The following article is the seventh in a series on the fields of concentration. These articles are being written for the Crimson by seniors, and are intended to aid Freshmen in their choice of a field.

Despite the inherent difficulty of the study of the fundamentals of Economics and the special difficulties that result from the fact that the subject is bound up with problems of human psychology, concentration in the field must command the serious attention of Freshmen. Its cultural value, while not as patent as that of more esoteric activities, is attested by the fact that many teachers of Economics had their beginnings in other subjects. While one might dismiss as naturally biased the declaration by a leading economist that it is the "greatest cultural study," the fact remains that just as religion was the dominating problem of the Middle Ages, so questions of Economics are paramount today.

The personnel of the Harvard economics department is, when considered on the basis of scholarship, one of the finest to be found. Although two of the most interesting professors of the department, Carver and Ripley, are now emeritus, the teaching ability may still be considered as fair. Taussig, Bullock, Gay, and Burbank are the older leaders, Williams (at present the most popular lecturer) and Cole are in their prime, while from limited personal experience it would seem that Mason, Chamberlin, and Harris are the more prominent junior members of the department.

That Economics A should be the introductory course in the field is an unfortunate if unavoidable fact. Undergraduate opinion almost unanimously would condemn the course as dull to the point of stupidity, uninspiring, and relatively uninstructive. Leaders in the de- partment have replied to the writer's criticism that the lecture system is incapable of giving the student a firm and realistic grip on the difficult problems of economic theory. They point to past experience for support. With unconcealed sense of martyrdom they explain how and why the lecture system was abandoned in the past. The fact remains, however, that dissatisfaction with the course is almost universal in the student body. It is to be earnestly hoped that a system of lectures supplemented by conferences and individual tutorial assistance is in the immediate rather than the distant future. The section men in Economics A are at least of average ability. The defects of the course are the direct result of fundamental defects in the section method of teaching.

Changes Suggested

By way of criticism. I would suggest that the Department get away as much as possible from its graphs, casuistry, and hair-line theory, and grapple more specifically with the influence of economics on history, conquest, thought, civilization, and national policies and institutions.

Two credits must be given the members of the Department, the second slightly qualified. First that they do not seek enrollment by holding out the lure of commercial training. This would not only be misrepresentation but a reversal of Harvard tradition. This would not only be misrepresentation but a reversal of Harvard tradition. The second is that they are aware of, and understand, the criticisms leveled at the department . . . much as they are aware of and understand, the arguments for a high protective tariff.

The most important fact for the men concentrating in Economics to hold in mind is that the greatest value and pleasure in the study is to be found in its application to tangible and specific problems and its application to study in other fields. Great care should be taken to select courses in some other fields which will permit the fullest use of the knowledge gained in the study of pure economic theory. Courses under the statesmen men of other departments like Baxter. Elliott, and Hopper, and some spot in the Sociological schedule will lend to the courses in economics the greater romance and fascination by supplying the world significance and working examples of the technique already learned. The second important fact is that this technique and theory is essential. Little argument is needed to indicate the importance of an understanding of economic forces in dealing with current problems. The immediate future seems to offer exceptional opportunities by those equipped with a broad but also thoroughly grounded view of amental forces.

Field Summarized

To summarize: The study of economics is well justified on grounds of the culture and timeliness. With the exception of Economics A. the Department of Economics at Harvard is satisfactorily conducted. The tutorial system is excellent. Economics is more interesting when related to other subjects than when approached from the angle of pure theory. Its relation to other subjects, however, is particularly visit Personal initiative on the part of the student in selecting courses and arresting his schedule to include properly related subjects in other departments is an important factor in making Economics a successful choice