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Funny Business Harvard M.I.T.

Harvard or MIT. Economics graduate student skit, ca. 1963.

 

Because of the reference to Jaroslav Vanek’s leaving Harvard, we are able to date the following script to 1962-63 since Vanek left Harvard to work at the State Department in 1963. Almost everything about this script would lead me to conclude that it was used in a Harvard graduate student skit that somehow wound up in the folder for the Graduate Student Association at the Department of Economics of M.I.T. The folder is otherwise filled with clearly M.I.T. skit material from the 1960s. One of the students is identified as “David” another “Bob” and the third looks like “Les”.  

Lester Thurow did get his Ph.D. from Harvard in 1964 and came to M.I.T. in 1968 so it is not inconceivable that the following transcription is indeed based upon his personal typed script copy with original pencil stage directions that made its way into the folder. 

One thing that I find rather surprising about the text is just how many Harvard professors’ names have been misspelled.

__________________________

D—This is a review with a message—a message no economist can afford to ignore. The year is 2000 A.D. 16 years have now passed since 1984, that Armageddon of the economics profession when Professor Wassily Leontief finally established that the world really was homogeneous of degree one. The then President of the United States, Mr. Norman Mailer, immediately issued the great Marginal Product Proclamation. Everyone was to receive their marginal product.

B— But there was nothing left over for the economists. Economists became the hand-loom weavers of the 20th. century.

L—Arthur Schlesinger Jr. vividly described their position in a 17-volume work entitled “The Coming of the Raw Deal.” Economists everywhere, after the first shock, set out upon new careers. Tonight we shall discover what happened to some of those whom we know and love.

D—Several of them went into the movie industry and we will now let you hear the soundtrack of the preview of one of their movies.

(Epic Music—Bruckner?)

[Insert: Stand]

L—Ladies and Gentlemen, 21st Century Fox are proud to present Arthur Smithies and Joan Robinson in….The Big Push, the story of the unbalanced growth of an economist….

B—Production by Karl [sic] Kaysen

D—Copyright by Edward Hastings Chamberlain [sic]

L—All labor disputes on location and with Elizabeth Taylor arbitrated by John Dunlop.

B—Continuity by Simon Kuznets

L—Editing by Seymour Harris, of course.

D—Costumes by Robert Dorfman.

B—This is the story of Ragnar Maynard von Eckstein (his parents had always wanted him to be an economist). After many struggles at last he got to Harvard Graduate School.

L—It is a tale of |horror. See him now at a seminar on the economics of Medical Care…..

D—This after-noon I am going to discuss the economics of Blood-banking. One of the crucial problems in this field is what proportion to maintain of liquid assets. In this category we have blood [Insert:   L. What about near blood] near-blood. We also have non-liquid assets—bonds in the form of pounds of flesh. Another problem is the current shortage of tellers, for we can only employ vampires with a strong liquidity preference. If we cannot get more it will clot up the flow of funds and reduce the velocity of circulation.

L—It is a tale of |ambition…..

B—Coming from a family whose marginal product was zero, Ragnar Maynard realized that to get on quickly he must publish something. But what? He had not written anything. But our resourceful hero saw a way out: he would publish his first book before it was written. It was called First Draft, a revised tentative, preliminary, provisional text. It was based on Photostat copies of his blackboard notes.

L—It is a tale of |love….

D—Ragnar Manyrd fell passionately in love with a beautiful capital theorist, played in the movie by ravishing Joan Robinson. His demand for her love was infinitely elastic; her supply could not meet him—at least not at his price. The price was to join him in his exhausting search over peaks and through troughs for the elusive U-shaped cost curve.

L—It is a tale of |excitement

B—See Ragnar Maynard trying to free himself from the dreaded liquidity trap.

Insert: D—It’s true, it really is thicker than water

L—All this and more you can see in this movie—The Big Push is a take-off point in the development of the motion-picture.

B—See the exciting attempt on Professor Leontief’s life (with a 202 rifle) to try to prevent him revealing his startling discovery of a constant returns world.

D—See the world’s largest input-output table which proved it—drawn by the Economic Research project in the sand of the New Mexican desert.

L—You cannot afford to miss this motion picture. Filmed in wonderful new—Solocolor. An introducing revolutionary—Rostowscope.

(concluding epic music)

[Insert: Sit]

D—But the movies could not accommodate everybody…

[Insert: Bob in middle]

[Insert: one illegible word]

L—Professor Leontief, having escaped with his life, and using his input-output table from Scientific American as a testimonial, got into the business of designing bathroom tiles.

B—Professor Duesenbery [sic] was well qualified to go into the demonstration business. He drove Cadillacs around low-income districts to stimulate demand. And changed his name to Jones so that it would be him that everyone was keeping up with.

D—In England many economists went to work for the government where they produced a remarkable effect. Before 1984 political speeches had sounded something like this.

B—Good evening; I’m the Prime Minister. My name is….. [insert: ad lib] etc.

D—But now all this has changed…

B—Good evening…[insert: ad lib] etc.

L—Professor Tom Schelling took up a career in Madison avenue. It was he who was responsible for some of the following products…

D—Ladies, now you can wear the most powerful and alluring perfume in the world—First Strike—the only perfume with complete credibility. It also contains the only deodorant with overkill.

B—Now at last there is a product to take away the smell of deodorant—it is called Counterforce. Only Counterforce gives you 24-hour protection against odorlessness. [Insert: 5120 or S120]

[Insert: STAND]

L—For years girls have been searching for a perfume which will attract the men and yet prevent them from taking liberties—now they have it in the form of Deterrence—the perfume which is effective [Insert: only] if you don’t use it.

D—He also introduced a city wide deodorant campaign under the title of Civil defence.

L—And the only really safe method of birth control—Early Warning.

B—Meanwhile Professor Dunlop had become a truck driver and a shop steward for Jimmy Hoffa.

D—And Professor Kuznets took to selling abacuses.

[Insert: Some economists, not from Harvard opened a cafeteria.]

[Insert: Bob-Les—come forward]

L—Professor Galbraith first thought of becoming a rice farmer. But he soon saw that since there was no more need for economists he could now come into his own. After a coup d’etat he took over the Littauer building and changed it into the department of Affluent Studies. The idea was the ultra-popularization of economics; the main qualification for admission was to be a good phrase-monger. The new department published books like…

B—The Economics of Sex, with an appendix on the second derivatives of Jayne Mansfield. A geometric interpretation with diagrams.

D—The department became identified with a new theory of economic decline, published as a non-Rostovian manifesto. All countries, it said, tend to decline, and their speed of decline is determined by their relative degree of economic advancement. Its five stages of decline started with the age of mass consumption, through the age of preconditions for decline, coming then to the crucial landing stage.

B—Other books appeared like ‘The Naked Truth about Public Squalor, and so on.

[Insert: Pause—back to audience]

L—Only one of the redundant economists took the highest calling of all. Let us now eavesdrop on a sermon by [Insert: his eminence] Archbishop Gerschenkron…

[Insert: seated]

B—You know, when I was an economist one of my graduate students wrote a very good paper for my course. Matthew, [Insert: I said] why don’t you publish this paper, no, really why don’t you publish. But you know youll have to change the title. What journal is going to publish a paper called ‘the First Gospel’? But you know it really was a very good paper. There was a lot of interesting material about the farm problem in Egypt and about the almost miraculous elasticity of supply of loaves and small fishes in Gallillee [sic]. Then there was a very good section about Christ throwing the money-changers from the temple. Well, you see, the rate of interest was very high then. Don’t you think that the real reason why Christ did this was to reduce the rate of interest and to stimulate investment. You see, I wanted Matthew to rewrite his paper for the Quarterly Journal and call it ‘Christ as a proto-Keynsian’ [sic] But no, he was a very strong-willed boy and he brought it out in a syposium [sic] edited by Seymour Harris, called the Bible, essays in honor of God. But, you know, it was still required reading for my course.

D—Professor Harberler [sic] took to song writing, and here is a sample…

[Insert: stand behind table]

(tune: God bless America)

[Insert: All:] God bless free enterprise,
[Insert: MOC or HOC or NOC] System divine,
Stand beside her and guide her,
Just as long as the profits are mine.
[Insert: Salute]
Corporations may they prosper
Big business, may it grow!
[Insert: MOC or HOC or NOC] God bless Free Enterprise,
The Status quo!

L—Well, David, I guess that’s it. Do you think they’ll throw us out?

D—I dont know. But I dont suppose we’ll ever be allowed to pass generals. There are still some jobs you can get without a Ph.D.

B—No chance at all is there? I mean about generals….

D—Well they were all in it weren’t they—all the generals board.

L—What about Professor Vanek? He emerged unscathed.

D—That’s true but he’s leaving.

B—That’s fair, of course.

L—Yes, he hasn’t done much since he’s been here really.

D—Half a dozen good articles…

B—4 books, or is it 5?

L—He’s become an acknowledged expert on at least two major fields of economics…

D—A clear and stimulating teacher…
And a nice guy…

L—Not much really. [Insert: Clearly not a Harvard type]

B—Not surprised they’re letting him go

D—Well, that’s it then.

B—One more thing actually…The perpetrators of this entertainment would like it to be known that any resemblance of characters in this review to any person or persons living or half-dead is purely intentional.

L—So be it.

All—In the name of the Holy Trinity:

D—Dorfman,

L—Samuelson,

B—and Solow.

All—Amen

 

Source:   MIT Archives. Department of Economics Records, Box 2, Folder “GEA 1961-67”.

 

Categories
Exam Questions Harvard Suggested Reading Syllabus

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

 

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

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Course Description, 1940-41

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

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

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

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Enrollment 1939-40

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

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

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

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Economics 63b
1939-40

Reading List

Principal books used:

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

 

Week

Assignment

1

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

2

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

3

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

4

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

5

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

6

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

7

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

8

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

Vacation

9

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

10

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

11

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

12

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

 

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

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Reading Period Assignment

Economics 63b: Read one of the following:

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

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

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1939—1940
HARVARD UNIVERSITY

ECONOMICS 63b2

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

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

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

Final. 1940.

 

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

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

 

Categories
Harvard Regulations

Harvard. Written vs. Oral Exams. Gerschenkron vs. Chamberlin, 1958

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Exam Questions Harvard

Harvard. Final exam for transportation economics. Chamberlin, 1932

 

 

Every year from 1927/28 through 1931/32, Edward Chamberlin taught a semester-long course on the economics of transportation. The course outline with reading assignments was posted earlier. This posting provides us with a short course description published in the annual announcements of the Division of History, Government, and Economics, 1929-30, followed by the final examination questions for the last time Chamberlin taught economics of transportation.

_____________________________

 

Course Description [1929-30]

[Economics] 4a 1hf. Economics of Transportation

Half-course (first half-year). Tu., Th., Sat., at 11. Asst. Professor Chamberlin

An historical outline will be followed in turn by discussion of the problems in rates, finance, and legislation, domestic and foreign.

 

Source: Harvard University. Official Register of Harvard University, Vol. XXVI, No. 36 (June 27, 1929). Division of History, Government, and Economics 1929-30, p. 67.

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Final Examination
Economics of Transportation
Assistant Professor Edward H. Chamberlin

1931-32
HARVARD UNIVERSITY

ECONOMICS 4a

I

(One hour)

Choose the question relating to the reading period assignment which you have read.

  1. (Waterways.) Write on the St. Lawrence Navigation and Power Project as an agency for: (a) agricultural relief; (b) the relief of traffic congestion; and (c) railway rate control. Do you think the project is economically justified?
  2. (Rates.) Explain, illustrate, and contrast the equalization and the distance principles in rate making. What new light is thrown on the problem of rates by Clark’s analysis of railway costs?
  3. (Valuation.) The “final value” of the Richmond, Fredericksburg and Potomac railroad has been announced by the Interstate Commerce Commission since the Supreme Court decision in the St. Louis and O’Fallon case, and the Commission has begun recapture proceedings against the road. The case may soon be appealed to the Supreme Court. On purely economic grounds, what basis of valuation do you think the Commission should have adopted? How, if at all, would your answer be different, taking into account legal reasons, especially in light of the O’Fallon decision?

 

II

The Act of 1920 provided that the Interstate Commerce Commission should have the power (a) to fix minimum rates; (b) to establish just divisions of joint rates; and (c) to permit pooling. Explain briefly the importance of each of these provisions.

 

III

Is there a need for regulation of motor transport (a) to protect the public from unfair rates? (b) to protect the railroads from unfair competition? Why or why not in each case?

 

IV

Hearings are now being held in Washington on the consolidation of all the railroads in trunk line territory into four large systems. What advantages and disadvantages may accrue (a) to the individual railroads concerned, and (b) to the public, if the project is approved by the Commission and carried through?

 

V

Write briefly on TWO of the following

  1. The significance of the back haul in railroad rate making.
  2. The importance of the ratio of stocks to bonds in railroad finance.
  3. Railway consolidation policy in England.

 

Final, 1932.

 

Source: Harvard University Archives. Harvard University. Final Examinations, 1853-2001 (HUC 7000.28, 74 of 284). Examination Papers, Finals , 1932.

Image Source: Edward H. Chamberlin from Harvard Class Album 1932.

 

Categories
Exam Questions Harvard

Harvard. Final Exam Questions for Second Term of Honors Theory, 1940

 

This is one of those cases where one sorely misses the final examination for the first-term of a two-term course. Next time I go to the Harvard archives, I’ll have to check whether I have systematically overlooked the mid-year exams, or the keepers of the Harvard record merely limited themselves to mostly just collecting the exams administered at the end of each academic year. Maybe some visitor to Economics in the Rear-View Mirror happens to check this and let us all know by posting a welcome comment.

Anyhow, this posting continues the current series of exams that correspond to syllabi and course reading lists already transcribed since I have set up shop (not quite two years ago). The 1939-40 undergraduate honors course in economic theory at Harvard was taught by the team of Edward Chamberlin, Wassily Leontief and Overton Taylor.

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Final Examination
Economic Theory (Honors degree candidates)
Professor Chamberlin, Dr. O. H. Taylor, and Associate Professor Leontief

1939-40
HARVARD UNIVERSITY

ECONOMICS 1

Answer SIX questions, including number 7 or 8.

  1. Explain the concept of the “period of production” in its connection with the theory of interest.
  2. Is the marginal productivity theory applicable to piece wages? Answer and discuss.
  3. Explain the relation between the wage rates and marginal physical productivity in the case in which the entrepreneur sells his product in a competitive market but at the same time holds the position of a monopolist on the labor market.
  4. Discuss the effect of increased interest rates upon the employment of labor as compared with the use of machines.
  5. How would the height of rent be determined if all land were of the same quality?
  6. “Pigou has tried in vain to build a useful ‘economics of welfare’ on the false assumptions, that society is a collection of (a) purely selfish and (b) perfectly rational individuals, who infallibly maximize their private gains and satisfactions; and that such a society can, nevertheless, develop a regime of institutions, laws, and policies under which there will be a complete agreement of all private interests with the public interest, and an economic process working automatically to maximize collective welfare.” Discuss the validity of that interpretation and condemnation of Pigou’s assumptions, and the problem, as you see it, of achieving ‘realism’ in the basic ideas of a theory of ‘welfare economics’.
  7. Explain, and discuss critically one of the following: (a) Knight’s thesis concerning the ‘limitations of scientific method in economics’; (b) Wolfe’s demand for a ‘functional welfare economics, using a generally accepted, psychologically grounded, norm of welfare’; or (c) Clark’s ‘experiments in non-Euclidean economics’.
  8. “Profits are a special type of differential income”. Discuss.

 

Final. 1940.

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

Image Source: From left to right: Chamberlin, Leontief, Taylor from the Harvard Class Album, 1939.

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Exam Questions Harvard

Harvard. Final Exam Questions for “The Corporation and its Regulation”, 1935

 

 

While the Harvard archives collection of printed final examinations has a few serious gaps and is sometimes incomplete (especially with respect to the mid-year exams for year-long courses), it is truly a great resource, especially when the exams get paired to the corresponding syllabus/reading-list found elsewhere in the archives. I’m am now roughly a third of the way in matching exams to course syllabi/reading-lists that I have already posted. Once I catch up, I’ll be posting the combinations regularly from thereon out.

Today takes us back to the extremely popular (in the mid-1930s) Harvard course co-taught by Messrs. Crum, Mason, and Chamberlin on the corporation and its regulation. It is interesting to note that Henry Simons’ pamphlet “A Positive Program for Laissez-Faire” (1934) while not be included in the reading list was important enough to account for 50% of the examination (Q. 1) below. 

_____________________________

 

Final Examination
The Corporation and its Regulation

Professors William Leonard Crum, Edward Sagendorph Mason, and Edward Hastings Chamberlin

1934-35
HARVARD UNIVERSITY

ECONOMICS 4a1

1. Note: Allow about an hour and a half for this question. Discuss any two of the following proposals:

A recently published programme for a liberal economic policy proposes in part:

  1. That no corporation which engages in the manufacture or merchandising of commodities or services shall own any securities of any other such corporation.
  2. That corporations may issue securities only in a small number of simple forms prescribed by law, and that no single corporation may employ more than two (or three) of the different forms.
  3. That investment corporations (including holding companies) shall hold stock in operating companies without voting rights, and shall be prohibited from exercising influence over such companies with respect to management.

2. Write on any three of the following:

  1. “The Securities Act is merely an attempt to make the corporation lawyer and financier the scapegoats of the depression.” Discuss.
  2. “It is not possible in a modern corporation to discover who performs the entrepreneurial function, nor to apply to a modern corporation any theory of profits based on the assumption that individual proprietorships and partnerships are the typical forms of business enterprise.” Discuss.
  3. Distinguish between earned and capital surplus. What is the importance of the distinction? In what various ways may a capital surplus arise? Discuss the declaration of dividends out of surplus.
  4. “One of the largest textile mills in the United States found itself in 1932 with $2,000,000 cash, no bonds, and hardly any current obligations. Its stock was quoted at $30 a share, though the corporation had nearly $35 in net quick assets. Accordingly, it purchased some of its own shares. Obviously, by whatever course of reasoning we proceed, this was of advantage not only to the corporation, because it reduced the number of shares upon which it must pay dividends in order to maintain its investment credit, but also to the great body of stockholders, because it increased the available equity of each share. We may add that it was of advantage to the individual shareholder who was forced to sell his shares, in that it increased the number of purchasers.” Discuss.

 

Final. [February] 1935.

Source: Harvard University Archives. Harvard University. Examination Papers—Finals, 1935 (HUC 7000.28, 77 of 284).

Image Source: Crum, Mason and Chamberlin from Harvard Album 1934.

Categories
Exam Questions Harvard

Harvard. Final Examinations for Graduate Economic Theory. Chamberlin, 1948

 

From the Harvard archives I have transcribed the final examinations for the both semesters of a two-semester course in graduate economic theory taught in 1947-48 by Edward H. Chamberlin. The syllabus/reading-list for that course was transcribed in an earlier posting.

___________________________

 

Enrollments

[Economics] 101a. Professor Chamberlin—Economic Theory, I (F).

Total 84: of which 32 Graduates, 11 Seniors, 4 Junior, 17 Public Administration, 12 Radcliffe, 8 Others.

[Economics] 101b. Professor Chamberlin—Economic Theory, I (S).

Total 88: of which 37 Graduates, 10 Seniors, 1 Junior, 21 Public Administration, 8 Radcliffe, 11 Others.

 

Source: Harvard University. Report of the President of Harvard College 1947-48, p. 90.

_____________________________

Final Examination
Economic Theory I
Professor Edward H. Chamberlin

1947-48
HARVARD UNIVERSITY

ECONOMICS 101a

Write on the first question (one hour) and any four of the others (1/2 hour each). (The first question will receive double weight).

  1. (one hour) The Marshallian analysis of monopoly required only the demand curve for the monopolist’s product, and the cost curve for the monopolist’s production, in order to determine the price-output combination which would make profits a maximum for the firm. In what respects does monopolistic competition theory replace or supplement the earlier analysis? Was the earlier analysis logically wrong, incomplete, or both?
  2. (1/2 hour) Mill gave great importance to the category of constant cost in his theory of value. More recently, as a result of the Marshallian analysis, some have concluded that constant cost is of no importance whatever, whereas others would retain it as a major category. Discuss the issues involved and give your own conclusion.
  3. (1/2 hour) Suppose a firm already to possess a certain plant, and to contemplate its expansion. Using a diagram, distinguish between, and relate to each other, the following six curves:
    1. The average and marginal cost curves for the original plant.
    2. The average and marginal cost curves which would be relevant to deciding on the expansion policy.
    3. The average and marginal cost curves after the expansion has taken place.

Explain the most significant principles involved in this analysis.

  1. (1/2 hour) Explain Marshall’s concept of “quasi-rent,” distinguishing it from the concept of “rent.” Explain the analytic use to which Marshall puts the concept, and give an illustration (preferably one of your own).
  2. (1/2 hour) A production surface may be regarded as a hill which may be “sliced” in various directions. Draw a diagram, or “indifference map,” which shows the following “slices,” all passing through the same point:
    1. Constant product
    2. Constant outlay
    3. Constant proportions of factors
    4. One of the two factors constant.

Show also (5) a “scale line” passing through this same point.
Explain in each case the meaning of the curve you have drawn.
What is the relation of this diagram to the cost curve analysis?

  1. (1/2 hour) “There is no use discussing whether or not we measure utility. The alternative to measurement is chaos, and since markets are not chaotic, there must be measurement.” Discuss the issues involved in this quotation and in measuring utility generally. To what extent are they solved by the use of indifference curves instead of demand curves?
  2. (1/2 hour) What is the essential feature of oligopoly which makes the behavior of an oligopolistic firm so intractable to ordinary analysis? Indicate at least one technique whereby the problem of price determination under oligopoly (or, in the special case of two: duopoly) has been reduced to manageable proportions and some conclusion reached. Criticize this technique and the conclusion.

Final. January, 1948.

Source: Harvard University Archives. Harvard University. Final examinations, 1853-2001. HUC 7000.28, Box 15 of 284. Harvard University Faculty of Arts and Sciences. Papers Printed for Final Examinations in History, History of Religions, … , Economics, … , Military Science, Naval Science. January, 1948.

_____________________________

 

Final Examination
Economic Theory I
Professor Edward H. Chamberlin

1947-48
HARVARD UNIVERSITY

ECONOMICS 101b

Please write on the cover of your bluebook the numbers of the questions you have answered, in the order in which they appear in the book.

Part I

Answer both questions, allowing 45 minutes each.

  1. Discuss any three specific problems involved in defining the marginal product of a factor of production. You may discuss particular factors, as well as the general problem.
  2. Discuss the major issues in “welfare economics” with respect to any three of the following subjects:
    1. The significance of “perfect competition” in welfare economics
    2. The production and exchange conditions for maximum economic welfare
    3. Equality of incomes
    4. Interpersonal comparisons
    5. Elements of monopoly
    6. Economic vs. non-economic welfare

Part II

Answer any three questions, allowing 30 minutes each.

  1. “Interest is a payment necessary to induce people to give up part of their current income to make capital formation possible. In a static state no capital formation takes place; therefore the interest rate in a static state would be zero.” Discuss.
  2. Outline a theory of profits taking into account all the factors which in your opinion influence both total profits and the earnings of particular Define your terms.
  3. Explain and contrast either Ricardian or Marshallian rent with Robinsonian rent. What is your own view on the main issues involved?
  4. Assume that trade unions consider the demand for the labor of their members in determining their wage objectives. Suppose a number of craft unions in an industry (say, the building industry) to be amalgamated into a single union. How would you expect this amalgamation to affect their wage objectives? (Do not discuss the question of bargaining strength).
  5. Discuss the equilibrium of the firm under conditions such that selling outlays are profitable.

 

Final. May, 1948.

 

Source: Harvard University Archives. Harvard University. Final examinations, 1853-2001. HUC 7000.28, Box 15 of 284. Harvard University Faculty of Arts and Sciences. Papers Printed for Final Examinations in History, History of Religions, … , Economics, … , Military Science, Naval Science. May, 1948.

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

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Exam Questions Harvard

Harvard. Examination Questions for Chamberlin’s 2nd Semester Graduate Theory, 1939

My original enthusiasm for the trove of old Harvard economics examinations was slightly dampened when I noticed that mid-year examinations (i.e. in February) for full-year courses were not apparently included in the collections I saw during my recent archival visit. Today’s posting provides only the June examination questions for the second semester of Edward H. Chamberlin’s two-semester graduate economic theory course at Harvard during the 1938-39 academic year. The course syllabus for both semesters of Economics 101 with many links to the readings was transcribed and posted earlier. Maybe someone gets lucky and finds a copy of the February, 1939 exam to add here. Better yet, maybe someone finds a copy of Chamberlin’s own or some graduate student’s notes for the course.

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1938-39
HARVARD UNIVERSITY

ECONOMICS 101

Answer SIX questions. (Please do not depart from the order in which they are listed.) Each question will receive equal weight.

  1. What minimum conditions are necessary to discrimination? What further conditions are necessary in order to make discrimination profitable? What further conditions would be necessary in order to have discrimination in the highest (“first”) degree? Describe the general conditions of equilibrium for a discriminating monopolist. Is it possible to say whether, from the point of view of society as a whole, price discrimination is desirable or not? Why or why not?
  2. Discuss the following quotations from Hicks, individually, and in relation to each other:

“In the short run, particular men may be displaced by an increase in saving; but in the long run, the accumulation of capital is always favorable to the interests of labor.”
“Now…inventions of this type…may reduce not only the relative share of labor, but also its absolute share.”

  1. “Under a régime of private property and competitive industry, doubtless all that unionism can achieve in raising wages is to aid in bringing them to the full marginal productivity of labor.” Discuss.
  2. Are production and consumption “synchronized” by capital in a static state? Discuss fully and explain what importance (if any) you think this issue has for the theory of interest.
  3. Compare and contrast the interest theory of Boehm-Bawerk with that of either Wicksell or Indicate and defend your own view on the most important points of difference.
  4. “Jevons asks: ‘If land which has been yielding £2 per acre rent, as pasture, be ploughed up and used for raising wheat, must not the £2 per acre be debited against the production of wheat?” The answer is in the negative.” Discuss.
  5. What rôle, if any, do you assign in your own theory of profits to each of the following: (a) marginal productivity, (b) risk, (c) innovation, (d) monopoly, and (e) the separation of ownership and control in the modern corporation?
  6. Discuss critically Knight’s analysis of cumulative inequality as a factor in economic and political evolution.

Final. 1939.

 

Source: Harvard University Archives. Harvard University, Faculty of Arts and Sciences. Papers Printed for Final Examinations, History, History of Religions, … ,Economics, … , Military Science, Naval Science. June, 1939. (HUC 7000.28) Box 4 of 284.

Image Source: Professor Edward H. Chamberlin in Harvard Class Album 1939.

 

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Courses Harvard Suggested Reading Syllabus

Harvard. Junior Year Economic Theory, Chamberlin. 1940

 

 

The last time the undergraduate course Economics 1 (Economic Theory) was offered as a full year course (1939-40), it was taught as an honors course by Professor Edward Chamberlin, Associate Professor Wassily Leontief and Instructor O.H. Taylor. Starting in the academic year 1940-41, Harvard’s Economics 1 was split into back-to-back semester courses Economics 1a (Chamberlin: Economic Theory) and 1b (Taylor: The Intellectual Background of Economic Thought). Two years later the second semester course 1b was taught by Professor Haberler and Associate Professor Leontief under the title “Theory of Production and Distribution of the National Income” (1941-42).

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Course Enrollment

*1a 1hf. Professor Chamberlin.—Economic Theory.

Total 63: 1 Senior, 56 Juniors, 6 Sophomores.

 

Source: Report of the President of Harvard College and Reports of Departments for 1940-1941, p. 58.

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ECONOMICS 1a
1940-41
Revised Outline

  1. The Law of Supply and Demand. Meaning and Generality. Relation to the Law of Cost. Cost curves and supply curves. Relation to monopoly and to competition. Pure and perfect competition. Market problem illustrating deviations from “equilibrium” as defined by perfect competition. Equilibrium vs. the equation of supply and demand.

Mill—Principles, Book III, chapters 2, 3, 5.
Chamberlin—Monopolistic Competition, chapters 1, 2.
Henderson—Supply and Demand, chapters 1,2.
Marshall—Principles, pp. 348-350; p. 806 note.

  1. Competitive theory, illustrated by Marshall.

Marshall—Principles, Book V, chapters 1-5; book IV, chapter 13; Book V, chapters 8, 9, 10, 12.

  1. The effect of small numbers in the market.

Monopolistic Competition, Chapter 3.

  1. Product differentiation. Co-existence and blending of monopoly and competition. Output (sales) as a function of price, “product” and selling outlays. Price-quantity relationships examined in some detail, selling costs and products as variables more briefly.

Monopolistic Competition, chapters 4, 5, 6, 7 (pp. 130-149), Appendices C, D, E.
Alsberg, C. L.—“Economic Aspects of Adulteration and Imitation,” Q.J.E., Vol. 46, p. 1 (1931).

  1. Production and Distribution. Diminishing returns. Diminishing marginal productivitiy. The laws of cost. General effect of monopoly elements on the analysis.

Garver & Hansen—Principles, chapter 5.
Viner, J.—“Cost Curves and Supply Curves,” Zeitschrift für Nationalökonomie, 1931.
Monopolistic Competition, Appendix B.

  1. Theory of Wages.

Hicks, J. R.—Theory of Wages, chapters 6, 7.

  1. Profits.

Henderson, Supply and Demand, Ch. 7.

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ECONOMICS 1a
1940-41

  1. The Law of Supply and Demand. Meaning and Generality. Relation to the Law of Cost. Cost curves and supply curves. Relation to monopoly and to competition. Pure and perfect competition. Market problem illustrating deviations from “equilibrium” as defined by perfect competition. Equilibrium vs. the equation of supply and demand.

Mill—Principles, Book III, chapters 2, 3, 5.
Chamberlin—Monopolistic Competition, chapters 1, 2.
Henderson—Supply and Demand, chapters 1,2.
Marshall—Principles, pp. 348-350; p. 806 note.

  1. Competitive theory, illustrated by Marshall.

Marshall—Principles, Book V, chapters 1-5; book IV, chapter 13; Book V, chapters 8, 9, 10, 12.

  1. The effect of small numbers in the market.

Monopolistic Competition, Chapter 3.

  1. Product differentiation. Co-existence and blending of monopoly and competition. Output (sales) as a function of price, “product” and selling outlays. Price-quantity relationships examined in some detail, selling costs and products as variables more briefly.

Monopolistic Competition, chapters 4, 5, 6, 7 (pp. 130-149), Appendices C, D, E.
Alsberg, C. L.—“Economic Aspects of Adulteration and Imitation,” Q.J.E., Vol. 46, p. 1 (1931).

  1. Production and Distribution. Diminishing returns. Diminishing marginal productivitiy. The laws of cost. General effect of monopoly elements on the analysis.

Garver & Hansen—Principles, chapter 5.
Viner, J.—“Cost Curves and Supply Curves,” Zeitschrift für Nationalökonomie, 1931.
Monopolistic Competition, Appendix B.

  1. Theory of Wages.

Hicks, J. R.—Theory of Wages, chapters 6, 7.

  1. Theory of Capital and Interest.

Clark, J. B., The Distribution of Wealth, Chapters 9 and 10.
Böhm-Bawerk, The Positive Theory of Capital, Book II, Chs. 2 and 5, Book V.

  1. Profits.

Marshall, Book VI, Ch. 5, section 7; Chs. 7, 8.
Taussig, Principles, Vol. II, Ch. 50, section 1.
Henderson, Supply and Demand, Ch. 7.
Berle and Means, The Modern Corporation, Book IV.
Chamberlin, Monopolistic Competition, Ch. 5, section 6; Ch. 7, section 6; Appendices D, E; Ch. 8.

 

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003. (HUC 8522.2.1) Box 2, Folder “Economics, 1940-1941”.

Image Source: Harvard Class Album 1946.

Categories
Courses Economists Fields Harvard

Harvard. Edward Chamberlin Lobbies to Teach a Graduate Theory Course. 1935

 

 

With the retirements of Charles J. Bullock and Frank W. Taussig in 1935 Edward H. Chamberlin saw his opportunity to start to break out of his designated field box “government and industry” and into “theory”. We have here a letter that Chamberlin wrote to the head of the economics department, Harold H. Burbank. The letter is of the putting-this-conversation-into-the-written-record variety. His deference to Burbank and recognition of the established claims of other colleagues to the theory field are complemented with a dash of false-modesty—“Perhaps I may, however,…put in my own ‘claim’ (if such it may be called) for whatever consideration it deserves.”

In any event, from the subsequent shuffle in instructional assignments for the 1935-36 academic year, we see that Chamberlin succeeded in joining Schumpeter and Leontief at the Harvard theory table.

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Letter from Associate Professor Chamberlin to Chairman Burbank
Requesting to teach a graduate course in theory

 

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

14 Ash Street
Cambridge, Massachusetts
February 26, 1935

Professor H. H. Burbank, Chairman
Department of Economics,
Harvard University,
Cambridge, Mass.

 

Dear Burby:

This is to confirm our conversation of the other day. I should like to ask if arrangements could possibly be made at this late date for me to give a graduate half course next year on “Contemporary Value Theory.”

I have been asked by several people recently why it was that, although the theoretical problems which Mrs. Robinson and myself have raised are the subject of lively controversies in numerous other universities, one finds them very much in the background at Harvard. There does seem to be a general interest in the subject, and, since I have a strong continuing interest in it myself, the occasion seems to present itself of offering to graduate students at Harvard a better opportunity than they now have to study and discuss this set of problems and others related to it.

I realize that others than myself have claims to theory courses and that the problems of fitting the members of the Department to courses are not easy. Perhaps I may, however, even for this very reason, put in my own “claim” (if such it may be called) for whatever consideration it deserves. My work in Public Utilities and Industrial Organization could be reduced without difficulty. Donald Wallace could take my part in Economics 49 with Professors Crum and Mason, and, I am sure, would do an excellent job of it. This arrangement, together with a slight reduction in my tutorial load, would give me the time for another half course and I should continue in the undergraduate 4a and 4c. I should have, even then, only one-fifth of my time in theory, the other four fifths in the practical field of government and industry.

You have recently intimated in conversation that I might soon be given a share of the work in theory. I hope it may be next year, and also that a way can be found to arrange for it without interfering with the work which others are now doing or plan to do in the field.

Sincerely yours,
[signed]
Edward H. Chamberlin

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Copy of letter from Chairman Burbank to Dean Murdock
with changes to 1935-36 course announcements

April 17, 1935

Dear Dean Murdock,

Owing to the retirement of Professor Taussig, several changes in the Course Announcement for the coming year will have to be made. The Department recommends the following:

*Economics 7b1. Theories of Value and Distribution. [listed as “Modern Economic Thought” in Report of the President of Harvard College 1935-36, p. 82; ]

Half-course (first half-year). Mon., Wed., and (at the pleasure of the instructor) Fri., at 11. Associate Professor Chamberlin.
[Replacing Taussig, Schumpeter and Sweezy who taught in 1934-35]

Economics 8a2. Introduction to the Mathematical Treatment of Economics.

Half-course (second half-year). Mon., 4-5. Asst. Professor Leontief.
[Replacing Schumpeter who taught in 1934-35]

Economics 11. Economic Theory.

Mon., Wed., Fri., at 2. Professor Schumpeter.
[Replacing Taussig and Schumpeter who taught in 1934-35]

Economics 14b2. History of Economic Thought since 1776.

Half-course (second half-year). Mon., Wed., Fri., at 11. Dr. Monroe.
[Replacing “History and Literature of Economics from the Physiocrats through Ricardo” taught by Professor Bullock in 1934-35. Bullock retired from Harvard September 1, 1935.]

Sincerely yours,

H. H. Burbank

Dean Kenneth B. Murdock
20 University Hall

 

 

Source: Harvard University Archives, Department of Economics, Correspondence & Papers 1902-1950. Box 23, Folder “Course offerings 1926-1937”.

Image Source: Harvard Class Album, 1939.