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Columbia. 50th anniversary dinner of the Faculty of Political Science, 1930

The founder of the Columbia Faculty of Political Science (the home of the graduate department of economics), John William Burgess was 86 years old when the Faculty celebrated the fiftieth anniversary of its founding in October 1930. He died only three months after receiving the tributes from his colleagues to him as the evening’s guest of honor.

The Faculty of Political Science celebrated itself in style and not a lily was left ungilded.

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A few related links

Alvin S. Johnson’s remembrances of the Columbia professors Burgess, Munroe-Smith, Seligman, and Giddings.

John W. Burgess, Reminiscences of an American Scholar; the Beginnings of Columbia University. Columbia University Press, 1934).

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THE POLITICAL SCIENCE DINNER
[15 Oct 1930]

On the evening of October fifteenth, by invitation of the Trustees of Columbia University, a dinner was served at the Hotel Ritz-Carlton to three hundred and eighty-five guests, in celebration of the semi-centennial of the Faculty of Political Science at the University. At the close of the dinner President Butler, who was presiding, stepped into the reception room and soon reappeared escorting Professor John W. Burgess to the head table. When the guest of honor had been seated amidst applause,

President Butler, turning to Professor Burgess, spoke as follows:

My dear Professor Burgess, My Fellow Members of the University and our Welcome Guests: We are fifty years old, and greatly pleased; but see how far we have to go! The world of letters is just now celebrating the two thousandth anniversary of the birth of the poet Vergil; so we may confidently anticipate one thousand nine hundred and fifty years more of life, if the doctrine of stare decisis is to hold!

Imagine, if you can, what would be the satisfaction of Alexander Hamilton if he could join this company tonight. Imagine that rare spirit and great mind witnessing what has happened in that little old college of his, to the study of those subjects of which in his day he was the world’s chiefest master. We have come a long way since Samuel Johnson put that first advertisement in the New York Mercury. We have climbed many mountains; we have crossed not a few rivers; we have trudged, in weariness sometimes, over wide and dusty plains; but in these latter days we have come into our academic garden of trees and beautiful flowers with their invitations to mind and spirit to cultivate and to labor for those things which mean most to man.

Fifty years ago, as Professor Burgess told us yesterday on Morningside in words and phrases that will never be forgotten by those who heard them, he carried to completion the dream of his youth. He told us how that vision came to him as he stood in the trenches, a young soldier of the Union Army, after a bloody battle in the State of Tennessee: Was it not possible that men might in some way, by some study of history, of economics, or social science, public law and international relations, was it not possible that they might find some way to avert calamities such as those of which he was a part? And then he traced for us that story, ending with one of the most beautiful pictures which it has been my lot to hear painted by mortal tongue, the picture of that evening on the heights above Vevey, when that little group had completed their draft of a supplement to the Statutes of Columbia College, had outlined their program of study, had discussed the Academy, the Political Science Quarterly, the Studies, and had gone out to look upon the beauties of that scene, with all that it suggested and meant in physical beauty and historical reminiscence, to be greeted by the brilliant celebration of the Fall of the Bastille. It was from the trenches of Tennessee to Bastille Day on the slopes above Lake Geneva that marked the progress of the idea, which like so many great ideas, clothed itself in the stately fabric of an institution whose first semi-centennial we are celebrating tonight.

Fifty years have passed and of that group so distinguished as to be famous, our beloved teacher and chief is himself the sole survivor. It is not easy for me to find words to express my delight and the gratitude which we must all feel that he has felt able to come to us out of his peaceful and reflective retirement, that we, his old and affectionate pupils and lifelong friends might greet him in person, hear a few words from his voice and give a unique opportunity to those of the younger generation to see this great captain of our University’s history and life. [Applause.]

I repeat, most of the others of that notable group have gone on the endless journey — Richmond Mayo-Smith, eminent economist and teacher of economics; Edmund Munroe Smith, brilliant expounder of Roman law and comparative jurisprudence; Clifford Bateman, the forerunner of our work in administrative law, who died so soon that he hardly became permanently identified with the undertaking and was followed by Goodnow, detained from us tonight, unfortunately, by illness. Then came Edwin Seligman, our brilliant economist, who is in the same unhappy situation as Frank Goodnow and greatly grieved thereby; then Dunning and Osgood in History, John Bates Clark and Giddings. One after another that group was built, John Bassett Moore coming to us from the Department of State, until in a few short years Professor Burgess had surrounded himself with an unparalleled company of young scholars, every one of whom was destined to achieve the very highest rank of academic distinction. What shall I say of its achievements of the greatest magnitude, of the brilliant men who from that day to this, as teachers, as investigators, as writers, have flocked to these great men and their successors, who have gone out into two score, three score, five score of universities in this and other lands, highly trained, themselves to become leaders of the intellectual life and shapers of scholarship in these fields? Are we not justified in celebration and in turning over in our minds what it all means, not alone by any means for Columbia, but what it means for the American intellectual life, for the American public service, for the conduct of our nation’s public business, for our place among the nations of the earth and for the safe and sound and peaceful conduct of our international relations?

To each and all of these that little group, the seed of the great tree, has contributed mightily, powerfully and permanently. If ever there was a man in our American intellectual life who could turn back to his Horace and say that he had “built for himself a monument more enduring than bronze” here he is!

It is not for me to stand between this company and those who are here to speak on various aspects of that which we celebrate; but first and foremost, as is becoming, before any junior addresses you, I am to have the profound satisfaction of presenting for whatever he feels able and willing to say, the senior member of Columbia University, its ornament for all time, the inspiration and the builder of our School of Political Science and the fountain and origin of influence and power that have gone out from it for fifty years, my dear old teacher, Professor Burgess. [Applause.]

PROFESSOR BURGESS responded:

Mr. President, Colleagues, Friends, all: I did not come here tonight to add anything to what I said yesterday. I had my say, and I came to listen, and I have been fully repaid for all the trouble I have taken to get here, with what has already been said.

In thinking over, however, what I said to you in my remarks yesterday, I was struck with their incompleteness, in one respect at least; the failure to make plain the aim which I had in mind in the establishment of the School of Political Science. I do not know that I had that aim clearly in mind myself from the first, but before the school was established, it became clear, that what we intended, all four of us, was to establish an institution of pacifist propaganda, genuine, not sham, based upon a correct knowledge of what nature and reason required, geographically in reference to foreign powers, policies of government, in reference to individual liberty and social obligations.

We thought that alone upon such a knowledge, widely diffused, we might hope to have, some day, genuine pacifism, but not before.

I only wish to impress upon you that one thought and I can illustrate it by one picture. I have said to you in general terms that the idea of the School of Political Science came to me in the trenches, but it was not exactly in the trenches. It was this way; it was on the night of the second of January, 1863, when a young soldier, barely past his military majority, stood on one of the outposts of the hardly-pressed right wing of the Union Army in Tennessee, in a sentry-box….

[Here Professor Burgess drew for his audience a vivid picture of the battle of Stone’s River and rehearsed the prophetic vow which he had taken in the midst of that tragic scene, a vow to dedicate his life to aid in putting law in the place of war. These passages, made more memorable by his tone and manner, had originally been intended for his historical address the previous day, but had been excluded then for lack of time. They may now be found as the third paragraph of that address printed on a preceding page.]

You cannot wonder therefore that I say now, that I want to leave that word with you as my parting word, the Faculty of Political Science, the School of Political Science, is an institution for genuine pacifist propaganda.

Mr. President, I have only now to thank you and the other members of the faculty, all of the students or who have been students in the School of Political Science, all the friends who have met here tonight for this glorious demonstration of the fiftieth birthday of the School of Political Science, I thank you all; I am deeply grateful. I cannot express myself, my feelings will not allow it. Amen! [All arose and applauded.]

PRESIDENT BUTLER then said:

We are to have the privilege of hearing an expression from one of our elder statesmen. I remember being summoned to a meeting of the Committee on Education of the Trustees on another matter at the time when Professor Burgess succeeded in having established the Chair of Sociology. The Chairman of the Committee was Mr. George L. Rives, one of the most charming, one of the most cultivated, one of the most influential members of the University. When Professor Burgess’ proposal had been accepted and a distinguished professor of Bryn Mawr had been called to be Professor of Sociology, Mr. Rives turned to Professor Burgess and said: “Now that we have established a Chair of Sociology, perhaps someone will explain to me what sociology is.”

That has been the task of Professor Giddings. He has not only explained what it is, but by the integration of material drawn from history, from economics, from ethics, from public law, from the psychology of the crowd, he has set it forth in the teaching with which his life has been identified. He belongs in the history of the School of Political Science to the second group, the one now left to us, fortunately, in active membership. I have the greatest pleasure in presenting our distinguished colleague and friend, Professor Franklin H. Giddings, Professor Emeritus of Sociology and the History of Civilization.

PROFESSOR GIDDINGS spoke as follows:

President Butler, Doctor Burgess, and a host of friends that I see here tonight, who in former years gave me the delight of welcoming and working with them in my classroom: It was thirty years ago that I began teaching in this Faculty; that was two years before my appointment as a professor here; Professor Richmond Mayo-Smith planning to spend a Sabbatical year abroad, asked me if I would take over some instruction in sociology at Columbia in place of the courses which he was obliged to drop in social science. The Trustees of Bryn Mawr College, where I was then teaching graciously gave their consent and made this possible for me, and I was glad to improve the opportunity. This action of Bryn Mawr was subsequently followed by the appointment here of a remarkable group of men drawn from that small faculty. They included E. B. Wilson, Thomas Hunt Morgan, Frederick S. Lee and Gonzales Lodge. They came from a small college for women to take up graduate work in the faculty of this University.

I began my work in the autumn of 1892, and the work was with a class of very interesting young men among whom were two dear friends whom I greet here tonight, Professor Ripley and Victor Rosewater, soon afterward editor of the Omaha Bee. The work of that Friday afternoon course then begun and now since my retirement from teaching continued by Professor MacIver, has been uninterrupted from that day to this, I think a somewhat remarkable case of continuity in an academic program.

When I came here finally, resigning from Bryn Mawr in 1894, I was so cordially welcomed and so unfailingly assisted in every way, that you will not be surprised when I tell you my most vivid memories, my most cherished ones, of those years are of the faith, sympathy and support of these new colleagues of mine. I knew that as Professor of Sociology I was an experiment, but never once did my colleagues admit that I was, or that the teaching which I had begun was to be experimental; they assumed that it would achieve at least a measure of success. I felt many misgivings, but I wanted to find the answer to a question that disturbed me. Here was a group of gifted scholars of unsurpassed erudition in political theory, public law, history and economics, but I thought I saw multiplying evidences that the actual behavior of multitudes of human beings was not in line with the academic teachings of these men.

The carefully thought-out distinctions between the sphere of government and the sphere of liberty which our honored leader was year by year elaborating apparently had no interest for the multitude, and that embodiment of these distinctions which Americans possess in their heritage of Constitutional Law was subject to increasing disparagement and attack. That was in the days of talk about referendum, initiative, recall of judges and all that sort of thing; my question was, “Why is our political behavior so different from our political theory?”

I went to work on that question. My tentative answer was the naturalistic sociology which for two years I had been teaching in my Friday lectures. Increasing density and miscellaneousness of population mean an increasingly severe struggle for existence. The numbers of the unsuccessful multiply, and they have no understanding of the real causes of their misfortunes. Low in their minds, they attribute their hard luck to man-made injustice. Therefore, they think to better themselves by expropriation, by equalizing opportunity, by restricting liberty and, in the last resort, by communism.

In a population so constituted, government by discussion, by parliamentary methods, is obviously impossible. The working out of programs is handed over to dictators. At the present moment the political behavior of the multitude is more and more conforming to this picture, I think you will agree, and less and less to the parliamentarism and constitutionalism which half a century ago we thought we had achieved for all time.

Naturalistic sociology is abhorrent to sentimentalists, and to the men and women whom our former Fellow, Dr. Thomas Jesse Jones, calls the professional sympathizers.

I found it seemingly incompatible also with the humane ideas of men and women of nobler quality. Foremost among these was President Low. He was deeply interested in a possible salvation of the unfit which nature would eliminate. At his wish and suggestion a close coöperation was brought about between the professorship of sociology and such agencies as the social settlements, the Charity Organization Society and the State Charities Aid Association.

A way of reconciliation was easier to find then to follow. It consists in logically developing the familiar discrimination long ago made in law and political theory between the natural man and the legal person. The legal person is a purely artificial bundle of immunities and powers. The state makes it and can unmake it. The natural man is biological and psychological only. He has neither social status nor legal powers. It is theoretically possible therefore, and presumably possible in fact, to exterminate the unfit as legal persons by extinguishing their law-made capacities and powers and yet at the same time without harm to the body politic or to future generations, to seek and save the lost, as human sympathy prompts and Christian teaching enjoins, provided we save them only as natural individuals, divested of social status and legal personality.

In the years that have passed we have made some real progress, I think, in working out these possibilities. Under the leadership of Dr. Devine, for some years a member of this Faculty, and of Professor Lindsay, still here, multiplying contacts were made with every kind of accredited social work; and the study of social legislation and the programs of the Academy of Political Science, always so practical and up-to-date under Professor Lindsay’s administration, have enabled us to achieve much.

But these years have not gone by without their disappointments. We have heard of the passing on of a large number of the men that were my colleagues and associates when I came here in those early days, but there still remain a goodly number of men, many of them here tonight, with whom my relations have always been of the most affectionate nature, and the chief word I want to say to you in conclusion is that so long as the years are spared to me I shall feel that the most satisfying moments of my life have been those in which, with the aid and support of these dear friends, I have been enabled in a measure to carry on the work I came here hoping to do.

For all the time that remains I know that I shall, day by day and through all the years, if there may be years, have the most affectionate regard for these colleagues for whom it is impossible to express my feelings of gratitude and love. [Applause.]

PRESIDENT BUTLER continued:

A part of Professor Burgess’ original plan was the organization of an Academy of Political Science. Its primary purpose was to bring together former students and alumni into a permanent body for the consideration and discussion of questions which fell within the purview of the political sciences, and then to add to such a group others like-minded in that and neighboring communities.

That Academy has flourished, done notable work from that day to this, and from its ranks we are to have the pleasure of hearing from an old, very old friend, despite his youth, Dr. Albert Shaw, Editor of the Review of Reviews and Vice President of the Academy of Political Science and associated with it these many years. I have great pleasure in presenting Dr. Shaw.

Dr. SHAW then spoke as follows:

President Butler, Professor Burgess, Friends of Columbia University and Members of the Faculty of Political Science in the University: I feel more than usually diffident in standing here as representative of the Academy of Political Science, a speaker on behalf of the Academy who is not himself a member of the Faculty of the University. I may say that I have come at times near to being considered a member of the Faculty. I came to New York almost forty years ago with some academic experience behind me, and a great deal of printer’s ink on my fingers, and a great ambition to present in my editorial work in a practical way to the man in the street some of the aims and ideals for social and public improvement that I knew were represented in the work of the men who were leading the University.

I realized that the University was a great and permanent source of inspiration and of help to the body politic, that government could derive enormous aid from the standards that could be set by the University and particularly here in this great metropolis by the Faculty that Professor Burgess was gathering about him in the University.

The hospitality of the University toward me when I came here is something I remember with gratitude. I had been here only a year, almost forty years from now, when the University asked me to give lectures in conjunction with Cooper Union, on the way Europe governed its cities in contrast to the way we governed ours. I had been criticised for my writings about the city government, as I had held up some of the practical and progressive ways in which European cities were trying to provide for their own people in contrast with some of our forms of government.

Columbia University did not mind in the least my seeming heretical point of view and gave me the opportunity to speak my mind.

At other times I had the same kind of more than kindly and generous recognition from Columbia, so I have always felt that though I was working at a practical, every-day profession, I was regarded at Columbia as of the same mind and as of the same purpose. So I have tried through long years to give a little of the touch and flavor of the academic spirit to the discussions of practical and current affairs.

A good many years ago, in an acute presidential campaign when tariffs and questions of that kind were in rather bitter controversy, I thought that it might be desirable to give to the politicians of the country a little booklet [The National Revenues: A Collection of Papers by American Economists, Chicago, 1888.] presenting those subjects from the academic standpoint, written by men working in the universities; that was before I had come to New York. I was then an editor in the west. I picked up today that forgotten little book and I found that the contributors had so presented their topics that my volume is very much like one of the current issues of the proceedings of an annual or semi-annual meeting of the Academy of Political Science. Professor Mayo-Smith contributed, Dr. Seligman contributed, Professor John B. Clark contributed, Dr. James H. Canfield contributed and one or two other men who were then or have since become conspicuously associated with the work of the Faculty of Political Science, contributed to this little book of mine, published in 1888, dealing with the most acute questions with the most perfect frankness. Professor Hadley from Yale, two men from Harvard, Dr. Ely from Johns Hopkins, himself a Columbia man, all dealt with the subjects with perfect candor and without reservations, telling their views about tariffs and similar pending questions, but all with that air of truth-seeking that was in such contrast with the kind of discussion that was current at that time. It gave me as a journalist a fresh understanding of the possibility of presenting subjects in such a way that there might be permanence in the quality of the discussion, although the issue itself might change with the lapse of time.

It seems to me this permeation of our social and political life by a great body of scholars, of men who were essentially statesmen, has had a greater effect upon the country, been a greater protection to our institutions as they have gone forward, than is commonly realized. There are so many conditions in our current political life, so many things that seem unworthy in politics, so many men who hold offices who do not exhibit in their expressions and in their work the standards we should like to set for them, that we are a little confused at times; but it does seem to me that the spirit that goes out from the universities is, to surprising degree, developing the standards of public opinion and they in turn bear upon the course of practical politics and save us from many things that otherwise might be more disgraceful than anything that ever comes to light in the processes of exposure or investigation.

I remember very well the growth and development of the Teachers College and the whole science and philosophy of education as centered in Columbia University and now that in a great metropolis like this we have more than a million children being trained, I have within the last weeks looked over reports and documents of all kinds pertaining to the courses of study and instruction and the standard now prevailing in the schools of New York in order to see if I might trace there what one might call the developing standard of education as fixed and set by our institutions, like the Teachers College. It seemed to me that the profession of teaching moves on, improves the school, lifts the lives of our children to far better standards than one found here twenty, thirty, forty, fifty years ago; that in spite of any sort of condition in political life that may or may not be exposed, the standards of civilization are improving all the time in American life and largely through such agencies as that which we have heard described tonight, this remarkable leadership in the study of politics as a science and in the various departments of economic and political and social study.

The freedom with which men meet and discuss those subjects has been greatly improved by the practices that prevail in this Academy of Political Science which was one of the features of Professor Burgess’ scheme as he outlined it some half century ago. The Academy could not have developed as it has except in its close association with the University and it has enabled a great many men not in the University to come into contact with the University leadership and the association has been very valuable to them.

The Academy beginning with a small group at the University has now so extended that there are several thousand members. The Quarterly, founded at the same time, has grown and gone forward in association with the Academy; it and the annual Proceedings give the membership a sense of contact with Columbia thought. So it has been possible to hold the activities all together as an associated group, and their influence has been very valuable as the Academy has taken up from time to time current questions and problems and presented them to the country in such a way as to have undoubted influence on public opinion and the course of affairs.

Dr. Lindsay has been President of the Academy for almost a quarter of a century; he might better have spoken for it; but at least I have the opportunity to speak in praise of his work, and I know all of you would be glad to have that work so praised.

I am sure that I have spoken as long as I ought to. I can only thank the Faculty of Political Science and the Academy for permitting me to speak on its behalf. [Applause.]

PRESIDENT BUTLER then said:

I have a message from one of our seniors, kept from us tonight by illness, which I am happy to read: “It is with the greatest regret that I find myself prevented from attending the ovation to my old teacher, colleague and dear friend. Whatever of note has been achieved by the Faculty of Political Science in the half century of its existence is due in large part to the tradition of scholarship he emphasized, the spirit of tolerance he inculcated and the freedom of thought and expression he exemplified in person and so zealously guarded for all his colleagues. (Signed) EDWIN R. A. SELIGMAN.” [Applause.]

It is becoming that we should turn now to one of Professor Burgess’ “bright young men.” Among those who in the early days of the Faculty came quickly to distinction and occupied the position of Prize Lecturer for a number of years is the distinguished economist of national and more than national reputation who has served so long and with so great distinction at Harvard University that he is now Professor Emeritus of Economics in that Institution. I have the very greatest pleasure in presenting to you, as a representative of the very early group of graduates in political science from this University, Professor William Z. Ripley.

PROFESSOR RIPLEY spoke as follows:

Beloved Dean, Mr. President, Professor Giddings, and my former colleagues and outsiders: I take it that this is a family party. First I want to correct the record. Our honored President is not the first man in New York who has tried to place me on the shelf; a taxi-driver tried to do it, also, a few years ago. [On 19 January, 1927, Professor Ripley was seriously injured by an automobile in New York City. — THE EDITOR.] I am no longer Professor Emeritus; I am back on the job; in fact, when depression came on they found they could not do without me. [Laughter.]

I am here, I take it, in a two-fold capacity; first, and by all means the pleasantest, is to present the felicitations of other universities, particularly of Harvard University, to the Dean and to the School of Political Science and to confess and acknowledge that it did a pioneer work that none of us can claim a place of priority in any respect in this field. I trust you will believe me when I say that in fealty to Harvard University, I have spent a good part of the last two weeks digging over every source that I could discover in order to find some way in which Harvard University scored in this field, and I cannot find it. [Laughter.] And so I come with the full acknowledgment of my colleagues that this was pioneer work.

Think back, and see where we stood at Harvard University in this field. Dunbar, a newspaper editor, was giving one course in economics. But the elective system had not yet come in; practically all of the time of the students was tied up on a fixed schedule. This course of Dunbar’s was admitted on the side as an extra and didn’t amount to much except in quality; in following it stood for very little at the time of the foundation of this School of Political Science. Macvane was there in history; there was nobody in government; there were one or two attempts by other men but they were half-hearted and one might characterize them as one did on a certain occasion speaking of a man, saying “he was a good man in his business career, but he was not a fanatic about it.” And so we acknowledge with the utmost gratitude the contribution that you made, sir, and that this University made, in founding the School of Political Science.

We have but one satisfaction. That was that in these endeavors there was a very happy understanding between the two institutions. The Political Science Quarterly and the Quarterly Journal of Economics, if I am not misinformed, started in the same year. For a moment there was a little feeling lest there might be rivalry, but I am told in the interchange of correspondence largely by Mayo-Smith on your side and Dunbar and Taussig on our end, that there was not only understanding but accord and agreement that they would divide the field. They have never been rivals and each has been utterly proud of the achievement of the other.

I spoke of there being a two-fold capacity in which I appear. I take it I am exhibited here as a horrible example, one of the products of this School of Political Science. I am tempted to paraphrase an introduction an acquaintance of mine told me he heard Mark Twain give in Sydney, Australia, the time he went around the world. He came on the platform for his lecture with a lugubrious countenance and said: “My friends, Julius Caesar is no more; Alexander the Great has passed on; Napoleon has joined his fathers, and I am not feeling very well myself!” [Laughter.] If I were to paraphrase that, I should put it something like this: The glacial epoch took place we will say ten million years ago; the Pyramids were set up six or eight thousand, (we won’t quibble about a thousand more or less) and I graduated from the School of Political Science thirty-seven years ago! [Laughter.]

There was a connection, perfectly happy on my side, as Prize Lecturer so long as I was at Tech, but Dr. Seligman told me frankly when chosen as Professor at Harvard, that would have to come to an end. He said, “You could hardly ride two horses, even if you ride parallel.” So I resigned, with a whole year to run on that Prize Lectureship; think of it!

Thinking back over the early days, it may take down your pride to think how modest some of those affairs were. My lot as a teacher here was not as happy as Professor Giddings’. He spoke about his class being experimental, in a way. I was there as a student the first year; there must have been thirty or forty of us at least; [turning to Professor Giddings] you didn’t have to worry when a rainy day came, or a snow storm, wondering whether you would lose your whole body of students. I did! For two or three years, in that course in anthropology, I had only two students, and when you have only two, the weather counts. [Laughter.] I realized that on another occasion when the Hartford Theological Seminary decided to go into sociology. I had two students. The next year the course was not repeated because those two married one another! [Laughter.]

In this Academy of Political Science that they are blowing about, I read a paper the first year of my attendance here at Columbia, down at Forty-ninth Street. We held the meeting in Dr. Seligman’s office; you remember what a little place that was? Francis A. Walker was there; I got him to go. Dr. Seligman was there. I think Mayo-Smith came. Nobody else but the faculty, Francis A. Walker and the speaker; we had a wonderful meeting, and I got the chance of publishing that paper in the Political Science Quarterly. But the existence of that Academy, even in that little way, in its early beginnings, was stimulating. The young student could feel that there was an opportunity to present something he had worked out in his own head, and all these agencies played in together, the Quarterly was there to publish the paper and when it appeared as an address before the Academy of Political Science the world at large didn’t know how many people there were not present at the time. [Laughter.]

In closing I want to emphasize for you the happy fact that this Faculty, this School of Political Science should have arisen in the greatest center of population and activity in our whole country; you don’t realize it, you who live in it. If you lived in a remote part of the country, where as Barrett Wendell once told me he doubted whether most of our colleagues realized that the Charles River was not mightier than the Mississippi, you would realize what a live spot New York is, and, I take it, to the economist and student of government it is a little bit like Vienna in its attractiveness to the medicos; you get what diseases you get in very, very advanced stages. As a spot where you get the ultimate fruition and decomposition of human endeavor, New York seems to me to be unsurpassed.

That is why it is such a royal laboratory, why there is such a stimulus to the young men coming from all over the United States to be suddenly thrown into this great aggregation of human beings. I like to apply the description that I ran across the other day in Hardy’s letters. Somewhere he spoke of London, “that hot plate of humanity, on which we first sing, then simmer, then boil, and dry up to ashes and blow away.” That is New York, viewed from the outside. Never in our history has there been such opportunity for wholesome, stimulating activity and an example of a body like this, than at the present time.

We are all of us appalled and discouraged at times by what we see, and tempted to lose faith and “let ’er slide,” but it is the continued activity of institutions of this sort and led by this particular School which means so much for the whole land. And so, from the outside, I bring felicitations, and from the inside I bring affectionate acknowledgment. [Applause.]

PRESIDENT BUTLER:

Not even in darkest New York can one always be wholly accurate. The other day a typical old-fashioned New Yorker, a former student in the School of Political Science, ventured to offer to the public a list of the really controlling personalities in the life of America. [See James Watson Gerard, 1889 C, 1891 A.M., 1929 LL.D., in the New York newspapers of 21 August, 1930.] Shortly afterward Rollin Kirby had a cartoon in which he had a bootlegger standing with a racketeer, and they were looking at this list. One said to the other: “That man is simply ignorant!” [Laughter.]

Yesterday, Professor Burgess made it clear in a score of ways why we honor at Columbia the name of Ruggles. He made it plain that it was the foresight and the energy and the persistence of Samuel B. Ruggles that enabled him to carry to a conclusion his project in the month of June, 1880. Mr. Ruggles left his physical mark upon the island of Manhattan in Gramercy Park. He left his intellectual mark through some forty years of service to old Columbia College as a Trustee, the crowning part of which was his making himself the agent to secure the approval by the Trustees for Professor Burgess’ plan. It is highly appropriate then that the Ruggles Professorship of Constitutional Law should exist and that its incumbent at the moment should be the Dean of the Faculty of Political Science, as well as the Dean of the Faculties of Philosophy and of Pure Science in Columbia University.

An anniversary of this kind offers two invitations: one to look back; with sentiment, with rich memory and affection; the other to look forward with hope, with courage and high purpose. What could be more fitting then than that we should hear in conclusion this evening from that colleague and friend who is the captain of our enterprise as it enters upon its second half century, Dean McBain.

DEAN MCBAIN responded as follows:

Professor Burgess, Mr. President, my friends and guests: We celebrate a birth, the birth of the Faculty of Political Science and of its hand-maiden the Academy of Political Science. Fifty years have unrolled since our distinguished founder called together, as he told us so vividly, so dramatically, yesterday, that small but remarkable group of young scholars who then and there dedicated their lives to the difficult but most inspiring task of applying at least the aspirations of science to the study of actualities of society. For thirty years and more he guided and he shared the life of these twin children of his youthful vision. Happily he tarries with us, as rich in intellect and experience as in years. He lingers to behold that unlike the ephemeral grass of the Scriptures this vision of his youth which grew up in the morning is not in the evening of his life cut down, dried up and withered.

I say we celebrate a birth. Much more truly do we celebrate the passing of a mere paltry half-century of our indomitable and perennial youth. Our youth must be perennial because the fields of our interests never have been and never can be fallow fields. On the contrary, they are all too fertile of problems old and of problems new, that call for investigation and study in the intensely interested but dispassionate spirit of scientific inquiry. As long as man remains on earth in something like the present estate of mind and of body just so long will the political and social sciences also remain.

I confess that as my mental fingers move across the keys of my memory, I find some difficulty in choosing the chord I would most like tonight to sound and for a moment to hold. For one thing the possible chords are numerous; for another, they are intricate of execution; for a third, I do not perform well, either in public or private, upon a theme that lies very close to my heart. The Faculty of Political Science is such a theme.

Obviously, as the President just indicated, I have a choice of toasting the past, or of hailing the present or feasting the future. Of these, to toast the past would no doubt seem the most appropriate. The occasion invites to reminiscence, to appraisal. But the truth is that our past needs no toasting; certainly it needs no toasting at our own hands. Even for our honored dead we pour our libations in reverence and affection rather than in praise or exaltation. Moreover, were I competent to the task, it would ill become me to venture to appraise the men of this Faculty and their work.

Professor Burgess yesterday told us of those thrilling events that marked the fateful fourteenth of July, 1880. I beg leave to mention another event that happened almost at the same moment, wholly unknown to that little band in Switzerland. Under that same summer moon that smiled gloriously down upon the birth of the Faculty of Political Science, in that same week of July 14th, in that same year 1880, another very important event also occurred: I was born. Important, of course only to me. The Faculty and I crossed our first quarter century mark in company, though I need scarcely remark that I, then a student under the Faculty, was somewhat more aware of and more interested in this coincidence of anniversary than were my revered preceptors. Fortunately for me we are likewise crossing our second quarter century in company.

Since the beginning of its history, only sixty-three men have held membership in this Faculty. I have personally known every one of them save two who passed beyond the portals of the University before I entered them. I can say, therefore, that I have known and that I know the Faculty, which makes it all the more difficult, not to say impossible, for me to talk to the Faculty about the Faculty.

But this I must record, striking again the beautiful note just sounded by Professor Giddings: Scholars I suppose are essentially individualists. Men have been and are appointed to this Faculty primarily on the basis of scholarly achievement and scholarly promise. But the quality of being a scholar does not inevitably preclude such qualities as irascibility, even pugnacity. It is, therefore, or it may be, only a chance, but surely a very providential chance, that this Faculty, this company of scholars, have lived their lives together in such splendid harmony. They are the most coöperative group I have ever known. Indeed, they exemplify better than any other group I have ever heard of that non-existent thing, the group-mind.

I do not imply that we have not known occasional trouble and disagreement. We are human beings. But such experiences have been Faculty ever passed, one of my fundamentally irreligious colleagues once said to me: “Jesus was right; the only thing worth while in life is love, and our Faculty has that.” He spoke truly, and I feel no shame in avowing the deep affection that the members of this Faculty have and have had for one another.

In connection with this celebration, it was at one time mooted that we should publish a history of these fifty years of the Faculty of Political Science. But such a history written by or under the aegis of the Faculty could with Jeffersonian decent respect for the opinions of mankind have been little more than a record without appraisal. It might not have been wholly barren of interest, but in its indispensably backward leaning objectivity could scarcely have failed to minify or otherwise mispresent facts. Nor could it possibly have expressed that many-faceted, flashing thing of spirit that is and always has been the Faculty of Political Science. And so it was abandoned, this project of a history. In its stead we are publishing a bibliography of all the members of the Faculty, past and present-a stark list of the titles of the books, the articles, the pamphlets, the papers of their authorhood. The list runs to something over three thousand five hundred items. To this we are appending the titles of the nearly seven hundred dissertations that have been written under the guidance of the Faculty, into the warp of which (perhaps I should say some of which) there have been woven many hours of love’s labor in the cause of sound scholarship. To some of you such a volume may seem both deadly dull and useless. I think you will find it is neither of these. To the members of the Faculty themselves this volume cannot fail to be a treasury of historical recall. To them and to others it cannot fail to be of use as a locator of vaguely remembered contributions that lie in widely scattered depositories. But more than that, I think you will find, strange to relate, that this skeleton of titles tells a story, partial it is true, but a story of the progress of the intellectual life and intellectual interests of the Faculty, and something of its services.

Consider the period in which this Faculty has lived its life. Measured in terms of cosmic history, it is less than infinitesimal. Measured in terms of even authentic human history, it is almost negligible. But in terms of social, economic, even political change, this fifty years just past is probably longer than the millennium between the fall of Rome and the discovery of America, or the tercentenary span between Gutenberg and Arkwright. In this packed period of change in the subjects of its interest, the Faculty has lived its thus far life; and its deep absorption in the problems of its own age is reflected in this list of writings, not, of course, but what numerous other interests are also reflected. Our distinguished founder, as our distinguished President remarked the other day, was indeed both prophet and seer. But of a certainty, as Mr. Justice Holmes once said of our constitutional fathers, he and his coadjutors “called into life a being the development of which could not have been foreseen completely by the most gifted of its begetters.”

A glance at the formidable list of its publications might convince one that the members of this Faculty, apart from student contacts, have spent their entire lives behind locked doors reading, pondering, writing. This is far from fact. Again and again its members have responded to knocks upon those doors calling them to exacting public and quasi-public service. To you, Mr. President, both the public and the Faculty owe an unpayable debt, in that you have not only given sympathetic ear and understanding thought to the scholarly interests and desires of the Faculty but have also aided and abetted in every possible way their ambitions to be of use in the formulation of public policies and the direction of public affairs. You recognized, as one would know you would recognize, that their scholarship equipped them for service as their service enriched their scholarship. Pericles once said of Athens that it differed from other states in that it regarded the man who held himself aloof from public affairs not as quiet but as useless. Almost, though not quite—it should not be quite the same may be said of the Faculty of Political Science.

You see I have, despite my disclaimer of intention, been toasting the past. I would do more. The loss of a great scholar whether by retirement or resignation or death is always irreparable. Someone else may take his chair, may succeed to his subject, though not even that always happens. But nobody ever takes his place. He would not be a great scholar if his place could be taken. We have had losses from time to time with the results I have just mentioned, and so the company with the passing of the years gradually changes in personnel, in point of attack, in point of specific interest, in method of approach. It could not be otherwise, and those who have gone before would not wish it otherwise. They need no reflectors, no echoes. And well they know that each scholar must with his own hands laboriously carve his niche in the huge hall of human fame, and that the work of carving is not the work of a day or a year, but of a life. The spirit alone remains unaltered—the spirit of fearless and unrelenting search for social truth and of devotion to the high and precious ideals of scholarship.

And so, Mr. President, while with all my heart and soul I toast our honorable past and the achievements that have gone into its making, I also hail with satisfaction our honorable present, and feast with great confidence the honor of our future. [Applause.]

PRESIDENT BUTLER said in conclusion:

This notable and memorable evening comes to its end. My dear Professor Burgess, may I, for all this company, say once more to you what a satisfaction, what a deep satisfaction, your presence and your words yesterday and today have given us. As to our younger members who are personally known to you for the first time, we, their elders, may well feel that we have offered them a benefaction. We only say, my dear Teacher, Au revoir! As you go back to your quiet home, your books and your reflections, it will continue to be your spirit, your teaching, your ideals that will guide and inspire us, as we set out on the second half-century of the study of what Mr. Oliver has so charmingly described as The Endless Adventure, the government of men. [Applause.]

SourceColumbia University Quarterly. Vol. 22 (December 1930), pp. 380-396.

Image Source: John W. Burgess in Universities and their Sons, Vol. 2. Boston: R. Herndon Company, 1899,  p. 481. Colorized by Economics in the Rear-view Mirror.

Categories
Exam Questions Harvard Industrial Organization Problem Sets

Harvard. Economics of Corporations. Report assignments and final exam. Ripley, 1906-1907

This version of William Ripley’s course on corporations was the fourth time of what would become a standard offering. He was an institutionalist-style economist who wallowed in the utter variety of economic organisations, be they on the side of labor or corporate capital. These did not fit neatly into the perfectly competitive theory of markets. He was interested in larger molecules and not so much in the atoms of economic life.

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Other Corporations/Industrial Organization Related Posts
for William Z. Ripley

Problems of Labor and Industrial Organization, 1902-1903.

Economics of Corporations, 1903-1904.

Economics of Corporations, 1904-05 (with Vanderveer Custis)

Economics of Corporations, 1914-1915.

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Course Readings

Cases for the course are most certainly found in Trusts, Pools and Corporations (1905), edited with an introduction by William Z. Ripley. From the series of Volumes Selections and Documents in Economics, edited by William Z. Ripley published by Ginn and Company, Boston.

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Course Enrollment
1906-07

Economics 9b 2hf. Professor Ripley, assisted by Dr. [Stuart] Daggett. — Economics of Corporations.

Total 236: 11 Graduates, 70 Seniors, 103 Juniors, 40 Sophomores, 1 Freshman, 11 Others.

Source: Harvard University. Report of the President of Harvard College, 1906-1907, p. 71.

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HARVARD UNIVERSITY

1907
ECONOMICS 92

ASSIGNMENT OF REPORTS.

Exact references by title, volume, and page must be given in foot-notes for all facts cited! This condition is absolutely imperative. Failure to comply with it will vitiate the entire report.

GROUP A

Students will report upon the organization and present character of one industrial combination in the United States. This will be indicated by a number, placed against the student’s name on the enrolment slip, which number refers to the industrial combination similarly numbered on this sheet. See directions on last page.

GROUP B

Students will compare the character and extent of industrial control in two different industries in the United States. These are indicated by numbers given below, which are posted against the student’s name on the enrolment slip. The aim should be to point out and explain any discoverable differences in the nature or extent of the industrial monopoly attained in the two industries concerned. Mere description of conditions in either case will not suffice; actual comparison is demanded. The parallel column method is suggested. See directions on last page.

GROUP C

Students will compare industrial combinations in different countries of Europe with one another, or with corresponding ones in the United States. The assignment of industries will be made by numbers, referring to the list below, these numbers being posted against the student’s name on the enrolment slip. Mere description will not be accepted; the student will be judged by the degree of critical comparison offered. Parallel columns may be used to advantage. See directions on last page.

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

The letters preceding the assignment number against the student’s name refer to the group in which the report is to be made. Thus, for example: “31 A” on the enrolment slip indicates that the student is to report upon the American Cotton Oil Co.; “2 & 64 B,” that a comparison of the American Bridge Co. and the United States Leather Co. in the United States is expected; while “59 & 158 C” calls for an international comparison of industrial organizations in thread manufacture as described under Group C.

INDUSTRIAL COMBINATIONS
IN THE UNITED STATES

A star indicates that data will be found in Industrial Commission Reports, Vol. I or XIII.

  1. American Axe and Tool Co., 1889.
  2. American Bridge Co., 1900. (See No. 123.)
  3. American Iron and Steel Mfg. Co., 1899.
  4. American Steel Foundries Co., 1902.
  5. *American Radiator Co., 1899.
  6. *American Sheet Steel Co., 1900. (See No. 123.)
  7. *American Steel and Wire Co. of New Jersey, 1899, (See No. 123.)
  8. American Steel Casting Co., 1894.
  9. *American Steel Hoop Co., 1899. (See No. 128.)
  10. *American Tin Plate Co., 1898. (See No. 123.)
  11. *Federal Steel Co., 1898. (See No. 123.)
  12. International Steam Pump Co., 1899.
  13. *National Shear Co., 1898.
  14. *National Steel Co., 1899. (See No. 123.)
  15. National Tube Co., 1899. (See No. 123.)
  16. *Otis Elevator Co., 1898.
  17. Republic Iron and Steel Co., 1899.
  18. United Shoe Machinery Co., 1899.
  19. United States Cast Iron Pipe and Foundry Co., 1899.
  20. American Beet Sugar Co., 1899.
  21. *American Chicle Co., 1899.
  22. Corn Products Co., 1902.
  23. *American Sugar Refining Co., 1891.
  24. *Glucose Sugar Refining Co., 1897.
  25. *National Biscuit Co., 1898.
  26. National Sugar Refining Co., 1900.
  27. *Royal Baking Powder Co., 1899.
  28. United States Flour Milling Co., 1899.
  29. *American Fisheries Co., 1899.
  30. American Agricultural Chemical Co., 1899.
  31. *American Cotton Oil Co., 1889.
  32. American Linseed Co., 1898.
  33. *Fisheries Co., The, 1900.
  34. *General Chemical Co., 1899.
  35. *National Salt Co., 1899.
  36. *National Starch Manufacturing Co., 1890.
  37. *Standard Oil Co., 1882.
  38. Virginia-Carolina Chemical Co., 1895.
  39. American Shot and Lead Co., 1890.
  40. American Smelting and Refining Co., 1899.
  41. American Type Founders Co., 1892.
  42. *International Silver Co., 1898.
  43. National Lead Co., 1891.
  44. American Malting Co., 1897.
  45. American Spirits Manufacturing Co., 1895.
  46. Kentucky Distilleries and Warehouse Co., 1899.
  47. Pittsburgh Brewing Co., 1899.
  48. St. Louis Brewing Association, 1889.
  49. Standard Distilling and Distributing Co., 1898.
  50. *American Bicycle Co., 1899. (Now Pope Bicyele Co.)
  51. American Car and Foundry Co., 1899.
  52. *Pressed Steel Car Co., 1899.
  53. Pullman Co., The, 1899.
  54. American Snuff Co., 1900.
  55. *American Tobacco Co., 1890.
  56. *Continental Tobacco Co., 1898.
  57. *National Cordage Co., 1887. (See No. 62.)
  58. American Felt Co., 1899.
  59. *American Thread Co., 1898.
  60. American Woolen Co., 1899.
  61. New England Cotton Yarn Co., 1899.
  62. *Standard Rope and Twine Co., 1895. (See No. 57.)
  63. American Hide and Leather Co., 1899.
  64. *United States Leather Co., 1893-1905.
  65. American Straw Board Co., 1889.
  66. American Writing Paper Co., 1899.
  67. International Paper Co., 1898.
  68. *National Wall Paper Co., 1892-1905.
  69. Union Bag and Paper Co., 1899.
  70. United States Envelope Co., 1898.
  71. American Clay Manufacturing Co., 1900.
  72. American Window Glass Co., 1899.
  73. International Pulp Co., 1893.
  74. National Fire Proofing Co., 1899.
  75. *National Glass Co., 1899,
  76. *Pittsburgh Plate Glass Co., 1895.
  77. United States Glass Co., 1891.
  78. American School Furniture Co., 1899.
  79. Diamond Match Co., 1889,
  80. National Casket Co., 1890
  81. United States Bobbin and Shuttle Co., 1899,
  82. American Glue Co., 1894.
  83. American Ice Co., 1899.
  84. American Shipbuilding Co., 1899.
  85. American Soda Fountain Co., 1891,
  86. *General Aristo Co. (Photography), 1899.
  87. Rubber Goods Manufacturing Co., 1899.
  88. United States Rubber Co., 1892.
  89. Allis-Chalmers Co., 1901.
  90. American Cigar Co., 1901.
  91. American Grass Twine Co., 1899.
  92. American Light and Traction Co., 1901.
  93. American Locomotive Co., 1901.
  94. American Machine and Ordnance Co., 1902.
  95. American Packing Co., 1902.
  96. American Plow Co., 1901.
  97. American Sewer Pipe Co., 1900.
  98. American Steel Foundries Co., 1902.
  99. Associated Merchants Co., 1901.
  100. Chicago Pneumatic Tool Co., 1902.
  101. Consolidated Railway Lighting and Refrig. Co., 1901.
  102. Consolidated Tobacco Co., 1901.
  103. Corn Products Co., 1902.
  104. Crucible Steel Co., of America, 1900.
  105. Eastman Kodak Co., 1901.
  106. International Harvester Co., 1902.
  107. International Salt Co., 1901. (Also National Salt Co.)
  108. *Jones & Laughlin Steel Co., 1902.
  109. *National Asphalt Co., 1900.
  110. New England Consolidated Ice Co., 1902.
  111. New York Dock Co., 1901.
  112. Pacific Hardware and Steel Co., 1902.
  113. Pennsylvania Steel Co., 1901,
  114. Railway Steel Spring Co., 1902.
  115. International Mercantile Marine Co., 1902.
  116. Northern Securities Co., 1901. (See Library Catalogue.)
  117. United Box, Board and Paper Co., 1902.
  118. United Copper Co., 1902.
  119. United States Cotton Duck Corporation, 1901.
  120. United States Realty and Construction Co., 1902.
  121. United States Reduction and Refining Co., 1901.
  122. United States Shipbuilding Co., 1902.
  123. American Tobacco Co., 1903.
  124. Central Leather Co.
  125. American Ice Securities Co.
  126. Amalgamated Copper Co.
  127. General Electric Co.
  128. United Shoe Machinery Co.
  129. American Telephone and Telegraph Co.
  130. United Gas Improvement Co.
  131. Interborough-Metropolitan Co.
  132. Mass. Electric Companies.
  133. Mass. Gas Companies.
  134. Philadelphia Rapid Transit Co.
  135. Brooklyn Rapid Transit Co.
  136. N. Y. Consolidated Gas Co.
  137. American Express Co.
  138. Adams Express Co.
  139. United States Steel Corporation; Promotion.
  140. United States Steel Corporation; Financial Development.
  141. United States Steel Corporation; Bond Conversion.
  142. United States Steel Corporation; Relations to Employees.
  143. United States Steel Corporation; Earnings, Quotations and Business.

INDUSTRIAL COMBINATIONS IN EUROPE.

[Consult: Industrial Commission, Vol. XVIII; U.S. Special Consular Reports, Vol. XXI, Part III; and London Economist on England since 1895; Griffin’s Library of Congress List of Books on Trusts, 1902, p. 35; and for the respective countries, Stock Exchange Official Intelligence (Lib 5230.7), Salling’s Börsenpapiere (Lib. 5234.5.2), and Annuaire Général des Sociétés françaises par Action (5232.5), On Germany consult also Kontradictorische Verhandlungen über deutsche Kartelle (Lib., Econ. 3871.1).]

  1. Canadian Iron Founders’ Association. (See Canadian Commission on Trusts, 1888.)
  2. *Bleachers’ Association, England.
  3. *Iron Combination, France.
  4. *Iron Combination, Germany. (Stahlwerkverband.)
  5. *Rhenish-Westphalian Coal Syndicate.
  6. *Spirits Combination, Germany.
  7. *United Pencil Factories’ Company, Germany.
  8. *Portland Cement Manufacturers’ Association, England.
  9. *Bradford Dyers’ Association, England.
  10. *Brass Bedstead Association, England.
  11. *British Cotton and Wool Dyers’ Association.
  12. *British Oil and Cake Mills.
  13. *Calico Printers’ Association, England.
  14. *Wall Paper Manufacturers’ Association, England.
  15. *English Sewing Cotton Co.
  16. *Petroleum Combination, Germany.
  17. *Petroleum Combination, France.
  18. *Sugar Combination, Germany.
  19. *Sugar Combination, Austria.
  20. German Salt Combination.
  21. German Potash Combination.
  22. International Sulphur Trust.

DIRECTIONS.

All books here referred to are reserved in Gore Hall.

First.—Secure if possible by correspondence, enclosing ten cents postage, the last or recent annual reports of the company. Unless they are “listed” on the stock exchanges, no reports will be furnished. P. O. addresses for American corporations will be found in the latest Moody’s Manual of Corporation Securities; in 12th U. S. Census, 1900, Manufactures, Part I, p. lxxxvi; in the latest Investors’ Supplement, N. Y. Commercial and Financial Chronicle; or in the Manual of Statistics.

Second.—In all cases where possible (starred on list) consult Vols. I, XIII, or XVIII, U. S. Industrial Commission Reports. Read appropriate testimony in full, consulting lists of witnesses, Vol. I, p. 1263, and Vol. XIII, p. 979; and also using the index and digests freely. Always follow up all cross references in foot-notes in the digests. Duplicate sets of these Reports are in Gore and Harvard Halls.

Third.—For companies organized prior to 1900 look through the bibliography and index in Halle or Jenks for references; and also in Griffin’s Library of Congress List.

Fourth.—Work back carefully through the files of Moody’s Manual of Corporations and of the Investors’ Supplement, N. Y. Commercial and Financial Chronicle. These Supplements, prior to 1902, are bound in with the regular issues of the Chronicle, one number in each volume. Since 1901 they are separately bound for each year. The Investors’ Supplement will be recognized by its gray paper cover, and must be carefully distinguished from the other supplements of the Chronicle. Market prices of securities are given in a distinct Bank and Quotation Supplement, also bound up with the Chronicle. Having found the company in the Investors’ Supplement, follow up all references to articles in the Commercial and Financial Chronicle as given by volume and page. Also use the general index of the latter, separately, for each year since the company was organized.

The files of Bradstreets should also be used, noting carefully that the index in each volume is in three separate divisions, “Editorials” being the most important. The course of prices is summarized at the end of each year in January Bradstreets, and also in Bulletin U. S. Dept. of Labor, No. 29.

Fifth.—The files of trade publications should also be consulted. Among these are Bulletin of the National Wool Manufacturers’ Association, The Iron Age, Dry Goods Economist, etc. (Boston Public Library.)

Sixth.—Read carefully in the U.S. Census the special reports on industries; and compile all data possible as to the growth and development of the industry in general, by means of statistics of production, exports and imports, number of employees and capital invested.

The course of prices of securities in detail for many companies is given in Industrial Commission Reports, Vol. XIII, p. 918, et seq.

As for the form of the reports all pertinent matter may be introduced, proper references to authorities being given. Particular attention is directed to the extent of control, nature and value of physical plant, mode of selling products and fixing prices, amount and character of capitalization, with the purpose for which it was issued, relative market prices of different securities as well as of dividends paid through a series of years, degree of publicity in reports, etc. Mere history is of minor importance, unless it be used to explain some features of the existing situation.

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003. Box 1, Folder “Economics, 1906-1907”.

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ECONOMICS 9b
Year-end Examination, 1906-07

  1. Why was the Sherman Act passed when it was? Describe the general situation.
  2. Show how the competition of a large producer — an industrial combination, for example — located at a distance may operate to restrict the market of a smaller independent concern. Can you suggest any remedy; or is it inevitable?
  3. Invent two cases, typical of the most frequent form of controversies at common law, raising the issue of restraint of trade. Develope (sic) the reasoning involved.
  4. What was “an immunity bath”? How was the matter dealt with by Congress?
  5. Meade gives five reasons for the inferior investment value of industrial, as compared with railway bonds. What are they, succinctly stated?
  6. “The principal point is this: in England the promoters’ and middlemens’ profit is added to the nominal capital of a company, whilst in Germany it is added to the price of the shares.” Show the possible effects of this difference upon each party concerned.
  7. What remedies proposed by Attorney General Knox in 1903 (Trusts, Pools, and Corporations, pp. 262-288) have since been enacted into law? Have new solutions been proposed?
  8. Upon which of the three possible theories for the issuance of corporate capital are the laws of the following states based; viz.: (a) Massachusetts; (b) New Jersey; (c) England.
  9. Outline the experience of the American Window Glass Co. in dealing with labor organizations.

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 8, Bound vol. Examination Papers 1906-07 (HUC 7000.25), p. 33.

Image Source: Share of the Standard Oil Company, issued 1. May 1878. FromWikimedia Commons.

Categories
Exam Questions Harvard Labor

Harvard. Enrollment and Final Exam, Labor Problems. Ripley, 1906-1907

This post provides material from William Zebina Ripley’s fifth iteration of his labor economics course at Harvard. A quick search using the usual internet sources that have proven handy for Economics in the Rear-view Mirror picked up a few facts about the teaching assistant for the course who would have been a law student at the time.

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Meet the course teaching assistant

Edwin DeTurck Bechtel.

b. 19 Aug 1880 in Bechtelsville, Pennsylvania
d. 4. Jul 1957 in Bedford Four Corners, New York

Home: Calcium, Pennsylvania. High School in Reading, Pennsylvania. Recipient of the Price Greenleaf Scholarship.
Source: Harvard University. Annual Report of the President, 1901-02, p. 116.

A.B. (Harvard) 1903, A.M. (Harvard) 1904. ― Resident Graduate Student, 1903-04. ― Student of Social Science at Harvard. Continuing his studies in social science in Europe, as Robert Treat Paine Fellow (1903-04).
Source: Harvard University. Annual Report of the President, 1903-04, p. 157.

Student, Harvard Law School
Source: Harvard University. Annual Report of the President, 1904-05, p. 161.

Worked for theWall Street law firm Carter, Ledyard & Milburn at least as early as December 1916. Represented American Express in London and Paris for some urgent matter in early 1917. (Passport Application from December 21, 1916: includes a signed statement by his sister that the family settled in Pennsylvania prior to 1750). According to his World War II draft registration form (25 Apr 1942), he was still working at the same Wall Street law firm. He died in Bedford Four Corners, New York on July 4, 1957. He became a noted expert on roses.
Source: Items at the genealogical website ancestry.com.

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Other Labor Related Posts
for William Z. Ripley

Problems of Labor and Industrial Organization, 1902-1903.

Problems of Labor, 1903-1904.

Problems of Labor, 1904-05.

Problems of Labor, 1905-06.

Short Bibliography of Trade Unionism, 1910.

Short Bibliography of Strikes and Boycotts, 1910.

Trade Unionism and Allied Problems, 1914-1915.

Problems of Labor, 1931.

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Course Enrollment

Economics 9a 1hf. Professor Ripley, assisted by Mr. E. DeT. Bechtel. — Problems of Labor.

Total 100: 8 Graduates, 35 Seniors, 33 Juniors, 18 Sophomores, 6 Others.

Source: Harvard University. Report of the President of Harvard College, 1906-1907, p. 71.

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ECONOMICS 9a
Mid-Year Examination, 1906-07

  1. What is the difference between an “Allied Trades Council” and a “Federal Union”? Where are they to be found respectively, and what are their functions?
  2. Is there any difference in principle between the British Workmen’s Compensation Act and the German Compulsory Insurance Acts? If so, what is it?
  3. What are some of the legislative remedies proposed for the abuse of the injunction as applied to labor disputes? Criticise them.
  4. In what respects are American Industrial conditions different from those of the Australian colonies? Do these explain the differences in labor legislation in part? If so, how?
  5. What are the two most tangible results of the Australian labor legislation? Explain how they have come about.
  6. In the Higgling of the Market to determine rates of income, what are some of the advantages, or “bulwarks” as Webb styles them, which are enjoyed by the employer? What offsets has the workman?
  7. In what different ways may the non-union man be dealt with in Collective Bargains? Instance concrete examples.
  8. State briefly, but without discussion, three points in favor of, and three arguments against the German Compulsory Insurance Acts.
  9. What is the attitude of Trade Unionists in general toward incorporation? What substitute for incorporation, which will accomplish the same purpose, can you suggest?

Source: Harvard University Archives. Harvard University. Mid-year Examinations, 1852-1943. Box 7, Bound Volume: Examination Papers, Mid-Years 1906-07.

Categories
Exam Questions Harvard Problem Sets Transportation

Harvard. Report assignment and final exam for transportation economics. Ripley, Daggett and McLaren, 1906-1907

With the railroad industry posing so many interesting questions in the organization and regulation of industry, corporate finance, and economic geography it comes as no wonder that William Zebina Ripley taught one of the more popular advanced courses offered by the Harvard economics department early in the 20th century.

Worth noting is that the instructions for course reports transcribed below was only very slightly changed from an earlier version (1903-04).

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Earlier exams etc. for Economics 5

1900-01 (Hugo Richard Meyer alone)
1901-02 (Ripley with Hugo Richard Meyer)
1903-04 (Ripley alone)
1904-05 (Ripley with Stuart Daggett)
1905-06 (Ripley with Stuart Daggett)

__________________________

Course Enrollment
1906-07

Economics 5 1hf. Professor [William Zebina] Ripley, assisted by Mr. [Stuart] Daggett and Mr. W. W. [Walter Wallace] McLaren. — Economics of Transportation.

Total 205: 7 Graduates, 59 Seniors, 100 Juniors, 31 Sophomores, 2 Freshmen, 6 Others.

Source: Harvard University. Report of the President of Harvard College, 1906-1907, p. 71.

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HARVARD UNIVERSITY

ECONOMICS 5
ASSIGNMENT OF REPORTS

⇒ Exact references by title, volume, and page must be given in footnotes for all facts cited. This condition is absolutely imperative. Failure to comply with it will vitiate the entire report.

GROUP A

            Students will report upon the organization and present condition of one railway company in the United States. This will be indicated by a number, placed against each student’s name on the enrolment slip, which number refers to the railroad similarly numbered on this sheet. See Directions on last page.

            The information to be procured is as follows, and should be numbered in correspondence with this list. Note all changes during the year; and compare the results with those for the railway group in which the company lies, as given in U. S. Statistics of Railways. (1) Miles of line. (2) Passengers transported. (3) Tons of freight carried: gross and per mile of line. (4) Tons carried one mile, with revenue per ton mile. (5) Revenue per train mile. (6) Average train load and changes therein. (7) Classification of freight and changes therein. (8) Gross earnings from operation. (9) Operating expenses: gross and per mile of line. (10) Net income from operation. (11) Stock and bonds. (12) Stock and bonds per mile of line. (13) Dividends paid. (14) Surplus. (15) Present prices and movements of prices of the various securities listed.

            With this data as a basis prepare as full a general description of the property as possible.

GROUP B

            Students will compare the volume of business (1) in gross and (2) by ton and (3) passenger mileage; and the (4) gross income, (5) operating expenses. (6) net income per mile of line, and (7) market prices of securities; for two different railways. These are indicated by numbers posted against the student’s name on the enrolment slip. The aim should be not only to discover differences, but, as far as possible, to explain them. Mere description of conditions is not desired; actual comparison is demanded. The use of parallel columns is suggested. See Directions on last page

            With this data as a basis prepare as full a general description of the property as possible.

GROUP C

            Students will compare the volume of business (1) in gross and (2) by ton and (3) passenger miles; together with the (4) gross income, (5) operating expenses, (6) net income per mile of line, and (7) prices of securities; for a given railway through a series of years, since 1890, if possible. Note carefully, however, all changes or additions to the line from year to year. The railway assigned is indicated by a number placed against the student’s name on the printed class lists. The analysis of annual reports in financial journals must be carefully followed year by year. Results may be plotted on cross section paper where possible. See Directions on last page.

            With this data as a basis prepare as full a general description of the property as possible.

⇒The letters preceding the assignment number against the student’s name refer to the group in which the report is to be made. Thus, for example: “26 A” on the enrolment slip indicates that the student is to report upon the New York Central R.R.; “16 & 37 B,” that a comparison of the Erie and the Wabash Railroads is expected, etc.

RAILWAY COMPANIES IN THE UNITED STATES
  1. Atchison, Topeka, and Sante Fé.
  2. Baltimore and Ohio.
  3. Canada Southern.
  4. Central of New Jersey.
  5. Chesapeake and Ohio.
  6. Chicago and Alton.
  7. Chicago Great Western.
  8. Chicago, Indiana, and Louisville.
  9. Chicago, Milwaukee, and St. Paul.
  10. Chicago and Northwestern.
  11. Chicago, Rock Island, and Pacific.
  12. Cincinnati, Cleveland, Chicago, and St. Louis. (Big Four.)
  13. Delaware and Hudson.
  14. Delaware, Lackawanna, and Western.
  15. Denver and Rio Grande.
  16. Erie.
  17. Great Northern.
  18. Hocking Valley.
  19. Illinois Central.
  20. Iowa Central.
  21. Lake Erie and Western.
  22. Louisville and Nashville.
  23. Mexican Central.
  24. Missouri, Kansas, and Texas.
  25. Missouri Pacific.
  26. New York Central.
  27. New York, Ontario, and Western.
  28. Norfolk and Western.
  29. Pennsylvania.
  30. Philadelphia and Reading.
  31. St. Louis and San Francisco.
  32. St. Louis Southwestern.
  33. Southern Pacific.
  34. Southern Railway.
  35. Texas and Pacific.
  36. Union Pacific.
  37. Wabash.
  38. Wheeling and Lake Erie.
  39. Wisconsin Central.
  40. Ann Arbor.
  41. Atlantic Coast Line.
  42. Boston and Maine.
  43. Boston and Albany. (See New York Central.)
  44. Buffalo, Rochester, and Pittsburgh.
  45. Central Vermont.
  46. Central Railroad of New Jersey.
  47. Cincinnati, Hamilton, and Dayton.
  48. Chicago, St. Paul, Minneapolis, and Omaha. (See Chicago and Northwestern.)
  49. Chicago and Eastern Illinois.
  50. Pittsburgh, Evansville, and Terre Haute.
  51. Lehigh Valley.
  52. Long Island.
  53. New York, New Haven, and Hartford.
  54. New York, Chicago, and St. Louis.
  55. Lake Shore and Michigan Southern. (See New York Central.)
  56. Maine Central.
  57. Pittsburgh, Bessemer, and Lake Erie.
  58. Western Maryland.
  59. Rio Grande Western.
  60. St. Paul and Duluth.
  61. Northern Pacific. (See Northern Securities Co.)
  62. Burlington, Cedar Rapids, and Northern.
  63. St. Joseph and Grand Island.
  64. Kansas City, Fort Scott, and Memphis.
  65. International and Great Northern.
  66. Nashville, Chattanooga, and St. Louis.
  67. Mobile and Ohio.
  68. Yazoo and Mississippi Valley. (See Illinois Central.)
  69. Plant System.
  70. Georgia Railroad and Banking Company.
  71. Central of Georgia.
  72. Pere Marquette.
  73. Columbus, Sandusky, and Hocking.
  74. Cleveland, Lorain, and Wheeling.
  75. Mexican Central.
  76. Grand Trunk.
  77. Canadian Pacific.
  78. Chicago, Burlington, and Quiney. (See Northern Securities Co.)
  79. Choctaw, Oklahoma, and Gulf.
  80. Rutland.
  81. Seaboard Air Line.
  82. Northern Securities Co.
  83. The Rock Island Co.
DIRECTIONS

First — Read over the latest annual reports of the company. These are usually republished in Bradstreets; the N.Y. Commercial and Financial Chronicle [Gore Hall]; or the N. Y. Journal of Commerce and Wall Street Journal. [Daily files of last two in 24 University Hall.] Statistical abstracts of these are also in Poor’s Manual of Railroads; the Investors’ Supplement, N. Y. Commercial and Financial Chronicle; or bankers’ Handbooks, Manuals of Statistics, etc.

Second. — Before compiling any returns for ton or passenger mileage, revenue per train mile, etc., read carefully T. L. Greene, Corporation Finance, pp. 79-130 [better buy it, for use in Economics 9b]; Ripley, Transportation (in Vol. XIX, U. S. Industrial Commission Report, 1900), pp. 274-280 and 293-95; [James Shirley] Eaton, Railway Operations, pp. 190-201; or Woodlock, Anatomy of a Railroad Report, pp. 101-111. (Copies in Harvard Hall.)

Third. — Work back carefully through the file of the Investors’ Supplement, N. Y. Commercial and Financial Chronicle. These Supplements, prior to 1902, are bound in with the regular issues of the Chronicle, one number in each volume. Since 1901 they are separately bound for each year. The Investors’ Supplement will be recognized by its gray paper cover, and must be carefully distinguished from the other supplements of the Chronicle. Market prices of securities are given in a distinct Bank and Quotation Supplement, also bound up with the Chronicle. Having found the company in the Investors’ Supplement, follow up all references to articles in the Commercial and Financial Chronicle as given by volume and page. Also use the general index of the latter, separately, for each year since the company was organized.

The files of Bradstreets should also be used, noting carefully that the index in each volume is in three separate divisions, “Editorials” being the most important. The course of prices is summarized at the end of each year in January Bradstreets, and also in the Reports of the U.S. Industrial Commission, Vol. XIII.

The files of Poor’s Manual, the Railway Age, the Railway World, the Wall Street Journal, and other technical papers may of course also be consulted.

Fourth. — Analyze carefully by means of its indexes the returns in the official Statistics of Railways in the United States, published by the Interstate Commerce Commission. Note the statistical division into groups shown on the map at the head of each volume. Note also that for each railway lying in two or more groups, a Summary for the road as a whole is given as a Supplement to each table.

The Annual Statistical Abstract of the United States contains convenient general tables for certain purposes.

Source: Harvard University Archives. Syllabi, course outlines and reading lists in economics, 1895-2003. Box 1, Folder: “Economics 1906-07”.

ECONOMICS 5
Mid-year Examination, 1906-07

  1. State and explain three leading reasons for the issue of preferred stock by a railroad.
  2. What peculiarities of the anthracite coal industry have led to overproduction and irregularity of prices, in absence of monopolistic agreements?
  3. The following statistics are drawn from the 1906 reports of two leading railroads. Complete the tables approximately, and state the main conclusions deducible from the statement of facts :—
Road A. Road B
Mileage operated 2062. 4423.
Tons rev. freight 20,259,000 25,641,000
Passenger mileage 1,255,625,000 511,391,000
Ton mileage 1,888,605,000 6,230,593,000
Average haul one ton (miles) 93 243
Loaded car mileage, one direction 86,381,000 353,282,000
Loaded car mileage, other direction 59,362,000
Average tons freight per train 236 410
Gross revenue from freight $27,247,000 $34,637,000
Freight train mileage 7,778,000 17,209,000
Earnings from operation $52,984,000 $51,636,000
Operating expenses $35,222,000 $34,302,000
Freight traffic density (compute it.) (compute it.)
Revenue per ton mile (compute it.) (compute it.)
Freight earnings per train mile (compute it.) (compute it.)
Operating ratio (compute it.) (compute it.)
  1. What is the method of valuation of franchises in Wisconsin? Criticise it.
  2. What, in your judgment, are the three most important provisions of the Hepburn Act of 1906?
  3. What is the Doctrine of Judicial Review? Criticise it.
  4. Is railroad rate regulation in England more or less strict than in the United States? Describe the situation as regards the rate. making power.
  5. What are the various economic considerations involved in the making of a freight classification? Illustrate by taking a few typical commodities.

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 8, Bound vol. Examination Papers 1906-07 (HUC 7000.25), pp. 28-29.

Image Source: American Railroad Scene: Lightning Express Trains Leaving the Junction. Currier & Ives (1874). Published in: Viewpoints; a selection from the pictorial collections of the Library of Congress …. Washington : Library of Congress …, 1975, no. 39.

Categories
Exam Questions Harvard Labor

Harvard. Report assignments and final exam for Problems of Labor. Ripley et al., 1905-1906

Professor William Zebina Ripley’s courses at Harvard ranged from economic and social statistics, through transportation economics, industrial organization and regulation, and (as we see in this post) labor economics/industrial relations. Besides the enrollment figures and the final exam questions for the course, we were able to fish copies of the report assignments for 1905-06 from the Harvard archives. This course material has been transcribed and can be found below.

Fun fact: the teaching assistant Mr. Houghton can be identified as William Morris Houghton who received an A.M. from Harvard in 1904 and went off to work as a writer for the New York Herald Tribune, first as a reporter/feature writer and then as an editorial writer (and was included in the 35th anniversary of the Yale Class of 1904 as a member of the class who did not graduate from Yale).

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Other Labor Related Posts
for William Z. Ripley

Problems of Labor and Industrial Organization, 1902-1903.

Problems of Labor, 1903-1904.

Problems of Labor, 1904-05.

Short Bibliography of Trade Unionism, 1910.

Short Bibliography of Strikes and Boycotts, 1910.

Trade Unionism and Allied Problems, 1914-1915.

Problems of Labor, 1931.

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Course Enrollment

Economics 9a 1hf. Professor [William Zebina] Ripley, assisted by Messrs. [Vanderveer] Custis and [William Morris] Houghton. — Problems of Labor.

Total 96: 7 Graduates, 23 Seniors, 42 Juniors, 17 Sophomores, 7 Others.

Source: Harvard University. Report of the President of Harvard College, 1905-1906, p. 72.

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HARVARD UNIVERSITY

ECONOMICS 9a

ASSIGNMENT OF REPORTS

Group A

            Students will report upon the comparative conditions respecting Trade Union organization, functions, and efficiency in corresponding industries in the United States and Great Britain. The particular industry assigned to each man is indicated by a number on the enrolment slip, which refers to the Trade Union number on the appended list of National Labor Organizations.

Group B

            Students will report upon the comparative efficiency of Trade Union organization in two distinct lines of industry in the United States. Numbers against the names on the enrolment slip refer to the numbered Trade Union list, appended hereto.

Group C

            Students will report upon the nature of Trade Union organization in two distinct lines of industry in Great Britain. Names on the enrolment slip as numbered refer to the industries concerned in the appended list of Trade Unions.

          → The letters preceding the assignment number against the student’s name refer to the group in which the report is to be made. Thus, for example: “98 A” on the enrolment slip indicates that the student is to report upon the Cotton Spinners’ Unions in the United States and Great Britain; “9 & 98 B,” that a comparison of the Spinners’ and of the Boot and Shoe Workers’ Organizations in the United States is expected; while “9 & 98 C” calls for the same comparison for the two industries in Great Britain.

NATIONAL LABOR ORGANIZATIONS
IN THE UNITED STATES

*Indicates that the Trade Union journal is in the Library. [Loeb Fund.]

† Reference to Reports, U.S. Industrial Commission, is given within parentheses.

*The KNIGHTS OF LABOR
*THE AMERICAN FEDERATION OF LABOR

  1. Actors’ International Union.
  2. Asbestos Workers of America.
  3. Bakery and Confectionery Workers.
  4. Barbers’ International Union.
  5. Bill Posters and Billers of America.
  6. International Brotherhood of Blacksmiths.
  7. *Boiler Makers and Iron Ship Builders of America.
  8. International Brotherhood of Bookbinders.
  9. Boot and Shoe Workers’ Union. († VII, 356; XIV, 333.)
  10. United Brewery Workmen.
  11. *Brick, Tile and Terra Cotta Workers’ Alliance.
  12. Bridge and Structural Iron Workers.
  13. Broom and Whisk Makers’ Union.
  14. Brushmakers’ International Union.
  15. *United Brotherhood of Carpenters and Joiners of America.
  16. Amalgamated Society of Carpenters and Joiners.
  17. International Carriage and Wagon Workers.
  18. International Wood Carvers’ Association.
  19. International Association of Car Workers.
  20. Brotherhood of Cement Workers.
  21. Chainmakers’ National Union.
  22. *Cigarmakers’ International Union. († VII, 257, 715.)
  23. Retail Clerks’ International Protective Association.
  24. United Cloth Hat and Cap Makers.
  25. Commercial Telegraphers’ Union of America.
  26. International Compressed Air Workers’ Union.
  27. Coopers’ International Union.
  28. Amalgamated Lace Curtain Operatives.
  29. International Union of Cutting Die and Cutter Makers.
  30. International Union of Electrical Workers. († VII, 375.)
  31. International Union of Elevator Constructors.
  32. International Union of Steam Engineers.
  33. International Association of Watch Case Engravers.
  34. International Brotherhood of Stationary Firemen.
  35. International Association of Steam and Hot Water Fitters and Helpers. († VII, 964.)
  36. International Union of Flour and Cereal Mill Employes.
  37. International Brotherhood of Foundry Employes.
  38. International Union of Interior Freight Handlers and Warehousemen.
  39. International Association of Fur Workers.
  40. United Garment Workers of America. († VII, 182.)
  41. International Ladies’ Garment Workers’ Union.
  42. Glass Bottle Blowers’ Association. († VII, 102, 920.)
  43. *Glass Workers’ International Association.
  44. International Glove Workers’ Union.
  45. *Granite Cutters’ International Association. († XIV, 422.)
  46. Pocket Knife Blade Grinders’ and Finishers’ National Union.
  47. Table Knife Grinders’ National Union.
  48. United Hatters of North America.
  49. Hod Carriers and Building Laborers’ Union.
  50. International Union of Journeymen Horse-Shoers.
  51. Hotel and Restaurant Employes’ International Alliance and Bartenders’ International League.
  52. Iron, Steel and Tin Workers. († VII, 84.)
  53. International Jewelry Workers’ Union.
  54. International Union of Wood, Wire, and Metal Lathers.
  55. International Union of Shirt, Waist, and Laundry Workers.
  56. United Brotherhood of Leather Workers on Horse Goods.
  57. Amalgamated Leather Workers’ Union.
  58. International Protective and Beneficial Association of Lithographers.
  59. International Protective Association of Lithographic Press Feeders.
  60. International Longshoremen’s Association.
  61. National Association of Machine Printers and Color Mixers.
  62. *International Association of Machinists.
  63. International Brotherhood of Maintenance of Way Employes.
  64. International Association of Marble Workers.
  65. *Meat Cutters and Butcher Workmen.
  66. International Union of Metal Polishers, Buffers, Platers, and Brass Workers.
  67. International Alliance of Amalgamated Sheet Metal Workers.
  68. *United Mine Workers.
  69. International Molders’ Union.
  70. American Federation of Musicians.
  71. Brotherhood of Painters, Decorators and Paper Hangers.
  72. United Brotherhood of Paper Makers.
  73. Pattern Makers’ League.
  74. International Union of Pavers, Rammermen, Flag Layers, Bridge and Stone Curb Setters.
  75. Paving Cutters’ Union.
  76. International Photo-Engravers’ Union.
  77. *International Piano and Organ Workers’ Union.
  78. International Steel and Copper Plate Printers’ Union.
  79. International Association of Operative Plasterers.
  80. United Association of Plumbers, Gas Fitters, Steam Fitters, and Steam Fitters’ Helpers.
  81. National Federation of Post Office Clerks.
  82. National Brotherhood of Operative Potters. († XIV, 636, 643.)
  83. United Powder and High Explosive Workers.
  84. National Print Cutters’ Association.
  85. International Printing Pressmen’s Union.
  86. International Brotherhood of Pulp, Sulphite and Paper Mill Workers.
  87. Quarry Workers’ International Union.
  88. *Order of Railroad Telegraphers. († XVII, 821.)
  89. Brotherhood of Railway Clerks.
  90. Amalgamated Association of Street and Electric Railway Employes. († VII, 205.)
  91. International Brotherhood of Roofers, Composition, Damp and Waterproof Workers.
  92. Saw Smiths’ National Union.
  93. *International Seamen’s Union.
  94. International Shingle Weavers’ Union.
  95. International Union of Shipwrights’ Joiners and Caulkers.
  96. International Slate and Tile Roofers’ Union.
  97. International Union of Slate Workers.
  98. Spinners’ International Union. († XIV, 564, 573, 581.)
  99. Theatrical Stage Employes’ International Alliance.
  100. The Steel Plate Transferers’ Association.
  101. International Stereotypers and Electrotypers’ Union.
  102. Stone Cutters’ Association. († VII, 201.)
  103. Stove Mounters’ International Union. († VII, 860.)
  104. Switchmen’s Union of North America.
  105. *Journeymen Tailors’ Union.
  106. International Brotherhood of Teamsters.
  107. United Textile Workers. († VII, 343.)
  108. International Ceramic, Mosaic and Encaustic Tile Layers and Helpers’ Union.
  109. Tin Plate Workers’ Protective Association.
  110. International Brotherhood of Tip Printers.
  111. *Tobacco Workers’ International Union.
  112. International Union of Travellers’ Goods and Leather Novelty Workers.
  113. *International Typographical Union. († VII, 268.)
  114. Upholsterers’ International Union.
  115. Elastic Goring Weavers’ Amalgamated Association.
  116. American Wire Weavers’ Protective Association.
  117. International Brotherhood of Woodsmen and Saw Mill Workers.
  118. International Union of Amalgamated Wood Workers.
  119. *Brotherhood of Locomotive Engineers. († XVII, 821.)
  120. *Order of Railway Conductors of America. († XVII, 821.)
  121. *Brotherhood of Locomotive Firemen. († XVII, 821.)
  122. Brotherhood of Railroad Trainmen. († XVII, 821.)
  123. Brotherhood of Railway Trackmen.

            The constitutions of most of the Trades Unions for the United States will be found in Vol. XVII, Reports, U. S. Industrial Commission. Similar data for Great Britain is in the Appendix to “Foreign Reports, Vols. 1-2,” Royal Commission on Labour, pp. 15-324. [Volume I, United States; Volume II, Colonies and Indian Empire] [Both reserved in Gore Hall.] For early history of British Unions consult Reports, Royal Commission on Organization and Rules of Trades Unions, 1867-69; Parl. Papers, 1867, Vol. XXXII; 1867-68, Vol. XXXIX; 1868-69, Vol. XXXI. The Annual Report on Trade Unions by the Labour Department of the Board of Trade also contains up-to-date material on English conditions. Additional evidence as to labor conditions in each industry will be found in Vols. VIIVIIIXIIXIV, and XVII, U. S. Industrial Commission (consult Digest and Index in each volume); in the 11th Special Report, U.S. Bureau of Labor, on Restriction of Output; in the annual reports of the state bureaus of labor of New York, New Jersey, Massachusetts, etc. [See index under Unions in Special Index published by the U.S. Department of Labor; and in the Reports of the British Royal Commission.] The student should also consult Charles Booth’s Life and Labor of the People;

[(Original) Volume I, East London; (Original) Volume II, London; (Original) Appendix to Volume II; Note: the previous three original volumes were re-printed as four volumes that then were followed by Volume V, Population Classified by Trades; Volume VI, Population Classified by Trades (cont.); Volume VII, Population Classified by Trades; Volume VIII, Population Classified by Trades (cont.); Volume IX, Comparisons, Survey and Conclusions];

Webbs’, Industrial Democracy and History of Trade Unionism; and other books reserved in Gore Hall.

            Data respecting the various unions among railroad employees in the United States will be found in a separate section on Railway Labor, in Vol. XVII, U. S. Industrial Commission: as also in Vols. IV and IX. (See Digests and Indexes.)

            In cases where the American Trade Union journal is not in the library, the student will be expected to procure at least one copy from the Secretary of the Union. [See list of post office addresses posted with the enrolment slip.] These are to be filed with the report.

→ Exact references by title, volume and page must be given in foot-notes for all facts cited. This condition is absolutely imperative. Failure to comply with it will vitiate the entire report.

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003, Box 1, Folder “Economics, 1905-1906”.

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HARVARD UNIVERSITY

ECONOMICS 9a

ASSIGNMENT OF REPORTS

            → Exact references by title, volume and page must be given in footnotes for all facts cited. This condition is absolutely imperative. Without such foot-notes the report will be rejected. General references listed separately are of no value.

Group F

            Students will prepare a connected and logical statement of the course of a labor dispute, as indicated by number on the appended list. The particular year being given in this reference, proceed at first to fix the date of beginning and close of the contest. Poole’s Index of Periodicals should be carefully searched for references. Note, however, that the more serious studies do not appear until a year or two after the event. A Select List of Books (and periodicals) on Strikes, published by the Library of Congress in 1903, may conveniently be used. The World Almanac often contains data worthy of consideration. Rely upon the Economic journals, where possible, but always seek many different authorities. The various reports of state Bureaus of Labor, which might take cognizance of the strike, should also be examined. Newspapers, to be found at the Boston Public Library, are useful; but statements therein should be carefully weighed. Clearly distinguish among other things: the cause of the strike; the policy of workmen and employers in its conduct; legal processes invoked; and the results to both parties. Summarize your conclusions succinctly at the end.

  1. Pennsylvania Railroad, 1877.
  2. Chicago Printers, 1880.
  3. Railway Telegraphers, 1883.
  4. Southwestern Railways, 1886.
  5. Anthracite Coal Miners, 1887-88.
  6. Homestead Strike, 1890.
  7. Spring Valley, 1890.
  8. Chicago, Burlington & Quincy Railroad, 1891.
  9. Cripple Creek, 1893.
  10. Anthracite Coal Miners, 1893-94.
  11. Northern Pacific Railway, 1894.
  12. Pullman Strike, 1894.
  13. The Army of the Commonweal, 1894.
  14. New York Tailors, 1895.
  15. Bituminous Coal Miners, 1897.
  16. Marlboro, Mass., 1898-99.
  17. Chicago Building Trades, 1900.
  18. New York Cigar Makers, 1900.
  19. Anthracite Coal Workers, 1900.
  20. Steel Workers, 1901.
  21. Louis Street Railway, 1901.
  22. Boston Teamsters, 1901.
  23. Machinists Strike, 1901.
  24. Anthracite Coal Miners, 1902.
  25. Boston Brewery Workmen, 1902.
  26. Pawtucket Weavers, 1902.
  27. New York Building Trades, 1903.
  28. Colorado Miners, 1903-04.
  29. New York Garment Workers, 1903-04.
  30. New York Subway, 1904-05.
  31. Fall River Cotton Mills, 1904-05.
  32. Chicago Butchers, 1904

[Note: nothing listed between items 32 and 51]

  1. London Docks, 1889.
  2. Scottish Railways, 1891.
  3. English Coal Miners, 1893.
  4. Lancashire Cotton Mills, 1900.
  5. English Coal Miners, 1901.
  6. French Coal Miners [Carmaux], 1902.

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003, Box 1, Folder “Economics, 1905-1906”.

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ECONOMICS 9a
Final Examination, 1905-06

  1. Criticise Compulsory Insurance Acts from the distinct points of view of (1) thrift, (2) efficiency, and (3) morality, stating the nature of the evidence in each case.
  2. In what domains of social legislation are the following countries more advanced than the United States: (a) Great Britain, (b) the colony of Victoria, (c) the colony of New Zealand, (d) Germany? In what branches of such legislation does the United States surpass Buropean countries? [Answer by merely naming, without descriptive matter.]
  3. How do the Australian colonies deal with the non-union man in their labor laws?
  4. Defend the Minimum Wage policy from the workman’s point of view, and state the employers’ objections thereto.
  5. In what kinds of social legislation is the Federal character of our government a serious bar to experimentation? Show clearly the reasons why.
  6. What policies in the matter of apprenticeship on the part of employers do the trades unions seek to thwart by their rules on the subject?
  7. How does an injunction differ from an ordinary rule at law; and why is it so commonly used in labor disputes?
  8. What is a Federal Union as distinct from a Trade Union?

Source: Harvard University Archives. Harvard University, Examination Papers 1873-1915. Box 8, Bound volume: Examination Papers, 1906-07Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1906), p. 35.

Image Source: Four strikers of the Ladies Tailors union on the picket line during the “Uprising of the 20,000”. Photo dated February 1910. Strike ran from November 1909 to March 1910. From the George Grantham Bain Collection, Library of Congress.

Categories
Exam Questions Harvard Transportation

Harvard. Final examination for transportation economics. Ripley, 1905-1906

Relatively early on transportation economics was recognised as one of the major specialisation fields within applied economics. This can be illustrated with the courses offered by William Zebina Ripley at Harvard that were introduced during the first decade of the twentieth century. Ripley also covered labor relations as well as industrial organisation and regulation. This was still a time when economics faculty members were expected to span several special fields. As Adam Smith had said, “The division of labour is limited by the extent of the market.” The era of the “Universalgenie” [Narrator’s voice: “They only thought they were.”] had not yet been replaced by the era of the “Fachidiot” [The narrator continues, “…ahem, present company excluded”].

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Earlier exams etc. for Economics 5

1900-01 (Hugo Richard Meyer alone)
1901-02 (Ripley with Hugo Richard Meyer)
1903-04 (Ripley alone)
1904-05 (Ripley with Stuart Daggett)

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Course Enrollment
1905-06

Economics 5 1hf. Professor [William Zebina] Ripley, assisted by Mr. [Stuart] Daggett. — Economics of Transportation.

Total 138: 10 Graduates, 32 Seniors, 59 Juniors, 28 Sophomores, 9 Others.

Source: Harvard University. Report of the President of Harvard College, 1905-1906, p. 72.

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ECONOMICS 5
Final Examination
1905-06

  1. What is the present legal status of the “Long and Short Haul” clause of the Act to Regulate Commerce? Outline the decisions clearly.
  2. The average length of haul on the St. Paul road is about 185 miles; while on the Union Pacific it is about 386 miles. How would these conditions affect the revenue per ton mile?
  3. What advantages might follow the repeal of the prohibition of pooling, from a railway point of view?
  4. What authority has the Interstate Commerce Commission concerning witnesses and the production of papers? What is the latest decision?
  5. Should the following items of expenditure be charged to capital, improvement, or operating expense account, viz.: (1) cost of abolishing grade crossings; (2) replacement of light rails with heavy ones; and (3) premium on purchase of stock in a subsidiary road? Give your own reasons for whichever course you advocate.
  6. What is the present method of control of the anthracite coal roads?
  7. What are the main inducements for stock watering, as described by Johnson?
  8. What is the nature of the principal bills now before Congress, amending the Act to Regulate Commerce? Describe them separately.

Source:  Harvard University, Examination Papers 1873-1915. Box 7, Bound volume: Examination Papers, 1905-06;  Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College(June, 1906), p. 31.

Image Source: Harvard University Archives.  William Zebina Ripley [photographic portrait, ca. 1910], J. E. Purdy & Co., J. E. P. & C. (1910). Colorized by Economics in the Rear-view Mirror.

Categories
Exam Questions Harvard Industrial Organization

Harvard. Enrollment, Course description, Final exam. Economics of Corporations. Ripley and Custis, 1904-1905

In 1904-05 Professor William Zebina Ripley of Harvard co-taught his course on the economics of corporations with his dissertation student Vanderveer Custis, who went on to teach economics at the University of Washington and later at Northwestern University where he attained professorial rank. The economics of corporations course was at least implicity paired to a course on labor problems (material found in the previous post). The common thread through the sequence would have been the study of market power through combination of laborers (trade unions) on the one hand and corporations (trusts) on the other.

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Other Corporations/Industrial Organization Related Posts
for William Z. Ripley

Problems of Labor and Industrial Organization, 1902-1903.

Economics of Corporations, 1903-1904.

Economics of Corporations, 1914-1915.

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Course Readings

Cases for the course are most certainly found in Trusts, Pools and Corporations (1905), edited with an introduction by William Z. Ripley. From the series of Volumes Selections and Documents in Economics, edited by William Z. Ripley published by Ginn and Company, Boston.

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Course Enrollment
1904-05

Economics 9b 2hf. Professor Ripley and Mr. Custis. — Economics of Corporations.

Total 190: 17 Graduates, 31 Seniors, 95 Juniors, 34 Sophomores, 1 Freshman, 12 Others.

Source: Harvard University. Report of the President of Harvard College, 1904-1905, p. 75.

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Course Description
1904-05

[Economics] 9b 2hf. Economics of Corporations. Half-course (second half-year) Tu., Th., Sat., at 11. Professor Ripley.

The work of this course will consist of a discussion of the problems connected with the fiscal and industrial organization of capital, especially in the corporate form. The principal topic considered will be industrial combination and the so-called trust problem. This will be treated in all its phases, with comparative study of the conditions in the United States and European countries. The growth and development of corporate enterprise, promotion, capitalization and financing, publicity of accounting, the liability of directors and underwriters, will be Illustrated fully by the study of cases, not from their legal but from their purely economic aspects; and the effects of industrial combination and integration upon efficiency, profits, wages, the rights of investors, prices, industrial stability, the development of export trade, and international competition will be considered in turn.

The course is open to those students only who have taken Economies 1. Systematic reading and report work will be assigned from time to time.

Source: Harvard University. Faculty of Arts and Sciences. Division of History and Political Science Comprising the Departments of History and Government and Economics, 1904-05 (May 16, 1904), pp. 43-44.

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ECONOMICS 9b
Year-end Examination, 1904-05

  1. In what respect did the English Company Law of 1900 fall short of providing an adequate remedy for abuses which had developed?
  2. What was the gist of the Federal decision in the Knight (Sugar Trust) case; and how does it bear upon the present situation?
  3. What is the form of the Anti-Trust laws of the different states? Discuss the feasibility of this remedy.
  4. What are Meade’s final propositions as to the need and nature of reform in corporate management?
  5. Compare the two principal methods of administering corporate sinking funds.
  6. Outline three important cases showing the attitude of the English common law toward monopoly.
  7. What appears to you as the most serious social evil in the present situation? Distinguish carefully between economic, social, and political aspects.
  8. How has economy in the matter of freights been sought by industrial combinations, and with what success?

Source: Harvard University Archives. Harvard University, Examination Papers 1873-1915. Box 7, Bound volume: Examination Papers, 1904-05;  Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1905), p. 30.

Image Source: Harvard University Archives.  William Zebina Ripley [photographic portrait, ca. 1910], J. E. Purdy & Co., J. E. P. & C. (1910). Colorized by Economics in the Rear-view Mirror.

Categories
Economists Exam Questions Harvard Labor

Harvard. Enrollment, Course description, Final exam. Problems of Labor. Ripley and Custis, 1904-1905

Professor William Zebina Ripley of Harvard had comfortably settled in his fields of statistics, labor problems and corporate finance/industrial organization by 1904-05. In that year he co-taught his labor course with his dissertation student Vanderveer Custis, who went on to teach economics at the University of Washington and later at Northwestern University where he attained professorial rank.

Fun fact: According to the 1907 University of Washington yearbook Tyee (p. 22), Assistant Professor of Economics Vanderveer Custis was a lineal descendant of Martha Custis Washington.

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Other Labor Related Posts
for William Z. Ripley

Problems of Labor and Industrial Organization, 1902-1903.

Problems of Labor, 1903-1904.

Short Bibliography of Trade Unionism, 1910.

Short Bibliography of Strikes and Boycotts, 1910.

Trade Unionism and Allied Problems, 1914-1915.

Problems of Labor, 1931.

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Vanderveer Custis
[1878-1961]

Chicago, June 17. Vanderveer Custis, Emeritus Professor of Economics at Northwestern University, died today in a rest home in Arlington Heights. He was 82 years old.

Mr. Custis studied at Harvard University, where he took degrees of Bachelor of Arts [1901], Master of Arts [1902] and Doctor of Philosophy [1905].

He taught economics at the University of Washington from 1905 until 1922, when he went to Northwestern as Associate Professor of Economics. He was made a full professor in 1937 and retired in 1944.

Source: New York Times (18 June 1961).

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Vanderveer Custis
Ph.D. exams

Special Examination in Economics, Wednesday, June 7, 1905.
General Examination passed May 20, 1904.
Committee: Professors Taussig (chairman), Ripley, Bullock, Sprague, and Wyman.
Academic History: Harvard College, 1897-1901; Harvard Graduate School, 1901-04; A.B. (Harvard) 1901; A.M. (ibid.) 1902.
Special Subject: Industrial Organization.
Thesis Subject: “The Theory of Industrial Consolidation.” (With Professor Ripley).

Source: Harvard University Archives. Harvard University, Examinations for the Ph.D. (HUC 7000.70), Folder “Examinations for the Ph.D., 1904-1905”.

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Course Enrollment
1904-05

Economics 9a 1hf. Professor [William Zebina] Ripley and Mr. [Vanderveer] Custis. — Problems of Labor.

Total 128: 10 Graduates, 29 Seniors, 59 Juniors, 23 Sophomores, 7 Others.

Source: Harvard University. Report of the President of Harvard College, 1904-1905, p. 75.

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Course Description
1904-05

[Economics] 9a 1hf. Problems of Labor. Half-course (first half-year). Tu., Th., Sat., at 1.30. Professor Ripley.

The work of this course will be concerned mainly with the economic and social questions relating to the relations of employer and employed, with especial reference to legislation. Among the topics included will be the following, viz.: methods of remuneration, profit sharing, cooperation, collective bargaining; labor organizations; factory legislation in all its phases in the United States and Europe; strikes, strike legislation and legal decisions, conciliation and arbitration; employers’ liability and compulsory compensation acts; compulsory insurance with particular reference to European experience; provident institutions, friendly societies, building and loan associations; the problem of the unemployed; apprenticeship, and trade and technical education.

Each student will be expected to make at least one report upon a labor union, from the original documents. Two lectures a week, with one recitation, will be the usual practice.

Source: Harvard University. Faculty of Arts and Sciences. Division of History and Political Science Comprising the Departments of History and Government and Economics, 1904-05 (May 16, 1904), p. 43.

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ECONOMICS 9a1
Year-end Examination, 1904-05

  1. State two objections to a general policy of insurance against unemployment, as tried in Switzerland.
  2. What peculiar trade conditions may make the National Union outweigh the locals in importance? Illustrate.
  3. State the two principal grounds on which employees were first denied damages for injuries about 1837.
  4. As a commercial venture how does compulsory insurance, as in Germany, differ from ordinary insurance, as it exists in the United States.
  5. What is the present status of the “closed shop” before English and American courts?
  6. In what respects does the British Trades Union Congress differ from the Annual Convention of the British Federation of Labor?
  7. What were the main causes of the downfall of the Knights of Labor? How is the American Federation protecting itself in these regards?
  8. How far has arbitration in labor disputes by governmental agency proceeded in the United States?

Source: Harvard University Archives. Harvard University, Examination Papers 1873-1915. Box 7, Bound volume: Examination Papers, 1904-05;  Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1905), pp. 29-30.

Image Source: The 1907 edition of the University of Washington yearbook, Tyee.

Categories
Exam Questions Harvard Transportation

Harvard. Course enrollment, description, and final exam. Economics of Transportation. Ripley and Daggett, 1904-1905

 

Professor William Zebina Ripley together with his student Stuart Daggett (Ph.D. 1906) offered “Economics of Transportation” during the first semester of 1904-05 at Harvard. Reading the exam questions it is pretty clear that the emphasis was on railroads, a subject that posed interesting and important policy questions in industrial organization, government regulation, and finance. Ripley published much on transportation problems in general and railway problems in particular. 

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Monographs/Books on Transportation by W. Z. Ripley

TransportationChapter from the Final report of the U.S. Industrial Commission (Vol. XIX) and privately issued by the author for the use of his students and others. Washington, D.C., 1902.

Railway Problems, edited with an introduction by William Z. Ripley (Boston: Ginn & Company, 1907).

Railroads: Rates and Regulation (New York: Longmans, Green, and Co., 1912).

Railroads: Finance & Organization (New York: Longmans, Green, and Co., 1915).

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Course Enrollment
1904-05

Economics 5 1hf. Professor [William Zebina] Ripley and Mr. [Stuart] Daggett. — Economics of Transportation.

Total 139: 5 Graduates, 54 Seniors, 47 Juniors, 25 Sophomores, 2 Freshmen, 6 Others.

Source: Harvard University. Report of the President of Harvard College, 1904-1905, p. 74.

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Course Description
1904-05

[Economics] 5. 1hf. Economics of Transportation. Half-course (first half-year). Tu., Th., and (at the pleasure of the instructor) Sat., at 10. Professor Ripley.

A brief outline of the historical development of rail and water transportation in the United States will be followed by a description of the condition of transportation systems at the present time; with a view to familiarizing the student with the principal sources of information. The four main subdivisions of Rates and Rate-Making, Finance, Traffic Operation, and Legislation will be considered in turn. The first subdivision deals with the relation of the railroad to the shipper. It will comprehend an analysis of the theory and practice of rate-making, including, for example, freight classification, the nature of railroad competition, the long and short haul principle, pooling, etc. Under the second heading, having reference to the interests of owners and investors, an outline will be given of the nature of railroad securities, such as stocks, bonds, etc., the principles of capitalization, the interpretation of railroad accounts and annual reports, receiverships and reorganizations, etc. Railroad Operation, the third subdivision, will deal with the practical problems of the traffic department, such as the collection and interpretation of statistics of operation, pro-rating, the apportionment of cost, depreciation and maintenance, etc. In the fourth subdivision, Legislation, the course of state regulation and control in the United States and Europe will be traced. Discussion will follow concerning the work of the Interstate Commerce Commission, judicial interpretation of the law, and the relation of the Commission to the Courts.

One special report from original sources on an assigned topic will be required of every student in the course. Two lectures will be given regularly per week, while the third hour will be devoted to recitation and written work. Course 5 is open to all students who have taken Economics 1.

Source: Harvard University. Faculty of Arts and Sciences. Division of History and Political Science Comprising the Departments of History and Government and Economics, 1904-05 (May 16, 1904), p. 40.

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ECONOMICS 51
Final Examination, 1904-05

  1. What is a “voting trust,” and for what purposes may one be created?
  2. What seems to be the plan of organization of the anthracite coal roads to secure concerted action in marketing their product? Outline clearly what their policy is.
  3. What does the Operating Ratio show and what is its main defect as an index of efficiency?
  4. Outline the Massachusetts policy of railway regulation: (a) in respect of general service; and (b) in financial matters.
  5. What are the present powers of the Interstate Commerce Commission in respect of rate making? Carefully distinguish the different phases of this matter.
  6. How far have the Elkins’ Amendments remedied the abuses against which it was directed?
  7. Illustrate at least two possible uses of the power of injunction to remedy evils in railway service. Give concrete illustrations.
  8. Define exactly what is meant by the following:—

(a) Charging expenses to capital account.
(b) Cancelling a commodity rate.
(c) A pro-rating division of the rate.

Source: Harvard University Archives. . Harvard University. Mid-year Examinations, 1852-1943. Box 7, Bound Volume: Examination Papers, Mid-Years 1904-05. Copy also available in Harvard University, Examination Papers 1873-1915. Box 7, Bound volume: Examination Papers, 1904-05;  Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1905), p. 25.

Image Source: Buster Keaton in “The General” (1926). If you want a mugshot of Professor William Z. Ripley go here.

Categories
Exam Questions Harvard Statistics

Harvard. Enrollment, course description, final examinations. Statistics. Ripley, 1904-1905

 

The sole course devoted to number-crunching in the Harvard economics program in the early 20th century required no more than a command of the four arithmetic operations, sharp pencils and graph paper. William Z. Ripley was there to introduce his students to the myriad sources of economic and social statistics available for his time. Interpretation was what did with one’s data when one was not collecting, aggregating, averaging and/or tabulating raw counts and accounting sums.

In a collection of short bibliographies published in 1910, prepared with students of social ethics in mind,William Z. Ripley assembled the following Short Bibliography on Social Statistics for “Serious-minded Students”.

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Course Enrollment
1904-05

Economics 4. Professor Ripley. — Statistics. Theory, method, and practice.

Total 11: 7 Graduates, 1 Senior, 2 Sophomores, 1 Other.

Source: Harvard University. Report of the President of Harvard College, 1904-1905, p. 74.

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Course Description
1904-05

[Economics] 4. Statistics. — Theory, method, and practice. Tu., Th., at 10. Professor Ripley.

This course is intended to serve rather as an analysis of methods of research and sources of information than as a description of mere results. A brief history of statistics will be followed by an account of modes of collecting and tabulating census and other statistical material in the United States and abroad, the scientific use and interpretation of results by the mean, the average, seriation, the theory of probability, etc. The main divisions of vital statistics, relating to birth, marriage, morbidity, and mortality, life tables, etc.; the statistics of trade and commerce, such as price indexes, etc.; industrial statistics relating to labor, wages, and employment; statistics of agriculture, manufactures, and transportation, will be then considered in order. The principal methods of graphic representation will be comprehended, and laboratory work, amounting to not less than two hours per week, in the preparation of charts, maps, and diagrams from original material, will be required.

 

Course 4 is open to students who have taken Economics 1; and it is also open to Juniors and Seniors who are taking Economics 1. It is especially recommended, in connection with Economics 2, for all candidates for advanced degrees.

Source: Harvard University. Faculty of Arts and Sciences. Division of History and Political Science Comprising the Departments of History and Government and Economics, 1904-05 (May 16, 1904), pp. 39-40.

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Economics 4
Mid-year Exam, 1904-05

  1. What were the main causes in 1890 for the “apparent loss of over 1,000,000 children under five years of age as compared with the proportion in 1880”? Were the same conditions revealed in 1900, and why?
  2. State separately at least four changes in vital statistics revealed in 1900 due to changes in immigration, explaining fully in each case the differences from the situation in 1900.
  3. What is the “chip system” in use in the Massachusetts Bureau of Labor Statistics, comparing it with the Federal apparatus for tabulation?
  4. How is the birth rate for the United States calculated in the Federal Census Office?
  5. What is meant by “standardizing” a mortality rate? Has any proposal to do this internationally been made? Outline it in general.
  6. What are some of the theories seeking to explain the slight preponderance of boys over girls at birth?

Source: Harvard University Archives. Harvard University. Mid-year Examinations, 1852-1943. Box 7, Bound Volume: Examination Papers, Mid-Years 1904-05.

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Economics 4
Year-end Exam, 1904-05

  1. Which system of price index numbers seems to you most reliable and why?
  2. What was Engel’s “quet” and wherefor was it devised?
  3. What are the best authorities on wage statistics; (a) for the United States; (b) for Great Britain?
  4. What are the principal difficulties in measuring the intensity of criminal phenomena in two countries over a term of years?
  5. What items in statistics of manufactures may be used with confidence, as being really indicative of conditions?
  6. Outline the nature of our American agricultural statistics, describing (1) the method of collection; (2) reliability; and (3) the problem of coöperation in effort.

Source: Harvard University Archives. Harvard University, Examination Papers 1873-1915. Box 7, Bound volume: Examination Papers, 1904-05;  Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1905), p. 25.

Image Source: Harvard University Archives.  William Zebina Ripley [photographic portrait, ca. 1910], J. E. Purdy & Co., J. E. P. & C. (1910). Colorized by Economics in the Rear-view Mirror.