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Exam Questions Harvard Suggested Reading

Harvard. Programs of Social Reconstruction. Readings and Exam. Mason, 1929

Edward S. Mason took over Thomas Nixon Carver’s course (Economics 7b Programs of Social Reconstruction) beginning in the second term of 1926-27. According to the course description, the course nominally covered the radical programmes of “socialism, communism, anarchism and the single tax”, but the memory of Henry George had faded by this time. Utopian socialism and communism together with anarchism were the focus of the course.  Thanks to the student notes of Albert Gailord Hart from 1929, we are able to sketch an outline of this relatively popular advanced undergraduate/graduate course in the Harvard economics curriculum.

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Thomas Nixon Carver on handing over his course

By bringing [John D.] Black and [Pitirim] Sorokin to Harvard I was helping to make myself unnecessary. They took over two courses which I had created and developed [for agricultural economics and sociology, respectively]. I contributed further to my own elimination by relinquishing another course which I had developed and made influential—my course on methods of social reform. The tutorial system brought into the department a number of young men who were not content to be mere tutors but were anxious to give courses of their own. Among these was a promising young man—Edward S. Mason. I yielded to the suggestion that I let him take over the above-mentioned course, while I concentrated on economic theory. I was planning a course on the economic functions of government, but before I had time to offer it the time came for me to retire. I had reached the retiring age in the year 1932.

Source:   Thomas Nixon Carver, Recollections of an Unplanned Life (1949), p. 212.

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Edward S. Mason remembers…

…My doctoral dissertation had been in the field of international trade, dealing with a type of price discrimination designated by the not very attractive title of “dumping.” It was submitted in 1925 but the appearance, shortly before it was completed, of a book on the same subject, and with the same title, by Jacob Viner, precluded working over the manuscript for publication. I then interested myself in the writings of 19th century socialists and published a number of articles on them in the Quarterly Journal. This trend of thought culminated in the publication of a not very good book on the Paris Commune (of 1871) in 1930. Although I continued to be interested in this field and taught for a number of years Carver’s old course on Socialism and Social Reform, my attention shifted beginning around 1930 to the area of corporations, industrial organization, and the regulation of business….
Source:  Edward S. Mason, A Life in Development: An Autobiography (2004), p. 31. Copy in the Harvard Archive: Box 1 of Papers of Edward Sagendorph Mason.

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Course Announcement

[Economics] 7b 2hf. Programmes of Social Reconstruction

Half-course (second half-year). Mon., Wed., and (at the pleasure of the instructor). Fri., at 10. Asst. Professor Mason.

A comparison of the various radical programmes, such as socialism, communism, anarchism and the single tax, the theories upon which they are based, and the grounds of their attack upon the present industrial system. An examination of the various criteria of distributive justice, and of the social utility of the institution of property. A comparison of the merits of liberalism and authoritarianism, of radicalism and conservatism. An analysis also of the present tendenccies toward equality under liberalism in this country.

Source:  Official Register of Harvard University Vol. XXV, No. 29 (May 26, 1928). Division of History, Government, and Economics, 1928-29, p. 68.

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Course Enrollment

7b 2hf. Asst. Professor Mason.—Programs of Social Reconstruction.

6 Graduates, 38 Seniors, 27 Juniors, 1 Freshman, 5 Other: Total 77.

 

Source: Harvard University. Reports of the President and the Treasurer of Harvard College 1928-1929, p. 72.

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Course Assignments
[from Albert Gailord Hart’s student notes]

Texts and Links

Bober, Mandell Morton. Karl Marx’s Interpretation of History. Cambridge, MA: Harvard University Press, 1927. (2nd edition, 1948).

De Man, Hendrik.  Psychology of Socialism, London, Allen & Unwin. 1928 Translation of  Zur Psychologie des Sozialismus. Jena, E. Diederichs, 1927.

Gide, Charles and Charles Rist. A History of Economic Doctrines from the Time of the Physiocrats to the Present Day. Translation from the second revised and augmented edition of 1913 by R. Richards. London: George G. Harrap & Company, 1915.

Skelton, Oscar Douglas. Socialism: A Critical Analysis. Cambridge, MA: Riverside Press, 1911. [Chicago Ph.D. dissertation].

Marx, Karl and Frederick Engels. Manifesto of the Communist Party (English translation authorized by Engels, 1908).

Report of the Liberal Industrial Inquiry, Britain’s Industrial Future, 1928.

Kropotkin. The Conquest of Bread (1907).  Modern Science & Anarchism (1908).

Webb, Sidney and Beatrice. A Constitution for the Socialist Commonwealth of Great Britain (1920).

Lenin, V. Imperialism, the Highest Stage of Capitalism (1916). The State and Revolution (1917).

Assignments as recorded in Hart’s notes

Gide & Rist II, I-III

Book II: The Antagonists.

Chapter I (Sismondi and the origins of the critical school);
Chapter II (Saint-Simon, the Saint-Simonians, and the beginnings of collectivism);
Chapter III (The associative socialists—Robert Owen, Charles Fourier, and Louis Blanc)]

M. M. Bober—[Karl] Marx[’s] Ec[sic] Int[erpretation of] Hist[ory]

Part I: The Material Basis of History
Part II: The Human Element in History
Part III: The Ideological Element in History]
Part IV. [The Trend of History]

De Man Psychology of Soc[ialism]  Part I;  IV  1-4. Finish De Man in April.

Communist Manifesto—Marx & Engels

Skelton’s “Socialism” I-III, VIII, IX

I: Introduction
II: The Socialist Indictment
III: The Indictment Considered
VIII: The Modern Socialist Ideal
IX: The Modern Movement

 

RP [reading period]

one [of]

  1. Report   Lib[eral] Industr[ial] Committee [sic, ]
  2. Kropotkin. Conquest of Bread  200 [pages]
    [Modern] Science & Anarchism 100 [pages]
  3. S. Webb—Plan of [“a Constitution for the Socialist Commonwealth of Gr[eat] Br[itain]]
  4. V. Lenin—Imperialism
    The State and Revolution

Source: Columbia University Libraries. Manuscript Collections. Albert Gailord Hart Papers. Box 60, Folder “Mason Micro 1929”.

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Final Examination
1928-29
Harvard University
ECONOMICS 7b2

I

Write an hour on one of the following.

  1. Discuss the nature of the state in a capitalist and in a socialist society according to Levin.
  2. What does Kropotkin mean by anarchism?
  3. [✓] To what extent is the report of the Liberal Industrial Enquiry socialist?
  4. Do the essential changes proposed in Sydney Web’s “Plan,” seem to you uneconomic? Why or why not?
  5. Discuss Shaw’s case for the equal distribution of income.

II

Answer two including the first.

  1. [✓] “Marx’s recognition of the fact that profits percent tend towards equality sounded the death knell of his theory of value.” Discuss.
  2. [✓] “In competitive advertising we have a typical waste of the system of production for profit and one which a socialist society could quickly eliminate.” Discuss.
  3. “Granted the best intelligence on the part of mass production industries as to scientific analysis of demand, it still remains true that the domestic market cannot long hope to keep up with the rapidly advancing capacity of machines and skilled management to turn out goods.” Discuss.

III

Answer two including the first.

  1. [✓] De Man maintains that, “the desire for responsible self-government in industry, essentially democratic, is fundamentally alien to Marxist thought.” Why does he think so?
  2. What do the Socialists mean by economic imperialism and how do they explain it?
  3. [✓] Discuss the significance in socialist thought one of the following: Fourier, Proudhon, Louis Blanc, Sismondi, St. Simon.

Source:  Columbia University Libraries, Manuscript Collections. Albert Gailord Hart Papers, Box 60, Folder “Exams CHI Qualifying [sic]”. Note: the checkmarks indicate which questions Hart chose to answer.

Image Source:  Edward S. Mason from the Harvard Classbook, 1934.

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Harvard Sociology Suggested Reading Syllabus

Harvard. Principles of Sociology, Syllabus and Exams. Carver and Ripley, 1902-1903

 

The discipline of sociology was only a subfield of economics at Harvard long after the University of Chicago had  established an independent department of sociology upon the founding of that university in 1892. William Z. Ripley and Thomas N. Carver were jointly teaching the course at Harvard at the turn of the twentieth century. This course was taught for nearly three decades by Carver, e.g. an earlier post with materials for Economics 8, Principles of Sociology taught by Thomas Nixon Carver in 1917-18.

Note: Updated 31 Jan 2023 with links to all the items on the reading list along with the semester examination questions. Colorized portraits of Carver and Ripley have also been added.

Cf. A few years later Thomas Nixon Carver compiled a book of course readings (over 800 pages!): Sociology and Social Progress: A Handbook for Students of Sociology. Boston: Ginn & Company, 1905.

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Course Announcement and Description

[Economics] 3. Principles of Sociology. — Theories of Social Progress. Mon., Wed., and (at the pleasure of the instructor) Fri., at 1.30. Professors Carver and Ripley.

The work of the first term will consist of an outline of the structure and development of social and political institutions, based upon a comparative study of primitive, barbarous, and civilized peoples. Among the topics considered will be the following, viz.: the physical and environmental factors in mental and social evolution, the racial elements in nationality and other social phenomena, with a discussion of modern racial problems in the United States and Europe, the interaction of mental and social evolution, the history and development of the family, and of religious, legal, and political institutions, and the relation of custom to religion and law. The principal authors discussed will be Tylor, Maine, Westermarck, and Spencer. The treatment will in the main be historical and comparative; aiming to afford data for the analytical and critical work of the second term.

In the second term this is followed by an analysis of the factors and forces which have produced modifications of the social structure and secured a greater degree of adaptation between man and his physical and social surroundings. The relation of property, the family, the competitive system, religion, and legal control to social well-being and progress are studied with reference to the problem of social improvement. Bagehot’s Physics and Politics, Ward’s Dynamical Sociology, Giddings’s Principles of Sociology, Patten’s Theory of Social Forces, and Kidd’s Social Evolution are each read in part. Lectures are given at intervals, and students are expected to take part in the discussion of the authors read and the lectures delivered.

Course 3 is open to students who have passed satisfactorily in Course 1 [Outlines of Economics].

 

Source:  Harvard University, The University Publications (New Series, No 55). Faculty of Arts and Sciences, Division of History and Political Science Comprising the Departments of History and Government and Economics, 1902-03 (June 14, 1902), p. 41.

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Course enrollment

[Economics] Professors CARVER and RIPLEY. — Principles of Sociology. Theories of Social Progress.

Total 44: 8 Graduates, 17 Seniors, 11 Juniors, 3 Sophomores, 5 Special.

 

Source: Harvard University. Annual Report of the President 1902-03, p. 67.

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Economics 3

To be read in full

  1. Herbert Spencer. Principles of Sociology. [3 vols., 3rd rev. ed., 1898]
  2. Walter Bagehot. Physics and Politics.
  3. Benjamin Kidd. Social Evolution.
  4. F. H. Giddings. Principles of Sociology.

Collateral Reading.
Starred references are prescribed.

I. Scope and Method of Sociology
  1. August Comte. Positive Philosophy. Book VI. Chs. 2—4.
  2. Herbert Spencer. Classification of the Sciences, in Essays: Scientific, Political, and Speculative. Vol. II.
  3. _______*. The Study of Sociology. Chs. 1—3.
  4. J. S. Mill. System of Logic. Book VI.
  5. W. S. Jevons. Principles of Science. Ch. 31. Sec. 11.
  6. Lester F. Ward. Outlines of Sociology. Pt. I.
  7. J. W. H. Stuckenberg. Introduction to the Study of Sociology. Chs. 2 and 3.
  8. Émile Durkheim. Les Regles de la Méthode Sociologique.
  9. Guillaume de Greef. Les Lois Sociologiques.
  10. Arthur Fairbanks. Introduction to Sociology. Introduction.
II. The Factors of Social Progress
A. Physical and Biological Factors
  1. Herbert Spencer. The Factors of Organic Evolution, in Essays: Scientific, Political, and Speculative. Vol. I.
  2. _______. Progress, its Law and Cause, in Essays: Scientific, Political, and Speculative. Vol. I.
  3. Auguste Comte. Positive Philosophy. Book VI. Ch. 6.
  4. Lester F. Ward. Dynamical Sociology. Ch. 7.
  5. Simon N. Patten*. The Theory of Social Forces. Ch. 1.
  6. Geddes and Thompson. The Evolution of Sex. Chs. 1, 2, 19, 21.
  7. Robert Mackintosh. From Comte to Benjamin Kidd.
  8. G. de LaPouge. Les Sélections Sociales. Chs. 1—6.
  9. August Weismann. The Germ Plasm: a Theory of Heredity.
  10. George John Romanes. An Examination of Weismannism.
  11. Alfred Russell Wallace. Studies: Scientific and Social. [Volume 1; Volume 2]
  12. R. L. Dugdale. The Jukes.
  13. Oscar C. McCulloch. The Tribe of Ishmael.
  14. Francis Galton. Hereditary Genius.
  15. Arthur Fairbanks. Introduction to Sociology. Pt. III.
B. Psychic
  1. Auguste Comte. Positive Philosophy. Book VI. Ch. 5.
  2. Jeremy Bentham*. Principles of Morals and Legislation. Chs. 1 and 2.
  3. Lester F. Ward. The Psychic Factors of Civilization.
  4. G. Tarde. Social Laws.
  5. _______. Les Lois de l’Imitation.
  6. _______. La Logique Sociale.
  7. Gustav Le Bon. The Crowd.
  8. _______. The Psychology of Peoples.
  9. J. Mark Baldwin. Social and Ethical Interpretations.
  10. _______. Mental Development in the Child and the Race.
  11. John Fisk. The Destiny of Man.
  12. Henry Drummond. The Ascent of Man.
  13. Simon N. Patten*. The Theory of Social Forces. Chs. 2—5.
C. Social and Economic
  1. Lester F. Ward. Outlines of Sociology. Pt. II.
  2. _______*. Dynamical Sociology. Ch. 10.
  3. Brooks Adams. The Law of Civilization and Decay.
  4. D. G. Ritchie. Darwinism and Politics.
  5. A. G. Warner*. American Charities. Pt. I. Ch. 5.
  6. G. de LaPouge. Les Sélections Sociales. Chs. 7—15.
  7. T. R. Malthus. Principle of Population.
  8. Bosanquet. The Standard of Life.
  9. W. H. Mallock. Aristocracy and Evolution.
  10. T. V. Veblen. The Theory of the Leisure Class.
  11. W. S. Jevons. Methods of Social Reform.
  12. Jane Addams and Others. Philanthropy and Social Progress.
  13. E. Demolins. Anglo-Saxon Superiority.
  14. Thomas H. Huxley. Evolution and Ethics.
  15. Georg Simmel. Ueber Sociale Differencierung.
  16. Émile Durkheim. De la Division du Travail Social.
  17. J. H. W. Stuckenberg. Introduction to the Study of Sociology. Ch. 6.
  18. Achille Loria. The Economic Foundations of Society.
  19. _______. Problems Sociaux Contemporains. Ch. 6. [English translation (1911)]
  20. E. A. Ross. Social Control.
D. Political and Legal
  1. Jeremy Bentham. Principles of Morals and Legislation. Chs. 12—17.
  2. F. M. Taylor. The Right of the State to Be.
  3. W. W. Willoughby*. Social Justice. Chs. 5—9.
  4. D. G. Ritchie. Principles of State Interference.
  5. W. S. Jevons. The State in Relation to Labor.
  6. Henry C. Adams. The Relation of the State to Industrial Action, in Publications Am. Econ. Assoc. Vol. I. No. 6.

Source:  Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003.Box 1, Folder “Economics, 1902-1903”.

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Economics 3
Mid-Year Examination
1902-1903

  1. Contrast the status of marriage in the later Roman period, with that in the United States at present, distinguishing causes, direct and indirect results.
  2. What is the primary end of primitive law, and why?
  3. Criticise Spencer’s statement that “political organization is to be understood as that part of social organization which consciously carries on directive and restraining functions for public ends.”
  4. What is the significance of ceremonial in social life? Illustrate by a concrete example.
  5. Need customs be reasonable or logical to be necessarily defensible? Why?
  6. How does Giddings account for the change from metronymic to patronymic societies?
  7. What was the character of Morgan’s contribution to the study of domestic origins? What were its limitations?
  8. Discuss, with illustrations, some of the connections of religious belief and ceremonial with primitive society.

Source: Harvard University Archives. Mid-year Examinations 1852-1943. Box 6. Papers (in the bound volume Examination Papers Mid-years 1902-1903).

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Economics 3
Year-End Examination
1902-1903

Discuss eight of the following topics: –

  1. The forms of primitive marriage.
  2. Spencer’s contrast of the industrial with the militant type of society.
  3. Gidding’s elementary social fact.
  4. Kidd’s position as to the function of religion in social development.
  5. The antagonism of interests among the members of society.
  6. Density of population as a condition of a high state of civilization.
  7. The sanctions for conduct.
  8. Social stratification.
  9. The storing of the surplus energy of society.

Source: Harvard University Archives. Examination Papers 1873-1915. Box 6. Papers Set for Final Examinations in History, Government, Economics, History of Religions, Philosophy, Education, Fine Arts, Architecture, Landscape Architecture, Music in Harvard College, June 1903 (in the bound volume Examination Papers 1902-1903).

Image Source: Thomas Nixon Carver (left). The World’s Work. Vol. XXVI (May-October 1913) p. 127.  William Z. Ripley (right) Harvard Library, Hollis Images. Portrait of William Z. Ripley, ca. 1920. Both images have been colorized by Economics in the Rear-view Mirror.

 

 

 

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Courses Gender Radcliffe

Radcliffe. Economics course offerings, 1915-1920

 

Here are six previous installments in the series “Economics course offerings at Radcliffe College”:

Pre-Radcliffe economics course offerings and Radcliffe courses for 1893-94,  1894-1900 , 1900-1905 , 1905-1910 , 1910-1915.

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An asterisk (*) designates Graduate courses in Harvard University, to which Radcliffe students were admitted by vote of the Harvard Faculty.

Economics
1915-16

Primarily for Undergraduates:

A. Asst. Professor DAY. — Principles of Economics.

9 Se., 20 Ju., 24 So., 1 Fr., 5 Unc., 2 Sp. Total 61

 

For Undergraduates and Graduates:

2a1 hf. Professor GAY.— European Industry and Commerce in the Nineteenth Century.

2 Gr., 1 Se., 2 Ju., 1 So., 1 Unc., 2 Sp. Total 9

2b2 hf. Professor GAY.— Economic and Financial History of the United States.

3 Gr., 2 Se., 5 Ju., 1 So., 1 Unc., 1 Sp. Total 13

6a1 hf. Mr. P. G. WRIGHT.— Trade-Unionism and Allied Problems.

4 Se., 1 Ju., 1 Unc. Total 6

6b2 hf. Mr. P. G. WRIGHT.— The Labor Movement in Europe.

4 Se., 1 Ju., 1 So., 1 Unc. Total 7

7b2 hf. Asst. Professor ANDERSON.— The Single Tax, Socialism, Anarchism.

1 Ju., 2 So., 1 Sp. Total 4

8a1 hf. Professor CARVER.— Principles of Sociology.

2 Gr., 9 Se., 12 Ju., 1 So., 1 Unc., 3 Sp. Total 28

8b2 hf. Asst. Professor ANDERSON.—  Principles of Sociology.

2 Gr., 2 Se., 5 Ju., 1 Unc. Total 10

Accounting

Associate Professor COLE.— Principles of Accounting.

5 Se. Total 5

Economic Theory and Method

Primarily for Graduates:

*11 Professor TAUSSIG.— Economic Theory.

1 Gr., 1 Se. Total 2

*13. Asst. Professor DAY. — Statistics. Theory, method, and practice.

1 Se. Total 1

*14. Professor BULLOCK. — History and Literature of Economics to the Year 1848.

1 Gr. Total 1

Economic History

*23. Dr. GRAS (Clark College). — Economic History of Europe to the Middle of the Eighteenth Century.

1 Gr. Total 1

Course of Research

20a. Professor GAY. — Economic History.

1 Gr. Total 1

 

Source:  Annual Report of Radcliffe College for 1915-1916. Report of the Chairman of the Academic Board (September 1918), pp. 40-1.

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Economics
1916-1917

Primarily for Undergraduates:

1. A. Asst. Professor E. E. DAY.— Principles of Economics.

2 Gr., 7 Se., 23 Ju., 19 So., 1 Fr., 3 Unc., 2 Sp. Total 57

For Undergraduates and Graduates:

1a1 hf. Associate Professor COLE.— Accounting.

6 Se., 5 Ju., 1 Sp. Total 12

1b2 hf. Dr. J. S. DAVIS— Statistics.

3 Gr., 3 Se., 4 Ju., 1 Unc. Total 11

1c2 hf. Associate Professor COLE.— Accounting (advanced course).

2 Se., 3 Ju. Total 5

2a1 hf. Professor GAY.— European Industry and Commerce in the Nineteenth Century.

3 Gr., 7 Se., 3 Ju., 1 Unc., 1 Sp. Total 15

2b2 hf. Professor GAY.— Economic and Financial History of the United States.

3 Gr., 8 Se., 6 Ju., 1 So., 1 Unc., 1 Sp. Total 20.

5. Dr. BURBANK, with lectures on selected topics by Professor BULLOCK.— Public Finance, including the Theory and Methods of Taxation.

5 Se., 3 Ju. Total 8

6a1 hf. Mr. P. G. WRIGHT.— Trade Unionism and Allied Problems.

3 Se., 2 Ju., 3 Unc. Total 8

6b2 hf. Mr. P. G. WRIGHT.— The Labor Movement in Europe.

1 Se., 2 Ju. Total 3

7. Asst. Professor ANDERSON.— Economic Theory.

3 Gr., 1 Se., 1 Ju. Total 5

8. Professor CARVER.— Principles of Sociology.

1 Gr., 4 Se., 10 Ju., 1 Unc. Total 16

Economic Theory and Method

Primarily for Graduates:

*11. Asst. Professor DAY.— Economic Theory.

1 Gr. Total 1

*121 hf. Professor CARVER.— The Distribution of Wealth.

2 Gr. Total 2

Applied Economics

*34. Professor RIPLEY.— Problems of Labor.

2 Gr., 2 Se. Total 4

Course of Research

20d. Professor GAY. — Economic History.

1 Gr. Total 1

 

Source:  Annual Report of Radcliffe College for 1916-1917. Report of the Chairman of the Academic Board (September 1918), pp. 91-2.

 

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Economics
1917-1918

Primarily for Undergraduates:

1. A. Asst. Professor E. E. DAY. — Principles of Economics.

1 Gr., 8 Se., 16 Ju., 29 So., 1 Fr., 7 Unc. Total 62

For Undergraduates and Graduates:

1a1 hf. Associate Professor COLE.— Accounting.

12 Se., 3 Ju., 3 So., 1 Unc. Total 19

1b2 hf. Asst. Professor E. E. DAY.— Statistics.

2 Gr., 5 Se., 3 Ju., 1 Unc. Total 11

1c2 hf. Associate Professor COLE.— Accounting (Advanced Course).

5 Se., 1 Ju., 3 So., 1 Unc. Total 10

2a1 hf. Professor GAY.— European Industry and Commerce in the Nineteenth Century.

6 Gr., 6 Se., 1 Ju., 1 So., 2 Unc. Total 16

2b2 hf. Asst. Professor GRAS (Clark University).—Economic History of the United States.

2 Gr., 4 Se., 1 Ju. Total 7

32 hf. Dr. LINCOLN.— Money, Banking, and Allied Problems.

3 Gr., 7 Se., 4 Ju., 1 So. Total 15

5. Dr. BURBANK, with lectures on selected topics by Professor BULLOCK.— Public Finance, including the Theory and Methods of Taxation.

1 Gr., 4 Se. Total 5

6a1 hf. Dr. LINCOLN.— Labor Problems.

2 Se., 1 Ju., 1 So. Total 4

7. Asst. Professor ANDERSON.— Theories of Social Reform.

4 Se., 1 Ju., 1 So., 1 Unc. Total 7

8. Professor CARVER.—Principles of Sociology.

2 Se., 5 Ju., 5 Unc. Total 12

Primarily for Graduates:

Accounting

Associate Professor COLE.— Accounting Problems.

1 Gr., 3 Se. Total 4

Economic Theory and Method

*11. Professors CARVER and BULLOCK.— Economic Theory.

1 Gr. Total 1

Economic History

*241 hf. Professor GAY. — Topics in the Economic History of the Nineteenth Century.

1 Se. Total 1

Applied Economics

*322 hf. Professor CARVER. — Economics of Agriculture.

1 Gr., 3 Se. Total 4

*34. Professor RIPLEY. —Problems of Labor.

1 Gr., 1 Se. Total 2

Course of Research

20d. Professor GAY and Asst. Professor GRAS (Clark University). — Economic History.

1 Gr. Total 1

 

Source:  Annual Report of Radcliffe College for 1917-1918. Report of the Chairman of the Academic Board (January 1919), pp. 44-45.

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Economics
1918-1919

Primarily for Undergraduates:

1. A. Dr. BURBANK. — Principles of Economics.

11 Se., 30 Ju., 16 So., 1 Fr., 13 Unc. Total 71

 

For Undergraduates and Graduates:

1a1 hf. Professor COLE. — Accounting.

1 Gr., 6 Se., 6 Ju., 3 So. Total 16

1c2 hf. Professor COLE. — Accounting (advanced course).

1 Gr., 2 Se., 4 Ju., 2 So. Total 9

2a1 hf. Dr. E. E. LINCOLN. — European Industry and Commerce in the Nineteenth Century.

1 Gr., 7 Se., 3 Ju., 1 So., 2 Unc. Total 14

2b2 hf. Dr. E. E. LINCOLN. — Economic History of the United States.

8 Se., 1 Ju., 1 So., 2 Unc. Total 12

32 hf. Dr. E. E. LINCOLN. — Money, Banking, and Allied Problems.

1 Se., 4 Ju. Total 5

5. Dr. BURBANK, with lectures on selected topics by Professor BULLOCK. — Public Finance, including the Theory and Methods of Taxation.

3 Se. Total 3

6a1 hf. Dr. E. E. LINCOLN. — Trade-Unionism and Allied Problems.

5 Se., 3 Ju., 1 So. Total 9

7a. Professor BULLOCK. — Economic Theory.

9 Se., 3 Ju., 1 Unc. Total 13

8. Professor CARVER. —Principles of Sociology.

5 Se., 6 Ju., 1 So. Total 12

 

Primarily for Graduates:

Accounting

Professor COLE. — Accounting Problems.

1 Gr., 1 Se., 3 Ju., 1 So. Total 6

 

Economic Theory and Method

*13. Dr. PERSONS. — Statistics. Theory, Method, and Practice.

1 Gr., 1 Se., 1 Ju. Total 3

Applied Economics

*34. Professor RIPLEY. —Problems of Labor.

2 Se. Total 2

 

Source:  Annual Report of Radcliffe College for 1918-1919. Report of the Chairman of the Academic Board (January 1920), pp. 41-42.

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Economics
1919-1920

Primarily for Undergraduates:

1. A. Asst. Professor DAY. — Principles of Economics.

9 Se., 24 Ju., 23 So., 1 Fr., 6 Unc., 2 Sp. Total 65

For Undergraduates and Graduates:

1a1 hf. Professor COLE.— Accounting.

2 Gr., 10 Se., 3 Ju., 2 So., 1 Unc., 1 Sp. Total 19

1b2 hf. Asst. Professor J. S. DAVIS.— Statistics.

9 Se., 6 Ju., 2 So., 2 Unc. Total 19

1c2 hf. Professor COLE.— Accounting (advanced course).

1 Gr., 6 Se., 1 Ju., 2 So., 1 Sp. Total 11

2a1 hf. Dr. E. E. LINCOLN.— European Industry and Commerce in the Nineteenth Century.

2 Se., 1 Ju., 2 Unc. Total 5

2b2 hf. Dr. E. E. LINCOLN.— Economic History of the United States.

1 Gr., 6 Se., 2 Ju., 1 Unc. Total 10

32 hf. Dr. E. E. LINCOLN.— Money, Banking, and Allied Problems.

4 Se., 2 Ju., 2 Unc. Total 8

4b1 hf. Asst. Professor DAVIS. — Economics of Corporations.

1 Gr., 6 Se., 1 Ju. Total 8

5. Asst. Professor BURBANK. — Public Finance, including the Theory and Methods of Taxation.

10 Se., 1 Ju. Total 11

6a1 hf. Dr. E. E. LINCOLN. — Trade-Unionism and Allied Problems.

1 Gr., 1 Se., 3 Ju., 1 Unc. Total 6

8. Professor CARVER. —Principles of Sociology.

2 Gr., 3 Se., 6 Ju., 1 So., 1 Unc. Total 13

Economic Theory and Method

Primarily for Graduates:

*11. Professor TAUSSIG. — Economic Theory.

2 Gr., 3 Se. Total 5

*121 hf. Professor CARVER. — The Distribution of Wealth.

1 Gr., 2 Se. Total 3

*14. Professor BULLOCK. — History and Literature of Economics to the year 1848.

2 Gr. Total 2

Applied Economics

*322 hf. Professor CARVER. — Economics of Agriculture.

1 Se. Total 1

*332 hf. Professor TAUSSIG. — International Trade and Tariff Problems.

1 Gr., 1 Se. Total 2

*341. Professor RIPLEY. — Problems of Labor.

3 Gr., 4 Se., 1 Ju. Total 8

Statistics

*41. Asst. Professor DAY. — Statistics: Theory and Analysis.

2 Gr. Total.2

*42. Asst. Professor DAY. — Statistics: Organization and Practice.

2 Gr. Total 2

Course of Research in Economics

*20. Professor CARVER.

1 Se. Total 1

 

Source:  Annual Report of Radcliffe College for 1919-1920. Report of the Chairman of the Academic Board (January 1921), pp. 41-42.

Image Source:  Barnard and Briggs Halls, Radcliffe College, ca. 1930-1945. Boston Public Library: The Tichnor Brothers Collection.

 

 

Categories
Economists Harvard

Harvard. Economics Ph.D. Alumnus, Hermann F. Arens, 1918

 

Besides being a typical addition to the collection of posts “Meet an Economics Ph.D. alumna/us”, we may consider the life/career of Hermann Franklin Arens (Harvard A.B., A.M., and Ph.D.) as that of a poster-child of a “non-survivor” in the history of economics. Serious historians worry about the survivor-bias in the accounts that are read that would systematically miss evidence of potentially productive scholarly/scientific paths not attempted. Evidence of what has actually happened to those who voluntarily or involuntarily separated from active careers in economic research will be haphazard and difficult to gather (e.g., I have been unable to find Arens’ date of death in a casual search), but at least Economics in the Rear-view Mirror can provide an occasional empirical reminder of these least-studied characters in the history of economics.

Even within the truncated autobiographical account of Arens’ post-Harvard career, we pick up the following self-deprecating and heavily ironic remark that points to his status as a “non-survivor”:

Outside of making a living for a family, I have accomplished practically nothing.

_________________

Harvard Class 1907, 25th Anniversary Report (1932)

HERMANN FRANKLIN ARENS

Born: Boston, Mass., May 3, 1882. Son of Edward Johannes, Adelma Sohmes (Atkinson) Arens.

Prepared at Dummer Academy, and Newburyport High School, Newburyport, Mass.

In College: 1903-06. Degrees: A.B. 1907; A. M. 1913; Ph.D. 1918.

Married Elizabeth Clare McNamara, Sept. 11, 1907. New York, N.Y. Children: Hermann Athanasius, May 4, 1911; Winifred Adelma, Feb. 16, 1914; Friederich Vincent, April 6, 1916; Mary Elizabeth, March 28, 1918 (died April 28, 1928); Konrad, Jan. 11, 1920 (died April 24, 1931).

Occupation: Economist.

Address: 2 Woodworth St., Neponset, Mass.

 

At present I am the staff economist and editor for the United Business Service, Boston, and instructor in economics at Northeastern University, Boston.

My most extensive travels were a trip to Japan and China in the winter of 1922-23.

I have a small wind-jammer, and yachting is the only sport that interests me.

Outside of making a living for a family, I have accomplished practically nothing.

 

Member: American Economic Association; Royal Economic Society (life fellow).

 

Source:  Harvard Class of 1907. Twenty-Fifth Anniversary Report, Sixth Report. Norwood, Mass.: Plimpton Press, June 1932.

_________________

General Exam Report (1914)

Hermann Franklin Arens.

General Examination in Economics, Friday, May 15, 1914.
Committee: Professors Taussig (chairman), Sprague, Anderson, Foerster, and Yerkes.
Academic History: Harvard College, 1903-06; Episcopal Theological School, Cambridge, 1906-08; General Theological Seminary, New York, 1908-09; Harvard Graduate School, 1912—. A.B., Harvard, 1907; A.M. ibid., 1913. Assistant in Economics, Harvard, 1912-13; Assistant in Social Ethics, 1913—.
General Subjects: 1. Economic Theory and its History. 2. Sociology. 3. Socialism and Labor Problems. 4. Philosophy. 5. Agricultural Economics. 6. Money, Banking, and Commercial Crises.
Special Subject: Sociology.
Thesis Subject: (undecided).

Source: Harvard University Archives. Harvard University, Examinations for the Ph.D. (HUC 7000.70), Folder “Examinations for the Ph.D., 1913-14”.

_________________

Harvard Ph.D. Report (1918)

Hermann Franklin Arens.

Special Examination in Economics, Monday, April 29, 1918.
General Examination passed May 15, 1914.
Academic History: Harvard College, 1903-06; Episcopal Theological School, Cambridge, 1906-08; General Theological Seminary, New York, 1908-09; Harvard Graduate School, 1912-16. A.B., Harvard, 1907; A.M., ibid., 1913. Assistant in Economics, 1912-13; Assistant in Social Ethics, 1913-14; Assistant in Economics, 1914-15.
General Subjects: 1. Economic Theory and its History. 2. Sociology. 3. Socialism and Labor Problems. 4. Philosophy. 5. Agricultural Economics. 6. Money, Banking, and Commercial Crises.
Special Subject: Sociology.
Committee: Professors Carver (chairman), Day, Anderson, and Foerster.
Thesis Subject: “The Relation of the Group to the Individual in Political Theory.” (With Professor Anderson.)
Committee on Thesis: Professors Anderson, Carver, and Yeomans.

 

Source:  Harvard University Archives. Harvard University, Examinations for the Ph.D. (HUC 7000.70), Folder “Examinations for the Ph.D., 1917-18”.

_________________

1926 Directory of Harvard Ph.D.’s

1918. Arens, Hermann Franklin [Economics].

Thesis title: The relation of the group to the individual in political theory.

A.B. Harvard University, 1907; A.M. Harvard University, 1913.
1918. Economics Expert, Babson Statistical Organization, Wellesley Hills, Mass.
1926. Editor, United Business Service Co. 210 Newbury St., Boston, Mass.

Sources:

Harvard University. Doctors of Philosophy and Doctors of Science Who have received their Degree in Course from Harvard University, 1873-1926, with the Titles of their Theses. Cambridge: 1926.

Harvard University. Reports of the President and the Treasurer of Harvard College, Reports of the Dean of the Graduate School of Arts and Sciences (available at the Harvard Archives Online Reference Shelf).

 

 

Image Source:  Harvard Class of 1907. Twenty-Fifth Anniversary Report, Sixth Report. Norwood, Mass.: Plimpton Press, June 1932.

 

Categories
Harvard Teaching Undergraduate

Harvard. Memos on teaching assistants and grading in economics courses, 1911

 

Six memos primarily concerned with the supervision of teaching assistants in economics courses, but also other interesting incidental detail is revealed. Of the six professors listed on economics department letterhead, Taussig was able to get a memorandum from everyone except for O. M. W. Sprague.

I have provided additional information from the published course announcements, annual Presidential Reports, along with some additional information on the subsequent careers of some of the teaching assistants named.

__________________

Taussig’s Cover Letter

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

F. W. Taussig
T. N. Carver
W. Z. Ripley
C. J. Bullock
E. F. Gay
W. M. Cole
O. M. W. Sprague

Cambridge, Massachusetts
March 22, 1911.

Dear Mr. Blake:

You remember that you made some inquiries on the President’s behalf concerning the extent to which the work of assistants was supervised in the various courses. I enclose a batch of memoranda concerning the courses in our Department, and think they tell the whole story. If further information is desired, we shall be glad to supply it.

Very truly yours,
[signed]
F. W. Taussig

Mr. J. A. L. Blake

__________________

Frank W. Taussig and Edmund Ezra Day’s Courses

From the Course Announcements, 1910-11

[Economics] 1. Principles of Economics. Tu., Th., Sat., at 11. Professor Taussig, assisted by Drs. [Charles Phillips] Huse [Harvard Ph.D., 1907], [Edmund Ezra] Day [Harvard Ph.D., 1909],  and [Robert Franz] Foerster [Harvard Ph.D., 1909], and Messrs. Sharfman [not included in ex-post staffing report in President’s Report] and  [Alfred Burpee] Balcom [Harvard A.M. (1909), S.B. Acadia (1907), Nova Scotia].

[Economics] 18b 2hf. Banking and Foreign Exchange. Half-course (second half-year). Mon., Wed., and (at the pleasure of the instructor) Fri., at 1.30. Dr. [Edmund Ezra] Day [Harvard Ph.D., 1909].

[Economics] 12 1hf. Commercial Crises and Cycles of Trade. Half-course (first half-year). Mon., Wed., Fri., at 10. Dr. [Edmund Ezra] Day [Harvard Ph.D., 1909].

*  *  *  *  *  *  *

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

F. W. Taussig
T. N. Carver
W. Z. Ripley
C. J. Bullock
E. F. Gay
W. M. Cole
O. M. W. Sprague

Cambridge, Massachusetts

Memorandum regarding Economics 1

The professor in charge lectures twice a week. For the third hour the men are divided into sections, conducted on the familiar plan. Every Thursday afternoon, throughout the year, I meet the section instructors and discuss the work of the week with them. Questions to be asked at the section meetings are proposed by the instructors, are approved, vetoed, or modified, by myself. Usually we come to an understanding as to the topics to be discussed in the sections after the papers have been written. Not infrequently we arrange for diagrams or figures to be used, identically in all the sections; these touching points which it is desired to make clear. Immediately after the mid-year and final examinations I always meet the instructors and we read a batch of blue books together; we compare our grades, questions by questions, and try to make sure that the same standard is applied in all cases. My experience is that there is substantial uniformity in the grading.

Some of my instructors, who have charge of large numbers in their own courses, have readers to assist them in the examination of the weekly papers. Dr. Day reports as follows concerning the weekly papers in his sections: “I always instruct the “reader” as to exactly what is expected in answer to the question assigned. Students are encouraged to refer to me any cases of grading where injustice seems to have been done and, where such cases disclose any error or inaccuracy in the grading, the matter is carefully reviewed with the reader.” I may add that Dr. Day reports that he personally grades all the papers both in Economics 12 and 8b.

__________________

Courses of Thomas Nixon Carver

From the Course Announcements, 1910-11

[Economics] 3. Principles of Sociology.—Theories of Social Progress. Mon., Wed., and (at the pleasure of the instructor) Fri., at 1.30. Professor Carver and an assistant [Lucius Moody Bristol listed in President’s Report 1910-11 as the course teaching assistant].

[Economics] 14a 1hf. The Distribution of Wealth. Half-course (first half-year). Tu., Thu., at 1.30.Professor Carver.

[Economics] 14b 2hf. Methods of Social Reform.—Socialism, Communism, the Single Tax, etc. Half-course (second half-year). Tu., Thu., at 1.30. Professor Carver.
Open only to those who have passed satisfactorily in Economics 14a.

Information about the teaching assistant actually named by Carver

Harvard A.M. (1911), but no Harvard Ph.D.

Philip Benjamin Kennedy received his A.M. from Harvard in 1911; A.B. Beloit (Wis.) 1905; Litt.B. Occidental (Cal.) 1906.

Source: Quinquennial catalogue of the officers and graduates of Harvard University 1636-1915.p. 574.

Additional biographical information.

*  *  *  *  *  *  *

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

F. W. Taussig
T. N. Carver
W. Z. Ripley
C. J. Bullock
E. F. Gay
W. M. Cole
O. M. W. Sprague

Cambridge, Massachusetts

Dear Taussig:

In Economics 3 the class is divided into two sections for Friday conferences. Mr. Kennedy, the assistant, takes one section and I take the other, but we alternate. Each section has a fifteen-minute paper on the day when Mr. Kennedy has it. There is no paper in the section meeting when I conduct it.

As to blue book reading, etc., I do not read any of the Friday papers. I read hour and final examination papers only in those cases where Mr. Kennedy gives and A or an E, where he is doubtful, and where the student is dissatisfied with his mark. Then, too, I always read the paper for any student who asks me to. Mr. Kennedy and I go over all the grades together and make up the final return.

In Economics 14a and 14b, there are no section meetings. The blue books are marked and the term averages made out in the same way as in Economics 3.

Sincerely yours,
[signed]
T. N. Carver
[initials:  O.H.]

Professor Taussig.

__________________

William Morse Cole’s Accounting Course

From the Course Announcements, 1910-11

[Economics] 18. Principles of Accounting. Mon., Wed., and (at the pleasure of the instructor) Fri., at 11. Asst. Professor Cole and an assistant [Messrs. Johnson and Platt].
Course 18 is not open to students before their last year of undergraduate work. For men completing their work at the end of the first half-year, it may be counted, with the consent of the instructor, as a half-course.

*  *  *  *  *  *  *

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

F. W. Taussig
T. N. Carver
W. Z. Ripley
C. J. Bullock
E. F. Gay
W. M. Cole
O. M. W. Sprague

Cambridge, Massachusetts
February 23, 1911

Dear Professor Taussig

With regard to the supervision of assistants’ work in Economics 18, I have to report as follows:

There are no section meetings in charge of assistants, though if competent assistants were available I might have such work done. The work of my chief assistant is reading short papers written in the classroom and reading outside written work and blue-books. I have attempted to keep a uniform standard where several men have been reading for me at once by having a bunch of papers read by all the readers and then by me in their presence for comparison and comment. Even then there has been some variation and I have sometimes myself reread all questions where variation seemed most likely to occur. For that reason, I have this year had all reading of short papers and blue-books done by one man, who has shown himself of unusually sound judgment. I have been over all short papers with him, and read after him a bunch of mid-year books—-after I had been through several books with him. In all cases where a few points would affect a man’s grade I have personally examined the blue-book in confirmation of my assistant’s judgment. This is his third year of work for me, and I have very great confidence in him, for after innumerable checks on his work I have never found it erring more than human frailty is bound to err.

His other work has been of two parts: assisting me occasionally in the voluntary conferences which I offer weekly for assistance to men who cannot keep the pace that I set for the class work as a whole (on the principle that the quick men should not be required to attend three meetings a week if the third is necessary only for those who do not take naturally to this sort of thing); and holding required conferences with thesis writers, and reading theses. I have not had much check on the conference work and the reading of theses, for two reasons: the theses are on reports of corporations, and since no man can be familiar with the annual reports of many score of such corporations, he can not determine omissions of facts (since there is no uniformity), but only the application of certain fundamental principles, which I know that my assistants are familiar with; the theses are written merely to give the men practice in reading between the lines of actual reports, and the result of that practice shows not only in the theses themselves but in all a man’s work, especially in the final examination, so that the reading of the thesis is done rather to determine whether a man has used the opportunity afforded him for practice, than to determine how much good he has got out of it—-for the amount of good is reflected in many ways, and to pass judgment on the correctness of the conclusions drawn in each particular thesis would require that the judge should have devoted long study to the reports with which the thesis is concerned.

The reading of theses, and the conference work in connection with them, is done by four or five assistants.

With the additional funds allowed by the contribution of the visiting committee, I shall have more short papers done in the third-hour meetings and shall make attendance required for men whose work shows that they need it.

Sincerely yours
[signed]
William Morse Cole

__________________

Economic history courses of Edwin F. Gay

From the Course Announcements, 1910-11

Economics 6a. European Industry and Commerce in the Nineteenth Century. Fall term, 1910-11 taught by Professor Edwin Francis Gay, assisted by Julius Klein.

Economics 6b. Economic and Financial History of the United States. Spring term, 1910-11 taught by Professor Edwin Francis Gay, assisted by Julius Klein.

*  *  *  *  *  *  *

HARVARD UNIVERSITY
THE GRADUATE SCHOOL OF BUSINESS ADMINISTRATION

Office of the Dean

Cambridge, Massachusetts
March 4, 1911

Dear Taussig:

I have assistance, as you know, in only one course, 6a and 6b. In this course as I have run it this year a half-hour test on reading is given every fortnight and a thesis is written. The reading of the papers for the half-hour test is left almost entirely in the hands of the Assistant. When I am breaking in a new man I usually look over some of the papers at the beginning to see that he gets the proper idea in regard to grading. He holds a series of conferences with the students in regard to their theses, referring them in cases of difficulty to me. The Assistant reads the theses but I myself make it a point to read them all in addition, since it is very difficult to grade these properly. The Assistant reads the final blue books in the course but I myself sample the final blue books and in all doubtful cases read the final blue book in addition to the thesis.

I think this answer the points raised by your question.

Very truly yours,
[signed]
Edwin F. Gay.

Professor F. W. Taussig

__________________

Public Finance Course of Charles Bullock

From the Course Announcements, 1910-11

[Economics] 7 2hf. Public Finance, considered with special reference to the Theory and Methods of Taxation. Half-course (second half-year) Mon., Wed., Fri., at 10. Professor Bullock and an assistant.

[Note: in the ex post staffing report in the President’s Report the instructor is listed as Dr. [Charles Phillips] Huse [Harvard Ph.D., 1907], assisted by Wilfred Eldred (Harvard Ph.D. 1919) and Roscoe Russell Hess (Harvard A.B. (1911) magna cum laude)]

Possible Harvard Undergraduate as a teaching assistant

Roscoe Russell Hess [I am guessing this was the teaching assistant in the public finance course]

Source: Quinquennial catalogue of the officers and graduates of Harvard University 1636-1915.p. 449.

Bowdoin Prizes for dissertations in English for undergraduates: first prize of $250, Roscoe Russell Hess ’11, of Seattle, Wash., on “The Paper Industry and Its Relation to the Conservation and the Tariff”

Source: Harvard Crimson, May 17, 1911.

*  *  *  *  *  *  *

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

F. W. Taussig
T. N. Carver
W. Z. Ripley
C. J. Bullock
E. F. Gay
W. M. Cole
O. M. W. Sprague

Cambridge, Massachusetts
March 7, 1911

My dear Taussig:

My arrangements with the assistants in Economics 7 are substantially as follows:

I meet with them on Wednesday at 3.30 and go over with them fully the work for the conferences on Friday and Saturday. We first select questions for the paper that we set the men at the sections, aiming of course to make the questions given the different sections a nearly as possible of equal difficulty. I also go over the subjects treated in the assigned reading for the week and indicate the points which I think the assistants would better emphasize in the oral discussion in the sections.

During the early part of the half-year I also meet the assistants each week to confer with them about the marking of the weekly papers. The method that we follow is to read together several papers in each of the divisions, discussing the proper marks to be assigned to the papers until we find that we have come to substantial agreement.

I think in general you can say that the method followed in 7 is substantially like the method followed in Economics 1.

Yours sincerely,
[signed]
C. J. Bullock
[initials: O. H.]

Professor Taussig

__________________

Labor and Transportation Courses taught by W. Z. Ripley

From the Course Announcements, 1910-11

[Economics] 5 1hf. Economics of Transportation. Half-course (first half-year). Tu., Thu., and (at the pleasure of the instructor) Sat., at 10. Professor Ripley, assisted by Mr. Whitnack.

[Economics] 9a 1hf. Problems of Labor. Half-course (first half-year). Tu., Thu., and (at the pleasure of the instructor) Sat., at 1.30. Professor Ripley, assisted by Mr. Whitnack.

Teaching assistant Whitnack probably never awarded Ph.D. from Harvard

According to the Quinquennial catalogue, Ralph C. Whitnack did receive an A.M. from Harvard in 1911. Ralph Cahoon Whitnack, formerly Ralph Cahoon Whitenack; A.B. Brown 1906; Prof. Pol. Eco., Keio Univ. (Japan) 1914-.

Source: Quinquennial catalogue of the officers and graduates of Harvard University 1636-1915.p. 574.

Whitnack’s dissertation listed being “in progress” in 1915

Doctoral dissertation “Social stratification” in progress listed in the AER list of doctoral dissertations in progress American Economic Review, Vol. 5, No. 2 (June 1915), p. 477.

Whitnack’s death in 1919

Professor Ralph Cahoon Whitnack, formerly professor of economics at Keio University, Tokio, died April 14, 1919. At the time of his death Professor Whitnack was serving as joint revenue commissioner for the native state of Baroda, India. He had direct jurisdiction over the departments of excise and customs, agriculture and cooperative credit. During 1918 and until his death he was price controller and director of civil supplies.

Source:  Notes in American Economic Review, Vol. 9, No. 4 (December 1919), p. 946.

*  *  *  *  *  *  *

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

F. W. Taussig
T. N. Carver
W. Z. Ripley
C. J. Bullock
E. F. Gay
W. M. Cole
O. M. W. Sprague

Cambridge, Massachusetts
24 February 1911.

Dear Professor Taussig,–

I have pleasure, in accordance with your note of even date, and in the absence of Professor Ripley, in submitting the following memorandum concerning the relations between instructor, assistant and students in Economics 5 and 9a.

The weekly section meetings are held under the direction of the assistant, after conference in each case between the assistant and instructor as to the issues to be discussed and general methods pursued.

Conferences concerning theses are held concurrently by the instructor and assistant at advertised hours. Each student is required to confer at least once with either instructor or assistant before handing in thesis.

The instructor has three hours per week, and the assistant one or more as required, for general conference with students who seek it.

The correction of weekly papers is done by the assistant.

The correction and grading of hour examinations, theses and blue books is done by the assistant under the supervision and in conference with the instructor. In particular all grades of E, A and D are scrutinized by the instructor, who goes over the blue-books and theses and assigns finalgrades in consultation with the assistant.

Very sincerely yours,
R. C. Whitnack
Austin J. Fellow: Ec. 5 and 9a.

__________________

Source for the memoranda: 

Harvard University Archives. President Lowell’s Papers, 1909-1914. Box 15, Folder 413 “1909-14”.

Source for course listings information:

Harvard University. Announcement of the Courses of Instruction offered by the Faculty of Arts and Sciences for the Academic Year 1910-11.

Source for ex post staffing of courses:

Harvard University. Report of the President of Harvard College, 1910-1911, pp. 48ff.

Source for Harvard economics Ph.D.’s:

Economics in the Rear-view Mirror’s page “Harvard. Doctoral Dissertations in Economics, 1875-1926”.

Image Source: Harvard University #2, Cambridge, Mass, c1910. Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA.

 

 

Categories
Economists Harvard Sociology Wellesley Wing Nuts

Harvard. Economics Ph.D. alumnus. Vervon Orval Watts, 1932

 

You are about to encounter a Harvard Ph.D. economist, vintage 1932, who illustrates just how deep the roots of American right-wing economics can be traced. 

A disciple of Harvard Professor Thomas Nixon Carver, Vervon Orval Watts evolved from his checkered pre- and post-Harvard Ph.D. (1932) academic career to become an apostle of laissez-faire, anti-Keynesianism, anti-globalism, and anti-communism — first as chief economist of the Los Angeles Chamber of Commerce and later as an editor/economist with the Foundation for Economic Education. In 1963 he became a leading figure at the young conservative business college, the Northwood Institute (now Northwood University) in Michigan, where he headed the Division of Social Studies over the next two decades.

Watts was hired by Leonard Read [greatest hit “I, Pencil”] in 1939 to become the chief economist for the Los Angeles Chamber of Commerce, where Leonard Read was executive director. Read later made Watts the leading economist at the Foundation for Economic Education (FEE). From Watts’ papers at the Hoover Institution Archives, Economics in the Rear-view Mirror was able to provide some of the back-story to the publication of the FEE publication “Roofs or Ceilings?, a famous Friedman-Stigler anti-rent-control pamphlet from 1946.

The Foundation for Economic Education posted a previously unpublished interview with Watts that took place in the mid-1970s. Here is a link to an archived copy.

Birth/Death Dates for Vervon Orval Watts:

Born: March 25, 1898 in Walkerton, Bruce County, Ontario, Canada
Died:  March 30, 1993 in Palm Springs, California.

Fun Facts: Northwood University is home to the DeVos Graduate School of Management. The DeVos family (Amway) was married into by Elisabeth (Betsy) Dee Prince who is currently serving as the United States Secretary of Education. Her brother Erik Prince is the founder of Blackwater USA.

__________________

From Harvard University sources

1926-27. Vervon Orval Watts was the Christopher M. Weld Scholar in Economics. Fifth-Year Graduate Student. Instructor in Economics and Tutor in the Division of History, Government, and Economics.

Source: Report of the President of Harvard College, 1926-1927, p. 111.

*  *  *  *  *  *

Ph.D. awarded in 1932

Vervon Orval Watts, A.B. (Univ. of Manitoba) 1918, A.M. (Harvard Univ.) 1923.
Subject, Economics. Special Field, Sociology. Thesis, “The Development of the Technological Concept of Production in Anglo-American Thought.”
Associate Professor of Economics, Antioch College.

Source: Report of the President of Harvard College, 1931-1932, p.124.

__________________

Vervon Orval Watts
(1898-1993)
c.v.

Taught in Gilbert Plains High School in Ontario, Canada.

1923-26. Instructor in Sociology, Clark University.

1927-29. Instructor Harvard University.

1930. Visiting lecturer, Wellesley College.

1930-36. Associate professor of economics, Antioch College.

1936-39. Associate professor of economics, Carleton College.

1939-46. Economic counsel, Los Angeles Chamber of Commerce.

1946-49. Editorial director and economist, The Foundation for Economic Education.

1949-51. Visiting professor of economics, Claremont Men’s College.

1949-64. Economic counsel, Southern California Edison Company.

1951-57. Columnist, Christian Economics.

1961-63. Visiting professor of economics, Pepperdine College.

In the mid-1960s Watts was the Dean of the short-lived Freedom School Phrontistery in Colorado, the brainchild of Robert LeFevre that was to become a libertarian version of Politics, Philosophy, and Economics.

1963–84. Professor of economics and chairman of the Division of Social Studies, Northwood, Institute.

1975-76. First Lundy Professor of the Philosophy of Business at Campbell University, N.C. [on leave of absence from Northwood Institute].

Producer and moderator of radio and television forum programs.
Regular contributor to The Freeman and The National Review.

Books:

Why Are We So Prosperous.[1938]
Do We Want Free Enterprise? [1944]
Away from Freedom, the Revolt of the College Economists. [1952]
Union Monopoly: Cause and Cure. [1954]
The United Nations: Planned Tyranny.[1955]
Politics vs. Prosperity. [author and editor, 1976]

Sources: V. Orval Watts (Co-Author and Editor). Free Markets or Famine.[link to 1975 second edition] Midland, Michigan: Ford Press, 1967, p. 578. Copy in the Hoover Institution Archives. Papers of V. Orval Watts. Box 17. Obituary in the Los Angeles Times, 1 April 1993.

*  *  *  *  *  *

Obituary by a comrade-in-arms

Murray N. Rothbard, “V. Orval Watts: 1898-1993” reprinted in Making Economic Sense (2nded., 2006), pp. 450-452.

__________________

Vervon Orval Watts (1898-1993)
Selected Awards

1918. Gold Medalist in political economy, University of Manitoba.

1967. Liberty Award, Congress of Freedom, Birmingham, Alabama.

1967. Honor Certificate Award, Freedom Foundation, Valley Forge.

Source: Southwest Dallas County Suburban (Jan. 21, 1971) p. 9.

__________________

Obituary

V. Orval Watts; Chamber of Commerce Economist
by Myrna Oliver

Los Angeles Times, April 01, 1993

V. Orval Watts, the first full-time economist employed by a chamber of commerce in the United States, has died in Palm Springs at the age of 95.

Watts, who died Tuesday, was named in 1939 as economic counsel for the Los Angeles Chamber of Commerce, which at the time was the largest organization of its kind in the world. He continued in the position until 1946, when he became editorial director for the Foundation for Economic Education in Irvington-on-Hudson, N.Y.

Before the United States was thrust into World War II, Watts advised businessmen convening in Los Angeles that “Europe’s war” should teach Americans four things–to avoid war, to avoid monopolies and price-fixing, to avoid restrictions on trade and output designed to make work or maintain prices, and to remember that credit is sound only when based on production.

Once the United States was in the war, Watts repeatedly cautioned that wartime inflation created only the illusion of prosperity rather than actual prosperity.

Vervon Orval Willard Watts was born March 25, 1898, in Manitoba [sic, Ontario], Canada, and earned his bachelor’s degree at the University of Manitoba in 1918. He later earned master’s and doctoral degrees in economics at Harvard University.

He taught for more than six decades–at Gilbert Plains High School in Ontario, Canada; Clark University; Harvard; Wellesley; Antioch College; Carlton College; Claremont Men’s College; Pepperdine University, and Campbell College. He was professor emeritus of Northwood University, where he served as director of economic education and chairman of the Division of Social Studies from 1963 to 1984.

Watts also served during the 1950s as economic counsel for Southern California Edison, Pacific Mutual and other companies in Los Angeles. He contributed regularly to publications such as “Christian Economics,” “The Freeman” and “National Review.”

His books included “Why Are We So Prosperous?” in 1938, “Do We Want Free Enterprise?” in 1944, “Away from Freedom” in 1952, “Union Monopoly” in 1954, “United Nations: Planned Tyranny” in 1955, “Free Markets or Famine” in 1967 and “Politics vs. Prosperity” in 1976.

Watts is survived by his wife, Carolyn Magill Watts; a son, Thomas; daughters Joan Carter, Carol Higdon and Louise Crandall; nine grandchildren, and two great-grandchildren…

Source: Los Angeles Times. April 1, 1993.

__________________

Brief, Official History of Northwood University

On March 23, 1959, two young men with an idea, a goal, and a pragmatic philosophy to encompass it all, broke away from their careers in a traditional college structure to create a new concept in education.

Their visionary idea became a reality when Dr. Arthur E. Turner and Dr. R. Gary Stauffer enrolled 100 students at Northwood Institute. They used a 19th-century mansion in Alma, Michigan, as a school building, a small amount of borrowed money for operating expenses and a large amount of determination.

Northwood was created as the world was changing. The Russians had launched Sputnik and America was soon to follow. Stauffer and Turner watched the race to space. They envisioned a new type of university – one where the teaching of management led the way. While the frontiers of space were revealing their mysteries, Stauffer and Turner understood all endeavors – technical, manufacturing, marketing, retail, every type of business – needed state-of-the-art, ethics-driven management.

Time has validated the success of what these two young educators called “The Northwood Idea” – incorporating the lessons of the American free-enterprise society into the college classroom.

Dr. David E. Fry took the helm in 1982 and then Dr. Keith A. Pretty in 2006, each continuing the same ideals as Stauffer and Turner, never wavering from the core values. The University grew and matured. Academic curricula expanded; Northwood went from being an Institute to an accredited University, the DeVos Graduate School of Management was created and then expanded; the Adult Degree Program and its program centers expanded to over 20 locations in eight states; international program centers were formed in Malaysia, People’s Republic of China, Sri Lanka, and Switzerland; and significant construction like the campus Student Life Centers added value to the Northwood students’ experience. New endeavors such as Aftermarket Studies, entertainment and sports management and fashion merchandising, along with a campus partnership in Montreux, Switzerland, demonstrate an enriched experience for all our students.

With a clearly articulated mission to develop the future leaders of a global, free-enterprise society, Northwood University is expanding its presence in national and international venues. Professors are engaged in economic and policy dialogue; students are emerging as champions in regional and national academic competitions. At all campuses and in all divisions, Northwood University is energized and is actively pursuing dynamic programming and increased influence.

Northwood University educates managers and entrepreneurs – highly skilled and ethical leaders. With more than 57,000 alumni and a vibrant future ahead, The Northwood Idea is alive and well.

 

Source: Northwood University website.

Image Source: Harvard Class Album, 1932.

 

Categories
Exam Questions Swarthmore Undergraduate

Swarthmore. Senior comprehensive economics exam, 1931

 

The two previous posts provided undergraduate comprehensive examinations for Harvard and Princeton from the early 1930s that were published in the Bulletin of the Association of American Colleges (December, 1933). The cross-section of comprehensive economics exams is now expanded with this post to include Swarthmore College’s economics department.

A decade later Swarthmore College brought in external examiners (many of whom recruited from Wolfgang Stolper’s network of Harvard graduate buddies), e.g.

_________________

Senior Comprehensive Examination in Economics

Swarthmore College, 1931

  1. a. Why have railroads been subject to an unusual amount of regulation?
    b. Appraise reproduction cost as a basis for the valuation of public utilities.
    c. Explain the operation of the principle of joint costs in the determination of rates for specific services.
  2. Discuss:
    a. “One of the unions’ chief errors is restriction of output, which is always against the social interest and even fruitless for the workers.”
    b. “To the extent that employee representation seems to the worker to be just an employer’s weapon against trade unionism, it will be still less popular in the future than today and even its good points will be ignored.”
  3. Is it necessary to make goods in order to make money? Give the answers of T. N. Carver, S. & B. Webb, F. M. Taylor, T. Veblen, Adam Smith, R. H. Tawney, and Alfred Marshall. Why have these scholars come to such contrary conclusions after examining the facts? Is it possible that both groups are right; that neither one is right? How so? If not, which group is right and why?
  4. a. Since it is understood that all kinds of money in this country are to be maintained at a parity of value with standard money, would not inconvertible paper money issued by our government be quite as acceptable and useful as any kind? Explain.
    b. In the United States there are many kinds of money. What are they, and what is the security behind each one? Does Gresham’s Law operate? Why, or why not.
  5. a. It is said that the United States is evolving into a commission form of government; that the government set up by the Constitution is gradually delegating its duties to “expert commissions.” Bearing in mind the frailty of commissioners and their staffs, do you believe this is a wise movement? Why? Be specific.
    b. Giving generous reference to the history of governmental regulation in the United States, what do you believe will be the position of the government as a regulator of business twenty-five years hence?
  6. According to present estimates, the federal government will complete this fiscal year, June 30, 1931, with a deficit of nearly one billion dollars. Outline, in detail, the causes of this deficit. Suggest, with reasons, the fiscal program which the government should adopt, for the coming year, in view of this deficit.
  7. Philip Snowden, British Chancellor of the Exchequer, has proposed the imposition of a tax on the site value of land as a means of balancing the British budget. It is argued that such a tax would have less of a repressive effect upon industry than any other type of tax which might be imposed. Give in detail the reasoning which supports this position.
  8. Give an historical account of the currency agitation and legislation from the end of the Civil War to the end of the last century. What issues were involved and how did they arise? On the whole, do you think that our currency history of this period refutes or verifies the quantity theory of money?
  9. a. Imagine yourself a Congressman in the year of 1828 and make a brief argument for the high tariff policy adopted in that year. Would you argue in the same way today? If not, why not? Is your supposed speech that of a representative from South Carolina or Pennsylvania? Give reasons.
    b. Briefly comment upon what you regard as three important causes or factors in the present industrial depression.
  10. a. How important for price theory and for practical life are differences in the elasticity of demand for commodities? Illustrate, using diagrams.
    b. Translate, and if necessary, correct the following popular statements into the more exact language of economic theory:

(1) “We produce too much coal and people freeze to death; we raise too much cotton and people go naked.”
(2) “Great Britain’s foreign trade is in a bad way; she has an extremely unfavorable balance.”
(3) “The price of corn is low because you can buy good corn land so cheaply.”
(4) “Depressions are due to over-production, and by this I mean that more goods are produced than can be sold, for two reasons; rich people save too much, and the workers do not get high enough wages.”

(Answer five questions. Use the first half-hour to study and select your questions. Then devote about thirty minutes to answering each question.)

 

Source:  Edward S. Jones. Comprehensive Examinations in the Social Sciences, Supplement to the December, 1933 Bulletin of the Association of American Colleges, pp. 41-43.

Image Source: Parrish Hall, Swarthmore College  .

 

Categories
Curriculum Gender Harvard Radcliffe

Radcliffe. Economics course offerings, 1910-1915

 

Here are five more installments in the series “Economics course offerings at Radcliffe College”…

Pre-Radcliffe economics course offerings and the Radcliffe courses for 1893-94,  1894-1900 , 1900-1905 , 1905-1910 have been posted earlier.

________________

1910-1911
ECONOMICS.

Primarily for Undergraduates:—

1. Dr. HUSE and DAY. — Outlines of Economics. — Production, Distribution, Exchange, Socialism, Labor, Railroads, Trusts, Foreign Trade, Money, and Banking.

45 Undergraduates, 6 Special students. Total 51.

 

For Undergraduates and Graduates:—

3. Professor CARVER. — Principles of Sociology.—Theories of social progress. 2 hours a week, and a third hour at the pleasure of the instructor.

3 Graduates, 31 Undergraduates, 1 Unclassified student.  Total 35.
(1 Graduate, 2d half only).

6a1. Professor GAY. — European Industry and Commerce in the Nineteenth Century. Half-course. 2 hours a week, and a third hour at the pleasure of the instructor, 1st  half-year.

1 Graduate, 8 Undergraduates. Total 9.

6b2. Professor GAY. — Economic and Financial History of the United States. Half-course. 2 hours a week, and a third hour at the pleasure of the instructor, 2d half-year.

2 Graduates, 12 Undergraduates, 2 Special students, 2 Unclassified students. Total 18.

81. Dr. HUSE. — Money. A general survey of currency legislation, experience, and theory in recent times. Half-course. 3 hours a week, 1st half-year.

7 Undergraduates. Total 7.

82. Dr. DAY. — Banking and Foreign Exchange. Half-course. 3 hours a week, 2d half-year.

5 Undergraduates, 1 Special student. Total 6.

14a1. Professor CARVER. — The Distribution of Wealth.  Half-course. 2 hours a week, 1st half-year.

2 Graduates, 11 Undergraduates, 2 Special students. Total 15.

14b2.  Professor CARVER. — Methods of Social Reform.—Socialism, Communism, the Single Tax, etc.  Half-course. 2 hours a week, 2d half-year.

1 Graduate, 11 Undergraduates, 3 Special students, 1 Unclassified student. Total 16.

 

Primarily for Graduates:—

COURSES OF RESEARCH

20a. Professor GAY. — (a) The Millinery Trade in Boston. 1 Graduate. (b) The Small Loan Business in Boston. 1 Graduate.

Total 2.

**20b. Professor CARVER. — The Laws of Production and Valuation.

1 Graduate. Total 1.

[Note] The courses marked with two stars (**) are Graduate courses in Harvard University, to which Radcliffe students were admitted by vote of the Harvard Faculty.

 

Source:   Radcliffe College. Report of the President of Radcliffe College 1910-11, pp. 49-50.

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1911-1912
ECONOMICS.

Primarily for Undergraduates:—

1. Dr. DAY and Mr. J. S. DAVIS. — Outlines of Economics. — Production, Consumption, Distribution, Exchange, Socialism, Labor Problems, Trusts, Money, Banking, and Public Finance.

43 Undergraduates, 8 Special students, 1 Unclassified student.
(1 Undergraduate, 1 Special student, 1 Unclassified student 1sthalf only.)  Total 52.

 

For Undergraduates and Graduates:—

3. Professor CARVER. — Principles of Sociology. — Theories of social progress. 2 hours a week, and a third hour at the pleasure of the instructor.

4 Graduates, 18 Undergraduates, 6 Special Students. (1 Special student, 1st half only.)  Total 28.

6a1. Professor GAY. — European Industry and Commerce in the Nineteenth Century. Half-course. 2 hours a week, and a third hour at the pleasure of the instructor, 1st  half-year.

1 Graduate, 4 Undergraduates, 3 Special students, 1 Unclassified student. Total 9.

6b2. Professor GAY. — Economic and Financial History of the United States. Half-course. 2 hours a week, and a third hour at the pleasure of the instructor, 2d half-year.

2 Graduates, 9 Undergraduates, 3 Special students. Total 14.

14a1. Professor CARVER. — The Distribution of Wealth.  Half-course. 2 hours a week, 1st half-year.

3 Undergraduates, 1 Special student. Total 4.

14b2.  Professor CARVER. — Methods of Social Reform.—Socialism, Communism, the Single Tax, etc.  Half-course. 2 hours a week, 2d half-year.

3 Undergraduates, 1 Special student. Total 4.

*18. Asst. Professor COLE. — Principles of Accounting. 3 hours a week.

6 Undergraduates. (4 Undergraduates, 1st half only; 1 Undergraduate, 2d half only.)  Total 6.

 

Primarily for Graduates:—

COURSES OF RESEARCH

20a. Professor GAY. — (a) The Organization of the Boot and Shoe Industry in Massachusetts in the First Half of the Nineteenth Century. 1 Graduate. (b) Economic Policy of England from 1625 to 1660. 1 Graduate. (c) Women in the Boot and Shoe Industry in Massachusetts. 2 Graduates.

Total 4.

20b. Professor CARVER. — Economic Theory.

1 Undergraduate. Total 1.

 

Source:   Radcliffe College. Report of the President of Radcliffe College 1911-12, pp. 53-54.

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1912-1913
ECONOMICS.

Primarily for Undergraduates:—

1. Dr. DAY. — Outlines of Economics. — Production, Consumption, Distribution, Exchange, Socialism, Labor Problems, Trusts, Money, Banking, and Public Finance.

24 Undergraduates, 8 Special students, 4 Unclassified students.
(1 Special student, 1st half only.) Total 36.

 

For Undergraduates and Graduates:—

2a1 (formerly 6a1). Professor GAY. — European Industry and Commerce in the Nineteenth Century. Half-course. 2 hours a week, and a third hour at the pleasure of the instructor, 1st  half-year.

3 Graduates, 4 Undergraduates, 1 Special student. Total 8.

2b2 (formerly 6b2). Professor GAY. — Economic and Financial History of the United States. Half-course. 2 hours a week, and a third hour at the pleasure of the instructor, 2d half-year.

3 Graduates, 5 Undergraduates. Total 8.

7 (formerly 14). Professor CARVER. — Theories of Distribution and Distributive Justice. 3 hours a week.

9 Undergraduates, 2 Special students. Total 11.

8 (formerly 3). Professor CARVER. — Principles of Sociology.—Theories of social progress. 3 hours a week.

27 Undergraduates, 2 Special students, 2 Unclassified students. (1 Undergraduate, 1st half only.)  Total 31.

9 (formerly 18). Asst. Professor COLE. — Principles of Accounting. 3 hours a week.

5 Undergraduates. Total 5.

 

Primarily for Graduates:—

I
ECONOMIC THEORY AND METHOD

**121 (formerly 13). Professor CARVER. — Scope and Methods of Economic Investigation. Half-course. 2 hours a week, 1sthalf-year.

1 Graduate. Total 1.

**13 (formerly 4). Professor RIPLEY. — Statistics, Theory, method and practice. 2 hours a week.

3 Graduates. Total 3.

II
ECONOMIC HISTORY

**23 (formerly 11). Dr. GRAY. — Economic History of Europe to 1760. 3 hours a week.

1 Special student. Total 1.

[Note] The courses marked with two stars (**) are Graduate courses in Harvard University, to which Radcliffe students were admitted by vote of the Harvard Faculty.

 

COURSES OF RESEARCH

20a. Professor GAY. — Selected Topics in Modern European Economic History.

2 Graduates. Total 4.

20b. Professor CARVER. — Economic Theory.

1 Graduate. Total 1.

 

Source:   Radcliffe College. Report of the President of Radcliffe College 1912-14, pp. 42-43.

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1913-1914
ECONOMICS.

Primarily for Undergraduates:—

1. Asst. Professor E. E. DAY and Mr. BURBANK. — Principles of Economics. 3 hours a week.

33 Undergraduates, 5 Special students, 2 Unclassified students.  Total 40.

 

For Undergraduates and Graduates:—

2a1 (formerly 6a1). Professor GAY.— European Industry and Commerce in the Nineteenth Century. Half-course. 2 hours a week, and a third hour at the pleasure of the instructor, 1st  half-year.

1 Graduate, 10 Undergraduates, 2 Special students, 1 Unclassified student. Total 14.

2b2 (formerly 6b2). Professor GAY. — Economic and Financial History of the United States. Half-course. 2 hours a week, and a third hour at the pleasure of the instructor, 2d half-year.

2 Graduates, 9 Undergraduates, 1 Special student, 1 Unclassified student. Total 13.

7 (formerly 14). Asst. Professor ANDERSON. — Economic Theory: Value and Related Problems. 3 hours a week.

1 Graduate, 5 Undergraduates.  Total 6.

9 (formerly 18). Associate Professor COLE. — Principles of Accounting. 3 hours a week.

5 Undergraduates. Total 5.

 

Primarily for Graduates:—

I
ECONOMIC THEORY AND METHOD

**11. Professor TAUSSIG. — Economic Theory. Half-course. 3 hours a week.

1 Undergraduate. Total 1.

**14. Professor BULLOCK. — History and Literature of Economics to the year 1848. 2 hours a week, and a third hour at the pleasure of the instructor.

1 Graduate. Total 1.

II
ECONOMIC HISTORY

**24. Professor GAY. — Topics in the Economic History of the Nineteenth Century. Two consecutive evenings a week.

1 Undergraduate. Total 1.

 

[Note] The courses marked with two stars (**) are Graduate courses in Harvard University, to which Radcliffe students were admitted by vote of the Harvard Faculty.

 

COURSES OF RESEARCH

20a. Professor GAY. — Economic History.

2 Graduates (1 Graduate, 1st half only). Total 2.

 

Source:   Radcliffe College. Report of the President of Radcliffe College 1912-14, pp. 99-100.

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1914-1915
ECONOMICS.

Primarily for Undergraduates:

1. Asst. Professor E. E. DAY. — Principles of Economics.

5 Seniors, 14 Juniors, 15 Sophomores, 1 Freshman, 3 Unclassified students, 4 Special students.  Total 42.

 

For Undergraduates and Graduates:

2a1 hf.  Professor GAY. — European Industry and Commerce in the Nineteenth Century.

3 Graduates, 3 Seniors. Total 6.

2b2 hf.   Professor GAY. — Economic and Financial History of the United States

3 Graduates, 2 Seniors, 1 Junior.  Total 6.

7. Professor CARVER. — Economic Theory.

1 Graduate, 3 Seniors, 3 Juniors, 2 Sophomores.  Total 9.

8. Asst. Professor ANDERSON. — Principles of Sociology.

6 Seniors, 3 Juniors, 1 Special student. Total 10.

Accounting

Associate Professor COLE. — Principles of Accounting.

5 Seniors, 1 Junior.  Total 6.

 

Economic Theory and Method

Primarily for Graduates:

**121hf. Professor CARVER. — Scope and Methods of Economic Investigation.

1 Graduate.  Total 1.

**13. Asst. Professor DAY. — Statistics: Theory, method, and practice.

1 Graduate.  Total 1.

Applied Economics

**33 hf. Professor TAUSSIG. — International Trade, with special reference to Tariff Problems in the United States.

1 Graduate.  Total 1.

**34. Professor RIPLEY. — Problems of Labor.

1 Graduate.  Total 1.

Course of Research

20a2 hf. Professor GAY. — Economic History.

2 Graduates.  Total 2.

 

[Note] The courses marked with two stars (**) are Graduate courses in Harvard University, to which Radcliffe students were admitted by vote of the Harvard Faculty.

 

Source:   Radcliffe College. Report of the President of Radcliffe College 1914-15, pp. 41-42.

Image Source: From front matter of the bound version of  The Radcliffe Bulletin, 1912-13 in the Harvard University Library.

 

 

Categories
Cornell Economic History Gender Harvard Home Economics

Cornell. Home Economics. Radcliffe economic history A.M. (1913), Blanche Hazard

 

Having returned from a trip to the U.S. that included participation at the History of Economics Society 2018 meeting in Chicago, I have gone now two weeks without posting. It is easy to explain away the first ten days that actually involved Michigan road-tripping followed by conferencing with colleagues when the opportunity cost of blogging exceeded the joy of welcoming visitors to the latest artifacts posted at Economics in the Rear-view Mirror. The last several days have been more a matter of jet-lag recovery and of overcoming the inertia associated with this extended pause from an almost unbroken three year rhythm of select, transcribe, post and tweet. OK, an intertemporally-savvy blogger would have gradually built up an inventory of artifacts and maintained an uninterrupted flow, but that is not, alas, the way this scholar rolls.

This post ventures into the neighboring field of home economics, in particular, to touch upon the brief career of Cornell’s first professor of woman’s studies, Blanche Evans Hazard (1873-1966) who was trained as an economic historian at Radcliffe/Harvard, A.M. awarded by Radcliffe (1913). She lectured on her dissertation topic: “The Organization of the Boot and Shoe Industry in Massachusetts in the First Half of the Nineteenth Century” at the March 18, 1912 of the seminary in economics. Her economics professors included Thomas Nixon Carver and Edwin Francis Gay.While she did not complete the final examination for the Ph.D., her dissertation was published by Harvard University Press. Here a link to texts by Hazard at archive.org.

_______________________

Blanche Hazard, brief biography

Blanche Hazard came to Cornell in 1914 as an assistant professor of home economics, with a special responsibility to develop courses on the history of women and women’s work. After spending two years at Thayer Academy and two years at Radcliffe College, Hazard taught history in both public and private schools, and was head of the Department of History at Rhode Island Normal School from 1899 to 1904. During this period, she was also an officer of the New England Association of Teachers of History in Colleges and Secondary Schools. She became well-known for her lectures at teachers’ conventions on historical methods, as well as for her collaboration with Harvard’s Albert B. Hart on a book about children in the Colonial Era. In 1904, Hazard returned to Radcliffe, where she earned a B.A. in 1907 with first honors in history and government. In 1913, she completed a Ph.D.  at Harvard in history [sic, A.M., according to Earle (see below) who found that Hazard never actually completed the final examination for the Ph.D. though she did in fact complete and publish her dissertation]; her dissertation, The Organization of The Boot and Shoe Industry in Massachusetts Before 1875 (1921), was the first book written by a woman published by Harvard University Press. At Cornell, Hazard and Martha Van Rensselaer collaborated in creating an early version of women’s studies. Hazard taught courses on “Women in Industry,” “Women in the State,” and “History of Housekeeping.” She also wrote a number of pamphlets for the Farmers’ Wives Reading Course, including Civic Duties of Women (1918), which was widely used and reprinted as women prepared to exercise their suffrage. When she left Cornell in 1922 to return to New England and marry, Hazard was a full professor of home economics.

 

Image Source:   From the webpage of the History Center in Tompikins County, Ithaca, N.Y. announcing the March 3, 2018 lecture by Corey Ryan Earle, “Blanche hazard: Pioneering Local Suffragist & Women’s Studies Education”.

Source: Cornell University Library, Division of Rare & Manuscript Collection’s website: From Domesticity to Modernity, What was Home Economics (2001). Webpage: Faculty Biographies: Blanche Hazard.

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Blanche Hazard, longer biography

See the paper written by Corey Ryan Earle, “An Overlooked Pioneer: Blanche Evans Hazard, Cornell University’s First Professor of Women’s Studies, 1914-1922” that provides much detail, though unable to explain Hazard’s marriage and her withdrawal from academic life. The paper was written during the summer of 2006 when the author was supported by a Dean’s Fellowship in the History of Home Economics by the College of Human Ecology of Cornell University.

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Image Source: Faculty of Home Economics at Cornell. Cornell University Library, Division of Rare & Manuscript Collection’s website: From Domesticity to Modernity, What was Home Economics (2001). Webpage: Early Faculty Biographies. Note: second row, leftmost is Blanche Hazard.

Categories
Curriculum Gender Radcliffe

Radcliffe. Economics Course Offerings, 1906-1910

 

Pre-Radliffe economics course offerings and the Radcliffe courses for  1893-94,  1894-1900 , 1900-1905 have been posted earlier.

____________________________________

1905-1906
ECONOMICS.

Primarily for Undergraduates:—

1. Asst. Professor ANDREW. — Outlines of Economics. — Production, Distribution, Exchange, Industrial Organization, Foreign Trade, Banking, Socialism, and Labor Questions. 3 hours a week.

17 Undergraduates, 3 Special students. Total 20.

 

For Undergraduates and Graduates:—

62. Asst. Professor GAY.— The Economic History of the United States. Half-course. 3 hours a week, 2d half-year.

1 Graduate, 2 Undergraduates. Total 3.

11. Asst. Professor GAY.— The Modern Economic History of Europe.  2 hours a week (and usually a third hour).

3 Graduates. Total 3.

14a1. Professor CARVER.— The Distribution of Wealth. Half-course. 2 hours a week, 1st half-year.

1 Graduate, 3 Undergraduates, 4 Special students. Total 8.

14b2. Professor CARVER.— Methods of Social Reform. — Socialism, Communism, the Single Tax, etc. Half-course. 2 hours a week, 2nd half-year.

3 Graduates, 2 Undergraduates, 4 Special students. Total 9.

 

Primarily for Graduates:—

COURSE OF RESEARCH

20a.  Asst. Professor GAY. — The Expansion of English Trade in the Mediterranean, and the Levant Company.  1 hour a week.

1 Graduate. Total 1.

20.  Professors CARVER and RIPLEY. — Seminary in Economics. Thesis subjects: “The Basis of Taxation” and “The Industrial Education of the Fourteen Year Old Girl.”

1 Graduate (1st half-year only), 1 Special student. Total 2.

 

Source:   Radcliffe College. Report of the President, 1905-06, pp. 44-45.

____________________________________

1906-1907
ECONOMICS.

Primarily for Undergraduates:—

1. Asst. Professors ANDREW and Mr. DAGGETT. — Outlines of Economics. — Production, Distribution, Exchange, Industrial Organization, Foreign Trade, Banking, Socialism, and Labor Questions. 3 hours a week.

25 Undergraduates. Total 25.

 

For Undergraduates and Graduates:—

3. Mr. J. A. FIELD.— Principles of Sociology.—Theories of social progress. 2 hours a week, and a third hour at the pleasure of the instructor.

3 Undergraduates. Total 3.

6a1. Asst. Professor GAY.— European Industry and Commerce in the Nineteenth Century. Half-course. 2 hours a week, and a third hour at the pleasure of the instructor, 1st half-year.

2 Graduates, 6 Undergraduates. Total 8.

6b2. Asst. Professor GAY.— Economic and Financial History of the United States. Half-course. 2 hours a week, and a third hour at the pleasure of the instructor, 1st half-year [sic].

2 Graduates, 3 Undergraduates. Total 5.

20a. Asst. Professor GAY. — (a) Foreign Merchants in England in the Thirteenth and Fourteenth Centuries.  1 Graduate. (b) The Finances of English Boroughs in the Middle Ages.  1 Graduate.

Total 2.

 

Source:   Radcliffe College. Report of the President, 1906-07, p. 46.

____________________________________

1907-1908
ECONOMICS.

Primarily for Undergraduates:—

1. Dr. DAGGETT. — Outlines of Economics. — Production, Distribution, Exchange, Socialism, Railroads, Trusts, Foreign Trade, Banking, and Public Finance.

19 Undergraduates, 2 Special students. Total 21.

 

For Undergraduates and Graduates:—

3. Professor CARVER.— Principles of Sociology.—Theories of social progress. 2hours a week, and a third hour at the pleasure of the instructor.

1 Graduate, 2 Undergraduates. Total 3.

6a1. Professor GAY.— European Industry and Commerce in the Nineteenth Century. Half-course. 2 hours a week, and a third hour at the pleasure of the instructor, 1st half-year.

2 Graduates, 6 Undergraduates. Total 8.

6b2. Professor GAY.— Economic and Financial History of the United States. Half-course. 2 hours a week, and a third hour at the pleasure of the instructor, 2nd half-year.

3 Graduates, 11 Undergraduates, 1 Special student. Total 15.

8b2.  Asst. Professor ANDREW. — Banking and Foreign Exchange.  Half-course. 2 hours a week, and a third hour at the pleasure of the instructor, 2nd half-year.

2 Undergraduates. Total 2.

14b1.  Professor CARVER. — Methods of Social Reform.—Socialism, Communism, the Single Tax, etc.  Half-course. 2 hours a week, 1st half-year.

1 Graduate, 3 Undergraduates. Total 4.

 

Primarily for Graduates:—

101. Professor GAY.— Mediaeval Economic History of Europe. Half-course. 2 hours a week, and a third hour at the pleasure of the instructor, 1st half-year.

3 Graduates. Total 3.

COURSE OF RESEARCH

20a. Professor GAY. — (a) The Florentine Period of Italian Trade in Mediaeval England.  1 Graduate.
(b) The Finances of English Boroughs in the Middle Ages. 1 Graduate.
(c) Ad firmam manors in Domesday. 1 Graduate (2d half year).

1 hour a week each. Total 3.

20.  Professor RIPLEY. — Statistics. Theory, method, and practice. Half-course.

1 Graduate. Total 1.

 

Source:   Radcliffe College. Report of the President, 1907-08, pp. 50-51.

____________________________________

1908-1909
ECONOMICS.

Primarily for Undergraduates:—

1. Dr. DAGGETT. — Outlines of Economics. — Production, Distribution, Exchange, Socialism, Labor, Railroads, Trusts, Foreign Trade, Money, Banking, and Public Finance.

15 Undergraduates. Total 15.

 

For Undergraduates and Graduates:—

3. Professor CARVER.— Principles of Sociology.—Theories of social progress. 2 hours a week, and a third hour at the pleasure of the instructor.

10 Undergraduates, 1 Special student. Total 11.

6a1. Professor GAY.— European Industry and Commerce in the Nineteenth Century. Half-course. 2 hours a week, and a third hour at the pleasure of the instructor, 1st half-year.

4 Graduates, 2 Undergraduates, 1 Special student. Total 7.

6b2. Professor GAY.— Economic and Financial History of the United States. Half-course. 2 hours a week, and a third hour at the pleasure of the instructor, 2nd half-year.

3 Graduates, 3 Undergraduates, 1 Special student. Total 7.

14a1. Professor CARVER. — The Distribution of Wealth.  Half-course.2 hours a week, 1sthalf-year.

2 Graduates, 3 Undergraduates. Total 5.

14b2.  Professor CARVER. — Methods of Social Reform.—Socialism, Communism, the Single Tax, etc.  Half-course. 2 hours a week, 2nd half-year.

2 Graduate, 3 Undergraduates. Total 5.

 

Primarily for Graduates:—

COURSE OF RESEARCH

20a. Professor GAY. — (a) The Finances of English Boroughs in the Middle Ages. 1 Graduate (2nd half-year).
(b) Ad firmam manors in Domesday. 1 Graduate

1 hour a week each. Total 2.

 

Source:   Radcliffe College. Report of the President, 1908-09, pp. 48-49.

 

____________________________________

1909-1910
ECONOMICS.

Primarily for Undergraduates:—

1. Dr. HUSE. — Outlines of Economics. — Production, Distribution, Exchange, Socialism, Labor Problems, Trusts, Money, Banking, and Public Finance.

29 Undergraduates, 9 Special students, 1 Unclassified student. Total 39.

 

For Undergraduates and Graduates:—

3. Professor CARVER.— Principles of Sociology.—Theories of social progress. 2 hours a week, and a third hour at the pleasure of the instructor.

15 Undergraduates, 1 Special student. Total 16.

6a1. Professor GAY.— European Industry and Commerce in the Nineteenth Century. Half-course. 2 hours a week, and a third hour at the pleasure of the instructor, 1st half-year.

2 Undergraduates. Total 2

6b2. Professor GAY.— Economic and Financial History of the United States. Half-course. 2 hours a week, and a third hour at the pleasure of the instructor, 2nd half-year.

9 Undergraduates, 2 Special students. Total 11.

14a1. Professor CARVER. — The Distribution of Wealth.  Half-course. 2 hours a week, 1st half-year.

1 Graduate, 5 Undergraduates, 3 Special students. Total 9.

14b2.  Professor CARVER. — Methods of Social Reform.—Socialism, Communism, the Single Tax, etc.  Half-course. 2 hours a week, 2nd half-year.

8 Undergraduates, 5 Special students. Total 13.

 

Primarily for Graduates:—

COURSE OF RESEARCH

20a. Professor GAY. — The Administration of the Factory Legislation of Massachusetts.

1 Graduate, Total 1.

 

Source:   Radcliffe College. Report of the President, 1909-10, pp. 47-48.

Image Source:   Detroit Publishing Co., Publisher. Radcliffe College, gymnasium & Fay House, Cambridge, Mass. Cambridge Cambridge. Massachusetts United States, 1904. [?] Photograph. https://www.loc.gov/item/2016809164/.