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Harvard. Undergraduate Economic Theory (Shorter Course). Monroe, 1937-8

Arthur Eli Monroe was a 100% Harvard man from his undergraduate days through his retirement: a member of the Harvard class of 1908; at various times (senior) lecturer and (senior) tutor of economics in Kirkland House; held the rank of assistant professor of economics from 1922/23 through 1927-28; and served as managing editor of the Quarterly Journal of Economics through the May 1948.

Monroe’s 1918 Ph.D. dissertation was published as Monetary Theory before Adam Smith (Harvard University Press, 1923). He edited a collection of writings from Aristotle through Hume in Early Economic Thought (1924). He published Value and Income (Harvard University Press, 1931) that is among the assigned readings for the course below.

Published biographical detail is pretty scarce. From his passport application (submitted in April 1922) we find that Monroe was born in West Brookfield, Massachusetts on August 2, 1885. His father Eli Monroe was born in Canada and emigrated to the United States in 1859. His mother (born in Vermont according to the U.S. Census), was Louise Arsino. He listed France, Italy, Switzerland, Germany, Austria, Belgium, Holland, and Czechoslovakia as the countries he intended to visit leaving on the Laconia from the port of Boston May 31, 1922. Monroe’s World War II Draft Registration Card (April 26, 1942) lists him as being 5-7 ½ inches tall, weighing 140 lbs., and having a ruddy complexion. I have been unable to determine exactly when and where Monroe died. He was still listed among the American Economic Association members as of 1966, having an address in Cambridge, Massachusetts, but he was no longer listed in 1969.

The “longer” undergraduate course in economic theory at Harvard (2 semesters) was taught by Edward Chamberlin, Economics 1. Interesting to note in Monroe’s course are the seven chapters assigned from Keynes’ General Theory already in December 1937.

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[Course description]

Economics 2a 1hf. Economic Theory (shorter course)

Half-course (first half-year). Mon., Wed., and (at the pleasure of the instructor) Fri., at 10. Dr. Monroe.

 

Source: Harvard University. Announcement of the Courses of Instruction offered by the Faculty of Arts and Sciences during 1937-38 (2nd edition). Official Register of Harvard University, Vol. 34, No. 44 (October 1, 1937), p. 148.

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[Course enrollment]

[Economics] 2a 1hf. Dr. Monroe.—Economic Theory (shorter course).

9 Seniors, 53 Juniors, 6 Sophomores, 1 Freshman, 6 Other.   Total 75.

 

Source: Harvard University. Report of the President of Harvard College and Reports of Departments for 1937-38, p. 84.

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ECONOMICS 2a
1937-38

October:

A. E. Monroe: Value and Income.

Chs. 5, 6, 7, 8

J. B. Clark: The Distribution of Wealth.

Chs. 8, 9, 12, 13, 19, 21, 22

Irving Fisher: The Theory of Interest

Chs. 4, 5, 6, 7

 

November:

J. R. Hicks: The Theory of wages

Chs. 1, 2, 5, 6

A. E. Monroe: Quarterly Journal of Economics

August, 1933, pp. 627-646

A. E. Monroe: Value and Income

Chs. 3 (secs. 1 and 2), 11, 13, 15

 

December:

F. H. Knight: Risk, Uncertainty and Profit

Chs. 7, 8, 9, 10

J. M. Keynes: The General Theory of Employment, Interest and Money

Chs. 2, 3, 10, 11, 13, 14, 19

 

Reading Period: One of the following:

A. Gray: The Development of Economic Doctrine

Chs. 1, 2, 3, 4, 5, 6, 8, 9

A. G. B. Fisher: The Clash of Progress and Secuirty

Entire

P. T. Homan: Contemporary Economic Thought

Essays on Veblen, Marshall, Mitchell

 

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003 (HUC 8522.2.1), Box 2, Folder “1937-1938”.

Image Source: Harvard Album 1942.

 

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Columbia Courses Exam Questions Suggested Reading Syllabus

Columbia. Core Economic Theory. Hart, 1946-47

Up through the academic year 1945-46, Arthur F. Burns offered the first core economic theory course, Economic Analysis (Economics 153-154), in the Columbia graduate program. The following year, 1946-47, the course was taught by the visiting professor of economics (who would be offered and accepted a regular appointment that same year), Albert G. Hart. In 1947-48 Economic Analysis was given a new course number, Economics 103-104, and taught in three sections by Hart, Stigler, Vickrey.
From Hart’s materials for Economic Analysis (1946-1947), I provide below transcriptions of “Introductory Notes” along with the “Prospectus and Background” and the “Outline of Economics 153—154” that includes reading assignments from a 92 page set of typed course notes. Midterms and final semester exams have been appended to this posting.

 

Introductory Notes

Prospectus and Background

Outline of Economics 153-154

Midterm exam, ca. late November 1946

First term final examination, January 21, 1947

Midterm exam, April 14, 1947

Final examination, May 22, 1947

_____________________________

*Economics 153-154—Economic Analysis. 3 points each session. Professor Hart.

M. and W. at 10. 301 Fayerweather.

Character, uses, and limitations of received economic theory. “Equilibrium” of economic units, markets, and clusters of markets; “process analysis.” Translation of policy problems into questions of theory, and of theory problems into questions of fact.

*Designed primarily for candidates for the degree of Doctor of Philosophy in Economics.

 

 

Economics 159—160—Economic Theory. 3 points each session. Mr. Vickrey.

Tu. and Th. at 9. 301 Fayerweather.

A systematic course in neoclassical economics, designed to prepare students for more advanced studies. Emphasis is placed on economic theory as a tool for analyzing economic changes.

[Note that Vickrey was listed in the Bulletin of Information that announced the courses for 1946-47. From the January 1947 examination below it is clear that Stigler taught either an additional section of Economics 153 or he taught Economics 159 instead of Vickrey in the autumn 1946 term. In any event the next year found all three (Hart, Stigler and Vickrey) teaching separate sections of the new core theory course, Economics 103-104.]

 

Source.   Columbia University Bulletin of Information, 46th Series, No. 37 (August 10, 1946). History, Economics, Public Law, Sociology, and Anthropology: Courses offered by the Faculty of Political Science (Winter and Spring Sessions, 1946-1947),p. 40-41.

 

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Economics 153-154
ECONOMIC ANALYSIS
Outline

A. G. Hart, October 15, 1946

Economics 153—i
ECONOMIC ANALYSIS

Introductory Notes

The attached outline is aimed to clarify the general structure of the 153-143 course. Note that the topical outline becomes increasingly vague as to reading assignments toward the latter part of the course; this will be filled in later, as I get the feel of the class’s effective reading pace and as I improve my forecast of the time-table.

 

Arrangement of Outline

By way of orientation, the topical outline has been carried clear through to May. The detailed sentence outline, however, is brought only up to the current date; “to be continued”.

The sentence outline is intended to serve as at least a partial substitute for classroom notes. It is based on the notes from which I speak in class, and aims to carry the main thread of the argument. My own experience as a graduate student was that trying to get detailed notes interfered with thinking things through in classes; and I want to put the class in a position where class notes can be somewhat sketchy. If facilities can be managed, I hope at least part of the time to be able to give out installments of the sentence outline in advance, to maximize the extent to which I can accept interruptions in class without losing the thread.

From time to time there will be written exercises, supplementary reading suggestions, etc.

 

Why This Sequence of Topics?

The organization of the material is intended to minimize the chief normal learning-difficulty of economic theory, which arises from having to carry seemingly unrelated pieces of analysis some time in separate packages before they fit together. I am trying by my first and second “approximations” to keep the various special topics continuously in perspective; to fit in each piece almost as soon as it is developed; and to avoid carrying forward excess baggage in the way of gadgets which later prove useless.

The “first and second approximations” should not be identified with either “statics and dynamics” or “perfect and imperfect competition”. In my view, the best stopping-place for a first approximation is a good way short of a full account of “statics”; in particular, it leaves out a good many institutional insights which can be handled after a fashion in “static” terms. The “second approximation”, needless to say, will stop a good deal short of a well-rounded account of “economic dynamics”—for the very good reason that a satisfactory “dynamics” is not yet worked out. As to imperfect competition, some elements of the subject go into the first approximation; and a good many, to my taste, classify as useless gadgets and go out altogether.

 

Acquaintance with Authors

It is not a primary objective of the course to acquaint students with authors. But part of the process of learning theoretical analysis is to observe the theoretical frameworks set up by a few of the masters. The reading list will give the elements of the point of view of Marshall, Keynes, Hicks, Stigler or Boulding, and one aspect of the thinking of Lange; Fisher, Knight, Pigou and J. M. Clark will be represented only by fragments, and many other important writers not at all. The foregoing constitutes a minimum list of theorists whose mark should be represented in an economist’s bookshelf.

 

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PROSPECTUS AND BACKGROUND

 

I. Conceptions of the Course. I propose to treat economic theory not as an auxiliary to the economist’s work (like statistical method), but as the core of economics.

A. It is tempting to think of economics as composed of two classes of sub-fields: subject-matter fields (money, international trade, labor, etc.) relating to particular sets of institutions and their working: tools (theory, statistics, history, perhaps law).
B. Theory has a claim to be the distinctive feature by which economics can be identified.
C. In essence, theory is a systematic check list of questions: an economist is one who knows the questions.
D. The course aims at coverage (an “advanced principles”) rather than at maximum proficiency on a small number of topics.
E. I refuse to accept the view that theoretical and institutional approaches are competitive:

1. Neither type of knowledge of economics makes the other dispensable.
2. Each type of knowledge contributes to the applicability of the other.

 

II. Content of Economic Theory. Economic theory is a way of dealing with economic quantities; but it deals also with people and social groups.

A. Considering that economics purports to be a social science, it is astounding how far it turns out to operate by manipulation of abstract quantitative symbols.
B. The human side of economics comes in through the choice of hypotheses; but the central questions economics asks about people are quantitative.
C. In general, economic theory deals with choice among alternatives; with substitution of one means to an end for others; and with compromises among partially conflicting goals by maximizing something. It has to criticize goals themselves, with an eye on the degree to which goals are set to make the game interesting.
D. The quantities with which economics deals are in the first instance events (final services, productive services, transactions). “Goods” turn out to be “bundles of services”: wealth has the dimensions rate-of-service X time.

 

III. Plan of the Course. The course is planned as a “spiral” progression across a wide range of topics:

A. Its first stage is an analysis of national income and product, following Hicks.
B. Beyond that stage, analysis will run in terms of:

1. The economic unit (firm or household)
2. Markets as inter-relations of units
3. Unemployment and fluctuations
4. “Welfare economics”

C. In the second stage, these four problems will be considered in “Statics”—i.e., they are carried up to the point at which anticipations and uncertainty take on importance, but not further. The idea is to postpone refinement of analysis till after looking at the theorist’s concept of a “system of economics”.
D. In the third stage, elements of uncertainty will be brought to the surface, and the more general theoretical consequences of institutionalist insights not recognized in the second stage will be drawn.
E. In view of numbers, class meetings cannot be conducted primarily as discussions; but I shall welcome questions and argument, and hope to provide much of the benefit of discussion via written assignments and conferences. Student reliance must be largely on learning cooperatively.

IV. Economics as a Field. The field of economics deserves the best of human intelligence; and the profession is one in which its members can take pride.

A. The critical importance of economics is visible in the policy field: whether or not our society cracks up depends largely on whether a minimum of wisdom (or good luck) guides our economic policy.
B. Waiving the question whether economics is “a science”, it is a field in which it takes a great deal of mental power, and a heroic effort to correct biases, to make major contributions.
C. Economics has its weaknesses and its record of failures (though nothing like as black a record as the public may think); but its professional standards deserve respect, and its prospects seem hopeful.

 

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AGH—10/9/46

OUTLINE FOR ECONOMICS 153-154

[PART I]

I. Introduction. (Sept. 30-Oct. 2: 2 hours)

Required:

Hicks and Hart, Social Framework of American Economy, Chapter 1

Suggested Supplements:

Stigler, Economics of Price, Chapter 1

 

II. The Economic Process. (National Income and Output: Oct. 7, 9, 16: 3 hours)

Required:

Hicks and Hart, Parts I and IV; over II-III lightly.

Suggested Supplements:

F. H. Knight, teaching materials reproduced from Social Science II Syllabus (Univ. of Chicago Bookstore)

[PART II]

III. The Economic Unit: schematic view

A. The Firm and Costs (Oct. 18, 23, 25, perhaps 30: 3 to 1 hours hours)

Required:

Option:
Stigler, Chapters 7-9; 1st Section of Chapter 10 or
Boulding, Economic Analysis, Chapters 22-23, followed by 21

B. The Household (perhaps October 30; Nov. 4, 6, 11, 13,18, perhaps 20: 5 to 7 hours)

Required:

Option:
Stigler, Chapter V, or Boulding, chapters 29-30,
Hicks, Value and Capital, Chapters I-II
Marshall, Book III
Hicks, Note to Chapter II; Chapter III

 

IV. Inter-Relations of Units: “Markets”, First Approximation

A. Introduction: Interplay of units; aggregation; clearing the market (Oct. 30: 1 hour)

B. Monopoly: One unit versus many. (Nov. 4, 6

Required: Cournot, Chapter V

C. Perfect Competition on inter-related markets: factor markets; “general equilibrium”. (Nov. 18, 20, 25, 27: 3-4 hours)

Required: Cournot, Chapter V

D. Monopoly: One unit versus many. (Nov. 4, 6

Required:

Stigler, Chapter 10
Cassel, Theory of Social Economy
Hicks, Value and Capital, Part II (Chapters IV-VIII)

E. Variations on a Classical Theme: monopolistic competition (Dec. 2, 4, 9, 11: 4 hours)

Required:

Stigler, Part III (Chapters 11-15) (or alternative to be assigned)

Reserve of time: December 16, 18: 2 hours.

F. Inter-temporal and inter-spacial markets. (Jan. 6, 8, 13: 3 hours)

Required:

I. Fisher, or alternative to be assigned.
[Assignment: Irving Fisher, Theory of Interest, pp. 99-149, 178-230 or Rate of Interest, pp. 117-177. If possible, also Theory of Interest,pp. 231-315 or Rate of Interest, pp. 374-415 Cf. Stigler, Ch. 17, and Boulding, Ch. 33.]

Reserve of time: January 15: 1 hour.

 

V. Welfare Economics—First Approximation: (Feb. 3, 5, 10, 12: about 4 hours)

Losses through unemployment and through inefficient use of employed resources; equalization of returns at the margin as welfare criterion; system-wide external economies; inequality and incentives; substantial identity of welfare economics for capitalist and socialist economies.

Readings: Lange on Socialism; Lerner; Robbins-Kaldor-Hicks journal discussion; Simons.

[Marshall, Principles, Book V, Ch. XIII (pp. 462-476
A.P. Lerner, Economics of Control, pp. 1-105
O. Lange, Economics of Socialism (with Lippincott and Taylor; Lange essay) or “On the Economic Theory of Socialism”, Rev. Ec. Studies, Oct. 1936, pp. 53-71, and Feb., 1937, pp. 123-142
H. C. Simons, Positive Program for Laissez-Faire
L. Robbins, “Interpersonal Comparisons”, Econ. Jour., Dec., 1938, pp. 635-641
N. Kaldor, “Welfare Propositions” Ibid., Sept., 1939, pp. 549-552
D. H. Robertson, “Wage Grumbles” in Readings in Theory of Income Distribution, pp. 221-236
]

 

VI. Unemployment Fluctuations—First Approximation (Feb. 17, 19, 21, 26: about 4 hours)

Effects of general inadequacy of demand with limited price flexibility; “propensities” to save, invest, as influenced by government budgets, foreign trade, money, etc.; basis for expecting fluctuations in demand; the prescription of “Flexibility”.

 

Readings: Keynes, Lerner, NPA, A. F. Burns

[A. P. Lerner, Economics of Control, Chapters 22-23 (pp. 271-301)
Gardiner C. Means, Monetary Theory of Employment, Chapters V-VI (mimeographs; on reserve)
National Planning Association, National Budgets for Full Employment (pamphlet, Washington, 1945)

Additional stuff if time:

J. M. Keynes, General Theory of Employment, Interest and Money, Books III-IV (pp. 89-254)
A. F. Burns, Economic Research and the Keynesian Thinking of Our Times (New York, National Bureau of Economic Research, 1946) pp. 3-29
Oscar Lange, Price Flexibility and Employment, Bloomington, Indiana, 1944

(following mentioned with regard to use of numerical Keynesian models for forecasting)

Nicholas Kaldor in Beveridge’s Full Employment in a Free Society, Smithies and Mosak in Econometrica, for critical discussion cf., the 1945-1946 volumes of American Economic Review]

 

PART III: FIRST STEPS TOWARD REALISM

VII. The Unit—Second Approximation (March 3, 5, 10, 12, 17, 19: about 6 hours)

Imperfect access to markets; anticipations and planning; uncertainty, flexibility and liquidity; qualifications to first approximation arising from fact unit is social group; “just prices”, confederations of units and price rigidity.

Readings: Knight, Hart, Keynes, Hicks, Berle and Means;_______________]

[Assignment:
Hicks, Value and Capital, Chapters IX-X; XIV-XVIII (pp. 113-140, 171-236)
Hart, Anticipations, Uncertainty and Dynamic Planning (Chicago, 1940)
Means, Monetary Theory of Employment (mimeo) Chapter V.
Ad lib., A. A. Berle and G. C. Means, Modern Corporation and Private Property]

 

VIII. Markets—Second Approximation (March 24, 26; Apr. 7, 9: about 4 hours)

Gradations of price rigidity; imperfect clearing of markets; peculiarities of markets for productive services, perishables and durables; consistency, and inconsistency of expectations and locus of surprises; unintended saving and investment; differences of opinion and speculation.

Readings: Lindahl, Hicks, Keynes;_________________________

[Assignment:
Means, Monetary Theory of Employment (mimeo), Chapter VI.
E. Lindahl, Money and Capital, pp. 21-69
Mentioned with respect to “locus of surprises”: Hart, AER, Supplement, March 1938 and Rev. Econ. Stat., May, 1937 “of a sketch by Lindahl mimeographed in 1934).]

 

IX. Unemployment and Fluctuations—Second Approximation (April 16, 18, 23, 25: about 1 hour)

Uses and limitations of “modes”; uncertainty and interest; “stagnations”; inevitability of fluctuations in major comments; the policy issues.

Readings: To be worked out.

[For details and bibliography see National Planning Association, National Budgets for Full Employment and Hart and Mosak in AER, 1945-46.]

 

X. Welfare Economics—Second Approximation (May 5, 7, 12, 14: about 4 hours)

The economists’ struggle against proposals to enable groups to “earn” more by producing less; “social justice”; economic warfare within the nation and conditions of disarmament; adaptation of economic policy to social structure; role of reason in contemporary society.

Readings: To be worked out.

Reserve of time: Nil! Whence it becomes urgent to jam V into January if possible, pushing all of IV back before Christmas. By bet is that this can’t be done, however, and that in consequence Part III (especially VIII) must be skimped.

 

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ECONOMICS 153

[Undated but would fit into syllabus between Sections III and IV in November 1946]

Answer 4 questions:

1) What is Marshall’s theory of demand? In what direction has this theory been extended by modern research? What problems in demand theory deserve, in your judgment, the greatest attention in the years ahead? Why?

2) What are indifference curves? What can they contribute to the understanding of consumers’ behavior? To the understanding of producers’ behavior? To pure economic theory?

3) What does a demand curve of unitary elasticity mean? What does an average cost curve of unitary elasticity mean? Is the Marshallian demand curve equivalent to an average revenue curve, an average cost curve, or a marginal revenue curve? Why? Assuming a linear demand curve, indicate the elasticity of demand at ‘critical points’ on this curve. Will farmers benefit more from a short crop than from a bumper crop? Is there any conflict in this respect between the interests of farmers as individuals and as a class?

4)    (a) What, briefly, does the principle of diminishing return mean to Lucretius, Mill, Marshall, Stigler?

(b) Over what range of industry does ‘the’ principle of diminishing return apply? over what range of factors? over what range of output?

(c) What is ‘the’ principle of increasing return and how is it related to ‘the’ principle of diminishing return?

5) (a) Suppose that two factors of production are used in producing a certain commodity, one factor being fixed and the other variable. How much of the variable factor will a producer seeking the least-cost combination use, if the variable factor is free? If the fixed factor is free? if neither factor is free? if the price of both factors is doubled? if the price of the fixed factor is doubled while the price of the variable factor remains unchanged? Explain your answers.

(b) Suppose that both factors may be varied freely and that each costs money. How much of each factor will the producer use? Why?

(c) Same as (b), but suppose the number of factors is ten instead of two.

 

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ECONOMICS 153-159

Composite Final Examination
January 21, 1947
306 Mines
1:10—4:00

Answer enough questions to add up to 120 “minutes”. Students in Stigler’s section must include question 1. Do not answer both 1 and 6, nor both 1 and 9.

1. (60 minutes) There are 100 each of A and B farms in a competitive economy. The product schedules of one farm are

Total Product
Number of Laborers A Farm B Farm
1 40 40
2 90 80
3 140 115
4 185 145
5 225 170
6 260 190
7 290 205
8 315 215

i. Determine wages and rents on both types of farms when there are 240 laborers.
ii. Determine wages and rents on both types of farms when there are 900 laborers.
iii. And 910 laborers, no laborer divisible.
iv. With 900 laborers, those on the A farms organize and succeed in setting a wage rate of 40.
v. And then they raise the standard rate to 47.
vi. Congress, dominated by radicals, levies a 20 per cent tax on wages. There are 900 laborers, and full competition.

 

2. (30 minutes) Explain as briefly as possible each of the following statements.

i. For a monopolist, marginal cost is greater than marginal revenue at any output at which the demand is inelastic.
ii. Demand has no influence on the price of the product of a competitive industry that uses no specialized resources.
iii. The elasticity of a straight line demand curve varies from point to point.
iv. The imposition of a license fee does not affect short-run normal price.

 

3. (30 minutes) Write a short essay on utility theory, in one of its variants, taking into account:

i. The need for “going behind” the demand curve to explain observable behavior.
ii. The empirical evidence that supports the utility theory.
iii. The uses, if any, to which the utility theory can be put.

 

4. (15 minutes) Define each of the following concepts and write a brief paragraph on its place in contemporary economic theory:

a) Opportunity cost
b) Economic rent
c) Net profit
d) Consumer’s surplus
e) Marshallian long-run
f) Quasi-rent
g) Factor of production

5. (15 minutes) Explain the difference between the “marginal utility” and “indifference curve” approaches to the theory of consumption, and evaluate the advantages attributed to the latter.

6. (30 minutes) Explain the meaning and implications of “constant returns to scale”, Under constant returns to scale, what is the relation between the amounts of the factors used, their respective marginal productivities, and the total product.
Illustrate the meaning of increasing, constant, diminishing and negative returns to one factor–amounts of other factor being held constant—within the framework of constant returns to scale. In a range where there are increasing returns to one factor, what is implied about returns to other factors?

7. (15 minutes) Give an exposition, illustrated as well as decorated by diagrams, of one of the standard special cases of monopolistic competition theory—such as (a) a price leader “holding up the umbrella” for a fringe of small “independents”; (b) product differentiation with free entry; (c) substitution of selling-cost competition for price competition; (d) cartel with enforceable output quotas but open membership; (e) spatial competition with free entry but tabu on price competition (gasoline stations with fixed per-gallon markup).

8. (15 minutes) Do the same for one other of these cases. DO NOT TREAT MORE THAN TWO ALTOGETHER.

9. (30 minutes) Suppose a perfectly competitive industry, with long-run constant costs, is in long-run equilibrium. Trace adjustment to a new short-run and long-run equilibrium when a tax per unit of output is put into effect unexpectedly but permanently.
What difference will it make if the tax is per unit of input instead (the input affected accounting for, say, ¼ the industry’s costs)?
Where the tax is per unit of output, what difference will it make if the industry is subject to long-run increasing costs?

10. (30 minutes) Suppose a household has its “income” given in kind—in a “commodity X” rather than in “money”. Draw up a diagram with “money” graphed vertically and “X” horizontally, and trace out the loci of accessible combinations of X and money (“opportunity paths” alias “budget lines”) for several different prices of X.
Assuming both X and money to be necessities (in the sense that the household will always prefer a some-of-each combination to any alternative comprising some of one and none of the other), is it possible to draw on this diagram a field of indifference curves so shaped that the points of maximum attainable satisfaction along these opportunity paths will show the household retaining more X (“supplying” less X) at higher prices than at lower prices of X? If so, draw such a field of curves; if not, show geometrically why it cannot be done.
Relate this analysis to the supply by households of agricultural commodities for which overhead costs overshadow variable costs (apples?). To the supply of labor (regarding X as leisure, of which less is retained as more time is devoted to work).

11. (15 minutes) Is the “law of diminishing returns”, construed in terms of variable proportions of inputs, a “law” of engineering, social relations, or individual psychology? (or is it strictly a parlor accomplishment for economists?) Justify your answer.

12. (30 minutes) (a) Economists generally accept a strong presumption that demand curves have a “negative slope”: i.e., that increasing a price reduces the amount demanded. What are the main pieces of evidence by which this presumption can be supported? Do you consider the evidence adequate?
(b) On the supply side, economists feel a much weaker presumption that increasing a price will increase the amount supplied, particularly where many of the suppliers have only one type of commodity (or service) to sell. What are the grounds for this difference in the strength of the presumption?

13. (30 minutes) Describe the Walrasian equations and discuss their significance in relation to the determinateness of the general equilibrium of a simple exchange economy.

14. (15 minutes) Discuss bilateral monopoly (monopolistic seller facing monopsonistic buyer) in relation to the efficiency of the bargaining and exchange process, the determinacy of the general equilibrium, and factors affecting the result.

15. (15 minutes) Distinguish between impatience and marginal time preference as a basis for interest. What other factors besides interest affect the supply of savings and capital?

16. (30 minutes) The following table shows the estimated yearly traffic over a proposed bridge at various rates of toll:

Toll Cars per year
$2.00 None
1.50 1,000,000
1.00 2,000,000
.50 3,000,000
.00 4,000,000

If the bridge can be built at an annual cost of $3,500,000 for interest, depreciation, and repairs, would it be worth while, from the point of view of the community as a whole, (a) if no toll is to be charged; (b) if a toll of $1 is to be charged, the balance of the cost coming from taxes. Can such a bridge be undertaken privately? If so, how?

If the bridge costs only $2,000,000 and a private company undertakes it, charging $1 toll, what is the net social loss as compared with operating without a toll? If the cost is $1,500,000 and the necessary toll is 50 cents? Discuss the qualifications, if any, to be attached to your conclusions. Note: Consider the demand curve to be continuous, not a series of steps; i.e., at a toll of $.10, traffic is 3,800,000, at $.20, 3,600,000, etc. Ignore wear & tear on bridge.

 

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Economics 154
Hour Examination
April 14, 1947

  1. (30 minutes) Write a brief essay on “external economies and diseconomies of large scale production”, touching upon:

a) Economies external respectively to firm and to industry
b) Distinction between external economies operating via changes in production functions and via price changes
c) Effects analogous to external economies in the affairs of households
d) The Marshall-Pigou tax and subsidy proposal

  1. (20 minutes) Comment on the sense and degree in which “welfare economics” is handicapped by limitations on the “interpersonal comparison of utilities”.

 

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Final Examination
Economics 151 and 160
May 22, 1947

Answer one question in each group and four questions in all.

Group I

1. Explain the following propositions:

a. If the proportion in which two factors of production are used in producing a commodity in a certain industry is not alterable, the industry’s demand for factor A will be less elastic (1) the less elastic is the demand for the commodity, (2) the smaller the proportion of total costs that factor A accounts for, and (3) the less elastic is the supply of factor B.

b. If the proportions in which the two factors are used can be altered, the demand for A will be less elastic the less easily it can be substituted for factor B.

2. What reasons are advanced by Adam Smith and J. S. Mill to explain persistent differences between the wages of labor in different occupations? Under what conditions would demand be important?

3. What deviations from the “social optimum” of welfare economics result from monopolistic competition? Discuss (a) the use of existing resources; (b) investment; (c) income distribution.

Group II

4. Explain two of the following propositions and indicate how imperfections in the loan market affect their validity.

a. To maximize their satisfaction from income, individuals borrow or lend in a volume that equates their marginal rates of time preference with the market rate of interest.
b. It pays investors to undertake all ventures in which the rate of return over cost (internal rate) is as high as the market rate of interest.
c. Current rates of interest for loans of different maturity imply specifiable expectations of rates of interest to rule in the future.

5. “For the individual, the rate of interest will determine the choice among his optional income streams (investment opportunities), but, for society as a whole, the order of cause and effect is reversed. The rate of interest will be influenced by the range of options open to choice.”

6. Which of the following statements about interest have been supported by which of the economists listed below, and which of the statements have not been supported?

a. Interest equates the supply and demand for capital.
b. Interest reflects the superiority of roundabout methods of production.
c. Interest represents the rate at which the total stock of capital in the community increases.
d. The rate of interest corresponds to the rate of decline of the marginal productivity of capital.
e. Interest is the reward for the sacrifice of liquidity.
f. Savings tend towards the point at which interest equals the marginal propensity to consume.
g. Interest arises from the exploitation of labor by capital.
h. Interest is a monopoly profit exacted by bankers through the exercise of the sovereign power to coin money.

Böhm-Bawerk, J. B. Clark, Commons, Fisher, Keynes, Marx, Nobody, Soddy, Veblen.

Explain the reasoning behind one of the statements.

7. What are the relations between the spot price of a commodity (cotton), the spot price expected to rule six months from now, and the (“futures”) price at which a contract will be entered into now for execution six months from now? Explain with allowance for uncertainty.

 

Group III

8. “…it is not the rate of interest, but the level of incomes which ensures equality between saving and investment.” Explain.

9. Expound and criticize Means’s doctrine of price rigidity as cause of unemployment.

10. Comment on F. H. Knight’s view that “in the absence of uncertainty the velocity of circulation of money would be infinite.” How far and what sense does uncertainty explain the “transactions, precautionary and speculative motives” to hold money?

 

Source: Columbia University Libraries, Manuscript Collections. Albert Gailord Hart Collection, Box 62, Folder “Sec (4) Ec 153-154 Columbia = 103-104 Micro, grads”.

Image Source:  Obituary in The Columbia Spectator, October 3, 1997.

Categories
Chicago Courses Suggested Reading Syllabus

Amherst. Honors Section of Introductory Economics. Paul H. Douglas, 1925

Paul H. Douglas left the University of Chicago to take a job at Amherst in the mid-1920s because his wife Dorothy was unable to get a job at the University of Chicago due to nepotism rules of that time and she found a job for herself at Smith College in Massachusetts. There he began his collaboration with the mathematician Charles Wiggins Cobb that resulted in the statistical fitting of the specification of the production function now named after them. See Cobb and Douglas,  “A Theory of Production”, AER 1920.

 I found the following carbon copy of the report Douglas wrote about his pedagogic experiment with an honors section of introductory economics at Amherst during the second semester of the 1924-25 academic year in the papers of the head of the economics department at the University of Chicago in 1925. Besides the reading list of supplemental reading for his honors section, Douglas includes “teaching evaluations” written by the students.

 _______________________________________

The University of Chicago
The School of Commerce and Administration

September 26, 1925

 

Professor L. C. Marshall
University of Chicago
Chicago, Illinois

Dear Professor Marshall:

I am enclosing a report of the Honors Section which I conducted in Economics I last year, which you may find of interest, even at this late date.

Faithfully yours,
[signed]
Paul H. Douglas

PHD:EPR

 

_______________________________________

Amherst, Mass.
June 18, 1925

 

Report to the President and the Instruction Committee of Amherst College on the Special Honors Section given in Economics I during the year 1924-1925.

I. Composition of Group

With the consent of the President and the Dean, the Special Honors Section was set up in Economics I immediately after New Years 1925. The first men invited to join were Messrs. W. B. Carter, Jr. [William Harrison Carter, Jr. (Class of 1926) from Woodhaven, N.Y.], Sperry Butler [Sperry Butler (Class of 1926) from Hubbard Woods, Illinois], O. R. Pilat [Oliver Ramsey Pilat (Class of 1926) from New York, N.Y.], M. O. Damon [Mason Orne Damon (Class of 1926) from Ft. Dodge, Iowa], W. J. Kyle [William Joseph Kyle, Jr. (Class of 1926) from Waynesburg, Pennsylvania], and E. S. Nole [sic. Everett Stearns Noble (Class of 1926) from Coconut Grove, Florida]; these men were all on the Dean’s List. A few weeks later Douglas Tomkins [Douglas Tomkins (Class of 1926) from Brooklyn, N.Y.] was added with the approval of the Dean. These men were excused from attending the regular class exercises and met one evening a week in the Economic Seminar room with the instructor. These sessions ranged from two to three and one-half hours in length.

 

II. Work Covered

The group read the text used by the ordinary section in the course, namely, Taussig’s Principles of Economics, 2 volumes, but the chief reading was done in additional assignments amounting on the whole to approximately one book a week. These other readings were in the main the cream of the literature on the economic topics considered. The list of supplementary reading covered was as follows:

First week Bagehot, “Lombard Street;” Kemmerer, “The A B C of the Federal Reserve System.”
Second Week Selected chapters from Mitchell, “Business Cycles.”
Third Week Fisher, “Stabilizing the Dollar;” Keynes, “A Tract on Monetary Reform.”
Fourth Week One of the following: Withers, “Money Changing;” Clare, “A B C of Foreign Exchange;” Cross, “Domestic and Foreign Exchange: Theory and Practice.”
Fifth Week Viner, “Dumping;” and discussion of text of McNary-Haugen Bill
[JPE 1922, part I, JPE 1922, part II]
Sixth Week Adam Smith, “Wealth of Nations,” Book IV, Chapter 2.
Seventh Week Taussig, “Some Aspects of the Tariff Problem” Chapter I or II, and “Tariff, Free Trade, and Reciprocity.”
Eighth Week Wolfe, “[Savers’] Surplus and the Interest Rate,” Quarterly Journal of Economics 1920; Selected Chapters from Clark, “Distribution of Wealth.”
Ninth Week Hobson, “Economics of Unemployment.
Tenth Week Ricardo. “Principles of Political Economy,” Chapter 2.
Selected Chapters from Henry George, “Progress and Poverty.
Eleventh Week Adam Smith on Differences in Wages, Book I, Chapter 10, part 1.
Twelfth Week The Basic Rate of Wages; Selected chapters from Clark, “Distribution of Wealth.”
Thirteenth Week Population—Malthus, “Essay on Principle of Population. Comparative chapters from the 1st and 2nd editions. [first edition, sixth edition]
Also one of the following: Carr-Saunders, “The Population Problem,” or J. R. Smith, “The World’s Food Resources.”
Fourteenth Week Profits—Either Hardy, “Risk and Risk Bearing,” or Knight, “Risk, Uncertainty and Profit.”
Fifteenth Week Mitchell, King and Knauth; “Incomes in the United States.” [Vol. I Summary] [Vol. II Detailed Report]
Sixteenth Week (1) Webb, “Industrial Democracy.” Chapter on “Higgling on the Market;” and (2) Fitch, “Causes of Industrial Unrest;” or Hoxie “Trade Unionism in the United States.”
Seventeenth Week Douglas, “Wages and the Family.”
Eighteenth Week Ripley, “Railway Problems, “ 1st volume; or Acworth, “Elements of Railway Economics.”
Nineteenth Week Either Haney, “Business Organization and Combination,” or Jones, “The Trust Problem.”
Twentieth Week Selected Chapters from Seligman, “Essays in Taxation.”

The members of the group seemed to read virtually all the assignments and to canvas the field thoroughly.

 

III. Personal Appraisal of Work

Personally I was very much pleased with the results of the work. The group seemed to me to cover several times as much ground as the men in the three ordinary sections of the class; and the work was much more thoroughly treated than it would have been had they been compelled to move in the lock-step of the ordinary sections. As a by-product of the work one of the men, Mr. Butler, worked out an algebraic statement of the Ricardian Theory of Distribution; to my knowledge, this has never before been done in the literature of Economics. In conjunction with Mr. Carter, he also worked out a graph of various elasticities of demand representing them on both an absolute and logarithmic scale. The group as a whole did brilliant work on the final examination which was fare more severe than that given to the rest of the class. Four men secured a grade of ninety-five or better, even with the stringent marking that I applied. Two of the men received low nineties, one of these men having been handicapped by illness. The seventh member, who was the weakest person in the group passed the final with only a grade of 78.

 

IV. Appraisal by Members of the Class

I asked the various members of the class to give me their criticisms of the work done and I am attaching those written statements.

 

Question One: Have you enjoyed meeting with the group more than you did as a member of an ordinary section? Do you think you have gained a greater knowledge of economics as a result?

“Meeting in the smaller section has been far more enjoyable than the regular class, and I believe that I have gained a greater knowledge of economics as a result. I believe that being able to talk freely with the instructor and members of a small group such as ours gives a student a chance not only to clarify himself on doubtful points, but to get the opinion of others on topics in which he is especially interested. This is impossible in the large classes, where discussion has to be conducted for the benefit of the whole section.
“Moreover, the longer classes must necessarily be retarded, by their very size, and by the fact that the class as a whole can go no faster (that is, cover no more ground) than the least capable or least industrious members. I think this is often a cause for lack of interest among the men who are able to do advanced work.”

“I have not only enjoyed meeting with the group more than the regular classes, but feel that I have derived greater benefit thereby.”

“I am very glad to have an opportunity to express myself on the matter of the honors section in Economics 1. I feel that it has been the most instructive and interesting course that I have taken at Amherst. In the first place, the group has been small enough so that each of us could have the difficulties which he encountered, explained and discussed by the remainder of the group. Then too, the group was not only small, but uniform, so that it was unnecessary for some members to be held back by other slower members, as is the case in the ordinary section. Undoubtedly we have covered more ground, and covered it more thoroughly, than we could have in the regular class.”

“My time in the honor section has been more thoroughly utilized and consequently more enjoyable than in the regular class. I feel certain that I have learned more economics, as a result.”

“The answer is emphatically yes—both in knowledge and enjoyment the honors section has far surpassed the ordinary class meeting-to this I attribute the attitude of the instructor which I think in any such course must be decisive.”

“I feel sure that as a result of the meetings with the group I have gained a much clearer and more comprehensive knowledge of Economics. This was the result partly of the discussions on the various topics and partly of a heightened interest in the course. A true interest in the subject was aroused which is impossible in the regular class meetings.”

“That I have enjoyed meeting with the group more than with the ordinary section is beyond question. Being an ardent advocate of the honors system I am delighted to find it as agreeable and valuable in practice as in theory. Before this morning (the time of the examination) I was a bit doubtful whether I actually knew more economics than if I had stayed in the regular section. While there were parts of the examination which were very complicated, I didn’t once feel that I was completely at a loss although I am aware of mistakes I may have made. As to the factual knowledge of the course I believe that probably exact definitions and the details of various parts may at this moment be better known by those in the regular division, although I would wager I have a better grasp of the fundamentals, and a clearer idea of the relation of the various factors than most of the regular members. Moreover I believe they will stick whereas the definitions and details will quickly fade from the memories of those who did not have the opportunity to tie up these principles by their application to present day conditions as we did. Therefore I feel that I know more real economics than I would have otherwise.”

 

Question Two: What is the relative amount of work which you have done in the honors section as compared with that which you did before you entered it?

“It was necessary to do more work in the honor section, for the reasons which are stated in the answer to question one. Also, there is considerable of the element of pride involved; I found that if I didn’t know a thing that others members of the section did, I was, ashamed of myself. Then, too, the honor section, with its freedom of discussion, is conducive to thinking, which is, after all, rather rare among Amherst students. More men in regular classes drop the subject as soon as they have left the class room. I believe that a little thought is particularly valuable in economics, for after the principles are grasped, a little consideration permits them to be developed and applied. I consider this “studying” of a sort more valuable than the perusal of textbooks, though the latter is essential to the former.”

“I have done considerably more reading after having been placed in the group division.”

“I have certainly done more work than I did in the regular section. Since we have not been forced to follow a fixed plan or outline of work, many interesting topics have come up which would have passed by otherwise. In general I have done the work assigned to the regular class plus reading in at least one other book. Since all the members of the group have been able to cover more work than is give, or could be given, in the ordinary section, we have been able to talk over more different books and points of view, than we could have in the regular section where the discussion, to benefit the class as a whole, must necessarily be limited by the reading capacity of the slower members. As the work has been more interesting, the extra time required has been no hardship, but has seemed to be especially remunerative.”

“I have spent from one to two additional hours a week for this section.”

“In actual time I have not done much more; but the type of work has been of a decidedly different character. Instead of rather automatic memorizing has come a feeling that this thing must be thought out independently. This sounds platitudinous, but it is true.”

“The amount of work I did in preparation for the group meetings was considerably greater than that done for the regular class meetings at the beginning of the year.”

“I have generally spent all of Monday afternoon and frequently other hours on the seminar work. This is somewhat in excess of the time needed for the regular class work.”

Question Three: As the work was given out, did it seem excessive or could more have been done conveniently?

“I could have conveniently done more work than was assigned though the hour of the section was not the best possible for me.”

“The work as assigned did not seem excessive.”

“The work did not seem excessive. Except that my schedule was unusually heavy this year, I could readily have done more.”

“The assignments seem well-proportioned. I do not think more would be advisable, however.”

“The work as assigned did at times seem excessive—at least to do thoroughly–, but this was seldom the case.”

“In general the work was not excessive usually being of an elastic nature above a certain minimum. I do not think that under our present system of college education in which every man who is at all able is expected to enter a host of student activities, I could have conveniently put in more time on the work. There were occasions when I did more and others when I did less than the average above mentioned, as the pressure of work in activities varied.”

 

Question Four: Would you favor the continuance of an honors section and if so what suggestions would you have for the improvement of the work?

“I am strongly in favor of a continuance of this system. It enables men who can and will do work that is more advanced to free themselves from the handicaps mentioned in the answer to question one. It certainly deserves a further trial, at least.”

“I am very strongly in favor of the continuance of such honor sections. We were able to pass over hurriedly some of the more elemental and obvious material, and as a result had more time for the discussion of the complex and deeper questions. A greater interest in the material discussed was aroused, with me at least, because of the removal of the drive and compulsion of the ordinary class-room.”

“I should favor strongly the continuance of an honors section, altho I realize it means much extra work for some member of the Faculty. It seems to me that such a group should not have more that eight members and that these members should not be picked before the middle of the first term. I can offer no suggestions for the improvement of the work. But I believe that this plan has not only benefitted the members of the honors section, but all the members of the ordinary section.”

“I am heartily in favor of an honors section.
“Perhaps the work might be improved by further splitting of the topics studied, allowing each student to specialize on one phase. I feel a general lack, in all my courses, of definite and exact knowledge. I think that possibly more thorough study is a limited field supplemented by well-informed discussion from several points of view would help to clarify my all too vague impressions.”

“Yes!! By all means. Caution: No more than approximately those present now should be admitted in any such section.
“The men must be genuinely interested—not those looking for escape from work—for this reason the selection of the group might well be made on the basis of the first term’s work as at present.
“I like the idea of one man leading the section each week—with a paper preferably which takes a definite stand. This ought to encourage discussion, and occasionally, controversy.”

“Yes, I would favor the continuance of such sections in Economics and other subjects also. I feel that I have derived more enjoyment and more value out of the meetings with the group than I have in any other course I have taken in college.”

“I would most certainly favor the continuance of an honors section in this,–and the introduction of the plan in other courses where the material admitted of treatment of this type. I think each group should be chosen by the professor from his regular group on the combined basis of marks, interest and ability. There are other courses in Amherst where the drag of the work due to the time necessary to explain and re-explain various fundamental phases of the work is even more noticeable than in the regular sections of the economics class. Could those who were fortunate enough to be able to go ahead without this repetition, be placed in a special section similar to our honors group, I feel sure they at least would find their college work vastly more inspiring and helpful.

“There is one suggestion I should like to make which I think might add somewhat to the value of such work. It is that any such group should carry on some definite piece of constructive investigation along the line of the course which appears most interesting to them. Each might contribute a paper or all work together under the direction of the professor on such a research. I believe it would serve to centralize much of the other work done. This might be done by the devotion of an occasional meeting to gathering together such special work at various stages in its progress. Otherwise I see very little which could be desired more than we have had this year.”

_______________________________________

From the Amherst College Catalog 1924/1925

Economics 1. Principles of economics. The present industrial system with special reference to American conditions. A study of the development of the main features of present industrial society, value and distribution and a number of modern social problems.

Elective for Juniors.

  1. Mon., Tu., Wed., 2.00, Chapel 5.
  2. Mon., Tu., 8.35, Thu., 9.30, Chapel 4.
  3. Wed., Sat., 9.30, Fri., 3.00, Chapel 5.

Professor Douglas and Mr. Taylor. [George Rogers Taylor, Ph.D., Instructor in Economics and Political Science]

_______________________________________

 

Sources:

The University of Chicago Archives. Department of Economics. Records. Box 6, Folder 7.
Amherst College Catalog 1924/25, p. 33, 81, 147ff.

 

Image Source: Amherst College. Olio 1926, p. 36.

Categories
Columbia Courses Curriculum

Columbia. Report of the Dean of the School of Political Science, 1901

I reproduce here the report of the Dean of the School of Political Science at Columbia University for the academic year 1900-01 in its entirety so we have a fairly complete accounting of the graduate education activities of the entire administrative unit within which the Columbia economics department was embedded at the start of the twentieth century. The document provides enormous detail from course registration totals through seminar participants by name and presentations through the work of those on fellowships and finally to the job placements of its graduates. The structure of the report can be seen below from the links to its individual sections:

Course Registration Data
Seminar in European History
Seminar in American Colonial History
Seminar in American History
Seminar in Modern European History
Seminar in Political Philosophy
Seminar in Constitutional Law
Seminar in Diplomacy and International Law
Seminar in Political Economy
Seminar in Political Economy and Finance
Seminar in Economic Theory
Statistical Laboratory and Seminar
Seminar in Sociology
Work of Fellows
Publications under the Supervision of the Faculty
Educational Appointments
Governmental Appointments
Other Appointments

_______________________________________

[p. 114]

 

SCHOOL OF POLITICAL SCIENCE

REPORT OF THE DEAN
FOR THE ACADEMIC YEAR ENDING JUNE 30, 1901

To the President of Columbia University in the City of New York:

SIR:

I have the honor to submit the following report of the work of the Faculty of Political Science for the scholastic year 1900-1901. During the year 268 students have taken courses of instruction under the Faculty of Political Science, of whom 18 were women. Of these 68 students were also registered in the Law School, and 13 in the Schools of Philosophy, Pure Science, and Applied Science.

In the Report of the Registrar will be found tabular statements of the courses of study offered in the School, together with the attendance upon each, as follows:

Group I—History and Political Philosophy [page 270,  page 271]

A. European History. pages 270-271
B. American History, pages 270-271
C. Political Philosophy, pages 270-271

1900_01_HistPolPhilRegistrations1

1900_01_HistPolPhilRegistrations2

Group II—Public Law and Comparative Jurisprudence [page 291]

A. Constitutional Law, page 291
B. International Law, page 291
C. Administrative Law, page 291
D. Roman Law and Comparative Jurisprudence, page 291

1900_01_PublicLawRegistrations

Group III—Economics and Social Science [page 264]

A. Political Economy and Finance, page 264
B. Sociology and Statistics, page 264

1900_01_EconomicsRegistrations

[p. 115]

WORK IN THE SEMINARS

Seminar in European History

Professor Robinson. 2 hours fortnightly. 6 members.

The topic treated was the Development of the Papal Primacy to Gregory VII. Each student gave two or more reports on the various phases of the subject, dealing chiefly with the sources.

 

Seminar in American Colonial History

Professor Osgood. 2 hours a week. 27 members.

This course has been conducted as a lecture course and seminar combined. A paper was presented by each of the students and was discussed in the seminar. Among the subjects treated in these papers were:

Royal Charters and Governors’ Commissions;
Royal Instructions to Governors;
Salaries of Governors;
Agrarian Riots in New Jersey from 1745 to 1790;
Pirates and Piracy;
Paper Money in the Colonies;
Career of Robert Livingston;
Relations between the Executive in New York and the English Government;
Policy of the British Government toward the Charter Colonies subsequent to 1690.

A number of papers, also, were presented on subjects connected with Colonial defence.

 

Seminar in American History

Professor Osgood. 1 hour a week. 6 members.

In connection with the work of this Seminar the following Master’s theses have been prepared, read, and discussed:

System of Defence in Early Colonial Massachusetts, Sidney D. Brummer.
The Administration of George Clark in New York, 1736 to 1743, Walter H. Nichols.
The Relation of the Iroquois to the Struggle between the French and English in North America, Walter D. Gerken.

[p. 116]

Relations between France and England in North America from 1690 to 1713, Samuel E. Moffett.
France and England in America from 1713 to 1748, Henry R. Spencer.
Conflict between the French and English in North America, Walter L. Fleming.

 

Seminar in Modern European History

Professor Sloane. 6 members.

The following are the subjects which were discussed and upon which papers have been presented:

The Treaty of Basel, Guy S. Ford.
Hanover in the Revolutionary Epoch, Guy S. Ford.
The 18th Brumaire, Charles W. Spencer.
Beginnings of Administration under the Consulate, Charles W. Spencer.
Origins of the Continental System, Ulrich B. Phillips.
Development of the Continental System, Ulrich B. Phillips.
Napoleon and the Caulaincourt Correspondence, Ellen S. Davison.
Caulaincourt in Russia, Ellen S. Davison.
Custine in Metz, Walter P. Bordwell.
Hardenberg and Haugwitz, Paul Abelson.

 

Seminar in Political Philosophy

Professor Dunning. 1 hour a week. 1 member.

William O. Easton presented an elaborate paper on the Political Theories of Spinoza with Reference to the Theory of Hobbes.

 

Seminar in Constitutional Law

Professor Burgess. 1 hour a week. 27 members.

The work in this Seminar during the present year has been the study of the cases decided by the Supreme Court of the United States involving private rights and immunities under the protection of the Constitution of the United States. Each member of the Seminar has prepared an essay upon the cases relating to a given point under this

[p. 117]

general subject, and has read the same before the Seminar, where it has been subjected to general comment and criticism.

 

Seminar in Diplomacy and International Law

Professor Moore. 2 hours a week. 12 members.

Papers were read as follows:

Decisions of the Courts in the United States on Questions Growing out of the Annexation of Territory, William H. Adams.
The Southwestern Boundary of the United States, James F. Barnett.
The Development of the Laws of War Walter P. Bordwell.
Treaties: Their Making, Construction, and Enforcement, Samuel D. Crandall.
The Diplomacy of the Second Empire, Stephen P. Duggan.
Blockades, Sydney H. Herman.
Diplomatic Officers, William C. B. Kemp.

 

Seminar in Political Economy

Professor Mayo-Smith. 1 hour a week. 9 members.

In addition to reading and discussing Marshall’s Principles of Economics, in which all the members of the Seminar participated, papers were read upon the following subjects:

Trusts in the United States Hajime Hoshi.
Trusts and Prices, Robert B. Olsen.
The Industrial Employment of Women, Charles M. Niezer.

 

Seminar in Political Economy and Finance

Professor Seligman. 2 hours fortnightly. 20 members.

The subject of work in this Seminar during the first term was “The Foundations of Economic Philosophy.” During the second term a variety of subjects was discussed. Each member of the Seminar also made a report at each meeting on current periodical literature in economics, including the literature of the following countries: United States, England, France, Germany, Italy, Spain, and Japan. The papers read were as follows:

[p. 118]

Natural Law and Economics, Robert P. Shepherd.
The Economic Motive, Holland Thompson.
The Law of Competition, Walter E. Clark.
The Theory of Individualism, Enoch M. Banks.
Social Element in the Theory of Value, John W. Dickman.
Theory of Insurance, Allan H. Willett.
Theory of Monopolies, Alvin S. Johnson.
Economic Doctrine of Senior, Albert C. Whitaker.
Bounties and Shipping Subsidies, Royal Meeker.
Legal Decisions on the Labor Question, Ernest A. Cardozo.
Commercial Policy of Japan, Yetaro Kinosita.
Early American Economic Theory, Albert Britt.
The Movement toward Consolidation, Robert B. Oken.

 

Seminar in Economic Theory

Professor Clark. 2 hours fortnightly. 12 members.

Papers were presented on the following subjects:

Labor as a Measure of Value, Albert C. Whitaker.
Value Theories of Say and Ricardo, Robert P. Shepherd.
Rent and Value, Alvin S. Johnson.
Monetary Theories, John W. Dickman.
The Influence of Insurance on Distribution, Allan H. Willett.
Early Socialism, Enoch M. Banks.
Louis Blanc, Royal Meeker.
Fabian Socialism, Albert Britt.
Commercial Crises, Ernest A. Cardozo.
Speculation, Yetaro Kinosita.
Labor Unions in North Carolina, Holland Thompson.
Welfare Institutions, Walter E. Clark.

 

Statistical Laboratory and Seminar

Professor Mayo-Smith. 2 hours fortnightly. 5 members.

The work of the year was devoted to developing the mathematical theory of statistics with practical exercises.

 

Seminar in Sociology

Professor Giddings. 2 hours fortnightly. 12 members.

The following papers were read and discussed.

Types of Mind and Character in Colonial Massachusetts, Edward W. Capen.

[p. 119]

Types of Mind and Character in Colonial Connecticut, William F. Clark.
Types of Mind and Character in Colonial New York, George M. Fowles.
Types of Mind and Character in Colonial Pennsylvania, Andrew L. Horst.
Types of Mind and Character in Colonial Virginia, Robert L. Irving.
Types of Mind and Character in the Early Days of North Carolina,Thomas J. Jones.
Types of Mind and Character in the Early Days of Kentucky, Edwin A. McAlpinJr.
Types of Mind and Character in the Early Days of Indiana, Daniel L. Peacock.
Types of Mind and Character in the Early Days of Wisconsin, Albert G. Mohr.
An Analysis of the Mental Characteristics of the Population of an East-Side New York City Block, Thomas J. Jones.
A Statistical Study of the Response to Lincoln’s First Call for Volunteers, Andrew L. Horst.
The Charities of Five Presbyterian Churches in Harlem, Robert L. Irving.
The Poor Laws of Connecticut, Edward W. Capen.
Parochial Settlement in England, Bertha H. Putnam.
A Critical and Statistical Study of Male and Female Birth Rate,s Daniel L. Peacock.

 

WORK OF FELLOWS

During the year the following persons have held Fellowships in subjects falling under the jurisdiction of this Faculty:

1. William Maitland Abell, Political Science.

Yale University, A.B., 1887; A.M., 1898.,New York University, LL.M., 1894. Columbia University, graduate student, 1898-1901; Fellow in Political Science, 1899-1900.

Mr. Abell, Honorary Fellow, continued his work in the Seminar in Constitutional Law, and made excellent progress in the preparation of his Doctor’s dissertation.

[p. 120]

2. Walter Percy Bordwell, International Law.

University of California, B.L., 1898. Columbia University, graduate student, 1898-1901.

Mr. Bordwell, the holder of the Schiff Fellowship, worked under the direction of Professor Moore upon his Doctor’s dissertation: “The Development of the Laws of War since the Time of Grotius.” He also took part in the Seminars of Professors Moore and Sloane, presenting a paper in each of these Seminars. He passed, in May, his oral examinations for the Doctor’s degree.

3. James Wilford Garner, Political Science.

Mississippi Agricultural and Mechanical College, B.S., 1892. University of Chicago, graduate student, 1896-99; Instructor in Bradley Polytechnic Institute, Peoria, Ill., 1899-1900. Columbia University, graduate student, 1900-01.

Mr. Garner worked under the direction of Professor Dunning in American Political Philosophy. Professor Dunning reports that his “Study of the Tendencies Manifested in the Amendments of State Constitutions from 1830-1860” is a noteworthy contribution to science. He also attended the Seminar in Constitutional Law and worked there upon the cases decided by the Supreme Court in the interpretation of private rights under the Constitution of the United States.

4. Alvin Saunders Johnson, Economics.

University of Nebraska, A.B., 1897; A.M., 1898. Columbia University, graduate student, 1899-1901; Scholar in Political Economy, 1899-1900.

Mr. Johnson read a paper in Professor Seligman’s Seminar on “The Theory of Monopolies.” He worked also in Professor Clark’s Seminar, and, in consultation with Professor Clark, upon the preparation of his Doctor’s dissertation, “The Classical Theory of Rent.” He passed, in May, his oral examinations for the Doctor’s degree.

5. Thomas Jesse Jones, Sociology.

Marietta College, A.B., 1897. Student at Union Theological Seminary, 1897-1900. Columbia University, A.M., 1899; graduate student, 1897-1901.

Mr. Jones worked under the direction of Professor Giddings upon his Doctor’s dissertation, “A Sociological Study of the Population of a New York City Block.” Professor Giddings reports that this dissertation promises to be one of the most minute investigations of modern city life yet undertaken. Mr. Jones also made the annual revision of the list and description of social settlements in New York City which is regularly expected of a Fellow in Sociology. He passed, in May, his oral examinations for the Doctor’s degree.

[p. 121]

6. Ulrich Bonnell Phillips, History.

University of Georgia, A.B., 1897; A.M., 1898. Tutor in History, 1899-1900. Columbia University, graduate student, 1900-01.

Mr. Phillips worked under the direction of Professor Dunning upon a “Study of the Political History of Georgia,” in connection with which he planned to make researches during the summer in the historical collections at Savannah, Atlanta, and other points in the State. Mr. Phillips also presented several papers on various phases of American Political Philosophy in connection with the course on that subject. He also worked in the Seminars of Professors Sloane and Robinson and presented reports in each.

 

7. Jesse Eliphalet Pope, Economics.

University of Minnesota, B.S., 1895; M.S., 1897. Columbia University, graduate student, 1897-1901: Fellow in Economics, 1898-1900.

Mr. Pope, Honorary Fellow, worked in Seminar with Professor Seligman, but took a less active part than he desired, owing to his having obtained a professorship in Economics at New York University. He had, however, passed his oral examinations for the Doctor’s degree in May, 1900, and was busy through the winter in preparing his Doctor’s dissertation.

 

8. Charles Worthen Spencer, American History.

Colby University, A.B., 1890. Chicago University, Fellow in Political Science, 1892-94. Columbia University, graduate student, 1894-95, 1900-01. Colgate University, Professor of History, 1895-1900.

Mr. Spencer worked under the direction of Professor Osgood upon the preparation of his Doctor’s dissertation, the subject of which is “New York as a Royal Province, 1690-1730.” He also read two papers in Professor Sloane’s Seminar, and participated generally in the work of this Seminar. He passed, in May, his oral examinations for the Doctor’s degree.

9. Earl Evelyn Sperry, European History.

Syracuse University, Ph.B., 1898; Ph.M., 1899. Columbia University, Scholar in History, 1899-1900; graduate student, 1899-1901.

Mr. Sperry worked under the direction of Professor Robinson, and besides preparing several reports for the Seminar in European History, completed the first draft of his Doctor’s dissertation upon ” The Celibacy of the Clergy in the Mediaeval Church.” He also passed, in May, the oral examinations for the Doctor’s degree.

[p. 122]

11. Albert Concer Whitaker, Economics.

Stanford University, A.B., 1899. Columbia University, Scholar in Economics, 1899-1900; graduate student, 1890-1901.

Mr. Whitaker worked in Seminar with Professor Seligman and also with Professor Clark. He made considerable progress in the preparation of his Doctor’s dissertation upon “The Entrepreneur,” and passed, in June, his oral examinations for the Doctor’s degree.

 

PUBLICATIONS UNDER THE SUPERVISION OF THE FACULTY

Of the Studies in History, Economics, and Public Law, under the editorial management of Professor Seligman, there have appeared during the year six numbers.

Vol. XIII.

No. 1. The Legal Property Relations of Married Parties. By Professor Isidor Loeb.
No. 2. Political Nativism in New York State. By Louis Dow Scisco.
No. 3. Reconstruction of Georgia. By Edwin C. Woolley.

Vol. XIV.

No. 1. Loyalism in New York during the American Revolution. By Prof. Alexander C. Flick.
No. 2. Economic Theory of Risk and Insurance. By Allan H. Willett.

Vol. XV.

No. 1. Civilization and Crime. By Arthur Cleveland Hall.

The sale of these monographs and volumes has increased considerably during the past few years and some of the early volumes are now out of print. The foreign demand has also developed to such an extent that arrangements have now been made with agents, both in London and Paris, for placing them upon the European market.

The Political Science Quarterly has continued to prosper. With the close of the year 1900 it completed its fifteenth annual volume. In order to make available for students the great mass of scientific matter contained in these fifteen volumes, a general index has been prepared, to be published in a separate volume. This index will appear during the summer.

[p. 123]

Two very successful public meetings of the Academy were held during the winter. The first was addressed by Professor Goodnow, who had served as a member of the Commission to Revise the Charter of New York City. Professor Goodnow presented a careful analysis of the report and recommendations of the Commission. The second meeting was devoted to a discussion of Trusts by Professor J. W. Jenks, who gave the chief results of the investigations made by him on behalf of the Industrial Commission.

The History Club has about thirty members, and, with invited guests, an average attendance of about fifty persons. During the year it has held eight meetings, of which three were conducted solely by the students. At the other meetings papers were read by James Ford Rhodes, Frederic Harrison, Professor Robinson, and Professor George B. Adams.

I reported in 1899 that a number of former students of the School of Political Science had obtained positions either as teachers or in the administrative service of New York State. I have the pleasure now to report that during the past two years a much larger number have obtained first appointments, or have been advanced to better positions, not only as teachers and as state officers, but also in the Federal Civil Service. The lists appended are probably incomplete, but they will serve to show the widening influence of the School. The dates immediately following each name indicate the period of residence in the School.

 

I.—EDUCATIONAL APPOINTMENTS

Carl L. Becker, 1898-99, Univ. Fellow, 1898-99,
Instructor in Political Science and History, Pennsylvania State College.

Ernest L. Bogart, 1897-98,
Associate Professor of Economics and Sociology, Oberlin College, Ohio.

Lester G. Bugbee, 1893-95, Univ. Fellow, 1893-95,
Adjunct Professor of History, University of Texas.

William M. Burke, 1897-99, Univ. Fellow, 1897-99; Ph.D., 1899,
Professor of History and Economics, Albion College, Michigan.

[p. 124]

Charles E. Chadsey, 1893-94, Univ. Fellow, 1893-94; Ph. D., 1897,
Lecturer on History, University of Colorado.

Walter E. Clark, 1899-1901,
Tutor in Political Economy, College of the City of New York.

Walter W. Cook, 1898-1900, A.M., 1899,
Instructor in Constitutional and Administrative Law in the University of Nebraska.

Harry A. Cushing, 1893-95, Univ. Fellow, 1894-95; Ph.D., 1896,
Lecturer on History and Constitutional Law, Columbia University.

Ellen S. Davison, 1899-1901, Cand. Ph.D.,
Lecturer on History, Barnard College.

Alfred L. P. Dennis, 1896-99, Ph.D., 1901,
Assistant in History, 1900-01, Harvard University; Instructor in History, Bowdoin College.

Stephen P. H. Duggan, 1896-1900, A.M., 1899; Cand. Ph.D.,
Instructor in Political Science, College of the City of New York.

Charles F. Emerick, 1896-97, University Fellow, 1896-97; Ph.D., 1897,
Professor of Political Economy, Smith College, Mass.

Henry C. Emery, 1893-94, University Fellow, 1893-94; Ph.D., 1896,
Professor of Political Economy, Yale University.

John A. Fairlie, 1897-98, University Fellow, 1897-98; Ph.D., 1898,
Assistant Professor of Administrative Law, University of Michigan.

Guy S. Ford, 1900-01, Cand. Ph.D.,
Instructor of History, Yale University.

Delmer E. Hawkins, 1899-1900,
Instructor in Political Economy, Syracuse University.

Allen Johnson, 1897-98, University Fellow, 1897-98; Ph.D., 1899,
Professor of History, Iowa College, Grinnell ; also Lecturer on European History in the University of Wisconsin, Summer Session, 1901.

Alvin S. Johnson, 1898-1901, University Fellow, 1900-01; Cand. Ph.D.,
Assistant in Economics, Bryn Mawr College.

Lindley M. Keasby, 1888-90, Ph.D., 1890,
Professor of Economics and Social Science, Bryn Mawr College.

James A. McLean, 1892-94, University Fellow, 1892-94; Ph.D., 1894,
Professor of History and Political Science, University of Idaho.

Milo R. Maltbie, 1895-97, University Fellow, 1895-96; Ph.D., 1897,
Lecturer on Municipal Government, Columbia University.

Charles E. Merriam, Jr., 1896-98, Fellow, 1897-98; Ph.D., 1900,
Docent in Political Science, University of Chicago.

Walter H. Nichols, 1899-1901, Cand. Ph.D.,
Professor of History, University of Colorado.

Comadore E. Prevey, 1898-1900, University Fellow, 1898-1900; A.M., 1899; Cand. Ph.D.,
Lecturer on Sociology, University of Nebraska.

Jesse E. Pope, 1897-1900, University Fellow, 1898-1900; Cand. Ph.D.,
Adjunct Professor of Political Economy, 1900-01, New York University; Professor of Political Economy, University of Missouri.

[p. 125]

Charles L. Raper, 1898-1900, University Fellow, 1899-1900; Cand. Ph.D..
Lecturer on History, Barnard College, 1900-01; Assistant Professor of Economics and History, University of North Carolina.

William A. Rawles, 1898-99, Cand. Ph.D.,
Assistant Professor of Economics and Sociology, University of Indiana.

William A. Schaper, 1896-98, University Fellow, 1897-98; Ph.D., 1901,
Professor of Administration, University of Minnesota.

Louis D. Scisco, 1899-1900, Ph.D., 1901,
Teacher of History, High School, Stillwater, Minnesota.

William R. Shepherd, 1893-95, University Fellow, 1893-95; Ph.D.. 1896,
Tutor in History, Columbia University.

James T. Shotwell, 1898-1900, University Fellow, 1899-1900; Cand. Ph.D.,
Assistant in History, Columbia University.

William R. Smith, 1898-1900, University Fellow, 1898-1900; Cand. Ph.D.,
Instructor in History, University of Colorado.

Edwin P. Tanner, 1897-1900, A.M., 1898; University Fellow, 1899-1900; Cand. Ph.D.,
Teacher of History, High School, Stillwater, Minnesota.

Holland Thompson, 1899-1901, University Fellow, 1899-1900; A.M., 1900,
Tutor in History, College of the City of New York.

Francis Walker, 1892-94, University Fellow, 1892-94; Ph.D., 1895,
Associate Professor of Political Economy, Adelbert College, Western Reserve University.

Ulysses G. Weatherby, 1899-1900,
Professor of Economics and Social Science, University of Indiana.

 

2.—GOVERNMENTAL APPOINTMENTS

Frank G. Bates, 1896-97, Ph.D., 1899,
State Librarian, Providence, R. I.

John F. Crowell, 1894-95, University Fellow, 1894-95; Ph.D.. 1897,
Expert Agent on Agricultural Products, Industrial Commission.

John H. Dynes, 1896-98, A.M., 1897; University Fellow, 1897-98,
Student Clerk, Division of Methods and Results, Twelfth Census.

Charles E. Edgerton, 1898-99,
Special Agent, Industrial Commission.

Frederick S. Hall, 1896-97, Ph.D., 1898,
Clerk, Division of Manufactures, Twelfth Census.

Leonard W. Hatch, 1894-95,
Statistician, Bureau of Labor, Albany, New York.

Isaac A. Hourwich, 1891-92, Ph.D., 1893,
Translator, Bureau of the Mint, Washington, D. C.

Maurice L. Jacobson, 1892-95,
Librarian, Bureau of Statistics, Treasury Department, Washington, D. C.

William Z. Ripley, 1891-93, University Fellow, 1891-93; Ph.D., 1893,
Expert on Transportation, Industrial Commission.

Frederick W. Sanders, 1895-96,
Director, Agricultural Experiment Station, New Mexico.

Nahum I. Stone, 1897-99,
Expert on Speculation and Prices, Industrial Commission, Washington, D. C.

[p. 126]

Adna F. Weber, 1896-97, University Fellow, 1896-97; Ph.D., 1899,
Chief Statistician, Bureau of Labor, Albany. N. Y.

Walter F. Willcox, 1886-88, Ph.D., 1891,
Chief Statistician, Census Office, Washington, D. C.

 

Dr. Max West, 1891-93; University Fellow, 1892-93; Ph.D., 1893, should figure in both of the preceding lists; for he has been appointed Chief Clerk in the Division of Statistics, Department of Agriculture, and has also become Associate Professor of Economics in the Columbian University, Washington, D. C.

The direction of organized charity is a field of labor for which our students in Sociology receive an excellent training; and I am glad to report that Mr. Prevey, whose appointment as lecturer in the University of Nebraska is noted above, has also been made General Secretary of the local Charity Organization Society. I have also to report that Mr. Thomas J. Jones, a student in the School during the past four years and Fellow in Sociology, 1900-01, has been appointed Assistant Head Worker in the University Settlement, New York City.

“To give an adequate economic and legal training to those who intend to make journalism their profession” has always been announced as one of the objects of the School of Political Science; and a considerable number of our graduates have become editors. It is more difficult, however, to keep track of journalists than of teachers and governmental officers, and the only recent appointment in this field of which I have been informed is that of Dr. Roeliff M. Breckenridge, Ph.D., 1894, as financial editor of the New York Journal of Commerce.

 

Respectfully submitted,

John W. Burgess,

Dean.

June 10, 1901.

 

Source: Twelfth Annual Report of President Low to the Trustees. October 7, 1901.

 

 

Categories
Bibliography Courses Economic History Harvard

Harvard. Recent Economic History. Readings, Edwin F. Gay, 1934-35

 

 

Edwin Francis Gay (1867-1946) came to Harvard in 1902 as an instructor of economic history taking over William Ashley’s courses after having spent a dozen years of training and advanced historical study in Europe (Berlin, Ph.D. in 1902 under Gustav Schmoller, also he was in Leipzig, Zurich and Florence). He and Abram Piatt Andrew received five-year contracts as assistant professors of economics in 1903. In just four years he actually advanced to the rank of professor. He served as a principal advisor to Harvard President Charles Eliot in establishing the Harvard Graduate School of Business Administration in 1908. After the favored candidate to be the founding dean of the business school, William Lyon Mackenzie King (Ph.D., Harvard 1909) turned down the offer, instead continuing as deputy minister of labor in Canada then later becoming prime minister of Canada, President Eliot turned to Gay. In nine years Gay put his stamp on the Harvard Business School, apparently playing an instrumental role in the use of the case method (pedagogic transfer from the law school) with a strong emphasis on obtaining hands-on experience through practical assignments with actual businesses. He is credited with establishing the academic degree of the M.B.A. (Master of Business Administration), the credential of managers.

During WW I Gay worked as adviser to the U.S. Shipping Board and then went on to become editor of the New York Evening Post that would soon go under, giving Gay “an opportunity” to return to Harvard where he could teach economic history up through his retirement in 1936. Gay was among the co-founders of the National Bureau of Economic Research and the Council of Foreign Relations. He and his wife moved to California where he worked at the Huntington library where the bulk of his papers are to be found today. 

Since this item was first posted, I have transcribed the questions from the final examination for the course’s second semester

________________________________

[From Course Announcement]

Economics 23. Recent Economic History.

Tu., Th., at 4. Professor Gay.

Note: “A double dagger(‡) indicates that the course is open under certain conditions to properly qualified students of Radcliffe.”

 

Source: Announcement of the Courses of Instruction offered by the Faculty of Arts and Sciences During 1934-35. Official Register of Harvard University, Vol. 31, No. 38 (September 20, 1934), p. 128.

________________________________

[Course Enrollment]

[Economics] ‡23. Professor Gay.—Recent Economic History.

16 Graduates, 1 Senior, 1 Other, 4 Radcliffe: Total 22

 

Source: Harvard University. Report of the President of Harvard College and reports of departments for 1934-1935, p. 82.

________________________________

ECONOMICS 23

First assignment [first semester]

Bertrand Russell, Freedom vs. Organization, 1814-1914. (W. W. Norton & Co., New York, 1934)

For review

P. Mantoux, The Industrial Revolution in the Eighteenth Century, (English translation) 1928
or
H. Heaton. Article: The Industrial Revolution in The Encyclopaedia of the Social Sciences, Vol. 8, (1932), pp. 3-13.

J. H. Clapham, An Economic History of Modern Britain, 2 vol., 1926 (2nd ed.o 1932. Cambridge University Press.

Industrial History, Vol. I, chapters 5, 10, 14, Vol. II, chs. 3, 4, 11.
Agriculture, Vol. I, ch. 4; vol. II, ch. 7.
Transportation, Vol. I, chs. 3, 9.
Commerce and commercial policy, vol. I, ch. 12, vol. II, chs. 6, 8.
Also Vol. II, chs. 1, 2, 10.

J. H. Clapham, Economic Development of France and Germany, 1921 (1923), chs. 1-9 inclusive.

E. C. Kirkland, History of American Economic Life, chs. 1-9 inclusive.

L. H. Jenks, The Migration of British Capital to 1875. (1927), pp. 1-262.

A. E. Feavearyear, The Pound Sterling, Oxford, 1931. Chs. 8-11 inclusive (pp. 138-298)

Percy Ashley, Modern Tariff History, 1926

F. W. Taussig, Tariff History of the United States. (to and including tariff of 1890).

_____________________________

ECONOMICS 23                                           1935

Second assignment: [second semester] references in brackets are optional

Wells, D. A. Recent Economic Changes, 1890 (written 1887-9).

[Marshall, A. Industry and Trade (1919) Bk. I, chaps. 5-8, pp. 86-162]

Sharfman, I. L. Interstate Commerce Commission, vol. I. chaps. 1-4, pp. 11-176.

Royal Institute of International Affairs, World Agriculture (1932), pp. 1-252.

Nourse, E. G. Chapter on “Agriculture” in Recent Economic Changes, vol. II, chap. viii, pp. 547-602.

Black, J. D. Agricultural Reform in the United States (1929) Part I. The Setting, Chaps. 1-3, pp. 1-84.

Royal Institute of International Affairs. Monetary Policy in the Depression, (1933), pp. 1-81.

Committee on Finance and Industry. (Macmillan Report) (1931), pp. 1-185.

[Department of Commerce (U.S.) Bulletin on “Balance of International Payments” 1934 (for 1933)]

Mitchell, W. C. Business Cycles, the Problem in its Setting. (1927) pp. 61-188, 424-450.

Webb, Sidney and Beatrice. History of Trade Unionism (1920 or 1926), chaps. 7-11, pp. 358-704 (718).

Webb, Sidney and Beatrice. Consumers’ Cooperative Movement (1921) Chap. 6, pp. 383-487.

Clay, Henry. The Problem of Industrial Relations (1929), pp. 74-102.

Perlman, S. History of Trade Unionism in the United States.

Seager, H. R. and Gulick, C. A. Trust and Corporation Problems (1929) chaps. 5, 6, 18-26; pps. 49-85, 367-627.

Berle A. A. and Means, G. C. The Modern Corporation and Private Property (1933) Bk. I, chaps. 1-3, Bk. IV, chaps. 1-4, pp. 1-46, 333-356.

Mitchell, W. C. “A Review,” Recent Economic Changes, vol. II, pp. 841-910.

Hansen, A. H. Economic Stabilization in the Unbalanced World (1932), pp. 271-380.

Morrison, Herbert. Socialisation and Transport (1933) Chaps. 8, 9, 13, 15; ppps. 131-176, 213-242, 280-297.

 

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1894-2003 (HUC 8522.2.1), Box 2, Folder “1934-1935”.

Image Source: Harvard Class Album 1934.

Categories
Courses Harvard Syllabus

Harvard. Undergraduate Public Finance Reading List. H. H. Burbank, 1936

Harold Hitchings Burbank (1887-1951) has gone down in the history of economics as being the chairman of the Harvard economics department who let the up-and-coming Paul Samuelson get away to M.I.T. A more positive legacy perhaps was the role he played in his younger years as one of the founders of Harvard’s tutorial system and its administrator within the department of economics. In any event Burbank’s footprints in the sands of the history of economics have only survived as Jurassic fossils of that pre-Samuelson era of economics and he is mostly remembered as the incarnation of the Dark Side in the familiar legend of the rise of M.I.T. economics. 

Burbank was a specialist in Public Finance and this posting features the syllabus for his Public Finance course for undergraduates and graduate students requiring remedial work in the field.

New addition: from the fantastic Harvard archives collection of old final examinations, I am able to provide a transcription of the final examination in public finance for this course.

_____________________________

[Course Announcement]

Economics 4 2hf. Public Finance

Half-course (second half-year). Mon., Wed., Fri., at 9. Professor Burbank.

 

Source: Harvard University. Announcement of the Course of Instruction offered by the Faculty of Arts and Sciences for the Academic Year 1935-36 (second edition), p. 137.

_____________________________

 

[Course Enrollment]

[Economics] 5 2hf. Professor Burbank.—Public Finance

35 Seniors, 27 Juniors, 3 Sophomores, 1 Other:   Total 66.

Harvard University. Report of the President of Harvard College and reports of departments for 1935-36, p. 82.

_____________________________

 

Economics 52
Public Finance
1935 — 1936

 

The required reading assignments and the suggested readings are given on the following pages.

A report on some special subject in the general field of Public Finance is required of all students registered in the course. Seniors, candidates for honors in the Division of History, Government, and Economics, are expected to undertake the report. The reports may be either written or oral. If written they will be graded and included in the course grade; if oral, they will not be graded, but they must be completed satisfactorily to secure final credit for the course.

Reports are due:

For seniors: On or before April 6
For others: On or before May 1

For selection of subjects and bibliography suggestions, all students should consult Dr. Eugene E. Oakes during the first three weeks of the course. He will be available by appointment in Kirkland H-15 at the following hours:

Monday 10-11 A.M.
Tuesday 3-5 P.M.
Thursday 3-5 P.M.

Appointments may be made before or after the lectures. Office hours for the oral reports will be announced later.

An attempt is made in all cases to arrange topics which are of particular individual interest, or are suitable as correlative work in fields of concentration in preparation for the divisional examinations. No report is acceptable unless the subject has been approved.

Possible subjects, among others, are as follows:

(1) Special problems on the relation of public and private finance.
(2) The present taxation problem in a particular state or county.
(3) A critical study of some particular kind of tax—income taxes, inheritance taxes, business taxes, etc.
(4) Theories of the incidence of taxes.
(5) Various administrative problems, such as budget or assessment procedure.
(6) The financial history of the United States.

Assignments and Readings in Public Finance

 

Attention is directed particularly to the following books:

Bastable, C.F. Public Finance
*Bullock, C.J. Selected Readings in Public Finance (3d. ed.)
Dewey, D.R. Financial History of the United States (11th ed.)
Fagan, E.D., and Macy, C.W. Public Finance
Hibbard, B.H. A History of the Public Land Policies
Lutz, H.L. The State Tax Commission
Mills, M.C. and Starr, G.W. Readings in Public Finance and Taxation
Seligman, E.R.A. Essays in Taxation (10th ed.)
Seligman, E.R.A. The Income Tax
Seligman, E.R.A. Studies in Public Finance
Great Britain Report of the Committee on National Debt and Taxation (The Colwyn Report, 1927)
Great Britain Report of the Committee on National Expenditure (The May Report, 1931)
National Tax Association Proceedings
National Tax Association Bulletin
*Lutz, H.L. Public Finance (2d ed.)

 

February 3 – 14 Public Expenditures, Public Works, and the Budget.

Required Lutz, Public Finance, Ch. 1-7.
Bullock, Selected Readings, Ch. 2, 3 (Sect. 9, 13)
Suggested Bastable, Public Finance, Bk. I, ch. 1-8.
Fagan and Macy Public Finance, Ch. 1-4.
Great Britain, Report of the Committee on National Expenditure (1931)
Haig, R.M., Public Finances of Post War France, Ch. 20.
Mills & Starr, Readings, Ch. 1-5.
National Industrial Conference Board, Cost of Government in the United States, 1925-26, 1926-27, 1929-30.
National Industrial Conference Board, Federal Finances, 1923-32.
National Industrial Conference Board, Report on Recent Social Trends, Vol. II, Ch. 25-26.
Willoughby, W.F., Financial Condition and Operations of the National Government, 1921-30.
Clark, J.M., Economics of Planning Public Works
Gayer, A.D., Public Works in Prosperity and Depression
Buck, A.E., The Budget in Governments of Today.
Mallet,British Budgets, 1887-1913
Mallet & George, British Budgets (Second Series) 1913-1921, and 1921-1933.

 

 

February 17 – 28 Public Revenues Other than Taxes; the Public Domain; Public Ownership; Administrative Revenues.

Required Lutz, Public Finance, Ch. 8-12.
Mills & Starr, Readings, Ch. 7, 9.
Suggested Bastable, Public Finance, Bk. II, Ch. 1-5.
Fagan and Macy Public Finance, Ch. 5-7.
Hibbard, A History of the Public Land Policies.
Knoop, D., Principles and Methods of Municipal Trading.
Mills & Starr, Readings, Ch. 7-8.
                           Report of the National Resources Board, Part II.
                           Report of the United States Post Office.
Seligman, Essays in Taxation, Ch. 14-15.
Splawn, Government Ownership and Operation of Railroads.
Taussig, Principles of Economics (3rd. ed.), Vol. II, Ch. 62.

 

March 2 – 13 Taxation: Principles and Incidence.

Required Lutz, Public Finance, Ch. 13-14.
Bullock, Selected Readings, Chs. 8-9.
Taussig, Principles of Economics, Ch. 68, 70, 71.
Mills & Starr, Readings, Ch. 11 (sect. 24).
Suggested Bastable, Public Finance, Bk. III, Chs. 3, 5.
Brown, H.G., Economics of Taxation.
Carver, T.N., Essays in Social Justice, Ch. 17.
Dalton, H., Principles of Public Finance, (8th ed.), Ch. 6-12.
Fagan and Macy Public Finance, Ch. 8-9.
Seligman, Progressive Taxation in Theory and Practice.
Seligman, Shifting and Incidence of Taxation, (3rd ed.), Part I.
Silverman, H.A., Taxation, Its Incidence and Effects.
Stamp, J.C., The Fundamental Principles of Taxation.
Taussig, Some Aspects of the Tariff Question (3rd ed.), Ch. 1.

 

March 16 – 27 Taxation of Land; Single Tax; General Property Tax; Taxation of Business.

Required Lutz, Public Finance, Ch. 17-18.
National Tax Association, Second Report of a Model System of State and Local Taxation.
Tax Policy League, The Place of State Income Taxation in the Revenue Systems of the State.
Mills & Starr, Readings, Ch. 17 (sect. 42, 43).
Suggested Blakey, Taxation in Minnesota, Ch. 5, 6.
Fagan and Macy Public Finance, Ch. 10-14.
Fairchild and Associates, Forest Taxation in the United States.
Jensen, J. P., Property Taxation in the United States.
Leland, S., Classified Property Tax.
Mills & Starr, Readings, Ch. 12-13.
National Industrial Conference Board, State and Local Taxation of Business Corporations.
Watson, J.P., The City Real Estate Tax in Pittsburgh.
Welch, R.B., State and Local Taxation of Banks in the U.S.

 

March 29 – April 4   Vacation

 

April 6 – 17 Income Tax; Inheritance Tax; Sales Tax.

Required Lutz, Public Finance, Ch. 19-23.
Bullock, Selected Readings, Ch. 11 (sect. 46)
Mills & Starr, Readings, Ch. 14 (sect. 36), 16 (sect. 40).
Suggested  

Blakey, Taxation in Minnesota, Ch. 15.

The State Income Tax.

Buehler, General Sales Taxation.
Haig, R.M., Taxation of Excess Profits in Great Britain.
Haig & Shoup, The Sales Tax in American States, pp. 1-108.
Fagan and Macy Public Finance, Ch. 15-21.
Mills & Starr, Readings, Ch. 14-20, 25, 26.
National Industrial Conference Board, General Sales or Turnover Taxation.
National Industrial Conference Board, State Income Taxes.
National Industrial Conference Board, Sales Taxes: General, Selective, and Retail.
Rignano, E., The Social Significance of the Inheritance Tax.
Seligman, Essays in Taxation, Ch. 22-24 (War Finance).
Shultz, The Inheritance Tax.

 

April 20 – May 1. Public Credit.

Report on Special Subject: Final Date for Students other than Seniors — May 1.

Required Lutz, Public Finance, Ch. 24-29.
Mills & Starr, Readings, Ch. 24 (sect. 58).
Suggested Bastable, Public Finance, Bk. V.
Brown, H.G., Economics of Taxation, Ch. 1-2.
Bullock, Selected Readings, Ch. 22-24.
Burgess, W.R., Reserve Banks and the Money Market, Ch. 6.
Fagan and Macy Public Finance, Ch. 22-27.
Hargreaves, The National Debt.
Hendricks, The Federal Debt, 1919-30.
Love, R.A., Federal Financing, esp. Ch. 8-14.
Pigou, Public Finance, Part III.
Seligman, Essays in Taxation, Ch. 23-24.
Studensky, P., Public Borrowing.
Beckhart, B., New York Money Market, Vol. IV, Part II.

 

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003 (HUC 8522.2.1), Box 2, Folder “1935-1936”.

Image Source: Harvard Class Album 1934.

Categories
Courses Harvard Syllabus

Harvard. The Corporation and its Regulation. Course Syllabus. Crum, Mason & Chamberlin, 1934

The division of labor among the three professors jointly responsible for this course appears to be according to topic. The accounting business clearly fell to Crum.  Why Mason is listed ahead of Chamberlin (seniority? or order of topic within the course) is not explicit. For now I’ll just conjecture that Mason taught the Dewing (i.e. Finance) part of the course and Chamberlin then taught the Berle and Means material. The enrollment numbers indicate it was a popular course (maybe as pre-law or pre-MBA preparation for economics majors?).

More recently added:  the final examination questions for the course.

______________________________

[From the Course Catalogue]

Economics 4a 1hf. The Corporation and its Regulation

Half-course (first half-year). Tu., Th., Sat., at 11. Professor Crum, Associate Professor Mason, and Associate Professor Chamberlin.

 

Source: Announcement of the Courses of Instruction Offered by the Faculty of Arts and Sciences during 1934—35 (second edition). Official Register of Harvard University, Vol. 31, No. 38 (September 20, 1934), p.126.

______________________________

[Course Enrollment]

4a 1hf. Professor Crum, Associate Professors Mason and Chamberlin.—The Corporation and its Regulation.

161 Total: 1 Graduate, 52 Seniors, 86 Juniors, 11 Sophomores, 11 Others.

Source: Harvard University Archives, Report of the President of Harvard College and the departments for 1934-35, p. 81.

______________________________

 

Economics 4a
The Corporation and its Regulation

Reading Assignments, 19341935

BOOKS:

S. Baldwin, Modern Political Institutions
Paton and Stevenson, Accounting Principles
A. S. Dewing, Financial Policy of Corporations (1934 edition) [link to 1926 edition]
Berle and Means, The Modern Corporation and Private Property
Bonbright and Means, The Holding Company
Seager and Gulick, Trust and Corporation Problems
J. B. Hubbard, ed., Current Economic Policies

* * * * * * *

October 1-6: Baldwin, Ch. 6.
October 8-13: Paton and Stevenson, pp. 1-207 (Omit Ch. 5)
October 15-20: Paton and Stevenson, Ch. 22.
October 22-17: Dewing, Book IV, Chs. 7, 8,9.
October 29-November 3: Dewing, Book III, Chs. 3, 4.
November 5-10: Dewing, Book I, Chs. 3, 4, 5.
November 12-17: Dewing, Book V, Ch. 3 and pp. 730-736.
November 19-24: Berle and Means, Book II, Chs. 1, 2, 3.
November 26-December 1 Berle and Means, Book II, Chs. 5-8, Book IV (complete).
December 3-8: Bonbright and Means, Chs. 1, 2, 3, 6 (omit Supplment), 13.
December 10-15: Berle and Means, Book III (complete).
Hubbard, pp. 575-610.
December 17-22: Seager and Gulick, Chs. 25, 27.
Hubbard, pp. 110-126.

* * *  * * * *

Reading Period: Dewing, Book V, Chs. 9, 11, 12; Book VI, Ch. 5.
Berle and Means, Book I, Chs. 3, 4.
Hubbard, pp. 610-636.

 

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003 (HUC8522.2.1). Box 2, Folder “1934-1935”.

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

Categories
Courses Minnesota Syllabus

Minnesota. Fiscal Policy Reading List. Walter Heller, 1950

This course reading list from the Spring quarter of 1950 at the University of Minnesota was enclosed with a thank-you letter dated April 27, 1950 from Walter W. Heller to Milton Friedman thanking him for having sent three reprints of “A Monetary and Fiscal Framework for Economic Stability” (AER, 1948) that Heller had included in the required readings for his Minnesota course.

A brief biography of Walter Heller is provided in the Finding Aid for his papers at the University of Minnesota Archives and here a memoir of a former student.

________________________________

University of Minnesota
School of Business Administration

Economics 195Fiscal Policy
(Spring, 1950)

Abbreviations Textbooks
KKK K.K. Kurihara, Monetary Theory and Public Policy, New York, W. W. Norton, 1940.
IEPP Metzler, et al, Income, Employment, and Public Policy, New York, W. W. Norton, 1948.
Douglas Report Subcommittee on Monetary, Credit and Fiscal Policies of the Joint Congressional Committee on the Economic Report, Monetary, Credit, and Fiscal Policies (Sen. Doc. No. 129, 81st Cong., 2nd Session)
PFFE Musgrave et al, Public Finance and Full Employment, Fed. Res. Bd. Postwar Economic Studies, No. 3, December 1945.
 

Additional References

BCT American Economic Association, Readings in Business Cycle Theory.
SCE American Economic Association, A Survey of Contemporary Economics.
B&B Bowman and Bach, Economic Analysis and Public Policy.
H-1 Hansen, Fiscal Policy and Business Cycles.
H-2 Hansen, Monetary Theory and Fiscal Policy
NE Harris et al, The New Economics.
Hart Hart, Money, Debt, and Economic Activity.
“Green Book” Joint Committee on Economic Report, Monetary, Credit and Fiscal Policies. [Possibly this set of hearings is intended]
EC Lerner, Economics of Control.
Murphy Murphy, The National Debt in War and Transition.
S-1 Simons, Federal Tax Reform.
S-2 Simons, Economic Policy for a Free Society.
FAP Twentieth Century Fund, Financing American Prosperity.
AER American Economic Review
CED Committee for Economic Development.

Assignments (Do not expect the assignments to fit perfectly into the course outline; you will find that many fit only partially or obliquely and that there is much overlap)
Asterisk (*) means assigned; others are suggested.

 

I. BACKGROUND AND REVIEW

A. Monetary Policy and Concepts

1.* B&B, Ch. 11 (Ch. 40 also suggested)

2.* KKK, pp. 3-39

B. Public Finance

1.* B&B, Book VI (for quick review)

2. H-1, Part Two

C. Theory of Employment, Income, and Interest

1.* KKK, Part II (But beware of the dogma!)

D. Business Cycles

1.* B&B, Ch. 14 (for review, as needed)

2. Hart, Part III

II. NATURE AND OBJECTIVES OF FISCAL POLICY

1*. Gerhard Colm, “Fiscal Policy” (NE, Ch. 34)

2.* Alvin Hansen, “Keynes on Economic Policy” (NE, Ch. 16)

3.* Hart, Ch. 19

4.* Everett Hagen, “Direct v. Fiscal-Monetary Controls: A Critique” (Mimeograph- to be published in A. E.A. Proceedings, May, 1950)

5.* Smithies, “Federal Budgeting and Fiscal Policy”, (SCE, pp. 174-192)

6.* Wright, “Income Redistribution Reconsidered”, IEPP

7. Vickrey, “Limitations to Keynesian Economics”, Social Research, December, 1948

8. United Nations, National and International Measures for Full Employment, 1949

9. Meade, Planning and the Price Mechanism, The MacMillan Co., 1948

10. “The Problem of Full Employment”, by Hart, Sweezy, et al, AER, Proceedings issue, May, 1946, pp. 280-335.

III. ECONOMIC REQUISITES FOR FULLEMPLOYMENT EQUILIBRIUM

A. Introduction

1. G. L. Bach, “Economic Requisites for Economic Stability” (to be published in AEA Proceedings, May, 1950)

B. The Income Claims Requirement (and cost-price problems)

1. Walter Morton, “Trade Unionism, Full Employment, and Inflation”, A.E.R., March, 1950

2.* FAP: Ellis, pp. 176-198; Hansen, pp. 256-260; Machlup, pp. 426-440; 460-466 (Suggested also: Clark, pp. 97-125; Williams, pp. 367-373)

C. The Adequate Money Demand Requirement

1. The general problem

a. Samuelson, “The Simple Mathematics of Income Determination”, IEPP

b. Smithies, “Effective Demand and Employment”, NE

c.* Review Kurihara assignment

2. The consumption function

a.* Duesenberry, “Income-Consumption Relations”, IEPP

b. Lubell, “Effects of Redistribution of Income on Consumers’ Expenditures”, AER, December, 1947

3. Investment

a.* Domar, “Investment, Losses, and Monopolies”, IEPP

b.* Higgins, “Concepts and Criteria of Secular Stagnation”, IEPP

c.* Sweezy, “Declining Investment Opportunity”, Ch. 32, NE

d. Higgins, “The Concept of Secular Stagnation”, AER, March, 1950

e. Hansen, H-1, Chs. 16 and 17

f. Wright, “The Great Guessing Game”, Review Econ. Statistics, February, 1946

IV. LONGRUN FISCAL POLICY

A. General

1. Bishop, “Alternative Expansionist Fiscal Policies: A Diagrammatic Analysis”, IEPP

2.* Smithies, SCE, pp. 192-195

3.* Hansen, H-2, Ch. 13

4.* Williams, “Deficit Spending”, BCT, Ch. 13

5.* Musgrave, “Fiscal Policy, Stability and Full Employment”, PFFE

B. Taxation

1.* Smithies, SCE, pp. 195-200

2.* Musgrave, “Federal Tax Reform”, PFFE

3.* Simons, S-1, Ch. 2

4. Hansen, H-1, Ch. 19

C. Expenditure Policy

1. Higgins, Ch. 35, NE

2.* Smithies, SCE, pp. 200-204

V. DEBT MANAGEMENT

1.* Domar, “Public Debt and National Income”, PFFE

2.* Wallich, “Public Debt and Income Flow”, PFFE

3. Lerner, “The Burden of the National Debt”, IEPP

4.* Simons, “On Debt Policy”, S-2

VI. ANTICYCLICAL FISCAL POLICY

A. Political and Administrative Requisites for (and Barriers to) Effective Fiscal Policy

1. Roy Blough, “Political and Administrative Requisites for Achieving Economic Stability”, to be published in Proceedings issue of AER, May, 1950

2.* Alexander, “Opposition to Deficit Spending”, IEPP

B. General

1. Fellner, “Employment Theory and Business Cycles”, SCE

2.* Smithies, SCE, pp. 204-209

3.* Lerner, EC, Ch. 24

C. Automatic Devices

1.* Hart, Chs. 21 and 22

2.* Friedman, “A Monetary and Fiscal Framework for Greater Economic Stability,” AER, Je., 1948

2a. “Comment” on above, and “Rejoinder”, AER, Sept., 1949

3. CED Taxes and the Budget (Policy Statement), 1947, pp. 10-34

D. Discretionary Policy

1.* Hart, Chs. 23 and 24

2.* Hansen, H-2, Ch. 12

3.* Margolis, “Public Works and Economic Instability”, JPE, August, 1949

E. State and Local Finance

1. Mitchell, Litterer, and Domar, “State and Local Finance”, PFFE

VII. SPECIFIC APPLICATIONS OF FISCAL POLICY

A. The Wartime Case

1.* Murphy, Chs. 5, 6, 7, 18, 19

2. Keynes, How to Pay for the War, Macmillan, London, 1940

B. A WarDevastated Economy

1.* Heller, “The Role of Fiscal-Monetary Policy in German Economic Recovery”, AER, Proceedings issue, May, 1950 (also mimeographs on reserve)

C. The U.S. Economy in Peacetime (?)

1.* Douglas Report, pp. 1-32

2.* The Green Book, pp. 395-424 (skim and scan)

3. CED. Monetary and Fiscal Policy for Greater Economic Stability, (Policy Statement), 1948

 

Source: Hoover Institution Archives, Milton Friedman Papers, Box 28, Folder 5 (Correspondence: Heller, Walter W.).

Categories
Courses Harvard Syllabus

Harvard. Syllabus for International Trade and Tariff Policies. Harris, 1933

Seymour Harris (1897-1975) received his Ph.D. from Harvard in 1926 with a dissertation about paper money issued during the French Revolution: “The Assignats.” It was published as Harvard Economic Studies 33. He took over the international trade course that was offered to undergraduates and graduates from A. H. Cole starting in 1932-33.  Beginning in 1936-37 the course was then jointly taught by Harris and Gottfried Haberler.

Following his retirement from Harvard in 1964 Harris went on to become the founding chairman of the UC San Diego Department of Economics. Paul Samuelson offered written tribute to Seymour Harris’ contributions

_________________________

[Course Announcement]

Economics 9a 1hf. International Trade and Tariff Policies

Half-course (first half-year). Mon., Wed., and (at the pleasure of the instructor) Fri., at 12. Asst. Professor Harris.

 

Source: Announcement of the Courses of Instruction Offered by the Faculty of Arts and Sciences 1933-34, Second edition. Official Register of Harvard University. Vol. XXX, No. 39 (September 20, 1933).

 

_________________________

[Course Enrollment]

102 Total: 4 Graduates, 76 Seniors, 16 Juniors, 2 Sophomores, 4 Others.

 

Source: Annual Report of the President of Harvard College, 1933-34, p. 84.

 

_________________________

ECONOMICS 9a
Outline, 19331934

 

Important Books:

Ohlin: International and Interregional Trade¨[1933]

Taussig: International Trade [1927]

Taussig: Some Aspects of the Tariff Problem [3rd enlarged ed with Harry D. White, 1931]

Taussig: Tariff History [6th ed 1914]

 

I. Pure Theory of International Trade (September 25 – October 27)

Lecture 1. The regional balance of payments

Lecture 2. The international balance of payments

Lecture 3. Conditions of international and interregional trade

Lecture 4. Movements of commodities and factors

Lecture 5. The problems of localization and transportation

Lecture 6. The Classical theory as developed by Ricardo

Lecture 7. The Classical theory as modified by Taussig

Lecture 8. The supply and demand theory of Marshall

 

Assignment:

Ohlin: Chapters 1-7.

Taussig, International Trade: Chapters 1-7

 

II.   Pure Theory, continued; Money and the Theory of international Trade

(October 30 –November 10)

Lecture 9. International trade under a gold standard

Lecture 10. International trade under a gold standard, continued

Lecture 11. International trade under a silver standard

Lecture 12. International trade under an inconvertible standard

 

Assignment:

Taussig, International Trade: Chapters 17, 18, 26, 27.

 

III.       Fiscal Problems (November 13,- December 8)

Lecture 13. Effects of import duties

Lecture 14. Some aspects of British fiscal policy

Lecture 15. British fiscal policy and her international position.

Lecture 16. Some aspects of American fiscal policy

Lecture 17. The international competitive position of the United States

Lecture 18. The technique of tariff bargaining and administration

Lecture 19. Tariffs, prices, and the terms of trade

Lecture 20. The problem of raw materials in its international aspects.

 

Assignment:

Taussig, Some Aspects of the Tariff Problem: Chapters 1-3, 9-13.

Taussig, Tariff History: Part II.

IV.   Capital Movements and Reparations (December 11-22)

Lecture 21.    The mechanism of capital movements

Lecture 22.    Statistical verification of the theory

Lecture 23.    Keynes, Ohlin, Taussig on reparations

 

Assignment:

Ohlin: Chapters 19-22.

 

HOUR EXAMINATION: Wednesday, October 25.

 

Reading Period:

Read ONE of the following:

  1. Ashley, Modern Tariff History [Germany—United States—France]  [3rd ed, 1920]
  2. Barnes, A History of the English Corn Laws: Chapters 7-12 [1930]
  3. Beveridge, Tariffs: The Case Examined [1st ed. October 1931; 2nd ed. June 1932]
  4. Culbertson, International Economic Policies: Chapters 1-5, 7 [1925]
  5. League of Nations, Course and Phases of the World Economic Depression: Pp. 1-274 [B. Ohlin, 1931]
  6. Loveday, Britain and World Trade  [1931]
  7. Marshall, Money, Credit and Commerce  [1922]
  8. Pigou, Essays in Applied Economics: Chapters 14-15.[1923]
    Pigou and Robertson, Economic Essays and Addresses [1931]:

Part I, Chapter 4;
Part II, Chapters 2, 4, 5.

 

Source: Syllabi, course outlines and reading lists in Economics, 1895-2003. Harvard University Archives: HUC 8522.2.1, Box 2, Folder “1933-1934”.

Image source: Harvard Album, 1934.

 

Categories
Bibliography Courses Harvard

Harvard. Business Cycles Course. Hansen, 1950.

According to the course catalogue for 1950-51, this course was to be co-taught by Professor Alvin Hansen and Assistant Professor Richard Goodwin. (Official Register of Harvard University. Vol. 47, No. 23, September, 1950.) However, Goodwin did not receive tenure at Harvard and moved on to Cambridge University in 1950. In the following years material for this course was swept into the second semester of Economics 141. “Money, Banking and Economic Fluctuations” offered jointly by Hansen and John H. Williams.

________________________

Economics 145a
Business Cycles 1950-51
Professor Hansen

Part I. Descriptive Survey

Haberler, Prosperity and Depression, Ch. 1,9.
Hansen, Fiscal Policy and Business Cycles, Ch. I, II.
Schumpeter, “The Analysis of Economic Change,” in Readings in Business Cycle Theory, Ch. I.
Federal Reserve Chart Book (available at the Coop.)

Suggested Reading:

Mitchell, “Business Cycles,” in Encyclopaedia of the Social Sciences, Vol. 3, pp. 92-106.
Kondratieff, “The Long Waves in Economic Life,” in Readings in Business Cycle Theory, Ch. 3.
Frickey, Economic Fluctuations in the United States.
Burns and Mitchell, Measuring Business Cycles.
Beveridge, Full Employment in a Free Society, Part II, Sec. 1 and Appendix A.
Schumpeter, Business Cycles, pp. 161-174; 212-219.
Dewey and Dakin, Cycles, Ch. 1-9.
Aschinstein, Introduction to Business Cycles, 1950.

Part II. The Meaning and Genesis of National Product

Hansen, Economic Policy and Full Employment, Ch. 3, 4.
Gilbert and Jaszi, “National Product and Income as an Aid in Economic Problems,” in Readings in the Theory of Income and Distribution, Ch. 2.
Machlup, “Period Analysis and Multiplier Theory,” in Readings in Business Cycle Theory, Ch. 10, only pp. 210-234.
Morgan, Income and Employment, Ch. I.
Haberler, Prosperity and Depression, Ch. 8, Section 4, pp. 222-232; Ch. 13, Section 1, pp. 455-461.
Hansen, Fiscal Policy and Business Cycles, Ch. XI, XII, XIII, XIV.

Suggested Reading:

National Income, Supplement to Survey of Current Business, July, 1947.
Kuznets, (a) The National Income and its Composition, Ch. 1; (b) National Income, A Summary of Findings.
Kaldor, “The Quantitative Aspects of the Full Employment Problem in Britain,” Appendix C in Beveridge, Full Employment in a Free Society.

Part III. Theory of Cycles and Investment

Haberler, Prosperity and Depression, Ch. 10, 11, and 3; Ch. 13, Section 3, pp. 473-479.
Hansen, (a) Fiscal Policy and Business Cycles, Ch. XVI and XVII; (b) Economic Policy and Full Employment, Ch. 14-16.
Keynes, General Theory, ch. 22.
Lerner, Economics of Control, Ch. 21, 22.
Harris, The New Economics, Ch. 33.
Schumpeter, Business Cycles, Ch. IV, Sections A, B, and C, pp. 130-161; Ch. VII, Section C., pp. 325-351.
Morgan, Income and Employment, Ch. 7-9.

Suggested Reading:

Tinbergen and Polak, The Dynamics of Business Cycles.
Long, Building Cycles and the Theory of Investment, Ch. I, II, VII, VIII, XII.
Haberler, Prosperity and Depression, Chapter VIII.
Schumpeter, Business Cycles, Chapters 6 and 7.
Tinbergen, Robertson, Hayek, Hawtrey in Readings in Business Cycle Theory, Ch. 4, 15, 16, 17.
Clark, Strategic Factors in Business Cycles.
Wilson, The Fluctuations in Income and Employment Ch. 1-10.
Estey, Business Cycles, Ch. 1-16.
Hansen (a) Business Cycle Theory, Ch. 4, 8; (b) Full Recovery or Stagnation, Ch. 3 (Hayek); and Appendix Keynes’ Treatise, pp. 331-343.
Metzler, (a) “The Nature and Stability of Inventory Cycles,” in Review of Economic Statistics, August, 1941; (b) “Business Cycle Theory and the Theory of Employment,” in American Economic Review, June, 1946.
Samuelson, Readings in Business Cycle Theory, Ch. 12.
Samuelson, Chapter II in Harris’ Postwar Economic Problems: Income, Employment and Public Policy, Norton, 1948.

Part IV. Policy

Beveridge, Full Employment in a Free Society, Parts IV and V.
C. E. D., Taxes and the Budget, 1947.
Hansen, (a) Fiscal Policy and Business Cycles, Ch. 9; (b) Economic Policy and Full Employment, Ch. 5-13; 22.

Suggested Reading:

Hicks, Ch. 24, in Readings in Income Distribution (Keynes and the Classics; also in Econometrica, Vol. 5, 1937).
Pigou, Lapses from Full Employment.
Kaldor, “Stability and Full Employment,” in the Economic Journal, December, 1938.
Board of Governors of the Federal Reserve System, Postwar Studies, No. 3, Musgrave, “Federal Tax Reform,” pp. 22-52.
Schumpeter, Capitalism, Socialism and Democracy, Ch. XV, XVI, XVII.
Twentieth Century Fund, American Housing, Ch. 12, pp. 311-341.
Financing American Prosperity, Twentieth Century Fund, (especially, Clark, Slichter and Williams).

READING PERIOD ASSIGNMENT

Read one of the following four assignments:

  1. Morgan, Income and Employment, Ch. 10-18.
  2. Polanyi, Free Trade and Full Employment, Ch. 3, 4, 6, 7; AND John H. Williams, “Free Enterprise and Dull Employment,” Chapter 7 in Financing American Prosperity.
  3. Terborgh, George, The Bogey of Economic Maturity (entire book, disregarding appendices) AND H. Hansen’s review of Terborgh’s book in Appendix B in Economic Policy and Full Employment AND Wright’s review in Review of Economic Statistics, February, 1946, pp. 13-22.
  4. National and International Measures for Full Employment, United Nations, Department of Economic Affairs, 1949.

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003 (HUC 8522.2.1), Box 5. Folder: “Economics, 1950-1951 (1 of 2)”.

Image Source:  Harvard Album 1952.