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Exam Questions Harvard Public Finance

Harvard. Exam questions for theory and methods of taxation. Taussig, 1903-1904

 

Before Charles Jesse Bullock took over the field of public finance in the Harvard economics department as a permanent faculty member in 1904-05, Frank Taussig taught the taxation course three times. The previously posted reading list from 1897-1898 has been updated for this post with the addition of links to all the assigned references [link provided below].

Taussig’s exam questions from the 1903-04 academic year have been transcribed and are included here.

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Reading list and exam questions
from the previous time Frank Taussig taught Economics 7b (1897-1898)

Harvard. Taxation Theory and Methods. Taussig, 1897-98

Harvard. Final Exam Questions for Taxation Course. Taussig, 1898

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ECONOMICS 7b
Enrollment, 1903-04

Economics 7b 2hf. Professor Taussig. — The Theory and Methods of Taxation, with special reference to local taxation, in the United States.

Total 13: 3 Graduates, 3 Seniors, 2 Juniors, 1 Sophomores, 4 Others.

Source: Harvard University. Report of the President of Harvard College, 1903-1904, p. 67.

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ECONOMICS 7b
Year-End Examination, 1903-04

  1. Discuss the proposition that income is the normal source of taxation.
  2. Discuss the justice and practicability of progressive taxation.
  3. Discuss the incidence of taxes—
    1. on the rent of land,
    2. on buildings,
    3. on monopolies.
  4. Describe in outline the development of excise taxation in the United States since 1862.
  5. Compare the French and English systems of excise taxation.
  6. What French taxes might be regarded as the equivalent of the English income tax? In point of justice and efficiency would you prefer the French or the English taxes?
  7. Compare the French and the Prussian business taxes.
  8. To what extent and in what manner do the States of Massachusetts, New York, and Pennsylvania tax the holders of (1) shares of corporation stock, (2) bonds issued by corporations?
  9. Consider the advantages and disadvantages of taxing corporations on the basis of (1) net earnings, and (2) market value of outstanding securities. Should corporations carrying on interstate business be taxed by the federal government or by the individual States?
  10. Compare English local rates with the local taxes employed in the United States, with reference to (1) the mode of levying, (2) incidence, (3) general advantageousness.

Source:  Harvard University Archives. Harvard University, Examination Papers 1873-1915. Box 7, Bound volume: Examination Papers, 1904-05; Papers Set for Final Examinations in History, Government, Economics, … in Harvard College, pp. 29-30.

Image Source:  Frank W. Taussig (Original black and white image from of Frank William Taussig from a cabinet card photograph, 1895, at the Harvard University Archives HUP.

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Exam Questions Harvard

Harvard. Examination Questions in Economic Theory. Taussig and Carver, 1903-1904

 

Frank Taussig resumed teaching at Harvard in the fall semester of 1903 following his leave of absence for health reasons. Economic theory was his most important course and it was split between him (first semester) and Thomas Nixon Carver (second term) during 1903-04. It is striking to see how different their examination styles were. Carver appears to have taught a catechism of doctrine in contrast to Taussig’s attempt to teach some economic reasoning. Thereafter Taussig taught his course right up to his retirement.  Joseph Schumpeter then picked up the economic theory mantle in the spring semester of 1935.

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Course Enrollment
Economics 2, 1903-04

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

Total 23: 9 Graduates, 4 Seniors, 7 Juniors, 1 Sophomore, 2 Others.

Source: Harvard University. Report of the President of Harvard College, 1903-1904, p. 66.

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ECONOMICS 2
Mid-Year Examination. 1903-04

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?
  1. 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.
  2. 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?
  3. “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?

Source:  Harvard University Archives. Harvard University, Mid-year examinations 1852-1943. Box 7, Bound volume: Examination Papers, Mid-Years, 1903-04.

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ECONOMICS 2
Year-End Examination. 1903-04

  1. Compare Clark’s theory of business profits with Walker’s.
  2. Compare Clark’s concept of the static state with Marshall’s concept of the equilibrium of demand and supply.
  3. Compare Clark’s theory of the rent of land with the classical theory.
  4. Compare Clark’s definition of capital with Taussig’s.
  5. Compare the doctrine of the wage fund, as stated by J. S. Mill. with Marshall’s theory of “joint demand.”
  6. What are the chief factors which give elasticity to the wage fund?
  7. How does Böhm-Bawerk connect the discounting of the future with the interest of capital?
  8. How does Clark make out that rent and interest are only different aspects of the same income?

Source:  Harvard University Archives. Harvard University, Examination Papers 1873-1915. Box 7, Bound volume: Examination Papers, 1904-05; Papers Set for Final Examinations in History, Government, Economics, … in Harvard College, June 1904, p. 27.

Image Source:  Frank W. Taussig (left) and Thomas Nixon Carver (right) from Harvard Class Album 1906. Images colorized by Economics in the Rear-view Mirror.

 

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Exam Questions Harvard Principles Undergraduate

Harvard. Exam questions for Principles of Economics. Taussig and Andrew, 1903-1904

After the longest break from posting since I began this blog almost eight years ago, I now return to regular posting for most of the rest of this month (May 2023).

We resume our slow march through the economics exams at Harvard in the first decade of the 20th century with the semester examinations for the undergraduate introductory course in economics for the academic year 1903-04. The division of labor between A. P. Andrew and Frank Taussig appears to have been Taussig being responsible for the first semester with his junior partner Andrew taking over for the second semester. This would be consistent with the fact  that the year-end examination was not included in Taussig’s personal scrapbook of course examinations [Harvard University Archives. Prof. F. W. Taussig, Examination Papers in Economics 1882-1935  (Scrapbook)]

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Course Enrollment, 1903-04

Economics 1. Professor Taussig, Asst. Professor Andrew, and five assistants. — Outlines of Economics.

Total 529: 1 Graduate, 15 Seniors, 108 Juniors, 279 Sophomores, 72 Freshmen, 54 Others.

Source: Harvard University. Report of the President of Harvard College, 1903-1904, p. 66.

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Economics 1
Mid-Year Examination. 1903-04

Arrange your answers strictly in the order of the questions. Answer nine questions, and give your reasons for all answers.

  1. Is it advantageous to laborers, temporarily or permanently, that there should be (1) large government expenditures for military purposes; (2) large government expenditures for improvements in transportation; (3) luxurious expenditure by the rich; (4) savings by the rich? (You are free to discuss these separately, or as one general question.)
  2. Which of the following are productive laborers (1) according to Mill’s distinction, (2) in your own opinion:—

an actor;
a grain merchant;
one who engages in “commercial speculation”,
one who engages in “industrial speculation”;
one who engages in stock speculation.

  1. Will the population of a country be able to increase more rapidly when there is immigration than when there is not? Will it probably increase more rapidly?
  2. Suppose the variations in the fertility of land to be offset precisely by disadvantage in situation — the more distant land being the more fertile, the nearer land the less fertile — would there be rent? Would your answer be the same or different, according as you assume the whole of the land to be under cultivation, or some parts of it to be not yet in use?
  3. The significance of the principle of demand and supply, as regards (1) perishable commodities, (2) durable commodities, (3) monopolized commodities, — wherein different, wherein the same?
  4. How far is the proposition that the value of commodities conforms to their cost of production affected by (1) the varying rent of land; (2) the use of fixed capital (plant) on a great scale; (3) the growth of combinations?
  5. Is there a tendency to equality in the return to capital? in net profits (“business profits”)? in gross profits?
  6. What are the advantages and disadvantages of the regulation of combinations and monopolies by (1) limitations of profits, (2) fixing of prices charged to the public, (3) enforcement of farsighted management?
  7. Suppose all education and training to be gratuitous, and all obstacles to the free choice of occupations removed: would there be differences of wages? If so, of what sort? If not, why not?
  8. How do you conceive the remuneration for labor to be determined in a socialistic community? Wherein is the underlying principle different from that in existing society? What do you believe to be the essential merit or defect, or both, of the socialist principle?

Source:  Harvard University Archives. Harvard University, Mid-year examinations 1852-1943. Box 7, Bound volume: Examination Papers, Mid-Years, 1903-04.

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Economics 1
Year-End Examination. 1903-04

Write answers strictly in the order of the questions.
Omit one question from each group.

I
  1. Differences of wages are sometimes due to the presence of competition, sometimes to its absence. Give examples of each.
  2. What factors tend to prevent the rate of interest from an excessive rise? from an excessive fall?
  3. What would be the effect upon the wealth of a community
    1. if landlords gave up all claims to rent?
    2. if all production took place upon the margin of cultivation?
    3. if the price of all agricultural produce were legally fixed at the average cost of production?
  4. What influences govern the value on the New York market of
    1. coffee?
    2. structural steel?
    3. hides?
II
  1. Under normal conditions in the United States the par of exchange on London is $4.866, and the value of 23.2 grains of gold is $1.00. Suppose that the market price of gold was quoted at 5 cents per grain, and exchange on London was quoted at $5.65. What would this indicate
    1. as to the balance of trade?
    2. as to the character of the currency?
  2. President Lincoln is reported to have said: “When we buy a ton of steel rails abroad, we get the rails and the foreigner gets the money; but when we buy a ton of steel rails produced at home, we get both the rails and the money.”
    Give your opinion of this statement as an argument for protection.
  3. “The fact that the greenbacks have circulated at par for more than a quarter of a century is a strong guarantee that their retention in limited amount, always promptly redeemable, has not proved a mistake.”
    State briefly the history of the greenbacks, and give your opinion of this statement with reasons.
  4. “They also urge — and this is in some respects their strongest argument — that a slowly depreciating currency is better than a slowly appreciating one.” — Hadley.
    Explain and criticise, stating the effect of a depreciating standard upon each of the four great shares in distribution.

III

  1. Given

Capital, $100.000;
Loans, $250.000;
Deposits, $240.000.

Complete and balance the account to show the condition of a National bank in New York city with a reasonable circulation giving in detail the items concerning the issue and securing of notes. How would the items probably differ, if the bank was located it Yonkers?

  1. Does an increase in bank notes add (1) to the amount, and (2) to the elasticity of the total currency in
    1. the United States?
    2. England?
    3. France?
    4. Germany?
  2. In the present industrial combinations how far have the economies of large scale and centralized production resulted in benefit to consumers? Give reasons.
  3. What four changes in industrial conditions resultant from the introduction of the factory system have influenced the character of modern trade-unionism?

Source:  Harvard University Archives. Harvard University, Examination Papers 1873-1915. Box 7, Bound volume: Examination Papers, 1904-05; Papers Set for Final Examinations in History, Government, Economics, … in Harvard College, June 1904, pp. 25-27.

Image Sources:  Frank W. Taussig (Original black and white image from of Frank William Taussig from a cabinet card photograph, 1895, at the Harvard University Archives HUP); Abram Piatt Andrews (Picture from ca. 1909 used in a magazine article about Andrew’s appointment to the directorship of the U. S. Mint. Hoover Institution Archives. A. Piatt Andrew Papers, Box 51). Images colorized by Economics in the Rear-view Mirror.

 

 

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Exam Questions Harvard History of Economics

Harvard. Enrollment and exams on Adam Smith, Ricardo and followers. Mixter, 1902-1903.

 

Charles Whitney Mixter (b. Sept. 23, 1869 in Chelsea, MA; d. Oct. 21, 1936 in Washington, D.C.) taught a year-long course at Harvard on Adams Smith, Ricardo, and their dissenting followers in 1902-03.

Mixter received his Ph.D. from Harvard in 1897 with the thesis “Overproduction and overaccumulation: a study in the history of economic theory.” Further biographical information about Charles Whitney Mixter (1869-1936) is found in the post about his course offered 1901-1902. Also Economics in the Rear-view Mirror has a post with a student’s description of Mixter as economics instructor at the University of Vermont.

One of the dissenting followers of Adam Smith considered in Mixter’s course below was John Rae. Mixter edited a reprint of the 1834 book by John Rae, which he retitled The Sociological Theory of Capital. A few years before, Mixter had written two Quarterly Journal of Economics articles comparing Rae with Böhm-Bawerk:

A forerunner of Böhm-Bawerk”, Quarterly Journal of Economics, January, 1897. [“the first article by me upon Rae…had a title which was also in great measure a misnomer. Rae is not a mere ‘anticipator of the discoverer’ (to use one of Cannan’s phrases), but the discoverer himself. By reason of the lack of a theory of invention, Böhm-Bawerk’s doctrine of capital, although coming much later, is in essentials the less complete of the two.”]

Böhm-Bawerk on Rae,” Quarterly Journal of Economics, May, 1902. [Review of Chapter XI of the second edition of the Geschichte und Critik der Capitalzins-Theorien].

In the preface to his reprint of Rae’s book, Mixter provides us with some backstory to his research revealing the support of Frank Taussig and Irving Fisher at the beginning and the end of this book project:

When I first became interested in Rae’s theory of capital, under Professor Taussig’s direction in the economic seminary at Harvard University, there existed no printed information (except in his Preface) in respect to Rae himself; and for a long time nothing could be learned through inquiry in quarters which promised well in Canada and Great Britain. The late Professor Dunbar of Harvard, who always displayed a keen interest in the undertaking, urged me to persist, and at length a letter printed in the Montreal Star drew forth two replies, one from the Canadian antiquary Mr. H. J. Morgan, the other from the late Robert S. Knight of Lancaster, Ontario, a grand-nephew of Rae. This set me upon the right road to get into communication with several people who knew Rae personally. Of these the one who could tell me most was the late Sir Roderick W. Cameron of New York, a former pupil and life-long friend, at whose summer residence on Staten Island Rae died. Better still, I was able through the interest and kindness of this gentleman to come into possession of what few papers Rae left at his death. That is, I obtained all Rae’s effects of a literary nature which seem now to be in existence. Apparently, from statements made by Sir Roderick, there was another set of papers which Rae had with him at the time, but which were destroyed or in some way lost. The papers I obtained were little more than odds and ends, mostly unfinished fragments on a great variety of subjects, unfortunately but little on economics. Their chief use has been to help me to a fair understanding of Rae’s life, which I have been able, however, only very imperfectly to set forth.

I have received much information and kind assistance in this part of my work from not a few people in Canada, the United States, Honolulu, and Great Britain. I trust they will accept this general acknowledgment of my sense of indebtedness to them.

To Mr. L. W. Zartman of Yale University my especial thanks are due for assistance in preparing the copy for the printer, and in reading the proofs. I am also much indebted to Mr. Wilmot H. Thompson of the Graduate School of Yale, for revision of the classical quotations.

Finally, I wish here to express my obligations to Professor Irving Fisher of Yale University. His interest and encouragement have been of unfailing support. The proof sheets of the whole book have passed his able scrutiny, and his direct help in many other ways has been invaluable.

C. W. M.

Burlington,
Vermont, July, 1905.

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Course Description

  1. a. Selected Topics in the History of Economic Thought since Adam Smith. , Wed., and (at the pleasure of the instructor) Fri, at 12. Dr. Mixter.

The chief subject to which attention will be directed in this course is the school of dissenting followers of Adam Smith — Lauderdale, Rae, and those influenced by them — who carried forward Smith’s work to very different results from those attained by the Ricardians. This study of a little known tradition gives a fresh point of view as to the general method of formulating and presenting economics. Some of the other subjects to be discussed are, — the classic doctrine of over-production, and the opposition to that doctrine; the economics of absenteeism; the history of the theory of colonization; early American economic theory.
The exercises will be conducted largely by means of discussion. Oral reports on assigned topics will be required.

  1. d 2hf. Adam Smith and Ricardo. Half-course (second half-year). Wed., Fri., at 2.30. Professor Taussig.

In this course, a careful study will be made of large parts of the writings of Adam Smith and Ricardo, and comparison made with contemporary authors as well as with the later writers who accepted the teachings of the earlier English school.

Source: Harvard University. Faculty of Arts and Sciences, Division of History and Political Science  [Comprising the Departments of History and Government and Economics], 1902-03. Published in The University Publications, New Series, no. 55. June 14, 1902.

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Course Enrollment

Economics 20a. Dr. Mixter. — The History of English Economic Theory from Adam Smith to John Stuart Mill.

Total 5: 3 Gr., 2 Se.

Source: Harvard University. Annual Report of the President of Harvard College, 1902-03, p. 68.

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Mid-Year Examination 1902-03

ECONOMICS 20a

It is expected that questions 3 and 7 will be answered more at length than the other questions.

  1. Who was Bentham and what does he stand for in the history of economics?
  2. What is the nature of Rae’s reply to Smith’s 5th argument against protection?
  3. What would Adam Smith say to the assertion that trades unions are necessary in the United States to prevent a fall of general wages? In what various aspects did Smith examine the subject of wages?
  4. What are Adam Smith’s four canons or “maxims” of taxation?
  5. Is “capital” or “labor” the leading concept in the economics proper of the Wealth of Nations?
  6. What idea of most value have you obtained from Cannan?
  7. Discuss the Malthusian theory with respect to errors and shortcomings:—
    1. In its original form of statement and proof.
    2. In its original application.
    3. Sum up the modernized Malthusian doctrine in the form which seems to you most sound and useful.
  8. How has “the Commerce of the Towns contributed to the Improvement of the Country”?

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

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Year-End Examination 1902-03

ECONOMICS 20a

Omit two of the last five questions.

  1. Criticise the following statement: “What he [Ricardo] really ‘endeavored to show’ was that the rate of profit depends on the productiveness of the last employed, or no-rent-paying agricultural industry, and it is not of much importance to his theory whether this dependence is brought about through rises and falls of money wages, or also by the direct influence of variations in the productiveness of industry.”
  2. What is Lauderdale’s significance in the history of economics?
  3. What are the points of similarity and of difference between Rae and Böhm-Bawerk?
  4. What portions of a complete treatise on economics are lacking in Rae’s work? Give some examples of peculiar terminology.
  5. Give an account of one of the following writers: Chalmers, Wakefield, Longfield, Senior.
  6. “His [the capitalist’s] profit consists of the excess of the produce above the advances; his rate of profit is the ratio which that excess bears to the amount advanced.” Comment on this.
  7. Criticise the phrase “the profits of stock are only another name for the wages of accumulated labour.” Who first advanced this idea?
  8. What was John Stuart Mill’s treatment of the subject of general overproduction?
  9. When it is said that a certain writer “took as his type of capital, machinery instead of wage-fund,” what do you understand by the expression? Mention several writers who have done this.
  10. Give a brief account of Cannan’s description of the discovery of the law of diminishing returns.

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

Image Source: Harvard scores (1905),  John Jepson (artists), Boston. Library of Congress Prints and Photographs Division Washington, D.C.

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Exam Questions Harvard Principles Undergraduate

Harvard. Principles of Economics. Description, Enrollment, Exam Questions. Andrew, Mixter, and Sprague. 1902-1903

Over 500 students enrolled in the introductory course “Outlines of Economics” offered at Harvard in 1902-03. Frank Taussig continued his sick-leave through the academic year 1902-03 which is why his name was listed in the (ex ante) course description from June 1902 but not included in the departmental staffing report to the president (ex post) for 1902-03. 

Artifacts for the same course offered during the academic year 1901-1902 have been posted earlier. It is worth noting that of the three required texts listed below, Hadley’s Economics replaced Walker’s Political Economy (Advanced Course) that had been assigned for the previous year.

Fun Fact: Gilbert Holland Montague, one of the teaching assistants, left economics to become an anti-trust lawyer who quite apparently had the means to collect over 15,000 books and 20,000 pamphlets during his lifetime. He even owned a 14th century copy of the Magna Carta.

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Course Description, 1902-03
Economics 1

Course 1 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 or third year of their college career. Students who plan to take it in their first year are strongly advised to consult the instructor in advance. History 1 or Government 1, or both of these courses, will usually be taken to advantage before Economies 1.

[…]

Primarily for Undergraduates

  1. Outlines of Economics. — Lectures on Social Questions and Monetary Legislation. , Th., Sat., at 11. Professor [Frank W.] Taussig, Drs. [Abram Piatt] Andrew, [Oliver Mitchell Wentworth] Sprague, and [Charles Whitney] Mixter, and Messrs. [Gilbert Holland] Montague and [Vanderveer] Custis.

Course 1 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, and international trade. 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.

Course 1 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. Large parts of Mill’s Principles of Political Economy, of Hadley’s Economics, and of Dunbar’s Theory and History of Banking will be read; and these books must be procured by all members of the course.

Source: Harvard University. Faculty of Arts and Sciences, Division of History and Political Science [Comprising the Departments of History and Government and Economics], 1902-03. Published in The University Publications, New Series, no. 55. June 14, 1902.

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Course Enrollment, 1902-03
Economics 1

Primarily for Undergraduates:

Economics 1. Drs. [Abram Piatt] Andrew, [Oliver Mitchell Wentworth] Sprague, and [Charles Whitney] Mixter, and Messrs. [Charles] Beardsley [Jr.], [Vanderveer] Custis, and [Gilbert Holland] Montague. — Outlines of Economics.

Total 514: 2 Gr., 25 Se., 108 Ju., 270 So., 39 Fr., 70 Others.

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

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Mid-year Examination 1903
Economics 1

Omit one question

  1. The population of the United States has increased from 23 millions in 1850 to about 80 millions in 1902 (not including the population of the islands acquired from Spain), and yet the “standard of living” has not fallen. Can you reconcile this with the Malthusian theory?
  2. “Economic rent and net profits are like the producers’ and consumers’ surplus described at the beginning of the chapter in being differential gains. . . .”
    Explain these terms and discuss Hadley’s comparison of profits and rent.
  3. How in your opinion does the use of labor-saving machinery in agriculture affect the value of agricultural produce, and the rent of agricultural land?
  4. What would you suppose to be the effect of immigration upon the production of wealth, upon wages, and upon the value of land in the United States?
  5. A recent Secretary of the Navy, in defending large naval appropriations, wrote as follows: “It is a taking thing to say that $100,000,000 could be better spent for education or charity; and yet, on the other hand, $100,000,000 spent in the employment of labor is the very best use to which it can be put. There is no charity in the interest of the popular welfare or of education so valuable as the employment of labor.”
    Discuss the economic argument implied in this statement.
  6. Should a railroad be compelled to charge the same rate per ton-mile for all goods of equal bulk? Why? or why not?
  7. Suppose that one piano manufacturer buys out all of the other piano manufacturers in the country, can he now sell the former aggregate output of all the factories at an advanced price? Give reasons for your answer.
  8. Explain by the theory of the value of money why prices are high in times of speculation and low when a period of depression sets in.
  9. Could a paper currency depreciate in value, if a government pledged the public lands for its redemption? Give reasons.

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

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Year-end Examination 1903
Economics 1

Omit one question from each group.

I

  1. What is meant by

unearned increment,
marginal utility,
double standard,
rapidity of circulation?

  1. Explain the relation of the law of diminishing returns to rent.
  2. It wages are determined by the productivity of labor, how would you explain the circumstance that labor organizations which impose restrictions upon individual output, have been accompanied by a rise of wages?
  3. What considerations are likely to determine the prices of trust-made commodities?

II

  1. In what ways would the repeal of our tariff duties affect our export trade?
  2. Former Speaker Reed, in an article on Protection, said: “Any system which enables our people to do our own work is a system which can give the best results. . . . The whole nation gets the benefit of it?”
    Discuss this statement.
  3. Give the principal reasons for and against the adoption of the policy of the single tax.
  4. How is the community served by the produce exchanges? by the stock exchanges?

III

  1. (a) What kinds of money are susceptible of increase under existing legislation in the United States? In what way?
    (b) In what way do clearing house loan certificates add to the circulating medium?
    Under what circumstances may they be issued?
  2. Suppose the deposits of the national banks to increase one hundred million dollars, would the position of the banks be rendered stronger thereby?
  3. Are the national banks of the United States unfairly granted the privilege of earning a double profit in respect to their circulation?
  4. In his last annual report, the Secretary of the Treasury writes: “I think a far better course for the present at least would be to provide an elastic currency available in every banking community and sufficient for the needs of that locality. This, I think, can be accomplished . . . . by several methods.”
    Explain some of these methods.

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

Image Sources: Abram Piatt Andrew (1920) from Wikimedia Commons. O.M.W. Sprague from Harvard Class Album 1920, p. 25.

 

Categories
Berkeley Columbia Cornell Economists Harvard Illinois Johns Hopkins Wisconsin

USA. Joseph Schumpeter’s Roadshow. 1st Quarter, 1914

Joseph Schumpeter spent the 1913-14 academic year as Austria’s first exchange professor at Columbia University. But before heading home, he went on a whirlwind tour of American universities as documented in the following collection of news reports. Cornell, George Washington, Johns Hopkins, the Universities of Illinois, Wisconsin, and California, and apparently culminating with lectures in Taussig’s Ec 11 course at Harvard. All this between mid-January and mid-March 1914.

I have not seen the above portrait of Schumpeter before. He looks much less like Nosferatu’s twin and one could say has even leading-man material if only his ears were pinned back a notch.

_____________________________

Dr. Schumpeter Near End of Course as Austrian Exchange Professor at Columbia University

Professor Joseph A. Schumpeter, who was sent to this country by the Austrian Government as an exchange professor, will soon complete his course of lectures on economic theory and on the problem of social classes, at Columbia University, where he has been since last October, and will visit a number of other leading universities in this country.

Professor Schumpeter was born in 1883, in Triesch in the Austrian Province of Moravia, and was educated at the “Theresianum” in Vienna. Then he entered the University of Vienna where he took his degree of Doctor in Law and Political Science in 1906, and gained locally some representation within the little circle of students of economic theory called the Austrian School. After spending some years in travel, he began lecturing on economies at the same university from which he was, at the age of 26, called to the chair of Political Economy in the University of Gernowitz. In 1911 he accepted a call to the University of Graz in Styria. When the Austrian Government, following the example given by the German Government, concluded an agreement with Columbia University for the exchange of professors, Schumpeter was selected to be the first visiting professor in this country.

Source: The Brooklyn Daily Eagle. January 14, 1914, p. 12.

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Predicts More War in Balkan Frontier

“Conditions as they exist in the Balkans now cannot last, I am sorry to say that the sad story of crime and suffering that we have been witnessing we shall have to see over again before long,” said Prof. Joseph Schumpeter in his lecture last night on “Austria’s Balkan Policy.”

“The Balkan situation awakens in us a multitude of passions,” said Dr. Schumpeter. “We see burning and murdered villages, and conditions growing worse and worse. Austria is very little known.

“A lot of false notions have arisen concerning Austria. It is a country of 50,000,000 inhabitants composed of a combination of different races and therefore gives statesmanship tasks of a peculiar kind. It is impossible to appeal to national patriotism in Austria for it is composed of several races apathetic to each other. The majority of the people are Slavs, but there are a great many Germans, Romanians, Italians and Servians. It is very difficult to adjust their claims for national supremacy.

“To keep the Turkish frontier is still Austria’s main care.

“What Austria wanted, and wants still, is to have a group of states on national lines so arranged that they will last for some time and not be under the influence of Russia. The Albanians held their own against Turkey for some time and finally Austria made a treaty with Italy that, no matter what happened to Turkey, they should combine to save the Albanian state.”

Source: The Ithaca Journal. January 17, 1915, p. 5.

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Admires Quick Wit Found in America

Professor Joseph Schumpeter of the University of Graz, Austria, expresses himself as delighted with Cornell University and everything he has seen here. Professor Schumpeter, who gave the lecture on “The Balkan Policies of Austria,” is now Exchange Professor at Columbia University. He has gained the reputation of being one of the most promising economists of Europe.

“You have a wonderful University here, splendidly equipped,” he declared. “The situation is ideal. I have been very much interested in my work at Columbia and feel that we Europeans can learn a lot from you. My work at Columbia has been mostly with the graduate students and I have not been able to get into as close touch with the undergraduates as I would have liked to. I have been especially struck by the quick-wittedness and energy of the American undergraduates. They also have an aptitude for intelligent discussion which is lacking in Europe. The whole spirit of fellowship is so splendid.

“The social life in America is remarkably pleasant. In other countries you take much longer to make friends. In my short stay here I have already made scores of excellent friends. American audiences are also so pleasant to talk to. I feel less intellectual sympathy while talking before a German audience than I do here. Unlike Europe all classes of society seem equally interested, the workingmen as much so as the richest families.”

Source: The Ithaca Journal, Jan 19, 1914, p. 9.

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Talk on the Balkans by Prof. Schumpeter
University of Gratz Educator Entertains Audience at National Museum

Prof. Joseph Schumpeter delivered a lecture on the present and prospective situation in the Balkans at the New National Museum last night, to which the general public was invited, the audience including students of the eastern question and a number of diplomats. Dr. Schumpeter is exchange professor between the University of Gratz, where he is professor of political science and economics, and Columbia University, New York, where he has just completed his series of lectures.

Last night’s address was delivered under the auspices of George Washington University, and Dr. Schumpeter was introduced by Rear Admiral Charles Herbert Stockton, U. S.N., retired, president of George Washington.

Dr. Schumpeter gave an historical account of the development of the Ottoman empire from the conquest of Constantinople in 1453 up to the present time. He declared that outside of Greece, where the situation has been practically clarified, the Balkan troubles have not been set at rest, and that further trouble may be expected in the Balkan countries at any time.

Real Root of Troubles.

He pointed out that the real root of many of the troubles of those countries has been differences because of race, the clash between Mohammedan and Christian, which he said is likely to continue to the end of the world. He offered, for example, the experiences of Great Britain, in charge of the largest number of Mohammedans in the world, in India.

Dr. Schumpeter devoted considerable attention to the part that Austria-Hungary is playing in the Balkan situation. Since 1908 the Balkan provinces of Bosnia and Herzegovina have been recognized as a part of Austria, and it is around the possession of these provinces that considerable interest lies. Austria-Hungary was permitted by the congress of Berlin in 1878 to occupy and administer these two Balkan provinces, but it was not until 1908 that they were formally annexed.

Source: Evening Star (Washington, D.C.), February 5, 1914, p. 9.

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Balkan War Policy of Austria Defended
Prof. Schumpeter Says Nation Must Control of Principalities Along the Danube.
Great Britain is Criticised.

John Bull was said to have in his charge the greatest Mohammedan power in the world by Prof. Joseph Schumpeter, professor of political science and economics at the University of Gratz, Austria, in an Interesting lecture last night at the National Museum.

“No less than 90,000,000 Mohammedans are under British rule, yet England has seen fit to attack the right of Austria to establish a mere legal pact by taking over Herzegovina and Boris and assuring to these two countries safety and security,” said Prof. Schumpeter.

Rear Admiral Stockton, president of Georgetown University, under the auspices of which institution the lecture was given, presided.

Prof. Schumpeter gave a comprehensive historical account of the development of the Ottoman empire since the conquest of Constantinople, in 1453, up to the present day.

In closing, Prof. Schumpeter asserted that in his opinion, outside of Greece, where he said the situation has been pretty well clarified, the Balkan troubles have not been definitely put at rest. He made it clear that he looked for further trouble.

Source: The Washington Herald, February 5, 1914, p. 3.

_____________________________

Predicts Third Balkan War.
Prof. Schumpeter of Austria, Is Pessimistic in Lecture.

Under the auspices of George Washington University, Prof. Joseph Schumpeter, dean of political science and economics at the University of Gratz, Austria, and exchange professor between his university and Columbia, spoke Wednesday in the auditorium of the new National Museum on “The Balkan Situation from the Austrian Viewpoint.” Among those present were Konstantin von Masirevich, first secretary, and the Baron Freudenthal, attache of the Austrian embassy; Rear Admiral C. H. Stockton, president of George Washington, Prof. Richard Cobb, secretary of the university; Dean Charles E. Munroe, Dean Charles Noble Gregory and L. Cleveland McNemar, assistant professor of international law.

Prof. Schumpeter claimed that the Austrian annexation of Bosnia and Herzogovina in 1910 was warranted by circumstances. He said that Balkan peace is merely transitory; that another war is sure to come.

Source: The Washington Post, February 8, 1914, p. 2.

_____________________________

Johns Hopkins University.

Two foreign educators lectured at the Johns Hopkins university last week. Dr. Joseph Schumpeter, of the University of Gratz, and first Austrian exchange professor at Columbia, delivered five lectures before the department of political economy….

Source: The Oregon Daily Journal. February 15, 1914, p. 48.

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Vienna Man at Madison.
Exchange Professor Studies Wisconsin Industrial Laws.

(Special to The Northwestern.) Madison, Wis., Feb. 10. — Dr. J. A. Schumpeter, exchange professor from Vienna to Columbia university, spent today here investigating the work of the state industrial commission. He will leave tonight for St. Paul, where he intends to make a similar investigation. Dr. Schumpeter is a recognized expert on labor legislation, and in addition to investigating the work of the commission held a conference with Prof. John R. Commons.

Source: The Oshkosh Northwestern, February 10, 1914, p. 9.

_____________________________

Professor Schumpeter has very busy two days here.
Austrian makes four addresses and attends several affairs.

Four addresses were given by Prof. Josef Schumpeter during his stay here from last Saturday morning until Sunday night, when he left for the University of California via Chicago. All of his addresses were along the line of the social sciences in which he enjoys wide fame for his great ability.

Professor Schumpeter’s first talk was given Saturday noon to the University Club where he took lunch. There he gave a talk on smoke. His second, and most important address, was to the combined seminars of the social science departments. It was given in room 304 of Lincoln Hall to an audience which contained almost every faculty and student member of the two seminars. His discussion was upon the theory of economic development. The lecturer paid especial attention to the place of interest and economic crises in static and dynamic states. Although he is an Austrian. and from the University of Graz, his lecture was delivered in perfect English, and was of profound interest to those who were privileged to attend.

With some eighteen University people, Professor Schumpeter took dinner at the Beardsley Saturday evening. Here again he spoke, this time giving an address on “The Austrian Attitude to the Balkan Situation.” He was followed by Professors E. B. Greene, A. H. Lybyer, L. M. Larson and W. F. Dodd, each of whom spoke on some aspect of world politics.

A reception was given the Professor at the home of Dean Kinley on Sunday afternoon. Here he addressed those present on “The Aspects of Austrian Social and Political Life in University Government.” Sunday night, Professor Schumpeter took the train for Chicago.

Source: The Daily Illi (Urbana, Illinois). February 17, 1914. Page 4.

_____________________________

Talks of Marx’ Economy

University of California, Feb. 25. — Dr. J. A. Schumpeter, eminent Austrian economist, addressed an audience at California hall yesterday on “The Economy of Karl Marx.” Among the points he made were that one could believe in Marx’ doctrines without being a Socialist; his theories of value and exploitation of the working class were receiving more and more general acceptance; he was a “flaming propagandist whose followers regarded him as little less than inspired.”

He addressed also during the day classes in economics on interest rates and classical and modern economic theories.

Source: Oakland Tribune. February 25, 1914, p. 4.

_____________________________

Brings Austria’s Message to Both Columbia and Harvard

The first Austrian exchange professor at Columbia will deliver a series of lectures on economic theory at Harvard in March. His lectures will be in connection with some of the courses given by Professor Taussig on economic theory.

Professor Schumpeter was born in Triesch, Moravia, in 1883, and received his early education in Vienna, where he also attended the University. He was awarded the degree of doctor of law and political science in 1906 and after spending several years in travel, established himself as a docent at the University of Vienna in 1909. A few months later, he was appointed professor of political economy in the University of Czernowitz, and in 1911 he was appointed professor of political economy in the University of Graz.

Professor Schumpeter’s own system of economic theory is developed in two books, “Wesen und Hauptinhalt der Theoretischen Nationalökonomie” and “Theorie der Wirtschaftlichen Entwicklung.” In addition, he has published a number of important papers. He has also contributed a history of economic theory to Schönberg’s “Handbuch der Politischen Oekonomie,” which is to appear shortly, and has furthermore prepared a treatise on banking law for a manual of mercantile law to be published in the near future.

In recent years Professor Schumpeter’s interest has been largely in the field of sociology, but he has not yet published anything in this department. As an economist, Professor Schumpeter is a member of the Austrian school — the brilliant group of writers headed by Böhm-Bawerk and Wieser of the University of Vienna, who have rescued economic theory from the eclipse with which it was for a time threatened by the able but exaggerated criticisms of the leaders of the German historical school. Though agreeing with his Viennese colleagues in many of their theories, he has shown great independence and originality in his treatment of the phases of economics, such as the interest problem, to which he has given particular attention. Thus, in spite of his comparative youth, he has won a place in the very front rank of contemporary European economists. His fluent command of spoken English and his intimate knowledge of American economic literature make him a most attractive lecturer.

Source: Boston Evening Transcript. February 4, 1914.

_____________________________

“The Theory of Crises”at 4.30
March 16, 1914

Professor Josef Schumpeter, an Austrian economist of the University of Vienna, will lecture upon “The Theory of Crises” before the Seminary of Economics in Upper Dane this afternoon at 4.30 o’clock. Professor Schumpeter has written two books upon Economic. Theory which are of high quality, and have attracted a great deal of attention.

Source: The Harvard Crimson. March 16, 1914.

_____________________________

Noted Economist’s Last Lecture

All members of the University interested in economics are invited to hear Professor Josef Schumpeter, of the University of Vienna, lecture upon “Economic Theory” in Professor Taussig’s course, Economics 11, this afternoon at 2.30 o’clock. This will be the last of a series of lectures given by Professor Schumpeter, who is this year conducting courses at Columbia University. The lecture will take place in Emerson H.

Source: The Harvard Crimson. March 18, 1914.

_____________________________

Prof. Schumpeter Sails.
Says That America Made a Deep Impression on Him.

Professor Joseph Schumpeter, the first Austrian exchange professor in America, who is returning to his home University of Graz, Austria, sailed on the Martha Washington yesterday. The professor has lectured on social problems, money systems, democracy and other branches of science, has been with Columbia University until the end of January, when he left for a tour through all of the leading universities of this country, the tour extending to San Francisco. Mr. Schumpeter said that he was sorry to leave America, which had made a deep impression upon him.

“The big American universities,” the professor stated, “are far better than the average Austrian and even European university. America has a bigger and better body of scientists at each university, and the student’s material is of a much higher type than that of European schools. The American student wants to learn. He has the earnest desire to go to the bottom of science. He wants to make headway in the world, whereas the Austrian student visits a university for reasons of tradition, social standing and title.”

Asked what he thought the greatest American achievement, the professor answered that the “one-man management” was most appealing to him. It was far better, he claimed to have one man run a business, a university, and even a political party, than to have the European system of sharing power and responsibilities.

Four pretty young sisters, all of whom are ardent suffragists, left on board the big Austrian liner for Italy, France and Germany. The fair travelers are Misses Catherine, Ella S., Grace and Margaret Switzer of Manhattan. Their purpose is to show their European sisters how superfluous man really is, for never during their trip will they tolerate or accept the services of any man nor will they speak to any man or stand for being addressed by a man.

Source: The Brooklyn Daily Eagle. March 22, 1914, p.74

Image Source: Boston Evening Transcript. February 4, 1914. Colorized by Economics in the Rear-view Mirror.

Categories
Exam Questions Harvard

Harvard. Final exam for graduate economics course on methods. Carver, 1902

 

This post resumes the systematic transcribing of Harvard economics exam questions year-by-year and course-by-course. Today we visit young Thomas Nixon Carver‘s graduate methods course (incidentally attended by zero graduate students during the second semester of the 1901-02 academic year). The recently hired assistant professor found Frank Taussig’s methods course dropped into his lap when the latter went on a two year leave for personal health reasons (Schumpeter called it recovery from a “nervous breakdown”, i.e., Taussig almost certainly suffered from clinical depression).

Carver’s exam questions from 1900-01 for the course have been previously posted.

Fun fact with supporting image: While a graduate student at Cornell, Thomas Nixon Carver rowed on the varsity crew. He is seen sitting on the far left in the yearbook image posted above.

______________________________

Methods of Economic Investigation
[2nd half-year, 1901-1902]

Primarily for Graduates

[Economics] 13. Methods of Economic Investigation. Half-course (second half-year). Tu., Th., at 1.30. Asst. Professor Carver.

Course 13 will examine the methods by which the important writers of modern times have approached economic questions, and the range which they have given their inquiries; and will consider the advantage of different methods, and the expediency of a wider or narrower scope of investigation. These inquiries will necessarily include a consideration of the logic of the social sciences. Cairnes’ Logical Method of Political Economy and Keynes’ Scope and Method of Political Economy will be carefully examined. At the same time selected passages from the writings of Mill, Jevons, Marshall, and the Austrian writers will be studied, with a view to analyzing the nature and scope of the reasoning.

Course 13 is designed mainly for students who take or have taken Course 2 or Course 15; but it is open to mature students having a general acquaintance with economic theory.

Source: Harvard University Archives. Official Register of Harvard University 1901-1902. Box 1. Faculty of Arts and Sciences, Division of History and Political Science (June 21, 1901), University Publications, New Series, No. 16, pp. 45-46.

______________________________

Enrollment 1901-02

ECONOMICS 132

Economics 132 hf. Asst. Professor Carver. — Methods of Economic Investigation.

Total 5: 1 Senior, 1 Junior, 1 Sophomores, 2 Others.

Source: Harvard University. Report of the President of Harvard College, 1901-1902, p. 78.

______________________________

Semester Final Examination

ECONOMICS 13

Discuss the following topics.

  1. The relation of economics to history, to ethics, and to sociology.
  2. The division of economics into departments.
  3. Methods of reasoning, methods of investigation, and methods of exposition as distinguished from one another.
  4. The nature of an economic law.
  5. The methods of investigating the causes of poverty.
  6. The use of hypotheses in economic investigation.
  7. The application of mathematics to economics.
  8. The meaning of an economic quantity.

Source: Harvard University Archives. Harvard University Examination Papers, 1873-1915. Box 6, Bound volume, Examination Papers, 1902-03. Sub-volume Papers Set for Final Examinations in History, Government, Economics, … in Harvard College (June 1902).

Image Source: The Cornell varsity crew of 1894. Thomas Nixon Carver standing on the far left. The Cornellian 1895, p. 197.

Categories
Economists Faculty Regulations Harvard

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

 

The artifact transcribed for the previous post came from the tenth year report for the Harvard Class of 1903 written by University of Chicago associate professor of economics James A. Field. This post begins with an excerpt from Field’s Chicago Tribune obituary to complete our picture of his career.

What makes this post noteworthy for Economics in the Rear-view Mirror is the following information transcribed from Field’s graduate student records kept at the Graduate School of Arts and Sciences and within the division of History and Political Science during his first two graduate years in residence at Harvard. 

Also of particular interest is the copy of a 1911 letter included in his file informing the chairman of the economics department, Professor Frank Taussig, that the submission of a single excellent paper would not satisfy the thesis requirement for the Ph.D. By this time James A. Field was well-established at the University of Chicago and appears to have subsequently abandoned his plans to complete a Harvard Ph.D. degree. 

_________________________________

From James A. Field’s obituary in the Chicago Sunday Tribune
(July 17, 1927)

James Alfred Field, professor of economics at the University of Chicago, died on Friday [cf. The Associated Press reported that he died Saturday] in Boston from a tumor of the brain. He was returning from study at the British museum when he was stricken in Boston and died after a short illness. He was 47 years old and a native of Milton, Mass…In 1910 he came to the University of Chicago and in 1923 was made dean of the college of art and literature.
He was associate editor of the Journal of Political Economy and was special investigator of the division of statistics of the council of national defense in 1917. In 1918-19 he served as chief statistician of the American shipping mission of the allied maritime transport council in London. Prof. Field was the author of “Progress of Eugenics” and co-author of “Outlines of Economics…”

Source: Chicago Sunday Tribune, 17 July, 1927, p. 12.

_________________________________

HARVARD UNIVERSITY
DIVISION OF HISTORY AND POLITICAL SCIENCE

Application for Candidacy for the Degree of Ph.D.

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

I. Name (in full, and date of birth).

James Alfred Field
May 26th 1880

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

Harvard College 1899-1903
Assistant in Economics 1903-1904
Austin Teaching Fellow in Economics 1904-1905

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

A.B. Harvard 1903

IV. Academic distinctions. (Mention prizes, honors, fellowships, scholarships, etc.)

A.B. summa cum laude; honorable mention in Economics; Jacob Wendell Scholarship; John Harvard Scholarship (twice)

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

Economics

VI. Choice of Subjects for the General Examination. (Write out each subject, and at the end put in [brackets] the number of that subject in the Division lists. Indicate any digressions from the normal choices, and any combinations of partial subjects. State briefly what your means of preparation have been on each subject, as by Harvard courses, courses taken elsewhere, private reading, teaching the subject, etc., etc.)

    1. Economic Theory and its History [1]. Based on Econ. 1, taken and for two years taught. Econ. 3, Econ. 15.
    2. Economic History [2 and 3 merged] Based on Econ. 6 and 11 and parts of History 9.
    3. Sociology [4] Based on Econ. 3 taken and taught; Anthropology 1, and on private reading.
    4. Labor Problems and Industrial Organization [9]. Based on Econ 9a and 9b.
    5. The Sociological Aspect of the Evolution Theory [4 and 16, modified]. Based chiefly on private reading; and on parts of Philosophy 1b, of the courses mentioned under (3), and of other courses and work in biological subjects.
    6. International Law [14, adapted] Based on Gov. 4.

VII. Special Subject for the special examination.

[Left blank]

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

[Left blank]

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

General examination as late in the present academic year as is practicable.

X. Remarks.

[Left blank]

*  *  *  *  *  *  *  *  *  *  *  *

[Not to be filled out by the applicant]

Name: James Alfred Field

Date of reception: Feb. 13, 1905

Approved: Feb. 14, 1905

Date of general examination: June 12, 1905. Passed.

Thesis received: [blank]

Read by; [blank]

Approved: [blank]

Date of special examination: [blank]

Recommended for the Doctorate: [blank]

Voted by the Faculty: [blank]

Degree conferred: [blank].

*  *  *  *  *  *  *  *  *  *  *

Unsigned copy of letter to F.W. Taussig
(presumably from head of Division)

11 December 1911

Dear Taussig:

            I have read Field’s article with interest, and I wish all our Ph.D.’s could do things as well. I should suppose there would be no question that it shows the kind of quality which will justify a doctor’s degree, and, of course, quality is far more important than quantity. Nevertheless, I think that if this article alone were accepted as a thesis our students and former students would feel that Field had been let off easily. Good as it is, I should not suppose this article would stand in line with the substantial volumes which make up the Harvard Economic Studies, and I should be sorry to have anybody feel that we had given Field a special favor.

            I hope very much we can make Field one of our Ph.D.’s. Could he not advantageously and with comparatively little effort use this article as part of some more comprehensive study in the field of population? The stimulus of working on a larger book is something Field needs.

Sincerely yours,
[unsigned copy]

Professor F.W. Taussig

Source: Harvard University Archives. Division of History, Government & Economics, Box 3 “PhD. Exams, 1917-18 to 1920-21”, Folder “Ph.D. Applications Withdrawn”. 

[Memo: The above letter was likely written by CHARLES HOMER HASKINS, Ph.D., Litt.D., Professor of History, Chairman of the Division of History, Government, and Economics, and Dean of the Graduate School of Arts and Sciences.]

_________________________________

From the Announcement for Ph.D. General Examinations

James Alfred Field.

General Examination in Economics, Monday, June 12, 1905.

Committee: Professors Taussig (chairman), Ripley, Carver, Gay, Castle, and Dr. Munro.

Academic History: Harvard College, 1899-1903; Harvard Graduate School, 1903-05; A.B. (Harvard) 1903.

General Subjects: 1. Economic Theory and its History. 2. Economic History. 3. Sociology. 4. Labor Problems and Industrial Organization. 5. The Sociological Aspect of the Evolution Theory. 6 International Law.

Special Subject: Sociology.

Thesis Subject: (Not yet announced.)

Source: Harvard University Archives. Division of History, Government and Economics, Exams for PhD. (Schedules) 1903-1932. Examinations for 1904-05, p. 8.

_________________________________

FROM THE GRADUATE SCHOOL RECORD CARD

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

Record of James Alfred Field

Years: 1903-04, 1904-05

First Registration: 1 Oct. 1903

1903-04 Grades.
First Year. Course. Half-Course.
History 9 abs.  
Government 4 A  
Economics 2 A  
Economics 11 incomplete

 

1904-05 Grades.
Second Year. Course. Half-Course.
Economics 9a1 (extra)   no report
Economics 9b2 (extra)    
Economics 15 (extra) abs.  
Economics 20 (extra) incomplete  

Division History and Political Science

Scholarship, Fellowship

Assistantship in Economics [1903-04]
Austin Teaching Fellowship in Economics [1904-05]
Proctorship in Apley 1 [1903-04, 1904-05]

College attended [Harvard]

Honors at College: Hon. Mention, Economics.

Degrees received: A.B. summa cum laude 1903

Non-Resident Student Years: 1905 John Harvard Fellow

Source: Harvard University Archives. GSAS, Record Cards of Students, 1895-1930. File I, Box 5 “Eames-Garrett”.

_________________________________

Economics in the Rear-view Mirror Note:
Course numbers, names, and instructors

1903-04

History 9. Constitutional History of England to the Sixteenth Century. Professor Gross.

Government 4. Elements of International Law. Professor Macvane and Mr. Jones.

Economics 2. Economic Theory. Professors Taussig and Carver.

Economics 11. The Modern Economic History of Europe. Asst. Prof. Gay.

Source: Harvard University. Report of the President of Harvard College 1903-04.

1904-05

Economics 3. Principles of Sociology, Theories of Social Progress. Professor Carver and Mr. Field.

Economics 9a1. Problems of Labor. Professor Ripley and Mr. Custis.

Economics 9a2. Economics of Corporations. Professor Ripley and Mr. Custis.

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

Economics 20. The Seminary in Economics.

Source: Harvard University. Report of the President of Harvard College 1904-05.

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

Categories
Economists Harvard

Harvard. List of Ph.D. recipients in History and Political Science, 1873-1901

Before there was a department of political economy or economics at Harvard there was a Division of History and Political Science that continued on to become the Division of History, Government and Economics. Earlier student records for graduate students of economics as well as for the other departments were kept at this divisional and not departmental level. Altogether a total of 45 Ph.D. degrees were awarded at Harvard going up through 1901, not quite a third to men who were or became economists or economic historians.

The following list includes the activity of the Ph.D. alumni, presumably as of 1900-01.

____________________

DIVISION OF HISTORY AND POLITICAL SCIENCE
RECIPIENTS OF THE DEGREE OF PH.D., 1873-1901.

(* deceased)

Field. Date.
1. Charles Leavitt Beals Whitney* History. 1873.
2. Stuart Wood Pol. Sci. 1875.
3. James Laurence Laughlin
(Prof. Chicago)
History. 1876.
4. Henry Cabot Lodge
(Former Instr. Harv., now Senator)
History. 1876.
5. Ernest Young*
(Late Prof. Harvard)
History. 1876.
6. Freeman Snow*
(Late Instr. Harvard)
History. 1877.
7. Franklin Bartlett History. 1878.
8. Melville Madison Bigelow
(Prof. Boston Univ.)
History. 1878.
9. Edward Channing
(Prof. Harvard)
History. 1880.
10. Denman Waldo Ross
(Lecturer, Harvard)
History. 1880.
11. Samuel Eppes Turner*
(once Instr. Philips Exeter)
History. 1880.
12. Frank William Taussig
(Prof. Harvard)
Pol. Sci. 1883.
13. Andrew Fiske
(Lawyer)
History. 1886.
14. Charles William Colby
(Prof. McGill)
History. 1890.
15. Edson Leone Whitney
(Prof. Bezonia)
History. 1890.
16. Herman Vanderburg Ames
(Prof. Pennsylvania)
History. 1891.
17. Fred Emory Haynes
(Charity Work)
History. 1891.
18. Evarts Boutell Greene
(Prof. Illinois)
History. 1893.
19. Charles Luke Wells
(Recent Prof. Minnesota)
History. 1893.
20. Willian Edward Burghardt DuBois
(Prof. Atlanta)
Pol. Sci. 1895.
21. Kendric Charles Babcock
(Prof. California)
History. 1896.
22. Howard Hamblett Cook
(Statistician)
Pol. Sci. 1896.
23. Theodore Clarke Smith
(Prof. Ohio State Univer.)
Pol. Sci. 1896.
24. Guy Stevens Callender
(Prof. Bowdoin)
Pol. Sci. 1897.
25. Clyde Augustus Duniway
(Prof. Leland Stanford Univ.)
Pol. Sci. 1897.
26. Gaillard Thomas Lapsley
(Instr. Univ. Cali.)
History. 1897.
27. Charles Whitney Mixter
(Instr. Harvard)
Pol. Sci. 1897.
28. Oliver Mitchell Wentworth Sprague
(Instr. Harvard)
Pol. Sci. 1897.
29. George Ole Virtue
(Prof. Wisconsin Normal)
Pol. Sci. 1897.
30. Samuel Bannister Harding
(Prof. Indiana)
History. 1898.
31. James Sullivan, Jr.
(Instr. N.Y. [DeWitt Clinton] High School)
History. 1898.
32. Arthur Mayer Wolfson
(Instr. N.Y. [DeWitt Clinton] High School)
History. 1898.
33. Frederick Redman Clow
(Prof. Minnesota Normal)
Pol. Sci. 1899.
34. Arthur Lyons Cross
(Instr. Michigan)
History. 1899.
35. Louis Clinton Hatch. History. 1899.
36. Norman Maclaren Trenholme
(Instr. Pa. State College)
History. 1899.
37. Abram Piatt Andrew, Jr.
(Instr. Harvard)
Pol. Sci. 1900.
38. Sidney Bradshaw Fay
(Instr. Harvard)
History. 1900.
39. Carl Russell Fish
(Instr. Wisconsin)
History. 1900.
40. William Bennett Munro
(Instr. McGill)
Pol. Sci. 1900.
41. Subharama Swaminadhan Pol. Sci. 1900.
42. Don Carlos Barrett
(Prof. Haverford)
Pol. Sci. 1901.
43. Herbert Camp Marshall Pol. Sci. 1901.
44. Jonas Viles History. 1901.
45. Arthur Herbert Wilde
(Prof. Northeastern)
History. 1901.

Source: Harvard University Archives. Division of History, Government & Economics. PhD. Material. Box 1, Folder “PhD degrees conferred, 1873-1901 (Folder 1 of 2).”

Image Source: Harvard Square, ca. 1901-07. History Cambridge webpage “Postcard Series I: Harvard Square”.

Categories
Cornell Exam Questions Harvard Public Finance Williams Wisconsin

Harvard. Public Finance Exams. Charles Jesse Bullock visiting from Williams College, 1901-02

Courses in public finance were not offered in the academic year 1900-01 at Harvard. Those courses had last been taught by Charles F. Dunbar and Frank W. Taussig in 1899-1900. Following Dunbar’s death (January, 29 1900) and Taussig’s leave to recover from a nervous breakdown (1901-03), it was necessary to bring in an outsider to cover the public finance offerings. Charles Jesse Bullock was first appointed as an instructor in economics for the 1901-1902 academic year to fill that gap. He was later to return at the rank of assistant professor beginning with the 1903-04 academic year.

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From the Williams College Yearbook

CHARLES JESSE BULLOCK, Ph.D.,
Assistant Professor of Political Science.

Graduated from Boston University, 1889, with Commencement appointment, and received the degree of Ph.D. from the University of Wisconsin, in 1895. He taught in high schools from 1889 to 1893 and was traveling fellow in Boston University in 1891. In 1895 he was fellow and assistant at the University of Wisconsin and from 1895 to 1899 was instructor in Economics at Cornell University. Dr. Bullock has written: “The Finance of the United States, 1775-1789,” (1895), “Introduction to the Study of Economics,” (1897), and “Essays on the Monetary History of the United States” (in press [1900]). He also edited William Douglass’s “Discourse Concerning the Currencies of the British Plantations in America,” and has contributed various articles to the economic and statistical magazines. He is a member of the American Economic Association and of the American Statistical Association, an associate member of the National Institute of Art, Science and Letters, and a Fellow of the Royal Statistical Society. Dr. Bullock is a member of the ΦΔΧ Fraternity.

Source: Williams College, The Gulielmensian MCMI, Vol 44 (Williamstown, MA: 1900), p. 23.

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Course Announcements

For Undergraduates and Graduates.

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

7a1 hf. Financial Administration and Public Debts. Half-course (first half-year). Mon., Wed., Fri. at 9. Professor Bullock (Williams College).

7b1 hf. The Theory and Methods of Taxation, with special reference to local taxation in the United States. Half-course (first half-year). Tu., Th., Sat. at 10. Professor Bullock (Williams College).

Source: Harvard University. Announcement of the Courses of Instruction Provided by the Faculty of Arts and Sciences for the Academic Year, 1901-02 (Second ed., 25 June 1901), p.44.

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Course Enrollments

7a 1hf. Professor Bullock (Williams College). — Financial Administration and Public Debts.

Total 26: 2 Graduates, 16 Seniors, 5 Juniors, 1 Sophomore, 2 Others.

7b 1hf. Professor Bullock (Williams College). — The Theory and Methods of Taxation with special reference to local taxation, in the United States.

Total 26: 2 Graduates, 13 Seniors, 9 Juniors, 2 Others.

Source: Harvard University. Report of the President of Harvard College, 1901-1902, p. 78.

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Course Descriptions

7a1 hf. Financial Administration. Half-course (first half-year). Mon., Wed., Fri. at 9. Professor Bullock (Williams College).

This course will deal with the methods by which governments have attempted to adjust expenditures to revenue, and will study the problems arising from the effort to secure popular control over this process. The budget systems of England, France, and Germany will first receive attention; and study will then be concentrated upon the budgetary methods of our federal government. So far as practicable, also, some consideration will be given to State and local budgets in the United States. The history and present form of our federal budget will offer a large field for investigation, and supply subjects for written reports. Students will be encouraged, furthermore, to gather information concerning the methods followed by State and local governments with which they may happen to be familiar. Candidates for Honors in Political Science or for the higher degrees may advantageously use reports thus prepared by them as material for theses.

Course 7a is open to students who have taken Economics 1

7b1 hf. The Theory and Methods of Taxation, with special reference to local taxation in the United States. Half-course (first half-year). Tu., Th., Sat. at 10. Professor Bullock (Williams College).

In this course both the theory and practice of taxation will be studied. Attention will be given at the outset to the tax systems of England, France, and Germany; and the so-called direct taxes employed in those countries will receive special consideration. After this, the principles of taxation will be examined. This will lead to a study of the position of taxation in the system of economic science, and of such subjects as the classification, the just distribution, and the incidence of taxes. Finally, the existing methods of taxation in the United States will be studied, each tax being treated with reference to its proper place in a rational system of federal, state, and local revenues.

Written work will be required of all students, as well as a systematic course of prescribed reading. Candidates for Honors in Political Science and for the higher degrees will be given the opportunity of preparing theses in substitution for the required written work.

Course 7b is open to students who have taken Economics 1.

Source: Harvard University Archives. Official Register of Harvard University 1901-1902, Box 1. Bound volume: Univ. Pub. N.S. 16. History, etc. Faculty of Arts and Sciences, Division of History and Political Science comprising the Departments of History and Government and Economics (June 21, 1901), pp. 43-44.

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Final Examinations

ECONOMICS 7a
FINANCIAL ADMINISTRATION

  1. How is budgetary legislation prepared in France, in England and in the United States? In which country are the best results attained?
  2. At what time of the year is the budget prepared and enacted in France, England, Germany, Italy, Belgium, Prussia, and the United States? Why is the time of preparation and adoption an important consideration?
  3. Compare methods of budgetary legislation in England with those prevailing in France.
  4. Describe and criticize federal budgetary procedure in the United States?
  5. What part do supplementary, or deficiency, appropriations play in France, in England, and in the United States?
  6. Compare the English and French methods of accounting. What method is followed in the United States?
  7. What are the methods of collecting and issuing public money in England?
  8. What methods of collection and issue are followed in the United States?
  9. Compare the auditing methods of England, France, and the United States?
  10. Why are unity and universality important elements in any good budget system?

Source: Harvard University Archives. Mid-year examinations, 1852-1943. Box 6. Bound Volume: Examination Papers, Mid-years 1901-1902.
Also included in: Examination Papers, 1873-1915. Box 6, Bound volume Examination Papers, 1902-03Papers Set for Final Examinations in History, Government, Economics, Philosophy,… in Harvard College(June, 1902), pp. 26-27.

ECONOMICS 7b
TAXATION

  1. Describe the land taxes of France, Prussia, and Great Britain.
  2. Compare the French and the Prussian business taxes.
  3. Discuss the British income tax, giving special consideration to methods of administration and to financial results.
  4. In a similar manner discuss the Prussian income tax.
  5. Discuss briefly the customs taxes of Great Britain, France, and Germany.
  6. Describe the excise taxes of the same countries.
  7. What reasons are there for thinking that a tax on rent can not be shifted? Discuss the incidence of an excise tax on each unit of the product of an industry.
  8. What arguments are advanced for and against progressive taxation?
  9. Discuss the shortcomings of the property tax in the United States: (a) with reference to the taxation of realty; (b) with reference to the taxation of personalty.
  10. Describe the corporation taxes of Massachusetts.

Source:  Harvard University Archives. Mid-year examinations, 1852-1943. Box 6. Bound Volume: Examination Papers, Mid-years 1901-1902.
Also included in: Examination Papers, 1873-1915. Box 6, Bound volume Examination Papers, 1902-03Papers Set for Final Examinations in History, Government, Economics, Philosophy,… in Harvard College(June, 1902), pp. 26-27.

Image Source: Williams College, The Gulielmensian 1902, Vol. 45, p. 26. Colorized by Economics in the Rear-view Mirror.