Word: rates
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Dates: during 1930-1939
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...regulation, if passed, would discourage on of the really sane, stable factors in our banking system. Saving accounts, although they average only $700, represent a definite effort on the part of some three million persons to set a portion of their earnings aside to accumulate a safe, certain interest rate, and to meet the unknown contingencies of the future...
...arbitrarily slashing the standing interest rate in Massachusetts from 2 1-2 to 1 1-2 percent, the revenue bill would defeat its purpose entirely, as savings banks would soon be put out of business. This additional 1 per cent, moreover, would increase present savings bank payments ten-fold, even though these institutions now pay a higher rate than any other source of state revenue...
When the Houses were first instituted the meal rate was $10, the index number for food prices, well over 100. When the index dropped to 89.7 in 1933 the meal rate dropped correspondingly to $8.50. With the food index this year at 123.9 it is only natural that the dining hall charges must take corresponding upswing. To the student who must dig into his pockets for an extra $27 next year the change is an unquestioned annoyance; the figures, however, should be sufficient evidence to silence any rumbling suspicion that he is being robbed...
Trust departments of U. S. banks suffer from low current interest rates, find it difficult to make trust funds of $20,000 or less selfsupporting. New York banks try to keep their minimum trust funds closer to $50,000. But they cannot get too haughty about taking little accounts because their advertisements solicit a general trust business. Trustee fees vary according to the State, the Courts, the local customs. In New York, banks get from 1 ½% to 3% of both principal and income, the percentage depending on the size of each.† Sometimes big estates pay less than standard...
...think some improvement might be made. For example, if Professor Opdyke omitted from his lectures any topics adequately discussed in the reading, he might find that he had more time. And if the lectures dwelt on general characteristics and interrelations, with a few examples discussed at a rate of talk such that the student could look and take notes--why then the student would be interested in the course, and would seek illustrations of lecture material in the assigned reading...