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Economics Programs Exam Questions Harvard

Harvard. Political Economy course enrollments and final exams, 1884-1885

 

Six of eight courses listed in Political Economy were taught during the 1884-85 year at Harvard. This post provides the enrollment information as well as the June final examinations for all of those courses. Mid-year examinations are not included with one exception.

 

Note to self: only the mid-year examination for Taussig’s Political Economy 6 is included below, the others still need to be located.

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Political Economy 1. Profs. Dunbar and Laughlin. 3 hours per week.

Laughlin’s Mill’s Principles of Political Economy. — Lectures on the Financial Legislation of the United States

Total: 166:  18 Seniors, 75 Juniors, 61 Sophomores, 4 Law, 8 Others.

Source: Harvard University. Report of the President of Harvard College, 1884-85, p. 86.

 

POLITICAL ECONOMY 1.
[Final Examination, June 1885]

  1. If a farmer had the alternative of spending a sum of money either for manures, or for the services of useless servants, in which way would he give the greater employment to the laboring class by his expenditure? Explain your answer.
  2. (a) Discuss the causes affecting the efficiency of production; and (b) point out the relation of an increase in production to cost of labor.
  3. Is it strictly true that high wages do not make high prices? What would be the effect on real wages of a considerable increase of money in the community?
  4. Make it clear that, even if the state should take possession of all the land and charge no rent, bread would not be cheapened.
  5. What is the usual relation of a low cost of production in the manufacturing industry to prices? What is the relation of a low cost of production to wages in the same industry? From your two conclusions what inference would you draw as to the effect of high wages in the United States on the ability of Americans to compete with foreigners in a common market?
  6. Give an example illustrating the working of reciprocal demand and supply, and point out its relations to cost of production.
  7. What made the coinage act of 1834 necessary?
  8. On whom does a house-tax fall?
  9. Explain the refunding operations in 1881, and state what has since been done with the bonds in question.
  10. Give the reasons which obliged the banks to suspend specie payments in 1861. In doing so, point out the necessary relation between the items in their accounts which led them to this step.
  11. Describe the two great financial successes of the war period, explain the character of the obligations offered by the Treasury, and state why success was gained.

Source: Harvard University Archives. Harvard University. Examination Papers, 1873-1915. Box 2. Papers Set for Final Examinations in Rhetoric, Philosophy, Political Economy, History, Roman Law, Fine Arts, and Music in Harvard College. June, 1885. In bound volume: Examination Papers, 1883-86, pp. 9-10.

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Political Economy 2. Prof. Dunbar. 3 hours per week.

History of Economic Theory. — Selections from Leading Writers

Total: 21:  10 Seniors, 8 Juniors, 3 Others.

Source: Harvard University.  Report of the President of Harvard College, 1884-85, p. 86.

 

 

POLITICAL ECONOMY 2.
[Final Examination, June 1885]

  1. Comment on the following:—

“Do the facts of history bear out the theory [of Ricardo]? If they do we shall find (1) that in any given area the amount of the produce of the land obtained in earlier times is greater in proportion to the number of laborers; (2) that of two countries, or two districts in the same country, if other things be equal, the one that is poorest in people is the one in which the average degree of personal wealth and comfort is the highest; (3) that the share that falls to the landlord increases, and that which falls to the laborer diminishes, as more land is brought under cultivation.” (Thompson’s Social Science, p. 93.)

  1. George says:—

“It is not necessary to the production [even] 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.”
Is the necessity of previously produced subsistence avoided by the fact of “contemporaneous production,” etc.?

  1. George presents the current statement of the laws of distribution in this form:—

Rent depends on the margin of cultivation, rising as it falls and falling as it rises.
Wages depend upon the ratio between the number of laborers and the amount of capital devoted to their employment.
Interest depends upon the equation between the supply of and demand for capital; or, as is stated of profits, upon wages (or the cost of labor), rising as wages fall, and falling as wages rise.

“In the current statement the laws of distribution have no common centre, no mutual relation; they are not correlating divisions of a whole, but measures of different qualities.”
Can you rewrite this “current statement” so as to present the correlation which Mr. George misses?

  1. Is there in rent any force of its own, enabling it to encroach upon wages and profits, or does it merely fill the space opened before it by other forces? What limit is there to this encroachment or expansion?
  2. Criticise the following as a statement of the Wages Fund theory:—
    “The means of purchase and the motives acting upon the minds of employers jointly determine the effective demand for labor, as the means of purchase and the play of motives determine the effective demand for a commodity.”
  3. Crocker says, p. 7:—
    “Our wealthy classes, wishing to accumulate still greater wealth, sought to use a large portion of their control or power over labor in creating profitable investments for themselves….Comparatively little harm would have been done if the new investments had simply turned out to be unprofitable, and the old ones had continued to supply the rich their accustomed dividends, and to the poor their accustomed wages. The mischief has been that the new investments have, by competition, ruined for the time being the old ones; dividends and wages have stopped, and the income of all, both rich and poor, being cut down, their demands upon labor have been greatly diminished, and the laborer has been left in idleness and without the means of procuring the necessaries of life.”
    Aside from all questions of fact,— what is the flaw in the above if the reasoning is bad, and what is the remedy for the evil if the reasoning is good?
  4. What is Mr. Carey’s theory as to the tendency (1) to decline in the value of commodities, and (2) to rise in the value of land; and how is this reconciled with his principle that the law of value is universal, embracing everything, “whether land, labor, or their products”?
  5. “With every increase in the facility of reproduction, there is a decline in the value of all existing things of a similar kind, attended by a diminution in the price paid for their use. The charge for the use of the existing money tends, therefore, to decline as man acquires control over the great forces provided by the Creator for his service; as is shown by the gradual diminution of the rate of interest in every advancing country.”
    What is the difficulty in this reasoning as to the rate of interest, and how would the reasoning apply in the case of a currency of inconvertible paper?
  6. How far can apparent resulting harmonies in the general working of society (as g. in Carey’s and Bastiat’s law of distribution between capital and labor) be accepted as a test of the truth of an economic proposition?

Source: Harvard University Archives. Harvard University. Examination Papers, 1873-1915. Box 2. Papers Set for Final Examinations in Rhetoric, Philosophy, Political Economy, History, Roman Law, Fine Arts, and Music in Harvard College. June, 1885. In bound volume: Examination Papers, 1883-86, pp. 10-12.

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Political Economy 3. Prof. Laughlin. 2 hours per week. [Consent of instructor required]

Lectures and Discussion [of Practical Economic Questions]. Subjects: Money, Precious Metals, Bimetallism, American Shipping, History of Note-issues by Government and Banks. — One Thesis by each student on some practical question of the day, intended as an exercise in investigation

Total: 18:  10 Seniors, 7 Juniors, 1 Other.

Source: Harvard University.  Report of the President of Harvard College, 1884-85, p. 86.

 

 

POLITICAL ECONOMY 3.
[Final Examination, June 1885]

  1. Explain the proper theory of a subsidiary coinage. How far was this followed by Congress in first establishing our coinage?
  2. Discuss the bearing which by its advocates bimetallism is supposed to have on the stability of a standard of payments. What connection has the theory of a Multiple Standard to this discussion?
  3. How far can you safely reason from comparative tables of prices as to changes in the value of gold or silver?
  4. Discuss the efficacy of a bimetallic league of states in regulating the value of silver relatively to that of gold.
  5. Explain the causes which led to the remarkable fall of silver in 1876.
  6. State the causes which, in your opinion, led to the growth of American shipping to 1856.
  7. How far do you regard it true that the decline in American shipping was due to the consequences arising from the use of steam and iron in ships engaged in the foreign trade?
  8. What measures, if any, would you propose in order to reestablish our shipping?
  9. What is meant by an “elastic currency”? Compare, in this respect, the notes of the National Banks with the legal tender notes of the United States.
  10. Give (a) the reasons for the general adoption of the features of the New York Banking Act of 1838; and (b) the reasons which actually led to the establishment of the National Banking System in 1864.
  11. Discuss carefully some measure for giving security to National Bank notes when United States bonds shall be no longer obtainable for that purpose.

Source: Harvard University Archives. Harvard University. Examination Papers, 1873-1915. Box 2. Papers Set for Final Examinations in Rhetoric, Philosophy, Political Economy, History, Roman Law, Fine Arts, and Music in Harvard College. June, 1885. In bound volume: Examination Papers, 1883-86, pp. 12-13.

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Political Economy 4. Prof. Dunbar. 3 hours per week.

Economic History of Europe and America since the Seven Years’ War. — Lectures

Total: 152:  61 Seniors, 43 Juniors, 37 Sophomores, 5 Freshmen, 2 Law, 4 Others.

Source: Harvard University.  Report of the President of Harvard College, 1884-85, p. 86.

 

 

POLITICAL ECONOMY 4.
[Final Examination, June 1885]

Omit two questions

  1. Why was the repeal of the corn laws decisive as to the adoption of free trade by England?
  2. How did the French and Indian currencies tend to prevent the fall of gold after 1850 from being still heavier?
  3. How important a place among the causes of the decline of American shipping belongs to the civil war?
  4. The effects of the civil war on the system of landholding in the South and its probable ultimate effects on Southern industry.
  5. The steps by which the war determined the subsequent tariff policy of the United States.
  6. The causes of the suddenly increased importance of our trade in breadstuffs in the last ten years.
  7. Why did the payment of the French indemnity of 1871 seriously affect England, Austria and the United States?
  8. The real loss or gain of France and Germany respectively by the payment of the indemnity.
  9. What were the heavy demands for gold from 1871 to 1883, and why did they fail to produce serious financial disturbance?
  10. The difference in the development of city and of country banks respectively, in the United States and in England, and the inference to be drawn as to the future development of the banking systems.
  11. Why is a “triangular trade” between nations convenient and why is England the great centre for such trade?
  12. As the English government does not own nor tax the coal mines, why should fear of increasing cost of extracting coal lead Mr. Gladstone to favor an energetic reduction of the national debt.

Source: Harvard University Archives. Harvard University. Examination Papers, 1873-1915. Box 2. Papers Set for Final Examinations in Rhetoric, Philosophy, Political Economy, History, Roman Law, Fine Arts, and Music in Harvard College. June, 1885. In bound volume: Examination Papers, 1883-86, p. 13.

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Political Economy 5. Prof. Laughlin. 1 hour per week. [Consent of instructor required]

Economic Effects of Land Tenures in England, Ireland, France, and Germany

Omitted in 1884-85.

Source: Harvard University.  Report of the President of Harvard College, 1884-85, p. 86.

 

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Political Economy 6. Dr. Taussig. 1 hour per week. [Consent of instructor required]

History of Tariff Legislation in the United States, with discussion of principles. — Lectures

Total: 40:  1 Graduate, 26 Seniors, 10 Juniors, 3 Others.

Source: Harvard University.  Report of the President of Harvard College, 1884-85, p. 86.

 

POLITICAL ECONOMY 6
[Mid-Year Examination, 1885]

(Omit either question 3 or question 4.)

  1. Comment briefly on the following:—
    “There is not a single great branch of domestic manufactures which had not been established in some form in this country long before a protective tariff had been or could have been imposed. The manufacture of iron is nearly as old as the history of every colony or territory in which there is any iron ore. The manufacture of woolens is as old as the country itself, and was more truly a domestic manufacture when our ancestors were clothed with homespun than now. The manufacture of cotton is almost as old as the production of the fibre on our territory.”
  2. Compare the tariff act of 1816 with that of 1824, noting difference in (1) the general range of duties, (2) the circumstances under which they were passed, (3) the action taken in regard to them by the representatives of New England, the Middle States, and the South. It has been said that “the tariff of 1816 marks the beginning of protection in this country,” and that “the tariff of 1824 was our first tariff worthy of the name of protection.” Which of these statements is true, if either?
  3. Comment on the following:—
    “No protective duty was ever levied on a single article, the home manufacture of which grew to large proportions under that duty, without the price to the consumer growing cheaper, the duty thus being a boon instead of a tax.”
    “A duty on an imported article is invariably added to its price, at the cost of the buyer, and added also to the price of like articles made here.”
  4. State carefully the argument for the protection of young industries and mention the conditions, if any, which might justify the application of such protection.
  5. Give a brief critical statement of the views expressed by Hamilton, Gallatin, Clay, and Webster on the protective controversy.

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

 

POLITICAL ECONOMY 6.
[Final Examination, June 1885]

  1. State as nearly as you can the duties on the following articles from 1846 to 1884: pig-iron, steel-rails, wool, woollen cloths, silks, coffee, copper.
    Take any one of the following articles: pig-iron, wool, woollen cloths, silks, copper; and say something as to the economic effect of the duties on that one between 1860 and 1884.
  2. Give an account of the tariff act of 1864. Compare the tariff policy adopted in the United States after the close of the civil war, and with the policy of France after 1815.
  3. What has been the practice in our tariff acts since 1842 as regards the imposition of specific and ad valorem duties? Comment on the following: “It is an economic truth that the ad valorem system is the only equitable rule for assessing duties. With the whole power of a great government behind, there is no reason why the laws of the country should not be enforced. The outcry of undervaluation is simply a trick to blind the people, as it would be impossible to enact a law imposing duties of 80, 100, even 200 per cent. in the plain unvarnished form of ad valorem duties.”
  4. Comment briefly on two of the following:—
    (1)”The fairest and most satisfactory test of the effect of the tariff on prices is to compare prices of the same article under high and low tariffs. The average gold price of pig-iron before 1860 was $28.50 per ton; in recent years it has been $33.70. The average is higher by $5.20 under a high tariff than during the period of low duties.”
    (2) “Nothing can be more false than the claim of free trade advocates than that a duty is a tax that comes out of the farmers and artisans of this country. By far the greater part of the revenue collected on importations is the toll paid by people of other countries for the admission of their goods…I was assured by a score of manufacturers in England that the recent increase in the French tariff came out of their pockets, and not from the consumers in France; that they were compelled to sell their goods in France at the same price as before the increase of duty.”
    (3) “A conclusive answer to the assertion that the protective policy secures high wages to the laborers of this country, is found in the fact that wages are higher in the United States—absolutely and in comparison with the old world rates—in those industries which do not have, or confessedly do not need, protection.”
  5. Compare the grounds on which a policy of protection has been advocated in recent years with the grounds put forward in 1820-30, and give any reasons that may occur to you for changes in the arguments.

Source: Harvard University Archives. Harvard University. Examination Papers, 1873-1915. Box 2. Papers Set for Final Examinations in Rhetoric, Philosophy, Political Economy, History, Roman Law, Fine Arts, and Music in Harvard College. June, 1885. In bound volume: Examination Papers, 1883-86, pp. 14-15.

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Political Economy 7. Prof. Dunbar. 1 hour per week. [Consent of instructor required]

Comparison of the Financial Systems of France, England, Germany, and the United States

Omitted in 1884-85.

Source: Harvard University. Report of the President of Harvard College, 1884-85, p. 86.

 

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Political Economy 8. Prof. Dunbar. 1 hour per week. [Consent of instructor required]

History of Financial Legislation in the United States.

Total: 39:  1 Graduate, 28 Seniors, 7 Juniors, 3 Others.

Source: Harvard University. Report of the President of Harvard College, 1884-85, p. 86.

 

POLITICAL ECONOMY 8
[Final Examination, June 1885]

[Omit two questions.]

  1. State the circumstances which led to the adoption of the Independent Treasury and hard money as the policy of the Democratic party.
  2. How close an approach had been made to the issue of a government currency, prior to the Act of July 17, 1861?
  3. What has been the legislation since 1861 on the taxation of United States bonds,
    (1) by national authority,
    (2) by State authority,
    and the reasons therefor?
  4. The causes of the failure of the movements for resumption from 1865-70.
  5. The reasons for and against the claim of authority, under which Mr. Richardson increased the outstanding legal tender notes from $356,000,000 to $382,000,000.
  6. Trace the origin of the present three percents of the United States.
  7. Criticise the following extract from Mr Boutwell’s Finance Report of 1872:—
    “As the circulation of a bank is a source of profit, and as the managers are usually disposed to oblige their patrons by loans and accommodations, it can never be wise to allow banks or parties who have pecuniary interests at stake to increase or diminish the volume of currency in the country at their pleasure. Nor do I find in the condition of things a law or rule on which we can safely rely. Upon these views I form the conclusion that the circulation of the banks should be fixed and limited, and that the power to change the volume of paper in circulation, within limits established by law, should remain in the Treasury Department….
    “The problem is to find a way of increasing the currency for moving the crops and diminishing it at once when that work is done. This is a necessary work, and, inasmuch as it cannot be confided to the banks, where, but in the Treasury Department, can the power be reposed?”

Source: Harvard University Archives. Harvard University. Examination Papers, 1873-1915. Box 2. Papers Set for Final Examinations in Rhetoric, Philosophy, Political Economy, History, Roman Law, Fine Arts, and Music in Harvard College. June, 1885. In bound volume: Examination Papers, 1883-86, p. 15.

Images Source:  Harvard Library, Hollis Images. Charles F. Dunbar (left) and James Laurence Laughlin (middle) and Frank W. Taussig (right).

Categories
Economics Programs Johns Hopkins

Johns Hopkins. Activities of department of political economy, 1935-1936

 

Annual reports by university presidents often include chapters submitted by individual faculties, schools, and/or departments about their instructional, research, and outreach activities. Economics in the Rear-view Mirror is as good a place as any to serve as a digital depository of such dispersed material that can document time-lines for individual economics departments and economists. It would be boring for both the curator and subscribers to be subject to a long continuous stream of such material from any one department, so from time to time, I’ll just add additional years and gradually complete the time-series of reports.

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1935-1936
POLITICAL ECONOMY
[at Johns Hopkins University]

The instruction in Political Economy was directed by Professor Hollander, who met students daily in seminary organization for formal study and for cooperative research. The courses were designed to afford systematic instruction in general economic principles, intimate acquaintance with special fields of economic activity, and, most important of all, knowledge of and ability to employ sound methods of economic research. Dr. George E. Barnett, Professor of Statistics; Dr. William O. Weyforth, Associate Professor of Political Economy; Dr. Broadus Mitchell, Associate Professor of Political Economy; Dr. George H. Evans, Jr., Associate Professor of Political Economy; Dr. Howard E. Cooper, Associate in Political Economy; and Dr. Roy J. Bullock, Associate in Political Economy, assisted in the conduct of the work.

ECONOMIC SEMINARY

The papers and reports presented to the Seminary were as follows: Gregory King, the Political Arithmetician, by Professor Barnett; The History of British Preference Shares, by Dr. Evans; The Baltimore Wholesale, Fresh Fruit and Vegetable Market, by Mr. Deupree; Tench Coxe and the Federal Constitution, by Mr. Hutcheson; Hamilton’s Early Financial Papers, by Dr. Mitchell; Constitutional Restrictions on Economic Liberty, by Dr. Kahn; The Historical Development of the Massachusetts Municipal List, by Mr. Hickman; Food Marketing and Public Policy, by Dr. Bullock; The Baltimore Clearing House Association, by Mr. Hales; Real Property Tax Delinquency in Maryland, by Miss Wolman; The Trade Acceptance in America, by Mr. Wilcox; The Banking Principle and the Currency Principle, by Dr. Weyforth; The Settlement of Frederick County, Maryland, by Mr. Douglas; The Literary and Economic Influences upon Alexander Hamilton, by Mr. Rappeport; Tench Coxe’s Plea for a National Economy, by Mr. Hutcheson; Real Property Tax Delinquency in Baltimore, by Miss Wolman; Administrative Control of Labor Relations, by Mr. Ziskind; The Fiduciary Nature of the Savings Bank, by Mr. Hickman; The Street Railway Industry, by Mr. Saks; The History of Marsh Market, by Mr. Deupree; The Origin of the Baltimore Clearing House, by Mr. Hales; Industrial Corporate Surplus, by Dr. Cooper; The Concept of Self Interest in Adam Smith and Related Writers, by Mr. Lovenstein; The Growth of Municipal Indebtedness in the United States, by Mr. Shattuck; Investment Affiliates in Recent American Banking, by Mr. Peach; Small Scale Enterprise in the Anthracite Coal Fields, by Mr. Lanyon.

Appreciable progress has been made by members of the Seminary in the study of special aspects of the several questions chosen for investigation. The income of the Lessing Rosenthal Fund for Economic Research has been of aid in connection with Mr. W. Braddock Hickman’s study of “The Legal Control of Savings Bank Investments in Massachusetts” and with Mr. Harold Hutcheson’s study of “Tench Coxe.” The Fund was also drawn upon for temporary advances toward defraying the cost of publication by the Johns Hopkins Press of Dr. Evans’ “British Corporation Finance,” of Dr. Wyckoff’s “Tobacco Regulation in Colonial Maryland,” and also a second impression of five numbers of the Economic Tracts, out of print.

The Hutzler Collection has continued to add to its works disclosing the development of American economic thought and American economic history. During the present session we have also acquired an admirable copy of the rare first edition of Graunt’s “Bills of Mortality,” and photostat copies of important writings of Gregory King and Charles Davenant for use in the forthcoming series of Economic Tracts. The recataloguing and the rearrangement of the collection, in progress for the past two years, will be completed in the coming months.

Professor Hollander lectured one hour a week on the Development of Economic Theory and one hour a week on Theory and Practice of Public Expenditure.

Professor Barnett lectured one hour a week throughout the year on American Trade Unionism.

Associate Professor Weyforth lectured one hour a week throughout the year on Industrial Fluctuations.

Associate Professor Mitchell lectured one hour a week throughout the year on The Slave South.

Associate Professor Evans lectured one hour a week during the first half-year on Index Numbers.

Dr. Cooper gave a series of lectures in the second half-year on The Interpretation of Financial Statements.

Dr. Bullock gave a series of lectures in the second half-year on Marketing of Consumers’ Goods by Manufacturers.

Members of the staff were called upon for public service in various capacities. Professor Barnett continued his service as a representative of the American Economic Association on the Advisory Committee of the Census. He was also appointed chairman of the Nominating Committee of the American Economic Association and Vice-President of the American Statistical Association. Dr. Weyforth was reappointed to the Maryland State Board of Examiners of Public Accountants. Dr. Mitchell served as consultant to the Director, Division of Review of the N. R. A. from November 1935 to March 1936. He was elected for the second time to membership on the Executive Committee of the American Economic Association.

The following undergraduate courses were given:

1. Elements of Economics. Three hours weekly, through the year. Associate Professor Weyforth, Associate Professor Mitchell, and Associate Professor Evans.

2. Statistics. Three hours weekly, through the year. Associate Professor Evans.

3. Money and Banking. Three hours weekly, through the year. Associate Professor Weyforth.

6. Corporation Finance and Investments. Three hours weekly, through the year. Professor Barnett.

11. Principles of Accounting. Three hours weekly, through the year. Dr. Cooper.

12. Economic History. Three hours weekly, through the year. Associate Professor Mitchell.

14. Advanced Principles of Accounting. Three hours weekly, through the year. Dr. Cooper.

16. The Money Market. One hour weekly, through the year. Professor Hollander.

18. Wages and Employment. One hour weekly, through the year. Professor Barnett.

20. Marketing. Three hours weekly, through the year. Dr. Bullock.

21. Advanced Marketing. Three hours weekly, through the year. Dr. Bullock.

22. Commercial Law. Two hours weekly, through the year. Dr. Howell.

23. Mathematics of Finance and Statistics. Three hours weekly, through the year. Dr. Richeson.

 

EVENING COURSES IN BUSINESS ECONOMICS

During the past twenty years The Johns Hopkins University has offered a series of Evening Courses in Business Economics under the general direction of the Department of Political Economy. Such instruction is made available at hours and under conditions designed to meet the convenience of those likely to make use thereof. While designed in the main to offer instruction to young men and women actually engaged in or contemplating entrance into business, industry and commerce, the courses are planned to meet the needs also of those who have a more general interest in the subjects. The following courses were offered during the year:

Current Economic Problems, Professor Hollander; Investments, Professor Barnett; Money and Banking, Associate Professor Weyforth; Political Economy, American Economic History, Associate Professor Mitchell; Business Statistics, Corporation Finance, Associate Professor Evans; Corporation Accounting, Dr. Cooper; Elements of Business Administration, Marketing, Dr. Bullock; Elementary Accounting, Dr. Bryan; Mercantile Credit, Mr. Clautice; Auditing Principles and Practice, Federal and State Tax Accounting, Mr. Baker; Advanced Commercial Law, Dr. Watkins; Salesmanship and Salesmanagement, Mr. Ramsen; Advanced Auditing and Accountant’s Working Papers, Mr. Stegman; Applications of Psychology to Business, Dr. Bentley; Advanced Accounting Problems, Mr. McCord; Principles of Advertising, Mr. Corner; Commercial Law, Mr. Thomsen; Specialized Accounting, Cost Accounting, Mr. Smith; Business English, Public Speaking, Dr. Lyons.

SCHOOL OF BUSINESS ECONOMICS

The academic year 1935-36 marked the fourteenth year of operation of the School of Business Economics. The School was established to take care of the increasing need of specialized academic training for men contemplating a business career. In planning the curriculum of the School of Business Economics there was kept in mind the need for an adequate training in certain fundamental subjects, as well as for specialized instruction in economics and business subjects. Accordingly, during the first two years the studies are rather closely prescribed and are selected so as to furnish an essential background for a career in any field of business. In these years the curriculum is very similar to that which would be taken in the College of Arts and Sciences. In the third year greater latitude is allowed the student in the selection of subjects, and in the fourth year nearly all the subjects are elective. During these last two years it is intended that there should be intensive specialization in studies in business economics.

Students in the School of Business Economics are called upon, in partial fulfillment of the requirements for the degree of Bachelor of Science in Economics, to submit in the last year of residence an essay dealing with some business or economic subject. A wide range of choice is permitted to students in the selection of subjects. A suggested list of topics is submitted to them, but they are not restricted to such topics. It is believed that one of the principal benefits that a student may derive from the writing of such an essay is the experience obtained in the independent gathering and organization of material; and the industry and zeal of the student is likely to be enhanced if the subject on which he is working is one of special interest to him. The subjects on which essays were written in the year 1935-36 included the following: Interest as a Cost to Manufacture; The Chain Store Movement in Men’s Wear Merchandising; Control and Planning of Department Store Merchandising; Accounting Presentation for the Executive; Production Indexes; Should Public Utility Holding Companies be Eliminated?; Advertising Agencies in the United States; Investment Value of Low, Medium, and High Priced Common Stocks; Public Policy Toward Chain Stores; The Federal Securities Act of 1933 and Its Amendments; Revaluation of Fixed Assets; The American Paper Industry; The Baltimore Consumer Market. Several students wrote on the Analysis of Financial Statements, each one selecting a different corporation as the basis of his study.

In 1936, 17 students were graduated. These students were awarded the degree of Bachelor of Science in Economics.

PUBLICATIONS

George E. Barnett.

Review of History of Labor in the United States, 1896-1932, volumes III and IV, in American Economic Review, June 1936, pp. 339-342.

George Heberton Evans, Jr.

British Corporation Finance 1775-1850; A Study of Preference Shares. (Baltimore, The Johns Hopkins Press), pp. 208.

Jacob H. Hollander.

Two Letters on the Measure of Value by John Stuart Mill, 1822 (Editor). Fourth number of fourth series of Reprint of Economic Tracts. (Baltimore, The Johns Hopkins Press, 1936), pp. 24.

Broadus Mitchell.

American Radicals Nobody Knows, in South Atlantic Quarterly, October 1935, pp. 394-401.

Economists and the Depression, in Social Frontier, April 1936, pp. 215-217.

Articles in Dictionary of American Biography, as follows: vol. XV—Enoch Pratt, pp. 171-172; John Rae, pp. 321-322; vol. XVI—Edward Van Dyke Robinson, pp. 42-43; Jacob Schoenhof, pp. 450-451; XVII—Stephen Simpson, pp. 183-184; Lysander Spooner, pp. 466-467; XVIII—Philip Evan Thomas, pp. 442-443; Robert Ellis Thompson, pp. 469-470; Daniel Augustus Tompkins, pp. 581-583.

—and reviews as follows:

Parmelee, Farewell to Poverty, in Social Frontier, January 1936, p. 122.

Lawrence, Stumbling into Socialism, in The Annals, January 1936, pp. 281-282.

Ely and Bohn, The Great Change, in The Annals, November 1935, pp. 191-192.

Douglas, Controlling Depressions, and Fledderus and van Kleeck, On Economic Planning, in New Republic, August 28, 1935, p. 81.

Harvey, Samuel Gompers, in Journal of Political Economy, February 1936, pp. 106-107.

Baker, Concerning Government Benefits, in The Survey, June 1936, p. 188.

Keynes, The General Theory of Employment, Interest and Money, in Virginia Quarterly Review, July 1936, pp. 453-457.

William O. Weyforth.

Review of A New Monetary System of the United States (Related Studies), in Weltwirtschaftliches Archiv, November 1935, pp. 308-309.

Jacob H. Hollander,
Abram G. Hutzler Professor of Political Economy.

 

Source: Johns Hopkins University. University Circular. Annual Report of the President, 1935-1936, Vol. 481, (November 1936), pp. 99-103.

Categories
Economics Programs M.I.T.

M.I.T. Economics and Political Science, excerpt from President’s Report, 1961

 

M.I.T.’s department of economics has done historically well in attracting graduate students who have received third-party funding, e.g. National Science Foundation Graduate Fellowships. Besides offering a top-down report of the position of the economics department at M.I.T., the excerpt from the President’s 1961 Centennial Year Report transcribed below offers the factual nugget: “This year, too, M.I.T. was selected as first choice by more Woodrow Wilson Fellows in economics — eighteen out of eighty — than any other school in the country”.

_____________________

Also from 1961

M.I.T. Graduate Economics Brochure of 1961.

General Examinations in Economic Theory at M.I.T. from 1961: Microeconomics; Macroeconomics.

Fun antique video. Round table discussion with Jerome Wiesner, Jerrold Zacharias, and John Burchard of MIT with Raymond Aron of the Université de Paris-Sorbonne, Isidor Rabi of Columbia University, and Sir Eric Ashby of Cambridge University was filmed as part of the Tomorrow television series produced by CBS Television Network for MIT on occasion of MIT’s Centennial in 1961.

_____________________

From the President’s Report 1961, M.I.T.

The Social Sciences In the light of the concerns of the Centennial for the larger influences of science upon society, I think it appropriate to review this year the state of the social sciences at the Institute. That we should have become occupied with these areas was inevitable, and the Institute has a clear obligation to cultivate especially those that relate most directly to modern developments in engineering, science, and mathematics. M.I.T. has recognized this responsibility and has responded with strong and growing support to work in the social sciences in the School of Humanities and Social Science and elsewhere. These activities are giving to the Institute an entirely new dimension that few not associated intimately with M.I.T. yet appreciate.

It is a simple truth that the interests of the great physical and social sciences were never more interwoven than today. The overriding practical problems of our time — defense; disarmament; the economics of change; the politics of peace; the relationships among industry, science, and government — require joint technical and social analysis. The very progress of science is influenced by the broader social context, and the advances of engineering affect all our human institutions.

In our decision to encourage the growth of certain key social sciences at M.I.T., we determined not only to build on strength, but also to exploit particularly those that have special relevance to our central concerns with science and engineering. We hope to create more points of contact between the social and physical sciences and to foster more fruitful collaboration between them. In this way, in spite of enormous pressures for growth, we can delimit the domain of our interests and the way in which we allocate our resources to them.

We have given special attention to those fields in which mathematics and statistical techniques are playing an increasingly important role. This is, of course, completely compatible with our M.I.T. style, with our desire to be governed in our approach to problems by a sense of the quantitative, the analytical, the mathematical. But by no means are we seeking to build our social sciences in the image of the physical. We recognize full well the many differences in set and attitude that distinguish them. An exaggerated insistence on emphases that are too narrow or criteria that are too rigid will only defeat our long-range objective of making the social sciences an integral part of the modern scientific university. Each field must be free to develop in its own way, to follow with complete freedom its own professional instincts.

From this point of view, the flowering of the social sciences at M.I.T. represents a new experience for us. Accustomed as we are to the demonstrable factual data of the physical sciences, we must accept the larger subjective element of judgment that enters into the social sciences in their present state. Since developments in many of these areas are open to a variety of interpretations, we must foster, within the limits of our aims and resources, a range of views and interests. The ultimate safeguard, however, lies not in seeking an impossible balance among modes of thought, but in recruiting a faculty of the highest intellectual power and integrity. This we have done.

In my report of a year ago I touched on a faculty survey of the social sciences which gave highest priority for development to fields of economics and economic history, political science, and psychology. I want now to comment briefly on the current status of these fields at the Institute and to examine in passing our commitments and our hopes in these areas.

ECONOMICS The oldest social science at M.I.T., economics is still by a sizable margin the largest. The teaching of economics goes back to 1881 and Francis Amasa Walker. General Walker, the Institute’s third president and one of its great builders, was an authority on political economy — as economics was then called — and his understanding of the processes in American industrial development notably influenced his views on the education of engineers. He gave an outstanding lecture course on political economy and was the author of a distinguished text in the field. He also brought other economists to the Institute.

Yet, until well into the modern era of M.I.T., economics remained largely a service department for the School of Engineering. Only since World War II has the department matured and assumed a truly professional character. Today it is universally conceded to be among the most distinguished. Indeed, by any of the usual measures — the stature of its teachers, the quality of its research, the achievements of its graduates — it ranks in the small handful of leaders. This year the president of the American Economic Association [Paul Samuelson] and the presidents-elect of the Econometric Society [Franco Modigliani] and of the Industrial Relations Research Association [Charles A. Myers] are members of this department. This year, too, M.I.T. was selected as first choice by more Woodrow Wilson Fellows in economics — eighteen out of eighty — than any other school in the country. The strengths which have won this kind of recognition within the profession are substantial indeed. They were achieved, essentially, by encouraging economics at M.I.T. to chart its own professional course; by the development of a distinguished graduate curriculum and of a major research program; and by insistence on the same standards of excellence we demand of our scientific and engineering departments. As a consequence, we have accomplished in economics the same kind of comprehensive renovation of purpose that Karl Compton undertook at an earlier date for the School of Science.

Economics at M.I.T. is also an important resource for other areas of teaching and research, and for the School of Industrial Management in particular. Management education at M.I.T. grew out of our teaching in economics, and today the teaching and research of the Department and the School reinforce one another more strongly than ever. Much of the research of the Department bears directly on the interests of the School — research on the economics of particular technologies; on the problems of measurement of productivity and output; on the contribution of technical progress to economic growth; on the origin and growth of new enterprises. Through this close relationship between the Department and the School, we also enjoy a fruitful interchange of theoretical and practical points of view.

The history and current role of economics at M.I.T. is the model for our development of other social sciences. We have now established sections of political science and of psychology within the Department of Economics and Social Science. Both are fields in which student and faculty interest is keen and in which we have unusual opportunities to make important contributions.

POLITICAL SCIENCE Because of the interweaving of technology with all the affairs of the modern world, and especially with those of government, we have set high priority on the development of political science. It is an area in which we have been moving rapidly ahead. This June we awarded our first Ph.D. degrees in this field, and there are now about thirty doctoral candidates within the Section. In addition, some five hundred undergraduates take elective courses in political science each year.

The Section now offers courses in six fields of political science, all of which are related to other interests of the Institute: international relations and foreign policy, political communication, defense policy, government and science, political and economic development, and political theory and comparative politics. Besides providing opportunities for combining work in political science with a scientific or engineering field, the faculty of the Section maintain close ties with their colleagues in economics, psychology, industrial management, and city and regional planning.

In the past two years, we have developed superlative strength in the field of comparative politics of developing areas, and through the association of the Section with the Center for International Studies we probably have as strong a faculty as is to be found anywhere in the politics of development. In support of this work, the Institute received two notable gifts this year. One, the donation of $500,000 from Dr. Arthur W. Sloan and Dr. Ruth C. Sloan of Washington, D.C., establishes a professorship in political science with emphasis on African studies. Not only does this gift provide an important new endowed professorship, but it also recognizes in a most dramatic way the growing stature of political science at the Institute.

The second grant is one of $475,000 from the Carnegie Corporation for research in training on the politics of transitional societies. The grant will make possible expansion of our research on the problems of nation-building in transition countries such as the newly emerged African and Asian nations. It, too, gives substantial recognition to the quality of our program. The Carnegie grant, among other benefits, establishes graduate fellowships both for course work at M.I.T. and for field work towards the doctoral thesis. We are enthusiastic about the values to be derived from this aspect of the grant which will permit us to send our students overseas for on-the-spot research in developing areas.

We have enjoyed magnificent opportunities for field studies in other areas of our political science activities through the generous support of the Maurice and Laura Falk Foundation, the Ford Foundation, and the Rockefeller Foundation. The Ford Foundation has also underwritten much of our work on government and science, and the Rockefeller Foundation this year supported a new seminar on arms control. This seminar brought together some thirty individuals in the Cambridge academic community with strong interests in both the technological and political aspects of this subject. We very much hope that this may prove to be the beginning of a substantial new research program on defense policy.

This brief sampling of our progress in political science is intended only to suggest the vitality of this field at the Institute. It has grown quickly, but without over- stretching itself. It has set high standards in research, and it has developed both its undergraduate and graduate courses in a most creative and constructive spirit. This new venture for M.I.T., in sum, has met with outstanding success.

[Reports on Psychology and Linguistics complete this  section of the President’s Report]

 

Source: Massachusetts Institute of Technology. The President’s Report 1961. pp. 11-16.

Image Source: The M.I.T. mascot beaver on the cover of its yearbook, Technique 1949.

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United States. Courses of Study of Political Economy. 1876 and 1892-93.

 

The first article in the inaugural issue of The Journal of Political Economy, “Courses of Study in Political Economy in the United States in 1876 and in 1892-93,” was written by the founding head of the University of Chicago’s department of political economy, J. Laurence Laughlin. This post provides Laughlin’s appendix that provided information about economics courses taught in 65 colleges/universities in the United States during the last quarter of the 19th century. The bottom line of the table is that “aggregate hours of instruction in 1892-3 [were] more than six times the hours of instruction given in 1876”.

__________________________

How little Political Economy and Finance were taught only fifteen years ago, as compared with the teaching of to-day, must be surprising even to those who have lived and taught in the subject during that period…. At the close of the war courses of economic study had practically no existence in the university curriculum; in short, the studious pursuit of economics in our universities is scarcely twenty years old. These considerations alone might be reasons why economic teaching has not yet been able to color the thinking of our more than sixty millions of people. But about the close of the first century of our national existence it may be said that the study of Political Economy entered upon a new and striking development. This is certainly the marked characteristic of the study of Political Economy in the last fifteen years. How great this has been may be seen from the tables giving the courses of study, respectively, in about 60 institutions in the year 1876 and in 1892-3. (See Appendix I.) The aggregate hours of instruction in 1892-3 are more than six times the hours of instruction given in 1876.” [Laughlin, p. 4]

__________________________

Courses of Study in Political Economy in the United States in 1876 and in 1892-93.

Note: Returns could not be obtained from Johns Hopkins University, Amherst College, and some other institutions.

Institution.

Description of Courses.

1876.

1892-3.

No. hours per week.

No. weeks in year. No. hours per week.

No. weeks in year.

University of Alabama.

Text Book and Lectures, Senior Year

Finance and Taxation

4

2

36

36

[Total hours of instruction per year] 216
Boston University. Principles of Political Economy 3 20
[Total hours of instruction per year] 60
Bowdoin College, Brunswick, Maine.

Elementary (Required)

Advanced (Elective)

5

14

4

4

12

10

[Total hours of instruction per year] 70 88
Brown University, Providence, R. I.

Elementary

History of Econ. Thought

Advanced Course

[2nd] Advanced Course

Seminary of History, Pol. Sci., and Pol. Econ.

16-17

3

3

3

3

2

33-34

11-12

11

11

23

[Total hours of instruction per year] 40-42½ 242-250
University of Chicago, Chicago, Ill. 1.     Introductory Political Economy

2.     Descriptive Political Economy

3.     Advanced Political Economy

4.     Industrial and Economic History

5.     Scope and Method

6.     History of Political Economy

7.     Unsettled Problems

8.     Socialism

9.     Social Economics

10.   Practical Economics

11.   Statistics

12.   Railway Transportation

13.   Tariff History of U.S.

14.   Financial History of U.S.

15.   Taxation

16.   Public Debts

17.   Seminary

5

4

5

4

4

5

4

4

4

4

4

4

4

4

4

4

4

12

12

12

24

12

12

12

12

12

12

12

12

12

12

12

12

36

[Total hours of instruction per year] 996
Colby University, Waterville, Maine.

Elementary [1st]

Elementary [2nd]

Theoretical

Historical

5

7

2

2

4

4

13

10

13

10

[Total hours of instruction per year] 35 138
Columbia College (School of Political Science, New York City. 1.     Principles of Political Economy (Element.)

2.     Historical Practical Political Economy (Advanced)

3.     History of Economic Theory (Advanced)

4.     Public Finance (Adv.)

5.     Railroad Problems (Adv.)

6.     Finan. History of U.S. (Adv.)

7.     Tariff History of U.S. (Adv.)

8.     Science of Statistics (Adv.)

9.     Communism and Socialism (Adv.)

10.   Taxation and Distribution (Adv.)

11.   Seminarium in Political Economy (Element.)

12.   Seminarium in Public Finance and Economy (Adv.)

13.   Law of Taxation (Adv.)

3 and 5, 6 and 7, 8 and 9
given in alternate years.

2

 

 

 

17

 

 

 

2

 

3

2

 

2

2

2

2

2

2

2

 

 

2

2

17

 

34

34

 

34

25

34

17

34

34

17

34

 

34

17

[Total hours of instruction per year] 34 764
Columbian University, Washington, D.C. Elements of Political Economy 5 8
[Total hours of instruction per year] 40
Cornell University, Ithaca, N. Y. 1.     Elementary Political Economy

2.     Advanced Political Economy

3.     Finance

4.     Financial History

5.     Railroad Problems

6.     Currency and Banking

7.     Economic History

8.     Statistics

2

11

3

2

2

2

2

2

2

1

34

34

34

13

11

10

34

34

[Total hours of instruction per year] 22 408
Dartmouth College, Hanover, N.H. 1.     Elementary

2.     Advanced

3.     Advanced Finance and Tariff

6

6

6

6

6

6 2/3

4 1/6

3 1/3

[Total hours of instruction per year] 36 85
University of Denver, Col. 1.     Ely’s Introduction

2.     Ingram’s History

3.     Gilman’s Profit-Sharing

4.     Ely, Labor Movement in America

5.     Kirkup’s and Rae’s Socialism

6.     Finance and Taxation

7.     International Commerce

2

1

1

2

2

4

2

15

5

5

5

5

5

5

[Total hours of instruction per year] 90
DePauw University, Greencastle, Ind.

Economics (Elementary)

Seminarium (Advanced)

4

12

4

2

18

36

[Total hours of instruction per year] 48 144
Drury College, Springfield, Mo. Elementary Course 5 6 5 12
[Total hours of instruction per year] 30 60
Emory College, Oxford, Ga. Jevons’ Text, and Lectures. 5 12
[Total hours of instruction per year] 60
Franklin and Marshall College. Political Economy, (Walker’s) 2 15 2 20
[Total hours of instruction per year] 30 40
Georgetown College, Ky. 1.     General Economics

2.     Special Topics

5

15

3

3

20

20

[Total hours of instruction per year] 75 120
Harvard University, Cambridge, Mass. 1.     Introductory

2.     Theory (Advanced)

3.     Economic History from 1763

4.     Railway Transportation

5.     Tariff History of U.S.

6.     Taxation and Public Debts

7.     Financial Hist. of U.S.

8.     Condition of Workingmen

9.     Economic Hist. to 1763

10.   History of Theory to Adam Smith

Seminary

3

3

30

30

3

3

3

3

2

3

2

3

3

2

2

30

30

30

15

15

30

15

30

30

15

30

[Total hours of instruction per year] 180 735
Haverford College, Pa. Economic Theory 2 40
[Total hours of instruction per year] 80
Howard University, Washington, D. C. Elementary 5 10 5 10
[Total hours of instruction per year] 50 50
Illinois College and Whipple Academy, Jacksonville, Ill. Newcomb’s Polit. Economy, Seniors 5 15
[Total hours of instruction per year] 75
University of Illinois, Champaign, Ill. Senior Class 5 11 5 11
[Total hours of instruction per year] 55 55
Iowa College, Grinnell, Iowa.

Political Economy

Taxation

Railroad Problems

Socialism

5

10

3

3

3

3

37

14

12

11

[Total hours of instruction per year] 50 222
State University of Iowa, Iowa City, Iowa.

Elements of Economics

Currency and Banking

Industrial Revolutions of 18th Century

Recent Econ. History and Theory

Railroads, Pub. Regulation of

Seminary in Polit. Econ.

5

 

14

 

5

5

2

 

2

2

1

14

11

14

 

11

10

35

[Total hours of instruction per year] 70 230
Kansas State Agricultural College, Manhattan, Kan. Elementary, 4th year 5 8 5 11
[Total hours of instruction per year] 40 55
Kansas State University, Lawrence, Kansas. 1.     Elements of Political Economy

2.     Applied Economics

3.     Statistics

4.     Land Tenures

5.     Finance

5

19

5

3

2

2

2

19

19

19

19

19

[Total hours of instruction per year] 95 266
Lake Forest University, Lake Forest, Ill. 1.     Elementary

2.     Advanced

3

11

3

3

16

13

[Total hours of instruction per year] 33 87
Massachusetts Institute of Technology, Boston, Mass. 1.     Political Economy, Elem., Junior Year

2.     Financial Hist. of U.S., Jun. and Sen. Year

3.     Taxation, Junior and Senior Year

4.     History of Commerce

5.     History of Industry, Junior and Senior Year.

6.     Socialism, etc. (Option), Jun. and Sen. Year

7.     History of Economic Theory (Opt.), Senior

8.     Statistics and Graphic Methods, Junior

9.     Statistics and Sociology (Option) Senior

2

 

 

 

15

 

 

 

3

3

 

3

3

 

3

2

 

2

3

15

15

 

15

15

 

15

15

 

15

15

[Total hours of instruction per year] 30 375
Michigan Agricultural College. Primary Course 5 12
[Total hours of instruction per year] 60
University of Michigan, Ann Arbor, Mich. 1.     Elements of Political Economy

2.     Elements of Political Economy

3.     Hist. Devel. of Industr. Society

4.     Finance

5.     Problems in Pol. Econ

6.     Transportation Problem

7.     Land Tenure and Agrarian Movements

8.     Socialism and Communism

9.     Currency and Banking

10.   Tariff History of U.S.

11.   Indust. and Comm. Develop. of U.S.

12.   History of Pol. Econ.

13.   Statistics

15.   Economic Thought

16.   Labor and Monopoly Problems

17.   Seminary in Finance

18.   Seminary in Economics

20.   Social Philosophy with Economic Relations

21.   Current Econ. Legislation and Literature

 

18

 

3

4

3

4

4

2

2

2

2

2

2

2

1

1

1

2

2

1

 

2

18

18

18

18

18

18

18

18

18

18

18

18

18

18

18

18

18

18

 

18

[Total hours of instruction per year] 45 756
Middlebury College, Middlebury, Vermont. 1.     Elementary (Junior Class)

2.     Advanced (Senior Class)

3.     Finance (Senior Class)

4.     Seminary

4

4

10

10

3

2

2

1

35

21

14

21

[Total hours of instruction per year] 80 196
University of Minnesota. 1.     Elementary

2.     Advanced

3.     Am. Pub. Economy

4.     Undergraduate Seminary

5.     Graduate Seminary

5

13

4

4

4

2

1

13

13

10

23

36

[Total hours of instruction per year] 65 226
University of Mississippi, University, Miss. Advanced 5 30
[Total hours of instruction per year] 150
Mt. Holyoke College, South Hadley, Mass.

Polit. Econ. (General)

Polit. Econ. Seminary

4

2

12

12

[Total hours of instruction per year] 72
College of New Jersey at Princeton.

Pol. Econ. (Elem., Elective)

Pol. Econ. (Elem., Required)

Finance (Elective)

Historics—Econ. Semin.

2

13

2

2

2

16

16

15

[Total hours of instruction per year] 26 94
College of the City of New York. 16
[Total hours of instruction per year] 48*
New Hampshire College of Agriculture and Mechanic Arts, Hanover, N. H. Elementary—Perry or Walker 4 10-12 5 10
[Total hours of instruction per year] 48 50
Oberlin College, Oberlin, Ohio. 1.     Elementary Polit. Econ.

2.     Advanced Polit. Econ.

3.     Finance

4.     History Econ. Thought

5.     Economic and Social Problems

6.     “Money,” etc.

5

12

5

5

3

3

3

2

11

12

25

13

12

36

[Total hours of instruction per year] 60 337
Ohio State University.

Elementary

Advanced

Finance

Seminary (Indust. History)

2

2

2

2

38

26

12

38

[Total hours of instruction per year] 228
Ohio Wesleyan University, Delaware, Ohio. 4 12 4 12
[Total hours of instruction per year] 48 48
Penn. Military Academy, Chester, Penn. Elementary 5 13
[Total hours of instruction per year] 65
University of Pennsylvania, Wharton, School of Finance and Economy, Philadelphia, Penn. 1.     Grad. Course in Finance

2.     Grad. Course in Theoretical Polit. Econ.

3.     Grad. Course in Statistics

4.     Elem. Course in Finance

5.     Elem. Course in Theoret. Polit. Econ.

6.     Elem. Course in Statistics

7.     Elem. Course in Practical Polit. Econ.

8.     Course in Money

9.     Course in Banking

10.   Advanced Course in Political Economy

11.   Economic History of Europe

12.   Grad. Course in Practical Polit. Econ.

13.   Econ. and Fin. History of U.S.

14.   Grad. Econ. History of the U.S.

15.   Grad. English Econ. History from 13th to 17th century

16.   Modern Econ. History.

 

 

1

2

3

3

2

2

2

2

1

2

3

2

2

4

 

3

3

30

30

30

30

30

15

15

15

30

30

30

30

30

30

 

30

30

[Total hours of instruction per year] 1020
Purdue University, Lafayette, Ind. Elementary Course 3 19
[Total hours of instruction per year] 57
Randolph Macon College, Ashland, Va. Elementary 2 32 2 32
[Total hours of instruction per year] 64 64
University of Rochester, Rochester, N.Y.

Elementary

Econ. Polit. History U.S.

5

14

5

1

14

20

[Total hours of instruction per year] 70 90
Rutger’s College. Polit. Econ. (Elementary) 3 12 4 22
[Total hours of instruction per year] 36 88
Smith College, Northampton, Mass.

Elementary Course

Adv. Course in Theory

Seminarium

Practical Studies

3

12

3

3

2

2

14

14

10

12

[Total hours of instruction per year] 36 128
South Carolina College, Columbia, S.C.

Polit. Econ. Senior Class

Applied Polit. Econ.

2

2

40

20

[Total hours of instruction per year] 120
Swarthmore College, Swarthmore, Penn.

Polit. Econ. (Walker)

Finance

Protection and Free Trade

Money and Banking

History of Econ. Theories

4

4

4

4

4

20

10

10

10

10

[Total hours of instruction per year] 240
Syracuse University, Syracuse, N.Y.

Elementary

Finance

Industrial Development since 1850

Seminary

3

2

2

2

14

10

12

38

[Total hours of instruction per year] 162
University of Tennessee, Knoxville, Tenn.

Elementary

Advanced (Post-Graduate)

3

2

20

Varies

[Total hours of instruction per year] 100?
University of Texas, Austin, Texas. General 3 36
[Total hours of instruction per year] 108
Trinity College, Hartford, Connecticut.

Elementary

Advanced

Finance

4

13

3

4

2

17

17

17

[Total hours of instruction per year] 52 153
Vanderbilt University, Nashville, Tennessee.

Political Economy, Elementary

Political Economy, Advanced

3

36

3

3

36

36

[Total hours of instruction per year] 108 216
Vassar College, Poughkeepsie, New York.

Principles of Economics

Economic History

Railroads, Trusts, and Relation of State to Monopolies

Labor Problem and Socialism

Seminary

 

 

3

3

2

 

2

2

18

18

18

 

18

18

[Total hours of instruction per year] 216
University of Vermont, Burlington, Vermont.

Elementary

Advanced

3

2

20

20

[Total hours of instruction per year] 100
University of Virginia, Charlottesville, Va.

Theory of Economics

Science of Society

3

26

3

16

16

[Total hours of instruction per year] 78 88
Washington and Jefferson College, Washington, Pa. Political Economy 3 11 3 16
[Total hours of instruction per year] 33 48
Washington and Lee University, Lexington, Va.

Elementary

Advanced

3

3

14

26

[Total hours of instruction per year] 120
Washington University, St. Louis. Prescribed Course 3 20 3 20
[Total hours of instruction per year] 60 60
Wellesley College, Wellesley, Mass.

Industrial History

Economic Theory

Statistics (Seminary)

Socialism (Seminary)

3

3

3

3

18

18

18

18

[Total hours of instruction per year] 216
Wesleyan University, Middletown, Connecticut.

General Introductory (Sen.)

General Introductory (Jun.)

Economic Problems

36

2

3

2

36

18

36

[Total hours of instruction per year] 54 198
West Virginia University, Morgantown, West Virginia.

Elementary Pol. Economy

Advanced Pol. Economy

2

2

14

36

[Total hours of instruction per year] 100
Williams College, Williamstown, Mass. Political Economy 6 14 3 15
[Total hours of instruction per year] 84 45
University of Wisconsin, Madison, Wis.

Econ. Seminary

Distribution of Wealth

History of Pol. Econ.

Money

Public Finance

Statistics

Recent Econ. Theories

Synoptical Lectures

Outlines of Economics

2

5

5

5

3

3

3

1

4

37

14½

12

10½

37

12

14½

15

37

[Total hours of instruction per year] 612½
Yale University, New Haven, Conn.

Pol. Econ.**—Elem. (2)

Pol. Econ.—Adv. (3)

Economic History (2)

Finance, Public (2)

Finance, Corporate (2)

Mathematical Theory (1)

Seminary Instruction (2)

3

2

 

36

36

36

4

3

4

2

3

1

1

36

36

36

36

36

36

36

[Total hours of instruction per year] 180 648

* [College of the City of New York] A few hours additional are given in the work of the Department of Philosophy; the whole number amounting to some 52 or 53.

** [Yale University] Figures in brackets represent numbers of courses under each head.

SourceAppendix I to “The Study of Political Economy in the United States” by J. Laurence Laughlin, The Journal of Political Economy, vol. 1, no. 1 (December, 1892), pp. 143-151.

Image Source:  J. Laurence Laughlin drawn in the University of Chicago yearbook Cap and Gown (1907), p. 208.

 

 

Categories
Economics Programs Economists Harvard Radical

Harvard. Leontief and Galbraith report on conflict within department, 1972

In December 1972 the conflict about opening the Harvard economics faculty to include “broader and necessarily ‘softer’ questions of social structure, social functions and social reform” exploded beyond the confines of the economics department. This post provides two letters/memos sent to Harvard’s President Derek C. Bok written by Wassily Leontief and John Kenneth Galbraith, respectively, that supported curriculum reform involving the continued appointments of young radical economists. It would appear from Leontief’s account that a relatively silent majority of the younger mathematical economists in the department was able to block the recommendation of their more senior colleagues to expand course offerings to meet the demand of students for courses outside the confines of “orthodox technical economics”…a revolution that devoured its own parents.

_____________________

Background tip:

Talk presented by Tom Weisskopf “The Origins and Evolution of Radical Political Economics” (September 25, 2012).

_____________________

Photocopy Leontief to Harvard President Derek C. Bok

HARVARD UNIVERSITY

Wassily Leontief
Professor of Economics

309 Littauer
Cambridge, Massachusetts 02138
(617) 495-2118

December 21, 1972

Mr. Derek Bok
President
Harvard University
Massachusetts Hall 1

Dear Derek:

I am writing in response to your request for my views on the conflict that for some time has been straining the relationships within the Executive Committee of our Department on the one hand and Executive Committee and the graduate student body on the other. It developed along rather familiar lines and finally broke into the open.

The controversy, as I see it, centers on the question whether the Department of Economics should widen the range of its intellectual concerns and of its teaching responsibilities beyond the narrowly delineated field of orthodox technical economics by inclusion of broader and necessarily “softer” questions of social structure, social functions and social reform: questions raised for example in the old Marxist and the new radical economics.

While a minority in the Executive Committee favors a move in this direction, arguing that it would reflect the natural growth and extension of our discipline, the majority opposes it on the grounds that this would amount to politicalization of the field and lowering of intellectual standards. Somewhat paradoxically, the minority favoring a change comprises mostly senior members of the Department while the core of the majority group consists of the younger mathematical economists. Needless to say, the students are on the side of the minority. While the minority did most of the talking, the majority was content with voting.

Last spring a mixed faculty-student committee appointed by the Chairman proposed a modest curriculum reform that would reflect the interest in the new subjects. After a stiff fight, the report was first accepted, then watered down, and finally scuttled.

The division within the Department was clearly reflected in a series of votes on new appointments. Three years ago, the junior staff contained four radical economists: Herb Gintis, Tom Weisskopf, Art MacEwan and Sam Bowles. All were let go. Gintis is now lecturer in the Department of Education, Tom Weisskopf was avidly acquired by the Department of Economics of the University of Michigan, Sam Bowles failed a week ago to receive a permanent appointment, and Art MacEwan was denied this week a second three-year appointment. The slate is clear except for Steve Marglin, who was elevated to full professorship before his interests had shifted into the field of institutional analysis and criticism.

Adverse votes are invariably based on lack of intellectual distinction and creditable contributions to knowledge by the candidate; this notwithstanding the fact that several permanent slots were filled in the past by scholars of admittedly indifferent stature on the ground that a vacancy had to be filled in some narrowly defined specialized field.

Reluctantly the minority on the Executive Committee came to the conclusion that its advice and counsel will be disregarded in the future as it was in the past; that crucial decisions will be made on the basis of an often silent, but invariably effective majority vote. The rising tension finally led to acrimonious exchanges at the last meeting of the Executive Committee.

The obvious frustration of the graduate students finds its expression in sharp verbiage used by the radical minority and sullen indifference and cynicism among the rest. I hardly need to add that the students are quite aware of the division within the Executive Committee.

This is where we stand now. At best one could observe that as a whole the senior teaching staff of the Economics Department is much less effective than one could have expected it to be considering the distinction of its individual members. At worst, the continuation of the conflict might result in resignations and damage all around.

After you called me up, Jim Duesenberry asked several members of the Department to serve on a committee that would review the intellectual problems involved and try to find some way out. The proposed composition of the committee (Arrow, Bergson, Dorfman, Galbraith and me) assures that its report will give full weight to the minority point of view.

I myself feel that nothing short of a clear-cut reversal in the present trend can prevent further deterioration of the situation. Needless to say, I will do all I can to bring about a constructive and peaceable solution of the difficult problems we are facing. Some counsel and some help from you and John [probably economist John T. Dunlop who was serving as Dean] most likely will be needed. Let me add that some of my colleagues who up to now held an opposing point of view have offered their full cooperation.

I have dictated this letter but had no time to proofread it since Estelle and I are leaving for London two hours from now. In case of need, please do not hesitate to call me. My secretary, Mary Conley, will know all the time where I can be reached.

With best wishes from Estelle and me to Sissele and you.

Sincerely,
[signed]
Wassily Leontief

WL:mc

*  *  *  *  *  *  *  *  *  *  *  *  *  *  *

Carbon copy Galbraith to Harvard President Derek C. Bok

December 22, 1972

President Derek C. Bok
Massachusetts Hall

Dear Derek:

This I hope will diminish the concern you may have had following my telephone call of the other evening. My personal anger, as usual, has been difficult to sustain although I surely intend to stay with this problem until things are put right. I’ve met with the young radicals and I think they are persuaded that Toronto is not a good forum and that neither Arrow nor I is the man they most want to embarrass. John has operated with usual skill and panache. He accepts the idea of a commission to consider and act before things get worse, and I am drafting up the terms of reference for discussion with Jim Duesenberry. I’ve gone over the rough outlines with Wassily. With considerable approval, I’ve raised the question of conflict of interest with external corporate enterprises. I enclose a document on that subject.

In any case, a Merry Christmas.

Yours faithfully,

John Kenneth Galbraith

JKG:kv

Enclosure

 

Source: John F. Kennedy Presidential Library. John Kenneth Galbraith Personal Papers. Series 5. Harvard University File, 1949-1990. Box 526. Folder “Harvard Dept. of Economics, Discussion of appointments, outside interests and reorganization, 1972-1973 (1 of 2)”.

Image Source: Wassily Leontief from Harvard Class Album 1957.

Categories
Economics Programs Race Sociology Undergraduate

Fisk University. Economics, Sociology & Social Work Courses. Haynes, 1911-13

In the previous post we met the first African American awarded a Columbia University Ph.D. (Dissertation: “The Negro at Work in New York City”, 1912), George Edmund Haynes (1880-1960). His first academic appointment was at Fisk University in Nashville, Tennessee where he was Professor of Social Science, a department of one. This post provides an excerpt from the catalogue to this private historically black university that gives us courses with descriptions and text-books (linked here!) for economics, sociology and social work à la Haynes.

________________________

SOCIAL SCIENCE AND SOCIAL WORK
[Fisk University, 1911-13]

In the study of Sociology and Economics and the scientific approach to social problems Fisk is making every effort to keep abreast of the leading developments. Especially is there need for thorough training in scientific methods for study of social problems and the development of the spirit of social service among Negro college youth.

The growing urban concentration of Negroes demands special study and the development of methods of social betterment to meet the problems attendant upon the increasing complexity of their life and conditions in cities, North and South. This urban situation can best be met by college Negroes who have had training in the social sciences and in practical methods of social work. The greatest need of the urban situation is a number of well-trained social and religious workers. It is the chief aim of this department to develop courses, theoretical and practical, in Economics, Sociology and Social Problems that will give a thorough foundation as a preparatory training for social and religious workers.

Also, the increasing concentration of Negroes in urban centers demands that teachers, ministers, doctors, and those entering other professions, should have a thorough equipment to enable them to understand and to meet successfully the problems with which they will have to deal.

The students who desire to make their life calling that of social workers and who show promise of efficiency and success in such work will be given, through fellowships after graduation, opportunities for practical experience and further study in social betterment efforts in New York and other cities under the auspices of the National League on Urban Conditions Among Negroes, which has been organized by a number of public-spirited citizens with the purpose of studying conditions among Negroes in cities, of developing agencies to meet social needs and for the purpose of securing and training Negro social workers. The University is affiliated with the League in developing this work.

Besides, the time has come for the Negro college to become closely articulated with the community in which it is located. The further aim is to bring the University into closer relation with the conditions among colored people in Nashville and to seek the cooperation of the other Negro colleges in developing this much needed phase of education. The following courses are now given:

  1. ELEMENTARY ECONOMICS: INDUSTRIAL HISTORY AND ORGANIZATION. Junior Year. First and second semesters, 3 hours per week. The aim of this course is to acquaint the student, through a study of concrete facts, with the underlying principles of the economic organization and activity of society, with special reference to American conditions, and with the fundamental economic doctrines as an introductory knowledge of the principles of production, consumption and distribution. The course is conducted by means of readings, class discussions and lectures. Text-books: Coman, “Industrial History of the United States;” collateral reading, and Ely, “Outlines of Economics”.

 

  1. ADVANCED ECONOMICS; ECONOMICS AND LABOR PROBLEMS. Senior Year. First and second semesters. 2 hours per week. The work of this course is based upon Course 1. It is conducted partly in the form of a seminar.

In the second half of the course such questions as taxation, labor legislation, child labor, strikes and lockouts, etc., are studied by means of discussions, lectures, readings and assigned investigations. The aim is to develop the student in independent thinking about current economic and labor problems. Text-books: Seager, “Introduction to Economics”[replaced by Nearing and Watson, “Economics” in 1912-13]; Adams and Sumner, “Labor Problems”; collateral reading.

 

  1. SOCIOLOGY AND SOCIAL PROBLEMS. Senior Year. First and second semesters, 3 hours per week in class-room work. During 12 weeks of the second semester ten hours per week additional field work is required. The first half of this course gives the student an acquaintance with some of the fundamental sociological principles and laws, with some of the chief authorities in sociology, and leads him to a point of view for his thinking about modern social problems. The class-room work is conducted by means of lectures, assigned readings and discussions.

The second half of the course begins with a study of elementary statistics and methods of social investigation. Each student is required to take part in an investigation of some problem like the housing problem, occupations, etc., as they are found among Negroes in Nashville. In addition, he is required to acquaint himself with the literature bearing on the topics of the investigation. In the last part of the course a series of lectures on problems and methods of bettering conditions among Negroes in cities is given by social experts from various cities. The past year the following lectures were given:

Two lectures on “Conservation of Childhood”;
Six lectures on the “Religious Problem among Negroes in Cities”;
Ten lectures on “Principles of Relief and Charity Organization”;
Three lectures on “Special Problems among Negro Women in Cities”;
Five lectures on “Delinquency and Probation”.

[Topics added 1912-13: “Health Problems Among Negroes”; “Educational Problems Among Negroes”; “The State and City in Relation to Social Conditions”; “Rural Conditions Among Negroes”.]

Text-books: Blackmar, “Elements of Sociology” [replaced by Metcalf, “Organic Evolution” in 1912-13]; Carver, “Sociology and Social Progress”; Ward, “Applied Sociology”; collateral reading.

 

  1. HISTORY OF THE NEGRO IN AMERICA. Junior Year. First and second semesters. 1 hour per week. A rapid survey is made of the early period of the importation of slaves and of the social and economic conditions which gave rise to slavery, as well as the suppression of the slave trade. A more intensive study is made of the two periods, 1820-1860, and 1860 to the present day. The study thus gives historical perspective for the understanding of present conditions, an appreciation of the honored names of the Negroes of the past, and an estimate of the genuine contributions the Negro people has made in the way of labor force, military strength, musical culture, etc., to American civilization.

There is no suitable text-book to be used for such a historical course, so that in addition to lectures assigned readings are selected from standard histories [added in 1912-13: Brawley, “Short History of the American Negro”], from Du Bois’ “Suppression of the Slave Trade”, Williams’ “History of the Negro in America”[Williams not listed as text-book in 1912-13], Washington’s “Story of the Negro” [Volume I; Volume II], and Hart’s “Slavery and Abolition”. In addition, each student is required to use original sources and report upon some assigned topic, such as biographies of slaves, sale of slaves, underground railroad, etc.

 

  1. THE NEGRO PROBLEM. Senior Year. First and second semesters, 1 hour per week. It is the aim of this course to use all available data to acquaint the student with the part the Negro has in the developing life of America and with the economic, political, intellectual, religious and social forces that enter into the condition and relations of the Negro in America. Particular attention is given to urban conditions. Reviews of current books and articles on the Negro Problem are made. The student is thus developed in the power of independent thinking upon the subject. Text-books: Weatherford, “Negro Life in the South”; Du Bois, “Philadelphia Negro”; Haynes, “The Negro at Work in New York City”; collateral reading.

Source: Catalogue Number 1911-1912 (2nd ed.), Fisk University News, Vol. III, No. 3 (May, 1912), pp. 47-50.

Image Source: Tennessee Vacation Website. Road trip to Nashville.

 

Categories
Economics Programs Harvard

Harvard. Galbraith’s Proposal to Split the Economics Department, 1973

 

During the early 1970s the Harvard economics department went through an identity crisis in which the orthodox mainstream was challenged by a not-so-silent minority of proto-heterodox economists and a dissatisfied graduate student body. The following three artifacts from the discussion of that time come from John Kenneth Galbraith’s papers. I would not exclude the possibility that some/much of the December 26, 1972 memo from the dean of the faculty of arts and sciences was inspired, if not directly penned, by Galbraith.

Galbraith was incapable of writing even an intrauniversity memo without flashes of wit as both the draft and final versions of his memo clearly demonstrate. And yet, there remains an overwhelming pathetic, quixotic note to his proposal of dividing the economics department in order to save its diverse, social elements.

____________________________

When the Dean Asks
How to Fix the Harvard Economics Department

December 26, 1972

From: THE DEAN OF THE FACULTY OF ARTS AND SCIENCES

To: THE CHAIRMAN OF THE DEPARTMENT OF ECONOMICS

Re: TERMS OF REFERENCE FOR A STUDY OF AND RECOMMENDATIONS ON THE DEPARTMENT OF ECONOMICS

Recent developments and discussions suggest problems of some concern in the Department of Economics. In the belief that such problems, if attacked in timely fashion and a spirit of goodwill, will be more readily resolved than if allowed to persist and be aggravated, I am proposing action which I trust will meet with the approval of all concerned. I shall first identify those matters on which, I believe, there will be general agreement and then suggest terms of reference for the appropriate action.

  1. The Department of Economics has become very large. In the current catalogue I count 25 tenured members, 56 non-tenured members, 5 visiting professors and 13 economists in associated departments principally the Kennedy School, in addition to the large force of teaching assistants. It is not surprising that so large a body should have problems in maintaining a sense of common purpose and identity.
  2. There has of late been a deep difference of view on appointments in the Department. This has led to the suggestions that the Department, its size notwithstanding, is not emphasizing an adequate representation of diverse, socially unpopular or methodologically different positions, and that standards for promotion operate to exclude or minimize the representation of such views.
  3. There will be agreement that a majority may be less urgently seized of the need for representation of a minority view than the minority.
  4. In recent years there has been dissatisfaction among students, principally graduate students, with instruction in the Department. Again I state the fact without passing on the merits of the position. I do note that, historically, students have found satisfaction and pride in their association with the Department.
  5. The question has been raised whether some appointments are being appraised in accordance with contribution or non-contribution to or effect on corporate profit-making which, however useful and legitimate, is external to the scientific work and teaching of the Department.

In light of the foregoing I propose to ask the three past presidents of the American Economic Association together with the two American Nobel Prize winners who are engaged in active teaching (one of whom is also current President of the American Economic Association), together with the Chairman of the Department of Economics to examine the Department as a matter of urgency and to report. The following are the terms of reference for this examination:

  1. The group shall be denoted the Special Study Committee, and hereafter as the Committee.
  2. In its deliberations the Committee will consult to the fullest extent with students of the Department as well as with tenured and non-tenured members of the Department, and will discuss its provisional findings with students and faculty.
  3. The Committee will consider and report on whether the present personnel of the Department reflects an appropriately broad spectrum of method and view and, as necessary, on corrective steps. Corrective steps may specifically include recommendations for change in past action.
  4. The committee will consider whether the present teaching of economics is sufficiently broad, and specifically whether there should be a second and alternative track to a doctorate in economics embracing both course work and examinations and in which the primary emphasis would be on history of economic thought, institutional economics and socialist thought, or subject matter disciplines not required by the present framework.
  5. The Committee shall consider possible division or subdivision or other reorganization of the Department to provide greater knowledge of candidates for appointment or promotion, greater corporate responsibility for instruction and other possible gains from smaller size. In this connection special attention should be given to the relationship with the Kennedy School of Government.
  6. The effect of external corporate or other activities of Departmental members as these may bear on appointments, teaching or research, shall be examined with recommendations.
  7. The report of the Committee shall be made public and, in the absence of specific and fully-supported objection, it is my hope that its conclusions will be found acceptable to the Department. There is no intention to alter the constitutional arrangements by which tenured members, as now or in a suitably reorganized or subdivided Department, if that is the decision, are responsible for appointments and instruction.

____________________________

Galbraith Draft Statement (undated)
[handwritten additions in bold italics]

Draft #2

MEMORANDUM

MEMO:

The President
The Dean of the Faculty of Arts and Sciences
Members of the Department of Economics

From: John Kenneth Galbraith

 

In these last weeks tensions long present in the Department of Economics at Harvard have come to the surface. The consequences are attracting interest and discussion well beyond the confines of the Department and the University. It is doubtful if anyone, and certainly any active participants, can state the issues with complete impartiality but some of the basic circumstances admit of agreement. They are.

(1) The Department has become very large—the current catalogue lists twenty-five regularly tenured professors, thirty-five nontenured professors, thirteen members in an adjunct relationship from other parts of the University and five visiting professors. In addition there are a large number of teaching assistants. The Department has become a parliamentary and not a corporate body. Long before the recent explosion I expressed my concern not only to my colleagues but also to the top management over our increasingly ungainly and ineffective mass and its dangers. I encountered little or no disagreement.

(2) The Department has for some years been deeply divided in its views. There has been an ineffective and mostly unchanging minority, and an effective and largely unchanging majority.

(3) While the basis of the division is diverse, including the polemical folk-tendencies of academic life, our learned delight in self assertion, our sensitivity to the intellectual shortcomings of others, differences in reaction to change, political attitudes, it is also a difference in the view of economics. I doubt that any statement of this difference can avoid prejudice. I shall content myself with being dull. It partly involves the acceptance or rejection of the established economic institutions; partly acceptance or rejection of accustomed preconceptions of economic thought, partly the trade-off between precision in established modalities and lesser precision in more innovative, critical or experimental work; partly it has to do with the degree of commitment to measurement and mathematics.

(4) While the underlying fact is a difference in the view of the subject (including the importance of representing the minority views) the argument over appointments invokes competence. Each side with no slight sense of moral righteousness defines competence in its own image. What is unscientific or soft to one side is irrelevant or unreal or unuseful to the other. Certainty in these positions is enhanced by the effect of professional esteem on ego. The members of the majority rightly reflect on the high regard in which precision and excellence of their work is held in their particular spheres of econometric, mathematical or applied work. The members of the minority rejoice similarly on their standing in the profession generally. Given these attitudes, the likelihood that one side will yield gracefully to the other is (if possible) even further reduced. Thus the absolute certainty of continued conflict.

(5) The difference comes to a head over appointments. This reflects a clear view of the reality. It is recognized by all that it is people who determine what is taught and investigated—and wholly so in such an unstructured environment as Harvard. The majority, not unnaturally, has prevailed. In this context a minority should not be expected to acquiesce. To do so is to accept eventual extinction. No one who is serious about his views or methods should countenance that.

(6) The students, once pridefully associated with the Department, are discontented. Their affiliation is largely, although by no means completely, with the minority. As a consequence some members of the majority hold or harbor the thought that the minority is acting less out of conviction than a desire to seek popularity or appease student opinion. Members of the minority react with a strong (and in my own case previously undisclosed) concern for the quality of our institution.

(7) There is a question as to the bearing of subjective judgments formed in connection with the business activities of members—or in consequence of those activities—on promotion of those whose disposition or work leads to criticism of cherished and remunerative economic institutions.

Aggravated problems sometimes allow of simple choices. This is so in the present case. One course is to continue as now, and enjoy the acrimony and continue to invite, by our public bickering, disesteem for the subject, the Department, the University, our students and ourselves. The other is to move to the obvious and forthright resolution, on which will be to the benefit of all concerned.

The solution is to divide the present vast Department into two parts. One part, a Department or Division of General Economics*, would reflect the specialized interests and scientific purpose of the majority, including those whose identification with the minority has been based not on identity of professional interest but concern for academic diversity. A second part would be the Department of Social Economics. This initially much smaller Department would consist of those tenured and untenured members whose active identification with the social issues of planning, economic structure, criticism, or socialism or institutionalism leads them to make the transfer. The new Department, born out of a need to ensure diversity, would itself be under the normal academic obligation to perpetuate diversity. It would develop an undergraduate and graduate curriculum and degree requirements compromising nothing in depth and rigor, in accordance with the interests of its members and of students. Subject to established ad hoc procedures—and its resources—it would make its own promotions and appointments.

*No difficulty should be made over a name. The parent Department could be called the Department of Economics.

The initial resources of the new Department would consist of the present financial commitment to those making the change. There would, some minor administrative costs apart, be no added burden on the University budget. I would make the transfer and make the revenues from the Paul M. Warburg Professorship, including the supporting research revenues (on neither of which I have drawn in net amount in recent years) available for a new professorial appointment. I believe, not without knowledge, that money for one or two added professorships as well as for research could be raised from sources not presently open either to the University or the Department. Scholarship funds would be divided in accordance with student demand. I am willing to commit a good share of personal time in the next year to money raising, a task in which, unlike my economics, my competence has been sufficiently established.

May I note in summary the advantages of the foregoing proposal.

(1) The basic cause of distress and conflict in the present Department of Economics would be removed. Each of the new Departments or Divisions will be in a position to develop the subject in full accordance with its own lights. Neither will be in the academically repellant position (however agreeable in practice) of imposing its standards or preferences on the other.

(2) The problem of excessive scale and consequent diminution in sense of communal responsibility for teaching, research and appointments is solved in the case of the new small Department or Division. It is alleviated for the larger parent Department.

(3) The Department of Social Economics if it is to attract, retain and place its graduate students, will have to demonstrate itself in competition with its older and more prestigious parent. This competition will be exceedinglyhealthy for both. This is an appealing point. While businessmen favor competition more often in principle than in practice, this is not an error into which any good economist will allow himself to fall.

(4) Undergraduate instruction in the new Department will benefit no alone from the members’ commitment to their subject matter but also from the greater sense of community as between teaching assistants, tenured and non-tenured faculty in a much smaller department and the present Department will be better. In the present Department not even all tenured and untenured members are known to each other. Teaching assistants are known only to a fraction of the faculty members and even less is known about their performance. And again in undergraduate teaching the vigorous competition of the new Department will be good for the older one.

(5) Problems associated with the corporate business activities of professors will be at least partly resolved. No question of concern for attitudes of business clients, however subjective, will be thought to influence those who are passing on appointments in the new Department. Subject no doubt, to appropriate safeguards the activities of present members of the Department with their potential for useful employment, income and information could perhapsremain.

(6) The two Departments through a coordinating committee might [illegible word] combine for the time being on the elementary course.

(7) The creation of the new Department with an admixture of old and new members intent on developing both old and new lines of inquiry will affirm, as nothing else, Harvard’s avidly proclaimed commitment to free inquiry by people of the highest calibre and to whatever result.

(8) Nothing is forever. If, after say ten years, there is demand for reunification, why not.

With so much to be gained—and also so much trouble to be avoided—I hope that we can proceed to consider this solution with a minimum of delay. Needless to say—perhaps on the basis of past departmental performance it is very necessary that I say—I am ready at any notice to lend a hand.

____________________________

Memo On Splitting the Harvard Economics Department
[Apparent Final Draft]

June 18, 1973

From:  JOHN KENNETH GALBRAITH

To:

PRESIDENT DEREK C. BOK
DEAN-DESIGNATE HENRY ROSOVSKY
PROFESSOR JAMES S. DUESENBERRY
MEMBERS OF THE DEPARTMENT OF ECONOMICS

Re: THE DEPARTMENT OF ECONOMICS

The Department of Economics is, I would judge, entering into a period of considerable calm and tranquility. The older dissidents and heretics in the Department will, with one or two exceptions, soon be retiring. And, in any case, they are now a harmless minority. Within a year or so the younger generation of dissidents will be safely gone. Thus the expectation of a period of scholarly calm.

My purpose in this memorandum is to suggest that the prospect is not as happy as these developments imply. And it is to suggest some steps which, without unduly disturbing the equanimity of the situation, the Department and the Administration would be wise to consider. May I note that these are matters on which I have no personal, as distinct from general, professional concern. I am one of those who will be contributing, however modestly, to a more seemly, tranquil and comfortable life by a comparatively early departure.

The problems remaining after the prospective changes are two. There is first the fact that, while faculty affairs have been generally arranged to the satisfaction of all, the students remain deeply dissatisfied. Let no one doubt this or seek, by the usual academic rationalizations, to explain it away. I was much exposed to this in the special seminar last autumn; I determined then to inform myself in a minor way during the spring, which I have done. The students, over a wide political spectrum, deeply dislike their work and the Department. This is especially true of the first-year students who, in a puzzling exercise in public relations reflecting an odd attitude toward education, are now blithely told at the outset to expect the worst year of their lives. Those who have been here two or three years also look back with discontent on their educational experience. My first year of graduate work was one of the most vital and interesting of my life. So, I believe it was with most of my generation.

The complaint of the students is straitforward. They are squeezed, especially in their first year but increasingly as a test in later work, into a narrow model-building, problem-solving, quasi-mathematical routine that they find boring and unrelated to the world in which they live. The emasculated careerist may accept the routine and do well. The student who thought that economics was a window on the problems of the world is abjectly disappointed.

These student reactions are heavily discounted by most although not all of the senior faculty. The rationalization is that such student attitudes are inevitable—that the modern student is inherently lazy, feckless, radical and dissatisfied. It is even suggested, not without scholarly vigor, that those who express concern about students are courting a student popularity in a sadly unscholarly tradition. As I say, this rationalization seems to me unwise and something that very soon will have a more practical consequence. A bad reputation in these matters is not easily kept a secret. It could happen that eventually the Department will have very few graduate students of indigenous origin of any consequence, a few committed careerists, mathematicians and model-builders apart. Numbers and quality of applicants will decline. In consequence, the ratio of faculty to active, teachable graduate students, which is now approaching one to one, will pass that point and will widen as a ratio of students to teachers. This is not hyperbole. A course was recently described to me by a graduate student in which he was the only participant along with three faculty members. We have a fair number of seminars with only a handful of students, sometimes but one. Faculty life will continue in comfort. Workshops will serve, as already now, to disguise the shortage of students. But still there will be nervousness.

There is another and more subjective danger. The harmony which one now foresees is based on a general commitment to neoclassical economics or its applied refinements. Accomplishment in model-building and refinement is, I think nearly all will agree, an increasingly stern requirement. We would not again hire a labor economist who, like Professor Dunlop or Professor Slichter, made his career out of a practical association with the unions and the problems of labor mediation. Professor Leontief, were he now showing the experimental tendencies that marked his early career, would be in trouble. Even his work, when firmly established, was not strongly supported. We would not have an economist who was too much preoccupied with the practical details of tax reform—unless he protected his flank by suitable theoretical or econometric exercise. My own past tendencies would certainly not be acceptable for promotion—although on the merits of this, with characteristic tact, I disqualify myself. What is not in doubt is that we are now very strong in the journals but much less strong in the obscenely practical matters on which many people, including many students, expect economists to be useful. This could be damaging to the reputation of the Department. The latter has always depended in appreciable measure not on the great scientists but on its vulgar practitioners.

Now let me say a word on reform. Mention of reform leads to thoughts of reform of the Department—so it is with faculty and also students. The present course of instruction is wrong. Let us find the right one. The problem is that no one line of graduate economic instruction can now serve all interests, reflect all points of view. Nor does it deal with the highly important fact that instruction is far less important than the inclination of the people who guide it. The Department is now a vast parliamentary body. So long as there is only one educational track, as a matter of course it will reflect the preferences of the majority. All of us, in the oldest of academic traditions, appraise excellence using ourselves as the yardstick. Reform requires that we begin to provide real choices as to teachers and as to work. Three possibilities occur to me:

  1. We should have in the Department of Economics two tracks to two Ph.D.’s. One of these would be in economics, another in (say) social economics. Professors in the Department would be grouped into two broad Executive Committees around these tracks. And each of these two Executive Committees would have responsibility not only for developing graduate work in its track and for examination therein but also for recruitment and promotion. This would broaden the choice for students; would mean that we would have two more nearly corporate bodies rather than one parliamentary body to guide instruction and appointments; would foster the kind of competition which all economists intrinsically and devoutly applaud; and would reduce by half the present parliamentary tendency to exclude the minority view. The first track would continue the present program with all of its neoclassical and model-building rigor. The second track would be experimental, humane and with a much stronger orientation to the emerging issues of our time. It would not, and this must be emphasized, involve any less effort.
  2. The second possibility would be to establish within the Department an institute—an Institute for Economic Innovation. This would enlist the members of the senior faculty so inclined, would develop a program purely of graduate instruction and would lead also to a degree which would reflect its own course of instruction. The purpose of constituting this as an institute would be twofold: to get the energy and attention of one man who would see the institute as the projection of his own efforts, and to use the institute as a device for raising new funds for both chairs and research. It is my near certainty, based on some experience as a medicant, that this enterprise, properly presented, would be very attractive to donors. I am not sure, however, that given the present size of the Department, it would not be wiser simply to allot some Graustein appointments to the Institute for the next few years.
  3. The third and final possibility would be to have two Departments of Economics—one Department of Economics and one Department of Social Economics. There are advantages to this—again the healthy competition in which all economists theoretically rejoice, elimination of the present diseconomies of scale, the much more clearly defined differentiation of purpose. It would not be as difficult a solution as seems at first glance. Those who approve of the Department as it is would remain with the Department of Economics. The rest would make the new Department. It would form its character from those who join it in the feeling that a more strongly innovative, humane and applied—in the modern sense—approach to economics is in order. The problem is, of course, that it involves the largest disruption in established institutional arrangements. That is not something to be undertaken lightly. Sometimes, though, that is good.

I am persuaded that in one or another of the above arrangements lies the only hope for a satisfactory future. For a while the tranquility that is in prospect will be greatly enjoyed. Given the sterile tendencies of the accepted economics and the attitudes of the students, it will be, if not the tranquility of the tomb, certainly that of a kind of somnambulant decay.

J.K.G.

Source: John F. Kennedy Presidential Library. John Kenneth Galbraith Personal Papers. Series 5. Harvard University File, 1949-1990. Box 526. Folder “Memorandum on Reorganization of the Department of Economics”.

Image Source: Harvard Class Album 1958.

Categories
Bryn Mawr Economics Programs Gender

Bryn Mawr. Undergraduate and graduate economic courses, Williamson and Parris, 1909

 

This post resulted from my search for biographical/career information concerning the Bryn Mawr economics Ph.D. alumna, Marion Parris. Next post will be devoted to biographical detail. This post gives us a snap-shot of the Bryn Mawr undergraduate and graduate economics programs as of 1909/10 which is just after Marion Parris’ fellowship to study at the University of Vienna. 

___________________________

Economics and Politics Faculty

Charles Clarence Williamson, Ph.D., Associate in Economics and Politics.

A.B., Western Reserve University, 1904; Ph.D., Columbia University, 1907. Assistant in Economics and Graduate Student, Western Reserve University, First Semester, 1904-05; Scholar in Political Economy, University of Wisconsin, 1904-05; Graduate Student, University of Wisconsin, 1905-06; University Fellow in Political Economy, Columbia University, 1906-07; Research Assistant of the Carnegie Institution, 1905-07.

Marion Parris, A.B., Associate in Economics and Politics.

A.B., Bryn Mawr College, 1901. Graduate student, Bryn Mawr College, 1902-05. Fellow in Economics and Politics, 1905-06; Bryn Mawr College Research Fellow and Student in Economics and Politics, University of Vienna, 1906-07.

 

Undergraduate and Graduate Instruction in Economics and Politics.

The instruction in this department is under the direction of Dr. Charles Clarence Williamson, Associate in Economics and Politics, and Miss Marion Parris, Associate in Economics and Politics. The instruction offered by this department covers twenty-three hours of lectures and recitations a week; it includes ten hours a week of undergraduate minor and major work; two hours a week of free elective work; five hours a week of post-major work open only to graduates and to undergraduates who have completed the major course in economics and politics; and six hours a week of graduate work.

The object of the undergraduate courses in economics and politics is three-fold: first, to trace the history of economic and political thought; second, to describe the development of economic and political institutions; and third, to consider the practical economic and political questions of the day. Instruction is given by lectures. The lectures are supplemented by private reading, by oral and written quizzes, by written theses and reports, and by such special class-room exercises as the different subjects require.

 

First Year.
(Minor Course.)
(Given in each year.)

1st Semester.

Introduction to Economics, Miss Parris.

Five hours a week.

The objects of this course are to introduce the students to the economic problems in the modern state, to familiarise them with the main problems in economic science, and to train them to think clearly on economic subjects. The main work of the semester is the study of the nature and extent of supply, including a brief outline of economic geography, the nature and laws of demand, an introduction to the theory of wants, value and fixing of price, and the theory of economic institutions, methods of production, methods of exchange, international exchange, and transportation problems. The lectures are supplemented by a large amount of reading from standard economic authors. Numerous short papers are required and oral and written quizzes are frequently held.

 

2nd Semester.

Introduction to Politics, Dr. Williamson.

Five hours a week.

This is a study of the organisation and workings of American political institutions, as much use being made of historical and comparative materials as the limits of the course permit. The legislative, executive and judicial branches of the national and state governments are studied, with some attention to their origin and development, and with special reference to their efficiency and amenability to popular control. Lectures are given on the organisation and legislative methods of the United States Senate and House of Representatives, the election and powers of the president, the civil service and the federal courts. A brief time is allotted to a similar study of the state governments, after which problems of municipal government, political parties, suffrage and elections are treated. Lastly, the functions of the modern state are examined with special reference to the contentions of individualism and socialism.

 

Second Year.
(Given in each year)

1st Semester.

Social Politics, Dr. Williamson.

Five hours a week.

The work of the preceding year is continued by a thorough study of the economic position of the working classes under the industrial regime. The rise of the problem is traced; radical and conservative programmes of reform are examined; the arguments for and against state action are discussed in connection with a concrete study of legislation in various countries designed to ameliorate the conditions of employment and to promote the economic and social well-being of the weaker classes of society. The methods of securing legal enactment, constitutional hindrances, and the difficulties of enforcing factory laws are treated with special reference to the experience of American states. The chief topics taken up are the industrial revolution and the factory system, socialism and the labor movement, labor organisations and the methods of securing industrial peace, the labor of women and children, factory inspection, employers’ liability, workmen’s insurance, and industrial education.

 

2nd Semester.

History of Economic Thought, Miss Parris.

Five hours a week.

The object of this course is twofold. First, to trace the development of certain of the most fundamental concepts in modern economic theory, such as the theories of value, concepts of capital and interest, rent, wages, monopoly, etc., in order to appreciate critically modern economic theory. Secondly, by relating economic thinking to the political and economic history, and to the religious and philosophical thinking of the successive historical epochs studied, to give the student a proper historical background for further study.

The students will be required to read critically portions of Aristotle’s Ethics and Politics in translation, also selections from the mediaeval canonistic writers: Adam Smith’s Wealth of Nations, Vol. I; Ricardo’s Principles of Political Economy and Taxation; Malthus’s Principles of Population; and selections from Senior’s Political Economy, John Stuart Mills’s Principles of Political Economy, and Jevons’s Political Economy. Numerous short papers, written quizzes, and one report on some specially assigned subject will be required.

Group: Economics and Politics, with History, or with Law, or with Philosophy.

Free Elective Courses.

Methods of Social Research, Miss Parris.

Two hours a week throughout the year.

(Given in 1909-10 and again in 1911-12.)

The course begins with a brief account of modern institutions for social research and social reform. Various methods of social research will then be studied and reports required on special problems in social statistics, and the collection and graphical representation of material. Booth’s Life and Labour in London, Bailey’s Modern Social Conditions and Henderson’s Modern Methods of Charity will be used as text-books. The course is open only to those students who have attended the minor course in economics and politics.

 

Municipal Government, Dr. Williamson.

Two hours a week throughout the year.

(Given in 1910-11.)

The course consists of a general survey of the more important problems of American city government. The chief topics treated are, the origin of the city, the growth of urban population, with its economic and political results, the position of the city is the state government, political parties and municipal government, municipal elections, and the municipal functions, such as police and fire protection, sanitation, and education. The policy of municipal ownership of public utilities will be examined in its various aspects. This course is open only to those students who have attended the minor course in economics and politics.

 

Post-major Courses.

The post major courses are designed to bridge over the interval between the ordinary undergraduate studies and graduate work. As the amount of time given to undergraduate subjects differs in different colleges graduate students frequently find it advisable to elect some of these courses.

Public Economy, Dr. Williamson.

Two hours a week throughout the year.

(Given in 1908-09 and again in 1910-11.)

This course begins with a discussion of the nature of the public economy and its relation to private economics. After tracing the development of the public economy, theories of the economic activity of the modern state are examined. This is followed by a discussion of public expenditure, its growth in modern democratic societies, and its social and industrial effects. A rapid survey of the history and theories of taxation serves as an introduction to a special study of the problems of federal, state, and local taxation in the United States, comparisons being made with the leading foreign countries. Attention is also called to the nature and significance of other forms of public revenue. The course concludes with a discussion of the theory of public credit and the policy of national and local governments in regard to public debts. This course was given as a course of three hours a week in 1908-09.

 

Industrial Problems, Dr. Williamson.

Three hours a week throughout the year.

(Given in 1909-10 and again in 1911-12.)

The lectures of this course deal with certain economic problems which involve political action. Among the more important subjects taken up are the following: problems of money and banking; the commercial policy of the principal countries with special reference to the tariff situation in the United States; the rise of the transportation problem and a comparison of the methods of government control in use in various countries; industrial combinations, their development and their relation to the state. Typical combinations will be studied and the results of anti-trust legislation examined. The aim is to put before the student the significant facts of our commercial and industrial development, accompanied by an economic analysis of the problems created and a discussion of the political factors to be reckoned with in their solution.

 

Theoretical Sociology, Miss Parris.

Two hours a week throughout the year.

(Given in 1908-09 and again in 1909-10.)

This course is designed to introduce the students to the problems of modern sociology. The first semester’s work will be a history of sociological theory. The students will read selections from Auguste Comte, Herbert Spenser, Professor Giddings, and others. In the second semester the various social problems confronting the modern state will be considered, such as the congestion of population, housing and transportation problems in American and Continental cities, immigration and race problems in America, the standard of living among various economic groups, etc.

The lectures are supplemented by written reports on specially assigned reading and by written and oral quizzes.

 

The History of Political Theory, Miss Parris.

Three hours a week throughout the year.

(Given in 1910-11.)

The object of this course is to trace the history of certain political concepts, such as the ideas of liberty, sovereignty, state, government, etc. The first semester will be devoted to ancient and mediaeval political theory. In the second semester modern political theory will be studied. The following books will be read during the year: Plato’s Republic; Aristotle’s Politics; Machiavelli’s Prince; Hobbes’ Leviathan; Locke’s Essays on Government; Rousseau’s Social Contract; Burgess’s Political Science and Constitutional Law.

 

Graduate Courses.

Six hours a week of seminary work and graduate lectures are offered each year to graduate students of economics and politics accompanied by the direction of private reading and original research, and the courses are varied from year to year so that they may be pursued by students through three or more consecutive years. The books needed by the graduate students are collected in the seminary library of the department. No undergraduates are admitted to graduate courses or to the seminary library, but the post-major courses of the department amounting to five hours a week may be elected by graduate students.

 

Economic Seminary, Dr. Williamson.

Three hours a week throughout the year.

The methods of instruction in the seminary are designed to guide advanced students in special research work along the lines indicated by the titles of the courses. Some lectures are given but the main attention is devoted to the presentation and criticism of the results of studies made by the students themselves.

In 1908-09 the seminary is devoted to a study of selected topics in the financial and industrial history of the United States.

In 1909-10 the government of American cities will be the principal subject for the work of the seminary.

In 1910-11 labor problems will be the subject for seminary study. The lectures will trace the rise of the problem, the history and functions of labor organisations, and certain aspects of labor legislation. The seminary will meet two hours a week in this year.

 

Seminary in the Theory of Value, Miss Parris

Two hours a week throughout the year.

(Given in 1908-09.)

This course is a critical study of modern theories of value. A short historical introduction serves as a review of the principal economic theories of value in the English and German schools. The main work of the year is a study of the modern German and Austrian writers. The works of Ehrenfels, Meinong, Kraus, Kreibig, and Chuel are studied and criticised.

 

Seminary in Utilitarianism in Economics, Miss Parris.

Two hours a week throughout the year.

(Given in 1909-10 and again in 1911-12.)

The object of this course is to study the influence of utilitarian philosophy and ethics in shaping the economic theory of the English classical school. Paley, Bentham, Adam Smith, James Mill, Ricardo, Malthus, and John Stuart Mill are read critically.

 

Seminary in Capital and Interest, Miss Parris.

Three hours a week throughout the year.

(Given in 1910-11.)

The theories of capital of modern German, American, and Italian economists are studied and critically compared.

 

Economic Journal Club, Dr. Williamson and Miss Parris.

Two hours once a fortnight throughout the year.

At the meetings recent books and articles are reviewed and the results of special investigations are presented for discussion, comment, and criticism.

 

Source: Bryn Mawr College Calendar. Undergraduate and Graduate Courses, 1909. Vol. II, Part 3, (May, 1909), pp. 13, 130-134.

 

 

Categories
Chicago Economics Programs Economists

Chicago. Henry Simons’ Hayek project proposal, 1945

 

Henry C. Simons composed a dozen page, double-spaced, memo that he circulated in draft form to Hayek and the Chancellor of the University of Chicago, Robert M. Hutchins in May 1945. He was afraid that socialists and Keynesians (i.e. the Cowles Commission) were getting the upper-hand and that “traditional-liberal” economists like himself were becoming an endangered species. Not trusting university governing structures, Simons hoped to established an Institute of Political Economy that would dock onto the university but remain an independent beacon of traditional-liberal economics. 

I presumed the unnamed angel in all this was the William Volker Fund, but David Levy thinks the Earhart Foundation would have been a more likely addressee, given the list of people named by Simons. I find it curious that Simons never explicitly mentions a target foundation for his proposal though he had no reservations about including a long list of names of the economists he expected to support the work of his proposed Institute of Political Economy.

Hutchins wrote back to Simons in early September 1945, “I understand from the angel that Hayek has submitted another program, which has no relation to economics.” Simons’ proposal can be considered to have been an elevator pitch for a Chicago-based pre-Mont-Pèlerin Society.

Pro-tip.

According to the University of Chicago Archive’s Guide to the Henry C. Simons Papers, 1925-1972, Box 8, Folder 9 contains Simons’ file regarding his “Institute of Political Economy” proposal. The material for this post all come from Office of the President. Hutchins Administration Records. Box 73, Folder “Economics Dept., 1943-1945”.

______________________
Some of the Backstory

Henry C. Simons Urges his Department Chair (Simeon E. Leland) to Recruit Milton Friedman

August 20, 1945

Henry Simons’ grand strategy was to seamlessly replace the triad Lange-Knight-Mints with his own dream team of Friedman-Stigler-Hart. He feared that outsiders to the department might be tempted to appoint some convex combination of New Dealer Rexford Tugwell and trust-bustin’ George W. Stocking Sr., economists of the institutional persuasion who were swimming on the edges of the mainstream of the time.

______________________

Cover memo from Henry Simons to Robert M. Hutchins

THE UNIVERSITY OF CHICAGO

Date: May 19, 1945

[To:] Robert M. Hutchins

[From:] Henry Simons[,] Department [of] Economics

In re Hayek project

I enclose copies of two memoranda sent to Professor Hayek and of the covering letter.

Hayek asked Friedrich Lutz, Aaron Director, and me to send him suggestions and, when possible, to discuss the matter with one another. Other copies of the enclosures have been sent to Lutz, Director, and a few local people.

When you find time to look at this stuff, you might first read the letter and Memorandum II. The other item (Memorandum I) is long, discursive, and suitable, at best, only for very restricted circulation.

[signed]
Henry Simons

______________________

Henry Simons letter to Friedrich Hayek
[Carbon copy]

 

May 18, 1945

Professor Friedrich Hayek
London School of Economics
The Hostel, Peterhouse
Cambridge, England

Dear Professor Hayek:

I have been struggling to formulate a worthy and promising project that might attract endowment funds. Enclosed find two memoranda which are the poor results of my efforts. Memorandum II is mainly just a condensation of I—and is perhaps better suited for strangers.

I have departed very far from the kind of project we discussed here. I cannot muster or sustain much enthusiasm for any short-term project, or for any project which aims merely at another book or series of tracts. So much good money and professional effort has been wasted on such enterprises. My guess is that one should be less diffident about proposing what one really wants—that one might get both more (and “better”) money and fare better results by projecting something which the active participants might undertake and pursue with conviction and enthusiasm. Honesty is probably the best policy, even when seeking endowment funds.

I have contrived a project largely for what one might call ulterior purposes: (1) to get Aaron Director back here and into a kind of work for which he has, as you know, real enthusiasm and superlative talents; (2) to effect an arrangement regarding visiting professors which I have long espoused. Moreover, I have deliberately formulated the kind of project for which this University would be the natural location and for which Aaron would be a natural choice as head. But I doubt if such ulterior purposes condemn the scheme; on the contrary, the best procedure probably is that of making new schemes to do old things that one has long regarded as desirable. Indeed, the new device, as regards the stream of visitors, has very special merits, for it permits a continuity in the contribution of the visitors which could hardly be achieved otherwise.

I am sorry to have organized Lutz out of the picture—and hope he might be “organized in” again from time to time or permanently. He is probably the best choice for your kind of project; but Aaron seems a better choice for mine, if only by the nature of his own preferences and interests—although Lutz, in turn, would be a better choice for my project if it were located at Princeton.

My scheme may have little or no appeal to the particular donor. I’ve gotten too intrigued with formulating a project to give attention to its saleability to any individual.

We’re still sad about having seen so little of you and about having failed to keep you on for the Summer.

Cordially,

Henry C. Simons

HCS:w
Encl. 2 [Note: only memorandum 1 is to be found in the Hutchins file]

*  *  *  *  *  *  *  *  *  *  *  *  *  *

Memorandum I on a proposed
INSTITUTE OF POLITICAL ECONOMY

It may clarify all that I have to say here if I start with confession of my personal interests and selfish purposes.

A distinctive feature of “Chicago economics,” as represented recently by Knight and Viner, is its traditional-liberal political philosophy—its emphasis on the virtues of dispersion of economic power (free markets) and of political decentralization (real federalism for large nations and for supra-national organization). With the scattering of the “Austrians” and the vastly changed complexion of economics at Cambridge and Harvard, this intellectual tradition (of Smith, Ricardo, Mill, Menger, Wieser, Sidgwick, Marshall, Pigou, Clark, Taussig, Fisher, and Fetter, and of Locke, Hume, Bentham, de Tocqueville, von Humboldt, Acton and Dicey) is now almost unrepresented among the great universities, save for Chicago; and it may not long be well represented at Chicago. It has still many firm adherents, to be sure; but its competent representatives are widely dispersed and isolated from one another, in academic departments or governmental bureaus where they are largely denied opportunity for cooperation with like-minded scholars, or for recruiting and training their successors.

There should, I submit, be at least one university in United States where this political-intellectual tradition is substantially and confidently represented—and represented not merely by individual professors but also by a small group really functioning as a social-intellectual group. This objective presents difficulties, to be sure. Universities will seek to maintain balanced representation of major schools of thought (if not every fashionable novelty), in economics as in other departments; a group of traditional liberals large enough to function effectively might either dominate unduly any single economics department or require, for adequate representation of other “schools,” a department of excessive size. Moreover, traditional labels, individualists in political ideology, tend also to be lone -wolves and excessively individualist in their social-intellectual activities. More than other economists, they must, for real group activity, be selected with regard for their individual propensities for working with one another; if not inordinately friendly and congenial as persons, they are likely to go their separate ways, instead of cooperating, even if propinquity invites a more fruitful community activity.

Consequently, I see much merit in planning for such a group—for such a small social organization of traditional-liberal economists—without total reliance on departmental or university policy and with some loosely or informally affiliated “center” or “institute.” A few traditional-liberal professors might then function both as members of university departments, representing a suitable variety of schools or ideologies and not overlarge, and also as members of a different group centering around the small “institute” or “center” and organized deliberately in terms of a political philosophy or ideology.

Such an institute (Institute for Political Economy) should have a permanent head (Mr. Aaron Director). It should offer services, especially stenographic and mimeographing, for its local group. As its main function, it should, normally in cooperation with the university and department(s), arrange and partly finance extended visits of the best economists and political philosophers of its “school” from all over the world, one or two at a time. It might arrange local lectures or seminar talks by such economists when they happen to be passing through the city. It might sponsor a small local discussion club for faculty, advanced students, and selected outsiders. It might offer a few special fellowships for advanced study—for traditional-liberal economists (teachers, bureaucrats, journalists) as we now offer them for agricultural economists. It might help finance the writing and research of a few cooperating economists not visitors here. Above all, however, it should facilitate the group activity of the interested local professors and maintain a steady flow of competent visitors. From all its activities, a better flow of publications, both scholarly and semi-popular, might be anticipated; but this result should be planned by indirection—stimulated or facilitated rather than required under contracts with participants.

The permanent head of the Institute should be a broadly competent economist, with a major interest in a political philosophy and 19th century English political economic thought. He should be young enough to do creative work and yet mature enough to assure against his stepping out of character as a libertarian. He should be an essentially intellectual person, not a promoter, not politically ambitious or “on the make,” not “the administrator type,” not prominently identified with other organizations or public activity, and not adept at salesmanship or public relations. Indeed, the Institute should have no organized “public relations” at all, should cultivate obscurity, and, while promoting some popular writing, should seek primarily to make its influence felt in the best professional and academic circles, and merely by improving the quality of the writing (and teaching) of individuals. It should not ordinarily engage in publication or seek to identify itself in connection with the publications of its members or participants. Its head should be simply one scholar among scholars, seeking to hold together a group of individuals characterized by common political-economic persuasions, and to help them to help one another—by free interchange of ideas, mutual criticism of preliminary manuscripts, etc.

An important function of the Institute, indeed, should be that of providing typing, mimeographing, and mailing services for affiliated economists. It might facilitate organized discussion (1) of what people intend to write about, (2) of what they have prepared as tentative drafts, and (3) of what they are about ready to publish. Such discussion, besides stimulating writing, should greatly improve its quality, enabling an individual, before publishing, to thresh out disagreements with competent colleagues or, at least, to recognize what their disagreements or dissents are.

The most obvious merit of the scheme, for the University, lives in the plan of bringing in, for extended visits, the best available libertarian economists from other institutions and other countries. Such visitors might mainly or largely be younger men considered more or less eligible for regular appointment to the University faculty. In many cases, the University might be able to “look over” such men without the usual awkwardness of that process—to have them around for six or twelve months without any implied commitment to retain or even to “consider” them for permanent appointment. I should hope that the Institute would, in effect, deeply influence appointments to the faculty, merely by bringing excellent persons whom everyone, knowing them by their visit, would recognize as desirable appointees. It might also improve appointments by itself making this community more attractive to the best candidates.

The closest cooperation between the Institute and the University in the selection of visitors should be maintained. For distinguished visitors nominated by institute, the University might occasionally bear all, and often half, of the cost. For prospective appointees, the University might occasionally use the Institute as a dummy, thus getting a look at the candidate with a minimal [sic] of involvement and without risk of building up expectations that might be unpleasantly disappointed. Normally, it might be hoped that visitors would nominally divide their time between the Institute and the university, each bearing part of the cost.

I naturally would choose Chicago as a location for such an institute, and the University of Chicago as the institution with which to associate it. More substantial reasons than my personal predilections, however, could be offered for this choice. “Chicago economics” still has some distinctively traditional-liberal connotations and some prestige. Here, more than elsewhere, the project would be that of sustaining or keeping alive something not yet lost or submerged—and something which here, too, will shortly be lost unless special measures are taken.

However, I am somewhat open-minded about the location—and should myself be more than ready to go elsewhere, even at financial sacrifice, in order to participate in the kind of intellectual community in question. Likewise, I suspect that many able people might be attracted, at moderate stipends, to any good university where such a prospect was reasonably assured.

And I will concede that the outlook at Chicago, if better than elsewhere, is not very promising. Our Divisional dean has no appreciation of economic liberalism and a distinct hostility toward it, and the same is true of most persons in the other social science departments. Among higher administrative offices, there is at best only indifference, or provisional toleration, toward such political economy. A few members of the Law School and School of Business are interested or sympathetic, as are other individual faculty members here and there. In the department, moreover, we are becoming a small minority. Since I came to the University (1927), only one economist has been appointed who could be classified as really a traditional liberal (he, at an age when cure might still be anticipated); and one (the only fellow I ever found eminently useful as a colleague) was fired simply because of his uncompromising, competent profession of that political-economic philosophy. Meantime, many appointments have been made to the divisional economics staff; and a large staff, overwhelmingly hostile to economic liberalism, has been built up for the College courses in social science. Then, too, we acquired the Cowles Commission and its staff—whose influence the proposed Institute might partially neutralize or offset. Finally, there are our new agricultural economists who, while sympathetic, are real libertarians only avocationally.

Within the large department, there are now Knight, Mints, Viner, myself, and Lewis (in order of age). Knight will soon reach retirement age; Mints is not far behind; and Lewis, long frequently on leave, may well be attracted elsewhere. Moreover, Knight and Viner, while the best of libertarians, can hardly be called members of our group. Knight is increasingly preoccupied with the philosophy and philosophers, not to mention historians, theologians, anthropologists, et al., and is not deeply interested in concrete problems of economic policy. And Viner, while eminently useful to us as Journal editor, seems increasingly to dissociate himself both by interests outside economics and by very special preoccupations in his own writing and research. That leaves Mints and Simons to talk with and to stimulate one another, and to represent libertarian economics on the main teaching front—along with Lewis when he is here. (Viner and Knight teach only quite advanced courses and, even at that level, reach most of the students only in courses which stress technical matters, not political philosophy or political economy.)

On the other hand, our socialist and Keynesian colleagues are friendly and unusually tolerant toward us; and the others are not so much opposed to our political persuasions as simply uninterested—politically neutral or agnostic. It is a group which would be mainly friendly and cooperative with the Institute and its guests; it would doubtless welcome cordially most of the people whom the Institute would propose as visitors, and be happy to use the Institute occasionally for looking over possible appointees. No hostility would be likely to arise if the Institute was properly handled (for its own purposes) and if its resources were moderate.

Let me now formulate more concrete proposals.

(1) The Institute should be projected for roughly a 20-year period.

(2) It should have a permanent head (Aaron Director) with a salary of $7,500—the only person for whom the Institute would hold out permanent, full-time, professional employment.

(3) It should occupy a suite of three or four rooms at 1313 East 60th Street—or, like the Cowles Commission, on the campus—one for the director, one for a secretary-stenographer (or two?) and one for its visiting economists.

(4) It should plan to have one visiting economist (or political scientist, if libertarian ones can be found) on the ground all the time (save for its vacation periods)—and more than one if and as joint appointments and joint financing with the University are arranged.

(5) Finances permitting, it might grant a few fellowships (of, say, $1,000-$1,500) for the advanced training (or refresher training) of persons teaching economics at other institutions, or of interested practicing bureaucrats and journalists.

(6) It might also occasionally bring in outsiders for specific projects of writing and/or research—or assist them in completing publishing work done elsewhere.

(7) It would be highly desirable to have, in addition to the permanent head, a permanent half-time economic statistician, if arrangements could be made for joint appointment, with some department or school of the University, of a suitable person (e.g., Mr. Milton Friedman).

(8) In addition to one or two stenographer-secretaries, generous budgetary provision should be made for peak-load typing and for mimeographing of the manuscripts of economists affiliated with the Institute.

(9) These tentative proposals contemplate a budget of $20,000-$40,000 per year. A start could be made with less than $20,000, and more than $40,000 could easily be utilized effectively; but I distrust munificent arrangements. The important thing financially is assurance of continuity for a considerable period; but, again, I should urge against initial provision for more than 20-25 years. All this implies endowment of $300,000-$600,000—or assurance that funds of that (initial) present value will be steadily available.

The Institute should be set up, not as part of the University of Chicago but independently, with its own governing body and its own funds. It should be located at Chicago, however, only after reasonable assurance of close and friendly relations with the University; and it should be free to move elsewhere if effective or fruitful cooperation later proves unattainable here. The University might undertake to handle Institute funds; it should extend full use of facilities like the Library to the Institute’s director and its guests; it should offer facilities for lectures and seminars sponsored by the Institute; and it should undertake, when feasible, to make temporary (and perhaps one permanent ) joint appointments, so that guests of the Institute might also commonly serve also as members of the faculty. Close administrative cooperation and consultation should be continuously maintained. Cooperation, however, should be achieved largely through individuals, rather than by formal organizational connections.

The Institute should be designed primarily to promote cooperation and communication among competent economists of a traditional-liberal persuasion. It should aim to make such economists more cohesive and more articulate as a group. Its primary concern should be that of contributing to professional discussion and publication at the highest professional level, not that of popularizing or of propagandizing at a mass level. It may be hoped that such publication of popular or semi-popular books and articles would incidentally come about; and some direct efforts to this end would be appropriate. The Institute should seek to focus attention, not only on general economic-political philosophy, but largely on real, concrete problems and issues of public policy. It should, however, adhere firmly to a long and large view of policy, seeking not to influence immediate political action but to improve the quality of discussion of immediate matters. It should largely ignore considerations of immediate political expediency, seeking by discussion to influence professional opinion and thus perhaps to determine what will much later become politically feasible.

The director might properly occupy himself considerably with projects of non-technical writing on major policy problems. He might occasionally arrange for symposium publications, or for a series of special studies, with subsequent summary publications, for a wide audience. In the main, however, the director should be simply one member like others in an academic-intellectual community, contributing his share of talks and manuscripts to the common pool for mutual stimulation and criticism. Like others, moreover, he should publish mainly as an individual.

There are presumably plenty of agencies for publishing and disseminating good popular books and tracts. The Institute might quietly call attention to such writings of libertarian economists as might appeal to other organization; and it might occasionally subsidize or “undisclosedly enterprise” good publications which fail to find other outlets. In the main, however, it should seek to promote work which, when ready for publication, will readily attract commercial publishers. Its subsidies should be largely confined to unusual manuscripts which promise important contribution to professional discussion but do not promise commercially adequate sales.

The Institute, avoiding publicity, should be frank about its purposes and about its ideological position. Its director, its governing board, and all of its consulting or affiliated economists should be chosen as ardent, confirmed free traders—as anti-collectivists, anti-syndicalists, anti-“Planners”—as advocates of free foreign and free domestic trade, of non-discriminatory commercial policies, of untied, non-governmental foreign lending, of deorganization of functional groups, of deconcentration of economic power, of decentralization in national government, of impairment of national sovereignty (through supra-national organization), of devolution of central government powers (in favor of provisional and local powers); i.e., as advocates of systematic and progressive dispersion of power, nationally and internationally. They should be proponents of rigid economy in the kinds of governmental control or intervention—yet more concerned to minimize the kinds than the aggregate amount, and more concerned about minimizing the amount in large or central governments than in local and provincial bodies. Their central credo, following Acton and de Tocqueville, should be that no large organization can be trusted with, or wisely permitted, much power. They should be zealous proponents of the rule of law, of rules of policy as against legislative nose following, and of minimal delegations of discretionary authority. In a word, they should be confirmed constitutional-federalists in the strict sense.

That such an Institute would serve its proper or original purposes cannot be assured for a long period. It can be reasonably assured for (say) twenty years only by the most careful selection of personnel. One can trust Aaron Director to serve such purposes faithfully and intelligently. One can so trust Friedrick [sic] Hayek, Jacob Viner, Frank Knight, Lloyd Mints, Gregg Lewis, Theodore Yntema, Theodore Schultz, Garfield Cox, Wilber Katz, Quincy Wright, Ronald Crane and, to mention some persons elsewhere, Friedrick [sic] Lutz, Herbert Stein, Leland Bach, George Stigler, Allan Wallis, Howard Ellis, Frank Dunston Graham, Frank A. (and Frank W.) Fetter, Harry G. Brown, Joseph Davis, Karl Brandt, Leo Wolman, William A. Paton, Clare Griffin, I. L. Sharfman, Leverett S. Lyon, Milton Friedman, Arthur F. Burns, Gottfried Haberler, Eugene Rostow, Lionel Robbins, Fredrick Bonham, Henry Clay, R. G. Hawtrey, T. E. Gregory, Arnold Plant, A. J. Baster, Colin Clark, Roland Wilson, Harold A. Innis, Carl S. Shoup, James W. Angell, Thurman Arnold, Harry D. Gideonse, Reginald Arragon, Albert G. Hart, John M. Clark and, among prominent business men, William Clayton, and, among journalists, Walter Lippman, John Davenport, and Sir Walter Layton. Many others might be named, and some of those named above could be fully trusted only as members of an otherwise well-selected company.

Aaron Director is not only the ideal person to head the Institute; he is available and would be willing to undertake the task even at financial sacrifice (which he should not be expected to make). He probably would accept the modest stipend compatible with a properly modest and unobtrusive organization. No serious problem should arise in recruiting an able and reliable governing body or a fairly sizable company of conscientious, interested economist-participants or sponsors.

The Institute, to repeat, should not be designed primarily or explicitly as an agency for preparing tracts or reports. It should not be mainly concerned with formal economic theory; neither should it engage substantially in empirical research. It should focus on central, practical problems of American economic policy and governmental structure. It should afford a center to which economist liberals everywhere may look for intellectual leadership or support. It should seek to influence affairs mainly through influencing professional opinion and by preserving at least one place where some political economists of the future may be thoroughly and competently trained along traditional-liberal lines. Money for such causes is perhaps not hard to get and is very easy to spend wastefully or harmfully. In the project here suggested, I can see little danger of miscarriage and real promise of very good results.

______________________

Memo from Merrill Mead Parvis [?] to Hutchins and Colwell

THE UNIVERSITY OF CHICAGO

Date: June 14, 1945

R.M.H. [Robert M. Hutchins]
E.C.C.  [Ernest Cadman Colwell, President of the University of Chicago from 1945 to 1951]

In re Hayek à la Simons

There is an element of fear in Mr. Simons’ presentation of the true faith in economics. It sounds very familiar to me. It weakens any enthusiasm I may have had for the Hayek project. When it is seriously suggested that the staff for the institute should be drawn from men already so old that there is no risk of any ideas entering their heads, the cause must be in precarious condition indeed. Instead of the title that Mr. Simons suggests, I would suggest “asylum for laissez faire economists.”

In the second place, it seems to me that Mr. Simons takes all the vigor out of the proposal: It should not do serious research; it should not produce books that would influence public opinion; but it should aim at being a small, social, intellectual community, effecting contacts and influencing professional opinion. There is an element of dilettantism in this whole proposal, as I read it, that makes it sound like the laissez faire economists dinner club.

The statement of its relationship to the University seems to me to be a very simple one, not altogether desirable. The institute would be a pressure and propaganda group on the edge of the University entirely outside the University’s control, organized for the purpose of forcing or leading the University to appoint orthodox economists. None of this sounds very good for the University to me.

Yours truly,
[signed]

[Guess: Merrill Mead Parvis (1906-1983), colleague of Ernest Cadman Colwell, Chicago Ph.D. 1944, appointed associate professor of New Testament at Emory. Note that Colwell left Chicago in 1951 to become vice president and dean of faculties at Emory University.]

“Colwell was a New Testament scholar of some note. A graduate of Emory University, he received his PhD from the Divinity School at Chicago in 1930. He served on the faculty of the Divinity School from 1930 to 1951. One of his most remarkable decisions was to veto the appointment of George S. Stigler in 1946 to the faculty of the Department of Economics, on the grounds that Stigler was too empirical. See Ronald Coase, “George J. Stigler,” in Edward Shils, ed., Remembering the University of Chicago: Teachers, Scientists, and Scholars (Chicago, 1991), p. 470.

Source: Ftnt. 359 in John W. Boyer The University of Chicago: A History (2015), p. 571.

______________________

Carbon copy

Follow-up Memo from Hutchins to Simons

June 20, 1945

Dear Henry:

Thank you for the memoranda on the Hayek project. What has happened to this scheme?

Sincerely yours,

ROBERT M. HUTCHINS

Mr. Henry Simons
Department of Economics
Faculty Exchange

______________________

(Late) Reply to Hutchins by Simons

THE UNIVERSITY OF CHICAGO

Date: September 4, 1945

Chancellor R. M. Hutchins
From: Henry C. Simons [,] Economics [Department]

I am not remiss in telling you about the Hayek project, for there still is no further news. I have heard nothing from Hayek since he was here—which suggests either that he didn’t like my memos or that he has been preoccupied, possibly as a consultant on the treatment of Germany. Probably something unexpected has happened, for others have heard nothing from him; he is usually more than polite and “correct” about correspondence.

The memos and their scheme, however, were obviously not well contrived to get money from his particular “angel.” I had hopes that they just might be otherwise useful. Now that Sociology and Political Science are going into economics on their own, some scheme like mine is really needed as a counterpoise—not to mention E.H. Carr!

I’m taking the liberty of enclosing copy of a recent memo. [Not found in this file] Let’s hope it is not too irregular to do so, and that you will not be annoyed by passages which, at worst, were not intended to annoy you. Sending copy to you is an afterthought.

[signed, HCS]

HCS-w

P.S. A letter has just come from Hayek. Copy will go to you when it has been deciphered.

______________________

[Carbon copy]

Hutchins’ Reply to Simons

September 10, 1945

Dear Henry:

I understand from the angel that Hayek has submitted another program, which has no relation to economics.

What is the matter with E. H. Carr? I take few exceptions to your memorandum on Economics. My most important one is the implication that the Department is engaged in a bitter struggle with the administration to secure its just desserts. The administration would like nothing better than to make as many first-class appointments in Economics as the Department can prove are first-class.

The implication that the administration has put on pressure for “less good” appointments will prevent the administration from passing on without comment suggestions which it receives from reputable quarters. The suggestion of Stocking came from Edward H. Levi and was sent to Mr. Leland with no comments except those of Mr. Levi.

There is a kind of particularistic flavor about these suggestions for developments in connection with the Cowles Commission, the Law School, and possibly the School of Business, which imply that these are in the central field, whereas Industrial Relations, Agricultural Economics, Political Science and Planning, and possibly American Economic History are not. Some day I want you to explain to me why some of these areas are central and others are ancillary.

But what I started out to say was that I am glad that you are thinking about and pushing for the development of Economics in the University.

Sincerely yours,
ROBERT M. HUTCHINS

Mr. Henry C. Simons
Social Science 516
Faculty Exchange

______________________

The University of Chicago
Department of Economics

October 6, 1945

Chancellor Robert M. Hutchins
Faculty Exchange

Dear Mr. Hutchins:

Your good letter of September 10th was forwarded to me on vacation; hence the tardiness of this reply.

I share most of your disagreements with me! That memo was written for a small group of immediate colleagues—not hypocritically, I hope, but with “slants” that others might easily misinterpret.

I certainly have not felt that the Department is engaged in a bitter struggle with the administration to secure its just desserts. Neither do I object to the passing along of suggestions from reputable quarters. (Levi’s suggestion, by the way, was not without merit, if interpreted as part of his proposal for a large-scale local project in anti-trust investigation.) I was complaining about departmental policy or practice of making no longer-range proposals for recruitment and replacement—not about suggestions coming down to us but about the dearth of suggestions going up.

The Department, I think, should submit to the administration, not only recommendations for immediate, urgent appointments but also a “waiting list,” subject always to revision, of several men whom we definitely want if and when the administration is prepared to act on them. The administration might then make careful, unhurried outside inquiries; and, when outside suggestions are received, we might discuss and report on the relative merits of particular appointments and invite your inquiry on the same basis. Thus the waiting list or appointment program might be kept more or less continuously under critical discussion.

On that matter of what is central and what is ancillary, I think I have an important point, although I might have trouble stating it clearly or persuasively. The point, moreover, is one on which I would anticipate support from you.

About E. H. Carr, I am too strongly and deeply prejudiced for judicious comment. I have seldom reacted so strongly against a book as against his The Conditions of Peace—which is the only Carr book I have read. Knowing nothing of his work on Dostoevski or Bakunin, however, I would have less reason to oppose the appointment if it were in the proposed Russian Institute than if it were in Political Science and International Relations.

My objections to Carr are largely ideological. The Conditions of Peace is a powerful book, very well written and admirable in many parts and aspects. But it is largely and deeply concerned with economics and commercial policy; and here my criticism involves more than bitter disagreement; for here, I think, the fellow is using his rhetorical, journalistic skill to cover up his own lack of insight and understanding. One should not expect all students of politics to discuss economic problems competently. But one may object to their writing arrogantly, caustically, and demagogically about men, books, and subjects that they do not understand.

This book, I think, is one of the outstanding anti-Liberal documents of its time, not only as regards economic policy, domestic and international but also as regards the rights of small nations and their proper place or role in the good society. Carr personifies, for me, almost everything that is wrong with political thinking at both the extreme Right and the extreme Left.

It is significant, I think, that Carr has earned the most bitter denunciation of two such different people as Hayek and Keynes. (Don’t quote me as regards Keynes, for my information is somewhat privileged in that case and second-hand; but I believe it may easily be confirmed.) At best, Carr is a very hot potato in present-day politics—much too hot for wise University appointment, even if one approved of his views.

I should be more diffident about my own reactions to Carr if those of J. Viner and Q. Wright (and Louiee Wright) were not much the same. Incidentally, what is distinctive about Carr (tough political “realism”) is, I think, already adequately represented here, and competently, by Morgenthau.

I’ll be happy to talk sometime about what is central what is ancillary—or as happy as I can be when trying to talk philosophically,

Sincerely yours,

[signed] Henry Simons
Henry C. Simons

ECS-w

P.S. I hear that Milton Friedman, whom I was proposing for Lange’s place, has been appointed to an associate professorship at Minnesota. My scheme thus requires raiding the Minnesota staff for two men, within a few years. Moreover, it might now be best, under that scheme, to get Stigler first.

Source:  University of Chicago Archives. Office of the President. Hutchins Administration Records. Box 73, Folder “Economics Dept., 1943-1945”.

Image Source:  Henry Calvert Simons portrait at the University of Chicago Photographic Archive, apf1-07613, Special Collections Research Center, University of Chicago Library.

 

Categories
Australia Economics Programs Suggested Reading

Melbourne. History, Constitutional Law, Political Economy, Philosophy Examination Fields. Elkington, 1899

 

Serendipity led me to the University of Melbourne archives where there turns out to be a considerable amount of digitised material from the University’s history. I figured I’d take a quick look at turn of the century (as in 1899) economics offerings in the land down under. I’ve transcribed the lists of readings for examinations there in economics and related fields. I have even added links to all the items for our collective convenience.

The professor of history and political economy at the time was John Simon Elkington who had succeeded  William Edward Hearn, LL.D. Hearn resigned the chair of History and Political Economy in 1873 and died in 1888.

Elkington was not really an economist, even at a time when “economist” was much more inclusive a term than today. Judging from the brief biographical entry for him in the Australian Dictionary of Biography, he appears to have been less a gentleman and a scholar than a dirty old drunkard of the chair whose spectre might haunt some Victorian faculty club to this day. 

_________________________

A Colorful Professor

John Simeon Elkington (b. Nov. 22, 1841 at Rye, Sussex, England; d. June 6, 1922 in Canterbury, Melbourne, Australia)

Elkington was appointed professor of history and political economy at the University of Melbourne 1879 and he retired “by agreement” March 1, 1913. His main field was constitutional history, though his teaching portfolio did include political economy.

“…he was an intense political partisan and a ‘Freetrader of Freetraders’. A gifted raconteur, he ‘interspersed the dry facts of historical research and economic argument with anecdotes and stories’ whose Rabelaisian quality had to be censored when women students entered the university… Gregarious by nature, he attracted interesting people: ‘he has known everybody and is full of anecdotes and incidents about the leading men in Victorian life’. Bankruptcies in 1892 and 1895 after speculating in land and mining, as well as his inordinate thirst, created problems for the university.”

Source: Norman Harper, ‘Elkington, John Simeon (1841–1922)’, Australian Dictionary of Biography, National Centre of Biography, Australian National University, http://adb.anu.edu.au/biography/elkington-john-simeon-6100/text10451, published first in hardcopy 1981, accessed online 4 June 2020.

_________________________

From the University of Melbourne Calendar 1899

ARTS AND SCIENCE.

DETAILS OF SUBJECTS AND RECOMMENDATIONS FOR THE ANNUAL EXAMINATIONS TO BE HELD IN THE EXAMINATION TERM, 1899

POLITICAL ECONOMY—

Books recommended in addition to the various references to other works given in the Lectures: —

Hearn—Plutology.
Walker—Political Economy.

So far as treated in the Lectures:

Marshall—Principles of Economics.
Adam Smith—Wealth of Nations.

Additional for Honours.

Bagehot—Economic Studies.
Mill—Political Economy, Books I. and V.
Mill—Logic, Book VI.
Spencer—Principles of Sociology, Part II.
Spencer—Study of Sociology.

[p. 228]

*  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *

DEDUCTIVE LOGIC—

The Course will include the following subjects: —The scope and definition of Deductive (or Formal) Logic; the Primary Logical Laws; the formation and characteristics of general notions; Terms, Propositions, and Reasonings, in connection with the questions and exercises in the text-books; recent criticisms and proposed extensions of the traditional logic; Symbolic Logic; and Fallacies.

Pass.

Books recommended: —

Jevons—Elementary Lessons in Logic.
Keynes—Studies and Exercises in Formal Logic, Parts I. II., and III.
Whately—Logic, Book III.

The Examination will include Exercises to test the Candidate’s skill in applying the logical rules.

Additional for Honours.

Veitch—Institutes of Logic, Part I.
Keynes—Studies and Exercises in Formal Logic, Part IV.

INDUCTIVE LOGIC—

Mill’s Logic, critically treated with reference to the views of other logicians, will be used as the principal text-book. In considering Books I. and II., prominence will be given to the Psychology of Judgment and of Reasoning; and Book III. Will be made the basis of a full treatment of the Logic of Induction.

This subject does not presuppose a previous knowledge of Deductive Logic.

Books recommended: —

Mill—Logic. [Part I, Books I-III; Part II, Books IV-VI]
Jevons—Principles of Science [Volume I; Volume II], so far as referred to in Lectures.
(Fowler’s Inductive Logic may be read with advantage prior to the study of Mill’s Logic.)

Additional for Honours.

Venn—Empirical Logic.

[pp. 234-235]

*  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *

MORAL PHILOSOPHY—

Candidates will be expected to show—

(i.) A general knowledge of the History of Moral Philosophy.

(ii.) A critical acquaintance with the following works: —

Butler—Dissertation on Virtue and Sermons on Human Nature.
Kant—Fundamental Principles of the Metaphysic of Morals.
J.S. Mill—Utilitarianism; with references to Bentham.
Herbert Spencer—Data of Ethics.

[p. 236]

*  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *

SUBJECTS OF EXAMINATIONS FOR FINAL HONOURS AND SCHOLARSHIPS TO BE HELD IN THE FIRST TERM, 1900.

(2.) — SCHOOL OF HISTORY, INCLUDING CONSTITUTIONAL HISTORY AND LAW, AND POLITICAL ECONOMY.

Ancient History.
The History of the British Empire.
The Character and Method of the Social Sciences.
The Principles of Political Economy.
Constitutional and Legal History.

Books recommended: —

The books and references mentioned under Ancient History, History of the British Empire, Parts I. and II., Political Economy and Constitutional and Legal History.

Mommsen—History of Rome, Book I.; Book II., ch. 1, 2, 3, 8, 9.
Spencer—Principles of Sociology, Part V. and Part VIII.
Seebohm—The English Village Community.
Stubbs—Constitutional History [Volume I; Volume II; Volume III].
Lord Playfair—Subjects of Social Welfare, Part II., articles 1-7.
Edmund Burke—Thoughts on the cause of the present discontents, and the two speeches on America.
Cunningham—Growth of English Industry and Commerce (2nd edition). [Volume I (1890); Volume II (1892)]
Lecky—History of England in the Eighteenth Century. [Volume I; Volume II; Volume III; Volume IV; Volume V; Volume VI; Volume VII; Volume VIII]
Spencer—First Principles, Part II., ch. 12-17 (3rd edition).
The article Political Economy in the current edition of the Encyclopaedia Britannica (published separately). [Vol. 19 of the 9th edition, article written by J.K.I. (John Kells Ingram)]

(3.) —SCHOOL OF LOGIC AND PHILOSOPHY.

Papers will be set in the following subjects: —

  1. FORMAL LOGIC—

Veitch—Institutes of Logic, Part I.
Keynes—Studies and Exercises in Formal Logic.
Venn—Symbolic Logic.

The Examination will include exercises in Formal and Symbolic Logic.

  1. INDUCTIVE LOGIC—

Mill—Logic. [Part I, Books I-III; Part II, Books IV-VI]
Venn—Empirical Logic.

  1. PSYCHOLOGY—

Psychology of the senses and Intellect.
Lotze—Metaphysics, Book III. (Psychology).

  1. METAPHYSICS—

Kant—Critique of Pure Reason.
E. Caird—Metaphysic (Article, Encyclopaedia Britannica. Republished in Essays on Literature and Philosophy [Vol. II]).

  1. MORAL PHILOSOPHY—

Aristotle—Nicomachean Ethics.
Spencer—Data of Ethics.
Green—Prolegomena to Ethics.

  1. HISTORY OF PHILOSOPHY—

The History of Modern Philosophy, from Descartes to Kant inclusive.

[pp. 252-253]

*  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *

EXAMINATIONS FOR THE DEGREE OF MASTER OF ARTS TO BE HELD IN THE FIRST TERM, 1900.

A. — SCHOOL OF HISTORY, INCLUDING CONSTITUTIONAL HISTORY AND LAW, AND POLITICAL ECONOMY.

The History of the Middle Ages.

The Practical Applications (as stated by the principal Economic Writers) of the Principles of Political Economy.

Constitutional History and Law.

Books recommended: —

Bryce—Holy Roman Empire.
Gibbon—Decline and Fall of the Roman Empire (Dr. Smith’s edition), ch. 49-71 [Volume VI; Volume VII; Vol. VIII].
Hallam—Middle Ages, except ch. 8 [Volume I; Volume II; Volume III].
Mill—Political Economy, Books III., IV., V.
Cliffe Leslie—Essays in Political and Moral Philosophy.
Herbert Spencer—Principles of Ethics, Part IV., and The Man versus The State.
Giffen—Essays in Finance.
Walker—Wages Question.

Bachelors of Arts who graduated before 1st April, 1896, may substitute this work for Constitutional History and Law.

Sir H.S. Maine—Dissertations on Early Law and Custom.
The following Articles in the current edition of the Encyclopaedia Britannica: —Equity, Fictions, International Law, Law, Treaties.

B. —SCHOOL OF LOGIC AND PHILOSOPHY.

Any four of the Papers set for the Final Honour Examination in the same Term.

[pp. 257-258]

Source:  University of Melbourne. Library, Digitised-Collections. University of Melbourne Calendar 1899.

Image Source: Professor John Simeon Elkington. Copy in the University of Melbourne Archives from Photo N. 4. Alma Mater, Supplement (April 1, 1896).