Category: Harvard

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

Post author By Irwin Collier
Post date 2024-04-18

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

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Meet the course teaching assistant

Edwin DeTurck Bechtel.

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

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

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

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

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

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Course Enrollment

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

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

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

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ECONOMICS 9a
Mid-Year Examination, 1906-07

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

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

Tags Bechtel, Ripley

Exam Questions Harvard Money and Banking

Harvard. Exams for Money and Banking. Andrew, 1906-1907

Post author By Irwin Collier
Post date 2024-03-11

A two course sequence covering money, banking and foreign exchange became an established specialty field at the beginning of the twentieth century. Assistant Professor A. Piatt Andrew covered that field at Harvard.

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Previous course materials for
Money and Banking

1900-01 (Meyer and Sprague)
1901-02 (Andrew, Sprague, Meyer)
1902-03 (Andrew’s money exam, Sprague’s banking exam)
1903-04 (Andrew and Sprague)
1904-05 (Andrew’s money exam, Sprague’s banking exam)
1905-06 (Andrew’s money and banking exams)

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Course Enrollment 1906-07
Money, first semester

Economics 8a ¹hf. Asst. Professor Andrew. — Money. A general survey of currency legislation, experience, and theory in recent times.

Total 50: 4 Graduates, 12 Seniors, 22 Juniors, 10 Sophomores, 2 Others.

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

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ECONOMICS 8a
Mid-year Examination, 1906-07

Why was the Latin Monetary Union instituted? Why does it continue to exist? What conclusions of general significance can be drawn from its history?
When may the levying of a seignorage be expected to result in rising prices? Falling prices? Stationary prices?
“It is possible to introduce either a system of bi-metallism which will make prices fall, or one which will make them rise.” Explain these two systems, and show why they would affect prices in such ways.
How is the increasing gold supply likely to affect —
1. the interests of the working classes?
2. the prosperity of business?
3. the income of persons living upon a salary?
4. the price of real estate?
5. the price of bonds?
  Explain the reasons in each case.
Explain the character, merits, and defects of —
(a) the mathematical mean, (b) the geometrical mean, (c) the median, (d) the mode, (e) weighted averages, as methods of measuring changes in the value of money.

“If an ounce of gold, which would be coined into the equivalent of £3 17s 10½ d, is sold for £4 or £5 in paper, the value of the currency has sunk just that much below what the value of a metallic currency would be.” — Mill, II, p. 92. What is your opinion of this statement?
What does Darwin mean by the labor standard? By the commodity standard? Explain the merits claimed for each, and show the exemplification of the two standards in the history of the precious metals between 1873 and 1896. Has either been exemplified in the history of gold or silver since 1896?
Enumerate the different kinds of money now current in the United States, and explain the circumstances and conditions of their issue.

Source: Harvard University Archives. Harvard University. Mid-year Examinations, 1852-1943. Box 7, Bound Volume: Examination Papers, Mid-Years 1906-07. A copy is also found in Harvard University, Examination Papers, 1873-1915. Box 8, Bound vol. Examination Papers 1906-07 (HUC 7000.25), pp. 30-31.

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Course Enrollment, 1906-07
Banking, second semester

Economics 8b ²hf. Asst. Professor Andrew. — Banking and Foreign Exchange.

Total 82: 3 Graduates, 10 Seniors, 32 Juniors, 30 Sophomores, 2 Freshmen, 5 Others.

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

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ECONOMICS 8b
Year-end Examination, 1906-7

Omit one question

Name and characterize briefly the various classes of banks existing in (a) the United States, (b) England, (c) Scotland, (d) France, and (e) Germany.
Name when possible a few leading examples of each class.
What is meant in England by the official Bank rate, the actual Bank rate, the deposit rate, the market rates?
Suppose that the official rate is raised from 4% to 5%, to what extent will the other rates probably be affected? and why?
Would the answer have been different thirty years ago?
In what manner and to what extent does the government derive especial advantage in the way of revenue and of services from the banks in the United States? in England? in Germany?
It has been said that “any amount of credit may be created … so long as the claims held by the bank are based upon actual and salable property.”
Mention any person or persons to whom one might attribute this opinion. Would you accept it?
Express and illustrate the various circumstances under which American quotations of exchange upon France may (1) exceed, and (2) fall short of the nominal gold points.
In your opinion did Andrew Jackson’s policy work permanent benefit or permanent harm to the banking interests of the country? State reasons.
Explain briefly the innovations made by Secretary Shaw in the relations of the Treasury with the banks, and state your opinion of the general policy involved therein.
What contributions to the development of banking in England were made by the authors of (a) “The Bullion Report,” (b) “Lombard Street”?
In what ways and how far are the principles there presented applicable to the United States?

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 8, Bound vol. Examination Papers 1906-07 (HUC 7000.25), pp. 31-32.

Image Source: A. Piatt Andrew’s The Red Roof Guestbook, 1914-1930. Available at the Historic New England Website. Henry Davis Sleeper (Andrew’s neighbor on the left) and A. Piatt Andrew Jr. (right).

Tags AndrewAP

Economic History Exam Questions Harvard

Harvard. Exam for European economic history (19th century). Gay, 1906-1907

Post author By Irwin Collier
Post date 2024-03-09

Before Abbott Payson Usher (1883-1965) and Alexander Gerschenkron (1904-1978) and after William Ashley (1860-1927), Professor Edwin Francis Gay (1867-1946) taught European Economic history in the Harvard economics department. This post adds to the collection of his examination questions transcribed and posted at Economics in the Rear-view Mirror.

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Previously posted:
European economic history
taught at Harvard

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

Exams for 1903-04.

Exams for 1904-05.

Exams for 1905-06

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

Gay and Usher’s economic history exams from 1930 through 1949.

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Course Enrollment
1906-07

Economics 6a ¹hf. Professor Gay. — European Industry and Commerce in the Nineteenth Century.

Total 73: 17 Graduates, 20 Seniors, 21 Juniors, 12 Sophomores, 3 Others.

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

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ECONOMICS 6a
Mid-year Examination, 1906-07

Compare the conditions of land-ownership in England, France and Germany during the first half of the nineteenth century. Explain the differences.
[European tariff policies]
1. Date the liberal period in the tariff history of the chief European countries.
2. Why was the English Corn Law repealed?
3. Give a brief account of the tariff history of Germany since the formation of the Zollverein.
What consequences, according to Chevalier, would follow from the increased production of gold?
[Railroad policies]
1. When and for what reasons did the states of Germany and Russia obtain ownership of the railroads? What value has their experience for other countries?
2. State Hadley’s criticism of the English Railway Commission.
Describe briefly the extent, causes and results of the agricultural depression in Europe.

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

Image Source: WikimediaCommons. This file is licensed under the Creative Commons Attribution-Share Alike 3.0 Unported license.

Tags Gay

Economic History Exam Questions Harvard Suggested Reading Syllabus

Harvard. Reading list and Exam for U.S. Economic History. Gay, 1906-1907

Post author By Irwin Collier
Post date 2024-03-07

Edwin Francis Gay solo-taught the course on U.S. economic and financial history in 1906-07. He modified and expanded the course reading list from that used in the previous year by him and Taussig, but the structure of the course nonetheless appears to have been essentially unchanged.

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Previously…

Assistant Professor Oliver Mitchell Wentworth Sprague taught the Harvard course “Economic History of the United States”/ “Economic and Financial History of the United States” in 1901-02 (with James Horace Patten), 1902-03, 1903-04, and 1904-05. The course was taken over in 1905-06 by Frank William Taussig and Edwin Francis Gay after Sprague left for a full professorship at the Imperial University of Japan. The Taussig/Gay reading list and final exam for 1905-06.

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Course Enrollment
1906-07

Economics 6b ²hf. Professor [Edwin Francis] Gay. — Economic and Financial History of the United States.

Total 112: 20 Graduates, 13 Seniors, 44 Juniors, 25 Sophomores, 2 Freshmen, 8 Others.

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

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Course Reading List
1906-07

[Library Stamp: “May 13, 1907”]

ECONOMICS: 6b

Required Reading is indicated by an asterisk (*)

1. COLONIAL PERIOD.

*Ashley, Commercial Legislation of England and the American Colonies, Q.J.E., Vol. XIV, pp. 1-29; printed also in Ashley’s Surveys, pp. 309-335.

*Semple, American History and its Geographic Conditions, pp.36-51.

McMaster, History of the People of the United States, Vol. I, pp. 1-102.

Eggleston, Transit of Civilization, pp. 273-307.

Beer, Commercial Policy of England, pp. 5-158.

Rabbeno, American Commercial Policy, pp. 3-91.

Lord, Industrial Experiments in the British Colonies of North America, pp. 56-86; 124-139.

1776-1860.
2. COMMERCE, MANUFACTURES, AND TARIFF.

*Taussig, Tariff History of the United States, pp. 68-154

*Hamilton, Report on Manufactures, in Taussig’s State Papers and Speeches on the Tariff, pp. 1-79, 103-107, (79-103).

Bolles, Industrial History of the United States, Book II, pp. 403-426.

Bishop, History of American Manufactures, Vol. II, pp. 256-505.

Pitkin, Statistical View of the Commerce of the United States (ed. 1835), pp. 368-412.

Gallatin, Free Trade Memorial, in Taussig’s State Papers, pp. 108-213.

Rabbeno, American Commercial Policy, pp. 146-183.

Hill, First Stages of the Tariff Policy of the United States, Amer. Econ. Assoc. Pub., Vol. VIII, pp. 107-132.

3. AGRICULTURE AND LAND POLICY. — WESTWARD MOVEMENT.

*Hart, Practical Essays on American Government, pp. 233-257; printed also in Q.J.E., Vol. I, pp. 169-183, 251-254.

*Hammond, Cotton Industry, pp. 67-119.

*Semple, American History and its Geographic Conditions, pp. 52-74.

Turner, Significance of the Frontier in American History, in Report of Amer. Hist. Assoc., 1893, pp. 199-227.

Donaldson, Public Domain, pp. 1-29, 196-239, 332-356.

Sato, History of the Land Question in the United States, Johns Hopkins University Studies, IV. Nos. 7-9, pp. 127-181.

Sanborn, Congressional Grants of Land in Aid of Railways, Bulletin of Univ. of Wisconsin Econ., Pol. Sci, and Hist. Series, Vol. II, No. 3, pp. 269-354.

Hart, History as Told by Contemporaries, Vol. III, pp. 459-478.

4. INTERNAL IMPROVEMENTS.

*Callender, Early Transportation and Banking Enterprises, Q.J.E., Vol. XVII, pp. 111-162; printed also separately, pp. 3-54.

Tenth United States Census (1880), Vol. IV, Thos. C. Purdy’s Reports on History of Steam Navigation in the United States, pp. 1-62, and History of Operating Canals in the United States, pp. 1-32.

Chevalier, Society, Manners and Politics in the United States, pp. 80-87, 209-276.

Ringwalt, Development of Transportation Systems in the United States, pp. 41-54, 64-166.

Gallatin, Plan of Internal Improvements, Amer. State Papers, Misc., Vol. I, pp. 724-921 (see especially maps, pp. 744, 762, 764, 820, 830).

Pitkin, Statistical View (1835), pp. 531-581.

Chittenden, Steamboat Navigation on the Missouri River, Vol. II, pp. 417-424.

5. FINANCE, BANKING AND CURRENCY.

*Dewey, Financial History of the United States, pp. 75-117, 223-237, 252-262.

*Catterall, The Second Bank of the United States, pp. 1-24, 68-119, 376 map, 402-403, 464-477.

*Bullock, Essays on the Monetary History of the United States, pp. 60-93.

Hamilton, Reports on Public Credit, Amer. State Papers, Finance, Vol. I, pp. 15-37. 64-76.

Kinley. History of the Independent Treasury, pp. 16-39.

Sumner, Andrew Jackson (ed. 1886), pp. 224-249, 257-276, 291-342.

Ross, Sinking Funds, pp. 21-85.

Scott, Repudiation of State Debts, pp. 33-196.

Bourne, History of the Surplus Revenue of 1837, pp. 1-43, 125-135.

Conant, History of Modern Banks of Issue, pp. 310-347.

6. POPULATION AND SLAVERY.

*Cairnes, The Slave Power (2d ed.), pp. 32-103, 140-178.

Hammond, Cotton Industry, pp. 34-66.

Russell, North America, its Agriculture and Climate, pp. 133-167.

De Tocqueville, Democracy in America (ed. 1838), pp. 336-361, or eds. 1841 and 1848, Vol. I, pp. 386-412.

Helper, Compendium of the Impending Crisis of the South, pp. 7-61.

1860-1900.
7. FINANCE, BANKING AND CURRENCY.

*Mitchell, History of the Greenbacks, pp. 3-43, 403-420.

*Noyes, Thirty Years of American Finance, pp. 1-72, 234-254 (73-233).

Taussig, Silver Situation in the United States, pp. 1-157.

Dunbar, National Banking System, Q.J.E., Vol. XII, pp. 1-26; printed also in Dunbar’s Economic Essays, pp. 227-247.

Howe, Taxation and Taxes in the United States under the Internal Revenue System, pp. 136-262.

Tenth United States Census (1880), Vol. VII; Bayley, History of the National Loans, pp. 369-392, 444-486.

8. TRANSPORTATION.

*Hadley, Railroad Transportation, pp. 1-23, 125-145.

*Johnson, American Railway Transportation, pp. 24-68, 307-321, 367-385.

Industrial Commission, Vol. XIX, pp. 466-481.

Adams, Chapters of Erie, pp. 1-99, 333-429.

Davis, The Union Pacific Railway, Annals of the Amer. Acad., Vol. VIII, pp. 259-303.

Villard, Memoirs, Vol. II, pp. 284-312.

Dixon, Interstate Commerce Act as Amended, Q.J.E., Vol. XXI, pp. 22-51.

9. AGRICULTURE AND OPENING OF THE WEST.

*Industrial Commission, Vol. XIX, pp. 43-123, 134-167.

*Noyes, Recent Economic History of the United States, Q.J.E., Vol. XIX, pp. 167-187.

Twelfth United States Census (1900), Vol. V, pp. xvi-xlii.

Hammond, Cotton Industry, pp. 120-226.

Adams, The Granger Movement, North American Review, Vol. CXX, pp. 394-424.

Bemis, Discontent of the Farmer, J. Pol. Ec., Vol. I, 193-213.

10. THE TARIFF.

*Taussig, Tariff History, pp. 156-229.

Stanwood, American Tariff Controversies, Vol. II, pp. 243-394.

Taussig, Iron Industry, Q.J.E., Vol. XIV, pp. 143-170, 475-508.

Taussig, Wool and Woolens, Q.J.E., Vol. VIII, pp. 1-39.

Wright, Wool-growing and the Tariff since 1890, Q.J.E., Vol. XIX, pp. 610-647.

Robinson, History of Two Reciprocity Treaties, pp. 9-17, 40-77, 141-156.

Laughlin and Willis, Reciprocity, pp. 311-437.

11. INDUSTRIAL EXPANSION.

*Twelfth United States Census (1900), Vol. VII, pp. clxx-cxc (note especially the maps and comments on pp. clxx-clxxviii).

*Noyes, Thirty Years of American Finance, pp. 113-126.

Industrial Commission, Vol. XIX, pp. 485-519, 544-569.

Twelfth Census, Vol. IX, pp. 1-16; Vol. X, pp. 725-748.

Wells, Recent Economic Changes, pp. 70-113.

12. COMMERCE AND SHIPPING.

*Meeker, Shipping Subsidies, Pol. Sci. Quart., Vol. XX, pp. 594-611.

Soley, Maritime Industries of the United States, in Shaler’s United States, Vol. I, pp. 518-618.

Meeker, History of Shipping Subsidies, pp. 150-171.

McVey, Shipping Subsidies, J. Pol. Ec., Vol. IX, pp. 24-46.

Wells, Our Merchant Marine, pp. 1-94.

13. INDUSTRIAL CONCENTRATION.

*Willoughby, Integration of Industry in the United States, Q.J.E., Vol. XVI, pp. 94-107.

*Noyes, Recent Economic History of the United States, Q.J.E., Vol. XIX, pp. 188-209.

Twelfth Census, Vol. VII, pp. cxc-ccxiv.

Industrial Commission, Vol. XIII, pp. v-xviii.

Bullock, Trust Literature, Q.J.E., Vol. XV, pp. 167-217.

14. THE LABOR PROBLEM.

*United States Bureau of Labor Bulletins, No. 18 (Sept. 1898), pp. 665-670; No. 30 (Sept. 1900), pp. 913-915; No. 53 (July, 1904), pp. 703-728.

Adams and Sumner, Labor Problems, pp. 3-16, 502-547.

Levasseur. American Workman, pp. 436-509.

Mitchell, Organized Labor, pp. 391-411.

Twelfth Census, Special Report on Employees and Wages, p. xcix.

National Civic Federation, Industrial Conciliation, pp. 40-48, 141-154, 238-243, 254-266.

15. POPULATION, IMMIGRATION
AND THE RACE QUESTION.

*United States Census Bulletin, No. 4 (1903), pp. 5-38.

*Industrial Commission, Vol. XV, pp. xix-Ivii.

Adams and Sumner, Labor Problems, pp. 68-112.

Mayo-Smith, Emigration and Immigration, pp. 38-78.

Walker, Discussions in Economics and Statistics, Vol. II, pp. 417-451.

Hoffmann, Race Traits and Tendencies of the American Negro, pp. 250-309.

Tillinghast, The Negro in Africa and America, pp. 102-228.

Twelfth Census Bulletin, No. 8.

United States Bureau of Labor Bulletins, Nos. 14, 22, 32, 35, 37, 38, 48.

Washington, Future of the American Negro, pp. 3-244.

Stone, A Plantation Experiment, Q.J.E., Vol. XIX, pp. 270-287.

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

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ECONOMICS 6b
Year-end Examination, 1906-07

Describe briefly (not more than five minutes each) :—
1. Independent Treasury.
2. Greenbacks
3. Mills Bill.
4. Minimum system.
5. Homestead system.
6. Chief Canal systems.
Outline succinctly :—
1. The history and results of the tariff on wool and woolens.
2. The experience of the United States with reciprocity.
Comment on the following (from Grant’s message of 1870):
“Building ships and navigating them utilizes vast capital at home; it creates a home market for the farm and the shop; it diminishes the balance of trade against us precisely to the extent of freights and passage money paid to American vessels, and gives us a supremacy of the seas of inestimable value in case of foreign war.”
Compare in its more important features the economic history of the decade 1870-80 with that of the decade 1890-1900.
[International labor migration]
1. Describe the administration of the alien contract labor law.
2. What are the present tendencies in the distribution of immigrants?

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 8, Bound vol. Examination Papers 1906-07 (HUC 7000.25), pp. 29-30.

Image Source: Edwin F. Gay, seated in office, 1908. From Wikipedia. Colorized by Economics in the Rear-view Mirror.

Tags Gay

Exam Questions Harvard Problem Sets Transportation

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

Post author By Irwin Collier
Post date 2024-03-06

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

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

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Earlier exams etc. for Economics 5

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

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Course Enrollment
1906-07

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

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

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

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HARVARD UNIVERSITY

ECONOMICS 5
ASSIGNMENT OF REPORTS

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

GROUP A

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

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

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

GROUP B

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

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

GROUP C

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

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

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

RAILWAY COMPANIES IN THE UNITED STATES

Atchison, Topeka, and Sante Fé.
Baltimore and Ohio.
Canada Southern.
Central of New Jersey.
Chesapeake and Ohio.
Chicago and Alton.
Chicago Great Western.
Chicago, Indiana, and Louisville.
Chicago, Milwaukee, and St. Paul.
Chicago and Northwestern.
Chicago, Rock Island, and Pacific.
Cincinnati, Cleveland, Chicago, and St. Louis. (Big Four.)
Delaware and Hudson.
Delaware, Lackawanna, and Western.
Denver and Rio Grande.
Erie.
Great Northern.
Hocking Valley.
Illinois Central.
Iowa Central.
Lake Erie and Western.
Louisville and Nashville.
Mexican Central.
Missouri, Kansas, and Texas.
Missouri Pacific.
New York Central.
New York, Ontario, and Western.
Norfolk and Western.
Pennsylvania.
Philadelphia and Reading.
St. Louis and San Francisco.
St. Louis Southwestern.
Southern Pacific.
Southern Railway.
Texas and Pacific.
Union Pacific.
Wabash.
Wheeling and Lake Erie.
Wisconsin Central.
Ann Arbor.
Atlantic Coast Line.
Boston and Maine.
Boston and Albany. (See New York Central.)
Buffalo, Rochester, and Pittsburgh.
Central Vermont.
Central Railroad of New Jersey.
Cincinnati, Hamilton, and Dayton.
Chicago, St. Paul, Minneapolis, and Omaha. (See Chicago and Northwestern.)
Chicago and Eastern Illinois.
Pittsburgh, Evansville, and Terre Haute.
Lehigh Valley.
Long Island.
New York, New Haven, and Hartford.
New York, Chicago, and St. Louis.
Lake Shore and Michigan Southern. (See New York Central.)
Maine Central.
Pittsburgh, Bessemer, and Lake Erie.
Western Maryland.
Rio Grande Western.
St. Paul and Duluth.
Northern Pacific. (See Northern Securities Co.)
Burlington, Cedar Rapids, and Northern.
St. Joseph and Grand Island.
Kansas City, Fort Scott, and Memphis.
International and Great Northern.
Nashville, Chattanooga, and St. Louis.
Mobile and Ohio.
Yazoo and Mississippi Valley. (See Illinois Central.)
Plant System.
Georgia Railroad and Banking Company.
Central of Georgia.
Pere Marquette.
Columbus, Sandusky, and Hocking.
Cleveland, Lorain, and Wheeling.
Mexican Central.
Grand Trunk.
Canadian Pacific.
Chicago, Burlington, and Quiney. (See Northern Securities Co.)
Choctaw, Oklahoma, and Gulf.
Rutland.
Seaboard Air Line.
Northern Securities Co.
The Rock Island Co.

DIRECTIONS

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

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

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

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

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

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

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

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

ECONOMICS 5
Mid-year Examination, 1906-07

State and explain three leading reasons for the issue of preferred stock by a railroad.
What peculiarities of the anthracite coal industry have led to overproduction and irregularity of prices, in absence of monopolistic agreements?
The following statistics are drawn from the 1906 reports of two leading railroads. Complete the tables approximately, and state the main conclusions deducible from the statement of facts :—

	Road A.	Road B
Mileage operated	2062.	4423.
Tons rev. freight	20,259,000	25,641,000
Passenger mileage	1,255,625,000	511,391,000
Ton mileage	1,888,605,000	6,230,593,000
Average haul one ton (miles)	93	243
Loaded car mileage, one direction	86,381,000	353,282,000
Loaded car mileage, other direction	59,362,000	353,282,000
Average tons freight per train	236	410
Gross revenue from freight	$27,247,000	$34,637,000
Freight train mileage	7,778,000	17,209,000
Earnings from operation	$52,984,000	$51,636,000
Operating expenses	$35,222,000	$34,302,000
Freight traffic density	(compute it.)	(compute it.)
Revenue per ton mile	(compute it.)	(compute it.)
Freight earnings per train mile	(compute it.)	(compute it.)
Operating ratio	(compute it.)	(compute it.)

What is the method of valuation of franchises in Wisconsin? Criticise it.
What, in your judgment, are the three most important provisions of the Hepburn Act of 1906?
What is the Doctrine of Judicial Review? Criticise it.
Is railroad rate regulation in England more or less strict than in the United States? Describe the situation as regards the rate. making power.
What are the various economic considerations involved in the making of a freight classification? Illustrate by taking a few typical commodities.

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

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

Tags Daggett, McLarenW, Ripley

Exam Questions Harvard Sociology

Harvard. Enrollment and exam questions for principles of sociology. J.A. Field, 1906-1907

Post author By Irwin Collier
Post date 2024-02-26

Thomas Nixon Carver was on a European sabbatical with his wife and three children during the academic year 1906-07 so substitutes were needed to cover his courses on sociology, agriculture and income distribution. The graduate student James A. Field took over the principles of sociology course in Carver’s absence.

Note: Materials from some courses have already been transcribed and posted. Whenever that is the case, I’ll just add a link to the relevant post. Falling between Economics 1 and Economics 3 was Frank W. Taussig’s course, Economics 2 (“Principles of Economics–Second Course”). It was the “advanced” economic theory course in the curriculum.

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Previous Posts about James A. Field

Chicago. Decennial Harvard Class Report of associate professor of political economy James A. Field, ABD, 1913.

Harvard. Economics Graduate School Records of James Alfred Field, ABD. 1903-1911.

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Course Enrollment
1906-07

Economics 3. Mr. J.A. Field. — Principles of Sociology. Theories of Social Progress.

Total 44: 4 Graduates, 9 Seniors, 16 Juniors, 11 Sophomores, 4 Others.

Source: Harvard University. Report of the President of Harvard College, 1906-1907, p. 70.

__________________________

HARVARD UNIVERSITY
ECONOMICS 3

Mid-year Examination, 1906-07

[Elective reading(s)]
1. Name the author and the title of the book which you chose for elective reading (or of each of the books, if your reading involved more than one).
2. Indicate and briefly describe that which seems to you the central thought or the most interesting thought in the book (or in each of the books) thus read.
3. Criticise the book (or one of the books) with regard to both merits and defects, giving special attention to the part you have described in your answer to question (b) above.

II
Omit one question of this group.

What do you consider to be the true conception of social progress?
To what extent does social progress in this sense promote the welfare of individuals?
What is an acquired character?
Assuming that acquired characters are not inherited, in what ways is that fact advantageous for society?
Does this assumed non-inheritance of acquired characters become more advantageous or less advantageous as civilization advances?
Describe the three stages traced by Comte in the progress of human society.
Is Comte’s scheme in harmony with Kidd’s belief regarding the conditions of progress?
What is meant by social heredity?
Show the relation between social heredity and the theories of Baldwin, Fiske, and Tarde which have been considered in this course.

III
Omit one question of this group.

What is Buckle’s conclusion as to the relative importance or moral and the intellectual factors of progress, and on what reasons is his conclusion based?
Do you accept his conclusion and his reasoning as correct?
How may self-interest act as a socializing influence?
In what sense can a social mind be said to exist?
How is it related to the individual minds of the members of society?
What is religion, according to Kidd?
How much has it in common with “the struggle for the life others”? How much has it in common with Idealization?
Would Kidd agree that the function of all religions is to reconcile us to the inevitable?

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

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ECONOMICS 3

Year-end Examination, 1906-07

[Omit one question.]

Briefly explain:
1. Exogamy.
2. Anthropomorphism.
3. Refraction of Imitation.
4. Vicarious Leisure.
5. General Social Sanction.
What are the functions which are organized in the institution of the family?
Describe the Religious-Proprietary Family.
Criticise Spencer’s antithesis of the militant and industrial types of society and compare it with Robinson’s theory of the relation between war and economics.
What is the Standard of Living?
For what reasons, and under what conditions, is a high standard of living desirable?
Compare economic competition with the biological struggle for existence.
What are the relations of cause and effect which connect competition, specialization and capitalism?
Explain and criticise Veblen’s theory of the Instinct of Workmanship.
Discuss the relation of women to the competitive process, to conservatism and reform, to religion and to the institution of the leisure class.
How do you explain the psychic differences between men and women which this discussion suggests? To what extent do you regard these differences as merely the result of social conventions?

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 8, Bound vol. Examination Papers 1906-07 (HUC 7000.25), pp. 27-28.

Image Source: Original black-and-white image from the Special Diplomatic Passport Application by James Alfred Field (January 1918). Cropped and colorized by Economics in the Rear-view Mirror. (Note: left third of the image is slightly distorted because of a transparent plastic strip used to hold pages in the imaging process)

Tags Carver, FieldJA, Taussig

Exam Questions Harvard Principles

Harvard. Enrollments, staffing, exams for principles of economics. Taussig, Bullock, Andrew. 1906-1907

Post author By Irwin Collier
Post date 2024-02-25

It is now time to begin posting transcriptions of course material for the Harvard academic year 1906-07. Sometimes, even for the curator of Economics in the Rear-view Mirror, this becomes a tedious task. Still, the opportunity to assemble a long time series of economics exams into searchable text for one of the leading economics departments has the virtue of being steady work.

In the beginning… there is the undergraduate principles of economics course and that is the subject of this post. Subsequent posts more or less follow the course numbering used at the time by Harvard.

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Taussig explains the course structure

In a letter Aug 8, 1906 to E.R.A. Seligman at Columbia describing how Economics 1 was taught we learn that Frank Taussig gave the first semester lectures and his younger colleagues, Charles J. Bullock and A. Piatt Andrew split the second semester’s lectures between themselves. The textbooks used in the course were “Mill, Walker, and Seager.” Taussig also gave himself credit for introducing the course structure of having a common set of lectures and small-section work for discussion and exercises.

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Course Enrollment
1906-07

Economics 1. Professor [Frank William] Taussig and Asst. Professors [Charles Jesse] Bullock and [Abram Piatt] Andrew, assisted by Messrs [Selden Osgood] Martin, [Frank Richardson] Mason, G. R. [George Randall] Lewis, [Charles Phillips] Huse, and [Arthur Norman] Holcombe. — Principles of Economics.

Total 392: 1 Graduate, 15 Seniors, 43 Juniors, 252 Sophomores, 50 Freshmen, 31 Others.

Source: Harvard University. Report of the President of Harvard College, 1906-1907, p. 70.

________________________

ECONOMICS 1
Mid-year Examination, 1906-07

Arrange your answers strictly in the order of the questions.

Explain briefly what is meant by, — free goods; public goods; utility; marginal utility; productive labor.
Explain the relation between, — the rate of interest; the selling price of land; the capitalization of monopolies; vested rights.
What is meant by urban site rent? Does such rent differ from the rent of agricultural land? If so, in what essentials? If not, why not?
Are business profits a return different in kind from wages, according to Mill? Seager? the instructor in the course?
Is a high birth-rate to be regarded with anxiety? a low birth-rate? a high death-rate? a low death-rate? State (in round numbers per 1000 of population) what you would regard as high and low rates.
Would you expect the price of a commodity to fall if its cost of production were lowered? If so, under what conditions? If not, why not?
Would you expect the cost of producing a commodity to be lowered if its price fell? If so, under what conditions? If not, why not?
Wherein had immigration into the United States during the decade just passed differed from immigration in earlier times; and what effect has recent immigration had (a) on the general rate of wages, (b) on wages in particular occupations?
Explain the connection between, — collective bargaining; the closed shop; the open union.
Suppose socialism, in the form proposed by Fourier, were adopted: how would wages, rent, interest, business profits, be affected? What if socialism, as outlined by modern writers, were adopted?

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

________________________

ECONOMICS 1
Year-end Examination, 1905-06

I.
Answer three questions.

Does the value of a commodity depend on its utility? Does the price of a commodity depend on its value?
Explain briefly what is meant by (a) the sweating system, (b) producers’ coöperation, (c) collective bargaining.
Suppose a great increase in the supply of (a) gold, (b) silver, (c) wheat: would the values of these three articles be affected in the same way and in the same degree?
What is the nature of the income received by (a) an owner of lodging house who lets rooms to students; (b) an owner of shares a “trust”; (c) an author receiving royalty on a copy-righted book; (d) a mine owner receiving a royalty (so much per ton) on minerals extracted from his mine.

II.
Answer three questions.

Describe the various forms of credit which serve as means of exchange. Does their existence afford any disproof of the “quantity theory”? Explain why or why not.
If there were no legal restrictions, would anything tend to prevent an over-expansion (a) of deposits, (b) of notes?
If the present legal restrictions on note issue were abolished, what substitutes would you suggest?
The imports of the United States from Brazil permanently exceed our exports to that country. What movements of specie between these countries are involved? The total exports of merchandise from the United States permanently exceed its imports. What movements of specie to or from this country are involved?
Given mint par with England 4.86 2/3, France 5.18, Germany 0.952. What conditions with regard to American trade are indicated by the following quotations of exchange in New York, 4.84, 5.20, 0.945? How ought these rates to stand if the American dollar were to fall to half its present gold value?

III.
Answer three questions.

According: to the principles laid down by Adam Smith and Mill, what changes should be made in the system of taxation employed by our national government?
Compare the history of the income tax in the United States with the history of the tax in two European countries.
What are the principal arguments for and against the proposal to levy progressive income taxes in order to prevent “undue” concentration of wealth? What are the arguments for and against using progressive inheritance taxes for the same purpose?
Should a national debt be extinguished? Should municipal debts be extinguished? (In each case state fully the reasons for your answer.)

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 8, Bound vol. Examination Papers 1906-07; Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1907), pp. 24-25.

Image Source: Frank W. Taussig in the Harvard Class Album, 1906. Colorized by Economics in the Rear-view Mirror.

Tags AndrewAP, Bullock, Holcombe, Huse, LewisGR, MartinSO, MasonFR, Taussig

Education Harvard Labor Suggested Reading Syllabus

Harvard. Reading list for economics of education and technology. Bowles, 1967-68

Post author By Irwin Collier
Post date 2024-02-22

The following reading list comes from a Harvard course on the economics of education and technology offered by assistant professor Samuel S. Bowles in the spring semester of the 1967-68 academic year. Bowles was 28 years young then. Here is a link to his Santa Fe Institute webpage.

Only the pages of the syllabus with the reading lists were submitted to the Harvard library for the purpose of putting books on reserve. Not included were the couple of paragraphs of motivation/description for each of the seven sections of the course. I had to insert approximate titles for sections IV and VII and have put those words between square brackets.

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Most likely spot to find more course content

Samuel Bowles, Planning Educational Systems for Economic Growth. Harvard University Press, 1969.

[When you get an account with archive.org, it is like having an old fashioned library card and you will have access to this book for an hour at a time when it is not being borrowed by another user.]

__________________________

Course Announcement

Economics 151 (formerly Economics 177). Economics of Education and Technology (Offered jointly with the Graduate School of Education)
Half course (spring term). M., W., F., at 9. Assistant Professor S. S. Bowles

Attention will be given to the economics of the education process, the theory and implications of innovation, the effects of education and technological change on the distribution of income and the role of education and technological change in economic growth. Relevant case studies and current policy issues related to the United States and underdeveloped countries will be considered.

Source: Harvard University. Faculty of Arts and Sciences. Courses of Instruction, Harvard and Radcliffe, 1967-68, p. 124.

__________________________

Reading list
Ec. 151
Sam Bowles

I. THE DISTRIBUTION OF INCOME — RECENT U.S. EXPERIENCE

A. Batchelder, “Decline in the Relative Income of Negro Men,” Quarterly Journal of Economics, November, 1964, pp. 525-48.

*H. Miller, Rich Man, Poor Man, chapters 1, 2, 4-6, pp. 54-134.

I. Kravis, “Relative Income Shares in Fact and Theory,” American Economic Review, 1959, pp. 917-947.

R. Lampman, The Share of Top Wealth-Holders in National Wealth, chapter 1, pp. 1-26; also Table 97, p. 209.

(Supplementary)

*G. Kolko, Wealth and Power in America.

H. Miller, Distribution of Income in the United States.

II. EDUCATION AND THE DISTRIBUTION OF INCOME

Education and Earnings

*H. Miller, Rich Man, Poor Man, Chapters 8 and 9, pp. 148-194.

Education as Investment

I. Fisher, The Theory of Interest, Chapters 4, 7, 10, and 11, pp. 61-98, 159-177, and 231-287.

T. Ribich, Poverty and Education, Chapter I, pp. 1-17 and 23-32, mimeo.

G. Becker, Human Capital, Chapters 1-5; 7 and 8, pp. 1-123; 136-159.

Equality of Educational Opportunity

J. Coleman, “Equal Schools or Equal Students,” in The Public Interest, Summer, 1966, pp. 70-75.

*P. Sexton, Education and Income, pp. 58-69.

(Supplementary)

*Harlem Youth Opportunities Unlimited (HARYOU), Youth in the Ghetto: A Study in the Consequences of Powerlessness, Chapter 7.

*J. Conant, Slums and Suburbs, Chapters 1, 2, and 3.

*P. Sexton, “City Schools,” in The Annals of the American Academy of Political and Social Science, March 1964, reprinted in L. Ferman, et al., eds., Poverty in America.

A Model of Education and the Distribution of Earnings

G. Becker, “Human Capital and the Personal Distribution of Income: An Analytical Approach,” mimeo, 59 pp.

Education and the War on Poverty

B. Weisbrod, “Preventing High School Dropouts,” in R. Dorfman, (*) Measuring the Benefits of Government Investments, pp. 117-148.

J. K. Folger and C. B. Nam, Education of the American Population (U.S. Department of Commerce).

(Supplementary)

O. Lewis, “The Culture of Poverty,” Scientific American, October, 1966, pp. 19-25.

*Haryou, Youth in the Ghetto, Chapter 12.

C. A. Anderson, “A Skeptical Note on Education and Mobility,” in H. Halsey, J. Floud, C. Anderson, (*) Education Economy and Society.

III. TECHNOLOGICAL CHANGE AND THE DISTRIBUTION OF INCOME

The Theory of Production and Distribution

M. Brown, On the Theory and Measurement of Technological Change, chapter 2, pp. 9-28.

*J. Meade, Efficiency, Equality and the Ownership of Property, Chapter 1, pp. 11-26.

J. Hicks, Theory of Wages, Chapter VI, pp. 112-135.

Commentaries, Past and Present

A. Smith, The Wealth of Nations, Book I, Chapter 1.

D. Ricardo, The Principles of Political Economy and Taxation, Chapter 31, “On Machinery.”

K. Marx, Capital, Volume I, Chapter XV, sections 3, 5 and 6, pp. 430-456; 466-488. (Pages refer to Modern Library edition.)

P. Sweezy, The Theory of Capitalist Development, Chapter 5, pp. 75-95.

R. Solow, “Technology and Unemployment,” The Public Interest, Fall, 1965, pp. 17-26.

(Supplementary)

R. Eckaus, “The Factor Proportions Problem in Underdeveloped Areas.” American Economic Review, September, 1955, reprinted in A. Agarwala and S. P. Singh; (*) The Economics of Underdevelopment, pp. 348-78.

Making the Most Out of Technological Change

*J. Meade, Efficiency, Equality and the Ownership of Property, Chapters 2-7, pp. 27-77.

*National Commission on Technology, Automation, and Economic Progress, Technology and the American Economy, Vol. 1, chapters 1-4, pp. 1-58.

IV. [ECONOMIC GROWTH: MEASUREMENT, THEORY, PRODUCTIVITY]

The Measurement and Characteristics of Economic Growth

S. Kuznets, Postwar Economic Growth, Lecture II, “Characteristics of Modern Economic Growth,” pp. 36-68.

*C. Cipolla, The Economic History of World Population, Chapters 1 and 2, pp. 15-58.

*E. Denison, The Sources of Economic Growth in the United States, Chapters 1, 2, and 3, pp. 3-22.

(Supplementary)

M. Abramovitz, “The Welfare Interpretation of Secular Trends in National Income and Product,” Abramovitz, et al. (*) The Allocation of Economic Resources, pp. 1-22.

*S. Kuznets, Modern Economic Growth.

*O. Morgenstern, On the Accuracy of Economic Observations, Chapters 1 and 2.

Theories of Economic Growth

G. Winston, “The Power Growth Model,” mimeo, 18 pp.

*J. Schumpeter, The Theory of Economic Development, Chapters 1 to 4, pp. 3-156.

*J. Meade, A Neoclassical Theory of Economic Growth, Chapters 1 and 2, pp. 1-18.

The Advance of Productivity in the U.S. Economy

J. Kendrick, Productivity Trends in the United States, pp. 3-12, 59-77.

(Supplementary)

M. Abramovitz, “Resource and Output Trends in the U.S. Since 1870,” American Economic Review, 1956.

R. Solow, “Technical Change and the Aggregate Production Function,” Review of Economics and Statistics, 1957.

V. EDUCATION AND GROWTH

T. Schultz, The Economic Value of Education, pp. 1-70.

S. Strumilin, “The Economic Significance of National Education,” in J. Vaizey and E. A. G. Robinson, The Economics of Education, pp. 276-323.

B. Weisbrod, “Education and Investment in Human Capital,” Journal of Political Economy Supplement, October, 1962, pp. 106-123.

W. Bowen, Economic Aspects of Education, Essay I, “Assessing the Economic Contribution of Education,” pp. 3-38.

*E. Denison, The Sources of Economic Growth in the U.S. and the Alternatives Before Us, pp. 23-46; 66-80; 84-87.

T. Schultz, “Investing in Farm People,” in T. Schultz, (*) Transforming Traditional Agriculture, pp. 175-206.

(Supplementary)

T. Schultz, “Investment in Human Capital,” American Economic Review, December, 1961.

W. Bowman, “The Human Investment Revolution in Economic Thought,” Sociology of Education, Vol. 39, No. 2, Spring, 1966, pp. 112-137.

*B. Weisbrod, The External Benefits of Public Education.

A. Harberger, “Investment in Men vs. Investment in Machines: The Case of India,” in M. Bowman and C. A. Anderson, Education and Economic Development, pp. 11-33.

Carl Shoup, et al., The Fiscal System of Venezuela, pp. 406-409.

M. Bowman and C. Anderson, “Concerning the Role of Education in Development,” in C. Geertz, Old Societies and New States, pp. 247-279.

S. Bowles, “Sources of Growth in the Greek Economy,” mimeo.

VI. TECHNOLOGY AND GROWTH

The Production of New Technologies

J. Enos, “Invention and Innovation in the Petroleum Industry,” in National Bureau of Economic Research, The Rate and Direction of Inventive Activity, pp. 299-322.

H. Dickenson, “The Steam-Engine to 1830,” in Charles Singer et al. A History of Technology, Volume IV, pp. 168-198.

(Supplementary)

Articles by Peck, Mueller and Nelson, in National Bureau of Economic Research, The Rate and Direction of Inventive Activity.

R. Nelson, “The Economics of Invention: A Survey of the Literature,” in Journal of Business, April, 1959, pp. 101-127.

J. Schmookler, Invention and Economic Growth, Chapters 6 and 7.

The Spread of New Technologies

W. E. G. Salter, Productivity and Technical Change, Chapters 4, 5, 6 and appendix to Chapter 7, pp. 48-82, 95-99.

Z. Griliches, “Hybrid Corn and the Economics of Innovation,” Science, July 29, 1960, Vol. 132, pp. 275-280.

(Supplementary)

J. Habakkuk, American and British Technology.

Technology and Growth

E. Denison, The Sources of Economic Growth in the United States, pp. 154-255.

Z. Griliches, “Research Costs and Social Returns: Hybrid Corn and Related Innovations,” Journal of Political Economy, October, 1958, pp. 419-431.

Efficiency of Resource Allocation in Research and Development

R. Nelson, “The Simple Economics of Basic Scientific Research,” in Journal of Political Economy, June, 1959, pp. 297-306.

(Supplementary)

K. Arrow, “Economic Welfare and the Allocation of Resources for Invention,” in National Bureau of Economic Research, The Rate and Direction of Inventive Activity, pp. 609-625.

VII. [ECONOMICS OF EDUCATION]

The Concept of Efficiency in Education

H. Johnson, “Economics and Education,” in School Review, Autumn, 1957, pp. 260-269.

(Supplementary)

Project Talent, Studies of the American High School, Cooperative Research Project 226, U.S. Office of Education. Chapters 6, 9, and 10.

J. Coleman, Equality of Educational Opportunity, U.S. Department of Health, Education and Welfare, Office of Education.

The Market for Educated Labor

H. Leibenstein, “Shortages and Surpluses in Education in Underdeveloped Countries,” in M. J. Bowman and C A. Anderson, Education and Economic Development, pp. 51-62.

K. Arrow and W. Capron, “Dynamic Shortages and Price Rises, The Engineer-Scientist Case,” Quarterly Journal of Economics, May, 1959, pp. 292-308.

Market Solutions to the Problem of Efficient Resource Allocation in Education

M. Friedman, “The Role of Government in Education,” in R. Solo, Economics and the Public Interest, pp. 123-144.

A. Daniere, Higher Education in the American Economy, chapters 2 and 4-5 pp. 13-19, 33-55.

(Supplementary)

C. Jencks, “Is the Public School Obsolete?” in The Public Interest.

Educational Planning

M. Blaug, “Conflicting Approaches to Educational Planning,” mimeo, 34 pp.

H. Johnson, “The Economics of the Brain Drain,” Minerva, 1965.

A. Daniere, “Rate of Return and Manpower Approach in Educational Planning” in Harvard Graduate School of Public Administration, Public Policy, 1965, pp. 162-200.

(Supplementary)

F. Harbison and C. Myers, Education, Manpower and Economic Growth.

J. Tinbergen, et al., Econometric Models of Education, Organization for Economic Cooperation and Development, Paris, 1965; An Experiment in Planning by Six Countries, 1966.

H. Parnés, Forecasting Education Needs for Economic and Social Development, Organization for Economic Cooperation and Development, Paris, 1962.

R. Hollister, A Technical Evaluation of the First Stage of the Mediterranean Regional Project, Organization for Economic Cooperation and Development, 1966.

R. Eckaus, “Economic Criteria for Education and Training,” Review of Economics and Statistics, (May, 1964), pp. 181-190.

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1967-1968, Box 9. Folder “Economics, 1967-68”.

Image Source: The Boston Globe (December 5, 1969), p. 15.

Tags Bowles

Econometrics Harvard Statistics Suggested Reading Syllabus

Harvard. Syllabus and partial reading list for graduate time-series econometrics. Sims, 1968-1969

Post author By Irwin Collier
Post date 2024-02-21

Christopher A. Sims, portrait from his senior year

Future economics Nobel laureate (2011) Christopher A. Sims was a 26 year old assistant professor at Harvard tasked in the fall term of 1968 to teach a graduate level introduction to time-series econometrics. He had been awarded a Harvard economics Ph.D. earlier that year. His dissertation supervisor was Hendrik Houthakker.

A copy of Sims’ initial list of reading assignments and topics can be found in the papers of Zvi Griliches in the Harvard Archives. Sims does appear to have offered a rather heavy dose of time-series econometrics for that time. Perhaps it was too much of a good thing, at least too much to swallow for most of the department’s graduate students. In any event Econometric Methods I was transferred to / taken over by Zvi Griliches in the following years when the topic of time series was reduced to an amuse-bouche of serial correlation.

In the previous year the course had been taught by Marc Nerlove (Yale University) with the following brief description provided in the course catalogue: “An introduction to the construction and testing of econometric models with special emphasis on the analysis of economic time series.”

_______________________

Course Announcement
Fall Term, 1968

Economics 224a. Econometric Methods

Half course (fall term). Tu., Th., S., at 9. Assistant Professor C. A. Sims

The theory of stochastic processes with applications to the construction and testing of dynamic economic models. Analysis in the time domain and in the frequency domain, in discrete time and in continuous time.

Prerequisite: Economics 221b [Multiple regression and the analysis of variance with economic applications] or equivalent preparation in statistics.

Source: Harvard University, Faculty of Arts and Sciences. Courses of Instruction, 1968-69, p. 133.

_______________________

Fall 1968
Economics 224a
Asst. Prof. C. Sims

Course Description

The accompanying Course Outline gives a detailed description of topics 0 through III which will (hopefully) occupy the first third of the semester. These topics include most of the mathematical tools which will be given econometric application in the later sections. The list of topics in the outline, even under the main headings 0 through III, is not exhaustive; and the topics listed are not all of equivalent importance.

Many of the references listed overlap substantially. In the first, theoretical, section of the course (except for Section 0) the references are chosen to duplicate as nearly as possible what will be covered in lectures. They should provide alternative explanations when you find the lectures obscure or, in some cases, provide more elegant and rigorous discussion when you find the lectures too pedestrian.

The primary emphasis of this course will be on the stationarity, or linear process, approach to dynamic models. The Markov process, control theory, or state space approach which is currently prominent in the engineering literature will be discussed briefly under topics V and VII.

The latter parts of the course will apply the theory developed in the first parts to formulating and testing dynamic economic models or hypotheses. Some background in economics is therefore essential to participation in the course. The mathematical prerequisites are a solid grasp of calculus, a course in statistics, and an ability to absorb new mathematical notions fairly quickly.

The course text is Spectral Methods in Econometrics by Gilbert Fishman. Spectral Analysis by Gwilyn M. Jenkins and Donald G. Watts is more complete in some respects, but it is less thorough in its treatment of some points important in econometrics and it costs three times what Fishman costs. A list of other texts which may be referred to in the accompanying course outline or in future outlines and reading assignments follows. Some of these texts are at a higher mathematical level than is required for this course or cover topics we will not cover in detail. Those texts which should be on library reserve are marked with a “*”, and those which are priced below the usual high prices for technical texts are marked with a “$”.

List of Text References

* Ahlfors, Lars, Complex Analysis, McGraw-Hill, New York, 1953.

Acki, Max., Optimization of Stochastic Systems, Academic Press, 1967.

* Deutsch, Ralph, Estimation Theory, Prentice Hall, 1965.

* Fellner, et.al., Ten Economic Studies in the Tradition of Irving Fisher, Wiley, 1967.

* Freeman, H., Introduction to Statistical Inference, Addison-Wesley, 1963.

Granger, C.W.J., and M. Hatanaka, Spectral Analysis of Economic Time Series, Princeton University Press, 1964.

Grenander, U., and M. Rosenblatt, Statistical Analysis of Stationary Time Series, Wiley, 1957.

Grenander, U., and G. Szego, Toeplitz Forms and Their Applications, University of California Press, 1958.

*$ Hannan, E.J., Time Series Analysis, Methuen, London, 1960.

$ Lighthill, Introduction to Fourier Analysis and Generalized Functions, Cambridge University Press.

Rozanov, Yu. A., Stationary Random Processes, Holden-Day, 1967.

*$ Whittle, P., Prediction and Regulation by Linear Least-Square Methods, English Universities Press, 1963.

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

Preliminary Course Outline
Fall 1968
Economics 224a
Asst. Prof. C. Sims

0. Elementary Preliminaries.

Complex numbers and analytic functions, definitions and elementary facts. Manipulation of multi-dimensional probability distributions.

The material in this section will not be covered in lectures. A set of exercises aimed at testing your facility in these areas (for your information and mine) will be handed out at the first meeting.

References: Ahlfors, I.1, I.2.1-2.4, II.1; Jenkins and Watts, Chapters 3 and 4 or the sections on probability in a mathematical statistics text, e.g. Freeman, part I.

I. Stochastic Processes: Fundamental definitions and properties.

Definitions:

stochastic process;
normal (stochastic) process;
stationary process;
linear process; — autoregressive and moving average processes;
covariance stationary process.
autocovariance and autocorrelation functions
stochastic convergence — in probability, almost sure, and in the (quadratic) mean or mean square;
ergodic process — n’th order ergodicity, sufficient conditions for first and second order ergodicity.
process with stationary n’th difference
Markov process

Extensions to multivariate case.

References: Fishman, 2.1-2.5; Jenkins and Watts, 5.1-5.2.

II. Background from Mathematical Analysis

Function spaces.
Linear operator on function spaces; their interpretation as limits of sequences of ordinary weighted averages.
Convolution of functions with functions, of operators with functions; discrete versus continuous time.
Measure functions; Lebesgue-Stieltjes measures on the real line.
Integration; the Lebesgue integral, the Cauchy-Riemann integral, and the Cauchy principal value; inverting the order of integration.
Fourier transforms; of functions; of operators; continuous, discrete, and finite-discrete time parameters; the inverse transform and Parseval’s theorem.
Applications to some simple deterministic models.

References: Jenkins and Watts, Chapter 2. For more rigor, see Lighthill. No reference I know of covers topics 4 and 5 in as brief and heuristic a way as we shall.

III. The spectral representation of covariance-stationary processes and its theoretical applications.

Random measures; the random spectral measure of a covariance stationary process; characteristics of the random spectral measure in the normal and non-normal cases.
The spectral density; relation to autocovariance function; positive definiteness.
Wold’s decomposition; regular, mixed, and linearly deterministic processes; discrete and continuous component in the spectral measure; example of non-linearly deterministic process; the criterion for regularity with continuous spectral density.
The moving average representation; criteria for existence of autoregressive representation.
Optimal least squares forecasting and filtering.
Generalized random processes.
The multivariate case; cross spectra.
Applications to econometric models.

References: Fishman, 2.6-2.30; Jenkins and Watts, 6.2 and 8.3: For a much more abstract approach, see Rozanov, chapters I – III.

IV. Statistical analysis using spectral and cross-spectral techniques.

V. Regression in time series.

VI. Seasonality.

VII. Estimation in distributed lag models.

Source: Harvard University Archives. Papers of Zvi Griliches, Box 123. Folder “Econometric Methods 1968-1982.”

Image Source: Christopher A. Sims ’63 in Harvard Class Album 1963. From the Harvard Crimson article “Harvard and the Atomic Bomb,” by Matt B. Hoisch and Luke W. Xu (March 22, 2018). Sims was a member of the Harvard/Radcliffe group “Tocsin” that advocated nuclear disarmament.

Tags Griliches, NerloveM, SimsCA

Economists Harvard

Harvard. Some biographical backstory for Evsey Domar up through 1943

Post author By Irwin Collier
Post date 2024-02-13

This post started small as simply the archival documentation of the teaching fellow positions at Harvard held by my dear dissertation advisor, Evsey Domar, before he left to work at the Board of Governors of the Federal Reserve System in 1943. But a detail led me to dive into immigration and citizenship records accessible through the genealogy website ancestry.com and I surfaced with Evsey David Domar’s, then (Evsey [Joshua] Domashevitsky’s) declaration of intention (1936) and petition for naturalization (1942). These two artifacts have been included in the post.

In an earlier post I provided Evsey Domar’s account of the final stage of his Ph.D. thesis review.

Harlan Monell Smith (b. 1914, d. 2013!), together with Alvin Hansen, signed an affidavit regarding Evsey Domar’s moral and civic worthiness for U.S. citizenship. Smith himself was educated at Harvard, Brown and the University of Chicago (Ph.D., 1949). He went on to become an economics professor at the University of Minnesota. (His obituary can be found at the Minneapolis “Star Tribune”, April 20, 2013, p. B4).

_________________

Evsey Domar
Timeline

1914. Born in Lodz, Poland.
1916. Family moved to Harbin, Manchuria.
1930. Graduated from a Russian high school.
1930-1932 (ca.) Study of economics at the State Faculty of Law in Harbin.
1934. Moved to Dairen, Manchuria.
1936. Emigrated to the United States.
1939. B.A. in Economics UCLA
1940. Student at University of Chicago
1941. M.A. (Mathematical Statistics) University of Michigan.
1943. A.M. Harvard University.
1947. Ph.D. Harvard University.
1943-46. Board of Governors, Federal Reserve System.
1946-47. Assistant Professor, Carnegie Institute of Technology.
1947-48. Research associate. Cowles Commission, University of Chicago.
1948-55. Associate Professor, Johns Hopkins University.
1955-58. Professor, Johns Hopkins University.
1958-1984. Professor, M.I.T.
1984-1997. Professor Emeritus, M.I.T. [taught some courses at Brandeis and Wellesley during this time]
1997. Died in Concord, Massachusetts.

_________________

From a note written for a relative

EVSEY D. DOMAR

I grew up in Harbin, Manchuria, where my family arrived in 1916. Harbin was the hub of the Chinese Eastern Railroad built by the Russians across Manchuria at the end of the last century. It was practically a Russian city, with Russian newspapers, theaters, and even Russian weights and measures. Originally, it had a Russian administration and Russian laws. I graduated from a Russian high school in 1930 and then studied for a year or so at the Economics Department of the State Faculty of Law. In 1934 I moved to Dairen, a Japanese colony at the very southern tip of Manchuria, a delightful city on the sea with an excellent climate but without the active cultural life of Harbin….

Source: Duke University, David Rubenstein Rare Book and Manuscripts Library. Economists’ Papers Archives. Evsey Domar Papers, Box 3, Folder “Correspondence D-General.”

_________________

U.S. Department of Labor
Immigration and Naturalization Service
No. 23 51762

CERTIFICATE OF ARRIVAL

I HEREBY CERTIFY that the immigration records show that the alien named below arrived at the port, on the date, and in the manner shown, and was lawfully admitted to the United States of America for permanent residence.

Name: Evsey (Joshua) Domashevitsky
Port of entry: San Pedro, California
Date: August 16, 1936.
Manner of arrival: SS Taiyo Maru

I FURTHER CERTIFY that this certificate of arrival is issued under authority of, and in conformity with, the provisions of the Act of June 29, 1906, as amended, solely for the use of the alien herein named and only for naturalization purposes.

In Witness Whereof, this Certificate of Arrival is issued.
[Stamped: “Oct 9—1936”]
[Signed]
D. W. MacCormack, Commissioner

_________________

No. 78493

UNITED STATES OF AMERICA

DECLARATION OF INTENTION

(Invalid for all purposes seven years after the date hereof)

United States of America
Southern District of California
County of Los Angeles

ss: In the District Court of the United States
at Los Angeles

I, Evsey (Joshua) Domaschevitsky now residing at1154 W. 37^th Dr., Los Angeles, Los Angeles, Calif. Occupation Student, aged 22 years, do declare on oath that my personal description is: Sex Male, color white, complexion medium, color of eyes dk.brown, color of hair dk.brown, height 5 feet 4 ½ inches; weight 143 pounds; visible distinctive marks mole on left ear and on right cheek, race Hebrew; nationality Russian. I was born in Lodz, Poland, on April 16, 1914. I am not married. The name of my wife or husband is [left blank], we were married on [left blank], at [left blank]; she or he was born at [left blank], on [left blank], entered the United States at [left blank], on [left blank], for permanent residence therein, and now resides at [left blank]. I have no children, and the name, date and place of birth, [left blank].

I have not heretofore made a declaration of intention:
Number [left blank], on [left blank], at [left blank], my last foreign residence was Dairen, Manchiria [sic]. I emigrated to the United States of America from Kobe, Japan, my lawful entry for permanent residence in the United States was at San Pedro, Calif. under the name of Evsey (Joshua) Domashevitsky, on Aug. 16, 1936 on the vessel SS Taiyo Maru. I will, before being admitted to citizenship, renounce forever all allegiance and fidelity to any foreign prince, potentate, state, or sovereignty, and particularly, by name, to the prince, potentate, state, or sovereignty of which I may be at the time of admission a citizen or subject; I am not an anarchist; I am not a polygamist nor a believer in the practice of polygamy; and it is my intention in good faith to become a citizen of the United States of America and to reside permanently therein. I certify that the photograph affixed to the duplicate and triplicate hereof is a likeness of me: SO HELP ME GOD.

[signed]
Evsey (Joshua) Domashevitsky

Subscribed and sworn to me in the office of the Clerk of said Court, at Los Angeles, Cal. This 24 day of Oct.anno Domini 1936. Certification No. 23-51762 from the Commissioner of Immigration and Naturalization showing the lawful entry of the declarant for permanent residence on the date state above, has been received by me. The photograph affixed to the duplicate and triplicate hereof is a likeness of the declarant.

[signed]
R. B. Zimmerman,
Clerk U.S. District Court, Southern District of California.

Form 2202-L-A
U.S. Department of Labor
Immigration and Naturalization Service

_________________

HARVARD UNIVERSITY
CAMBRIDGE

FACULTY OF ARTS AND SCIENCES	5 UNIVERSITY HALL
OFFICE OF THE DEAN

June 14, 1941

Dear Mr. Conant:

At the request of Professor Chamberlin I recommend that the following appointments be made for one year from September 1, 1941, at the salaries indicated:

[…]

Teaching Fellows in Economics

Joshua Domashevitsky (B.A., Univ. of California at Los Angeles, 1939; M.A., Michigan, 1941, 640 Oxford Road, Ann Arbor, Michigan (After June: 51 West Second Street, Winona, Minnesota [Note: Domar’s recently immigrated (Dec. 13, 1940) mother Sarah Naumovna Domashevitsky was living in Winona, Minnesota in 1941]); at a salary of $1000. Mr. Domashevitsky is a Polish subject and has taken out first papers in the United States. (1st appointment).

[…]

Very truly yours,
[signed]
W. S Ferguson

President J. B. Conant
Massachusetts Hall

Source: Harvard University Archives. Records of President James B. Conant, Box 178, Folder “Economics, 1940-1941”.

_________________

HARVARD UNIVERSITY
CAMBRIDGE, MASSACHUSETTS

FACULTY OF ARTS AND SCIENCES	5 UNIVERSITY HALL
WILLIAM SCOTT FERGUSON, DEAN PAUL HERMAN BUCK, ASST. DEAN JEFFRIES WYMAN, JR., ASST. DEAN

October 27, 1941

Dear Mr. Greene:

At the request of Professor Chamberlin, I recommend that the following increases in salary be made for 1941-42 for members of the Economics Department:

[…]

Joshua Domashevitsky, an increase of $333.33, making a total of $1333.33, all Department.

[…]

Very truly yours,
[signed]
W. S Ferguson

Mr. J. D. Greene
Massachusetts Hall

_________________

HARVARD UNIVERSITY
CAMBRIDGE, MASSACHUSETTS

FACULTY OF ARTS AND SCIENCES	5 UNIVERSITY HALL
PAUL HERMAN BUCK, DEAN JEFFRIES WYMAN, JR., ASST. DEAN

June 5, 1942

Dear Mr. Conant:

At the request of Professor Chamberlin I recommend that the following appointments be made for one year from July 1, 1942, at the salaries indicated to cover a period of ten months beginning September 1, 1942:

[…]

Teaching Fellow in Economics

Josua Domashevitsky (B.A., University of California at Los Angeles, 1939; M.A., Michigan, 1941), 7 Story Street, Cambridge; at a salary of $1033.33. 2d appointment. Since Mr. Domashevitsky is a Polish citizen and has taken out first papers for citizenship in the United States, a statement concerning his loyalty is attached.

[…]

Very truly yours,
[signed]
Paul H. Buck.

President J. B. Conant
Massachusetts Hall

Source: Harvard University Archives. Records of President James B. Conant, Box 204, Folder “Economics, 1941-1942”.

_________________

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

E. H. CHAMBERLIN, CHAIRMAN

M-8 LITTAUER CENTER

CAMBRIDGE, MASSACHUSETTS

June 6, 1942

Dear Dean Buck:

Mr. Joshua Domashevitsky, who is being recommended by the Department of Economics for reappointment as Teaching Fellow, has been in the United States for a number of years and has taken out his first papers for American citizenship. I am confident there should be no question whatever as to his loyalty to this country.

Sincerely yours,
[signed]
E. H. Chamberlin

Dean Paul H. Buck

[Stamped date: “June 8, 1942”]

Source: Harvard University Archives. Records of President James B. Conant, Box 204, Folder “Economics, 1941-1942”.

_________________

HARVARD UNIVERSITY
CAMBRIDGE, MASSACHUSETTS

FACULTY OF ARTS AND SCIENCES	5 UNIVERSITY HALL
PAUL HERMAN BUCK, DEAN HENRY CHAUNCEY, ASSISTANT TO THE DEAN JEFFRIES WYMAN, JR., ASSISTANT DEAN

October 2, 1942

Dear Mr. Conant:

At the request of Professor Chamberlin I recommend that […] the following changes in salary be made for the present academic year:

[…]

Joshua Domashevitsky, Teaching Fellow in Economics, an increase of $200, making a total of $1233.33.

[…]

Very truly yours,
[signed]
Paul H. Buck.

President J. B. Conant
Massachusetts Hall

Source: Harvard University Archives. Records of President James B. Conant, Box 226, Folder “Economics, 1942-1943”.

_________________

No. 243932

UNITED STATES OF AMERICA

PETITION FOR NATURALIZATION

[Under General Provisions of the Nationality Act of 1940 (Public, No. 853, 76^th Cong.)]

To the Honorable the U.S. District Court of Massachusetts at Boston.
This petition for naturalization, hereby made and filed, respectively shows:

(1) My full, true, and correct name is Evsey David Domaschevitsky a.k.a. Evsey David Domar. (2) My present place of residence is 14 Chauncy Street, Cambridge, Middlesex, Mass. (3) Occupation Student. (4) I am aged 28 years old. (5) I was born on April 16, 1914 in Lodz Pietrokow Poland. (6) My personal description is: Sex male, color white, complexion medium, color of eyes dkbrown, color of hair brown, height 5 feet 4 ½ inches, weight 134 pounds, visible distinctive marks none, race white; present nationality Polish. (7) I am not married; the name of my wife or husband is [left blank], we were married on [left blank], at [left blank]; she or he was born at [left blank], on [left blank], and entered the United States at [left blank], on [left blank], for permanent residence therein, and now resides at [left blank] and was naturalized on [left blank] at [left blank] certificate No. [left blank]; or became a citizen by [left blank]. (8) I have no children, and the name, sex, date, and place of birth, and present place of residence of each of said children who is living, are as follows: [left blank]. (9) My last foreign residence was Dairen, Manchuria. (10) I emigrated to the United States of America from Kobe, Japan. (11) My lawful entry for permanent residence in the United States was at San Pedro, Calif. under the name of Evsey (Joshua) Domashevitsky, on Aug. 16, 1936 on the SS Taiyo Maru as shown by the certificate of my arrival attached to this petition.

(12) Since my lawful entry for permanent residence I have not been absent from the United States, for a period or periods of 6 months or longer, as follows:

[Table without entries omitted here]

(13) I declared my intention to become a citizen of the United States on October 24, 1936 in the USDC Court of Southern District at Los Angeles California. (14) It is my intention in good faith to become a citizen of the United States and to renounce absolutely and forever all allegiance and fidelity to any foreign prince, potentate, state, or sovereignty, and particularly, by name, to the prince, potentate, state, or sovereignty of whom or which at this time I am a citizen or subject, and it is my intention to reside permanently in the United States. (15) I am not, and have not been for the period of at least 10 years immediately preceding the date of this petition, an anarchist; nor a believer in the unlawful damage, injury, or destruction of property, or sabotage; nor a disbeliever in or opposed to organized government; nor a member of or affiliated with any organization or body of persons teaching disbelief in or opposition to organized government. (16) I am able to speak the English language (unless physically unable to do so). (17) I am, and have been during all of the periods required by law, attached to the principles of the Constitution of the United States and well disposed to the good order and happiness of the United States. (18) I have resided continuously in the United States of America for the term of 5 years at least immediately preceding the date of this petition, to wit, since Aug. 16, 1936 and continuously in the State in which this petition is made for the term of 6 months at least immediately preceding the date of this petition, to wit, since Feb. 1, 1942. (19) I have not heretofore made petition for naturalization: No. [left blank] on [left blank] at [left blank] in [left blank] Court, and such petition was dismissed or denied by that Court for the following reasons and causes, to wit: [left blank] and the cause of such dismissal or denial has since been cured or removed. (20) Attached hereto and made a part of this, my petition for naturalization, are my declaration of intention to become a citizen of the United States (if such declaration of intention be required by the naturalization law), a certificate of arrival from the Immigration and Naturalization Service of my said lawful entry into the United States for permanent residence (If such certificate of arrival be required by the naturalization law), and the affidavits of at least two verifying witnesses required by law.

(21) Wherefore, I, your petitioner for naturalization, pray that I may be admitted a citizen of the United States of America, and that my name be changed to

Evsey David Domar.

(22) I, aforesaid petitioner, do swear (affirm) that I know the contents of this petition for naturalization subscribed by me, that the same are true to the best of my own knowledge, except as to matters therein stated to be alleged upon information and belief, and that as to those matters I believe them to be true, and that this petition is signed by me with my full, true name: SO HELP ME GOD.

[signed]
Evsey David Domashevitsky
Evsey David Domar

AFFIDAVIT OF WITNESSES

The following witnesses, each being severally, duly, and respectively sworn, depose and say:

My name is Alvin H. Hansen, my occupation is college professor. I reside at 56 Juniper Rd. Belmont, Mass. and

My name is Harlin [sic] M. Smith, my occupation is student. I reside at 15½ Shepard St. Cambridge, Mass.

I am a citizen of the United States of America Wit. Hansen I have personally known and have been acquainted in the United States with said Domashevitsky, the petitioner named in the petition for naturalization of which this affidavit is a part, since October 1, 1941 and Wit. Smith has known the petitioner since Feb. 1, 1942 to my personal knowledge, the petitioner has resided immediately preceding the date of filing this petition, in the United States continuously since the date last mentioned and at Cambridge, in the State of Mass. continuously since Feb. 1, 1942 and I have personal knowledge that the petitioner is and during all such periods has been a person of good moral character, attached to the principles of the Constitution of the United States, and well disposed to the good order and happiness of the United States, and in my opinion the petitioner is in every way qualified to be admitted a citizen of the United States.

I do swear (affirm) that the statements of fact I have made in this affidavit of this petition for naturalization subscribed by me are true to the best of my knowledge and belief: SO HELP ME GOD.

[signed] Alvin H. Hansen
[signed] Harlan M. Smith

Subscribed and sworn to before me by the above-named petitioner and witnesses in the respective forms of oath shown in said petition and affidavit in the office of the Clerk of said Court at Boston, Mass. this 13^th day of October Anno Domini 1942. I herby certify that Certificate of Arrival no 23 51762 from the Immigration and Naturalization Service, showing the lawful entry for permanent residence of the petitioner above named, together with Declaration of Intention no. 78493 of such petitioner, has been by me filed with, attached to, and made a part of this petition on this date.

Deps.

[signed] James S. Allen, Clerk
By [signature illegible], Deputy Clerk.

OATH OF ALLEGIANCE

I hereby declare, on oath, that I absolutely and entirely renounce and abjure all allegiance and fidelity to any foreign prince, potentate, state, or sovereignty of whom or which I have heretofore been a subject or citizen; that I will support and defend the Constitution and laws of the United States of America against all enemies, foreign and domestic; that I will bear true faith and allegiance to the same; and that I take this obligation freely without any mental reservation or purpose of evasion; SO HELP ME GOD. In acknowledgment whereof I have hereunto affixed my signature.

[signed] Evsey David Domar…Evsey David Domashevitsky

Sworn to in open court, this 21 day of Dec, A.D. 1942

Petition granted: Line No. [left blank] of List No. 734 and Certificate No. 5703583 issued.

_________________

HARVARD UNIVERSITY
CAMBRIDGE, MASSACHUSETTS

FACULTY OF ARTS AND SCIENCES	5 UNIVERSITY HALL
PAUL HERMAN BUCK, DEAN HENRY CHAUNCEY, ASSISTANT TO THE DEAN JEFFRIES WYMAN, JR., ASSISTANT DEAN

January 27, 1943

Dear Mr. Greene:

Professor Chamberlin has informed me that Mr. Evsey D. Domar (formerly Joshua Domashevitsky) is resigning as Teaching Fellow in Economics as of February 1, 1943. Will you kindly present this resignation to the corporation.

According to Professor Chamberlin Mr. Domar was voted a salary $1233.33 to be pro-rated equally over the ten-month period from September to June. He now says Mr. Domar was expected to carry a heavier load in second half-year. His salary for the first half-year should, therefore, he fixed at a total of $566.67.

Mr. Domar understands than this adjustment will be made in the check to be sent him on February 1. I have asked the Bursar not to make a payment to Mr. Domar until he has been notified by you as to the proper amount to be paid on that date.

Very truly yours,
[signed]
Paul H. Buck.

Mr. J. D. Greene
Massachusetts Hall

Source: Harvard University Archives. Records of President James B. Conant, Box 226, Folder “Economics, 1942-1943”.

Image Source: Joshua Domashevitsky (a.k.a. Evsey D. Nomar) in the UCLA yearbook, 1939 Southern Campus, p. 52. Colorized by Economics in the Rear-view Mirror.

Tags Domar, Hansen, SmithHM

Meet the course teaching assistant

Edwin DeTurck Bechtel.

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Omit one question

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Most likely spot to find more course content

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Reading list Ec. 151 Sam Bowles

I. THE DISTRIBUTION OF INCOME — RECENT U.S. EXPERIENCE

II. EDUCATION AND THE DISTRIBUTION OF INCOME

III. TECHNOLOGICAL CHANGE AND THE DISTRIBUTION OF INCOME

IV. [ECONOMIC GROWTH: MEASUREMENT, THEORY, PRODUCTIVITY]

V. EDUCATION AND GROWTH

VI. TECHNOLOGY AND GROWTH

VII. [ECONOMICS OF EDUCATION]

Course Announcement Fall Term, 1968

Economics 224a. Econometric Methods

Fall 1968 Economics 224a Asst. Prof. C. Sims

Course Description

List of Text References

Preliminary Course Outline Fall 1968 Economics 224a Asst. Prof. C. Sims

0. Elementary Preliminaries.

I. Stochastic Processes: Fundamental definitions and properties.

II. Background from Mathematical Analysis

III. The spectral representation of covariance-stationary processes and its theoretical applications.

Evsey Domar Timeline

From a note written for a relative

U.S. Department of Labor Immigration and Naturalization Service No. 23 51762

CERTIFICATE OF ARRIVAL

UNITED STATES OF AMERICA

DECLARATION OF INTENTION

HARVARD UNIVERSITY CAMBRIDGE, MASSACHUSETTS

UNITED STATES OF AMERICA

PETITION FOR NATURALIZATION

AFFIDAVIT OF WITNESSES

OATH OF ALLEGIANCE

HARVARD UNIVERSITY CAMBRIDGE, MASSACHUSETTS

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for William Z. Ripley

ECONOMICS 9a
Mid-Year Examination, 1906-07

Previous course materials for
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Money, first semester

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Mid-year Examination, 1906-07

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European economic history
taught at Harvard

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ECONOMICS 1
Mid-year Examination, 1906-07

ECONOMICS 1
Year-end Examination, 1905-06

Reading list
Ec. 151
Sam Bowles

Course Announcement
Fall Term, 1968

Fall 1968
Economics 224a
Asst. Prof. C. Sims

Preliminary Course Outline
Fall 1968
Economics 224a
Asst. Prof. C. Sims

Evsey Domar
Timeline

U.S. Department of Labor
Immigration and Naturalization Service
No. 23 51762

HARVARD UNIVERSITY
CAMBRIDGE, MASSACHUSETTS

HARVARD UNIVERSITY
CAMBRIDGE, MASSACHUSETTS