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Curriculum Harvard

Harvard. Economics Education of Theodore Roosevelt, 1878-80

 

The founding head of the University of Chicago’s Department of Political Economy, James Laurence Laughlin, was originally trained at Harvard where he taught for five years. He moved on to Cornell for two years before going to Chicago. During Laughlin’s early years at Harvard, one of his economics students was Theodore Roosevelt (Harvard Class of 1880, better known as the 26th President of the United States of America). Roosevelt was eight years younger than Laughlin and died in 1919. Five years later Laughlin published an essay on “Roosevelt at Harvard”. An original typed draft of the essay can be found in his papers at the Library of Congress. While Laughlin spends much of the essay going through Roosevelt’s transcript with interesting comments and observations on Harvard personalities of the late 1870’s, I have only included those parts that deal with the economic education of the future President.

I have not yet compared this draft to the published version, but I have corrected obvious typing errors and inserted some material from what appears to be an earlier draft of page 9 of the typed manuscript.

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From “Roosevelt’s College Days”
by James Laurence Laughlin

…As a freshman Roosevelt entered the university in 1876 just as a new régime inaugurated by President Eliot had got fairly into working order. The new captain had already introduced the elective system and had enlisted some forward-looking members of his faculty such as C. C. Langdell, Charles F. Dunbar, and Henry Adams. The potentialities of this situation are so interesting that one might be tempted to linger too long on them. They involved epoch-making changes for the nation in education for law, economics, and history. The appointment of Dean Langdell in the Law School brought in the case-system, revolutionized the teaching of law throughout the country, and attracted the attention of foreign jurists. With the creation of the first professorship in economics at Harvard for Dunbar in 1871 there then began the modern teaching in economics which has had so remarkable a development for the last thirty years in all the universities of the country. While Gurney and Torrey were princes of the blood in History, Henry Adams came as the paladin of new adventure. He had the dash and spirit of the crusader. He held the first seminar for research in history in this country. He tied up American history not only with British institutions but also with those of our Teutonic forebears. Such men as these added a new touch to the temple of learning by which Harvard had already won distinction an on which she is till receiving credit….

…For the first time [Roosevelt’s] mind turned from the languages and natural history to those of public interest with which his future was to be so much occupied [during his junior year, 1878-79]. He selected a course in Political Economy then known as Philosophy 6. Although Professor Dunbar had been appointed in 1871, there was no separate department of Political Economy until 1879-80. Previously economics had been briefly taught by Francis Bowen, the professor of philosophy, and for a time the new subject found shelter in his department. Roosevelt’s first introduction to that field was announced in the catalogue as: “Political Economy. –J. S. Mill’s Political Economy.—Financial Legislation of the United States. Prof. Dunbar and Dr. Laughlin.” Professor Dunbar gave lectures on the public finance of the Civil War in which he was a master. To me fell the duty of conducting recitation and discussions on Mill’s original two-volume treatise. [Laughlin’s own Abridged version of Mill’s Principles] Inasmuch as the work was exacting, Roosevelt’s mark for the year of 89 was high.…

[In his senior year, 1879-80…] In Political Economy he studied with Professor Dunbar Cairnes’s Leading Principles of Political Economy, McLeod’s Elements of Banking, and Bastiat’s Harmonies Économiques in which he got 78.

During his junior year, in order to widen the interest of my students in applying economics to public questions, I suggested to a group of them the advantage of forming a Finance Club for the purpose of inviting outside economists to speak at the university. Besides Roosevelt there were George Hoadley, J. G.Thorp, A. B. Hart, F. J. Ranlett, W. H. Rhett, Josiah Quincy and Charles G. Washburn. The plan evidently appealed to Roosevelt, for he writes to his sister in the autumn of 1878 as follows:

‘I have begun studying fairly hard now, and shall keep it up until Christmas. I am afraid I shall not be able to come home for Thanksgiving; I really have my hands full, especially now that my Political Economy Professor wishes me to start a Finance Club, which would be very interesting indeed, and would do us all a great deal would of good, but which will also take up a great deal of time”.

The President of the club was J. G. Thorp (of 1879) and the Secretary was A. B. Hart. The meetings were held in the rooms of the department on the first floor of University Hall, on the window sills of which along side the wide front steps was placed the “shingle” of the club as a means of announcing a meeting to members. That “shingle” is now hanging on the wall of Professor Hart’s office in the Widener Library.

The lecturers invited by the club stirred up a wide interest in economics. Few of us had known William G. Sumner personally. The vigor of his writing had given us the impression of a very austere personality. At Yale a student who had been invited to supper with Sumner’s family came bursting into his chum’s room late on a wintry night, shouting: “Fellows, Billy Sumner is kind to his family.” Any such impression was dispelled by a very interesting lecture [on “The Relation of Legislation to Money”] marked by Sumner’s usual felicity of style. It was a pleasure, also, to come into contact with the unusually agreeable personality of Gen. Francis A. Walker, another lecturer [on “The Principles of Taxation”]. His experience in the army with Hancock, his administrative ability, his work on the census, and his suggestive economic mind created a desire to know him. Likewise, in the case of Edward Atkinson we came to know an active business man who without academic training had attempted to formulate economic theory. [He had a genius for lucid exposition, so that his lectures on “American Competition with Europe”, “Capital and Labor”, “Railways”, and “The National Banking System”, attracted many students. Later, the one lecture which stirred up the most permanent interest was that by Col. T. W. Higginson on “Young Men in Politics”, which led to the formation of a Harvard Union after the example of the one at Oxford. Another result of the new interest in economics was the action of the university authorities in bringing Hugh McCulloch and Simon Newcomb each to give a course of three lectures.]

[Of especial value was the writing and discussion of papers by the members themselves. Early in the first year five papers had been read. In February, 1879, one of them was by Robert Bacon and Theodore Roosevelt on “Taxation.”]

There was an interesting meeting of the Finance Club on the occasion of the presence of Henry George. I can recall the small group of members gathered in University Hall to whom George spoke informally. After his talk there was a general discussion, in which the students freely exchanged arguments with the speaker. They had had a fairly good grind in the fundamental principles of economics. As a consequence, George did not show to advantage in the give-and-take. It is an interesting coincidence that only seven years after (in 1886) Theodore Roosevelt was the Republican candidate for Mayor of new York city against Henry George, the Labor candidate, and Abram S. Hewitt, the candidate of the United Democracy.

There was a reason why George did not fare well in this discussion. It is a curious fact that George’s system was almost always regarded as a problem in taxation, and in the discussion of it attention was only directed to the matter of so taxing land value that there would be no object in holding land in private property ownership. Strangely enough, the course of the arguments by which he reached this conclusion, the very supports on which his system of taxation rested, were generally disregarded, or what is more likely were little understood. To this day there is no adequate study of the logic of “Progress and Poverty”. It does not seem to be realized that his plan of taxation depended on the dictum that payment of rent was a subtraction from wages, and that abolition of rent for land would remove the existence of low wages and wipe out poverty. Such an outcome was reached only by granting as proved that payment of interest on capital could be eliminated. This part of this theorizing was extremely weak. if his reasoning was wrong, his system of taxation had no supports.

In the copy of the first edition of “Progress and Poverty” [Link to Fourth Edition, 1881] now lying on my table, I find a request for a review of it from the editor of the International Review as follows:

Jan. 11., 1880

“My dear Laughlin:

About 2pp. on this book, please. I should suppose from glancing at it that it was rubbish. But there may be ideas in it.

Truly yrs.

H.C-Lodge.”

Senator Lodge had ceased to be an instructor in history after 1878-79, and when Roosevelt was a senior he had become editor of the International Review….

…In his junior year I had an interesting conference with [Roosevelt]. He came to me to discuss whether it would be better for him to specialize on natural history or to take more economics. He gave no indication that he was thinking of a public career. My advice was that the country at that time especially needed men trained to think correctly on public questions and that these questions were nine-tenths economic. I can no say, of course, that my advice influenced him, but he did continue his economics in his senior year. Nor could one say that in after life he always thought correctly on economics. in public office, in order to get things done, it is too often supposed that economic considerations must be sacrificed to political expediency. Yet he did not forget his college courses in economics. After he had left the presidency and was contributing editor on the Outlook, when I was in charge of the campaign of education for the passage of the Federal Reserve Act, I had an interview with him in order to secure his support of the measure. On sending in my card, he appeared at the other end of the open floor entirely covered with desks, holding up my card at arm’s length, and shouting: “Where’s the fellow that taught me Political Economy”. In conference, after explaining the measure and asking him for advice how to proceed, he said “Have it associated as little as possible with Aldrich’s name. Have it come up from the small bankers of Florida or Oregon.” Then, as we finished, he added: “I will do all I can to help you. I wish I could do more. I could make a speech on the free coinage of silver; but when you get me into compound differentials and finance”—here his voice rose into his characteristic falsetto—“I am all up in the air.” To which I replied “That does not speak well for your teaching at the university”. “On the contrary, Mr. Laughlin, patting me cordially on the knee, “that was the best course I had at the university”. It was a bit of kindly good fellowship…

 

Source: Library of Congress, The Papers of James Laurence Laughlin. Box 7, Folder “Roosevelt at Harvard Oct/24” published as J. L. Laughlin, “Roosevelt’s College Days,” American Review of Reviews, October, 1924.

Image Source:  Library of Congress, The Papers of James Laurence Laughlin. Box 7, Folder “Roosevelt at Harvard Oct/24”.

Categories
Courses Curriculum Exam Questions Harvard

Harvard. Economics courses with enrollments and exam questions, 1871-1875

 

In an earlier posting I assembled information for the two or three economics courses regularly offered at Harvard in the mid-1870s. Today’s posting provides information on the economics course offerings during the first half of the 1870s. Except for the academic year 1870-1, all the courses were taught by Charles Dunbar, who only began teaching at Harvard in 1871/72. Below you will find titles of the textbooks assigned for the courses, enrollment figures, and final examination questions pieced together from the Harvard course catalogues, reports of the President of Harvard and a few unpublished exams I have found during my visit to the Harvard archives in February 2017.

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

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1870-71

REQUIRED: POLITICAL SCIENCE.
Junior year

Assistant Professor of Philosophy Ellis Peterson, A.M. Roger’s Political Economy. Mr. O. W. Holmes, Jr. — Alden, Constitution of the United States.

One hour a week. 119 students, 3 sections, 1 exercises per week for students, 3 exercises per week for instructor [for political economy]. 2 sections, 1 exercises per week for students, 3 exercises per week for instructor [for constitutional law].

Source: Harvard University Catalogue 1871-72, p. 39;  Annual report of the President of Harvard University for 1870-71, p. 51.

POLITICAL ECONOMY
Final Examination, June 1871
Junior year

I.

1. What is the sense in which the term wealth is used in Political Economy? 2. What was the cause, and also the effect of the belief that wealth was money? 3. In what sense is the term value used by Political Economists? 4. What is the cause of economical value, and under what conditions is land an exception to the rule of value? 5. Distinguish price from value, and show that while there may be a general rise in prices, there cannot be a general rise in values.

II.

1. What are the causes of “demand,” and which of these are relative, and which absolute? 2. On what does the price of commodities depend in the long run? Also, at any particular time? 3. Why is the increase in the price of bread-stuffs greater than the decrease in the supply? 4. Explain the effects of a very high price of bread on the price of meat. 5. Illustrate by the “cotton famine” in England (1826-65), how demand and supply affect prices.

III.

1. Give the origin and the definition of capital. 2. What are the real profits of capital, and what are included in the gross profits? 3. What are the principal causes of the unequal distribution of capital? 4. How are capital and labor affected by governmnet’s contracting a loan for an unproductive purpose? 5. Why are the fluctuations in the rate of disocunt greater than in the rate of interest?

IV.

1. Show that unproductive labor may be indirectly productive? 2. Give the advantages of “Division of Labor.” 3. Analyze wages of labor. 4. (1)If the number of laborers and the amount of capital invested in production be given, what of course must be the average wages of labor? (2)What causes the difference of wages in different employments? (3)What causes fluctuations of wages of a certain labor, and also of a certain laborer? 5. Show how the staple food of a country may affect the rate of wages?

V.

1. Give Malthus’s Theory of Population. 2. Why have the credit banks of M. Delitzsch been successful? 3. What is the first of Adam Smith’s four canons of taxation? 4. Distinguish direct from indirect taxes. 5. Give briefly the arguments for and against direct and also indirect taxation.

Source: Harvard University Archives. Harvard University. Final examinations, 1853-2001. (HUC 7000.28) Box 1 of 284, Folder “Final Examinations, 1870-1871”.

 

ELECTIVE: PHILOSOPHY 4
POLITICAL ECONOMY
Senior year

Nicholas St. John  Green, LL.B. Adam Smith’s Wealth of Nations. — J. S. Mill’s Political Economy.

Three times a week. 99 Seniors, 2 sections, 3 exercises per week for students, 6 exercises per week for instructor.

Source: Harvard University Catalogue 1871-72, p. 41Annual report of the President of Harvard University for 1870-71, p. 52.

PHILOSOPHY IV
POLITICAL ECONOMY
Final Examination, June, 1871

  1. In what respect do the views of Mr. Mill upon co-operation and the division of labor differ from the views of Adam Smith?
  2. On what does the degree of Productiveness of productive Agents depend?
  3. What is the doctrine of Malthus and what is Mr. Mill’s opinion of that doctrine?
  4. What is Communism? St. Simonism? Fourierism?
  5. What does Mr. Mill think concerning property in land?
  6. What is the remedy for low wages?
  7. What are the functions of money, and how and to what extent can credit supply its place?
  8. What are the evils of an inconvertible paper currency?
  9. What are the ordinary functions of government?
  10. What are the limits of the province of government?

Source: Harvard University Archives. Harvard University. Final examinations, 1853-2001. (HUC 7000.28) Box 1 of 284, Folder “Final Examinations, 1870-1871”.

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1871-72

REQUIRED: POLITICAL SCIENCE.
Junior year

Prof. Dunbar. Roger’s Political Economy. — Alden, Constitution of the United States.
One hour a week. 128 students, 3 sections, 1 exercises per week for students, 3 exercises per week for instructor.

[Note: Political Economy and the U.S. Constitution were each a half-year course with Political Economy covered in the first semester and the U.S. Constitution in the second semester.]

Source: Harvard University Catalogue 1872-73, p. 58 Annual report of the President of Harvard University for 1871-72, p. 46.

POLITICAL ECONOMY
Final Examination, February 1872
Junior year

  1. What is the difference between price and value?
  2. What is capital, and whence is it derived?
  3. Is a legal tender note of the United States money? If not, then what is it?
  4. What effect has an excessive issue of paper currency upon prices?
  5. In an estimate of public wealth, what kinds of individual wealth are excluded, and why?
  6. Why is the rate of interest high in a newly settled Western State?
  7. What determines the rate of wages?
  8. What was the theory of Malthus as to the growth of population?
  9. What effect has the introduction of machinery upon the rate of wages?
  10. What is rent, and how does it depend upon the cost of production?
  11. In the trade between nations, how is the transmission of gold and silver for the most part avoided?
  12. If there is a scarcity of some article of which there are several qualities of different prices, will the cheapest or the dearest quality rise most, and why?
  13. What is the difference between direct and indirect taxation, and what are their respective advantages!
  14. Why is a tax on raw materials a bad tax?
  15. How does our national debt differ in form from the English, and what advantage has either form?

Source: Harvard University Catalogue 1872-73, p. 241.

ELECTIVE: POLITICAL ECONOMY
Senior year

Prof. Dunbar. Adam Smith’s Wealth of Nations. — J. S. Mill’s Political Economy.
Three times a week. 75 Seniors, 2 sections, 3 exercises per week for students, 6 exercises per week for instructor.

Source: Harvard University Catalogue 1872-73, p. 61Annual report of the President of Harvard University for 1871-72, p. 48.

POLITICAL ECONOMY
Special Examination, December, 1871

  1. What is probably the most important advantage obtained by the division of labor?
  2. Define wealth.
  3. Define money.
  4. What is the difference between value and price?
  5. What is the real price of an article, and by what is it measured?
  6. What is the natural price?
  7. What is the market price, and what is its relation to the natural
    price?
  8. In a country where gold and silver coin are both used, what effect will a permanent increase in the supply of either metal have upon the currency? What effect upon prices?
  9. Can these effects be avoided or mitigated, and if so, by what expedient?
  10. What is rent, and how does it depend upon the cost of production?
  11. In the trade between nations, how is the transmission of gold and silver for the most part avoided?
  12. If there is a scarcity of some article of which there are several qualities of different prices, will the cheapest or the dearest quality rise most, and why?
  13. What is the difference between direct and indirect taxation, and what are their respective advantages!
  14. Why is a tax on raw materials a bad tax?
  15. How does our national debt differ in form from the English, and what advantage has either form?

Source: Harvard University Catalogue 1872-73, p. 248-9.

POLITICAL ECONOMY
Special Examination, January, 1872

  1. What is the distinction between wealth and capital?
  2. What is the difference between fixed and circulating capitals? and to which does money belong?
  3. When either of the precious metals becomes more abundant, and the remedy of over-valuation and limitation of the right of tender is to be applied, does it make any difference which metal is over-valued, and if so, what difference?
  4. On what basis is the Bank of England established?
  5. How does Smith distinguish between productive laborers and unproductive?
  6. Explain the paradox that “what is annually saved is as regularly consumed as what is annually spent.”
  7. What is the error of Locke and Montesquieu as to the supposed connection between the depreciation of value of gold and silver and the lowering of the rate of interest?
  8. What is Adam Smith’s view as to the point at which the rate of interest should be fixed by law, and what is his mistake?
  9. How can a paper currency be kept at par with gold?
  10. What was the theory of the balance of trade, and in what respect was it fallacious?
  11. Why do manufactures often flourish while a nation is carrying on a foreign war?
  12. What was the theory of the agricultural system, and what was its great error?
  13. State the general objection to any system for the extraordinary encouragement of a particular branch of industry, and such partial or complete answers to that objection as may occur to you.
  14. What is the chronological relation of the several systems of Political Economy?
  15. Consider the following passage from a Report of the Comptroller of the Currency, made in December, 1871:—

“The tenacity with which the Pacific States adhere to a gold currency is quite notable. Whether it is equally praiseworthy is another thing. It is not clear that those States derive any substantial benefit from the course they have pursued, and it is beginning to be manifest that the United States are not at all benefited by it. The substitution of a paper currency in California and the other gold-producing States for their present hard money would probably set free for the use of the government and the whole country some thirty or forty millions of gold, and, at the same time, provide those communities with a more economical, active, and accommodating circulating medium.”

Source: Harvard University Catalogue 1872-73, p. 249-50.

POLITICAL ECONOMY
Final Examination, June, 1872.

  1. How does Mr. Mill distinguish between productive labor and unproductive? and under which head is mental labor (as, e.g., that of a philosopher or inventor) to be placed?
  2. If a nation has to meet extraordinary expenses, as in time of war, is it better to raise the amount by loan, or by taxes within the year! and why?
  3. What is the relation between profits and the cost of labor?
  4. What is the law which determines the value of that class of commodities of which the supply can be indefinitely increased without increase of cost?
  5. Why are both profits and wages high in a new and fertile country?
  6. If a fall in profits takes place, are manufactured articles or agricultural produce most likely to fall in value, and why?
  7. Why does Mr. Mill think a general over-supply of commodities impossible?
  8. Suppose a paper currency to be issued, of which every note represents actual property. Can it be depreciated, and why?
  9. Can two countries exchange products if in one the general cost of production is higher than in the other, and why?
  10. What is the general law determining the values at which a country exchanges its produce with other countries?
  11. What effect is produced upon international trade by an improvement which introduces a new article of export?
  12. What effect is produced upon rent, profits, and wages respectively, by a great improvement in agriculture?
  13. What reasons are there in theory for exempting from income tax so much of income as is saved and invested?
  14. If a tax upon agricultural produce is of long standing, on whom does it finally fall, and why?
  15. Under what circumstances does Mr. Mill think that protecting duties can properly be levied?

Source: Harvard University Catalogue 1872-73, p. 250.

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1872-73

REQUIRED: POLITICAL SCIENCE.
Junior year

Prof. Dunbar. Fawcett’s Political Economy. — Constitution of the United States.
Two hours a week. First half-year. 162 students, 1 lecture, 4 recitations, 2 exercises per week for students, 5 exercises per week for instructor.

Source: Harvard University Catalogue 1873-74, p. 62Annual report of the President of Harvard University for 1872-73, p. 42.

Final Examination, February, 1873
CONSTITUTION AND POLITICAL ECONOMY
Prof. Dunbar

If unable to answer all the questions on this paper, do not fail to answer a part under each class.

A.

  1. What are the essential points in which the Constitution differs from the Confederation?
  2. Who are citizens of the United States?
  3. State the rule by which Representatives are to be apportioned among the States under Amendments XIV., and XV.
  4. What does the Constitution provide as to the issue of paper currency, whether by Congress or by the States, and whence does Congress derive its power to make paper a legal tender?
  5. On what provision did the claim of power by Congress to prohibit slavery in the Territories chiefly rest?
  6. Whence does either House of Congress obtain its power to punish witnesses for refusal to testify before a committee?
  7. State the change which was made in the method of electing president by Amendment XII., adopted in 1804, and the circumstances which led to that change.
  8. State briefly the provisions relating to the veto power.
  9. State the provisions which define the treaty-making power, and the power of appointing to office.
  10. To what does the judicial power of the United States extend, and how is it limited by Amendment XI.?
  11. How does the Constitution define treason and provide for its punishment?
  12. How can the Constitution be amended, and what exception is there to the power of amendment?

B.

  1. How are the permanently different rates of profit in different pursuits in the same country accounted for?
  2. How does credit affect prices?
  3. What is the advantage obtained by the consumer from the warehousing system?
  4. Should permanent incomes derived from invested property be taxed at the same rate as temporary or professional incomes? Give the reason.
  5. On whom does a tax laid on premises occupied for manufacturing purposes fall, and why?

Source: Harvard University Catalogue 1873-74, p. 265.

 

ELECTIVE: POLITICAL ECONOMY.
Senior year

Prof. Dunbar. J. S. Mill’s Political Economy. — McCulloch on Taxation. — Subjects in Banking and Currency.
Three times a week. First half-year. 65 Seniors, 2 sections, 3 exercises per week for students, 6 exercises per week for instructor.

Source: Harvard University Catalogue 1873-74, p. 67Annual report of the President of Harvard University for 1872-73, p. 44.

 

[Final Examination May or June 1873]
Political Economy
Prof. Dunbar

  1. Mill says, “That high wages make high prices is a popular and wide-spread opinion.” To what extent, and why, is that opinion incorrect?
  2. Suppose the recent combinations of English agricultural laborers to be successful in securing higher wages; what would be the effect on the price of food, the profits of farmers, and the rent?
  3. Adam Smith’s theory of the benefit of foreign trade was that it affords an outlet for surplus produce, and enables the country to replace a part of its capital with a profit. What criticism is to be made on this theory?
  4. How does Bastiat apply his theory of value, for the purpose of showing which of two nations will gain the most from an exchange of products?
  5. Explain Mill’s remark that “there are two senses in which a country obtains commodities cheaper by foreign trade: in the sense of value, and in the sense of cost.”
  6. If a country has regular annual payments to be made abroad, as e. g. interest on a public debt, what effect is produced thereby on the imports and exports, and on the terms on which it exchanges products with other countries?
  7. Suppose capital and population are both increasing; what will be the effect on rent, wages, and profits, and why?
  8. What will be the effect, in the case supposed above, if a great improvement is made in cultivation?
  9. Apply the results in Nos. 7 and 8 to the case of a country like the United States, where the land and the agricultural capital are generally owned by the same person.
  10. State the reasons for and against an income tax, the leading exemptions which should be made, and the rule to be observed in taxing incomes from invested property and from business profits respectively.
  11. Under what circumstances will a tax on exports fall upon foreigners?
  12. In what cases will a duty on imports fall upon foreigners?
  13. What answer is made to Adam Smith’s argument that home trade affords more encouragement to productive industry than foreign trade?’
  14. What answer is made to the objection that the system of protection adds the amount of the duty to the price paid by consumers of protected commodities?
  15. It being admitted that revenue must be raised by duties on imports, how does the plan of “a revenue tariff with incidental protection” fail to satisfy either the theory of protection or that of free trade?

Source: Harvard University Catalogue 1873-74, p. 266.

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1873-74

REQUIRED: POLITICAL SCIENCE.
Sophomore and Junior year

[Note: In 1873 the required study of Political Science was transferred from the Junior to the Sophomore Year that implies combining Juniors and Sophomores for the transition year 1873-74.]

Prof. Dunbar and Mr. Howland. Elements of Political Economy. — Constitution of the United States.
Two hours a week. Half-year. 153 students, 3 sections, 2 exercises per week for students, 6 exercises per week for instructor.

Source: Harvard University Catalogue 1873-74, p. 67; Annual report of the President of Harvard University for 1873-74, p. 44.

Final Examination
PRESCRIBED POLITICAL ECONOMY
February 1874

Political Economy

Those who are also to pass in the Constitution may omit questions marked (*).

  1. Define (a) wealth; (b) value; (c) price; (d) capital; (e) money.
  2. What are the qualities which make gold and silver suitable materials for a currency? What are the objections to a double standard of value?
  3. Explain the action of demand and supply upon the prices (a) of raw materials; (b) of manufactured articles.
  4. Show how rents would be affected by suddenly doubling the productiveness of all lands under cultivation. Prove that rent does not enter into the price of agricultural produce.
  5. State and illustrate the causes which produce a difference in the rate of wages in different employments.
  6. Suppose the amount of the (gold) currency of a country to be suddenly doubled, what would be the effect upon (a) values; (b) prices; (c) exports and imports?
  7. Define direct and indirect taxation. What are the objections to an import duty on raw materials? What is the incidence of a tax levied on the rent of land and paid by the tenant?
  8. (*) Define productive and unproductive consumption. If the latter were to cease altogether, what would be the ultimate effect upon production?
  9. (*) Show how the cost of labor is affected, (a) if the efficiency of labor is increased; (b) if the margin of cultivation sinks.
  10. (*) What are the elements of which profits are composed? Why does the rate of profits vary (a) in different employments; (b) in different countries?
  11. (*) Explain the several ways in which credit promotes production. What are the disadvantages of an irredeemable paper currency?
  12. (*) Explain the use of bills of exchange. What is meant by an unfavorable balance of exchange?
  13. (*) Discuss the question, whether temporary and permanent incomes should be taxed alike.

 

Constitution of the United States.
Those who are also to pass in Political Economy may omit questions marked (*).

  1. (*) When and by whom was the Constitution framed, and what were the principal steps leading to its formation and adoption?
  2. Define citizenship.
  3. What changes have the abolition of slavery and the consequent amendments of the Constitution made in the system of representation?
  4. State the method of electing the President, and the difference between the present method and that at first adopted.
  5. (*) By whom are questions settled which affect the validity of elections (a) of representatives, (b) of senators, (c) of President?
  6. (*) What provision does the Constitution make tor the removal, death, resignation, or inability to serve of the President or Vice-President, or for a failure to elect either officer or both?
  7. (*) What powers over the militia are given to Congress or to the President?
  8. What are the provisions of the Constitution affecting the subject of currency?
  9. What are the provisions relating to taxation, and what are direct taxes under the Constitution?
  10. (*) What are the provisions relating to impeachment?
  11. Under what provision did Congress claim and exercise the power of prohibiting slavery in the territories?
  12. What is the extent of the judicial power of the United States, and where is it vested?
  13. What is the provision for amending the Constitution?

Source: Harvard University Catalogue 1874-75, p. 218-19.

 

ELECTIVE: PHILOSOPHY 6.
Political Economy

Prof. Dunbar. Political Economy. J. S. Mill’s Political Economy. — Bagehot’s Lombard Street. — Sumner’s History of American Currency.
Three hours a week. 70 Seniors, 1 Junior.
2 Sections, 3 exercises per week for students, 6 exercises per week for Instructor.

Source: Harvard University Catalogue 1873-74, p. 67Annual report of the President of Harvard University for 1873-74, p. 46.

 

Final Examination
Philosophy 6 (Political Economy)
June 1874

  1. If the recent efforts to promote emigration on a large scale among English agricultural laborers should be successful, what would be the effect on the price of food, the profits of fanners, and rent!
  2. What is the reason for the expectation that both capitalists and laborers will be gainers from co-operation, and that neither will gain at the expense of the other? and how is this expectation to be reconciled with the general doctrine of Ricardo, that “the rate of profits depends on wages, rising as wages fall, and falling as wages rise”?
  3. Is it desirable to collect a surplus revenue for the purpose of paying off a national debt, or should the amount be left “to fructify in the pockets of the people”? Give the reason.
  4. Explain Mill’s doctrine of the tendency of profits to a minimum, the causes which produce that tendency, and the circumstances which counteract it.
  5. State the general law which determines the values at which a country exchanges its produce with foreign countries, and illustrate its application by the example of cloth and linen.
  6. Explain the incidence of taxes on imports, and the arguments that may be drawn thence as to the policy of protecting duties.
  7. Does or does not a protecting duty give additional employment to home labor? Give the reason.
  8. Criticise the following passage from Adam Smith’s “Wealth of Nations,” Book II., chapter iv. : —

“The legal rate of interest, it is to be observed, though it ought to be somewhat above, ought not to be much above the lowest market-rate. [If it were much above] the greater part of the money which was to be lent, would be lent to prodigals and projectors, who alone would be willing to give this high interest. Sober people, who will give for the use of money no more than a part of what they are likely to make by the use of it, would not venture into the competition. . . . Where the legal rate of interest, on the contrary, is fixed but a very little above the lowest market-rate, sober people are universally preferred, as borrowers, to prodigals and projectors. The person who lends money gets nearly as much interest from the former as he dares to take from the latter, and his money is much safer in the hands of the one set of people than in those of the other. A great part of the capital of the country is thus thrown into the hands in which it is most likely to be employed with advantage.”

  1. A respectable newspaper remarks, that “the object of taxation is to make all property bear its equitable share.” Is this a correct statement of the principle which should be followed in adjusting a system of taxation? Why, or why not?
  2. What effect will high internal taxes have upon prices and upon values?
  3. Explain the incidence of taxes laid on the rent of houses or stores, in a city where the value of land is great. Would the result be different if the tax were laid on the assessed value of the premises? Why, or why not?
  4. Give the leading facts and dates in the history of the United States Bank.
  5. Explain fully how the suspension of Peel’s act of 1844 gives relief to the money market in a panic, and what relation it bears to a suspension of specie payment.
  6. The dollar contains 23.22 grains of pure gold. A dollar in silver currency, if of full value, according to this standard should contain about 866.7 grains, but in fact contains only 345.6 grains of pure silver. How does this explain the somewhat tardy disappearance of silver change when our paper currency depreciated, and to what point must the value of the paper rise before silver can come back into general circulation?
  7. State present limits of our paper currency, and discuss the objections to such a currency when, like ours, it is redundant and depreciated, and has a maximum fixed by law.

Source: Harvard University Catalogue 1874-75, p. 223-4.

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1874-75

PRESCRIBED: POLITICAL ECONOMY.
Sophomore year

Prof. Dunbar. Fawcett’s Political Economy for Beginners. — Constitution of the United States (Alden’s Science of Government, omitting the first four and the last three chapters).
Two hours a week. Half-year. 208 students, 4 sections, 2 exercises per week for students, 8 exercises per week for instructor.

Source: Annual report of the President of Harvard University for 1874-75, p. 45.; Annual report of the President of Harvard University for 1874-75, p. 45.

 

Final Examination June, 1875
PRESCRIBED POLITICAL ECONOMY

Political Economy

[Do not change the order of the questions. Those who are to pass in the Constitution may omit questions marked (*).]

  1. (*) If A owns a United States bond, is it wealth? Is it capital?
  2. (*) What is the differene between circulating capital and fixed capital, and how is it that each “in order to fulfil its functions must be consumed?”
  3. (*) What is the difference between value, as the term is used in this discussion, and value in use?
  4. What is the relation between market price and cost of production? Consider this with reference to each of the three classes into which commodities are divided in relation to their value.
  5. (*) How is the value of gold determined?
  6. What circumstances are said to have counteracted the effect of the Australian and Californian gold discoveries? Did these circumstances affect the value of gold in England alone, or in other countries also? How?
  7. If a country uses both gold and silver coin as its legal tender, and silver depreciates, which coin will remain in circulation? Why?
  8. On what does the cost of labor depend? In your answer distinguish between real wages and money wages.
  9. What is the difference between convertible paper currency and inconvertible? Is one more secure against depreciation than the other? Why?
  10. Why does the interest earned on capital in different employments tend to equality at any given time and place?
  11. Explain the incidence of taxes laid on dwelling houses.
  12. Apply the four canons of taxation to the case of a duty on imported goods, and show whether it answers their requirements or not.

Source: Harvard University Archives. Harvard University. Final examinations, 1853-2001. (HUC 7000.28) Box 1 of 284, Folder “Final Examinations, 1874-1875”.

Image Source: Charles Franklin Dunbar from The Harvard Graduates’Magazine, Vol. VIII, No. 32 (June, 1900), Frontspiece.

Categories
Economists Harvard

Harvard. Memorial Minute for Professor Silas Marcus Macvane, 1914.

 

From this minute from the record of a meeting of the Harvard Faculty of Arts and Sciences (February 17, 1914), the historian Silas Marcus Macvane (incidentally, a classmate of the first head of the Chicago Department of Political Economy, J. Laurence Laughlin), we see that his first academic appointment was as an Instructor in Political Economy in Harvard College, two years after receiving his B.A. in 1875.  Five years later he was appointed Instructor in History and rose through the ranks in that field. He published nine articles in the Quarterly Journal of Economics up through its ninth volume in 1895.

Note: The copy of the Harvard Album of the Class of 1873 (its “yearbook”) in the Harvard Archives was the personal copy of J. Laurence Laughlin.

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Minute on the Life and Services of Professor Silas Marcus Macvane

The following minute on the life and services of Professor Macvane was placed upon the records of the Faculty of Arts and Sciences at the meeting of February 17, 1914 : —

Silas Marcus Macvane, McLean Professor of Ancient and Modern History, Emeritus, died at Rome, Italy, January 19, 1914, in the seventy-second year of his age.

He was born at Bothwell, Prince Edward’s Island, June 4, 1842, of Scotch farming ancestry, and spent his boyhood in the rough but wholesome discipline of farm life. His natural taste for study led him to Acadia College, Nova Scotia, where he was graduated at the age of twenty-three. The six years following were spent in school teaching and in travel and study abroad.

In 1871 he entered the Junior Class in Harvard College, and was graduated here with the Class of 1873. While in College he came under the influence of Professor Henry Adams, to whom the later development of historical study at Harvard upon a scientific basis was largely due.

Immediately after graduation here Macvane married and began teaching in the Roxbury Latin School. There, as grateful pupils still bear witness, he developed that shrewd and sympathetic insight into young human nature which was to mark all his later dealing with more advanced pupils. Two years of teaching boys, however, sufficed to show that Macvane was, as his chief, Principal Collar, used to say, too large a man for that work, and in 1875 he was appointed Instructor in Political Economy in Harvard College. In 1878 he became Instructor in History, in 1883 Assistant Professor, and in 1886 Professor. In 1887 he was assigned to the McLean Professorship, and retained that title until his retirement in 1911, after thirty-six years of continuous service.

During that long period he was called upon by the demands of a rapid departmental expansion to teach at one time or another in every branch of Political Science, in History, Economics, International and Constitutional Law, Modern Government and Political Theory. In all these he showed himself adequately and evenly prepared, and his instruction in each was broadened and enriched by this many-sided preparation. For many years, however, he was especially identified with the instruction in Modern European History, a subject which he inherited directly from his favorite teacher, Henry Warren Torrey of happy memory. His method of teaching was deliberate, with cautious but incisive criticism, appealing to the better elements of his large classes and always commanding the respect of the rest by its obvious sincerity.

As a scholar he represented the older, wholesome tradition which dreaded a narrow specialization, abhorred the parade of curious learning, and shrank from hasty or ill-considered publication.

In the field of Economic Theory he was a recognized authority, and most of his published work was in that subject. He was a frequent contributor to the Quarterly Journal of Economics during the editorship of Professor Dunbar. In historical publication his most important work was a translation and revision of Seignobos’ Political History of Europe since 1814.

As a working member of this Faculty during the critical years in which the system of academic freedom was being worked out into practicable shape, he was a factor always to be reckoned with. His sympathy was with what in those days was rightly described as progressive, but he saw also the perils of too rapid progress. Never a quick debater, he followed carefully the course of discussion and invariably came in at the close with some shrewd comment which brought out the essential point and not infrequently turned the tide of opinion. His command of practical details led to his appointment on the Committee on the Tabular View, and for many years he was its responsible head, performing a thankless task with infinite patience and consideration for the wishes of his colleagues.

He was a sturdy fighter for the best things, a courteous opponent, a loyal friend and a devoted servant of the truth through loyalty to the College which he loved. Patient under prolonged trial, thinking no evil, he gave his life without complaint to the service of others, finding his sufficient reward in the sense of duty well done.

Source: Harvard University Gazette, Vol. IX, No. 22, February 21, 1914, p. 149-50  .

 

Economic Publications of Silas Marcus Macvane

Crocker, Uriel H., and S. M. Macvane. “General Overproduction.” The Quarterly Journal of Economics 1, no. 3 (1887): 362-66. http://www.jstor.org/stable/1882763.

Macvane, S. M. “The Theory of Business Profits.” The Quarterly Journal of Economics 2, no. 1 (1887): 1-36. http://www.jstor.org/stable/1879348.

__________. “Analysis of Cost of Production.” The Quarterly Journal of Economics 1, no. 4 (1887): 481-87. http://www.jstor.org/stable/1879343.

__________. “Business Profits and Wages: A Rejoinder.” The Quarterly Journal of Economics 2, no. 4 (1888): 453-68. http://www.jstor.org/stable/1879389.

__________. The Working Principles of Political Economy in a New and Practical form: a Book for Beginners. New York: Effingham Maynard & Co., 1890. https://archive.org/details/workingprincipl02macvgoog

__________. “Boehm-Bawerk on Value and Wages.” The Quarterly Journal of Economics 5, no. 1 (1890): 24-43. http://www.jstor.org/stable/1880831.

__________. “Capital and Interest.” The Quarterly Journal of Economics 6, no. 2 (1892): 129-50. http://www.jstor.org/stable/1882544.

__________. “Marginal Utility and Value.” The Quarterly Journal of Economics7, no. 3 (1893): 255-85. http://www.jstor.org/stable/1884004.

__________. “The Austrian Theory of Value.” The Annals of the American Academy of Political and Social Science 4 (1893): 12-41. http://www.jstor.org/stable/1009036.

__________. “The Economists and the Public.” The Quarterly Journal of Economics 9, no. 2 (1895): 132-50. http://www.jstor.org/stable/1885596.

__________. Review of The Letters of John Stuart Mill by Hugh S. R. Eliot, Mary Taylor. The American Economic Review 1, no. 4 (1911): 800-02. http://www.jstor.org/stable/1806884.

 

Categories
Courses Curriculum Harvard Undergraduate

Harvard. Major Expansion of Economics Course Offerings. 1883

Harvard’s decision to significantly increase its course offerings in political economy in 1883 received some national press coverage (that story posted earlier in Economics in the Rear-View Mirror). Today we have the announcement published in the Harvard Crimson. The trio Charles F. Dunbar, J. Laurence Laughlin and Frank W. Taussig were on their way to launch the take-off into a full academic program of economic study.

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POLITICAL ECONOMY.
Courses of Study for 1883-84.

Harvard Crimson
May 24, 1883

Arrangements recently completed have enabled the college to offer a more extended course of study in Political Economy than that which has been announced. A full statements to be substituted for that given on page 14 of the Elective Pamphlet, will be found below.

On page 15 of the pamphlet, line 13, for Course 6 read Course 7.

  1. Mill’s Principles of Political Economy. – Lectures on Banking and the Financial Legislation of the United States. Mon., Wed., Fri., at 9. Prof. Dunbar and Asst. Prof. Laughlin.
  1. History of Economic Theory and a Critical Examination of Leading Writers. – Lectures. Mon., Wed. at 2 and (at the pleasure of the instructor) Fri. at 2. Prof. Dunbar.
  1. Discussion of Practical Economic Questions. – Theses, Tu., Th., at 3, and a third hour to be appointed by the instructor. Assistant Professor Laughlin.
  1. Economic History of Europe and America since the Seven Years’ War. – Lectures. Mon., Wed., Fri., at 11. Professor Dunbar.
    Course 4 requires no previous study of Political Economy.
  1. Economic Effects of Land Tenures in England, Ireland, France and Germany. – Theses. Once a week, counting as a half course. Asst. Professor Laughlin.
  1. History of Tariff Legislation in the United States. – Once a week, counting as a half course. Mr. Taussig.
  1. Comparison of the Financial Systems of France, England, Germany and the United States. – Tu., at 2, counting as a half course. Professor Dunbar.

As a preparation for Courses 2, 3, 5, 6 and 7 it is necessary to have passed satisfactorily in Course 1.

Course 1 is in Examination Group I.; Course 2, in Group V.; Course 3, in Group XII.; Course 4, in Group III.; Course 7, in Group XI.

The first two courses are intended to present the principles of the science, while the remaining five treat the subject in its historical and practical aspects. No. 2 will take up the principal writers of the present day, as Cairns, Carey and George, together with the current literature of the science. No times of recitation have been assigned to courses 5 and 6, as this will be arranged between the instructors and the students choosing the course. The department intend issuing a full descriptive pamphlet describing the different courses, which can be had at the office in a few days.

Image Source:  Charles F. Dunbar (left) and Frank W. Taussig (right) from E. H. Jackson and R. W. Hunter, Portraits of the Harvard Faculty (1892); J. Laurence Laughlin (middle) from Marion Talbot. More Than Lore: Reminiscences of Marion Talbot, Dean of Women, The University of Chicago, 1892-1925. Chicago: University of Chicago (1936).

Categories
Courses Curriculum Harvard

Harvard. Expansion of Economics Course Offerings. 1883.

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The tripling of regular economics course offerings at Harvard in the early 1880’s attracted medium (they only had newspapers then, so I suppose the singular form is appropriate) attention as seen in the following story from the New York Evening Post (October 11, 1883) that was picked up by the Chicago Tribune (October 15, 1883).  The expansion in course offerings in political economy was announced in the Harvard Crimson on May 24, 1883.

Here are links to five earlier Harvard-related posts from this period at Economics in the Rear-View Mirror:

1874-77.
Three Economics Courses. Texts and exams
Courses in Political Economy

1881.
Economics. Two Course Reviews

1886.
Account of Graduate Department

1888-89.
Political Economy Courses

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POLITICAL ECONOMY AT HARVARD [1883].

Sketch of the Reorganized Department – Seven Courses of Study – Their Scope and Aim.
[Correspondence of the Evening Post.]

Cambridge, Mass., October 5. – The Department of Political Economy in Harvard College has undergone an enlargement and organization this year which marks a growing interest in the subject on the part of the students and a readiness on the part of the authorities to give encouragement and increased opportunity for its pursuit. For some years political economy was taught practically in two courses, an introductory one, which developed the principles of the English school, Mill being the author used, and an advanced course, which took up Cairnes’ Leading Principles of Political Economy, and discussed also banking and finance. Some years there were two introductory courses instead of one, but in that case they were alternative, and not supplementary. Last year the field treated was broadened by the addition of course, given by Dr. Laughlin, on the economic effects of land tenures in England, Ireland, France, Germany, and Russia; and this year the return of Professor Dunbar from his vacation in Europe, and the retention of both Dr. Laughlin, now assistant professor, and Mr. Taussig, has resulted in the expansion of the whole treatment into seven courses of study. A brief account of the scope and character of these courses is as follows:

First, there is one course intended to give familiarity with the leading principles of the science. Mill’s book is here used as a basis, but there are also lectures on banking and the critical review of the public finance of the United States, chiefly during and since the last war. The course aims to give that general knowledge which every educated man ought to have. For those, however, wish to attain a thorough mastery of the principles of economics, one course is not deemed sufficient. Consequently course 2 – a history of economic theory and a critical examination of leading writers – is given by Professor Dunbar. He will take up all the principal writers in England, France, Germany, and Italy, and will review other recent literature, including the work of Henry George. He intends us to develop a grasp upon the fundamental principles that will enable the student to do practical work of real value.

The other five subjects are designed to turn the attention of students to the historical and practical side, affording training in the use of books and sources, the collection of statistics, and the investigation of such public questions as constantly arise from year to year. They are as follows:

Course 3. Discussion of Practical Economic Questions. – The work will here be done in discussion of live questions of the day, and in written monographs upon subjects which most concern the economic interests of the United States, for example: The navigation laws and American shipping; bimetallism; reciprocity with Canada; advantages of Government issues of notes compared with those of national banks.

Course 4. Economic History of Europe and America since the Seven Years’ War. This is in the form of lectures by Professor Dunbar, and will trace the economic effects of the great events in the history of the last 125 years.

Course 5. Economic Effects of Land Tenures in England, Ireland, France, and Germany; is the course which was introduced by Professor Laughlin last year, and which he gives again; the work is mostly in the form of written theses.

Course 6. History of Tariff Legislation in the United States, by Mr. Taussig; is a study of the tariff laws which the country has tried, and of the reasons for their passage or repeal. The scope of the course is best seen in the following useful syllabus:

I. 1789-1816: Tariff system adopted after the formation of the Constitution; Hamilton’s report; the state of the protective controversy before 1816; the beginnings of manufacturing industry.
II. 1816-1840: The American System; Henry Clay; the tariffs of 1824, 1828, 1832; the Compromise Tariff of 1833; the growth of manufactures; the economic effects of protection.
III. 1840-1860: The political tariffs of 1842 (protectionist); 1846 (free trade); the industrial progress of the country from 1846 to 1860.
IV. 1860-1883: The Civil War; the development of the existing tariff system; the revenue act of 1864; the tax-reducing acts of later years; the tariff revision of 1883.

Course 7. Comparison of the Financial Systems of France, England, Germany, and the United States; is conducted by Professor Dunbar. He will compare the systems adopted by these nations to provide themselves with revenues, and will direct the study to the economic principles underlying public finance and closely connected with the science of government.

 

Source: New York Evening Post, October 11, 1883, p. 2. Scan of the page at Historical Newspapers From The United States and Canada, Archives of the New York Evening Post Newspaper, pdf-page 0360.

Image Source: The Miriam and Ira D. Wallach Division of Art, Prints and Photographs: Photography Collection, The New York Public Library. “Sever Hall, Harvard Univ., Cambridge, Mass.” The New York Public Library Digital Collections. 1898 – 1931.

 

 

 

 

 

Categories
Courses Curriculum Exam Questions Harvard Undergraduate

Harvard. Three Economics Courses. Texts and Exams, 1874-77.

In the mid-1870’s there were three courses in political economy offered at Harvard every year. The first was a one-term prescribed course in political economy required of all undergraduates in their sophomore year.  The other two courses in political economy were electives of which one was recommended for students of history while the other presumably put greater emphasis on economic theory. In the Harvard University Catalogues for the academic years 1874-5 through 1876-7, there is exactly one examination for each of these three courses. Using the annual Reports of the President of Harvard College, I was able to use enrollment data to determine the dates of the examinations.

The textbooks for the courses are identified and we see the first graduate students recorded in the class-enrollments for 1876-77.  I have grouped the courses below by academic year.

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

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1874-75

PRESCRIBED: POLITICAL ECONOMY.
Sophomore year

Prof. Dunbar. Fawcett’s Political Economy for Beginners. — Constitution of the United States (Alden’s Science of Government, omitting the first four and the last three chapters).
Two hours a week. Half-year. 208 students, 4 sections, 2 exercises per week for students, 8 exercises per week for instructor.

Source: Annual report of the President of Harvard University for 1874-75, p. 45.

 

[Note: Courses 7 and 8 are parallel Courses, Course 7 being preferable for students of History.]

ELECTIVE: PHILOSOPHY 7.
Political Economy

Prof. Dunbar. Political Economy. — Fawcett’s Manual of Political Economy. — Blanqui’s Histoire de l’Èconomie Politique en Europe.— Bagehot’s Lombard Street.
Three hours a week. 19 Seniors, 14 Juniors.
1 Sections, 3 exercises per week for students, 3 exercises per week for Instructor.

Source: Annual report of the President of Harvard University for 1875-76, p. 49. Also, Harvard University Catalogue, 1874-75, p. 56.

 

[EXAMINATION FOR 1874-75(?) FROM 1875-76 CATALOGUE]
PHILOSOPHY 7.

[In answering the questions do not change their order.]

  1. State the general principles which determine the exchange of commodities between two countries, and show the analogy between this case and that of exchange between individuals under the familiar law of demand and supply.
  1. If the United States were to levy an export duty on cotton, on whom would it fall? What objection is there to the proposition?
  1. It is known that the people of the United States are debtors to Europe to a large amount; should our annual returns show a balance of imports or of exports? Why? If, in fact, the balance appears to be the wrong way, what conclusion is to be drawn?
  1. With commerce in its normal condition, would exchange on Europe be in our favor, against us, or at par? Why? Would this state of things be for our disadvantage or not?
  1. What causes the tendency of profits to fall as a nation advances?
  1. If a tax were laid, at a uniform rate, on all property of every description, would it meet the requirements of Adam Smith’s first rule? Give the reason.
  1. Why should not large incomes be taxed at a higher rate than moderate ones; as, e.g., incomes of $10,000 and upwards higher than those between $5,000 and $10,000?
  1. How much control has the Bank of England over the rate of interest in the money market?
  1. Under the national bank act, how does the action of our banks, when the reserves are suddenly reduced, differ from that of the Bank of England in like case?
  1. What difference would there be likely to be in the operation of these two methods, at a time when the condition of monetary affairs is critical?
  1. State the following leading facts relating to the issue of legal tender notes: —

(1) When they were first authorized;
(2) The maximum prescribed by the act of June, 1864;
(3) The point to which they were reduced by Mr. McCulloch;
(4) The amount of expansion under Mr. Richardson
(5) The provision contained in the act of June, 1874;
(6) The provisions for withdrawal in the act of January, 1875.

  1. How do the deposit of bonds required of the national banks and the reserve required for their circulation differ in purpose?
  1. Give the date and circumstances of the first issue of fractional currency.
  1. Why did the government issue 5-20 bonds rather than 20-year bonds bearing the same rate of interest? Which is more valuable? Why?
  2. If all business were done for cash, what difference would it make as to the ease of resuming specie payments? Why?

Source: The Harvard University Catalogue, 1875-76. Cambridge, p. 238.

ELECTIVE: PHILOSOPHY 8.
Political Economy

Prof. Dunbar. Political Economy. — J. S. Mill’s Principles of Political Economy. — Bagehot’s Lombard Street. Legislation of the United States on Currency and Finance.

Three hours a week. — 65 Seniors, 33 Juniors.
2 Sections, 3 exercises per week for students, 6 exercises per week for instructor.

Source: Annual report of the President of Harvard University for 1874-75, p. 48. Also, Harvard University Catalogue, 1874-75, p. 56.

 

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1875-76

PRESCRIBED: POLITICAL ECONOMY.
Sophomore year

Mr. Macvane. Fawcett’s Political Economy for Beginners. — Constitution of the United States (Alden’s Science of Government, omitting the first four and the last three chapters).
Two hours a week. Second half-year. 182 students, 4 sections, 2 exercises per week for students, 8 exercises per week for Instructor.

Source: Annual report of the President of Harvard University for 1875-76, p. 44.

 

[Examination of 1875-76(?), from 1876-77 Catalogue]
PRESCRIBED POLITICAL ECONOMY.

POLITICAL ECONOMY.

[Those who take the examination in the Constitution may omit the questions marked with a star (*).]

  1. Explain the service which Capital renders to production. Should you call a coal mine capital? a steam engine? a mill stream? Why?
  2. Define Value. Show whether a general rise of values is possible. Distinguish between natural value and market value. Do they ever coincide?
  3. What do you understand to be “the value of money “? On what does it depend? How does a rise in the value of money show itself?
  4. Mention the three classes into which commodities are divided in relation to their value. In which class should you place gold and silver?
  5. (*) Show how far the action of demand and supply controls the value of commodities in each class.
  6. Explain the relations between rent of land, price of food, and growth of population.
  7. What is meant by cost of labor? Show that a man’s wages may be low and yet the cost of his labor be high. Point out the connection between cost of labor and profit of capital.
  8. (*) Wherein do productive and unproductive consumption differ? “A knowledge of one of the first principles of political economy is sufficient to show that society is no gainer by the reckless expenditure of the spendthrift:” State the principle referred to, and illustrate the truth of the assertion.
  9. (*) Show that foreign trade is advantageous to both countries only when the relative cost of the commodities exchanged is different in the two countries. When exports and imports fail to balance each other in any country, how is the equilibrium restored?
  10. Give the four “canons of taxation,” and show the application of any two of them. How may the burden of taxation be distributed according to the first canon, in a country where the revenue is raised by duties on tea, sugar, wines, etc.
  11. (*) Distinguish direct from indirect taxes. To which class does the income tax belong? Ought permanent and temporary incomes to be taxed equally?
  12. (*) Show whether high wages make high prices. Suppose that laborers, by combinations and strikes, should succeed in raising wages so much as to bring profits down to a very low figure, would they be benefited thereby? Why?

 

CONSTITUTION OF THE UNITED STATES.

[Those who take the examination in Political Economy will answer questions 1-7 only.]

  1. Explain the terms exclusive and concurrent as applied to legislative power. Mention two subjects in reference to which Congress has exclusive, and two in which it has concurrent, power of legislation.
  2. Through what stages must bills go in their passage through each house? Mention the ways in which a bill may become a law. In what case does a bill fail to become a law though passed by both houses and not vetoed by the President?
  3. State the qualifications required for Vice-President; for senators. Describe the mode of electing senators. How, and under what authority, has this mode been established?
  4. Show how the amendments relating to slavery (XIII.-XV.) affected the apportionment of representatives. How far has the right of each State to make its own franchise law been abridged by these amendments?
  5. When a president is to be elected, how many electors are appointed by each State? How are the electors chosen? What control has Congress over the election?
  6. What officers are subject to impeachment? For what offences? What is the effect of resigning? How may persons convicted on impeachment be punished?
  7. Give the provisions of the Constitution in reference to trial by jury. Describe the function of grand juries. Explain fully “the privilege of the writ of habeas corpus.”
  8. Define treason. What courts have jurisdiction in cases of treason? What evidence is necessary in order to convict? What is provided in the Constitution as the punishment of treason 1
  9. How are direct taxes apportioned? What taxes are direct in the meaning of the Constitution? Compare this sense of the word with its use in Political Economy.
  10. Give the provisions in the original Constitution relating directly or indirectly to the subject of slavery. What difficulties, arising from the existence of slavery, were encountered in framing the Constitution?
  11. Taxes on exports. Taxes on immigrants.
  12. The treaty-making power in the United States and in England.
  13. Copyright and patent rights.
  14. Naturalization of aliens. Expatriation.
  15. Bills of credit. Legal-tender notes.

Source: Harvard University Catalogue, 1876-77, p. 229.

 

ELECTIVE: PHILOSOPHY 5.
Political Economy

Prof. Dunbar. Political Economy. — J. S. Mill’s Political Economy. — Bagehot’s Lombard Street. –Lectures on the Financial Legislation of the United States.
Three hours a week. Second half-year. 36 Seniors, 80 Juniors, 1 Sophomore.
2 Sections, 3 exercises per week for students, 6 exercises per week for Instructor.

Source: Annual report of the President of Harvard University for 1875-76, p. 49.

 

ELECTIVE: PHILOSOPHY 6.
Political Economy

Prof. Dunbar. Advanced Political Economy. — Cairnes’s Leading Principles of Political Economy. — McKean’s Condensation of Carey’s Social Science. Lectures.
Three hours a week. 24 Seniors.
1 Sections, 3 exercises per week for students, 3 exercises per week for Instructor.

Source: Annual report of the President of Harvard University for 1875-76, p. 49.

 

[EXAMINATION OF 1875-76(?) FROM 1876-77 CATALOGUE]
PHILOSOPHY 6.

  1. Give Mr. Cairnes’s statement of the wages-fund doctrine. (p. 167.)
  2. Criticise the following extracts from Walker’s “Wages Question,”
  3. 128-130: —

“A popular theory of wages is based upon the assumption that wages are paid out of capital, the saved results of the industry of the past. Hence, it is argued, capital must furnish the measure of wages. On the contrary, I hold that wages are, in a philosophical view of the subject, paid out of the product of present industry, and hence that production furnishes the true measure of wages. … So long as additional profits are to be made by the employment of additional labor, so long a sufficient reason for production exists; when profit is no longer expected, the reason for production ceases. At this point the mere fact that the employer has capital at his command no more constitutes a reason why he should use it in production when he can get no profits, than the fact that the laborer has legs and arms constitutes a reason why he should work when he can get no wages.

“The employer purchases labor with a view to the product of the labor; and the kind and amount of this product determine what wages he can afford to pay. … If the product is to be greater, he can afford to pay more; if it is to be smaller, he must, for his own interest, pay less. It is, then, for the sake of future production that the laborers are employed, not at all because the employer has possession of a fund which he must disburse; and it is the value of the product, such as it is likely to prove, which determines the amount of the wages that can be paid, not at all the amount of wealth which the employer has in possession or can command. Thus it is production, not capital, which furnishes the motive for employment, and the measure of wages.”

  1. What is the reasoning which leads Mr. Cairnes to predict an ultimate fall of prices in the United States as compared with prices elsewhere? How will a protective tariff affect the movement? (p. 304.)
  2. A recent writer says: —

“We will be able to resume specie payments when we cease to rank among the debtor nations, when our national debt is owed to our own people, and when our industry is adequate to the supply of the nation’s need of manufactured goods.” (Thompson’s “Social Science,” p. 206.)

How essential are these three conditions, severally, for the resumption of specie payments?

  1. Criticise the argument contained in the following proposition :—

“With every increase in the facility of reproduction, there is a decline in the value of all existing things of a similar kind, attended by a diminution in the price paid for their use. The charge for the use of the existing money tends, therefore, to decline as man acquires control over the great forces provided by the Creator for his service; as is shown by the gradual diminution of the rate of interest in every advancing country.”

  1. Compare the generally received principle that paper currency tends to expel coin, with the following: —

“All commodities tend to move towards those places at which they are most utilized. . . . The note and the check increase the utility of the precious metals; and therefore is it, that money tends to flow towards those places at which notes and checks are most in use, — passing, in America, from the Southern and Western States towards the Northern and Eastern ones, and from America towards England.”

  1. What is Mr. Carey’s doctrine as to the value of land in an advancing society? Compare it with his general doctrine as to the determination of value hy cost of reproduction.
  2. What is Mr. Carey’s general law of distribution between labor and capital? Give the general course of reasoning leading to this law.
  3. Discuss Mr. Carey’s objection to the Malthusian theory, that increase of numbers is in the inverse ratio of development, man multiplying slowly while the lower forms of animal and vegetable life multiply rapidly.
  4. What logical necessity has compelled Mr. Carey to assume the existence of a law of diminishing fecundity in the human race? Compare this with the process of reasoning which leads to the Malthusian conclusion as to the necessary operation of ” checks,” positive and preventive.

Source:  Harvard University Catalogue, 1876-77, p. 233-4.

_____________________________________

1876-77 

NO LONGER PRESCRIBED: POLITICAL ECONOMY.
Sophomore year

Political Economy is no longer listed among the sophomore prescribed courses according the Annual reports of the President of Harvard University for 1876-77, pp. 44-45.   The only prescribed course from the department of philosophy was a junior year course of Logic and Psychology, each for one semester.  Cf. Catalogue of Harvard University, 1876-77, p. 55.

ELECTIVE: PHILOSOPHY 5.
Political Economy

Prof. Dunbar. Political Economy. — J. S. Mill’s Political Economy. — Financial Legislation of the United States. Three hours a week. 1 Graduate, 30 Seniors, 64 Juniors, 7 Sophomores, 2 Unmatriculated.

Source: Annual report of the President of Harvard University for 1876-77, p. 49.

ELECTIVE: PHILOSOPHY 6.
Advanced Political Economy

Prof. Dunbar. Advanced Political Economy. — Cairnes’s Leading Principles of Political Economy. — McKean’s Condensation of Carey’s Social Science.
Three hours a week.  2 Graduates, 22 Seniors, 3 Juniors.

Source: Annual report of the President of Harvard University for 1876-77, p. 49.

 

Categories
Economists Harvard Johns Hopkins M.I.T.

MIT. Francis Amasa Walker Eulogized by Charles F. Dunbar in 1897

Francis Amasa Walker only lived to the age of 56. Reading this biographical sketch written by his Harvard colleague Charles F. Dunbar, one wonders how Walker was able to get it all done. Maybe stress got him in the end. Anyway I have pepped up the biography with links to the published works referred to in this memorial piece. Also: Carroll D. Wright, “Francis Amasa Walker.” Publications of the American Statistical Association, Vol. 5, n.s. No. 38, June 1897, pp. 245-275.

A later post provides the bibliography of Walker’s writings.

____________________________

 

FRANCIS AMASA WALKER.

[by Charles F. Dunbar, 1897]

Francis Amasa Walker, late President of the Massachusetts Institute of Technology, and a Fellow of this Academy from October, 1882, was born in Boston, July 2, 1840, and died of apoplexy in that city, January 5, 1897.

His father, the late Amasa Walker of North Brookfield, was a well known figure in the political life of Massachusetts for many years. He was a leader in the Free Soil movement of 1848, and in the subsequently combined opposition to the Whig party. He served in each branch of the Legislature, was for two years Secretary of the Commonwealth, was a Presidential Elector in 1860, and a member of the lower House of Congress for the session of 1862-63. From 1842 to 1848 he lectured on political economy in Oberlin College, and was afterwards a frequent writer for periodicals, especially upon topics connected with finance and banking, in which he also showed special interest when in Congress. From 1859 to 1869 he was Lecturer upon Political Economy in Amherst College, publishing during that time his well known book, the “Science of Wealth,” and died in 1875. [Memoir of Hon. Amasa Walker, LL.D. by Francis A. Walker, Boston: 1888]

Francis Amasa Walker, the son, thus grew up with an inherited predilection and aptitude for economic study, strengthened by the associations of boyhood and youth. When he graduated from Amherst College in 1860, however, his first step was to enter as a student of law the office of Charles Devens and George F. Hoar of Worcester, — both gentlemen destined, like himself, soon to attain national reputation. On the breaking out of the Civil War in 1861, Mr. Devens at first took the field as an officer of militia, and, when later he raised the Fifteenth Regiment of Massachusetts Infantry in Worcester County, young Walker enlisted and was mustered into the service as Sergeant Major, August 1, 1861. Ten days later, he was commissioned and assigned to the staff of General Couch. From that time he was upon duty with the Army of the Potomac, serving with advancing rank upon the staff of Generals Warren and Hancock through some of the severest campaigns of the war. He resigned his commission in January, 1865, from illness contracted while a prisoner within the Confederate lines, received the brevet rank of Brigadier General “for distinguished service and good conduct,” and returned to civil life bearing the honorable scars of the brave. It afterwards fell to his lot, in his “History of the Second Army Corps” (1886), and his “Life of General Hancock” (1894), to write the narrative of events no small part of which had passed before his eyes. Little of his own history is to be found in those glowing pages, but every line bears witness to the intense enthusiasm with which he never failed to kindle when he recalled his army life, and to his devotion to the great captains under whom he served.

Like many other young men, who, as soldiers in the War for the Union, drank the wine of life early, General Walker came home with his character matured, his capacities developed, his intellectual forces aroused and trained, — a man older than his years. The career in which he was to win new distinction did not open for him at once upon the sudden return of peace. For three years he was a teacher of the classics in Williston Seminary, and in 1868, being compelled by an attack of quinsy to seek a change of occupation, he became an assistant of Mr. Samuel Bowles, editor of the Springfield Republican. From this place he was drawn into the public service at Washington, by the agency of Mr. David A. Wells, who was then Special Commissioner of the Revenue, and in search of a new Chief for the Bureau of Statistics. The work of the Bureau had fallen into some discredit, and was far in arrears, and the inability of the former Chief of the Bureau to command the confidence of Congress seriously embarrassed the continuance of an important work. By Mr. Wells’s advice General Walker was made Deputy Special Commissioner and placed in charge of the Bureau, and a new career was at once opened before him, for which he was fitted in a peculiar manner both by his intellectual interests and his administrative capacity. The Bureau was reorganized and its reputation was regained. The monthly publications were resumed, and soon showed that progressive improvement which has made them one of the most valuable repositories in existence for the study of the commercial and financial activity of a great country.

From his appointment to the charge of the Bureau of Statistics the steps in General Walker’s new career followed in rapid succession. In 1870 he was appointed Superintendent of the Ninth Census of the United States; in 1871 he was appointed Commissioner of Indian Affairs; in 1872 be was made Professor of Political Economy and History in the Sheffield Scientific School of Yale College; in 1876 he was Chief of the Bureau of Awards for the Centennial Exposition in Philadelphia; in 1878 he was sent as a Commissioner for the United States to the International Monetary Conference at Paris; in 1879 he was appointed Superintendent of the Tenth Census of the United States; in 1881 he was made President of the Massachusetts Institute of Technology; in 1882 he was elected President of the American Statistical Association; in 1885 he was elected first President of the American Economic Association; in 1891 he was elected Vice-President of the National Academy of Sciences; in 1893 he was President-adjunct of the International Statistical Institute, at its session in Chicago.

General Walker’s successive appointments as Superintendent of the Census of 1870 and of that of 1880 were the direct result of the energy and skill with which, during the months of his service in the Bureau of Statistics, he had effected the reorganization of that office and its work. The opportunities given to him as a statistician, by having charge of these two censuses, were of a remarkable kind. The census of 1870, being the first taken after the Civil War, was for that reason by far the most interesting and important since 1790. It was to show the social and economic changes wrought by four years of prodigal expenditure both of life and of resources, and by the unparalleled revolution in the industrial organization of the former slave States. It was also to ascertain and record the conditions under which the nation entered upon a new and wonderful stage of its material growth. The census of 1880 was the unique occasion for what General Walker designed as a “grand monumental exhibit of the resources, the industries, and the social state of the American people,” made approximately at the close of a century of national independence.

The Census of 1870, to the great regret of all who had any scientific interest in the subject, was left by Congress to be taken under the provisions of the Census Act of 1850, by persons neither selected nor controlled by the Census Office. In the still disturbed condition of some of the Southern States, the work was thus thrown into the hands of men notoriously unfit for such employment, and the returns, especially of the black population, were vitiated at their source. In his Report of 1872, and in his Introduction to the “Compendium of the Census of 1880,” [Volume I, Volume II] General Walker described in strong language the difficulties which thus beset the work in 1870; and again in the Publications of the American Statistical Association for December, 1890, writing upon the “Statistics of the Colored Race in the United States,” he used his freedom from official relations in exposing the mischief done by legislative failure to provide intelligently for an important public service. As a whole, however, the Census of 1870 was the best and the most varied in its scope that had yet been obtained for the United States. It was, after all, a signal proof of what can be done by a competent head, even with imperfect legislation, and established the reputation of the Superintendent as an administrative officer, at the same time that his fresh and vigorous discussion of results secured him high rank among statistical writers. Great interest was excited, moreover, by the remarkable use made of the graphic method in presenting the leading results of this census, in his “Statistical Atlas of the United States” (1874).

The Act providing for the Census of 1880 was greatly modified, by General Walker’s advice, and the working force was for the first time organized upon an intelligent system, by the employment of specially selected enumerators in place of the subordinates of the United States marshals, to whom the law had previously intrusted the collection of returns. Highly qualified experts were also employed for the historical and descriptive treatment of different industries and interests, as demanded by the monumental character of the centennial census. Various causes delayed the completion of this gigantic undertaking. Those to whom a census is merely a compendious statement of passing facts became impatient at the slow issue of the twenty-two stately quartos, and complained that the work was on such a scale as to be obsolescent before its appearance. General Walker, in an article in the Quarterly Journal of Economics for April, 1888, explained some of the special causes of the delay in publication and took upon himself perhaps an undue share of responsibility for the difficulties caused by an original underestimate of the total cost of the census. But notwithstanding its misfortunes, the Census of 1880 is a great work of enduring value and not excessive cost,— great in its breadth of design, worthy of the nation and of the epoch, and a lasting monument of the power of its Superintendent to conceive and to execute. Following the Census of 1870, it won for him universal recognition as one of the leading statisticians of his time.

In the article to which reference has just been made, General Walker, in his discussion of future arrangements for the national census, offered as the fruits of his own experience some valuable suggestions, which deserve more attention than they have yet received. It is hardly necessary, however, to enter upon them here, except to recall the fact that he advised the organization of the Census Office as a permanent establishment, in order to secure the improved service and economy of a trained force of moderate size, constantly employed. Upon an office thus organized could be laid, at the regular intervals, the duty of collecting and preparing the returns of population and of agriculture for the decennial census required by the Constitution, and perhaps for an intermediate fifth year enumeration, and also in the intervals the systematic prosecution of other statistical investigations, to be charged upon the office from time to time as occasion might require.

General Walker’s appointment as Professor in the Sheffield Scientific School, in 1872, carried him beyond the boundary of statistics into the general field of political economy. His training for this extended range of work, although obtained by a less systematic process than is now usual, had begun early, and as opportunity offered was carried on effectively. In one of his prefaces, he remarks that he began writing for the press upon money in 1858, probably having in mind a series of letters to the National Era of Washington, beginning soon after the crisis of 1857, and continued for some months, noticeable for sharply defined views on the subjects of banking and currency, and also as to the merits of Mr. Henry C. Carey as an economist. In 1865, before going to Williston Seminary, he lectured upon political economy for a short time at Amherst in his father’s absence, and in I866 his father recognized with pride his important assistance in finishing the “Science of Wealth.” From the close of the war. he is otherwise known to have been a keen student of economics, although a student under such limitations and so hampered by pressing occupations as to make it difficult for him to do equal justice to all parts of his outfit. It was perhaps from this cause, in part, that his earliest important publications as an economist were two treatises on widely separated topics, “The Wages Question” and “Money.”

The earlier of these two books, “The Wages Question” (1876), instantly attracted the attention both of economists and of the general public by its lively and strong discussion of the central topic of the day, then more commonly treated either as a matter of dry theory, or as a problem to be settled by sentiment. Following Longe and Thornton, the author made an unsparing attack upon the wages fund theory, and, arguing that wages are paid from the product of labor and not from accumulated capital, he set forth with great vigor the influences which affect the competition between laborer and employer in the division of this product. General Walker’s earliest public statement of his now familiar opinions touching the wages fund, and the payment of wages from the product, was made, it is believed, in an address delivered before the literary societies of Amherst College, July 8, 1874, and he further developed the subject in an article contributed to the North American Review for January, 1875. Few books in political economy have taken a place in the foreground of scientific discussion more quickly than “The Wages Question.” Many economists followed the author’s lead with little delay, and those who were slower to admit that the object of his attack was in fact the wages fund of the older school, recognized his assault as by far the most serious yet made. Unquestionably it compelled an immediate review of a large body of thought by the great mass of economic students in the English speaking countries.

In “The Wages Question,” General Walker drew the line clearly between the function of the capitalist and that of the employer, or entrepreneur, and between interest, which is the return made to the former, and profits, which are the reward of the latter. It was however in his “Political Economy” (1883 [3rd ed., 1888]), that he worked out his theory of the source of business profits and of the law governing the returns secured by the employing class. This enabled him to lay down a general theory of distribution, to be substituted for that associated with the wages fund theory, which he regarded as completely exploded, and indeed “exanimate.” Of the four parties to the distribution of the product of industry, three, the owner of land, the capitalist, and the employer, in his view, receive shares which are determined, respectively, by the law of Ricardo, by the prevailing rate of interest, and by a law of business profits analogous to the law of rent. These shares being settled, each by a limiting principle of its own, labor becomes the “residual claimant,” be the residue more or less, and any increase of product resulting from the energy, economy, or care of the laborers “goes to them by purely natural laws, provided only competition be full and free.” So too the gains from invention enure to their benefit, except so far as the law may interfere by creating a monopoly. This striking solution of the chief problem of economics attracted wide attention, and was further expounded and defended by its author in the discussions which it provoked, as may be seen by reference to the earlier volumes of the Quarterly Journal of Economics. Indeed, in his last published work, “International Bimetallism” (page 283), he prefaces a statement of his theory by saying, “I have given no small part of my strength during the past twenty years to the advocacy of that economic view which makes the laborer the residual claimant upon the product of industry.”

General Walker published his treatise, “Money” (1878), at a moment singularly opportune for the usefulness of the book and the advancing reputation of its author. Public opinion in the United States was in extreme confusion on the questions involved in the return to specie payment; there was a formidable agitation for the repeal of the Resumption Act, and Congress was entering upon its long series of efforts to rehabilitate silver as a money metal. At this juncture, when every part of the theory of money was the subject of warm discussion, scientific and popular alike, General Walker, using the substance of a course of lectures delivered by him in the Johns Hopkins University in 1877, laid before the public an elaborate and broad-minded survey of the whole field, claiming little originality for his work, but giving material help in concentrating upon scientific lines a discussion which was wandering in endless vagaries. On the general subject his views had no doubt been formed early, under the influence of his father, to whom, in more than one passage of this book, he makes touching allusion, and later in life he found in them little to change, although the long regime of paper money and its consequences suggested many things to be added. In 1879 he published, under the title of “Money in its Relations to Trade and Industry,” what was in some sense an abridgment of the larger work, made for use in a course of lectures in the Lowell Institute; and in his “Political Economy” [3rd ed., 1888] he again condensed his arguments and conclusions as to money, as part of his discussion of the grand division, Exchange.

When the International Monetary Conference met in 1878, by invitation of the United States, General Walker went to Paris as one of the commissioners for this country. His discussion of bimetallism had not been carried in “Money” much beyond a careful statement of the question and of the arguments on each side, but it was carried far enough to show that international bimetallism, and not the simple remonetization of silver by the United States, was, in his view, the proper method of securing what he deemed an adequate supply of money for this country and for the commercial world. Great emphasis was laid, in “Money, Trade, and Industry,” upon the necessity for “concerted action by the civilized states,” and this ground was consistently held by him until his share in the discussion ended with the publication of “International Bimetallism” (1896), a few months before his death. In this book, which was the outcome of a course of lectures delivered in Harvard University, after reviewing the controversy over silver, which had more and more engaged his attention as time went on, he declared more vigorously than ever his opinion of the futility of the policy of solitary action, adopted by the United States in the Act of 1878. “International Bimetallism” appeared in the midst of a heated Presidential canvass, in which the issues had taken such form that some, who like himself were supporters of “sound money,” found a jarring note in what they regarded as needless concessions to “free silver,” and in the sharp phrase in which his ardor and deep conviction sometimes found expression. But the book was not written for effect upon an election; it was the last stroke of a soldier, in a world-wide battle, — soon to lay aside his arms.

It was General Walker’s good fortune to enter the field as an economist when the study of economics was gaining new strength in the United States from the powerful stimulus of the Civil War, and of the period of rapid material development and change which followed. The revision of all accepted theories which set in did not displease him, and he took his share in the ensuing controversies, whether raised by himself or others, with equal zest. His own tendency, however, was towards a rational conservatism, and his modes of thought never ceased to show the influence of writers, French and English, of whom he appeared to the superficial observer to be the severe critic. “A Ricardian of the Ricardians” he styled himself in his Harvard lectures on land, published under the title of “Land and its Rent” (1883). His theory of distribution, if enunciated by one of narrower sympathies than himself, might have been thought to be designed as a justification of the existing order of things. In his monetary discussions he contended for a return to what he deemed the safe ways of the past. As for his view of the future, in a public address in 1890, after a remarkable passage describing the sea of agitation and debate which had submerged the entire domain of economics, and threatened to sweep away every landmark of accepted belief, he said, “I have little doubt that in due time, when these angry floods subside, the green land will emerge, fairer and richer for the inundation, but not greatly altered in aspect or in shape.”

The election of General Walker as the first President of the American Economic Association, in recognition of his acknowledged eminence, deserves a passing notice at this point. The Association was organized at Saratoga in 1885, under circumstances which threatened to make it the representative of a school of economists rather than of the great body of economic students in America, and with a dangerous approach to something like a scientific creed. General Walker cannot be said to have represented any particular school. He was both theorist and observer, the framer of a theory of distribution, and also an industrious student of past and current history. By a happy choice the new Association strengthened its claim upon public attention by electing him its resident, in his absence; and be wisely took his place at its head, with the conviction that its purposes were better than the statement made of them, and that the membership of the new organization gave promise of good results for economic science. Under his administration, which lasted until 1892, the basis of the Association was broadened, all appearance of any test of scientific faith disappeared, and American economists found themselves associated in catholic brotherhood. In part this change was no doubt due to the marked subsidence of the debate as to the deductive and the historical methods, but in part also it was due to the good judgment, personal influence, and perhaps in some instances the persuasive efforts of the President, who thus rendered no small service to economic science.

Which of General Walker’s contributions to economic theory are likely to have lasting value, is a question not yet ready for decision. The subjects to which he specially devoted his efforts are still under discussion. His theory of distribution is not yet established as the true solution of the great problem; the wages fund has not yet ceased to be controversial matter; it is not yet settled whether the advocates or the opponents of bimetallism are to triumph in the great debate of this generation. But whether as a theoretical writer he is to hold his present place or to lose it, there can be no question as to the importance of his work, in imparting stimulus and the feeling of reality to all economic discussions in which he had a part. His varied experience and wide acquaintance with men had made him in a large sense a man of affairs, lie watched the great movements of the world, not only in their broad relations, but as they concern individuals. He was apt to treat economic tendencies, therefore, not only in their abstract form, but also as facts making for the happiness or the injury of living men. Economic law was reasoned upon by him in much the same way as by others, but he never lost his vivid perception of the realities among which the law must work out its consequences. In his pages, therefore, theory seemed to many to be a more practical matter and nearer to actual life than it is made to appear by most economists. His words seemed to carry more authority, his illustrations to give more light, the whole science to become a lively exposition of the trend and the side movements of a world of passion and effort. A great English economist has said that Walker’s explanation of the services rendered by the entrepreneur remind one of passages of Adam Smith. A great service has been rendered to the community by the writer who, in our day, has been able thus to command attention to political economy as a discussion belonging to the actual world.

General Walker’s election to the Presidency of the Massachusetts Institute of Technology, in 1881, placed him at the head of an institution badly in need of a vigorous, confident, and many-sided administrator, for the development of its great possibilities. The plan on which it should work had been prepared and its foundations laid broad and deep by President Rogers, but the work itself was still languishing, endowment and equipment were scanty, and the number of students declining. General Walker’s administration was signalized by a sudden revival of the school. Funds were secured, new buildings were built, the confidence of the public won, and at General Walker’s death the school of barely two hundred students, still maintaining the severe standard of work set by its founder, had upon its register nearly twelve hundred students and maintained a staff of one hundred and thirty professors and instructors of different grades. Of the qualities as an educator and administrator of a great technical school displayed by General Walker in this brilliant part of his career, a striking description, made from close observation, has been given by Professor H. W. Tyler of the Faculty of the Institute, in the Educational Review for June, 1897 [with portrait].

There was doubtless much in the circumstances attending the foundation of the Institute of Technology which any disinterested friend of scientific education must now regret. But time has healed wounds and removed jealousies which divided a former generation, and none can now be found to question either the practical or the scientific value of the great institution conceived by Rogers, and brought to its present deserved eminence under the successor of whose day he lived to see little more than the dawn.

At no period of General Walker’s life did he fail to take an active interest in the work of the community in which he lived. That he was already charged with great responsibilities was a reason, both with his fellow citizens and with himself, for increasing the load. An early instance of this was his service as Commissioner of Indian Affairs for one year while still in charge of the census of 1870, — a service marked by an annual report remarkable for its thorough review of the whole subject, and by the appearance of his book, “The Indian Question” (1874). At different times, in New Haven and in Boston, he was a member of the local School Board and of the State Board of Education. He was a Trustee of the Boston Public Library and of the Museum of Fine Arts, one of the Boston Park Commissioners, and an almost prescriptive member of any more temporary board or committee. In some of these capacities his labors have left their traces in his written works, n others his name gave weight to organizations in which he was not called upon for active effort. The number and variety of the appointments thus showered upon him marked not only the unbounded range of his own interests, but the confidence of others that every appeal to public spirit would stir his heart.

The bibliography of his written work, prepared at the Institute of Technology and revised with great care since his death, will be found in the Publications of the American Statistical Society for June, 1897. It is a remarkable record of intellectual activity, maintained for nearly forty years, and resulting in a series of important contributions to the thought of his time, — a manifold claim to eminence in the world of science and letters.

A complete list of the honorary degrees and other marks of distinction conferred upon General Walker by public bodies, at home and abroad, cannot be undertaken here. It is enough to say that he was made Doctor of Laws by Amherst, Columbia, Dublin, Edinburgh, Harvard, St. Andrews, and Yale, and Doctor of Philosophy by Amherst and Halle; that he was a member, regular or honorary, of the National Academy of Sciences, the Philosophical Society of Washington, the Massachusetts Historical Society and this Academy, of the Royal Statistical Society of London, the Royal Statistical Society of Belgium, the Statistical Society of Paris, the French Institute, and the International Statistical Institute; and that he was an officer of the French Legion of Honor.

General Walker was endowed by nature with peculiar gifts for a career of distinction. Iu any company of men he instantly drew attention by his solid erect form and dignified presence, by his deep and glowing eye, and by his dark features, cheerful, often mirthful, always alive. His instant command of his intellectual resources gave him the confidence needed for a leading place, and his friendly bearing, strong judgment, and easy optimism made others welcome his leadership. His convictions were deep, and his opinions, once formed, were shaken with difficulty, for in discussion he had the soldier’s quality of not knowing when he is beaten. His ambition was strong, and he liked to feel the current of sympathy and approval bearing him on, but he did not shrink from his course if others refused to follow. From first to last, he grappled with large undertakings and large subjects, conscious of powers which promised him the mastery. Such as his contemporaries saw him he will live for the future reader in many a sentence and page, — cheerful, courageous, hopeful.

Charles F. Dunbar.

 

Source: Charles F. Dunbar, “Francis Amasa Walker” Proceedings of the American Academy of Arts and Sciences Vol. 32, No. 17 (Jul., 1897), pp. 344-354

Image Source: Hoar, George Frisbie. Meetings held in commemoration of the life and services of Francis Amasa Walker. Boston, 1897, Frontpiece.

 

 

 

 

 

Categories
Courses Harvard

Harvard. Political Economy Courses, 1888-89

We saw in an earlier posting that political economy was a one-professor affair with Charles Franklin Dunbar doing virtually all the economics teaching at Harvard in 1874-75.

Over a decade later in 1888-89, Dunbar is still at it with young Frank Taussig and two junior instructors expanding the Harvard economics course offerings. It is interesting to note that “Coöperation , Socialism” are included in a list of topics that include now standard fields Money, Finance (i.e. Banking), Taxation and “Labor and Capital” (i.e., labor economics, income distribution).

 

_______________________________

Political Economy.
[Harvard, 1888-1889]

  1. First half-year: Mill’s Principles of Political Economy.—Dunbar’s Chapters on Banking.
    Second half-year: Division A (Theoretical): Mill’s Principles of Political Economy.—Cairnes’s Leading Principles of Political Economy. Division B (Descriptive): Topics in Money, Finance, Labor and Capital, Coöperation, Socialism and Taxation. , Wed., Fri., at 9. Asst. Professor Taussig, Messrs. Gray and F. C. Huntington.
    All students in Course 1 will have the same work during the first half-year, but will be required in January to make their election between divisions A and B for the second half-year. The work in division A is required for admission to Courses 2 and 3.
  2. History of Economic Theory.—Examination of selections from Leading Writers.—Lectures. , Wed., (at the pleasure of the Instructor), and Fri., at 2. Asst. Professor Taussig.
  3. [Omitted in 1888-89.] Investigation and Discussion of Practical Economic Questions.—Short theses. , Th., at 3, and a third hour to be appointed by the Instructor.
  4. Economic History of Europe and America since the Seven Years’ War.—Lectures and written work. , Wed., Fri., at 11. Mr. Gray.
    Course 4 requires no previous study of Political Economy.
  5. [Omitted in 1888-89.] Economic Effects of Land Tenures in England, Ireland, France, and Germany.—Lectures and theses. Half-course. Once a week.
  6. History of Tariff Legislation in the United States. Half-course. Tu., Th., at 2, and a third hour at the pleasure of the Instructor (second half-year). Professor Taussig.
  7. Taxation, Public Debts, and Banking. , Wed., Fri., at 3. Professor Dunbar.
  8. History of Financial Legislation in the United States. Half-course. Tu., Th., at 2, and a third hour at the pleasure of the Instructor (first half-year). Professor Dunbar.
    It is recommended that Courses 6 and 8 be taken together.
  9. Management and Ownership of Railways. Half-course. Tu., Th., at 10, and a third hour at the pleasure of the Instructor (second half-year). Gray.

As a preparation for Courses 2, 3, 5, 6, 7, 8, and 9 it is necessary to have passed satisfactorily in Course 1.

  1. Special Advanced Study and Research.—In 1888-89, competent students may pursue special investigations of selected topics under the guidance of any one of the Instructors.

Course 20 is open only to graduates, to candidates for Honors in Political Science, and to Seniors of high rank who are likely to obtain Honorable Mention in Political Economy. It may be taken either as a full course or as a half-course, as may be determined by the Instructor concerned.

 

Source: Harvard University. Announcements of Courses of Instruction provided by the Faculty of Harvard College for the Academic Year 1888-89. Cambridge, May 1888. pp. 18-19.

Image Source: Statue of John Harvard ca. 1891, Library of Congress Prints and Photographs Division, Washington, D.C.

Categories
Economists Harvard

Harvard. Graduates’ Magazine reports on Economics Dept. 1892-1904.

The Harvard Graduates’ Magazine. Vol. 1, October, 1892, pp. 116-117.

ECONOMICS.

Ten years ago, the Department of Political Economy had one professor and one instructor, neither giving all of his time to the subject. At present, the Department of Economics has three professors and two instructors. The change in name, from Political Economy to Economics, indicates of itself an enlargement of the range of subjects. The number of courses offered has grown from two to a dozen, with a corresponding development in the variety of topics treated. The increase in the number of students is indicated by the fact that the first course, introductory to the rest, which was taken ten years ago by perhaps fifty students, now has over three hundred. This striking development is significant of the rapid increase in the attention given to economic problems by the public and by our institutions of learning. The staff now consists of Professors Dunbar, Taussig, and Ashley, and Messrs. Cummings and Cole. Professor Ashley enters upon his duties for the first time this autumn, his chair being a newly created one of Economic History. Professor Dunbar continues to edit the Quarterly Journal of Economics, which was established by the University in 1886 with the aid of a fund contributed by John Eliot Thayer, ’85, and which has an established position among the important periodicals on economic subjects. The Department has recently done service to economic students by a reprint, under Professor Dunbar’s care, of Cantillon’s Essai sur le Commerce, a rare volume of importance in the history of economic theory; and it has now in press a volume of State Papers and Speeches on the Tariff, meant to aid students of the tariff history of the United States. For its growth in the past the Department has depended wholly on the expenditure by the Corporation of unpledged resources. No doubt the increasing sense of the importance of economic study will in time change the situation in this regard, and will make this department as attractive for benefactors as those which are older and more familiar.

F. W. Taussig, 79.

 

 _____________________________

The Harvard Graduates’ Magazine. Vol. 1, July, 1893, p. 576.

[Birth of a semester system, emphasis added]

The elective pamphlet announcing the courses to be offered in 1893-94 by the Faculty of Arts and Sciences contains few striking changes. There is a tendency manifested in it to increase the number of half-courses beginning or ending in February, at the time of the mid-year examinations. Thus History 12 is split into two halves, the first half being on the recent history of Continental Europe, and the second half on the recent constitutional history of England; Economics 7 is cut in two, and Economics 12 is established as two half-courses, one on International Payments and the Flow of Precious Metals, and the other on Banking and the History of the Banking Systems. Other examples might be given to emphasize the drift towards something akin to a division of the year into two semesters, particularly for the convenience of graduate students. 

_____________________________

The Harvard Graduates’ Magazine. Vol. 1, July, 1893, p. 590.

ECONOMICS.

In the department of Economics several new courses are offered for 1893-94. Professor Dunbar offers two half-courses, one on international payments and the flow of the precious metals from country to country, the other on banks and the leading banking systems. The two half-courses come at the same hours in the first and second half-years, and, when taken together, form a convenient full course running through the year. This new course will alternate with Course 7, on taxation and finance, which is to be omitted in 1893-94, and will be resumed in 1894-95. — Professor Ashley offers a course on Economic History, from the Middle Ages to modern times, which will take the place of the former Course 4, on the economic history of Europe and America since the middle of the eighteenth century. The new course covers a longer period than was covered in Course 4, and will supplement effectively the instruction in history as well as in economics. Professor Ashley also offers a new half-course, intended mainly for advanced and graduate students, on land tenure and agrarian conditions in Europe. — Professor Cummings offers a half-course, also intended for advanced students, on schemes for social reconstruction from Plato’s Republic to the present time, including the proposals of Bellamy and Hertzka. The course is meant to give opportunity for the discussion of social and political institutions and of socialist theories. — Economics 1, the introductory course in the department, will be remodeled in part in the coming year. A somewhat larger proportion of the exercises will take the form of lectures to all members of the course. Professor Taussig will lecture on distribution and on financial subjects, Professor Ashley on economic development, Professor Cummings on social questions.

F. W. Taussig, ’79.

_____________________________

The Harvard Graduates’ Magazine. Vol. 3, March, 1895, pp. 383-384.

ECONOMICS.

The matter that has of late most engaged the attention of the Department has been the welcome and yet embarrassing growth in the number of students taking the introductory course known as Economics 1. This has risen from 179 in 1889-90 to 201 in ’90-91, 288 in ’91-92, 322 in ’92-93, 340 in ’93-94, until in the present year it is 398. Such an increase necessarily raises grave questions both of educational method and of academic discipline. Those professors to whose labors in past years the success of the course has been due are still of opinion that the recitation method, in its best form, — the discussion day after day and chapter by chapter of some great treatise like the work of John Stuart Mill, — furnishes a mental training such as no other plan can provide. But for its successful practice it is necessary either that the class should be quite small, or that, if divided, the sections should be few and small. Accordingly it became evident that some modification of plan was necessary; and last year the arrangement was hit upon of retaining the section work for the greater part of the year, but diversifying it with three months of set lectures at different periods by Professors Taussig, Ashley, and Cummings. The experiment was so satisfactory that it has been repeated this year; and, in the absence of Professor Taussig, Professors Ashley and Cummings have each lectured for six weeks. If the numbers continue to grow, it may seem advisable in the future to take further steps in the same direction. But Upper Massachusetts, in spite of its historical associations, has abominable acoustic properties; the room in Boylston, which was suggested as an alternative, is redolent of Chemistry; and it may ultimately become necessary to invade the sacred precincts of Sanders Theatre. — In the absence of Professor Taussig upon his sabbatical, before referred to, his course on Economic Theory (Econ. 2) has been divided into two half-courses, and undertaken by Professor Ashley and Professor Macvane. Professor Macvane’s action will do something to break down that middle wall of partition between departments which is sometimes so curiously high and strong in this University of free electives. It need scarcely be added that to those who know how considerable have been Professor Macvane’s contributions to economic theory, and how great his reputation is with foreign economists, he seems altogether in place when he takes part in the economic instruction of Harvard University. — Professor Taussig’s course on Railway Transportation (Econ. 5) has been assigned for the present year to Mr. G. O. Virtue, ’92; his other courses have been suspended. — Mr. John Cummings, ’91, has returned, with a year’s experience as instructor and his doctorate, from the University of Chicago, and is now an Assistant in Econ. 1; he is also offering a new course on Comparative Poor Law and Administration. — The instructors in this, as in other Departments, find themselves increasingly hampered by the difficulty of providing the necessary books for the use of students. Oxford and Cambridge Universities, with hardly more students than Harvard, have libraries in every college, together with the Union libraries and the University libraries; here in Harvard, if an instructor in class mentions any but the best known of books, the chances are that there is only one copy in the place,— that in the University Library; and unless he has been provident enough to have that book “reserved,” some undergraduate promptly takes it out, and nobody else can see it. It is true that undergraduates ought to buy more books; but frequently there is not a copy to be had even in the Boston bookstores. It would certainly be a great relief if the societies could see their way to create, each for itself, a modest working library of a few hundred books. Meanwhile something may be done by strengthening the Departmental Library in University Hall. This, which owes its creation to the generosity of some of the members of the Class of 1879, is in urgent need of enlargement; and the professors in the Department will be glad to hear from any graduate whose eye this happens to catch. — Finally, it may be advisable to mention that, as the result of careful deliberation on the part of the members of the Division Committee, a detailed statement of requirements for the Degree of Doctor of Philosophy in Political Science was drawn up last spring, and will now be found at the end of the Division pamphlet This Statement is noteworthy in that it defines for the first time the “general” examination, and the examination on “a special field;” and also for the stress it lays upon “a broad basis of general culture ” as the foundation of specialist work. “A command of good English, spoken and written, the ability to make free use of French and German books, and a fair acquaintance with general history ” are mentioned as “of special importance.”

W. J. Ashley.

_____________________________

The Harvard Graduates’ Magazine. Vol. 4, December, 1895, pp. 242-243.

ECONOMICS.

The Department of Economics began its work for the year under unfortunate circumstances. Professor Dunbar, its honored head, was compelled by ill-health to withdraw from academic work for the year, and was given leave of absence by the Corporation. His withdrawal rendered necessary changes in the courses of instruction. Of those announced to be given by Professor Dunbar, course 7, on Financial Administration and Public Debts, was undertaken by Dr. John Cummings, and course 12, on Banking and the History of the Leading Banking Systems, by Professor Taussig. The additional work thus assumed by Professor Taussig was made possible through the aid of Professor Macvane, who will conduct during the second half-year that part of Economics 2 which had been announced to be given by Professor Taussig. Course 8, on the History of Financial Legislation in the United States, has been shifted to the second half-year, and will then be given by Dr. Joseph A. Hill, A. B. ’86, Ph. D. ’92. By this rearrangement all the courses originally announced will be given, and no diminution in the Department’s offering results from Professor Dunbar’s absence. — Another change has taken place, affecting course 1. The numbers in this introductory course have grown steadily of late years, and it is now taken annually by about 400 men. It had been the policy of the Department to conduct it not by lectures, but mainly by face to face discussion, in rooms of moderate size, the men being divided into sections for this purpose. As the numbers grew, however, it became more and more difficult to keep the sections at a manageable size, to find convenient rooms for them, and to secure efficient instructors. The alternative of lecturing to the men in one large room had long presented itself, but the probable educational advantages of instruction in smaller rooms by sections caused this alternative to be avoided. For the present year, however, the withdrawal of Professor Dunbar rendered some economizing of the force of the Department necessary, and it has been accordingly determined to try the lecture plan for the current year. All the members of the course meet in Upper Massachusetts, — a room which, by the way, proves reasonably well adapted for this use, — and there are given lectures by the various instructors who take part in the course. By way of testing their reading and securing for the instructors some evidence as to their attainments, a system of weekly written papers has been introduced. On a given day of each week the students write answers to questions bearing upon the work of that week and of previous weeks. These answers are examined and corrected, and serve as a means of estimating the diligence and attainments of the students. Whether this radical change of plan will prove to be advantageous remains to be decided by the year’s experience; but it indicates a change in the methods of college work which is making its way in all directions, and which presents new and difficult problems to instructors. — The Seminary in Economics opens the year with sixteen advanced students of good quality, and promises well. Two are Seniors in Harvard College; the remainder are members of the Graduate School. Four are candidates for the degree of Doctor of Philosophy at the close of the current year. The growth of the Seminary in numbers and the better organization of its work are part of the general advance of the Graduate School, which is now reaping the fruits of the marked gains it has made in recent years.

F. W. Taussig, 79.

_____________________________

The Harvard Graduates’ Magazine. Vol. 7, March, 1899, pp. 427-8.

ECONOMICS.

Like other departments, that of Economics finds itself confronted with the problem of the best mode of dealing with large numbers of students in the courses much sought for, and especially in the general introductory course. Economics 1 is now regularly chosen by from 450 to 500 students. Well-nigh every undergraduate takes it at some stage of his college career, and the question of its numbers seems to be simply a question of the number of students in the College and Scientific School. This great demand for general training in the subject has imposed on the Department an obligation to make its instruction as stimulating and efficient as may be, and yet has made this task more difficult than ever before. Inevitably, the old method of dividing the course into sections for all of the instruction has been abandoned. Its place has been taken by a mixed method of lectures and oral exercises. Twice a week, lectures are given to the whole course in one large room. Upper Massachusetts, remodeled, reheated, and reseated, serves for these lectures, — not well, but not unendurably ill; there is great need, for the use of the large courses, of a new and well-equipped building. The lectures are largely in the nature of comment on assigned reading. The third hour in the week is then given to meetings in sections of moderate size, in which the lectures and the reading are subject to test and discussion. The course is divided into some fifteen sections, each of which meets its instructor once a week. At these exercises, a question is first answered in writing by each student, twenty minutes being allowed for this test; the remainder of the hour is used in oral discussion. Some continuous oversight of the work of students is thus secured, and opportunity is given for questions to them and from them. A not inconsiderable staff of instructors is necessary for the conduct of the sections, and a not inconsiderable expenditure by the Corporation for salaries; but some such counter-weight on the lecture system pure and simple is felt to be necessary. The Department has been fortunate in securing trained and competent instructors for this part of the work; and the new method, if not definitively adopted, is at least in the stage of promising experiment. — During the second half year of 1898-99, the place of Professor Ashley, who is absent on leave, is taken by Dr. Wm. Cunningham, of Trinity College (Cambridge, England). Dr. Cunningham and Professor Ashley are easily the leaders among English-speaking scholars on their subject, economic history; and the Department has cordially welcomed the arrangement by which the scholar from the Cambridge of England fills the place, for the time being, of the scholar of the American Cambridge. Dr. Cunningham gives two courses in the current half year, — one on Western Civilization in its Economic Aspects, Mediaeval and Modern, the other on the Industrial Revolution in England.

F. W. Taussig, ‘79.

_____________________________

The Harvard Graduates’ Magazine. Vol. 8, December, 1899, p. 223.

ECONOMICS.

The Department finds, as usual, large numbers of students to deal with during the current year. In the introductory course, Economics 1, nearly 500 students are enrolled, and once again it appears that the University has no good lecture room adequate for the accommodation of such numbers. The system of instruction which has been in use in this course for several years is continued. For part of the time, lectures are given to all members of the course; for the remainder of the time, it is split into small sections for question and discussion. So long as lectures are given at all, there is little gain from splitting the course into two or more parallel courses, as has sometimes been proposed; but the absence of a good lecture room for the whole number makes the present situation trying. In its advanced courses, the Department has again the services of Prof. Ashley, who returns after a year’s leave of absence, and finds large numbers enrolled in his course on modern economic history. His advanced course, on the history and literature of economics to the close of the 18th century, also attracts a satisfactory number of mature students. Prof. Cummings omits for the year his course on the labor question; but compensation for this is found in Philosophy 5, a course having a similar range of subjects, which is again given by Prof. Peabody, who has returned from his year’s leave of absence. Professors Dunbar and Taussig give, without material change, the courses usually assigned to them. — The Department assumes some additional burden through a change in its plans for the publication of the Quarterly Journal of Economics. That journal, whose 14th volume begins with the opening issue of this year, is hereafter to appear in more ambitious form. Its size will be somewhat increased, the departments varied, and the elaborate bibliography of current publication will be strengthened. At the same time the price goes up from $2 to $3 a year, — a change which, it is hoped, can be carried out without a loss of subscribers.

F. W. Taussig, 79.

_____________________________

The Harvard Graduates’ Magazine. Vol. 10, December, 1901, pp. 261-2.

ECONOMICS.

An unusual number of changes have to be noted in this Department. Prof. Taussig’s leave of absence, and Prof. Ashley’s recent resignation, have made it necessary to call in several men from the outside to give instruction during the present year. Prof. Taussig’s work is provided for in part by Prof. C. J. Bullock, of Williams College, who is giving the courses on finance and taxation, — and in part by a redistribution of the work among the members of the regular teaching staff. Dr. Andrew has charge of Economics 1, and Dr. Sprague of Economics 6, on the Economic History of the United States. Prof. Ashley’s courses, as announced for the year, have been provided for as follows: Prof. Wm. Z. Ripley, of the Massachusetts Institute of Technology, is giving course 5 on Statistics, and is to give the latter half of course 17 on the Economic Organization and Resources of European Countries, Mr. Meyer having charge of it during the first half year. Dr. C. W. Mixter is giving course 15 on the History and Literature of Economics to the opening of the 19th century. In addition, Prof. Ripley is giving course 5a on Railway Economics. In the second half year, Mr. W. F. Willoughby is to give courses 9 and 9a on Problems of Labor. — The courses preparing for a business career have been extended somewhat. Mr. W. M. Cole continues his course on the Principles of Accounting, and Prof. Wambaugh his course on Insurance. In addition to these, Mr. Bruce Wyman is conducting a new course on the Principles of Law in their Application to Industrial Problems, using the case method as it has been developed in the Law School. The popularity of these courses, in spite of the unusual severity of the examinations, is some indication of their success, and suggests, at least, the practicability of still further extensions. While there is a tendency in some quarters to carry the idea of commercial education to extremes, it is to be noted that these courses neither pretend to take the place of business experience, nor to teach those things which can be learned better in a business office than in any institution of learning. Moreover the work is confined to a mastery of principles and not to the gaining of general information. — The number of students in the Department continues large, there being upward of 480 in course 1, and about 1100 in the Department as a whole, not excluding those counted more than once. The housing of Economics 1 continues to be a problem, as Upper Massachusetts is uncomfortably packed at each meeting. More difficult, however, is the problem of finding small rooms for the 11 sections into which this class is divided for discussion and consultation once each week. — The Board of Overseers have confirmed the appointment of Dr. A. P. Andrew, Dr. O. M. W. Sprague, and Mr. H. R. Meyer as instructors without limit of time. — The change from two dollars to three dollars per year in the subscription price of the Quarterly Journal of Economics has been followed by no diminution in the number of subscribers, and the hope of the editors that the Journal might be conducted on a somewhat more ambitious scale is being realized.

T. N. Carver.

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The Harvard Graduates’ Magazine. Vol. 11, December, 1902, pp. 247-248.

ECONOMICS.

Prof. Taussig’s continued absence has occasioned some readjustment of work within the Department during the present year. Dr. A. P. Andrew has full charge of Course I, Dr. O. M. W. Sprague of Course 6, and Prof. T. N. Carver of Course 2, while Prof. Taussig’s course on Adam Smith and Ricardo has been combined with Dr. C. W. Mixter’s course on Selected Topics in the History of Economic Thought since Adam Smith. Prof. W. Z. Ripley, formerly of the Massachusetts Institute of Technology, has accepted a professorship in our Department, and is giving Course 9 on Problems of Labor and Industrial Organization, the first half of Course 3, on the Principles of Sociology, the second half of Course 17, on the Economic Organization and Resources of European Countries, and Course 4, on the Theory and Method of Statistics. Dr. E. F. Gay, who has spent several years in Europe investigating in the field of economic history, has accepted an instructorship here, and is giving Courses 10 and 11, on the Economic History of Mediaeval and Modern Europe.

The interest in the work of the Department continues to grow. Economics I has 542 students, as compared with about 480 at this time last year. Mr. Wyman’s course (21), on The Principles of Law in their Application to Economic Problems, now contains over 60 students, as compared with 38 last year. Other courses show no great variation one way or the other, except Prof. Ripley’s course in Statistics. The interest which is being revived in this too much neglected field promises well for the future of economic studies in Harvard.

The change in the hour of Economics I from Monday, Wednesday, and Friday, at 9, to Tuesday, Thursday, and Saturday, at 11, was necessary in order to find a suitable room. This makes it possible for a larger number of Freshmen to elect the course, since it no longer conflicts with History I. Whether this is going to prove advantageous or not remains to be seen. At present the policy is to discourage Freshmen from electing this course. If there should be a considerable increase in the number of men who complete the college course in three years, it may be advisable to allow some of the more mature members of the Freshman Class to take Economics I. In that case it will be necessary to increase the number of courses which are somewhat general in their scope. Thus the course on Economic Theory (2) might be made somewhat less special than it now is, and a new course covering the general field of Practical Economics might be started. In this way the evils of too early specialization might be avoided. However, no definite policy has as yet been decided upon.

The Department has secured the use of Room 24, University Hall, as headquarters. In this room the mail of the Department and of the Quarterly Journal of Economics will be received, and the exchanges will be available for immediate inspection. This room has also been fitted up with drawing tables and other apparatus necessary for practical work in statistics. It is the purpose to make it a statistical laboratory.

The accounts of the Quarterly Journal of Economics are satisfactory, and the subscription list is making slow but substantial gains.

T. N. Carver.

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The Harvard Graduates’ Magazine. Vol. 11, June, 1903, pp. 560-562.

ECONOMICS.

An interesting comparison between the allied departments of History and Economics is shown below on the basis of the number of students electing such courses. Some of the novel problems entailed by the rapid growth of the very large courses are now being considered by both departments. This rapid growth in large courses, coupled with the increase in the number of highly specialized courses, is bound to make necessary a constant increase in the instructing staff, if full justice to the work is to be done. Among the new courses offered for next year are the following: Economics of Agriculture, by Prof. Carver; Corporation Finance, by Prof. Ripley; Outlines of Agrarian History, by Prof. Gay; and American Competition in Europe since 1873 and The Indirect Activities of the State in Australasia and in Europe, by Mr. Meyer. A general revision of the methods of the Seminary is also under consideration, although plans in that direction are not as yet completed,

 

1902-3. STUDENTS IN ECONOMICS.

ECONOMICS.

HISTORY.

1st half year 1st half year

Econ.

5 60 Hist. 12a 93

7b 21 16a 151 244
8a

100

2d half year

12a 10 Hist. 12b 79

10 16 16b

148

18 45 252 29 86

313

2d half year ½ course thro yr.

Econ.

8b 152 Hist. 17 4

4

11b

19

Whole courses.

12b 43 Hist. 1

506

16 29 243 3

6

½ course thro yr.

4

7

Econ.

4 15 15 6

19

Whole courses.

8

8

Econ.

1 519 9 36

2 26 10 188

3 45 11 67
6 122 13

214

9 111 15 13
14 15 20d

3

17 9 20e 12
20 11 21

1

20a 5   25

3

21 60 26 11

22 6(?) Hist. of Relig. 2 50

1144

Deduct 50 given by another Faculty

1705

1655

________________________________________
Whole courses

11

Whole courses

16

Half-courses

11

5 ½

Half-courses

6

3

16 ½

19

Including 5 courses of over 100 students, of which 2 are half courses. Including 5 courses of over 100 students, of which 2 are half courses.

A prompt response to suggestions made to the committee on instruction in economics of the Board of Overseers, as to the needs of the Department, has been made by Mr. Arthur T. Lyman in the shape of a gift of $500, to be expended in the preparation of charts, maps, and other illustrative material. The courses in general descriptive economics, it was felt, can be very greatly improved by the use of such material. Chart cases had already been installed in the new department headquarters, but this will enable the services of an expert draftsman for commencing the preparation of a suitable collection.

Among the other needs of the Department expressed at this meeting was that of an adding and computing machine for use in connection with the courses in Finance and Statistics. It was felt that the so-called “Burroughs Adder,” so generally in use in banking houses and statistical offices, could be utilized to great advantage in the prosecution of original work. The cost of such a machine is approximately $350. It is also to be hoped in the course of time that a collection of illustrative material other than maps may be commenced. This would include, for example, samples of the leading raw materials whose classification enters into tariff discussions and debates, photographs of social and industrial establishments, and other material of this sort. Such a collection, within moderate limits, along the lines of the Philadelphia Commercial Museums, has already been begun at Dartmouth, Ann Arbor, and other places. It should be kept in mind as a possible department at Cambridge.

 

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The Harvard Graduates’ Magazine. Vol. 12, December, 1903, p. 246.

ECONOMICS.

Prof. Taussig has returned after an absence of two years, entirely restored in health. His resumption of work completes the working corps in the department, enabling it to offer its full list of announced courses. The number of graduate students is considerably increased over the preceding years, and there is every prospect of a successful resumption of the regular work in all lines.

The November number of The World’s Work contains the first of a noteworthy series of articles by Prof. Carver upon agricultural conditions in the West. Prof. Carver made a tour of some hundreds of miles on horseback during the summer, principally in the corn belt. It is his intention to supplement this tour by similar observations in other parts of the country in the coming years. This issue of The World’s Work forms distinctively a Harvard number, containing also an article on The Progress of Labor Organizations, by Prof. Ripley.

Among the new courses announced for this year are several by Prof. Bullock, one upon “The History and Literature of Economics,” with an additional research course entitled “Studies in American Finance.” Prof. Gay’s course upon ” The German Economists” last year met with so cordial a response that it has been expanded to a full course, covering the French as well as the German authorities. Mr. H. R. Meyer, having re- signed as an instructor, will continue as a lecturer, giving two courses upon “American Competition in Europe since 1873” and “The Industrial Activities of the State in Australasia and in Europe.”

W. Z. Ripley.

_____________________________

The Harvard Graduates’ Magazine. Vol. 13, December, 1904, p. 278.

ECONOMICS.

Economics 1 opens with an enrolment of 491 students, and is again the largest elective course in College. Government 1 is a close second, with 481 students; History 1 has 436. The numbers in Economics 1 are distinctly less than last year, which doubtless reflects the decline in attendance in the College at large. More than half of the total are Sophomores (255) ; the Juniors number 102, and the Freshmen 73. The resort to these three courses shows how strong is the trend to ward instruction in subjects connected with political life, and how great is the need for careful teaching and careful organization. Economics 1 continues to be conducted on the system which has been in use for some years past, and has been followed also in Government 1 and History 1. Two hours of lectures are given each week; for the third hour the course is divided into sections, in which there is a weekly examination, coupled with oral discussion of the subjects taken up during the week. Five assistant instructors conduct these sections, and the system seems to solve the problem of large courses satisfactorily.

In line with the policy adopted last year in the Department of paralleling the various undergraduate courses with advanced courses for graduate students, involving more or less research in each special field, Prof. Andrew is this year giving an advanced course upon the theories of crises, as a continuation of his larger course upon crises and cycles of trade.

An experiment intended to deal with the increasing difficulty of giving required reading to constantly enlarging classes will be tried in Economics 9b, through the publication of a casebook in economics similar to those in use in the Law School. The plan is to reprint official documents and detailed descriptions of particular phases of corporate economics, leaving to the lectures the task of supplying the connecting links and of tracing the development of the subject as an organic whole.

A valuable collection of charts of railway mortgages has recently been acquired through the generosity of graduates. These charts, prepared for the different railway systems, illustrate the exact character and situs of the securities. The collection of other charts and diagrams, made possible through the generosity of Mr. Arthur T. Lyman, is also making progress.

Source:  See the listings for the Harvard Graduates’ Magazine at Hathitrust. These are some of the items found using the index for the first twenty volumes.

Categories
Economists Harvard

Harvard. Seminary in Economics. Topics and Speakers, 1891/2-1907/8

 The inspiration for the research workshop goes back to the German tradition of the research seminar for which the English word “seminary” was used. A sole economics seminary was announced at Harvard for the period 1892-1933 according to the annual Announcement of Courses of Instructions. One presumes the division of workshops is limited by the extent of the graduate program and that, by the early 1930s, the scale and scope of the Harvard department supported greater differentiation of its research seminars. The later Hansen-Williams Fiscal Seminar is an example of the kind of specialized workshop that was to develop. 

This posting provides the names and topics of presenters at the seminary in economics as published in the Harvard University Catalogues up through the academic year 1907/08 after which time we need to draw on other sources, e.g. announcements of individual seminars published in the Harvard University Gazette or the Harvard Crimson. Where invited guest lecturers for the public were announced, e.g. John Commons and Thorstein Veblen, I have included the information for the corresponding year.

________________________________

[First announcement of the Seminary in Economics, 1892-93]

Economics 20. Seminary in Political Economy.

Professors Dunbar and Taussig, and Mr. Cummings, will guide competent students in research on topics assigned after consolation. The Seminary will hold weekly meetings; and in addition each student will confer individually, once a week, with the instructor under whose guidance he carries on his investigations.

Source:  Harvard University, Announcement of Courses of Instruction provided by the Faculty of Arts and Sciences for the Academic Year 1892-93, p. 32.

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[Last announcement of the Seminary in Economics, 1932-33]

The Seminary in Economics. Mon., at 7.45 P.M.

Meetings are held by instructors and advanced students for the presentation of the results of investigation.

Source: Harvard University, Announcement of Courses of Instruction provided by the Faculty of Arts and Sciences for the Academic Year 1932-33 (second edition), p. 130.

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1891-92

At the Seminaries of Political Economy and American History (Joint Meetings):

Colonial Tariffs. Mr. William Hill.
Periodical Literature and Collections. Professor Taussig.
Suppression of the African Slave Trade. Mr. W. E. B. DuBois.
The Episcopal Church and Slavery. Mr. W. L. Tenney.
The Pacific Railways. Mr. H. K. White.
The Central Pacific Railway. Mr. W. Olney.
Impeachment Trials. Mr. Melville E. Ingals, Jr.
Some Early Anti-Immigration Laws. Mr. E. E. Proper.
Reconstruction in South Carolina. Mr. D. F. Houston.

Source: Harvard University Catalogue 1892-93, p. 122.

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1892-93

At the Seminary in Economics:

The economic periodicals of France and England. Prof. C. F. Dunbar.
The economic periodicals of Germany and the United States. Professor F. W. Taussig.
Georgia’s experiment in state railway management. Mr. G. Walcott.
The theory of gluts, with special reference to earlier discussions. Mr. C. W. Mister.
Public works in Pennsylvania. Mr. A. M. Day.
Postal subsidies in Great Britain. Mr. H. C. Emery.
Internal improvement in Indiana. Mr. H. H. Cook.
Railway Pools in the United States. Mr. G. L. Sheldon.
The earlier history of the anthracite coal industry. Mr. G. O. Virtue.
The construction of the Union Pacific Railway. Mr. H. K. White.
The organization of Poor Relief in Massachusetts. Mr. H. K. White.

At the Seminaries of American History and Institutions and of Economics. (Joint Meetings):

Study of History and Economics in English Universities. Professor W. J. Ashley.
The Mark theory. President E. A. Bryan.
Tariff legislation in the United States from 1783-1789. Mr. William Hill.
The federal import and the tariff act of 1879. Mr. William Hill.
The currency situation in the United States. Professor F. W. Taussig.
Legislation by the states on the issue of bank notes. Mr. D. F. Houston.

 

Source: Harvard University Catalogue 1893-94, pp. 129-130.

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1893-94

At the Seminary of Economics:

The economic congresses and meetings at Chicago. Professors Cummings and Taussig.
The economic and statistical meetings at Chicago. Professor Taussig.
Combinations among anthracite coal producers since 1873. Mr. Virtue.
Results of recent investigations on prices in the United States. Professor Taussig.
Some phases of public management of railways in Victoria (Australia). Mr. H. R. Meyer.
Local rivalry in the earlier development of internal improvements in the United States. Mr. A. M. Day.
Forestry legislation in the United States. Mr. C. C. Closson.
The Trunk Line Pool, and its effects on railway rates. Mr. G. L. Sheldon.
Sismondi and the theory of gluts. Mr. C. W. Mixter.
The earlier stages of the operation of the Erie canal. Mr. W. R. Buckminster.
The income tax of the civil war. Mr. J. A. Hill.
Internal improvements in Illinois. Mr. G. S. Callender.
Changes in the factory population of the United States. Mr. E. H. Vickers.
The Canadian Pacific Railway. Mr. G. W. Cox.
Public railway management in New South Wales. Mr. H. R. Meyer.
The development of the theory of gluts and over-accumulation. Mr. C. W. Mixter.
Compulsory insurance in Germany. Mr. J. G. Brooks.
The Erie canal. Mr. W. R. Buckminster.
The factory system in the United States. Mr. E. H. Vickers.

Source: Harvard University Catalogue 1894-95, p. 136.

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1894-95

At the Seminary of Economics:

Wilhelm Roscher. Professor Ashley.
The factory operatives in the United States. Mr. E. H. Vickers.
The classification of the Political Sciences. Professor Ashley.
The English Budget of 1894. Mr. F. R. Clow.
The antecedents of J. S. Mill’s “Principles.” Messrs. Aldrich, Estabrook, and Harper.
The theory of “House-Industry.” Mr. O. M. W. Sprague.
Definition and history of statistics. Mr. H. H. Cook.
The distribution of mediaeval fairs. Mr. J. Sullivan.
The United States and its mineral lands Mr. G. O. Virtue.
Child labor in the early factories. Mr. Hisa.
The economic condition of the South. Dr. E. von Halle.
The Chicago strike. Professor Ashley.
Legislation on arbitration in the United States. Rev. T. P. Berle.
The taxation of sugar in Germany. Mr. G. E. Chipman.
State railroads in New South Wales. Mr. H. R. Meyer.
Economic teaching in Germany. Rev. W. L. Bevan.
English industrial organization in the 17th and 18th centuries. Mr. O. M. W. Sprague.
Mediaeval fairs and the law merchant. Mr. J. Sullivan.
The antecedents of Mill’s “Doctrine of Value.” Mr. E. H. Harper.
The financing of internal improvements in the Northwest. Mr. G. S. Callender.
The antecedents of Mill’s chapters on Property and Land-Tenure. Mr. H. K. Estabrook.
Technical education in England. Mr. G. W. Cox.

Source: Harvard University Catalogue, 1895-96, p. 139.

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1895-96

Eight lectures by Francis A. Walker, LL.D., on Bimetallism since the Discovery of America.

Lecture. The Present Condition of the Currency of the United States. Professor F. W. Taussig.

At the Seminary of Economics: —

Economics in Italy. Professor Taussig.
The study of economics in German universities. Mr. C. W. Mixter.
The theory of the standard of living, from Adam Smith to J. S. Mill. Mr. R. Ware.
Financial operations by the loyal states during the Civil War (1861-1865). Mr. H. H. Cook.
International borrowing in its early stages, with special reference to England and the United States, 1820-1840. Mr. G. S. Callender.
The workman in the textile industries of England and the United States. Mr. S. N. D. North.
Attainment of the income tax in England. Mr. A. M. Chase.
Public management of railways in Victoria. Mr. H. R. Meyer.
The organization and regulation of certain domestic industries in England in the 18th century. Mr. O. M. W. Sprague.
The taxation of personal property in Massachusetts. Mr. E. W. Hooper.
The annual appropriation bill of the city of Boston. Mr. W. H. King.
The legal tender acts of 1862. Mr. D. C Barrett.
Fundamental errors in sociology. Dr. Frederick H. Wines.
International borrowing before 1850. Mr. G. S. Callender.
The tonnage laws and the shipping policy of the United States. Mr. P. D. Phair.
The internal revenue act of 1862. Mr. G. Thomas.
The beginning of liquor legislation. Mr. A. P. Andrew.
The international trade of the United States in its relation to recent currency legislation. Mr. A. Sweezey.
Beginnings of trade and industry in Scotland, with some account of the early Guilds. Mr. T. Allison.
The bimetallic situation. President Francis A. Walker.
The Intercolonial Railway of Canada. Mr. C. E. Seaman.
The railway situation in California. Mr. H. C. Marshall and Dr. F. E. Haynes.
The taxation of sugar in the United States since 1860. Mr. C. S. Griffin.
The economic basis of Irish emigration 1650-1850. Mr. H. H. Cook.

Source: Harvard University Catalogue 1896-97, pp. 138-9, 141-42.

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1896-97

Eight lectures on the Income Taxes in Germany, Switzerland, and England, by Dr. J. A. Hill. Subjects as follows: —

Income Taxes in Germany: Historical Development. The Taxpayers, the Taxable Income, and the Rates.
The Methods of Assessment. Income and Property Taxes in Switzerland: Their Development. The Rate and Exemptions. The Methods of Assessment.
The English Income Tax: Its History. The Assessment.

At the joint meetings of the Seminary of American History and Institutions and the Seminary of Economics: 

Methods and experience of historical investigation. Mr. J. F. Rhodes.
The financial procedure of a state legislature. Mr. F. C. Lowell.

At the Seminary of Economics:

French economic periodicals and other aids to economic study. Professor Dunbar.
Periodicals and other aids to economic study, in France. Professor Dunbar.
Periodicals and other aids to economic study, in England and the United States. Professor Ashley.
John Rae: A neglected economist. Mr. C. W. Mixter.
Some impressions of reformatories. Mr. W. H. Gratwick.
Sir Robert Giffen on prices in relation to material progress in England. Mr. F. Atherton.
The woolen manufacturer and the tariff. Mr. A. T. Lyman.
British capital and American resources, 1815-1850. Mr. G. S. Callender.
The taxation of sugar in the United States, 1789-1861. Mr. C. S. Griffin.
Recent immigration into the United States. Mr. E. H. Warren.
Apportionments of national bank currency. Mr. T. Cooke.
Some phases of the history of the Union Pacific Railway. Mr. S. P. West.
Some recent phases of economic thought in the United States. Mr. J. A. Tirrell.
The condition of coal-miners in the bituminous districts. Mr. H. E. George.
Certain phases of the history and literature of industrial depression from 1873 to 1886. Mr. C. Beardsley, Jr.
The financial history of the Pennsylvania Railway. Mr. R. D. Jenks.
Some aspects of the financial history of the Union Pacific Railway. Mr. S. P. West.

Source: Harvard University Catalogue 1897-98, p. 387-388, 391-392.

 

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1897-98

At the joint meetings of the Seminary of American History and Institutions and the Seminary of Economics:

Some results of an inquiry on taxation in Massachusetts. Professor F. W. Taussig.
The Making of a Tariff. Mr. S. N. D. North.
The currency reform plan of the Indianapolis convention. Professor Dunbar.

At the Seminary of Economics:

Trade-unions in Australia. Dr. M. A. Aldrich.
The coal miners’ strike of 1897. Mr. J. E. George.
An analysis of the law of diminishing returns. Dr. C. W. Mixter.
The Secretary of the Treasury and the currency, 1865-1879. Mr. H. C. Marshall.
An inquiry on government contract work in Canada. Mr. W. L. M. King.
The sugar industry in Europe as affected by taxes and bounties. Mr. C. S. Griffin.
The security of bank notes based on general assets, as indicated by experience under the national bank system. Mr. A. O. Eliason.
The inter-colonial railway. Mr. C. E. Seaman.
Some results of the new method of assessing the income tax in Prussia. Dr. J. A. Hill.
Antonio Serra and the beginnings of political economy in Italy. Mr. D. F. Grass.
The American Federation of Labor. Dr. M. A. Aldrich.
The earlier stages of the silver movement in the United States. Mr. Randolph Paine.
The land grant to the Union Pacific Railroad. Mr. R. W. Cone.

Source: Harvard University Catalogue 1898-99, pp. 400-1.

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1898-99

Fifteen lectures on Life Insurance by Charlton T. Lewis, of New York City.

At the Seminary of Economics: 

Aids in economic investigation. Professor Taussig.
Economic study in England. Dr. O. M. W. Sprague.
The growth and the constituent elements of the population of Boston. Mr. F. A. Bushée (2).
Some operations of the United States Treasury in 1894-96. Professor Taussig.
The Interstate Commerce Act as interpreted by the courts. Mr. F. Hendrick.
The English industrial crisis of 1622. Dr. O. M. W. Sprague.
The earlier history of the English income tax. Dr. J. A. Hill.
The theory of savers’ rent and some of its applications. Dr. C. W. Mixter.
The working of the French Railway Conventions of 1883. Mr. F. Hendrick.
The adoption of the gold standard by England in 1816. Mr. D. F. Grass.

 

Source: Harvard University Catalogue 1899-1900, pp. 412, 417.

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1899-1900

Lecture. The United States census. Professor W. F. Willcox, of the Census Office.

At the Seminary of Economics:

Aids in Economic study: (1) Specialized publications in Germany. Professor F. W. Taussig.
(2) English and American literature. Professor Ashley.
(3) American publications. Professor Taussig.
The conference on trusts at Chicago. Mr. John Graham Brooks.
Legislation on combinations and trusts in the United States. Mr. R. C. Davis.
Judicial decisions on statutes relating to combinations and trusts. Mr. R. C. Davis.
The tenement house exhibition, and tenement conditions in Boston. Mr. F. A. Bushée.
The influence of the tariff on the iron and steel industry. Mr. D. S. Bobb.
The duties on wool and their effects, 1870-1899. Mr. F. W. Wose.
The duty on copper and its effects. Mr. W. D. Shue.
The duties on sugar and their effects. Mr. G. H. Johnston.
The economic aspects of close commercial relations with Hawaii. Mr. U. S. Parker.
The discussion of value at the hands of English writers before Adam Smith. Mr. C. Bowker.
The silk manufacture and the tariff. Mr. S. S. Fitzgerald.
The commercial crisis of 1857. Mr. C. Hobbs.
The economic significance of the Hebrew year of jubilee. Mr. R. J. Sprague.

Source: Harvard University Catalogue 1900-1, pp. 429, 432.

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1900-01

Six lectures on Statistics of Wages, by the Hon. Carroll D. Wright:—

Methods and Difficulties in Collecting Statistics of Wages.
Difficulties and Fallacies in Presentations of Wages.
Chief Sources of Statistical Information on Wages.
Value of the Various Collections of Wages Statistics.
Money Wages as shown by Statistics during last Half Century.
Real Wages for the same period.

At the Seminary of Economics:

The trusts and the tariff. Mr. Charles Beardsley.
Civil service reform in Australia: its successes and its failures. I. Victoria; II. New South Wales. Mr. H. R. Meyer.
The early history of the Standard Oil Combination. Mr. G. H. Montague.
Manufacturing industries in the South End of Boston. Mr. R. F. Phelps .
Notes on a transcontinental journey. Professor Taussig.
Relations of employers and workmen in the Boston building trades. Mr. W. H. Sayward.
Changes in the geographical distribution of the Southern negroes since the Civil War. Mr. R. J. Sprague.
Changes in the tenure and ownership of land in the South since the Civil War. Mr. R. J. Sprague.
The early history of the Erie Railway. Mr. A. J. Boynton.
The early history of banking in Massachusetts. Mr. F. L. Bugbee.
The work of the United States Industrial Commission. Professor E. D. Durand, of Stanford University.
The cotton-seed oil industry. Mr. W. D. Shue.
Combinations in the German iron trade. Mr. E. B. Stackpole.
Are the English payments to mail steamships subsidies? Mr. W. E. Stilwell.

Source: Harvard University Catalogue 1901-02, pp. 414, 419-420.

 

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1901-02

Seminary in EconomicsMon., at 4.30. Professor Ashley and Asst. Professor Carver.

In the Seminary, the instructors undertake the guidance of students in independent investigation, and give opportunity for the presentation and discussion of the result of investigation. Members of the Graduate School who propose to conduct inquiries having in view the preparation of theses to be presented for the degree of Doctor of Philosophy, may select subjects agreed upon after conference with the instructors, and may carry on investigations on such subjects, as part of the work in the Seminary.
The general meetings of the Seminary are held on the first and third Mondays of each month. The members of the Seminary confer individually, at stated times arranged after consultation, with the instructors under whose special guidance they are conducting their researches.
At the regular meetings, the results of the investigations of members are presented and discussed. The instructors also at times present the results of their own work, and give accounts of the specialized literature of Economics. At intervals, other persons are invited to address the Seminary on subjects of theoretic or practical interest, giving opportunity for contact and discussion with the non-academic world.

Source: Harvard University Archives. Official Register of Harvard University 1901-1902. Box 1. Faculty of Arts and Sciences, Division of History and Political Science (June 21, 1901), University Publications, New Series, No. 16, p. 48.

*  *  *  *  *  *  *  *  *  *  *  *  *

Four lectures by Professor Edward A. Ross, on “The Growth and present Stage of the Literature of Sociology”:—

The Building of Sociology.
The Recent Tendencies of Sociology.
The Moot Points of Sociology.
The Desiderata of Sociology.

At the Seminary of Economics:

The Rise of the Oil Monopoly. Mr. G. H. Montague.
The Conditions of Employment and Housing of South End (Boston) Factory Operatives. Mr. R. Morris.
Principles Underlying the Demarcation between Public and Private Industries. Mr. R. Morris.
Restriction of Municipal Gas and Electric Plants in Massachusetts. Mr. A. D. Adams.
Economic Conditions in Nicaragua. Dr. C. W. Mixter.
Some Theoretical Possibilities of Protective Tariffs. Professor Carver.
A Study of some Records of the Associated Charities of Boston. Mr. H. R. Meyer.
The Rise and Regulation of Municipal Gas and Electric Plants in Massachusetts. Mr. A. D. Adams.
Le Solidarisme social de M. Leon Bourgeois. Professor Léopold Mabilleau.
A Review of the French and Italian Economic Journals. Professor Ripley, Dr. A. P. Andrew, Mr. C. W. Doten, and Mr. R. F. Phelps.
National Corporation Laws for Industrial Organizations. Mr. James B. Dill.
The Budgetary System of Canada. Mr. R. C. Matthews.
The Elements of Labor and Relief Departments in Railway Expenditure. Mr. A. L. Horst.
The Economics of Colonization. Professor E. A. Ross.
Elizabethan Mercantilism as seen in the Corn Trade. Mr. R. G. Usher.
The Present Position of Economics in Japan. Mr. Nobushiro Sakurai.
The Economic Theories of Josiah Tucker. Mr. Robert Morris.
Urban and Suburban Residence of South End (Boston)
Factory Employés. Mr. R. F. Phelps.
The Recent History of the Standard Oil Monopoly. Mr. G. H. Montague.
State v. Local Control of the Boston Police. Mr. F. R. Cope.
The Laws regulating Muncipal Gas and Electric Plants in Massachusetts. Mr. A. D. Adams.

Source: Harvard University Catalogue 1902-03, pp. 431, 434-435.

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1902-03

Eight lectures on “Some Leading Principles of Political Economy and Statistics,” by Professor F. Y. Edgeworth, of Oxford University, as follows: —

The Theory of Value applied to International Trade.
The Exceptions to the Rule of Free Trade.
Value in a Regime of Monopoly.
The Value of Land and other Factors of Production.
The Taxation of Urban Site Values.
The Higher Theory of Statistics.
Index Numbers.
Supplementary.

At the Seminary of Economics:

Reports on Current American and English Economic Periodicals, respectively by Messrs. R. W. Magrane and H. M. Kallen.
Gas Profits in Massachusetts. Mr. Alton D. Adams.
Economic Problems and Conditions in the Far Northwest. Professor C. Beardsley.
Report on Economics in Italy. Mr. D. H. Webster.
Reforms in Economic Teaching in the English Universities. Professor F. Y. Edgeworth.
Reports on Current German Periodicals and Literature. Messrs. W. H. Price and G. R. Lewis.
Recent Changes in the Rate of Wages. Dr. E. D. Durand.
Classification of Occupations in Relation to the Tariff. Mr. Edward Atkinson.
A Study of the Boston Ghetto. Mr. H. M. Kallen.
Report on Current French Literature. Mr. A. B. Wolfe.
The Anatomy of a Tenement Street. Mr. H. M. Kallen.
Railroad Reorganization in the United States. Mr. S. Daggett.
The Inclosure Movement and the English Rebellions of the Sixteenth Century. Dr. E. F. Gay.
A Stock Exchange Day. Mr. Sumner B. Pearmain.
The Lodging House Problem in Boston. Mr. A. B. Wolfe.
Jewish Trade Unions in Boston. Mr. Philip Davis.
Economics of the American Corn Belt. Mr. A. J. Boynton.
Movement of Real Estate Values in American Cities. Mr. Henry Whitmore.
Report on Labor Journals and Trades Union Publications. Mr. V. Custis.
Some Phases of the American Copper Mining Industry. Mr. G. R. Lewis.
The Determination of Franchise Values. Mr. C. W. Wright.
Initiation Ceremonies among Primitive Peoples. Mr. D. H. Webster.
The Indebtedness of English Mercantilism to Holland. Mr. E. T. Miller.

Source: Harvard University Catalogue 1903-04, pp. 466, 469.

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1903-04

At the Seminary of Economics:

A Trip through the Corn Country of the West. Professor Carver.
Early History of Economic Studies in American Colleges. Professor Bullock.
The Growth of Labor Organization in the United States. Professor Ripley.
Industrial Combinations in Germany, with special reference to Coal. Dr. F. Walker.
Our Trade Relations with Canada. Mr. Osborne Howes.
Supervision of National Banks, solvent and insolvent, by the Comptroller of the Currency. Mr. William A. Lamson (H. U. ’81), National Bank Examiner.
The Effect of Trade Unions upon Industrial Efficiency. Mr. Henry White, Secretary of the United Garment Workers of America.
The Financing of Corporations. Hon. Charles S. Fairchild.
A Remedy for Some Industrial Troubles. Hon. William B. Rice.
The Elizabethan Patents of Monopoly. Mr. W. H. Price.
The English Miner in the Middle Ages. Mr. G. R. Lewis.
The Northern Securities Case and the Supreme Court Decision. Mr. E. B. Whitney.
Progress in Manufactures in the United States. Hon. S. N. D. North, Director United States Census Bureau.
The Expansion Periods of 1878-85 and 1897-02 compared. Mr. Sumner B. Pearmain, ’83.

Source: Harvard University Catalogue 1904-05, p. 457.

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1904-05

Under the auspices of the Department of Economics, Professor W. F. Willcox, of Cornell University, gave three lectures on some results of the United States census enumeration of 1900: —

1. The Population of the United States.
2. Some Statistical Aspects of the Negro Problem.
3. The Birth Rate and Death Rate of the United States.

Three lectures on the “Relations between Trade Unions and Employers’ Organizations,” by Professor John R. Commons, of the University of Wisconsin: —

1. The Teamsters’ Organizations in Chicago.
2. Industrial Organizations in the Window-glass Manufacture.
3. Industrial Organizations in the Stove Manufacture.

At the Seminary of Economics:

The Forces in Industrial Consolidation. Mr. V. Custis.
Railroad Reorganization. Mr. S. Daggett.
The Specialized Literature of Economics: Periodicals, Dictionaries, and the Like. I. German Publications. Professor Taussig.
II. English and American. Professor T. N. Carver.
The French Corn Laws from 1515 to 1660. Mr. A. P. Usher.
The Meeting of the American Economic Association at Chicago. Professor Taussig.
Trade Unionism and Politics. Mr. Ray Stannard Baker.
Social Problems of American Farmers. President Kenyon L. Butterfield, of Rhode Island College of Agriculture.
Wool-growing in the United States. Mr. C. W. Wright.
Public Opinion as a Factor in Industrial Consolidation. Mr. V. Custis.
Marx’s Theory of Value. Mr. F. W. Johnston.
The Atchison System. Mr. S. Daggett.
Wool-growing in the United States since 1860. Mr. C. W. Wright.
The Negro in Boston. Mr. J. Daniels.

Source: Harvard University Catalogue 1905-06, pp. 456-457, 460-1.

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1905-06

Lecture. Followers of Karl Marx. Professor T. B. Veblen, of the University of Chicago.

Lecture. The Diffusion of Economic Knowledge. Professor Simon Newcomb.

At the Seminary of Economics:

Railroad Reorganization, The Philadelphia and Reading R. R. Mr. Stuart Daggett.
The Railway Rate Situation. Mr. C. A. Legg.
Stages of Economic Growth. Professor E. F. Gay.
The Finances of Boston, 1820-1860. Mr. C. P. Huse.
The Intendants and the Organization of the Corn Trade in France, 1683-1715.
Mr. A. P. Usher. Collateral Bond Issues. Mr. Thomas Warner Mitchell.
The Earlier History of the English Post-office. Mr. J. C. Hemmeon.
The Meeting of the American Economic Association at Baltimore. Professor Taussig.
The Organization of a Cooperative Business. Mr. E. A. Filene.
The Development of English Trade to the Levant. Miss G. F. Ward.
The Telephone Situation in Great Britain. Mr. A. N. Holcombe.
Characteristics of Railroad Reorganizations. Mr. Stuart Daggett.
The Distribution of Socialistic Sentiment. Professor T. B. Veblen, of the University of Chicago.
Transportation in Modern England, to 1830. Mr. W. Jackman.
The Dutch-English Rivalry, with Special Reference to Fisheries. Mr. H. L. Drury.
Recent History of the Glass Manufacture in the United States. Mr. D. F. Edwards.
A Discussion of Distribution. Mr. F. W. Johnston.

Source: Harvard University Catalogue 1906-07, pp. 536-7, 540.

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1906-07

Lectures on Municipal Ownership. Major Leonard Darwin, of London, England, gave a series of lectures on Municipal Ownership: —

1. The Main Issues connected with Municipal Ownership. The Regulation of Private Trade. Municipal Ownership and Local Taxation.
2. English Municipal Statistics. The Probability of Profit-Making by Municipal Ownership. Municipal Management.
3. Municipal Corruption. Wages under Municipal Ownership. The Direct Employment of Labour by Municipalities.
4. Municipal Ownership without Direct Employment. Municipal Ownership and Socialistic Ideals.

Through the courtesy of the National Civic Federation, a series of five public lectures on Socialism and the Allied Social and Economic Questions was given by W. H. Mallock, A.M.

Lecture. The New Interstate Commerce Act. Professor F. H. Dixon.

At the Seminary of Economics:

Impressions of Sociological Study in Foreign Countries. Mr. J. A. Field.
Field Observations on the Tobacco Industry. Mr. S. O. Martin.
The Financial Policy of Massachusetts from 1780 to 1800. Professor Bullock.
The Financial Policy of Alabama from 1819 to 1860. Mr. W. O. Scroggs.
The Finances of Boston, 1820-1860. Mr. C. P. Huse.
Some Aspects of the History of the English Mining Classes. Dr. G. R. Lewis.
Some Aspects of the Early Railway Era in Great Britain. Mr. William Jackman.
Land and Capital. Professor Fetter.
The Theory of Interest. Professor Fetter.
The Beet-Sugar Industry in the United States. Mr. M. H. Salz.
The Recent Tariff History of Canada. Mr. W. W. McLaren.
Commercial Education in American Universities. Mr. F. V. Thompson.
The English Board of Trade during the Seventeenth and Eighteenth Centuries, and its Records. Mr. J. R. H. Moore.
The Cotton Manufacture in the United States since 1860. Mr. M. T. Copeland.
Some Discoveries in Economic History. M. le vicomte Georges d’Avenel.
A Course of Instruction in Business Management. Mr. H. S. Person.
Bank Reserves in England, Canada, and the United States. Mr. F. S. Mead.
A Journey into the Tobacco-raising Districts of the West and South. Mr. S. O. Martin.
Sketch of the Legislative History of Massachusetts Business Corporations. Mr. W. E. Rappard.
The English Fisheries, 1500-1800. Mr. H. L. Drury.
Municipal Ownership of Telephones in Great Britain. Mr. A. N. Holcombe.
Researches in a Manufacturing Suburb. Mr. E. L. Sheldon.

Source: Harvard University Catalogue 1907-08, pp. 431, 437-438.

 

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1907-08

Under the auspices of the Department of Economics, Dr. Victor S. Clark gave two lectures on Australian Economic Problems: —

1. Railways: History and Administration.
2. Railways: Description and Statistics.

Dr. Clark also gave two public lectures: —

1. State and Federal Finance in Australia.
2. The Tariff Policy of Australia.

At the Seminary of Economics:

General Principles of Railroad Reorganization. Dr. Stuart Daggett.
The Silk Manufacture. Mr. F. R. Mason.
The Silk Manufacture and the Tariff. Mr. F. R. Mason.
Certain Phases of the Theory of Population since Malthus. Mr. J. A. Field.
The Commercial Use of Credit Instruments previous to 1724. Mr. A. P. Usher.
The Conduct of Public Works in English Towns in the Thirteenth and Fourteenth Centuries. Miss S. L. Hadley.
The Growth of the Knit Goods Industry. Mr. M. T. Copeland.
The Foreign Trade of England during the Thirteenth Century, especially with regard to the Italian. Miss G. F. Ward.
A Statistical Survey of Italian Emigration. Mr. R. F. Foerster.
The Meetings of the Economic and Sociological Associations at Madison. Professor Carver and Mr. J. A. Field.
The Canadian Reciprocity Treaty of 1854. Mr. W. W. McLaren.
Factory Labor in Massachusetts: Legislation and Economic Condition, 1810-1880. Mr. C. E. Persons.
Tax Administration in New York City. Mr. Lawson Purdy.
The Recent History of the Standard Oil Company. Mr. H. B. Platt.
The Wool and Woolens Act of 1867. Mr. P. W. Saxton.
The Causes of the Rise in Prices since 1898. Mr. H. L. Lutz.
The Corn Law Policy in England up to 1689. Mr. N. S. B. Gras.
Agrarian Conditions in Southwest Germany from the Thirteenth to the Sixteenth Century. Mr. H. C. Dale.
The Land Policy of Australia. Dr. Victor S. Clark.
Proposed Old Age Pension Legislation in England. Mr. R. M. Davis.
The Anthracite Coal Roads and the Coal Companies. Mr. E. Jones.
The Greenback Movement, with Special Reference to Iowa and Wisconsin. Mr. C. O. Ruggles.
Fibres and Fibre Products. Mr. B. S. Foss.
A Study of the Population of Cambridgeport. Mr. A. J. Kennedy.

Source: Harvard University Catalogue 1908-09, pp. 450, 455-6.