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Columbia. Economics Ph.D. Alumnus, Henry Raymond Mussey. 1905

Time to meet another economics Ph.D. alumnus.

This post provides a chronology of the life and career of Henry R. Mussey who received his graduate economics (and sociology) training at Columbia University. His useful editing skills landed him jobs twice at The Nation where he served as managing editor for a number of years. A man of convictions sufficiently strong to quietly resign his Columbia/Barnard position in protest of the dismissal of psychology professor James McKeen Cattell and English/comparative literature assistant professor Henry Wadsworth Longfellow Dana in 1917 for allegedly disseminating “doctrines tending to encourage a spirit of disloyalty to the Government of the United States.” Historian Charles Beard’s resignation also in protest of these dismissals was both public and fiery. It is not clear why Mussey did not create more of a fuss, but I would guess his personality was the opposite of a fist-pounding, door-slamming alpha-academic. 

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Other posts with Henry R. Mussey related content

His 1910 essay “Economics in the College Course.

Civil rights activist’s Virginia Foster Durr’s recollection of “Professor Muzzy” at Wellesley College in the early 1920s.

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Henry Raymond Mussey
Timeline

1875. December 7. Born in Atkinson, Illinois to parents William Alvord Mussey (1839-1926) and Louise Nowers (1845-1928).

Began his collegiate studies at the Geneseo Collegiate Institute, Illinois.

1900. A.B. Beloit.

Fun fact.  In 1899 H.R. Mussey (’00) played the role of Antigone. Performances of Greek dramas given in English were a staple of Beloit College life.
Source: Edward Dwight Eaton, Historical sketches of Beloit College, (Second edition, 1935), p. 234

1901-02. Presented a paper “The Theory of Monopolies” in John Bates Clark seminar in political economy and finance that met every other week.

1902. Fellow in the Columbia Department of Economics, appointed instructor in Economics to replace A.M. Day who had resigned to work for the new Tenement House Commission of New York City. “Mr. Mussey has already acquired much popularity and confidence among the students in his classes.” Columbia Daily Spectator, Vol. XLV, No. 42 (21 March 1902), p. 1.

1903. The “Fake” Instalment Business. New York: The University Settlement Society.

1903-05. Assistant Professor of Economics and Industry in New York University School of Commerce .
Source: Barnard College, Morterboard, 1912, p. 28.

1905. Ph.D., Columbia University. Thesis: Combination in the Mining Industry: A Study of Concentration in Lake Superior Iron Ore Production. (vol. XIX, No. 3) New York: Columbia University Press.

1905. Engaged to Miss Mabel Hay Barrows of New York. Ca. 1902 she directed a revival production of the Greek play The Ajax of Sophocles at the university. Winter 1904-05 Ajax performed in New York. Also given in different colleges (Manhattan, Chicago, University of California) travelling as far West as California. “Mr. Mussey accompanied the players as general director of stage manager. He is professor of economics and history in New York university.” The Minneapolis Journal (Jan 24, 1905, p. 11).

“The music for the occasion has been composed by Miss Constance Mills and the costumes worn by the actors and singers have been copied form Greek vase paintings. Preceding the idyls a chorus of maidens will sing the oldest piece of Greek music of which both words and notes are preserved—the Delphic Hymn to Apollo. The production will be rendered further interesting by three Greek dances, one of the religious type, one mimetic in character, and the other a reminiscence of the nymphs of sea and land, which will be given between the scenes from Theocritus.”
Source: Brooklyn Life (February 11, 1905, p. 32).

1905. June 28. Married Mabel Hay Barrows (1874-1931) in Georgeville, Quebec. One son.

1905-07. Associate Professor of Economics at Bryn Mawr College.
Source: Barnard College, Morterboard, 1912, p. 28.

1907-09. Assistant Professor of Sociology in the University of Pennsylvania.
Source: Barnard College, Morterboard, 1912, p. 28.

1908. Passport application (May 6). Permanent residence given as Bryn Mawr, Pennsylvania. Occupation university professor. Passport to be sent to Loan Hall, University of Pennsylvania, Philadelphia, PA.

1909-1917. On the faculty of Barnard College.

1910. Economics in the College Course. Educational Review, Vol. XL (October, 1910), pp. 239-249.

1910. Drs. Agger and Mussey project. “Intersection debate” conducted by the Barnard Literary Association. Teams selected of four students from each class to debate, “Resolved that the common ownership of all the means of production will promote social welfare.”

1911. Adjunct Professor of Economics.
Source: Barnard College, Morterboard, 1911, p. 27.

1911. Henry Raymond Mussey, editor. The Reform of the Currency. In the Proceedings of the Academy of Political Science in the City of New York, vol. 1, no. 2, (January 1911).

1912. Assistant Professor of Economics, Barnard College.
Source: Barnard College, Morterboard, 1912, p. 28). Under his faculty portrait: “A smile that puts to flight all care and troubles, withal it teaches us of poverty and rents.”

1912. [identified as Associate Professor of Economics, Columbia University] Mussey, Henry Raymond. “Discussion of Investments on Instalments.” Proceedings of the Academy of Political Science in the City of New York, vol. 2, no. 2, 1912, pp. 107–08.
JSTOR https://doi.org/10.2307/1171942

1916. Passport application (January 17). Permanent residence Croton-on-Hudson, New York. Plan to leave from the port of Seattle on the Awa Maru on March 7, 1916 to travel and study in Japan and China.

1916. Associate Professor of Economics in Columbia University, representing Beloit College at Vassar College Fiftieth Anniversary Celebration

1917. “took part in the arranging the program of a convention of the academy at Long Beach, L.I. in May, 1917, which caused comment because of alleged pacifist and pro-German speeches.” From Mussey’s New York Times obituary (February 11, 1940), p. 48

Proceedings of the Academy of Political Science in the City of New York, Vol. VII, Nos. 2,3 (July 1917). Edited by Henry Raymond Mussey and Stephen Pierce Duggan.

Part I. 1. The Democratic Ideal in World Organization; 2. Future Pan-American Relations.
Part II. 3. Future Relations with the Far East; 4. Investments and Concessions as Causes of International Conflict.

1917. Associate Professor of Economics on the Barnard College Foundation. Tendered resignation to be effective at the convenience of the University.
Columbia Daily Spectator, Vol. XLI, No. 47 (4 December 1917), p. 1

“Rumours that circulated about the University yesterday to the effect that Professor Henry Raymond Mussey, Associate Professor of Economics on the Barnard Foundation, had tendered his resignation because of his sympathy with Professor Beard’s recent similar action were thoroly dispelled by various authorities on the campus, including Professor Mussey himself.
Source: Columbia Daily Spectator, Vol. XLI, No. 48 (5 December 1917), p. 1

 

“Although Dr. Mussey refused to comment at the time, it was reported that the resignation was designed as a protest against the dismissal by the university of two other faculty members [James McKeen Cattell and Henry Wadsworth Longfellow Dana]”
From New York Times obituary (February 11, 1940), p. 48

1918. Edited National Conference on War Economy. Vol. VIII, No. 1 (July 1918) of the Proceedings of the Academy of Political Science in the City of New York.

1918-20. Managing editor of The Nation.

1922. Joins the Wellesley College faculty.

PROFESSOR HENRY R. MUSSEY TO TEACH HERE
Appointed to Position in Economics Department
The Wellesley News (January 26, 1922), p. 2.

                  Dr. Henry R. Mussey has recently been appointed a member of the Department of Economics and Sociology, and is to come to Wellesley at the beginning of the second semester.

                  Dr. Mussey has had a distinguished career as teacher in several of the colleges of highest standing. He has been at various times Assistant Professor of Economics and Industry in New York University School of Commerce, Assistant Professor of Sociology in the University of Pennsylvania, Associate Professor of Economics at Bryn Mawr College, and Associate Professor of Economics at Barnard and Columbia.

                  For the past four years Dr. Mussey has given his time to journalism and public affairs, serving successively as managing editor of the Nation and of the Searchlight, and as executive secretary of the People’s Legislative Service at Washington.

                  Wellesley is fortunate in having the first fruits of Dr. Mussey’s extra-academic experience.

“Through the studies which I have recently made in Washington of American shipping interests and the Merchant Marine,” said Mr. Mussey, new professor in the Department of Economics….[made] during the time he was conducting investigations for senators and congressmen at Washington, just before he joined the faculty of Wellesley College.”
Source: The Wellesley News (February 23, 1922), p. 5.

1922-1929. Joined Wellesley College February 1922, left in 1929 to serve as Managing Editor of The Nation. Returned to Wellesley in 1931. The Wellesley News (February 15, 1940)

1929-31. Returns to The Nation as managing editor.

1930. Mussey prepared survey “for the League for Independent Political Action in which need for the formation of a new political party to deal with unemployment was set forth.” From New York Times obituary (February 11, 1940), p. 48

THIRD PARTY PLANS ARE LAID BY GROUP
League for Independent Political Action, Headed by Columbia Professor, Is Formed.
By the Associated Press.

NEW, YORK, September 9. Formation of the League for Independent Political Action, to help in organizing a new national political party, was announced yesterday. Prof. John Dewey of Columbia University is chairman.

The announcement said a national committee of 100 had been formed to start the movement opposing the Republican and Democratic parties.

Among the league’s aims, according to the announcement, are public ownership of public utilities, unemployment and health Insurance, old age pensions, relief for the farmer on, virtually a free trade basis, high progressive taxes on incomes, inheritances and increases in land values; abolition of “yellow dog” contracts and injunctions in labor disputes, independence of the Philippines and non-restriction of Negro and immigrant labor suffrage.

Officers include James Maurer, president of the Pennsylvania Federation of Labor; Zona Gale, of Wisconsin, author; Paul H. Douglas, professor of industrial relations, University of Chicago, and W. E. B. Dubois of New York, Negro educator, vice presidents.
SourceEvening Star, Washigton, D.C. (September 9, 1929), p. 16

1931. Returns to Wellesley College. [The Wellesley News (February 15, 1940)]

1931. Mussey’s wife, Mabel Hay Barrows, died at Neubrandenburg, Mecklenburg-Strelitz. November 30.

“Doctor and Mrs Mussey were abroad for a year, and she was taken suddenly sick while travelling through Germany.” Boston Globe (December 7, 1931), p. 11.

Date of death from American Consular Service, Report of the Death of an American Citizen. Cause of death: Intestinal Ulcers and intestinal complications as certified by attending physician (Duodenal Ulcer). Cremated.

1934. July 15. Married Miss Sara Corbett.

1936. “helped organize in Boston the Massachusetts Society for Freedom in Teaching.” From New York Times obituary (February 11, 1940), p. 48

1940. February 10. Henry Raymond Mussey, A. Barton Hepburn professor of economics, died in Wellesley, Massachusetts.

Image Source: Bryn Mawr College Yearbook, Class of 1907.

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Gender Undergraduate Wellesley

Wellesley. Economics education of Virginia Foster Durr, ca. 1922

Again we may thank serendipity and my propensity to plunge into the rabbit-holes of opportunity for another post. I came across a collection of oral history interviews in the University of North Carolina’s Documenting the American South while seeking information about UNC economics professor Daniel Houston Buchanan. It was in that collection of primary resources that I stumbled upon the 1975 interviews with the Civil Rights activist Virginia Foster Durr. In her description of her years at Wellesley College, I came across Durr’s positive recollection of economics professor “Muzzy”. That part of her interview was reworked and included in her autobiography seen below. I then decided to track down the professor who ignited her lifelong interest in economic inequality. It would have made my work slightly easier had she or her editor thought about checking the correct spelling of Muzzy. The professor in question turns out to be Henry Raymond Mussey (Columbia Ph.D., 1905).

What we have with this post some indication of the impact made by one economics instructor on the future political life of one of his students. She fought the good fight and Mussey was a positive influence in her personal development. 

Bonus Material: What Durr had to say about matters sexual and biblical at Wellesley in the early 1920s has been included along with the account of her economics awakening.

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Virginia Foster Durr

Born August 6, 1903, and raised in Birmingham, Alabama, Virginia Foster Durr was the youngest child of Ann (Patterson) and Sterling Johnson Foster. She attended Wellesley College from 1921 to 1923, when she was forced to withdraw due to lack of funds. In 1926 she married Clifford Judkins Durr. In 1933, when Clifford Judkins Durr was appointed to the Reconstruction Finance Corporation, the Durrs moved to Seminary Hill, Virginia; Clifford Judkins Durr later worked for the Federal Communications Commission.

During the years the Durrs lived in Virginia, Virginia Foster Durr led an active social life. Her circle included government officials she knew through Clifford Judkins Durr and through her sister, Josephine, and brother-in-law, Hugo Black, Sr., who was appointed to the United States Supreme Court in 1937. She also devoted time to liberal causes. From 1938 to 1948 Virginia Foster Durr was active in the Southern Conference in Human Welfare, primarily fighting the poll tax. She campaigned for progressive Democrats in 1942 and for the Progressive Party, supporting Henry A. Wallace’s 1948 presidential bid. She also endorsed the American Peace Crusade in 1951.

In 1951, after a brief period in Denver, the Durrs returned to Alabama, where Clifford Judkins Durr opened a private law practice in Montgomery, and Virginia Foster Durr worked as his secretary. In 1954 Virginia Foster Durr and others were accused of being Communists and were called before the Senate Internal Security Sub-Committee, chaired by Senator James Eastland of Mississippi. Although Clifford Judkins Durr did not serve as Virginia Foster Durr’s attorney, he did a great deal of work on the case, collecting information about the informants and providing legal advice to Virginia Foster Durr and her co-defendants. The accusations were ultimately proven to be false.

In 1955, when Rosa Parks was arrested for refusing to give up her seat on a bus to a white passenger, Clifford Judkins Durr was called in as her attorney and arranged for her release on bail. This incident sparked the “Montgomery Bus Boycott,” during which African Americans refused to ride on public transportation in the city for over a year. Thus began a second period of civil rights activism for Virginia Foster Durr.

Virginia Foster Durr’s political activities, and Clifford Judkins Durr’s activities with the National Lawyers’ Guild and his public attacks on loyalty oaths and the FBI, led to surveillance by the Bureau.

The Durrs had five children, four of whom survived to adulthood: Ann Durr Lyon, Lucy Durr Hackney, Virginia (“Tilla”) Foster Durr, and Lulah Durr Colan. After the death of Clifford Judkins Durr in 1975, Virginia Foster Durr lived in Wetumpka, Alabama, spending summers on Martha’s Vineyard, Massachusetts. Her autobiography, Outside the Magic Circle, was published in 1985. She continued to be politically active until a few years before her death. She died in Carlisle, Pennsylvania, in 1999, at the age of 95.

Source: Biographical note to Papers of Virginia Foster Durr, ca. 1910-2007 in the Schlessinger Library, Radcliffe Institute Collection.

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Sex, Religion, and Economics
The liberations of Virginia Foster Durr at Wellesley Colleg
e

                  …Instead of making us think how wonderful it would be to have a baby, we developed a real horror of such a disgusting performance. But that was typical of Wellesley: they would teach you one thing on a scientific basis but never tell you how the baby got into the mother’s stomach. Now, I’m sure there were girls at Wellesley who did know, but not the group I was with. We had been so inhibited by that time that we didn’t want to know. We didn’t discuss things like that. We talked about romance and beaus and lovers and sweethearts but not sex.

                  I’m sure the Southern girls believed, as I did, that sex was something connected with black people. It happened in the basement and was dirty and ugly and smelled bad, with a man leaving in the middle of the night or early in the morning and Mother getting upset and saying, “She’s had a man down there all night.” Something was ugly and disgusting about it.

                  We had some excellent teachers at Wellesley. I had a marvelous teacher in economics, Professor Muzzy (sic). He was a socialist, a Fabian. The Russian Revolution had taken place, but I never heard about it. Communism and Russia were far removed from my world. Muzzy was a follower of the Webbs. He read their great massive volumes with the details about how many outhouses there were in a certain road in London and the terrible plight of the poor. There were all kinds of tables and statistics that I had difficulty following. But I did get the impression that the great majority of people in the world had a pretty hard time. Once Muzzy gave me a paper to write. He knew that I came from Birmingham, so he said, “Mrs. Smith is the wife of a steelworker and her husband makes three dollars a day. Now tell me how Mrs. Smith with three children is going to arrange her budget so that she can live.”

                  Well, I tried to do it. I had to look up the price of food and rent and doctors. It was an active lesson in economics. I soon realized that Mrs. Smith couldn’t possibly live on that amount of money. She just couldn’t do it. When I handed in my paper, I had written at the end, “I’ve come to the conclusion that Mrs. Smith’s husband doesn’t get enough money, because they can’t possibly live on what he is paid as a steelworker in Birmingham, Alabama.” Not that I had ever been in a steel mill or knew anything about it. But Muzzy gave me an A, because he said I had finally realized that people can’t live on what they are paid.

                  I had another great experience, too. Bible was a required course at Wellesley, but it was taught as history. So I learned that my father had been right about Jonah and the whale. You can’t imagine what that meant to me. I had always felt that Daddy did a very noble act by saying he did not believe the whale swallowed Jonah. He refused to lie and be a hypocrite. But I had always been uneasy that my father had been thrown out of the church for being a heretic as a result of that. It was a great relief to learn that he had been not only noble but also right about the Bible stories as symbolism and myth.

                  These incidents at Wellesley had a delayed effect, but the main thing I learned was to use my mind and to get pleasure out of it. I also learned I could be comfortable about the Bible, and I could be comfortable that a woman could make a living and be happy even if she didn’t have a husband. And I began to realize that people had a hard time living and didn’t get paid enough. I began to get some inkling of economics. So my Wellesley education was quite liberating. On sex, there was a tremendous breakthrough, although it is hard to realize. I began to kiss Bill Winston and enjoy it thoroughly. Oh, he was so handsome and he used to wrap me in his VMI cape. My goodness, what romance! That was more dangerous than a hammock. So I was liberated to a degree. In sex, religion, and economics in those three in particular—I was liberated at Wellesley.

Source: Virginia Foster Durr and Hollinger F. Barnard. Outside the magic circle: the autobiography of Virginia Foster Durr. (New York: Simon & Schuster, 1987), pp. 62-63.

Image Source: Alabama Department of Archives & History. Alabama Photographs and Pictures Collection. Portrait of Virginia Foster Durr. Colorized by Economics in the Rear-view Mirror.

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Barnard Columbia Principles Undergraduate

Columbia and Barnard. Essay on Economics in the College Course. Henry R. Mussey, 1910

In the next post you will be provided a proper introduction to the Columbia University economics Ph.D. alumnus (1905), Henry Raymond Mussey. In doing a proper background check on the man and his career, I found the following essay that many, or probably even most, historians of economics would not stumble upon. Mussey is thinking out loud about what should be done pedagogy-wise and his remarks seem remarkably current.

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ECONOMICS IN THE COLLEGE COURSE

Henry Raymond Mussey
Barnard College, Columbia University

                  The aim of economics teaching in college depends on the purpose of college training as a whole. Increasing wealth brings to our institutions growing numbers of students of varying earnestness and capacity. During the freshman year the college ought to weed out ruthlessly the indifferent and the incompetent. During the remaining years it ought to train for leadership a genuine intellectual and spiritual aristocracy, an aristocracy of keen mind, broad vision, and unfailing enthusiasm; an aristocracy capable of the wise, far-seeing leadership so essential in a democracy. The college gains nothing by yielding to the spurious utilitarianism that demands “practical” training, — that is, training immediately valuable in dollars and cents. I would hold fast to the cultural ideal, though I would not hold fast to the old idea of culture.

                  Four things the college ought to do for its students. It ought to interest them broadly in practically all human affairs, giving them a series of pegs, so to speak, on which to hang what they will learn in after life. It ought to bring them into contact with the world’s best minds past and present. It ought to teach them scientific habits of work and thought. It ought to develop in them a sense of proportion, sanity, balance, ability to look things full in the face, to form judgments and choose courses of action in view of all the consequences involved, both direct and indirect. Such is the culture the college ought to give its students — to the gifted few in rich measure, to ordinary students according to their capacity.

                  In such a college course, what is the aim of economics teaching? First of all, to train the student in scientific thinking and to cultivate in him the power of practical judgment. Before beginning economics, he should have had some training in mathematics and natural science, thus learning the first elements of scientific method in fields where conditions are simple and capable of experimental control. To form habits of exact and patient observation, to learn to formulate and test theories, and to make logical connections of cause and effect, — these things the student should learn from natural science. Passing then to the study of economics he meets a new and more refractory set of facts, that do not fit his formulas and that can be used by the skillful teacher to break down much of the cocksureness that often afflicts the immature student in his first enthusiasm at having really learned something in natural science. This greater complexity of facts compels him in each case not only to scrutinize carefully his premises, but to make sure that he has included all the important premises. Moreover, the facts, even when properly classified, do not “stay put.” Economic conditions are constantly changing, and even the human motives behind economic actions have nothing like the constancy and reliability of the law of gravitation, for example. The conclusions of economics, therefore, are at best only provisional; this very in exactness and partialness, in my judgment, give to the subject additional value as a means of scientific training. The student who has been led to work out the conditions and implications of the Malthusian theory of population, for example, will learn to walk warily among facts and to avoid hasty and sweeping generalizations. A science that teaches a student to pick out essential and underlying causes, and at the same time to give due weight to temporary disturbing influences, may fairly claim high rank as a means of developing scientific temper and habits of work.

                  Especially is it valuable for the development of practical judgment; for questions of social policy are rarely capable of mathematical demonstration. Statesman, legislator, administrator, reformer, — all alike must decide things on a balance of considerations. Even in everyday life there are few clear-cut questions of right and wrong, wise and unwise. A study like economics, in which some phenomena have been reduced to a considerable degree of order and coherence, while others remain intractable, is fitted in peculiar degree to further that sane, alert, cautious habit of judgment that characterizes both the true scientist and the level-headed man of affairs.

                  Further than this, economics in college ought to help students get rid of class prejudice. They come to college with all sorts of astonishing notions on economic and social affairs, unconsciously picked up from parents and friends: prejudices against trade unions and trusts, against foreigners and anarchists, against democracy and progress, against everything imaginable — but in any case prejudices and not reasoned convictions. They generally come, too, with a rich store of social good-will and desire to be really of use. Such desire, lacking wise direction, sometimes runs off into mushy sentimentalism or barren radicalism. Prejudices and enthusiasm alike need rationalizing; both alike give the teacher an opportunity of setting the student to thinking about the truth or falsity of his particular notion, of suggesting to him the tests he must apply to it. Since all social questions have an economic basis, this is peculiarly the opportunity of the economics teacher. Wherever he finds a prejudice he ought to destroy it, compelling the student either to abandon it, or to substitute for it a conviction based on reason. This is a part of that process of broadening the interest of the student which was suggested as the first duty of the college.

                  Finally, economics ought to help the student acquire a sane attitude toward social improvement. Realizing in some measure the importance of the social institutions worked out in the world’s experience, yet seeing that they are always relative to particular conditions of time and place, he can be brought to face the great problems of present-day economic reconstruction and social reform with broad sympathy, patient regard for facts, recognition of economic laws, tolerance of other opinions and points of view. His training in economics ought to give him not a set of cut and dried opinions, but a point of view and a method of work, the one sane, the other scientific. Rightly enough the country demands leaders with such equipment: college economics ought to help supply that equipment. The advancement of the science is a noble aim, but that task rests on the economist as investigator and university teacher. The college today, as ever, should be the maker of men and women. The sanction of economics teaching in college is primarily not scientific, but social. It attains its social end, however, only as it is uncompromisingly scientific.

                  This statement of aims indicates roughly when economics should be introduced into the college course, and what it should include. It is traditionally and rightly a junior subject. On the whole, it is rarely that a student will profit by formal economic study during the first half of the college course. Give him first some natural science and history. To allow freshmen to study economics is in my judgment distinctly wrong, and its election by sophomores, save in exceptional cases, is to be discouraged. It is better to take it too late rather than too early, no matter if the opportunity for advanced work is lessened thereby. Few college departments have much more to give a student after two years’ work.

                  The real problem is that of the elementary course, and it must be remembered that three students out of four will take no other. It should be a solid course of five hours a week, or its equivalent, throughout a whole year, taking a third of the student’s time. In my experience students in a five-hour course do much more than twice the same amount of work as in a three-hour one. (This change, by the way, I would extend to other subjects besides economics.) The increased frequency of impact of instructor on student, the student’s unpleasant consciousness that each day brings a new demand, the very momentum gained by daily meetings, — all combine to improve the quality of the work.

                  Yet more important, increased time makes possible an enlarged content, and this is vitally important. At the recent conference on the teaching of elementary economics [See Journal of political economy, December, 1909.] an astonishing diversity of ideas and methods was disclosed, yet it was pretty clearly shown that most teachers make theory the staple of their work, however much they sugar-coat it. They are right in so doing, for fundamentally they are trying to lead the student to explain economic phenomena. Theory can not be taught rapidly, and as most teachers feel it necessary to give a rather complete outline, a three-hour course leaves time for little else, except some “practical problems.” But pure theory is dry pabulum for the immature student; moreover, it is likely to be worthless and even dangerous to him. Consequently, while the first course should have a stiff backbone of theory, it ought to be built up of concrete description of phenomena as they exist today, with enough economic history to show the conditions out of which the present organization has arisen. It should contain enough of the history of economics to show the relativity and transitoriness of present theories, and it should show the relation of economic conditions and theory to past and present problems of social betterment. As it is today, most teachers, like most textbooks, divide their time between theory and so called “practical problems,” and leave out the other things. They can scarcely do otherwise. A thoroughly satisfactory course in elementary economics must wait till college authorities are willing to reorganize their curriculum so as to give it the added time above suggested, and till teachers are willing to do the amount of hard work involved in such a course. The gain will be well worth the cost.

                  The student should learn first how the production of wealth depends on labor, natural resources, artificial capital, and business organization, studying the actual organization of agriculture, mining, manufacture, and commerce, and familiarizing himself with important facts in their development. He should study our fundamental economic institutions, private property, competition, and freedom, observing their history, their limitations, and their actual present operation, discovering their relativity and the necessity for their readjustment to changing conditions. On the basis of these fundamentals he should build up a theory of value and distribution that takes account both of economic history — especially since the industrial revolution — and of the history of economic theory. I should insist on the history, in order to guard against too implicit faith in our own theory.

                  The latter part of the course may well be devoted especially to problems of trade unions, trusts, money, tariff, and the like, and schemes of economic reform, like cooperation, the single tax, and socialism. I would not fundamentally change the elementary economics course, but I would enrich and vivify it by giving the student a mass of concrete illustrative material, contemporary and historical, such as will make theory real to him. The work thus becomes dynamic, and always looks forward to the process of social adjustment in which we desire the student to take intelligent part. One thus trained ought not to become either an unintelligent reactionary, a visionary reformer, or a fire-eating revolutionary.

                  It is difficult to discuss separately the matter and the manner of the elementary course. I shall, therefore, turn directly to the question of how it should be presented. Most teachers use one of four methods: (1) Textbook; (2) lecture; (3) syllabus; (4) library work. Each method has its own disadvantages. Textbooks in general have a singular lack of emphasis. Most students do not distinguish the essential from the unessential, the terminology being new and the whole treatment more or less abstract. Of the ordinary evils of slavery to a text I need not speak. In a lecture course most undergraduates do no work. If a syllabus is used, most of the difficulties of the text are encountered, but with two or three books instead of one. Without unlimited library funds, library reading as a basis for class discussion is impossible. A hundred students are always wanting to get hold of half a dozen books. Most teachers, therefore, come back to a combination of textbook and lecture, with more or less effort at supplementary library work, — not a bad solution, though by no means an ideal one.

                  The root difficulty is to get into the hands of all the students concrete material that will serve as the basis for intelligent and informed discussion. Our students do not know the facts of economic life. Of late some books are beginning to appear that try to meet this need. A critic has said, with a good deal of truth, that if one knows no economics these books are useless, because they do not contain enough; and if he does know some economics they are useless, because he already knows all they contain. None the less I believe that the solution of our present difficulty is to be found in putting into the hands of students a large book, perhaps running to two or three volumes, consisting of well-selected studies of different phases of contemporary economic activity, selections from economic history, and the history of economics, and studies of pending problems in economic and social readjustment. The difficulty of keeping such a book up to date I fully recognize. Such a work could be to a considerable extent compiled from standard literature, but to meet the need it would also have to include considerable amounts of new descriptive matter. For example, in the study of value I would have a section showing the conditions of wheat production in the United States, Argentina, India, and Russia; the way in which the grain gets to market, where it is sold, and what influences determine its price; together with a sketch of the course of wheat prices during the nineteenth century. The question of value would thus immediately be tied up in the student’s mind not only with some vague formula of marginal utility, but with actual conditions of distribution of population, fertility of land, the consuming habits of the people, the use of machinery and scientific methods in agriculture, soil conservation, transportation, speculation, — the real influences that our formulas fail to suggest. By the use of a good textbook the student can at the same time learn as much of the technical jargon as is thought desirable, — but with this difference, that it will now have some meaning for him. After wheat I should treat some monopolistic commodity, such as kerosene or anthracite coal, bringing out similarities and differences as compared with wheat. The purpose of this reading or “source” book would be, not to furnish an inductive basis for elementary economics, for I doubt the possibility of teaching it inductively, but to give concrete illustrative material in which the student may examine actively at work every important principle laid down in text or lecture. He can thus be stimulated to study his own experience and employ his own observation and research in determining the truth or falsity of the hypotheses out of which economic theory is built up. According to this plan the teacher may lecture occasionally, but the student will do the work, because he will have something to work on. He will not be required to perform the impossible feat of grinding out scientific explanations in vacuo, which is about what we ask of him in his ignorance now. Description without explanation is empty; explanation without description, futile; description and explanation combined train the scientific thinker.

                  Given then a sourcebook such as has been suggested and a reasonably satisfactory text, the task of the teacher in the elementary course becomes fairly simple. It is summed up in two words — interest and drill. With proper equipment there is little excuse for failure to interest college students in economics, but interest is not enough; it needs to be combined with healthy compulsion. Considerable though their interest be, most elementary students, like other people, have no inclination to overwork. They need close supervision. To make this possible in large classes without entailing prohibitive work on the teacher, assignments of required material must be standardized, so that students can be handled in groups. The better ones can easily be grouped by themselves for special work in addition to that required of the ordinary ones. The better students are neglected by most teachers at present, their efforts being centered on the group of mediocrities who set the suggested reading book might well contain all the material the ordinary student could be expected to use. Then, instead of wasting the time of the whole class with assignments of books they will never read, the teacher could confine such recommendations to the special groups that will actually use them. Lacking such a sourcebook the standardizing of assignments and grouping of students are none the less desirable.

                  Into the technique of the introductory course I shall go no further. The constant effort must be to make the student think clearly, thoroughly, and broadly, and to express his thought simply, clearly, and directly. To this end I rely chiefly on constant classroom discussion of assigned reading. In many ways it is less valuable, however, than the written report, the topical investigation, the collection of material from newspapers, magazines, and public documents, the specific question for written answer and the written examination. All these methods unfortunately devolve a great amount of work on the teacher, and unless he can group students such methods become almost impossible as classes grow in size.

                  Advanced courses present a less difficult problem than the introductory one. The smaller number of students and their more select character, as well as the more specialized character of advanced work, which usually deals with some one part of the field, such as the labor problem, socialism, or money, make it possible to adopt university methods. The students can be thrown largely on their own resources and held responsible only for results. They can be trained to make careful and somewhat extended studies of special topics, and class work can be based to an extent on such studies, though it is fatal to take much time in having students present, often very badly, the results of immature thinking. I am of the opinion that these advanced courses, like the elementary one, would profit by being “fattened.” If it is thought impracticable for a student to give a third of his time to such a study, let him give at least a quarter. Let us have done with the leisurely two-hour undergraduate course, where the student leaves the classroom, say on Wednesday morning, with the pleasing consciousness that economics need trouble him no more till the next week. Let us cut down the number of courses and make serious business of those we do give. Too many college teachers are trying to do for their students what only the university can do.

                  In introductory and advanced work alike, one puzzling question is always presenting itself. What is to be the attitude of the college teacher of economics toward the great economic and political issues that divide classes and parties? He must discuss them, for they are the very questions that give interest to his subject, and on which its conclusions may be expected to throw light. Moreover, he must have opinions about them. A man who has no positive ideas about trusts and trade unions, a central bank, municipal ownership, conservation, and socialism, and who would therefore confine his teaching to a mere “scientific” statement of facts about them, — such a man has not red blood enough to teach economics to undergraduates. The economics teacher ought to have useful opinions if any one has. What shall he do with them?

                  Probably few men of scientific temper and honest disposition consider themselves justified in using their position as undergraduate teachers to play the propagandist for mere opinions, however firmly they may hold them. The classroom is no place for propaganda. Suppose, for example, that at the present juncture one believes in a central bank, — may he urge that view in his classroom? Certainly not, however popular it may happen to be with his trustees. As a scientist he ought to point out the scientific reasons for his opinion, and as a man of affairs he ought, if he desires, to take part in practical movements looking toward the realization of the end he believes wise — and this equally, whether the end desired is a central bank or a cooperative commonwealth. Such freedom is fundamental to having honest men in college and university. But as a teacher of immature students, the economist finds himself under obligation not to impose his views on minds more or less incapable of resistance. He will not wish to convert his students to an opinion that will be held more or less as a prejudice.

                  Two courses, then, are open to him. Either he may keep his opinions to himself, trying to present fairly the arguments on both sides and leaving the students to form their own conclusions; or, he may frankly state his own judgment, giving the reasons which lead him to his conclusion and the arguments on the other side. The first course in my judgment is unfortunate for two reasons: first, because we do not wish to create a race of civic jellyfishes. The spectacle of an economist out of whom one can not get a positive conclusion on any live subject is, to say the least, not an inspiring example for students whom we desire to have form the habit of reaching sane decisions. Secondly, any man, no matter how fair minded, will find it hard not to present more convincingly the arguments he believes than those he doubts. Hence, in taking up any disputed topic, I tell a class in advance what is my own conclusion, thus giving them, so far as possible, the opportunity to discount the element due to the personal equation. Students and teacher thus stand on a footing of mutual understanding that seems to me conducive to mutual respect and intelligent discussion. The teacher can not help imposing his ideas on his students to some extent, but he can, at any rate, avoid foisting off on them opinions that they absorb from him unconsciously, because they do not know that he holds them. But, after all, perhaps the particular method of dealing with this problem is less important than the spirit in which it is approached. To realize that college boys and girls are generally young and easily impressed, and that propaganda of disputed social policies on which scientific opinion is not united, is at the farthest remove from the teaching of science — to have this consciousness is the great requirement for dealing wisely and fairly in this matter with undergraduates.

                  A little the same thing may be said concerning the general problem of method. To see the fundamental importance of economic relations, to think clearly and systematically, to put things simply and directly, to be filled with enthusiasm for a better social order, — these are the characteristics that will enable the real teacher to touch his students with the live coal off the altar. None the less a method capable of general use needs to be developed as a pedagogical tool, serving the interests at once of sound scholarship, free science, efficient citizenship, and sane social progress.

Source: Educational Review, Vol. XL (October, 1910), pp. 239-249.

Image Source: Faculty portrait of Henry Raymond Mussey in the Barnard College Yearbook, The Mortarboard 1911.

Categories
Biography Economists Harvard Transcript

Harvard. Economics Ph.D. alumnus, Daniel Houston Buchanan. 1931

 

Harvard economics Ph.D. (1931), Daniel Houston Buchanan (1883-1959) taught economics in Japan for eleven years after getting his Harvard A.M. before returning to Harvard to complete his doctorate. Over the years he also taught at Ohio State University, Harvard College, George Washington University, Fisk University, University of North Carolina and Lambuth College. The University of North Carolina (1935-54) constituted his longest academic tour of duty by far

Incidentally, Professor Daniel Buchanan was not mentioned at all in “One Hundred Years of Economics at Carolina” (1901-2001). 

This post has two parts, beginning with Buchanan’s Harvard transcript and followed by the timeline of his life. 

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Fun fact (for me): my old professor of American economic history, Bill Parker (then still a young economic historian), was hired as the successor to Daniel Houston at the University of North Carolina.

Dr. William Nelson Parker appointed as associate professor of economics in the University of North Carolina to replace Dr. Daniel H. Buchanan, professor of economics emeritus. Parker taught at Williams College for the last five years.
The Daily Tar Heel (October 25, 1956), p. 3.

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THE GRADUATE SCHOOL OF ARTS AND SCIENCES
Record of
Daniel Houston Buchanan

Years: 1911-12, 1928-29, 1929-30 (2 hf)

[Previous] Degrees received.

Litt.B. Cooper Coll. 1909
A.B. Colorado Coll. 1911
S.D. Keiogijuku Univ., Japan, 1928.

First Registration: 28 Sept. 1911

1911-12

Grades

First Year Course

Half-Course

Economics 2

B

Economics 6a1

B

Economics 6b2

B+

Economics 9a1

B

Economics 9b2

B-

Social Ethics 6b2

B+

Economics 291

B

Summer of 1925

Economics S7a

A

Economics S9b

A

Sept. 1911

Elementary French

C-

Division: History, Government, & Economics
Scholarship, Fellowship: University
Assistantship:
Austin Teaching Fellowship:
Instructorship:
Proctorship:
Degree attained at close of year: A.M.

 

1928-29

Grades

Second Year Course

Half-Course

Economics 20 (res)

A

Economics 38

A-

Division:
Scholarship, Fellowship:
Assistantship:
Austin Teaching Fellowship:
Instructorship: + Tut. in H.G.&E. $1650
Proctorship:
Degree attained at close of year: 

 

1929-30 (2hf)

Grades

Third Year Course

Half-Course

History 182

exc.(A)

Economics 202 (E.F.G.)

A

Division:
Scholarship, Fellowship:
Assistantship:
Austin Teaching Fellowship:
Instructorship:
Proctorship:
Degree attained at close of year: 

 

1930-31

Fourth Year

Degree attained at close of year:  Ph.D. June 1931

 

Source: Harvard University Archives. Graduate School of Arts and Sciences. Record Cards of Students, 1895-1930, Belding—Burton (UAV 161.2722.5). File I, Box 2, Record Card of Daniel Houston Buchanan.

__________________________

Course Names and Instructors

1911-12

Economics 2. Economic Theory. Professor Taussig.

Economics 6a1. European Industry and Commerce in the Nineteenth Century. Professor Gay, assisted by Mr. Klein.

Economics 6b2. Economic and Financial History of the United States. Professor Gay, assisted by Mr. Klein.

Economics 9a1. Problems of Labor. Professor Ripley, assisted by Mr. Hess.

Economics 9b2. Economics of Corporations. Professor Ripley, assisted by Dr. Dewing.

Social Ethics 6b2. Social Amelioration in Europe. Dr. Foerster.

Economics 291. Socialism and the Social Movement in Europe. Dr. Rappard.

1925 (Summer)

Economics S7a. Theories of Value and Distribution. Asst. Prof. John H. Williams.

Economics S9b. International Trade and Tariff Policies. [A. H. Cole or Asst. Prof. John H. Williams].

1928-29

Economics 20. (Research Seminar)

Economics 38. The Principles of Money and Banking. Mr. R. G. Hawtrey

1929-30 (2 hf)

History 182. History of the Far East since 1793. Professor Hung (Yenching University)

Economics 202. (E.F.G.) [(?) sic]

Source: Harvard University. Report of the President of Harvard College for 1911-12, 1924-25, 1928-29, and 1929-30.

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Daniel Houston Buchanan
Timeline of his life and career

1883. Born in Beloit, Kansas, November 29.

Father Thomas Ramsey Buchanan (1849-1933)
Mother: Alda Jane Leslie Buchanan (1855-1928)

1900. U.S. Census. Working on the family farm in Jackson Township, Madison County, Iowa.

1909. Litt.B. (Cooper Coll.)

Cooper College Commencement Announcement for June 6, 1909. Graduating class of sixteen.
Sterling Kansas Bulletin (June 4, 1909), p. 1.

1910. U.S. Census. Teaching in a public school in Valley Brook township, Lyndon City, Kansas.

1911. A.B. Colorado College.

1912. A.M. Harvard University.

1913. Marriage announcement for Daniel Houston Buchanan and Miss Eula Anderson Spencer, at the home of Dr. F. M. Spencer, on Thursday, August 21. Dr. Spencer will perform the marriage ceremony. Dr. Spencer was the president of Cooper College.
The Sterling Kansas Bulletin (August 14, 1913), p. 5.

1914. Taussig’s recommendation turns out to be Buchanan’s ticket to Tokyo.

WILL TEACH IN JAPAN

D. H. Buchanan has accepted the offer as an instructor in a university at Tokyo, Japan.

A vacancy in the chair of economics resulted in an appeal to Harvard for someone to be sent from their school to fill the vacancy. On the recommendation of Prof. Taussig, Mr. Buchanan has secured the place and will commence work the first of April. For the past two years Mr. Buchanan has been teaching geometry in the Wichita high school and will close his work there soon. He is a graduate of Cooper college, going later to Harvard, where he secured his Master’s degree.

His wife was formerly Miss Eula Spencer of this city.

The cablegram announcing he had been chosen to fill the vacancy was received at Wichita Friday morning. The position is at the same university in which Robert Ray of Sterling, is a teacher.

Mr. and Mrs. Buchanan expect to start abroad the first week in March.

The Bulletin joins in congratulations, and wishes the young people much success and happiness in the new surroundings.

The Sterling Kansas Bulletin (Feb. 19, 1914), p. 1.

1914-1925. Buchanan first went to Japan in 1914 to join the economics staff of Keio University. He lived there eleven years.

1915.A Modification of the Ricardian Theory of Rent. A Criticism” published in Mita Gakkai, Tokyo (May, 1915).  In his March 1921 paper Buchanan begins with the footnote “The paper offered here is sufficient proof that [the author] now considers the position taken at that time as inadequate.”

Keio Journal of Economics, Vol. 9, No. 5 (May 1915),
pp. 506(30)-513(37). Link to download.

1918. Sept. 12. WWI Draft Registration of Daniel Houston Buchanan gives address as: 5 Enokigaka, Akasaka, Tokyo, Japan. Occupation: Professor of economics, Keiogijuku University in Mita, Shiba, Tokyo.

1919. Daniel Houston Buchanan arrived on the S.S. Persia Maru from Yokohama, Japan (June 27, 1919) to San Francisco (July 16, 1919). Returned from the U.S. to Japan from San Francisco on the Siberia Maru, Sept. 5, 1919.

1921.Economic Rent and the Marginal Expenses of Production” published in Mita Gakkai, Tokyo (March, 1921).

Keio Journal of Economics, Vol. 15, No. 3 (March 1921),
pp. 402(92)-432(122). Link to download.

1921.Professor Alfred Marshall on the Relation between Economic Rent and the Marginal Expenses of Production”published in Mita Gakkai, Tokyo (May, 1921).

Keio Journal of Economics, Vol. 15, No. 5 (May 1921), pp. 661(69)-690(98). Link to download.

1922.The Influence of So-called Marginal Rent upon the Marginal Expenses of Production”, Mita Gakkai, Tokyo (March, 1922).

Keio Journal of Economics, Vol. 16, No. 3 (March 1922), pp. 291(1)-308(18). Link to download.

1923. Buchanan, Daniel H. “The Rural Economy of Japan.” The Quarterly Journal of Economics, vol. 37, no. 4 (August 1923), pp. 545–78.
JSTOR, https://doi.org/10.2307/1884052

1925. Arrives in Seattle, Washington (March 24, 1925) on S.S. Arizona Maru from Yokohama, Japan (March 10, 1925)

1925-26. Assistant professor of economics at the Ohio State University.

1926. “Became connected with the Harvard Bureau of International Research” according to a note in the Harvard Alumni Bulletin.

1927. Research trip to study industrialization in India.

A.M. ’12—Daniel H. Buchanan, A.B. (Colorado Coll.) ’11, who is now in Japan in the interests of the Harvard Bureau of International Research, has received the degree of Keizai Gaku Hakushi, or Doctor of Science in Economics, from Keio University, Tokyo. He is the first foreigner to receive this distinction, and there are less than a dozen Japanese who have received a similar degree. The degree is awarded for outstanding written contributions in the field of economics, and has been awarded to Buchanan for his critical history of the doctrine of rent and the marginal expenses of production, covering the period from Adam Smith, 1776, to the present time, together with a study of Japanese rural economy, published a few years ago in the Quarterly Journal of Economics. Buchanan first went to Japan in 1914 to join the economics staff of Keio University. He remained there eleven years, returning to the United States in 1925 to become a member of the Faculty of Ohio State University. He became connected with the Harvard Bureau of International Research in 1926, spent the past year in India in economic research with special emphasis on industrialization, and returned to Japan last January.

Source: Harvard Alumni Bulletin (June 14, 1928), p. 1080.

1928. D.Sc. (Economics) Keiogijuku (Japan).

1928-30. Research associate of Prof. Edwin F. Gay at Harvard

1929. Buchanan, Daniel H. “Historical Approach to Rent and Price Theory,” Economica, no. 26 (June 1929), pp. 123–55.
JSTOR, https://doi.org/10.2307/2548199

1930. U.S. Census gives occupation as College Professor. Address  in Cambridge, Massachusetts (192 Larch Road).

1930-31. Instructor for Principles of Economics at Harvard.

1931. Ph.D. (Harvard University).

Daniel Houston Buchanan, Litt.B. (Cooper Coll.) 1909, A.B. (Colorado Coll.) 1911, A.M. (Harvard Univ.) 1912, S.D. (Keiogijuku Univ., Japan) 1928. Subject, Economics. Special Field, Economic History since 1750. Thesis, “Chapters on the Development of Modern Industry in India.” Associate Professor of Economics, George Washington University.

Source: Harvard University. Report of the President of Harvard College, 1930-31, p. 114.

1931-34. Associate Professor (1931 President of Harvard report) George Washington University.

1932. Evening Star (February 10, 1932), p. 23. Meeting of Delta Phi Epsilon, foreign service fraternity at George Washington. Included guest: Dr. Daniel H. Buchanan, professor of economic thought at George Washington.

1934. Buchanan, Daniel H. The Development of Capitalist Enterprise in India. New York: Macmillan.

1934-35. Chairman of the department of economics, Fisk University.

1935. Joins the faculty at North Carolina.

“Dr. D. H. Buchanan, who is to be professor of economic history, was graduated at Colorado College in 1911 and took his M.A., at Harvard in 1912 and his Ph.D. there in 1931. He taught at Keiogijukee University in Tokyo from 1914 to 1925, was assistant professor at Ohio State in 1925-26, was research associate of Prof. Edwin F. Gay at Harvard in 1928-30 and instructor there in 1931. He taught at George Washington University from 1931-34 and was professor of economics and chairman of the departments (sic) at Fisk University last year.
The News and Observer (August 4, 1935), p. 3.

1937. AP report of his son, Daniel H. Buchanan, Jr., suffering a severe head injury from a thrown hammer in practice at a Colorado College v. Greeley State track meet. Buchanan, Jr. ran the half-mile. Daniel H. Buchanan Jr. survived to live to the age of 82.

1944. The Charlotte Observer (September 22, 1944), p. 7. UNC professor of economics Dr. Daniel H. Buchanan given extension of his leave of absence (presumably war-related)

1946. The News and Observer, Raleigh, North Carolina (January 27, 1946), p. 22. Announcement: February 25, Dr. Daniel H. Buchanan, professor of Economics at UNC, will discuss “Far Eastern Problems.” Dr. Buchanan has just returned from the Far East where he served as an advisor of the U.S. State Department.

1951. Buchanan, Daniel H. “Japan Versus ‘Asia.’” The American Economic Review, vol. 41, no. 2, 1951, pp. 359–66.
JSTOR, http://www.jstor.org/stable/1910811

1954. One of five faculty retirements announced, Daniel H. Buchanan, Professor, School of Business Administration.
The News and Observer (June 2, 1954), p. 6.

1954. Last academic stop. Lambuth College.

Dr. Daniel H. Buchanan, of Chapel Hill, North Carolina, until recently a member of the faculty of the University of N.C., is joining the faculty of Lambuth College in September, Dr. Luther L. Gobbel, president, announced today. Dr. Buchanan will teach courses in economics and serve as head of the department.
A native of Kansas, Dr. Buchanan received the A.B. degree from Colorado College and the A.M. and Ph.D. degrees from Harvard University. He also holds the degree of Doctor of Science in economics from Keiogijuku University in Japan. At Harvard he was holder of the rare Sheldon Scholarship.
Dr. Buchanan is the author of three books: “Rural Economy of Japan”, “Historical Approach to Rent and Price Theory”, and “Development of Capitalist Enterprise in India.” [sic, the first two are more likely references to his published articles]
The Jackson Sun (August 5, 1954) Jackson, Tennessee, p. 1.

1956. Dr. Robert L. Conrod succeeds Dr. D.H. Buchanan, who is retiring from teaching at his own request. Effective beginning of the second semester January 30. He and his wife retire to their home in Chapel Hill.
The Jackson Sun (January 22, 1956), p. 5.

1959.  Died February 16, 1959 in Denver, Colorado.

Daniel Houston Buchanan, 76, retired professor of economics of the University of North Carolina died at a sanatorium in Denver, Colo., yesterday after an illness of three years. He was a member of the faculty at Chapel Hill from 1935 until his retirement in 1954.
AP story from Winston-Salem Journal (Feb. 17, 1959),
p. 6.

Image Source: Daniel Houston Buchanan. Harvard 1932 Classbook. Page 24

Categories
Exam Questions Harvard Law and Economics

Harvard. Paper topics, exam questions for Industrial Relations and Commercial Law. Wyman, 1906-1907

During the first decade of the twentieth century Bruce Wyman’s course on the law governing industrial relations and commercial law was one of two courses offered by the Harvard economics department that provided useful business content to undergraduates. The other one was William Morse Cole’s accounting course. Business content no doubt helps to explain the relatively high enrollment numbers in both courses. 

Fun Fact: Harvard President Lowell complained about Wyman’s course in the economics department having too soft a grade distribution (making it a “snap” course). This too could help to explain the relative popularity of Wyman’s course.

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From earlier years

1901-02. Autobiographical note, enrollment, course description, syllabus, exams.

1902-03. Obituary, enrollment, course description, exams.

1903-04. Enrollment and exams.

1904-05. Enrollment, course description, exams.

1905-06. Enrollment, paper assignments, exams.

________________________

Course Enrollment

Economics 21. Asst. Professor Wyman. — Principles of Law governing Industrial Relations and Commercial Law.

Total 152: 6 Graduates, 83 Seniors, 43 Juniors, 14 Sophomores, 6 Others.

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

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ECONOMICS 21

Paper No. 1
  1. Tell all you know about

(a) Walsh v. Dwight.
(b) Is Ayer v. Rushton rightly decided?

  1. (a) X & Co. begin the manufacture of underwear, woven with an open mesh, which they advertise as “Cellular Underclothing.” A few months later Z & Co. begin the manufacture of a similar article which they advertise as “Cellular Underclothing, a better article than that of any other manufacturer.” Can X & Co. sue Z & Co. for anything? Cite any authorities that you think in point. Give your reasons carefully. (b) A & Co., proprietors of a department store, advertise “the B Co. piano, regular price $500, our price $444.” The B Co. are much injured in their business by this; as they only allow their agents 10%, retailers cease handling their piano in the district where A & Co. sell. After A & Co. sell the piano they have had in stock they continue to run the advertisement, although the B Co. of course refuse to sell them any more pianos. Can the B Co. succeed in bringing any suits against A & Co.? Cite any cases you think in point. Give your reasons carefully.
Paper No. 2
  1. (a) Tell all you know about Pontefact v. Isenberger. (b) Is Reddaway v. Banham rightly decided?
  2. (a) Can a manufacturer of aluminum utensils sue another manufacturer who advertises as aluminum utensils articles not made of that metal? (b) Can a manufacturer who sells lime juice in long tapering bottles prevent another manufacturer from putting his product on the market in a bottle of exactly the same size, shape, and material?
Paper No. 3
  1. (a) What is decided in Lewin v. Welsbach Light Co.? (b) Is Dudley v. Briggs rightly decided?
  2. (a) X & Co. conduct a commercial credit agency. By mistake of their printers they report in a publication sent only to their subscribers that A & Co. are insolvent. Can A & Co. sue for the damages caused them? (b) X & Co. advertise that according to a series of tests made in their laboratories their fertilizer is shown to be 10% stronger in nitrates than that of A & Co. A & Co. offer to prove by expert testimony that theirs is stronger. What result?
Paper No. 4
  1. (a) Give in detail the points made in the opinion of Coleridge, J., in Lumley v. Gye. (b) Is Nichol v. Martyn rightly decided?
  2. (a) Are Graham v. St. Charles Street Ry. and Robinson v. Texas Pine Land Association consistent? (b) A superintendent is hired by A for five years, with the right reserved to either party to terminate the employment upon one month’s notice. B, a rival of A in business, goes to the superintendent and by offer of a higher salary induces him to give the notice and then come to him at the end of the month. Can A sue B?
Paper No. 5
  1. (a) What is decided in Murray v. Vanderbilt? (b) Is Bishop v. Kitchen rightly decided?
  2. (a) Are Diamond Match Co. v. Roeber and Pacific Factor Co. v. Adler consistent? (b) What essential differences are there in the facts between Jelliet v. Broade and Toby v. Major?
Paper No. 6
  1. (a) What is decided in Horick & Co. v. Wright? (b) Is Jones v. Fell rightly decided?
  2. (a) Are Scottish Society v. Glasgow Association and Plant v. Woods consistent? (b) What is objectionable in Collins v. Locke?
Paper No. 7
  1. What are the four things complained of in Mogul S. S. Co. v. McGregor. Do you agree with what the court decides as to each?
  2. How did the four judges who considered Glamorgan Coal Co. v. South Wales Miners’ Association decide the issues raised in it? With which ones do you agree?
Paper No. 8
  1. (a) What is decided in Temperton v. Russell; (b) and in Hundley v. Louisville & Nashville R. R.
  2. (a) How did Green, V. C., distinguish Mogul S. S. Co. v. McGregor from Barr v. Essex Trades Council; (b) What is the course of reasoning in Delz v. Winfree?
Paper No. 9
  1. (a) Give in detail the opinion of Lord Lindley in Latham v. Craig; (b) and the dissenting opinion of Justice Holmes in Vegelahu v. Guntner.
  2. (a) What things are enjoined in Jersey City Printing Co. v. Cassidy? (b) What were the facts in Reinecke Coal Co. v. Wood?
Paper No. 10
  1. (a) What are the characteristics of a corporation, and which are essential? (b) What tests show the distinction between a corporation and its shareholders?
  2. (a) What is decided in Gallagher v. Germania Brewing Co.? (b) Is Williamson v. Smoot rightly decided?
Paper No. 11
  1. (a) Is Trustees of Schools v. Flint rightly decided? (b) Is Ellis v. Marshall rightly decided?
  2. (a) What are all the facts in Broderip v. Salomon that are of any importance? (b) What is the solution of the case by each of the three successive courts which considered it?
Paper No. 12

[missing from folder]

Paper No. 13
  1. (a) In Bundy v. Ophir Iron Co. what is decided as to Bundy’s rights and what is left undecided? (b) Give all the facts you remember as to Scovill v. Thayer.
  2. (a) Are the doctrines in Currie’s Case (re Gt. Northern Coal Co.) and Hospes v. Northwestern Mfg. Co. alike? (b) Is Coit v. Gold Amalgamating Co. rightly decided?
Paper No. 14
  1. (a) What is decided in McNab v. McNab & Harlin Mfg. Co.? (b) What distinctions are taken in McDonald v. Williams?
  2. (a) What is the difference in the situation between Monument Bank v. Globe Works and Jemison v. Citizens’ Savings Bank? (b) If the Mt. Washington Road Co. had accepted the omnibuses would they have had to pay Downing & Sons for them anything at all?
Paper No. 15
  1. (a) What is decided in Ashton v. Burbank? (b) And in Hartford & New Haven R. R. v. Croswell?
  2. (a) A & B, forming a firm engaged in the cotton business, meet a cotton broker, X, who offers them a large lot of cotton at a high price. A agrees that the firm will buy it, B openly protesting; can X hold A & B? (b) Is Dudley v. Kentucky High School rightly decided?
Paper No. B1
  1. (a) What is decided in Chicago City Ry. Co. v. Allerton? (b) and in Sweutzel v. Penn. Bank?
  2. (a) Directors in a banking corporation supervise the business by examining carefully each month the statements drawn up by the cashier. Later it is discovered that the cashier has for over a period of two years been using the funds of the bank for speculation, covering his embezzlements by fabricated statements. Are the directors liable for these losses? (b) The directors in a copper mining company are proposing to sell the entire output of the mine for the next six months to a copper selling company at 15½ c. per lb. They call a stockholders’ meeting to discuss the sale; three-fourths of the shares are voted against the proposition at that meeting. Nevertheless the directors of the mining company go ahead and sign the contract in the name of the company. Everybody in the selling company knows of the adverse vote by the stockholders. Can the selling company hold the mining company to this contract?
Paper No. B2
  1. (a) What are the points decided in Boyd v. American Carbon Co.? (b) And in Emery v. Ohio Candle Co.?
  2. (a) Is Bates v. Coronado Beach Co. rightly decided? (b) Suppose a partnership arrangement between a locomotive manufacturer and a cotton mills corporation for five years. If the corporation breaks the contract with partnership funds in its hands, what are the manufacturer’s rights? Suppose instead of a locomotive manufacturer it was another cotton milling corporation, what would be its rights?
Paper No. B3
  1. (a) What does Gould v. Head decide? (b) Give all the points made in People v. North River Sugar Co.
  2. (a) Is Smith v. San Francisco & N. P. R. R. rightly decided? (b) Would Milbank v. N. Y., L. E., & W. R. R. be decided differently if both corporations concerned had not been in the same business?
Paper No. B4
  1. (a) What is decided in St. Louis, etc. R. R. v. Terre Haute, etc. R. R.? (b) Is McCutcheon v. Merz Capsule Co. rightly decided?
  2. (a) Should Trenton Potteries Co. v. Olyphant be decided as it is? (b) Is Whitwell v. Continental Tobacco Co. rightly decided?
Paper No. B5
  1. To what extent does the corporation law interfere with the consolidation of corporations with intent to gain monopoly. Cite a case upon each form of organization?
  2. What seems to you the best solution of the trust problem in each of these forms?
Paper No. B6
  1. (a) What does Cincinnati, H. & D. R. R. decide? (b) Do you agree with Fleming v. Montgomery Light Co.?
  2. (a) Would the A telephone company be obliged to permit the B telephone company to have its (B’s) subscribers’ local lines connected with its (A’s) long distance lines? (b) Can an electric light company refuse to install current for power for an applicant who lights his house with gas bought from a rival company?
Paper No. B7
  1. (a) What is decided in State v. Dalton? (b) Is Jenks v. Coleman rightly decided?
  2. (a) Would a law be constitutional which required oleomargarine to be colored pink? (b) Would a law be constitutional which limited the employment of bricklayers and plasterers to eight hours per day?
Paper No. B8
  1. (a) What is decided in State v. Campbell? (b) Is State v. Nebraska Telephone Co. rightly decided?
  2. (a) Suppose a ticket agent, to whom you pay money for a ticket good to stop over, stamps it in some secret way so that it reads as a limited ticket to the conductor of the second train you take after stopping over, and this conductor puts you off, using necessary force, but causing you injury. For what can you sue the railroad company? (b) Is Forsee v. Alabama Ry. rightly decided?
Paper No. B9
  1. (a) Must a telegraph company transmit despatches from race tracks to pool rooms? (b) May a ferry company refuse to transport a forger?
  2. (a) Must a railroad company allow a telephone company to install a pay-station in a terminal station? (b) May a theatre refuse to sell a ticket to a man in naval uniform?
Paper No. B10
  1. (a) What is decided in Coupland v. Housatonic R. R.? (b) Can Craker v. Chicago & N. W. Ry. and Batton v. S. & N. Ala. R. R. both be right?
  2. (a) A traveller comes to an inn and asks for room 15 which is vacant, but the innkeeper assigns him to room 16; later in the day he changes him to room 17. Can the guest complain of his action at either time? (b) A Pullman agent has a telegram reserving a berth on file; he accordingly refuses to sell his last berth to an applicant or to order another car put on. Has the applicant any complaint?

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003. Folder: “Economics 1906-1907”. Note: Harvard College Library stamp Jan 29, 1907 on Papers No. 1-14; Stamp Jul 5, 1907 Papers No. 15, B1-B10. Each of these paper assignments was printed on a separate sheet of paper.

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ECONOMICS 21
Mid-year Examination, 1906-07

First give your answers, then your reasons, supporting your views by authorities, but not writing more than 30 pages.

  1. A is a manufacturer of soap, who is dealing with a jobber named B, among others. C, another manufacturer of soap, goes to B and first offers him a rebate of 10% if B will not handle the soap of A any longer, but will deal with C exclusively, and then threatens B that unless he will do this he will not sell him any soap at all. B then accedes with much protestation. A, thus cut off by B, brings suit against C for loss of business, — what decision? Would A have had any complaint if C had not made the threat?
  2. The Meadow Dairy, incorporated, is formed by X, Y, and Z, who constitute themselves the board of directors, with X president, and Y general manager. Soon after, Z, being in poor health, goes to Europe. The corporation thus managed by X and Y, begins an advertising campaign in which it claims: ‘that all its milk is produced upon its own farms, and contains 15% of solids, whereas that sold by their largest competitor, the Hill Farm Dairy, is bought from irresponsible farmers, and never contains 10% of solids.’ The truth of the matter is, that it is the Meadow Dairy which has no cows of its own, and resells a poor grade of milk (10%), while the Hill Farm has its own herds and a high grade of milk (15%). A State statute makes it a misdemeanor to sell milk containing less than 12% of solids. The Hill Farm proprietors (it is a partnership, composed of A, B, and C) decide to take action. Before any proceedings are begun, C gives public notice that he wants the whole matter dropped. A and B seek counsel as to the extent to which they can get redress of any sort against any one, civil or criminal?
  3. An association of refiners of kerosene oil adopt the following policies. How many of these will give a rival refiner who is injured an action for damages: (a) Refusing to sell any oil to retailers who deal at all with refiners outside the association. (b) Reducing prices 25% in districts where rival refiners are selling. (c) Giving 33 1/3% discount to those retailers who will agree to deal with members of the association exclusively. (d) Fining any member of the association who sells to any retailer who deals with any outside refiner.
  4. In a strike at a paper mill, called to get recognition of the Union by getting the non-union men discharged, the union of the employees adopt the following tactics. How many of these will be stopped by an injunction asked for by the employers: (a) Posting two pickets at the mill gates with instructions to them to use no violence. (b) Refusing to patronize dealers who advertise in newspapers which buy their paper from this mill. (c) Posting upon billboards an appeal to workingmen urging “all honest laborers not to employ for employment at the mill while the strike is in progress.” (d) Paying non-union men who have taken employment at this mill $25 each to quit work at the end of the week for which they are employed.
  5. An association of dealers in plumbers’ supplies, of which X, Y, and Z are members, has a rule that all plumbers who are in arrears to any member over ninety days shall be reported to the secretary, who shall send copies of the report to all other members L, M, and N, three other members of the association, introduce a motion at the annual meeting of the association that no member shall extend credit to any delinquent plumber so reported, but the motion fails, they alone voting for it. A, a plumber who is in arrears and is so reported, finds himself unable to get goods on credit from L or from X, what redress has he at law?
  6. A newspaper publisher employs only union printers, who are hired by the day. He is building a house, on which he employs by the day a non-union carpenter. A retail grocer, with whom the union printers are accustomed to deal, advertises in the newspaper.
    In order to prevent the carpenter from continuing in the employ of the publisher, the union printers tell the grocer that they intend to withdraw their patronage from his store, unless he ceases to patronize a newspaper whose proprietor employs a non-union carpenter. The grocer holds out for awhile, but finally (as the union printers hoped he would) notifies the publisher that he shall cease to advertise in the newspaper, unless the publisher ceases to employ the carpenter. In consequence of this notice, the publisher ceases to employ the carpenter.
    The union printers were not actuated by personal ill will toward the carpenter; but by a wish to strengthen the general cause of labor unionism and to increase the power of labor unions in general.
    Has the carpenter an action against the union printers? Has the grocer?
  7. A corporation owns a building worth $40,000. X owns one fourth of the corporate stock. The corporation effects an insurance of $35,000 on the building. X effects an insurance of $10,000 on his interest in the building. The building is totally destroyed by fire.
    In a suit by the corporation on its policy, the insurance company offers to prove an admission made by X that he set the fire negligently, but unintentionally. Is the evidence competent?
    In a suit by X on his policy, the insurance company claims that, as the building belonged to the corporation, X had no insurable interest in it. What decision in X’s suit?
  8. All the shares in the X Brewing Co., the capital stock of which is $90,000, are purchased from the corporation by A, B, and C, who convey to it a brewery, which is worth about $30,000, in which they each have a one-third interest; the agreement with the corporation is that the corporation shall take the brewery as full subscription price and issue to A, B, and C $30,000 each in fully paid shares. The next year the corporation issues $40,000 in debentures on all the assets of the corporation to A who loans them that sum. A year after this is done the X corporation fails, owing $100,000 to X for supplies, with nothing but the brewery itself left. How much on a dollar will X get? How will A, B, and C come out?
  9. A shareholder in a bank accepts dividends for the year 1904 which are paid out of capital which he would have known if he had attended the annual meeting; in 1905 he accepts dividends, although the bank is then hopelessly insolvent, which he has no reason to suspect. What rights have depositors against him? What rights have other shareholders?
  10. A corporation, not authorized to borrow money, or to purchase real estate, borrows $1000 of X giving its note due in 30 days for $1000; expends $500 of the amount in paying a valid corporate debt to B; and expends the balance in purchasing land. X sues the corporation on this note for $1000. Decision is given against him on the ground that the borrowing by the corporation was ultra vires. Are there any remedies open to X?

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

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ECONOMICS 21
Year-end Examination, 1906-07

First give your answers clearly; then give your reasons briefly.

  1. What is the position of a person who has sold steel rails at
    16 2/3% profit to a railway company if he is (1) a promotor of the corporation, (2) a large stockholder in the corporation,
    (3) the treasurer of the corporation, (4) a director who resigned from office while the sale was being negotiated and was then immediately re-elected?
  2. Can an action for damages be brought (1) by a retail tobacco dealer against a tobacco trust which will not sell to him because he handles rival brands; (2) by a newspaper against a press association which makes lower rates to others which deal with it exclusively; (3) by a city which has paid an artificially high price for iron pipe to an iron foundry which is a member of a pool; (4) by one railroad against another which makes lower rates to those persons who will ship by it exclusively?
  3. Are there legal objections to the following arrangements?
    (1) a rich man, who is a large stockholder in two competitive railroads, increases his holdings in both to over 50% of the shares in each; (2) three rich men, holding each 20% of the shares in these two roads, agree to vote these shares as a majority of them shall decide; (3) the organization of a corporation to buy the controlling interest in these two roads; (4) an agreement between the two roads to maintain the maximum rates fixed by the law?
  4. Can a street railway urge against the constitutionality of legislation reducing fares that the gross receipts so reduced
    (1) will leave no net profit: (2) or will leave nothing for replacements, (3) or nothing for depreciation; or (4) nothing for losses by accidents?
  5. Can an innkeeper refuse to admit to his premises (1) a driver of a stage line seeking passengers; (2) a caller for a guest;
    (3) a neighbor with a dog; (4) a prize fighter who has come to train for a month?
  6. Can a gas company refuse to supply (1) an applicant who uses electricity; (2) an applicant who owes his last month’s bill;
    (3) a tenant in an apartment house; (4) a householder on a street where there are no gas mains?
  7. Is it illegal for a water company to make lower rates
    (1) for factories than for residences; (2) for hospitals than for churches; (3) for customers who use over 100,000 gallons than for less; (4) for customers who pay in advance.
  1. Is it illegal for a railroad to charge lower rates per pound
    (1) for trainloads than for carloads; (2) for carloads than for less than carloads; (3) for 100 lb. packages than for less; (4) for barrels than for boxes?
    [Note: Questions IX and VIII were reversed in the original printed copy]
  1. (1) Can a railroad work coal mines? (2) Can a gas company make lower rates to those who have gas stoves? (3) Can the proprietor of a grain elevator store his own grain in his own warehouse? (4) Can a railroad refuse to take at the carload rate a lot of goods offered by various shippers who have got together for the purpose?

Source: Harvard University Archives. Harvard University, Examination Papers 1873-1915. Box 8, Bound volume: Examination Papers, 1906-07; Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1907), pp. 42-43.

Image Source: Harvard Law School ca. 1901 from the Detroit Publishing Company photograph collection (Library of Congress).

Categories
Barnard Columbia Economists Gender Vassar

Columbia. Economics Ph.D. Alumna, Margaret Good Myers (Beckhart), 1931

I feel as though some apology is due Vassar College from Economics in the Rear-view Mirror for having filed this post under Columbia University, the alma mater for Margaret Good Myers’ 1931 Ph.D. in economics. She did teach thirty years at Vassar College after all. I’ll use my pang of guilt as an opportunity to remind visitors that the focus of Economics in the Rear-view Mirror is the history of undergraduate and graduate economics education, so tagging economists to the institutions where they received their training makes sense as principle for ordering the artifacts transcribed and posted. While the where and how of any particular economist ending their performance on the stage of economics will matter for the biographer, we are taking the opposite perspective of the young economist beginning the performance of their lifetime.

__________________________

For more on economics @ Vassar

Shirley Johnson-Lans, “The History of Economics at Vassar College” (Feb. 2011).

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Margaret Good Myers (Beckhart)

1899. Born April 3 in Fremont, Ohio to Philetus ‘Leet’ Blanser and Katherine Mary Mangold Myers.

1920. A.B. Barnard College

1921. Married Benjamin Haggott Beckhart (1897-1975). One son.

1922. M.A. Columbia University

1920-22. Statistician, Federal Reserve Bank of N.Y.

1922. Monthly Production of Pig Iron, 1884-1903. Journal of the American Statistical Association 18 (June): 247-9.

1923-25. Director of Statistics, East Harlem Nursing and Health Demonstration

1926-30. Research consultant for the Council of Research in the Social Sciences of Columbia university

1931. Ph.D. Columbia University. Thesis: The New York Money Market, Vol. I: Origins and Development. Published by Columbia University Press.

1931-32. Fellow, Social Science Research Council. Research in economics at the Faculté de Droit of the University of Paris.

1933. Research at University of Vienna.

Research Consultant for the 20th Century Fund [

1934. Begins teaching at Vassar.

1936. Paris as a Financial Center. New York: Columbia University Press.

1940. Monetary Proposals for Social Reform. New York: Columbia University Press. [“Published in celebration of the seventy-fifth anniversary of Vassar College and in honor of Henry Noble MacCracken in the twenty-fifth year of his presidency.”]

1960. Listed in Who’s Who in America.

1964. Retires from teaching at Vassar.

1965 Summer. Visits Moscow, Leningrad, Tashkent, Samarkan, Kharkov and Kiev. Part of second reciprocal program of exchange visits initiated by Nikita Khruschev in 1963.
Source: Vassar Miscellany News, Volume L, Number 12, 15 December 1965, p. 3.

1970. A Financial History of the United States. New York: Columbia University Press.

1988. Died July 11 in Medford, NJ

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‘I had to fight to keep my own name.’
(1978 Interview)

            Margaret Myers, professor emeritus of economics, taught at Vassar from 1934 to 1964. Talking to Professor Myers is like talking to one of the original feminists, a Lucy Stoner.

            “I decided early on to be a feminist and not to be fully dependent on a man for my spending money. My husband fully agreed with me. I wouldn’t have married him if he hadn’t. Some girls are naive about that, not knowing where their future husbands stand on such issues.

            “Girls used to come up to me after class and ask why I didn’t believe in marriage. I’d say I had been married to the same man for thirty years.” Needless to say, the students were surprised for Miss Myers never changed her name. “I have always used my own name. I even vote in my own name, but I had to fight to keep it.”

            Although Professor Myers loved teaching, she felt ready to retire at 65. She had a book underway, A Financial History of the United States, now being translated into Japanese. She was also active locally in the League of Women Voters and in Planned Parenthood.

            “I have been on the Planned Parenthood board through two six-year terms. I feel that birth control is the most important element in social reform. I think that much crime can be traced back to unwanted, unloved, unskilled young people. The Right to Life people should have to pay taxes to support unwanted young children.”

            Miss Myers feels controlling family size might also be a way to reduce the infant death rate. ‘‘lnfant death rate in the United States is shockingly high. Sixteen other, countries have infant death rates lower than ours. But it seems that the idea that women can control their own bodies sends men into an hysterical rage.”

            While an undergraduate at Barnard College, Miss Myers took a course entitled ‘‘Women in Gainful Occupations.” “In that course, we read about women’s wages and women’s jobs in factories. It was the nearest thing to consciousness-raising for me.”

            Miss Myers had wanted to attend Vassar but couldn’t at that time because no financial aid was offered to freshmen. Instead she went to Barnard and met her husband, Haggott Beckhart, in a graduate course in statistics. Miss Myers recalled, “The class was so boring that we had to entertain each other.” In 1921 Miss Myers was married to Mr. Beckhart, then a professor in the Columbia Business School.

            During Myers’s years at Vassar, the Economics Department had an activist orientation, and its members were politically involved. Miss Mabel Newcomer, an economics professor and contemporary of Miss Myers, had been at Bretton Woods on a committee to establish the International Bank for Reconstruction and Development.

            When I met Edna Macmahon at the Bryn Mawr summer school in 1922, we were arrested for strikebreaking in Philadelphia, although we had only been interviewing the strikebreakers. The police were just arresting anyone near the factory.”

            Although she felt that the Economics Department was politically conscious when she came to Vassar, Miss Myers does not remember much of a feminist movement here. She does remember that there were more women on the faculty and in the administration than today. “Presidents McCracken and Blanding were pretty fair-minded about women in the faculty and administration. I don’t think that women felt discriminated against under these two.

            “The Depression was an awful setback for the women’s movement. Since women couldn’t get jobs, they just grabbed onto the nearest man. After World War II, there was a growth of patriotic motherhood. Again, women suffered a setback. Women just married and had children, and didn’t go to graduate schools. These factors made it unusual to be a feminist.”

            While these factors may have made it unusual for other women to be feminists, they never stopped Margaret Myers.

Source: Carla De Landri, “Six emeriti who chose Poughkeepsie,” Vassar Quarterly, Volume LXXIV, Number 3 (March, 1978), p. 31.

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Book reviews by Margaret Good Myers

1930/1. Book Review of “The Labor Banking Movement in the United States” by Princeton University, Industrial Relations Section. Personnel Journal 9: 191-.

1930/1. Book Review of “Robots or Men? A French Workman’s Experience in American Industry” by Dubreuil. Personnel Journal 9: 264-.

1931/2. Book Review of “Cost of Living Studies II. How Workers Spend a Living Wage” by Peixotto. Personnel Journal 10: 67.

1931/2. Book Review of “The Movement of Money and Real Earnings in the United States, 1926-28” by Douglas and Jennison. Personnel Journal 10: 67.

1931/2. Book Review of “The National Income and Its Purchasing Power” by King. Personnel Journal 10: 67.

1932. Book Review of “Le Crédit par acceptation: Paris, centre financier” by Pierre-Benjamin Vigreux. Political Science Quarterly 47: 301-.

1935. Book Review of “Le Crédit” by Louis Baudin. Political Science Quarterly 50: 150-.

1938. Book Review of “La Monnaie et la formation des prix. Partie I: Les Eléments” by Louis Baudin. Political Science Quarterly 53: 310-.

Source: Bibliography from Kirsten K. Madden, Janet A. Seiz and Michèle Pujol, A Bibliography of Female Economic Thought to 1940. Routledge, 2004.

Image Source: Carla De Landri, “Six emeriti who chose Poughkeepsie,” Vassar Quarterly, Volume LXXIV, Number 3 (March, 1978), p. 31.

Categories
Berkeley Economists Education Labor

Berkeley. UC President, former economics professor, Clark Kerr dismissed in 1971.

Perhaps it is because I am an economist that I have been particularly sensitive regarding those of our discipline who have gone on to head colleges and universities. Or perhaps economists have indeed constituted a disproportionate share of such presidents/chancellors/deans. In either case, I feel sufficiently motivated to begin a new series “Economists gone university leaders” with this post dedicated to Clark Kerr, a Berkeley economics Ph.D. (1939). The title of his thesis was “Productive enterprises of the unemployed, 1931-1938”. He was the founding director of the UC Berkeley Institute of Industrial Relations and later became the first chancellor of the University of California, Berkeley and the twelfth president of the University of California.

Fun fact: Not only did then Governor Ronald Reagan vote to dismiss Clark Kerr but so too did the chairman of the UCLA Alumni Association and member of the University of California Board of Regents, Harry R. (Bob) Haldeman of Watergate infamy. 

There are two morsels of Clark Kerr’s wit to be enjoyed near the end of the post as a reward for reading two newspaper reports from 1967.

But first we begin with an inspirational thought from Clark Kerr’s early presidential years and an insight by the columnist James Reston as to how it was even conceivable that Clark Kerr could be fired. “As usual, the articulate and activist extremes have prevailed over the moderate and indifferent middle.” A lesson for our political times?

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The duties of a great university

“A great university has a duty to the future as great as its duty to the present. It must do more than serve the immediate society which provides its support: it must preserve the heritage of the past; it must try to open new doors. Intellectually it must be both more conservative of established values and more bold in trying innovations than may be fashionable at any given moment. It must maintain scholars in studies which a layman might consider archaic. It must support novel explorations which most people consider speculative. In the interests of future generations it must take the long view and may often have to defend the unpopular.”

Source: Office of the President, University of California. Unity and Diversity. The Academic Plan of the University of California, 1965-1975, p. 2.

When the Center could not hold

“The feeling against Governor Reagan and the Regents for their clumsiness, insensitivity, and even brutality in dismissing Kerr like an incompetent janitor is very strong here [in Berkeley]. Faculty and students, who were remarkably silent when he really needed them, are now all rallying to his support, but it is too late. As usual, the articulate and activist extremes have prevailed over the moderate and indifferent middle.”

Source: James Reston, “Berkeley: The Dismissal of Clark Kerr,” The New York Times, January 27, 1967, p. 44.

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Hail the New Chancellor!

CHANCELLOR AT BERKELEY

A civic dinner in honor of Clark Kerr, new Chancellor at Berkeley, has been planned the evening of Dec. 10 in the Peacock Court of San Francisco’s Mark Hopkins Hotel by a special Committee of the Regents in co-operation with President Robert G. Sproul.

Chancellor Kerr will be the principal speaker on the program, which will also include remarks by Governor Earl Warren and President Sproul, and music by the Glee Club, under the direction of Robert Commanday.

Approximately 450 civic, faculty, student, and alumni leaders are being invited to the affair which will introduce Chancellor Kerr to the Bay Area in his new capacity.

Chancellor Kerr was born in Pennsylvania and holds the bachelor degree from Swarthmore College, the M.A. degree from Stanford University, and the Ph.D. degree from the University of California. He completed his studies in 1939 and has since been an Associate Professor of Economics at the University of Washington, from which post he came to the Berkeley campus in 1945.

That was the year in which the Institute of Industrial Relations was established by the State Legislature, at the Governor’s request, and in recognition of the fact that labor-management relations had come to be a crucial problem in the life of California and the nation. Chancellor Kerr organized the Institute, recruited a well-qualified staff, and directed a program of teaching, research, and public service, the success of which is attested by the co-operation of both management and labor.

In addition to his academic achievements Chancellor Kerr has a record of public service both local and national, including service as a member of the Federal Advisory Council on Employment Security, U. S. Department of Labor; public member and vice-chairman of the National Wage Stabilization Board; consultant on industrial relations,

Atomic Energy Commission; chairman of the Labor-Management Advisory Committee, United States Conciliation Service; vice-chairman of the Twelfth Regional War Labor Board; and member of Federal Fact Finding Boards in important labor-management disputes.

Upon assuming the chancellorship at Berkeley Kerr relinquished his position as Director of the Institute of Industrial Relations, a position which was assumed by E. T. Grether, Flood Professor of Economics and Dean, School of Business Administration. Chancellor Kerr retained his title as Professor of Industrial Relations, School of Business Administration, and in addition is serving as Research Associate, Institute of Industrial Relations.

Source: University Bulletin, A Weekly Bulletin for the Staff of the University of California. Vol. 1, No. 17 (December 8, 1952), p. 89.

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The Backstory to Clark Kerr’s Dismissal as President of the University of California

1964 Turmoil Caught Kerr in Ironic Web
UC President, Skillful Negotiator, Unable to Settle Campus Strife Leading to Ouster

By William Trombley, Times Education Writer
The Los Angeles Times, (January 21, 1967), p. 15

Clark Kerr earned an international reputation as a negotiator of labor disputes.

But ironically it was his failure to settle campus conflict which set off the train of events leading to his being fired as president of the University of California Friday.

When Kerr returned to Berkeley from an Asian trip in September, 1964, he found the campus in an uproar.

Edward W. Strong, then chancellor, had ordered a halt to student political activity in an area outside Sather Gate where it always had been allowed.

Kerr thought the Strong order a mistake but also thought it would be awkward to reverse the decision.

Instead, he proposed that students be permitted use of Sproul Hall steps, instead of the banned Sather Gate area. He also recommended certain other concessions.

Sought Discussion

He did so, he said in later interview, because “I thought we could get things back into channels of discussion if we showed reasonableness. But it didn’t work.”

Instead, the Free Speech Movement exploded across the campus and onto the nation’s front pages and television screens.

From that time Kerr has led a troubled life.

Conservative members of the Board of Regents, who had never been happy about Kerr’s selection as president in 1958, solidified their opposition.

They were especially angry because Kerr opposed then Gov. Edmund G. Brown’s decision to call in police to arrest demonstrators during the Sproul Hall sit-in at the height of the FSM protest.

Strategy Has Worked

Kerr thought the demonstrators would leave the building eventually if the police were not called, a strategy that has been followed successfully in dealing with demonstrations on other campuses since then.

When a few students and nonstudents displayed four-letter words on signs and shouted four-letter words on the campus in the spring of 1965, some regents demanded that Kerr and Martin Meyerson, who had replaced Strong as Berkeley chancellor, dismiss the offenders.

However, Kerr and Meyerson thought that to punish the students without due process would revive all the bitterness of the fall and destroy the tenuous peace which prevailed on the campus.

The two officials announced their intention to resign, but later agreed to stay when the regents decided to permit them to settle the “filthy speech” incidents themselves.

Ouster Move

Regental opposition to Kerr reached a high point at the June, 1965, meeting of the board in San Francisco, when regents Edwin W. Pauley and John E. Canaday led a move to oust the president.

However, a coalition of “liberal” and “moderate” regents formed behind Gov. Brown to prevent the ouster.

The newly formed coalition of regents insisted, however, that Kerr carry out recommendations for decentralization of university administration which had been included in the Byrne Report.

This report, prepared for a regents’ committee by a staff headed by Beverly Hills attorney Jerome C. Byrne, found that the mammoth university was too highly centralized. It recommended that substantial administrative authority be delegated from the regents to Kerr and from him to the chancellors of the nine campuses.

More Power

Kerr moved immediately to grant more power to the chancellors. The regents also agreed to pass on some of their powers, and for about a year talk of Kerr leaving his post faded away.

The Berkeley campus was troubled by demonstrations against U.S. policy in Vietnam during 1965-66, but Kerr remained in the background, permitting Roger W. Heyns, the third Berkeley chancellor in three years, to work out the problems.

However, speculation that Kerr might quit or be fired was revived during the Brown-Reagan race for the governorship. Kerr made strenuous efforts to avoid involvement in the campaign, but there was little question that his administration in Berkeley was linked with Brown’s administration in Sacramento.

Doubt Remained

Even after Reagan’s overwhelming victory, however, there was doubt that Kerr would go.

The addition of Reagan, Lt. Gov. Robert H. Finch and Allan Grant, newly named president of the State Board of Agriculture, clearly gave the anti-Kerr forces a majority on the Board of Regents. But many observers thought the new governor might be reluctant to be identified with an educational purge.

When a new student protest led to further disorder, including a strike, at Berkeley in December, most regents supported Kerr in his determination to permit Chancellor Heyns to handle the trouble without regental interference.

However, the current controversy over the university’s budget evidently solidified the anti-Kerr votes on the board and persuaded them that this was the time to move against the president.

Kerr probably saw the end coming, however. A few weeks ago he concluded an interview with this reporter with the observation:

 “I had six good years in which to plan for the future of the university . . . then things went wrong in the fall of ’64, and I haven’t had that kind of support (among the regents) since.”

[…]

________________________

Clark Kerr’s Dismissal

Reagan Sides With Majority in 14 to 8 Decision

By Daryl E. Lembke, Times Staff Writer
The Los Angeles Times (January 21, 1967), p. 1.

BERKELEY – President Clark Kerr of the University of California was fired Friday in a surprise move by the Board of Regents. The vote was 14-8.

Gov. Reagan was present at the two-hour, closed-door discussion of Kerr’s fate and voted with the majority to dismiss the president from his $45,000-a-year post.

The dismissal was effective immediately. University Vice President Harry R. Wellman, 67, was named acting president pending selection of Kerr’s successor.

Theodore R. Meyer, chairman of the Board of Regents, said at a news conference that the subject of a successor was not discussed during the session at which Kerr was dismissed.

Reports of Dissatisfaction

Although there have been frequent reports for two years or more that the regents were about to fire Kerr, the move came as a surprise. The two-day meeting ostensibly had been called to discuss Reagan’s proposals for slashing the university budget and charging tuition for the first time.

Asked the reason for the dismissal, Meyer commented:

“We felt the state of uncertainty prevailing for many months should be resolved without further delay.”

 He added:

“President Kerr, being human, has strengths and weaknesses even as you and I. His strengths are obvious to all. His weaknesses I don’t intend to discuss for obvious reasons.”

Talked with Governor

Asked if Reagan requested the regents to fire Kerr, Meyer replied:

“The governor discussed the subject with me and others. I regard that conversation as confidential.” In response to another question, Meyer said: “Mr. Reagan didn’t fire Dr. Kerr and he won’t pick his successor.”

Voting with the governor for dismissal were these regents: Lt. Gov. Robert H. Finch, Meyer, Allan Grant, H. R. Haldeman, Edwin W. Pauley, Edward W. Carter, Mrs. Dorothy B. Chandler, Mrs. Randolph A. Hearst, John E. Canaday, Philip L. Boyd, William E. Forbes, Laurence J. Kennedy. Jr, and DeWitt A. Higgs.

Opposing the action were Assembly Speaker Jesse M. Unruh (D-Inglewood), Samuel B. Mosher, Norton Simon, William M. Roth, Mrs. Edward H. Heller, Frederick G. Dutton, William K. Coblentz and Einar Mohn.

At another news conference, Unruh describe Kerr’s dismissal as most

“unfortunate coming on the heels of an attempt (by the new Reagan administration) to depart from a 76-year tradition of no tuition for higher education in California and coming in a year of an attempted cut in the university budget.”
“Regardless of whether this was a partisan move, that will be its effect,” Unruh said. “It will be interpreted as a political move.”

Unruh Comment

Unruh maintained that although he and Kerr had their differences, Kerr was “no more culpable for the things for which the university was brought to task than the entire board of regents.”

“It is a bad precedent to fire a university president concomitant with a change of political party in the state administration.”

Kerr, 55, has been president of the university eight-and-a-half years.

[…]

Factor in Election

Reagan’s criticism of the university administration was credited as one of the principal factors in his defeat of Democrat Brown in November.

Kerr took the dismissal philosophically.

He said he was asked by chairman Meyer to leave during the regents’ discussion of a “personnel matter.” As the university president, Kerr also served as a regent.

Kerr and Dr. Max Rafferty, who as state superintendent of public instruction is also a regent, were the only members of the board absent during discussion and the vote on dismissal.

“Rumors have been around,” Kerr said at his own press conference following his removal. “I have felt like being in the ‘Perils of Pauline.’ Pauline always got saved, until to-day.”

He said it is not his nature to be “bitter or vindictive” and that he has no rancor over the regents’ action.

Reviews Policies

Kerr reviewed at his press conference policies under his administration which he said he hoped would be continued.

They include:

The “open-door” policy for qualified students who apply for admission; no tuition; dispersal of campuses rather than concentration of students in two or three mammoth institutions; decentralization of administration and striving to “make size acceptable to the individual student; achieving balance among teaching, research and service functions; stressing quality in choosing the faculty, and providing adequate facilities such as student unions and places for cultural attractions for students when they are out of classes.

Kerr also said he has fought hard for freedom on the campus.

He suggested that efforts be continued in seeking ways to give students a greater voice in governing the university or at least in advising the administration.

“Along with freedom goes respect for law,” he said. “I regret the occasions when there hasn’t been respect for law but in the totality of the university, those occasions have been minor.
A university can’t be run as a police state.”

Criticizes Regents

He criticized the regents for what he termed “yielding to the political winds in the state,” contending that the board members are appointed for 16-year terms to guard against political influence in the university administration.

“I don’t believe in the principle that because there is a new governor, there should be a new president of the university,” he said.
“Now this has happened. This is not done in the good universities of the nation and it is even out of fashion in the mediocre and poor ones.”

Kerr said he has received a number of job offers, including some made after his dismissal but has made no decision on his future.

He joined the Berkeley faculty in 1945 as director of the Institute of Industrial Relations and still retains the title of professor of industrial relations, a position to which he could return at a salary of more than $20,000 annually.

Recent Appointee

Unruh revealed that Allan Grant, recent Reagan appointee as president of the State Board of Agriculture and in that office automatically a regent, brought up the subject of dismissing Kerr at Friday’s meeting.

Unruh said that Grant, because he is new on the board, withdrew his motion to dismiss Kerr to allow Laurence Kennedy to initiate the action.

Unruh said the reasons given for the dismissal during debate on Kennedy’s motion were that Kerr “had lost the confidence of the regents and the people and that he was no longer useful.”

Executive Session

The regents met in executive session on Kerr’s status from 12:30 to 2:30 p.m.

At 3 p.m., Thomas C. Sorensen, vice president for university relations, made the announcement of the president’s removal.

Mrs. Hearst said she voted to remove Kerr “because he was inadequate as an administrator.”

William Coblentz attended Chairman Meyer’s press conference and, upon its conclusion, issued a statement charging that “the errors, mistakes and much of the blame of the majority (of the regents) have been foisted upon one man—Clark Kerr.”

Coblentz said that Kerr has been an outstanding administrator and that “the problems of unrest at Berkeley, the restlessness of students cannot be cured by the termination of employment of one man.”

The regents are expected to take up the question of a successor at their next meeting, Feb. 16 and 17 in Santa Barbara.

________________________

Two Samples of Clark Kerr’s Wit

“The chancellor’s job had come to be defined as providing parking for the faculty, sex for the students, and athletics for the alumni.”

— 1957 remark picked up by Time & Playboy

“The university president in the United States is expected to be a friend of the students, a colleague of the faculty, a good fellow with the alumni, a sound administrator with the trustees, a good speaker with the public, an astute bargainer with the foundations and the federal agencies, a politician with the state legislature, a friend of industry, labor, and agriculture, a persuasive diplomat with the donors, a champion of education generally, a supporter of the professions (particularly law and medicine), a spokesman to the press, a scholar in his own right, a public servant at the state and national levels, a devotee of opera and football equally, a decent human being, a good husband and father, an active member of a church. Above all he must enjoy traveling in airplanes, eating his meals in public, and attending public ceremonies. No one can be all of these things. Some succeed at being none.”

The Uses of the University, 1995

Source: UC Berkeley News: Press Release (December 2, 2003).

________________________

IN MEMORIAM

Clark Kerr
Professor of Business Administration, Emeritus, UC Berkeley
Chancellor, Emeritus, UC Berkeley
University of California President, Emeritus
1911 – 2003

Clark Kerr died on December 1, 2003, at his El Cerrito home overlooking the San Francisco Bay Area and the University of California, Berkeley campus. As Sheldon Rothblatt wrote shortly after, “He had always appeared indestructible, his intellectual powers invariably on automatic pilot. He survived nasty attacks from the political left and right, and overcame the humiliation of an abrupt dismissal from office by the Board of Regents. At his death, his renown was never greater.” (“Crosstalk” [National Center for Public Policy and Higher Education], 12(1), Winter 2004, p. 2.)

Kerr’s professional interests were mainly in three areas. His academic fields were economics and industrial relations; he had a second career as a skilled labor management negotiator and arbitrator; his worldwide reputation, however, was largely based on his work as an academic administrator whose final years were mostly devoted to research and writing on higher education in its American and worldwide contexts.

Kerr received his bachelor’s degree from Swarthmore College in 1932, where he also joined the Society of Friends, a lifelong commitment. After receiving his master’s degree at Stanford University in 1933 and his doctorate (all in economics) in 1939 from the University of California, Berkeley, he taught at the University of Washington for five years and was heavily engaged in ensuring industrial peace during World War II as vice chairman of the 12th Regional War Labor Board.

He was one of the founders of the professional association in his chosen academic field, the Industrial Relations Research Association. He was also a major contributor, perhaps the major contributor, to two major streams of industrial relations research and theory: (a) the so-called “California School” or “neo-classical revisionist” approach, which tried to bridge the two major then-current economics camps, the neoclassical and the institutional; and (b) “Industrialism and Industrial Man,” probably the first theoretically oriented study in what is now known as comparative international industrial relations. He continued to pursue this theme throughout his life (see, e.g., The Future of Industrial Societies: Convergence or Continuing Diversity? [Cambridge, Mass.: Harvard University Press, 1983]).

In 1945, he returned to Berkeley as director of its newly-founded Institute for Industrial Relations. When the infamous loyalty oath controversy arose in 1949, Kerr was a member of a relatively unimportant Academic Senate Committee on Privilege and Tenure, a committee that rapidly became central in the dispute. As a result of his efforts during that heated time, Kerr became well-known as a voice of reason, a calm negotiator and an able conciliator. When, in 1952, the Regents established the new position of chancellor at Berkeley, Kerr appeared the best choice to the Berkeley faculty, to then-President Robert Sproul, and to the Board of Regents.

During his six-year term as Berkeley’s first chancellor, Kerr set to work to repair the damage done by the oath controversy. As described in the first volume of his memoirs, Chancellor Kerr concentrated on building faculty excellence and planning for the academic and physical growth of the campus that would be needed shortly as the “tidal wave” of students—the first of the “baby boomers”—was expected to inundate higher education beginning in the early 1960s.

In 1958, Robert Gordon Sproul, UC’s president since 1930, retired and Clark Kerr was selected to replace him. As president, Kerr led the development of the California Master Plan for Higher Education (enacted in 1960) which provided for orderly growth among the state’s three public segments of higher education and also included the private sector in planning for the oncoming surge of students. He oversaw the administrative decentralization of the University of California, turning over most day-to-day decision-making to the campuses, under general university-wide policies. The staff of the Office of the President was reduced by 750 persons whose positions were returned to the campuses.

Developments during Kerr’s presidency included building, staffing, and opening three new UC university campuses, at Santa Cruz, San Diego, and Irvine. The existing units at Davis, Santa Barbara, and Riverside became “general” campuses, offering them equal opportunities with other campuses to engage in graduate work and research. Unlike many state systems, there would be no “flagship” campus within the University of California; similar faculty structures, admissions requirements, and expectations for excellence would be provided for all. In that vein, the University of California, Los Angeles, was given what Kerr referred to as “a place in the sun,” receiving equal resources with Berkeley in most areas.

Among other innovations, Kerr sponsored a university-wide library plan, increased the number of UC medical schools from two to five (and turned the University of California, San Francisco, from a local medical school into a leading medical research facility), enhanced facilities for student engagement in social and athletic life, established an Education Abroad Program, developed a Natural Reserve Program, and encouraged programs for arts and culture on the campuses.

While Kerr concentrated on improvements that would lead the American Council on Education, in its 1964 ranking of American research universities, to declare Berkeley to be both the most “distinguished” and the “best balanced” in the nation, political developments in the state and nation brought that campus the more dubious distinction of being the first to suffer major student disruptions.

Throughout his tenure as chancellor and president, Kerr had been under more or less constant attack from the political right wing in California and its legislature, led by State Senator Hugh Burns, chair of the senate’s Un-American Activities committee. Burns’s views were echoed by those of J. Edgar Hoover, longtime director of the Federal Bureau of Investigation, who once wrote at the bottom of a memo, “I know Kerr is no good….”

But in the fall of 1964 the attacks on Kerr and the university’s administration came from the political left in the guise of the so-called Free Speech Movement. Throughout the remainder of his service as UC’s president, Kerr would contend with forces from both the left and the right, many actively engaged in attempts to oust him from his position. After the election in fall 1966 which brought Ronald Reagan to California’s governorship, membership on the Board of Regents shifted to the right, and on January 20, 1967, Kerr was abruptly dismissed. Later he stated that he left the presidency of the university as he had entered it, “fired with enthusiasm.”

Kerr was not long unemployed, almost immediately becoming the chair and research director for the newly established Carnegie Commission on Higher Education. In 1973 that organization was transformed into the Carnegie Council on Policy Studies in Higher Education, again chaired by Kerr. During the 13 years of the Commission and Council, over 140 volumes of research and commentary on higher education were produced, many written or drafted by Kerr himself, comprising the most complete examination of higher education ever produced.

After the Carnegie series was completed in late 1979, Kerr continued to write both on industrial relations and higher education, including studies of university administration and governance for the Association of Governing Boards of Universities and Colleges, and culminating in his two-volume memoir of his life as a UC faculty member and administrator, completed shortly before his final illness (The Gold and the Blue: A Personal Memoir of the University of California 1949-1967. Volume I: Academic Triumphs (2001); Volume II: Political Turmoil (2003); University of California Press).

Perhaps Kerr’s best known book is The Uses of the University (Harvard University Press), based on his 1963 Godkin Lectures at Harvard and updated with additional chapters and republication every decade (1963, 1972, 1982, 1995, and 2001). In it he popularized the term “the multiversity” to characterize the modern research university. Other important publications included Industrialism and Industrial Man (1960, 1973 [Pelican revised ed.]), 1975 [Industrialism and Industrial Man Reconsidered]), written with others of the team that made up the Inter-University Study of Labor Problems in Economic Development; and Marshall, Marx, and Modern Times (1969).

Kerr served not only the university but also his country, as a member of numerous committees (among others, President Eisenhower’s Commission on National Goals, President Kennedy’s Advisory Committee on Labor Management Policy) and as chair of the National Committee for a Political Settlement in Vietnam. He was a member of the board of trustees/directors of the Rockefeller Foundation, the Carnegie Foundation for the Advancement of Teaching, Swarthmore College, the American Council on Education, and the Work in America Institute (again—among others).

In 1964 he received the Alexander Meiklejohn Award for Contributions to Academic Freedom, awarded by the American Association of University Professors, and in 1968 he was the first recipient of the Clark Kerr Award for extraordinary and distinguished contributions to the advancement of higher education, presented by the Berkeley Division of UC’s Academic Senate. He received numerous honorary degrees from universities in the United States and abroad.

Kerr was an avid gardener, taking special interest in cultivating an array of flowers for his wife to enjoy, and apple trees. He claimed that, as a boy on his family’s Pennsylvania farm, he could recognize 50 species of apple trees by sight—even in the winter, after they had lost their leaves. Pennsylvania State University named its antique apple orchard in his honor, a tribute he especially treasured. He is also memorialized by buildings on UC’s campuses named for him, but the living tribute pleased him more. Kerr was the quintessential “egg-head,” both physically and intellectually, but possessed a strong sense of humor that enlivened both his conversation and his writings. He claimed, for example, that during his university presidency, he would take out his frustrations on the weeds in his garden, naming a small weed after a student who was giving him trouble; a larger weed would be called by the name of an annoying faculty member; and as he yanked it out, he would name the largest weed for a recalcitrant regent.

He was devoted to his family, and when one of his sons moved to western Australia, he visited every year to help with constructing farm structures and bringing in the crops.

Clark Kerr is survived by his wife, the former Catherine Spaulding, whom he met at Stanford, and his three children and their spouses, as well as seven grandchildren and a great-grandchild.

Marian L. Gade
George Strauss

Source: University of California Senate website.

Image Source: University of California, Berkeley. The Bancroft Library website. Fiat Lux Redux: Ansel Adams and Clark Kerr Exhibits. Detail from a portrait of Clark Kerr ca. 1966

Categories
Exam Questions Harvard

Harvard. Principles of accounting, final examinations. Cole, 1906-07

William Morse Cole, his life, career, and publications.

The essence of Cole’s accounting course is to be found in his textbook:

Accounts. Their Construction and Interpretation for Business Men and Students of Affairs. Boston: Houghton Mifflin Company, 1908.

“The first issue of this book was brought out at a time when no general, non -technical, non-professional treatise on accounting had been published . The author had then been giving for eight years a course of instruction to seniors in Harvard College on the principles of accounting, and believed that many business men and students of affairs would be interested to see briefly but comprehensively how accounts are constructed and interpreted.”
Revised and enlarged edition, 1915.

__________________________

Local boy makes good
(a sample)

At a recent meeting of the president and fellows of Harvard College William Morse Cole was appointed assistant professor of accounting for five years from Sept. 1. Mr. Cole was formerly one of the teaching staff of the B.M.C. Durfee High school, which he left to teach in Worcester [South High School].

Source: Fall River [Massachusetts] Daily Evening News (May 19, 1908), p. 7.

William Morse Cole, who for a number of years was an instructor in English in the B.M.C. Durfee High school, but at the present time professor in the new school of business of Harvard University, has recently published a book entitled “Business Law and Methods.”

Source: Fall River [Massachusetts] Daily Evening News (August 20, 1909), p. 6.

William Morse Cole, formerly an instructor in the B.M.C. Durfee High school, now assistant professor of accounting in Harvard University, has published through D. Appleton & Co., a volume entitled “The American Hope,” an attempt to look beyond the unfavorable symptoms of American life to show the rational point of view toward American conditions.

Source: Fall River [Massachusetts] Daily Evening News (April 1, 1910), p. 11.

__________________________

Earlier accounting exams

1901-02
1902-03
1903-04
1904-05
1905-06

________________________

Course Enrollment
1906-07

Economics 18. Mr. W. M. Cole. — Principles of Accounting.

Total 90: 7 Graduates, 50 Seniors, 21 Juniors, 8 Sophomores, 4 Others.

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

________________________

ECONOMICS 18
[Homework?]

            The following transactions are to be entered in complete form, with full details and index references; the resulting figures are to be carried through a six-column statement; the books are then to be closed as for the end of the year, and a Balance Sheet for the beginning of the new year is to be shown.

            The books to be used are a journal, a special-column cash-book, a sales book, a purchase book, and a ledger. When insufficient details for a complete entry are given below, reasonable details are to be assumed. Interest and discount should be figured at 6%.

            In determining and recording profit, all additional facts necessary to know are to be assumed at fairly reasonable figures. Care should be taken that all necessary additional facts are considered.

            Do not attempt in this case to analyze the profit into its three elements, wages of management, interest on investment, and pure profit, but consider it an entity and carry it to the account of the proprietor, to the amount of an even $1000.

January

1. You (use any name you wish) begin business with the following capital: cash, 15,000; store building, 15,000; promissory notes to the amount of 5000 (as follows: Felix Holt, 1000, dated to-day, payable in two months; Adam Bede, 2000, dated Dec. 1, two months; Silas Marner, 500, dated Dec. 16, one month; Richard Feverel, 1500, dated Nov. 1, payable on demand with interest). Buy office and store furniture for cash, 500. Pay for postage, 15. Buy stationery, books, etc., for cash, 125.

2. Buy goods of David Copperfield, payment due in 10 days, 4000. Buy goods of Oliver Twist for cash, 3000.

3. Pay freight, 65. Pay telephone bill, three months, in advance, 25.

4. Buy horses and wagon, cash, 500. Pay for advertising, 30.

5. Sell goods to Dombey & Son, 30 days time, 700. Buy goods of Enoch Arden, cash, 6000.

8. Pay wages: bookkeeper, 25; three clerks, at 15 each; driver, 10.

9. Buy goods of Henry Esmond, 10 ds., 7000. Accept David Copperfield’s draft on you, payable in three days, for the amount of your bill.

10. Discount at a bank your own note (signed for the business) for 5000, 30 days. Richard Feverel pays his note.

11. Buy goods of Silas Lapham, cash, 6000.

12. Discount Adam Bede’s note, getting 1993.33. Pay your acceptance of the 9th.

13. Sell goods to Roderick Hudson, 10 ds., 575.

15. Sell goods to David Balfour, 10 ds., 200.

16. S. Marner’s note is paid. Sell goods to John Halifax for his note, 30 ds., 600.

17. Sell goods to John Nicholson, cash, 300.

18. Borrow on your own note for 30 ds., bearing interest, 4000.

19. Pay H. Esmond in full. Pay insurance, 100.

20. Pay freight, 75. Sell goods for cash, 150. Sell goods to Nicholas Nickleby, 30 ds., 1200.

22. Pay wages, two weeks, at the same rates as on the 8th. Pay for remodelling offices, 400. Three months’ rent is paid in advance by a tenant to whom one of the remodelled offices is let, 100.

23. R. Hudson’s bill is paid. Paid for coal, 100.

24. Pay subscription for flood sufferers, 100. Sell goods for cash, 1200.

25. Draw a draft on Dombey & Son, payable in ten days, to your own order, for the amount of their bill due Feb. 4. Pay a dry-goods bill for your wife out of the cash drawer, 75. David Balfour’s bill is paid.

26. You receive, accepted, the draft drawn on the 25th.

27. You discount at a bank Dombey & Son’s acceptance.

29. Sell goods to David Balfour, 30 ds., 1300.

30. Pay wages as before.

31. Pay for lighting, 15. You draw for your own use, 150.

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

________________________

ECONOMICS 18
Mid-year Examination, 1906-07

Perform and arrange your work strictly in the order of the questions, and so present it that each topic shall be in a paragraph by itself

  1. (a) Jan. 1, X invests in a partnership a note of his wife, for $5000, due in one month. (b) Jan. 14, X exchanges the note for one of his own payable at the same time. (c) Jan. 25, X takes up his own note, leaving in exchange an accepted draft, due Feb. 1, on B, who is a creditor of the partnership. (d) Feb. 1, the debt of the firm to B becomes due, and B’s acceptance is sent to him in payment.
    Journalize the entries, designating each by a letter as above.
    (e) In the meantime, B, not knowing that X is a member of the firm and that his acceptance will be used to cancel a debt to him, sends his check to X for payment of the acceptance. The two letters cross, and X, not knowing that the acceptance has been sent to B, turns in the check to the cashier, who misunderstands X and thinks the check is invested by X.
    What entry will the cashier make?
    (f) X discovers that the cashier has misunderstood him, and explains. The correct situation is discovered, is confirmed by a letter from B, and a check is sent to B, his check being already deposited.
    What entry shall now be made to correct the books?
  2. “The profit and loss account on the balance sheet is simply the difference between resources and liabilities.”
    “The profit and loss account on the balance sheet is taken directly from the ledger and represents the balance of all undistributed loss and gain.”
    Either reconcile these two statements or show why one is correct and the other incorrect.
  3. You are in charge of “taking account of stock” in a store. The clerks give you the numbers and descriptions of articles, and the invoice book-keeper fills in prices as they appear on incoming bills. How far is this material adequate for an inventory?
  4. You have balance sheets of a corporation for two successive years, but you can get no other information. How much can these sheets tell you of the business for the intervening year?
  5. A man’s business is of the cash mail-order variety, both for purchases and for sales. He handles no goods, but orders others to ship directly to his customers. For some classes of goods, he issues catalogues, which he sells for a small fee intended to pay for postage and printing; for other goods he advertises in magazines; and for other goods not covered by magazines and catalogues, he advertises by means of painted signs. He conducts a premium department for second and third orders exceeding a definite sum in value. He pays his office help, for their correspondence, on the piece-price plan, with deductions for errors.
    What ledger accounts should you recommend him to use? If you would recommend any unusual ones, state the method and the purpose of their use.
  6. Describe the principal books that you would recommend for the business described in the preceding question, and show how they could be employed with minimum labor. Illustrate by rough but intelligible forms, showing by posting-checks how posting is to be done.

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

________________________ 

ECONOMICS 18
Year-end Examination, 1906-07

The points indicated at the beginning of each question show comparative value on a scale of one hundred. Omit questions to the value of fifteen points. Follow the order of the questions. Write on the exact subject set, not on some other subject that chances to be allied. As far as practicable, put your answers in tabular or parallel-column form. Give a new paragraph to each part of each answer.

  1. (7½ points.) What are the advantages and the disadvantages of keeping a separate sales ledger?
  2. (7½ points.) Is it possible (whether it is desirable or not) to keep books without a journal? If so, explain under that plan how one could best enter the exchange of bonds for stock, and defend such treatment.
  3. (15 points.) State briefly what facts are shown by each of the following ledgers: stock; stores; bond; purchase; machine; deposit.
    Classify these ledgers on the following bases: those represented by general ledger accounts; those to which posting is done; those from which posting is done; those which are purely statistical.
  4. (40 points.) Assume your inability to go behind the returns. Arrange the following items in intelligible form, and show the mathematical correctness or discrepancy of the conclusions:
Sales $249,000 Material on hand a year ago $21,600
Accounts receivable 17,000 Taxes paid 800
Material on hand 14,000 Taxes accrued to pay 800
Capital Stock 90,000 Plant 65,000
Wages due 7,000 Merchandise 67,000
Wages paid 83,000 Rentals earned and rec’d 200
Dividends paid 9,000 Rentals accrued but not due 300
Bonds issued 30,000 Accounts payable 46,000
Real estate 25,000 Suspense accounts 1,000
Cash 12,000 Repairs of plant 6,000
Patent rights 16,000 Surplus for the year 4,000
Sundry sums written off 13,000 Miscellaneous costs 11,500
Bills receivable 7,000 Material purchased 85,000
Interest paid 900 Selling costs 20,000
Interest accrued to pay 600 Estimated value of outstanding advertising paid for 2,000
Surplus on ledger 52,100
Insurance paid 500
Insurance unexpired 200
  1. (15 points.) Discuss the general principle of distinction between charging to revenue and charging to capital. Does this apply to the treatment of premium on bonds? Explain.
  2. (7½ points.) What sets of records should be kept for bonds held under each of the following circumstances: (a) ownership; (b) in trust; (c) as collateral?
  3. (7½ points.) On which side of a balance sheet are you likely to find the following accounts; will corresponding or related accounts, under the same or another name, appear for each on the other side of the sheet; if so, what relation, both as to nature and as to amount, will exist between the two: depreciation fund; treasury stock; collateral trust bonds?
  4. (7½ points.) What is the usual method of recording individual holdings of capital stock?
  5. (7½ points.) What is the argument for figuring depreciation of machinery at a fixed rate on depreciated valuation rather than on original cost?

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 8, Bound vol. Examination Papers 1906-07 (HUC 7000.25), pp. 41-42.

Categories
Economists Gender Labor UCLA

UCLA. First woman economics Ph.D. Gene Bunning Tipton, 1953

For our irregular series “Meet an economics Ph.D. alumnus/a” we introduce you now to the first woman economics Ph.D. (1953!) from the University of California, Los Angeles, Gene Bunning Tipton. I have been unable to find any bibliographic references to her research, probably because she clearly chose a path as college educator. She served as the chair of the department of economics and statistics at California State Los Angeles.
Can anyone find an example of an interview where a male economist is asked what his family’s favorite recipe is? Seventy years ago, Gene Bunning Tipton was asked for hers. Here it is:  Bonus Material. To be honest, it looks pretty good.

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Gene Bunning Tipton

  1. Born September 20 in Bellflower, Los Angeles County, CA to Percy Jay Bunning (1882-1937) and Mattie May Forquer (1883, 1917).
  1. Married Albert Vern Tipton, Jr. (1912-1996) February 16 in Pasadena, Los Angeles County, CA. Three children.
  1. California Voter Registration: Registered Democrat. Occupation: Housewife.
  1. A.B. from the University of California, Los Angeles. Summa cum laude, Phi Beta Kappa. Economics major. Transfer from Pasadena J.C.
  1. M.A. from University of California, Los Angeles. Economics.
  1. Los Angeles Evening Citizen News. May 11, 1960, p. 6.

“Problems of California government and society will be studied under three research fellowship grants awarded for 1950-51 by the Haynes Foundation of Los Angeles.
Graduate students to whom fellowships have been awarded are…and Gene B. Tipton, UCLA economics student, who will study the labor movement in Los Angeles during the 1940’s.
Each of the students is a candidate for the doctoral degree at his respective institution. The fellowship carries a stipend of $2000 for the academic year.”

  1. Ph.D. in economics from UCLA, first woman.

University Bulletin: a weekly bulletin for the staff of the University of California (March 23, 1953), p. 144.

“During the 1940’s the number of union members in proportion to the labor force increased nearly 15 per cent in Los Angeles County, according to a doctoral dissertation recently completed by a student in the Department of Economics.

Mrs. Gene B. Tipton of El Monte, the first woman ever to receive a Ph.D. degree from the Department, credits this growth to the past decade’s high prosperity and a favorable governmental climate. Also important were court decisions upholding directives of the National Labor Relations Board limiting the activities of organizations which advocated laws to ban the union shop in California.”

  1. The Whittier News. September 17, 1953, p. 7

“Officials of Whittier College have announced the appointment of ten faculty members for the 1953-54 school year…

New in the department of economics and business administration will be Dr. Jesse S. Robinson and Dr. Gene B. Tipton…

Dr. Tipton received her degree from UCLA where she was the winner of a fellowship from the John Randolph and Dora Haynes Foundation.

Her teaching background includes service at UCLA and Pomona College. More recently she has been an investment specialist with the Prudential Life Insurance Co.

  1. Daily News. October 20, 1954, p. 23

Article with photo. “Woman economist puts theory into practice in her cooking” by Martha Grayson. Includes recipe: Roast Canadian Bacon. To give a free seminar “Family Finance Forum” in the Whittier Woman’s Clubhouse on October 26, 1954 sponsored by the Whittier Savings and Loan Association in commemoration of the 34th anniversary of its founding.

Full-page ad in The Whittier News, October 25, 1954, p. 9.

  1. East Review. October 26, 1958, p. 3.

“Members of Soroptimist Club of Whittier will hostess a joint dinner meeting Tuesday evening of women’s service clubs in Whittier. Included on the guest list are members of the Business and Professional Women’s Club, Quota and Altrusa Clubs. The 6:30 dinner will be held in the Campus Inn at Whittier College.

Speaker for the evening will be Gene B. Tipton, Ph.D., who will speak on the subject, ‘Inflation in Our Time.’ Dr. Tipton is assistant professor of economics at Los Angeles State College. She graduated Summa cum Laude, Phi Beta Kappa, from the University of California at Los Angeles in 1953. She is the wife of A. Vern Tipton and they have three children.”

  1. Independent Star News (Pasadena, CA), p. 4.
    Elected to the Executive board of the L.A. State chapter of the American Association of University Professors for the coming year.
  1. Promotion to associate professor of economics, Los Angeles State College.

“Notes.” The American Economic Review, vol. 51, no. 5, 1961, p. 1165. JSTOR, http://www.jstor.org/stable/1813901.

1963-64. August 1963 to April 1964.

Fulbright scholar at the Indian Institute of Economic Research. Associate Professor of Economics at Los Angeles City College.

  1. South Pasadena Review, March 24, 1965, p. 1.

Dr. Gene B. Tipton, Associate Professor of Economics, 12116 Magnolia, El Monte elected Secretary-Treasurer of the Cal State L. A. alumni chapter of Phi Beta Kappa.

  1. Star-News (Pasadena, CA). May 6, p. 7.

“Dr. Gene B. Tipton of 12116 Magnolia St., El Monte, has been promoted from assistant [sic] professor to professor of economics at Cal State Los Angeles. She earned her B.A., M.A. and Ph.D. degrees at UCLA and was on the faculty of Whittier College before joining Cal State.

  1. 26 full-time faculty members under leadership of department chairman Donald A. Moore and associate chairman Gene Tipton. Cf. In 1960 the department of economics was 11 full-time, 5 part-time members.
  1. September. Becomes chairman of the department of economics and statistics.

“Notes.” The Journal of Business, vol. 46, no. 2, 1973, pp. 331–47. JSTOR, http://www.jstor.org/stable/2351382.

  1. Star-News (Pasadena, CA). June 15, p. A-6.
    Dr. Gene B. Tipton, chairman of the department of economics and statistics at Cal. State L.A.

1984-85. Vice-President of the State Association of Emeriti Professors.

1985-86. President of the State Association of Emeriti Professors.

  1. Died in March 20 in Arcadia, Los Angeles County, CA.
Obituary

Gene B. Tipton, Emeritus Professor of Economics who was serving as the 1985/86 president of the Emeriti Association, died on March 20. Gene served on the University faculty as a teacher and administrator for 26 years (1957-83). Prior to coming to Cal State L.A., she taught at Whittier College and UC Riverside. A native of El Monte, Gene prepared for her career in economics by earning her BA, MA, and PhD degrees at UCLA, graduating summa cum laude. She was elected to Phi Beta Kappa. In addition to her academic achievement, Gene also was an outstanding tennis player, winning state titles in her collegiate days. A highlight of her tennis career was defeating Alice Marble, an international star in her day. In addition to her teaching, Gene was in demand as a consultant. She served as a special economic consultant to the Federal Reserve Board in San Francisco for 17 years. A Gene Tipton Memorial Lecture, under the joint sponsorship of the Emeriti Association and the Department of Economics in the School of Business and Economics, is being arranged for the Fall Quarter at the University. Gene is survived by her husband, Vern, three children and six grandchildren.

Source: The Emeritimes. Vol. VII, No. 3 (September 1986)

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Bonus Material

From: Woman economist puts theory into practice in her cooking
By Martha Grayson (Daily News food editor)

As a noted economist and busy instructor at Whittier College and Los Angels State College in subjects ranging from consumer economics and family investments to public finance, it’s a miracle that Dr. Gene Tipton has had time to develop a favorite recipe.

But this she has done. And her Roast Canadian Bacon, hot from the oven, is a great favorite with her husband and her three teen-age children, as well as with the Tipton’s many friends who dine from time to time at their home in El Monte….

Roast Canadian Bacon

2½ Ibs. Canadian bacon
2 teaspoons dry mustard
4 tablespoons brown sugar
2 teaspoons ground cloves

Put bacon in water to cover, bring to boil and cook for 45 minutes. Remove from water and place in a greased baking dish with one-fourth water in bottom. Mix mustard, sugar and cloves thoroughly; press mixture into meat, covering it thoroughly. Bake without cover at 350 degrees for 1½ hours. (Start in cold oven.)

With this tasty roast Doctor Tipton likes to serve sweet-sour green beans cooked with a little finely chopped onion, baked potatoes, a tossed green salad, cornbread squares and apple sauce.

For dessert she serves an assortment of fresh fruits frequently. A frozen berry pie and ice cream, obtained from the freezer cabinet at her market, also are favorite desserts in the Tipton household, since admittedly there is not too much time for baking.

When the family has a special yen for cake, however, Doctor Tipton obliges with either an angel food or a devil’s food, which she makes from a prepared mix.

Source: Daily News (Los Angeles, CA), October 20, 1954, p. 23.

Image Source: Daily News (Los Angeles, CA), October 20, 1954, p. 23.

Categories
Dartmouth Pedagogy Popular Economics

Dartmouth A.M. John Gilbert Thompson. Long-lag for interest rate effect, 1929

The reasons for this post are the fact that “John G. Thompson” is not a unique identifier for economic authorship and my desire to distinguish John G. Thompson from John G. Thompson without using subscripts. Today we meet Mr. John Gilbert Thompson (1862-1940), an educational administrator turned business economist/forecaster. He spent over thirty years in the field of education, achieving some distinction as the first principal of the State Normal School in Fitchburg, Massachusetts. In the dozen or so years before his retirement in ca. 1932 he worked at the Simonds Saw and Steel Company in Fitchburg, where he was employed, according to press accounts, as “assistant to the treasurer”, “efficiency director”, “economist”, and finally “assistant to the president”.

Particularly worthy of note for Economics in the Rear-view Mirror is Thompson’s contribution to the panel “Appraisal of Economic Forecasts” chaired by Wesley C. Mitchell at the December 1929 meeting of the American Statistical Association ( see below ). His principal empirical finding was contained in a single chart ( included below ) showing the long lag between a change in the commercial paper rate and an inverse movement in the level of economic activity, as proxied by the Federal Reserve’s index of industrial production. It might come as something of a surprise to readers here that a former teaching-college principal turned economic forecaster [anyone out there ever heard of his financial newsletter Looking Ahead?] was seeing long-lags some thirty years before Milton Friedman was to make “long and variable lags” fashionable.

Of lesser interest is discovering a Simonds Saw and Steel Company’s essay competition in economics for high school and normal school students that later evolved into a prize competition for established academic and business economists. Here we encountered the name of Dr. John L. Tildsley, once a teacher of economics in the New York City High School of Commerce and then District Superintendent for High Schools in New York City. Like Thompson, Tildsley was a strong advocate for the inclusion of economics in the high school curriculum. Economics in the Rear-view Mirror is mildly proud to offer content regarding these two leaders in American education.

Note: The other John G. Thompson’s full name was John Giffin Thompson.  He was a University of Wisconsin Ph.D. (1907), career-long economic researcher, and the subject of an earlier post as well.

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Life, Career and Publications
of John Gilbert Thompson

1862. Born June 23 in New Bedford, MA.

1886. Dartmouth A.M., Phi Beta Kappa

1886. December 27. Married Helen Susan Titus (1863-1938) in Hancock N.H. She was a direct descendant of Peregrin White of the Mayflower. They had seven sons (from The Boston Globe, Nov. 6, 1940, p. 19), five were still alive at the time of his death in 1940.

1886-1893. Principal of schools in Winchester, N.H., Sandwich [Mass], Southboro [Mass]; Superintendent of schools in Northboro [Mass] and Leominster [Mass]. Fitchburg Sentinel, Nov. 1, 1940, p.9.

1894. Together with Thomas E. Thompson (a younger brother), Master of John R. Rollins School, Lawrence, Mass. Fables and Rhymes for Beginners. The First Two Hundred Words. Boston: Ginn & Company.

1895-1920. Principal of State Normal School (Fitchburg, Massachusetts)

1895. Together with Thomas E. Thompson, Superintendent of Schools, Leominster, Mass. Fairy Tale and Fable, Second Year: An Introduction to Literature and Art. New York: The Morse Company. (Revised Seventh edition, 1902)

1899. Together with Thomas E. Thompson, Superintendent of Schools, Leominster, Mass. For Childhood Days, First Year. New York: The Morse Company. (3rd ed. 1901)

1902. Together with Thomas E. Thompson, Superintendent of Schools, Leominster, Mass. New Century Readers: Nature, Myth and Story. Third Year. New York: Silver, Burdett and Company. (Second edition)

1916. Word from Word Readers: Book One. Boston: Silver, Burdett and Company.

1916. Word from Word Readers: Book Three. Boston: Silver, Burdett and Company.

1917. Together with Inez Bigwood, The Thompson Readers: Manual for Teachers. Boston: Silver, Burdett and Company.

1917. Together with Inez Bigwood, The Thompson Readers: Book One. Boston: Silver, Burdett and Company.

1917. Together with Inez Bigwood, The Thompson Readers: Book Two. Boston: Silver, Burdett and Company.

1917. Together with Inez Bigwood, The Thompson Readers: Book Four. Boston: Silver, Burdett and Company.

1918. Together with Inez Bigwood, The Thompson Readers: Word Building for Recitation and Seat Work. Boston: Silver, Burdett and Company.

1918. Together with Inez Bigwood, Lest We Forget: World War Stories. Boston: Silver, Burdett and Company.

1919. Together with Inez Bigwood, Winning a Cause: World War Stories. Boston: Silver, Burdett and Company.

1920. A Quarter of a Century of Years and Poems. Edition limited to one thousand copies, numbered and signed by the author. Includes photograph of John G. Thompson.

Library of Congress copy Number 12 was dedicated “To His Excellency Calvin Coolidge”.

1919-1932. “Assistant to the treasurer”, “efficiency director”, “economist”, “assistant to the president” at Simonds Saw and Steel Company.

1928. Together with Gifford K. Simonds, The American Way to Prosperity, 1928.

After retirement continued to publish the financial paper/newsletter Looking Ahead with Alvan T. Simonds.

1940. October 31. Died in Westborough, MA. Buried in Hancock, N.H.

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Adam Smith Essay for High School and Normal School Students
Sponsored by
Simonds Saw Mfg. Company, 1920

                  Very few high schools give any instructions to help pupils understand economic laws that affect their daily living, and very few normal schools in the United States give those who are to become teachers any instruction that will enable them to judge intelligently in regard to their own status, their own wages, or to talk over with their pupils the conditions of industry and business which are affecting their welfare and their lives. Even the junior high school pupil would be interested to know how prosperity and adversity move in waves and how one is brought about by prudence, thrift and industry and the other by carelessness, shiftlessness and extravagance. Any boy or girl twelve years or over can be made to see that everyone in the world is paying for the destruction caused by the World War and that “no one liveth to himself alone.” Much of the unrest among the working classes and of the misunderstanding between labor and capital is due to ignorance. It is a gross neglect, almost a criminal one, that those directing our public schools have failed to see the danger and to do something about remedying the lack. It is a sad comment when one can say that the children of working parents are given a careful study of the Punic Wars and never hear anything about economics in their high school course. It is even worse that those who are to become teachers are graduated as ready to teach without ever having studied the subject, either in high school or normal school.

                  Mr. Alvan T. Simonds, President of the Simonds Saw Manufacturing Company of Fitchburg; Mass., Chicago, Ill., Montreal, Que., Lockport, N. Y., a life-long student of economics and interested in bringing about a better understanding on the part of the laborer, the capitalist, and the public, realized this deficiency in our public school and normal school education. To discover to what an extent the subject of economics was studied, he offered in September, 1920, two prizes of $1,000 and $500 for the best two essays on an economic subject. The contest was open to pupils in high schools and normal schools in the United States and Canada and the prizes were made large enough to make the competition worth while to anyone who was fitted to enter it. The subject chosen was “Present Economic Conditions and the Teachings of Adam Smith in the Wealth of Nations.” It was selected because it gave contestants a definite book to study and the opportunity to connect the study of that book with the life of which they were a part. It was not indefinite and distant from them, but definite and concerned today.

                  The contest was advertised in the Saturday Evening Post, in the Journal of Education, and the School Review and in many other publications. Personal letters were sent to state superintendents and principals of normal schools.

                  The results are what might have been expected by one who knew the status of economic teaching in the United States. It is left almost entirely for the college and even there it is elective. This is not true, however, in New York City, due to the foresight and the efforts of Dr. John L. Tildsley, formerly teacher of economics in the New York City High School of Commerce, and now District Superintendent for High Schools in New York City. The study of economics is required of all pupils in the senior year of the New York City high schools. Over 125 pupils entered the contest in the city of New York, but only twenty-five finished their essays and submitted them to the judges.

                  In Fitchburg, Massachusetts, at the State Normal School each member of the graduating class as a requirement for graduation has to submit a thesis and the supervision of the theses is divided among the different instructors. Those who worked under the direction of Miss Inez Bigwood were allowed to submit their essays both for the Simonds contest and as a graduating thesis. Beside one essay submitted by a convict in California, twenty-seven were received from normal pupils and sixty-five from high school pupils. Almost every section in the United States was represented, as well as Canada with essays from Vancouver and Montreal. There were few essays from the South, although Texas, Tennessee and South Carolina were represented. The Pacific Coast was represented by California, Oregon and Washington, while there were one or two from nearly every state in the Middle West.

                  The first prize of $1,000 was awarded to David Koch, High School of Commerce, New York City. The second prize of $500 was awarded to Aloysius Thiemann, Reedsburg High School, Reedsburg, Wis.

                  It is interesting to notice that both prizes were won by high school pupils, one from the largest city in the United States and one from a small town in Wisconsin.

                  The judges were Wallace B. Donham, Dean of the Harvard School of Business Administration, Cambridge, Mass., and John G. Thompson, Principal of the State Normal School (On leave), Fitchburg, Mass.

                  It is hoped that this contest and the lessons taught by it will awaken school officials to the necessity of requiring the study of economics in high schools and normal schools and of teachers who are to teach in junior high schools and grades above.

                  In order that those who are already saying that economics is a subject too difficult for high school pupils and certainly beyond the mental ability of junior high school pupils, let me add that the first prize of $1,000 was won by a boy only seventeen years of age, who began to be interested in economics when he was in the last year of the elementary school and read books upon the subject outside his regular school work. His essay was of such understanding and power that the judges, who worked independently, both questioned whether it could possibly be the work of a high school pupil. Investigation by Dr. Tildsley established beyond doubt that it was the boy’s own work and just about what his teacher of economics in the High School of Commerce declared could be expected from him.

David Koch, who won the first prize of $1,000, is seventeen years of age. His father came from Russia to the United States in 1897. He is a button-hole maker by trade. Dr. John L. Tildsley, district superintendent of high schools in New York City, reports that David Koch began to study economics in the last year of the elementary school and has been interested in it ever since, that is for about four years. He was a student at the New York High School of Commerce and studied economics there. His economic teacher reports “He was head and shoulders above the other pupils in the economics class and knew more economics than some of the teachers.” Mr. Tildsley writes further as follows:—

“You will be interested to know that when Koch entered the high school he had the reputation of being quite radical but as the result of his school work and especially his study of economics he has lost most of his radicalism. I believe that a great stimulus has been given to the teaching of economics in this country through the offer of these prizes.”

Aloysius Thiemann, winner of the second prize, is sixteen years of age and graduates from the Reedsburg, Wisconsin, High School this year. Mr. A. B. Olson, superintendent of the Reedsburg public schools, writes as follows: —

“Aloysius Thiemann was promoted to high school from the seventh grade, he having proven through educational tests that it would be unnecessary, for him to do the eighth grade work. His work in high school has been uniformly strong. Last year Aloysius Thiemann won the State of Wisconsin Civil Service Essay Contest and the school was presented the State Loving Cup to be kept for one year. In regard To future plans, I find that Aloysius Thiemann plans to attend Notre Dame University and will probably take up the course in Journalism.”

 

John G. Thompson,
Assistant to the President,
Simonds Manufacturing Company

Source: Thompson, John G. “EDUCATIONAL FORUM.” The Journal of Education, vol. 93, no. 24 (2334), 16 June 1921, pp. 672–73.
JSTOR, http://www.jstor.org/stable/42830956

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Award of 8th Simonds Prize (1930)

Walter Earl Spahr, a professor of New York university, was awarded the first prize of $1000 in the eighth annual Alvan T. Simonds annual economic contest last year. The subject was “The Federal Reserve System and the Control of Credit.”

Dr. Spahr is professor of economics and chairman of the department of economics, school of commerce, accounts and finance, New York university. Dr. Spahr received his A.B. from Tarlham college, Ind., in 1914; A.M. from the University of Wisconsin in 1917, and Ph.D. from Columbia university in 1925. He taught economics at Datmouth college and Columbia university before going to New York university in 1923.

He has published several notable magazine articles as well as the article in the New Encyclopedia Brittanica on “The Stockbroker in the United States.” He is joint author with R. J. Swenson of “Methods and Staus of Scientific Research with Particular Application to the Social Sciences.” His home address is 8 Michigan road, Bellerose, Long Island, N.Y.

The second prize of $500 was awarded to Ivan W. Elder, managing editor of the North Pacific Banker, Portland, Ore. He is a graduate of Reed College, Ore.

Honorable mention was awarde to Helen Elizabeth Ham, 333 E. 43d street, New York city.

The judges were Dr. Davis R. Dewey, professor of economics, Massachusetts Institute of Technology, and John G. Thompson, assistant to the president, Simonds Saw & Steel Co.

The largest number of essays came from the United States, yet excellent ones were received from Hawaii, Japan, India, South Africa, England and Scotland, thus circling the world.

SourceThe Fitchburg Sentinel (August 26, 1930), p. 9.

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Long lag between changes in the interest rate and (inverse) changes in economic activity

Ninety-First Annual Meeting of the American Statistical Association Held at Hotel Washington, Washington, D. C. December 27-30, 1929.

Friday, December 27, 1929
2:30 P. M.

Appraisal of Economic Forecasts

Chairman:
Wesley C. Mitchell, Columbia University

Papers:

Garfield V. Cox, University of Chicago
Seymour L. Andrew and Harold M. Flinn, American Telephone and Telegraph Company

Discussion:

Donald Tucker, Massachusetts Institute of Technology
Arthur W. Marget, University of Minnesota
J. G. Thompson, Simonds Saw and Steel Company

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

John G. Thompson, Discussion
[emphasis added]

“Since 1919 I have been working with Alvan T. Simonds, President of the Simonds Saw and Steel Company, trying to convince business executives and others interested that major movements in money rates, reversed, forecast major swings in business…we have used the volume of manufacture, as reported by the Harvard Economic Society, or the volume of industrial production, as reported by the Federal Reserve Board. We have found that major movements in these are forecast by major swings of money rates, reversed. The particular series of money rates selected, however, must be as free as possible from the influences of speculation. Therefore we have selected commercial paper rates, New York. The accompanying chart shows that each major swing in commercial paper rates, reversed, is followed some months later by a major swing in industrial production. The major swings are represented as straight lines connecting the peaks and the valleys of the three-year cycle, which has been repeated now four times since the War. Minor swings, including seasonal swings, have been neglected, but in each case the extreme high point has been connected with the next extreme low point, or the extreme low point with the next extreme high point…The light dotted line beginning in the spring of 1929 and running down to the middle of 1930 is the estimated course of industrial production, as made in December, 1928. The chart represents the movements as falling in three-year cycles and shows each cycle separated from the others….

In attempting to convince those interested that (as this chart shows) money rates, reversed, do forecast major swings in business, the chief difficulty seems to be the long lag between the corresponding movements. The general belief seems to have been, and to be, that when money rates ease off, business immediately or almost at once turns upward. As a matter of fact and as the chart shows, this upward turn does not begin until several months later.

Source: “Ninety-First Annual Meeting of the American Statistical Association Held at Hotel Washington, Washington, D. C. Friday, December 27, to Monday, December 30, 1929.” Journal of the American Statistical Association, vol. 25, no. 169, 1930, pp. 48-49. JSTOR, http://www.jstor.org/stable/2277188

Image Source: Fitchburg State University website. Home/About/History of Fitchburg State/Hall of Presidents/John G. Thompson (1895-1920).