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Macroeconomics Minnesota Policy

Minnesota. Address on Public Policy and the American Economy. Heller, 1986

The following pre- or post-dinner remarks by Walter W. Heller were spoken on the first evening of a two day symposium celebrating the 40th anniversary of the Joint Economic Committee of the U.S. Congress (January 16-17, 1986). Eight regular panels and two luncheons-with-presentations featured distinguished academic, government and n.e.c. economists. Heller’s remarks were published as an appendix to the symposium volume. The chairperson of the JEC at the time was Rep. David Obey (Democrat-Wisconsin). It appears that the evening event was unofficial, probably sponsored by some other Washington policy-related institution.

Fun fact: At this symposium Herbert Stein uttered his famous quip “if something cannot go on forever it will stop.”  An earlier version did appear in Stein’s Wall Street Journal article “My Foreign Debt” (May 10, 1985). 

__________________________

PUBLIC POLICY
AND THE AMERICAN ECONOMY

Walter W. Heller, University of Minnesota

Remarks at the 40th Anniversary Symposium of the Congressional Joint Economic Committee,
(Washington, D.C. January 16, 1986)

                  Mr. Chairman, Honored Guests, and Most Honored Guests Senator Jack Javits (in absentia) and Congressman Dick Bolling:

                  It is a humbling, not to say awesome, responsibility to speak to this assemblage of the movers and shakers of the nation’s economic policy. As I thought about that term, it occurred to me that there really are three classes of economic policy makers—those who shake but don’t move; those who move but don’t shake; and then there are those in this audience tonight, those who both move and shake.

                  I’ve been asked to do the impossible tonight: examine 40 years of progress—and occasional retrogress—under the Employment Act of 1946 (and its Humphrey-Hawkins successor); the role of the Joint Economic Committee in this saga; the present state of our quest for greater growth, equity, and opportunity; and what direction that quest should take in the future. I was tempted to ask David Obey: “Is that all?”

                  At the obvious risk of repeating myself, I’ll say that to try to cover all that in my alloted 45 minutes will require me to talk as fast as my late Minnesota compatriot, former head of the Joint Economic Committee, of whom it was said: “Hubert speaks at a rate of 100 words a minute, with gusts up to 200.” Finally, I’lI try to be mindful of Muriel Humphrey’s gentle chiding, when she said, “You know, Hubert, for your speech to be immortal, it really doesn’t have to be eternal.”

THE POSTWAR ECONOMIC LANDSCAPE

                  In a period when government activism, especially in economic affairs, is under attack—indeed, when President Reagan, charming, disarming, and sometimes alarming tells the country that government’s impact on the economy is somewhere between baneful and baleful and that the greatest contribution he can make is to get governments clammy hands out of our pockets and government monkeys off our backs—against that background, the Joint Economic Committee’s 40th Anniversary is an especially appropriate time to take stock of the role government has played and should play in the economy. I will undertake to do that tonight in my usual fair, objective, detached, realistic, scientific, evenhanded, and nonpartisan way.

                  Let me begin with a broad-brush comparison of U.S. economic performance in the pre- and post-activist eras. Now that’s not just pre- and post-World War II, because inclusion of the Great depression of the 1930’s would make it a statistical cake-walk for activism. True, the fear of falling into another Great Depression was a prime mover in the passage of the 1946 Act. So one might reasonably claim that it should be included.

                  David Obey has made my task easier tonight by his superb overview of the post-war experience this morning. I am grateful to him for his lucid litany of the host of constructive measures that made up the web of policy activism to which so much of our postwar prosperity can be ascribed. And I won’t repeat his broad-brush review of the superior postwar performance—at least till 1973—under the new regimen of activist public economics. But I do feel duty-bound, as an economist, to put a statistical point or two on that performance.

                  First, with respect to comparative economic stability: Excluding the Great Depression of the 1930’s—for including it would make all comparisons a statistical cake-walk for economic activism—but excluding it, we find that the prewar economy spent roughly a year in recession for every year of expansion. Postwar, it has been one year in recession for every four years of expansion. Pre-1930 recessions were not only much longer but much deeper than postwar recessions, with a standard deviation relative to trend growth that was twice as great prewar as postwar. The shape of the typical prewar cycle was a deep symmetrical V, but postwar it was more of a shallow checkmark. Now, for those of you who are not yet sated with statistics on postwar stability, I refer you to a forthcoming JEC publication and to Charley Schultze’s Okun Lectures at Yale, also to be published soon.

                  Second, as to comparative economic growth: Here, updating some of Arthur Okun’s numbers, I find that the era of economic activism wins again. Compared with an average real growth rate of 2.8 percent from 1909 to 1929 (and 2.3 percent from 1929 to 1948), the postwar pace was a hefty 3.8 percent before slowing down after 1973 and lagging even more in the Eighties, as I will examine later.

                  Third, as to the comparative use of our GNP potential: The postwar activist economy operated far closer to its potential than the prewar economy. Measuring the “net gap” under the trend lines connecting prosperity years, one finds that the gap averaged 5 percent of GNP, prewar, even leaving out the Great Depression, but less than 1 percent postwar (from 1948 to 1979).

                  Now, where has that progress come from? You would not expect me to give the same answer that Richard Nixon gave an audience in Jackson, Mississippi during the 1960 campaign when he noted that the Mayor told him that they had had a doubling of population during his 12 years as mayor. Nixon went on to say: “Where has that progress come from? That progress has not come primarily from government, but it has come from activities of hundreds of thousands of individual Mississippians, given an opportunity to develop their own lives.”

                  Contrary to Mr. Nixon’s answer, I would agree with Okun that the improved performance record, especially the greater economic stability, must be credited to public policy. As he put it, “It was made in Washington.” The automatic stabilizing effect of a larger public sector—both on the tax and on the spending side—undoubtedly played an important role. Coupled with it was an aggressive fiscal-monetary policy that, while not always on time and on target, assured private decision makers that recessions would be relatively short and shallow and depressions were a thing of the past.

                  Paralleling the improved economic performance in the postwar era of economic activism was a dramatic decline in the incidence of poverty. From an estimated 33 percent of the population in 1947, poverty fell by one-third, to 22 percent, by 1960—a decline that must be attributed primarily to economic growth plus some increases in public assistance and transfer programs.

                  Then came the uninterrupted growth of the 1960’s coupled with the War on Poverty and other Great Society programs, which cut the remaining poverty in half.

                  Contrary to Mr. Reagan’s assertion that “in the early Sixties we had fewer people living below the poverty line than we had in the later Sixties after the Great War on Poverty got under way,” the President’s 1985 Economic Report (page 264) shows us that the percent of the population in poverty dropped steadily from 22 percent in 1960 to 19 percent in 1964 to 12 percent in 1969, and then bottomed out at 11 per-cent in 1973. From then until 1980, growing transfer payments just managed to offset sluggish economic performance, and poverty stayed in the 11 percent to 12 percent range until it shot upward in the 1980’s. More of that later.

                  Perhaps the most gratifying testimonial to the success of activist socio-economic policy is the striking advance in the economic status of the elderly, a cause with which Senator Javits has been so closely identified. Since the media have recently discovered and hence covered this phenomenon at length, I need only to cite one or two salient facts: 25 years ago, 35 percent of older Americans (65 and above) were in poverty. But 1984, that number had dropped to 12.4 percent, 2 points lower than the poverty rate for Americans overall.

DOWN MEMORY LANE

                  Now let’s turn some of the pages in our postwar economic history, partly to make a few points about good and bad policy and about the reshaping of the 1946 Magna Carta as the decades passed, and partly just to reminisce a bit, as seems appropriate on an anniversary like this. In doing so, one should not forget Jackie Gleason’s dictum that “the past remembers better than it lived” and the companion warning that “reason is to nostalgia as wind is to fog.”

                  The early postwar years were really vintage years in our fiscal policy annals. We ran appropriate surpluses (that alone shows I’m dealing in ancient history) in 1947 and 1948. Then, in mid-1950, the Joint Economic Committee, in one of its finest hours, recognized the inflationary potential of the Korean War and led the charge to reverse gears, i.e. to take a tax cut that was half way through the Congressional mill and help convert it to a tax increase. As has been true so often, it was providing the intellectual leadership in Congress on economic policy. But I must add that not everyone followed.

                  Joe Pechman will vividly recall those early-1951 days when we sat in Executive Session in the Ways and Means Committee room (side-by-side with Colin Stam and Charles Stewart) carrying the ball for the Treasury proposal for a $10 billion tax increase to fight off the inflationary consequences of the Korean war. As we made the case for that huge tax hike, the 88-year old chairman of the Ways and Means Committee, “Muley” Doughton looked at us sternly and said, “If I thought that even one dollar of that $10 billion was for those new-fangled ideas about fighting inflation instead of sending guns and tanks and planes to our boys in Korea, I’d vote against it.” As I recall, my response would have done credit to Cap Weinberger. (In passing, I might note that I’ve discovered the real reason why Mr. Reagan initially signed the Gramm-Rudman Bill without any ceremony. He feared that Cap might take his presidential pen and commit hara-kiri with it on the spot.) We got $7 out of $10 billion out of Congress. When Ike dismantled the Truman price-wage controls, demand had been so successfully curbed that wages and prices hardly budged. In fact, 1952-56 were years of calm on the inflation front.

                  But the rest of the 1950’s, with three recessions in 7 years, were hardly good years of economic policy. Economic signals were missed, the Fed slammed the brakes too soon, and relaxed them too late. It was not activist policy at its best.

                  Let’s jump to the Golden Sixties, truly a watershed, a revitalizing of the Employment Act of 1946. President Kennedy asked us to return to the letter and spirit of that Act and ended equivocation about the intent of the Act by translating its rather mushy mandate into a concrete call for meeting the goals of full employment, price stability, faster growth, and external balance—all within the constraints of preserving economic freedom of choice and promoting greater equality of opportunity. He went on to foster a rather weak-kneed anti-recession program in 1961 and a powerful growth-promoting tax cut program in 1962-64. In that process, I counted six firsts for presidential economics:

                  He was the first president to commit himself to a numerical full-employment target, namely 4% unemployment, and growth, namely, 4.5%.

                  He was the first to adopt an incomes policy in the form of wage-price guideposts developed by his Council of Economic Advisers. The guideposts, flanked by sensible supply-side tax measures to stimulate business investment, by training and retraining programs, and the like, helped maintain a remarkable record of price stability in 1961-65, namely, only 1.2 percent inflation per year.

                  He was the first president to shift the economic policy focus from moderating the swings of the business cycle to achieving the rising full employment potential of the economy. In that process, he moved from the goal of a balanced budget over the business cycle to a balanced budget at full employment. He was the first president to say, as he did in January 1963, that budget deficits could be a positive force to help move a slack or recession-ridden economy toward full employment.

                  As a capstone, he was the first president to say that a tax cut was needed, not to cope with recession (there was none) but to make full use of the economy’s full employment potential.

                  All of that may have been old stuff to economists, but it was bold new stuff for a President. I recall that the big tax cut proposal was greeted with grave scepticism by the community at large, but the JEC helped carry the mail and the message. Most vividly, I remember the JEC Hearing early in 1963, which was distinguished, first, by Gardner Ackley’s pioneering exposition, with charts and all, of the tax multiplier concept to the Committee, and second, by gaffe on the Puritan Ethic. When Martha Griffiths asked me why it was that the American people seemed so reluctant to accept this bonanza of a Kennedy tax cut, I suggested that it might be the Puritan Ethic. The next day, Johnny Byrnes, the ranking member of the Ways and Means Committee, and a worthy predecessor to Bob Dole as the ranking wit in Congress—wound up his attack on me for denigrating the Puritan Ethic with this zinger, “I’d rather be a Puritan than a Heller!”

                  Those were the halcyon days of economic policy. Aided and abetted by the Fed the 1964 tax cut worked like a charm. In mid-1965, just before the July escalation in Viet Nam, we saw the happy combination of an inflation rate of only 1.5 percent; unemployment coming down steadily, to 4.4 percent; defense expenditures continuing their four-year decline from 9 percent of GNP in 1960 to 7 percent of GNP in 1965; and the cash budget running $3 billion in the black.

                  Then came the dark years of Viet Nam in economics as well as in foreign policy. Unlike 1950-51, we did not reverse gears in spite of the timely warnings of the Joint Economic Committee and most of the economists, both inside and outside the government, who were advising LBJ.

                  A case in point was my trip from Minnesota to the Ranch in late ’65 to plead for a tax increase. In the midst of an interlude of deer hunting on Lynda Bird’s “back 2000” from the LBJ-driven white Cadillac convertible—with George Hamilton as shooter and me as spotter—LBJ turned to me—perhaps I should say turned on me—and asked: “What do you want me to do, call Congress back into special session and rescind the repeal of those temporary excise taxes?” A wise and wily man. (As some of you will recall, those temporary excise taxes had been on the books since 1933 and were universally regarded as a good riddance.) He did not propose a tax increase until early 1967, and no tax action was completed until 1968, long after the inflation horse was out of the barn.

                  But that was an excess-demand horse, the kind we understood, the kind that even I warned against in my rather exuberant Godkin Lectures of 1966, those lectures in which I had said “Nothing succeeds like success,” but the London Economist unkindly corrected that to “nothing exceeds like success.” My references to the “treasured but treacherous territory around full employment” to the fact that “prosperity without a wage-price spiral” was “a goal that has hitherto eluded not only this country but all of its industrial partners in the free world” were understandably ignored.

                  As I put it in testimony before the JEC in July 1970, “there are no magic formulas, no pat solutions, no easy ways to reconcile full employment and price stability. No modern, free economy has yet found the combination of policies that can deliver sustained high employment and high growth side-by-side with sustained price stability.” That was all well and good, as far as it went, but in light of the experience of the 1970’s it did not go nearly far enough.

                  The policy travails of the Seventies are too well known to require lengthy review, especially in light of Chairman Obey’s deft characterization of them this morning.

                   First, there was the Nixon fiasco of freezes and phases serving as a facade for pumping up the economy with tax cuts, spending increases and a rapid run-up in the money supply, with sure-fire consequences of an overheated economy.

                  Superimposed on that were the supply shocks in 1973-74—oil prices quadrupling, food prices jumping 40 percent in two years, and other world raw material prices doubling in about the same time—that served to consolidate stagflation. The shocks, of course, were not just to the price level, but to the economics profession, led by Keynesians. We learned the sad lesson that as to wages and prices, what goes up, propelled by over-stimulated monetary-fiscal policy and a series of external shocks, does necessarily come down when the fiscal-monetary stimulus and supply shocks subside. We’ve learned a lot about sticky wages and prices that stay in high orbit even with (sic, “without” is probably meant here) visible means of fiscal-monetary support. At least, they stayed there until we administered a dose of sadomasochism, better known as the double-dip recession of the Eighties, the deepest since the Great Depression.

                  One should not recite the economic sins of the Seventies without acknowledging one bright fiscal episode, namely the tax rebate and tax cut enacted in the second quarter of 1975. Granted, it was a bit late to blunt the recession, but it provided a welcome boost to an economy that had fallen into what, until topped by the recession of the early Eighties, was the deepest recession since the depression. The 1975 tax cut was a winner in both size and timing.

                  Though prices behaved very well in 1976, when inflation averaged 4.8 percent (with the help of good crops and no increase in the real price of oil), the combination of an overly strong expansion (partly resulting from economists’ over-estimates of GNP potential) and the second oil price shock soon pumped inflation back into the double digits. It was a time for economists to be mighty humble—though I suppose one should bear in mind Golda Meir’s admonition: “Don’t be so humble, you’re not that great.”

                  As one surveys the whole period, activist economics and New Deal intrusions into the market place can surely take credit not only for building in strong defenses against depression but for 25 years (in 1948-73) of high-octane operation of the economy and sharply reduced instability. Within that framework, one can criticize anti-recession fiscal policy as often too little and too late, monetary policy as sometimes too easy and other times overstaying tightness. And surely, the far-too-late and considerably-too -little tax increase to finance the war in Viet Nam, coupled with excessive monetary ease in 1967-68, has to go down in the annals as one of the flat failures of post war fiscal-monetary policy.

                  Still it is worth reminding ourselves that even in the face of high performance, inflation of the 1949-72 period rose above 6 percent only once (during the Korean War) and averaged only 2.3 percent. If inflation was the price of activism in public economics, it was a long time in coming.

THE HAUNTED PROSPERITY OF THE 1980’s

                  Now, we have passed through the economic portals into the Eighties, the age of anti-government. Some of this actually began with that social liberal but fiscal conservative Jimmy Carter. I don’t refer to deregulation of transportation, communication, and finance where competition has a fair chance to do well what regulation did badly. Nor do I refer to the harnessing, where possible—that is without sacrificing public purpose and values—of market incentives, the profit motive, private self-interest to the accomplishment of public purpose. Using taxes or auction rights to make depollution profitable and pollution costly is a case in point. But I do refer to sluffing off functions and responsibilities on grounds that delivery of the services has been inefficient in the past or on grounds that there is an inevitable too-costly clash between efficiency and equity.

                  But I digress from the subject at hand, which I designate as our haunted prosperity of the 1980’s, a perceptive term borrowed from Al Sommers, of the Conference Board. Exactly what is it that haunts our prosperity in this new era of belittled government? The answer is sobering.

                  First, it is slow growth. After enjoying 4.2 percent annual real growth in the Sixties, and managing to average 3.1 percent even in the Seventies, we have slipped to less than 2 percent in the first six years of the Eighties. Even if we optimistically assume that there will be no recession in the next four years and an average 3 per-cent growth rate, the decade would come out with just a 2.4 percent real growth rate. And even if we adjust these numbers for the slowdown in the growth of the labor force, the Eighties as a whole seem destined to go into the economic annals as a period of pallid performance.

                  Second, we are haunted by resurgent poverty. The percentage of our population in poverty jumped from 12 percent in 1979 to 15.3 percent in 1983. Recovery brought the poverty rate down to 14.4 percent in 1984 but leaving aside the Reagan years, this is still the highest rate since 1966. It is worth noting that without cash transfers by the government, the poverty rate would be 25 percent and that with non-cash transfers like food stamps, the rate comes down to 9 percent. But even that is almost a 50 percent jump in poverty since the late Seventies. The tax and budget cuts of the Eighties undercut the incomes of the poor, and boosted the incomes of the wealthy. The tax reform proposal, embodying more generous earned income credits, standard deductions, and personal exemptions, would be a welcome first step in reversing this doleful story.

                  Third, we are haunted by wasted potential. With the unemployment rate, after 5 years, still stuck at about 7% and utilization of our manufacturing capacity stuck at 80 percent throughout the third year of expansion, we are wasting a big chunk of our productive capacity, presumably as a means of safeguarding the great and welcome gains that have been made on the inflation front.

                  Fourth, productivity advances have fallen far short of expectations. A respectable performance in manufacturing has been more than offset by disappointing productivity gains elsewhere in the economy.

                  Casually correlated, with this change for the worse in growth, poverty, and wasted potential are some other economic changes that haunt us.

                  From 1950 through 1979, the Federal deficit averaged less than 1 percent of GNP. Now, the deficit is stuck at more than 5 percent of GNP, most of it structural rather than cyclical.

                  The huge deficits and high interest rates have spawned an over-valued dollar and enormous trade deficits. From roughly $25 billion in the late 1970’s, readily financed by a flow of earnings from overseas investments the trade deficit zoomed to nearly $150 billion, with no offset from service earnings because we have become a net debtor nation. This dismal record on savings and investment is another concomitant of the huge budget deficit. Far from being in an investment boom, we have been on a consumer binge financed by liquidating our assets abroad, by gorging on a huge flow of imports, and by depressing national saving and investment to the lowest level since the 1930’s. Since this runs counter to popular impression, let me cite chapter and verse. First, net private saving—individual plus business saving minus replacement investment—ran close to its long-run level of 8 percent to 9 percent of GNP in 1984. Second, half of it had to be used to finance the federal deficit with the result that the national saving rate fell from 8 percent to just over 4 percent. Third, only by sucking in huge amounts of foreign saving was net investment rate held at about 7 percent of GNP. But savings and investment by Americans have dropped to the lowest levels in fifty years.

                  Apart from such damning economic development, the Eighties have also seen the rise and fall of what Herb Stein aptly calls “punk-supply-sideism,” to distinguish it from sensible classical supply-side policies for investment, productivity, and growth. Alan Blinder put the matter well when he said, “Monetarists offered statistical evidence with no theory. New Classicists offered an elegant new theory with no evidence. Combining the best of both tactics, supply-siders offered neither theory nor evidence.”

                  And that makes another point. With super-supply-sideism falling flat on its face, with monetarism failing to deliver, and with rational expectations, elegant as the theory is, proving to be a non-starter in the policy sweepstakes, Keynesians have regrouped, built Milton Friedman’s natural rate of unemployment into their models, developed a credible theory of wage-price rigidities and regained the intellectual and policy-oriented high ground in economics. By being eclectic, pragmatic, and realistic, the Keynesians have made a remarkable comeback. (If you think I’m grinding a doctrinal axe now and then, you are right.)

WHERE DO WE GO FROM HERE?

                  Where should activistic economics go from here? There are plenty of new ideas floating around—and even a few good new ideas—but none will make much difference unless we restore the essential conditions for faster and more sustained economic growth and stop the consumption binge fostered by the irresponsible fiscal policies we have been following in the name of letting the private economy breathe free. What a travesty: the monstrous deficits generated in the name of breathing free are depriving the body economic of the oxygen essential to the growth of private saving and investment.

                  David Obey made the case for growth in eloquent terms this morning. I won’t repeat it here. But it is worth reminding ourselves that it will take a skilled balancing act to put the economy back on the track of long-term growth while maintaining our expansionary momentum in the near term.

                  Clearly, the vital first step is to shrink the gigantic deficit that, to change the metaphor, is leeching the lifeblood out of growth by absorbing over half of our private savings. One has to hope that a Gramm-Rudmanized budget process will lead to a deficit disarmament conference and an agreement to couple tax increases with bearable budget cuts.

                  Second, even as we move fiscal policy toward restriction, we must maintain and even step up the level of aggregate demand in the economy. That’s where the high-wire balancing act comes in, namely offsetting the reduction in aggregate demand from a more restrictive fiscal policy by running a more stimulative monetary policy. That in turn means keeping one eye on the substitution of investment for consumer spending as the budget deficits shrinks and interest rates fall and the other on the shift of demand from imported goods to domestically produced goods and services as the trade deficits shrinks. There is nothing in the market economy, left to itself, that will make the necessary adjustments.

                  Third, we will need to adjust our structural policies, applying the classical supply-side precepts designed to beef up our productive capacity and productivity—everything from boosting investment in physical infrastructure, in human brain power, and in research and innovation, to stimulating private saving and investment.

                  Lurking in the background of this whole process will be the personal trade-off question: Is an attempt to improve our growth and expansion performance going to reignite inflation?

                  What does past experience tell us about the need to curb our appetites for expansion and faster growth? Is it possible that we are mis-applying past experience, that we are like the cat that sat on a hot stove and now won’t sit on a cold one? The tradeoff between unemployment and inflation may well have moved in our favor. With the hard core of inflation, namely, wage norms, coming down sharply, with plenty of excess capacity in the economy, and with these tendencies buttressed by falling oil prices and soft world commodity prices, isn’t it time to test the waters with a more expansion- and growth-oriented policy as outlined above?

                  And since there’s no guarantee that growth alone will reduce inequality—and worse, that with the incidence of poverty shifting so strongly to single-parent families and their children, there’s no guarantee that growth will lift all the boats—isn’t it about time that the richest country on earth (as we still are, in terms of both wealth per capita and annual goods and services per capita, according to the Kravis-Summers University of Pennsylvania studies), with the lowest taxes of any advanced country except Japan (and they are just a whisker behind us), and with the least socialized industrial economy on earth (as established by late seventies IMF data and a recent update by the London Economist), isn’t it about time that we stopped asking the poor to take the main brunt of the build-up of our defenses?

                  And isn’t it about time that we came out and said that it is a shameful thing to be gorging ourselves on imports and feasting on resources that ought really to be devoted to investment and growth, all in the name of hands-off economics and in the wake of irresponsible deficits and a White House that sees taxes, not as the price we pay for civilization, but as the root of almost all economic evil? And isn’t it time to stop shortchanging the future by stunting growth and running up huge foreign debts in what Rudy Penner calls “fiscal child abuse”?

                  The fear and loathing of deficits in Congress is palpable. The JEC and the Congressional Budget Office have spearheaded the drive to bring some sanity into fiscal policy. Indeed the record shows—as Norman Ornstein’s study for the AEI so clearly demonstrates that the Congress, as he put it, “thought (sic, “throughout”?) the broad sweep of American history, Congress has struggled to restrain the growth of Federal spending and to limit deficits on the public debt, through direct action and through periodic adjustments of its own structures to minimize the deleterious effects of political pressures.” He pays special tribute to the budget reforms of 1974, whose prime mover, Dick Bolling, we honor here tonight.

                  Thanks to courageous Congressional initiatives led by Senators Dole and Domenici, in 1982 and by those two and others in 1983-84, with the President playing tag-along, the deficit is at least $100 billion a year less than it otherwise would have been.

                  So while there is much to be said for a brave new world of innovation in public economics—I will let others prescribe it—our first order of business is to clear the fiscal decks for action, promote growth with some fairly orthodox measures, and use a modest portion of our vast wealth and taxable capacity to share more of our affluence with the poor and disadvantaged. That may be a bit old fashioned but show me something new-fashioned that would be better.

                  And this might just be the year when we will get on with it. Pursuing this thought, let me close with some words of hope with which Joseph Kraft ended one of his last columns: “Except in its blindest moments, the United States is not a country that sins against the light… Normally, on the contrary, the United States plays host to a humane society. Few things, certainly not the tyranny of abstract numbers, drive us to barbarous, even unfeeling behavior. So my hunch is, when all the figures come up on the table, when Gramm-Rudman is in its heaven; Americans will figure out a way to beat the odds. We will balance welfare and defense and investment and social improvement in a rough way that does not blight vast numbers of lives. Both in dealing with the Russians, and in dealing with ourselves, we will make good the promise of a turnaround year.” Amen !

Source: Appendix to “A Symposium on the 40th anniversary of the Joint Economic Committee.” Hearings Before the Joint Economic Committee, U.S. 99th Congress, 1st session (Jan. 16 and 17, 1986), pp. 893-899.

Image Source: Screen shot of Walter Heller from the Public Broadcasting Service (PBS) The MacNeil/Lehrer Report (October 21, 1981). Image smoothed and cropped by Economics in the Rear-view Mirror.

 

Categories
Distribution Exam Questions Harvard

Harvard. Exam for Distribution of Wealth. Carver, 1907-1908

 

Thomas Nixon Carver was originally hired by Harvard for his work in economic theory. His course portfolio expanded to cover agricultural economics, sociology, economic reform schemes, and methodology, but his course on distribution probably is the best single reflection of his core economic understanding (beliefs?) regarding economic theory. 

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From earlier semesters

1904-05
1905-06

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

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Course Enrollment
1907-08

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

Total 19: 5 Graduates, 4 Seniors, 5 Juniors, 2 Sophomores, 3 Others.

Source: Harvard University. Report of the President of Harvard College, 1907-1908, p. 67.

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ECONOMICS 14a
Mid-year Examination, 1907-08

  1. Assuming that the labor of a man and team, with the appropriate tools costs the farmer the equivalent of 5 bushels a day, how many days could he most profitably devote to the cultivation of each of the four fields described in the following table:—
Number of days’ labor of a man and team with the appropriate tools. Total product, in bushels, of each of four fields under
varying applications of labor.

Field A

Field B Field C

Field D

5

50 45 40 35
10 150 140 130

125

15

270 255 240 220
20 380 360 300

270

25

450 420 350 310
30 510 470 390

340

35

560 510 420 360
40 600 540 440

375

45

630 560 450 385
50 650 575 455

390

  1. Assuming that the relation of the labor supply to the land supply is such that for four fields like those assumed in the table there are 130 days labor of the kind assumed, what, in bushels, would be the normal rate of wages — i.e., what is the highest rate of wages at which the farmers could find it more to their advantage to employ all the labor than to leave some of it unemployed.
  2. Under the conditions assumed in Problem 2, how much, approximately, would the total product of the community be reduced if field A were withdrawn from cultivation.
  3. Exactly what do you understand by capital and how does it come into existence.
  4. How, if at all, is the supply of capital related to the rate of wages? What authors have you read upon this point and how does your opinion compare with theirs?
  5. What do you understand by the standard of living, and how does it affect wages?
  6. How is the productivity of an instrument of production determined? How is its value determined? How and where, in the process of valuation, does interest arise?
  7. What is the risk theory of profits? What writers, among those whom you have read, hold to this theory, and how do their views compare?
  8. What classes of incomes do you regard as earned, and what as unearned? Justify your position.
  9. What are the leading theories, so far as you have studied, as to how wealth ought to be distributed? Which do you prefer? Why?

Source: Harvard University Archives. Harvard University. Mid-year Examinations, 1852-1943. Box 8, Bound Volume: Examination Papers, Mid-Years 1907-08.

Image Source: Portrait of Thomas Nixon Carver from the Harvard Class Album 1913. Colorized and enhanced by Economics in the Rear-view Mirror.

Categories
Pedagogy Principles Teaching Undergraduate Yale

Yale. On different approaches to teaching college economics. Ruggles, 1964

Yale professor Richard Ruggles gave a great deal of thought to the organization of undergraduate and graduate instruction in economics. For a special issue of Challenge magazine dedicated to the question of improving economic literacy in society published in 1964, Ruggles contributed the following short essay on the difficulties of offering a single principles of economics course to meet the needs of very different publics compounded by the incentives that lead instructors to teach as though every student’s ultimate goal was to become an academic research economist. Plot-spoiler: one size does not fit all.

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On graduate training in economics.
Ruggles’ Yale conference, 1955.

During the fall and early winter of 1954-55, Richard Ruggles and colleagues in the Yale economics department organized a series of interviews with representatives of business, government, international organizations, and universities to review the ultimate goals of a graduate education in economics and to identify future desirable directions the evolution of economics training might take. The interviews were followed by panel discussions in the Spring of 1955 attended by, among others, seven future economics Nobel prize winners.

GRADUATE TRAINING IN ECONOMICS,
A Report on Panel Discussions at Yale, 1956
.

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TEACHING COLLEGE ECONOMICS
By Richard Ruggles

There is a wide divergence of opinion on what subject matter should be emphasized in the elementary college economics course. Some argue that its primary function should be to improve the student’s ability to be an intelligent citizen; others feel that the basic economics course should be handled as part of the general cultural background offered in a liberal arts college. A third view is that freshmen economics is basically a useful background subject for those entering business, law and engineering. And, finally, there are those who feel that introductory economics should be taught as a professional discipline. RICHARD RUGGLES, Professor of Economics at Yale University, examines the different approaches to the teaching of college economics, as well as the equally thorny problem of teaching materials.

The teaching of economics to college undergraduates is viewed with considerable uneasiness by both students and teachers. Many of the students find themselves in the difficult position of arbitrating between the ideas they hear in the classroom and those which are established doctrine in the minds of their parents. Others find the subject dull and uninspired, full of abstractions and generalizations which do not appear to match the reality around them. The teachers, on the other hand, are plagued by the multitude of purposes which the teaching of economics is supposed to serve. Disagreements among faculty members about the major purpose of economics teaching are often responsible for considerable acrimony.

First, there are those who believe that the primary function of economics training is to improve the student’s ability to function as a citizen and an individual. Proponents of this view point out that the level of economic literacy in the nation is very low. Neither voters nor legislators generally understand the basic problems involved in economic policy making. But, it is argued, if the next generation is properly trained, economic policy will improve. While the obvious irrationality of economic decision making at the national level propels many teachers of economics to concentrate on this aspect of economic education, others, who do not feel the frustration of economic events as acutely, place more emphasis on the individual aspects of economics training for citizenship. They may give priority to instruction which will help the student spend his money wisely, invest, and cope with financial problems he may encounter.

A second view of economic education considers economics as an integral part of the general education which should be given to all students attending a liberal arts college. The basic economics course is viewed as a cultural subject much like survey courses in literature, music, history and science. For such a purpose it is appropriate to paint with a broad brush, providing a survey course which is related to other subjects but also has its own individual stamp as a separate discipline. In the more extreme cases, economics may be submerged in a general course which treats the behavioral sciences as a group, or it may be combined with political science or history.

A third point of view presents the argument that economics is basically a tool subject, useful as a background for students who are intending to go into business, law or engineering. Economics in this role serves the same function as biology is supposed to serve for pre-med students. Economics is also viewed as useful for students in related disciplines such as history and political science. From this point of view, the major function of economics teaching is to provide needed service courses for students who are primarily concerned with other professions and disciplines. Emphasis is therefore placed on providing information on how the economy functions in terms of its institutions and government regulations. Finally, there are always a number of staff members who feel that economics should be kept pure and untainted. From this point of view, economics is a professional discipline with a body of rigorous theory which must be mastered if one is to enjoy the essence of the subject. Abstractions are not necessarily the means to this end; they are in large part the heart of the subject. Since the proponents of this view consider that it is the integrity of the discipline which is at stake, they often put up strong resistance to the service concept of economics, and even object to the presentation of institutional material or to any orientation of an applied nature. Instead attention is focused on the type of material which a Ph.D. candidate in economics is expected to master.

The content of economics as taught to undergraduates reflects these divergent objectives. The major exposure of college students to economics comes, of course, in the basic elementary course. Typically, 50 to 75 per cent of undergraduates take the elementary course in economics. No more than 10 to 15 per cent of these become economics majors. And no more than two to three per cent of economics majors go on to graduate training in economics. Thus the number of potential professional economists is a very minute percentage of those taking the elementary course, yet in many ways at many institutions the course is created for these few. At the major universities which offer graduate training in economics, the elementary course is often taught by graduate assistants. These graduate assistants are aspiring to be professional economists, and they have a tendency to wish that their students shared these aspirations. In fact, the pride and joy of a teacher is a student who wishes to be just like that teacher, and in a profession where theory, abstraction and a high degree of specialization are status symbols, the results for the teaching curriculum are obvious. The energy and enthusiasm of graduate assistants is often very great, and they are anxious to impart to the students the full kit of abstract tools which they themselves have so recently mastered. The course must also serve all the other purposes.

It must present a wide range of contemporary economic policy issues and information about major economic institutions. It must provide a comprehensive survey of economics for that large body of undergraduates who will never take any more courses in the area. It must also equip the student who expects to major in the field of economics with the tools he will need for more advanced courses. In most institutions the elementary course is a prerequisite for all other courses in economics, and it is expected that higher level courses will build on the foundation of the elementary course. The result of all of these pressures is to produce a jumbled polyglot of topics which are jammed into an incredibly short span of time. The major benefactors of these basic courses are those who teach them, since they are forced to master and digest an enormous amount of material before they can present it. In fact, a graduate student’s training is not complete until he has taught the elementary course.

At institutions which do not have graduate students, elementary economics may be quite a different subject. The content of the course will depend a great deal upon the individual teacher. Where the course is taught by someone just out of graduate school, he will tend to behave like his recent colleagues, the graduate assistants, and in these cases he will face many of the same problems. In some institutions, however, the course may revolve around such practical matters as how the stock market operates and the problems of family finance. In other instances, the elementary course may be a propaganda piece on how well the free enterprise system operates and how all problems would be solved if we left everything to the invisible hand as described by Adam Smith.

Economics courses beyond the elementary level at almost all schools are generally considered the domain of senior faculty members, whether or not they are equipped to teach them. Every professor regards the course he teaches as his own private property and does not take kindly to suggestions by his colleagues. Rightly or wrongly, he considers himself the authority on the subject he teaches. If, for any reason, the course must be taught by someone else, as for instance when the regular teacher goes on leave, it is usually found that the same course differs considerably in scope, orientation and content.

Thus, for example, a course on money and banking taught by one instructor may cover a body of material on banking institutions, banking practices, problems of credit, and the money supply. Another instructor teaching the same course may disregard such material entirely and cover instead problems of employment, prices and output, with heavy accent on fiscal policy and income analysis. As a result, it is often necessary to supply the name of the instructor as well as the name of the course in order to understand what training a student has had.

Teaching materials probably play an even more important role in economic education than do teachers. Many students can educate themselves if they are assigned good texts and readings, even though their teachers are mediocre or poor, but it is difficult for even the best teacher to provide a good course in the absence of good teaching materials.

Unfortunately, teaching materials are normally produced as a by product of academic life, with a mere fraction of the total resources devoted to the educational process. In a course of 20 or 30 students, instructional costs amount to about $100 to $200 per student, but the total cost of teaching materials will rarely be more than $10 to $20 — and most of that goes to the paper and printing industries, not to the more intellectual factors of production. Authors usually receive 10 to 15 per cent of the total amount spent on teaching materials, or approximately one per cent of the total teaching cost for the course as a whole. The preparation of teaching materials, furthermore, is never considered a full-time job. There is a mass of material produced, but most of it is developed on the side a kind of moonlighting activity. The fact that textbook writing often attracts the best talent in the profession is due to the existence of relatively high returns for those few who can turn out successful texts. But even the best talents could do a much better job if textbook writing were not just a spare-time activity.

Textbooks, like platforms of political parties try to be all things to all people. They are designed to cover a multitude of purposes, and try to echo the most widely accepted doctrines in a manner that will offend no one. Teachers are supposed to pick and choose what they want to use, rearranging and adding. The resulting mixture is often an ill-adapted set of disjointed and heterogeneous readings, and much of the potentiality for a consistent and cumulative body of teaching material is lost. In some fields, notably physics and mathematics, there are indications that the profession is sufficiently concerned about this problem to provide an organized effort to improve the quality of teaching materials. In economics, however, the development of teaching materials still depends upon the invisible hand.

It is quite possible that a different mix of the factors of production and some innovations in the teaching process could be introduced which would greatly improve teaching effectiveness and provide a greater feedback in terms of the advancement of the subject itself. At the present time, it is not feasible for textbook writers to undertake major efforts to fill in gaps in knowledge. Economics texts rely heavily on causal empiricism and reasoning by analogy; their major effort is devoted to organizing and presenting existing knowledge. But the preparation of good teaching materials should involve devoting substantial resources to those problem areas to which adequate attention has not yet been given.

The dynamic factors which economics relies upon to explain productivity growth in other sectors of the economy, such as specialization, division of labor and the development of new techniques, are all sadly lacking in the preparation of the discipline’s own teaching materials, and production is essentially still a handicraft process.

There is no obvious solution to this problem, but one thing is certain: the present industrial organization of the teaching profession does not readily foster the kinds of approaches which are capable of yielding a solution.

It is very difficult to evaluate the impact of college level economics courses. In terms of the prevailing views on major economic policies, it would appear that the economic and political temper of the times is a more important factor than the level of intellectual enlightenment. A recession accompanied by substantial unemployment or a major threat to a nation’s security will be quite effective in making both voters and legislators doubt the validity and meaningfulness of traditional balanced budget precepts. But in a prosperous peacetime economy, these doubts evaporate, and college graduates who once were exposed to economics but who are now a part of the business community echo the “sound” doctrines around them, despite the fact that such doctrines would result in slower growth, smaller profits and future recessions.

Despite the obvious shortcomings of confused objectives and inadequate resources devoted to the preparation of teaching materials, economic education nevertheless does progress. Much of this progress is due to the development of the subject itself. From this point of view the future holds considerable promise.

With the introduction of electronic data processing and the development of statistical techniques, economists are now able to formulate and test hypotheses in a manner which has not heretofore been possible. Up to now economics has been an armchair discipline, depending mainly on logical reasoning and causal empiricism. Perhaps in the near future it can evolve into the social science it claims to be. Then and only then can the teaching of economics reach its true potential.

Source: U.S. Congress. Joint Economic Committee. Subcommittee on Economic Progress. Economic Education: Hearings before the Subcommittee on Economic Progress of the Joint Economic Committee Congress of the United States vol. 2, Selected Materials (1967),pp. 231-234. Originally published in Challenge (Special Issue “Economic Literacy in a Free Society”, March 1964).

Image Source:  Richard Ruggles, noted economic statistician, diesYale Bulletin & Calendar Vol. 29, No. 23 (March 23, 2001). Image smoothed using AI.

Categories
Columbia Industrial Organization Labor Socialism Syllabus Undergraduate

Columbia. Excerpt from Contemporary Civilization Syllabus. Industrial Problems, 1921

Columbia College’s freshman course on Contemporary Civilization, a.k.a. “CC”, has been a core element in the undergraduate experience for over a century. This is the second post providing an excerpt of the third edition of the course syllabus (1921) that should be of particular interest for economists. Topics include: industrial organization, regulation, organized labor, and alternate systems of economic control. As in the earlier post, links to all the items referenced have been added.

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Another Post from the Syllabus

Book III, Sections 1-5. Historical background of contemporary civilization, 1400-1870.

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BOOK VIII. INDUSTRIAL PROBLEMS

1. A survey of the prominent features of the modern industrial system.

  1. Private property.
    *Seligman, Principles of Economics, 125-138; *Hamilton, Current Economic Problems, 762-775; R.T. Ely, Property and Contract in their Relation to the Distribution of Wealth, Vol. I, 165-190.
    1. The meaning of the right of private property: the exclusive control over valuable things by private persons.
    2. Theories concerning the basis of property rights
      1. Occupation, or seizure.
      2. Natural rights.
      3. Labor.
      4. Legal theory
      5. Social utility.
    3. Property rights — rights vested in the owner of private property.
      1. Right of gift.
      2. Right of disposition by contract.
      3. Right of use.
      4. Right of bequest.
      5. Right of unlimited acquisition.
      6. Right to exclude.
    4. Limitations on property rights: social considerations limit the extent of private property rights.
      1. Right of use limited by principle of “eminent domain.”
      2. Right of use restricted by laws against “nuisances,” etc.
      3. Right of bequest limited by inheritance tax laws.
      4. Proposed limitations on the right of unlimited acquisition; the modern attitude toward great fortunes.
    5. Property and social authority. In the modern economic system private property is the chief basis of social authority and power.
  1. Competition as an economic principle. (See 3.A. below)

The doctrines of individualism and laissez faire are still regarded by modern business and industry as the basis for economic operation. It is felt that competition stimulates producers and protects both producers and consumers.

  1. The use of machinery and artificial power.
    *Marshall and Lyon, Our Economic Organization, 207-227; *Clay, H., Economics for the General Reader, 21-27; Marshall, Wright & Field, Materials for the Study of Elementary Economics, 158-160, 198-199.
    1. The standardization and mechanization of industrial processes and of industrial labor.
    2. Resulting tendency toward an elaborate technical division of labor, and toward a reduction of human effort to the simple repetition of a single operation. This mechanical character is typical of modern productive processes even where machinery is not employed.
    3. Limitations to the use of machinery.
      1. Unadapted to processes incapable of reduction to routine.
      2. Not applicable where tastes of individual consumers must be considered; the demand for quality and distinction.
  1. The factory system. (See above, p. 29.)
    *Hamilton, 112-113.
  2. The wage system.
    *Hamilton, 121-122; 617-619.
    1. The elaboration of the means of production has rendered ownership of the productive equipment by the laborers impossible under the present system.
    2. Modern industrial workers are thus in large part detached from direct personal control and responsible interest in the production and sale of commodities; dependent for livelihood upon employment as wage-workers by the owners of the means of production. The wage connection (“cash nexus”) the primary bond between the worker and his work. The proletariat.
    3. The mobility of labor under the wage system.
  1. The extensive use of capital and credit in promoting and conducting business and industrial undertakings.
    *Ely, Outlines of Economics, 212-230; *Hamilton, 110-112, 185-195, 206-208, 211-215; Clay, 97-104.
    1. Distinction between business and industrial units.
      1. The business unit: the unit of promotion and management. Types of business units.
        1. The individual business enterpriser.
        2. The partnership. (See (c) below.)
        3. The corporation. (See (c) below.)
      2. The industrial unit: the unit of production; the store, workshop, and factory.
    2. The necessity of capital and credit in industry today.
      1. The use of extensive plants and complicated machinery.
      2. The interval between production and sale may be long. Stock must be carried, workers must be paid, and other business and industrial expenses met in the meantime.
    3. Means of securing capital and credit.
      1. Individual and partnership enterprises.
        1. Use of capital of individual owners of the business.
        2. The use of bank credit.
          1. Banks as depositories of idle capital.
          2. Banks as agencies of credit.
      2. The corporation.
        1. Capital secured by sale of stock.
          1. Types of stock — common and preferred.
          2. The function and rights of stockholders.
        2. Capital secured by borrowing; the issuance of bonds.
          1. Types of bonds.
          2. The function and rights of bondholders.
      3. The use of bank credit.
    4. The relation of the business enterpriser (entrepreneur) to the owners of capital.
      1. The function of the promoter or organizer of a large corporation.
        1. The work of promotion.
        2. The relation of the promoter to the investors.
        3. The rewards of the promoter.
      2. The function of the executive officials of a corporation.
        1. The powers of the board of directors.
        2. The theoretical and actual relation of the directors to the investors and creditors.
      3. The possibility of misuse of power by the business representatives of owners of capital.
    1. The social importance of the separation of the actual ownership of property from direct control of that property.
      1. Corporate type of organization is breaking the direct relation of ownership between men and goods.
      2. Resulting change in the nature of the institution of private property.
  1. The dominance of large-scale enterprise in certain lines of industry.
    *Taussig, Principles of Economics, Vol. I, 49-66; Clay, 123-127. (Note — This section treats only the “legitimate” aspects of large scale production. Monopolies, combinations and “trusts” are treated under 3.B below).
    1. Marked increase in the size of the industrial unit within recent years.
    2. Reasons for the development of large-scale enterprises.
      1. Industrial reasons.
        1. Tendency toward increasing returns in industry.
        2. Advantages of standardization of product.
        3. Utilization of by-products.
        4. Economy of power.
        5. Greater division of labor possible.
        6. Scientific and technical research possible.
      2. Business reasons.
        1. Elimination of cost of competition.
        2. Selling advantages.
        3. Buying advantages.
        4. The stimulus of promoter’s profits.
    3. Restriction of the tendency toward large-scale production to certain industrial fields.
    4. Large scale enterprise and wide markets. As local specialization develops and the size of the productive unit increases, the entrepreneurs are driven to more distant markets to sell their produce. Large-scale enterprise is therefore dependent upon good means of transportation.
      1. Requirements for effective means of transportation.
        1. Speed: the importance of the time element in transportation, especially in the case of perishable goods. Refrigeration cars. Interest on invested capital while goods are in transit.
        2. Regularity: e.g. the milk supply of New York City. Commutation.
        3. Safety: passenger traffic, fragile goods.
        4. Cheapness: high rates reduce the size of the market. “Discriminating rates” in U. S.
          *Marshall, Wright & Field, 259-266.
        5. Elasticity: ability of the transportation systems to meet
          1. the peak-load requirements; e.g., coal in U. S. The after-the-harvest situation.
          2. the needs of the localities off the main lines of communication. The great increase in motor-truck transportation in the U. S.
      2. [Can the economic and social demands for means of transport be met by private companies? See 5.B.f below]
  1. The interdependence of all parts of the industrial structure.
    *Hamilton, 113-115, 204-205, 208-211; L. Alston, How It All Fits Together, 14-49.
    1. Industrial and geographical division of labor; resulting interdependence of different industries and regions. The whole industrial system thus constitutes what is in effect a single productive machine.
    2. The credit structure knits all modern business and industry together. The credit basis typical of modern business.
    3. Modern monetary and banking systems international in their scope.
    4. Manifestations of this interdependence: financial panics and industrial depressions. (Business cycles.) Railway strikes.

2. The organization of production: problems arising from the conflicting interests of certain of the agents of production.

  1. The agents of production.
    *Ely, Outlines of Economics, 116-130; *Clay, 46-63, 92-94; Seligman, Principles of Economics, 283-287; Seager, Principles of Economics (Second Edition), 122-169; Marshall, Wright & Field, Materials, 58-61, 106-108, 204-206.
    1. Natural agents: the basis of all production; the source of raw materials.
      1. Types of natural agents.
        1. Agricultural land.
        2. Urban land, furnishing sites for dwellings, stores, office-buildings, factories, etc.
        3. Forests.
        4. Mines and quarries.
        5. Waterways and harbors.
        6. Sources of natural power: wind, waterfalls, etc.
      2. Certain characteristics of natural agents.
        1. Incapable of material increase in amount.
        2. Different units may vary in productivity.
        3. Varying locations make different units more or less accessible.
    2. Labor: physical and intellectual activities conducing to production.
      1. Labor and natural agents are the two primary factors in production.
      2. The gain in efficiency secured by division of labor. (See above, p. 30.)
      3. Different individuals possess varying degrees of productive ability.
    3. Capital.
      1. Technical meaning of the term “capital”: goods produced by man and used by man to assist him in further production.
      2. The money value of capital goods not to be confused with the concrete capital goods.
      3. The function of capital in production.
        1. Increases the efficiency of man’s labor by enabling labor to be more effectively applied.
        2. Enables labor to be supported during the process of production.
    4. Business enterprise, or organization.
      1. The necessity of an organizer in modern production. In the modern highly complex industrial system natural agents, labor and capital have to be brought together and suitable arrangements made for their cooperation in the production of any desired commodity. The task has become especially important under modern industrial conditions, for the productive factors are in general separately owned.
      2. The function of the business enterpriser in production.
        1. To organize the factors in production.
        2. To evaluate the services rendered by each factor to his undertaking.
        3. To assume, in part, the business risks involved in the enterprise.
      3. The relation of the enterpriser to production under the corporate form of organization. (See above.)
      4. The work of the business enterpriser may involve labor of management, which is separately remunerated. The business enterpriser may invest his own capital, for which service he is also separately remunerated.
  1. The relation of the business enterpriser to labor; conditions underlying the labor problem; the conflict of interests.
    *Hamilton, 615-619, 628-635.
    1. The business interests of the employer.
      1. Maximum profits : ordinarily secured by
        1. Efficient and well-disciplined labor force.
        2. Low labor costs.
        3. Production on basis of market conditions. The process of production is normally subordinated to that of sale, for advantage must be taken of changing market conditions, (e.g., coal.) This may result in irregular production.
        4. Limitation of expenditures on plant to those which will increase profits.
      2. Complete control of his own business and of his working force.
    2. The interests of the laboring force.
      1. High wages.
      2. Short hours.
      3. Protection against industrial accident and disease by elimination of dangerous and insanitary working conditions.
      4. Regular employment.
      5. Participation as responsible agents in the industrial process.
    3. These competing interests, together with the necessity of cooperation in production, give rise to the labor problem.
  1. The machinery of agreement; methods of adjusting the conflict of interests.
    1. Individual versus collective bargaining.
      *Hamilton, 32-37, 636-640. M.R. Beard, A Short History of the American Labor Movement, 19-21; L.C. Marshall, Readings in Industrial Society, 560-569.

      1. The system of individual bargaining.
        1. The meaning of individual bargaining. Separate agreements made between employer and each of his employees as to wages and general conditions of employment; both parties to the contract free and equal agents; laborers free to work for any employer and to leave at will; employers free to employ any one they choose, and to terminate that employment at will.
        2. The assumptions underlying the system of individual bargaining.
          1. Laissez faire; the interests of the whole are advanced by allowing complete freedom to each individual. (See above: Competition, p. 71, and also below, p. 88.)
          2. Bargaining equality of employer and employee.
          3. The rôle of the employer in this concept of the industrial relation: a private individual engaged in a private enterprise, employing private property and subject to no control, except that furnished by business competition.
        3. Advantages claimed for the system of individual bargaining.
          1. Costs kept down and production increased by allowing full liberty to the employer.
          2. A mobile, elastic labor supply is thus secured. The employer is free to increase force when business is good, and to decrease force when business conditions call for limited production. The free and independent laborer, following his own interests will be found where he is wanted and when his labor is needed. Supply and demand given free play.
          3. Domination by organizations of laborers prevented when each man is free to bargain individually with the employer.
          4. Each individual worker secure in the superior advantage of his own efficiency.
        4. Defects charged to the system of individual bargaining.
          1. Fallacies in the assumption of complete equality between the parties to the bargain.
            1. The stakes at issue are not the same: for the employer it is a question of one employee more or less in any individual case; for the worker it is a question of the means of livelihood for himself and his family. He is thus forced to accept employer’s terms, and is not free to bargain in regard to them.
            2. The employee may be a minor, in which case there can be no equality of bargaining power.
          2. The system has resulted in the exploitation of minors and of many classes of male and female workers.
          3. The right of the employer to take on and discharge at will, depending upon business conditions, leads to irregularity of employment and consequent suffering on part of workers.
      2. The system of collective bargaining.
        Different interpretations of “collective bargaining.”

        1. The right of wage-earners within a given industrial unit (e.g., a factory or mine) to organize and to bargain with their employer through representatives elected from their own number.
        2. “The right of wage-earners to organize without discrimination, to bargain collectively, to be represented by representatives of their own choosing in negotiations and adjustments with their employers in respect to wages, hours of labor and conditions of employment.” (Resolution presented to Industrial Conference at Washington, October 22, 1910, by Labor Group.)
        3. The concept of full collective bargaining: bargaining between representatives of organized employees and of organized employers in a given industry. (e.g., New York Garment Workers; English Industrial Conference program.)

(The use of the system of collective bargaining, and its advantages and defects, will be considered in connection with the discussion of labor organizations below.)

    1. Collective bargaining further considered ; the combination movement in labor.
      1. Causes of the movement toward combination.
        *Hamilton, 619-622.
        1. Development of large-scale industry with increased use of capital after the Industrial Revolution led to a sharp differentiation between employers and workers, creating a class of industrial wage-workers divorced from the land. (See III.4.F)
        2. Weakness of the individual employee under a system of individual bargaining.
        3. Desire of workers to escape labor competition in regard to hours, wages, and conditions of employment. “The union organization attempts to cover the industrial field within which there is labor competition with respect to hours, wages, and conditions of employment.” Hoxie.
        4. Development of class consciousness among the permanent wage-workers. (The Communist Manifesto.)
      1. Main types of labor combinations. Labor unionism is complex, many-sided, and opportunistic.
        *Hoxie, Trade Unionism in the United States, 31-53.

        1. Structural division of labor combinations.
          1. The craft or trade union: an organization of wage-workers engaged in a single craft.
          2. The federation of craft unions.
            1. The local trades council.
            2. The state or district federation.
            3. National or international federation. In a federation the constituent organizations retain a large part of their individual independence.
          3. The industrial union: an organization of wage-workers employed in a given industry; attempts to unite skilled and unskilled in a single group. Industrial unions may be plant, local, district, national, or international, (e.g., the I.W.W.; the French syndicates.)
          4. The labor union: an organization of all workers in a given district regardless of craft or industry (e.g., The Knights of Labor).
          5. The “inside union” (employers’ union).
        2. Functional classification of unionism. (Hoxie.)
          1. Business unionism.
            1. Characteristics: trade conscious, conservative, aiming at immediate results, “more.”
            2. Methods: collective bargaining, trade agreements, strikes and boycotts as last resort, (e.g., R.R. brotherhoods.)
          2. Friendly or uplift unionism.
            1. Characteristics: conservative, law-abiding, idealistic.
            2. Methods: collective bargaining, mutual insurance, profit-sharing and cooperation, (e.g., Knights of Labor.)
          3. Revolutionary unionism.
            1. Characteristics: class conscious, radical in view-point and action, repudiating existing institutional order, and refusing to be bound by prevailing morals and laws.
            2. Methods: direct action, sabotage, strikes. Collective bargaining and mutual insurance regarded as conservative. (e.g., the I.W.W.)
          4. Predatory unionism.
            1. Characteristics: opportunistic, selfish and ruthless.
            2. Methods: may be those of open bargaining combined with secret bribery and violence (e.g., those of certain building trades organizations) or a secret “guerilla” warfare (e.g., that carried on by Bridge and Structural Iron Workers a few years ago).
      1. Labor combinations in the United States.
        Hoxie, Trade Unionism in the United States, 89-98, *103-135; Brissenden, The I.W.W.; C. H. Parker, The I.W.W., Atlantic Monthly, November, 1917; Marshall, Wright & Field, Materials for the Study of Elementary Economics, 668-694, 700-704.

        1. The early character of labor combination in both England and U. S. was idealistic, friendly, and altruistic. The members favored political action, cooperation and education. The Knights of Labor in the U. S. is an illustration.
        2. The American Federation of Labor.
          1. General characteristics.
            1. A loose federation of virtually independent unions. Because of the elastic character of the organization room has been found within the A.F. of L. for many diverse types of unions. Originally a federation of craft unions. Recently several industrial unions have been admitted to membership (e.g., United Mine Workers of America).
            2. Non-theoretical and opportunistic. Immediate results sought.
          2. Types of subordinate organizations.
            1. National and international unions.
            2. Local unions.
            3. Local and district councils: organizations of local craft unions in the same or allied industries to govern interrelations and deal with employers.
            4. City central labor unions: composed of delegates from the local unions of the A.F. of L. in a given city.
            5. State federation: organization of A.F. of L. union bodies within a given state.
            6. The departments: federations of allied national and international unions.
          3. Organic character of the A.F. of L.
            1. The annual convention, the sovereign power.
            2. The permanent executive council, to carry out the will of the convention.
          4. General functions of the A.F. of L.
            1. Administration of intercraft union affairs; settling jurisdictional disputes.
            2. Advancing labor’s interests by labor legislation.
            3. Maintenance of a labor press.
            4. Promoting the organization of wage-workers.
            5. Promoting the use of the union label.
            6. Mediation between unions and employers.
            7. Giving financial and moral assistance to unions on strike.
            8. Education and publicity.
          5. Weaknesses charged to the A.F. of L.
            1. Limited membership: less than 10% of workers.
            2. Lacks adherence of several strong unions, (e.g., R.R. brotherhoods.)
            3. Inability to organize laborers in great trust-controlled industries.
            4. Failure to organize and help unskilled labor.
            5. Jurisdictional disputes within A.F. of L.
            6. Tendency to pursue immediate results; opportunistic policy said to have limited its accomplishments.
            7. Craft form of organization not adapted to progressive specialization found in scientifically managed industries.
        3. The Railroad brotherhoods.
          1. General characteristics.
            1. Models of pure craft unions.
            2. Highly centralized control, disciplined membership.
            3. Skilled, specialized and highly paid membership.
            4. Conservative type business union.
            5. Recent tendency to change policy because of problem of government ownership of railroads — The Plumb Plan.
          2. Methods:
            1. Collective bargaining, trade agreements. Avoidance of strikes except as last resort.
            2. Legislation.
            3. Mutual insurance.
            4. Recent movement for Plumb Plan.
        4. The unions in the clothing industry.
          Budish and Soule, The New Unionism, 27-45, 256-273, 191-204.

          1. The nature of the clothing industry.
            1. Seasonal demand and seasonal unemployment.
            2. Highly competitive system and “contracting out” in small producing units.
            3. Prevalence of immigrant labor, large percentage of women.
          2. Union organization of the industry.
            1. Early prevalence of the sweat shop with low wages and bad sanitary conditions.
            2. Early failures to correct these evils by legislation and union organization.
            3. Rapid growth of unionism after 1914.
            4. The establishment of trade agreements and joint boards with impartial chairmen.
          3. Policies of the Amalgamated Clothing Workers as a type.
            1. Belief in industrial unionism.
            2. Ultimate aim to establish self-government and control in industry.
            3. Encouragement of collective bargaining, shop committees and “industrial government.”
            4. Opposition to sabotage as a hindrance to the training of the workers in self-government.
            5. Promotion of workers’ education and cooperative enterprises.
            6. Anti-restrictionist attitude toward immigration.
            7. Promotion of separate political action.
        5. Revolutionary Unionism.
          The types of labor combinations given above stand for the modification and improvement of the status of the laborer under the existing systems of government. Revolutionary unionism is opposed to the existing political as well as economic organization. It believes that no real improvement of the position of labor can take place under the present political regime. It is organized therefore with the expressed purpose of over-throwing the governments as they are, and reorganizing society so that labor will receive its proper share of the national dividend. The Industrial Workers of the World is the most prominent example of this form of labor combination in the U.S. (See 5.B.h.iv below. American Syndicalism: the I.W.W.)
      2. Labor combinations in Great Britain.
        S. & B. Webb, Industrial Democracy; G.D.H. Cole, An Introduction to Trade Unions; G.D.H. Cole, The World of Labor.
        British industry is rather thoroughly organized into unions of many varieties and types. Craft unions, industrial unions and general labor unions are found side by side, often competing for members in the same industry. Since these unions have grown up haphazardly, without control or direction, no common principle of organization is found. In England, as in the United States, there are two rival types at present contending for supremacy: craft unionism and industrial unionism.

        1. The growth in strength of organized labor in Great Britain.
          1. 1892: total population, United Kingdom, 40,000,000; membership of unions, 1,500,000; 4% of population organized; 20% of male manual workers organized; 3% of women workers organized.
          2. 1915: total population, 46,000,000; membership of unions, 4,127,000; 9% of population organized; 45% of male manual workers organized; 10% of women workers organized.
          3. In 1917 the total membership in the unions was 5,287,522.
        2. Types of labor organizations in Great Britain.
          1. The Miners’ Federation of Great Britain: a strong industrial federation.
            S. & B. Webb, Industrial Democracy, 51, 57, 146.
          2. The National Union of Railwaymen: an industrial union.
          3. Transport Workers’ Federation: a federation of unions among dock and vehicle workers.
            Webb, History of Trade Unionism, 499-502.
          4. Cotton, engineering (steel-working), and ship-building industries organized into a great many separate craft unions, of which the Amalgamated Society of Engineers (A.S.E.) is the most powerful.
          5. General labor unions: strong organizations including unskilled and general laborers in many industries. General labor unions have developed comparatively recently, for up to 1890 craft unions of skilled workers dominated the labor movement in Great Britain. The organization of unskilled workers has been carried forward rapidly since that date.
        3. Mechanism of unification and cooperation.
          S. & B. Webb, Industrial Democracy, 265-278.

          1. Trades’ councils; federations of local trade union branches in each particular district; workers in different industries included.
          2. National federations of trade unions: federal combinations of local or of national trade unions. These federations, many of them strongly centralized, add strength and unity to labor organization.
          3. The Triple Alliance: the first great inter-industrial federation in the British labor movement. A general alliance between the Miners’ Federation of Great Britain, the National Union of Railwaymen and the Transport Workers’ Federation to secure joint action in industrial disputes. The disintegration of the Triple Alliance in 1921. S. and B. Webb, History of Trade Unionism (1920), 516-517.
          4. The Trades Union Congress. (Approximately 75% of the membership of British trade unions are included in this Congress.)
            S. and B. Webb, History of Trade Unionism (1920), 561-575, 649-663.

              1. Character of the Congress: an annual conference of delegates from affiliated societies.
              2. The Parliamentary Committee of the Trade Union Congress. The central executive authority of the Congress.
                1. Limitation of powers, because it cannot enforce any obligation upon the affiliated unions.
                2. Resemblance to Executive committee of the A.F. of L.
              3. The functions of the Trade Union Congress and its parliamentary committee primarily industrial.
          5. The Labor Party. A federation of trade unions, socialist and other societies organized for purposes of political action. (See below: The use of the political weapon by labor.)
            Ogg, Economic Development of Modern Europe, 441-447.
        4. Policies and methods of British unions.
          1. Policies.
            1. Earlier policies: conservative uplift unionism.
            2. Radical character of recent policies: the fight for nationalization and participation in control. (See below.)
            3. The proposed use of the industrial weapon for political purposes.
          2. Methods.
            S. & B. Webb, Industrial Democracy, 796-806.

            1. Mutual insurance and benefits.
            2. Collective bargaining.
            3. Trade agreements; the standard rate.
            4. Legislation.
            5. Combined industrial action: the methods of the Triple Alliance.
    1. Combination among employers.
      *Hoxie, 188-206; Marshall, Wright and Field, Materials, 694-699.

      1. Types of employers’ organizations. There are many structural and functional types, corresponding closely to similar union bodies. In general, two main functional types may be distinguished.
        The conciliatory association, seeking to maintain industrial peace

        1. largely through bargaining and conciliation.
        2. The militant association, one of the chief objects of which is to break union organizations.
      2. Methods of militant employers’ associations.
        1. Effective counter organization, paralleling union structure.
        2. War on closed shop, by action and propaganda; blacklisting.
        3. Mutual aid; assistance given employers in time of strikes.
        4. Establishment of welfare plans, insurance and pension schemes which are subject to forfeiture in case of strike.
        5. Organization of counter-unions.
        6. The use of the law: injunctions and damage suits, etc.
        7. Methods of political action.
      3. Mediatory employers’ associations.
        1. Organization paralleling union structure.
        2. Collective bargaining and conciliation. (See below.)
      4. The employers’ associations and the principle of individualism. Significant departure from strict laissez-faire principles is involved in the formation of strong employers’ organizations.
    2. Relations between labor combinations and employers.
      1. Typical forms of collective bargaining in operation.
        *Hoxie, 254-275; Seager, Principles of Economics, 548-572; Taussig, Principles of Economics, Vol. 2, 313-322; Hamilton, 638-650, 663-666, 602-605, 731-739, 788-793; Marshall, Wright and Field, Materials, 683-691; Arthur Young, The International Harvester Industrial Council Plan; J. D. Rockefeller, Jr., The Colorado Industrial Plan.

        1. The “inside union”; collective bargaining with Works Committees. The Colorado plan; the Midvale plan; the International Harvester plan.
        2. Negotiation and trade agreements between organized workers and organized employers.
          1. Examples of negotiation in American industry: the bituminous coal situation; the garment workers.
          2. Subjects of negotiation and character of agreements reached. The principle of uniformity; the standard rate; the minimum wage.
          3. The legal character of trade agreements.
        3. Mediation, conciliation and arbitration by outside agencies as modes of securing industrial peace.
          Report of President Wilson’s Second Industrial Conference.

          1. Limited applicability. Questions of recognition of union and of open versus closed shop not usually open to arbitration.
          2. Boards of arbitration, public and private.
        4. Compulsory arbitration: employers and employees must accept decision of a judicial arbitration tribunal; the case of New Zealand.
          1. The object of compulsory arbitration: to prevent industrial stoppage due to strikes and lockouts.
          2. Difficulties of compulsory arbitration.
            1. Difficulty of enforcing findings against labor.
            2. In attempting to determine what are “fair” wages the tribunal must determine what are “fair” profits and “fair” interest. Whole distributive process thus subject to regulation.
          3. The present status of compulsory arbitration: the attitude of labor; the situation in New Zealand and Australia.
        5. Kansas Industrial Relations Court plan.
          Allen, Party of the Third Part.
          Some provisions of the law:

          1. Creation of a tribunal vested with “power, authority and jurisdiction” to hear and determine all controversies which tend to threaten the operation of essential industries.
          2. All essential industries must be operated with reasonable continuity. Permission to discontinue must be given by Court.
          3. Right of collective bargaining is recognized.
          4. Violations of the act are punishable by fine or imprisonment or both.
      2. The appeal to force.
        *Hamilton, 650-659, 677-680; Marshall, Wright & Field, Materials, 705-709; Adams and Sumner, Labor Problems, 175-212.

        1. The weapons of the unions.
          1. The strike in relation to collective bargaining.
            1. Definition: The refusal of a number of workingmen to sell their labor for less than a stipulated price or to work under other than specified conditions of employment, coupled with the refusal of the purchaser of that labor to accede to their demands.
            2. The sympathetic strike.
            3. The utility of the strike as a weapon for the attainment of union ends. The right to strike considered by labor to be an essential element in collective bargaining.
            4. Criticisms of the strike. Strikes and violence. Proposed laws prohibiting strikes.
          2. The ostracism of non-union workers.
          3. The boycott and the “unfair list”: means of discouraging the purchase of products of a hostile employer. The law against the boycott; the Danbury Hatters’ case.
        2. The weapons of the employer.
          1. The lockout.
          2. The black-list.
          3. The use of strike-breaking and detective agencies.
          4. The employers’ associations sometimes in a position to use the power of the state in breaking strikes.
      3. The weapons of revolutionary unionism. Disavowal of collective bargaining, conciliation, arbitration, and trade agreements.
        1. The strike.
        2. The general strike: a general stoppage of work in all industries.
          1. Attempts to utilize the weapon of the general strike in the past.
          2. The general strike as the weapon by which the revolutionary unionists hope to achieve their final objects.
        3. Sabotage; “Ca Cannie”; the “strike on the job.” The reduction of output by disabling machinery, working less efficiently, or destroying part of the product.
  1. Points of conflict between labor and capital and proposed solutions.
    *J. B. Andrews, Labor Problems and Labor Legislation, 23-44.
    (The discussion above has been confined largely to a description of the machinery of agreement, the means by which cooperation in production is normally secured. Some of the points at issue, other than that of collective bargaining, are now to be considered.)
    1. The struggle for higher wages.
      Hamilton, 586-602; 591-593; Marshall, Wright and Field, 643-647, 659-669; Seager, 583-590.

      1. Factors in the wage dispute.
        1. Earlier theories of wages according to which the remuneration of the laborer was fixed by agencies not in his control.
          1. Malthus and the subsistence theory of wages.
          2. The wages-fund theory.
        2. Wage levels in the early years of the Industrial Revolution. (See above, p. 30.)
        3. The standard of living and the fight for higher wages.
          1. Education and the standard of living.
          2. The struggle to maintain and to raise the standard of living an ever-present cause of conflict over wages.
          3. The standard of living and rising prices.
        4. The wage question and unionism. The standard rate an essential element in collective bargaining.
      2. Methods of adjusting wage disputes.
        1. Trade agreements as to wages. Such agreements constitute merely temporary solutions.
        2. Profit-sharing: an attempt to eliminate wage disputes, increase efficiency of workers and harmonize the interests of employers and employed by giving the workers a share in the profits.
          1. Types of profit-sharing.
          2. Advantages and defects of profit-sharing.
          3. Failure of profit-sharing to eliminate industrial disputes.
        3. Bonus and premium systems, involving additional rewards to exceptional men for added output.
          1. Object: increase in output without increase in labor cost per unit.
          2. Opposition of organized labor to these systems, based upon
            1. Tendency of such arrangements to weaken collective spirit in laborers.
            2. Danger of pace-making.
            3. Alleged cutting of rates by employers if earnings of men become large.
        4. The legal minimum wage.
          1. Definition: A minimum wage established by the state for work of a certain sort or workers of a certain class.
          2. The argument against the minimum wage: wages are automatically adjusted to the productive ability of the worker, and cannot be set above this point by legal enactment.
          3. The argument for the minimum wage.
            1. Exploitation of workers, especially women and children, must be prevented.
            2. Adequate standard of living must be maintained, and it is the duty of the state to see that this standard is not lowered.
          4. The application of minimum wage laws presents the problem of providing for the inefficient and the unemployable.
    2. The struggle for shorter hours.
      *Andrews, Labor Problems and Labor Legislation, 45-69; Hamilton, 784-787; Seager, 574-583; Goldmark, Fatigue and Efficiency; Marshall, Wright and Field, 716-721; Commons and Andrews, Principles of Labor Legislation, 221-286.

      1. The efficiency argument for short hours.
        1. Investigations concerning the relation of fatigue to efficiency.
        2. The experience of the war: the economy of short hours.
      2. Other arguments for short hours.
        1. Necessity of protecting women and children.
        2. Necessity of regulating hours in dangerous occupations.
        3. Short hours and democracy. Necessity of leisure for education and participation in the life of the democracy.
      3. The legal regulation of hours.
        1. Laws regulating hours of labor of children. State and federal legislation in United States.
          1. The federal law of 1916 forbidding interstate traffic in goods produced by children working long hours; set aside by Supreme Court.
          2. The federal tax on the profits of establishments employing children between 14 and 16 at night or for more than 8 hours daily. 1919.
        2. State legislation limiting hours of labor of women.
        3. Recent movements toward legal regulation of men’s hours. The Adamson railroad law establishing 8 hours as the standard for pay.
      4. Limitation of hours through collective bargaining.
        1. The 8-hour day being largely established through direct bargaining.
        2. The movement toward further reduction of hours: the 44-hour week.
      5. Increased productivity versus shorter hours.
        *Hamilton, 700-705.
    3. Conditions of employment.
      Andrews, Labor Problems and Labor Legislation, 69-82, 83-92; Hamilton, 566-570; 577-578, 584-586; Seager, Principles, 583-590; Seager, Social Insurance; Marshall, Wright & Field, 721-723; Ogg, Economic Development of Modern Europe, 568-641. Commons and Andrews, 323-382.

      1. Safety.
        1. General nature and causes of industrial accidents. Types of dangerous occupations.
        2. The cost of industrial accidents.
          1. The burden as borne by the workers; the theory that wages are adjusted to risk.
          2. Social results of this system.
        3. Methods of reducing the number of industrial accidents.
          1. Trade union regulations concerning working conditions.
          2. Industrial safety laws.
        4. Workmen’s compensation laws as a means of relieving the worker of the cost of accidents.
      2. Health.
        1. Nature and causes of occupational diseases.
        2. The improvement of working conditions and the reduction in amount of occupational disease through legal and trade union action. Prohibition of dangerous substances and regulation of working conditions.
        3. The movement for social insurance as a method of relieving the worker of the burden of sickness.
      3. Working conditions under the “sweat-shop” system.
        1. The evils of tenement house manufacture: congestion, unsanitary conditions, low wages, long hours, child labor.
        2. The fight against the sweating system.
    4. Scientific management.
      *Hamilton, 705-713; *Hoxie, 296-348; Marshall, Wright & Field, 219-233; Goldmark, Fatigue and Efficiency, 192-210; Marot, Creative Impulse in Industry, 29-55.

      1. The meaning of “scientific management.”
        1. The application to machines and workers of scientifically established laws governing the processes of production and the modes of payment for the purpose of increasing efficiency in industry.
        2. Time and motion study the method by which the facts and laws of efficient production are to be established.
          1. Narrow conception of time and motion study: an instrument for task-setting and efficiency rating merely.
          2. Broader conception: time and motion study as a method of analysis applicable to every feature of the productive and distributive process.
      2. Scientific management and production. Systematic scientific study of productive processes and methods affords possibility of great increase of world’s productive efficiency, a possibility which should be utilized.
      3. Scientific management in the mechanical and in the human sphere.
        1. The unquestioned success of scientific management in dealing with the mechanical, material factor in production; efficient mechanical arrangements and processes have been established.
        2. Inability of scientific management to discover objective laws of universal validity in regard to the human factor.
        3. Danger that scientific management will reduce workers to a little-skilled, interchangeable, unorganized mass.
          1. The tendency to extreme specialization.
          2. Traditional craft knowledge systematized in the hands of the employer; the workers’ skill vested in the foreman and manager.
          3. Established crafts and craftsmanship tend to break down.
      4. The opposition of organized labor to scientific management.
        1. Reasons given for labor opposition.
          1. Danger of narrow specialization and loss of craftsmanship.
          2. Undemocratic character of scientific management, with tendency to break down collective bargaining.
          3. Unfair character of tasks set and wages paid.
          4. Scientific management a device for increasing production and profits.
          5. Scientific management a speeding up and sweating system.
          6. Work under scientific management is monotonous routine.
          7. Continuity and certainty of employment lessened.
        2. Fundamental antagonism of scientific management and dominant type of modern unionism, the essential principle of which is uniformity.
      5. The problem of securing the benefits of increased productivity which scientific management can give, without reducing the status and craftsmanship of the worker.
        1. Antagonism of labor will persist if scientific management is used as an instrument for profit-making and exploiting the workers.
        2. Human defects of scientific management may in part be overcome by
          1. A broad and universally applied system of industrial education.
          2. Fuller and more intelligent participation by labor in the processes of industrial production.
    5. Insecurity of employment.
      Hamilton, 545-566, *547-549, 554-566; Marshall, Wright and Field, 709-715; W.H. Beveridge, Unemployment; Andrews, 7-21; F. C. Mills, Theories of Unemployment and of Unemployment Relief, 118-164.

      1. General causes of insecurity of employment.
        1. Seasonal fluctuations in the demand for labor.
        2. Cyclical fluctuations in the demand for labor.
        3. Necessity of labor reserve due to the casual character of employment in many industries.
        4. Changes in industrial structure resulting in decreased demand for labor of certain types.
        5. Deficiencies of industrial training.
        6. Old age and personal deficiencies.
      2. Results of insecurity of employment.
        1. Decreased productivity of industry.
        2. Evil effects of uncertainty of employment upon the worker.
        3. The evil of under-employment and under-nourishment.
        4. The development of the habit of casual employment.
        5. The migratory laborer a product of seasonal and casual demand for labor. Evil results of a migratory existence.
      3. Proposed methods of remedying insecurity of employment.
        1. The organization of the labor market. Haphazard hawking of labor should be replaced by systematic placing of labor through governmentally organized employment offices.
        2. The regularization of industry.
        3. Diversification of industries and systematic distribution of public work to offset fluctuations in demand for labor.
        4. Adequate industrial training.
        5. Unemployment insurance to protect worker during periods of unavoidable unemployment.
    6. Immigration in its relation to the labor problem.
      Hamilton, 496-527; 496-516; Frances Kellor, Immigration and the Future, 227-258. *See Appendix III, 4 (p. 146).

      1. The character of recent immigration to the United States contrasted with earlier immigration.
        1. Marked predominance of northern and western Europeans prior to 1890.
        2. The influx of southern and eastern Europeans since 1890; the stimulation of immigration by steamship companies and large employers of labor.
      2. Date of change in character of immigration practically corresponds with date of exhaustion of free land in U.S. Immigrants after 1890 thus became definitely laborers, rather than settlers and independent farmers.
      3. Problems arising from the changed character of recent immigration.
        1. Language and educational differences; the necessity of immigrant education today.
        2. Differences in standards of living.
          1. Inability of workers with high standards to compete with some of new arrivals.
          2. The forcing down of wages in unskilled occupations.
        3. Difficulties arising from the congestion of immigrant population in large cities; relation to unemployment and to the sweating system.
        4. Recent immigrants and organized labor.
          1. Occasional use of immigrants as strike-breakers.
          2. Difficulty of organizing immigrants.
          3. Successful organization of immigrants in certain industries within recent years.
      4. The problem of future immigration.
        1. Reasons advanced for curbing immigration.
          1. The alleged racial inferiority of certain types.
          2. The question of “hyphenated” Americans.
          3. The maintenance of the American standard of living.
          4. The danger of over-population and of forcing wages to a subsistence level.
          5. The difficulty of educating and absorbing large numbers of immigrants of a different culture.
        2. Arguments advanced for a continuance of our former immigration policy.
          1. There is no basis for the claim of racial inferiority of certain types.
          2. The United States must continue to furnish a haven for the oppressed of the world.
          3. American industries need a large supply of immigrant labor. More labor, not less, is needed, for overpopulation is a very distant danger.
          4. Immigrants make intellectual and moral contributions which are valuable to American democracy.
          5. Education and absorption will not be difficult if congestion in large cities is prevented.
        3. Proposed policies.
          1. The continuance of a selective immigration policy.
            1. Exclusion of paupers and illiterates.
            2. Prevention of stimulation of immigration.
            3. Perfection of machinery for educating and absorbing immigrants.
          2. Complete exclusion, permanently, or for a term of years.
        4. The recent immigration act, 1921.
    7. Recognition of the Union.
      The closed versus the open shop.

      1. Open shop with no recognition of unions.
      2. The closed shop with the closed union may result in a form of labor monopoly.
      3. The closed shop with the open union.
    8. Participation in management. (The demands of organized labor have in the past been confined in the main to questions of hours, wages and conditions of employment. Within recent years, however, questions of management and control have come within the scope of labor’s interest. In England and, to a lesser extent, in the United States, organized labor is now seeking to secure a share in the control of industrial undertakings, especially the large public service enterprises such as mining and transportation. This question is taken up below, in the section on “The problem of control in industry.”)

3. The organization of production: competition versus combination and monopoly.
*Clay, Economics for General Reader, 107-115; Seligman, 139-150. *Hamilton, 429-478; Seager, Chaps. XXIII, XXV.

  1. The meaning and significance of competition.
    1. The doctrine of laissez-faire in industry; its importance during the nineteenth century. The basis of laissez-faire: the belief that an individual in seeking to advance his own interests is thereby, “as if led by a hidden hand,” advancing the interests of society.
    2. The meaning of modern business competition: the struggle to obtain the largest possible amount of wealth in exchange for commodities produced or services rendered.
    3. Competition the regulating factor by which the flow of economic goods is directed.
    4. Relation between competition and cooperation: both a conflict and a community of interests between individuals and groups in the modern economic system.
    5. The extent of competition today.
      1. Limitations placed on competition by government.
      2. Limitations placed on competition by agreement and combination between competitors.
      3. Inherent limitation because of the unnecessary expenses of competition in advertising; duplication of plant and services.
      4. Ultimate limitation claimed by some, who point out the general waste and social loss resulting from unregulated competition. This loss is illustrated by over-production, unequal, “unfair” and cut-throat competition.
  1. Combination in business and industry.
    (Note — Monopolistic control may be obtained by forcing competitors out of business either by underselling or by taking them into a combination. The latter form has been the more prominent in recent years.)
    1. The movement toward combination in recent years.
      1. Causes of movement toward combination. (See above.)
      2. Forms of combination.
        1. The selling agreement.
        2. The pool.
        3. The trust.
        4. The holding company.
        5. The giant (unified) corporation.
      3. To what extent has the movement toward combination been a natural one and to what extent a forced one?
    2. Advantages of combination.
      1. General advantages of large-scale production. (Cf. above.)
      2. Monopolistic or semi-monopolistic advantages due to limitation of competition and partial or complete control of prices and markets through the complete or partial limitation of the supply of the monopolized commodity.
    3. Disadvantages of combination.
      1. Difficulty of adequate supervision and control.
      2. Tendency toward loss of personal initiative among employees.
      3. Burden of uneconomical charges carried (e.g., promotors’ profits, “water” of various types, etc.).
  1. Competition versus combination in relation to the consumer
    1. Productive advantages of combinations in certain industries and avoidance of competitive charges make possible a lowering of price to consumers.
    2. If a combination secures a monopolistic or semi-monopolistic position extortionate prices may be charged. Thus competitive charges may be in some cases lower and in some cases higher than those of a combination. The problem is: How may the advantages of large-scale production be secured without placing unregulated monopolistic power in the hands of combinations? Governmental action has been found necessary to secure this.
  2. The attitude of the state toward combinations.
    1. The historical development of governmental policy.
      1. The early attempts to enforce competition and to prohibit combination. Anti-trust laws: the Sherman Act, 1890, prohibiting monopolies and combinations “in restraint of trade.”
      2. The recognition of the necessity of permitting combination in certain fields; the problem of regulating combination.
    2. The present situation in the United States.
      1. The Clayton Act; reenforces the Sherman Act and makes illegal
        1. Intercorporate stockholding when the effect may be to lessen competition.
        2. Interlocking directorates.
        3. Discriminatory trade practices.
      2. Federal Trade Commission; vested with wide powers of investigation and supervision.
  1. Proposed solutions of the Trust problem.
    1. Regulatory remedies.
      1. Full publicity.
      2. Strict prohibition of unfair competition.
      3. Prevention of monopolistic practices.
      4. Federal incorporation.
      5. Strict regulation by government commissions.
    2. Remedies involving greater changes in the industrial system. (Government ownership, and socialistic and syndicalistic proposals are discussed below.)

4. Problems connected with the distribution of the annual social income.
King, Wealth and Income of the People of the United States, 154-167; Ely, Outlines of Economics, 384-405; Seager, Chap. XI; Seligman, 352-431; Clay, 279-354. See Appendix, III, 5, (p. 147).

  1. General statement of the problem. The total volume of goods produced each year constitutes an annual flow of consumable commodities and services which are apportioned among the agents of production. A share goes to the owners of the natural agents, a share to the owners of capital, a share to the laborers, and a share to the business organizers of production — the entrepreneurs. Money income is merely a claim to a share in the distribution of commodities and services which constitute the real income of an individual or a group. Many of the current economic problems arise from disputes concerning the right of certain of the agents of production to shares in this distribution, and from attempts of the different agents to increase their own shares. As the organizing factor in production the business enterpriser evaluates the services rendered by each of the other factors. Payment of the shares in distribution to the other agents is made through him. The fundamental question in distribution is: What determines the amount the business enterpriser must pay to each of the other agents and the amount he may keep for himself?
  2. Briefly stated, the following are the principles on which distribution takes place today:
    1. The owners of the natural agents of production receive a share in the social income which is called rent. The amount of the rent paid the owner of any particular piece of land depends upon the relative advantage resulting from the utilization of that piece, as compared with others. This differential advantage may be due to
      1. Favorable location.
      2. Fertility (or richness, as in the case of mines). Payment to the owners of these natural agents is based upon the fact of possession. The question as to whether the owner inherited the site, bought it when it was worth little and held it till its value increased, or bought it at its present value with money earned by his own labor has nothing to do with his receipt of a share in the social income, under the present distributive system.
    1. Interest. The owners of capital receive a return which is called interest. The amount of interest paid at any time for the use of a given amount of capital depends upon the amount of available capital in existence and upon the strength of the demand for the use of it. Business men are willing to pay for the capital borrowed because, by the use of capital, the productiveness of labor is increased (e.g., a man with a plough is more effective in tilling the soil than a man with a pointed stick). It is believed that the stimulus of interest is necessary in order to promote saving. Interest is paid to the owner of capital irrespective of the means by which he may have acquired ownership, whether by personal abstinence, inheritance, gift, or other means.
    2. Wages. The share of the annual income paid for labor, physical or mental, is called wages. In general, those who receive this form of income may be divided into six non-competing groups, set off from each other by differences of education and training, environmental differences, and differences of inborn gifts:
      1. Unskilled day laborers.
      2. Semi-skilled workers.
      3. Skilled workmen.
      4. Clerical workers.
      5. Professional workers.
      6. Salaried business managers.

Within each of these groups wages tend to a rough equality. The wage received by an individual within any group is fixed, in general, somewhere between a lower limit set by the standard of living (a standard of bare physical subsistence in the lowest group) and an upper limit determined by the relative degree of efficiency or indispensability of the labor constituting that group. This degree of indispensability will depend upon his productive ability, upon the number of workers within the group of equal productive ability, and upon the character of the demand for workers of that particular type. The point at which wages will be fixed between these two limits is determined by the relative bargaining power of employers and workers.

    1. Profits. The share in income which the business enterpriser receives is called profits. It is a residual share, left over after the other agents of production have been paid. Profits vary greatly in amount depending upon the degree of risk undertaken, the extent to which competition or monopoly operates in a given industry, and the degree of exceptional efficiency found in a given individual. Competitive profits tend to disappear, insofar as true competition operates, but profits based upon a monopolistic advantage do not.
      Summary. The distribution of the annual social income today is thus, in general, based upon the strategic strength of the position occupied by the owners of the various agents of production. Those individuals or groups which are in a relatively strong position, whose services are indispensable, (or relatively so) for any one of a number of reasons, secure a relatively high return. Those whose services are less indispensable, due to weaker demand for their products, greater number of competitors, lower efficiency, receive a lower return. The degree of indispensability, it is important to note, may depend upon personal efficiency, or upon any one of a number of other factors.
  1. Arguments advanced to justify the present distributive system.
    1. Distribution under the present system is based upon competitive efficiency. Society gains by giving high prizes to the highly efficient.
    2. Inequalities of capacity must be recognized; corresponding inequalities of reward are justified.
    3. The various distributive shares at present criticized, such as interest, rent, profits, high salaries, are necessary to secure the services called forth — thrift necessary for accumulation of capital, effective use of land, and high business ability.
    4. Such payments as do not represent services (as rent) are necessarily involved in the retention of the system of private property, and are therefore legally and economically justifiable.
  1. Arguments advanced against the present system of distribution.
    1. Distribution today is based chiefly upon the power to take, and only secondarily upon productive efficiency. Accordingly not all shares in distribution serve as stimuli to production.
    2. Men would save their surplus money, use their land effectively, and develop their individual capacities to the full without the bribe of a special pecuniary reward.
    3. Rent, in particular, does not arise as a result of personal effort and therefore should belong to the community as a whole.
    4. The stimulus of profits has perverted business enterprise from the production of commodities as the chief end to that of profit-making, with a consequent loss to the consumers. Greater profits may be made in some cases by limiting production than by increasing production.
  1. Proposed changes in the system of distribution.
    *Russell, Proposed Roads to Freedom, 86-110.
    1. Continuance of present system, insofar as payments are based upon efficiency and productive ability, but with state appropriation of unearned increments; limitation of great fortunes and of rights of inheritance; the use of taxation as a means of correcting distributive injustice.
    2. [Socialistic and communistic ideals. (See below, p. 94.)
      1. Distribution on the basis of need; i.e., approximately equal distribution, irrespective of work performed.
      2. Distribution on the basis of sacrifice; payment based on irksomeness of various occupations.]

5. The problem of control in industry.

  1. [The present system of control and management in industry: a brief restatement.
    1. Chief characteristics of modern system
      1. The system of private property.
      2. The four-fold division of function in production.
      3. The status, and degree of initiative, responsibility and control resting in each of the agents of production.
      4. The importance of large-scale industry today.
    2. Advantages claimed for the present system of management.
      1. Strong and efficient leaders reach the top and exercise power.
      2. Scope given for initiative and individual ability.
      3. Quantity production secured.
      4. Prices kept down by rigorous competition for markets.
      5. Compatible with human nature; strong instincts of acquisitiveness and pugnacity satisfied in a competitive system based on private property and survival of the strongest.
    3. Defects charged to the present system.
      1. Characterized by inefficiency in production.
        1. Duplication of services; competitive waste.
        2. Business side of industry over-developed at expense of productive efficiency; production subordinated to profits.
      2. Chaotic system of distribution; lack of order and system in marketing organization.
      3. Periodic breakdowns (financial panics and business depressions) constitute a fundamental weakness.
      4. Many individuals performing no useful service continue to share in the social income, while many productive workers continue to live in poverty.
      5. An autocratic rather than a democratic form of government exists in industry.
      6. Continual labor unrest affords evidence that the present industrial system does violence to human nature.
  1. Proposed solutions of the problem of industrial control.
    1. Competitive individualism: continuance of the nineteenth century system without state interference.
      1. Conditions involved in this type of solution.
        1. Maintenance of full private property rights.
        2. Restoration of complete freedom of competition.
        3. Restoration and maintenance of individual bargaining; denial of right of collective bargaining; refusal to recognize labor organizations.
      2. Advantages claimed for competitive individualism. (Cf. above.)
      3. Difficulties involved in this solution. (Cf. above.)
        1. Recent changes in industrial structure, type and size of modern industrial unit, development of corporate form of organization, large scale enterprise, render impossible the maintenance of such a system.
        2. Return to this individualistic system impossible in view of present unrest.
    2. Continuance of present system of control; amelioration of labor conditions and limited degree of regulation of industry by the State.
      Object: The maintenance of the advantages of the present competitive system and the avoidance of competitive excesses by state protection of labor and state regulation of competition and monopoly. ‘The New Freedom.’
    3. Continuance of present system of management with collective bargaining in matters of wages, hours, and general conditions of employment.
      1. Collective bargaining in the organized trades today. (Cf . above.)
      2. Trade union control under this system.
        1. Negative character of trade union control; union rules and regulations necessarily restrictive, in that direct and positive control is exercised by the employer.
        2. This control, though negative, constitutes an important factor in the management of industry today.
      3. Inability of trade unions and industrial unions as at present organized to take over more effective control.
        1. Faulty organization; jurisdictional disputes.
        2. Lack of effective coordination between unions.
        3. Lack of adequate leadership.
        4. Technical experts and managers not included in union organization.
        5. The difficulty of securing capital.]
    4. Full collective bargaining, with a share in control vested in labor; the English program.
      *Hamilton, 716-729; Memorandum of the Industrial Situation after the War, (Garton Foundation), 158-175.

      1. Recognition and encouragement by the State of organization on the part of employers and workers.
      2. The National Industrial Council: a national council to secure joint action between representative organizations of employers and workers, prevent and adjust industrial disputes, and to serve as official consultative authority to the government upon industrial relations.
      3. Machinery of organization within each industry. The Whitley scheme.
        1. Joint Standing Industrial Councils (National) composed of representatives of employers and employed in each industry.
        2. District Councils: representative of trade unions and employers’ associations in each district.
        3. Works Committees: representative of management and workers in particular plants.
      4. Functions of Works Committees, District Councils and National Councils.
        1. To deal with questions of hours, wages and conditions of employment.
        2. To provide security and continuity of earnings and employment.
        3. To provide for technical education, training, and industrial research.
        4. To deal with proposed legislation affecting the industry.
      5. The advantages and limitations of the Whitley Plan and similar proposals: attitude of organized labor.
    5. The Cooperative system.
      Seager, Chap. XXXI; S. and B. Webb, A Constitution for the Socialist Commonwealth of Great Britain, 248-263.

      1. The object of cooperation: the elimination of the managing employer and of private profits; general policy settled and risks assumed by cooperators as a body; ownership and control vested in a body of cooperating equals.
      2. Cooperation in retail and wholesale trading; success of the Rochdale stores and the Schulze-Delitzsch societies.
      3. Cooperation in production. Comparative lack of success in this field.
        1. Character of operations fundamentally different from those of retail trading and banking.
        2. Difficulty of carrying on production on large scale, due to lack of capital.
        3. Failure to secure capable leaders.
      4. Cooperative Credit Societies.
    6. Government ownership of great public service industries (nationalization); control by joint boards representing workers, managers, and public.
      1. The proposed organization of the English coal mining industry; the Sankey Report.
        *Coal Industry Commission Act, 1919 Second Stage, Reports, 5-26.

        1. State purchase of coal royalties and coal mines.
        2. Control by councils of workers, consumers and technical experts, under the general supervision of a Ministry of Mines; the National Mining Council, District Mining Councils, and Local Mining Councils.
      2. The Plumb Plan for railroad re-organization in the U.S. [Plumb Plan Weekly: Vol. I, No. 1; Vol. I, No. 2; Vol. I, No. 3; Vol. I, No. 4; Vol. I, No. 5; Vol. I, No. 6; Vol. I, No. 8; Vol. I, No. 9]
        *The Sims Bill. [Representative Thetus Sims of Tennessee was the ranking Democrat of the House Interstate Commerce Committee]

        1. Government purchase of all railroad systems, on basis of capital invested.
        2. Administration.
          1. Operation of roads by a board of fifteen directors, five representing the public, five the managers, five the classified employees.
          2. Rate-making by Interstate Commerce Commission.
        3. Division of surplus between government and employees, provided that if surplus exceeds a certain percentage of the operating revenues, rates must be reduced; deficits to be met by government.
      3. The present status of the Sankey scheme and the Plumb Plan. Significance of these proposals.
    7. Collectivism: ownership and control of all industrial undertakings by the state; State Socialism.
      *Hamilton, 847-860; *Russell, Proposed Roads to Freedom, 1-31; Ogg, Economic Development of Modern Europe, 477-567; Gide and Rist, History of Economic Doctrines, 407-479.

      1. The general principles of Socialism.
        1. Abolition of private property in the means of production (land and capital), with retention of private property in articles of personal use. Collective (State) ownership of means of production.
        2. Administration of collectively owned industrial system through a democratic political organization.
        3. Abolition of wage system as at present constituted.
      2. The basic doctrines of Marxian Socialism.
        1. The materialistic interpretation of history. All human phenomena can be explained in terms of the underlying material facts of life. Irresistible economic forces shape human history.
        2. The law of the concentration of capital. Capitalistic undertakings tend to become larger and larger; small competitive enterprises tend to disappear, and to be replaced by great trusts.
        3. The class war. Increasing concentration of capital leads to division of society into two great classes, the capitalist class and the wage-earning class, bourgeoisie and proletariat. Between these two classes a struggle will go on until all wage earners combine, locally, nationally and internationally, and take over the ownership and control of land and capital for the common good. View of Marx that this process of concentration of capital, increasing misery, class war and ultimate social control is natural and inevitable, a working out of irresistible economic forces. The Communist Manifesto. The great influence of Marx on socialist thought.
      3. Other types of socialistic doctrine; the Fabian policy of securing reforms and collective ownership gradually, by the use of constitutional methods; the Socialist Party in politics.
      4. The Socialist program today; arguments advanced for a Socialistic organization of industry, and objections to it.
    8. Syndicalism: ownership and control by the workers in each industry. (See above: The Industrial Workers of the World.)
      Russell, Proposed Roads to Freedom, 56-85; Kirkaldy, Economics and Syndicalism; Gide and Rist, 479-483; Brissenden, The I.W.W., 155-177, 259-282.

      1. General principles of syndicalism.
        1. Organization of industry by the workers as producers, not as consumers. The industry as the unit of ownership and control; ownership by organized labor.
        2. Substitution of industrial (direct) action for political action; boycott, union label, strike, and sabotage. The general strike the chief weapon.
        3. Destruction of the state.
      2. Syndicalism in practice.
        1. French syndicalism: The C.G.T.
        2. [American syndicalism: The I.W.W] (See iv below.)
      3. Syndicalism as a working principle of industrial organization; advantages claimed for it and objections to it.
      4. The Industrial Workers of the World.
        C. H. Parker, The Casual Laborer.

        1. Their principles.
          1. Class conflict. “The working class and the employing class have nothing in common. Between these two classes a struggle must go on until the workers of the world organize as a class, take possession of the earth and the machinery of production, and abolish the wage system”: Preamble of the I.W.W. Constitution.
          2. Abolition of the wage system.
          3. Organization on industrial instead of craft lines.
            1. The doctrine of working class solidarity, “One Big Union.”
            2. The organization of the unskilled together with the skilled; opposition to labor aristocracy.
          4. Accomplishment of ends by direct industrial action.
            [Note: A seceding wing of the Industrial Workers of the World (Detroit Branch) favors political action, but the dominant group (Chicago Branch) disavows political organization.]
          5. Ultimate complete control of the industrial system by the workers; control of the political system will necessarily accompany industrial control.
        1. The structure of I.W.W.
          1. The local industrial union.
          2. The District Industrial Council.
          3. The International Industrial Department.
          4. The General Executive Board.
            1. Power originally strongly centralized in the Executive Board.
            2. The movement toward decentralization; present weakness of the central authority.
        2. Method and tactics of the I.W.W.
          1. Direct action; various forms of direct action; sabotage.
          2. Free speech fights as means of propaganda.
          3. The general strike.
        3. The I.W.W. today.
          1. Membership.
            1. Confined to textile, steel, lumber, mining, farming, railroad construction and marine transportation industries.
            2. Majority of members migratory unskilled workers; a radical, militant, relatively unstable group recruited from industries characterized by irregularity of employment and bad working conditions.
            3. Numerical strength: not over 60,000 members at present. Actual influence not measured by paid-up membership.
          2. The I.W.W. as a social phenomenon; conditions and causes of its existence.
          3. Weaknesses of the I.W.W.
            1. Inability to maintain stable membership.
            2. Organic weaknesses due to internal conflict.
              1. Centralization of power versus decentralization.
              2. Constructive industrial unionism versus the revolutionary ideal of uncontrolled agitation, “guerilla” warfare against authority.
            3. Financial weakness.
            4. Membership unfitted for constructive endeavor.
          4. The future of industrial unionism in the United States; the agitation for industrial unionism in the A.F. of L.; dual unionism versus “boring from within.”
    1. Guild Socialism: a compromise type of organization, standing between collectivism and syndicalism.
      *Russell, 80-85; G.D.H. Cole, Self Government in Industry; S.G. Hobson, Guild Principles in War and Peace; *Hamilton, 860-870, G.D.H. Cole, Guild Socialism, 187-195.

      1. General principles of guild organization.
        1. Ownership of the means of production by the State, as trustees for the community.
        2. Management of industrial undertakings by guilds or workers in each industry, acting also as trustees for the community; payment of tax or rent to State.
        3. The Guild Congress: a body consisting of representatives of all National Guilds, and having supreme authority in industrial matters.
        4. Parliament to retain supreme authority in political matters; Parliament to represent consumers.
        5. Joint Committee of Parliament and Guild Congress to deal with conflicts arising between the two bodies; Joint Committee to reconcile interests of producers and consumers.
        6. Adjustment of prices by Joint Committee.
        7. Adjustment of pay within each industry by the National Guild controlling that industry.
      2. Guild socialism as a possible working principle; advantages claimed for it; objections to it.

Source: Columbia University. Introduction to Contemporary Civilization — A Syllabus, (Third edition, 1921), pp. 70-96.

Image Source: Cover of Labor Problems and Labor Legislation by John Bertram Andrews (1919).

 

 

 

Categories
Columbia Economic History History of Economics Philosophy Syllabus

Columbia. Excerpt from Contemporary Civilization Syllabus. Economic History, 1921

Columbia College’s freshman course on Contemporary Civilization, a.k.a. “CC”, has been a core element in the undergraduate experience for over a century. This is the first of two posts that provide portions of the third edition of the course syllabus from 1921 that should be of particular interest for economists. The parts of the syllabus that deal with Western economic history and the history of economics from 1400-1870 together with links to all the items referenced cab be found below.

I dare anyone to try just this subset of this 1921 syllabus for a two-semester course required for first year undergraduates. Maybe only try this from the relative safety of a tenured position. 

____________________________

Introductory Note

The Faculty of Columbia College determined at its meeting in January, 1919, to discontinue the required courses in History and Philosophy and, beginning in September, 1919, to substitute a course on Contemporary Civilization which should meet five times a week and be required of all Freshmen…

…The Syllabus has been prepared by certain of the instructors of the course who include members of the Departments of Economics, Government, History and Philosophy: Wallace E. Caldwell [History], Harry J. Carman [History], John J. Coss [Philosophy], Irwin Edman [Philosophy], Austin P. Evans [History], Horace Leland Friess [Philosophy], Elmer D. Graper [Politics], Adam Leroy Jones [Philosophy], Benjamin B. Kendrick [History], Sterling Power Lamprecht [Philosophy], Robert Devore Leigh [Politics], Frederick Cecil Mills [Economics], Parker T. Moon [History], Herbert W. Schneider [Philosophy], and William Ernest Weld [Economics].

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SECOND DIVISION
SURVEY OF THE CHARACTERISTICS
OF THE PRESENT AGE

BOOK III. HISTORICAL BACKGROUND OF CONTEMPORARY CIVILIZATION, 1400-1870

Introduction: The fundamental conceptions of the present age.

                  Man’s nature in its original character remains unchanged from the dawn of history, and nature in its basic resources has not altered greatly. But man’s store of knowledge has increased, and in the western world new conceptions have arisen so important as to be considered new tools which human beings use when they attempt to control their situation. These conceptions will be shown in their development in Book III. They are presented here for the sake of preliminary emphasis.

  1. The belief in the value of the scientific study of man and nature — the intellectual revolution.
    1. The early emphasis on knowledge as power — Francis Bacon and the Renaissance scientists.
    2. The exact study of specific activities shows the fashion in which men and things behave, and makes possible the limited control of natural forces and human nature.
      1. Newton and the 18th century conception of nature and natural law.
      2. Belief in human progress through a scientific study of man — psychologists, political philosophers, and economists of the 18th century.
    3. The expansion of the method of inquiry to the place of man in nature — development of biology in the 19th century and the theory of evolution.
    4. The application of scientific knowledge to industrial pursuits, and the present “age of applied science.”
  1. The new developments in agriculture, the factory system of production, and the era of world trade — the economic revolution.
    1. The discovery of the new world and of new routes to the East led to an expansion of commerce, transformed the methods of business, and created a demand for increased manufacture — the commercial revolution.
    2. These changes hastened the decline of the manorial system, the rise of private property in land, and the introduction of new agricultural methods — the agricultural revolution.
    3. The demand for increased manufacture was satisfied by the invention of machinery and the application of science to industry which gave rise to modern “mass production,” the method dominant in industry today, and responsible for many social changes apparent during the past century — the industrial revolution.
    4. These revolutions in commerce, agriculture, and industry tended to link the world together. Products are now manufactured for a world market, and western influence has been extended into every quarter.
  1. The participation of adult citizens in their own government — the political revolution.
    1. The belief in man’s ability (intellectual revolution) and the changes in his economic life (commercial, industrial, and agricultural revolutions) led to a widening of the group participating in government. The American, French, and 19th century revolutions.
    2. In industrialized lands political problems are now generally approached in term of popular determination through some form of democratic control. Development of political democracy during the 19th century.
    3. With the widening of the group participating in political decisions the sentiments of patriotism and of loyalty to the political group have been strengthened — Nationalism.
1. The intellectual outlook of the Renaissance— the birth of modern science, and the rise of national cultural traditions in Western Europe.
  1. Comparatively little progress in natural science had been made during mediaeval times.
    1. Examples of erroneous ideas: the Ptolemaic cosmology, the “four elements,” etc.
    2. Reasons for the backwardness of science.
      1. Lack of instruments.
      2. Reliance upon authority and upon deductive reasoning — scholasticism.
      3. Interest deflected from nature to the supernatural and other worldly.
  1. From the thirteenth century on increasing attention was paid to scientific observation and experimentation.
    1. Decline of scholasticism.
    2. Humanism and the revival of ancient learning.
    3. Fresh interest in nature appears.
    4. Travel and explorations on land and sea.
    5. Remarkable discoveries begin the development of the natural sciences.
      1. Astronomy: Copernicus, Kepler, Galileo, Newton.
      2. Physics: Galileo, Newton.
    6. Formulation of scientific method.
      1. Experiment and induction advocated by Francis Bacon.
      2. Mathematical analysis advocated by Rene Descartes.
  1. The Protestant revolt.
    *Hayes, Vol. I, 167-169; A. C. McGiffert, Protestant Thought before Kant, 9-20; Taylor [Vol. I; Vol. II].
    1. Protestantism, though not in sympathy with the new science nor inspired by a faith in man’s ability, weakened the authority of the mediaeval tradition over the mind.
    2. Protestantism and the religious controversies which it engendered gave rise to educational movements of an extensive character.
    3. Protestantism championed by many secular princes gave added prestige and power to these governments — “religion nationalized.”
  1. The rise of national culture traditions in western Europe.
    *Hayes, Vol. I, 185-196; Robinson, History of Western Europe, 329-347; F. S. Marvin, The Living Past, 140-193, Taylor [Vol. I; Vol. II].
    1. Decline of mediaeval Latin and the development of the vernaculars.
    2. Rise of national literatures — Dante, Cervantes, Molière, Luther, Shakespeare.
    3. Painting, sculpture, and architecture — DaVinci, Michelangelo, Raphael, Rubens, Velasquez, Rembrandt, Dürer, Wren.
    4. The cultural unity of Europe gives way to a group of competing nations, each with its own language, and in many cases with its own government.

2. The Commercial Revolution.

  1. Definition.
    1. It may be defined as that expansive movement by which commerce radiated from Europe as a center to all parts of the world.
    2. This process, which covers the period of geographical discovery and colonization, began in the middle of the 15th century and continued for about 300 years. It may be regarded as the first phase of the Europeanization of the world.
      *Map study — Appendix, II, 1 (page 120).
  1. Influence of Geography on Civilization — Appendix I.
    1. River valleys as highways of migration and commerce.
    2. Mountains, deserts and oceans as barriers.
    3. Social consequences.
  1. Development of mediaeval trade.
    *Hayes, Vol. I, 36-39, 43-49; *Cheyney, Industrial and Social History of England, 75-94.

    1. Rise of fairs, cross-road markets, towns at trade-junctions.
    2. Organizations of commerce largely on a municipal basis.
      1. The merchant guild.
      2. The staple town.
      3. Social consequences.
    3. Trade and trade-routes.
      1. Trade with the East.
        1. Influence of the Crusades in stimulating Eastern trade.
        2. Rôle of the Italian cities.
        3. Influence of geography in determining routes.
      2. Trade in Europe.
        1. Commodities.
        2. Advantageous situation of Italian, German, Dutch and Flemish cities.
  1. European exploration and commercial expansion.
    *Hayes, Vol. I, 49-69; Wallas, The Great Society, 3-19.

    1. Factors which combined to produce this exploration and expansion.
      1. Intellectual curiosity,
      2. Desire of nations on Atlantic seaboard to share in profitable trade with the East.
      3. Religious zeal.
      4. Improvements in the art of navigation.
    2. Consequences.
      1. Decline of Italian and German city-states; rise of national states of Western Europe; impetus to nationalism and dynastic aggrandizement.
      2. New commercial methods: chartered companies; mercantilism; banking and credit.
      3. Stimulation of economic life in general; hence, increased wealth,
      4. Growth of the trading class, the bourgeoisie.
      5. Enrichment and expansion of European culture; progress of science.
      6. Colonization.
      7. Slavery and the slave-trade.
      8. New commodities of commerce; growing interdependence of all parts of world.
      9. Changes in mental outlook, due to increased facilities for communication and broadening of interests.
  2. Remarkable growth of commerce during the 18th century.
    *Hayes, Vol. I, 399-403; Ogg, Economic Development of Modern Europe, 73-87.

    1. Continuation of effects of exploration and commercial expansion.
    2. The rising commercial and maritime power of England.
    3. Restrictions and handicaps.
      1. Mercantilism.
      2. Internal tariff and customs barriers.
      3. Wars.
      4. Lack of rapid and cheap transportation.
    4. [The movement to emancipate commerce.]
      1. The Physiocrats (see 5.C.b.i below).
      2. Adam Smith (see 5.C.b.ii below).

3. The Agricultural Revolution.

  1. Relation to the Industrial Revolution.
    1. The Agricultural Revolution occurred almost simultaneously with the Industrial Revolution; the former did for agriculture what the latter did for industry.
    2. The Agricultural Revolution had begun before the Industrial Revolution, and helped to render the latter possible by releasing labor from the land and by providing an increased supply of food and raw materials.
    3. The Industrial Revolution, in turn, promoted the Agricultural Revolution by providing capital and machinery for scientific farming.
  2. Definition.
    1. In general, by the Agricultural Revolution is meant the destruction of the manorial system of agriculture and the introduction of
      1. Modern ideas of absolute ownership of land: Freehold.
      2. Scientific methods of tillage and breeding.
      3. Specialized production for market rather than for local consumption.
    2. Aside from these general features, the Agricultural Revolution meant different things in different parts of Europe (see below).
    3. The Agricultural Revolution might be regarded as a long process, continuing from the 13th to the 19th centuries, and culminating in a series of rapid, revolutionary changes in the period 1760-1845.
  3. General aspects of mediaeval agriculture.
    *Hayes, Vol. I, 28-36, 395-399; *Ogg, Economic Development of Modern Europe, 18-44; Cheyney, 31-52, 136-147.

    1. Majority of the population rural.
    2. Organization of agriculture, chiefly manorial.
      1. Significant features of the manorial system (contrast with modern conditions).
        1. Social inequality: serfdom and aristocracy.
        2. Attachment of peasant to soil.
        3. Burdensome obligations of serf.
        4. Inefficiency and self-sufficiency.
    3. Methods.
      1. Persistence of wasteful primitive methods:
        1. The three-field system.
        2. Crudity of implements.
        3. Unscientific cattle-raising.
        4. Connection between primitive methods and manorial organization.
    4. Social consequences of agricultural conditions.
      1. Economic necessity of large rural population.
      2. Relatively low standards of comfort.
      3. Intellectual isolation and conservatism of economically self-sufficient rural Communities.
      4. Lack of effective impetus to invention, enterprise, and improvement.
      5. Discontent of peasantry.
  4. The agricultural transformation.
    *Ogg, Economic Development of Modern Europe, 37-44, 117-132, 187-188.

    1. The abolition of serfdom.
      1. In England it had gradually disappeared by 1700.
      2. In France during French Revolution (see p. 33 ff. of syllabus).
      3. In other countries subsequently: Prussia, 1807; Austria, 1848; Russia, 1861, etc.
      4. Manorial system and serfdom never widely or firmly established in the United States.
        Becker, The United States, an Experiment in Democracy, 145-185.

        1. Prevalence of freehold tenures.
        2. Abundance of unoccupied land.
        3. Influence of these economic conditions in promoting spirit of democracy.
    2. Breakdown and partial disappearance of the manorial system.
      1. In England.
        1. Decline of serfdom: contractual labor.
        2. Rapid progress of enclosure.
          1. Increased profitableness of arable farming, due to
            1. Rise of industrialism.
            2. Growth of population.
            3. Enlarged demands for foodstuffs.
            4. Improved transportation.
          2. Ease of obtaining special legislation necessary for enclosures. Parliament dominated by landlords.
          3. Advocacy of enclosures by economists, notably Adam Smith.
          4. Methods by which enclosures were effected.
          5. Approximate area enclosed.
          6. Social consequences.
            1. Decline of the class of small holders, and concentration of landownership in hands of a relatively small class.
            2. Widespread public discontent.
            3. Shift in population from country to town and city. (cf. §4. Industrial Revolution below, p. 28 of syllabus.)
            4. Possibility of introducing new agricultural methods on large scale.
      2. On continent breaking up great estates and increase of small holdings.
        1. Peasant-proprietorship.
        2. Metayage as in France.
        3. Exceptions in East Prussia, Sweden and some other countries.
    3. Improvement of agricultural technique.
      1. Stimulated by
        1. Steady increase in prices of agricultural produce, due to economic and to artificial causes (Corn Laws).
        2. Industrial Revolution.
        3. Napoleonic Wars.
        4. Work of scientific men, inventors, agricultural societies, and “gentlemen farmers.”
      2. Scientific rotation of crops.
      3. Great advance in art of stock-breeding.
      4. Introduction and improvement of agricultural machinery.
      5. Improved methods of fertilization.
      6. Drainage.
    4. Application of capital to agricultural enterprise for
      1. Improvement of soil: fertilization and tillage.
      2. Experimentation with new crops and with fancy stock.
      3. Purchase of machinery.
      4. Development of cooperation and agricultural credit institutions.

4. The Industrial Revolution.

Probably no other event has so profoundly affected the ordinary every-day life of the average man, and, at the same time, exercised so vital an influence in politics and even in the domain of education and culture, as the Industrial Revolution. It is one of the main foundations of Contemporary Civilization. When it occurred, how and why it came about, and how it has affected and is affecting civilization, are questions of first-rate importance for him who would understand present-day civilization.

  1. Definition.
    1. As an historical event: the rapid introduction and development of machine-processes, capitalistic organization, and the factory system into certain English industries, notably the textile and metal industries and transportation, in the period, approximately, between 1770 and 1815 or 1830.
    2. As a continuing process:
      1. Continuing substitution of manufacture by complicated machine processes for manufacture by hand and with simple tools.
      2. Ever-expanding utilization of artificial power: water, steam, gas, oil, electricity.
      3. Ever-expanding application of mass-production, standardization, and subdivision of labor.
      4. Continuous growth of factory system and of capitalistic organization.
      5. Introduction and development of these features of modern industry in other countries besides England: United States since about 1800, in Western Europe since about 1815, in Eastern Europe since about 1850, in Japan since about 1870. The Industrial Revolution still in its infancy in China, India, etc.
  1. Industry prior to 1770.
    *Hayes, Vol. I, 40-42; *Ogg, Economic Development of Modern Europe, 45-64
    1. General aspects of medieval industry.
      1. Its relatively small place in economic life.
      2. Lack of machinery and of applied science.
      3. The handicraft system and the craft guilds.
      4. Inter-relation of agriculture and manufacturing.
    2. Gradual decline of the craft guilds; reasons for decline.
    3. Rise of the “domestic system.”
      1. Definition of domestic system.
      2. Conditions favorable to its growth: increase of capital, expansion of markets and of commerce, development of industrial technique, growth of population.
    4. General growth of industry in eighteenth century.
    5. Social consequences.
      1. Rise of industrial classes.
      2. Tendency toward substitution of modern wage-system for medieval guild-system.
      3. Rise of competition and economic individualism (see below, p. 31).
  1. Conditions favorable to the Industrial Revolution in England. Map Study — Appendix II, 2. (p. 123).
    *Hayes, Vol. I, 67-69; Ogg, Economic Development of Modern Europe, 133-135.
    1. Prosperous and progressive condition of English industry and commerce in the 18th century.
      1. England the “nation of shopkeepers.”
      2. Thriving commerce; colonial markets; necessity of expanding markets as
        encouragement to expanding industry.
      3. England less embarrassed by wars than Continental nations.
      4. English industries relatively free from regulation.
      5. Abundance of capital; capitalistic system and factories beginning to develop even before the epoch of great inventions.
    2. Possession of basic raw materials: iron, coal, wool; possession of water-power; ease of importing cotton.
    3. Climatic conditions favorable to textile manufacture.
    4. Agricultural progress, releasing cheap labor for industry, and making it more nearly possible to feed a large industrial population. See above §3.D. (p. 27 of syllabus).
  1. The great mechanical inventions.
    *Hayes, Vol. II, 69-75; Ogg, Economic Development of Modern Europe, 135-145; Cheyney, 199-212.
    1. Conditions necessary for successful mechanical inventions.
      1. Economic demand.
      2. Sufficiently advanced state of skill in handicrafts to make construction of machines possible.
      3. Application of scientific knowledge.
    2. Inventions in the textile industry.
      1. Hargreaves and the Jenny.
      2. Arkwright’s water-frame.
      3. Crompton’s mule.
      4. Cartwright’s loom.
      5. Whitney’s cotton gin.
    3. The steam-engine and its applications.
      1. Fore-runners of James Watt.
      2. Watt’s achievements.
      3. Application to spinning-mule and to loom.
      4. Use in mining and metallurgy.
      5. The steamboat.
      6. The locomotive.
      7. The steam printing-press.
    4. Other industries rapidly revolutionized by inventions and by application of steam-power.
  1. Capitalism and the factory system.
    *Hayes, Vol. II, 77-80; *Ogg, Economic Development of Modern Europe, 145-147.
    1. Effect of the inventions in promoting the factory system and capitalistic control of industry.
      1. Expense of machines.
      2. Necessity of large factories.
      3. Necessity of large-scale buying and selling.
      4. Subdivision of labor.
      5. Utilization of cheap and unskilled labor.
    2. Sir Richard Arkwright as an early type of the factory-owner
    3. Rapid growth of the factory system.
  1. Significant consequences of the Industrial Revolution.
    *Hayes, Vol. II, 75-77. 80-97; Ogg, Economic Development of Modern Europe, 147-152.
    1. Expansion of commerce and industry, hence, increase of wealth and gradual
      rise of standard of living.
    2. Rapid growth and urban concentration of population.
    3. Rise of acute social problems.
      1. Child labor.
      2. Employment of women.
      3. Prevalence of poverty, vice, and disease among factory and mine workers.
      4. Industrial over-production, crises, and unemployment.
      5. Labor agitation; destruction of machines by workingmen; trade-unionism; discontent of “proletariat.”
      6. Growth of slums in cities.
    4. Temporary triumph of “economic individualism” or laissez-faire.
      1. The philosophy of economic individualism.
      2. Gradual emancipation of industry and commerce from governmental restrictions and oppressive tariffs.
      3. Unwillingness of factory-owners in first half of 19th century to permit trade-unionism or to sanction labor-legislation.
      4. Early protests against economic individualism: Robert Owen, Saint-Simon, Fourier, Louis Blanc.
    5. Enrichment and strengthening of bourgeoisie.
      1. Increased numerical and economic power of bourgeoisie.
      2. Demand of bourgeoisie for a voice in the government; hence, tendency of Industrial Revolution universally to stimulate demand for representative government.
      3. Tendency of bourgeoisie to use political power for their own economic interests; illustrations from English and French history, 1830-1848.
    6. Progress of science and education.
      1. Larger leisure class.
      2. Cheap printing: newspapers and books no longer the rich man’s luxury.
      3. Prestige of science, enhanced by economic utility of applied science.
      4. Improved means of communication.
      5. Influence of urbanization.
    7. Greater mobility of civilization; society no longer as static and unchanging as before the Industrial Revolution; spirit of innovation and invention.

5. The development of thought in the 18th century—humanitarianism, rationalism, and romanticism.
*Hayes, Vol. I, 414-426; Robinson and Beard, The Development of Modern Europe, Vol. I, 157-182; Thilly, History of Philosophy, 307-391; A. C. McGiffert, Protestant Thought before Kant, Chap. X; J. B. Bury, History of Freedom of Thought, Home University Library, Chap. VI.

  1. Continuing development of the natural sciences. Sedgwick and Tyler, 304-323.
    1. Experimentation in electricity, chemistry, biology, medicine, and geography.
    2. Popularity of science in the 18th century; patronage by governments, formation of scientific societies, the Encyclopedia.
  1. The conception of nature and of natural law.
    J. Dewey, Reconstruction in Philosophy, 53-76.
    1. Tendency to conceive the world of nature as a mechanism — Newton.
    2. This conception applied to theology by the deists — critique of the miraculous as a violation of the laws of nature.
    3. The emergence of atheism — serious concern with the problem of evil. Voltaire, Candide.
  1. Man conceived as natural, as acting in accordance with natural laws, and as having natural rights.
    1. Application of the mechanistic hypothesis to the psychology of the human mind — Helvetius and Bentham.
    2. Attempt to discover natural laws in economics — rise of the science of political economy.
      H. J. Laski, Political Thought from Locke to Bentham, 290-302; Gide & Rist, History of Economic Doctrines, 1-118; W. A. Dunning, A History of Political Theories from Rousseau to Spencer, 57-65.

      1. Ideas of the physiocrats — Quesnay and Turgot.
        1. The natural order providentially ordained for our happiness by God has three foundations: private property, security, and liberty.
        2. Free trade and free circulation of grain.
        3. Legislation to be reduced to a minimum — laissez faire.
        4. State to be a passive policeman; defend private property, promote education and public works.
      2. Adam Smith developed similar ideas and applied them more broadly to industry and commerce — criticism of the mercantile system. “The Wealth of Nations,” 1776.
    3. Attempt to discover natural laws in politics.
      Laski, 38-55; W. A. Dunning, Political Theories from Luther to Montesquieu, 335—435; [W. A. Dunning,] Political Theories from Rousseau to Spencer, 1-129; Merriam, American Political Theories, 38-176; Montesquieu, Spirit of the Laws [Volume I; Volume II]; Rousseau, Social Contract.

      1. Locke’s political philosophy: the state of nature, the laws of nature, the social contract, the right of revolution.
        S. P. Lamprecht, The Moral and Political Philosophy of John Locke.
      2. Development of Lockian political philosophy in France: Voltaire, Montesquieu, and Rousseau.
      3. Development of Lockian political philosophy in America: Paine, Franklin, Jefferson.
      4. New analyses of government based on historical studies and travels.
        1. Montesquieu, and the separation of governmental powers.
        2. John Adams and James Madison — the faith in a “natural aristocracy.”
    4. The conception of natural rights criticized — Jeremy Bentham.
      W. L. Davidson, Political Thought in England from Bentham to J. S. Mill, 46-113.

      1. Social utility, not nature, the test of human institutions.
      2. This utilitarian theory made the basis of a sweeping criticism of the old ‘ regime,
      3. Far-reaching constructive ideas of Bentham on legislation, administration, jurisprudence, penology, education.
      4. Many of these ideas fruitful in the 19th century.
  1. Violent criticism of established institutions as disutile, unnatural, and unreasonable.
    1. Criticism of ecclesiastic institutions, “divine right” monarchy, the economic and social systems.
    2. Toleration, and respect for the natural man demanded — humanitarianism.
    3. Confidence in the powers of human reason — rationalism.
    4. Trust in the emotions as naturally good — romanticism.
    5. Belief in progress and the perfectibility of man through education — Helvetius, Rousseau, Condorcet.

Source: Columbia University. Introduction to Contemporary Civilization — A Syllabus, (Third edition, 1921), pp. 23-32.

 

Categories
Exam Questions Harvard Methodology

Harvard. Semester Exams for Methods of Economic Investigation. Carver, 1907-1908

The following exam questions on Methods of Economic Investigation were for a course listed as primarily for graduate students, taught by Thomas Nixon Carver at Harvard, 1907-08. It is hard for me to imagine there was any period in the last 120 or so years when anyone might have been impressed by this shallow dive into questions of methodology. Am I missing something?

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Some biographical details
for Thomas N. Carver

https://www.irwincollier.com/harvard-course-readings-final-exams-and-enrollment-for-principles-of-sociology-carver-and-field-1904-1905/

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Exams from earlier years

1900-01
1901-02
1903-04
1904-05

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Course Enrollment
1907-08

Economics 13 hf. Professor Carver. — Methods of Economic Investigation

Total 3: 2 Graduates, 1 Divinity.

Source: Harvard University. Report of the President of Harvard College, 1907-1908, p. 67.

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ECONOMICS 13
Mid-year examination, 1907-08

  1. How can the method of difference be applied to the determination of the shares in the distribution of wealth.
  2. What do you understand by the analytical method in economics? Give examples.
  3. Is the mathematical and diagrammatic method capable of being used in investigation, or it is only a method of exposition? Give reasons for your answer.
  4. Is there a noticeable tendency among certain writers to treat economics as though it were the science of surplus wealth, and among others to treat it as a science of human well-being? What is the real difference between the two points of view.
  5. How would you subdivide economics into departments; (a) if you were going to write a text-book; (b) if you were going to organize a department of economics in a university where you could have a teaching staff, say, of 8 specialists, and could get men who would fit into whatever special fields you might plan for them?

Source: Harvard University Archives. Harvard University. Mid-year Examinations, 1852-1943. Box 8, Bound Volume: Examination Papers, Mid-Years 1907-08.

ECONOMICS 13
Year-end examination, 1907-08

  1. To what extent is the question of method determined by the kind of information which the investigator is seeking? Illustrate.
  2. Is the question of method ever confused with the question of the source from which information must be gathered? Illustrate.
  3. Is the mathematical method a method of investigation or of exposition? Explain and illustrate.
  4. What quantitative concepts are, or should be, used when we speak of a quantity of land, of oats, of capital, of labor, of money?
  5. Describe and criticise three methods of ascertaining to what extent immigration, since 1820, has increased the population of the United States.
  6. Contrast three methods of ascertaining the causes of poverty.

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 8, Bound vol. Examination Papers 1908-09 (HUC 7000.25), pp. 36-37.

Image Source: Harvard football poster (1907) by F. Earl Christy. Library of Congress Prints and Photographs Division Washington, D.C.

 

 

Categories
Economic History Exam Questions Harvard

Harvard. Final exams for Modern Economic History of Europe. Gay, 1907-1908

 

Today’s artifact is a reminder of the importance of economic history in the economics curriculum throughout most of the twentieth century (and of course earlier). While it is by no means obvious that knowledge of the sort of stuff taught by Edwin F. Gay over one hundred years ago will help working economists develop and use the tools of modern economic analysis in their present day research, it should be rather obvious that the record of human experience is loaded with variation begging for understanding and explanation. It seems like an awful lot of evidence to ignore. So let us see what Edwin Gay’s students were expected to have learned about European economic history.

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Earlier, related posts

A brief course description for Economics 11 plus the exams from 1902-03.

Exams for 1903-04.

Exams for 1904-05.

Exams for 1905-06.

Exams for 1906-07.

A short bibliography for “serious students” of economic history assembled by Gay and published in 1910 has also been posted.

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Course Enrollment
1907-08

Economics 11. Professor Gay. — Modern Economic History of Europe.

Total 5: 3 Graduates, 1 Seniors, 1 Juniors.

Source: Harvard University. Report of the President of Harvard College, 1907-1908, p. 67.

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ECONOMICS 11
Mid-year Examination, 1907-08

  1. Explain briefly:—
    1. the open field system.
    2. the manorial system.
    3. the town economy.
    4. Erbuntertänigkeit.
    5. lettre de maîtrise.
    6. the Steelyard.
  2. Serfdom.
    1. When and why did it disappear in England?
    2. When on the Continent?
    3. Can you account for the differences between England and the Continent in the manner and time of disappearance?
  3. The craft gild.
    1. What in general was its object and policy?
    2. What changes took place in its internal organization?
    3. What, during the sixteenth century, was the attitude toward it of the national government in England and France?
  4. The woollen industry in England to the end of the sixteenth century.

Source: Harvard University Archives. Harvard University. Mid-year Examinations, 1852-1943. Box 8, Bound Volume: Examination Papers, Mid-Year 1907-08.

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ECONOMICS 11
Year-end Examination, 1907-08

  1. Criticise the following statement:—

“The two ways by which a villein or slave could always get free in England were, first, by owning land; and secondly, by joining the guild of a trade, in a town, and working at it for a year and a day. In a sense, therefore, labor is the source of freedom in England; for many millions more Englishmen got free through this door than by any other way.”

  1. (a) Who were the Fuggers? What type of company organization do they represent?
    (b) Compare the form of company organization in the following: Merchant Adventurers, the Commenda, English Levant Company, English and Dutch East India Companies prior to 1660.
  2. Describe the chief changes in taxation in England during the seventeenth century.
  3. (a) Define the domestic and factory systems.
    (b) Give in detail examples of three different forms of the domestic system.
  4. Summarize the history and results of wage regulation by public authority in England.

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 8, Bound vol. Examination Papers 1908-09 (HUC 7000.25), p. 35.

Image Source: Portrait of Jakob Fugger (1459-1525) by Albrecht Dürer, Public domain, via Wikimedia Commons.

Categories
Exam Questions Johns Hopkins Macroeconomics Money and Banking

Johns Hopkins. Final exam for monetary economics. Poole, 1968

The artifact chosen for this post is the final examination for William Poole’s monetary economics course at Johns Hopkins University in 1968. Not all artifacts at Economics in the Rear-view Mirror are long.

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William Poole’s Career

William Poole became the eleventh president of the Federal Reserve Bank of St. Louis on March 23, 1998, and retired March 31, 2008.

Poole was born in Wilmington, Delaware. He received a bachelor’s degree from Swarthmore College in 1959 and a master’s degree and a doctorate in economics from the University of Chicago in 1963 and 1966, respectively. Before joining the St. Louis Fed, Poole was Herbert H. Goldberger Professor of Economics at Brown University. He served on the Brown faculty from 1974 to 1998 and the faculty of Johns Hopkins University from 1963 to 1969. Between these two university positions, he was senior economist at the Board of Governors of the Federal Reserve System. He was also a member of the Council of Economic Advisers in the first Reagan administration from 1982 to 1985.

Poole has published numerous papers in professional journals and engaged in a wide range of professional activities. He has published two books: Money and the Economy: A Monetarist View in 1978 and Principles of Economics in 1991 (coauthored with J. Vernon Henderson). During his ten years at the St. Louis Fed, he delivered over 150 speeches on a wide variety of economic and finance topics.

In 1980 and 1981, Poole was a visiting economist at the Reserve Bank of Australia; in 1991, he was the Bank Mees and Hope Visiting Professor of Economics at Erasmus University in Rotterdam. He has served on various advisory boards of the Federal Reserve Banks of Boston and New York and the Congressional Budget Office. He is a senior fellow at the Cato Institute, distinguished scholar in residence at the University of Delaware, senior economic adviser to Merk Investments, and a special adviser to Market News International.

Swarthmore honored Poole with a doctor of laws degree in 1989. He was inducted into the Johns Hopkins Society of Scholars in 2005 and presented with the Adam Smith Award by the National Association for Business Economics in 2006. In 2007, the Global Interdependence Center presented him its Frederick Heldring Award.

Source: https://web.archive.org/web/20240607041405/https://www.federalreservehistory.org/people/william-poole

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Other relevant posts

Reading list for monetary economics, 1964 (JHU)

Modigliani and Poole’s MIT reading list, 1977 (MIT)

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The Johns Hopkins University
Political Economy 662
— Monetary Theory

W. Poole

Final Exam — 2 hours
May 27, 1968

Answer three of the four questions below.

  1. In principle It would be possible to “automate” monetary policy by deriving an optimal decision rule. Explain how such a rule might actually be determined, and what the difficulties of such an approach to monetary policy might be.
  2. Discuss the theory and the cyclical behavior of the term structure of interest rates. Is an understanding of this behavior likely to be of any value to the policy-maker?
  3. “It has been argued that lags in the demand for money function may off-set lags in the expenditure sector, thus leading to a rapid response of income to monetary policy actions. But this result depends on large interest rate fluctuations and such fluctuations are inconsistent with both the notion of a speculative demand for money and with the Meiselman learning model of the term structure of interest rates.” Discuss.
  4. “In a one-sector neoclassical growth model, money will affect the growth path provided that the money is outside money and that zero interest is paid on money balances. Therefore, a sensible growth policy is to prohibit payment of interest on demand deposits and to increase the rate of growth of the money stock.” Discuss.

Source: Johns Hopkins University. The Eisenhower Library, Ferdinand Hamburger, Jr. Archives. Department of Political Economy, Series 6, Box 3. Folder: “Graduate Exams, 1933-1965”.

Image Source: William Poole at the Federal Reserve Centennial, 2014.

Categories
Exam Questions Harvard Industrial Organization

Harvard. Final exam and enrollment. Economics of Corporations. Ripley and Daggett, 1907-1908

Below you will find the final exam from the second half of William Z. Ripley’s sequence on organized labor and organized capital offered at Harvard in 1907-08. Economics 9b, Economics of Corporations, was devoted to the economics of corporations.

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

Problems of Labor and Industrial Organization, 1902-1903.

Economics of Corporations, 1903-1904.

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

Economics of Corporations, 1906-07 (with Stuart Daggett]

Economics of Corporations, 1914-1915.

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Course Enrollment
1907-08

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

Total 115: 8 Graduates, 15 Seniors, 58 Juniors, 26 Sophomores, 3 Freshman, 5 Others.

Source: Harvard University. Report of the President of Harvard College, 1907-1908, p. 67.

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Course Readings

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

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ECONOMICS 9b
Year-end Examination, 1907-08

  1. What are the three distinct aspects of the problem of price fixing under monopoly in the United States? Which is the most serious, and why?
  2. What did the “Tobacco Trust” do in England to gain control of the market? Describe the episode in detail.
  3. Was the Supreme Court decision in Hopkins v. United States favorable to the government or not? What was the point raised?
  4. State, in not over ten words in each case, the significant feature of the history of the following industrial combinations, viz:—
    1. The International Mercantile Marine Co.
    2. The Royal Baking Powder Co.
    3. The American Malting Co.
    4. The American Ice Co.
    5. The Asphalt Co. of America.
  5. A certain commodity is native in origin, heavy, low grade, cheap, a necessity of life; another is native in origin but not abundant enough for the domestic demand, readily transported, of high grade when finished, selling at a high price, and half a luxury. Which of the two could the more easily be “monopolized” by an industrial combination? If any important factor, in determining this likelihood, has been omitted in the above description, add it.
  6. How are corporations taxed in Massachusetts? What changes were made in the law of 1903, and with what effect?
  7. In the determination of net profits before declaration of dividends, what factors have to be considered? State briefly a case or two.
  8. State what seem to you basic propositions concerning the relation of the tariff to industrial combination; with illustrations if possible.
  9. What is the most important economy incident to production under monopoly of the market, as distinct from mere large-scale production.

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 8, Bound vol. Examination Papers 1908-09 (HUC 7000.25), pp. 34-35.

Image Source: This illustration shows an old woman labeled “Monopoly Tariff” sitting next to an old shoe labeled “Special Privilege”, around which a number of children are playing; they all represent a “Trust” and are labeled “Tool, Steel, Copper, Lumber, Sugar, Rubber, Beef, Coal, Tobacco, Clothing, Watch, Leather, Paper, [and] Linen”. The centerfold from Puck (March 25, 1908) was by John S. Pughe. Image from the Library of Congress digital image collection.

 

 

Categories
Exam Questions Harvard Labor

Harvard. Exam for Problems of Labor. Ripley with Lauren Carroll assisting, 1907-08

 

Problems of labor constituted the first semester of William Zebina Ripley’s sequence on organized labor and capital. Trade unions were the focus of his labor course and corporations during the second semester.

His teaching assistant, Lauren Carroll, was a recent Harvard undergraduate who was to go on to Harvard Law School. A few details regarding Carroll’s life and subsequent career are included below.

The principal artifact for this post is the final examination for the course.

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Ripley’s teaching assistant:
Lauren Carroll

Lauren Carroll was appointed at the rank of assistant in economics. Boston Evening Transcript (Nov. 16, 1908), p. 12.

1886: born July 16 in Manhattan, New York City.
1906: A.B. Harvard College
1911: married Akrata von Schrader July 19.
1909: LL.B. Harvard Law School
1945: died in Poughkeepsie, N.Y.

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

Self-Report for the 15th anniversary
of the Harvard Class of 1906

At the time of our Decennial I was practicing law in New York City as a member of the firm of Gould and Wilkie. I was also serving my second term as a member of the New York Board of Aldermen. A rather diverse number of businesses required my attention after the death of my father in December, 1916, and finally compelled me to resign from the Board of Aldermen in the Summer of 1917. I continued my activity in the Republican Organization, however, and later served two terms as president of my Assembly District Republican Club, which has a membership of 1500 men and women.
Soon after the United States entered the Great War, the work of organizing the sale of Liberty Bonds over the counters of retail stores throughout Greater New York fell to my lot because my law firm represented several of the large department stores. This took practically all of my time during the 1st and 2d Liberty Loans. In December, 1917 I made a trip through Michigan, Indiana, Wisconsin, Minnesota, Illinois, Iowa and the Dakotas, for the purpose of assisting in the formation of War Savings Stamp organizations in those states. From February until May, 1918 I worked in the Publicity Department of the New York Liberty Loan Committee. I had charge of outdoor advertising in our Federal Reserve District during the 3d Loan, and at the same time supervised the newspaper advertising of the Department Stores Committee.
After the 3d Loan I was appointed Executive Secretary of the Capital Issues Committee for the New York Federal Reserve District. During the next six months our committee passed on many hundred different security issues submitted to it by private and public corporations. The various issues of stocks and bonds considered by the committee in our district aggregated nearly two billion dollars in par value. The above work naturally took me entirely away from the practice of law, and when the Capital Issues Committee disbanded some six weeks after the Armistice, I decided to take advantage of an opportunity to continue in the financial world with Messrs. Brown Brothers & Co. The business of that banking firm has brought me to the city of Brussels on this glorious Sunday afternoon, which finds me writing a dull summary of the past when we might be sipping Porto Rouge on the boulevards.
Member: University Club; Union League Club; Harvard Club of New York; Bar Association of the city of New York; National Republican Club; Harvard Club of Boston.

Source: Harvard Class of 1906. Quindecennial Report (1921), p. 61.

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Obituary

Lauren Carroll, lawyer, businessman and civic leader of New York City, and the father of Miss Kyra Carroll, an official of the local Red Cross organization, died on Wednesday in a nursing home at Poughkeepsie, N. Y., after an eight-month illness. He was 58.
A strong advocate after World War I of American entry into the League of Nations, he had in recent years supported the idea of world cooperation. He served as chairman of the New York State Committee for World Federation and in 1943 presided at a “Win the Peace” rally at Carnegie Hall.
In addition to the foregoing, another daughter, Miss Rosemary Carroll, a member of the staff of the OWI in London, and his wife, Mrs. Akrata von S. Carroll, are surviving.
Funeral services were held yesterday in Fifth Avenue Presbyterian Church, New York.

Source: Press of Atlantic City, 31 March 1945, p. 2

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Problems of Labor:
previous semesters

1902-03
1903-04
1904-05
1905-06
1906-07

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Course Enrollment

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

Total 67: 5 Graduates, 24 Seniors, 24 Juniors, 12 Sophomores, 2 Others.

Source: Harvard University. Report of the President of Harvard College, 1907-1908, p. 67.

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ECONOMICS 9a
Mid-Year Examination, 1907-08

  1. What is the difference between a “jurisdiction” and a “demarcation” dispute? Illustrate.
  2. Does the New Zealand or the Victorian legislation interfere more with the personal freedom of the individual workman? State concisely in what respects this holds good.
  3. Based on Massachusetts’ experience, what compensation in respect of production is alleged to have followed the progressive shortening of the hours of labor? Are any unforeseen social results possible if this be continued?
  4. What are the main provisions of the Canadian Act of 1907 concerning trades disputes?
  5. What if any is a possible defect in it, as of any similar legislation? Has Australia any experience of value concerning this matter?
  6. What is Webb’s attitude toward Employers’ Liability Laws? Outline his main argument.
  7. Would Workmen’s Compensation Acts meet this argument or not?
  8. When was Government insurance adopted in Germany—approximately? What political objects were in view? Have these been realized?
  9. State in three distinct propositions, what in your own opinion, are the principal defects of American trades unionism of the present day. What remedy for each, if any, may be suggested?

Source: Harvard University Archives. Harvard University. Mid-year Examinations, 1852-1943. Box 8, Bound Volume: Examination Papers, Mid-Years 1907-08.

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