbia, but also of the three new sections in the School of Mines, and this would mean the assumption by Columbia of his salary of $1,000. On the other hand, if the additional work is taken up at Barnard, it will be imperative to have a second man as assistant, at a salary of $500., as the amount of work to be done will be entirely too much for one tutor. We should then arrive at the final conclusion reached in my original Budget letter, which is the employment of two men, at a joint salary of $1,500., in addition to the new Adjunct Professor. What part of this salary of $1,500 is to be paid by Barnard, is, of course a matter on which I am not asked to express an opinion.

Permit me to say in conclusion that I am deeply sensible of the cordial way in which the Acting Dean of Barnard has accepted the propositions of the Department for the improvement of the work. Under the scheme as outlined not only will the work be, I think, entirely satisfactory to the authorities of Barnard College, but it will also be a considerable improvement at Columbia. The Department of Economics will be very glad indeed to adjust itself to whichever of the two alternative schemes may be adopted by Barnard: the one being the maintenance of the present situation calling for an appropriation for assistants of $1,000., to be paid entirely by Columbia, the other—involving additional work at Barnard—calling for an appropriation of $1,500 for assistants, to be defrayed in part by Barnard College.

Respectfully submitted,
[signed]
Edwin R. A. Seligman

Source:  Columbia University Libraries, Manuscript Collections. Central Files 1890-. Box 338, Folder 13 “Seligman, Edwin Robert Anderson 7/1904-12/1910”.

____________________

Seligman to Brewster [carbon copy]

January 4, 1909

Professor William T. Brewster,
Acting Dean, Barnard College, City.

My dear Sir:

I have the honor to acknowledge receipt of a letter of December 24, 1908, from President Butler, enclosing your letter of December 23, 1908, in which you refer to the courses offered by the Department of Economics at Barnard College.

As the existing situation is the result of steps taken by the administrative authorities of Barnard College and Columbia University, and as these agreements and instructions were never embodied in formal written documents, I venture to send you a written statement of the history of the case, in the hope that this letter may be put on file with the original agreement, in order that the question as to the interpretation of the original agreement may be settled, if it should again arise in the future.

The original agreement made with Professor Clark and the Faculty of Political Science, when he was called to the University in 1895, was to the effect that for every hour given by him at Columbia a member of the existing Columbia staff should give an hour at Barnard College. Under this agreement it was arranged that Professor Clark should give two hours at Barnard and four hours at Columbia. Of the four exchange hours due to Barnard, two were given by Professor Giddings and two by Professor Seligman. Several years later, when Professor Seager was called to Columbia, he took the courses previously given by Professor Seligman.

In the year 1905 when the Chair of the History of Civilization was founded at Columbia University, an arrangement was effected between the Dean of Barnard and the President of Columbia University, whereby the two hour course of Professor Giddings, given at Barnard, was transferred to Columbia, the Columbia course being now, however, open to Barnard students. This was recognized as a substantial equivalence, and since that time the Barnard students have been coming to Professor Giddings’ course at Columbia.

When Professor Henry L. Moore was called to the University in 1902 an arrangement was made whereby a portion of his work was to be done at Barnard in return for the payment of aa portion of his salary b Barnard College. Under this arrangement Professor Moore offered a two hour course to the Seniors at Barnard College, and took general supervision of the Junior work in Economics, which was, however, actually carried on by assistants. Several years later, as the Junior work at Barnard was not entirely satisfactory, the Dean of Barnard College suggested that Professor Moore give up his Senior course and in exchange take an active part in the lecturing and teaching of the Juniors at Barnard. This suggestion was adopted, and as the number of sections gradually increased at Barnard the work was finally divided between Professor Moore and two assistants, the class being divided into four sections in the first term and into two sections in the second term. As a compensation for the Senior course which was now dropped by Professor Moore, the Dean of Barnard College suggested that courses 107-108, given by Professor Seligman at Columbia University be open to Barnard students. This suggestion was adopted by the Department, and ratified by the Columbia Faculty, and has continued ever since.

What I desire especially to emphasize is the fact that in no case did the initiative for any of these changes come from the Department of Economics, but that in every case the initiative came either from the Dean of Barnard College or from the President of Columbia University in conjunction with the Dean of Barnard College. The Department of Economics has been at all times willing and anxious to live up to the terms of the original and supplemental agreements, and has in every case been glad to adopt the suggestions of the authorities of Barnard College. It so happens that during the present year Professor Seager is on his Sabbatical leave of absence, and that Courses 107-108 were not given at Columbia; but this is an exceptional situation, including the $5,000 salary of Professor Clark, with the corresponding work given in exchange at Barnard, the number of hours of instruction given at Barnard are economics A, 9 hours, Economics 4, 5 hours, or an annual average of seven hours per week. The salary list has been $2,700.,–$1,700 for Professor Moore and $1,000 for two assistants. This is an average of less than $400 per hour, and if we include Courses 107-108 at Columbia, which were open to the Barnard students when the supplemental agreement was made, it would reduce the cost per year to considerably less than $400, which I understand is the average in other Departments.

The new scheme of courses which has been elaborated by the Dean of Barnard College to take effect next year, meets with the entire approval of the Department of Economics, and is outlined in another letter a copy of which I have the honor of submitting herewith. I venture to hope, however, that this statement of the historical development of the situation may be put on file, in order to show that the Department of Economics has at all times endeavored to abide loyally by the spirit of the agreement between Barnard College and Columbia University.

Respectfully submitted,
[stamped signature: Edwin R. A. Seligman]

 

Source:  Columbia University Libraries, Manuscript Collections. Central Files 1890-. Box 338, Folder 13 “Seligman, Edwin Robert Anderson 7/1904-12/1910”.

Image Source:  Barnard College, Columbia University. Boston Public Library, The Tichnor Brothers Collection.

 

 

 

Categories
Race Undergraduate

Fisk. Senior Year text in Political Economy was F.A. Walker’s Advanced Course, 1892-93

 

This post takes Economics in the Rear-View Mirror in a rather different direction. Instead of helping to establish the chronology of the economics curriculum at major universities in the United States, I was curious to see if I could find out something about the economics taught at one of the historical “schools for colored people”. As luck would have it, I was able to quickly find a catalogue of courses for Fisk University from the 1892-93 academic year at the hathitrust.org internet archive. This happened to be the first year of operation of the University of Chicago so I read through the catalogue where I was reminded that an 1888 graduate of Fisk University was none other than W. E. B. DuBois who went on to complete his Ph.D. at Harvard University on the history of the slave trade.

So for W. E. B. DuBois fans out there, backcasting it is quite likely that his first course in political economy was taught by Erastus M. Cravath (see the personal sketch and early history of Fisk University below, also  memorial addresses were published as a pamphlet). Furthermore his textbook for the course would likely have been the “advanced course” version of Francis A. Walker’s Political Economy (2nd edition, 1887). 

However for the 1883-84 academic year one finds that political economy was confined to the second term of the senior year with the textbook:  Elements of Political Economy by Francis Wayland (recast by Aaron L. Chapin, D.D.), 1878. Maybe this was what was still taught when DuBois was an undergraduate instead of two-terms with Walker’s “advanced course”. We’ll see if someone can find a catalogue for 1887-88.

_________________

Senior year course at Fisk University, 1892-93

Rev. Erastus M. Cravath, D. D.
President, and Professor of Mental and Moral Science, Logic, and Political Economy.

College Department. Classical Course, Senior year (Fall and Spring terms).

Political Economy.  Advanced Course (Walker).

Source: Catalogue of the Officers and Students of Fisk University, Nashville Tennessee, for the Scholastic Year 1892-93.

_________________

PERSONAL SKETCH.
REV. ERASTUS MILO CRAVATH, D.D.
PRESIDENT OF FISK UNIVERSITY, NASHVILLE, TENN.

Born July 1st, 1833, in Homer, N. Y., of Huguenot ancestry on the father’s side. His father, Orin Cravath, was one of three men to form the Abolition party in Homer, his home was a station of the “underground railroad,” and the son learned the first lessons concerning slavery from the lips of runaway slaves.

His father was a farmer, and the son received the usual common school education, and at seventeen entered the Homer Academy. As his father had been one of the earliest supporters of Oberlin College, the son went to Oberlin in the fall of 1851 where he remained nine years, graduating from college in 1857, and from the theological seminary in 1860.

He taught school during the winters, and largely supported himself through college and theology; was married to Ruth Anna Jackson, a Quakeress in unbroken line (from the time of George Fox) of Kennett Square, Pa., in September, 1860, and settled at Berlin Heights, Ohio, as pastor of the Congregational Church. He entered the Union army in December, 1863, and served with his regiment in the army of the Cumberland during the Atlanta campaign and in the battles of Franklin and Nashville, and was mustered out with the regiment at Nashville in June, 1865. He returned to Nashville, October 3d, 1865, as Field Agent of the American Missionary Association.

The first work done was in connection with the purchase of the land for the Fisk school, which became headquarters for his field work, starting schools at Macon, Milledgeville and Atlanta, Ga., and at various points in Tennessee. He became District Secretary of the American Missionary Association at Cincinnati, September, 1866, and in 1870 Field Secretary at the office in New York City; in 1875 he became president of Fisk University spending three years abroad with the Jubilee Singers, returning to the University in 1878; since which time he has remained at Nashville in the discharge of the duties of the presidency.

Source:  The American Missionary (February 1894), Vol. XVIII. No. 2, p. 76.

_________________

EARLY HISTORY OF FISK UNIVERSITY

Fisk University was founded by the American Missionary Association, of New York City, and is still under its fostering care.

In October, 1865, Rev. E. P. Smith and Rev. E. M. Cravath were sent, under its auspices, to Nashville, Tenn., for the purpose of opening a school for colored people. In searching for a location, their attention was called to the United States Hospital, west of the Chattanooga depot, which was about to be sold, as no longer needed for the use of the army. After due consultation, the ground on which the buildings stood was purchased for $16,000.

Gen. Clinton B. Fisk, who was then in command of the Freedman’s Bureau, entered heartily into the work of helping to establish the school, hence the name, Fisk University. The school opened with interesting exercises January 9, 1866, under the auspices of the American Missionary Association and the Western Freedman’s Aid Commission, which was then represented in Nashville by Prof. John Ogden.

The Jubilee Singers.

At the founding of the school, Mr. George L. White, who was on the staff of General Fisk, volunteered to give instruction in vocal music. Gradually a few select voices were developed and a choir formed. When the time came that a new site and permanent buildings for the University must be secured, a variety of circumstances pointed to Mr. White and his little company of singers as the best means of securing one building, which was at the time all that was hoped for. Mr. White had been for more than three years the Treasurer and Business Manager of the University.

With much hesitation and many doubts, they went out October 6, 1871, having little money and no experience. After struggles for many months, which cannot here be detailed, they won success, resulting in the purchase of the present site of the University and the erection of Jubilee Hall from the proceeds of concerts given in this country and in Europe during seven years of nearly continuous labor. They have also, by solicitation, obtained books, apparatus, works of art, and collections for the museum.

 

Source: Catalogue of the Officers and Students of Fisk University, Nashville Tennessee, for the Scholastic Year 1892-93, p. 71.

Image Source: Rev. Erastus Milo Cravath from from Graham Moore’s webpage “Cast of Characters for The Last Days of Night “.

 

 

 

 

Categories
Harvard Syllabus Undergraduate

Harvard. Principles of Accounting. Davis, 1915

 

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

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

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

______________________

HARVARD UNIVERSITY
ECONOMICS 1b2, 1915

Lectures. 

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

Text-books.

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

Problems.

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

Laboratory Work.

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

Hour Examinations.

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

Grading.

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

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

Consultation Hours:

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

 

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

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

 

 

 

Categories
Chicago Exam Questions Fields Undergraduate

Chicago. Comprehensive Exams in Economics for B.A., 1941

 

 

One presumes that a departmental comprehensive examination would cover material that would be expected of any student going on to graduate studies in economics.  The comprehensive examination for Harvard economics majors from 1953 has been previously posted as has Swarthmore’s comprehensive examination for 1931.

A few things worth noting:

  • Henry Simons and Paul Douglas were apparently enough at odds with each other’s economics to be unable to come up with a single principles examination in Part I.
  • Both accounting and basic statistics shared equally in the quantitative Part II.
  • Either U.S. or European Economic History was required to be one of the three field examinations in Part III. A student could even take both economic history examinations, so one can say economic history was very much part of the common core for economists-in-training.
  • From today’s perspective it is interesting to find that “transportation” was a field still having equal status with “labor” and “government finance”.

According to a handwritten note attached to the following comprehensive exam was used four times:  Spring 1940, Winter 1941, Autumn 1941, and (with slight correction) Winter 1942.

__________________

PART I

COMPREHENSIVE EXAMINATION FOR THE BACHELOR’S DEGREE IN ECONOMICS

(Start each new subject in a new examination book)

The comprehensive examination in Economics is divided into three parts:

PART I — Time: Approximately 2 ½ hours.

(a) Principles of Economics
(b) Principles of Money and Banking

PART II — Time: Approximately 2 ½ hours.

(a) Elementary Accounting
(b) Statistics

PART III — Time: Approximately 3 hours.

Write on either (a) or (b) and two other subjects. One of these may be the second subject in Economic History.

(a) Economic History of the United States
(b) Economic History of Europe
(c) Labor
(d) Government Finance
(e) Transportation

 

 

PART I

(a) Economic Principles

Write on either examination A or examination B. In view of the difference in reading lists, examination A is offered primarily for those who did their work in Economics 209 with Mr. Douglas, while examination B is for those who had this course with Mr. Simons.

Examination A.
(Answer all questions.)

  1. Describe in some detail why the demand curves for the products of an industry are negatively inclined and give and illustrate the formula for the measurement of elasticity.
    Why, under atomistic competition, is the demand curve for the products of an individual firm of infinite elasticity and indicate by graphs what forces determine equilibrium for the individual firms (a) with no alternation in their number, (b) in the longer run, where the numbers of firms may vary but where there is no change of the scale of the individual plant, (c) in the still longer run when both the numbers and the scale of plants vary.
  2. Discuss and illustrate equilibrium under conditions of “imperfect competition,” showing (a) the role of average and marginal revenue curves, (b) average and marginal cost curves. Discuss both short-run and long-run equilibrium and the light such conclusions throw upon whether competition is or is not desirable, the proper role of the state, etc.
  3. Trace the theory of production, showing the relative effect upon product of changes in the quantities of the three factors of production, i.e., land, labor and capital, and the steps by which the theory of distribution can be derived from the theory of production.

 

Examination B.
(Answer both questions.)

  1. (50 points)
    In an isolated community there are two kinds of land, and only one product, wheat. There are 100 farms of each The labor supply is homogeneous—i.e., all workers are equally efficient. There is private property in land and free contract for labor. Labor services are bought and sold only in units of one laborer per year. The markets for both labor and land (unless otherwise specified) should be assumed to be freely competitive.
    The table below shows the amounts of wheat which can be obtained from onesingle farm of each grade, with different numbers of laborers per year.
Number of Laborers Output on A-grade Farm Output on B-grade Farm
1 1,000 900
2 1,800 1,200
3 2,400 1,400
4 2,900 1,550
5 3,300 1,650

The labor population is 450 — all workers will seek to be fully employed at any wage rate above zero.

a. What will be the wages per man? Explain why.

b. What will be the rent of farms of each grade?

c. Explain how the productivity (product increment) of an A-grade farm may be determined.

d. What would happen to wages and rents if an output tax of 5 per cent were imposed upon the production of wheat?

e. What would happen to wages and rents if a tax of 100 bushels per farm were levied, the tax being payable by owners?

f. Suppose a minimum wage law is passed and enforced, requiring the payment of at least 700 bushels per year for labor. What will be the effect on total employment and on rents?

g. Suppose that workers on the A-grade farms organize into a trade union and enforce a minimum wage of 700 bushels per year on the A-grade farms. What will happen to rents? To numbers of workers employed on A-grade farms? To the wages of workers not employed on A-grade farms?

h. Suppose that workers organize only on the B-grade farms and enforce there a wage of 700 bushels per year. What will happen to rents? To wages on the A-grade farms?

  1. (50 points)
    Indicate the conditions or circumstances under which each of the following relationships is likely to obtain, in the short run if not in the long run, and explain briefly in each case:

    1. Marginal revenue is equal to price.
    2. Price is equal to average expense (total cost per unit) but far in excess of marginal expense.
    3. Marginal expense, for the industry as a whole, fare exceeds marginal expense for the individual firm.
    4. All firms in a highly competitive industry are maintaining outputs at which their average-cost curves are falling (negatively sloped).
    5. All firms in a highly competitive industry are maintaining outputs at which their marginal-expense curves are falling.
    6. The price of a productive service is equal to its product increment times product price.
    7. The price of a productive service is much less than its product increment times product price.
    8. The price of a productive service is much less than its product increment times marginal revenue (for the firm).
    9. The total output of all firms in an industry is such that marginal revenue, for the industry as a whole, is negative.
    10. Marginal expense and average expense are equal but both are far in excess of product price.

 

(b) Principles of Money and Banking

(Answer all parts in questions 1 and 2; if time permits answer question 3.)

  1. (25 points)
    The following statements are to be completed by filling in the blanks with the most nearly correct of the suggested answers:

    1. Excess reserves of the member banks of the Federal Reserve System are currently about _______ million dollars. (100; 1,000; 1,500; 3,500; 18,700)
    2. The Federal Open Market Committee consists of _______ (5; 7; 9; 12;19) members, of which (1; 3; 5; 7; 12) are members of the Board of Governors of the Federal Reserve System and the remainder selected by ____________________ (President of the U.S.; Board of Governors; U.S. Secretary of the Treasury; directors of the Federal Reserve banks).
    3. In recent months holdings of U.S. Government securities (direct and guaranteed) by the Federal Reserve banks have totaled about _______ million dollars (25; 500; 2,500; 6,000).
    4. A member bank in downtown Chicago is at present required to hold with its Federal Reserve Bank an actual net balance equal to _______ (10; 13; 17½; 22¾; 26) per cent of its net demand deposits.
    5. If the U.S. Treasury were to shift its present deposits from member banks to the Federal Reserve banks, excess reserves of member banks would probably _______ (increase; decrease; remain unchanged) and excess reserves of the Federal Reserve banks _______ (increase; decrease; remain unchanged).
    6. The Board of Governors of the Federal Reserve System is authorized to decrease existing reserve requirements for reserve city member banks to a minimum level of _______ (5; 13; 17½; 20; 100) per cent against its net demand deposits.
    7. The total volume of hand-to-hand money in circulation in the U.S. (in the hands of the public and in banks’ vault cash) has recently been approximately _______ (600; 8,000; 10,000; 50,000) million dollars, of which approximately _______ (0; 5; 25; 30) per cent has consisted of gold coin.
    8. In recent years member banks have held approximately _______ (10; 25; 55; 85; 98) per cent of all demand deposits (excluding inter-bank deposits) in all commercial banks of the country.
    9. If the Federal Reserve banks sold their present holdings of U.S. Government securities to the public, excess reserves of banks in the country would probably _______ (increase; decrease; remain unchanged).
    10. In computing its demand deposits subject to legal reserve requirements, a member bank may deduct from its gross demand deposits _______ (U.S. deposits held with it; balances due from other domestic banks except Federal Reserve banks; its vault cash; balances due to other domestic banks).
    11. In giving a correct statement of the quantity theory of money, it is necessary to state among other things the assumption _______ (that wage rates remain constant; that the country is not on a paper monetary standard; that the economy to which it refers is perfectly competitive; that the theory may not be applicable in the short run).
    12. The monetary gold stock of the United States is currently approximately _______ (3.5; 7.0; 22; 25) billion dollars.
    13. Treasury purchases of imported gold will result in the greatest reduction in excessreserves of banks (not including Federal Reserve banks) when the Treasury pays for the gold by _______ (issuing new gold certificates; borrowing funds from the public; borrowing funds from commercial banks; borrowing funds from the Federal Reserve banks).
    14. Time and demand deposits (excluding interbank deposits) in all banks of the United States currently total about _______ (25; 40; 60; 75) billion dollars, of which amount approximately _______ (10; 25; 40; 60; 98) per cent is fully insured by the Federal Deposit Insurance Corporation.
    15. Under present conditions the Federal Reserve banks can most effectively reduce excess reserves of member banks by _______ (raising the discount rates of the Federal Reserve banks; selling their holdings of U.S. Government securities on the open market; raising the legal reserve ratios of member banks to 100%).
  2. (75 points)
    A recent annual report of the Board of Governors of the Federal Reserve System contained the following statement:
    “Under existing conditions the Treasury’s powers to influence member bank reserves outweigh those possessed by the Federal Reserve System.”

    1. State briefly and concisely the powers of the U.S. Treasury to influence member bank reserves; evaluate and explain their importance with reference to:

(1) Increasing member bank excess
(2) Decreasing member bank excess reserves.

    1. If the Treasury were to use certain of its powers, it could increase its cash holdings (without borrowing or taxing) by 10 billion dollars. Assume that it does so today, and that it spends the 10 billion dollars for national defense goods (in addition to the expenditures previously budgeted) during the next two years. Analyze the effects of the spending, including in your analysis statements concerning the effects on:

(1) Employment and national income.
(2) The cash position of the public.
(3) The reserve position of commercial banks.
(4) The powers of the Federal Reserve System to reduce member bank excess reserves.
(5) Relative changes in important groups of prices.

Of what help is the quantity theory of money to you in explaining the price fluctuations of (5)?

  1. (30 points)
    (If time permits)
    Defend your answers to parts e, I, m, and o of question 1.

 

 

PART II

(a) Elementary Accounting

(Answer all questions; plan to spend at least 40 minutes on question 4.)

  1. Debits and Credits
    Directions: Read the data given and select from the “Numbers To Be Used” the appropriate debit and credit to be used. Write the numbers of these accounts in the appropriate column, indicating in each case the kind of account (A-L-P-E-I).

Numbers to be Used

(1) Accounts Payable (10) Notes Payable
(2) Accounts Receivable (11) Notes Receivable
(3) Bad Debts (12) Office Expense
(4) Cash (13) R. Smith, Capital
(5) Furniture and Fixtures (14) Purchases
(6) General Expense (15) Sales
(7) Interest Cost (16) Wages and Salaries
(8) Interest Income (17) Rent Expense
(9) Merchandise Inventory

 

Debit Credit
Sample: A customer pays us cash on account (4) (A) (2) (A)
1. R. Smith invested cash in a mercantile business 1.
2. Paid cash for rent of store building 2.
3. Bought fixtures for cash 3.
4. Bought merchandise on account 4.
5. Bought office supplies for cash 5.
6. Sold merchandise for cash, note, balance on account 6.
7. Gave a trade creditor a note on account 7.
8. Paid a trade creditor cash on account 8.
9. Paid note payable due a creditor, with interest 9.
10. Received cash on account from a customer 10.
11. Received payment of note due from customer, with interest 11.
12. Paid wages and salaries 12.
13. Paid miscellaneous expenses 13.
14. A customer goes bankrupt and pays only a part of his account, the rest being uncollectible 14.
15. Bought merchandise for cash, note, balance on account 15.
16. Traded merchandise for furniture and fixtures 16.

 

  1. The following statements are to be marked by circling “T” if true, or “F” if false. A statement which is in any part incorrect is to be considered false.

T or F. The declaration of cash dividends results in a current liability on the balance sheet.

T or F. For a corporation having only common stock outstanding, the book value of the common stock is equal to the result obtained by dividing the difference between the total assets and the total liabilities by the number of common shares outstanding.

T or F. Customers’ accounts with credit balances should be shown on the balance sheet as current liabilities.

T or F. If the ending raw materials inventory is valued at too low a figure (other data on the statements correct), the cost of goods sold will be too small.

T or F. If depreciation of an asset is overestimated, that asset will be overvalued on the balance sheet.

T or F. A partnership is always automatically dissolved by the death of any one of its members.

T or F. Stock-dividends declared but not yet issued are shown on the balance sheet as current liabilities.

T or F. If all the stockholders of a corporation die, the corporation ceases to exist.

T or F. Holders of cumulative preferred stock have an unconditional right to dividends that are in arrears.

T or F. If the goods in process inventory at the beginning of an accounting period is overstated (other data on the statements correct), the gross profit for that period will be too small.

T or F. A corporation with a $200,000 surplus account could have no difficulty in paying a $100,000 cash dividend to stockholders.

T or F. Patents are written off to factory expense over the period of their economic life which cannot be more than 17 years.

T or F. Capital surplus represents the amount of profits which the stockholders and directors have been willing to leave invested in the business.

T or F. Expenditures which increase the usefulness of an asset, or prolong its life, are capital expenditures.

T or F. The introduction of controlling accounts for expenses makes necessary some change in the form of the journals used by that business.

T or F. Discount on Stock may be correctly shown on the balance sheet as a deferred charge.

T or F. A sinking fund reserve is set up to prevent the use of sinking fund cash for dividend purposes.

T or F. Preferred stock is never entitled to preference in the distribution of assets in liquidation, unless specified in the stock agreement.

T or F. A firm which has incurred a loss for the year may have more cash on hand at the end of the year than it had at the beginning of that year.

T or F. The cost of repairing a second-hand machine, before it is put to use in the factory, should be charged to factory expense.

 

  1. You are given a Statement of Profit and Loss of the Northwestern Manufacturing Company for the year ended December 31, 1940. Profit is shown as $121,380 Upon investigation you find that the accountant had proceeded as follows:
    1. Inventory had been valued at Market, $180,000; Cost was $150,000.
    2. Depreciation had been calculated on new machinery (purchased January 1, 1940) at a 10% rate. The general experience of competitors indicated that the life of the equipment was five years. The cost of the machine under question was $38,000.
    3. Wages due salesman for services rendered, $8000, had been overlooked.
    4. A garage owned by the Company was destroyed by fire. The building had a book value of $30,000. The insurance company had agreed to pay $20,000. The Company had signed a release but no record had been made of the fire or agreement.
    5. Accounts Receivable were valued at Gross, $200,000.
    6. Competitors had found that about 2% of gross accounts were uncollectible. About $1000 in cash discounts applicable to 1940 were expected to be taken.

What changes would you make on the Balance Sheet and the Statement of Profit and Loss for each of the above items?

  1. List the problems associated with the valuation of fixed assets: (a) at the time of acquisition, (b) of changes subsequent to the time of acquisition. Explain the relationship between these problems and cost determination in a manufacturing enterprise. Suggest solutions which the accountant has used in the past and discuss these critically in terms of economic theory.

 

(b) Statistics

(If time permits, answer all questions; note the unequal weighting, however. Plan to spend approximately 30 minutes on question 3.)

  1. (25 points)
    In the space to the left of each of the following statements indicate whether the statement is true (T) or false (F). Do not guess; if you don’t know whether a statement is true or false, don’t market.

_____ a. In a series of positive numbers the algebraic sum of the deviations of the individual items from their arithmetic mean is positive.

_____ b. In a simple linear correlation the slopes of the two elementary regression lines are always the same.
_____ c. Fisher’s Ideal Index Number formula satisfies both the time reversal and factor reversal tests.
_____ d. A moving average of points which lie along a straight line will reproduce the line.
_____ e. The sum of the squared deviations from the median of the frequency distribution is less than the sum of the squared deviations from any other average of the same frequency distribution.
_____ f. In simple linear correlation the two elementary lines of regression are identical if the simple correlation coefficient (r) is plus one and perpendicular to each other if the simple correlation coefficient is -1.
_____ g. The time series of the population of the United States plots is a straight line on semi-log paper; therefore, we may conclude that the population of the United States has grown at a constant relative rate.
_____ h. The simple correlation coefficient (ryx) is the arithmetic mean of the two simple regression coefficients (bxy and byx).
_____ i. In every frequency distribution 68% of the cases lie within plus and minus one standard deviation from the arithmetic mean.
_____ j. If the simple linear correlation coefficient between X and Y is small, it shows that there is very little relationship of any kind between X and Y.
_____ k. The standard error of estimate for the regression of Y on X depends upon the units in which Y is measured.
_____ l. The aggregative price index with base year quantity weights is identical to the arithmetic index of price relatives weighted by values of the base year.
_____ m. The sampling distribution of means of samples (all of the same size) drawn at random from a normal universe is also normal.
_____ n. The product of the individual items of a series of numbers is unchanged if each of the items is replaced by the geometric mean.
_____ o. The ratios-to-trend method of obtaining an index of seasonal variation is valid only if the underlying trend his linear.
_____ p. If the probability of getting a tail in a single toss of a bias coin is 1/4, the probability of getting three heads in three independent tosses of the same coin is 3/4.
_____ q. The sampling distribution of means of samples (all of the same size) drawn at random from a non-normal universe is less normal than the universe itself.
_____ r. The standard deviation of the sampling distribution of means drawn at random depends upon the size of the samples.
_____ s. The simple geometric average of relative prices satisfies the time reversal test.
_____ t. If a frequency distribution is symmetric when plotted on the arithmetic scale, the geometric mean, the median, and the mode will all coincide.
_____ u. If a frequency distribution is symmetric when plotted with a logarithmic scale on the X-axis, it will be skewed when plotted on the arithmetic scale.
_____ v. The harmonic mean of a series of positive numbers is sometimes greater in the geometric mean.
_____ w. The median is less affected than the arithmetic mean by the magnitude of extreme observations.
_____ x. The probability that two independent observations drawn at random from the same normal universe will both deviate by more than one standard deviation from the arithmetic mean of the universe is approximately 0.32 (= 32%).

  1. (35 points)
    State the reasoning behind your answer to the following parts (seven in all) of question 1:

(a or n)
(b, f, or h)
(c or s)
(i)
(j)
(p or x)
(r)

In each case, if you marked the statement true demonstrate its truth; if you marked it false, revise it so that it is correct, and demonstrate that your revision is true. Use mathematics where convenient.

  1. (40 points)
    The ABC Corporation which manufactures and sells over 1,000,000 packages of cigarettes (20 cigarettes per package) per year advertises of that on the average their cigarettes will burn for 15 minutes (per cigarette).
    The XYZ Corporation, making and selling over 2,000,000 packages of cigarettes per year (20 cigarettes per package) asserts that on the average its cigarettes will burn for 16 minutes (per cigarette).
    The Honesty-in-Advertising Association samples each manufacturer’s cigarettes, taking one sample of 145 cigarettes (not packages) of each Corporation’s. The following is a tabulation of their findings:
Maker of Cigarette Mean Burning Time
(in Minutes)
Sample of [sic] Standard Deviation of Burning Time
(in Minutes)
ABC Corporation 14.5 6.0
XYZ Corporation 15.0 4.0

On the basis of the above findings,

a. Do you feel that the claims of each manufacturer are justified?

b. Do you feel that XYZ cigarettes on the average burn longer than ABC cigarettes.In answering these questions make use of whatever relevant logical techniques you have learned. State your reasoning carefully; your reasoning is even more important than your arithmetic.
Note: The square root of 52 is 7.2.

 

 

PART III

Write on either (a) or (b) and two other subjects.
One of these may be the second subject in Economic History. (Approximately 3 hours).

(a) Economic History of the United States

(Answer the first three questions and, if time remains, the fourth.
Answer in outline form so far as possible.)

  1. Briefly describe or explain.

a. colonial indentured servant;
b. growth of slavery in the colonies;
c. coinage act of 1792;
d. rise of steamboats in the Mississippi Valley;
e. tariff of 1833;
f. railroad land grants of 1862-71;
g. transportation act of 1920;
h. War Industries Board;
i. Congress of Industrial Organization;
j. wages and hours act of 1938.

  1. Enumerate the chief causes for:

a. adoption of the public land act of 1820;
b. decline of canals after 1860;
c. decline of the general price level, 1865-1896;
d. shifted to a favorable balance of commodity trade after 1873;
e. restriction of immigration after 1921;
f. distressed condition of agriculture since 1920;
g. demand for a New Deal in 1933.

  1. Compare the chief exports and imports of about 1860 with those of the post-World War period. Carefully explain the chief economic developments responsible for the changes that took place.
  2. Outline and explain the history of the merchant marine, 1789-1940.

 

(b) Economic History of Europe

(Answer two questions.)

  1. Discuss the significance of any two of the following authors for the student of modern European economic history: Buckle, Tawny, Spengler, Clapham.
  2. Compare the role of the state in industrial enterprise in France and England during the seventeenth century. Did the French or the English government do the most for the general welfare of its people by its industrial policies?
  3. Compare the influence of either the railway or the canal upon the economic development of France, England, and Germany.

(c) Labor

(Answer both questions.)

  1. Discuss:

a. the main features of the various state minimum wage laws and the federal Fair Labor Standards Act;
b. the economic theories upon which they are based;
c. the constitutional issues involved.

  1. Discuss the issues involved as regards structure, membership, aims and methods in the following struggles:

a. The A. F. of L. versus the Knights of Labor.
b. The I.W.W. versus the A. F. of L.
c. Shop committees (or so-called employee representation plans or as sometimes termed “company” and “independent” unions) versus so-called “outside” unions.
d. The C.I.O versus the A.F. of L.

 

(d) Government Finance

(Answer all questions.)

  1. (35 points)

Mark each of the following propositions “True” or “False” and explain briefly (on separate paper):
The exemption, under federal personal-income tax, of interest on the obligations of state and local governments
_____ a. Involves a kind of federal subsidy or grant which is not commendable in terms of the basis on which the different states share relatively.
_____ b. Probably involve serious inequity as among large income receivers of similar income circumstances.
_____ c. Lowers the rate of interest which state and local governments must pay on their new borrowings.
_____ d. Probably serves to retard or delay recovery from severe depressions.
_____ e. Imposes indirectly a significant burden upon persons of small income in their capacity as savers.

  1. (25 points)
    It is often argued that income taxes, while having great merit in other respects, are ill-suited for a predominant place in revenue systems because their revenue-yield fluctuates so widely between years of prosperity and depression. Are such wide fluctuations a fault or virtue in a federal tax? Discuss.
  2. (25 points)
    In spite of its excellent cumulative features, the federal gifts tax leaves large opportunities for avoidance of estates tax through the distribution of property by gift. Explain “cumulative features”; and indicate the relevant facts about the law which have to do with the avoidance opportunities.

 

(e) Transportation

(Answer all questions. Note weighting of questions.)

  1. (10 points)
    In the following statements, underline the figure, or concept, that most nearly accords with accuracy.

    1. Operating expenses of a railroad may be expected to vary in accordance with:
      tons of freight carried; passenger-miles; train-Miles; car-mile; miles of track
    2. The standard gauge of American railroads is:
      3 ft. 6 in.; 4 ft.; 4 ft. 8 in.; 5 ft. 2 in.; 5 ft. 5 in.
    3. The average freight traffic density of American railroads is:
      100,000; 500,000; 1,000,000; 1,500,000; 5,000,000; 10,000,000
    4. The Interstate Commerce Commission was given power to prescribe actual railroad rates in:
      1906; 1903; 1887; 1911; 1920
    5. The carrying capacity of ocean ships is customarily expressed by:
      gross registered tons; deadweight tons; net registered tons; displacement tons; cargo tons of 40 cu. ft.
    6. The regulation of the rates of waterway common carriers in interstate commerce was authorized by Congress in:
      1900; 1916; 1920; 1933
  2. (15 points)
    The following diagram represents two railroad roots and 6 stations, the figures indicating the mileage between each pair of stations. The East and West Railroad serves all these points.

Indicate which of the rate situations stated below are departures from the provisions of the 4th Section of the Interstate Commerce Act:

a. A rate of 50¢ on commodity “X” from A to E, and 75¢ from E to B.

b. A rate of 25¢ on commodity “X” from A to B, and 20¢ from A to C.

c. A rate of 40¢ on commodity “X” from A to D, and 60¢ on commodity “Y” from A to C.

d. A rate of 45¢ on commodity “X” from A to C, and 50¢ on the same commodity from C to E.

e. A rate of 75¢ on commodity “X” from A to F via C, and 50¢ from A to F via E on the same commodity.

  1. (10 points)
    Draw up definitions of “common carrier” and “contract carrier” for the purpose of establishing a system of regulation of water carriers in interstate commerce of the United States.
  2. (20 points)
    The following diagram represents the line of a single railroad with 8 stations. The numbers represent the distances between stations:

Suppose that the rate structure on traffic between these points is represented by the 1st and 5th class rates, and commodity rates on furniture, and steel products, such as sheets, bars, rods.

From A
to
All rates are cents per 100 lbs.
1st Class 5th Class Furniture Iron and Steel
B 25 20 10 16
C 31 22 12 20
D 20 19 10 17
E 37 25 13 22
F 48 30 17 29
G 50 33 20 31
H 50 36 20 31

Assume neither water nor highway competition. What departures from principles of rate-making do you detect in this rate structure?

  1. (15 point)
    The Omnibus Transportation Bill which passed in the House of Representatives last Summer, inter alia, contain the following provisions: “In order that the public at large may enjoy the benefit and economy afforded by each type of transportation, the Commission shall permit each type of carrier or carriers to reduce rates so long as such rates maintain a compensatory return to the carrier or carriers after taking into consideration overhead and all other elements entering into the cost to the carrier or carriers for the service rendered…”Should such a provision be finally adopted into the law and seriously enforced by the Commission, what effect presumably would it have on the freight rate structures, and on the distribution of commodities? Why?
  1. (10 point)
    In which of the following cases is a certificate of public convenience and necessity required? Check the affirmative cases.

    1. A railroad desires to refund a maturing issue of bonds.
    2. Two motor highway common carriers wish to consolidate properties and operations.
    3. John Smith wishes to inaugurate a highway service between Chicago and St. Louis. He has a contract with a St. Louis manufacturer to haul enamel ware to Chicago; and this will take all his facilities northbound. But he desires to secure return loads and will haul any traffic that is offered.
    4. A railroad is about to acquire a new Diesel stream-lined train.
    5. A water common carrier, finding operations entirely unprofitable, decides to abandon operations.
  2. (10 points)
    A common carrier subject to the jurisdiction of the Interstate Commerce Commission files a tariff containing new schedules of rates, embodying a number of changes. Which of the following statements most accurately describes the Commission procedure in dealing with the tariff.

    1. The tariff is passed around among the 11 commissioners, each of whom examines it for possible violations of the first four sections, and the 6 Section of the Act. If the majority of prove it, the tariff is accepted.
    2. The Commission refers it to the standing rate committees of the carriers for determination of the lawfulness of the rates contained therein.
    3. The tariff is received by the Terrace Bureau of the Commission, and checked by its rate clerks for conformance to the provisions of the sixth Section of the Act. If conforming thereto, it is accepted and is permitted to become effective.
    4. The tariff is returned to the carriers with the statement, that since the burden of proof rests upon the carriers to justify the new rates, they must prove that the rates are lawful under the Act before the tariff can be allowed to become effective.
  3. (10 points)
    An ocean steamship line quotes a rate of $10 W/M on automobiles, New York to Liverpool. What would be the ocean freight on an automobile so shipped, weighing 4,000 pounds boxed, and measuring 120 in. by 60 in. by 50 in.?

Source:  University of Chicago Archives. Department of Economics, Records. Box 39, Folder 28.

Image Source: Element from the Social Science Research Building. University of Chicago Photographic Archive, apf2-07449, Special Collections Research Center, University of Chicago Library.

Categories
Exam Questions M.I.T. Principles Suggested Reading Undergraduate

M.I.T. Principles of Macroeconomics. 1995-2006

 

An earlier post provided links to assorted course materials for Principles of Microeconomics (14.01) taught at M.I.T. from 1994 to 2005.

Perhaps my productivity as an internet archive scavenger has simply improved with practice, but I suspect that the instructors and their teaching assistants for Principles of Macroeconomics (14.02) from 1995 through 2006 at M.I.T. were simply better organized in keeping copies of their syllabi, problem sets, exams etc. available for later cohorts. Anyhow, today I provide the results of several days of trolling (in a good way) the Wayback Machine internet archive for a decade long window spanning the most recent turn of a century.

Below you will find syllabi, class schedules, problem sets and solutions, exams and solutions plus links to lecture slides and supplementary readings where found. 

Fall 1995
Professor Olivier Blanchard

Problem Sets

Problem Set 1  (Solutions)

Problem Set 2  (Solutions)

Problem Set 3  (Solutions)

Problem Set 4  (Solutions)

Problem Set 5  (Solutions)

Problem Set 6 (Solutions )

Problem Set 7 (Solutions )

Problem Set 8  (Solutions )

Problem Set 9 (Solutions)

Exams

Exam 1   (Solutions)

Exam 2 (Solutions)

Final Exam (Solutions not found)

Spring 1996
Professor Ricardo Cabellero

Exams

Exam 1 (Solutions)

Exam 2 (Solutions)

Final Exam (Solutions) [neither questions nor solutions found]

Fall 1996

Problem Sets

Problem Set 1 (Solutions)

Problem Set 2 (Solutions)

Problem Set 3 (Solutions)

Problem Set 4 (Solutions)

Problem Set 5 (Solutions)

Problem Set 6 (Solutions)

Problem Set 7 (Solutions)

Problem Set 8 (Solutions)

Problem Set 9 (Solutions)

Exams

Exam 1 (Solutions)

Exam 2 (Solutions)

Final Exam (Solutions) [neither questions nor solutions found]

Spring 1997
Professor Ricardo Caballero

Home page

Problem Sets

Problem Set 1 (Solutions)

Problem Set 2 (Solutions)

Problem Set 3 (Solutions)

Problem Set 4 (Solutions)

Problem Set 5 (Solutions)

Problem Set 6 (Solutions)

Problem Set 7 (Solutions)

Problem Set 8 (Solutions)

Problem Set 9 (Solutions)

Exams

Exam 1 (Solutions)

Exam 2 (Solutions)

Final Exam (Solutions) [neither questions nor solutions found]

Fall 1997
Professor Paul Krugman

Problem Sets

Problem Set 1 (Solutions) [questions not found]

Problem Set 2 (Solutions) [questions not found]

Problem Set 3 (Solutions) [questions not found]

Problem Set 4 (Solutions) [questions not found]

Problem Set 5 (Solutions) [questions not found]

Problem Set 6 (Solutions) [questions not found]

Problem Set 7 (Solutions) [questions not found]

Problem Set 8 (Solutions) [questions not found]

Problem Set 9 (Solutions) [neither questions nor solutions found]

Exams

Exam 1 (Solutions)

Exam 2 (Solutions)

Final Exam (Solutions)

Spring 1998
Professor Ricardo Caballero

Problem Sets

Problem Set 1 (Solutions)

Problem Set 2 (Solutions)

Problem Set 3 (Solutions)

Problem Set 4 (Solutions)

Problem Set 5 (Solutions)

Problem Set 6 (Solutions)

Problem Set 7 (Solutions)

Problem Set 8 (Solutions)

Problem Set 9 (Solutions)

Exams

Exam 1 with Solutions

Exam 2, Parts I and II with Solutions

Exam 2, Part III (Solutions)

Final Exam with Solutions

Fall 1998
Professor Paul Krugman

For this term we have a cornucopia of material that includes lecture slides and handouts along with syllabus, reading assignments, problem sets and examination questions with solutions. This material has been put together for an earlier post.

 

Spring 1999
Roger Brinner

Textbook: Olivier Blanchard, Macroeconomics

Syllabus and schedule

Problem Sets

Problem Set 1 (Solutions)

Problem Set 2 (Solutions)

Problem Set 3 (Solutions)

Problem Set 4  (Solutions)

Problem Set 5 (Solutions)

Problem Set 6 (Solutions)

Problem Set 7 (Solutions)

Exams

Exam 1 (Solutions)

Exam 2 (Solutions)

Final Exam [neither questions nor solutions found]

Fall 1999
Professor Ricardo Caballero

Textbook: Olivier Blanchard, Macroeconomics

Course home page

Syllabus

Schedule

Lecture Slides

September 8 — Chapter 1: Tour of the World

September 13 — Chapter 2: Economic Data

September 15 — Chapter 2 and 3: Economic Data and the Goods Market

September 20 — Chapter 3 and 4: The Goods Market and Dynamics

September 22 — Chapter 5: The Financial Market

September 27 — Chapter 5: The Financial Market and the Role of Banks

September 29 — Chapter 6: The Role of Banks and the IS-LM Model

October 4 — Chapter 6: The IS-LM Model

October 6 — Chapter 6 : Review of the IS-LM Model

October 13 — Chapter 11: Openness in Goods and Financial Markets

October 18 — Chapters 11 and 12: Openness in Goods and Financial Markets

October 20 — Chapter 12: Openness in the Goods Market

October 25 — Chapters 12 and 13: Open Economy IS-LM

October 27 — Chapter 13: Open Economy IS-LM

November 1 — Chapters 13, 14.4 and 14.5: Fixed Exchange Rates and Crises

November 3 — Review: a collection of old transparencies, not posted

November 8 — Chapter 15: The Labor Market

November 10 — Chapters 15 and 16: Aggregate Supply and Demand

November 15 — Chapter 16: Aggregate Supply and Demand

November 17 — Chapter 16: Shifting the AS-AD

November 22 — Chapter 17: The Phillips Curve

November 24 — Chapters 18 and 19: Disinflation and Real Interest Rates

November 29 — Chapter 19: Inflation, Real Interest Rates and Exchange Rates

December 1 — Chapters 19, 22 and 23: AS-AD with Fixed Exchange Rates; Growth

December 6 — Chapters 22 and 23: Growth; Review I

Problem Sets

Problem Set 1 (Solutions)

Problem Set 2 (Solutions)

Problem Set 3 (Solutions)

Problem Set 4 (Solutions)

Problem Set 5 (Solutions)

Problem Set 6 (Solutions)

Problem Set 7 (Solutions)

Problem Set 8 (Solutions)

Problem Set 9 (Solutions)

Exams

Exam 1 (Solutions)

Exam 2 with solutions

Final Exam  (Solutions)

Spring 2000
Professor Roger Brinner

Textbook: Olivier Blanchard, Macroeconomics(2nded).

Syllabus

Schedule

Problem Sets

Problem Set 1 (Solutions)

Problem Set 2 (Solutions)

Problem Set 3 (Solutions)

Problem Set 4 (Solutions)

Problem Set 5 (Solutions)

Problem Set 6 (Solutions)

Problem Set 7 (Solutions)

Problem Set 8 (Solutions)

Exams

Exam 1 (Solutions)

Exam 2 (Solutions)

Final Exam (Solutions not found)

Fall 2000
Professor Ricardo Caballero

Textbook: Olivier Blanchard, Macroeconomics

Course home page

Syllabus

Schedule

Problem Sets

Problem Set 1 (Solutions)

Problem Set 2 (Solutions)

Problem Set 3 (Solutions)

Problem Set 4 (Solutions)

Problem Set 5 (Solutions)

Problem Set 6 (Solutions)

Problem Set 7 (Solutions)

Problem Set 8 (Solutions) (Graphs)

Problem Set 9 (Solutions)

Exams

Exam 1 (Solutions)

Exam 2 (Solutions)

Exam 2, conflict (Solutions)

Exam 3 (Solutions)

Exam 3, conflict (Solutions)

Spring 2001
Professor Roger Brinner

Textbook: Olivier Blanchard, Macroeconomics(2nd edition)

Course home page

Syllabus

Schedule

Problem Sets

Problem Set 1 (Solutions)

Problem Set 2 (Solutions not found)

Problem Set 3 (Solutions not found)

Problem Set 4 (Solutions)

Problem Set 5 (Solutions)

Problem Set 6 (Solutions not found)

Problem Set 7 (Solutions)

Exams

Quiz #1 (Solutions)

Quiz #1 Conflict (Solutions)

Quiz #2 (Solutions, htm; Solutions, pdf)

Final Exam:  Book One (.doc); Book Two (.doc)

Fall 2001
Professor Ricardo Caballero

Textbook: Olivier Blanchard, Macroeconomics (2nded)

Syllabus

Schedule

Lecture slides

September 5 — Chapter 1: Tour of the World

September 10 — Chapter 2: Tour of the Book

September 12 — Chapter 3: The Goods Market

September 19 — Chapter 3: The Goods Market (continued)

September 24 — Chapter 4: Financial Markets

September 26 — Chapter 4: Financial Markets (continued)

October 1 — Chapter 5: The IS-LM Model

October 3 — Review Session

October 10 — Chapter 18: The Open Economy

October 15 — Chapter 19: The Goods Market in an Open Economy

October 17 — Chapter 20: Output, the Interest Rate and the Exchange Rate

October 22 — Chapter 20: Output, the Interest Rate and the Exchange Rate (continued)

October 24 — Chapter 21.2: Exchange Rate Crises

October 29 — Chapter 6.3-6.4: Building the Aggregate Supply: The Labor Market

October 31 — Chapter 6.5-7.1: Building the Aggregate Supply (continued)

November 5 — Chapter 7.1-7.3: Aggregate Demand and Aggregate Supply

November 7 — Review Session

November 14 — Chapter 7.4-7.7: AD-AS, Canonical Policy Shocks

November 19 — Chapter 8: The Phillips Curve

November 21 — Chapter 9: The Phillips Curve and the Natural Rate

November 26 — Chapter 14.1, 14.3-14.4: Nominal and Real Interest Rates
Chapter 21.1: Open Economy AS-AD

November 28 — Chapter 13.1-13.2: Productivity Growth in AD-AS.  Chapter 10: Growth – The Facts

December 3 — Chapter 11.1-11.2: Growth – Saving, Capital Accumulation and Output

December 5 — Review

Problem Sets (best seven of nine for 25% of grade)

Problem Set 1 (Solutions)

Problem Set 2 (Solutions)

Problem Set 3 (Solutions)

Problem Set 4 (Solutions) (Graphs)

Problem Set 5 (Solutions) (Graphs)

Problem Set 6 (Solutions)

Problem Set 7 (Solutions)

Problem Set 8 (Solutions)

Problem Set 9 (Solutions) (Graphs)

Exams (note no final exam, three quizzes for 75% of grade)

Quiz 1 (Solutions)

Quiz 2 (Solutions)

Quiz 3 (Solutions)

Spring 2002
Professor Roger Brinner

Lectures

February 06: Course Objectives and Introductions

February 11: The Policy Tradeoff: Unemployment vs. Changes in Inflation

February 13: The Fiscal Policy

February 19: National Income Accounts and the Government Budget

February 20: Core Growth Theory

February 25;&27: Basic Econometric Tools Used in Macroeconomics

March 1: Basic Econometric Tools Used in Macroeconomics- Handout

March 06: IS-LM Introduction

March 08: Aggregate Supply and Demand

March 11: Review

March 13: Review

March 18: Consumer Spending & House Demand

March 20: Business Investment

April 01: Foreign Trade & Exchange Rates

April 03: Inflation

April 08: Money Demand

April 10: Review by Prof. Brinner

April 17: Growth

April 22: Integrating IS-LM and the Modern Phillips

April 24: Fiscal Policy in the 1990s

April 29: International Growth & Crises

May 01: Stock & Bond Markets

May 06: Monetary Policy in the 1990s

May 08: Social Security and the National Debt

May 13: US Business Cycles: Experience vs. Theory

May 15: Review

Problem Sets

Problem Set 1 (Solutions)

Problem Set 2 (Solutions)

Problem Set 3 (Solutions)

Problem Set 4 (Solutions)

Problem Set 5 (Solutions)

Problem Set 6 (Solutions)

Exams

Quiz #1 (Solutions)

Quiz #2 (Solutions)

Quiz #3 (Solutions)

Fall 2002
Professor Huntley Schaller

Syllabus

Schedule

Readings

Recitations

Recitations by Samer HajYehia (PDF)
“Consumption and Housing” Recitation (PDF)
Class Notes Part 1 (PDF)
Class Notes Part 2 (PDF)

Problem Sets

Problem Set 1 (Solutions)

Problem Set 2 (Solutions)

Problem Set 3 (Solutions)

Problem Set 4 (Solutions)

Problem Set 5 (Solutions)

Problem Set 6 (Solutions)

Problem Set 7 (Solutions)

Problem Set 8 (Solutions)

Exams

Quiz #1 (Solutions)

Quiz #2 (Solutions)

Quiz #3 (Questions and Solutions)

Spring 2003
Professor Olivier Blanchard

Textbook: Olivier Blanchard’s Macroeconomics, 3rd ed.

Course Home Page

Syllabus

Schedule

 REQUIRED READINGS:

 REVIEW ARTICLES:

 ADDITIONAL READINGS:

Problem Sets

Problem Set 1 (Solutions)

Problem Set 2 (Solutions)

Problem Set 3 (Solutions)

Problem Set 4 (Solutions)

Problem Set 5 (Solutions)

Exams

Quiz #1 (Solutions)

Quiz #2 (Solutions)

Quiz #3 (Solutions)

Fall 2003
Professor Ricardo Cabllero

Textbook: Olivier Blanchard’s Macroeconomics.

Course Home Page

Syllabus

Schedule

Ha Yan Notes (zip)

Lectures

Lecture 1. Introduction

Lecture 2. Basic Definitions

Lecture 3. Basic Aggregate Demand Model

Lecture 4. Goods/Financial Markets

Lecture 5. Financial Markets (Cont.)

Lecture 6. IS-LM

Lecture 7. IS-LM (Cont.)

Lecture 8 (review)

Lecture 9. Open Economy

Lecture 10. Goods Market in the Open Economy

Lecture 11. Goods Market and the Exchange Rate

Lecture 12. The Open Economy IS-LM (II)

Lecture 13. Exchange Rate Systems

Lecture 14. Building Aggregate Supply

Lecture 15. Aggregate Supply–Aggregate Demand

Lecture 16. Aggregate Supply, Aggregate Demand (cont.)

Lecture 17. AD-AS + The Phillips Curve

Lecture 18. Inflation and Unemployment

Lecture 19. Devaluations in an AD-AS framework (.ppt)

Lecture 20. Productivity growth (.ppt)

Lecture 21. Growth (.ppt)

Problem Sets

Problem Set 1 (Solutions)

Problem Set 2 (Solutions)

Problem Set 3 (Solutions)

Problem Set 4 (Solutions)

Problem Set 5 (Solutions)

Problem Set 6 (Solutions)

Exams

Quiz #1 (Questions and Solutions)

Quiz #2 (Questions and Solutions)

Quiz #3 (Questions and Solutions)

Spring 2004
Professor Olivier Blanchard

Textbook: Olivier Blanchard’s Macroeconomics, 3rd edition.

Syllabus

Schedule

Readings

Week of 2/9:

Article 1:  “Easy Money”  (The Fed and inflation)

Article 2: “Competitive Sport in Boca Raton”  (Questions about the strength of the dollar)

Week of 2/16:

Article 3: “Irrational Exuberance”

Article 4:  Insanity in the Japanese stock market?

Article 5:  The Unemployment Rate and Economic Health

Article 6: Soaring stocks in Southeast Asia

Article 7:  Are the tech stocks back?

Week of 2/23:

Article 8: Macroeconomic performance in Germany

Week of 3/15:

Article 9: Unemployment rates in Spain and Portugal

Week of 4/5:

Article 10:  Economic Recovery in the U.S.

Week of 4/19:

Article 11:  Chinese economic outlook

Article 12:  U.S. economic outlook

Article 13:  Interest rates in the US

International Monetary Fund’s semi-annual report

Week of 5/3:

Reading (not required): Overview of Argentina

Problem Sets

Problem Set 1 (Solutions)

Problem Set 2 (Solutions)

Problem Set 3 (Solutions) [note: dated 3/17/03, but not same as problem 3 of Spring 2003]

Problem Set 4 (Solutions)

Problem Set 5 (Solutions)

Problem Set 6 (Solutions)

Exams

Quiz #1 (Solutions)

Quiz #2 (Solutions) (Graphs)

Quiz #3 (Solutions)

Fall 2004
Professor Richard Caballero

Textbook: Olivier Blanchard’s Macroeconomics, 3rd edition.

Course home page

Syllabus

Schedule

All course materials as zip file

Lectures

Lecture 1. Introduction

Lecture 2. Definitions and First Model

Lecture 3. Basic Aggregate Demand Model

Lecture 4. Financial Markets

Lecture 5. IS-LM (1)

Lecture 6. IS-LM (2)

Lecture 7. Open Economy

Lecture 8. Goods Market and Exchange Rate

Lecture 9. Review

Lecture 10. Open Economy IS-LM

Lecture 11. Mundell-Fleming

Lecture 12. Aggregate Supply

Lecture 13. Aggregate Supply and Aggregate Demand

Lecture 14. AD-AS and the Phillips Curve

Lecture 15. Phillips Curve

Lecture 16. Review

Lecture 17. Real Interest Rates/Open economy AD-AS framework

Lecture 18. Growth

Lectures 19 and 20. Solow model (apparently available in zipped files above)

Lecture 21. Technological Progress and Unemployment

Lecture 22. Expected Present Discounted Values

Lecture 23. Bond Prices and Yields

Problem Sets

Problem Set 1 (Solutions)

Problem Set 2 (Solutions)

Problem Set 3 (Solutions)

Problem Set 4 (Solutions)

Problem Set 5 (Solutions)

Problem Set 6 (Solutions)

Exams

Quiz #1 (Solutions)

Quiz #2 (Solutions)

Quiz #3 (Solutions)

Spring 2005
Professor Olivier Blanchard

Textbook:  Olivier Blanchard, Macroeconomics, 3rd edition.

Course Home Page

Syllabus

Schedule

Lectures (only seven found)

Lecture 1 (Feb 2): Introduction and a Tour of the World (Ch 1)

Lecture 6 (Feb 22): The 2001 Recession

Lecture 20 (Apr 20): Open Economy (Ch 18)

Lecture 21 (Apr 25): Open Economy–The Goods Market (Ch 19)

Lecture 22 (Apr 27): Open Economy–The Goods Market (Ch 19)

Lecture 23/24 (May 2/4): Output, Interest Rate, and the Exchange Rate (Ch 20)

Lecture 25/26 (May 9/11): Exchange Rate Regimes (Ch 21)

Problem Sets

Problem Set 1 (Solutions)

Problem Set 2 (Solutions)

Problem Set 3 (Solutions)

Problem Set 4 (Solutions)

Problem Set 5 (Solutions)

Problem Set 6 (Solutions)

Problem Set 7 (Solutions)

Exams

Quiz #1 (Questions and Solutions)

Quiz #2 (Solutions)

Quiz #3 (Questions and Solutions)

Fall 2005
Professor Francesco Giavazzi

Textbook:  Olivier Blanchard. Macroeconomics, 4th ed.

Course Material Folder

Syllabus

Schedule

Lectures. (Only last lecture found)

December 14. Using the book to understand the state of the U.S. economy

Problem Sets

Problem Set 1 (Solutions)

Problem Set 2 (Solutions)

Problem Set 3 (Solutions)

Problem Set 4 (Solutions)

Problem Set 5 (Solutions)

Problem Set 6 (Solutions)

Exams

Quiz #1 (Solutions)

Quiz #2 (Solutions)

Quiz #3 (Solutions)

Spring 2006
Olivier Blanchard

Textbook: Olivier Blanchard. Macroeconomics 4/E (2006)

Course home page

Syllabus

Schedule

Problem Sets with Solutions

Problem set 1

Problem set 2

Report of the President (B4)

Report of the President (B5)

Fed. Funds Rates

Japan (OECD)

Problem set 3

Problem set 4

Spreadsheet for SQ.1

Problem set 5

Problem set 6

ps6sq3.xls

Practice exercise for Chapter 20

Exams

Quiz #1 (Solutions)

Quiz #2 (Solutions)

Quiz #3 (Solutions)

 

Image:  Mr. Peabody (dog) and Sherman (boy) activating the original WABAC Machine.

 

 

Categories
Brown Suggested Reading Syllabus Undergraduate

Brown. Syllabus for History and Philosophical Context of Economic Thought. Putterman, 1995

 

The Brown economics department has its Louis Putterman (Yale Ph.D., 1980) much as the Harvard economics department had its Overton Hume Taylor (Harvard Ph.D., 1928). Both of these economists have been interested in the philosophical underpinnings of economics  as well as the intersection of politics and economics in the history of economic ideas. 

I presume many visitors to Economics in the Rear-view Mirror are kindred spirits to Taylor and Putterman. This reading list is for you and your students! 

Overton Hume Taylor’s 1948 course (Economics and Political Ideas) reading list was transcribed for an earlier post. Here is a link to Taylor’s A History of Economic Thought (1960).

___________________

The History and Philosophical Context of Economic Thought
[Fall, 1995]

Louis Putterman
Department of Economics

Requirements: You may choose one of the following options. (a) A paper of 8 to 10 double-spaced pages on an assigned theme or themes after each three units of the course, totalling four papers, each worth 20% of term grade; (b) a midterm exam worth 30% and a final exam worth 50% of term grade; (c) a paper on a topic approved by the instructor, worth 20% of term grade, plus midterm and final exams, worth 20% and 40%, respectively. Under (c), your paper is due at the final exam, and will be 10-15 pages in length. Under each option, the remaining 20% of the term grade will be determined by class participation.

Part I: A Short History of Political Economy

  1. Classical Economics: Smith, Malthus, and Ricardo.

Readings:

1. Adam Smith, The Wealth of Nations [1776], Book 1, Ch. 1, 2, 3, 7, and 10 (Part I); Book II, Ch. 2 (pp. 420-423).

2. Thomas Malthus, Essay on Profits [1798], Chapters 2 and 5.

3. David Ricardo, Essay on Profits [1815], pp. 10-31.

4. William Barber, History of Economic Thought (1967), Chapters on Smith, Malthus, and Ricardo (pp. 23-93).

5. (Optional) Encyclopedia of Social Sciences: (a) “Economic Thought”: subsections on Ancient and Medieval Thought, Mercantilist Thought, and Physiocratic Thought; (b) “Adam Smith”; “Thomas Malthus”; “David Ricardo”. NOR.

  1. Marx’s Economics

Readings:

1. Karl Marx, Capital, Volume I: [1867], Ch. 1, Sec. 1 (pp. 35-41); Chs. IV, V, VI, and VII (pp. 146-7, 167-73, 175-6, and 190-5; Ch. XIV, Sec. 4, 5 (pp. 350-363); Ch. XXXII (pp. 761-764). Volume III: [1894], Ch. X (pp. 173-199) but especially pp. 188-191; Chs. XXI-XXIV (pp. 338-399), skim except for pp. 338-9, 391-3.

2. Maurice Dobb, Theories of Value and Distribution Since Adam Smith (1973), Ch. 6: “Karl Marx.”

3. Robert Heilbroner, Marxism for and Against (1980), Ch. “The Socioanalysis of Capitalism.”

4. (Optional) Frederick Engels, Prefaces to Volumes II and III of Capital (pp. 5-19 and 8-21, only), and Appendix to Vol. III, “Law of Value and Rate of Profit” (891-907).

5. (Optional) Mark Blaug, Economic Theory in Retrospect (1968), Chapter 7, “Marxian Economics.”

6. (Optional) Paul Sweezy, The Theory of Capitalist Development, especially first chapters.

7. (Optional) Joseph Schumpeter, Ten Great Economists, Chapter 1, “Karl Marx.”

  1. The Marginalists

Readings:

1. Alfred Marshall, Principles of Economics [1890], Preface to 1st Edition (pp. v-xi); Book 1, Chapter I, Section 4 (pp. 5-10); Book III, Chapters 3, 4, and 6 (pp. 92-116, 124-137); Book V, Chapters 2 and 3 (pp. 331-350); Book VI, Chapter 13, Sections 11-15 (pp. 712-722); (Optional: Appendix B. The Growth of Economic Science, pp. 754-769.

2. Barber, Chapter 6, “Alfred Marshall and the Framework of Neo-Classical Economics.”

3. William Jaffe, “Menger, Jevons and Walras Dehomogenized,” Economic Inquiry, 1976.

4. Mark Blaug, “Was There a Marginal Revolution?” and G.L.S. Shackle, “Marginalism: The Harvest,” in Black, Coats, and Goodwin, eds., The Marginal Revolution in Economics (1973).

5. (Optional) Emil Kauder, A History of Marginal Utility Theory (1965).

6. (Optional) Encyclopedia of the Social Sciences, “Economic Thought”: subsections on the Historical School, The Austrian School, and the Institutional School. NOR.

Part II: Disciplinary Shifts and Disciplinary Boundaries

  1. Political-Economy versus Economics

Readings:

1. Phyllis Deane, The Evolution of Economic Ideas (1978), Chapters 6, 7, and 9 (“Scope and Methodology of Classical Political Economy,” “The Marginal Revolution and the Neoclassical Triumph,” and “The Marxian Alternative”).

2. Philip Mirowski, “Physics and the Marginalist Revolution.”

3. Dobb, Ch. 7, “The Jevonian Revolution,” Section I (pp. 166-183), in Theories of Value…

4. Paul Sweezy, “Editor’s Introduction,” Karl Marx and the Close of His System (1949).

5. Rudolf Hilferding [1904], “Bohm-Bawerk’s Criticism of Marx,” in Sweezy, ed., ibid.: pp. 130-134, 137-140, and 184-189.

6. Assar Lindbeck, The Political Economy of the New Left: An Outsider’s View (1977), Part One, and “Comment” by Stephen Hymer and Frank Roosevelt.

7. (Optional) Frank Hahn, “General Equilibrium Theory,” pp. 123-138 in Daniel Bell and Irving Kristol, eds., The Crisis in Economic Theory, 1981.

8. Ronald Meek, “Marginalism and Marxism,” in The Marginal Revolution in Economics (cited above).

9. (Optional) Thorstein Veblen, “Professor Clark’s Economics,” Quarterly Journal of Economics, 1908 (reprinted in The Place of Science in Modern Civilization).

  1. General Equilibrium Theory

Readings:

1. F.M. Scherer, “General Equilibrium and Economic Efficiency,” The American Economist, 1966.

2. F.M. Bator, “The Simple Analytics of Welfare Maximization,” originally in American Economic Review, March 1957.

  1. The Shift to Ordinal Utility

Readings:

1. Vincent Tarascio, “Paretian Welfare Theory: Some Neglected Aspects,” Journal of Political Economy, 1969.

2. Robert Cooter and Peter Rappaport, “Were the Ordinalists Wrong About Welfare Economics?” Journal of Economic Literature, 1984.

3. Amartya Sen, “Personal Utilities and Public Judgments: or What’s Wrong with Welfare Economics?” Economic Journal, 1979.

Part III: Epistemology and the Methods of Economic Analysis

  1. Background on Method and Epistemology

Readings:

1. Blaug, The Methodology of Economics. Part I: “What you always wanted to know about the philosophy of science but were afraid to ask,” and Part II: “The history of economic methodology,” except Chapter 5 (all listed as “From Received View to View of Popper”).

2. (Optional) Karl Popper, “Three Views Concerning Human Knowledge,” pp. 97-119 in Conjectures and Refutations, 1963.

3. (Optional) Bruce Caldwell, “Clarifying Popper,” Journal of Economic Literature, Vol. 29, No. 1, March 1991.

  1. Contending Views on Methodology; The Making of an Economist

Readings:

1. (Optional) John Neville Keynes, The Scope and Method of Political Economy (1980), pp. 9-30.

2. Daniel Hausman, “Economic Methodology in a Nutshell,” Journal of Economic Perspectives, 2(3) 1989.

3. Ludwig von Mises, “Epistemological Problems of Economics,” pp. 17-22, and “The Scope and Meaning of the System of a Priori Theorems,” pp. 23-30, in Epistemological Problems of Economics [1933].

4. Milton Friedman, “Methodology of Positive Economics,” pp. 3-43 in Essays in Positive Economics, 1953.

5. (Optional) Amartya Sen, “Description as Choice,” Oxford Economic Papers, 1980.

6. (Optional) Axel Leijonhufvud, “Life Among the Econ.,” Western Economic Journal, 1973.

7. Benjamin Ward, “Economics as a Science,” in What’s Wrong with Economics?” (1972), pp. 5-13.

8. David Colander and Arjo Klamer, “The Making of an Economist,” Journal of Economic Perspectives, 1987.

Some additional, strictly optional, material of interest for this topic and topic 10 is:

E.K. Hunt and Howard J. Sherman, excerpts from Economics: An Introduction to Traditional and Radical Views, 1972.

Oscar Lange, “The Scope and Method of Economics,” 1945.

Karl Polanyi, “The Economy as Instituted Process,” (ca.) 1957.

Alfred Marshall, “The Scope and Method of Economics,” 1890.

Ronald Meek, “Economics and Ideology.”

Lionel Robbins, “The Subject Matter of Economics,” in The Nature and Significance of Economic Science, 1932.

Hugh Stretton, “Paul Streeten: An Appreciation,” in Theory and Reality in Development, 1986, especially pp. 4-13 and 26-27.

  1. Examples of Economic Controversy

We will study either the controversy over the effect of “separating” ownership and control in the corporation, or that over the effect of team- versus family-based farming in China, using both theoretical and empirical readings. Readings will be announced after the topic is selected.

Part IV: Economics and Social Philosophy

  1. Political Philosophy and Economics

Readings:

1. John Locke, Treatise of Civil Government [1688], Chapter V, “Of Property.”

2. Selections from Thomas Hobbes, Leviathan [1651], Chapters 13 and 17.

3. S.H. Peterson, ed., Readings in the History of Economic Thought: Bernard de Mandeville, “Fable of the Bees,” [1714], pp. 2-18; Jeremy Bentham, “An Introduction to the Principles of Morals and Legislation,” [1789], pp. 178-182; John Stuart Mill, “On Liberty” [1859] and “Utilitarianism,” [1863], pp. 270-290 (all listed under Mandeville).

4. Gunnar Myrdal, The Political Element in the Development of Economic Thought, 1953 [1929] Chapters 1, 2, 3, and 4 (further reading guidelines to be announced).

  1. Economics and Values

Readings:

1. Frank Knight, “The Ethics of Competition,” (1935).

2. Herbert Gintis, “A Radical Analysis of Welfare Economics and Individual Development,” Quarterly Journal of Economics, 1978.

3. Dan Usher, “The Value of Life for Decision Making in the Public Sector,” in E.F. Paul et al., eds., Ethics and Economics, 1985.

4. Richard Thaler and Sherwin Rosen, “The Value of Saving a Life: Evidence from the Labor Market,” in Terleckyj, ed., Household Production and Consumption,, National Bureau of Economic Research, 1976 (read for general idea).

5. (Optional) J.A. Mirrlees, “The Economic Uses of Utilitarianism,” and Frank Hahn, “On Some Difficulties of the Utilitarian Economist,” in Amartya Sen and Bernard Williams, eds., Utilitarianism and Beyond (1982).

  1. Utilitarianism and Other Views of Justice

Readings:

1. R. M. Hare, “Ethical Theory and Utilitarianism,” and John C. Harsanyi, “Morality and the Theory of Rational Behavior,” in Sen and Williams, Utilitarianism and Beyond.

2. John Rawls, “Justice as Fairness” [1958] in Laslett and Runciman, Philosophy, Politics and Society.

3. John Roemer, “An Historical Materialist Alternative to Welfarism,” 1981 reprinted with revisions in Jon Elster, ed., Foundations of Social Choice Theory.

4. James Buchanan, “A Hobbesian Interpretation of the Rawlsian Difference Principle,” (1979) in Karl Brunner, ed., Economics and Social Institutions.

Optional Readings on The Best of All Possible Worlds

5. Murray Rothbard, “Property and Exchange,” from For a New Liberty (1973) (optional).

6. Shlomo Avineri, “The Stages of Socialism,” from The Social and Political Thought of Karl Marx (1968) (optional).

Source: Internet Archive “Wayback Machine” webpage capture from November 20, 1996.

Image Source: Louis Putterman home page at Brown University. (Screen capture from April 8, 2018)

 

Categories
Harvard Regulations Undergraduate

Harvard. Undergraduate concentration in economics, 1953

 

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

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

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

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CONCENTRATION IN ECONOMICS
[February 1953]

Every concentrator in Economics is required:

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

Every candidate for graduation with Honors is required in addition:

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

These requirements are discussed below under the Roman numerals indicated.

 

I. BASIC REQUIREMENTS IN ECONOMICS, GOVERNMENT, AND HISTORY

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

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

II. SPECIAL FIELDS WITHIN ECONOMICS

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

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

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

(1) Economic Theory

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

(2) Economic History

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

(3) Money and Finance

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

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

(4) Market Organization and Control

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

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

(5) Labor Economics and Social Reform

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

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

III. ADVISERS AND TUTORIAL INSTRUCTION: PLAN OF STUDY

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

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

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

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

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

IV. THE DEPARTMENTAL EXAMINATION

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

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

V. CANDIDACY FOR HONORS, AND THE HONORS THESIS

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

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

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

 

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

Categories
Harvard Principles Problem Sets Suggested Reading Syllabus Undergraduate

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

 

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

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

________________

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

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

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

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

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

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

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

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

________________

From the Ec 10 home page (2000-2001)

Social Analysis 10

Faculty
Martin Feldstein
Judith Li

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

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

Source: Webpage capture from the Wayback Machine.

________________

Course Syllabi (.pdf files)

Spring 2000, Fall 2000/01

Syllabus Spring 1999-2000 (Macroeconomics)

Syllabus Fall 2000-2001 (Microeconomics)

Course Syllabi (.html files)

Syllabus Spring 1996-1997 (Macroeconomics)

________________

Miscellaneous Course Materials

Spring 1997 (Macroeconomics)

Unit Test Program explained

 

Spring 2000 (Macroeconomics)

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

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

Problem Set 3, Answers (March 14, 2000)

Spring 2001 (Macroeconomics)

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

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

Unit 1, Economic Growth: Test 1A solutions

Unit 2, Financial Markets: Test 2A questions

Unit 2, Financial Markets: Test 2A solutions

Unit 2, Financial Markets: Test 2B questions

Unit 2, Financial Markets: Test 2B solutions

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

Unit 4, Monetary Policy: Test 1A questions

Unit 4, Monetary Policy: Test 1A solutions

Unit 4, Monetary Policy: Test 1B solutions

Unit 5, Fiscal Policy: Test 1A  questions

Unit 5, Fiscal Policy: Test 1A solutions

Unit 5, Fiscal Policy: Test 1B solutions

 

Fall Semester 2002 (Microeconomics)

From the Fall 2002/03 home page

Social Analysis 10
Principles of Economics
Martin Feldstein

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

Syllabus Fall 2002-2003 (Microeconomics)

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

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

Ec 10 Hourly Exam Questions (December 11, 2002)

 

Spring Semester 2003 (Macroeconomics)

Introductory Lecture by Martin Feldstein (January 29, 2003)

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

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

 

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

 

 

 

 

 

Categories
Exam Questions Johns Hopkins Undergraduate

Johns Hopkins. Undergraduate economics course exams, 1923

 

The archival collection of examinations in economics at Johns Hopkins University is extensive, if not complete. This post provides transcriptions for all the available copies of undergraduate examinations (along with course descriptions and staffing information) for the 1922-23 academic year. The Elements of Economics course was taught in three sections, the first of which (a) was designated as “academic” and the second (b?) was designated as “engineering”. It is not clear what the third section was except that it was taught by the lowest on the totem pole, the graduate student Robert C. Gillies, for whom a memorial from his Princeton Class of 1918 has been inserted into this post.

___________________

From the Princeton Alumni Weekly

ROBERT CARYLE GILLIES ‘18

In 1917, Bob Gillies left Princeton for war service. He rose to the rank of captain and served overseas with the 8th F.A. in WW I. Returning to the U.S. and Princeton, he graduated in 1920 and later earned a Ph.D. at Johns Hopkins. Bob became a research man in economics. He worked for the Assoc. of Railroad Executives and the Bell System.

About his subsequent life, during which we seldom saw or heard from him, we quote from a recent letter from his son Robert Gillies ’48:

“I am writing to tell you that my father died in West Berlin, Germany, on April 8. He was 86 years old. He moved to Washington in 1932 and worked for the government. In 1946 he went to Austria and Germany as an economist for the office of U.S. Military Government. He married while in Salzburg and had a daughter in 1950. His wife died in 1968. Shortly after this he retired and lived in West Berlin until his death.

“He returned to this country only once—when my wife and I were married in the University Chapel in 1947. However, his letters frequently referred to Princeton and his 1918 classmates.”

Source: Princeton Alumni Weekly, Volume 78 (September 26, 1977, p. 20).

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Faculty and assistants providing undergraduate economics instruction in 1922-23

George Ernest Barnett, Ph.D., Professor of Statistics.
A. B., Randolph Macon College, 1891; Fellow, Johns Hopkins University, 1899-1900, and Ph.D., 1901.

William Oswald Weyforth, Ph.D., Associate Professor in Political Economy.
A.B., Johns Hopkins University, 1912, and Ph.D., 1915; Instructor, Western Reserve University, 1915-17.

Broadus Mitchell, Ph.D., Associate in Political Economy.
A.B., University of South Carolina, 1913; Fellow, Johns Hopkins University, 1916-17, and Ph.D., 1918.

Miss Theo Jacobs, Associate in Social Economics
A.B., Goucher College, 1901; Federated Charities of Baltimore (District Assistant, 1905-07, District Secretary, 1907-10, Assistant General Secretary, 1910-17, Acting General Secretary, 1917-1919.

Robert Carlyle Gillies, Graduate Student in Economics
A. B., Princeton University, 1920.

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UNDERGRADUATE COURSES ANNOUNCED FOR 1922-23
(ex ante)

  1. Elements of Economics. Particular attention is given to the theory of distribution and its application to leading economic problems.
    Three hours weekly through the year. Associate Professor Weyforth and Dr. Mitchell.
  2. (a) Statistical Methods. After a preliminary study of the value and place of statistics as an instrument of investigation, attention is directed to the chief methods used in statistical inquiry.
    Three hours weekly, first half-year. Professor Barnett.
    (b) Money and Banking. The principles of monetary science are taught with reference to practical conditions in modern systems of currency, banking, and credit.
    Three hours weekly, second half-year. Associate Professor Weyforth.
  3. (a) Labor Legislation. The theory and practice of labor legislation are studied, with attention given to legal, economic and social considerations.Three hours weekly, first half-year. Dr. Mitchell.(b) Investments.Includes historical and analytical description of the more important forms of investments and theories of valuation and amortization.
    Three hours weekly, second half-year. Professor Barnett.
  4. (a) Labor Problems. The problems growing out of modern industrial employment will be studied. Three hours weekly, first half-year. Dr. Mitchell. (b) Corporation Finance. The theory and practice of corporation finance are considered, with particular reference to the problems presented in the United States.
    Three hours weekly, second half-year. Professor Barnett.[Course 4 will not be given in 1922-23.]
  5. (a) Foreign Trade and Exchange. The economic principles of international commerce, the methods of conducting foreign trade, and the theory and practice of foreign exchange will be studied.
    Three hours weekly, first half-year. Associate Professor Weyforth.
    (b) Economic History of the United States. This course deals with the economic development of the country and with the way in which the economic motive has influenced our history.Three hours weekly, second half-year. Dr. Mitchell.
  6. (a) Applied Statistics. The applications of statistics to business and economic problems, such as price levels, cost of living, wage adjustments, business cycles, and business forecasting, are considered.
    Three hours weekly, first half-year. Associate Professor Weyforth.
    (b) Public Finance. The theory and practice of finance are considered, with particular reference to the problems of taxation presented in the experience of the United States.
    Three hours weekly, second half-year. Dr. Mitchell.[Course 6 will not be given in 1922-23.]
    Note—Course 2 is open only to such students as have completed or are pursuing Course 1; Courses 3, 4, 5 and 6 only to students who have completed 1 and 2.

Source: The Johns Hopkins University Circular 1922 (Volume XLI, Whole Nos. 335-341), pp. 344-345.

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UNDERGRADUATE COURSES REPORTED FOR 1922-23
IN ANNUAL JHU PRESIDENT’S REPORT
(ex post)

Professor Barnett, Associate Professor Weyforth, Miss Jacobs, Dr. Mitchell, and Mr. Gillies conducted the following undergraduate courses:

Political Economy I. Three hours weekly, through the year. Particular attention was given to the theory of distribution and its application to leading economic problems. (Associate Professor Weyforth, Dr. Mitchell, Mr. Gillies.)

Political Economy II. Three hours weekly, through the year. In the first half-year a preliminary study of the value and place of statistics as an instrument of investigation was made; attention was directed to the chief methods used in statistical inquiry. In the second half-year the principles of monetary science were taught with reference .to ·practical conditions in modern systems of currency, banking and credit. (Mr. Gillies and Associate Professor Weyforth.)

Political Economy III. Three hours weekly, through the year. In the first half-year, the theory and practice of labor legislation were studied. In the second half-year, attention was given to the theory of investments. (Professor Barnett.)

Political Economy V. Three hours, weekly, through the year. In the first half-year, the economic principles of international commerce, the methods of conducting foreign trade, and the theory and practice of foreign exchange were studied. In the second half-year, the course was designed not only to show the structure of typical business entities, but their methods of formation and expansion. Common forms of securities were examined. Operation and administration of business units were studied in detail. (Associate Professor Weyforth and Mr. Gillies.)

Political Economy VII. Two hours weekly, through the year. The history and development of charitable and social agencies were traced. Causes and treatment of cases of dependency and delinquency were discussed. (Miss Jacobs.)

Political Economy VIII. Three hours weekly, through the year. The course was designed to furnish a background for the study of economic principles and special phases of economic activity. The particular purpose of the course was to show the relationship between economic fact and economic and political theory and practice. (Dr. Mitchell.)

Source: Johns Hopkins University. Annual Report of the President, 1922-1923. In The Johns Hopkins University Circular, New Series, 1923, No. 7 (November 1923), pp. 57-58.

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THE JOHNS HOPKINS UNIVERSITY
POLITICAL ECONOMY I A
Friday, Feb. 2, 1923 – 2-4 p.m.

  1. Describe the main features of the manorial system and the guild system in England.
  2. Explain the following terms: goods, face goods, economic goods, capital utility, diminishing utility, marginal utility, value, price, supply, demand, elasticity of demand.
  3. What is meant by the division of labor? Explain its advantages. What is the roundabout or capitalistic method of production? What are the requirements for the formation of capital?
  4. What are the more important types of business organization? Explain their respective advantages and disadvantages.
  5. What is meant by the gold standard? By the bimetallic standard? What factors led to the demand for the bimetallic standard in the United States between 1875 and 1896?
  6. Explain how changes in the quantity of money and in bank deposits may cause changes in the general level of prices.
  7. Explain the principal functions and the importance of commercial banks in our economic system.
  8. Outline the organization of the Federal Reserve System. How does it remedy some of the principal defects of the old national banking system.

*  *  *  *  *  *  *

THE JOHNS HOPKINS UNIVERSITY
POLITICAL ECONOMY I A (ACADEMIC)
May 28, 2-4 p.m.

  1. (a) What are the outstanding defects of the competitive system?
    (b) What did Marx say would result from competition?
  2. (a) What are the varieties of Socialism?
    (b) What is the difference between State Socialism and Guild Socialism?
  3. (a) Give reasons for the advance of labor unionism.
    (b) Why are unions justifiable?
    (c) Distinguish between craft and industrial unions, and comment upon the advantages of each.
  4. Should railroads in the Unites States be publicly owned? Give full reasons for your answer.
  5. What are the cardinal principles of taxation as stated by Adam Smith?
  6. What is the justification for the progressive income tax?

*  *  *  *  *  *  *

THE JOHNS HOPKINS UNIVERSITY
POLITICAL ECONOMY I B
Friday, Feb. 2, 1923 – 2-5 p.m.

  1. If you chose to pursue graduate work in political economy as a major subject, and were asked why you did not select history, political science, or psychology instead, what reasons would you give?
  2. What are the large divisions of the subject of political economy? Under which of the heads does the theory of rent fall?
  3. What is meant by the division of labor, when did it become a characteristic feature of our economic life, and what have been its chief consequences to workers? In what ways does the division of labor increase product?
  4. What do you think of the statement: “Value depends upon utility”? Explain fully.
  5. Arthur Young found the farmers in a part of England following inefficient methods of cultivation, and advised that the best remedy lay in a raising of the rents by landlords. hat do you think of his plan?
  6. What is the argument for the Single Tax?
  7. Were the Southern slaves capital?
  8. Name some items which are wealth in the individual sense but not in the social sense.
  9. Name some respects in which our present economic system is not competitive.
  10. Construct supply and demand schedules so as to show how a market price is determined.

*  *  *  *  *  *  *

THE JOHNS HOPKINS UNIVERSITY
POLITICAL ECONOMY I (Engineering)
May 28, 1923.

  1. What is credit? Explain its importance in business operations. Distinguish between commercial and investment credit. Define and illustrate a promissory note and a bill of exchange.
  2. Explain the theory that each factor in production tends to receive a share of the product corresponding to its marginal productivity.
  3. What is the principle that determines what goods a country imports and what goods it exports? Why is a high tariff in the United States detrimental to the exporting interest in this country?
  4. What is capital? How does it come into existence? What principles determine the return received by it?
  5. What are some of the outstanding economic characteristics of railroad transportation? Explain their bearing upon the following: (a) practice of charging what the traffic will bear; (b) large variations in net earnings with small variations in traffic; (c) cut-throat nature of the competition that has at times developed.
  6. Explain the theory of rent.
  7. Describe the various types of labor organizations. What are the arguments for and against the boycott, and the closed shop?
  8. What is socialism, anarchism, syndicalism? Give briefly the arguments for and against socialism.

*  *  *  *  *  *  *

THE JOHNS HOPKINS UNIVERSITY
POLITICAL ECONOMY I C
Friday, Feb. 2, 1923 – 2 p.m.

  1. (a) Which do you consider most important in the study of economic science: credit toward a college degree; training for business; culture; or preparation for citizenship? Just how do you think your study will contribute toward that end?
    (b) Discuss the proposition: Good ethics, good art, or good politics on the part of the masses is well nigh impossible without sound economics.
  2. Robinson Crusoe on his island was able to work out an efficient personal economy because he knew what he needed most and what to do next. Are the American people at a disadvantage in this respect? Are strikes and depressions partly a manifestation of that disadvantage? If so, how would you as a practical economist seek to remedy this situation? Defend your remedy.
  3. A small savage tribe gradually develops into a great nation. What would be the accompanying evolution in economic practice?
  4. Discuss the following statement: “In 1770 Arthur Young reckoned the income of England to be £120,000,000; in 1901 the income may be roughly set down at £1,600,000,000. Making correct allowances for population and for prices, this growth of income would signify a large increase of commodities per head; but would it tell us that we are working and living better than our ancestors?”
  5. It is said that the spender is a greater asset to economic society than the saver, because he puts his money back into circulation. Discuss.
  6. (a) A new labor-saving device is put into operation, throwing a large class of skilled workmen out of employment. To what extent is this a hardship to labor, a benefit, or both? Explain.
    (b) Criticize the cost of production theory of value.
  7. Name a large industry in which there holds a condition of increasing expenses. How does introduction at successive intervals of labor-saving machinery and more scientific technique affect this condition? Draw what you consider a unit expense curve for this industry over several such intervals. Are monopolies likely to occur in a field of increasing expenses? Would the ratio of fixed to total expenses of the typical business unit be high or low in such a field?
  8. What is the fallacy of bi-metallism? Of fiat money? Connect the value of an elastic currency (from the standpoint of the nation’s business) with the quantity theory of money.

    *  *  *  *  *  *  *

EXAMINATION IN POLITICAL ECONOMY I C. MR. GILLIES
May 28, 1923

  1. (a) A small increase in the supply of a certain article results in a heavy decrease in price. Does this signify an elastic or an inelastic demand?
    (b) A reduction in price of an article from 12¢ to 10¢ results in increased sales of 10 per cent. What is the numerical measure of the elasticity of demand?
    (c) What is the difference in the usual methods of weighting commodity price index numbers and cost of living index numbers?
  2. Define (a) bill of exchange (b) long bill (c) purchasing power parity (d) doctrine of comparative costs.
    How are exchange rates kept approximately normal?
    Draw up a “balance sheet” for a year’s transactions between the United States and Europe, including the principal invisible exchanges.
  3. What is your view point concerning protection? Support and defend your position.
  4. How is the apportionment of the total product among the various factors of production determined?
  5. Why do we distinguish between the “intensive” and the “extensive” margins? To which factors of production do they apply? Are they usually found in conjunction? Give reasons.
    What are some of the conditions affecting the supply of labor? How is it affected by legislation enacted already? What is the philosophy of workmen’s compensation laws?
  6. What determines the rate of interest? What is meant by a “free production good”? Is the accumulation of capital a help or a menace to labor? Are waste, loss, destruction of property by fire, etc., a benefit to labor in the long run? In the short run? Explain.
  7. Why do we call the railway industry one of increasing returns? Of joint costs? Is the proportion of fixed capital high or low? What have these facts to do with rates?
    Roughly, how are railway revenues divided up among the four factors of production? Do you think physical valuation should determine railway profits? If so, would you take original cost or present value? Why?
  8. What has been the tendency of public expenditures in the last century as to (a) purposes (b) proportion of national income absorbed? Does an increase in this proportion indicate inefficiency or extravagance? Are there any dangers in such an increase? Explain.
    What policy do you favor for the disposal of our remaining public land?
    If a tax policy were founded upon the more nearly equal distribution of wealth, would it meet with your approval? Why? What forms of taxes do you think would be emphasized under this policy? Why?CAUTION. This examination will be used Friday, June 1, 1923 also. Do not, therefore, discuss or divulge its contents in any way.

*  *  *  *  *  *  *

THE JOHNS HOPKINS UNIVERSITY
EXAMINATION IN STATISTICS (POL. ECON. II)
Feb. 1, 1923, 9 a.m. – 12 m.

  1. (a) Under what circumstances is it best for the statistician to carry out his own primary investigations? Are there any disadvantages in this method?
    (b) You have an appropriation of $100,000 with which to investigate the degree of education attained by adults in a community. You decide to employ enumerators. Salaries and expenses of enumerators is estimated at $40,000 and printing the report of your inquiry will cost $10,000. Each question asked by the enumerators will cost $10,000 to tabulate. Draft a form for them to use, with such questions as you think suitable.

20 minutes

ARRAY OF LEAF-LENGTHS
(in millimetres)

Item

Item Item Item Item Item Item Total
15 19 21 21 23 26 29

154

16

19 21 21 23 26 29 155
16 19 21 21 23 26 29

155

16

19 21 21 23 26 29 155
17 19 21 22 23 26 30

158

17

20 21 22 24 26 30

160

17

20 21 22 24 27 30 161
18 20 21 22 24 27 31

163

18

20 21 22 24 27 31 163
18 20 21 22 24 27 32

164

18

20 21 22 24 27 32 164
18 20 21 22 25 27 32

165

19

20 21 22 25 28 33 168
19 20 21 23 25 28 33

169

19

20 21 23 25 28 35

171

2425

a = 23.5

  1. The above is a tabular representation of an array of leaf lengths. Work up this information as a frequency table, both simple and cumulative, in seven classes.
    a. Cross check the given table and find if the value of a shown is correct. (This work may be done on the question paper, which should then be submitted at close of examination. Or, describe what you did on answer paper).
    b. The items in the given table are correct to the nearest millimeter. How many decimals would be justified as accurate in a? (Probable error equals possible error divided by the square root of n).
    30 minutes
  2. Plot the data in your frequency table as a histogram. Smooth and estimate the mode. How would you convert your data to plot as a percentage histogram? Plot as an ogive and smooth. Locate the median and quartiles.
    20 minutes
  3. What method would you use to locate the model class when poorly defined? What is the easiest way to locate the mode within a given class? Give formula.
    Find the coefficient of dispersion, using the average deviation from the mode. How would you modify procedure if using the median or the arithmetic average? Calculate the quartile coefficient of dispersion.
    20 minutes
  4. Compute the standard coefficient of dispersion. Give formula for the coefficient of skewness based upon this coefficient. Calculate the coefficient of skewness based upon the average deviation from the mode, also that based upon the quartiles.
    30 minutes
  5. Draw a grid to scale for a logarithmic historigram. How do you plot points for this historigram? Find the weighted index number of prices for the following group of commodities, using 1913 as a base:

COMMODITY PRICES

Article

Production Unit 1913 1914 1915 1916 1917 1918 1919 1920
Wheat 100 bushel $1.04 $1.09 $1.29 $1.47 $2.35 $2.31 $2.34

$2.65

Corn

300 bushel .71 .79 .84 .93 1.78 1.84 1.77 1.67
Cotton 1.2 bale 64.00 55.50 50.50 72.00 117.50 158.50 161.50

173.00

Pig Iron

3.2 tons 15.00 13.40 13.60 18.70 40.00 36.50 32.00 44.00
Copper 130 pounds .15 .13 .17 .27 .27 .25 .19

.17

Note: Production used is that for year 1919 (approximate) and is in tens of millions.
Plot the weighted index and apply Marshall’s method comparing the proportional rates of increase from 1913 to 1915 and from 1916 to 1920.

30 minutes

 

7. Compute Karl Pearson’s coefficient of short time correlation between supply and price in following table:

INDICES OF SUPPLY AND PRICE

Date

Supply Price Date Supply Price
1880 80 146 1890 91

103

1881

82 140 1891 94 94
1882 86 130 1892 100

75

1883

91 117 1893 105 66
1884 83 133 1894 102

75

1885

85 127 1895 96 91
1886 89 115 1896 98

87

1887

96 95 1897 106 81
1888 93 100 1898 114

76

1889

90 106 1899 112

82

Probable error = ?

Indicate your procedure in case concurrent deviations are used. Formula?
Show how you would find the ratio of variation for long time changes in this data by the Galton graph. Does the Galton graph apply wholly to historical variables ? Why is it necessary for this graph that both variables be reduced to index numbers?

30 minutes

*  *  *  *  *  *  *

JOHNS HOPKINS UNIVERSITY
[POLITICAL ECONOMY 2B]
MONEY AND BANKING
TUESDAY, MAY 29, 1923, 9-12 AM.

  1. What is standard money? State the requisites of:
    (a) A gold standard
    (b) A bimetallic standard
    (c) A paper standard.
    State the advantages and disadvantages of each.
  2. Outline the principal legislation in the monetary history of the United States.
  3. Explain the importance of credit in our present economic system. How does a bank judge of the credit standing of a borrower?
  4. Classify and describe the different kinds of loans made by commercial banks. What is the general type of loan that is most suitable for a commercial bank?
  5. Describe the operations of a commercial paper house. Explain the advantages and disadvantages of this method of financing.
  6. Explain the need for elasticity in currency and elasticity in credit. How did the Federal Reserve System remedy the defects of the old National Banking System in these respects?
  7. Describe the organization of the Federal Reserve System.
  8. What is the need for control of bank credit. How may this control be effected under the Federal Reserve System?

*  *  *  *  *  *  *

THE JOHNS HOPKINS UNIVERSITY
POLITICAL ECONOMY 3 [A. Labor Legislation]
Thursday – February 1, 1923

  1. What provisions in the Federal Constitution are important with respect to labor legislation, state and national?
  2. On what grounds were the two Federal child labor laws declared unconstitutional?
  3. How far may the states go in regulating hours of labor? Trace the constitutional history of such legislation.
  4. Discuss the economic arguments for and against immigration.
  5. When is a strike illegal?
  6. Distinguish the trade union “minimum” wage and the legal “minimum” wage.
  7. Discuss the economic considerations relating to a reduction of hours of adult laborers from nine to eight in a particular trade.
  8. Describe the Liverpool Dock Scheme. What economic result is effected? How fare is the scheme applicable to other industries?

*  *  *  *  *  *  *

THE JOHNS HOPKINS UNIVERSITY
POLITICAL ECONOMY 3 [B. Investments]
May 29th, 1923. 9—12 A.M.

  1. Distinguish capital, capital stock and capitalization.
  2. How much (roughly) is $1000 in 1930 worth now? How much is $1000 in 1940 worth now? Explain.
  3. Under what circumstances is a city justified in incurring a debt? Is the City of Baltimore justified in borrowing money to pay for school houses?
  4. Distinguish speculation from investment.
  5. What are the elements in an investment which the purchaser buys? Why are there no “absolutely” good investments?
  6. Appraise a savings bank deposit as an investment by breaking it up into its elements. A bond of the State of Maryland.
  7. To what extent are the obligations of the State of Maryland enforceable?
  8. Discuss the tests of “ability to pay” applicable respectively to states and private corporations.

*  *  *  *  *  *  *

Dr. Weyforth.
POLITICAL ECONOMY V
FOREIGN TRADE AND EXCHANGE
Monday – January 29, 1923 – 9 a.m.

  1. How do you account for England’s unfavorable balance of trade prior to the war and the favorable balance of the United States? What is likely to be the future of the balance of trade of the United States?
  2. What selling policies are open to a manufacturer contemplating foreign business? Explain their respective advantages and disadvantages.
  3. In quoting terms of sale the seller may require any of the following: (a) advance payment by importer; (b) payment by importer upon delivery of goods; (c) deferred payment by importer. What methods of international payment can be used for carrying out these various terms?
  4. Describe the operation of an import credit on New York from the beginning to the end of the transaction.
  5. What are the factors determining the actual rates of exchange between a gold standard country and a paper standard country?
  6. Explain the operations involved in drawing a sterling draft on South America.
  7. What factors contributed to the preeminence of sterling exchange as an international medium of exchange?
  8. What is the importance of a wide discount market in maintaining and extending the use of dollar exchange?

*  *  *  *  *  *  *

POLITICAL ECONOMY 5.
Business Organization
June 1, 1923

  1. Have you completed the assigned reading including the supplementary forms in Stockder? If not, indicate the extent of completion.
  2. Define (a) business establishment, (b) entrepreneur, (c) circulating capital, (d) securitization, (e) common law, (f) treasury stock, (g) municipal corporation, (h) voting trust, (i) court of equity, (j) underwriter, (k) scientific management.
  3. Compare the individual proprietorship, the partnership, the joint stock company and the corporation as to
    (a) place in the development of the capital concept;
    (b) extent of present day use;
    (c) suitability for various types of business;
    (d) legal status and requirements;
    (e) control, and liability of the component members.
  4. (a) What is the participation association and how did it originate?
    (b) What types of partners may bind the firm? Which types have limited liability?
    (c) and (d) Describe the operating structure of the corporation.
  5. (a) Describe the characteristics of the business trust that distinguish it from the forms of business organization already mentioned.
    (b) Distinguish associations from federations and illustrate by examples.
  6. (a) How do control companies control their subsidiaries? Does this form of business organization lend itself more readily to vertical or to horizontal combination? What purposes do finance and assumption companies serve?
    (b) Name some abuses of “big business” and show how the law has attempted to curb them.
  7.  -8. You are the organizer, and, later, the general administrator of a large manufacturing plant, employment both men and women. (a) Whom would you bring in to assist the promotion? (b) How would you determine the location of your plant? (c) How would you lay it out? (d) How would your buildings be designed? What type of construction would you use, and how would you give your contracts for them? (e) How would you organize the shop forces? (f) What plans of wage payments would you use in the various departments? (g) What welfare work would you institute? (h) How would you organize your selling department? (i) What accounting systems would you use?

Re-examination in Business Organization
A. L. Tuvin

  1. Discuss the joint stock company. Point out the similarities between it and the partnership; and also between it and the corporation.
  2. Discuss the conditions which are conducive to successful combination.
  3. What is meant by fair competition? Give an illustration of unfair competition.
  4. Describe the agencies in the U. S. which are designed to secure fair competition.
  5. What is a holding Company? Give its advantages and disadvantages. Discuss briefly the various forms.

*  *  *  *  *  *  *

THE JOHNS HOPKINS UNIVERSITY
January 29, 1923, 9 A.M.—12 M.
[POLITICAL ECONOMY (12?)]
Economic History

  1. What is the importance of economic history, and why do we place more emphasis upon English than upon American economic history?
  2. What was the significance of Doomsday Book? What were the differences that distinguished the problems of the Norman kings from those of the Saxon kings?
  3. How did serfdom originate and how did it disappear in England? Give a full answer.
  4. How did the economic practices of the gilds differ from those of industry nowadays? Distinguish briefly between the domestic system, the factor system, and the factory system.
  5. What were the results of inflation following the Black Death?
  6. What is the fallacy of mercantilism? What economic writer gave chief opposition to the mercantilist philosophy?
  7.  Name as many books as you can, that you have read, which, although not in the field of economic history proper, yet contain information of interest to the student of this subject? The books may concern either English or American conditions.

Source: Johns Hopkins University. The Ferdinand Hamburger, Jr. Archives, Eisenhower Library. Department of Political Economy, Series 5/6. Box: 6/1. Folder: Department of Political Economy, Exams, 1907-1924.

Image Source: Webpage “Gilman Hall circa 1920” in the Hopkins Perspective, 1876-Today collection.

Categories
Curriculum Harvard Teaching Undergraduate

Harvard. Economics teaching responsibilities according to David Landes, 1955

 

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

_________________

COLUMBIA UNIVERSITY
Interdepartment Memorandum

Date: February 18, 1955
Carl S. Shoup

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

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

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

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

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

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

This system is also well suited to a coeducational program.

 

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

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