The theoretical and historical studies of the controversy between central banking and free banking

申请人在英国图书馆和剑桥大学图书馆进行了数据收集，并收集了超过100点的原始数据。在此基础上，我写了《投机与信贷：1825年危机与自由银行学派》一文。这篇论文发表在山梨大学教育人文科学部公报2006年第7卷第2期。我把中央银行和自由银行之争分为三个阶段。第一个争议是J.R.McCulloch和H.Parnell之间的争议。第二个是T.Tooke和JW Gilbart之间的。第三个是吉尔巴特和哈伯德之间的。自由银行学校的基础是由帕内尔建造的，并由吉尔巴特进一步发展。第一个争论的焦点是区分票据的过度发行和信用的扩张。第二种是银行预付的。中央银行学派把银行的进步看作是货币资本和资本的进步，自由银行学派则把银行的进步分为货币供给和资本的进步。第三部分是银行信用的被动性与主动性的关系。吉尔巴特坚持银行信用的被动性和信用中性的观点，哈伯德则强调从银行信用的被动性中看银行信用的主动性。自由银行学派是银行学派和货币学派在这一点上不同的第三个学派。

The applicant performed the collection of data in the British library and Cambridge university library, and collected the primary data which surpassed about 100 points. Based on this research, I wrote the article "Speculation and Credit : The 1825 Crisis and the Free Banking School". This was published in Bulletin of the Faculty of Education & Human Sciences, University of Yamanashi, Vol.7, No.2, 2006. I divided the central banking and the free banking dispute into three stages. The first dispute is that between J.R.McCulloch and H.Parnell. The second one is that between T.Tooke and J.W.Gilbart. The third one is that between J.W.Gilbart and J.G.Hubbard. The base of the free banking school was built by Parnell and was further developed by Gilbart. The focus of the first dispute is to distinguish between the over issue of paper and the expansion of credit. And that of the second one is what the bank advances. The central banking school saw the advance of bank as the advance of monied capital and capital, while the free banking school divided it into the two, the supply of currency and the advance of capital. Moreover, that of the third one is the relation of the passivity and activity of the bank credit. Gilbart insisted the passivity of bank credit and the view of neutral credit, while Hubbard emphasized the viewpoint which looked at the activity character in the passivity of bank credit. The free banking school was the third school from which both the banking school and the currency school differ at such a point.