Categories
Exam Questions Harvard History of Economics

Harvard. Exams for history of economics to 1848. Bullock, 1907-1908

The semester exam questions for the fifth time Charles Jesse Bullock taught this history and literature of economics through 1848 at Harvard. He also covered the field of public finance. Guess which field is not really taught much any more…

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Earlier versions of the course
by year and instructor

1899-1900. The History and Literature of Economics to the close of the Eighteenth Century. [William James Ashley]

1901-02. History and Literature of Economics, to the opening of the Nineteenth Century. [Charles Whitney Mixter]

1903-04. History and Literature of Economics to the opening of the Nineteenth Century [Charles Jesse Bullock]

1904-05. History and Literature of Economics to the year 1848. [Charles Jesse Bullock]

1905-06. History and Literature of Economics to the year 1848. [Charles Jesse Bullock]

1906-07. History and Literature of Economics to the year 1848 [Charles Jesse Bullock]

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History and Literature of Economics to the year 1848

Course Enrollment
1907-08

Economics 15. Asst. Professor Bullock. — History and Literature of Economics to the year 1848.

Total 7: 7 Graduates.

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

ECONOMICS 15
HISTORY OF ECONOMIC THEORY
Mid-Year Examination, 1907-08

  1. Describe the development of theories of commerce from the time of Aristotle to that of the Schoolmen.
  2. Compare the Republic of Plato with More’s Utopia.
  3. Give an account of the economic opinions of Xenophon.
  4. Describe the development of the doctrine of usury from the time of Aristotle to the year 1500.
  5. What do you think of Ingram’s treatment of the economic thought of the Middle Ages?
  6. How did Aristotle classify the various branches of the art of acquisition?
  7. How far would Aristotle’s classification of the various branches of the art of acquisition harmonize with the views of the Schoolmen concerning the various branches of industry and trade?
  8. What is your opinion of the Scholastic doctrine concerning usury?

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

ECONOMICS 15
HISTORY AND LITERATURE OF ECONOMICS.
Year-end Examination, 1907-08

  1. What connection can be traced between the economic thought of the sixteenth century and that of the thirteenth and fourteenth centuries?
  2. What traces of Aristotle’s influence can be seen in the political and economic theories of Adam Smith?
  3. What doctrines concerning money can be found in the writings of Aristotle, the Schoolmen, Davanzati, and Hume?
  4. Write a brief account of economic thought in England, France, and Italy from 1540 to 1590.
  5. Write a brief survey of the condition of economic thought in England, France, Germany, and Italy about the middle of the eighteenth century.
  6. Compare the opinions of Thomas Mun with those of two earlier and two later English Mercantilists.
  7. What was Turgot’s theory of distribution?
  8. At what points did Smith’s theory of distribution differ from that of Turgot?
  9. Describe the progress of Smith’s doctrines in France and Germany up to the year 1850.

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 8, Bound vol. Examination Papers 1908-09 (HUC 7000.25), pp. 38-39.

Image Source: Jean-Antoine Houdon’s bust of Anne Robert Jacques Turgot (1727-1781). Boston, Massachusetts, Museum of Fine Arts.

Categories
Exam Questions Harvard History of Economics

Harvard. History of Economics through 1848. Bullock, 1905-1906

For some reason this course was inadvertently skipped over when I was posting the 1905-06 Harvard exams earlier. Charles Jesse Bullock was responsible for the fields of public finance and the history of economic thought in the department during the first decades of the twentieth century. There’s more to come.

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Earlier history of economics exams
by year and instructor

1899-1900. The History and Literature of Economics to the close of the Eighteenth Century. [William James Ashley]

1901-02. History and Literature of Economics, to the opening of the Nineteenth Century. [Charles Whitney Mixter]

1903-04. History and Literature of Economics to the opening of the Nineteenth Century [Charles Jesse Bullock]

1904-05. History and Literature of Economics to the year 1848. [Charles Jesse Bullock]

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Course Enrollment
1905-06

 Economics 15. Asst. Professor Bullock. — History and Literature of Economics to the year 1848.

Total 7: 7 Graduates.

Source: Harvard University. Report of the President of Harvard College, 1905-1906, p. 73.

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ECONOMICS 15
HISTORY OF ECONOMIC THEORY
Mid-Year Examination, 1905-06

  1. What did Aristotle say concerning the following topics: commerce, money, usury, value?
  2. What economic topics were discussed by the Roman writers?
  3. Trace briefly the development of the political and economic theories of the Schoolmen.
  4. Upon what grounds do modern writers defend the prohibition of usury during the Middle Ages?
  5. What is your opinion of the theories by which the prohibition was upheld?
  6. Give some account of the economic opinions of Carafa.
  7. In the economic writings of the sixteenth century, so far as you are acquainted with them, what evidence do you find of continuity in the development of economic doctrine?
  8. Give an account of the economic opinions of John Hales?

Source: Harvard University Archives. Harvard University. Mid-year Examinations, 1852-1943. Box 7, Bound Volume: Examination Papers, Mid-Years 1905-06.

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ECONOMICS 15
HISTORY OF ECONOMIC THEORY
Year-end Examination, 1905-06

  1. What traces of Aristotle’s influence have you found in the economic literature of the sixteenth, seventeenth, and eighteenth centuries?
  2. What traces of Scholastic influence can be found in the economic literature of the sixteenth and seventeenth centuries?
  3. Give a brief account of the writings and economic opinions of any three of the following men: Misselden, North, Locke, Vanderlint, Decker, and Hume.
  4. Write a brief account of the progress of economic thought in Italy from 1500 to 1770.
  5. Write a brief account of the rise and progress of Cameral Science in Germany.
  6. To what extent were the Physiocrats indebted to previous economic thought?
  7. What were the chief influences that contributed to the development of Adam Smith’s system of economic doctrine?
  8. Compare the “Wealth of Nations” with the “Lectures upon Justice, Police, Revenue, and Arms.”

Source: Harvard University Archives. Harvard University, Examination Papers 1873-1915. Box 8, Bound volume: Examination Papers, 1906-07; Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1906), pp. 40-41.

Categories
Exam Questions Harvard Public Finance

Harvard. Public finance and taxation exams. Bullock, 1907-1908

Early twentieth century public finance and taxation courses at the Harvard economics department belonged to the domain of Charles Jesse Bullock (1869-1941). He regularly examined economics graduate students to certify that they demonstrated having a reading knowledge of French and German.

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Bullock’s earlier public finance exams
at Harvard

1901-02. Economics 7a and 7b. Financial administration; taxation [undergraduate]

1903-04. Economics 16.  Financial history of the United States

1904-05. Economics 7a. Introduction to public finance [undergraduate]

1904-05. Economics 7b. Theory and methods of taxation [undergraduate]

1904-05. Economics 16. Financial history of the United States.

1905-06 Economics 7.  Public finance [undergraduate]

1905-06 Economics 16. Public finance [advanced]

1906-97 Economics 16. Public finance and taxation

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

From 1906: Selected Readings in Public Finance edited by Charles Jesse Bullock (Boston: Inn & Company).

From 1910: Short bibliography on public finance “for serious minded students” by Bullock

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Course Enrollment, Public Finance
1907-08

Economics 16a 1hf. Asst. Professor Bullock. — Introduction to Public Finance

Total 33: 6 Graduates, 12 Seniors, 7 Juniors, 7 Sophomores, 1 Other.

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

 

ECONOMICS 16a
INTRODUCTION TO PUBLIC FINANCE
Mid-year Examination, 1907-08

  1. What were the causes of the increase of public expenditures in the nineteenth century?
  2. Compare the opinions of Adam Smith and Rau concerning public domains.
  3. Discuss the financial results of the United States Post Office.
  4. What have been the financial results of public ownership of railroads?
  5. Describe the organization of the United States Treasury Department.
  6. Describe the budgetary practice of American municipalities.
  7. For what purposes is it proper that a municipality should borrow money?
  8. Discuss the proposition that loans are drawn from the capital of a country and that taxes come from income.
  9. State and criticise Dr. Price’s theory of sinking funds.

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 8, Bound vol. Examination Papers 1908-09 (HUC 7000.25), p. 39.

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Course Enrollment, Taxation
1907-08

Economics 16b 2hf. Asst. Professor Bullock. — The Theory and Methods of Taxation

Total 59: 7 Graduates, 18 Seniors, 22 Juniors, 9 Sophomores, 3 Others.

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

ECONOMICS 16b
THEORY AND METHODS OF TAXATION
Year-end Examination, 1907-08

  1. From a practical point of view what is to be said concerning progressive taxation?
  2. What can be said concerning the incidence of the following taxes: the property tax levied by Massachusetts upon machinery, upon merchandise, and upon livestock; and the corporate franchise tax on street railways?
  3. Discuss the experience of American states in taxing: (a) tangible personal property; (b) intangible personal property.
  4. State and discuss three cases of double taxation which often occur in the United States.
  5. What do you think of the proposition that a tax on the income of land is a tax on land, and therefore a direct tax under the provisions of the Constitution of the United States?
  6. What taxes would be paid by a French manufacturer who owned all the property, real and personal, employed in his business? What would be paid by an English manufacturer similarly situated?
  7. Compare excise taxation in Great Britain with excise taxation in France.
  8. Enumerate and discuss four constitutional limitations upon the taxing power of the legislature of Massachusetts.
  9. Compare national taxation in Great Britain with national taxation in the United States.
  10. What do you think of the expediency of employing taxation as an instrument of social reform?

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 8, Bound vol. Examination Papers 1908-09 (HUC 7000.25), p. 40.

Image Source: Library of Congress. Puck, 23 June 1909. “The fountain of taxation”. Published by Keppler & Schwarzmann, Puck Building.

A large fountain with four basins, at top, supported by a crown and scepters, is a basin labeled “Millionaire”, next resting on a cornucopia is “Well-To-Do”, then the “Middle Class” basin supported by an octopus, and at the bottom is the largest basin labeled the “Laboring Class”. The fountain is standing on a platform labeled “Tax System”; the water, cascading from top down is labeled “Burden of Taxation”.

Categories
Harvard Third Party Funding

Harvard. A Plea for Research Support for the Economics Department. Bullock, 1915

The following plea for more funding of economic research outside of official government agencies in general, but at universities like Harvard in particular, was written by public finance professor Charles Jesse Bullock and published in the Harvard alumni magazine in 1915. It left a deep enough impression to get mentioned at a meeting of the economics department’s visiting committee with faculty nearly thirty years later

I was somewhat surprised that after the long wind-up about the importance of large-scale research in the social sciences (especially in economics) for nothing less than “the future of civilization,” the essay ends up being little more than a pitch for a couple of paid research assistantships for the department. Still Bullock’s obiter dictum to the effect that they who pay the piper can choose the tune will be familiar to those living in our present age of partisan think-tanks and policy research institutions.

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THE NEED OF ENDOWMENT FOR ECONOMIC RESEARCH.

By Charles J. Bullock

The Harvard Graduates’ Magazine, vol. 23, June 1915, pp. 601-610

                  This is a time of economic unrest, and therefore of economic inquiry. Existing conditions are the object of incessant criticism, the fundamentals of the present order are often called in question, and nothing seems exempt from discussion, criticism, assault. Whereas a generation ago a mere handful of books and a few magazine articles represented the annual output of the United States in economics and sociology, today the output rises to approximately 1000 volumes, which is nearly one twelfth of the total book crop of the year; while the magazines and newspapers flood the market with their articles by the thousands and tens of thousands, to the despair of the cataloguer and expert indexer.

                  Recent conditions may have been unusual; perhaps another decade will see a change in popular interest. But it is not to be doubted that economic problems will continue to absorb their share of attention, and that economic inquiry will continue on a larger scale than was ever known before the 20th century. Equally clear is it that the importance of such inquiry cannot be gainsaid. If the 19th century was the century of the natural sciences, it cannot be doubted that the 20th, whatever else it may be, will be a century of social and economic inquiry. Modern life will doubtless grow more complex rather than less, more delicate and difficult economic adjustments will doubtless be necessary, projects for the reform and perfection of mankind will not become less numerous, and there will be great need of scientific investigation in economics and the other social sciences. Upon the success or failure of such inquiry, indeed, may depend in no small measure the future of western civilization.

                  To meet the need of the times, our existing equipment for scientific economic research is inadequate. For serious investigation in this field two agencies, and only two, are now available. On the one hand, we have the individual investigator working with such private means as are at his command, and in such leisure as he can snatch from his regular vocation. On the other hand, we have governmental agencies like statistical bureaus, commissions of inquiry, and certain administrative departments having to do with such matters as taxation, railroads, corporations, labor, commerce, agriculture, and the like. These yearly become more numerous, and perhaps more influential; and they supply materials of the greatest value to the private investigator. Undoubtedly, the economist of today commands a far larger mass of data than his predecessors.

                  But the greater part of this material is in very raw state, some of it is untrustworthy, and most of it requires careful verification, analysis and interpretation before it is fit for scientific use. Therefore the resources of the individual investigator are as inadequate as ever; indeed, not the least of his troubles is the enormous mass of material, — valuable, doubtful, or worthless, — which must receive patient and critical examination at his hands. On the whole, he is hardly better off than the economist of the last generation, and there can be no doubt that the progress of scientific economic investigation is greatly hampered at every turn by the lack of such provision as has been made in generous measure for the study of the physical and natural sciences.

                  In the latter field it was long ago learned that the resources of the individual investigator, even when he coöperated with his fellow scientists, were inadequate for the work at hand; and it is today a matter of comparative ease to secure generous endowments for scientific research in physics, chemistry, biology, psychology, and medicine. But for economic science similar endowments are almost entirely lacking, and seem hardly to be regarded as necessary. For the most part the economist is expected to make bricks without straw, or at least with such few wisps as he can supply from his private resources, which are seldom large; and yet economic research, when conducted properly, is as expensive as research in any other field, and more expensive than in most others. The collection of the primary materials is often wholly beyond the ability of an individual investigator under present conditions, and must be entrusted to governmental agencies, which alone can gather comprehensive data concerning population, resources, production, commerce, labor, finance, and many other subjects. But such data frequently need to be supplemented by private inquiry, and they always need most searching and painstaking criticism; so that governmental agencies leave much to be done even in the collection of trustworthy primary materials. Then after the data are at hand must begin the process of analysis and interpretation, which is difficult and time consuming. Here, as in all other fruitful scientific inquiry, economic investigation is always reaching into new domains; and in any given domain must probe more and more deeply, and make its analyses increasingly minute. In all these respects the task of the economist is as difficult and exacting as that of his colleagues in any other branch of science. His province is vast, and a field for endless labor opens before him.

                  In some particulars, indeed, the task of the economist is even more difficult than that of the student of physical or natural science. The elements in any economic problem, the materials with which the science deals, are exceedingly mutable, and frequently change even while the economist is analyzing and classifying them. Work done by the mathematician, if well done, abides forever. The chemist or physicist may make his determinations so accurate that they will remain the closest approximations to the truth; and the biologist, even though he knows that species are not immutable, can safely assume that his beasts and plants are not going to change before his investigation is completed. But the economist’s phenomena are in the highest degree mutable. Some things, indeed, may not change. The law of diminishing returns is not likely to be modified in the near future even by act of Congress; nor does human nature, however modifiable by environment, change over night or even reconstitute itself within a year. But such things as laws and institutions, methods of production, available natural resources, the numbers and distribution of population, are in constant state of flux; and many an economist who lightheartedly begins a study of current problems presently finds himself writing a treatise on ancient history. Indeed, the economist’s task is never done. His materials must ever be collected anew, and his work must ever be repeated; the economic order changes, and the living specimens of today become in a few years the fossil remains of a bygone age. It will be noticed that I am speaking not of changes in theories about given economic phenomena, but of mutations of the phenomena themselves. In every field of science theories change, but in no field do the phenomena themselves change so generally and rapidly as in the social sciences.

                  A further difficulty is that the materials with which the economist deals are peculiarly liable to perversion, distortion, and even deliberate falsification. This fact enormously increases the investigator’s difficulties, and greatly adds to his labor. For this reason alone, the resources of the private investigator would surely be inadequate; and when to this is added the mass and complexity of the materials and their extraordinary mutability, the need of greater facilities than the individual economist can command is too apparent to require further comment.

                  One conceivable solution of the difficulty is to turn all large undertakings over to the State. Already the United States government is spending large sums for research, and the total cost of such work must amount to several million dollars annually. The Department of Agriculture, the Department of Commerce, the Bureau of Labor, the Census Bureau, the Bureau of Corporations, and the Interstate Commerce Commission have done, and are doing, work of the greatest importance to the economist, much of which, especially in the field of statistics, would be absolutely beyond the capacity of any individual investigator or private organization. In a similar manner various states and an occasional city are carrying on work of great importance, usefully supplementing the scientific work of the Federal government. Why not, then, depend upon these public agencies for such economic research as lies beyond the power of the individual investigator?

                  I have not the least desire to disparage governmental research; on the contrary, as indicated in the previous paragraph, I believe it to be highly useful, and in some fields indispensable. I believe also that the last 10 or 15 years have seen a distinct improvement in the quality of the work done in the United States, although such improvement has not everywhere kept pace with the increase of output. But after giving the most generous recognition to what the State is doing for the promotion of economic research, we must recognize that it would be highly unfortunate, and even dangerous, to permit the State to monopolize all economic inquiries that lie beyond the power of the individual investigator.

                  For, in the first place, even scientific research, when turned over to a governmental agency, is brought directly within the domain of politics. I do not mean, of course, that all of our departments or bureaus carrying on scientific work are headed by practical politicians and manned by political workers. This sort of thing, as we all know, is becoming less common; and there are not a few cases in which it is possible to say that politics, in this sense of the word, has been largely, and for considerable periods even wholly, excluded. To be sure, even a president of Mr. Wilson’s antecedents has been guilty of placing in charge of an important bureau, the only work of which is of a scientific character, a man whose principal qualification evidently was that he had been chairman of the party committee of a certain state. But such occurrences are becoming less frequent, and we may fairly anticipate continued improvement in the matter of treating scientific positions as mere political spoils.

                  But even with the grosser forms of political influence eliminated, it is true, and must remain true, that political considerations or purposes can never be wholly eliminated from governmental research. Even such an apparently non-political bureau as the Geological Survey may become the storm centre of the conservation movement if official determination has to be made of the apparently simple question of the effect of forest destruction upon soil erosion, and the Weather Bureau may become surcharged with political lightning if a loquacious chief expresses uncalled for opinions concerning the influence of forests upon rainfall and the flow of rivers. Even chemical and physiological inquiries take on a political tinge if they relate to the use of benzoate of soda, the wholesomeness of oleomargarine, and the products of the Chicago stock-yards. In fact, a clever politician can extract a surprising amount of political capital from such scientific inquiries as these, and a scientific investigator may risk his official head if his inquiries lead to an unwelcome conclusion. Some years ago a physiological chemist who was so unfortunate as to determine that good oleomargarine is a perfectly healthful article of food was told that his institution need expect no further support from the State if its professors were to antagonize the farmers in this manner. Equally hard might be the lot of any other investigator whose scientific determinations in this, or any allied field, should prove unpalatable to the conservationist, the pure-food crusader, the farmer, the social reformer, or the big corporation that produced the articles subjected to scientific analysis.

                  What happens to such peaceful and apparently non-political sciences as chemistry and physiology when they come into contact with politics, is much more certain to happen to a science like economics, which from the very nature of the case must deal with questions that are political in character. Even if we grant that it is possible to eliminate absolutely the spoils system, it would still remain true that economic research under Republican auspices would necessarily be a somewhat different thing from economic research under Democratic guidance, or under the control of a Progressive, Socialist, or Prohibition administration. Messrs. Redfield and Davies, for instance, inevitably give a different tone to economic inquiries under their charge from that imparted by Messrs. Cortelyou and Smith. This is not by remotest implication a reflection upon the honesty or fairness of any of these gentlemen, but it is merely a statement of a condition that inevitably results from the personal equation and the political creed. Nor is it a reflection upon governmental research as such, for such work may be highly useful in spite of the allowance that has to be made for the personal or political equation. I maintain simply that we must not blink the patent fact that governmental research can never wholly lose a political character. Such research may be highly useful, and, in fact, is becoming increasingly necessary; but we should not on that ground indulge in any illusions concerning it. “Official statistics,” the “impartial findings” of a Federal commission, the “final and authoritative” determinations of a government bureau, are indeed entitled to respectful reception and careful consideration; but they do not give us necessarily the last word upon any subject.

                  I have spoken so far only of the inevitable defects that arise from personal or political bias, such as is bound to exist among the best of men, and is least harmful when frankly admitted. But beyond this, there is the possibility of deliberate perversion of governmental investigation for partisan purposes. Some branches of Census work have suffered seriously from this cause, particularly the statistics that used to be published concerning the average wages paid in manufacturing industries. The most notorious case occurred in 1892, when, by manipulating the divisor used in computing average wages, the Census was able to announce that the average remuneration had risen from $347 in 1880 to $445 in 1890. On the eve of the presidential election the Census issued a series of bulletins relating to wages paid in the leading cities of the country, and exploiting in the most conspicuous manner possible the increase alleged to have occurred during the decade ending in 1890. These bulletins purported to show that wages had increased nearly 53% in New York, 35% in Chicago, 45% in Boston, 52% in Philadelphia, 73% in Atlanta, 77% in Richmond, 77% in Syracuse, and so on through the list. It seemed as if the campaign committee had mobilized its forces at the Census Office, and was directing a hail of deadly statistical shrapnel at the enemy’s trenches. This may have been good politics, but it certainly was not good science; and even from the political point of view, it led to awkward consequences. The average wages for 1890 were placed at such a high figure that it was a foregone conclusion that, without deliberate falsification of the data, the statistics of 1900 could not exhibit a further increase. As a matter of fact, they showed a decrease, computed by the old method, from $445 to $438, which was perhaps a fortunate result in that it demonstrated the dangers of political wage statistics. It is gratifying to be able to add that there has been no time since the Census was made a permanent bureau when such a performance as that of 1892 would have been conceivable.

                  Another celebrated feat of official statistics was the so-called Aldrich Report of 1893, which purported to give, among other things, statistics showing the general course of wages in the United States from 1840 to 1891. These statistics were immediately accepted as “official,” and incorporated in the economic literature of this and other countries; but it later developed that they had been gathered and handled by methods that would not bear the slightest careful criticism, and that some of the things done by the makers of the Report were so preposterous as to bring in question the investigators’ honesty of purpose. In one establishment, a brewery, the investigators found a brewer whose wages had increased from $6.39 a day in 1860 to $23.96 in 1891, or something like 285%; and they adopted a method of averaging which made the wages of this typical proletarian count for as much in determining the general result as those of 133 common laborers found in another industry whose wages had increased only 29% during the period of 31 years.

                  These examples show what official investigators can do even with such comparatively simple and definite things as statistics. When it comes to inquiries into complicated industrial conditions and the investigation of large questions of public policy, the opportunity for deliberate bias is greatly increased. Some 14 years ago, we had a Federal Industrial Commission which investigated almost every conceivable subject except white slavery and the recall of judges, but was particularly concerned with the trust problem and the protective tariff. The final report of the commission, in some 19 formidable volumes, has been widely used by both American and European investigators as a repository of economic information. Yet it was perfectly evident to the discerning at the time, and today would probably not be questioned by anybody, that, so far as the trusts and the tariff were concerned, the work of the commission was fundamentally partisan and political, and that its report contains fully as much misinformation as information. Certainly an economist with a professional reputation to maintain would today be chary of citing the findings of this commission as high authority upon either the trust or the tariff problem.

                  At the present writing, we have with us another industrial commission appointed a year or two ago as a result of the recent social unrest. In the closing months of his administration, President Taft named a commission, but his nominations aroused violent protest on account of the alleged conservative views of the nominees; and they were not confirmed by the Senate. President Wilson a few months later named another commission, against which the charge of conservatism can hardly lie; and this body is now making an official investigation of social conditions. On the eve of an important investigation the chairman, in a public address, denounces roundly the institutions he is about to investigate. Some months before the commission’s inquiries are concluded he announces that the country can never prosper “as long as the banks handle the wealth of the nation purely to make it pay the largest dividends,” and makes the “definite” suggestion that “autocracy in business” must go. When such performances arouse discussion and criticism, the grand inquisitor then announces that his “position is not a judicial one,” and that “judicial poise” is “a great bar to human progress.” Yet two or three years from now we shall be asked to accept the findings of this commission as “official.”

                  Cases are not wanting where investigations that yielded inconvenient results have been wholly suppressed. This happened, for instance, with an investigation of the sugar beet industry in the United States, which was made for one of the departments of the Federal government only a few years ago. And other similar, but less well authenticated, cases will doubtless occur to persons familiar with Washington affairs. Actual suppression, however, is probably a comparatively rare thing. What usually happens is that the administration in charge of national or state affairs is committed to certain policies, and that the expert investigators of such an administration are unlikely to reach inconvenient results. This is true not only of the political policies of national or state administrations, but also of the general policies of public departments in matters that are not immediately of political moment. A scientific student who turns to the reports of any public department, whether it has to do with taxation, banking, railroad administration, labor, or any other economic interest, must always be careful to make due allowance for the settled policies of the department. This is not a reflection upon the integrity of administrative departments, but is a necessary allowance for the personal equation which enters into all human affairs, public and private.

                  A final difficulty with the scientific work of governments is that it is generally confined to what are considered practical ends, by which is usually meant undertakings that give promise of immediate practical results. This is seen in appropriations for state universities which readily obtain money for agricultural, engineering, and other practical subjects, but have difficulty in securing meagre allowances for pure science, philosophy, and the humanities. It is evidenced also by the large appropriations the Federal Government makes for agricultural research, labor, and similar practical interests. In time, conditions may change, but for the present there is slight prospect of securing public support for research outside of economic questions of immediate practical concern.

                  Useful and even indispensable as it may be, therefore, governmental research in the field of economics needs to be supplemented by adequate private agencies. We need to place beside the Census Office, the Bureau of Labor, the Interstate Commerce Commission, the Bureau of Corporations, and the other excellent boards and bureaus, both state and national, now engaged in economic research, a number of private agencies that shall be free from political stress and disturbance, relieved from the necessity of confining themselves to investigations of immediate practical value, and amply equipped for the most thorough, painstaking, and accurate research in both pure and applied economics. Since scientific work of such a character cannot possibly be remunerative in the pecuniary sense, it is evident that such agencies can be provided only by endowments.

                  It also seems clear that a university devoted to scientific studies and dedicated to the pursuit of truth is a most fit institution to receive such endowments. Here the investigator will not be obliged to confine himself to inquiries that promise immediate practical results. Here he may be free from political or other pressure, and may benefit from association with scientists engaged in other fields of work, especially the older and more exact sciences.

                  The work that might be accomplished by such endowments can hardly be overestimated. Never yet in the history of the science has the economist been given the resources and equipment really necessary for his work. To fashion bricks without straw were a light and attractive task compared with his. If Harvard University could receive during the next few years an endowment adequate to make even a respectable beginning of organized research, it might within a generation do more than any private agency has ever done to advance the frontiers of economic science.

                  Such a tremendous vista of useful investigations would open before a department properly equipped for economic research that a very large endowment is thoroughly justified and even urgently needed. This may not be the time for undertaking large enterprises that call for money, but it is possible to begin the work in a modest way by the endowment of one or more research assistantships, which would permit the Department to prospect the field. Such endowment would enable the University to provide a professor with competent assistants like those provided for investigators in other fields. The sum of $30,000 would endow such assistantships and provide for the incidental expenses that always arise in connection with scientific work. They would certainly justify themselves by their results, and further endowments would then be easier to secure.

                  Another excellent plan would be the provision of funds for the investigation of particular subjects. There is great need, for instance, of searching investigation of the recent increase of public expenditures in the United States, an undertaking that would certainly prove fruitful in both theoretical and practical results. Even greater is the need of a searching investigation of the present world-wide increase of prices, which, like similar price movements of former times, is producing economic disturbances of vital practical moment and the greatest theoretical interest. Then there are the troublesome problems of the day, — socialism, single tax, labor legislation, the extension of public industries, public regulation of private industry, the tariff problem, the problem of large-scale production, and all the others, — that occasion so much discussion at the present time. We hear much about what other countries have done in this direction or that, but we have comparatively little first-hand investigation, impartial and absolutely scientific, of the actual results of such experiments. At every hand topics of fascinating scientific interest and great practical importance abound. Competent workers are not numerous, and their resources are painfully inadequate.

                  In a new undertaking of this character, the first step is usually the hardest. The endowment of economic research at Harvard University is a thing that can be finally and conclusively justified only by its results, and such results in turn are impossible without an endowment. The Department of Economics, however, believes that a strong case can be made out in favor of an experiment in this direction. It is now in quest of endowments for research assistantships and funds to defray the expense of particular investigations. I am grateful for the opportunity to bring this matter to the attention of the Harvard Graduates‘ Magazine.

Image Source: Portrait of Charles J. Bullock from the Harvard Class Album 1915. Colorized with image enhancement by Economics in the Rear-view Mirror.

Categories
Economists Harvard

Harvard. Economics Ph.D. alumnus, Seymour Edwin Harris. 1926

While this post still needs the course transcript from the Graduate School of Arts and Sciences at Harvard to be complete, there is enough information about the 1926 Harvard economics Ph.D. Seymour Edwin Harris for it to be added to our series “Meet an economics Ph.D. alumnus/alumna”.

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Biographical/Historical Note

Seymour Edwin Harris was born September 8, 1897 in New York City. He received an A.B. in 1920 and a Ph.D. in 1926 from Harvard University. From 1922 to 1964, Dr. Harris taught economics at Harvard University, where he received a full professorship in 1954, and served as the chairman of the department of economics from 1955 to 1959. During World War II, Dr. Harris was involved in several wartime planning projects. From 1954 to 1956, Dr. Harris became chief economic advisor to Adlai Stevenson. He then served Senator John F. Kennedy in the same capacity and was chosen as a member of President Kennedy’s task force on the economy. In 1961, Dr. Harris was named as chief economic consultant to Douglas Dillon, Secretary of the Treasury. During the Kennedy administration. Dr. Harris, a proponent of Keynesian economics, was a member of Walter W. Heller’s New Frontiersmen, which persuaded President Kennedy that the stimulation of the economy was more important than a balanced budget and tax cuts and government spending could counter threats of a recession. In 1963, Dr. Harris became the chairman of the department of economics at the University of California at La Jolla. At the same time, he served as a chief economic advisor to the Johnson administration.

Source: John F. Kennedy Presidential Library and Museum, Archives. Guide to the Seymour E. Harris Personal Papers.

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HARVARD UNIVERSITY
DIVISION OF HISTORY, GOVERNMENT, AND ECONOMICS

Application for Candidacy for the Degree of Ph.D.

[Note: Boldface used to indicate printed text of the application; italics used to indicate the handwritten entries]

I. Full Name, with date and place of birth.

Seymour Edwin Harris.  Sept. 8, 1897; Brooklyn, N.Y.

II. Academic Career: (Mention, with dates inclusive, colleges or other higher institutions of learning attended; and teaching positions held.)

C.C.N.Y. – 1916-18. Harvard A.B. 1918-20.
Princeton – Instructor of Economics 1920-2.
Harvard – Tutor 1922-4.

III. Degrees already attained. (Mention institutions and dates.)

A.B. Harvard. 1920.

IV. General Preparation. (Indicate briefly the range and character of your undergraduate studies in History, Economics, Government, and in such other fields as Ancient and Modern Languages, Philosophy, etc. In case you are a candidate for the degree in History, state the number of years you have studied preparatory and college Latin.)

Economics A, 3, 5, 11, 33
History 1, 12, 32b
Government 1, 17B.
Latin2 years at college. Greek1 year. French2 years (college). German1 year.

V. Department of Study. (Do you propose to offer yourself for the Ph.D., “History,” in “Economics,” or in “Political Science”?)

Economics.

VI. Choice of Subjects for the General Examination. (State briefly the nature of your preparation in each subject, as by Harvard courses, courses taken elsewhere, private reading, teaching the subject, etc., etc.)

  1. Economic Theory & History.
    Economics A, 11as undergraduate14, 15
  2. Money and Banking.
    Economics 38
    Two half courses at Princeton Grad. School. (Currency Reform & Monetary Histor of the U.S.)
  3. Statistics.
    Economics 41
  4. Public Finance
    Economics 31
  5. American History.
    History 32b (as Undergraduate)
    & Private reading
  6. [Left blank]

VII. Special Subject for the special examination.

Money and Banking with International Trade as a substitute field [committee: Professors Young (chairman), Taussig, Gay, and Monroe]

VIII. Thesis Subject. (State the subject and mention the instructor who knows most about your work upon it.)

Subject? [The Assignat]
Professor Young.

IX. Examinations. (Indicate any preferences as to the time of the general and special examinations.)

May 15, 1924
[March (early), 1926]

X. Remarks

I have not decided on any subject. At present, I expect to write in Theory, and I hope under Professor Young.

Signature of a member of the Division certifying approval of the above outline of subjects.

Allyn A. Young

*   *   *   [Last page of application] *   *   *

[Not to be filled out by the applicant]

Name: S. E. Harris

Approved: April 2, 1924

Ability to use French certified by C. J. Bullock, 10 May 1923.

Ability to use German certified by C. J. Bullock, 10 May 1923.

Date of general examination April 29, 1924. Passed A.A.Y.

Thesis received March 5, 1926

Read by [left blank]

Approved [left blank]

Date of special examination [left blank]

Recommended for the Doctorate [left blank]

Degree conferred  [left blank]

Remarks.  [left blank]

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

Certification of reading knowledge
of French and German for Ph.D.

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

Cambridge, Massachusetts
May 10, 1923

This is to certify that I have examined Mr. S.E. Harris and have found that he has such a knowledge of French and German as we require of candidates for the Ph.D. degree.

Very truly yours
[signed]
C. J. Bullock [K]

Dean D. H. Haskins

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

Passed General Examination

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

Cambridge, Massachusetts
April 30, 1924

Dear Dean Haskins:

As Chairman of the Committee to conduct the general examination of S. E. Harris for the degree of Ph.D., I beg to report that Mr. Harris passed the examination. It was the opinion of the Committee that Mr. Harris’ showing was distinctly good, “better than the average”.

Yours sincerely,
[signed]
Allyn A. Young

Dean C. H. Haskins

[Note: The exam was held Tuesday, 29 April at 4 p.m. in Widener D. Committee: Professors Young, Crum, Bullock, Williams and Dr. Merk with Professor Persons substituting for Professor Crum at the examination.]

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

Passed Special Examination

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

Cambridge, Massachusetts
March 12, 1926

To the Division of History, Government and Economics:

As chairman of the committee appointed to conduct the special examination of Mr. S. E. Harris for the degree of Ph.D. in Economics I beg to report that Mr. Harris passed a very creditable examination.

[signed]
Allyn A. Young

Source: Harvard University Archives. Division of History, Government & Economics, Ph.D. Degrees Conferred 1929-30. (UA V 453.270), Box 6.

Image Source: This particular portrait of Seymour E. Harris has been cropped from the 1934 Harvard Album. The identical portrait can be found already in the 1925 Harvard Album.

 

Categories
Exam Questions Harvard Principles

Harvard. Enrollment and semester examinations for principles of economics. Taussig, Bullock and Andrew. 1907-1908

In addition to the 1907-08 exam questions for Principles of Economics taught at Harvard by Frank W. Taussig, Charles J. Bullock, and A. Piatt Andrew, this post provides links to the previously transcribed 36 years worth of exams.

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Exams for principles (a.k.a. outlines)
of economics at Harvard
1870/71-1906/07

1871-75.
1876-77.
1877-78.
1878-79.
1879-80.
1880-81.
1881-82.
1882-83
.
1883-84
.
1884-85.
1885-86.
1886-87.
1887-88.
1888-89.
1889-90.
1890-91.
1891-92.
1892-93
.
1893-94.
1894-95.
1895-96
.
1896-97.
1897-98.
1898-99.
1899-00.
1900-01.
1901-02.
1902-03.
1903-04.
1904-05.
1905-06.
1906-07.

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Course Enrollment
1907-08

Economics 1. Professor [Frank William] Taussig and Asst. Professors [Charles Jesse] Bullock and [Abram Piatt] Andrew, assisted by Dr. [Charles Phillips] Huse, and Messrs. [?] Hall, [Probably: Walter Max Shohl, A.B. 1906] Shohl and [Abbott Payson] Usher [A.B. 1904]. — Principles of Economics.

Total 482: 1 Graduate, 8 Seniors, 76 Juniors, 290 Sophomores, 66 Freshmen, 41 Others.

Source: Harvard University. Report of the President of Harvard College, 1907-1908, p. 66.

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ECONOMICS 1
Mid-year Examination, 1907-08

Arrange your answers strictly in the order of the questions.

  1. Does saving lead to investment? Does investment lead to the increase of capital? Does the increase of capital lead to the decline of interest? If so, explain in each case why and how; if not, why not?
  2. Suppose that by the use of more prolific seeds the yield of agriculture were very greatly increased; what immediate consequences would you expect as to
    1. The price of agricultural produce;
    2. Economic rent on agricultural land;
    3. The earnings of farmers?

Wherein might the ultimate consequence be different?

  1. Is there any inconsistency between the propositions that
    1. Value is governed by demand and supply;
    2. Value is governed by marginal utility;
    3. The price of a monopolized commodity may be different for different purchasers?
  2. How far does the price of a copyrighted book depend on its cost? How far does its cost depend on its price?
  3. Explain what is meant by “non-competing groups,” and how the situation indicated by that phrase is connected with questions concerning trade-unions and the closed shop.
  4. What effect has the unattractiveness of an employment on the wages of those engaged in it? How do you explain the current scale of wages for unskilled labor? For “sweated” laborers? For domestic servants?
  5. Is it beneficial to laborers as a class that there should be (1) great mobility and free competition between business men and investors; (2) great mobility and free competition between the laborers themselves?

One of the following questions may be omitted.

  1. Suppose coöperative production were universally adopted, how would business profits be affected? Suppose profit-sharing were universally adopted, how would they be affected? Suppose all laborers organized in trade-unions, how would they be affected?
  2. What is the significance for labor questions of
    1. “Making work”;
    2. Luxurious expenditure by the rich;
    3. Jurisdiction disputes?
  3. Explain precisely what social movement you associate with the following:—
    1. Rochdale Pioneers;
    2. Leclaire;
    3. Knights of Labor;
    4. American Federation of Labor.

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

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ECONOMICS 1
Year-end Examination, 1907-08

  1. Wherein is there resemblance, wherein difference, between the causes that determine the value of

a ton of coal;
an ounce of gold;
a dollar of inconvertible paper?

  1. Wherein, if at all, are the following subject to the law of monopoly value:—

urban sites;
the output of a protective industry;
railway transportation?

  1. It is said that “charging what the traffic will bear” may rest on two different causes. Do you find either or both of the causes in (a) railway rates; (b) the prices of illuminating oil; (c) the prices of cotton-seed oil?
  2. Explain the following terms:—

index number;
bimetallism;
limping standard;
Independent Treasury system;
Gresham’s Law.

  1. In the year 1906 the exports of merchandise from the United States exceeded the imports by about 500 million dollars. In the same year the imports of gold were about 50 million dollars.

(a) Can such a disparity continue for a long period of years? If so, why? If not, why not?

(b) So long as it continues, do you regard the situation as favorable for the people of the United States?

  1. Explain the measures taken in periods of great financial stress in (a) England, (b) Germany, (c) the United States; and mention in each case to what extent these measures were contemplated by existing legislation.
  2. What determines the selling-price of (a) an urban site advantageous for business; (b) the shares of a street railway corporation; (c) the shares of a “trust” whose capitalization much exceeds its tangible property? In which of these cases, if in any, can it be said that there is “over-capitalization”?
  3. Suppose the public-service industries (“monopolies of organization”) to be placed under government management. Do you think wages would be lower or higher in these industries? Would the general level of wages in the community be higher or lower?
    On the same supposition, do you think prices of the commodities or services supplied by those industries would be higher or lower? Would the general level of prices be higher or lower?
  4. Does the encouragement of domestic industries through tariff duties cause a saving by doing away with the expense of transporting goods from foreign countries? Are such duties likely to bring a charge on the foreign producer or on the domestic consumer?

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 8, Bound vol. Examination Papers 1908-09; Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1908), pp. 26-27.

Image Source: Faculty portraits of Frank W. Taussig, Charles J. Bullock, A. Piatt Andrew. The Harvard Class Album, 1906. Colorized by Economics in the Rear-view Mirror.

Categories
Exam Questions Harvard Public Finance

Harvard. Public finance and taxation. Enrollments and final exams. Bullock, 1906-1907

As can be seen below, Economics in the Rear-view Mirror has put together a considerable time-series of public finance exams for Harvard at the start of the 20th century.

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Bullock’s earlier public finance exams
at Harvard

1901-02. Economics 7a and 7b. Financial administration; taxation [undergraduate]

1903-04. Economics 16.  Financial history of the United States

1904-05. Economics 7a. Introduction to public finance [undergraduate]

1904-05. Economics 7b. Theory and methods of taxation [undergraduate]

1904-05. Economics 16. Financial history of the United States.

1905-06 Economics 7.  Public finance [undergraduate]

1905-06 Economics 16. Public finance [advanced]

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

From 1910: Short bibliography on public finance “for serious minded students” by Bullock

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INTRODUCTION TO
PUBLIC FINANCE

Course Enrollment
1906-07

Economics 16a 1hf. Asst. Professor Bullock. — Introduction to Public Finance

Total 15: 4 Seniors, 7 Juniors, 3 Sophomores, 1 Other.

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

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

HARVARD UNIVERSITY

ECONOMICS 16a
INTRODUCTION TO PUBLIC FINANCE

Mid-year Examination, 1906-07
  1. What classes of public expenditure increased most rapidly during the nineteenth century and what classes showed the least tendency to increase?
  2. Describe the policy pursued by the United States in regard to its public lands.
  3. What are the chief abuses of the fee system in the United States?
  4. Discuss the financial aspects of national ownership of railroads.
  5. Compare the administration of the British post office with the administration of the post office in the United States.
  6. Write an account of American State debts in the nineteenth century?
  7. Compare the history of the British debt in the eighteenth and nineteenth centuries with the history of the French debt at the same period.
  8. What are the advantages and disadvantages of sinking funds?
  9. What are the essential characteristics of a good budget system?

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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THE THEORY AND METHODS OF TAXATION

Course Enrollment
1906-07
 

Economics 16b 2hf. Asst. Professor Bullock. — The Theory and Methods of Taxation

Total 22: 3 Graduates, 4 Seniors, 9 Juniors, 5 Sophomores, 1 Other.

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

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

ECONOMICS 16b
THE THEORY AND METHODS OF TAXATION

Year-end Examination, 1906-07

Omit one question.

  1. What are the criteria by which you would test the justice of any system of taxation?
  2. What are the chief difficulties encountered by American commonwealths in constructing their tax systems?
  3. Describe the French system of direct taxation.
  4. Compare the French system of direct taxation with that employed in Prussia.
  5. What points of difference have you observed between the British and the French systems of taxation?
  6. What lessons has European practice for the student of American taxation?
  7. Outline a system of corporation taxes which you would consider satisfactory for such a state as Massachusetts.
  8. Write a history of income taxation in the United States.
  9. Upon what class or classes of persons does the American system of state and local taxation fall with the greatest weight?

Source: Harvard University Archives. Harvard University, Examination Papers, 1873-1915. Box 8, Bound vol. Examination Papers 1906-07 (HUC 7000.25), p. 39.

Image Source: The Tax Collector by Marinus van Reymerswaele (1542). Wikiart, Visual Art Encyclopedia.

Categories
Exam Questions Harvard History of Economics

Harvard. Semester exams for history of economics. Bullock, 1906-07

The two-semester course on the history of economics up through Adam Smith taught by assistant professor Charles J. Bullock at Harvard in  1906-07 was taken by seven graduate students and one undergraduate.

A reprint of the 1690 pamphlet by Nicholas Barbon “A Discourse of Trade” was published by Johns Hopkins Press in 1905 and Bullock incorporated it into his course at the first opportunity (the course was announced but not taught in 1905-06). The third question of the year-end exam below concerns a quote from the first page of Barbon’s Discourse.

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Before joining Harvard in 1903

Source: Williams College, The Gulielmensian 1902, p. 16.

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Earlier History of Economics Courses
Taught by Charles J. Bullock

1903-04

1904-05

__________________________

Course Enrollment
1906-07

Economics 15. Asst. Professor Bullock. — History and Literature of Economics to the year 1848.

Total 8: 7 Graduates, 1 Junior.

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

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ECONOMICS 15
HISTORY OF ECONOMIC THEORY
Mid-Year Examination, 1906-07

  1. By the close of the Middle Ages what progress had been made in developing a theory of value?
  2. Compare the communism of Plato with that of More.
  3. What was the attitude of the following writers toward commerce: Aristotle, Xenophon, Thomas Aquinas?
  4. What economic topics were discussed by Roman writers?
  5. Discuss the connection between political and economic theory from the time of Plato to the middle of the eighteenth century.
  6. What is your opinion of the scholastic doctrine of usury?
  7. Write an account of economic discussions in Italy in the fifteenth century?
  8. To what books would you turn for information concerning the political and economic theories of the Schoolmen?

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 15
HISTORY OF ECONOMIC THEORY
Year-end Examination, 1906-07

Omit one question.
  1. What analysis does Quesnay make of the organization of economic society? Does his analysis resemble at any points the analysis made by Aristotle?
  2. What traces of Aristotelianism and Scholasticism do you find in the economic thought of Europe from 1500 to 1800?
  3. At about what time was the following passage written?
    “The Stock and Wares of all Trade are the Animals, Vegetables, and Minerals of the whole Universe, whatsoever the Land or Sea produceth. These Wares may be divided into Natural and Artificial. Natural Wares are those which are sold as Nature produceth them. … Artificial Wares are those which by Art are changed into another Form than Nature gave them.” [A Discourse of Trade (1609) by Nicholas Barbon]
    Does this passage suggest any distinction drawn by earlier writers? What use was made of it by the economists of the period when it was written?
  4. Compare the general development of mercantilist doctrines in England from 1500 to 1760 with the development of French mercantilist doctrines of the same period.
  5. What tendencies are noticeable in the economic thought of England, France, Germany, Italy, and Spain between 1740 and 1760? Name some of the chief writers in each country at this time.
  6. What is the fundamental difference between the theories of commerce entertained by enlightened mercantilists of the eighteenth century and the view of Hume, d’Argenson, and Adam Smith?
  7. What various elements were fused in the economical philosophy of Adam Smith?
  8. What are the prevailing theories of value, profits, and rent found in the writings of English mercantilists?
  9. Outline Turgot’s theory of distribution.

Source: Harvard University Archives. Harvard University, Examination Papers 1873-1915. Box 8, Bound volume: Examination Papers, 1907-08; Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1907), pp. 37-38.

Image Source: Williams College, The Gulielmensian 1902, p. 16. Colorized by Economics in the Rear-view Mirror.

Categories
Exam Questions Harvard Principles

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

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.

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ECONOMICS 1
Mid-year Examination, 1906-07

Arrange your answers strictly in the order of the questions.

  1. Explain briefly what is meant by, — free goods; public goods; utility; marginal utility; productive labor.
  2. Explain the relation between, — the rate of interest; the selling price of land; the capitalization of monopolies; vested rights.
  3. 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?
  4. Are business profits a return different in kind from wages, according to Mill? Seager? the instructor in the course?
  5. 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.
  6. 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?
  7. 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?
  8. Explain the connection between, — collective bargaining; the closed shop; the open union.
  9. 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.

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ECONOMICS 1
Year-end Examination, 1905-06

I.
Answer three questions.

  1. Does the value of a commodity depend on its utility? Does the price of a commodity depend on its value?
  2. Explain briefly what is meant by (a) the sweating system, (b) producers’ coöperation, (c) collective bargaining.
  3. 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?
  4. 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.

  1. 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.
  2. 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?
  3. 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?
  4. 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.

  1. 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?
  2. Compare the history of the income tax in the United States with the history of the tax in two European countries.
  3. 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?
  4. 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.

Categories
Exam Questions Harvard Public Finance

Harvard. Exams for the advanced course in public finance. Bullock 1905-06

Say what you will, Bullock’s courses in public finance attempted to span centuries of fiscal history and had a strong international comparative scope. 

Charles Jesse Bullock also provides us a nice illustration of the ephemeral nature of academic rank and distinction. In the long-run…

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Bullock’s earlier public finance exams
at Harvard

1901-02. Economics 7a and 7b. Financial administration; taxation [undergraduate]

1903-04. Economics 16.  Financial history of the United States

1904-05. Economics 7a. Introduction to public finance [undergraduate]

1904-05. Economics 7b. Theory and methods of taxation [undergraduate]

1904-05. Economics 16. Financial history of the United States.

1905-06 Economics 7.  Public finance [undergraduate]

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From 1910: Short bibliography on public finance “for serious minded students” by Bullock

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Course Enrollment
Economics 16
1905-06

Economics 16. Asst. Professor Bullock. — Public Finance (advanced course).

Total 7: 5 Graduates, 2 Seniors.

Source: Harvard University. Report of the President of Harvard College, 1905-1906, p. 73.

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HARVARD UNIVERSITY
ECONOMICS 16
PUBLIC FINANCE
Mid-year Examination, 1905-06

  1. What were the chief causes of the increase of public expenditure during the nineteenth century?
  2. Can any prediction be made concerning the probable future of any classes of public expenditures?
  3. What has been the history of revenues from domains in European states since the close of the Middle Ages?
  4. What can you say concerning the revenue now derived from domains and industries in Prussia and in England?
  5. How do Seligman and Adams classify public revenues? What are Bastable’s criticisms against Seligman’s classification?
  6. What are the arguments commonly advanced for and against alienation of domains?
  7. With what different definitions of taxes are you familiar? What do you consider a correct definition?
  8. Discuss the comparative merits or demerits of proportional and progressive taxation.

Source: Harvard University Archives. Harvard University. Mid-year Examinations, 1852-1943. Box 7, Bound Volume: Examination Papers, Mid-Years 1905-06.

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ECONOMICS 16
Year-end Examination, 1905-06
[Note: question 6 missing in printed exam]

  1. What is your opinion of the causes and results of the increase of public expenditures in the nineteenth century?
  2. What is your opinion of the merits of the arguments for and against municipal ownership of lighting and traction enterprises in the United States?
  3. Compare the French system of national taxation with the British.
  4. Write an account of the present financial system of the Kingdom of Prussia, considering particularly the following topics: expenditures, domain and industries, taxation, and indebtedness.
  5. What is the present status of corporation taxes in the American commonwealths?
  6. What, in your opinion, would constitute a satisfactory tax system for the State of Massachusetts?
  7. Discuss the incidence of taxes falling upon: (a) wages, (b) rent, (c) interest.
  8. Compare the British budgetary system with that of the United States.

Source: Harvard University Archives. Harvard University, Examination Papers 1873-1915. Box 8, Bound volume: Examination Papers, 1906-07Papers Set for Final Examinations in History, Government, Economics,…,Music in Harvard College (June, 1906),  p. 41.

Image Source: John Harvard statue, ca. 1904. U.S. Library of Congress Prints and Photographs Division.