Categories
Chicago Economists

Chicago. Historical Enrollment Trends, Economics Faculty by Age and Educational Background. 1944-45.

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On April 10, 1945, the chairman of the University of Chicago’s economics department, Professor Simeon E. Leland, submitted a 77 page (!) memorandum to President Robert M. Hutchins entitled “Postwar Plans of the Department of Economics–A Wide Variety of Observations and Suggestions All Intended To Be Helpful in Improving the State of the University”.

In his cover letter Leland wrote “…in the preparation of the memorandum, I learned much that was new about the past history of the Department. Some of this, incorporated in the memorandum, looks like filler stuck in, but I thought it ought to be included for historical reasons and to furnish some background for a few of the suggestions.” 

In a recent post I provided a list of visiting professors who taught economics at the University of Chicago up through 1944 (excluding those visitors who were to receive permanent appointments). For this post I have selected a few supporting tables from the memo providing data on the age distribution and educational backgrounds of the economics faculty along with time series on enrollments and registrations.  A later post provides talent-scouting lists for possible permanent, visiting and joint appointments.

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In making his plea for administration support for new additional hires, Chairman Leland began by noting that in 1944 Professor Chester Wright “was transferred to the emeritus status”. Negotiations with Professor H. A. Innis of the University of Toronto to succeed Wright were taking place but Leland did not appear to be overly confident, having written “If he [Innis] does not [accept a Chicago offer], due to the scarcity of men in Economic History, the post occupied by Professor Wright will be very difficult to fill.”

Looking ahead over the six years before the retirements of Knight and Kyrk were scheduled, Leland hoped to get support to begin the process of hiring younger faculty (only three of the staff were under 40 years of age as of the end of 1944), so that  (1) gaps in the existing program would not occur and (2) promising new fields could be covered.

Furthermore Leland argued “…the Department does not seem to have enough young men as instructors and assistant professors. As a result, the chores of running a department, including sharing in administration and advising students, fall heavily on the older, higher-salaried men on the staff.”

 

Ages of Staff Members
(as of December 31, 1944)

Name

Rank Age

Came to University of Chicago

Bloch, Henry Simon

Instructor

29

1939

Douglas, Paul Howard

Professor*

52

1920

Harbison, Frederick Harris

Assistant Professor

33

1940

Knight, Frank Hyneman

Professor

59

1917-19; 1927

Kyrk, Hazel

Professor; also Home Economics

59

1925

Lange, Oscar

Professor

40

1938

Leland, Simeon Elbridge

Professor; also Political Science

47

1928

Lewis, Harold Gregg

Instructor*

30

1939

Marschak, Jacob

Professor

46

1943

Mints, Lloyd Wynn

Associate Professor

56

1919

Nef, John Ulric

Professor; also History

45

1929

Schultz, Theodore William

Professor

42

1943

Simons, Henry Calvert

Associate Professor

45

1927

Viner, Jacob

Professor

52

1916

This list does not include part-time instructors (3), research associates (3), lecturers, or members of the college staff (3).

*On leave for military service

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To reassure the President that the department was not in danger of “inbreeding” the following table was included in the memo. Leland’s first comment was that the educational backgrounds of the economics faculty included some 18 U.S. and 13 foreign institutions. While noting a significant concentration of Harvard and/or Chicago training of the economics faculty, only five of the fourteen actually had advanced training at Chicago and of those just two held Ph.D.’s from Chicago as of 1945 (Kyrk and Leland).

 

Educational Institutions Attended by Members of the Department of Economics

 

Name and Rank Degrees or Advanced Training Other Work
A.B. A.M. Ph.D.
H. S. Bloch
(Instructor)
Nancy* Nancy Strasbourg*
Paris’
Nancy (Dr. en Droit)
Acad. Int’l. Law
The Hague
P. H. Douglas
(Professor)
Bowdoin Columbia Columbia Harvard
F. H. Harbison
(Asst. Prof.)
Princeton Princeton Princeton
F. H. Knight
(Professor)
Tennesee(B.S.)
Milligan (Ph.B.)
Tennessee Cornell University American University, Harriman, Tennessee
H. Kyrk
(Professor)
Ohio Wesleyan*
Chicago (Ph.B.)
Chicago
O. Lange
(Professor)
Poznan* Cracow (LL.M.) Cracow (LL.D.) London
S. E. Leland
(Professor)
De Pauw Kentucky Chicago Harvard Law School
H. G. Lewis
(Instructor)
Chicago Chicago* Chicago*
J. Marschak
(Professor)
Oxford Heidelberg Technolog. Institut, Kiev
Berlin
L. W. Mints
(Assoc. Prof.)
Colorado Colorado Chicago*
J. U. Nef
(Professor)
Harvard (B.S.) Paris*
London*
Montpellier*
Brookings
T. W. Schultz
(Professor)
South Dakota State Wisconsin Wisconsin
H. C. Simons
(Assoc. Prof.)
Michigan Michigan* Iowa*
Chicago*
Columbia*
Berlin*
J. Viner
(Professor)
McGill Harvard Harvard

*Work taken at this level; no degree conferred.

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Two time series were included in Leland’s memo to provide evidence for an upward trend in the demand for economics courses: enrollments and course registrations.

It is difficult to forecast the postwar enrollment in Economics. Since 1928 there has been a steady upward trend in the number of students majoring in the Department, as is shown in the following table. Even the depression only slightly retarded the growth of our student body. Part of the increase was due to the emphasis given our subject matter by the events of the Thirties. Another factor responsible for the gain in students was the strength of the faculty—its reputation in the United States and abroad.

 

Total Number of Different Graduate Students Majoring in the Department of Economics Who Have Been in Residence a Part or All of the Years Indicated Below

 

Years

Number of Students
1943-44

57

1942-43

77

1941-42

133
1940-41

162

1939-40

156
1938-39

144

1937-38

133
1936-37

113

1935-36

111
1934-35

98

1933-34

114
1932-33

111

1931-32

125
1930-31

113

1929-30

118
1928-29

101

 

The trend of registrations in the Department for “200- and 300-level courses” (roughly corresponding to former undergraduate and graduate registrations) is shown in the following table. Data are shown only since 1931-32 inasmuch as statistics prior to that date included introductory courses for College freshmen and sophomores. This inflates all statistics prior to 1931 and destroys their validity for comparative purposes. The peak of enrollment in Economics came in 1938-39. It is believed that comparable enrollments will reappear soon after the cessation of hostilities.

 

Registration in Courses Offered by the Department of Economics

Years

Quarters

Summer Autumn Winter

Spring

First Term

Second Term

1944-45

74
1943-44 62 202 138

185

1942-43

252 237 249 207 153
1941-42 214 206 329 396

406

1940-41

264 225 455 529 516
1939-40 262 224 431 589

583

1938-39

277 244 560 516 689
1937-38 249 214 477 447

592

1936-37

243 206 407 438 457
1935-36 245 218 367 503

534

1934-35

239 206 325 460 398
1933-34 183 174 361 371

396

1932-33

278 244 337 427 244
1931-32 233 224 443 411

339

 

Source: University of Chicago Library, Department of Special Collections. Office of the President. Hutchins Administration Records. Box 73, Folder “Economics Dept., “Post-War Plans” Simeon E. Leland, 1945″.

 

Categories
Columbia Curriculum Economists Fields

Columbia. Paul Douglas petitions to allow sociology courses for his second minor. 1916

The minutes of this meeting of the Columbia Faculty of Political Science’s Committee on Instruction caught my eye because of Paul Douglas‘ petition to substitute  a pair of sociology courses offered by Professor Franklin Giddings for a couple of intellectual history courses that would satisfy the distribution requirements for the second minor.

It appears that Douglas thus managed to have his major and both minors all in Group III (i.e., political economy and finance; sociology and statistics; social economy).

 

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Minutes of Committee on Instruction, February 21, 1916

A meeting of the Committee on Instruction of the Faculty of Political Science was held in Professor Seligman’s office on Monday, February 21, 1916.

Present: Professors Seligman, Giddings, Dunning, Shotwell and Dean Woodbridge.

The Chairman presented the following petitions, which were approved and referred by the Committee to the Dean for further action:

Petition from Miss Dorothy Stimson to divide her second minor for the doctor’s degree between Public Law and Politics.

Petition from Mr. Paul H. Douglas to offer Sociology 257 and 258, under the heading History of Thought and Culture, as a second minor for the Ph.D.

A statement from Mrs. H. L. Hollingworth, submitting the courses which she is offering for the Ph. D. Degree in Sociology, as follows:

Sociology 251-252 (2 full courses) Taken in 1912-13.
Psychology 263 (1 full course)        Taken in 1912-13.
(Social Psychology)
Educational Sociology 107-8 (2 half courses) Taken in 1912-13.
Sociology 257 (1 full course)           Taken in 1913-14
Sociology E1 43-4 (24 courses)       Taken in 1915-16
One more full course in Sociology to be taken next semester.

The statement was accepted as satisfactory.

A petition of Mr. Ahmed Shukri to substitute Arabic in place of Latin was granted.

The Chairman read the letter from the Secretary of the Faculty concerning the routine to be followed in the reporting of changes of courses vt [sic] students. After consider[ation] of the matter, it was decided that only those cases which involve changes of subjects, with their regular combinations, should be reported to the Faculty, and that they should be reported by the Dean, not by the Committee, the Committee in every case referring the petition to the Dean.

The Committee then took up the changes in courses for the following year as attached:

[…]

            The change in Economics is as follows:

PROFESSOR MITCHELL

Course on “Types” changed from one-term to two-term course.
Course on “Crises” withdrawn

[…]

Source: Columbia University Archives. Department of Economics Collection. Box 1, Folder “Committee on Instruction”.

 

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Catalogue Listings of Sociology Courses Petitioned by Paul Douglas

Sociology 257—The Evolution of Progressive Society. Professor Giddings.

Full or half course. F. at 2.10 and 3.10 515 K.

Factors of social evolution in Western Europe. Elements of progressive society; English civilization as example of evolution of progressive society; its ethnic elements; economic factors; folk thought, folk ways and mores; early family and tribal organization; development of a people with distinctive habits and characteristics.

(Identical with History 257.)
Given in 1915-16 and in alternate years thereafter.

 

Sociology 258—The Evolution of Progressive Society. Professor Giddings.

Full or half course. F. at 2.10 and 3.10 515 K.

Achievement of civil liberty in combination with social order; rise of industrial democracy; problems of social justice; individualism; collective responsibility for human progress.

(Identical with History 258.)
Given in 1915-16 and in alternate years thereafter.

Source:   Columbia University. Bulletin of Information (July 3, 1915). History, Economics, and Public Law: Courses offered by the Faculty of Political Science, 1915-16, p. 36.

 

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From the 1915-16 Regulations for the Degree of Doctor of Philosophy

Doctor of Philosophy. — Each student who declares himself a candidate for the degree of Doctor of Philosophy shall designate one principal or major subject and two subordinate or minor subjects. Candidates are expected to devote about one-half of their time throughout their course of study to the major subject, and about one-quarter to each minor subject. Except by vote of the Executive Committee of the University Council, upon the recommendation of the Dean and the head of the department concerned, no candidate may choose his major and both minor subjects under one department. Major and minor subjects may not be changed except by permission of the Dean, on the approval of the head of the departments concerned. Both the professor in charge of the major subject and the Dean must pass upon the student’s qualifications for the course of study he desires to pursue, and approve his choice of subjects before registration can be effected. The subjects from which the candidate’s selection must be made are:

Under the Faculty of Political Science

Group I. — History and political philosophy: (1) Ancient and oriental history; (2) medieval history and church history; (3) modern European history from the opening of the 16th century; (4) American history; (5) history of thought and culture.

Group II. — Politics, public law and comparative jurisprudence: (1) Politics; (2) Constitutional Law and Administrative Law; (3) International Law; (4) Roman Law and Comparative Jurisprudence.

Group III. — Economics and social science: (1) Political economy and finance; (2) sociology and statistics; (3) social economy.

            A candidate for the degree of Doctor of Philosophy whose major subject lies within the jurisdiction of this Faculty must select one minor subject outside of the group which includes his major subject, and one minor subject within the group which includes his major subject. He must take, in his major subject, courses occupying at least four hours weekly during each required year of residence (provided that this number of hours be offered in the subject), and must also attend a Seminar during the period of residence. In each minor subject he must take courses occupying at least two hours weekly during each required year of residence.

Source: Columbia University, Catalogue, 1915-16, pp. 214-5.

Image Source: Paul H. Douglas’ college yearbook entry. The Bowdoin Bugle (1913).

Categories
Chicago Economists

Chicago. Memorandum on a Fiscal Stimulus, 1932

Today’s post is a jewel of fiscal policy thought in a memorandum from the University of Chicago written in 1932 at the trough of the Great Depression in the United States. Looking at the signers of the memorandum that argues for aggressive fiscal stimulus (economists covering the ideological spectrum from Aaron Director through Paul Douglas), one is reminded of Ben Bernanke’s bon mot from the last big financial crisis: “There are no atheists in foxholes or ideologues in a financial crisis”.

Note: Bernanke’s crack appears to be a minor variation on Jeffrey Frankel’s twist.

Backstory

After WWI, veterans lobbied for “adjusted compensation” to partially make up the difference between their combat pay and the significantly higher wages that had been paid to workers at home during the War. Veterans preferred the term “adjusted compensation” to the term “bonus” (the latter term being construed as implying something that goes beyond full and fair compensation). In 1924 veterans were finally granted “adjusted universal compensation” in the form of certificates that credited $1.25 for each day served abroad plus $1.00 for those days served in the U.S. These certificates were essentially 20-year insurance policies equal to 125% of the service credit to be redeemed in full on the veteran’s birthday in 1945. (Exceptions for immediate cash payments were granted for amounts less than $50 and in order to settle estates of deceased veterans for payments of less than $500). More details can be found at this link

In 1932 the question arose whether an early payout of these certificates would be a prudent and effective fiscal stimulus and Congressman Samuel Barrett Pettengill (Democrat) of Indiana sent the questionnaire that follows to academic economists across the country to solicit their advice in the matter.

A month later protesting “Bonus Marchers” (ca 20,000 veterans) set up camps in Washington, D.C. that they were evicted from by regular troops of the U.S. Army let by General Douglas MacArthur. It wasn’t until 1936 that the WWI veterans were paid their adjusted compensation.

Responses to Congressman Pettengill’s inquiry were published in the Hearings of the House Committee on Ways and Means for:

Edwin Walter Kemmerer,  Princeton University
Frank Whitson Fetter, Assistant Professor of Economics, Princeton University
Thomas Nixon Carver, Professor of Economics, Harvard University
S. J. Coon, Dean of the College of Business Administration, University of Washington
Harry E. Miller, Professor of Economics, Brown University
C. W. Hasek, Head of the Department of Economics and Sociology, Pennsylvania State College
Walter W. McLaren, Department of Economics, Williams College
Harry L. Severson, Assistant Professor, Department of Economics and Sociology, Indiana University
Hiram L. Jome, Professor of Economics, DePauw University
Warren B. Catlin, Department of Economics and Sociology, Boudoin College
E. E. Agger, Professor of Economics and head of the Department of Economics, Rutgers University
Edwin R. A. Seligman, Columbia University
H. A. Millis et al., Department of Political Economy, University of Chicago
Jacob H. Hollander, Johns Hopkins University
William C. Schleter, University of Pennsylvania
Albert Bushnell Hart, Harvard University (historian)

 Today’s post begins with the cover statement of the memorandum found with the copy in the Papers of the President of the University of Chicago, Robert Maynard Hutchins, Box 72.  It is followed by Congressman Pettengill’s list of questions, as well as the Chicago memorandum submitted by H. A. Millis and eleven of his University of Chicago colleagues.

A cursory sweep of the web discovered that this Chicago memorandum has been reprinted as Appendix B in J. Ronnie Davis’s 1967 Virginia Ph.D. dissertation, “Pre-Keynesian economic policy proposals in the United States during the Great Depression.” A scanned version of the Congressional Hearings in which the Chicago memorandum was published can be found at Hathitrust.org. I have compared the published version from the House Ways and Means Committee Hearings with the typed copy filed with the papers of President Hutchins at the University of Chicago Archives. Other than minor differences in spelling (e.g. the capitalized form “Federal” is used in the published version), the memorandum was published by the House Ways and Means Committee exactly as received.

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A MEMORANDUM PRESENTED TO A MEMBER OF THE HOUSE COMMITTEE ON MILITARY AFFAIRS, APRIL 26, 1932.

Two members of the staff of the Department of economics, at the University of Chicago, received letters from a member of the House Committee on Military Affairs, requesting answers to certain questions. Inasmuch as the views of a large number of economists were desired, the letter was circulated among and read by twelve men of the Chicago faculty; and steps were taken to prepare a memorandum covering the points raised….The memorandum, with the names of the twelve professors participating in its formulation, is reproduced in its entirety. Because of the character of the issues raised, it seemed better to prepare the memorandum in the form it has taken than to answer the specific questions, the one after the other.

Source: University of Chicago Archives. Hutchins Box 72. Folder 6 “Economics Department, 1932-1933”.

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STATEMENT OF HON. SAMUEL B. PETTENGILL, A REPRESENTATIVE IN CONGRESS FROM THE STATE OF INDIANA

Mr. Pettengill. Mr. Chairman, I am not on the calendar this morning and therefore in justice to those who are here I have asked for only one minute.

Some time ago, before I knew when the Ways and Means Committee was to have hearings on this matter, on my own initiative I sent a questionnaire to 50 of the leading economists of the country on the Patman and the Thomas bills; also with reference to the benefit of “reflation” and the danger of inflation.

I have a very interesting file here, including letters from Mr. Kemmerer and Mr. King who have appeared before the committee.

In order to shorten the record as much as possible, I have briefed the replies somewhat. The entire letters, of course, are available.

[…]

Mr. Pettengill. Mr. Chairman, as I have stated, I endeavored to get the benefit of the best and most disinterested economic thought of the country with reference to the advisability of either borrowing money or printing money with which to liquidate the adjusted service certificates. In the main, I sent my letters to the economics department of our leading colleges and universities. In order to make their replies more intelligible to you, as many of them answered numbered questions in my letter, I attach, first, my original letter.

(The letter referred to is as follows:)

Dear Sir: I am writing you and other leading economists in the country with reference to the problem confronting Congress with regard to the proposed payment of the soldiers’ bonus. I trust that I will be able to secure a symposium of opinion by authorities such as yourself which will be of real value to Congress.

As you know, at the end of this fiscal year we will have an accumulated deficit of some $3,000,000,000. It is, I think, the largest peace-time deficit of any country in the world. It is rapidly getting larger. We are going into the red now $7,000,000 a day. United States obligations have recently sold below 85.

On the other hand, commodity, wage, land, and security prices are slowly drifting to levels so disastrous that they threaten the most widespread repudiation of debts and tax defaults, which may wipe out, along with the debtors, classes holding the obligations of individuals, corporations, States, and municipalities now totaling some one hundred fifty to two hundred billion dollars, which is about one-half the Nation’s wealth. For example, the conservative Washington Post, April 11, said:

“The dollar increases in value every day … unless this vicious movement is checked it will result in panic. The extension of credit will not be sufficient. Heroic emergency measures that will arrest the fall of prices seem to be in order. … This economic malady has reached a point where it can not be expected to cure itself without leaving horrible scars. … Some powerful agency must be thrown into the breach to restore the value of goods and services against this exaggerated value of money. … Emergencies of this kind call for drastic action. … It is time for the leaders in Government and financial circles to focus their minds upon realignment of values. The people would not countenance the manufacture of fiat money to make prices rise, But some method of currency expansion on a sound gold basis may be necessary.”

            The question is the advisability of paying the so-called soldiers’ bonus as an antideflationary, inflationary, “reflationary” or stabilizing measure. The name, of course, is not important.

A number of different bills have been proposed. H. R. 1, introduced by Mr. Patman, of Texas, calls for borrowing the $2,400,000,000 necessary to make payment.

  1. Do you think we can, or should, borrow this?

Sentiment here, however, is crystallizing around (for or against) Mr. Patman’s substitute, H. R. 7726; I inclose copy.
This bill simply proposes to print money to pay the debt. Is this sound, advisable, or defensible, in view of the existing emergency? And in the light of present gold reserves?

 It has been suggested that it could be strengthened as follows:
Call in the outstanding adjusted-service certificates now redeemable in 1945. Collateralize them together with 40 per cent gold which is said to be now available over and above the amount necessary for circulation now outstanding. Issue currency against this hypothecation and pay the veterans off. Then set up a sinking fund to retire the currency (together with the certificates) in whole or in part in 1945, or gradually before that time.

With reference to “excess reserves” see Federal Reserve Bulletin, March, 1932, page 143: “On the basis of these excess reserves, the Federal reserve banks could issue $3,500,000,000 of credit if the demand were for currency and $4,000,000,000 if it were for deposits at the reserve banks.”

  1. What credit do you give this statement as a basis for the proposed bonus payment?

There are, of course, all sorts of social and political features around this problem, but I direct your attention to its economic and fiscal aspects. It is a problem of the most tremendous consequences and Members here who are patriotically trying to do their best to cut the present vicious circle for the good of the entire country (not the veterans alone) need, and will appreciate, the advice of men like yourself, whose life study makes your judgment so valuable.

  1. Is the suggested alternative sound?
  1. Does it in reality add any element of safety to H. R. 7726, the outright issue of nonretirable currency?
  1. Can it be improved? If so, how?
  1. It is said the Europe holds $2,000,000,000 of deposits in this country. With their experience with “printing-press” money, would they become frightened for the solvency of the dollar, and cause disastrous liquidation and withdrawals here in America? Could such liquidation of foreign-held obligations be stopped unless we “went off gold,” or had available the precautionary device of authorizing the Treasury to change the amount of gold in our dollar along the lines advocated by Irving Fisher? If foreign exchange began to go against us, would it help Europe pay us her public and private debts, as an offset against our investment and deposit obligations held by Europeans?
  1. Would the introduction of $2,400,000,000 new currency into the pockets of the people necessarily result in the rise of commodity and other levels thus causing merchants to place orders for the products of farm and factory, thus starting production and accelerating employment?
  1. The Glass-Steagall bill, as you know, for the period of one year, authorized placing 60 per cent Government bonds plus 40 per cent gold behind Federal reserve money. This, of course, as I understand it, is 60 per cent “greenbackism,” placing one promise to pay (Government bond) behind another promise to pay (currency) to the extent of 60 per cent. Assuming that the adjusted-service certificates are also promises to pay, can the Glass-Steagall bill and the suggested method of handling the payment of the bonus be distinguished, from the standpoint of soundness?

The Glass-Steagall bill, as it appears to me, does not seem to have stopped the deflationary trend, for the reason that its potential currency expansion is based upon borrowing, and banks and individuals are not borrowing (or lending).
Recently I have heard Willford I. King, professor of economics, New York University, testify before the House Banking and Currency Committee. Although not directing his particular attention to the “bonus” he was quite clear that the currency must be expanded at the present time in order to start commodity prices upward and permit debts and taxes to be paid, as well as to start buying, and employment. However, he was equally clear that for such currency something of equal value should be taken in by the Government, e. g., Government bonds, thus temporarily substituting noncirculating certificates of indebtedness (bonds) for circulating certificates (currency). Then, he said, when commodity prices reach the desired level, e. g., 1926 commodity index, the process would be reversed, the bonds resold, and the currency retired. It was his opinion that such a device is necessary in order to stop the elevator at the right floor—i. e., prevent inflation beyond a certain point.
Neither the Patman nor the suggested alternative plan seems to me to contain this safeguard. That is, the adjusted-compensation certificates when once taken in would not be available for reissue.

            I need not state that every member here is anxious to solve the problem, not from the standpoint of helping the needy veteran and his family at the expense of the rest of the community, but only from the standpoint of benefiting the entire Nation, on the theory that a distribution to the veteran would, of course, be passed on at once in the payment of taxes, interest, land contracts, doctors’ and merchants’ bills, etc., and with the expectation that this would stop and reverse the trend of values. If the plan or any other conceivable plan at this time would bring only disaster to the Nation and thus to the veteran and his family we have no alternative except to wait until the present economic storm blows over.

Your thoughtful consideration of this matter is most earnestly requested. Your prompt reply will be a distinct public service.

I desire, of course, to use the substance of your reply, but will not quote you, by name, without your permission. Please let me know if you do give this permission.

Sincerely yours,

Samuel B. Pettengill, Member of Congress.

 

Source:  U. S. Congress (Seventy-Second Congress, First Session). Payment of Adjusted-Compensation Certificates in Hearings before the Committee on Ways and Means, House of Representatives (April 11 to 29, and May 2 and 3, 1932),pp. 508, 511-513

______________________________

 

The University of Chicago,
Department of Economics,
April 26, 1932.

Hon. Samuel. B. Pettengill,
            House Office Building, Washington, D. C.

My Dear Mr. Pettengill: The inclosed memorandum has been prepared in an attempt to answer the questions put in your letter of April 13. It has been developed in a committee of two, in conference, and in round table. It is approved by all of the University of Chicago economists who participated in the discussion and formulation; their names appear at the end of the memorandum.

It has seemed better to answer your questions in a memorandum divided into five sections rather than to answer them specifically, the one after the other. I think all of your questions, save that relating to Professor King’s testimony, are answered. No direct reference is made to King’s position because it has seemed better to take a positive stand rather than to criticize.

You ask permission to use the replies to your questions. This is, of course, granted, but our preference would be to have the whole rather than a part of the memorandum given publicity.

Trusting that the memorandum will be of some assistance to you, I am

Very truly yours,

H. A. Millis.

 

(The memorandum referred to follows:)

I.

Severe depression and deflation can be checked, and recovery initiated, either by virtue of automatic adjustments, or by deliberate governmental action. The automatic process involves tremendous losses, in wastage of productive capacity, and in acute suffering. It requires drastic reduction of wage rates, rents, and other “sticky” prices, notably those in industries where readjustments are impeded by monopoly and exceeding politeness of competition. It must also involve widespread insolvency and financial reorganization, with consequent reduction of fixed charges, in order that firms may be placed in position to obtain necessary working capital when and where expansion of output becomes profitable. Given drastic deflation of costs and elimination of fixed charges, business will discover opportunities for profitably increasing employment, firms will become anxious to borrow, and banks will be more willing to lend.

As long as wage cutting is evaded by reducing employment, and as long as monopolies, including public utilities, resist pressure for lower prices, deflation may continue indefinitely. The more intractable the “sticky” prices, the further credit contraction will go, and the more drastic must be the ultimate readjustment. We have developed an economy in which the volume and velocity of credit is exceedingly flexible and sensitive, while wages and pegged prices are highly resistant to downward pressure. This is at once the explanation of our plight and the ground on which governmental action may be justified. Recovery can be brought about, either by reduction of costs to a level consistent with existing commodity prices, or by injecting enough new purchasing power so that much larger production will be profitable at existing costs. The first method is conveniently automatic but dreadfully slow; and it admits hardly at all of being facilitated by political measures. The second method, while readily amenable to abuse, only requires a courageous fiscal policy on the part of the central government.

(We agree entirely with your remarks as to the inadequacy of the Glass-Steagall bill and similar expedients. Little is to be gained merely by easing the circumstances of banks, in a situation where, by virtue of cost-price relations, everyone, including the banks, is anxious to get out of debt. Such measures may retard deflation and prepare the way for recovery; but they cannot much mitigate the fundamental maladjustments between prices and costs.)

II.

If action is needed to raise prices (and we believe it is), it should take the form of generous Federal expenditures, financed without resort to taxes on commodities or transactions. For the effect on prices, the direction of expenditure is not crucially important. Heavy Federal contribution toward relief of distress is the most urgent and, for reflation, perhaps the most effective measure. Large appropriations for public and semipublic improvements are also an attractive expedient, provided projects are chosen which can be started quickly and opportunely stopped. Generous bonus legislation would be the most objectionable of all available devices for releasing purchasing power. Purchase of the certificates at their present value, instead of at maturity value, is perhaps relatively unobjectionable.

Bonus legislation invites comparison with a program of Federal subsidy to agencies engaged in administering emergency relief. Both measures involve a sort of outright gift, the provision of funds to individuals or for their support. One involves allocation according to need, when need is dreadfully acute; the other ignores this criterion completely. Furthermore, funds spent for relief would certainly be spent for commodities, and very promptly, while less needy veterans might only use additional cash further to increase hoarded savings. Of the possible consequences of bonus concessions for the future of pension legislation, mere reminder should suffice. Congress has already capitulated to the veterans and their votes on the grounds that the Treasury was full, and the community prosperous. It is now on the verge of capitulating again, on the grounds that the Treasury is empty, and the community impoverished.

III.

It is impossible to estimate in advance how much Federal expenditure might be required to bring genuine revival of business. We are persuaded, however, that the automatic adjustments have already proceeded to a stage where the necessary inflationary expenditures would be handsomely rewarded, in greater production, larger employment, and higher tax revenues.

One should recognize at the outset a danger that any measures of fiscal inflation may be too meager and too short lived. Inadequate, temporary stimulation might well leave conditions worse than it found them. We might experience temporary revival and then serious relapse, followed by more drastic deflation than would otherwise have been necessary. If we indorse inflation, we should be prepared to administer heavy doses of stimulant if necessary, to continue them until recovery is firmly established, and to discontinue them when the emergency is ended. It is obvious that the bonus measures fail utterly to provide this necessary flexibility.

IV.

The question of how emergency expenditures, for whatever purposes, should be financed, is difficult and highly controversial. The wisest policy for the present, however, would seem to be one guided largely by psychological considerations. It is likely that adequate stimulus could be imparted, and recovery assured, without creating an excessive drain upon our gold reserves. Inflationary measures, in whatever form, will probably accelerate for a time the export of gold; but this strain we may well be able to endure until revival of business is assured. Domestic hoarding of gold, on the other hand, might force us to suspension of our currency laws; and this possibility dictates caution as to the technique of inflation. The problem is simply that of selecting the procedure which will be least alarming.

On other grounds, the issue of greenbacks seems most expedient; but this method must be ruled out unless one is ready to abandon gold immediately, for it would create the greatest danger of domestic drain. Large sales of Federal bonds in the open market would be much less alarming; but the probable effect upon the prices of such bonds must give us pause, especially since a marked decline might jeopardize the position of many banks. It would certainly be better for the Government to sell new issues directly to the reserve banks or, in effect, to exchange bonds for bank deposits and Federal Reserve notes. Much may be said, indeed, for issuing the bonds with the circulation privilege, thus permitting the Reserve Banks to issue Federal Reserve Bank notes in exchange; for this procedure does not much invite suspicion, has supporting precedent, and would greatly reduce the legal requirements with respect to gold.

It is well to face the possibility, though it seems remote, that adequate fiscal inflation might force us to abandon gold for a time. We must be prepared to see a sort of race between depletion of the gold holdings of the reserve banks and improvement of business. If definite business revival is attained before the gold position becomes acute, the hoarders will have missed some great investment bargains; if inflation must be carried beyond the limits tolerated by gold, the hoarders will reap a profit. Moreover, if other gold-standard countries follow our example, as is quite probable, the threat to our adherence to the gold standard will prove negligible.

But we would insist again that, once deliberate reflation is undertaken, it must be carried through, whatever that policy may mean for gold. To withdraw artificial support before genuine recovery is achieved, might create a situation worse than that which would have obtained in the absence of remedial efforts. If the time comes, as it probably will not, when we must choose between recovery and convertibility, we must then abandon gold, pending the not distant time when world recovery will permit our returning to the old standard on the old terms. The remote possibility of our being forced to this step, however, should not influence our decision now. The supposedly awful consequences of departure from gold are, as England has shown us so clearly, nothing but fantastic illusions.

V.

It is easy to be too greatly alarmed about the possibility of extreme and uncontrolled inflation. With improvement of business, Federal revenues will automatically increase. Expenditures may then be financed to a lesser extent by borrowing, and thus with less inflationary influence. Indeed, one might maintain that temporary inflation is the most promising means to restore a balanced Budget. Moreover, with proper precautions, it should not be difficult to effect drastic reduction of expenditures at the appropriate time. The emergency character of inflationary appropriations should be emphasized in the acts themselves; and Congress should record the intention of balancing expenditures and revenues over a period of, say four or five years. Incidentally, no emergency expenditures would permit of more opportune retrenchment than those for relief of distress.

We find it difficult, at the present juncture, to give due attention to the problem of preventing or modifying the next boom. Obviously, we should attend to getting out of the present emergency first. It demands emphasis, however, that successful resort to fiscal methods for terminating deflation will present the very serious problem of keeping recovery within safe bounds. A merely salutary inflation treatment will fail to satisfy many groups. There will certainly be demand for more inflation and more “prosperity” than we can afford or sanely endure. Fiscal inflation must be regarded as a means for meeting an acute emergency for industry as a whole. It should not be viewed as a means of solving the agricultural problem, nor as a method for deflating the rentier. It is properly a most temporary expedient, to be abandoned (and reversed) long before many individual industries and classes have obtained the measure of relief which justice might prescribe.

We have suggested that for the period of the ensuing five years all Federal expenditures, including those of an emergency character, should be covered by tax revenues. To minimize the total necessary outlay, outlays should be very generous now; parsimonious inflation is an illusory economy. It would also be eminently wise to avoid now any new taxes which fall at the producer’s (or dealer’s) margin. The levies on income, however, should be advanced immediately to the maximum levels which an imperfect, but improving, administrative system can support. While such levies will be rather unproductive for a time, they will have no very deterrent effect upon business; and, having gotten them into the statutes during a period of least political resistance, we may be assured of large revenues at the appropriate time. Even after recovery, additional commodity taxes should be resorted to only if more equitable levies prove inadequate to full completion of the “5-year plan.” Indeed, by 1940, our Federal debt should stand at a figure far below that contemplated by existing legislation. We should have high income taxes when incomes are high.

Sound fiscal management during the next few years should give close attention to indexes of production, employment, and wholesale prices. We shall not undertake at this time to indicate any definite rules. There is no immediate problem of excessive inflation—rather, a danger of doing nothing or of a too modest beginning. For the not distant future, however, most careful and intelligent management will be imperative. Once there is clear evidence of revival, of increased and profitable production, the mechanism of credit expansion will begin to operate, and to carry on the task which fiscal inflation has begun. As soon as this happens, retrenchment must be started; emergency expenditures must be reduced as rapidly as is possible without undermining recovery. We should not attempt, by deliberate inflation, to bring prices to any level which we choose to regard as normal; nor should artificial stimulus be continued until production and employment attain really satisfactory levels. Fiscal measures should only be used to give to recovery a sure start. When this is done, the real task will be that of preventing the recovery from becoming a boom; and a beginning must be made in this task long before any alarming signs appear. The seeds of booms are sown by innocent expansion of credit during years of seemingly wholesome revival. The task of control is easily neglected at such times; and there is grave danger that both the Reserve Board and the Treasury will adopt inadequately deflationary tactics in this period when it is so easy to have no policy at all.

In summary, it is our unequivocal position that drastic but temporary fiscal inflation can now be productive of tremendous gains, with no possible losses of compensating magnitude; further, that after genuine revival of business has occurred, and especially if it is attained by artificial stimulation, there will soon be urgent need for prompt and decisive action of a deflationary character.

Garfield V. Cox.         Lloyd W. Mints.
Aaron Director.         Henry Schultz.
Paul H. Douglas.       Henry C. Simons.
Harry D. Gideonse.   Jacob Viner.
Frank H. Knight.       Chester W. Wright.
Harry A. Millis.          Theodore O. Yntem.[sic]

 

Source: U. S. Congress (Seventy-Second Congress, First Session). Payment of Adjusted-Compensation Certificates in Hearings before the Committee on Ways and Means, House of Representatives (April 11 to 29, and May 2 and 3, 1932), pp. 524-527.

Image Source:  Authentic History Center website: Page “Hoover & the Depression: The Bonus Army.”

Categories
Columbia Economists

Columbia. History of Economics Department. Luncheon Talk by Arthur R. Burns, 1954

The main entry of this posting is a transcription of the historical overview of economics at Columbia provided by Professor Arthur R. Burns at a reunion luncheon for Columbia economics Ph.D. graduates [Note: Arthur Robert Burns was the “other” Arthur Burns of the Columbia University economics department, as opposed to Arthur F. Burns, who was the mentor/friend of Milton Friedman, chairman of the Council of Economic Advisers, chairman of the Board of Governors of the Fed, etc.]. He acknowledges his reliance on the definitive research of his colleague, Joseph Dorfman, that was published in the following year:

Joseph Dorfman, “The Department of Economics”, Chapt IX in R. Gordon Hoxie et al., A History of the Faculty of Political Science, Columbia University. New York: Columbia University Press, 1955.

The cost of the luncheon was $2.15 per person. 36 members of the economics faculty attended, who paid for themselves, and some 144 attending guests (includes about one hundred Columbia economics Ph.D.’s) had their lunches paid for by the university.

_____________________________

[LUNCHEON INVITATION LETTER]

Columbia University
in the City of New York
[New York 27, N.Y.]
FACULTY OF POLITICAL SCIENCE

March 25, 1954

 

Dear Doctor _________________

On behalf of the Department of Economics, I am writing to invite you to attend a Homecoming Luncheon of Columbia Ph.D.’s in Economics. This will be held on Saturday, May 29, at 12:30 sharp, in the Men’s Faculty Club, Morningside Drive and West 117th Street.

This Luncheon is planned as a part of Columbia University’s Bicentennial Celebration, of which, as you know, the theme is “Man’s Right to Knowledge and the free Use Thereof”. The date of May 29 is chosen in relation to the Bicentennial Conference on “National Policy for Economic Welfare at Home and Abroad” in which distinguished scholars and men of affairs from the United States and other countries will take part. The final session of this Conference, to be held at three p.m. on May 29 in McMillin Academic Theater, will have as its principal speaker our own Professor John Maurice Clark. The guests at the Luncheon are cordially invited to attend the afternoon meeting.

The Luncheon itself and brief after-luncheon speeches will be devoted to reunion, reminiscence and reacquaintance with the continuing work of the Department. At the close President Grayson Kirk will present medals on behalf of the University to the principal participants in the Bicentennial Conference.

We shall be happy to welcome to the Luncheon as guests of the University all of our Ph.D.’s, wherever their homes may be, who can arrange to be in New York on May 29. We very much hope you can be with us on that day. Please reply on the form below.

Cordially yours,

[signed]
Carter Goodrich
Chairman of the Committee

*   *   *   *   *   *

Professor Carter Goodrich
Box #22, Fayerweather Hall
Columbia University
New York 27, New York

I shall be glad…
I shall be unable… to attend the Homecoming Luncheon on May 29.

(signed) ___________

Note: Please reply promptly, not later than April 20 in the case of Ph.D.’s residing in the United States, and not later than May 5 in the case of others.

_____________________________

[INVITATION TO SESSION FOLLOWING LUNCHEON]

Columbia University
in the City of New York
[New York 27, N.Y.]
FACULTY OF POLITICAL SCIENCE

May 6, 1954

 

TO:                 Departments of History, Math. Stat., Public and Sociology
FROM:            Helen Harwell, secretary, Graduate Department of Economics

 

Will you please bring the following notice to the attention of the students in your Department:

            A feature of Columbia’s Bicentennial celebration will be a Conference on National Policy for Economic Welfare at Home and Abroad, to be held May 27, 28 and 29.

            The final session of the Conference will take place in McMillin Theatre at 3:00 p.m. on Saturday, May 29. The session topic is “Economic Welfare in a Free Society”. The program is:

Session paper.

John M. Clark, John Bates Clark Professor. Emeritus of Economics, Columbia University.

Discussants:

Frank H. Knight, Professor of Economics, University of Chicago
David E. Lilienthal, Industrial Consultant and Executive
Wilhelm Roepke, Professor of International Economics, Graduate Institute of International Studies, University of Geneva

 

Students in the Faculty of Political Science are cordially invited to attend this session and to bring their wives or husbands and friends who may be interested.

Tickets can be secured from Miss Helen Harwell, 505 Fayer.

_____________________________

[REMARKS BY PROFESSOR ARTHUR ROBERT BURNS]

Department of Economics Bicentennial Luncheon
May 29th, 1954

President Kirk, Ladies and Gentlemen: On behalf of the Department of Economics I welcome you all to celebrate Columbia’s completion of its first two hundred years as one of the great universities. We are gratified that so many distinguished guests have come, some from afar, to participate in the Conference on National Policy for Economic Welfare at Home and Abroad. We accept their presence as testimony of their esteem for the place of Columbia in the world of scholarship. Also, we welcome among us again many of the intellectual offspring of the department. We like to believe that the department is among their warmer memories. We also greet most pleasurably some past members of the department, namely Professors Vladimir G. Simkhovitch, Eugene Agger, Eveline M. Burns and Rexford Tugwell. Finally, but not least, we are pleased to have with us the administrative staff of the department who are ceaselessly ground between the oddity and irascibility of the faculty and the personal and academic tribulations of the students. Gertrude D. Stewart who is here is evidence that this burden can be graciously carried for thirty-five years without loss of charm or cheer.

We are today concerned with the place of economics within the larger scope of Columbia University. When the bell tolls the passing of so long a period of intellectual endeavor one casts an appraising eye over the past, and I am impelled to say a few retrospective words about the faculty and the students. I have been greatly assisted in this direction by the researches of our colleague, Professor Dorfman, who has been probing into our past.

On the side of the faculty, there have been many changes, but there are also many continuities. First let me note some of the changes. As in Europe, economics made its way into the university through moral philosophy, and our College students were reading the works of Frances Hutcheson in 1763. But at the end of the 18th century, there seems to have been an atmosphere of unhurried certainty and comprehensiveness of view that has now passed away. For instance, it is difficult to imagine a colleague of today launching a work entitled “Natural Principles of Rectitude for the Conduct of Man in All States and Situations in Life Demonstrated and Explained in a Systematic Treatise on Moral Philosophy”. But one of early predecessors, Professor Gross, published such a work in 1795.

The field of professorial vision has also change. The professor Gross whom I have just mentioned occupied no narrow chair but what might better be called a sofa—that of “Moral Philosophy, German Language and Geography”. Professor McVickar, early in the nineteenth century, reclined on the even more generous sofa of “Moral and Intellectual Philosophy, Rhetoric, Belles Lettres and Political Economy”. By now, however, political economy at least existed officially and, in 1821, the College gave its undergraduates a parting touch of materialist sophistication in some twenty lectures on political economy during the last two months of their senior year.

But by the middle of the century, integration was giving way to specialization. McVickar’s sofa was cut into three parts, one of which was a still spacious chair of “History and Political Science”, into which Francis Lieber sank for a brief uneasy period. His successor, John W. Burgess, pushed specialization further. He asked for an assistant to take over the work in political economy. Moreover, his request was granted and Richmond Mayo Smith, then appointed, later became Professor of Political Economy, which, however, included Economics, Anthropology and Sociology. The staff of the department was doubled in 1885 by the appointment of E. R. A. Seligman to a three-year lectureship, and by 1891 he had become a professor of Political Economy and Finance. Subsequent fission has separated Sociology and Anthropology and now we are professors of economics, and the days when political economy was covered in twenty lectures seem long ago.

Other changes stand out in our history. The speed of promotion of the faculty has markedly slowed down. Richmond Mayo Smith started as an instructor in 1877 but was a professor after seven years of teaching at the age of 27. E. R. A. Seligman even speeded matters a little and became a professor after six years of teaching. But the University has since turned from this headlong progression to a more stately gait. One last change I mention for the benefit of President Kirk, although without expectation of warm appreciation from him. President Low paid J. B. Clark’s salary out of his own pocket for the first three years of the appointment.

I turn now to some of the continuities in the history of the department. Professor McVickar displayed a concern for public affairs that has continued since his time early in the nineteenth century. He was interested in the tariff and banking but, notably, also in what he called “economic convulsions”, a term aptly suggesting an economy afflicted with the “falling sickness”. Somewhat less than a century later the subject had been rechristened “business cycles” to remove some of the nastiness of the earlier name, and professor Wesley Mitchell was focusing attention on this same subject.

The Columbia department has also shown a persistent interest in economic measurement. Professor Lieber campaigned for a government statistical bureau in the middle of the 19th century and Richmond Mayo Smith continued this interest in statistics and in the Census. Henry L. Moore, who came to the department in 1902, promoted with great devotion Mathematical Economics and Statistics with particular reference to the statistical verification of theory. This interest in quantification remains vigorous among us.

There is also a long continuity in the department’s interest in the historical and institutional setting of economic problems and in their public policy aspect. E. R. A. Seligman did not introduce, but he emphasized this approach. He began teaching the History of Theory and proceeded to Railroad Problems and the Financial and Tariff History of the United States, and of course, Public Finance. John Bates Clark, who joined the department in 1895 to provide advanced training in economics to women who were excluded from the faculty of Political Science, became keenly interested in government policy towards monopolies and in the problem of war. Henry R. Seager, in 1902, brought his warm and genial personality to add to the empirical work in the department in labor and trust problems. Vladimir G. Simkhovitch began to teach economic history in 1905 at the same time pursuing many and varied other interests, and we greet him here today. And our lately deceased colleague, Robert Murray Haig, continued the work in Public Finance both as teacher and advisor to governments.

Lastly, among these continuities is an interest in theory. E. R. A. Seligman focused attention on the history of theory. John Bates Clark was an outstanding figure in the field too well known to all of us for it to be necessary to particularize as to his work. Wesley C. Mitchell developed his course on “Current Types of Economic Theory” after 1913 and continued to give it almost continuously until 1945. The Clark dynasty was continued when John Maurice Clark joined the department as research professor in 1926. He became emeritus in 1952, but fortunately he still teaches, and neither students nor faculty are denied the stimulation of his gentle inquiring mind. He was the first appointee to the John Bates Clark professorship in 1952 and succeeded Wesley Mitchell as the second recipient of the Francis A. Walker medal of the American Economic Association in the same year.

Much of this development of the department was guided by that gracious patriarch E. R. A. Seligman who was Executive Officer of the Department for about 30 years from 1901. With benign affection and pride he smiled upon his growing academic family creating a high standard of leadership for his successors. But the period of his tenure set too high a standard and executive Officers now come and go like fireflies emitting as many gleams of light as they can in but three years of service. Seligman and J. B. Clark actively participated in the formation of the American Economic Association in which J. B. Clark hoped to include “younger men who do not believe implicitly in laisser faire doctrines nor the use of the deductive method exclusively”.

Among other members of the department I must mention Eugene Agger, Edward Van Dyke Robinson, William E. Weld, and Rexford Tugwell, who were active in College teaching, and Alvin Johnson, Benjamin Anderson and Joseph Schumpeter, who were with the department for short periods. Discretion dictates that I list none of my contemporaries, but I leave them for such mention as subsequent speakers may care to make.

When one turns to the students who are responsible for so much of the history of the department, one is faced by an embarrassment of riches. Alexander Hamilton is one of the most distinguished political economists among the alumni of the College. Richard T. Ely was the first to achieve academic reputation. In the 1880’s, he was giving economics a more humane and historical flavor. Walter F. Wilcox, a student of Mayo Smith, obtained his Ph.D. in 1891 and contributed notably to statistical measurement after he became Chief Statistician of the Census in 1891, and we extend a special welcome to him here today. Herman Hollerith (Ph.D. 1890) contributed in another way to statistics by his development of tabulating machinery. Alvin Johnson was a student as well as teacher. It is recorded that he opened his paper on rent at J. B. Clark’s seminar with the characteristically wry comment that all the things worth saying about rent had been said by J. B. Clark and his own paper was concerned with “some of the other things”. Among other past students are W. Z. Ripley, B. M. Anderson, Willard Thorp, John Maurice Clark, Senator Paul Douglas, Henry Schultz and Simon Kuznets. The last of these we greet as the present President of the American Economic Association. But the list grows too long. It should include many more of those here present as well as many who are absent, but I am going to invite two past students and one present student to fill some of the gaps in my story of the department.

I have heard that a notorious American educator some years ago told the students at Commencement that he hoped he would never see them again. They were going out into the world with the clear minds and lofty ideals which were the gift of university life. Thenceforward they would be distorted by economic interest, political pressure, and family concerns and would never again be the same pellucid and beautiful beings as at that time. I confess that the thought is troubling. But in inviting our students back we have overcome our doubts and we now confidently call upon a few of them. The first of these is George W. Stocking who, after successfully defending a dissertation on “The Oil Industry and the Competitive System” in 1925, has continued to pursue his interest in competition and monopoly as you all know. He is now at Vanderbilt University.

The second of our offspring whom I will call upon is Paul Strayer. He is one of the best pre-war vintages—full bodied, if I may borrow from the jargon of the vintner without offense to our speaker. Or I might say fruity, but again not without danger of misunderstanding. Perhaps I had better leave him to speak for himself. Paul Strayer, now of Princeton University, graduated in 1939, having completed a dissertation on the painful topic of “The Taxation of Small Incomes”.

The third speaker is Rodney H. Mills, a contemporary student and past president of the Graduate Economics Students Association. He has not yet decided on his future presidencies, but we shall watch his career with warm interest. He has a past, not a pluperfect, but certainly a future. Just now, however, no distance lends enchantment to his view of the department. And I now call upon him to share his view with us.

So far we have been egocentric and appropriately so. But many other centres of economic learning are represented here, and among them the London School of Economics of which I am proud as my own Alma Mater. I now call upon Professor Lionel Robbins of Polecon (as it used sometimes to be known) to respond briefly on behalf of our guests at the Conference. His nature and significance are or shall I say, is, too well known to you to need elaboration.

[in pencil]
A.R. Burns

Source: Columbia University Libraries, Manuscript Collections, Columbiana. Department of Economics Collection, Box 9, Folder “Bicentennial Celebration”.

_____________________________

[BIOGRAPHICAL INFORMATION FOR ARTHUR ROBERT BURNS]

 

BURNS, Arthur Robert, Columbia Univ., New York 27, N.Y. (1938) Columbia Univ., prof. of econ., teach., res.; b. 1895; B.Sc. (Econ.), 1920, Ph.D. (Econ.), 1926, London Sch. of Econ. Fields 5a, 3bc, 12b. Doc. dis. Money and monetary policy in early times (Kegan Paul Trench Trubner & Co., London, 1926). Pub. Decline of competition (McGraw-Hill 1936); Comparative economic organization (Prentice-Hall, 1955); Electric power and government policy (dir. of res.) (Twentieth Century Fund, 1948) . Res. General studies in economic development. Dir. Amer. Men of Sci., III, Dir. of Amer. Schol.

Source: Handbook of the American Economic Association, American Economic Review, Vol. 47, No. 4 (July, 1957), p. 40.

 

Obituary: “Arthur Robert Burns dies at 85; economics teacher at Columbia“, New York Times, January 22, 1981.

Image: Arthur Robert Burns.  Detail from a departmental photo dated “early 1930’s” in Columbia University Libraries, Manuscript Collections, Columbiana. Department of Economics Collection, Box 9, Folder “Photos”.

Categories
Chicago Economists

Chicago. James Buchanan’s Dissertation Outline, 1947

James McGill Buchanan, Jr.’s Ph.D. in economics at the University of Chicago was awarded in the summer quarter of 1948. The title of his dissertation was “Fiscal Equity in a Federal State”. From the Milton Friedman papers at the Hoover Institution we have the following transcription of the mimeographed dissertation outline submitted by Buchanan that was discussed in the economics department faculty meeting of October 24, 1947. The agenda of that faculty meeting along with Milton Friedman’s handwritten additions (in square brackets) are included at the end of this posting. The procedure for admission to Ph.D, candidacy is described in a 1949 memo written by Milton Friedman to members of the Department’s Ph.D. Thesis Committee.

_____________________________________

If you find this posting interesting, here is the complete list of “artifacts” from the history of economics I have assembled. You can subscribe to Economics in the Rear-View Mirror below. There is also an opportunity for comment following each posting….

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2. Present Procedure
[1949, University of Chicago, Economics]

a. Admission to candidacy. As I understand it, we have no very formalized procedure or requirements. Students typically discuss possible thesis topics with one or more faculty members, construct outlines of the projected thesis, ordinarily get the reaction of one or more faculty members to it, revise it accordingly, and then formally submit the thesis topic and outline to the Department for approval and admission to candidacy. The submitted outline is occasionally extremely detailed, occasionally very general, and is sometimes accompanied by a general statement of objective and purpose, sources of material for the thesis, etc.

[…]

Source: Undated memo (early 1949) written by Milton Friedman to members of the Committee on Ph.D. Thesis Outlines and Requirements from Hoover Institution Archives. Milton Friedman Papers, Box 79, Folder 5 “University of Chicago Minutes, Ph.D. Thesis Committee”.

_____________________________________

Dissertation Outline, James M. Buchanan, October 1947

J. M. Buchanan

EQUITY CONSIDERATIONS IN INTERGOVERNMENTAL FISCAL ADJUSTMENT

I. The Problem —

A. The federal political structure

1. Federalism in political theory. Varying degrees of dual sovereignty. The question of the finality of a federal structure. Is it a final point in political organization or merely a stage in an evolutionary process?

2. The historical development of federalism in the United States. Trends toward centralization and opposing tendencies. The expanding role of government on the whole. The expanding sphere of activity of the central as opposed to subordinate units. Projection of future trends.

3. The case for federalism as a permanent political structure in the United States. Its value as a means of a division of power, as a protection against a tyranny of the majority, etc.

4. Statement of viewpoint on federalism taken in this study.

B. The national economy —

1. The historical development of the expanding scope of the economy. The extension of the market, the trend toward economic centralization, in the sense that the nation has become the unit which defines the area of the allocation of resources.

2. The extent to which the economy is national — increasing specialization, increased resource mobility, etc.

C. Conflicts which arise in the financing of government due to the superimposition of a federated political structure on a national economy.

1. The heterogeneity of the subordinate units of government. Resource heterogeneity. Cultural, social differences. Income disparities leading to differentials in tax burdens and service standards. The basic fiscal inequity inherent in such a structure.

II.            A Theoretical Solution –

A. What is fiscal equity in such a structure?

1. Definition and limitation. For present purposes concept narrowed to that of “equal treatment for equals and unequal treatment for unequals”. Abstraction from any attempt to determine equity as between unequals since such a concept not needed for problems considered.

B. Application of the concept —

1. Necessity of benefit calculation for any determination of equity among individuals in separate subordinate governmental units. Difficulties in benefit calculation, aside from special cases. Assumption of per capita general expenditure as best measure of benefit.

2. Definition of the “fiscal residuum” or “net tax” – Net value of services available less net value of taxes paid. Considerations of “government” as the total of all layers in structure, federal, state, and local.

C. Arithmetical Examples –

Examples illustrating possible application of the equity criteria in hypothetical cases. Illustration that “equal treatment for equals and unequal treatment for unequals” will impose geographical financial neutrality upon the individual.

III.           A study of Comparative Fiscal Treatment of Similarly Situated Individuals in High Income and Low Income States –

A. Selection of states considered – one with high per capita income, one with low. (Tentatively have selected New York and Mississippi.)

B. Assumptions and abstractions –

1. Assumption of the State-Local fiscal problem as solved or non-existent. Application of criterion to 2-level structure only. State-local considered as one unit. Seek only interstate differentials, not intrastate here.

2. Assumption of money income as measure of economic position. Abstraction from non-pecuniary advantages of geographical location. Individuals considered in similar economic circumstances if money income, pproperty value, same. Physical property same. Family obligations same.

C. Selection of hypothetical individuals to be compared. Determination of income ranges to be covered.

D.            Expenditure pattern of individuals considered.

1. Proportion of income saved, spent at various income levels.

2. Distribution of expenditure at various income levels.

3. Property holdings at different income levels.

E. Determination of tax burdens of individuals considered.

1. Examination of tax structures of states in question.

2. Assumptions as to final incidence of state taxes. More than one set of assumptions can be made and results collocated.

3. Tax burden of hypothetical individuals in each income group in each state can be determined by application of assumptions as to incidence to expenditure patterns.

4. Indication that validity of the study does not depend upon validity of the assumptions as to incidence since no attempt is made to compare dissimilarly situated individuals. (Such a comparison will necessarily show in the computation, however, and for this reason the assumptions should be as realistic as possible.)

F. Determination of value of benefits of government service provided —

1. Necessity to use per capita general expenditure as best benefit measure.

2. Use of value input only not value output. Value output will differ as administrative efficiency of state varies.

G. Calculation of fiscal residua of similarly situated individuals considered —

1. Possibility of abstracting from federal taxes and expenditures since similarly situated individuals supposedly treated similarly by federal government.

H.            Calculation of the interstate differential in fiscal residua of the hypothetical similarly situated individuals considered.

IV.           Existing and proposed attempts at solution.

A. Vertical Integration

1. Examination of the various proposals made to integrate and unify the whole financial structure; plans for realignment of functions, central collection, local administration, complete centralization, etc.

B. Horizontal Integration and Coordination –

1. Readjustment of geographical boundaries, consolidation of non-efficient units. The “regionalism” approach.

C. The grant-in-aid as the adjusting device.

1. The existing structure of grants-in-aid in the United States – a short summary of the more prominent characteristics of the system.

2. Proposals for extension of the system –

a.            Further use of the conditional grant

(1)  Merits of the conditional grant

(2)  Drawbacks

(a)  Effects on budgetary independence of subordinate units.

(b) Central direction and interference.

b.            The concept of a “minimum standard”

(1)  Idea of the “national interest”

(2)  Attempts at defining “minimum standards”

(3)  Violation of equity criteria

(4)  Federal assumption of a function.

D.            Realistic Appraisal of Various Proposals from Standpoint of Political and Administrative Feasibility.

V.            Policy Implications of the Criterion of Equity Proposed in this study.

A. The practicability of direct application.

1. Difficulty of measurement

2. Political and administrative barriers.

B. Effect of the Acceptance of the Theoretical Validity of the Criterion upon Practical Policy.

1. Early elimination of matching requirements in grant-in-aid distribution.

2. Early abandonment of the concept of “minimum standards”.

3. Broadening of purpose for which grants are made.

4. Further extension of so-called “equalization” grants.

5. Elimination of the idea of “charity” in intergovernmental fiscal adjustment.

6. Greater federal reliance on the income tax as a source of revenue.

C. The proposals of the Canadian Royal Commission and Possible Application of Similar Proposals to the United States.

VI.           Possible Objections to the Equity Criterion Proposed and its Policy Implications.

A. Theoretical Objections

1. The central government as the adjusting unit.

2. The inclusion of fiscal treatment by government in the criteria for the optimum allocation of resources.

3. The nation as the economic unit.

B. Administrative Objections.

1. Violation of principle of fiscal responsibility.

VII.          Conclusion.

____________________________

 

Department of Economics
AGENDA
Friday, October 24, 1947, at 3:30 p.m. in SS424

I. Students’ Business

A. Admission to Candidacy for the Ph.D. Degree

James M. Buchanan

Subject: Equity Considerations in Intergovernmental Fiscal Adjustment.
Field: Government Finance
Committee: [Blough, chairman, Perloff, Knight]

Henry Woldon Hewetson

Subject: An Examination of the Distance Principle of Railway Freight rate making with references to Canadian Conditions.
Field: [Transportation]
Committee: [Sorrell, Koopmans, Friedman]

[Inserted:

Harriett D. Hudson.

Progressive Mine Workers of America
Committee: Douglas, ch; Nef; (illegible name) Lewis]

Norman Maurice Kaplan

Subject: Models for Socialist Economic Planning
Field:
Committee: [Marschak, ch.; ch. Harris; A. P. Lerner; Friedman

Raymond H. McEvoy

Subject: Effects of Federal Reserve Policies, 1929-36
Field: Money, Banking, and Monetary Policy
Committee: [Mints, Hamilton, Metzler]

Wallace E. Ogg

Subject: A Study of Maladjustment of Resources in Southern Iowa
Field: Agricultural Economics
Committee: [Johnson, Hardin (pol sci), Lewis]

B. Admission to candidacy for the Alternative Master’s Degree (without thesis.)

Raymond H. McEvoy

C. Admission to candidacy for the Regular Master’s Degree

Peter Senn

Subject: Federal subsidization of the Banks
Field:
Committee:

D. Petitions

Guy Black—for permission to substitute work in Mathematics for the regular requirement of a second foreign language.

Keith O. Campbell—for approval to take Political Science as one of the fields for the Ph.D. Degree.

Gershon Cooper—to substitute the following courses in math. for the German language requirement for the Ph.D. Degree: Mathematics 216, 220, and 228.

Bernard Gordon—to substitute a mathematical sequence of Calculus I and Calculus II in place of one of the language requirements for the Ph.D. Degree.

Dale A. Knight—to use Political science as one field for the Ph.D. Degree.

Chih-wei Lee—to take English as the second language.

[John K. Lewis]

II. Encyclopedia Britannica Economic Articles

III. Language requirements for Foreign students.

IV. Report of Master’s Degree Committee, Spring and Summer, 1947

V. New Business

 

Source: Hoover Institution Archives. Milton Friedman Papers. Box 79, Folder “79.1 University of Chicago Minutes Economics Department 1946-1949”.

Image SourceThe Concise Encyclopedia of Economics. Biography of James M. Buchanan.

 

Categories
Economists

Amherst. Charles W. Cobb and Paul H. Douglas, 1926

Speaking of the Cobb-Douglas production function…   In preparing the previous posting on Paul H. Douglas’ honors section of introductory economics at Amherst in 1925, I thought of searching for an internet copy of the Amherst College yearbook, The Olio, for that year and thanks to the Digital Collections folks at the Amherst College Archive, I was able not only to get a picture of Paul H. Douglas but even a portrait of his colleague Professor Charles W. Cobb. So here we have side-by-side Cobb and Douglas during their Amherst years together. This and the following image along with some biographical information (from the 1925 Olio, p. 29) are the only images of Cobb I was able to find on the internet (I admit, I did not look for more at the Olio collection for other years).

 

1925Olio_Amherst_CobbCharlesW_p29

 

 

Image Source: Amherst College, Digital Collections. Olio 1926: Charles W. Cobb on p. 34Paul H. Douglas on p. 36.

Categories
Chicago Courses Suggested Reading Syllabus

Amherst. Honors Section of Introductory Economics. Paul H. Douglas, 1925

Paul H. Douglas left the University of Chicago to take a job at Amherst in the mid-1920s because his wife Dorothy was unable to get a job at the University of Chicago due to nepotism rules of that time and she found a job for herself at Smith College in Massachusetts. There he began his collaboration with the mathematician Charles Wiggins Cobb that resulted in the statistical fitting of the specification of the production function now named after them. See Cobb and Douglas,  “A Theory of Production”, AER 1920.

 I found the following carbon copy of the report Douglas wrote about his pedagogic experiment with an honors section of introductory economics at Amherst during the second semester of the 1924-25 academic year in the papers of the head of the economics department at the University of Chicago in 1925. Besides the reading list of supplemental reading for his honors section, Douglas includes “teaching evaluations” written by the students.

 _______________________________________

The University of Chicago
The School of Commerce and Administration

September 26, 1925

 

Professor L. C. Marshall
University of Chicago
Chicago, Illinois

Dear Professor Marshall:

I am enclosing a report of the Honors Section which I conducted in Economics I last year, which you may find of interest, even at this late date.

Faithfully yours,
[signed]
Paul H. Douglas

PHD:EPR

 

_______________________________________

Amherst, Mass.
June 18, 1925

 

Report to the President and the Instruction Committee of Amherst College on the Special Honors Section given in Economics I during the year 1924-1925.

I. Composition of Group

With the consent of the President and the Dean, the Special Honors Section was set up in Economics I immediately after New Years 1925. The first men invited to join were Messrs. W. B. Carter, Jr. [William Harrison Carter, Jr. (Class of 1926) from Woodhaven, N.Y.], Sperry Butler [Sperry Butler (Class of 1926) from Hubbard Woods, Illinois], O. R. Pilat [Oliver Ramsey Pilat (Class of 1926) from New York, N.Y.], M. O. Damon [Mason Orne Damon (Class of 1926) from Ft. Dodge, Iowa], W. J. Kyle [William Joseph Kyle, Jr. (Class of 1926) from Waynesburg, Pennsylvania], and E. S. Nole [sic. Everett Stearns Noble (Class of 1926) from Coconut Grove, Florida]; these men were all on the Dean’s List. A few weeks later Douglas Tomkins [Douglas Tomkins (Class of 1926) from Brooklyn, N.Y.] was added with the approval of the Dean. These men were excused from attending the regular class exercises and met one evening a week in the Economic Seminar room with the instructor. These sessions ranged from two to three and one-half hours in length.

 

II. Work Covered

The group read the text used by the ordinary section in the course, namely, Taussig’s Principles of Economics, 2 volumes, but the chief reading was done in additional assignments amounting on the whole to approximately one book a week. These other readings were in the main the cream of the literature on the economic topics considered. The list of supplementary reading covered was as follows:

First week Bagehot, “Lombard Street;” Kemmerer, “The A B C of the Federal Reserve System.”
Second Week Selected chapters from Mitchell, “Business Cycles.”
Third Week Fisher, “Stabilizing the Dollar;” Keynes, “A Tract on Monetary Reform.”
Fourth Week One of the following: Withers, “Money Changing;” Clare, “A B C of Foreign Exchange;” Cross, “Domestic and Foreign Exchange: Theory and Practice.”
Fifth Week Viner, “Dumping;” and discussion of text of McNary-Haugen Bill
[JPE 1922, part I, JPE 1922, part II]
Sixth Week Adam Smith, “Wealth of Nations,” Book IV, Chapter 2.
Seventh Week Taussig, “Some Aspects of the Tariff Problem” Chapter I or II, and “Tariff, Free Trade, and Reciprocity.”
Eighth Week Wolfe, “[Savers’] Surplus and the Interest Rate,” Quarterly Journal of Economics 1920; Selected Chapters from Clark, “Distribution of Wealth.”
Ninth Week Hobson, “Economics of Unemployment.
Tenth Week Ricardo. “Principles of Political Economy,” Chapter 2.
Selected Chapters from Henry George, “Progress and Poverty.
Eleventh Week Adam Smith on Differences in Wages, Book I, Chapter 10, part 1.
Twelfth Week The Basic Rate of Wages; Selected chapters from Clark, “Distribution of Wealth.”
Thirteenth Week Population—Malthus, “Essay on Principle of Population. Comparative chapters from the 1st and 2nd editions. [first edition, sixth edition]
Also one of the following: Carr-Saunders, “The Population Problem,” or J. R. Smith, “The World’s Food Resources.”
Fourteenth Week Profits—Either Hardy, “Risk and Risk Bearing,” or Knight, “Risk, Uncertainty and Profit.”
Fifteenth Week Mitchell, King and Knauth; “Incomes in the United States.” [Vol. I Summary] [Vol. II Detailed Report]
Sixteenth Week (1) Webb, “Industrial Democracy.” Chapter on “Higgling on the Market;” and (2) Fitch, “Causes of Industrial Unrest;” or Hoxie “Trade Unionism in the United States.”
Seventeenth Week Douglas, “Wages and the Family.”
Eighteenth Week Ripley, “Railway Problems, “ 1st volume; or Acworth, “Elements of Railway Economics.”
Nineteenth Week Either Haney, “Business Organization and Combination,” or Jones, “The Trust Problem.”
Twentieth Week Selected Chapters from Seligman, “Essays in Taxation.”

The members of the group seemed to read virtually all the assignments and to canvas the field thoroughly.

 

III. Personal Appraisal of Work

Personally I was very much pleased with the results of the work. The group seemed to me to cover several times as much ground as the men in the three ordinary sections of the class; and the work was much more thoroughly treated than it would have been had they been compelled to move in the lock-step of the ordinary sections. As a by-product of the work one of the men, Mr. Butler, worked out an algebraic statement of the Ricardian Theory of Distribution; to my knowledge, this has never before been done in the literature of Economics. In conjunction with Mr. Carter, he also worked out a graph of various elasticities of demand representing them on both an absolute and logarithmic scale. The group as a whole did brilliant work on the final examination which was fare more severe than that given to the rest of the class. Four men secured a grade of ninety-five or better, even with the stringent marking that I applied. Two of the men received low nineties, one of these men having been handicapped by illness. The seventh member, who was the weakest person in the group passed the final with only a grade of 78.

 

IV. Appraisal by Members of the Class

I asked the various members of the class to give me their criticisms of the work done and I am attaching those written statements.

 

Question One: Have you enjoyed meeting with the group more than you did as a member of an ordinary section? Do you think you have gained a greater knowledge of economics as a result?

“Meeting in the smaller section has been far more enjoyable than the regular class, and I believe that I have gained a greater knowledge of economics as a result. I believe that being able to talk freely with the instructor and members of a small group such as ours gives a student a chance not only to clarify himself on doubtful points, but to get the opinion of others on topics in which he is especially interested. This is impossible in the large classes, where discussion has to be conducted for the benefit of the whole section.
“Moreover, the longer classes must necessarily be retarded, by their very size, and by the fact that the class as a whole can go no faster (that is, cover no more ground) than the least capable or least industrious members. I think this is often a cause for lack of interest among the men who are able to do advanced work.”

“I have not only enjoyed meeting with the group more than the regular classes, but feel that I have derived greater benefit thereby.”

“I am very glad to have an opportunity to express myself on the matter of the honors section in Economics 1. I feel that it has been the most instructive and interesting course that I have taken at Amherst. In the first place, the group has been small enough so that each of us could have the difficulties which he encountered, explained and discussed by the remainder of the group. Then too, the group was not only small, but uniform, so that it was unnecessary for some members to be held back by other slower members, as is the case in the ordinary section. Undoubtedly we have covered more ground, and covered it more thoroughly, than we could have in the regular class.”

“My time in the honor section has been more thoroughly utilized and consequently more enjoyable than in the regular class. I feel certain that I have learned more economics, as a result.”

“The answer is emphatically yes—both in knowledge and enjoyment the honors section has far surpassed the ordinary class meeting-to this I attribute the attitude of the instructor which I think in any such course must be decisive.”

“I feel sure that as a result of the meetings with the group I have gained a much clearer and more comprehensive knowledge of Economics. This was the result partly of the discussions on the various topics and partly of a heightened interest in the course. A true interest in the subject was aroused which is impossible in the regular class meetings.”

“That I have enjoyed meeting with the group more than with the ordinary section is beyond question. Being an ardent advocate of the honors system I am delighted to find it as agreeable and valuable in practice as in theory. Before this morning (the time of the examination) I was a bit doubtful whether I actually knew more economics than if I had stayed in the regular section. While there were parts of the examination which were very complicated, I didn’t once feel that I was completely at a loss although I am aware of mistakes I may have made. As to the factual knowledge of the course I believe that probably exact definitions and the details of various parts may at this moment be better known by those in the regular division, although I would wager I have a better grasp of the fundamentals, and a clearer idea of the relation of the various factors than most of the regular members. Moreover I believe they will stick whereas the definitions and details will quickly fade from the memories of those who did not have the opportunity to tie up these principles by their application to present day conditions as we did. Therefore I feel that I know more real economics than I would have otherwise.”

 

Question Two: What is the relative amount of work which you have done in the honors section as compared with that which you did before you entered it?

“It was necessary to do more work in the honor section, for the reasons which are stated in the answer to question one. Also, there is considerable of the element of pride involved; I found that if I didn’t know a thing that others members of the section did, I was, ashamed of myself. Then, too, the honor section, with its freedom of discussion, is conducive to thinking, which is, after all, rather rare among Amherst students. More men in regular classes drop the subject as soon as they have left the class room. I believe that a little thought is particularly valuable in economics, for after the principles are grasped, a little consideration permits them to be developed and applied. I consider this “studying” of a sort more valuable than the perusal of textbooks, though the latter is essential to the former.”

“I have done considerably more reading after having been placed in the group division.”

“I have certainly done more work than I did in the regular section. Since we have not been forced to follow a fixed plan or outline of work, many interesting topics have come up which would have passed by otherwise. In general I have done the work assigned to the regular class plus reading in at least one other book. Since all the members of the group have been able to cover more work than is give, or could be given, in the ordinary section, we have been able to talk over more different books and points of view, than we could have in the regular section where the discussion, to benefit the class as a whole, must necessarily be limited by the reading capacity of the slower members. As the work has been more interesting, the extra time required has been no hardship, but has seemed to be especially remunerative.”

“I have spent from one to two additional hours a week for this section.”

“In actual time I have not done much more; but the type of work has been of a decidedly different character. Instead of rather automatic memorizing has come a feeling that this thing must be thought out independently. This sounds platitudinous, but it is true.”

“The amount of work I did in preparation for the group meetings was considerably greater than that done for the regular class meetings at the beginning of the year.”

“I have generally spent all of Monday afternoon and frequently other hours on the seminar work. This is somewhat in excess of the time needed for the regular class work.”

Question Three: As the work was given out, did it seem excessive or could more have been done conveniently?

“I could have conveniently done more work than was assigned though the hour of the section was not the best possible for me.”

“The work as assigned did not seem excessive.”

“The work did not seem excessive. Except that my schedule was unusually heavy this year, I could readily have done more.”

“The assignments seem well-proportioned. I do not think more would be advisable, however.”

“The work as assigned did at times seem excessive—at least to do thoroughly–, but this was seldom the case.”

“In general the work was not excessive usually being of an elastic nature above a certain minimum. I do not think that under our present system of college education in which every man who is at all able is expected to enter a host of student activities, I could have conveniently put in more time on the work. There were occasions when I did more and others when I did less than the average above mentioned, as the pressure of work in activities varied.”

 

Question Four: Would you favor the continuance of an honors section and if so what suggestions would you have for the improvement of the work?

“I am strongly in favor of a continuance of this system. It enables men who can and will do work that is more advanced to free themselves from the handicaps mentioned in the answer to question one. It certainly deserves a further trial, at least.”

“I am very strongly in favor of the continuance of such honor sections. We were able to pass over hurriedly some of the more elemental and obvious material, and as a result had more time for the discussion of the complex and deeper questions. A greater interest in the material discussed was aroused, with me at least, because of the removal of the drive and compulsion of the ordinary class-room.”

“I should favor strongly the continuance of an honors section, altho I realize it means much extra work for some member of the Faculty. It seems to me that such a group should not have more that eight members and that these members should not be picked before the middle of the first term. I can offer no suggestions for the improvement of the work. But I believe that this plan has not only benefitted the members of the honors section, but all the members of the ordinary section.”

“I am heartily in favor of an honors section.
“Perhaps the work might be improved by further splitting of the topics studied, allowing each student to specialize on one phase. I feel a general lack, in all my courses, of definite and exact knowledge. I think that possibly more thorough study is a limited field supplemented by well-informed discussion from several points of view would help to clarify my all too vague impressions.”

“Yes!! By all means. Caution: No more than approximately those present now should be admitted in any such section.
“The men must be genuinely interested—not those looking for escape from work—for this reason the selection of the group might well be made on the basis of the first term’s work as at present.
“I like the idea of one man leading the section each week—with a paper preferably which takes a definite stand. This ought to encourage discussion, and occasionally, controversy.”

“Yes, I would favor the continuance of such sections in Economics and other subjects also. I feel that I have derived more enjoyment and more value out of the meetings with the group than I have in any other course I have taken in college.”

“I would most certainly favor the continuance of an honors section in this,–and the introduction of the plan in other courses where the material admitted of treatment of this type. I think each group should be chosen by the professor from his regular group on the combined basis of marks, interest and ability. There are other courses in Amherst where the drag of the work due to the time necessary to explain and re-explain various fundamental phases of the work is even more noticeable than in the regular sections of the economics class. Could those who were fortunate enough to be able to go ahead without this repetition, be placed in a special section similar to our honors group, I feel sure they at least would find their college work vastly more inspiring and helpful.

“There is one suggestion I should like to make which I think might add somewhat to the value of such work. It is that any such group should carry on some definite piece of constructive investigation along the line of the course which appears most interesting to them. Each might contribute a paper or all work together under the direction of the professor on such a research. I believe it would serve to centralize much of the other work done. This might be done by the devotion of an occasional meeting to gathering together such special work at various stages in its progress. Otherwise I see very little which could be desired more than we have had this year.”

_______________________________________

From the Amherst College Catalog 1924/1925

Economics 1. Principles of economics. The present industrial system with special reference to American conditions. A study of the development of the main features of present industrial society, value and distribution and a number of modern social problems.

Elective for Juniors.

  1. Mon., Tu., Wed., 2.00, Chapel 5.
  2. Mon., Tu., 8.35, Thu., 9.30, Chapel 4.
  3. Wed., Sat., 9.30, Fri., 3.00, Chapel 5.

Professor Douglas and Mr. Taylor. [George Rogers Taylor, Ph.D., Instructor in Economics and Political Science]

_______________________________________

 

Sources:

The University of Chicago Archives. Department of Economics. Records. Box 6, Folder 7.
Amherst College Catalog 1924/25, p. 33, 81, 147ff.

 

Image Source: Amherst College. Olio 1926, p. 36.

Categories
Chicago Curriculum Fields

Chicago. Advanced General Survey Courses in Economics. Memo, 1926

The memo of this posting was written by the head of the Chicago department of economics, Leon Carroll Marshall. I have chosen this to begin a category “Fields”. The groups named below were tasked with preparing bibliographies, not for use in the survey courses, but to make explicit the level of preparation expected of students in those courses. Cox and Mints by the following summer apparently established “Money and banking” as a field distinct from business finance (a memo in the same folder dated August 9, 1927).  It is also interesting to note that Marshall seems to have thought it important to pair economics and business in as many fields as he could.

______________________

November 30, 1926

Memorandum from L. C. Marshall to All Persons Mentioned Herein:

The problem attacked in this memorandum is that of carrying through effectively our arrangements with respect to our advanced general survey courses—courses that in the past we have sometimes referred to as “Introduction to the Graduate Study of X,” although we are not now following this terminology.

The following background facts will need to be kept in mind:

  1. We are to have introductory point of view courses designed to give an organic view of the Economic Order. These courses are numbered 102, 103, 104.
  2. Our next range of courses is designed primarily to deal with method. This range includes: 1. Economic History; 2. Statistics; 3. Accounting; 4. Intermediate Theory.
  3. The foregoing seven courses are the only courses for which we assume responsibility as far as the ordinary [Arts and Literature] undergraduate is concerned. It may well be that from time to time some member of the staff will be interested in giving for undergraduates a course on some live problem of the day, but this is an exceptional matter and not a matter of our standard arrangement.
  4. Our best undergraduates may move on to the type of courses referred to above in the first paragraph, such as courses 330, 340, 335, 345, etc. In general the prerequisites for admission to these courses (as far a undergraduates are concerned) would be a certain number of majors in our work plus 27 majors with an average of B. Under the regulations which the Graduate Faculty has laid down, students who have less than 27 majors could not be admitted to these courses except with the consent of the group and Dean Laing.

 

It is highly essential that our work in these advanced survey courses such as 330, 340, 335, 345, etc. shall:

  1. Really assume the method courses mentioned above: really be conducted at a level which assumes that the student possesses certain techniques.
  2. Really assume an adequate background of subject-matter content.

 

Will the person whose name is underscored in each group undertake (as promptly as reasonably may be) the responsibility of conducting conferences designed

  1. To lead to explicit definite arrangements looking toward the actual utilization of the earlier method courses in these advance survey courses
  2. To prepare a bibliography that can be mimeographed and placed in each student’s hands who enters one of these advanced survey courses. This bibliography is not to be a bibliography of the course (that is a separate matter) but a bibliography of what is assumed by way of preparation for the course. Whether a somewhat different bibliography should be made for the Economics course and the Business course in a given field is left for each group to discuss. Personally I hope that it will be a single bibliography for the two. Mr. Palyi suggests the desirability of a bibliographical article (worthy of publication) for each field. This seems to me an admirable suggestion—one difficult to resist.

 

Will each leader of the group referred to below please put the outcome of your discussion in writing and send to the undersigned? It is to be hoped that you will find other matters to report upon in addition to the foregoing.

GROUPS

  1. The Financial System and Financial Administration

Meech, Mints, Cox, Palyi

  1. Labor and Personnel Administration

Douglas, Millis, Stone, Kornhauser

  1. The Market and the Administration of Marketing

Palmer, Duddy, Barnes, Dinsmore

  1. Risk and Its Administration

Nerlove, Cox, Millis, Mints

  1. Transportation, Communication and Traffic Administration

Sorrell, Wright, Duddy, Douglas

  1. Government Finance

Viner, Millis, Douglas, Stone

  1. Population and the Standard of Living

Kyrk, Douglas, Viner

  1. Resources, Technology and the Administration of Production

Mitchell, Daines, McKinsey

 

The following fields are not included in this memorandum either because of specific course prerequisites or because of obvious difficulties in the case:

  1. Economic Theory and Principles of Administration
  2. Statistics and Accounting
  3. Economic History and Historical Method
  4. Social Direction and Control of Economic Activity.

 

Source: University of Chicago Archives. Department of Economics, Records. Box 22, Folder 6.

Image Source: Leon Carroll Marshall. University of Chicago Photographic Archive, apf1-04114, Special Collections Research Center, University of Chicago Library.

Categories
Chicago Columbia Cornell Harvard Johns Hopkins Michigan Pennsylvania

Top Eleven Economics PhD Programs in US, 1934

A listing of 22 U.S. graduate programs in economics judged by majority vote of a jury of 54 individuals (identified by name) to be adequately staffed and equipped for work leading to the doctorate in Economics. Eleven of those programs were designated to be “distinguished”.

________________________________

Excerpt from:

American Council on Education.
Report of Committee on Graduate Instruction.
Washington, D. C., April 1934.

…In preparing a list of graduate schools the following procedure was followed:

  1. A list of 50 fields of knowledge in which it seemed possible to study the graduate work was prepared. The study as concluded covered only 35 fields.
  2. A list of the 50 fields was sent to the Dean of the graduate school of every institution known to be offering work for the doctorate. The Dean was requested to check the fields in which graduate work for the doctorate was offered, to indicate the number of doctorates conferred in the last 5 years, and to submit a list of the graduate faculty in each field. The responses of the deans varied in accuracy and comprehensiveness.
  3. From the reports of the deans, supplemented by study of catalogs, lists of institutions offering graduate work for the doctorate in each field, were prepared, complete so far as our information went.
  4. The secretary of the national learned society in each field was requested to provide a list of 100 well-known scholars distributed, as far as possible, among the various special branches of the field.
  5. To each of these scholars was sent a list of all the institutions offering work for the doctorate in the field with their respective graduate staffs in the field. Each scholar was requested to check those institutions which in his judgment had an adequate staff and equipment to prepare candidates for the doctorate; and to star the departments of the highest rank, roughly the highest 20 per cent.
  6. The returns from these scholars were summarized, and those institutions accorded a star by the majority voting were placed in the starred group; those checked by a majority, but failing of a majority of stars, were placed in the group of those adequately staffed and equipped….

…Many votes on departments came in too late for inclusion in tabulations.

[…]

ECONOMICS
100 ballots sent out.
61 returns; majority, 31 votes.
535 doctorates were conferred in the period 1928-1932: 53 institutions offered work for doctorate.

Composite ratings were made from reports of the following persons: James W. Angell, George E. Barnett, J. W. Bell, A. B. Berglund, Roy G. Blakey, E. L. Bogart, O. F. Bouche, F. A. Bradford, T. N. Carver, J. M. Clark, Clive Day, F. S. Deibler, Paul Douglas, F. A. Fetter, Irving Fisher, F. B. Garver, Carter Goodrich, C. E. Griffin, M. B. Hammond, Alvin Hansen, C. D. Hardy, B. H. Hibbard, H. E. Hoagland, Grover G. Huebner, John Ise, Jens Jensen, Eliot Jones, Edwin Kemmerer, James E. LeRossingnol, H. L. Lutz, David McCabe, H. A. Millis, Broadus Mitchell, Wesley C. Mitchell, H. G. Moulton, C. T. Murchison, E. G. Nourse, E. M. Patterson, Carl Plohn, C. O. Ruggles, W. A. Scott, Horace Secrist, S. H. Slichter, T. R. Snavely, W. E. Spahr, R. A. Stevenson, G. W. Stocking, Frank P. Stockton, H. C. Taylor, Jesse Tullock, Francis Tyson, Jacob Viner, G. S. Watkins, A. B. Wolfe.

The jury named above has by a majority vote approved the following institutions as adequately staffed and equipped for work leading to the doctorate in Economics, starring which it considers most distinguished:

Brown University

*

University of Chicago

*

Columbia University University of Illinois

*

Cornell University University of Iowa

*

Harvard University—Radcliffe College

*

University of Michigan
Johns Hopkins University

*

University of Minnesota
New York University University of Missouri
Northwestern University

*

University of Pennsylvania
Ohio State University University of Texas

*

Princeton University University of Virginia
Stanford University

*

University of Wisconsin

*

University of California

*

Yale University

[…]

 

Source: Columbia University Rare Book & Manuscript Library. William Vickrey Papers, Box 35, Folder “510.7/1934/Am3”.

Categories
Chicago Columbia Economists Transcript

Milton Friedman’s Coursework in Economics, Statistics and Mathematics

Before Milton Friedman could be a teacher of economics, he was of course the student of many teachers. This list of his relevant coursework and teachers is complete. I merely add here that his transcript also shows three semesters of college French and four semesters of college German and that he entered Rutgers with advanced credits in French.

Rutgers University
University of Chicago
Columbia University
Dept. of Agriculture Graduate School

Rutgers University (1928-32)

Principles of Economics E. E. Agger 1929-30
Money and Banking E. E. Agger 1930-31
Statistical Methods Homer Jones 1930-31
Business Cycles Arthur F. Burns 1931-32
Economic Research Ivan V. Emelianoff 1931-32
Principles of Insurance Homer Jones 1931-32
College Algebra 1928-29, 1st term
Analytical Geometry 1928-29, 2nd term
Calculus 1929-30
Advanced Calculus 1930-31
Theory of Numbers 1929-30, 2nd term
Theory of Equations 1930-31, 1st term
Differential Equations 1930-31, 2nd term
Analysis 1931-32
Elliptic Integrals 1931-32, 2nd term

 

University of Chicago (1932-33, 1934-35)

Econ 301 Prices and Distribution Theory Jacob Viner Autumn Quarter 1932
Econ 302 History of Economic Thought Frank H. Knight Winter Quarter 1933
Econ 303 Modern Tendencies in Economics Jacob Viner Spring Quarter 1933
Econ 311 Correlation and Curve Fitting Henry Schultz Winter Quarter 1933
Econ 312 Statistical Graphics Henry Schultz Spring Quarter 1933
Econ 330 Graduate Study of Money and Banking Lloyd W. Mints Autumn Quarter 1932
Econ 370 International Trade and Finance Jacob Viner Winter Quarter 1933
Econ 220 Economic History of the United States, not taken for credit Chester Wright Winter Quarter 1935
Econ 220 Economic History of Europe, not taken for credit John U. Nef Autumn Quarter 1934
Labor (visited) Paul H. Douglas  1934-35
Theory of Demand (visited) Henry Schultz  1934-35
Math 306 Introduction to Higher Algebra  E. Dickson Autumn Quarter 1932
Math 341 Calculus of Variations  G. Bliss Autumn Quarter 1932
Math 324 Theory of Algebraic Numbers  A. Albert Winter Quarter 1933
Math 310 Functions of a Complex Variable (not taken for credit) L. M. Graves

 Master’s thesis: An empirical study of the relationship between railroad stock prices and railroad earnings for the period 1921-31.

 

Columbia University (1933-34)

Stat 111-12 Statistical Inference Harold Hotelling Winter/Spring semesters
Econ 117-18 Mathematical Economics Harold Hotelling Winter/Spring semesters
Econ 119 Economic History V. G. Simkhovitch Winter semester
Econ 128 Currency and Credit James W. Angell Spring semester
Econ 211-12 Business Cycles Wesley Claire Mitchell Winter/Spring semesters
Econ 315-16 Economic Theory Seminar John M. Clark, James W. Angell, and Wesley C. Mitchell Winter/Spring semesters
Social Economics (visited) J. M. Clark
Labor (visited) Leo Wolman
Theory (visited) R. W. Souter

 

Department of Agriculture Graduate School (1936-37)

Statistics 17-18 Adjustment of Observations

Source: Assembled from transcripts and course lists kept by Milton Friedman. Hoover Institution Archives, Milton Friedman Papers, Box 5, Folders 11, 13 (Student years).

Image Source: Columbia University, Columbia 250 Celebrates Columbians Ahead of Their Time.