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Exam Questions Harvard

Harvard. Core economic theory. Enrollments and final exams. Taussig, 1904-1909

 

 

Examination questions spanning just over a half-century can be found in Frank Taussig’s personal scrapbook of cut-and-pasted semester examinations for his entire Harvard career. Until Schumpeter took over the core economic theory course from Taussig in 1935, Taussig’s course covering economic theory and its history was a part of almost every properly educated Harvard economist’s basic training. Taussig’s exam questions were posted for the academic years 1886/87 through 1889/90 along with enrollment data for the course;  material from 1890/91 through 1893/94  and also for 1897-1900 have been posted as well.  

For the academic years 1900/01 through 1902/03 the course was taught by Thomas Nixon Carver. Taussig was on a leave of absence for the academic year 1902-03 [Source: Harvard University Catalogue 1902/1903, p. 297.] Taussig himself wrote that he was “compelled by ill health to withdraw from teaching” (1901-03). [Chapter IX Economics (1871-1929) by The Development of Harvard University since the Inauguration of President Eliot, 1869-1929 Cambridge: Harvard University Press, 1930. p. 191].  Schumpeter wrote “We speak of nervous breakdown in such cases, which indeed are more frequent in the academic profession than one would infer from the general conditions of a professor’s life. He took leave and went abroad for two years, relaxing completely and spending one winter at Meran in the Austrian Alps, another on the Italian Riviera, and the summer between (1902) in Switzerland. Catastrophe was thus avoided, and in the fall of 1903 he was able to resume his teaching and the editorship of the Quarterly Journal.” [ Joseph A. Schumpeter, Chapter 7 Frank William Taussig (1859-1940) in Ten Great Economists from Marx to Keynes. p. 206.]

During the first term of 1903/04 Taussig taught the core economic theory course and Carver taught the second term.  Beginning 1904/05 Taussig taught the course by himself again.

 

 

 

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Enrollment Economics 2
1900-01

For Undergraduates and Graduates:—

[Economics] 2. Asst. Professor Carver.— Economic Theory in the Nineteenth Century.

Total 45: 6 Graduates, 15 Seniors, 16 Juniors, 5 Sophomores, 3 Other.

Source: Harvard University. Annual Reports of the President and Treasurer of Harvard College, 1900-01, p. 64.

Link to reading list for the course:

https://www.irwincollier.com/harvard-economics-economics-2-carver-1900-01/

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 Enrollment Economics 2
1901-02

For Undergraduates and Graduates:—

[Economics] 2. Asst. Professor Carver.— Economic Theory.

Total 32: 5 Graduates, 6 Seniors, 17 Juniors, 2 Sophomores, 2 Other.

Source: Harvard University. Annual Reports of the President and Treasurer of Harvard College, 1901-02, p. 77.

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Course Description Economics 2
1902-03
[Carver and Taussig actually first shared the course during the following year]

For Undergraduates and Graduates

[Economics] 2. Economic Theory. Mon., Wed., Fri., at 2.30. Professors Taussig and Carver.

Course 2 is intended to acquaint the student with some of the later developments of economic thought, and at the same time to train him in the critical consideration of economic principles and the analysis of economic conditions. The exercises are accordingly conducted mainly by the discussion of selected passages from the leading writers; and in this discussion the students are expected to take an active part. Lectures are given at intervals outlining the present condition of economic theory and some of the problems which call for theoretical solution. Theories of value, diminishing returns, rent, wages, interest, profits, the incidence of taxation, the value of money, international trade, and monopoly price, will be discussed. Marshall’s Principles of Economics, Böhm-Bawerk’s Positive Theory of Capital, Taussig’s Wages and Capital, and Clark’s Distribution of Wealth will be read and criticised.

Course 2 is open to students who have passed satisfactorily in Course 1.

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. Cambridge, Mass. (June 14, 1902), pp. 40-41.

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Enrollment Economics 2
1902-03

For Undergraduates and Graduates:—

[Economics] 2. Asst. Professor Carver.— Economic Theory.

Total 25: 5 Graduates, 8 Seniors, 7 Juniors, 3 Sophomores, 2 Other.

Source: Harvard University. Annual Reports of the President and Treasurer of Harvard College, 1902-03, p. 67.

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 Enrollment Economics 2
1903-04

For Undergraduates and Graduates:—

[Economics] 2. Professors Taussig and Carver.— Economic Theory.

Total 23: 9 Graduates, 4 Seniors, 7 Juniors, 1 Sophomores, 2 Other.

Source: Harvard University. Annual Reports of the President and Treasurer of Harvard College, 1903-04, p. 66.

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HARVARD UNIVERSITY
ECONOMICS 2
[Mid-Year. 1904]

Arrange your answers strictly in the order of the questions.
One question may be omitted.

  1. Do you conceive wages to be determined in amount by capital, or to be paid from capital, in these cases:—
    1. a railway which collects its receipts before pay-day comes around;
    2. a farmer who pays his laborers after the crop has been harvested and sold;
    3. a workingmen’s society for coöperative production which makes advances to members from week to week, and adds a final payment when the season’s or year’s operations have been concluded?
  2. State carefully how you conceive Walker to define the “no-profits” line; how he distinguishes between business profits and wages; and whether there is a vicious circle in his reasoning as to the residual element in distribution.
  3. Suppose a tax to be levied on a commodity subject to the law of diminishing returns, and the proceeds to be used for a bounty on a commodity produced under conditions of increasing return, — how would the welfare of the community presumably be affected?
    Assume now that the first commodity is an article of comfort, the second an article of luxury, — would your conclusion be different?
    Reverse the assumption, and suppose the first commodity to be one of luxury, the second one of comfort, — would your conclusion be still different?
  4. “We might as reasonably dispute whether it is the upper blade of a pair of scissors or the lower that cuts a piece of paper, as whether value is governed by utility or cost of production. It is true that when one blade is held still, and the cutting is effected by moving the other, we may say with careless brevity that the cutting is done by the second; but the statement is not strictly accurate, and is to be excused only so long as it claims to be merely a popular and not a strictly scientific account of what actually happens.”
    Explain, with reference to commodities produced under the conditions of

monopoly;
constant returns;
increasing returns.

  1. Explain prime cost, total cost, supplementary cost; and consider their relation to quasi-rent.
  2. Would Marshall say that there was true rent in the case of, —

a very profitable silver mine;
a valuable site in a town like Pullman;
a successful business man.

Why or why not in each case?

  1. Suppose it were provided by law that the rent of premises used for wholesale or retail trading should not exceed interest on the cost of the buildings (with due allowance for depreciation and the like), what would be the effects on landlords and tenants, and on the prices of the articles sold?
  2. “A rich man abstains from the consumption of his superfluous wealth, and is scarcely conscious, perhaps quite unconscious, of having suffered any deprivation whatever. On the other hand, the same or a much smaller amount of wealth reserved from personal consumption by an artisan or a small tradesman will frequently demand the most rigorous self-denial….And it is similar with labor. The laborious effort fitted to produce a given result does not represent the same sacrifice for different people: it is one thing for the strong, another for the weak; one for the trained workman, another for the raw beginner. This being so, the questions arises — How are such differences to be dealt with in computing cost of production? The answer must be that the sacrifices to be taken account of, and which govern exchange value, are not those undergone by A, B, or C, but the average sacrifices undergone by the class of laborers or capitalists to which the producers of the commodity belong.”— Cairnes. Would you accede to this conclusion as to capitalists? as to laborers?

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 Enrollment Economics 2
1904-05

For Undergraduates and Graduates:—

[Economics] 2. Professor Taussig.— Economic Theory.

Total 22: 6 Graduates, 2 Seniors, 11 Juniors, 1 Sophomores, 2 Other.

Source: Harvard University. Annual Reports of the President and Treasurer of Harvard College, 1904-05, p. 74. 

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Course Description Economics 2
1904-05

[Economics] 2. Economic Theory. Mon., Wed., Fri., at 2.30. Professor Taussig.

Course 2 is intended to acquaint the student with some of the later developments of economic thought, and at the same time to train him in the critical consideration of economic principles and the analysis of economic conditions. The exercises are accordingly conducted mainly by the discussion of selected passages from the leading writers; and in this discussion the students are expected to take an active part. Lectures are given at intervals outlining the present condition of economic theory and some of the problems which call for theoretical solution. Theories of value, diminishing returns, rent, wages, interest, profits, the incidence of taxation, and monopoly price, will be discussed. Marshall’s Principles of Economics, Clark’s Distribution of Wealth, and selections from the writings of Walker, Cairnes, and others, will be read and discussed.
Course 2 is open to students who have passed satisfactorily in Course 1.

Source: Harvard University. Faculty of Arts and Sciences. Division of History and Political Science Comprising the Departments of History and Government and Economics, 1904-05 (May 16, 1904), pp. 38-39.

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ECONOMICS 2.
[Mid-Year 1905]

Arrange your answers strictly in the order of the questions.

  1. “The United States government collects its postal revenues day by day, yet postpones the payment of its clerks and carriers to the end of the month. To descend to the other end of the scale of dignity, hotel keepers and, in a less degree, boarding-house keepers, collect their bills before they pay their cooks, chambermaids, and scullions. Nearly all the receipts of theatre, opera, and concert companies are obtained day by day, although their staffs and troupes are borne on monthly or weekly pay-rolls.”
    “I have before me a considerable collection of accounts from the books of farmers as late as 1851. These show the hands charged with advances of the most miscellaneous character. . . . In general, the amount of such advances does not exceed one-third, and it rarely reaches one-half of the stipulated wages of the year. It is idle to speak of wages thus paid as coming out of capital.”
    In your view, is there a payment of wages out of capital, partial or whole, in these cases?
  2. “On the relation between the money funds or proceeds held by the immediate employer, and the food, clothes and enjoyments, constituting the community’s real circulating capital, he [J. S. Mill] gave ambiguous and unsatisfactory statements, from which only a sympathetic interpreter could patch up a consistent and tenable doctrine.”
    Explain the grounds on which this judgment of Mill rests; and consider whether your judgment on F. A. Walker, on the same point, would be more favorable or less.
    “Under the conditions which prevail so preponderantly in the modern industrial world, the true residual sharer, certainly in the first instance, is the active capitalist, the business man. . . . The hired laborer gets his fixed wages, the investor his stipulated income; the managing business man takes the rest.”
    Does this view seem to you sound? and, whether sound or not, does it seem to you necessarily inconsistent with Walker’s view as to the place of business profits in the theory of distribution?
  3. Consider in what manner the doctrine of consumer’s rent is affected by (1) differences in the incomes of individuals and of classes; (2) the satisfactions derived from articles of necessity; (3) those derived from articles of luxury and display.
  4. Mill’s statement of the equation of supply and demand, and Marshall’s analysis of the temporary equilibrium of supply and demand, — wherein different, how reconcilable?
  5. Explain briefly: producer’s surplus, rent, monopoly rent, quasi rent, prime cost, supplementary cost.
  6. “The so-called rent of buildings, exclusive of ground-rent, is not governed at all by the economic law of rent, but by the principles which regulate the interest of capital.” F. A. Walker.
    Would Marshall accede to this view? If so, why? If not, why not? Your own view?
  7. “Independently of any change in the suitability of the prevailing crops and methods of cultivation for special soils, there is a constant tendency towards equality in the value of different soils. In the absence of any special cause to the contrary, the growth of population and the wealth will make the poorer soils gain on the richer.”
    Explain (1) why there is this tendency towards equality; (2) whether it is inconsistent with the doctrine of difference in the “original and indestructible powers” of the soil; (3) what is its bearing on the proposal to appropriate through taxation the rent of agricultural land.
  8. Suppose that in a given industry, with an increase of output, there was continuing gain in the way of internal economics; what result would ensue in the organization and scale of production? Suppose there was continuing gain, but solely in external economies, what result would ensue? Suppose that a gradual increase in demand [and output] were to “increase gradually the size and efficiency of the representative firm; and to increase the economies, both internal and external, which are at its disposal,” — what then?
    Consider (1) the short-period and the long-period effects of an increase of demand for a commodity subject to the law of diminishing returns; (2) the short-period and the long-period effects of a decrease in demand for a commodity subject to the law of increasing returns.

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Harvard University

ECONOMICS 2
[Final 1905]

  1. Suppose ordinary manual laborers to become very few, other workers and other factors in production remaining the same; what consequences would ensue as to the production of wealth, and as to the earnings of such laborers and of other workers?
  2. Suppose persons having in high degree the qualities needed for business management to become very numerous, other things still remaining the same; what consequences would ensue as to the production of wealth, and as to the earnings of such managers and of other workers?
  3. Suppose the quantity of capital to be very greatly increased, the other factors of production remaining the same; what consequences would ensue as to the production of wealth, as to the returns to capital, and as to the earnings of the other factors?
  4. (a) “Let us suppose that every one owns whatever capital he uses . . . and is not only of equal capacity, but of equal willingness to work, and does in fact work equally hard; also that all work is unskilled, — or rather, unspecialized in this sense, that if any two people were to change occupations, each would do as much and as good work as the other had done.”
    (b) “Let us suppose that labor is not of one industrial grade, but of several; that parents always bring up their children to an occupation of their own grade; that they have a free choice within that grade, but not outside it. Let us suppose, further, that the increase of population in each grade is governed by other than economic causes; it may be fixed, or may be influenced by changes in custom, in moral opinion, etc.”
    State what causes would govern relative wages under each of these suppositions.
  5. State which of the suppositions just described is believed to be in accord with the actual conditions of modern societies by Cairnes, by Marshall, by Seager; and give your own view.
  6. Compare Marshall’s conclusions as to the causes which govern earnings of management with Walker’s and with Seager’s; and give your own conclusion.
  7. The advantages and disadvantages of the English system of land tenure; and the qualifications which must be remembered when applying to it the Ricardian analysis.
  8. Set forth briefly what questions of principle should receive most attention in an exposition for elementary students of (a) foreign trade; (b) money; (c) labor problems; (d) railway problems.
    [Discuss two only of these topics]

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 Enrollment Economics 2
1905-06

For Undergraduates and Graduates:—

[Economics] 2. Professor Taussig.— Principles of Economics (second course).

Total 34: 13 Graduates, 7 Seniors, 5 Juniors, 8 Sophomores, 1 Other.

Source: Harvard University. Annual Reports of the President and Treasurer of Harvard College, 1905-06, p. 72.

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ECONOMICS 2
[Midyear 1906]

Answer nine questions.
Arrange your answers strictly in the order of the questions.

  1. “(a) The draughtsman, who, shut up in some dingy office on the banks of the Thames, is drawing the plans for a great marine engine, is in reality devoting his labor to the production of bread and meat as truly as though he were garnering the grain in California or swinging a lariat on a La Plata pampa; (b) he is as truly making his own clothing as though he were shearing sheep in Australia or weaving cloth in Paisley, and just as effectually producing the claret he drinks at dinner as though he gathered the grapes on the banks of the Garonne.” Consider whether there is any difference between the two statements here quoted, and to which, if to either, you could accede.
  2. “(a) The ordinary bargain between labor and capital is that the wage-receiver gets command over commodities in a form ready for immediate consumption, and in exchange carries his employer’s goods a stage further toward being ready for immediate consumption. (b) But while this is true of most employees, it is not true of those who finish the processes of production. For instance, those who put together and finish watches, give to their employers far more commodities in a form ready for immediate consumption, than they obtain as wages. (c) And if we take one season with another, so as to allow for seed and harvest time, we find that workmen as a whole hand over to their employers more finished commodities than they receive as wages.”
    What do you say of the several statements in this passage?
  3. Walker’s reasoning as to the relation of wages to profits, and of profits to wages: is there a vicious circle?
  4. Are high wages in a particular employment (or group of employments) to be regarded as effects or causes of the value of the commodities made by the laborers who receive the high wages? What is Cairnes’s view? Your own?
  5. “Mill allows that when land capable of yielding rent in agriculture is applied to some other purpose, the rent which would have been yielded in agriculture is an element in the cost of production of other commodities. But wherefore this distinction between agriculture and other branches of industry? Why does not the same principle apply between two different modes of agricultural employment?” What would be your answer?
  6. Consider in what way, if at all, the principle of quasi-rent is applicable to the operations of (1) a bank; (2) a railway; (3) a building erected for business purposes on an urban site.
  7. Suppose it were provided by law that the rental paid by tenants in buildings erected on urban sites should not exceed interest at current rates on the capital invested in the buildings (allowance being made depreciation, insurance, taxes, and the like); what would be the result for the owners of land and buildings, for tenants, and for the purchasers of things made or sold in the buildings?
  8. Explain (briefly) total utility; marginal utility; consumer’s surplus; the application of the principle of consumer’s surplus to the utilities derived from commodities produced with increasing and with diminishing returns.
  9. A recent writer discussing the principle of marginal utility with reference to a wayfarer supposed to possess a stock of apples, remarks that, — “if in the case of five apples, the marginal utility of each is five units of satisfaction, that of the stock will be five times five, or twenty-five; but if in the case of eight apples, the marginal utility of each falls to three, that of the stock will be eight times three, or twenty-four. Yet the total utility of eight apples is certainly more than that of five.” What do you say?
  10. How serviceable do you consider Marshall’s device of a “representative firm” for the study of the effect of changes in supply and demand?

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ECONOMICS 2
[Final 1906]

Arrange your answers strictly in the order of the questions.

I
Answer three questions.

  1. “There is a constant tendency towards a position of normal equilibrium, in which the supply of each of the agents of production shall stand in such a relation to the demand for its services, as to give to those who have provided the supply a sufficient reward for their efforts and sacrifices. If the economic conditions of the country remained stationary sufficiently long, this tendency would realize itself in such an adjustment of supply to demand, that both machines and human beings would earn generally an amount that corresponded fairly with their cost of rearing and training, conventional necessaries as well as those things which are strictly necessary being reckoned for.”
    Whom do you believe to be the writer of this passage? and what do you think his conclusion as to non-competing groups?
  2. “A rich man abstains from the consumption of his superfluous wealth, and is scarcely conscious, perhaps quite unconscious, of having suffered any deprivation whatever. On the other hand, the same or a much smaller amount of wealth reserved from personal consumption by an artisan or a small tradesman will frequently demand the most rigorous self-denial. . . . And it is similar with labor. The laborious effort fitted to produce a given result does not represent the same sacrifice for different people: it is one thing for the strong, another for the weak; one for the trained workman, another for the raw beginner. This being so, the question arises: How are such differences to be dealt with in computing cost of production? The answer must be that the sacrifices to be taken account of, and which govern exchange value, are not those undergone by A, B, or C, but the average sacrifices undergone by the class of laborers or capitalists to which the producers of the commodity belong.” — Cairnes.
    Would you accede to this conclusion as to capitalists? as to laborers?
  3. It is true that “the rent of rare natural ability may be regarded as a specially important element in the incomes of business men . . . and of exceptionally successful barristers, and writers, and painters, and singers, and jockeys”?
    What is Walker’s view? Marshall’s? your own?
  4. “The sudden appropriation by the State of any incomes from property, the private ownership of which had once been recognized by would destroy security and shock the foundations of society. But if from the first the State had retained these rents in its hands, the vigour of industry and accumulation need not have been impaired; and nothing at all like this can be said of the incomes derived from property made by man (quasi-rents).”
    Explain and consider how far, if at all, the principles stated are applicable to the rent or royalty of mines.

 

II
Answer two questions.

  1. “Abstinence is confined to the genesis of true capital; none of it is involved in maintaining an endless series of capital goods, and there is no abstinence in a static state.”
    What are the grounds on which this doctrine rests? and what is your own view?
  2. “The whole question whether goods are advanced by one class of persons to another, in order to tide over an interval of waiting, clearly has reference, not to the relations of capitalists in general to laborers in general, but to the relations of certain sub-groups to other sub-groups in the producing series.”
    Explain; and give your own opinion.
  3. “In the same sense in which the interest on artificial capital and the rent of land are not elements in price, wages have no effect on price. If good workers were to relinquish their claims against employers and work for nothing, the price of goods would still conform to their marginal utility. . . . In the same inaccurate sense in which it may be said that the rent of land is not an element in price, the rents of tools, etc., and those of men themselves, or interest and wages, are not elements in price. It makes no difference who gets them.”
    Explain what is the doctrine here summarily stated, and the grounds on which you accept it or reject it.

 

III
Answer both questions.

  1. (a) Is a high rate of money wages and advantage to a country? If so, wherein? if not, why not?
    (b) Is a high rate of money wages an obstacle to the successful conduct of industry in competition with countries where money wages are low?
  2. What do say to the plan of so adjusting duties on imports as to equalize the “labor cost” of imported and domestic commodities, through the levy of duties which will just offset the higher wages paid by the American employer?

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 Enrollment Economics 2
1906-07

For Undergraduates and Graduates:—

[Economics] 2. Professor Taussig.— Principles of Economics (second course).

Total 33: 12 Graduates, 6 Seniors, 9 Juniors, 2 Sophomores, 4 Other.

Source: Harvard University. Annual Reports of the President and Treasurer of Harvard College, 1906-07, p. 70.

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ECONOMICS 2
[Mid-Year 1907]

Arrange your answers strictly in the order of the questions.

  1. “On the ranches of Montana cattle are breeding, among the forests of Pennsylvania hides are tanning, in the mills of Brockton shoes are finishing; and, if the series of goods in all stages of advancement is only kept intact, the cow-boy may have to-day the shoes that he virtually creates by his efforts . . . With sheep in the pastures, wool in the mills, cloth in the tailoring shops, and ready-made garments on the retailers’ counters, the labor of the people can, as it were, instantaneously clothe the people.”
    What would be said as to this by Walker? by Marshall? by the instructor in the course? What is your own view?
  2. Explain what Cairnes means by “cost of production,” and what his conclusion is as to the relation between cost of production and value.
  3. Explain what Marshall means by (1) prime cost, (2) supplementary cost, (3) total cost; what his general conclusion is as to the relation between cost and value; and wherein, if at all, his conclusion differs from Cairnes’s.
  4. Is there quasi-rent, in Marshall’s view, in times of activity, when profits are above the normal range? If so, how would he measure it?
    Is there quasi-rent, in Marshall’s view, in times of depression? If so, how would he measure it?
  5. “It may be conceded that if a certain class of people were marked out from their birth as having special gifts for some particular occupation, and for no other, so that they would be sure to seek that occupation in any case, then the earnings which such men would get might be left out of account as exceptional, when we were considering the chances of success or failure for ordinary persons.”
    Does Marshall concede this much? and what is the bearing of his conclusion (affirmative or negative) on his reasoning as to business profits?
  6. Suppose it were provided by law that the rental paid by tenants in buildings used for business on urban sites should not exceed interest on the amount invested in the buildings alone (allowance being made for repairs, depreciation, insurance, taxes, and the like); what would be the result for the owners of land and buildings, for tenants, and for the purchasers of things made and sold in the buildings?
  7. “A rich man abstains from the consumption of his superfluous wealth, and is scarcely conscious, perhaps quite unconscious, of having suffered any deprivation whatever. On the other hand, the same or a much smaller amount of wealth reserved from personal consumption by an artisan or a small tradesman will frequently demand the most rigorous self-denial. . . . And it is similar with labor. The laborious effort fitted to produce a given result does not represent the same sacrifice for different people: it is one thing for the strong, another for the weak; one for the trained workman, another for the raw beginner. This being so, the question arises: How are such differences to be dealt with in computing cost of production? The answer must be that the sacrifices to be taken account of, and which govern exchange value, are not those undergone by A, B, or C, but the average sacrifices undergone by the class of laborers or capitalists to which the producers of the commodity belong.” — Cairnes.
    Would you accede to this conclusion as to capitalists? as to laborers?
  8. There is prima facie reason for believing that the aggregate satisfaction, so far from being already a maximum, could be much increased by collective action in promoting the production and consumption of things in regard to which the law of increasing return acts with especial force.”
    Why and how?

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ECONOMICS 2
[Final 1907]

Arrange your answers strictly in the order of the questions.
One question may be omitted.

  1. “The rate of interest is limited and determined by the productiveness of the last extension of process economically permissible, and of the further extension not permissible. . . . Assuming that these two marginal limits are very near each other, one of them may be left out of account without any serious inaccuracy, and the law may be simply formulated thus: the rate of interest is determined by the surplus return of the last permissible extension of production.” — Böhm-Bawerk.
    “The addition to the product caused by the last unit of capital fixes the rate of interest. Every unit of capital can secure for its owner what the last unit produces, and it can secure no more.” — Clark.
    In what essential do these two doctrines differ?
  2. The conclusions of (1) Clark (2) Böhm-Bawerk (3) Marshall, as to the relation between “abstinence” and the accumulation of capital.
  3. “In pure theory one might even measure wages in the concrete way in which we are measuring the product of instruments; for he might apply the rent formula to men of different personal qualities…. The existence of any no-rent labor enables us to make the rent formula general and to apply it to every concrete agent of production.” Explain what Clark here means; and wherein his doctrine differs from or resembles Walker’s doctrine as to the no-profits business man, and Marshall’s “quasi-rent of labor.”
  4. “Is there any capital that is simply ‘a fund for the maintenance of labor’? Is it true, as Adam Smith said, and as a hundred others have repeated, that the natural way to originate capital is to heap up food enough to live on for a long period, and then, during that period, to make something useful, like a boat, a hut, or a tool? Is stored food the original capital?” How would this question be answered by Böhm-Bawerk? By Clark? What is your own view?
  5. Explain the three grounds on which Böhm-Bawerk bases the superiority of present goods over future, and give your opinion as to their relative importance.
  6. “In the present condition of industry, most sales are made by men who are producers and merchants by profession. . . . For them, the subjective use-values of their own wares, is for the most part nearly nil. . . . In sales by them, the limiting effect which, according to our theoretical formula, would be exerted by the valuation of the last seller, practically does not come into play.” — Böhm-Bawerk. Explain; and consider the consequences as to the formula that price is determined by the valuations of marginal pairs.
  7. “In every case the difference between the price at which the similar foreign article might have been previously purchased and that at which the domestic manufacture can be sold with a reasonable profit, is to the whole extent of that manufacture a loss to the community. That difference is equal, or nearly equal, on each yard of cloth, to the duty laid on a yard of the similar foreign article, whenever that duty is not too high to prevent partial foreign importations: it is less per yard than the duty, when this is higher than is necessary for the encouragement of the domestic manufacture, and becomes prohibitory; but in this case, the whole amount consumed being of domestic manufacture, the aggregate public loss is greater than when the duty admitted is of foreign competition.” Explain; and give your grounds for accepting or rejecting these conclusions.
  8. State concisely what you consider to be the strongest argument which can now be advanced in favor of restrictive duties in (1) Great Britain, (2) Germany, (3) the United States.

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Enrollment Economics 2
1907-08

For Undergraduates and Graduates:—

[Economics] 2. Professor Taussig.— Principles of Economics (advanced course).

Total 32: 12 Graduates, 3 Seniors, 13 Juniors, 3 Sophomores, 1 Other.

Source: Harvard University. Annual Reports of the President and Treasurer of Harvard College, 1907-08, p. 66.

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ECONOMICS 2
[Mid-Year 1908]

Arrange your answers strictly in the order of the questions.

  1. “It is not necessary to the production of things that cannot be used as subsistence, or cannot be immediately utilized, that there should have been a previous production of the wealth required for the maintenance of the laborers while the production is going on. It is only necessary that there should be, somewhere within the circle of exchange, a contemporaneous production of sufficient subsistence for the laborers and a willingness to exchange this subsistence for the thing on which the labor is being bestowed. The subsistence of the laborers engaged in production which does not directly yield subsistence, comes from the production of subsistence in which others are simultaneously engaged.”
    Whom do you believe to be the author of this passage? and what is your opinion of the doctrine stated in it?
  2. Walker’s reasoning as to the relation of wages to business profits and of business profits to wages; is there a vicious circle?
  3. “If we are accurately to express what takes place in simple types of industry, we shall say, not that ‘the whole produce of industry goes to the laborer,’ but that the whole produce of industry goes to the independent man who is both laborer and capitalist.”
    “The absurdity of making the occasional squatter dictate the amount of every laborer’s pay is patent on the face of the illustration.”
    What doctrines are here alluded to? and what is their relation to Clark’s doctrine of the “Zone of indifference.”
  4. In what way, if at all, does Marshall modify the theory of rent as to (a) agricultural land in a new country; (b) agricultural land which has been long used in an old country; (c) urban sites in towns like Pullman; (d) buildings of permanent character in old towns? (Answer concisely.)
  5. Suppose a tax at the rate of 4% on the capital value to be imposed on all urban real property (both land and buildings used for business purposes); what would be the effect on the prices of goods made or sold on the premises? On the rentals of the premises when leased? Would your answers be different if the tax were imposed on the sites alone?
  6. “The middle and especially the professional classes have always denied themselves much in order to invest capital in the education of their children; while a great part of the wages of the working classes is invested in the physical health and strength of their children. The older economists took too little account of the fact that human faculties are as important a means of production as any other kind of capital; and we may conclude, in opposition to them, that any change in the distribution of wealth which gives more to the wage receivers and less to the capitalists is likely, other things being equal, to hasten the increase of material production, and that it will not perceptibly retard the storing-up of material wealth.”
    “There are many kinds of work which can be done as efficiently by an uneducated as by an educated workman: and the higher branches of education are of little direct use except to employers and foremen and a comparatively small number of artisans. . . . . We must look in another direction for a part, perhaps the greater part, of the immediate economic gain which the nation may derive from an improvement in the general and technical education of the mass of the people.”
    Explain what is meant; and consider whether there is any inconsistency between the two passages.
  7. “A ratio between demand and supply is only intelligible if by demand we mean the quantity demanded, and if the ratio intended is that between the quantity demanded and the quantity supplied. But again, the quantity demanded is not a fixed quantity, even at the same time and place; it varies according to the value; if the thing is cheap, there is usually a demand for more of it than when it is dear. The demand, therefore, partly depends on the value. But it was before laid down that the value depends on the demand. From this contradiction how shall we extricate ourselves? How solve the paradox, of two things, each depending upon the other?”
    Who is the writer of this passage? What is the solution of the paradox (a) in your own opinion, (b) in Marshall’s treatment of the subject?
  8. What do you understand Marshall’s conclusion to be as to the doctrine of non-competing groups?

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ECONOMICS 2
[Final 1908]

Arrange your answers strictly in the order of the questions.

  1. “Economists have learned to recognize diversity of nature in those composite things to which the names of rent, profits, wages, etc., are given in popular language; they have learnt that there is an element of true rent in the composite product that is commonly called wages, an element of true earnings in what is commonly called rent, and so on.” Is this true, in your opinion, as to wages? as to rent? What would be Marshall’s opinion?
  2. What reasoning does Clark apply on the suppositions (1) that landlords forego rent, (2) that capitalists forego interest, (3) that laborers forego wages? How far do you accept the reasoning, how far not?
  3. “Most commodities render several different kinds of service at the same time. A thing of this kind is to be regarded as a bundle of distinct utilities. . . . If the principle of final utility be applied to entire articles [i.e. that is, to such bundles of utilities], it will give values that are, in most cases, many fold greater than are the actual values that the dealings of the market establish.”
    What do you say as to these propositions?
  4. Explain the grounds in which Böhm-Bawerk arranges tabulations like the following, and indicate the conclusions which he draws from them.

A Month’s labor Available in 1888 Yields:

For the Period. Units of Product. True Mar-ginal Utility of Unit. MarginalUtility Reduced in Perspective. Value of Entire Product.
1888 100 5. 5. 500
1889 200 4. 3.8 760
1890 280 3.3 3. 840
1891 350 2.5 2.2 770
  1. “The doctrine of the invariable gain from using present goods as a means of spreading labor advantageously over time, has a clear resemblance to the doctrine of a ‘productivity’ of capital.” What two doctrines are here referred to? Is there such resemblance between them, or substantial difference?
  2. “Workmen and capital goods not only coöperate, but compete. Lifting may be done by capital goods in the form of elevators, cranes, etc., requiring only human guidance, or by workmen laboriously climbing ladders with loads on their backs.”
    “The increased competition of capital in general for employment is of a different character from the competition of machinery for employment in a given trade. The latter may push a particular kind of labor out of employment altogether; the former cannot displace labor in general, for it must cause an increased employment of the makers of those things which are used as capital. And in fact, the substitution of capital for labor is really the substitution of labor combined with much waiting, in the place of labor combined with little waiting.”
    Are the statements in these passages consistent? Whom do you guess to be their authors? Which, if either, would Böhm-Bawerk accept?
  3. What grounds are there for saying that duties on imports are borne in part or in whole by the producers in the foreign country? Would you distinguish in this regard between revenue duties and protective duties?
    What grounds are there for saying that duties on imports are borne in part or in whole by consumers in the foreign country? Would you distinguish in this regard between revenue duties and protective duties?
  4. Suppose Country A (say Japan) to be able to bring all commodities to market at lower expenses of production than Country B (say the United States); what consequences would ensue from unfettered trade between the two?

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Enrollment Economics 2
1908-09

For Undergraduates and Graduates:—

[Economics] 2. Professor Taussig.— Economic Theory

Total 34: 5 Graduates, 13 Seniors, 7 Juniors, 7 Sophomores, 2 Other.

Source: Harvard University. Annual Reports of the President and Treasurer of Harvard College, 1908-09, p. 67.

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ECONOMICS 2
[Mid-Year 1909]

Arrange your answers strictly in the order of the questions

 

  1. “Given machinery, raw materials, and a year’s subsistence for 1000 laborers, does it make no difference with the annual product whether those laborers are Englishmen or East Indians? Certainly if one quarter of what has been adduced under the head of the efficiency of labor be valid, the differences in the product of industry arising out of differences in the industrial qualities of distinct communities of laborers are so great as to prohibit us from making use of capital to determine the amount that can be expended in any year or series of years in the purchase of labor.” Explain the conclusions which Walker draws from this illustrative case; and give your own.
  2. “No business man would admit that his capital was consumed by the wear and tear of machinery, and was periodically replaced by saving. The wearing away of particular material embodiments of capital is automatically repaired by a process which is not saving, in the industrial or economic sense.” Do you agree? and whom do you believe to be the author of the passage?
  3. “We must distinguish between the total utility and the marginal utility of the stock. the total utility of a stock is obtained by adding the utility of each additional apple to that of its predecessor. It will accordingly grow until the point of satiety has been reached. Ten apples possess more total utility than five. The marginal utility of the stock, however, is always equal to the marginal utility of the final unit multiplied by the number of units. . . . If in the case of five apples the marginal utility of each is five units of satisfaction, that of the stock will be five times five, or twenty-five; but if in the case of eight apples the marginal utility of each falls to three, that of the stock will be eight times three, or twenty-four. Yet the total utility of eight apples is certainly more than that of five.” What do you say to this way of dealing with marginal utility and total utility?
  4. “Though there are few commodities which are at all times and for ever unsusceptible of increase of supply, any commodity whatever may be temporarily so; and with some commodities this is habitually the case. Agricultural produce, for example, cannot be increased in quantity before the next harvest; the quantity of corn already existing in the world is all that can be had for sometimes a year to come. During the interval, corn is practically assimilated to things of which the quantity cannot be increased. In the case of most commodities, it requires a certain time to increase their quantity; and if the demand increases, then until a corresponding supply can be brought forward, that is, until the supply can accommodate itself to the demand, the value will so rise as to accommodate the demand to the supply.” What would Marshall say to this reasoning? Mill? What is your own view?
  5. “If the principle of final utility be applied to certain articles, it will give values that are, in most cases, many fold greater than are the actual values that the dealings of the market establish. . . . Goods of fine quality would then be, as a rule, many times dearer than they are.” What doctrine is here referred to? and do you think that the conclusion as to goods of fine quality follows?
  6. Do you believe that there is, —

No-rent land used for agricultural purposes;
No-rent land used as an urban site;
A zone of indifference as to “capital goods”;
A no-profits zone as to business management?

  1. Suppose a tax of 50 per cent. to be imposed on the rental value of urban sites (buildings and improvements being disregarded); what would be the effect on the rentals of the sites when leased, what on the prices of goods made or sold in them?
    Suppose a tax of 50 per cent. to be imposed on the rental values of buildings placed on urban sites (the sites being disregarded); what would be the effect on the rentals of the buildings when leased, what on the prices of goods made or sold in them?
  2. “If the proprietor of superior land were to say, ‘I will take no rent for it,’ this would not make wheat cheaper. The supply would not be changed; for the same quantity would be raised, the marginal amount raised on the no-rent land would be needed and would be bought at the former price, and all other parts of the supply would command the same rate. . . . It is a striking fact — but one hitherto much neglected — that similar conclusions apply to the product of every other agent. . . . If the capitalist says, ‘I will take none of this interest,’ the earnings of the instruments simply remain in the hands of the entrepreneur. . . . The entrepreneur will now keep the rent that the capitalist makes over to him, but the value of the goods produced will not be changed. . . . Exactly this can, however, be shown to be true of wages. In the same sense in which the interest on artificial capital and the rent of land are not elements in price, wages have no effect on price. If good workers were to relinquish their claims against their employers and work for nothing, the price of the goods would still conform to their marginal utility.” Do you think the analogy between the three cases — as to land, instruments, labor — holds good? If so, why? If not, why not?

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ECONOMICS 2
[Final 1909]

Arrange your answers strictly in the order of the questions.

  1. “Natura non facit saltum.” How is this motto, which appears on the title-page of Marshall’s Principles of Economics, applicable to his treatment of the temporary and the normal equilibrium of demand and supply; of business profits and wages; of non-competing groups?
  2. What contribution of permanent value did Cairnes make to the theory of value?
  3. “Wages are determined by the residual product of labor.”
    “Wages are determined by the specific product of labor.” “Wages are determined by the discounted marginal product of labor.” Explain what doctrines are described by these phrases; what writers hold the doctrines; and how far, if at all, they differ in essentials.
  4. Is there “quasi-rent” in such cases as these: —

(a) The population of a town is declining; dwellings in it command a rental which is less than interest at current rates on what it would cost to replace the dwellings.
(b) The earnings of an artisan or professional man who has once obtained the skill required for his work.
(c) The profits of business men.

  1. “Net rent is, then, nothing more than interest regarded from another point of view: it is an aggregate of lump sums, each of which represents the net earnings of some instrument. It is identical in amount with interest, and it becomes interest the moment that we reduce it to a fraction of the value of the instruments that earn it.” What writer maintains this doctrine? What would Marshall say of it? What is your own opinion?
  2. Explain what is meant by the “technical superiority of present goods.”
  3. “Wasteful expenditure on a scale adequate to offset the surplus productivity of modern industry is nearly out of the question. Private initiative cannot carry the waste of goods and services so nearly to the point required by the business situation. . . . Something more to the point can be done, and indeed is being done, by the civilized governments in the way of effectual waste, through armaments, public edifices, courtly and diplomatic establishments, and the like. . . . . But however extraordinary this public waste of substance latterly has been, it is altogether inadequate to offset the surplus productivity of the machine industry.”
    “Barring accidents and untoward cultural agencies from outside of politics, business, or religion, there is nothing in the logic of the modern situation that should stop the cumulative war expenditures short of industrial collapse and universal bankruptcy.”
    Explain the doctrines referred to in these extracts, give your opinion as to whether they are sound, or consistent with each other.
  4. “Duties on importation may, then, be divided into two classes: those which have the effect of encouraging some particular branch of domestic industry and those which have not. The former are purely mischievous, both to the country imposing them, and to those with whom it trades. . . . . A protection duty can never be a source of gain, but always and necessarily of loss, to the country imposing it, just so far as it is efficacious to its end. A non-protecting duty, on the contrary, would in most cases be a source of gain to the country imposing it.”
    Would you admit that a non-protecting duty is commonly a source of gain, and that this gain is never secured by a protecting duty?

 

Source: Harvard University Archives. Prof. F. W. Taussig, Examination Papers in Economics 1882-1935 (Scrapbook).

Image Source:   Frank W. Taussig, Harvard Album 1906.

Categories
Exam Questions Harvard

Harvard. History of Economic Theory. Final exam questions, Taussig, 1897-1900

 

 

Examination questions spanning just over a half-century can be found in Frank Taussig’s personal scrapbook of cut-and-pasted semester examinations for his entire Harvard career. Until Schumpeter took over the core economic theory course from Taussig in 1935, Taussig’s course covering economic theory and its history was a part of every properly educated Harvard economist’s basic training. In an earlier posting you will find Taussig’s exam questions for the academic years 1886/87 through 1889/90 along with enrollment data for this course;  analogous material from 1890/91 through 1893/94 has also been posted.

Note: Taussig did not teach Economics 2 1894/95 and 1895/96. Instead it was taught by William James Ashley, A.M., Professor of Economic History and Silas Marcus Macvane, Ph.D., McLean Professor of Ancient and Modern History.  Taussig was on leave from Harvard 1894-95 [Harvard University, Annual Reports of the President and Treasurer of Harvard College, 1894-95, p. 76.]

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Course Enrollment
1894-95

For Graduates and Undergraduates:—

[Economics] 2. Professors Ashley and Macvane. — Economic Theory from Adam Smith to the Present Time. — Selections from Adam Smith and Ricardo. — Modern Writers. — Lectures. 3 hours.

Total 34: 9 Graduates, 14 Seniors, 6 Juniors, 1 Sophomore, 4 Others.

Source:   Harvard University, Annual Reports of the President and Treasurer of Harvard College, 1894-95, p. 62.

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Course Enrollment
1895-96

For Graduates and Undergraduates:—

[Economics] 2. Professors Ashley and Macvane. — Economic Theory from Adam Smith to the present time. — Selections from Adam Smith and Ricardo. — Modern Writers. — Lectures. 3 hours.

Total 37: 5 Graduates, 14 Seniors, 7 Juniors, 4 Sophomore, 7 Others.

Source:   Harvard University, Annual Reports of the President and Treasurer of Harvard College, 1895-96, p. 63.

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Course Enrollment
1896-97

For Graduates and Undergraduates:—

[Economics] 2. Professor Taussig. — Economic Theory from the Middle of the Nineteenth Century to the Present Time. — English Writers. — The Austrian School. 3 hours.

Total 42: 12 Graduates, 12 Seniors, 13 Juniors, 2 Sophomores, 3 Other.

Source:   Harvard University, Annual Reports of the President and Treasurer of Harvard College, 1896-97, p. 65.

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1896-97.
ECONOMICS 2.
[Mid-Year. 1897.]

  1. “According to Ricardo, the exchange value of commodities contains neither return to capital nor rent, but simply labor.” Why? or why not?
  2. Sketch concisely the development of the general theory of value at the hands of Ricardo, Mill, Cairnes.
  3. “Skill, as skill, produces no effect on value; in other words, commodities do not under any circumstances exchange for each other in proportion to the degree of skill bestowed on them. Skill, though in itself inoperative on value, nevertheless affects it indirectly in two distinct ways; first, where competition is effective among producers, through the cost which must be undergone in acquiring the skill; . . . and secondly, in the absence of competition, through the principle of monopoly.” — Cairnes.
    Explain and illustrate.
  4. “If there really was a national fund the whole of which must necessarily be applied to the payment of wages, that fund could be no other than an aggregate of smaller similar funds possessed by the several individuals who compose the employing part of the nation. Does, then, any individual employer, possess any such fund? Is there any specific portion of any individual’s capital which the owner must necessarily expend upon labour? . . . May he not spend more or less on his family and himself, according to his fancy, — in the one case having more, in the other less, left for the conduct of his business? And of what is left, does he or can he determine beforehand how much shall be laid out on buildings, how much on materials, how much on labour? . . . Be it observed, fixity of definiteness is the very essence of the supposed wages-fund. No one denies that some amount or other must within any given period be disbursed in the form of wages. The only question is, whether that amount be determinate or indeterminate.” — Thornton, On Labour.
    State carefully, and consider critically, the answers Cairnes made to these questions.
  5. Would you accede to the statement that “President Walker’s theory is, in reality, not a theory of manager’s earnings at all, but a theory of differences in manager’s earnings”?
  6. “For an understanding of the machinery by which distribution is accomplished, the classification of sources of income should thus be different from that to be adopted for an explanation of the fundamental causes.” — Taussig.
    Wherein different?
  7. Explain what is meant by Consumer’s Rent; and consider how its significance is affected by inequalities in wealth.
  8. “As a rule, the poorer soils rise in value relatively to the richer, as the pressure of population increases.” — Marshall. Why?

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1896-97.
ECONOMICS 2.
[Final. 1897.]

  1. Do you believe that a permanent gain for the theory of wages has been made by Walker’s discussion of that subject? If so, wherein? if not, why not?
  2. Does Marshall’s analysis of the different grades of labor, and of the barriers between them, differ in essentials from Cairnes’s? from Mill’s?
  3. Explain what “quasi-rent” is, wherein it differs from true rent, wherein resembles true rent; and state whether the conception seems to you a helpful one, deserving to be permanently embodied in economic theory.
  4. What do you conceive the difference to be between what Walker calls “current product,” Marshall “the national dividend,” and the instructor in the course “real income”?
  5. On what grounds does Marshall maintain that “the extra income earned by natural abilities may be regarded as a rent, when we are considering the sources of the income of individuals, but not with reference to the normal earnings of a trade”? What is your own opinion?
  6. “The attribute of normal value implies systematic and continuous production.” CAIRNES. Would Böhm-Bawerk accede to this proposition? Why, or why not? Give your own opinion.
  7. Explain what Böhm-Bawerk means by (subjective) “value”; and consider his analysis of the relation between value and cost.
  8. Enumerate the grounds on which Böhm-Bawerk maintains that “present goods have greater value than future goods of like kind and quantity”; consider to which of these grounds he gives most attention; and give your opinion as to the justice of this emphasis.

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Course Enrollment
1897-98

For Undergraduates and Graduates:—

[Economics] 2. Professor Taussig. — Economic Theory in the Nineteenth Century. 3 hours.

Total 32: 9 Graduates, 9 Seniors, 11 Juniors, 3 Sophomores.

Source:   Harvard University, Annual Reports of the President and Treasurer of Harvard College, 1897-98, p. 77.

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Detailed Course Description
1897-98

*2. Economic Theory in the Nineteenth Century. Mon., Wed., Fri., at 2.30. Professor Taussig.     (V)

Course 2 is designed to acquaint the student with the history of economic thought during the nineteenth century, and to give him at the same time training in the critical consideration of economic principles. The exercises are accordingly conducted mainly by the discussion of selected passages from the important writers; and in this discussion students are expected to take an active part. Lectures are given at intervals, tracing the general movement of economic thought and describing its literature. Special attention will be given to the theory of distribution.

The course opens with an examination of Ricardo’s doctrines, selections from Ricardo’s writings being read and discussed. These will then be compared with the appropriate chapters in Mill’s Principles of Political Economy, and further with passages in Cairnes’ Leading Principles. The theory of wages, and the related theory of business profits, will then be followed in the writings of F. A. Walker, Sidgwick, and Marshall, and a general survey made of the present stage of economic theory in England and the United States. The development on the continent of Europe will be traced chiefly in lectures; but toward the close of the year a critical examination will be made of the doctrines of the modern Austrian school.

Course 2 is taken with advantage in the next year after Course 1 [Outlines of Economics taught by Professor Frank Taussig, Assistant Professor Edward Cummings and Dr. John Cummings]; but Course 15 [The History and Literature of Economics to the Close of the Eighteenth Century taught by Professor William James Ashley] may also be taken with advantage after Course 1, and then followed by Course 2, or taken contemporaneously with it.

Source:  Harvard University, Faculty of Arts and Sciences, Division of History and Political Science, 1897-98, p. 34.

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1897-98.
ECONOMICS 2.
[Mid-year. 1898.]

[Arrange your answers in the order of the questions. One question may be omitted.]

  1. According to Ricardo, what is the effect, if any, of a rise in the price of food on wages? on profits? on the prices of commodities?
  2. “Ricardo expresses himself as if the quantity of labor which it costs to produce a commodity and bring it to the market, were the only thing on which its value depended. But since the cost of production to the capitalist is not labor but wages, and since wages may be greater or less, the quantity of labor being the same; it would seem that the value of the product cannot be determined solely by the quantity of labor, but by the quantity together with the remuneration; and that values must depend on wages.” — Mill.
    What do you conceive Ricardo would have said to this?
  3. “We have therefore remarked that the difficulty of passing from one class of employments to a class greatly superior, has hitherto caused the wages of all those classes of laborers who are separated from one another by any very marked barrier, to depend more than might be supposed upon the increase of population of each class, considered separately; and that the inequalities in the remuneration of labor are much greater than could exist if the competition of the laboring people generally could be brought practically to bear on each particular employment. It follows from this that wages in each particular employment do not rise or fall simultaneously, but are, for short and sometimes even for long periods, nearly independent of each other. All such disparities evidently alter the relative costs of production of different commodities, and will therefore be completely represented in the natural or average value.” — Mill.
    What has Cairnes added to this?
  4. “He [Mr. Longe] puts the case of a capitalist who, by taking advantage of the necessities of his workmen, effects a reduction in their wages; and asks how is this sum, thus withdrawn, to be restored to the fund? . . . The answer to the case put by Mr. Longe is easy on his own principles; and I am disposed to flatter myself that the reader who has gone with me in the foregoing discussion will not have much difficulty in replying to it on mine.” — Cairnes.
    Give the reply.
  5. “Fixity or definiteness is the very essence of the supposed wages-fund. No one denies that some amount or other must within a given period be disbursed in the form of wages. The only question is whether that amount be determinate or indeterminate.” — Thornton.
    What is Cairnes’s answer to the question put in this passage?
  6. What would you expect the relation of imports to exports to be in a country whose inhabitants had for a long time been borrowing, and were still borrowing, from the inhabitants of other countries?
  7. Are general high wages an obstacle to a country’s exporting?
  8. “Granted a certain store of provisions, of tools, and of materials for production, sufficient, say, for 1000 laborers, those who hold the wage-fund theory assert that the same rate of wages (meaning thereby the actual amount of necessaries, comforts, and luxuries received by the laborer) would prevail whether these laborers be Englishmen or East Indians. . . . On the contrary, it is not true that the present economical quality of the laborers, as a whole, is an element in ascertaining the aggregate amount that can now be paid in wages; that as wages are paid out of the product, and as the product will be greater or smaller by reason of the workman’s sobriety, industry, and intelligence, or his want of these qualities, so wages may and should be higher or lower accordingly?”
    Give your opinion.
  9. What do you conceive to be the “no profits class of employers” in President Walker’s theory of distribution?

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1897-98.
ECONOMICS 2.
[Final. 1898.]

The answer to one question may be omitted.

  1. The analysis of capital in its relation to labor and wages at the hands of Ricardo and of Böhm-Bawerk, — wherein the same? wherein different?
  2. The contributions of permanent worth for economic theory by Cairnes? by F.A. Walker? [Consider one.]
  3. The position of Carey and Bastiat in the development of economic theory.
  4. “If the efficiency of labor could be suddenly doubled, whilst the capital of the country remained stationary, there would be a great and immediate rise in real wages. The supplies of capital already in existence would be distributed among the laborers more rapidly than would otherwise be the case, and the increased efficiency of labor would soon make good the diminished supplies. The fact is that an increase in the efficiency of labor would bring about an increase in the supply of capital.” — Marshall. Why? or why not?
  5. “The capital of the employer is by no means the real source of the wages even of the workmen employed by him. It is only the intermediate reservoir from which wages are paid out, until the purchasers of the commodities produced by that labor make good the advance and thereby encourage the undertaker to purchase additional labor.” W. Roscher.
    What do you say to this?
  6. “If the rate of profit falls, the laborer gets more nearly the whole amount of the product. But if the rate of wages falls, we have a corresponding fall in prices and little change in the relative shares of labor and capital.” Hadley.
    Why, or why not, in either case?
  7. “In the present condition of industry, most sales are made by men who are producers or merchants by profession, and who hold an amount of commodities entirely beyond any needs of their own. Consequently, for them the subjective use-value of their own wares is, for the most part, very nearly nil; and the figure which they put on their own valuation almost sinks to zero.” Explain the bearing of this remark on the theory of value as developed by Böhm-Bawerk.
  8. What, according to Böhm-Bawerk, is the explanation of interest derived from “durable consumption goods”? And what is your own view?
  9. How far do you conceive that there is a “productivity” of capital, serving to explain the existence of interest, and the rate?

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Course Description and Enrollment
1898-99

For Undergraduates and Graduates:—

[Economics] 2. Professor Taussig. — Economic Theory in the Nineteenth Century. Discussion of selected paassages from leading writers. The history of theory. Lectures and recitations (3 hours).

Total 67: 5 Graduates, 27 Seniors, 22 Juniors, 3 Sophomores, 10 Others.

Source:   Harvard University, Annual Reports of the President and Treasurer of Harvard College, 1898-99, p. 72.

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1898-99.
ECONOMICS 2.
[Mid-Year. 1899.]

  1. Are the high wages earned by some kinds of skilled laborers cause or effect of high prices of commodities made by them?
  2. Many Americans annually visit European countries, and there spend freely. Supposing this to be the only cause, beside the imports and exports of merchandise, affecting the international trade of the United States, what would you expect the usual relation of its imports and exports to be? and what the usual flow of specie to or from the country?
  3. “What a nation is interested in is, not in having its prices high or low, but in having its gold cheap — understanding by cheapness not low value, but low cost — a small sacrifice of ease and comfort; and it generally happens that cheap gold is accompanied by a high scale of prices.”
    How does a country gain from having its gold cheap? and why need cheap gold not be accompanied by a high scale of prices?
  4. “The distinction, then, between capital and non-capital does not lie in the kind of commodities, but in the mind of the capitalist — in his will to employ them for one purpose rather than another; and all property, however ill adapted in itself for the use of laborers, is a part of capital, so soon as it, or the value to be received from it, is set apart for productive reinvestment.” Is this true?
  5. “The multitudes who compose the working class are too numerous and too widely scattered to combine at all, much more to combine effectually. If they could do so, they might doubtless succeed in diminishing the hours of labor, and obtaining the same wages for less work. But if they aimed at obtaining actually higher wages than the rate fixed by demand and supply — the rate which distributed the whole circulating capital of the country among the working population — this could only be accomplished by keeping a part of their number permanently out of employment. . . . The workpeople collectively would be no better off than before, having to support the same numbers out of the same aggregate wages.”
    Whom do you suppose to be the writer of this passage? What would Cairnes say to it? Professor Taussig?
  6. “If the efficiency of labor could be suddenly doubled, whilst the capital of the country remained stationary, there would be a great and immediate rise in real wages. The supplies of capital already in existence would be distributed among the laborers more rapidly than would otherwise be the case, and the increased efficiency of labor would soon make good the diminished supplies. The fact is that an increase in the efficiency of labor would bring about an increase in the supply of capital.” — Marshall.
    Why? or why not?
  7. Do you believe Walker’s discussion of the theory of wages has promoted the better understanding of the causes affecting the welfare of laborers? If so, how? If not, why not?
  8. “The extra gains which any producer or dealer obtains through superior talents for business, or superior business arrangements, are very much a similar kind [to rent]. If all his competitors had the same advantages, and used them, the benefit would be transferred to their customers, through the diminished value of the article: he only retains it for himself because he is able to bring his commodity to market at a lower cost, while its value is determined by a higher. All advantages, in fact, which one competitor has over another, whether natural or acquired, whether personal or the result of social arrangements . . . . assimilate the possessor of the advantage to a receiver of rent.” Mill.
    Wherein does Walker’s doctrine differ from this?

_______________________

1898-99.
ECONOMICS 2.
[Final. 1899.]

Arrange your answers strictly in the order of the questions.

I.

Three questions from this group.

  1. J. S. Mill’s contributions to economic theory, and his position as regards the development of theory.
  2. “Cost of production” and “expenses of production”: what Marshall designates by these phrases; whether he believes that “expenses” measure “cost”; and how far Cairnes and Mill believed “expenses” to measure “cost.”
  3. It has been said that the wages-fund doctrine grew out of the industrial conditions of England during the Napoleonic wars, — capital having then been accumulated to such an extent as to enable employers to pay their laborers by the month, week, or day, without waiting for the marketing of the product. It has been said also that its general acceptance was favored by the fact that it afforded a complete justification, as to wages, for the existing order of things. — Give your opinion as to the historical accuracy of these statements as to the origin and the ready acceptance of the doctrine.
  4. Marshall’s conclusions on the relation of cost and of utility to the value of a commodity, —

(a) for long periods, if it be subject to the law of constant returns;
(b) for short periods, if it be subject to the law of constant returns;
(c) for long periods, if it be subject to the law of increasing returns.

Which among these conclusions has been heretofore most dwelt on by economists? and which is applicable to the greatest range of phenomena?

 

II.

Three questions from this group.

  1. Explain “consumers’ rent” (or “surplus,”) “producers’ rent,” “savers’ rent,” “quasi-rent”; and consider how far any or all of these conceptions are analogous to the traditional one of “economic rent.”
  2. The effect on consumers’ rent of a tax on a commodity subject to the law of diminishing returns; and the mode in which the reasoning would be affected according as the commodity were tobacco or diamonds.
  3. Admitting that interest is the reward of “abstinence,” does it follow that the rate of interest is a measure of the “abstinence” undergone by the several receivers of interest? Why or why not?
  4. The rent of rare natural abilities may be regarded as a specially important element in the income of business men, so long as we consider them as individuals. In relation to normal value, the earnings even of rare abilities are, as we have seen, to be regarded rather as a quasi rent than as a rent proper.” Is the rent of rare abilities specially important in the case of business men? if so, why? and why not to be regarded as rent in relation to normal value?

 

III.

Two questions in this group.

  1. “ The instructed man of today desires that the world generally and all other countries should have a full circulation, while he would like for his own country, if that were possible, a trifle less than its distributive share of that supply, so that it may be a good country to buy in and not a very good country to sell in. He desires to have prices everywhere sustained, in order that trade may be good. He would like, if that were possible, to have prices in his own country permanently lower, though only a shade lower, than anywhere else, in order that his countrymen may get the largest share of that trade.’ Walker
    Would you agree?
  2. Your conclusion as to whether in general a régime of falling prices is a cause of depression and an obstacle to prosperity; and whether the actual fall in prices during the past generation has had ill effects of this sort.
  3. The compensatory action of bimetallism, in regard to the ratio between the metals, and in regard to their stability in value: is it made out in either way? in both ways?

_______________________

Course Description and Enrollment
1899-1900

For Undergraduates and Graduates:—

[Economics] 2. Professor Taussig. — Economic Theory in the Nineteenth Century. Lectures and discussions (3 hours); required reading.

Total 65: 8 Graduates, 17 Seniors, 27 Juniors, 3 Sophomores, 1 Freshman, 9 Others.

Source:   Harvard University, Annual Reports of the President and Treasurer of Harvard College, 1899-1900, p. 69.

_______________________

1899-1900.
ECONOMICS 2.
[Mid-Year. 1900.]

Arrange your answers strictly in the order of the questions. One question may be omitted.

 

  1. “That high wages make high prices, is a popular and widely-spread opinion. The whole amount of error involved in this proposition can only be seen thoroughly when we come to the theory of money.”
    “It is another common notion that high prices make high wages; because the producers or dealers, being better off, can afford to pay more to their labourers.”
    What would Cairnes say was the “amount of error” in the opinions here stated by Mill?
  2. “What was Cairnes’s answer to the question put by him: “Are these grounds for a separate theory of international trade?”
  3. Suppose country A to have to remit regularly a tribute to country B: trace the effects on imports and exports, on the usual rates of foreign exchange, on the level of prices in the two countries.
  4. Is Cairnes’s reasoning as to the effect which trade unions may exercise on wages consistent with his reasoning as to “a certain proportion of the sums invested, which must go to the payment of wages”?
  5. (a) “The tiller of the soil must abide in faith of a harvest, through months of ploughing, sowing, and cultivating; and his industry is only possible as food has been stored up from the crop of the previous year . . . To the extent of a year’s subsistence, then, it is necessary that some one should stand ready to make advances to the wage-laborer out of the products of past industry. All sums so advanced came out of capital.”
    (b) ”But how largely, in fact, are wages advanced out of capital?. . . In some exceptional industries [e.g. transportation companies] it happens that the employer realizes on his product in a shorter time than once a week, so that the labourer is not only paid out of the product of his industry, but actually advances to the employer a portion of the capital on which he operates.”
    (c) “In new countries . . . the wages of labor are paid only partially out of capital . . . A collection of accounts from the books of farmers in different sections before 1851 shows the hands charged with advances of the most miscellaneous character. Yet in general the amount of such advances does not exceed one third, and it rarely reaches one half, of the stipulated wages of the year. Now it is idle to speak of wages thus paid as coming out of capital. At the time these contracts were made the wealth which was to pay those wages was not in existence.”
    Consider whether an advance from capital, or the absence of an advance, is made out in the cases here described by Walker.
  6. How far you regard wages and other incomes as predetermined, — i.e. determined by causes that have operated in the past; and how far your conclusion is affected by the saving and investment of a part of current money income.
  7. Your conclusion as to what share in distribution is “residual” (a) over short periods, (b) over long periods.
  8. Is the doctrine of a rigid and predetermined wages-fund set forth by Ricardo? by Mill?
  9. The “laissez-faire” and “natural rights” theory at the hands of Adam Smith, of Bastiat, of John Stuart Mill.

_______________________

1899-1900.
ECONOMICS 2.
[Final. 1900.]

Arrange your answers strictly in the order of the questions.

  1. a) “The analysis of consumer’s surplus, or rent, gives definite expression to familiar notions, but introduces to new subtlety.”
    Explain.
    b) Consider qualifications to be borne in mind in measuring consumer’s surplus; and give your conclusion as to helpfulness of the doctrine thus qualified.
  2. “When we speak of the national dividend, or distributable net income of the whole nation, as divided into the shares of land, labour, capital, we must be clear as to what things we are including, and what things we are excluding . . . The labour and capital of the country, acting on its natural resources, produce annually a certain net aggregate of commodities, material and immaterial, including services of all kinds. This is the true net annual income, or revenue, of the country; or, the national dividend.”
    “It is to be understood that the share of the national dividend, which any particular class receives during the year, consists either of things that were made during the year, or the equivalents of those things. For many of the things made, or partly made, during the year are likely to remain in the possession of capitalists and undertakers of industry and to be added to the stock of capital; while in return they, directly or indirectly, hand over to the working classes some things that had been made in previous years.“
    Consider as to these passages, (1) their relation to the doctrine of total utility and consumer’s rent, (2) whether you would accede to either statement, or to both.
  3. Define monopoly revenue; and consider the effect on monopoly and on the prices of the monopolized article of (1) a tax proportional to monopoly revenue, (2) a tax fixed in total amount, (3) a tax proportional to quantity produced.
  4. “We might reasonably dispute whether it is the upper blade of a pair of scissors or the lower that cuts a piece of paper, as whether value is governed by utility or cost of production. It is true that when one blade is held still, and the cutting is effected by moving the other, we may say with careless brevity that the cutting is done by the second; but the statement is not strictly accurate, and is to be excused only so long as it claims to be merely a popular and not a strictly scientific account of what actually happens.” Explain; and consider whether Mill or Cairnes would have accepted this conclusion.

5, 6, 7 (answer separately, or as one question, at your pleasure).

Rent and quasi-rent;
Producer’s rent and saver’s rent;
Producer’s rent and business profits, —

wherein like, wherein unlike; with a consideration of the helpfulness of the distinctions for the solution of economic problems.

  1. Compare the conclusions of Mill, Cairnes, Marshall, as to the causes of the differences in remuneration in different social strata.
  2. Suppose France, Germany, and the United States had not legislated as they did in 1873-75, what would have been, in your opinion, the course of the price of silver?

Source: Harvard University Archives. Prof. F. W. Taussig, Examination Papers in Economics 1882-1935 (Scrapbook).

Image Source:   The Harvard Portfolio.  Volume VI, Class of 1895.

 

 

 

Categories
Courses Gender Harvard Radcliffe

Harvard. Pre-Radcliffe economics instruction for women, 1879-1893

 

Before there was a Radcliffe College, there was  “A Society for the Private Collegiate Instruction of Women by Professors and other Instructors of Harvard College”. Below are excerpts mostly relating to political economy and economics courses from the fourteen reports that preceeded the official establishment of Radcliffe College in 1893/94. I have highlighted the economics references but definitely recommend reading the other text as well. For several years early on enrollments in economics were actually zero. By 1892 seventeen women were enrolled in the introductory economics course. The course descriptions get more detailed in the last half-dozen or so reports.

________________________

REPORT OF THE WORK OF THE FIRST YEAR.
[1879-80]

The Managers of the plan for the Private Collegiate Instruction for Women by Professors and other Instructors of Harvard College take pleasure in making the following Report to the supporters of the undertaking. Funds amounting to more than sixteen thousand dollars were subscribed, by a small number of persons payable at various times within four years from the beginning of the work, according to the needs of the Managers. The Report of the Treasurer, given below, shows the sums paid in, and the mode of their expenditure during the year. The movement was first brought to public notice by a circular issued February 22, 1879. The requisites for admission to the courses of instruction were published in a second circular, issued April 19, and the first examination was held at Cambridge, September 24-27, after which the classes began to receive instruction immediately. Twenty-seven ladies began the year, one of whom soon after left to study abroad, and another withdrew on account of the difficulty of coming to Cambridge regularly while living in another town. The remaining twenty-five continued through the year. At the examination four ladies were examined on a preparatory course the same as that required for admission to college, one on a course akin to that of the Women’s Examination and the remainder in one or more branches. Three began a regular course, the studies taken being the same as those of a first year’s course in college. Another began a four years’ course of advanced studies. The others were special students, of whom thirteen took one study, four took two, and four took four.

Of the different departments of study,

Greek was taken by 6;
Latin by 9;
Sanskrit by 1;
English by 5;
German by 5;
French by 6;
Philosophy by 4;
Political Economy by 6;
History by 4;
Music by 1;
Mathematics by 7;
Physics by 3;
Botany by 5.

 

In Greek, three read Lysias, Plato, and Homer with Mr. L. B. R. Briggs.

One studied Greek Composition and Written Translation with Mr. White.

Two read the Agamemnon and Eumenides of Aeschylus, and Thucydides with Mr Goodwin.

In Latin, five read Livy and the Odes of Horace with Mr. Hale.

Three studied Latin Composition and Translation at Sight with Mr. Gould.

Two read Pliny’s Letters and Tacitus with Mr. Lane.

In Sanskrit, one studied with Mr. Greenough.

In English, four studied Composition with Mr. Hill.

In German, four took the elementary course with Mr. Bartlett.

One studied German Composition and Oral Exercises, and German Literature from Luther to Lessing, with Mr. Sheldon.

Two studied Goethe and German Literature of the XIX. Century with Mr. Bartlett.

In French, three took Mr. Bôcher’s course in La Fontaine, Racine, Taine, and Alfred de Musset.

Two studied the Literature of the XIX. Century with Mr. Jacquinot.

In Philosophy, three studied Metaphysics and Logic with Mr. Palmer.

In Political Economy, six studied with Mr. [James Laurence] Laughlin.

In History, one studied the period of the Revival of Learning and the Reformation with Mr. Emerton.

Two studied the period of the French Revolution with Mr. Bendelari.

In Music, one studied Harmony and Counterpoint with Mr. Paine.

In Mathematics, two studied Solid Geometry, Plane Trigonometry, and Advanced Algebra with Mr. G. R. Briggs.

Three studied Analytical Geometry with Mr. Byerly.

Two studied the Differential and Integral Calculus with Mr. J. M. Peirce.

One received instruction from Mr. Benjamin Peirce in Quaternions.

In Physics, three studied Descriptive Physics, — Mechanics, Light, and Heat with Mr. Willson.

In Natural History, three received Laboratory Instruction in the Microscopic Anatomy, Physiology, and Development of Plants with Mr. Goodale.

Regular examinations were held in the middle and at the end of the year, which were passed by the students with credit.

Recitation rooms were rented in two private houses on Appian Way, and there was also provided a separate apartment for the convenience of students who need a place where they can spend the intervals between recitations. Here some of the instructors have left books of reference from time to time. The students have been encouraged to make free use of this room. Blackboards, tables, etc., have been provided for there citation rooms

During the year the Secretary has kept a list of the names of those private families in which students could find board and lodging. On this list only such names were recorded as were approved by the Managers.

There has been no difficulty in finding comfortable and suitable homes for those students who were not provided for by their friends.

 

There are now forty-two ladies in the following classes:—

In Greek, 4 classes, and 18 students.
In Latin, 4 classes, and 15 students.
In English, 2 classes, and 10 students.
In German, 3 classes, and 10 students.
In French, 1 class, and 2 students.
In Italian, 1 class, and 2 students.
In Philosophy, 2 classes, and 8 students.
In Pol. Econ’y, 1 class, and 1 student.
In History, 3 classes, and 8 students.
In Mathematics, 4 classes, and 10 students.
In Physics, 1 class, and 4 students.
In Botany, 1 class, and 2 students.
In Astronomy, 2 classes, and 3 students.

The twenty-nine classes are taught by seven Professors, four Assistant Professors and twelve Instructors.

Ten ladies are pursuing the regular course of four years. Of the remainder, twenty-one take one course, seven take two curses, and four take four courses.

ARTHUR GILMAN,
Secretary.

Cambridge, Nov. 10, 1880

 

Source: Private Collegiate Instruction for Women in Cambridge, Mass. Courses of Study for 1880-81, with Requisitions for Admission and Report of the First Year. Cambridge, Mass.: William H. Wheeler, 1880. Pages 12-15.

________________________

Courses of Study for the Year 1880-1881

Two hours of instruction a week will be given in all courses not otherwise designated.

VIII. POLITICAL ECONOMY.

  1. Principles of Political Economy. Financial Legislation of the United States. Mr. Laughlin

  2. Advanced Course. Cairnes’ Leading Principles of Political Economy. Blanqui’s History of Political Economy. Mr. Laughlin

 

Source: Private Collegiate Instruction for Women in Cambridge, Mass. Courses of Study for 1880-81, with Requisitions for Admission and Report of the First Year. Cambridge, Mass.: William H. Wheeler, 1880. Pages 3, 5.

________________________

 

WORK OF THE SECOND YEAR
[1880-81]

During the second year of the operation of the plan for the Private Collegiate Instruction of Women by Professors and other Instructors of Harvard College, forty-seven ladies were connected with the classes.

Numbers in the Classes.

The following table exhibits the numbers in the different classes: —

In Greek, 4 classes, and 21 students.
In Latin, 4 classes, and 17 students.
In English, 2 classes, and 9 students.
In German, 3 classes, and 11 students.
In French, 1 class, and 2 students.
In Italian, 1 class, and 2 students.
In Philosophy, 2 classes, and 9 students.
In Pol. Econ’y, 1 class, and 1 student.
In History, 3 classes, and 12 students.
In Mathematics, 4 classes, and 11 students.
In Physics, 1 class, and 5 students.
In Botany, 1 class, and 2 students.
In Astronomy, 2 classes, and 4 students.

 

The twenty-nine classes were taught by eight Professors, three Assistant-Professors and twelve Instructors of Harvard College, and the instruction given is a repetition of that of the College in the different departments.

 

Work in the Class Room.

There were four classes in Greek. Three ladies read in Aeschylus, Pindar and Aristotle with Mr. Goodwin.

Three studied Greek Composition and Written Translation at Sight with Mr. White.

Four read from Plato (Phaedo), Sophocles (Ajax) and Euripides (Medea) with Mr. Wheeler.

Ten read Plato’s Apology and Crito, and Homer’s Odyssey with Mr. Briggs.

The Latin classes were the following: – Mr. Lane had three in Pliny’s Letters, Horace, Plautus and Cicero.

Mr. J.H. Wheeler had three in Composition and Translation at Sight.

Mr. Greenough had three in Cicero’s Epistles, Terence and the Epistles of Horace.

Mr. Gould had nine in the Odes and Epodes of Horace, Cicero de Amicitia and Composition.

In English, Mr. Hill had four in Composition and five in Literature.

In German, Mr. Bartlett had three in Parzival and other mediaeval poems, and five in Elementary German.

Mr. Sheldon had three in the Romantic School, Lyric Poetry and the practice of writing German.

In French Mr. Jacquinot had two in the study of French Prose.

In Italian, two took the elementary course under Mr. Bendelari.

In Philosophy, Mr. Palmer had six in Metaphysics and Logic and three in the study of Locke, Berkeley and Hume.

In Political Economy, Mr. [James Laurence] Laughlin gave the advance course to one student who had begun the study the previous year.

In History, Mr. Emerton had three in the European History of the Middle Ages.

Mr. MacVane had one in the Mediaeval and Modern History of France and England, who had begun the previous year.

Mr. Young had eight in an Introduction to the Study of History. This was a course of lectures begun by Mr. Emerton, but resigned to Mr. Young on account of an unexpected pressure of other work.

In Mathematics, Mr. Peirce had one student in Quaternions.

Mr. Byerly had two in the Differential Calculus.

Mr. H.N. Wheeler had two in Analytic Geometry.

Mr. Briggs had six in Solid Geometry, Plan Trigonometry and Algebra.

In Physics, Mr. Willson had five in Descriptive Physics, — Mechanics, Light and Heat.

In Botany, Mr. Goodale had four in Laboratory Instruction in the Microscopic Anatomy, Physiology and Development of Plants.

In Astronomy, Mr. Waldo had two students in Descriptive and Practical Astronomy.

 

Readings and Lectures.

The Calendar of the University has been regularly posted upon our bulletin-board, and the students thus notified of the Lectures by the Professors, and the Readings from classical authors, to which they were privileged to go. A number of them have been present at the readings by Professor Child from Chaucer, at the lectures of Professor Lanman on the Veda, and at the Greek readings of Professors Goodwin, White, and Palmer, and of Mr. Dyer and Mr. Briggs. The performance of the Oedipus Tyrannus in Sanders Theatre was an extraordinary opportunity for becoming acquainted with a phase of Greek literature and life which was of as great advantage to the young ladies as to the students of the University.

 

Courses Offered but not Called For.

A comparison of the studies actually pursued by the young ladies and the electives offered in the circular at the beginning of the year shows that thirty-one courses of instruction, offered by twenty-three instructors, were not called for by actual students. Though some of the present students will take some of these courses at other stages of their progress, the comparison seems to indicate on the part of women seeking the higher education a tendency towards the traditional classical curriculum and not towards science, and that the preparatory schools offer advantages for obtaining a knowledge of French and Italian sufficient for most women. All the courses in Greek were taken.

The following list shows the courses not called for:—

LATIN. Latin Poetical Literature, Lectures on the Latin Poets. MR. SMITH. – Cicero, Lucretius and Seneca. MR. GOULD.

SANSKRIT and Comparative Philology. MR GREENOUGH.

ENGLISH. Milton. Lectures on English Literature. MR. PERRY. – Elocution. MR. TICKNOR.

GERMAN. Niebelungenlied or Gudrun. Selections from Goethe or Schiller. MR. LUTZ. — German Literature (Goethe, Schiller and Jean Paul). DR. HEDGE.

FRENCH. Elementary Course. French Prose. MR. JACQUINOT. – Romance Philology. MR. SHELDON and MR. BENDELARI.

ITALIAN. Elementary Course. MR. BENDELARI. — Dante. MR. NORTON.

SPANISH. Course by MR. BENDELARI.

PHILOSOPHY. Psychology. DR. JAMES. – German Philosophy (Critical Study of Kant, Hegel or Schopenhauer). DR. EVERETT. – Ethics. DR. PEABODY. – Advanced Logic. DR. PEABODY.

POLITICAL ECONOMY. Principles. Financial Legislation of the United States. MR. [James Laurence] LAUGHLIN.

HISTORY. The French Revolution. MR. BENDELARI. – The First Ten Christian Centuries or Catholic Civilization of the Middle Ages. Mr. ALLEN.

MUSIC. Harmony and Counterpoint. History of Music. The Instrumental Music of Haydn, Mozart, Beethoven and their successors. (Three distinct courses.) MR. PAINE.

MATHEMATICS. Cosmical Physics. Prof. BENJAMIN PEIRCE.

PHYSICS. Experimental Physics. (Mayer’s Treatise on Light and Sound.) MR. TROWBRIDGE.

MINERALOGY. Crystallography. Mineralogy. MR. MELVILLE.

NATURAL HISTORY. Physical Geography, Structural Geology and Meteorology. MR. DAVIS. – Elementary Botany. Under direction of MR. GOODALE. – Zoology. Lectures by MR. MARK. – Laboratory Work in the Anatomy and Histology of Animals. MR. MARK

[…]

The Future.

The Managers do not make prognostications regarding the future. Their simple purpose from the beginning has been to try the experiment of offering to women advantages that had previously been given to men only. They have in no way endeavored to attract students, but have merely proposed to supply the demands made upon them by duplicating the courses of instruction given in the College. Their success has been beyond their expectations. They have proved that there exists in the community a class of women capable of taking this grade of instruction, and requiring it. The co-operation of the Instructors of the College has been so cheerfully rendered and their work so carefully done that nothing is left to be desired in that direction.

The students have conducted themselves in a manner so exemplary and in all respects satisfactory, notwithstanding the almost entire freedom to which they have been left, that they have rendered the work of both Managers and Instructors pleasant, and have prepared the public to support the movement with heartiness.

The preparatory schools find that there is an increase in the number of young women taking the classical course, and they will soon become more effectual feeders to our classes. The prospect seems to be that the number of students entering for the course of four years will regularly increase, but a rapid augmentation of numbers can hardly be expected.

The Managers raised funds at the beginning of their work, sufficient, in their opinion, to carry it forward four years. Two of those have passed and the funds have not been drawn upon to so great an extent as was anticipated. It may be that the work can be continued for six years, but at the end of that time the Managers will consider that their work has been accomplished.

If, at that time, it appears that it is desirable to make the work permanent, the responsibility will be laid upon the public. Large funds will be required, and the Managers doubt not that they will be contributed.

The endowment at Cambridge of an Institution for Women of the high grade that the Managers have in view would be an honor to women, and women will be found ready to make it sure.

ARTHUR GILMAN.
Secretary

Cambridge, Mass.
December 10, 1881.

 

Source: Private Collegiate Instruction for Women by Professors and Other Instructors of Harvard College. Second Year Reports of the Treasurer and Secretary. Cambridge, Mass.: William H. Wheeler, 1881. Pages 3-6, 10.

________________________

THE SOCIETY FOR THE COLLEGIATE INSTRUCTION OF WOMEN.
THIRD YEAR.
[1881-82]

The year that has just closed marks an era in the history of the instruction of women by the Professors and other Instructors of Harvard College, for during it the. Managers have obtained a Charter under the seal of the State of Massachusetts, and a legal name, “The Society for the Collegiate Instruction of Women.”

The Charter states the objects of the organization to be to promote the education of women with the assistance of the Instructors in, Harvard University, “and for this purpose it empowers the Society to “employ teachers, furnish instruction, give aid to deserving students, procure and hold books, suitable apparatus ,and lands and buildings for the accommodation of officers, teachers and students,” to “perform all acts appropriate to the main purpose of the Association.” and to transfer “the whole or any part of its funds or property to the President and Fellows of Harvard College,” whenever the same can be so done as to advance the purpose for which the Society is chartered, in a manner satisfactory to the Association.

The Charter is ample for the present needs of the Society, and places it in a position to receive funds and to hold and administer them legally for the purposes of the collegiate instruction of women. It makes it practicable for the Society to raise a proper endowment to establish the work upon a permanent basis, and it seems that the moment has arrived when the contribution of an adequate fund will found an institution that will give women advantages in Cambridge equal to those enjoyed from time immemorial by their more favored brothers. The students are here in considerable numbers, and they are properly prepared for the instruction that is offered for them. Others are now passing through preparatory courses with the intention of coming here, and there is a prospect that the classes will be kept up year by year by a succession of earnest women who will go out to raise the average of intelligence throughout various portions of the land.

It may be said with some confidence that a fund of one-tenth the size of that represented by the property and endowments of Harvard University, contributed to this Society now, will give women greater privileges than are within their reach in America, and will make them permanent.

The Society not Creating, but Satisfying a Demand.

It is not the purpose of the Society to stimulate a demand for the education that it offers. Its directors have never held the doctrine that it is the duty of every young woman to pass through a regular course of study such as is represented by the four years’ course of the candidates for the Bachelor’s degree in College. It is their wish simply to offer to women advantages for this highest instruction, and to admit to the privileges of the Society any who may actually need them.

The teachers of America are to a large degree women, and it is desirable that all women who select this profession should be as well prepared to perform its duties as the men are who are engaged in similar work. But it is not teachers only who wish the highest cultivation of the mental powers. Many women study with us for the sake of the general addition to their knowledge. It is not demanded that every man who takes a collegiate course shall become a teacher, and more must not be expected of women.

Numbers of Students in the Different Classes.

 

Department No. of Classes. No. of Students.
Greek 4 23
Latin 4 16
English 4 25
German 4 14
French 2 4
Italian 1 1
Fine Arts 1 1
History 2 11
Mathematics 4 12
Physics 1 3
Botany 1 5

 

[…]

Courses Offered but not Taken

Latin. One course offered was not called for.
Sanskrit. Two courses.
English. One course.
French. Two courses.
Italian. One course.
Spanish. One course.
Philosophy. One course.
Political Economy. Two courses.
History. Three courses.
Fine Arts. One course.
Music. Three courses.
Astronomy. Two courses.
Mineralogy. Two courses.
Physical Geography. One course.
Meteorology. One course.
Botany. One course.
Zoology. Two courses. (One of Lectures and one of Laboratory Work.)

It appears that twenty-eight courses were given during the year, and twenty-seven that were offered were not given. This shows that the courses offered are for the present beyond the immediate demand for any one year, but, as the demand varies from year to year, with the progress of the different classes and the differing tastes and needs, of the students, the list of electives cannot be curtailed to advantage.

It will be seen that the managers have endeavored to use a liberal discretion in the application of the privilege reserved to them, of withholding any course not applied for by three properly prepared candidates. They have waived the rule in the case of any student whose stage of progress made any special course a necessity for her during the year. It must at times happen that the highest courses will be applied for by small numbers, and in such cases the rule must be occasionally waived, or the most advanced students discouraged.

 

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Third Year Reports of the Treasurer and Secretary. Cambridge, Mass.: William H. Wheeler, 1882. Pages   3-5 ,7-8.

________________________

 

From Fifth Year [1883-84] Annual Report

Department No. of Classes. No. of Students
1882-83. 1883-84. 1882-83. 1883-84.
Sanskrit 0 1 0 1
Greek 5 6 23 43
Latin 4 4 22 27
English 3 4 15 38
German 3 3 14 18
French 1 1 4 5
Philosophy 1 2 5 11
Music 0 1 0 3
History 3 2 9 12
Mathematics 2 2 11 10
Physics 1 1 8 5
Astronomy 2 0 4 0
Botany 2 1 5 9
Totals 27 28 120 182

 

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Fifth Year Reports of the Treasurer and Secretary, 1884. p. 9.

________________________

From Sixth Year [1884-85] Annual Report

 

Department No. of Classes.
1884-85.
No. of Students.
1884-85.
Greek 4 25
Latin 5 31
English 4 59
German 3 16
French 2 12
Philosophy 3 16
Political Economy 1 9
History 4 20
Mathematics 3 16
Physics 1 6
Zoology 1 4
Totals 31 214

[…]

Political Economy.

Nine heard lectures from Professor [James Laurence] Laughlin on Banking and on Finance, and studied under him Mill’s Principles of Political Economy.

 

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Sixth Year Reports of the Treasurer and Secretary, 1885, p. 9, 11

 

_______________________

From Seventh Year [1885-86] Annual Report
November 16, 1886

[…]

Political Economy.

Professor [James Laurence] Laughlin. Mill’s Principles of Political Economy. Lectures on Banking and the Financial Legislation of the United States.—6 [students].

 

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Seventh Year Reports of the Treasurer and Secretary, 1886, p. 12

________________________

 

From Eighth Year [1886-87] Annual Report
October 25, 1887

[…]

Political Economy.

Professor [James Laurence] Laughlin. Mill’s Principles of Political Economy. Dunbar’s Chapters on Banking. Lectures.—7 [students].

 

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Eighth Year Reports of the Treasurer and Secretary, 1887, p. 11.

________________________

From Ninth Year [1887-88] Annual Report
November 5, 1888

[…]

Political Economy.

Professor [James Laurence] Laughlin and Mr. Coggeshall. — Mill’s Principles of Political Economy. Dunbar’s Chapters on Banking. Lectures on Money, Finance, Labor and Capital, Coöperation, Socialism and Taxation.—5 [students].

 

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Ninth Year Reports of the Treasurer and Secretary, 1888, p. 18.

________________________

From Tenth Year [1888-89] Annual Report
October 29, 1889

[…]

Political Economy.

Professor [Frank William] Taussig and Mr. [Francis Cleaveland] Huntington. 1st half year. “Principles of Political Economy.” J. S. Mill (Laughlin’s Edition) Books I, II, III, and IV. Lectures on Co-operation (Mr. Taussig). 2nd half year, “Some Leading Principles of Political Economy.” J. E. Cairnes. The whole book except Chapters 4 and 5 of Part I. “History of Bimetallism in the United States.” J. L. Laughlin.—7 students.

 

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Tenth Year Reports of the Treasurer and Secretary, 1889, p. 16.

________________________

From Eleventh Year [1889-90] Annual Report
October 28, 1890

[…]

Political Economy.

Mr. [Edward Campbell] Mason. First half year. Principles of Political Economy. J. S. Mill. Books I, II (omitting Chapters V-X), III (Chapters I-XVI). Second half-year. The working Principles of Political Economy, by S. M. Macvane. Chapters XXV XXVI. Principles of Political Economy. J. S. Mill. Books III (Chapters XVII, XVIII), V (Chapters I-VII). Some Leading Principles of Political Economy, by J. E. Cairnes. The whole book except Chapter 5, Part I.—5 students.

 

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Eleventh Year Reports of the Treasurer and Secretary, 1890, p. 25.

________________________

From Twelfth Year [1890-91] Annual Report
October 27, 1891

[…]

Political Economy.

Mr. [Edward Campbell] Mason and Mr. [William Morse] Cole — Mill’s Principles of Political Economy: Book I; Book II, Chap. XI et seq; Book III, to chap. XXIV; Book IV, to chap. VII. Cairnes’s Some Leading Principles of Political Economy. Lectures: Socialism; Banking; Recent Financial History in U. S. During the first half year attention was given to the main principles of Political Economy. In the second half-year the object was to illustrate the application of principles dealt with in the first half-year, and to give general information on certain economic questions of practical importance. The work was mainly descriptive and historical and was carried on partly by lectures and partly by the discussion of the books mentioned above.—8 students.

 

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Twelfth Year Reports of the Treasurer and Secretary, 1891, p. 23.

________________________

From Thirteenth Year [1891-92] Annual Report
October 25, 1892

[…]

Political Economy.

(Primarily for Undergraduates.)

Professor [Frank William] Taussig and Mr. [William Morse] Cole. — Mill’s Principles of Political Economy: Production; Wages, Profits, Rent; Value; Money and Credit; International Trade; Progress of Society; Taxation. Cairnes’s Some Leading Principles of Political Economy. Lectures; Social Questions, Banking, Recent Financial History in the United States. During three-quarters of the year attention was given to the main principles of Political Economy. During the remainder of the year the work consisted of the application of principles and the description of some leading economic features of society. — 17 students.

 

(For Graduates and Undergraduates.)

Mr. [Edward] Cummings. — The Principles of Sociology. — Development of the Modern State, and of its Social Functions.

An introductory course in sociology, intended to give a comprehensive view of the structure and development of society in relation to some of the more characteristic ethical and industrial tendencies of the present day.

The course began with a hypothetical consideration of the relation of the individual to society and to the State-with a view to pointing out some theoretical misconceptions and practical errors traceable to an illegitimate use of the fundamental analogies and metaphysical formulas found in Comte, Spencer, P. Leroy Beaulieu, Schaeffle, and other publicists.

The second part followed more in detail the ethical and economic growth of society. Beginning with the development of social instincts manifested in voluntary organization, it considered the genesis and theory of natural rights, the function of legislation, the sociological significance of the status of women and of the family and other institutions — with a view to tracing the evolution of certain types of society based upon a more or less complete recognition of the social ideals already considered.

The last part dealt with certain tendencies of the modern state, discussing especially the province and limits of state activity, with some comparison of the Anglo-Saxon and the continental theory and practice in regard to private initiative and state intervention in relation to public works, industrial development, philanthropy, education, labor organization, and the like.

Each student selected for special investigation some question closely related to the theoretical or practical aspects of the course; and a certain amount of systematic reading was expected. — 6 students.

 

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Thirteenth Year Reports of the Treasurer and Secretary, 1892, pp. 25-26.

________________________

From Fourteenth Year [1892-93] Annual Report
October 31, 1893

[…]

History

(Primarily for Graduates.)

Professors [William J.] Ashley and [Abert Bushnell] Hart.— Seminary in Economic and American History. The purpose of this research course was to train students in the use of sources, in the collection of material, and in reaching independent results on important questions. Each student had frequent conferences with one or other of the instructors; the general exercises were lectures on methods by the instructors, and papers prepared by the students as reports of their work. The subjects studied were Manumission in America; the early phases of the Anti-slavery movement; the Freedman’s Bureau; Serfdom in England; the Black Death; and the Peasant’s Revolt of 1381. The students had the use of the Harvard College Library and of the various Boston libraries. — 6 students (1 graduate).

[…]

Economic [sic].

(Primarily for Undergraduates.)

Professor [William J.] Ashley and Mr. [William Morse] Cole. — The first half-year was devoted to a consideration of the main conceptions of Political Economy, and the work took the form of recitations based upon Mill’s Principles.
The class read the chapters on the functions of labor, capital and land and the laws governing their increase; on the distribution of produce among laborers, capitalists and landholders; on the exchange value, both domestic and international, of commodities; on the functions of money and the laws governing its value; on the influence of progress upon the production and distribution of wealth. The class-room work consisted of general informal discussion suggested by the chapters read, with the intent that the students should acquire facility in independent thinking upon economic subjects.
The second half-year was chiefly occupied by lectures on Socialism, Methods of Industrial Remuneration, Taxation, Protection, Banking and Currency. Students were required to read certain portions of Rae, Contemporary Socialism, Schloss, Methods of Industrial Remuneration, Dunbar, Banking, Taussig, Silver Situation, and other works. — 8 students.

 

Professor [William J.] Ashley. — The Economic History of Europe and America, down to the Eighteenth Century. This course of lectures and exercises dealt with the following topics, among others; the scope and purpose of economic history; the agricultural and industrial organization of the Roman Empire, — the villae and collegia; the tribal system of the Celts, Teutons, and Slavs; the problem of the origin of the manor; the manor in its complete form, and its subsequent transformation; the rise of commerce and industry, and the history of merchant gilds and craft gilds in relation thereto; the organization of international trade in the Middle Ages; the agricultural changes of the Sixteenth Century in England and elsewhere; the great trading companies; the woollen trade of England, and the domestic system of industry; the transition from English to American agrarian conditions. — 8 students.

 

(For Graduates and Undergraduates.)

Mr. [Edward] Cummings. — The Principles of Sociology. — Development of the Modern State, and of its Social Functions. An introductory course in sociology, intended to give a comprehensive view of the structure and development of society in relation to some of the more characteristic ethical and industrial tendencies of the present day.
The course began with a hypothetical consideration of the relation of the individual to society and to the State — with a view to pointing out some theoretical misconceptions and practical errors traceable to an illegitimate use of the fundamental analogies and metaphysical formulas found in Comte, Spencer, P. Leroy Beaulieu, Schaeffle, and other publicists.
The second part followed more in detail the ethical and economic growth of society. Beginning with the development of social instincts manifested in voluntary organization, it considered the genesis and theory of natural rights, the function of legislation, the sociological significance of the status of women and of the family and other institutions — with a view to tracing the evolution of certain types of society based upon a more or less complete recognition of the social ideals already considered.
The last part dealt with certain tendencies of the modern state, discussing especially the province and limits of state activity, with some comparison of the Anglo-Saxon and the continental theory and practice in regard to private initiative and state intervention in relation to public works, industrial development, philanthropy, education, labor organization, and the like.
Each student selected for special investigation some question closely related to the theoretical or practical aspect of the course; and a certain amount of systematic reading was expected. — 3 students.

 

Source: The Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College. Fourteenth Year Reports of the Treasurer and Secretary, 1893, pp. 34-38.

Image Source: Fay House,   Radcliffe College Archives W359459_1.

 

Categories
Exam Questions Harvard

Harvard. History of Economic Theory. Final exam questions, Taussig, 1891-94

 

 

Examination questions spanning just over a half-century can be found in Frank Taussig’s personal scrapbook of cut-and-pasted semester examinations for his entire Harvard career. Until Schumpeter took over the core economic theory course from Taussig in 1935, Taussig’s course covering economic theory and its history was a part of every properly educated Harvard economist’s basic training. In the previous posting you will find Taussig’s exam questions for the academic years 1886/87 through 1889/90 along with enrollment data for this course. Today Economics in the Rear-view Mirror provides the analogous material from 1890/91 through 1893/94.

The second half of the course was devoted to socialism in 1889/90 and 1890/91 and taught by John Graham Brooks (Wikipedia article).  Four boxes of his papers are to be found at the Arthur and Elizabeth Schlesinger Library on the History of Women in America, Radcliffe Institute for Advanced Study, Harvard University. A biographical note from the on-line guide to the Brooks’ papers: 

“John Graham Brooks was born in Acworth, New Hampshire, on July 19, 1846; he attended Oberlin College from 1869 to 1871 and graduated from Harvard Divinity School in 1875. While ordained and serving as a Unitarian minister in Roxbury, he took an interest in economic affairs, organizing classes for workingmen, later lecturing at Harvard on socialism, and for many years acting as investigator of strikes for the U.S. Department of Labor. In 1880 he married Mrs. Helen Washburn and from 1882 to 1885 traveled and studied in Europe, mainly in Germany. He was the first president of the National Consumers’ League, president of the American Social Science Association in 1904, and a lecturer for the League for Political Education for many years. He died on February 8, 1938.”

Taussig’s scrapbook does not include exam questions (if there were exams) for the second semesters for 1890 and 1891 when Brooks taught Socialism.

Incidentally, W.E.B. Dubois was enrolled in Economics 2 in 1890/91 as a graduate student and was awarded a grade of A (one of six awarded to the twenty-two who received grades,  as recorded in Taussig’s scrapbook).

Also note that “Political Economy” is replaced by “Economics” as of 1892/93. 

_______________________

Course Description and Enrollment
1890-91

For Graduates and Undergraduates:—

[Political Economy] 2. Professor Taussig and Mr. Brooks. — History of Economic Theory. — Examination of selections from Leading Writers. — Socialism. 3 hours.

Total 23: 4 Graduates, 10 Seniors, 8 Juniors, 1 Other.

Source:   Harvard University, Annual Reports of the President and Treasurer of Harvard College, 1890-91, p. 58.

_______________________

1890-91
POLITICAL ECONOMY 2.
[Mid-Year, 1891]

[Omit one question.]

  1. It has been suggested that the real source from which wages are paid is not the product of the laborer, nor the capital of the employer, but the income of the consumer. What should you say?
  2. To which of the following cases, if to any, is the reasoning of the wages fund theory applicable? (1) The farmer tilling his own land with his own capital; (2) the fisherman working for a share of the catch; (3) the independent artisan working on his own account with borrowed capital; (4) the employer who habitually sells his product before pay-day, and pays his laborers with the proceeds?
  3. Wherein does President Walker’s view of the source from which wages are paid differ from George’s?
  4. “The extra gains which any producer or dealer obtains through superior talent in business, or superior business arrangements, are very much of a similar kind [to rent.] If all his competitors had the same advantages, and used them, the benefit would be transferred to the consumers, through the diminished value of the article; he only retains it for himself because he is able to bring his commodity to market at a lower cost, while its value is determined by a higher… Wages and profits represent the universal elements in production, while rent may be taken to represent the differential and peculiar; any difference in favor of certain producers, or in favor of production in certain circumstances, being the source of a gain, which, though not called rent, unless paid periodically by one person to another, is governed by laws entirely the same with it.” — Mill, Political Economy, book iii., ch. v., §4.
    What has President Walker added to this in his discussion of business profits?
  5. “It is true that money does not beget money; but capital does manifestly beget capital. If a man borrows a thousand ducats and ties them up in a bag, he will not find any little ducats in the bag at the end of the year; but if he purchases with the ducats a flock of sheep, he will, with proper attention, have lambs enough at the end of the year to make a handsome interest on the loan, and make a handsome profit for himself. If he turns the ducats into corn, he will find it bringing forth, some thirty, some sixty, some an hundred fold…. Very seldom does a man borrow money to use it, as money, through the term of his loan. When he does so, as brokers for example sometimes do, he may to Antonio’s question, ‘Is your gold and silver rams and ewes?’ return Shylock’s answer, ‘I cannot tell; I make it breed as fast.’”
    Discuss this explanation of interest. Whom do you suppose to be the writer of the extract?
  6. “The natural history of the notion on which it [the wages-fund doctrine] rests, is not obscure. It grew out of the conditions which existed in England during and immediately subsequent to the Napoleonic wars. Two things were then noted. First, capital had become accumulated in the island to such an extent that employers found no (financial) difficulty in paying their laborers by the month, week, or day, instead of requiring them to await the fruition of their labor in the harvested or marketed product. Second, the wages were, in fact generally so low that they furnished no more than a bare subsistence, while the employment offered was so restricted that an increase in the number of laborers had the effect to throw some out of employment or to reduce the wages for all. Out of these things the wages-fund theory was put together.”
    Examine this account of the rise of the wages-fund doctrine.
  7. Discuss the method of reasoning followed by Adam Smith, and illustrate by his treatment of two of the following topics: (1) the causes which bring about high wages; (2) the effects on domestic industry of restraints on importation; (3) the origin and effects of the division of labor.
  8. Explain how Ricardo’s conception of wages bears on his conclusions as to the effects of taxes on wages, and as to the net income of society.
  9. What can be said in justification of the views of the writers of the mercantile school? 

_______________________

Course Description and Enrollment
1891-92

For Graduates and Undergraduates:—

[Political Economy] 2. Professor Taussig. — Economic Theory. — Examination of selections from leading writers. 3 hours.

Total 38: 9 Graduates, 17 Seniors, 8 Juniors, 1 Sophomore, 1 Freshman, 2 Others.

 

Source:   Harvard University, Annual Reports of the President and Treasurer of Harvard College, 1891-92, p. 54.

_______________________

1891-92
POLITICAL ECONOMY 2.
[Mid-Year Examination. 1892.]

[Arrange your answers strictly in the order of the questions]

  1. Are laborers paid out of the product of their own labor in cases where the employer sells the product before pay-day and pays the laborers out of the proceeds?
  2. “Whether wages are advanced out of capital in whole, or in part, or not at all, it still remains true that it is the product to which the employer looks to ascertain the amount which he can afford to pay: the value of the product furnishes the measure of wages. . . .
    It is the prospect of a profit in production which determines the employer to hire laborers; it is the anticipated value of the product which determines how much he can pay them.”
    Is this consistent with the wages-fund theory?
  3. Consider the following: —

“Given machinery, raw materials, and a year’s subsistence, does it make no difference with the annual product whether the laborers are Englishmen or East-Indians? Certainly if one quarter part of what has been adduced under the head of the efficiency of labor be valid, the difference in the product of industry arising out of differences in the industrial quality of distinct communities of laborers are so great as to prohibit us from making use of capital to determine the amount that can be expended in any year or series of years in the purchase of labor.”

  1. How does President Walker prove the existence of a no-profits class of business men?
  2. Wherein does President Walker’s theory of distribution differ from Professor Sidgwick’s?
  3. What grounds are there for saying that Political Economy is distinctly a modern science?
  4. “Let us suppose, for example, that in the greater part of employments the productive powers of labour had been improved to ten-fold, or that a day’s labour could produce ten times the quantity of work which it had done originally; but that in a particular employment they had been improved only to double, or that a day’s labour could produce only twice the quantity of work it had done before. In exchanging the produce of a day’s labour in the greater part of employments for that of a day’s labour in this particular one, ten times the original quantity of work in them would purchase only twice the original quantity in it. Any particular quantity in it, therefore, a pound weight, for example, would appear to be five times dearer than before. In reality, however, it would be twice as cheap.” — Wealth of Nations, Book I. ch. viii.
    Explain what Adam Smith meant; and what Ricardo would have said as to this passage.
  5. Explain Adam Smith’s conclusions as to the effect on wages, profits, and rent, of the progress of society; noting briefly the reasoning which lead to the conclusion in each case.
  6. Examine the following criticisms on Malthus: —
    1. that there is no such difference of law between the increase of man and of the organic beings which form his food, as is implied in the proposition that man increases in a geometrical, food in arithmetical ratio;
    2. that the adaptation of numbers to the means available for their support is effected by the felt or anticipated pressure of circumstances and the fear of social degradation, within a tolerable degree of approximation to what is desirable.
  7. Explain carefully Ricardo’s doctrine as to the effect of profits on value.

_______________________

1891-92
POLITICAL ECONOMY 2.
[Final. 1892.]

[Arrange your answers strictly in the order of the questions]

  1. Does the example of a laborer hired by a farmer, and paid by him at the close of the season, after the crop has been harvested and disposed of, present a case of labor paid, not out of capital, but out of the product of current industry?
  2. What do you conceive the relation of political economy to laissez faire to have been with Adam Smith? with Ricardo and his contemporaries? How would you state the relation yourself?
  3. “Ricardo never fairly appreciated that his notion of the laborer’s ‘necessaries’ stood for something subject to wide variation in different stages of civilization. It is true that in one passage he says with emphasis that the necessaries, which determine the natural rate of wages, depend on habits which vary with time and place; but elsewhere he sets up a distinction between gross and net income, which is tenable only if we put the laborer’s necessaries side by side with other elements of cost of production. The distinction loses its practical harshness, when he admits that the laborer may at times receive, over and above natural wages, some part of the community’s net income; but its theoretic shortcomings then become the more obvious.” (Cohn, National-oekonomie.)
    Explain Ricardo’s conception of natural wages and net income, here referred to; and examine the justice of this criticism.
  4. “The average rate of profits is the real barometer, the true and infallible criterion of national prosperity. A high rate of profit is the effect of industry having become more productive, and it shows that the power of society to amass capital, and to add to its wealth and population, has been increased.” (M’Culloch’s Political Economy.) What led to the adoption of this test by M’Culloch? Should you accept it?
  5. What were Ricardo’s views as to the effect of foreign trade on profits?
  6. “In the actual period of production, on a wages system, the existing supplies for laborers are distributed to laborers in wages, while they, with the help of fixed capital, till the ground and work up the raw materials, transforming the old capital into a new product. . . . The product is divided at the end of the period of production into the replacement of capital (support of laborers, raw material, and wear of fixed capital), profits, and rent. . . . Hence it is clear that wages and profits are not parts of the same whole. Wages were in capital at the beginning of the period of production; profits are in product at its close.” (W. G. Sumner.)“We may suppose that share of the National Dividend which goes as rent to be set on one side; and then there remains what would be produced by labour and capital if they were all applied under conditions no more favourable than those under which they were applied at the margin of profitable employment; and a proposal was made by the present writer, in the Economics of Industry, that this should be called the Wages-and-Profits Fund, or the Earnings-and-Interest Fund. These terms were suggested in order to emphasize the opinion that the so-called Wages-Fund theory, however it might be purified from the vulgar errors which had grown around it, still erred in suggesting that earnings and interest, or wages and profits, do not stand in the same relation to the National Dividend.” (Marshall.)Which of these seems to you the sounder view?
  7. Explain what is meant by Consumer’s Rent; and examine the effect on Consumer’s Rent and on the aggregate satisfaction of the community, of a tax on a community subject to the law of Diminishing Returns.
  8. Explain the grounds which lead Professor Marshall to believe that the forces by which the wages of different grades of laborers are determined, work by a process similar to that by which the expenses of production determine the value of commodities.
  9. Examine carefully Professor Marshall’s view of the part played by rent of natural ability in determining manager’s earnings.
  10. Wherein is there similarity, wherein difference, in the positions of Carey and Bastiat in the history of economic theory?

_______________________

Course Description and Enrollment
1892-93

For Graduates and Undergraduates:—

[Economics] 2. Professor Taussig. — Economic Theory. — Examination of selections from leading writers. 3 hours.

Total 38: 11 Graduates, 10 Seniors, 11 Juniors, 3 Sophomore, 3 Others.

 

Source:   Harvard University, Annual Reports of the President and Treasurer of Harvard College, 1892-93, p. 67.

_______________________

1892-93
ECONOMICS 2.
[Mid-Year. 1893.]

  1. State George’s doctrine as to the cause of interest, and give an opinion of its soundness.
  2. “It may be said, we grant that wages are really paid out of the product of current industry, and that capital only affects wages as it first affects production, so that wages stand related to product in the first degree, and to capital in the second degree only; still, does not production bear a certain and necessary ratio of capital? and hence may not the measure of wages be derived from capital virtually, — though not, it is true, directly, — through its determination of product?” Consider whether so much would be granted by one holding to the wages-fund doctrine; and answer the questions.
  3. “The employer [in the West and South] advances to the laborer such provisions and cash as are absolutely required from time to time; but the ‘settlement’ does not take place until the close of the season or the year, and the final payment is often deferred until the crop is not only harvested but sold.” Under such conditions is it true that wages are paid out of capital, or limited in amount by the quantity of previously accumulated capital?
  4. What do you conceive President Walker’s opinion to be as to the effect on business profits of the possession of large means by the business man at the outset of his career?
  5. Are there grounds for saying that in a socialist community the conception of capital would be different from that in communities as now organized?
  6. Compare Adam Smith’s doctrine as to the relation of capital and wages with Ricardo’s.
  7. Compare Adam smith’s conclusions with Ricardo’s as to the propriety of import duties levied to countervail internal taxes on necessaries consumed by laborers.
  8. “No extension of foreign trade will immediately increase the amount of value in a country, though it will very powerfully contribute to increase the mass of commodities, and therefore the sum of enjoyments.” What does Ricardo mean?
  9. “There is only one cause, and that will be temporary, in which the accumulation of capital with a low price of food may be attended with a fall in profits.” What is the case, and why did Ricardo think it would be temporary?

_______________________

1892-93
ECONOMICS 2.
[Final. 1893.]

[One question in each of the three groups may be omitted.]

I.

  1. What is the meaning and importance of the proposition that demand for commodities is not demand for labor?
  2. How far is Ricardo’s doctrine as to the connection between labor and value similar to Marx’s doctrine that value consists of the labor incorporated in commodities?
  3. What is meant when it is said that the connection between value and expenses of production depends on the mobility of capital, while the connection between value and cost of production depends on the mobility of labor and capital?
  4. “The ideal of justice in distribution, applicable both to individual producers and to the different factors in production (land, labor, capital), may be stated thus: each should have a share in net income proportionate to the contribution which, by labor or by the use of material means of production, he has made to the product.”
    What should you say as to the feasibility of carrying out such a principle?

II.

  1. Explain briefly what is meant by total utility, marginal utility, and consumer’s rent.“Subject to these corrections, then, we may regard the aggregate of the money measures of the total utility of wealth as a fair measure of the part of the happiness which is dependent on wealth.” Mention one or two corrections.
  2. Give your opinion on the objection raised by Carey to the theory of rent, that the total rent paid for the use of land does not exceed interest at current rates on the total capital sunk in land.
  3. How far is it an answer to the proposition that rent and business profits are analogous, when it is said that the losses of some business managers must be set off against the larger gains of others?
  4. Explain Professor Marshall’s opinion as to the bearing on the relative wages of different laborers of
    1. the “rent” of labor;
    2. the standard of living among laborers;
    3. the expenses of production of labor;

and point out the connection between his views on these subjects.

III.

  1. Explain the distinctions (1) between private capital and social capital, (2) between historico-legal capital and national capital; and point out how far the two distinctions run on the same lines.
  2. “In the present condition of industry, most sales are made by men who are producers and merchants by profession. . . . For them, the subjective use-values of their own wares is, for the most part, very nearly nil. . . . In sales by them, the limiting effect which, according to our theoretical formula, would be exerted by the valuation of the last seller, practically does not come into play.”
    Explain what is meant, and consider the consequences as to the importance of the law that price is determined by the valuations of the marginal pairs.
  3. “Our whole interest is centred in the question as to the position which the law (of cost of production), so well accredited by experience, takes in the systematic theory of price. Does it run counter to our law of marginal pairs or not? Our answer is that it does not. It is as little of a contradiction as we before found to exist between the proposition that the marginal utility determines the height of subjective value, and the other proposition that the costs determine it. “
    In what way is the apparent contradiction removed in the two cases referred to by Böhm-Bawerk?
  4. Explain the three grounds on which Böhm-Bawerk bases the superiority of present over future goods, and and give your opinion as to their relative importance and significance.

_______________________

Course Description and Enrollment
1893-94

For Graduates and Undergraduates:—

[Economics] 2. Professor Taussig. — Economic Theory from Adam Smith to the present time. — Examination of selections from leading writers. 3 hours.

Total 43: 12 Graduates, 16 Seniors, 10 Juniors, 1 Sophomore, 4 Others.

 

Source:   Harvard University, Annual Reports of the President and Treasurer of Harvard College, 1893-94, p. 61.

_______________________

1893-94
ECONOMICS 2.
[Mid-Year. 1894.]

[Arrange your answers strictly in the order of the questions. Write with deliberation, but answer all the questions.]

  1. “It is no doubt true that a portion of capital is always remuneratory and not auxiliary in its nature; that is, does not consist of instruments that make labour more efficient, but of finished products, destined for the consumption of labourers and others. This part of capital continually becomes real wages (as well as real profits, interest, and rent), being purchased by the labourer with the money wages he receives from time to time. But it does not seem to me therefore correct to regard the real wages as capital ‘advanced’ by the employer to the labourer. The transaction between the two is essentially a purchase, not a loan. The employer purchases the results of a week’s labour, which thereby becomes part of his capital, and may be conceived — if we omit for simplicity’s sake the medium of exchange — to give the labourer in return some of the finished products of his industry.”
    Consider whether and how remuneratory capital continually becomes real interest and rent, as well as real wages; and give your opinion as to the closing analysis of the relation between employers and laborers.
  2. Suppose (1) that profit-sharing were universally adopted; (2) that laborers habitually saved a very large part of their income, — and consider whether any modification must be made in the reasoning of those who would maintain a Wages-Fund doctrine.
  3. It has been said that while the capital of the employing class is the immediate source from which wages are paid, the ultimate and important source is the income of the consumers who buy the goods made by the laborers for the capitalists. Consider this doctrine.
  4. Compare critically the treatment by Walker, Sidgwick, and Ricardo, of the relation between the profits of the individual capitalist and the amount of capital owned by him.
  5. State carefully Ricardo’s criticism of Adam Smith’s doctrine on labor as the measure of value.
  6. Compare Adam Smith’s reasoning with Ricardo’s as to the manner in which the progress of society in wealth affects profits.
  7. “We have seen that in the early stages of society both the landlord’s and the labourer’s share of the value of the produce of the earth would be but small; and that it would increase in proportion to the progress of wealth and the difficulty of procuring food. We have known, too, that although the value of the labourer’s portion will be increased by the high value of food, his real share will be diminished; while that of the landlord will not only be raised in value, but will also be increased in quantity.”
    Explain the reasoning by which Ricardo reached the several conclusions here summarized, and give your opinion as to the soundness of the conclusions.

_______________________

1893-94
ECONOMICS 2.
[Final. 1894.]

  1. “Perhaps the most striking conflict of the Wages-Fund-theory with facts, is found in the periodical influctions and depressions of trade. After a commercial crisis, when the shock is over and the necessary liquidation has taken place, we generally find that there is a period during which there is a glut of capital, and yet wages are low. The abundance of capital is shown by the low rate of interest and the difficulty of obtaining remunerative investments.” — Nicholson, Political Economy
    How far is the theory in conflict with the facts here adduced?
  2. How is the significance of the doctrine of consumer’s rent affected by the fact that the money incomes of different purchasers vary widely?
  3. Explain Marshall’s doctrine as to the influence on wages of the standard of living among laborers; and consider how far it differs from Richard’s teaching as to the connection between wages and the price of food.
  4. Explain Marshall’s doctrine of the quasi-rent of labor; compare it with his conclusions as to the rent of business ability; and point out how far he finds in either case something analogous to economic rent as defined by the classic writers.
  5. “It is not true that the spinning of yarn in a factory, after allowance has been made for the wear-and-tear of the machinery, is the product of the labour of the operatives. It is the product of their labour (together with that of the employer and subordinate managers) and of the capital; and that capital itself is the product of labour and waiting; and therefore the spinning is the product of labour (of many kinds) and of waiting. If we admit that it is the product of labour alone, and not of labour and waiting, we can no doubt be compelled by inexorable logic to admit that there is no justification for interest, the reward of waiting.”
    How far would you accept this reasoning?
  6. “Barter, though earlier historically than buying and selling, is really a mere complex transaction, and the theory of it is rather curious than important.” — Marshall.
    “The attribute of normal or usual value implies systematic and continuous production.” — Cairnes.
    “Where commodities are made for sale, the sellers’ subjective valuations fall out altogether, and price is determined by the valuation of the last buyer.” — Böhm-Bawerk.
    Explain these statements, separately or in connection with each other.
  7. What does Böhm-Bawerk mean by the general subsistence market, or the total of advances for subsistence; and how far do the “advances” differ from the wages-fund of the classic economists?
  8. Explain Böhm-Bawerk’s views as to the connection between the prolongation of the period of production, and the increase in the productiveness of labor; and consider how far his conclusions as to interest would need to be modified, if those views were changed.
  9. Explain briefly, by definition or example, the sense in which Böhm-Bawerk uses the terms, —

social capital;
private capital;
subjective value;
marginal pairs;
technical superiority of present goods.

 

Source: Harvard University Archives. Prof. F. W. Taussig, Examination Papers in Economics 1882-1935 (Scrapbook).

Image Source: Frank W. Taussig. Harvard Album, 1900.

 

 

Categories
Exam Questions Harvard

Harvard. History of Economic Theory. Final exam questions, Taussig, 1887-90

 

Examination questions spanning just over a half-century can be found in Frank Taussig’s personal scrapbook of cut-and-pasted semester examinations for his entire Harvard career. Until Schumpeter took over the core economic theory course from Taussig in 1935, Taussig’s course covering economic theory and its history was a part of every properly educated Harvard economist’s basic training. Today I begin with a systematic, regular transcription of Taussig’s examinations for this course that began as Political Economy 2, but that is best known by its later course number, Economics 11.

_______________________

Course Description and Enrollment
1886-87

Instructor

Course number, name, and content Hours per week Enrollment by class

Total enroll-ment

Prof. Taussig

*2. Economic Theory; its history and present stage;
—Lectures, preparation of papers, and discussion of selections from leading writers.

3

2 Graduates,
33 Seniors,
14 Juniors

49

Source:   Harvard University, Annual Reports of the President and Treasurer of Harvard College, 1886-87, p. 58.

 

1886-87.
POLITICAL ECONOMY 2.
[Mid-Year Examination. 1887.]

  1. It has been said that the Mercantile writers built up the first system of political economy; again, that a system is first found in the writings of the Physiocrats; and again, that Ricardo created political economy as a science. What should you say as to these statements?
  2. Say something as to the connection that may be traced between the personal history of Adam Smith and of Ricardo, and the characteristics of their writings.
  3. Sketch the history of the doctrines as to the productiveness of different kinds of labor from the time of the Mercantile writers to that of J. S. Mill.
  4. Comment on the following:—

“It remains a matter of some difficulty to discover what solid contribution Malthus has made to our knowledge, nor is it easy to ascertain precisely what practical precepts, not already familiar, he founded on his theoretic principles…. ‘Much,’ he thought, ‘remained to be done. The comparison between the increase of population and of food had not, perhaps, been stated with sufficient force and precision’ and ‘few inquiries had been made into the various modes by which the level’ between population and the means of subsistence ‘is effected.’ The first desideratum here mentioned — the want, namely, of an accurate statement of the relation between the population and the supply of food — Malthus doubtless supposed to have been supplied by the celebrated proposition that ‘population increases in a geometrical, food in an arithmetical, ratio.’ This proposition has been conclusively shown to be erroneous, there being no such difference of law between the increase of man and of the organic beings who form his food. When this formula is not used, other somewhat nebulous expressions are sometimes employed, as, for example, that ‘population has a tendency to increase faster than food’ a sentence in which both are treated as if they were spontaneous growths…. It must always have been perfectly well known that population will probably (though not necessarily) increase with every augmentation of the supply of subsistence, and may, in some instances, inconveniently press upon or even for a certain time exceed the number properly corresponding to that supply. Nor could it have ever been doubted that war, disease, poverty — the last two often the consequences of vice — are causes which keep population down. Again, it is surely plain enough that the apprehension by individuals of the evils of poverty, or a sense of duty to their possible offspring, may retard the increase of population, and has in all civilized communities operated to a certain extent in that way. It is only when such obvious truths are clothed in the technical terminology of ‘positive’ and ‘preventive’ checks that they appear novel and profound: and yet they appear to contain the whole message of Malthus to mankind.”
Whom do you judge to be the writer of this passage?

  1. State carefully Cairnes’s theory of value, and show wherein it differs from Ricardo’s exposition of that subject.
  2. Explain the conclusions which George draws as to wages from an analysis of the simplest stage of society, and those which Ricardo draws as to values from a similar analysis. State whether the reasoning in the two cases differs and if so, wherein; and give an opinion as to the soundness of the conclusions reached.
  3. State carefully the wage-fund doctrine as expounded by Cairnes, and show wherein his exposition is an advance on the previous treatment of the subject.
  4. In a collection of examination questions, the following was asked:—

“Cairnes argues that we cannot apply the law of supply and demand to labor, because the supply of labor is produced by biological forces and not as commodities are produced. — What is the fallacy of this argument?”

Comment on the question, and answer it; and refer briefly to the history of the line of argument that draws an analogy between the value of labor and of commodities.

_______________________

1886-87
POLITICAL ECONOMY 2.
[Final Examination, 1887.]

  1. Comment, separately or in a connected essay, on the following extracts:—

(a) “The first of these theories is known as the wage-fund theory of the books on Political Economy. It represents the rate of wages as depending on the amount of capital which employers think proper to disburse as wages. The wages rate was regarded as the dividend, found by dividing the wages-fund by the number of labourers. But though this division doubtless takes place, there is nothing in the theory to determine either the whole amount which is to be divided, or the proportional share which any particular labourer may obtain. Nobody can possibly suppose that workmen in different branches of production, or in different ranks in the same branch, receive the same wages. Nor can anybody imagine that the capitalist distributes his capital simply because it is capital, irrespective of the produce which he expects from the labour bought.”
— W. S. Jevons.

(b) “Ricardo held that profits and wages are the leavings of each other. Later economists have generally rejected this doctrine; but even those of them who maintain that wages are paid out of capital, fall back on arguments which imply its truth. For instance, Cairnes, who earnestly maintained that capital is divided into wages, rent, material, and wage-fund, argued that trades-unions could not increase the rate of wages because, if they did so, they would reduce profits below the rate which would make investment worth while. On his own doctrine, increased wages could not trench on profits…. We shall see further on that wages and profits are not the leavings of each other, because they are not parts of the same whole.”

(c) “If we assume that upon a cultivated island are tools and carts and animals for draught, and other forms of capital, adequate for a thousand laborers, the production will vary within a very wide range according to the industrial quality of the laborers using that capital. If we suppose them to be East Indians, we shall have a certain annual product; if we suppose Russian peasants to be substituted for East Indians, we shall have twice or three times that product; if we suppose Englishmen to be substituted for Russians, we shall have the product again multiplied two or three fold. By the wage-fund theory, the rate of wages would remain the same through these changes, inasmuch as the aggregate capital of the island would remain the same through these changes and the number of laborers in the market would be unchanged, the only difference being found in the substitution of more efficient for less efficient laborers. According to the view here advanced, on the contrary, the amount to be paid in wages should and would rise with the increased production due to the higher industrial quality of the laboring population.”

(d) “The capital of the employer is by no means the real source of the wages even of the workmen employed by him. It is only the immediate reservoir through which wages are paid out, until the purchasers of the commodities produced by that labor make good the advance and thereby encourage the undertaker to purchase additional labor.”—W. Roscher.

Whom do you judge to be the writers of the extracts (b) and (c)?

  1. State carefully Walker’s theory of business profits. Give an opinion as to its value (1) in explaining differences between the returns of different managers, and (2) in eliminating such returns, like rent, from the problem of distribution.
  2. Compare Carey and Bastiat, and say something as to the manner and extent of their influence on the course of economic speculation.
  3. Explain wherein the attitude of Wagner to economic study differs from that of Mill and Cairnes.
  4. “Mr. Cairnes asks, ‘how far should religious and moral considerations be admitted as coming within the province of political economy?’ His answer is that ‘they are to be taken account of precisely in so far as they are found to affect the conduct of men in the pursuit of wealth;’ and one needs only to allude to the influence of mediaeval religion both on the forms and the distribution of the wealth of the community, the changes in both with the change in religion after the Reformation, in proof of the impotence of the a priori method in relation to this class of agencies. Yet a few pages after recognizing their title to investigation, Mr. Cairnes argues that induction, though indispensable in physical, is needless in economic science, on the ground that the economist starts with a knowledge of ultimate causes’ and ‘is already at the outset of his enterprise in the position which the physicist only attains after ages of laborious research.’ The followers of the deductian [sic] method are in fact on the horns of a dilemma. They must either follow Mr. Lowe’s narrow path, and reason strictly from the assumption that men are actuated by no motive save the desire of pecuniary gain, or they must contend that they have an intuitive knowledge of all the moral, religious, political, and other motives influencing human conduct, and of the changes they undergo in different countries and periods.”
    Was Cairnes inconsistent in the manner here stated? Does his reasoning lead to the alleged dilemma?
  5. Should you agree with the following:—

       “If economic phenomena were the results of a single force or combination of forces, standing alone, then only would the assumption hold good that there is an identity of effects on the appearance of the same causes. But economic facts are so closely connected with the whole of life, the element of personal freedom comes in so constantly, that a causal connection like that of a law of nature cannot be shown. This is at bottom the sound point in the criticisms of Ricardo’s keen logic. Ricardo often begins with facts, carefully and nicely observed in real life, and makes them the first premises of his reasoning. Then he uses a method of reasoning which is common in philosophy, but inadmissible in political economy. By logical sequence of thought he leads the reader, who can see no flaw in the chain of conclusions, to a result which, notwithstanding the solidity of the premises and the steadfast reasoning, is yet by no means unquestionable. For in the end we are not concerned with the elaboration of a truthful train of thought, but with a truth of real life; hence the test of truth lies in the connection of cause and effect that exists in real life; and as to that, with its manifold and varied possibilities, no human insight can make the true combinations in advance by abstract reasoning. There may be an artistic truth, which yet, when compared with reality, is not a truth. Even if one sees no inconsistency with the facts of experience up to the very last step in the reasoning, yet that reasoning gets its final stamp of truth only from experience. Our thoughts on the facts of the world are often true only so long as we shape them according to those facts that we know; a new experience comes in to better this approximate truth.”—Knies, Die Politische Oekonomie vom Historischen Standpunkte.

_______________________

Course Description and Enrollment
1887-88

Instructor

Course number, name, and content Hours per week Enrollment by class

Total enroll-ment

Prof. Taussig

*2. History of Economic Theory.
— Distribution. — The Scope and Method of Political Economy. — Socialism. —Lectures, preparation of theses, and discussion of selections from leading writers.

3

4 Graduates,
14 Seniors,
8 Juniors,
1 Sophomore,
2 Others

29

Source:   Harvard University, Annual Reports of the President and Treasurer of Harvard College, 1887-88, p. 62.

 

1887-88.
POLITICAL ECONOMY 2.
[Mid-Year Examination. 1888.]

  1. Compare the treatment of the theory of money by Boisguillebert, Law, and Hume.
  2. What was Adam Smith’s doctrine as to rent, and wherein does it differ from that of the Physiocrats, and from that of Ricardo?
  3. Make a brief comparison between the general characteristics of the economic writings of Adam Smith and of J. S. Mill.
  4. Explain how Malthus illustrated and applied his general principles in his discussion of the movement of population in (a) Sweden and Norway, (b) Switzerland, (c) France during the Revolutionary wars. [Take one of these three.)
  5. “Mr. Malthus thinks that a low money price of corn would not be favourable to the lower classes of society, because the real exchangeable value of labour, that is, its power of commanding the necessaries, conveniencies, and luxuries of life, would not be augmented, but diminished, by a low money price. Some of his observations on this subject are certainly of great weight, but he does not sufficiently allow for the effect of a better distribution of the national capital on the situation of the lower classes. It would be beneficial to them, because the same capital would employ more hands; besides, the greater profits would lead to more accumulation; and thus a stimulus would be given to population by really high wages, which could not fail for a long time to ameliorate the condition of the laboring classes.”— Ricardo, Essay on the Influence of a Low Price of Corn.
    Explain (a) whether this states fairly Malthus’s opinion as to the effect of cheap food; (b) what Ricardo meant by “a better distribution of the national capital”; (c) what light the concluding sentence throws on Ricardo’s view of the effect on wages and profits of cheap food.
  6. “The notion that any portion of the wealth of the country should be ‘determined’ to the payment of wages seems to shock Mr. Longe’s sense of economic propriety; which is strange, seeing that his own doctrine — that it is ‘the demand for commodities which determines the quantity of wealth spent in the payment of wages’ — plainly involves this consequence. He puts the case of a capitalist who, taking advantage of the necessities of his workmen, effects a reduction of wages and succeeds in withdrawing so much, say £1000, from the Wages-Fund; and asks how is the sum thus withdrawn to be restored to the fund? On Mr. Longe’s principles the answer is simple,—‘by being spent in commodities’; for it may be assumed that the sum so withdrawn will, in any case, not be hoarded. * * * The answer, therefore, to the case put by Mr. Longe is easy on his own principles; and I am disposed to flatter myself that the reader who has gone with me in the foregoing discussion will not have much difficulty in replying to it on my own.”— Cairnes, Leading Principles.
    What is the answer on Cairnes’s principles?
  7. Would the explanation which the Wages-Fund theory gives of the causes regulating the rate of wages apply to a society in which a system of profit-sharing had been universally adopted?
  8. Wherein does Ricardo’s treatment of the manner in which profits affect value differ from Cairnes’s treatment of the same subject?

_______________________

1887-88
POLITICAL ECONOMY 2.
[Final Examination. 1888.]

  1. “Cairnes, who earnestly maintained that capital is divided into wages, raw material, and fixed capital, argued that trades-unions could not increase wages in the several trades, because, if they did so, they would reduce profits below the rate which would make investment worth while. On his own doctrine, increased wages could not trench on profits. He should have argued that wages, if increased by a trades-union, could only be increased at the expense of raw material and fixed capital, which would be far more difficult than to increase them at the expense of profits. Indeed, if the trades-union movement did not coincide with a new distribution of capital into its three parts (a new distribution which would produce a rise in wages), the trades-union could not possibly force an advance at the expense of raw materials or fixed capital.” — W. G. Sumner, Collected Essays.
    Can you reconcile Cairnes’s reasoning on trades-unions with his doctrine as to the wages fund?
  2. “The railroads of the United States receive annually two hundred and ten millions of dollars for transporting passengers. Those receipts came in day by day, yet the railroad company habitually pays its employees at the close of the week or at the close of the month. Here we have a very large class of services where the employer receives the price of his product before he pays for the labor concerned in its production. The railroads of the United States also receive annually for freights five hundred and fifty millions. The greater portion of this amount is collected before the track hands and the station hands have received the remuneration for their share of the service. . . . To descend to the other end of the scale of dignity, hotel keepers and, in less degrees, boarding-house keepers collect their bills before they pay their cooks, chambermaids, and scullions. Nearly all receipts of theatre, opera, and concert companies are obtained day by day, although their staffs and troupes are borne on monthly or weekly pay-rolls.” — F. A. Walker, in the Journal of Economics, April, 1888.
    Are these facts inconsistent with the proposition that wages are paid out of capital?
  3. What should you say to the doctrine that the real source of wages is in the incomes of the consumers of the articles made by the laborers?
  4. It has been said that “Mr. Walker’s theory is, in reality, not a theory of manager’s earnings at all, but a theory of difference in manager’s earnings.” Do you think this is a sound criticism?
  5. Explain what was Bastiat’s doctrine as to value; point out wherein it was like or unlike Carey’s doctrine on the same subject; and state briefly Cairnes’s criticism on Bastiat.
  6. “There are two kinds of sociological inquiry. In the first kind, the question proposed is, what effect will follow from a given cause, a certain general condition of social circumstances being presupposed. As, for example, what would be the effect of abolishing or repealing corn laws in the present conditions of society or civilization in any European country, or under any other given supposition with regard to the circumstances of society in general; without reference to the changes which might take place, or which may be already in progress, in those circumstances. But there is also a second inquiry, namely, what are the laws which determine those general circumstances themselves. In this last the question is, not what will be the effect of a given cause in a certain state of society, but what are the causes which produce, and the phenomena which characterize, states of society generally.” — Mill’s Logic.
    What reasons are there for saying that different methods should be applied to these two kinds of inquiry? and what are the differences in method?
  7. Can the legislation of Germany on workmen’s insurance be said to be socialistic in a sense in which (a) the Christian socialist movement in England, and (b) the regulation or ownership by the state, are not socialistic?
  8. Suppose production coöperation were universally adopted; wherein would the organization of society differ from that which socialism proposes?

_______________________

Course Description and Enrollment
1888-89

Instructor

Course number, name, and content Hours per week Enrollment by class

Total enrollment

Prof. Taussig

*2. History of Economic Theory. Examination of selections from leading writers.—Lectures and discussion: one extended thesis from each student.

3

13 Seniors,
9 Juniors,
2 Sophomores

24

Source:   Harvard University, Annual Reports of the President and Treasurer of Harvard College, 1888-89, p. 72.

 

1888-89.
POLITICAL ECONOMY 2.
[Mid-Year Examination. 1889.]

  1. Point out wherein the teachings of the mercantile writers on population and on the balance of trade were connected with the political and economic history of their time.
  2. Under what conditions did Adam Smith believe that wages could long remain high? What reasoning led him to this conclusion? Do you think the reasoning sound?
  3. Wherein did Adam Smith’s doctrines as to foreign trade differ from those of Hume and of the Physiocrats?
  4. Ricardo’s chapter on value has been criticized on the following grounds: —

(1) Ricardo asserts, but in no way proves, that value depends on quantity of labor.
(2) He does not state whether he means labor expended on the production of goods, or labor needed for their reproduction.
(3) His principle holds good only of goods of which the production can be increased indefinitely, and as to which competition is free.
(4) The principle is at once modified by the statement that the general rate of profits affects values.

Discuss briefly each objection.

  1. Malthus laid it down that (1) marriages and deaths bear a constant proportion in an old country; (2) with a rise in the standard of living, marriages become less in proportion to population; (3) births, like marriages, bear a constant proportion to deaths, in an old country.
    What led Malthus to these conclusions? Does experience bear him out?
  2. By what mode of proof did Malthus show that the wars of the French Revolution had not diminished the population of France? Point out wherein his discussion of this subject is characteristic of the Essay on Population.
  3. Malthus, Ricardo, J. S. Mill, Cairnes, — note briefly how they are related in the history of economic theory.
  4. What would be the movement of wages and prices in case of a general improvement in industrial processes?
  5. What does Cairnes conclude as to the results which Trade Unions can permanently bring about (1) in England; (2) in the United States?

_______________________

 1888-89.
POLITICAL ECONOMY 2.
[Final Examination. 1889.]

  1. On what grounds can you reason that the stock of consumable commodities is likely to be sufficient, or more than sufficient, to last, at the present rate of consumption, till a new stock can be produced? What bearing has the answer on the wages-fund controversy?
  2. Discuss President F. A Walker’s explanation of business profits in its bearing on the general theory of distribution.
  3. By what reasoning does Cairnes reach the conclusion that, in the present state of society, “the rich will be growing richer, and the poor, at least relatively, poorer.”
  4. Could Cairnes, consistently with his conclusions as to coöperation, oppose measures such as were urged by Lasalle?
  5. Point out wherein Sidgwick’s exposition of the causes determining the rate of interest differs from Mill’s.
  6. What was the attitude toward laissez-faire of Adam Smith? of Ricardo? of Cairnes?
  7. What reasons are there why the term “socialist” should or should not be applied to (1) the Christian socialists; (2) advocates of German legislation on workmen’s insurance; (3) followers of Mr. Henry George.
  8. Point out wherein Marx’s discussion of wages is similar to that of Rodbertus.
  9. “From the history of the double standard we reach Gresham’s law, that where two currencies exist side by side the baser will drive the good out; from the prosperity of England we can reason to the principle of free trade, at least for industrially developed nations.” — R. M. Smith. What would Cairnes say to this mode of investigation for the specific questions mentioned?
  10. Comment on the following extracts, separately or in connection with each other: —

“The value of most of the theorems of the classic economists is a good deal attenuated by the habitual assumption . . . that there is a definite universal rate of profits and wages in a community; this last postulate implying (1) that the capital embarked in any undertaking will pass at once to another in which larger profits are for the time to be made; (2) that a laborer, whatever his ties and feelings, family, habit, or other engagements, will transfer himself immediately to any place where, or employment in which, larger wages are to be earned; (3) that both capitalists and laborers have a perfect knowledge of the condition and prospects of industry throughout the country, both in their own and in other occupations.” — J. K. Ingram.
“In proof of the equalization of profits, Mr. Cairnes urges that capital deserts or avoids occupations which are known to be comparatively unremunerative; while if large profits are known to be realized in any investment there is a flow of capital toward it. Hence it is inferred that capital finds its level like water. But surely the movement of capital from losing to highly profitable trades proves only a great inequality of profits.” — Cliffe Leslie.

_______________________

Course Description and Enrollment
1889-90

Instructors

Course number, name, and content Hours per week Enrollment by class

Total enrollment

Prof. Taussig and Mr. Brooks
[see next posting for information about Brooks]

*2. History of Economic Theory.
First half-year: Lectures on the History of Economic Theory.—Discussion of selections from Adam Smith and Ricardo.—Topics in distribution, with special reference to wages and managers’ returns.—Second half-year: Modern Socialism in France, Germany, and England.—An extended thesis from each student.

3

7 Seniors,
12 Juniors,
1 Sophomore,
4 Others

24

Source:   Harvard University, Annual Reports of the President and Treasurer of Harvard College, 1889-90, p. 80.

_______________________

1889-90
POLITICAL ECONOMY 2.
[Mid-Year Examination. 1890.]

  1. Sidgwick supposes that, in a country where the ratio of auxiliary to remuneratory capital is 5 to 1, 120 millions are saved and added to the existing capital, and asks, “in what proportion are we to suppose this to be divided?” Answer the question.
  2. On the same supposition Cairnes’s answer is expected to be that the whole of the 120 millions would be added to the wages fund. “But then, unless the laborers became personally more efficient in consequence — which Cairnes does not assume — there would be no increase in the annual produce, and therefore the whole increase in the wages fund would be taken out of the profits within the year after the rise. Now, though I do not consider saving to depend so entirely on the prospect of profit as Mill and other economists, still I cannot doubt that a reduction in profits by an amount equivalent to the whole amount saved would very soon bring accumulation to a stop; hence the conclusion from Cairnes’s assumptions would seem to be that under no circumstances can capital increase to any considerable extent unless the number of laborers increases also.”
    What would Cairnes say to this?
  3. Explain what is Sidgwick’s conclusion as to the effect of profits on accumulation; and point out wherein his treatment of this topic differs from Cairnes’s and from Ricardo’s.
  4. In what sense does George use the term “wages”? Ricardo? Mill? Cairnes?
  5. Explain wherein Sidgwick’s general theory of distribution differs from Walker’s.
  6. Compare the treatment of rent by the Physiocratic writers and by Adam Smith.
  7. What was Adam Smith’s doctrine as to labor as a means of value? What was Ricardo’s criticism on that doctrine?
  8. What did Adam Smith say to the argument that taxes on the necessaries of life raise the price of labor, and therefore give good ground for import duties on the commodities produced at home by the high-priced labor? What would Ricardo have said to the same argument?
  9. How does Ricardo show that the application of labor and capital to worse soil brings a decline of profits not only in agriculture, but in all industries?

 Source:  Harvard University Archives. Examination papers in economics 1882-1935 of Professor F. W. Taussig (HUC 7882). Scrapbook.

 

Categories
Courses Exam Questions Harvard

Harvard. Introductory Economics, Final Exams. Taussig, 1914-1915

 

Frank W. Taussig played a central role in Harvard’s economics at two important stages. He was the lecturer for the entry-level Principles of Economics course for undergraduates and the core economic theory course for graduate students. In addition he covered the field of international economics.

The course announcement, enrollment figures, and the final examination questions for his principles course come from four different sources, three of which are available on-line. Over the past few weeks, I have posted corresponding material from the twenty economics courses offered at Harvard during the 1914-15 year for which the final examination questions had been printed and subsequently published.

The following year (1915) Edmund E. Day and R. S. Davis (who belonged to the team of instructors and assistants for this principles course) published their Questions on the Principles of Economics (New York, Macmillan) that was arranged by topics to follow Taussig’s own textbook Principles of Economics (Second, revised edition of 1915: Volume One; Volume Two).

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Course Announcement

Economics A. (formerly 1). Principles of Economics. Tu., Th., Sat., at 11.
Professor Taussig and Asst. Professor Day and five assistants.

Course A is introductory to the other courses. It is intended to give a general survey of the subject for those who take but one course in Economics, and also to prepare for the further study of the subject in advanced courses. It is usually taken with most profit by undergraduates in the second year of their college career. It may not be taken by Freshmen without the consent of the instructor. History 1 or Government 1, or both of these courses, will usually be taken to advantage before Economics A. [p. 61]

Course A gives a general introduction to economic study, and a general view of Economics for those who have not further time to give to the subject. It undertakes a consideration of the principles of production, distribution, exchange, money, banking, international trade, and taxation. The relations of labor and capital, the present organization of industry, and the recent currency legislation of the United States will be treated in outline.

The course will be conducted partly by lectures, partly by oral discussion in sections. A course of reading will be laid down, and weekly written exercises will test the work of students in following systematically and continuously the lectures and the prescribed reading. [p. 62]

Source: Division of History, Government, and Economics 1914-15. Official Register of Harvard University, Vol. XI, No. 1, Part 14 (May 19, 1914).

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Course Enrollment

[Economics] A. Professor Taussig and Asst. Professor Day, assisted by Dr. J. S. Davis, and Messrs. P. G. Wright, Burbank, Vanderblue, W. C. Clark, and Monroe.—Principles of Economics.

Total 491: 1 Graduate, 30 Seniors, 137 Juniors, 260 Sophomores, 11 Freshmen, 52 Others.

Source: Report of the President of Harvard College, 1914-15, p. 59.

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Mid-year Examination

ECONOMICS A

[Arrange your answers strictly in the order of the questions. Answer all the questions; be concise; plan your answers with care; and leave time for revision at the close.]

  1. In what ways, if at all, is the development of the complex division of labor connected with (a) the monotony of labor; (b) the Industrial Revolution; (c) integration of industry; (d) the recurrence of industrial crises?
  2. Explain: external economies; internal economies. Which set of economies is most significant for the explanation of (a) the localization of industry; (b) increasing returns; (c) the development of monopoly?
  3. If possible distinguish between

(a) diminishing returns and diminishing utility;
(b) by-product and joint product;
(c) joint cost and joint demand;
(d) “corners” and monopolies;
(e) median and arithmetical mean.

  1. Explain briefly the immediate and the ultimate effects (if any) which each of the following changes, taken separately, will tend to have on the price of cotton, cotton-seed oil, and cotton-mill machinery; (a) prohibition of organized speculation; (b) a change of fashion toward greater use of cotton fabrics; (c) doubling of the population of the country. (Assume for all three cases that there is no international trade, and that the quantity of money remains the same.)
  2. In what direction and by what process, if at all, would the following tend to affect the value of money in the United States; (a) increased demand for gold ornaments; (b) increasingly lavish expenditures by spendthrifts; (c) a continued drain of specie to the East; (d) a larger output of silver in the United States; (e) abolition of all legally required banking reserves?
  3. Under what conditions does inconvertible paper money circulate as readily as specie? Under what conditions, not as readily?
    Under what conditions is the value of inconvertible paper money as great as that of specie? Under what conditions is its value less than that of specie?
    State two indications of its having less value than specie. Which of the two is the more significant? Which is the more easily ascertained?
  4. State points of similarity, points of difference, between the Federal Reserve system and the English banking system as regards (a) centralization of reserves; (b) centralization of note issue; (c) measures available for preventing panics.
  5. Under what circumstances, if any, can a country have a permanent excess of imports? Under what circumstances, if any, a permanent outflow of specie? Does an excess of imports lead to an outflow of specie?
    Wherein, if at all, does a country gain or lose in its foreign trade (a) if prices and money incomes are higher than in foreign countries; (b) if prices and money incomes are lower?

Mid-Year. 1915.

Source: Harvard University Archives. Examination Papers in Economics, 1882-1935. Prof. F. W. Taussig. (HUC 7882). Scrapbook, p. 106.

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Final Examination

ECONOMICS A

Arrange your answers strictly in the order of the questions.
Answer all the questions.

  1. Explain concisely: —

diminishing returns,
margin of cultivation,
equilibrium of supply and demand,
economic rent.

  1. Construct a simple index number of prices for 1914, using 1908 as the base.

 

1908

1914

Wheat, bbl.

$8.00

$12.00

Coal, ton

8.00

8.00

Iron, ton

18.00

9.00

Lumber, 1000 feet

20.00

15.00

Meat, lb.

.20

.30

Sugar, lb.

.10

.10

(1) Would the index-number point to a rise or a fall in the value of money? (2) Would a Board of Arbitration be justified in recommending a change in wages? If so, on what basis? If not, why not?

  1. Under what circumstances, if under any, will the imposition of a import duty cause the price of the dutiable commodity to fall? Under what will it fail to affect the price? Under what will it cause the price to rise?
  2. To what cause or causes should you ascribe: —

(a) the high level of general wages in the United States;
(b) the high wages of skilled workmen such as plumbers;
(c) the high wages of domestic servants in the United States;
(d) the high wages of trained nurses.

  1. Why is saving no less advantageous for laborers than lavish expenditure? Why do laborers usually favor ” making work “?
  2. “The standard of living affects wages not directly, but ” — how?
    What evidence of varying standards of living appears in the statistics of births and deaths for different countries? for different social classes?
  3. “The special question presented in this regard by the trust movement seems to be whether large-scale management adds something to the gains from large-scale production in the narrower sense. Here, too, it would appear at first sight that the matter may be allowed to settle itself. Let them fight it out and let that form of organization survive which does the work most cheaply.”
    Explain (a) what is meant by large-scale management and large-scale production; (b) what grounds there are for saying that they should be allowed to fight it out, what grounds for saying that they should not; (c) what legislation has recently been enacted in the United States on this subject.
  4. “Important distinctions exist between full-fledged socialism and public management of selected industries.” What are the distinctions?

Final. 1915.

 

Source: Harvard University Examinations. Papers Set for Final Examinations in History, History of Science, Government, Economics, Philosophy, Psychology, Social Ethics, Education, Fine Arts, Music in Harvard College. June 1915, pp. 39-59.

Image Source: Frank W. Taussig in Harvard Class Album, 1915.

Categories
Courses Exam Questions Harvard

Harvard. Graduate Economic Theory. Taussig, 1914-15

 

 

Frank W. Taussig was the dominant figure in the Harvard economics department up to his retirement in 1935, having been a member of the faculty for over a half century. This posting contains the course announcement for Taussig’s core graduate economic theory course from 1914-15, enrollment figures, and the final examination questions (for both semesters!). The information comes from four different sources, three of which are available on-line. Over the next few weeks, I’ll be posting corresponding material from the twenty economics courses at Harvard during the 1914-15 year for which the final examination questions had been printed and subsequently published.

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Course Announcement

Primarily for Graduates

Except by special vote of the Department the courses for graduates are open to those undergraduates only who are in their last year of work and are candidates for the degree with distinction in the Division of History, Government, and Economics; but students of good standing may, in their last year of study, be admitted to Course 32, if they can show that they have special need of the subject. [p. 67]

I. Economic Theory and Method

Economics 11. Economic Theory. Mon., Wed., Fri., at 2.30. Professor Taussig.

Course 11 is intended to acquaint the student with some of the later developments of economic thought, and at the same time to train him in the critical consideration of economic principles and the analysis of economic conditions. The exercises are accordingly conducted mainly by the discussion of selected passages from the leading writers; and in this discussion the students are expected to take an active part. The writings of J. S. Mill, Cairnes, F. A. Walker, Clark, Marshall, Böhm-Bawerk, and other recent authors, will be taken up. Attention will be given chiefly to the theory of exchange and distribution. [p. 67]

Source: Division of History, Government, and Economics 1914-15. Official Register of Harvard University, Vol. XI, No. 1, Part 14 (May 19, 1914).

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Course Enrollment

[Economics] 11. Professor Taussig.—Economic Theory.

Total 34: 27 Graduates, 4 Seniors, 2 Juniors, 1 Other.

Source: Report of the President of Harvard College, 1914-15, p. 59.

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Final Examination (first term)

ECONOMICS 11

Arrange your answers in the order of the questions.

  1. “Given machinery, raw materials, and a year’s subsistence for 1000 laborers, does it make no difference with the annual product whether those laborers are Englishmen or East Indians?
    … The differences in the industrial quality of distinct communities of laborers are so great as to prohibit us from making use of capital to determine the amount that can be expended in any year or series of years in the purchase of labor.”
    Under what further suppositions, if under any, does this hypothetical case tell in favor of those holding that wages are paid from a wages fund? Under what suppositions, if under any, in favor of those holding views like Walker’s?
  2. (a) “The labourer is only paid a really high price for his labour when his wages will purchase the produce of a great deal of labour.”
    (b) “If I have to hire a labourer for a week, and instead of ten shillings I pay him eight, no variation having taken place in the value of money, the labourer can probably obtain more food and necessaries with his eight shillings than he before obtained for ten.”
    Explain concisely what Ricardo meant.
  3. What, according to Ricardo, would be the effects of a general rise of wages on profits? on the prices of commodities? on rents? the well-being of laborers?
  4. “The component elements of Cost of Production have been set forth in the first part of this enquiry. The principal of them, and so much the principal as to be nearly the sole, we found to be Labour. What the production of a thing costs to its producer, or its series of producers, is the labour expended in producing it. If we consider as the producer the capitalist who makes the advances, the word Labour may be replaced by the word Wages: what the produce costs to him, is the wages which he has had to pay.”   J.S. Mill.
    What would Ricardo say to the proposed substitution [of “Wages” for “Labour”]? Cairnes? Marshall?
  5. “Suppose that society is divided into a number of horizontal grades, each of which is recruited from the children of its own members, and each of which has its own standard of comfort, and increases in number rapidly when the earnings to be got in it rise above, and shrinks rapidly when they fall below that standard. Suppose, then, that parents can bring up their children to any trade in their own grade, but cannot easily raise them above it and will not consent to sink them below it. . . .
    On these suppositions the normal wage in any trade is that which is sufficient to enable a laborer, who has normal regularity of employment, to support himself and a family of normal size according to the standard of comfort that is normal in the grade to which his trade belongs. In other words the normal wage represents the expenses of production of the labor according to the ruling standard of comfort.” Marshall.
    On these suppositions, would value depend in the last analysis on cost or utility?
  6. (a) “Were it not for the tendency [to diminishing returns] every farmer could save nearly the whole of his rent by giving up all but a small piece of his land, and bestowing all his labor and capital on that. If all the labor and capital which he would in that case apply to it gave as good a return in proportion as that he now applies to it, he would get from that plot as large a produce as he now gets from his whole farm; and he would make a net gain of all his rent save that of the little plot that he retained.”
    (b) “The return to additional labour and capital [applied to land] diminishes sooner or later; the return is here measured by the quantity of the produce, not by its value.”
    (c) “Ricardo, and the economists of his time generally were too hasty in deducing this inference [tendency to increased pressure] from the law of diminishing return; and they did not allow enough for the increase of strength that comes from organization. But in fact every farmer is aided by the presence of neighbours, whether agriculturists or townspeople. . . . If the neighbouring market town expands into a large industrial centre, all his produce is worth more; some things which he used to throw away fetch a good price. He finds new openings in dairy farming and market gardening, and with a larger range of produce he makes use of rotations that keep his land always active without denuding it of any one of the elements that are necessary for its fertility.”
    Have you any criticisms or qualifications to suggest on these passages from Marshall?
  7. “When the artisan or professional man has once obtained the skill required for his work, a part of his earnings are for the future really a quasi-rent. The remainder of his income is true earnings of effort. But this remainder is generally a large part of the whole. And herein lies the contrast. When a similar analysis is made of the profits of the undertaker of business, the proportions are found to be different: in this case nearly all is quasi-rent.”
    Explain what you believe to be Marshall’s meaning, and why he considers undertaker’s profits not to be “true earnings of effort.”

 

Source: Harvard University Archives. Examination Papers in Economics, 1882-1935. Prof. F. W. Taussig. (HUC 7882). Scrapbook, p. 104.

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Final Examination (second term)

ECONOMICS 11

Arrange your answers in the order of the questions.

  1. Explain briefly what Walker meant by the “no-profits” business man; what Marshall means by the “representative firm”; what your instructor means by the “marginal product of labor.” How are the three related?
  2. Explain briefly whether anything in the nature of a producer’s surplus or a consumer’s surplus appears as regards (a) instruments made by man and the return secured by their owners; (b) unskilled labor and the wages paid for it; (c) business management and business profits.
  3. “Wages are paid by the ordinary employer as the equivalent of the discounted future benefits which the laborer’s work will bring him — the employer — and the rate he is willing to pay is equal to the marginal desirability of the laborer’s services measured in present money. We wish to emphasize the fact that the employer’s valuation is (1) marginal, and (2) discounted. The employer pays for all his workmen’s services on the basis of the services least desirable to him, just as the purchaser of coal buys it all on the basis of the ton least desirable to him; he watches the ‘marginal’ benefits he gets exactly as does the purchaser of coal. At a given rate of wages he ‘buys labor’ up to the point where the last or marginal man’s work is barely worth paying for. … If, say, he decides on one hundred men as the number he will employ, this is because the hundredth or marginal man he employs is believed to be barely worth his wages, while the man just beyond this margin, the one hundred and first man, is not taken on because the additional work he would do is believed to be not quite worth his wages.”
    Does this seem to you in essentials like the doctrine of Clark? of your instructor?
  4. An urban site is leased at a ground rental of $2,000 a year; a building is erected on it costing $50,000; the current rate of interest is 4%.
    Suppose the net rental of the property (after deduction of expenses and taxes) to be $8,000. What is the nature of this return, according to J. S. Mill? Marshall? Clark?
    Suppose the net rental to be $3,000; answer the same questions.
  5. “That capital is productive has often been questioned, but no one would deny that tools and other materials of production are useful; yet these two propositions mean exactly the same when correctly understood. Capital consists primarily of tools and other materials of production, and such things are useful only in so far as they add something to the product of the community. Find out how much can be ‘produced without any particular tool or machine, and then how much can be produced with it, and in the difference you have the measure of its productiveness.”
    What would Bohm-Bawerk say to this? What is your own?
  6. “Wages bear the same relation to man’s services that rent does to the material uses of wealth. . . . While rent is the value of the uses of things, wages is the value of the services of men. . . .The resemblance is very close between rent and wages.”
    “The principles governing the rate of wages are, in a general way, similar to those governing the rate of rent. The rate of a man’s wages per unit of time is the product of the price per piece of the work he turns out multiplied by his rate of output. His productivity depends on technical conditions, including his size, strength, skill, and cleverness.”
    Explain what is meant by “rent” in these passages and by what writers it is used in this sense; and give your opinion on the resemblance between such “rent” and wages.
  7. Bohm-Bawerk remarks that the theory which he has put forward bears “a certain resemblance” to the wages fund theory of the older English School, but differs from it in various ways, one of which is “the most important.” What are the points of resemblance? and what is this most important difference?
  8. “While the slowness of Nature is a sufficient cause for interest, her productivity is an additional cause. . . . Nature is reproductive and tends to multiply. Growing crops and animals make it possible to endow the future more richly than the present. By waiting, man can obtain from the forest or farm more than he can by premature cutting or the exhaustion of the soil. In other words, not only the slowness of Nature, but also her productivity or growth, has a strong tendency to keep up the rate of interest. Nature offers man, as one of her optional income-streams, the possibility of great future abundance at trifling present sacrifice. This option acts as a bribe to man to sacrifice present income for future, and this tends to make present income scarce and future income abundant, and hence also to create in his mind a preference for a unit of present over a unit of future income.”
    What would Bohm-Bawerk say to this? What is your own view?
    Whom do you believe to be the writer of the passage?

 

Source: Harvard University Examinations. Papers Set for Final Examinations in History, History of Science, Government, Economics, Philosophy, Psychology, Social Ethics, Education, Fine Arts, Music in Harvard College. June 1915, pp. 52-54.

Image Source: Frank W. Taussig in Harvard Class Album, 1915.

 

Categories
Fields Harvard

Harvard. Ph.D. candidates examined 1910-11

 

 

This posting provides information for four Harvard economics Ph.D. candidates: their respective academic backgrounds, the six subjects of their general examinations along with the names of the examiners, the subject of their special subject, thesis subject and advisor(s) (where available).

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DIVISION OF HISTORY AND POLITICAL SCIENCE
EXAMINATIONS FOR THE DEGREE OF PH.D.
1910-11

Notice of hour and place will be sent out three days in advance of each examination.
The hour will ordinarily be 4 p.m.

Alfred Burpee Balcom.

General Examination in Economics, Monday, May 1, 1911.
Committee: Professors Taussig (chairman), Bullock, Carver, Sprague, Young, and Perry.
Academic History: Acadia College, 1904-07; Harvard Graduate School, 1908-11. S.B., Acadia, 1907; A. M., Harvard, 1909. Austin Teaching Fellow, 1910-11.
General Subjects: 1. Economic Theory and its History. 2. Economic History since 1750. 3. Sociology and Social Reform. 4. Public Finance and Financial History. 5. Labor Problems and Industrial Organization. 6. Philosophy.
Special Subject: Economic Theory.
Thesis Subject: “Nassau William Senior as an Economist.” (With Professor Taussig.)

Lucius Moody Bristol.

General Examination in Economics (Social Ethics), Thursday, May 4, 1911.
Committee: Professors Peabody (chairman), Taussig, Carver, Sprague, Young, and Dr. Brackett.
Academic History: University of North Carolina, 1894-95; Boston University School of Theology, 1896-99; Harvard Divinity School, 1909-10; Harvard Graduate School, 1910-11. A.B., North Carolina, 1895; S.T.B., Boston University, 1899.
General Subjects: 1. Ethical Theory. 2. Economic Theory. 3. Labor Problems. 4. Social Reforms. 5. Sociology. 6. Statistics.
Special Subject: Social Reform.
Thesis Subject: “Conservation of Vital Forces in Boston.” (With Professor Peabody.)

Johann Gottfried Ohsol.

General Examination in Economics, Friday, May 5, 1911.
Committee: Professors Gay (chairman), Bullock, Carver, Sprague, Dr. Foerster, and Dr. Holcombe.
Academic History: Polytechnic Institute of Riga, 1899-1903; Harvard Graduate School, 1909-11. Candidate in Commerce, Riga, 1903.
General Subjects: 1. Economic Theory and its History. 2. Economic History since 1750. 3. Sociology and Social Reform. 4. Public Finance and Financial History. 5. Labor Problems and Industrial Organization. 6. History of American Institutions.
Special Subject: Labor Problems.
Thesis Subject: (undecided).

Ralph Emerson Heilman.

General Examination in Economics (Social Ethics), Thursday, May 11, 1911.
Committee: Professors Peabody (chairman), Taussig, Bullock, Carver, Dr. Brackett and Dr. McConnell.
Academic History: Morningside College, 1903-06; Northwestern University, 1906-07; Harvard Graduate School, 1909-11. Ph.B., Morningside, 1906; A.M., Northwestern, 1907.
General Subjects: 1. Ethical Theory. 2. Economic Theory and its History. 3. Poor Relief. 4. Social Reforms. 5. Sociology. 6. Labor Problems.
Special Subject: (undecided).
Thesis Subject: “Chicago Traction.” (With Professor Ripley.)

 

Source: Harvard University Archives. Harvard University, Examinations for the Ph.D. (HUC 7000.70), Folder “Examinations for the Ph.D., 1910-11”.

Image Source: Widener Library, 1915. Library of Congress Prints and Photographs Division, Washington, D.C. Digital ID:  cph 3c14486

Categories
Courses Economic History Harvard Suggested Reading Syllabus

Harvard. Readings for Modern Economic History. Ashley, 1899-1900

 

The following course outline with reading assignments comes from one of the two year-long courses William J. Ashley taught at Harvard for nearly a decade around the turn of the 20th century. No copy of his reading list for Medieval Economic History of Europe is found in the Harvard Archive’s collections of course reading lists that include fewer and fewer courses as we move back to the earliest years of the 20th century and before. However there is the printed copy of the readings for the Economic History of Europe and the United States since 1500 that has been transcribed for this posting.

A biographical piece published in 1899 has already been posted in Economics in the Rear-view Mirror.

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From Taussig’s history of the department of economics:

“…The Department from the first gave attention to economic theory; and the slant which was thus given its work under Dunbar’s leadership persisted. It was always known in the country as giving much attention to the matters of principle which are indicated by the term ‘economic theory,’ and also to the history of the development of economic thought.

Another aspect, the historical, was emphasized by the appointment in 1892 of William J. Ashley* as Professor of Economic History. As in the case of Dunbar, this was an unprecedented move. Ashley’s appointment was evidence of a desire to promote the new current of thought for increased attention to history in its widest range: letters, law, morals, as well as economics. He remained in service for nearly 10 years, resigning to accept a chair in England. His place was soon taken by a scholar of no less distinction, Edwin F. Gay…”

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* Sir William Ashley, as he became in 1917, took a First in Modern History at Balliol in 1881, and in 1888 published his pioneer work, An Introduction to English Economic History and Theory.

 

Source: Chapter 9, “Economics” by Frank William Taussig in Samuel Eliot Morison (ed.), The Development of Harvard University since the Inauguration of President Eliot, 1869-1929. Cambridge: Harvard University Press, 1930.

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Course Announcement (from 1897-98)

[Economics] 11. The Modern Economic History of Europe and America (from 1500). Tu., Th., (and at the pleasure of the instructor) Sat., at 12. Professor Ashley.

This course, — which will usually alternate with Course 10 [The Mediaeval Economic History of Europe] in successive years, — while intended to form a sequel to Course 10, will nevertheless be independent, and may usefully be taken by those who have not followed the history of the earlier period. The main thread of connection will be found in the history of trade; but the outlines of the history of agriculture and industry will also be set forth, and the forms of social organization dependent upon them. England, as the first home of the “great industry,” will demand a large share of attention; but the parallel or divergent economic history of the United States, and of the great countries of western Europe, will be considered side by side with it.

Source: Harvard University, Faculty of Arts and Sciences. [Announcement of the] Division of History and Political Science Comprising the Departments of History and Government and Economics 1897-98, pp. 31-32.

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Course Enrollment

[Economics] 11. Professor ASHLEY.—The Modern Economic History of Europe. Lectures (2 or 3 hours).

Total 76: 15 Graduates, 21 Seniors, 26 Juniors, 6 Sophomores, 8 Others.

Source: Harvard University. Annual Report of the President of Harvard College 1899-1900, p. 69.

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ECONOMICS 11.
PRESCRIBED READING FOR THE FIRST HALF-YEAR

[Stamp: Harvard College Library, Cambridge, Mass. Jan 15, 1900]

(A supplement to, and not an alternative for, the lectures.)

* * * * *

  1. Warner, English Industrial History, to p. 208.
  2. Fiske, Discovery of America, I, pp. 256-334, 354-365,453-460; II, App. A and B.
  3. Hunter, History of British India, I, ch. 1-5.
  4. Marco Polo, Travels, ed. Yule; or pub. Cassell.
  5. Hakluyt, Discovery of Muscovy, pub. Cassell.
  6. Fox Bourne, English Merchants, 1886, pp. 13-149.
  7. Easterlings, Hanse of London, Hanse Towns, and Hanseatic League in Palgrave’s Dictionary of Political Economy; or Hanse in Say et Chailley, Nouveau Dictionnaire d’Économie Politique; or Hanse in Handwörterbuch der Staatswissenschaften; or Hanseatic League in Encyclopœdia Britannica.
  8. Pigeonneau, Histoire du Commerce de la France, I, pp. 211-218.
  9. Jacobs, Story of Geographical Discovery.

* * * *

  1. Seebohm, English Village Community, pp. 1-32; or Ashley, Economic History, I, §1; the former recommended.
  2. Jones, Peasant Rents, ch. 2, 3, §§4-6, App., pp. 172-190.
  3. Ashley, Economic History, II, ch. 4,5.
  4. Belfort Bax, German Society at the close of the Middle Ages, Intro., and ch. 1, 5-8.
  5. The Twelve Articles of the German Peasants in 1525; German text in Zimmermann, Geschichte des Bauernkrieges, Zweiter Theil, 1862, pp. 98 seq.; imperfect English translation in Belfort Bax, Peasants’ War, pp. 63 seq.
  6. More’s Utopia (Arber’s reprint recommended), bk. I; or Harrisons’s Description of England (in Elizabethan England, Camelot series), ch. 1, 2, 4, 7, 9, 10.
  7. Ashley, Economic History, II, ch. 1-3.
  8. Articles of the Spurriers and White-tawyers in Riley’s Memorials of London, pp. 226-228, 232-234, and of the Exeter Tailors in English Gilds, pp. 312-316; or all three in Penn. and Reprints, vol. II, no. I.
  9. Statute 5 Eliz. c. 4, in Statutes of the Realm, or in Prothero, Statutes and Constitutional Documents.
  10. Levasseur, Histoire des classes ouvrières, II, pp. 119-126; or Martin Saint-Léon, Histoire des corporations de métiers, pp. 247-253.
  11. Report of the Commission of the German Diet in 1522; text in Belfort Bax, German Society at the close of the Middle Ages, pp. 245-259; imperfect translation, ibid., pp. 231-245; together with the account of the Fuggers, , App. C.
  12. Defoe, Tour through the Eastern Counties, pub. Cassell.
  13. Defoe, From London to Land’s End, pub. Cassell.
  14. Schmoller, Mercantile System.

* * * * *

ADDITIONAL READING RECOMMENDED.

  1. Cunningham, Growth of English Industry and Commerce. I. Early and Middle Ages, Bk. III, ch. 4; Bk. IV, ch. 2-5; Bk. V, ch. 5. II. Modern Times, Bk. VI, ch. 4.
  2. Cunningham, Alien Immigrants to England, ch. 3 & 4.
  3. Pigeonneau, Histoire du Commerce de la France, Tome II, livre 1.
  4. Lindner, Die deutsche Hanse.
  5. Dixon, The Florentine Wool Trades, in R. Hist. Soc., 1898.
  6. Ruskin, The Stones of Venice, ch. 1, §§1-16.
  7. Hallam, Account of the Government of Florence, in Middle Ages, I, ch. 3, pt. 2.
  8. The Common Weal of this Realm of England, ed. Lamond.
  9. Cheyney, Social Changes in England in the 16th Century.
  10. Leadam, The Domesday of Inclosures, R. Hist. Soc.

 

 

ECONOMICS 11.
PRESCRIBED READING FOR THE SECOND HALF-YEAR

[Handwritten pencil note: “1899-1900”]

(A supplement to, and not an alternative for, the lectures.)

* * * * *

  1. Warner, English Industrial History, p. 209 to end.

* * *

  1. Text of the Navigation Acts, Amer. History Leaflets, No. 19.
  2. Text of the Poor Law of Elizabeth, 43-44 Eliz., cap. 2, in Statutes of the Realm, or Prothero Constitutional Documents.

* * *

  1. Hunter, History of British India, ch. 6-10.
  2. Noel, Histoire du Commerce du Monde, II, pp. 150-164, 270-274.
  3. Macaulay, Lord Clive, in Critical and Historical Essay.
  4. Adam Smith, Wealth of Nations, Bk. V, ch. 1, pt. 3, art. 1.
  5. Day, The Culture System, Yale Review, Feb. 1900.
  6. Seeley, Expansion of England, Course I, Lectures 1, 2, 6; Course 2, Lecture 3.
  7. Mahan, Influence of Sea Power, 1660-1783, ch. 1.
  8. Ashley, The Commercial Legislation of England and the American Colonies, 1660-1760, Quarterly Journal of Economics, Nov. 1899.

* * *

  1. Prothero, Pioneers and Progress of English Farming, pp. 29-103.
  2. Seeley, The Emancipating Edict of Stein, in his Life of Stein, Pt. 3, ch. 4; reprinted in Rand, Economic History.

* * *

  1. Fox Bourne, English Merchants, p. 150 to end.
  2. Sargent, The Economic Policy of Colbert.
  3. Hewins, English Trade and Finance, pp. 74-164.
  4. Toynbee, The Industrial Revolution, pp. 27-136.
  5. Fowle, The Poor Law, ch. 3, 4.
  6. Defoe, Essay on Projects, pub. Cassell; especially pp. 1-42, 77-80.
  7. Macpherson, Annals of Commerce. Account of the South Sea Company and the Mississippi Scheme, s. aa. 1711, 1713-1715, 1717-1720.
  8. Macaulay, Account of the
    East India Company (ch. 18 and elsewhere),
    Bank of England (ch. 20),
    Recoinage (ch. 21),
    Darien Company (ch. 24),
    in History of England.

* * * * *

SUGGESTED ADDITIONAL READING.

  1. Ashley, Tory Origin of Free Trade Policy, Quarterly Journal of Economics, July 1897.
  2. Baines, History of the Cotton Manufacture, pp. 79-244.
  3. James Mill, History of British India, Bk. 1, ch. 1-4.
  4. Macpherson, Annals of Commerce, for reference throughout.

* * * * *

The attention of members of the course who received a mid-year mark of C or below is recalled to Warner, ch. 2-11, Ashley, Economic History, II, ch. 1-3, and Hunter, British India, ch. 4.

 

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003. (HUC 8522.2.1) Box 1, Folder “Economics 1899-1900”.

Image Source:University and their Sons. History, Influence and Characteristics of American Universities with Biographical Sketches and Portraits of Alumni and Recipients of Honorary Degrees. Editor-in-chief, General Joshua L. Chamberlain, LL.D. Vol II (1899) , p. 595.

Categories
Courses Curator's Favorites ERVM Syllabus

ERVM. Curator’s Favorites, Second in the series.

 

 

The collection of artifacts here at Economics in the Rear-view Mirror has grown sufficiently large that part of my self-imposed curation duties now include adding postings to link back to some earlier postings that perhaps newer visitors and subscribers have yet to discover.

Today I add the list of reading assignments extracted from Frank W. Fetter’s student notes from 1923-24 when he took Frank W. Taussig’s course “Economics 11”, Economic Theory. This list too has links to the individual items on the reading list. It was first posted June 12, 2015 when ERVM was barely a month-old blog, since that time it has attracted 41 page visits. It is too good to miss, IMHO.

 Another such underused resource and the first of the series of Curator’s Favorites is the  list of items “Recommended Teacher’s Library of Economics” put together by J. Laurence Laughlin and published in 1887