Categories
Distribution Exam Questions Harvard

Harvard. Distribution Theories and Distributive Justice. Description, enrollment, exams. Carver, 1912-1913

As was the case for Charles Jesse Bullock’s two semester sequence of public finance and taxation courses being merged into a single two semester course, two of Thomas Nixon Carvers’s semester courses were merged into a single one year course starting in the academic year 1912-13.

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Links to previous Harvard exams on distribution and
schemes for distributive justice
1904-05 to 1911-12.

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ECONOMICS 7
Course Description
1912-13

[Economics] 7 (formerly 14a and 14b). Theories of Distribution and Distributive Justice. Tu., Th., Sat., at 10. Professor Carver, assisted by Mr. ——.

Course 7 undertakes an analysis of the laws of value, as applied to consumable goods and to agents of production, and an examination of the relation of the laws of value to the problem of social adjustment; also a critical reading of various works on the distribution of wealth, on socialism, on the single tax, and other special schemes for attaining the ideals of economic justice.

Source: Harvard University. Division of History, Government, and Economics, Courses of Instruction, 1912–13, p. 62.

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ECONOMICS 7
Course Enrollment
1912-13

Economics 7. (formerly 14a and 14b). Professor Carver. Theories of Distribution and Distributive Justice.

Total 25: 3 Graduates, 7 Seniors, 13 Juniors, 1 Sophomore, 1 Other.

Source: Harvard University. Reports of the President and the Treasurer of Harvard College, 1912-13, p. 57.

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ECONOMICS 7
Mid-year Examination
1912-13

Consider the questions very carefully. Make your answers accurate and complete. Beware of omitting important points.

  1. Define goods, utility, economy, scarcity, productivity, capital, property, wealth.
  2. Why are prices determined by the law of demand and supply, (a) in the case of consumers’ goods; (b) in the case of producers’ goods.
  3. What, precisely, is self interest? How would you describe a benevolent as contrasted with a selfish person?
  4. Why are wages high in some occupations and low in others?
  5. Compare the Ricardian law of rent with the theory that the rent of a given piece of land is equal to its specific productivity.
  6. Why does a piece of capital normally return to its owner more than enough to repay the cost of producing it?

Source: Harvard University. Mid-year examinations, 1852-1943. Box 9, bound volume Examination Papers, Mid-Years 1912-13.

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ECONOMICS 7
Year-end Examination
1912-13

  1. Explain and illustrate the principle of marginal utility and its relation to the value of consumers’ goods.
  2. Explain and illustrate the law of variable proportions and its relation to the value of the factors of production.
  3. Discuss the various criteria of justice in the distribution of wealth.
  4. Explain and illustrate exactly what you understand by self-interest.
  5. How would the single tax probably affect the demand for labor? Would its effect probably be stronger on unskilled than on skilled labor? On skilled labor than on business talent?
  6. How do mechanical inventions affect the demand for capital and for different grades of labor?
  7. Describe one communistic society, giving some account of its origin, the causes of its success if it succeeded and of its failure if it failed.
  8. Outline a program for raising the wages of all the lower grades of labor.

Source: Harvard University Examinations. Papers set for final examinations in history, history of science, government, economics, philosophy, social ethics, education, fine arts, music in Harvard College (June 1913), p. 47.

Image Source: J. S. Pughe, The socialists’ theory, and how it would work out. Centerfold in Puck, vol. 45, No. 1162 (14 June 1899). Library of Congress Prints and Photographs Division Washington, D.C.

Uncle Sam, on the left, giving a bag of money to a man labeled “Socialist” and a bag of money to a man labeled “Businessman”, he tells them “Gentlemen, I have divided the wealth of the country equally among all the people. Here are your shares, now go ahead and be happy!” At center, “The Start”, the two men part ways with the socialist taking the path “To Idleness and Extravagance” and the businessman taking the path “To Industry and Thrift”. On the right, at “The Finish”, the two men again stand before Uncle Sam, this time the businessman is holding two bags of money and the dejected socialist is showing that his pockets are now empty.

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From Earlier Income Distribution Courses

1904-05
1905-06
1907-08
1908-09
1909-10
1910-11
1911-12

’The course content is undoubtedly captured in Carver’s 1904 book The Distribution of Wealth which was reprinted several times during his lifetime.

From  Earlier Social Reform Courses

Pre-Carver
Carver’s courses
Categories
Exam Questions Harvard Sociology

Harvard. Principles of Sociology. Course description, enrollment, final exams. Carver, 1912-1913

I confess to being rather tired of re-using portraits of Professor Thomas Nixon Carver so I decided to look for another face of sociology for this post. The portrait above is one of the Boston social reformer and later journalist, Mary Boyle O’Reilly, identified as a “writer, lecturer on sociology” by the Library of Congress prints and photographs division. For my money, she led a more interesting life than Carver…but I digress…

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About the course teaching assistant, Lucius Moody Bristol (Harvard PhD 1913).

Carver lists sixteen items in his chapter on sociology in A guide to reading in social ethics and allied subjects (1910), by Francis G. Peabody et al.

In 1905 Carver published a book of 35 readings: Sociology and Social Progress: A Handbook for Students of Sociology.

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Previously taught
courses in sociology

Links to earlier course material for principles of sociology at Harvard, 1892-93 through 1911-12.

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Economics 8
Course Description
1912-13

[Economics] 8 (formerly 3). Principles of Sociology. — Theories of Social Progress. Mon., Wed., Fri., at 10. Professor Carver, assisted by Mr. ——.

An analytical study of social life and of the factors and forces which hold society together and give it an orderly development. The leading social institutions will also be studied with a view to finding out their relation to social well-being and progress.

The reading will be selected from various writers who have treated the problems of human progress and social adjustment.

Course 8 is open only to students who have passed in Economics 1.

Source: Harvard University. Division of History, Government, and Economics, Courses of Instruction, 1912–13, pp.62-63.

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Economics 8
Course Enrollment
1912-13

Economics 8. Principles of Sociology. Professor Carver.

Total 147: 10 Graduates, 41 Seniors, 74 Juniors, 18 Sophomores, 4 Other.

Source: Harvard University. Reports of the President and the Treasurer of Harvard College, 1912-13, p. 57.

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ECONOMICS 8
Mid-year Examination
1912-13

  1. Describe the four leading forms of adaptation.
  2. What is the relation of economic scarcity to the problems of adaptation?
  3. Have modern developments of biological theory tended to increase or to decrease the importance of selection as a factor in race improvement? Explain.
  4. Discuss warfare as a means of selection.
  5. Discuss charity as a factor in selection.
  6. What is the distinction between economic competition and the primordial struggle for existence? Where does the latter show itself in human affairs?
  7. What is meant by the statement that morality and religion are as truly weapons for waging the struggle for existence as are teeth and claws, horns and hoofs?
  8. Discuss the economic test of fitness for survival (a) as to its validity, (b) as to its practicability.
  9. Compare the views of Buckle and Kidd as to the importance of religion as a factor in social progress.
  10. How, according to Fiske, does the prolongation of infancy affect the character and stability of the family?
  11. How do variation and selection show themselves as factors in the improvement of morals? Is there any parallelism between the processes of moral and biological evolution?
  12. “The mores are always right.” What is meant by the word ” right” in this quotation?

Source: Harvard University. Mid-year examinations, 1852-1943. Box 9, bound volume Examination Papers, Mid-Years 1912-13.

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ECONOMICS 8
Year-end Examination
1912-13

  1. What, in your opinion, is the ultimate test of progress? Give your reasons.
  2. Compare the views of Buckle and Peschel as to the influence of geographical surroundings on religion.
  3. What is the relation between the institution of the family and the institution of property?
  4. What place has the genius in social progress? Give your own opinion and state the views on this question of authors whom you have read.
  5. Outline the leading forms of waste labor and of waste land, giving briefly the reasons why each form of waste exists at the present time.
  6. Compare the views of Mill and Ross as to the limits of social control.
  7. What, according to Ross, is the relation of resentment to social order?
  8. What are the reasons for the existence of the ballot? How far would these reasons justify the extension of the ballot?

Source: Harvard University Examinations. Papers set for final examinations in history, history of science, government, economics, philosophy, social ethics, education, fine arts, music in Harvard College (June 1913), pp. 47-48.

Image Source: Mary Boyle O’Reilly, writer, lecturer on sociology (1913). From the Harris & Ewing photograph collection  at the ibrary of Congress Prints and Photographs Division Washington, D.C.

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Sociology exams from earlier years.

1892-93 (taught by E. Cummings)
1893-94 (taught by E. Cummings)
1894-95 (taught by E. Cummings)
1895-96 (taught by E. Cummings)
1896-97 (taught by E. Cummings)
1897-98 (taught by E. Cummings)
1898-99 (taught by E. Cummings)
1899-1900 (taught by E. Cummings)
1901-02 (taught by T. N. Carver)
1902-03 (taught by T. N. Carver and W. Z. Ripley)
1903-04 (taught by T. N. Carver)
1904-05 (taught by T. N. Carver and J. A. Field) Includes the reading list for the course and additional biographical information.
1905-06 (taught by T. N. Carver)
1906-07 (taught by J. A. Field)
1907-08 (taught by T. N. Carver)
1908-09 (taught by T. N. Carver and C. W. Thompson)
1909-10 (taught by T. N. Carver and J. S. Davis)
1910-11 (taught by T. N. Carver and L. M. Bristol)
1911-12 (taught by T. N. Carver and L. M. Bristol)

Categories
Agricultural Economics Exam Questions Harvard

Harvard. Agricultural economics. Description, enrollment, final exam. Carver, 1911-1912

In 1911 Harvard economics professor Thomas Nixon Carver published a textbook Principles of Rural Economics  that undoubtedly encompassed the content of his course on agricutural economics first taught in 1903-04. Somewhat unusually his book is prefaced with an eight page bibliography.

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Carver’s Earlier Courses
on Agricultural Economics

Links to earlier course material for agricultural economics at Harvard, 1903-04 through 1908-09.

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Course Description
1911-12

[Economics] 23 2hf. Economics of Agriculture, with special reference to American conditions. Half-course (second half-year). Tu., Th., at 2.30. Professor Carver.

A study of the relation of agriculture to the whole industrial system, the relative importance of rural and urban economics, the conditions of rural life in different parts of the United States, the forms of land tenure and methods of rent payment, the comparative merits of large and small holdings, the status and wages of farm labor, the influence of farm machinery, farmers’ organizations, the marketing and distribution of farm products, agricultural credit, the policy of the government toward agriculture, and the probable future of American agriculture.

This course is open to students who have passed in Economics 1, and, with the consent of the instructor, to Juniors and Seniors of good standing who are taking Economics 1 at the same time.

Source: Division of History, Government, and Economics: 1911-12 (1st ed.). Official Register of Harvard University, Vol. VIII, No. 23 (June 15, 1911), p. 65.

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Course Enrollment
1911-12

Economics 23 2hf. Professor Carver. — Economics of Agriculture. With special reference to American conditions.

Total 95: 4 Graduates, 36 Seniors, 44 Juniors, 9 Sophomores, 2 Others.

Source: Harvard University. Report of the President of Harvard College, 1911-1912, p. 64.

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ECONOMICS 23
Year-end Final Exam
1911-12

  1. Why is agriculture growing less rapidly than other industries in the United States?
  2. What new agricultural products did the American continent contribute to the commerce of the world?
  3. For what is American agriculture indebted to the following countries: England, Holland, France?
  4. What determines the migrations of rural and of urban people?
  5. Why does an excessive economy of land sometimes result in a waste of labor?
  6. How, in general, do the problems of the producer of staple crops differ from those of the producer of agricultural specialities?
  7. What are the functions of the middleman, and what are the advantages of co-operation?
  8. What are some of the social results of absentee landlordism?
  9. Outline the chief stages in the development of the public land policy of the United States.
  10. What is meant by non-competing crops?
  11. Is tenancy increasing or decreasing in the United States? Why?
  12. Does the landowner as such perform any useful functions? Give your reasons.

Source: Harvard University Archives. Harvard University — Examination papers, 1873-1915. Box 6. Bound volume, Examination Papers, 1912. Harvard University Examinations. Papers Set For Examinations in History, History of Science, Government, Economics […], p. 65

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Earlier material

ca. 1904 Problem set
1903-04 Final exam
1905-06 Final exam
1908-09 Description, enrollment, final exam
1910-11 Description, enrollment, final exam

 

Image Source: Ruddy Harvest Oil, the farmer’s friend (ca. 1870-1900). 19th Century American Trade Cards collection of the Boston Public Library.

Categories
Exam Questions Harvard Socialism

Harvard. Economic Reform Schemes. Description, Enrollment, Final Exam. Carver, 1911-1912

 

Something that might surprise contemporary economists is that in 1911-12 Karl Marx and Henry George were each allocated 30% of the final exam questions for Harvard’s course on Methods of Social Reform. Also worth mulling over for a moment is that socialism was identified as the polar opposite of individualism (as opposed to “capitalism”) in a one-dimensional political spectrum.

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Earlier Course Material

Links to earlier course material for Methods of Social Reform (Socialism/Communism at Harvard, 1893-94 through 1910-11.

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Course Description
1911-12

[Economics] 14b 2hf. Methods of Social Reform. — Socialism, Communism, the Single Tax, etc. Half-course (second half-year). Tu., Th., at 1.30. Professor Carver.

A study of those plans of social amelioration which involve either a reorganization of society, or a considerable extension of the functions of the state. The course begins with a critical examination of the theories of the leading socialistic writers, with a view to getting a clear understanding of the reasoning which lies back of socialistic movements, and of the economic conditions which tend to make this reasoning acceptable. A similar study will be made of the Single Tax Movement, of State Socialism and the public ownership of monopolistic enterprises, and of Christian Socialism, so called.

This course is open only to those who have passed satisfactorily in Course 14a.

Source: Division of History, Government, and Economics: 1911-12 (1st ed.). Official Register of Harvard University, Vol. VIII, No. 23 (June 15, 1911), p. 59.

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Course Enrollment
1911-12

Economics 14b 2hf. Professor Carver. — Methods of Social Reform. Socialism, Communism, the Single Tax, etc.

Total 65: 5 Graduates, 22 Seniors, 25 Juniors, 9 Sophomore, 4 Others.

Source: Harvard University. Report of the President of Harvard College, 1911-1912, p. 63.

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ECONOMICS 14b
Year-end Final Examination
1911-12

  1. To what extent does Marx’s definition of value approach the current definition, and wherein does it differ?
  2. How does Marx bring the wages of skilled labor under his theory of value, and how does he dispose of labor which produces something of no use, or of very little use?
  3. Discuss Marx’s use of the formulae C–M–C and M–C–M.
  4. Just how would you distinguish between a socialist and an individualist?
  5. In what respects does socialism resemble anarchism and in what respects does it differ?
  6. Describe one communistic society and state what light, if any, it throws on the subject of socialism.
  7. “The advocates of the single tax love to base their arguments on the ground of justice. In this they are certainly wise; for even though all other arguments were in its favor, if the justice of the single tax could be successfully impugned, it would be foredoomed to failure.” Do you fully agree with this? Give reasons for your agreement or disagreement.
  8. Do you believe the single tax to be just? Give your reasons.
  9. How would the single tax probably affect building enterprises in a city like Boston?
  10. Do you consider it possible to attain something approximating to equality of incomes under the competitive system, with private capital, private enterprise, and freedom of contract? If so, how; if not, why not?

Source: Harvard University Archives. Harvard University — Examination papers, 1873-1915. Box 6. Bound volume, Examination Papers, 1912. Harvard University Examinations. Papers Set For Examinations in History, History of Science, Government, Economics […], p. 58.

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Earlier Course Materials

Pre-Carver
Carver’s courses

 

Categories
Libertarianism Popular Economics Wing Nuts

Northwood Institute. A Libertarian Credo. V. Orval Watts, 1973

In the Beginning…

…Mr. Leonard Read became general manager of the Los Angeles Chamber of Commerce, the largest C. of C. in the country and, I believe, the most enlightened. He had me chosen as a member of his board of directors, which position I have held since 1939. Another result was that the Los Angeles Chamber of Commerce added an economic counsel to its staff, Dr. V. O. Watts, a former student of mine at Harvard.

     Through the influence of Messrs. Mullendore [president of the Southern California Edison Co.] , Read, Watts, and myself, the L.A. C. of C. became the spearhead of an active crusade for the return to the principle of freedom of enterprise. That crusade seems to have made an impression, since nearly everybody now (1947) talks in favor of free enterprise and against the police state. If I had something to do with starting Mullendore, Read, and Watts on this crusade, it may turn out to be the most important work of my life.

Source: Thomas Nixon Carver, Recollections of an Unplanned Life (Los Angeles, 1949), p. 241.

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The following artifact is found in the papers of V. Orval Watts at the Hoover Institution Archives. It bears no date, but essentially the same document has been posted as an article at the Foundation for Economic Education with a date of March 1, 1973 with a prefatory note “This article is from remarks at a recent faculty meeting [at the Northwood Institute].” The introductory paragraphs differ and there is an interesting obiter dictum added to the FEE version that “our rules prohibiting the use of liquor and marijuana and requiring the women students to return to the dormitories at a certain time” are not coercive.

V. Orval Watts, Harvard Ph.D. (1932), was a disciple of Harvard Professor Thomas Nixon Carver, his initial academic career morphed into becoming an apostle of laissez-faire, anti-Keynesianism, anti-globalism, and anti-communism. Ultimately he continued his crusades as the economics research pillar at the Judeo-Christian libertarian Northwood Institute (now Northwood University). Watts’ biographical details can be found in a 2018 post and his graduate economics record at Harvard has also been transcribed by Economics in the Rear-view Mirror.

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THE NORTHWOOD IDEA

By V. Orval Watts, Ph.D.
Northwood Institute

NOTE ON AUTHOR

Dr. V. Orval Watts has served as an inspiration and mentor for colleagues and the students of Northwood Institute for almost as long as the College has existed. Organizations grow and prosper because of their distinctive personalities. Ours has been molded and maintained by Dr. Watts. As director of Economic Education, he has reminded us of what we can be, if we will. More than this he carried the message of freedom to every corner of our country for more than six decades. His explanation of the Northwood Idea is a declaration of beliefs around which this institution has been built.

Dr. David E. Fry
President

Introduction: The Northwood Idea

By V. Orval Watts

The Northwood Idea — the thought that went into the founding of Northwood Institute — is as conservative as The Ten Commandments or The Golden Rule.

It is as liberal and progressive as the gains that come to humans as they learn to live by these principles.

Yet this does not make The Northwood Idea new or different. “Education,” we hear again and again, is the one way to solve our problems of crime, poverty, prejudice, racism, and war. Particularly in these United States, schooling in regard for one another’s welfare and in the skills necessary for making ourselves useful in a peaceful society are what every parent and teacher want for our huge investments in the world’s greatest educational effort.

This schooling, we all agree, should teach the ways of peace, goodwill and mutual aid.

Yet crime — especially juvenile crime — is higher than ever and is increasing faster in our cities and states where these expenditures of time and resources are greatest. Levels of literacy and self-discipline actually rose faster in the days before these great investments in compulsory and universal schooling.

The menace of terrorism, war, economic breakdown and famine is greater despite advances in technology which make peaceful cooperation more fruitful than ever before in human history. They offer the opportunity to abolish hunger, famine and pestilence forever.

Clearly something is wrong or lacking in our systems of schooling. At least, the founders of Northwood Institute thought so. Therefore, they ventured and risked greatly to offer something different from the general run of college schooling. My work and contacts with these men and women, and with their helpers and supporters, almost from the beginning of this institution, make me think of their aims — The Northwood Idea — in these terms:

First, the philosophy of Northwood’s founders springs from certain oft-forgotten aspects of the Judeo-Christian Ethic, or culture. In particular, it implies firm belief in the fact of personal, individual responsibility.

Second, the founders and supporters of Northwood Institute have shown by their lives and dedicated efforts that they look on work not merely as the means for obtaining the material necessaries and comforts of life but also as the way to what some call “mental health.” Strenuous and continuing effort in the hope of achieving a better life for oneself and others they see as essential for spiritual (psychological, emotional, mental) well-being.

Finally, they recognize that human progress depends on freedom for business enterprise. This requires private property. It means freedom to buy and sell, freedom to advertise and dicker, freedom to lend and borrow, and freedom to save and invest for profit.

This free-enterprise business, they believe, has been essential in the rise of great civilizations. It arises with acceptance of individual responsibility, the work ethic, and the self-discipline necessary for freedom.

I. THE JUDEO-CHRISTIAN ETHIC

As to the Judeo-Christian Ethic, I’ve been tempted to use instead the phrase “Bourgeois Ethic,” meaning the ethic of the tradesman, but Karl Marx and others have given that phrase so nasty a connotation that I know I would have two strikes against me at the outset if I called our moral code the “Bourgeois Ethic.” Yet, whatever we call it, the moral basis for our Northwood philosophy is the ethic which is necessary for a good life as a trader or financier.

The Idea of Individual Responsibility

This ethic begins with the idea of individual responsibility. That concept is basic for the Judeo-Christian Ethic.*

* The Islamic faith, we should note, stems from the Judeo-Christian ethic and theology.

The Ten Commandments and the moral injunctions of both the Old and the New Testaments were always directed to the individual: “Thou shalt have no other gods before me”; “Thou shalt not make unto thee any graven image”; “Honor thy father and thy mother: that thy days may be long upon the land which the Lord thy God giveth thee.

Note that “thou,” “thy” and “thee” are singular pronouns, not plural as is “you” or “your.” Therefore, these ancient commandments were directed to one person, the individual, who is thereby charged with responsibility for what he chooses to do. They take it for granted that humans can choose. Our actions are not determined by instinct.

In fact, humans must choose. That is what individual responsibility and self-determination mean. Ideas and acquired values determine our specific actions, and they may prompt us to ignore various influences in the outside environment. We can direct our own actions to prolong and enrich our lives, or we can choose suicidal paths as people choose to smoke when they have abundant evidence that it shortens life. We can choose to jump off cliffs, we can choose to play Russian roulette; or we can choose to follow ways of life, ways of health and well-being.

The Idea of Moral Law

Of equal importance in the Judeo-Christian Ethic is recognition of the enduring nature of Moral Law. The essence of this moral law is summed up in the “Golden Rule,” and it derives from the fact that humans need one another.

Without other human beings, we cannot be born, cannot be reared, cannot prosper; and to have the cooperation of other humans — to avoid the conflicts which would be suicidal for humans — we must follow the “Golden Rule.” When we apply that rule in practice, we find it is the unifying principle of these commandments that refer to the relations between the individual and his fellows: “Thou shalt not steal,” “Thou shalt not kill,” and “Thou shalt not bear false witness.”

Now, it should be clear that obedience to Moral Law means voluntary cooperation and freedom. If we don’t steal, we leave other persons free to use their talents in peaceful and cooperative ways to produce goods for their own use, for exchange, or for gifts to others, such as gifts to one’s family or heirs.

Therefore, we have a state of individual freedom if we live by the “Ten Commandments.” We have private property and numberless associations for voluntary cooperation. Humans develop as humans and make progress only in this condition of individual freedom and voluntary association established by adherence to these moral principles. Therefore, these moral principles are antecedent to and take precedence over all man-made laws and customs.

Respect for Property

In other words, these enduring moral principles require of us respect for the property rights of other people — that is, respect for their rights to control their own persons and for their rights to control those things which they obtain in voluntary cooperation, whether by gift, by voluntary exchange, or by the productive use of these things. Living by these principles requires that we fulfill our contracts, that we speak the truth, and that we revere the laws of Life and Nature. The first four of The Ten Commandments tell us of this need for reverence: a Higher Authority enforces laws vastly more enduring and exacting than the statutes of kings and parliaments.

We should note, incidentally, that this voluntary cooperation and exchange is doubly productive of benefits in contrast to the one-sided gain that anyone may get by coercion, as for example, by burglary, by slavery, or by taxation. In voluntary cooperation, all participants must benefit if the cooperation is to continue, for if it is voluntary, anyone may withdraw when he feels he is not benefiting, when he feels that the gains are distributed unjustly or going entirely to one person or group at the expense of the time and energy of others.

We should note also that living by the Golden Rule involves respect for privacy — the right to be left alone and the right to choose one’s associates. Coercion — the attempt to compel people to associate with others — leads to conflict rather than to the attitudes and actions which are mutually beneficial. Freedom established by the Moral Law of the Golden Rule and the Ten Commandments includes the moral right to withdraw from an unwelcome contact with other persons, as well as the right to cooperate freely in mutually beneficial ways.

As Paul wrote in his “Second Letter to the Corinthians” two thousand years ago, “Be ye not unequally yoked with unbelievers; for what fellowship hath righteousness with unrighteousness and what communion hath light with darkness? … Wherefore come out from among them and be ye separate saith the Lord … and I will receive you.” (II Cor. 6:14-17)

II. EMPHASIS ON WORK AND THRIFT

Next, I wish to call attention to Northwood’s emphasis on work and thrift as marks and means of human progress. It is fashionable in some circles nowadays to disparage both of these values. But, work is merely persistent, purposeful effort. It is investment of human time and energy for long-range, indirect benefits.

Long-range benefits are those that occur in the future. Indirect benefits are those that may first benefit another person, but bring a return benefit of some sort to us later.

Such planned, purposeful effort for a long-range or indirect benefit is surely necessary for human survival and progress; and the traits of character and personality developed by such effort we regard as virtues.

Thrift is the postponement of present consumption in order to obtain greater satisfactions in the future. Like work, it requires the highest human qualities of understanding and imagination to foresee the future and to hold it in mind in order to gain the necessary self-restraint.

In short, work and thrift require understanding, self-control. They are means, not only of self-development, but of service to others.

We’d Still Live In Caves

Where would we be today had it not been for the thrift and work involved in the creation of our buildings, and the production of the myriad tools, or capital goods, that we use? The answer is we would still be living in caves, scratching out a short-lived, hand-to-mouth existence derived from the roots and grubs we could dig up, the small animals we could catch in our hands, and the berries we could get in season.

Everything that we call the material aspects of civilization, and the moral and spiritual ones as well, our understanding that enables us to live longer, to live better and to cooperate — all of this comes from thrift and work, the accumulations of thousands of years of human effort, inventiveness, planning, thrift and self-discipline.

This Puritan Ethic — this system of values, this way of life — is essential to progress. It is essential not only for economic progress but also for developing the qualities that are most distinctively human, the qualities that make us humans. It is mental, moral and spiritual “therapy,” to use a modern cliche.

III. THE IMPORTANCE OF BUSINESS

Finally, if we are to have cooperation, we must exchange services; and as the cooperation gets more and more complicated, we need specialists to work out the terms and procedures of the multitudinous exchanges. Therefore, we must use money and credit; and we must have traders and financiers, advertisers, brokers and salesmen, accountants and collection agencies to complete the exchanges, including those exchanges which are made over a period of time and which therefore require credit and finance.

Finance is the monetary aspect of credit. Credit is merely a delayed exchange, an incomplete exchange. In every civilized society, most exchanges take time to complete because they are indirect, three-cornered or four-cornered exchanges, taking place over a distance and involving roundabout capital-using methods of production. In all such time-consuming transactions, we must have credit (trust and waiting). Therefore, money, credit and financial experts are as necessary for civilized life and progress as are tools and machines, mechanics, and engineers.

Business, then, means those aspects of voluntary cooperation which we call commerce and finance, and the function of the businessman is to promote, inspire, and guide cooperation. He organizes and teaches competitive cooperation — cooperation to provide better opportunities for life and for a more abundant life. These business activities — organizing, inspiring, leading and teaching cooperation — promote development of the highest qualities of mind, character and personality.

Now, from time immemorial — from the first introduction of money and the specialists who traded and promoted trades — business has been widely regarded with suspicion and looked down upon as a degrading occupation. In primitive societies, the view prevails that a merchant or moneylender profits only at the expense of producers. This belief helps explain why such societies remain backward, or “under-developed.”

Of course, this belief is an entire misjudgment as to what most of a businessman’s wealth consists of and what he contributes to the value of other producers’ services and incomes. Most of his wealth consists of the means for serving his customers, and he contributes some of the most essential ingredients of human progress.

Wherever this disparaging attitude toward business becomes general, we find that business is harassed, regulated, plundered and repressed. Under such persecution, the character and wisdom of businessmen tends to fall.

Where opinion-makers teach that business is a dishonest racket, then those who are willing to be racketeers or cheats will monopolize business, while achievers who value the good opinion of their fellows will choose other occupations, such as religion, politics and the military. Then we find the kind of government the Pharaohs had in ancient Egypt, or that prevailed as the Roman Republic gave way to a welfare state Empire. Under such oppressive governments, a businessman must be something of a trickster to survive.

Spreading Hostility

As hostility to businessmen grows, politicians tax them more heavily, while debasing and inflating the currency to maintain an illusion of prosperity. Then, when these policies cause rising price levels, a deluded populace demands price controls, which ambitious politicians are all too ready to impose.

The resulting shortages and “black markets” provide further excuses for more government action to combat these supposed evidences of private “greed.”

This cancerous growth of government produces political “leaders” who promise peace and plenty even while they squander the fruits of industry in pauperizing the poor and waging “perpetual war for perpetual peace.”

The result must be, sooner or later, a spreading decline in the quality of life despite (or because of) the increasing largess to “the poor” and the privileged, the rise of great new public works, and the display of awe-inspiring armaments.

Civilization progresses when business is widely regarded as Horatio Alger represented it in his stories seventy-five or more years ago. In those once-popular tales, work and thrift in honest business service were the high road to personal success in the broadest sense of that word. That view of business helped attract able, enterprising youths into business careers. It prevailed in this country long before Alger wrote and helps explain the astounding economic and cultural progress of the United States during the past two centuries.

On the other hand, insofar as we lose the Horatio Alger understanding and spirit, we succumb to increasing paternalism and despotism, collectivism and war, which demoralize and belittle the individual and produce a wide-spread cultural decline. This retrogression has happened time and time again in history, and if we don’t learn the lesson from this history, we shall be doomed to repeat it.

Every nation has developed and flowered — with art, music, and the other ornaments and means of civilization — only on the basis of flourishing business, trade, commerce. This was true of the Phoenicians, Ancient Greece, and Ancient Egypt, the Chinese civilization, the Byzantine Empire, Venice, Florence, Spain, England, France, Germany and the United States. Go through the history of each and you’ll find in its origins that period in which commerce and finance were highly regarded and relatively free in a developing civilization.

Again and again, however, these eras of progress have ended as the intelligentsia became worshipers of the Almighty State. Then these intellectuals — scribes and priests — became more and more scornful of businessmen; and business lost its vision because it lost its men of vision. Men of talent and imagination, instead, accepted the faith of the state-employed intellectuals that a well-schooled elite must make more and more choices for the general run of the population and compel the inferior masses to accept this planning and direction of their lives.

Submerging the Individual

With this elitist excuse for tyranny, governments organize militaristic and imperialistic gangs to substitute forms of slavery for the voluntary cooperation of free individuals. Then, as in Communist countries today, even the ablest of the ruling bureaucracies find that any individual is expendable — trapped and exploited or liquidated — as millions of humans are sacrificed on the altars of Planned Perfection. The Moral Law of the Golden Rule and of the Ten Commandments may be violated, but not with impunity. He who harms others, harms himself; he who deceives another, cheats himself.

This faith in Moral Law permeates the philosophy of our Northwood administration and faculty. Along with it goes insistence on the fact of individual responsibility and a broad, long-range view of personal success. A businessman’s moral responsibility is no less than that of a teacher, physician, minister, artist or writer.

Essential to The Northwood Idea, then, is appreciation of the unlimited opportunities for character development in voluntary business enterprise.

Temptations correspond to the opportunities, and each occupation has its own peculiar temptations as it has its own peculiar opportunities. As few find the “strait gate” and “narrow way” of righteousness in other walks of life, likewise few businessmen will claim that they have always followed the right path in their work. Only those who look for business profits in life-supporting efforts that are mutually beneficial can achieve success in the true meaning of that word.

This objective may be the most distinctive feature of The Northwood Idea — the view that our graduates should look on business not merely as an easier way to attain ease and affluence but also as an opportunity for utilizing their highest human qualities and attaining lasting satisfaction in a life well spent.

Image Source:  Freedom School. Newsletter (January 1964).

Categories
Distribution Exam Questions Harvard Theory

Harvard. Wealth Distribution. Course description, enrollment, and final exam. Carver, 1911-1912

In preparing this post I found myself pursuing the c.v. of Thomas Nixon Carver’s teaching assistant in 1911-12, Arnold Warburton Lahee. Turns out that Lahee switched careers at age fifty, becoming a landscape painter en plein air. His path to the completion of the requirements for the economics PhD at Harvard was long (about 22 years between his A.B. and PhD) due to work-(PhD) life balance issues.

Carver’s course content can be gleaned from the final examination questions at the end of the post. 

Links to previous Harvard exams on distribution
1904-05 to 1910-11.

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Meet the Course Teaching Assistant
Arnold Warburton Lahee (1888-1976)

Arnold Warburton Lahee.
General Examination Passed, February 1914

General Examination in Economics, Wednesday, February 25, 1914.
Committee: Professors Bullock (chairman), Taussig, Gay, Ripley, Anderson, and R. B. Perry.
Academic History: Harvard College, 1907-11; Harvard Graduate School, 1911-12, 1913—. A.B., Harvard, 1911; A.M. ibid., 1912. Assistant in Economics, Harvard, 1911-12; Professor of Economics, University of Vermont, 1912-13.
General Subjects: 1. Economic Theory and its History. 2. Economic History since 1750. 3. Sociology. 4. Statistics. 5. Public Finance. 6. Philosophy.
Special Subject: Public Finance.
Thesis Subject: “Municipal Expenditures in Massachusetts.”

Source: Harvard University Archives. Harvard University, Examinations for the Ph.D. (HUC 7000.70), Folder “Examinations for the Ph.D., 1913-14”

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ARNOLD WARBURTON LAHEE
From the 10th year report Class of 1911.

Born at Hingham, Mass., May 7, 1888.
Parents: Henry Charles Lahee, Selina Ida Mary Long.
School: Cambridge Latin School, Cambridge, Mass.
Degrees: A.Β. 1911; Μ.Α. 1912.
Married: Gladys Hughes Livermore, Cambridge, Mass., Dec. 21, 1914.
Child: Katharine Livermore, Dec. 11, 1915.
Occupation: Economist.
Address: (Home) 28 Hamilton Road, Glen Ridge, N. J. (Bus.) Mechanics & Metals Nat’l Bank, 20 Nassau St., New York, N.Y.

THE first four years after graduation I spent in study and teaching: 1911-1912, I obtained my M.A. at Harvard; 1912-1913, I taught at the University of Vermont; 1912-1913, passed my general examinations for Ph.D. (February) and started to prepare for finals, specializing in public finance; and 1914-1915, taught at the Carnegie Institute of Technology, Pittsburgh. I then turned to active economic investigation, spending two years in the New York Bureau of Municipal Research. During this time I was employed in connection with the New York City Central Purchasing Commission, the New York State Senate Committee investigation of the Civil Service, and a study of the New York City Budget system under the Mitchell administration.

When the United States entered the War, I found that, in spite of Plattsburgh training (summer of 1916), deficient eye-sight disqualified me for active service. After joining for a while in the promotion of the Patriotic Service League in New York and Boston, and spending three or four months with the New Jersey State Chamber of Commerce, I seized the first opportunity to go to Washington, with the U.S. Tariff Commission. Shortly after my arrival, however, the War Trade Board requested my services and I entered the Bureau of Research as special economist on the Central Powers. After the Armistice, the State Department persuaded me to continue my work in the office of the Foreign Trade Advisor, but in June 1919 I accepted an attractive offer of the Mechanics and Metals National Bank, where I am now located in charge of its Department of Foreign Trade Extension.

Everyone has his pet regret. Mine is that in college I worked my way through on scholarship instead of being satisfied with Bs and Cs, spending more time in college activities, and earning my way through drudgery and hard knocks — but real experience (e.g., canvassing, etc.). Better to take more time, perhaps, but build up a broad foundation of practical experience and valuable friendships. Scholarship is only one factor out of several in the secret of success.

Source: Decennial Report of the Secretary of the Harvard Class of 1911 (1921), pp. 241-242.

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Lahee’s Book

Arnold W. Lahee. Consultant on Foreign Markets; Former Head of the Department of Foreign Trade Extension of the Mechanics and Metals, National Bank of New York. Our Competitors and Markets: An Introduction to Foreign Trade. New York: Henry Holt and Company, 1924.

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From Charles H. Haskins 1 Apr 1924 letter to Frank W. Taussig: “Lahee’s first thesis on the New York City Budget was turned down [by Bullock, Day and Munro] some years ago [1917], and this work [Note: his book Our Competitors and Markets (1924)] has been done more or less commercially without the supervision of any member of the Department.”

The thesis was approved by Young, Williams and Copeland in April 1924. He failed his Special Examination on June 4, 1924. He passed his second try on October 11, 1932 (Examined by Taussig, Williams and Harris). Frank W. Taussig was the committee chairman for both examinations.

Source: Harvard University Archives. PhD Candidates Receiving Degrees in 1933 A-Z. Box 13. Folder “A. W. Lahee”.

Lahee Submitted his Book for his PhD Thesis

ARNOLD WARBURTON LAHEE, A.B. 1911, A.M. 1912. Subject, Economics. Special Field, International Relations. Thesis, “Our Competitors and Markets.” 72 High Street, Glen Ridge, N.J. [Degree awarded in February 1933]

Source: Harvard University. Report of the President of Harvard College, 1932-1933, p. 127.

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Lahee Becomes a Painter

The Times-Argus. Barre-Montpelier, Vt. (July 23, 1969), p. 23.

Agile And Artistic At 81
Dr. Lahee Bound To Climb The Hump

By STEVE McLEOD

NORTHFIELD — Dr. Arnold Lahee of Winch View Road, Northfield, is 81 but he doesn’t believe it. He will admit that climbing Camel’s Hump with art equipment on his back is becoming difficult now, but in the same breath he vows “I’m going to get to the top of Camel’s Hump this year or bust.”

Dr. Lahee combines a knowledge and appreciation of the outdoors with considerable artistic talent and an unusual painting style to produce some excellent landscape paintings.

His paintings have been exhibited in the Smithsonian Institute in Washington, D.C., in Europe and in several art museums around the United States. Currently he has a revolving exhibit at the Northfield Savings Bank and a thirty-six painting exhibit at the Chittenden Trust Co. in Burlington. The State Capitol dining room and Vermont Technical College are among other Vermont locations where his work has been exhibited.

Dr. Lahee, an economist by profession, has received several awards in connection with his artistic ventures, including most recently the Tercentennial Medallion from the A.A.P.L. when he retired as president “for the promotion of American Art during his administration.”

He did not begin painting until he was 50 and he began then only through “pure chance and three lucky circumstances.”

An underexposed picture provided the spark for his preliminary artistic ambition. His first paintings were on photos. This practice is frowned upon in artistic circles, but Dr. Lahee is glad he started in that fashion.

The second lucky circumstance occurred when he found some oil paints in the home of his deceased aunt.

After he produced a number of paintings with the oil paints, he became acquainted with an art photographer when — not saying that the photographer was an expert — he offered to show him how to take better pictures. The photographer belonged to an art club of some kind, and invited Dr. Lahee to display his paintings to the club where they were well-received.

Finally, the Wagner Act “threw me [Dr. Lahee] out of a job and I went to art class.” The class sealed the marriage between Dr. Lahee and painting. Once he had begun painting, Dr. Lahee wished that he had started years earlier.

He said that he did pretty well in grammar school art other than that; he had never noticed that he had any artistic talent until after he returned to painting.

The only other time Dr. Lahee thought of taking up painting before he was 50 was when he briefly considered entering the field of illustrated advertising.

“I started with the idea that portrait painting required more skill than landscape painting,” said Dr. Lahee, “and I was going into painting portraits but a few bad experiences switched me to landscape painting.”

The bad experiences involved people who requested portraits and later tried to keep them without paying Dr. Lahee.

“I still have those paintings in the cellar,” chuckled the hearty Northfield resident.

“Incidents like those sicken me so and I love nature and camping so I turned away from doing people,” explained Dr. Lahee.

Dr. Lahee still etches portraits occasionally, but the majority of his work is of the landscape variety.

He admires all aspects of nature. Recently, he has been fascinated by the beauty of clouds and is intent on capturing that beauty on his easel soon as possible.

“I’m frustrated up here because there are so many chores,” he says. “I keep vowing that I’m going to make a painting of the clouds but by the time I get my paints out the formations have moved.”

Dr. Lahee has rigged up a knapsack in such a way that his art equipment, easel and all fits in it.

Thus, he paints many of his landscapes from unusual vantage points from deep within nature’s kingdom, instead of painting them as a detached observer. His painting acquires a rugged naturalness through the use of these vantage points.

Would you believe Dr. Lahee is a radical? In the art world, he is anyway. Instead of using a brush for his landscapes, he uses a knife.

“With a brush you can paint every twig and leaf,” he explains. “With a pallet knife you just slap it on. It gives you a freedom and a thrill, I don’t know many who do that but that doesn’t matter.”

When asked if he considered himself a commercial painter, Dr. Lahee chuckled, “I paint mostly for my own pleasure. I’d starve if I had to rely on painting for my livelihood.”

He added that he also enjoys activities that complement painting, such as art demonstrations for ladies’ clubs and the like.

However, he has sold several paintings. Selling a painting which he deeply admires gives him mixed feelings.

“Sometimes it hurts me that they’re gone,” he says. “I painted one with a lot of memory and people wanted to purchase it so I let it go and have been kicking myself ever since. Later I had another that was saturated with memory and I turned down an offer for that one.

“At the same time it gives me a kick to get offers for my favorite paintings, though, because then I know people like what I like.”

Dr. Lahee can’t choose a standout painting from his collection.

“Oh I like some better than others,” he reminisced, “but I like several for different reasons. Almost every painting I make relates to an incident in my life and each evokes its own beautiful memories. And I don’t think I could judge the quality of my individual paintings any way.”

Dr. Lahee lives with his wife, Gladys, in a ranch home nestled among several trees high above the Northfield valley. Their only child, Katherine, lives next door.

“We’ve been married only about 51 years,” says Dr. Lahee, “or maybe it’s more, I don’t know. It could be 54 years.”

When you’re climbing mountains, camping and painting at age 81, a few years don’t make much difference.

 

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Course Description
1911-12

14a1hf. The Distribution of Wealth. Half-course (first half-year). Tu., Th., at 1.30. Professor Carver. (XIV)

This course begins with an analysis of the theory of value. The attempt is then made to formulate a positive theory of distribution helpful in explaining the actual incomes of the various classes of producers. Finally the question of justice in distribution is considered. This course is open only to students who have passed in Economics 1.

Source: Division of History, Government, and Economics: 1911-12 (1st ed.). Official Register of Harvard University, Vol. VIII, No. 23 (June 15, 1911), p. 59.

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Course Enrollment
1911-12

Economics 14a 1hf. Professor Carver, assisted by Mr. A. W. Lahee. — The Distribution of Wealth.

Total 94: 6 Graduates, 32 Seniors, 40 Juniors, 11 Sophomores, 1 Freshman, 4 Others.

Source: Harvard University. Report of the President of Harvard College, 1911-1912, p. 63.

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ECONOMICS 14a
Mid-year Final Examination
1911-12

Read all the questions carefully before beginning to answer any of them.

  1. Is there any reason to expect that the means of satisfying human desires should always exist in just the right proportions to satisfy those desires? What bearing does your answer to the above question have upon the problem of value?
  2. Is there any reason to expect that the supply of the various kinds of human talent should always be proportionate to the need for them? What bearing does your answer to this question have upon the problem of wages?
  3. Is there any reason to expect that the supply of other factors of production should always be proportionate to the need for them? What bearing does your answer to this question have upon the problem of rent and interest?
  4. Why does the value of a consumable article tend, other things equal, to fall as its supply increases?
  5. Why does the value of a productive agent tend, other things equal, to fall as its supply increases?
  6. What is the effect on the value of a given productive agent when the supply of other productive agents increases, other things equal? Why?
  7. Is there any connection between such terms as “non-competing groups” “supplementary goods,” and “wages fund”?
  8. How would you distinguish between diminishing returns from land and the economy of large scale production?

Source: Harvard University Archives. Harvard University — Examination papers, 1873-1915. Box 6. Bound volume, Examination Papers, 1912. Harvard University Examinations. Papers Set For Examinations in History, History of Science, Government, Economics […], p. 57.

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From earlier semesters

1904-05
1905-06
1907-08
1908-09
1909-10
1910-11

’The course content is undoubtedly captured in Carver’s 1904 book The Distribution of Wealth which was reprinted several times during his lifetime.

Image Source: 1964 painting by Arnold W. Lahee (Harvard PhD, 1933).

 

Categories
Exam Questions Harvard Sociology

Harvard. Principles of Sociology. Course description, enrollment, final exam. Carver, 1911-1912

Economics professor Thomas Nixon Carver was assisted by Lucius Moody Bristol whose Ph.D. thesis Social Adaptation: A Study in the Development of the Doctrine of Adaptation as a Theory of Social Progress (1913) was awarded the David A. Wells Prize for 1914-15 and published by Harvard University Press in 1915. 

Lucius Moody Bristol was born in Castle Creek, New York, May 21, 1872. He studied at Wesleyan University, University of North Carolina at Chapel Hill, Boston University School of Theology, and Harvard University. At Harvard he studied under Thomas Nixon Carver. His dissertation, Social Adaptation (published in 1915) was, in part, a critique of Carver’s views on Social Darwinism.

Bristol taught at Tufts College, Brown University, and the University of West Virginia and was active in social welfare work. In 1920, he came to the University of Florida to head the Department of Sociology and Economics. In 1926, after the creation of the College of Commerce and Journalism, the department was reorganized as the Department of Sociology. He served as head of the department until his full retirement in 1945. He was a charter member and first vice-president of the Southern Sociological Association.

During his years in Florida, Bristol was active in various social and health programs including the Tuberculosis and Health Association, State Conference of Social Work, and the Florida chapter of the National Society for Crippled Children and Adults [now known as the Easterseals]. He died May 9, 1953.

Source: Lucius Moody Bristol Papers, George A. Smathers Libraries, University of Florida, Gainesville, Florida.

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Carver lists sixteen items in his chapter on sociology in A guide to reading in social ethics and allied subjects (1910), by Francis G. Peabody et al.

In 1905 Carver published a book of 35 readings:Sociology and Social Progress: A Handbook for Students of Sociology.

Note: For the academic year 1911-12 I have been unable to find a mid-year examination for Carver’s Principles of Sociology course.

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Sociology exams from earlier years.

1892-93 (taught by E. Cummings)
1893-94 (taught by E. Cummings)
1894-95 (taught by E. Cummings)
1895-96 (taught by E. Cummings)
1896-97 (taught by E. Cummings)
1897-98 (taught by E. Cummings)
1898-99 (taught by E. Cummings)
1899-1900 (taught by E. Cummings)
1901-02 (taught by T. N. Carver)
1902-03 (taught by T. N. Carver and W. Z. Ripley)
1903-04 (taught by T. N. Carver)
1904-05 (taught by T. N. Carver and J. A. Field) Includes the reading list for the course and additional biographical information.
1905-06 (taught by T. N. Carver)
1906-07 (taught by J. A. Field)
1907-08 (taught by T. N. Carver)
1908-09 (taught by T. N. Carver and C. W. Thompson)
1909-10 (taught by T. N. Carver and J. S. Davis)
1910-11 (taught by T. N. Carver and L. M. Bristol)

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Course Announcement and Description
1911-12

Economics 3. Principles of Sociology.—Theories of Social Progress. Mon., Wed., and (at the pleasure of the instructor) Fri., at 1.30. Professor Carver, assisted by ——.

An analytical study of social life and of the factors and forces which hold society together and give it an orderly development. The leading social institutions will also be studied with a view to finding out their relation to social well-being and progress.

Spencer’s Principles of Sociology and Carver’s Sociology and Social Progress will be read in full. Students are expected to take part in the discussion of the books read and of the lectures delivered.

Course 3 is open only to students who have passed in Economics 1.

Source: Division of History, Government, and Economics: 1911-12 (1st ed.). Official Register of Harvard University, Vol. VIII, No. 23 (June 15, 1911), p. 68.

Course Enrollment
1911-12

Economics 3. Professor Carver, assisted by Mr. [Lucius Moody] Bristol — Principles of Sociology. Theories of Social Progress.

Total 90: 13 Graduates, 24 Seniors, 35 Juniors, 8 Sophomores, 2 Freshmen, 8 Others.

Source: Harvard University. Report of the President of Harvard College, 1911-1912, p. 65.

ECONOMICS 3
Year-end Examination, 1911-12

  1. What is meant by the balance of nature? Give illustrations.
  2. Who are the leading modern writers in the field of eugenics? Describe the contribution to the theory made by one of these writers.
  3. Discuss the question: Is marriage a device for controlling the birth rate?
  4. What is the relation of the institution of private property to the storing of social energy?
  5. Discuss the question: Is morality a factor in man’s struggle for existence?
  6. Summarize Nordau’s views as to the symptoms and causes of degeneration.
  7. Discuss the question: Is democracy possible without the ballot?
  8. Why does the status of women improve with the transition from the militant to the industrial type of society?
  9. Which do you consider more important in social progress, imitation or struggle and survival? Give reasons for your answer.
  10. How is recent German history used by Spencer to illustrate certain laws of social evolution?

Source: Harvard University Archives. Harvard University — Examination papers, 1873-1915. Box 6. Bound volume, Examination Papers, 1912. Harvard University Examinations. Papers Set For Examinations in History, History of Science, Government, Economics […], pp. 47-48.

Categories
Agricultural Economics Exam Questions Harvard

Harvard. Economics of Agriculture. Description, enrollment, exam. Carver 1910-1911

In 1911 Harvard economics professor Thomas Nixon Carver published a textbook Principles of Rural Economics  that undoubtedly encompassed the content of his course on agricutural economics first taught in 1903-04. Somewhat unusually his book is prefaced with an eight page bibliography.

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Earlier material

ca. 1904 Problem set
1903-04 Final exam
1905-06 Final exam
1908-09 Description, enrollment, final exam

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Course Announcement and Description
1910-11

[Economics] 23 2hf. Economics of Agriculture, with special reference to American conditions. Half-course (second half-year). Tu., Th., at 2.30. Professor Carver.

A study of the relation of agriculture to the whole industrial system, the relative importance of rural and urban economics, the conditions of rural life in different parts of the United States, the forms of land tenure and methods of rent payment, the comparative merits of large and small holdings, the status and wages of farm labor, the influence of farm machinery, farmers’ organizations, the marketing and distribution of farm products, agricultural credit, the policy of the government toward agriculture, and the probable future of American agriculture

Source: History and Political Science, Comprising the Departments of History and Government, and Economics, 1910-11. Published in the Official Register of Harvard University. Vol. VII No. 23 (June 21, 1910), p. 60.

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Course Enrollment
1910-11

Economics 23 2hf. Professor Carver. — Economics of Agriculture, with special reference to American conditions.

Total 73: 5 Graduates, 21 Seniors, 24 Juniors, 10 Sophomores, 5 Freshmen, 8 Others.

Source: Harvard University. Report of the President of Harvard College, 1910-1911, p. 50.

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ECONOMICS 23
Year-end Examination, 1910-11

  1. and 2. What do you understand by small scale, medium scale, and large scale farming, and what are the chief advantages and disadvantages of each.
  1. What are the chief reasons for the decline of the rural population relatively to the urban population?
  1. and 5. What were the principal changes in American agriculture between 1830 and 1865, between 1865 and 1887, and since 1887?
  1. What were the principal contributions of each of the following countries to American agriculture: France, Spain, Holland, and Great Britain?
  2. It is stated that the average yield of corn per acre is higher in Massachusetts than in Iowa. Does this indicate better agriculture in Massachusetts? Explain your answer.
  3. Give a brief description of the Raiffeisen system of agricultural credit.
  4. What are the advantages of non-competing as compared with competing crops?
  5. How does the productivity of the farm labor of the United States compare with that of European countries, and how is the difference to be accounted for?

SourcePapers set for Final Examinations in History, Government, Economics, …, Landscape Architecture, Music in Harvard College. June 1911, p. 59 In Harvard University Archives, Examination papers, 1873-1915 (HUC 7000.25). Box 9. Examination Papers, 1910-11.

Image Source: Udo J. Keppler “America’s Knight, the World’s Challenger” Published in Puck, v. 70, no. 1801 (6 September 1911). Illustration from Library of Congress, Prints and Photographs Division, Washington, D.C.
Summary: A large knight sits on a horse, holding a lance with a banner that states “American Crops”; he has thrown a gauntlet to the ground before him. In the background, Uncle Sam and Columbia sit beneath a canopy in front of a building that appears to be the U.S. Capitol.

Categories
Exam Questions Harvard Socialism

Harvard. Methods of Social Reform. Course description, enrollment, final exam. Carver, 1910-1911

In this post you find the final exam, course description, and enrollment figures for the eighth iteration of Thomas Nixon Carver’s course that dealt with schemes of social reform, socialism/communism/single-tax. The economics of socialism was offered in some form or other throughout the first half of the twentieth century. 1910-11 was still a long-way from the great debates about the desirability/feasibility of central planning. 

Links to earlier and selected later versions of the course.

Brief bibliography by Carver for serious students on the economics of socialism (1910)

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Course Announcement and Description
1910-11

14b 2hf. Methods of Social Reform. — Socialism, Communism, the Single Tax. Half-course (second half-year). Tu., Th., at 1.30. Professor Carver.

A study of those plans of social amelioration which involve either a reorganization of society, or a considerable extension of the functions of the state. The course begins with a critical examination of the theories of the leading socialistic writers, with a view to getting a clear understanding of the reasoning which lies back of socialistic movements, and of the economic conditions which tend to make this reasoning acceptable. A similar study will be made of the Single Tax Movement, of State Socialism and the public ownership of monopolistic enterprises, and of Christian Socialism, so called.

This course is open only to those who have passed satisfactorily in Course 14a.

Source: History and Political Science, Comprising the Departments of History and Government, and Economics, 1910-11. Published in the Official Register of Harvard University. Vol. VII No. 23 (June 21, 1910), pp. 53-54.

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Course Enrollment
1910-11

Economics 14b 2hf. Professor Carver. — Methods of Social Reform. Socialism, Communism, the Single Tax, etc.

Total 73: 6 Graduates, 20 Seniors, 32 Juniors, 7 Sophomore, 1 Freshman, 7 Others.

Source: Harvard University. Report of the President of Harvard College, 1910-1911, p. 49.

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ECONOMICS 14b
Year-End Examination, 1910-11

Give as full and complete answers
as possible in the time allowed.
Allow about thirty minutes to each question.
  1. In what respects are socialism and anarchism alike and in what respects are they unlike?
  2. Comment briefly upon the leading points in the creed of “orthodox socialism.”
  3. Compare the views of the socialist and the economist as to the source of interest.
  4. Compare economic competition with political competition as a means of selecting men to manage the productive resources of a country.
  5. Discuss the question: Is it better that the income derived from the rent of land should go to private individuals to be expended by them, or that it should go into the public treasury to be expended by public officials?
  6. Discuss the question: Would the single tax eliminate poverty?

SourcePapers set for Final Examinations in History, Government, Economics, …, Landscape Architecture, Music in Harvard College. June 1911, p. 44. In Harvard University Archives, Examination papers, 1873-1915 (HUC 7000.25). Box 9. Examination Papers, 1910-11, p. 51.

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Earlier Course Materials

Pre-Carver
Carver’s courses
Post-Carver:

 

Image Source:  Udo J. Keppler, “The Seeds of Socialism” from Puck (12 February 1908). Library of Congress Prints and Photographs Division Washington, D.C.

A gigantic boar wearing a crown with “$” and a shawl labeled “Plutocratic Greed” and holding the U.S. Capitol dome labeled “Special Privilege”, inverted to form a bucket from which it is sowing seeds labeled “Abuse of Power, Arrogance, [and] Contempt of Law”onto a field sprouting “Socialist votes”. It is stepping on an American flag and a Liberty cap.

Categories
Distribution Exam Questions Harvard

Harvard. Income Distribution. Course description, enrollment, final exam. Carver, 1910-11

This course by Thomas Nixon Carver on the distribution of wealth, appears from the exam questions and the course description to have been a course on the theory of the functional distribution of income. 

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From earlier semesters

1904-05
1905-06
1907-08
1908-09
1909-10

’The course content is undoubtedly captured in Carver’s 1904 book The Distribution of Wealth which was reprinted several times during his lifetime.

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Course Announcement and Description
1910-11

14a 1hf. The Distribution of Wealth. Half-course (first half-year). Tu., Th., at 1.30. Professor Carver.

This course begins with an analysis of the theory of value. The attempt is then made to formulate a positive theory of distribution helpful in explaining the actual incomes of the various classes of producers. Finally the question of justice in distribution is considered.

Source: History and Political Science, Comprising the Departments of History and Government, and Economics, 1910-11. Published in the Official Register of Harvard University. Vol. VII No. 23 (June 21, 1910), p. 53.

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Course Enrollment
1910-11

Economics 14a 1hf. Professor Carver. — The Distribution of Wealth.

Total 86: 6 Graduates, 28 Seniors, 36 Juniors, 9 Sophomores, 2 Freshmen, 5 Others.

Source: Harvard University. Report of the President of Harvard College, 1910-1911, p. 49.

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ECONOMICS 14a1
Mid-year Examination, 1910-11

  1. What is meant by the margin of cultivation?
  2. What would you suggest as a method of raising wages?
  3. Are wages “drawn from” capital or from product? Explain clearly the meaning which you give to the words “drawn from.”
  4. Discuss the question: Does the rent of land enter into the price of products?
  5. Do laborers as a class, or capitalists as a class, gain more from inventions and improvements in production? Give your reasons.
  6. What is the relation of risk to profits?

Source: Harvard University Archives. Harvard University, Mid-year Examinations, 1852-1943. Box 8, Bound vol. Examination Papers, Mid-Years, 1910-11.

Image Source: The Crabbed Millionaire’s Puzzle by J. S. Pughe. Puck (7 August 1901). Library of Congress Prints and Photographs Division, Washington, D.C.