Categories
M.I.T. Suggested Reading Uncategorized

M.I.T. Imperfect competition and capital theory reading lists. Samuelson, 1948

 

 

The following two reading lists come from the second semester of the two-semester course Economic Analysis that Paul Samuelson taught in the 1940s. The first list covers Duopoly and Bilateral Monopoly followed by Monopolistic Competition. There is no date on that reading list, but based on the newest item of the list, Hurwicz’s Dec. 1945 paper in the AER, it is safe to say that the reading list was for the second half of the 1940’s. The fact that this mimeographed reading list immediately precedes the reading list for capital theory (also assigned to the same course, EC18) which is explicitly dated “Spring Semester 1948” makes it likely that this pair of reading lists were from the same semester. The folder has no other material for the course.

 

 

READING LIST EC18

  1. Duopoly and Bi-lateral Monopoly

Chamberlin, E. H., Theory of Monopolistic Competition, Ch. 3, Appendix A
Hicks, J.R., “Theory of Monopoly”, Econometrica, V. III, No. 1 (1935)
Cournot, A., Math. Principles of the Theory of Wealth, Ch. 7
Hurwicz, L., American Economic Review, Vol. 35, “Theory of Economic Behavior”, p. 909.

Optional

von Stackelberg, H., Marktform und Gleichgewicht. (German)

  1. Monopolistic Competition

Chamberlin, E. H., Theory of Monopolistic Competition, Chaps. 4,5.
Triffin, R., Monopolistic Competition and General Equilibrium Theory, Intro., pp. 17-35, 49-51, Chaps. 2, 3,5.
Stigler, G. J., Theory of Price, Chaps. 11, 15, pp. 266-287.

__________________

Readings on Capital Theory
Spring 1948

Ec 18

Böhm-Bawerk, Positive Theory of Capital

Translator’s Preface
Book V, all
Book VI, Chs. V, VI, VII

Wicksell, LecturesVol. I

Part II
Part III

I. Fisher, Theory of Interest

Part I, Chs. I, III
Part II, all
Part III, Chs. X, XI

Hicks, Value and Capital

Part III, all
Part IV, Chs. XVII, XIX

Keynes, General Theory

Chs. 11, 13, 14

Knight, Ethics of Competition

Social Science Encyclopedia article on Interest
Cf. E.J., J.P.E., Economica, articles on same subject

N. Kaldor, Econometrica Annual Survey

(gives bibliography)

F. Lutz, Structure of Interest Rates, Q.J.E., 1940

 

Source:  Duke University. David M. Rubenstein Rare Book and Manuscript Library. Economists’ Papers Archive. Paul A. Samuelson Papers. Box 33, Folder “Miscellaneous Teaching Materials”.

Image Source:  Samuelson Memorial Information Page/Photos from Memorial Service.  Accessed via the Internet Archive Wayback Machine.

Categories
Exam Questions M.I.T.

MIT. Final exam for second term core economic theory, Samuelson 1956

 

 

This post offers two items of interest. The main item is the final examination for Paul Samuelson’s half of the core economic theory course taught at M.I.T. during the 1955-56 academic year.

Years ago I downloaded the slideshow prepared for the April 10, 2010 memorial service held at M.I.T. for Paul Samuelson from which the photo above has been cropped. Below I provide a working link via the Internet Archive Wayback Machine to the original photo page from the memorial service so that others can enhance their presentations with a variety of classic photos of Paul Samuelson.

__________________

Enrollments for Economic Analysis

Twenty-two students were enrolled in 14.121 [Fall term, Robert L. Bishop]. Twenty students were enrolled in 14.122 [Spring term, Paul A. Samuelson]

Source:   MIT Archives. Department of Economics Records, Box 3, Folder “Teaching Responsibility”.

__________________

Course Announcement 

14.121 [Bishop], 14.122 [Samuelson]. ECONOMIC ANALYSIS (A). Interdependent growth of theory and fact, general theory of equilibrium under competition and monopoly. Findings revalued under conditions which more closely approach reality.

Source:  Massachusetts Institute of Technology Bulletin, Catalogue for 1955-56 Session (June 1955), p. 150, 189.

__________________

 

Tuesday, May 29, 1956
Time 1:30 – 4:30 P.M.

MASSACHUSETTS INSTITUTE OF TECHNOLOGY

Scheduled Examination in
ECONOMIC ANALYSIS 14.122

NOTE: Students are not permitted to use any books, notebooks, or papers in this examination. If brought into the room, they must not be left on the desks.

Answer any Four

  1. Write a 45 minute essay describing what Hicks does in Books I and II of Value and Capital, relating the parts to each other.
  2. One million exactly identical men start out with identical technological conditions or endowments. How will the resulting competitive equilibrium be defined? Describe some of its properties.
  3. In 45 minutes, state the fundamental problems of bilateral monopoly, duopoly and/or game theory. What solutions have been advanced? Appraise them.
  4. Given a world of 2 men and 2 goods with all production fixed. What can the welfare economist say about the various points of the resulting box diagram? (Distinguish between “Act III” interpersonal aspects and those of “Act II.”)
  5. Two industries produce x and y with constant-returns-to-scale production functions in terms of labor (L) and land (T) alone. Describe the competitive equilibrium that would result when 1 million identical laborers face 1 thousand identical landowners.
  6. In 45 minutes, discuss the principal theories relative to capital and interest. Appraise.

 

Source:   Duke University. David M. Rubenstein Rare Book & Manuscript Library. Economists’ Papers Archives. Paul Samuelson Papers, Box 33, Folder “Teaching Exams 1952, 1956”.

Image Source:  Samuelson Memorial Information Page/Photos from Memorial Service.  Accessed via the Internet Archive Wayback Machine.

 

 

Categories
Funny Business M.I.T.

M.I.T. Casablank, graduate economics skit, 1978

 

It was from the Ilsa and Sam scene and the Rick and Sam scene from Casablanca that a mad M.I.T. economics graduate student was distilling his frenzy in 1978. That fourth year graduate student, Jeffrey Frankel, was the producer/head-writer for his cohort’s contribution to the annual skit party of the department of economics. At the time I was on the other side of the Berlin Wall so that I missed both the creation and performance of “Casablank”. I contacted Jeff recently and asked if he still had a script. He did, and now Economics in the Rear-view Mirror is proud to provide the script for that legendary skit as well as the lyrics to “And God Knows Why”.

Production trivia. When asked about the casting decision to have Miguel Beleza in drag playing Ilsa, Jeff Frankel answered [Warning–irony and hyperbole!]: “I was violently opposed…But the others thought I was being a spoilsport; this was the price for their (reluctant) agreement to putting on my precious masterpiece.” 

Note: To hear a well-crooned rendition of the entire Herman Hupfeld song “As Time Goes By” (Lyrics), that includes the introduction not sung in the movie but included in the MIT skit, listen to Rudy Vallée with Orchestra on the Victor label (78 rpm).

The same cohort of graduate students at M.I.T. was responsible for the skit Analysis in Wonderland that was written and performed in 1975 and transcribed for an earlier post. 

____________________

4th-year class, March 1978

CASABLANK
by Jeff Frankel*

*Script author and lead-author for lyrics to And God Knows Why.

Cast

Rick Gain [J.F. = Jeff Frankel]
Ugotme [Andy = Andy Abel]
LeBruin [Bill = Bill Krasker]
Major Strasbusch [Dick = Dick Startz]
Samuelson [Jay = Jay Helms]
Ilsa [Luis = Luis Miguel Beleza]
Narrator [Ray = Ray Hill]
Man [Bob = Bob Cumby]
Professor [Pedro = Pedro Aspe]
Student [Pat = Patricia D. Mooney]
S.S. [Ray = Ray Hill]
Vector Lieslow [Henry = Henry Brady]

NARRATOR: (solemnly) With the coming of the recent recession, the eyes of the world turned hopefully or desperately, to the field of Economics. A Ph.D. became the great embarkation point. But nobody could get a Ph.D. directly. And so a tortuous, roundabout refugee trail sprang up. From grade school to high school, from high school to college, and then, by GRE’s or grades or inside connections, to Graduate School. Here the fortunate ones, through money or influence or luck, might obtain an exit thesis, and thus get their Ph.D. and get a job in the world of Economics. But the others are stuck in Graduate School, where all they can do is wait…and wait…..and wait.

(Scene: Robnett’s Café American. People drinking: Man at one table, Student and Professor at another, Ugotme playing cards with others at a third table, and LeBruin at a fourth. Samuelson at piano.)

MAN: (despairingly) Waiting, waiting, waiting! I’ll never get out of here. I’ll die in Graduate School!

PROF.: (examining paper of nervous student) B+.

STUDENT: But can’t you…make it just a little bit more, please?

PROF: I’m sorry madame; exchange rate models are a drug on the market; everybody sells exchange rate models. There are exchange rate models everywhere. B+.

(Rick enters from left. Pause. SS comes to door on right.)

RICK: (blocking entrance) I’m sorry, this is a private room.

SS: Of all the nerve! I know there’s bridge-playing going on in there; you can’t keep me out! Do you know who I am?

RICK: I do; now get out. (SS leaves.)

UGOTME: (standing up) Who was that, Rick?

RICK: S.S.

UGOTME: S.S.?

RICK: Yeah. Sloan School.

UGOTME: Rick, why do you despise me? Oh, you object to the kind of business I do, huh? But think of all those poor students who must rot in this place if I didn’t help them. Through ways of my own, I provide them with thesis topics.

RICK: For a price Ugotme. They have to buy you dinner.

UGOTME: Look, Rick. (Takes paper from pocket.) Something that even you have never seen. A proof that unemployment can exist under rational expectations. I’d like you to keep it for me. (Hands paper to Rick. Retakes his seat.)

(Rick walks over and sits down with LeBruin.)

RICK: Hello, LeBruin.

LEBRUIN: Have some wine. Oh I forgot, you don’t drink with customers. I’ve been wondering, Rick. What in heaven’s name brought you to Graduate School?

RICK: The social life. I came to Graduate School for the social life.

LEBRUIN: (in astonishment) What social life? We are in a wasteland!

RICK: I was misinformed.

LEBRUIN: We are expecting a famous visitor here: Vector Lieslow, the liberal economist. He would give anything to get a proof that unemployment can exist under rational expectations.

RICK: What makes you think I’d help Lieslow?

LEBRUIN: Because, my dear Ricky, I suspect that under that monetarist shell, you’re at heart a Keynesian. (Rick laughs) Oh, laugh if you will, but I happen to be familiar with your record. In 1972, you worked for George McGovern. In 1968 you organized protest demonstrations at the Chicago School.

RICK: And got paid for it on both occasions.

(Strasbusch enters right. Nods to LeBruin, clicking his heels. Sits down with LeBruin and Rick.)

LEBRUIN: We are very honored tonight, Rick. Major Strasbusch is one of the reasons the Chicago School enjoys the reputation it has today.

STRASBUSCH: Mr. Gain, you came here from California.

RICK: There seems to be no secret about that.

STRASBUSCH: Are you one of those people who can’t imagine Milton Friedman in their beloved California?

LEBRUIN: Rick is completely neutral about everything. And that includes the neutrality of money.

STRASBUSCH: You were not always so carefully neutral. We have a complete dossier on you. We know what you did in College, and also we know why you left College.

RICK: (getting up) If you gentlemen will excuse me, (stunned) that girl Lieslow is with! Ilsa!

(Lieslow and Ilsa walk in, right. Look around, sit at a table.)

RICK: (Dreamily) I knew her in College, in the more innocent days before the recession. We were in French class and the SDS together. We believed in poetry and ideals like economic equality for all…and…and…the downward-sloping Phillips Curve. (Coming back to reality.) But then conservatism set in; the SDS was thrown off campus, and French class was replaced by Accounting. (sits down)

ILSA: (Leans over and talks to Samuelson.) Play it, Samuelson. Play “And God Knows Why.”

 

SAMUELSON (sings first half of song.)

 

AND GOD KNOWS WHY
[played on piano by Samuelson]

This day and age we’re living in
Gives cause for consternation
With the speed of price inflation
And disintermediation.

I get a trifle weary
With economic theory;
I can find no explanation
In graduate education.

No matter what the progress
Or what may yet be proved
The stylized facts of life are such
They cannot be removed.

You must remember this
We’re just economists.
We know the prime rate’s high
So also is the money supply
But God knows why.

And when the market’s bearish
The small investors perish
On that you can rely.
The fundamentals don’t apply
And God knows why.

Exercises in futility
Like multiple regressions,
Or maximizing our utility
With Jacobians and Hessians
Don’t give us the ability
To forecast our recessions;
That no one can deny.

It’s still the same old trouble
A speculators’ bubble:
A case of sparkling wine.
The Dow breaks seven-forty nine
And God knows why.

(Then applause from everyone but Strasbusch. Strasbusch, then LeBruin, stand up.)

STRASBUSCH: (to LeBruin, sternly) I have decided that we need this space for an S.S. classroom. I advise that the Robnett Café be shut up at once!

LEBRUIN: But I have no excuse to close it.

STRASBUSCH: Find one!

LEBRUIN: (blows whistle) Everybody is to leave immediately. This café is closed until further notice!

RICK: On what grounds?

LEBRUIN: I’m shocked! Shocked to find that bridge-playing is going on here! (Everyone leaves except Rick and Samuelson, who start to straighten chairs. LeBruin comes back to take bottle and glass. Ilsa enters suddenly.)

ILSA: Rick, I know you have the proof that unemployment can exist under rational expectations. You must give it to me, so Vector Lieslow and I can get out of here.

RICK: Why should I help you?

ILSA: If you don’t help us, Vector Lieslow will die in Graduate School.

RICK: What of it? I’m going to die in Graduate School. It’s a good place for it.

ILSA: Rick, you were a Keynesian too once.

RICK: I believe in self-interest now, sweetheart.

ILSA: I don’t like the way you are acting.

RICK: You’re no Ingrid Bergman yourself.

ILSA: I think that under that protective covering of neutrality, you still believe in an activist fiscal policy.

RICK: No, under this protective covering of neutrality…(Taking off trench coat and revealing Superman insignia) is Superneutrality!

(Ilsa turns and leaves in disgust.)

RICK: Play it again, Samuelson.

 

SAMUELSON (sings second half of song. Then leaves with Rick.)

 

You must remember this
We’re just economists.
Steel prices are still high,
Despite excess supply.
And God knows why.

Though the deutschemark is up
So are the sales of Krupp;
The Germans still sell and we still buy.
The fundamentals don’t apply,
And God knows why.

Upturns and downturns,
Wage hikes and price hikes,
Miller follows Burns,
Miller’s union strikes.
Every student learns,
Whether or not he likes
The fount of wisdom runs dry.

It’s still the same old textbooks;
Each one looks like the next looks.
Sales of Dornbusch and Fischer
Will make the authors richer,
But God knows why.

(Scene: LeBruin seated at desk. Rick, Ilsa and Lieslow enter together.)

RICK: (handing paper to LeBruin) LeBruin, this exit thesis is being submitted in the names of…Mr. and Mrs. Vector Lieslow.

ILSA: Oh, Rick!

LEBRUIN: Just as I suspected. At heart, you are a Keynesian.

(Major Strasbusch stalks in. Grabs paper and looks at it.)

STRASBUSCH: This thesis is not complete. There is no econometric evidence.

RICK: I have my programmable H.P. right here (tapping pocket of trenchcoat).

STRASBUSCH: You’re bluffing.

(Rick reveals calculator in holster. Strasbusch reveals his, draws. Rick draws. Both hit buttons furiously, with calculators pointed at each other.)

RICK: (while calculating) Regressing unemployment on the government deficit…holding constant for labor force composition…the t-statistic is…2.0!!

STRASBUSCH: (in horror) Oh, no! Fatal at the 95% level!! (Falls over.)

RICK: (chucking Ilsa under chin) Here’s looking at you kid.

(Ilsa and Vector exit)

(Lights out.)

 

Source: Transcribed from copy of original script and lyrics provided by Jeffrey Frankel .

Categories
Funny Business M.I.T.

M.I.T. Economics skit from about 1971

 

The following M.I.T. economics skit from ca. 1971 attains biblical proportions or at least displays biblical pretensions. The script comes from Robert Solow’s file of many such skits that Roger Backhouse has copied during his archival research. Alas this script displays some half-dozen gaps, but there is always some hope that the missing parts (mainly lyrics for songs noted below) will be found eventually in some other economist’s archived papers.

While there is no explicit date on the manuscript, the references to President Nixon, a mention of the eighth edition of Samuelson’s Economics (published in 1970) and the reference to Bishop and Domar who last taught the first graduate microeconomic and macroeconomic courses in 1970-71 are sufficient to give us a reasonably tight point estimate of early 1971 for this skit.

I have taken the liberty of correcting the many spelling errors and obvious typos. To improve readability I have also added boldface, alignment formatting etc. Comments are found within square brackets in italics.

Nerd humor, crude double entendre, puns coexist along side of flashes of wit and emotion. But it is mostly nerd humor.

_________________________

Opening Song [Lyrics missing]

Announcer [Text missing]

Narrator:

In the beginning God created the endowments and utility.
And God looked on the utility and saw that they were goods.
And there was darkness upon the face of the utility and the utility was without form.
And God said let there be light and there was light and the preferences were revealed.
And God said let there be a social welfare function and so it was that the preferences were ordered.
And God said let there be liberation of consciousness and there was consciousness of liberation.
And created economic man in his own image.
And on the seventh day God rested because the Robnett was closed.

[Robnett was name of the room in the Sloan Building that served as a graduate student lounge.]

[Enter Adam]

Adam: Like man, what am I gonna do with this endowment of two nuts I got stuck with. There ain’t no one to exchange ‘em with. I can’t get no satisfaction.

[Enter Eve tossing apple]

Eve: Hey man wanna bite of my apple

Adam: Now we’re getting down to the core of the problem.

Eve: Can I have one of your nuts if I give you a bite of my apple.

Adam: Well you see, I suffer from a certain lumpiness in my endowments. One nut ain’t no good to you on its own but I’ll exchange both of my nuts for 2 bites of your apple.

Eve: Hold it: I got a better idea. Why don’t we put your nuts and my apples together and reproduce them. Perhaps we can make a date.

[Gong and Lights]

God:   Stop! In creating this perfect static world for you, I forbade you to break the budget constraint. Now you have reproduced your endowments and broken the budget constraint. Henceforth I condemn all economic men to conduct their intercourse only through the medium of money, and each and every man shall maximize his profits.

[Exit God]

Narrator: ….and so it came to pass that a whole stream of prophets came into existence. And the first and greatest of these was Paul, son of Samuel, who led his tribe out of the gates of Harvard. And whilst resting at Tech. Square Paul saw a flash of burning light from behind the NASA building. And God spoke unto Paul and Paul wrote down these words on a tabernacle later to be called the Ten Foundations.

[Enter Paul]

Paul: Adam Smith who begat Malthus who had a surplus so he begat Ricardo who begat Marx, who By God was a bigoted begat. But Böhm-Bawerk begat Jevons who then begat Marshall who then get begat John Keynes. But Schumpeter came from the Austrian school and finally begat me.

While we’re waiting for Joan to print up the tabernacles for us why don’t we have a sing-song to make sure you know the begetting chain.

SONG – WHEN ECON.
[For the melody: Paul Robeson’s rendition of the original hymn]

LET MY PEOPLE KNOW

  1. When Econs were in Adams land (solo)
    Let my people know (chorus)
    Everything worked by the invisible hand (solo)
    Let my people know (chorus)
    Go down Paul way down in (Adams) land
    Tell old (Adam) let my people know
  2. When econs were in Ricardo’s land
    The topic was the rent on land
  3. When econs were in Marx’s land
    Come now brothers and join the band
  4. When econs were in Marshall’s land
    All was solved with a maximand
  5. When econs were in Keynesian Land
    Savings equaled investment planned

[Joan enters gives notes to Paul]

Paul: During the five minutes left to me I’ll read to you from the Ten Foundations.

TEN FOUNDATIONS
[
Text missing]

[Gong, lights]

God: Paul! the promised land lies before the tribe of econs and thou must lead them unto this land of math and money. Thou shalt find it on a piece of old wasteland between the factories down on the river.

[Exit God]

Narrator: …and so the tribe of economists came to rest but Paul was not to become head of the tribe but instead the church grew and a Bishop was made head.

[Enter Bishop]

Bishop… Reads from manuscript in Pious voice

Everybody: Get off that’s last year’s skit.

[Exit Bishop]

Narrator: But the economists were not to live in peace for long for the mighty hosts of the Philistines fell upon them and besieged them.

[Enter 2 economists]

1st Econ: They say that these Philistines have a great warrior called Goliath who has issued a challenge to all economists to face him as champion of the Philistines.

2nd Econ: This character sounds Frankly Fishy to me

[Enter Frank]

Frank: No one calls Frank a Philistine. Take that and that.

[kills two economists.]

Narrator: And now a word from my sponsor: [Aitken Ad:]

 

Announcer: When you wake up in the morning, do your residuals seem to be going round and round?

If they do, you may be suffering from serial correlation. For severe bouts of serial correlation, especially if accompanied by lagged endogenous variables, see your local econometrician. But for the ordinary, everyday serial correlation, try Aitken’s, generalized least squares.
Don’t confuse Aitken’s with any ordinary least squares.

Scientific tests have proved that ordinary least squares is inefficient when it comes to serial correlation. Ordinary least squares merely covers up the problem, making you feel better by giving you optimistically high R2’s, low standard errors. Aitken’s heals while it conceals.

So for all of you who suffer from low Durbin-Watson statistics, the swing is to Aitkens’s. Aitken’s generalized least squares, brewed in Edinburgh, and other fine cities. But you know that.

[Others sing Amazing Frank]
[For the melody: Paul Robeson’s rendition of the original hymn]

Amazing Frank how sweet the sound
To save a wretch like me
I once was lost but now I’m found
Was blind but now I see.

That precious day that Frank appeared
The hour I first believed
Twas Frank that taught my heart to fear
And Frank my fears relieved.

Through many dangers toils & snares
I have already come
‘Tis Frank that’s brought me safe this far
And Frank will lead me home.

Narrator: ….and there was among the economists one called David.

David: All of my people are being killed—I must rescue them.

[hands cigarette to Frank who dies]

All Econs: How did you do it?

David: It’s easy—he got stoned!

All: Oh!

Narrator:…and so David became King of the tribe of Economists.

…and David begat a wise son called Solomon who inherited the ability to always know the question when given the answer

[QUESTION AND ANSWER: Text Missing]

Narrator:…But the economists lost their respect for the elders of the tribe and the world became more and more evil. This threw the economists into an economic and moral problem. The reproduction rate became higher, a labour saving device had to be introduced.

[LET’S CONTRACEPT: Lyrics or Text Missing]

[Bishop enters]

Bishop: I’m not surprised the world’s becoming more evil that Nixon just sits and fiddles while Arthur Burns. I must read the economic word to the econs

[23rd Psalm: Lyrics or Text Missing]

My lesson isn’t working, just listen to the people

[ain’t gonna deflate]

AIN’T GONNA DEFLATE

[Sung to the tune Blood on the Risers (Gory Gory What a Helluva Way to Die)]

VERSE

  1. They increased supply of money till the central bank was bust
    Commercial banks gave credit till restrictions were a must
    Investment broker ran amuck with their investment trusts
    AND we ain’t gonna deflate no more

CHORUS:
Glory Glory what a hell of a way to go (3 times)
And we ain’t gonna deflate no more

  1. They equaled up the tax receipts to gov’ment expenditure
    They raised the defense budget- so to help along the war
    And Dicky’s own account became more and more and more
    AND we ain’t gonna deflate no more

CHORUS:

  1. They lowered the rate of interest to keep Euro-dollars out
    The Germans out exchange rates messed everyone about
    The French exported gold to all as if there were a draught
    AND we ain’t gonna deflate no more

CHORUS

  1. They printed paper money and handed it around
    Sent money to Cape Kennedy got rockets off the ground
    But all the money printed went straight to Herr von Braun
    AND we ain’t gonna deflate no more

CHORUS

  1. Speculators bulled and beared till buffaloed they got
    Stability was never heard become a laughing spot
    The widows and the orphans cried keep down that old p dot
    NO
    WE AIN’T GONNA DEFLATE NO MORE.

 

Narrator: ….one man alone was good in all this world.

[Franco Sawing]

[Gong, lights]

[The following Noah’s ark piece borrows heavily from the 1963 comedy album “Bill Cosby is a Very Funny Man….Right!” ]

God: Franco! (3 times) crescendo

Franco: No answer.

God: This is the Lord, Franco (Thunderously)

Franco: I’ll be with you in about 5 minutes.

God: Franco I want you to build me a model. I want it to be 60 equations long and 30 variables wide.

Franco: But I don’t know any econometrics.

God: So! Franco I want you to take two of every kind of variable into your model. Your model alone can save mankind for I shall flood the world with money.

Narrator: ….and so Franco worked feverishly not to say Frank-tically gathering variables from all his students until eventually he had two of every kind.

[Gong, lights]

God: Franco

Franco: What!

God: The time has come Franco

Franco: Do you know what I’ve been through. I’ve got all these variables and stuck them all in my model. They all look the same to me. How am I supposed to identify them?
Besides you didn’t tell me those variables were homoskedastic.
Now the investment’s got galloping consumptions, that infant industry’s riding his business cycle everywhere, income’s got a growth.
The whole model’s exploding.

[Gong, lights]

Franco: My God it’s shorting

Narrator:…and so money rained for forty days and forty nights.

[Franco looks out from model]

Franco: It’s stopped.

[Lights, gong]

God: Franco

Franco: Here we go again

God: You must tell all the variables to leave the model and multiply.

[Exit God]

Franco: Easier said than done. All right, come on out all you variables. Go away and multiply…go away and multiply.

[Enter 2 adders kissing]

1st Adder: We can’t multiply

Franco: Why not?

2nd Adder: We’re adders

Franco: There must be some way. God’s always right. Look, look, they’ve multiplied. How did you manage it.

1st adder: It’s marvelous what you can do with Logs isn’t it.

[Exeunt]

Narrator:…and so a population explosion occurred over night. And new preachers of the true economic world arose.

Announcer: And they begat three economists, Diamond, Modigliani, and Bhagwati.

 

[SONG: JAG, PETER, AND FRANCO]
[Still need to establish the original song used to parody]

THREE ECONOMISTS

(soft shoe routine)

Together: I’m Peter, I’m Franco, I’m Jagdish Bhagwati
We are the finest teachers in the world

Peter: I teach public finance though it’s sometimes hard to tell

Franco: I teach monetary and I give my students hell

Jagdish: I just sit and listen to the questions of Steve Zell

Together: Oh we are the finest teachers in the world.

[Peter does his thing, commentator describing. Text/Lyrics missing]

Together: I’m Peter, I’m Franco, I’m Jagdish Bhagwati
We all have our own teaching techniques.

Peter: I like mathematics—it’s a discipline sublime

Franco: I think talking slowly is a really awful crime

Jagdish: I draw Johnson diagrams—a dozen for a dime.

Together: Oh we all have our own teaching techniques

[Franco does his ad for the MITFRB model. Text/Lyrics missing]

[Jagdish does his offer curves spiel. Text/Lyrics missing]

Together: I’m Peter, I’m Franco, and I am Jagdish B.
We are the hardest workers in the world

Peter: I worked through Thanksgiving but I didn’t get much done

Franco: I run back and forwards from Cambridge to Washington

Jagdish: My output of articles is measured by the ton

Together: Oh we are the hardest workers
No we couldn’t be called shirkers
Yes we are the hardest workers in the world, oh yeah.

 

[STUDENTS LAMENT]

THE GRADUATE STUDENTS’ SONG

[To the tune of “My God how the money rolls in”]
[swaying from side to side, arms linked, on choruses]

ALL:

  1. Oh we are all graduate students
    We study with vigor and vim
    ‘Cos once we have got our Ph.D’s
    My God how the money rolls in.

Rolls in, rolls in, my God how the money rolls in, rolls in
Rolls in, rolls in, my God how the money rolls in.

  1. Our first year it was quite traumatic
    Just like being torn limb from limb
    We made it through Bishop and Domar
    Although at times it was quite grim
  2. But now as we’re facing the generals
    Our chances of passing seem slim
    We’re trying to alter the format
    The faculty will not give in

(pleading)

Give in, give in, oh faculty won’t you give in, give in
Give in, give in, oh faculty won’t you give in.

  1. And then we’ll start writing our theses
    We’ll make a great contribution
    We’ll go to the AEA meetings
    To get in the job market swim
  2. We’ll write up some erudite papers
    With lots of equations therein
    Then next comes a best-selling textbook
    To give Paul some competition

Competition, competition, to give Paul some competition, ‘tition
Competition, competition, to give Paul some competition.

  1. Paul Samuelson’s text is on top now
    It’s up to its eighth edition
    But we’ll supersede it entirely
    And start off a new tradition
  2. The they’ll give the Nobel Prize to us
    Our pride will be full to the brim
    And after we’ve published we’ll perish
    My God how the money rolls in

Rolls in, rolls in, my God how the money rolls in, rolls in
Rolls in, rolls in, my God how the money rolls in.

 

Source:   Duke University. David M. Rubenstein Rare Book and Manuscript Library. Economists’ Papers Archives, Papers of Robert M. Solow, Box 83.

Image Source:   Sir John Betjeman—an English poet, writer, and broadcaster. From “Myrth Study” at the National Geographic Website (23 Dec 2013). He has nothing to do with the history of economics, but I love this picture of laughter!

Categories
Exam Questions M.I.T.

M.I.T. General Exams in Economic Fluctuations: 1950, -52, -54, -56

 

There does appear to be a pattern at M.I.T. of having every second year a general examination for the subject of business fluctuations in this collection of exams for the period 1950-56. It is also possible that Paul Samuelson only served on the examination committee every-other year. Still we can be happy to have a series of four general exams on this topic for MIT covering the first half of the 1950s.  In a previous post, Economics in the Rear-view Mirror transcribed Domar’s stash of general exams in macro that covers the 1960s.

_________________

James Hanson

GENERAL EXAMINATION
in
ECONOMIC FLUCTUATIONS AND POLICY
October 6, 1950

Answer question 1, and three of the remaining questions.

  1. (1 hour) What areas in the analysis of the determination of the level of real income are least satisfactory at the present time? Criticize in detail the shortcomings of one of these areas.
  2. What are some of the statistical and conceptual difficulties met in distinguishing between gross and net national product? For what purposes is this distinction important?
  3. Outline a positive role for the Federal Reserve authorities in shaping the aggregate level of economic activity. Discuss and appraise the difficulties the authorities will face.
  4. What contributions to the theory of the business cycle and economic growth are suggested by the study of the relationships between the level of income and the stock of capital?
  5. Governmental expenditures on national defense are going to rise to a new level, $20 billion per year higher than the existing one. This level will be maintained for three years and then will fall back to the present one. What fiscal policies would you recommend to cope with this situation? Appraise the feasibility of your program and compare it with alternative economic policies.
  6. What do you conceive to be the role of forecasting in stabilization policy?

 

_________________

GENERAL EXAMINATION IN
BUSINESS FLUCTUATIONS

9:00-12:00 n.
Friday
May 9, 1952

ANSWER ALL QUESTIONS
(1 hour)

  1. (1 hour) Discuss the use and limitations of national-income data in planning alternative mobilization policies.
  2. (½ hour) Discuss and appraise the effectiveness, both theoretic and practical, of automatic fiscal-monetary devices. In your answer give examples from the economic literature.
  3. (½ hour) “We solemnly explain that excise taxes are deflationary because they raise prices, that is, because they are inflationary.” Comment critically on the above quotation.
  4. (½ hour) Appraise the effect of the Wage Stabilization Board’s Steel-wage recommendations on the level of real and money national income.
  5. (½ hour) Indicate the contribution of two of the following to the understanding of economic fluctuations.
    Wicksell; Kuznets; Mitchell; Metzler; Klein; Lange

    _________________

GENERAL EXAMINATION IN ECONOMIC FLUCTUATIONS
May 19, 1954

Answer any four questions.

  1. It has been said that the Keynesian system of income analysis contains no explicit supply considerations. Appraise this criticism, with particular reference to Keynes as well as later writers.
  2. How would you go about testing the empirical validity of the Colin Clark hypothesis that inflation results whenever the level of taxation and expenditure exceed 25 percent of “national income”?
  3. “Obviously, under-employment equilibrium with flexible wages is impossible.” Discuss.
  4. What are the relevant economic considerations in choosing between tighter money, higher personal-income taxes, or lower government expenditures as a means of closing an inflationary gap.
  5. Some writers claim that the business cycle of the interwar and earlier periods has disappeared as an economic phenomenon. What structural changes in the U.S. economy of the last 15 years would account for their attitude? Do you agree or disagree with the conclusion of these writers?
  6. “There is a cyclical fluctuation in business-cycle theories. Earlier theories embodied a theory of cumulative movement and a theory of turning points. Later work showed that a single set of relationships could explain both and now there is a trend back toward the earlier explanations.” Discuss, citing specific authors.
  7. Will an increase in the desire of households to save change the rate of interest? Explain.
  8. “For both political and economic reasons fiscal policy is more successful in a depression, whereas monetary policy is superior in a boom.” In discussing this statement draw on your knowledge of the operation of monetary and fiscal policy in the United States over the past three decades.

_________________

GENERAL EXAMINATION IN BUSINESS FLUCTUATIONS
September 12, 1956

Answer any five questions.

  1. “There is a cyclical fluctuation in business-cycle theories. Earlier theories embodied a theory of cumulative movement and a theory of turning points. Later work showed that a single set of relationships could explain both; and now there is a trend back toward the earlier explanations.” Discuss, citing specific authors.
  2. Discuss briefly the issues for national income accounting raised by two or more of the following:
    1. gross and net national product
    2. government activities
    3. desire for welfare interpretations
  3. Summarize briefly our knowledge of capitalism’s historical business cycles. What views does this experience lead you to?
  4. “Economic forecasting is both an art and a science.” “Economic forecasting is neither an art nor a science.” Appraise the current status of economic forecasting.
  5. What are the important policy problems of economic stabilization? Be comprehensive and specific.
  6. What contributions to the theory of the business cycle and economic growth are suggested by the study of the relationships between the level of income and the stock of capital?
  7. “We solemnly explain that excise taxes are deflationary because they raise prices, that is, because they are inflationary.” Comment critically on the above quotation.

 

Source: Duke University. David M. Rubenstein Rare Book & Manuscripts Library. Economists’ Papers Archive. Paul Samuelson Papers, Box 33, Folder “Teaching Exams 1952, 1956”

Image Source: M.I.T., Technique 1950.

Categories
Economics Programs Fields M.I.T.

M.I.T. Graduate Economics Program Brochure, 1961

 

 

 

Robert Solow served as the graduate registration officer of the Department of Economics and Social Science at M.I.T. perhaps even as late as when the graduate program brochure (transcribed below) was printed in 1961. Since Solow went down to Washington to serve as a senior staff economist on the Council of Economic Advisers in 1961, it seems likely that the brochure would have been drafted sometime before John F. Kennedy’s inauguration. This brochure is striking in many ways, e.g. its 100% informational content, presumably reflecting significant authorship/editor responsibilities of Robert Solow.

Five cherry-picked quotes from the brochure I found particularly sweet:

“The M.I.T. program does not concentrate on mathematical economics”
[It’s not what you say, it’s what they hear.]

“The department welcomes applications from qualified women”
[Apparently in the DNA of the department since World War II nearly emptied the pool of qualified male applicants.]

“The purpose of the minor program is to broaden the interests or capacities of the student in other areas than those of his major intellectual objective. While some latitude is allowed in particular cases, the spirit of this purpose is always held in view.”
[As opposed to the commandment “Thou shalt stay in thy lane”.]

“Students who are prepared for graduate work in economics are almost never deficient in humanities. Similarly, deficiencies in science are infrequent; but candidates are frequently admitted without preparation in calculus.”
[You go to war with the army you have.]

“In judging promise, special weight is naturally given to letters of recommendation from economists known to members of the department. The difficulty of evaluating records in foreign institutions and of judging foreign references constitutes a serious but no impassable barrier for foreign applicants.”
[Signal extraction problem vs. the problem of old boy networks]

Incidentally, neither “microeconomics” nor “macroeconomics” appear in the document at all. The preferred terms seen here in the brochure are “price and allocation theory” and “income analysis”.

____________________________________

The Graduate Program in Economics

School of Humanities and Social Science
Massachusetts Institute of Technology
[1961]

This brochure has been prepared especially for students who may enter the graduate program in economics at M.I.T. Its purpose is to answer a number of questions which have been recurrently raised about the program and to add to the information which is given in the M.I.T. catalogue.

 

Highlights of the M.I.T. Graduate Program in Economics

  1. The program is almost entirely for doctoral candidates. The master’s degree at M.I.T. is given in either economics and engineering or economics and science; it requires the equivalent of the M.I.T. undergraduate content in engineering or science.
  2. The M.I.T. program does not concentrate on mathematical economics. All students are required to have and use a minimum of mathematics. Students who enter without calculus may make up their deficiency in the first term with a one-semester subject (Mathematics for Economists—14.101), given in our own department. Most of the work in most fields, however, is nonmathematical.
  3. The program is limited in size. Approximately twenty-five students are admitted in any year; sixty or so students are in residence at one time. The department has more than thirty faculty members, twenty of whom have a major responsibility in the graduate program.
  4. The department welcomes applications from qualified women.
  5. All applicants are urged to take the Graduate Record Examination no later than during the January preceding the September in which they wish to enter. They should take the quantitative and verbal aptitude tests as well as the test in economics (Write to the Graduate Record Examinations, educational Testing service, 20 Nassau Street, Princeton, New Jersey, for information on these examinations. Students in western states should write to 4640 Hollywood Boulevard, Los Angeles 27, California.)
  6. Visits to the M.I.T. Campus are helpful both to the candidate and to the departmental admissions committee. Appointments are desirable but are not generally essential, since members of the committee are likely to be available.
  7. The department would like each applicant to submit a statement (one or two pages) explaining his interest in economics. An informal questionnaire is provided for general guidance.
  8. Admission in February is granted only on an exceptional basis, because many subjects given in the spring are continuations of work given in the fall. In any event, fellowship assistance is given only as a consequence of the annual March competition, for students entering in the following September.
  9. Fellowships and scholarships in amounts up to $3250 are available for entering graduate students.
  10. Winners of outside fellowships are welcome to use them at M.I.T. It is entirely appropriate to apply for a Woodrow Wilson, G.E., A.A.U.W., National Science Foundation, or other outside fellowship at the same time that one applies to M.I.T. As a rule, M.I.T. learns of the outside award prior to making its own announcements.
  11. Liberal second-year fellowships are available both to students entering with fellowships and to those who enter without financial assistance. Awards are made on the basis of first-year performance.
  12. Teaching assistantships are ordinarily available for third-year students only, although some second-year students may do a small amount of teaching. Assistantships are not available to entering students unless they have had prior graduate study and teaching experience elsewhere.
  13. I.T. these are written in residence. Following an Institute rule, theses are prepared in residence except where the special requirements of the subject, such as field work, dictate otherwise. All theses are written in residence.
  14. For further information, write the Graduate Registration Office of the Department of Economic and Social Science, Professor Robert M. Solow.

 

S.M. in Economics and Engineering or Economics and Science

The department offers a Master of Science degree only in the combined fields of economics and engineering or economics and science. This degree is available primarily to students whose undergraduate work was in either engineering or science. Its purpose is to enable scientists and engineers, and in particular graduates of the undergraduate Courses in Economics and Engineering or Science (Course XIV) at M.I.T., to carry their economics training to the graduate level in order to equip them more fully for work in industry or government.

 

Ph.D. Degree

Ph.D. degrees are awarded in economics (including industrial relations) and in political science. In addition, candidates occasionally work for a doctorate in two or more fields—for example, economics and mathematics, economics and operations research, or economics and regional planning. These candidates are examined by special committees, on which members of the Department of Economics and Social Science serve jointly with members of the other departments concerned. Most of the graduate work in the department is directed towards the doctor’s degree. This pamphlet deals exclusively with the Ph.D. in economics; a separate bulletin describing graduate work in political science is available on request.

There are four departmental requirements for the Ph.D. degree: the passing of a general examination in a number of approved fields within the area of economics and social science; the satisfactory completion of a “minor” program in another department; demonstration of ability to read two foreign languages of significance in economics; and preparation and defense of a dissertation.

 

Major Program and General Examinations

Work taken in the Department of Economics and Social Science for the doctorate in economics is divided—broadly speaking—into two separate options: economics and industrial relations. But there is considerable overlap between the two.

All students in both options are examined five fields. Among the fields presently available are the following: economic theory, advanced economic theory, monetary and fiscal economics, industrial organization, economic development, international economics, economics of innovation, labor economics and labor relations, personnel administration, human relations in industry, statistical theory and method, and economic history. Each student selects one field as having primary importance for this professional career; ordinarily this is the field in which he writes his dissertation, though exceptions may be made. The remaining four fields are designated secondary fields. One of the five fields must be economic theory.

Students are also required to have at least a minimum knowledge of statistics and economic history. This minimum is presently interpreted to mean one semester of work in each at the graduate level. Candidates who present statistics or economic history as a primary or secondary field normally take two or three semester subjects in the field and automatically satisfy the requirements in that area.

Students may qualify in one of the secondary fields through course work only, provided that they receive a mark of B or better in two subjects. Students are examined in writing in the remaining four fields during an eight-day period (Monday, Wednesday, Friday, and Monday). The theory examination is four hours long (divided roughly between microeconomics and macroeconomics), while the other three are each three hours long.

Following these written examinations, the student takes a two-hour oral examination which covers theory, his primary field, and one secondary field.

 

Foreign Languages

Doctoral candidates must show reading knowledge of two foreign languages; the standard set is the ability to read works of scientific interest at a relatively slow pace. Acceptable languages are German, French, Russian, or any other language which has a literature in economics or which will advance the educational program planned by the individual student. Students are examined by the Department of Modern Languages.

Students whose language preparation has been limited may take subjects which prepare specifically for the language examinations. Students with no previous training in a language frequently are able to attain the necessary minimum proficiency during a single semester of fairly intensive study. Others, who have already had some introduction to a language, often pass the requirement at some time before the end of the semester.

 

Minor Program

Every candidate for the doctor’s degree at M.I.T. must complete a program in a minor field in another department of the Institute. This program consists of a minimum of 24 units, which ordinarily implies three one-semester subjects. The choice of the minor field is made by the student, with the approval of the Department of Economics and Social Science. The content of the program within the other department is a matter for that department’s determination. Satisfactory completion of a minor is ordinarily contingent upon an average rating of 3.5 (in effect, a minimum of two B’s and a C). The normal standard is that the minor work shall be beyond the level required of M.I.T. undergraduates. Students who have done advanced undergraduate work in some field other than economics may often use it to meet part of the minor requirement.

Students in economics have met the minor requirement in such fields as mathematics, industrial management, history, international relations, other social sciences, literature, city planning, chemistry, and electrical engineering. Subjects taken in the minor program must not duplicate work which may be offered for one of the five fields in economics. A minor program in history may include only one term of economic history, since two terms would qualify the student to offer it as a field in economics. Similarly, students minoring in industrial management may not concentrate in such areas as personnel administration. The purpose of the minor program is to broaden the interests or capacities of the student in other areas than those of his major intellectual objective. While some latitude is allowed in particular cases, the spirit of this purpose is always held in view.

 

Courses at Harvard

Students regularly enrolled at M.I.T. are permitted to take a limited number of subjects at Harvard University—about two miles distant in Cambridge—on an exchange basis, without paying extra tuition. Such subjects may be taken as a part of the minor program. Fields for the major program other than those described above may sometimes be offered on the basis of work at Harvard.

 

Residence Requirements

The minimum residence requirement for the Ph.D. degree, including thesis, is the equivalent of one and one-half full-time academic years. No specific number of subjects is required for the general examinations. In general, however, it is recommended that students have at least the equivalent of three semesters of work at the graduate level for the primary field; four semesters in economic theory; and two semesters in each of the other fields. Work on the graduate level at other institutions is considered in meeting these broad approximations of the requisite preparation. Since there are no formal course requirements, there is no occasion to have graduate credits from other schools transferred.

A full-time student is expect to take the equivalent of five subjects each semester for credit; this may include one “reading subject,” in which the student will broaden his reading in his regular subjects. A half-time student is permitted to take approximately three subjects, and a third-time student two subjects. Auditing of additional subjects is permitted as an overload.

 

Dissertation and Special Examination

The Institute requires that all dissertations be prepared in residence, during which period tuition must be paid. Field work may be necessary to gather material; but the analysis of this material must take place at the Institute, under supervision of the instructor in charge of the dissertation. In some cases the writing of the final, polished version of the thesis may be completed elsewhere.

As in other institutions, the dissertation is expected to make a contribution to knowledge in the subject. Shortly after each candidate has submitted his thesis, he is examined on its subject. This examination is oral, conducted by a committee generally consisting of three faculty members, and usually is one hour in length.

 

Total Program of Course Work

The typical student comes to the Institute directly from college with no previous graduate study, having a deficiency in one subject and the ability to pass the reading examination in one language. He can usually prepare for the general examinations in four semesters (two academic years) taking five subjects in each, divided as follows:

 

In the Department of Economics Economic theory—four subjects
One primary field—three subjects
Three secondary fields—six subjects
Statistics—one subject
In other departments Deficiency—one subject
Language—one subject
Minor—three subjects
Total: Twenty subjects
[sic, total of the above is nineteen]

This program is only illustrative, of course, and a wide number of variations are to be expected. Additional work may be required because of additional deficiencies or lack of language preparation. The number of subjects may be reduced by absence of deficiencies, by better preparation in languages, by postponing one or more requirements (such as a part of the minor) until after the general examinations, or by incorporating economic history and/or statistics as primary or secondary fields.

 

Time Required for the Ph.D. Degree

A student entering the program with only a bachelor’s degree may expect to receive the Ph.D. degree in three years under optimum conditions. This will entail taking the general examination in May of the second year and completing a satisfactory dissertation in two semesters of full-time work thereafter. Normally, however, somewhat more time is needed, either in summer work or in some part of a fourth year. Students may need this additional time for more extensive preparation before the general examination, for the thesis, or (in the ordinary case) because teaching duties prevent full-time progress as a student. Many students who plan to enter the teaching profession take advantage of the opportunity to teach part-time at M.I.T. Teaching assistantships are available for students who have passed their general examinations, and occasionally for second-year students.

General examinations are given in the department at the beginning of each semester—in September and February—an again in May. Defense of the dissertation is arranged individually at any time.

Students enrolling in the Ph.D. program with a master’s degree from another institution, based on one or more years of residence at that institution, are urged to take their general examinations earlier than May of their second year at M.I.T. It is not usual, however, for a student to be able to transfer between institutions without some loss of time.

 

Summer School

The department does not offer any subjects at the graduate level during the summer session. However, students may enroll during the summer for thesis credits, for which tuition must be paid. Scholarships are only rarely available for payment of summer school tuition.

 

Admission

To be admitted into the program, a student must hold a bachelor’s degree from an accredited college or university. To be admitted without deficiencies, he must have taken one year of college mathematics, including at least one semester of calculus; one year of college science; and a minimum of three years of college work in the humanities and social sciences. While an undergraduate degree in economics is not indispensable, students are expected to have done a considerable amount of undergraduate work in this field. Students who are prepared for graduate work in economics are almost never deficient in humanities. Similarly, deficiencies in science are infrequent; but candidates are frequently admitted without preparation in calculus.

 

Special Students

Special students, taking from one to five subjects, may be admitted to the Institute and to the department from time to time under special circumstances. Admission of special students automatically lapses each semester; application for re-admission, in the case of students wishing to continue course work, must have the approval of the instructor concerned and the department.

 

Deficiencies

Students who, upon admission, are deficient in mathematics may make up this deficiency by taking a special one-semester subject offered by the Department of Economics—Mathematics for economists (14.101.) Since calculus is required for some of the work in economic theory and statistics, students entering with a deficiency in this area are required to make it up as soon as possible. Though this is not specifically recommended, some students may be able to make up a deficiency in calculus by studying at a summer school prior to fall enrollment at the Institute.

 

Fellowships, Scholarships, and Financial Assistance

Fellowships and scholarships are awarded on a competitive basis only. First-year awards are made on April 1 for the academic year beginning in the following September. Second-year and subsequent departmental awards are made in June. No academic assistance is available for students applying after April 1, or (until the following September) for those entering in February.

Fellowships cover the tuition fee of $1500 and some cash payment toward living expenses. A fellowship of $3200 will thus include $1500 tuition and $1700 cash. The cash award is paid in two equal installments, at the beginning of each semester.

The total of fellowship assistance varies from year to year. There are several name fellowships: the Goodyear, varying from $3000 to $3500; the United States Steel, at about $3100 for each of two years (awarded every other year); the RAND Corporation Fellowship in Mathematical Economics, varying from $3000 to $3500; the Hicks, for students of industrial relations, ranging from $2000 to $3000; and the Center for International Studies Fellowship in Economic Development, ranging from $3000 to $3500; In addition to these, the Institute awards Whitney Fellowships ($3000 in 1961), open only to first-year graduate students coming from outside M.I.T., upon recommendation of the department; and the department has limited funds with which it makes scholarship and fellowship awards varying from $1500 to $3000.

In offering scholarships and fellowships, the department takes into account a variety of factors; academic achievement, career promise, and need. In judging promise, special weight is naturally given to letters of recommendation from economists known to members of the department. The difficulty of evaluating records in foreign institutions and of judging foreign references constitutes a serious but no impassable barrier for foreign applicants.

In general, outside fellowships are financially better than all but a few of the department’s awards. Applicants are therefore urged to seek Woodrow Wilson, Danforth, National Science Foundation, and similar fellowships for use at M.I.T., if they think they stand a good chance of success in the national competition.

Students who perform effectively in their first year are assured of financial support needed to finish the degree. Part of this takes the form of fellowships, in amounts somewhat lower than first-year awards; the rest consists of teaching and research assistantships and instructorships. The half-time teaching assistantship covers the half-time tuition fee of $1000 and pays $180 a month for nine months—a total of $2620. The half-time instructorship, which is reserved for students who have demonstrated effective teaching as an assistant, pays the same tuition and $235 monthly–$3115 for the academic year. The few research assistants appointed each year receive a higher rate of pay than teaching assistants but pay their own tuition. They have the advantage, however, of working on a subject related to their thesis. The department is occasionally able to obtain assistantships for applicants in other parts of the Institute, such as the School of Industrial Management or the Operations Research Group.

Third-year students are also encouraged to compete for outside assistance in supporting their thesis research, such as the Ford Foundation Doctoral Dissertation Awards, the Social Science Research Council Fellowships, and Fulbright Awards.

 

The Faculty in Economics and Industrial Relations

Morris A. Adelman, Professor of Economics
Ph.D. Harvard 1948
Industrial organization, government regulation

Albert K. Ando, Assistant Professor of Economics
Ph.D. Carnegie Institute of Technology 1959
Statistics and econometrics, economic fluctuations

Francis M. Bator, Associate Professor of Economics
Ph.D. M.I.T. 1956
Price and allocation theory, income analysis, economic growth

Robert L. Bishop, Professor of Economics, in charge of the department
Ph.D. Harvard 1949
Price and distribution theory, industrial organization, history of economic thought

E. Cary Brown, Professor of Economics
Ph.D. Harvard 1948
Public finance, income analysis, fiscal economics

Evsey D. Domar, Professor of Economics
Ph.D. Harvard 1947
Income analysis, economic growth, Soviet economics, fiscal economics

Robert Evans, Jr., Assistant Professor of Industrial Relations
Ph.D. Chicago 1959
Labor economics, industrial relations

Franklin M. Fisher, Assistant Professor of Economics
Ph.D. Harvard 1960
Econometrics, price and allocation theory

Harold A. Freeman, Professor of Statistics
S.B. M.I.T. 1931
Statistical theory, experimental design probability methods

Ralph E. Freeman, Professor of Economics, Emeritus; Lecturer
A.M. McMaster 1914, B. Litt. Oxford 1919
Monetary economics

Everett E. Hagen, Professor of Economics
Ph.D. Wisconsin 1941
Economic development, income analysis

Ralph C. James, Jr., Assistant Professor of Insutrial Relations
Ph.D. Cornell 1957
Labor economics, industrial relations

Charles P. Kindleberger, Professor of Economics
Ph.D. Columbia 1937
International economics, monetary theory and policy

Edwin Kuh, Associate Professor of Economics
Ph.D. Harvard 1955
Econometrics, income analysis

Max F. Millikan, Professor of Economics
Ph.D. Yale 1941
Economic development, income analysis

Charles A. Myers, Professor of Industrial Relations
Ph.D. Chicago 1939
Labor economics, industrial relations

Paul Pigors, Professor of Industrial Relations
Ph.D. Harvard 1927
Personnel administration, industrial relations

Paul N. Rosenstein-Rodan, Professor of Economics
Dr.Rer.Pol. Vienna 1925
Economic development

Walt W. Rostow, Professor of Economic History
Ph.D. Yale 1940
Economic history, economic growth

Paul A. Samuelson, Professor of Economics
Ph.D. Harvard 1941
Price and allocation theory, income analysis, monetary theory and policy

Abraham J. Siegel, Associate Professor of Industrial Relations
M.A. Columbia 1949
Labor economics, industrial relations

Robert M. Solow, Professor of Economics
Ph.D. Harvard 1951
Price and allocation theory, income analysis, econometrics

 

Graduate Subjects

Price and allocation theory

14.121, 122 Economic Analysis
14.123 Advanced Economic Theory
14.132 Schools of Economic Thought
14.151 Mathematical Approach to Economics

 

Income analysis

14.451 Theory of Income and Employment
14.452 Economic Growth and Fluctuations

 

Economic history and economic development

14.161,162 Economic History
14.171 Theory of Economic Growth
14.172 Research Seminar in Economic Development
14.182 Capitalism, Socialism, and Growth

 

Economics of industry

14.271 Problems in Industrial Economics
14.272 Government Regulation of Industry

 

Statistics and econometrics

14.371,372 Statistical Theory
14.374 Design and Analysis of Scientific Experiments
14.381 Statistical Method
14.382 Economic Statistics
14.391 Research Seminar in Economics
15.032 Sampling of Human Populations1

 

Monetary and fiscal economics

14.461,462 Monetary Economics
14.471 Fiscal Economics
14.472 Seminar in Fiscal and Monetary Policy

 

International economics

14.581,582 International Economics
14.584 Seminar in International Economic Theory

 

Industrial relations

14.671 Problems in Labor Economics
14.672 Public Policy on Labor Relations
14.674 The Labor Movement: Theories and Histories
14.681,14.682 Seminar in Personnel Administration
14.691,692 Research Seminar in Industrial Relations
14.693 Collective Bargaining and Union-Management Cooperation
14.694 Seminar in Union-Management Cooperation

1School of Industrial Management

 

[Production Credits]

Editorial service by the M.I.T. Office of Publications. Design by Brigitte Hanf. Typesetting by the Lew A. Cummings Company, Inc., Manchester, New Hampshire, and The Composing Room, Inc., New York. Production by the Lew A. Cummings Company, Inc. January, 1961.

 

Source: MIT Archives, Department of Economics Records, Box 2, Folder “Department Brochures”.

Image Source: MIT beaver mascot, Tim,  from Technology Review in 1914.

Categories
Chicago Funny Business M.I.T.

M.I.T. Christmas skit “God and Keynes at M.I.T.”, 1951

 

The title of the Christmas skit presented by the Graduate Economic Association players at MI.T. in December 1951 , “God and Keynes at M.I.T”, is a clear reference to the political screed, God and Man at Yale (1951), by the young and future conservative pundit, William F. Buckley, Jr. This is one of many MIT skits found in the papers of Robert M. Solow and has been graciously shared for ERVM transcription by Roger E. Backhouse of, most recently, Becoming Samuelson, 1915-1948 fame.

One of the signs you are dealing with truly academic humor is the use of footnotes to provide proper attribution. In particular we find here seven items borrowed (and sometimes modified) from the University of Chicago Political Economy Club repertoire. Thus we see not only were some of the Greatest-Hits of Chicago skit humor “remastered” in the Windy City but also that the G.E.A. of M.I.T. was not above performing “covers” of Freshwater Hits. ERVM has already transcribed a few of these and for the sake of completeness will soon complete this list with the Chicago originals:

There is still plenty of original material in the following skit, and the few modifications worth noting include a key substitution of Keynes (MIT) for Marshall (Chicago)  and another substitution of “psychology and sociology” (MIT) for “Macroeconomics and Probability” (Chicago).

________________________

THE GRADUATE ECONOMICS ASSOCIATION
present
The G. E. A. Players
in
GOD AND KEYNES AT M. I. T.
15 December 1951

*Items so marked are modified versions borrowed from the University of Chicago, Political Economy Club.

 

 

PROLOGUE

(the scene is set to reveal the young college graduate relaxing in his home. He has made application to M.I.T. for entry to Course XIV. We hear the door-bell ring, and the letter arrives. He reads:)

An economics department great in dignity
In fairest Cambridge, where we lay our scene
Offers to disturb you, from present peace
To come to our proximity.

From forth of this great and new transition
A host of new subjects will take their position;
Econometrics, propensities, and laboristic relations;
Matrices, consumption, and similar sensations.

And if you will survive the economic pains
We’ll make of you another John Maynard Keynes.
So won’t you please say that you will come and stay;
Let me know real soon, signed sincerely, C. P. K.

(the student arrives at Tech, finds the library, and enters the elevator. On the way up to the third floor he hears:)

 

FIRST EPISTLE UNTO NEW STUDENTS*

  1. To all who enter through the Gate of Admissions unto the sanctity of the Department, heed ye well one who is wiser and older than thou. For verily I have dwelt in the land of Keynes for many years, and have felt the curse of Generals on my brain.
  2. Beware the courses called 121 and 122, for they will tax thee sorely. They have been devised that the supply may be known from the demand.
  3. Present thyself upon the appointed hour, lest the social cost exceed the private gain and the wrath of the Master fall upon thee mightily.
  4. Shun thou the geometer, for he seeks to seduce thee with curves. His siren song is pleasant but he lacketh rigor.
  5. Shun thou also the temple of the twin gods, psychology and sociology, for therein dwell the Philistines who worship not the calculus. There wilt thou be set upon with all manner of strange things and thou shalt feel the lash of the complex verbage, and thy head shall whirl with cultural patterns and institutional mores.
  6. Treasure thy Keynes, for verily all manner of mysteries are set down therein. Read it well and carefully, but say not that thou hast understood.
  7. Take to thine own bosom the demand curve lest it desert thee in thine hour of need.
  8. Attend well the lectures called innovation, for there if thou learnest nothing else, shalt thou learn at least one thing and it shall be a contribution to thy general education.
  9. Shun thou the industrial economist when he is at his data, for he loveth them dearly and will defend them as a lioness her cubs.
  10. Beware also the statistician who will leave the witless with a pair of dice.
  11. Shun the welfare economist, for he loveth mightily to stick out his neck and will teach thee his evil ways.
  12. Shun thou the coffee hour, but study diligently in Dewey lest thou and thy end thy days in Course XV.
  13. There is a time to speak and a time to be silent. Be thou silent in the presence of the Master, for he shall reveal to thee the secrets of Keynes and there shalt thou solve the riddle of the Sphinx.

 

(the student steps out of the elevator into the third floor hall. He sees before him many doors, all with different names on them. He decides to investigate each one. First, he comes to:)

“John Maynard Keynes”

(he knocks. The door opens, and out steps an angel, wings, white sheet, and all. The angel says:)

‘He ain’t here; but you’ll meet him in the long run!’

(on to the next door:)

“Paul A. Samuelson”

(the door opens, and the chorus sings:)

THE KEYNESIAN SONG*
(to the tune “They Call me Little Buttercup”)

They call me a Keynesian, a Keynesian economist
That I can never deny
For I am a heretic, a classicist critic—
Bold little Keynesian, I.

I’ve equations and functions, and marginal assumptions
All here in my little kit bag.
I’ve tricky proposals for income disposals
All lest the economy sag.

To deficit spending and government lending
I give a hearty “Huzzah”.
I distrust automaticity despite its simplicity—
I doubt it would work at all.

For I am a Keynesian, a Keynesian economist
That I can never deny
For I’m a heretic, a classical critic—
Bold little Keynesian, I.

When faced with deflation or misallocation
I feel that the former is worse
I abominate waste with Ricardian distaste
But first things always come first.

And yet they deplore me, criticize and abhor me
For I am the standard straw man
But blows I don’t heed—Oh, I’ll stick to my credo
That a plan is a plan is a plan.

For I am a Keynesian, a Keynesian economist
That I can never deny
For I’m a heretic, a classical critic—
Bold little Keynesian, I.

 

“Robert Solow”

(scene, his classroom, where the students are singing:)

 

WE MUST BE RIGOROUS*
(to the tune of “The American Patrol”)

We must be rigorous,
We must be rigorous,
We must fulfill our role;
If we hesitate
Or equivocate,
We won’t achieve our goal.
We must investigate
Our system, complicated
To make our models whole;
Econometrics brings about
Statistical control.

Our esoteric seminars
Bring statisticians by the score.
But try to find economists
Who don’t think algebra a chore.
O, we must urge them all emphatically
To become inclined mathematically
So that all that we’ve developed, may
Someday be applied.

(repeat first 11 lines)

 

 

“Charles P. Kindleberger”

(the door opens, and we hear a voice say:)

Intuition is the basis
on which decisions should be made;
These are really the foundations
On which economics has been laid.

All that’s mathematical
Definitely is tabled;
Even the little diagrams
Never have been labeled.

Be careful, however
That you never neglect
The varied use
Of the Kindleberger effect.

Art or skill
or merely a quirk
This man’s intuition
Does the work.

 

 

“Robert L. Bishop”

(the door opens, and we find snow falling. The chorus is on a toboggan, singing:)

(to the tune of Jingle Bells)*

Maximize, maximize, that’s the crucial key;
Allocate resources by their productivity.
Equalize V.M.P.’s with their prices, and
Your production function is the finest in the land.

 

(voice) In the course of industrialization men have observed the alternating rises and falls of economic activity. And, lo, see what befell us:

“Walt W. Rostow”

(the voice continues:)

To shoot, or overshoot, ah, there’s the cycle;
Whether ‘tis nobler from underinvestment to suffer
Than to prolong the period of gestation
And, by consumption end it?

To history! No more of economics; and by the use of it
To end the confusion and million little theories
That economics left us;
That’s the solution we plan to introduce.

 

“E. Cary Brown”
(to the tune of “Deep in the Heart of Texas”)

(chorus)

To fill the gap
On the Keynesian map
We must again raise taxes;
The prices rise
If we don’t equalize
Savings, investment and taxes.

(solo)

Income grows
In ever rising flows
We must again raise taxes;
In government spends
There seem no ends
Up must go the taxes.

(solo)

dC/dY
Is all awry
We must raise those taxes
The propensity
It’s a calamity
Up must go those taxes.

(chorus)

The interest rate
Is out of date
So we must raise those taxes;
Though bonds recede
We must proceed
To raise again those taxes.

(solo)

The crystal balls
In the third floor halls
Say raise those taxes;
Or you will fret
And long regret
If you don’t raise those taxes.

(solo: and how!)

Flexibility
Cries the C.E.D.
Boys, raise those taxes
Says the N.A.M.
It’s all a sham
Don’t raise those taxes

(chorus)

But God and Keynes
Have the true refrains
Up must go the taxes;
At M.I.T.
We all agree
More savings and more taxes.

(by now, our student has traveled one-half the length of the hall. He approaches the other half, where a voice speaks:)

 

Friend; first year man; lend me your ear.
I come to convince you that industrial relations
Occupies a so much higher station
That economics—while ’t is good and fine
Must of necessity bow under our sign.
The evil that me do lives after them;
The good is oft interred within their books;
So let it be with economics.

We offer to show you the extent of cooperation
Between management and labor in every relation,
And prove to you that what’er your belief
Our unique methods will give either side full relief.

Economists, you know, often speak of productivity;
But that’s a matter of total relativity
Since our writers—Shultz, Myers, Coleman and Brown
Are the most productive in a many a college town.

 

“Charlie Myers”

(the door opens, and we see Myers writing vigorously and adding stacks of manuscripts to already huge piles labeled “To Prentice Hall,” “To McGraw-Hill,” and “Rejects—to Technology Press.” Secretary enters:)

Secretary: “Prof. Myers, here’s that book you asked me to write for you.”

Myers: “Good; don’t forget to start on that other one for me.”

(enter George Shultz carrying a manuscript)

Myers: “Hello, George. I see we’ve written another book. Mind if I look at it?”

Shultz: “Not at all, Charlie. I’ve already begun on the other one for us. You know, though, I think we’re getting a bit too abstract. We ought to go down to a level where it’s good and dirty.”

Myers: “In that case, let’s call in Joe Scanlon. Hey, Joe. Come here.”

(the chorus enters, dressed as bums; they sing:)

THE JOE SCANLON SONG
(to the tune of “Union Maid”)

There once was a bright young man
Who thought he had a plan
He studied cost
And jobs he lost
His name is Joe Scanlan

He soon met a man named Phil
Whose work gave him a thrill
He organized and compromised
He always fought up-hill.

This made of him a wreck
And so he came to Tech.
He sells his plan
To all the clan;
You ought to see his check.

CHORUS:
O you can’t scare us, we’re sticking with Scanlon,
Sticking with Scanlon, sticking with Scanlon;
Oh you can’t scare us, we’re sticking with Scanlon,
Sticking with Scanlon, until we die.

 

When the bosses have no dough
They always call for Joe;
They shed their tears
And buy him beers
And up their profits go—

(repeat CHORUS)

 

(as the final chorus ends, the door opens, and we see a body on the table)

Bishop: “What’s the matter with him, Morrie Adelman?”

Adelman: “He’s just been brought in; he’s suffering from a severe case of elephantiasis.”

Bishop: “Oh, don’t worry; I’ve got a classical solution. It contains some of Euler’s serum.” (pull up a jug so labeled and apply to patient’s arm)

Adelman: “Well, what do you expect that to accomplish?”

Bishop: “It’ll create perfect competition among the disease germs. What could be better?”

Adelman: (pause) “Well, I don’t see him recovering.”

Bishop: “But it’s not a pure case. Perhaps we should call in Dr. D. V. Brown. He’s had medical experience. (enter D.V.B.)

Brown: “Hi-ja.” (looks at body, and shows surprise) “My goodness, Charlie! I always knew he’s work too hard.” (looks at body more closely) “Looks to me like an impure case of oligopoly.”

Adelman: “O-o-o-oh! Let me see!” (goes over to feel arm) “No, there’s no concentration here. But even if there were, there’s really no harm in it.”

Brown: “Well, I’d like to stay, but I have to dash off to a court case.”

 

COURT SCENE

Judge: “The court is now in session. Bring in the first case.”

Prosecutor: “Your honor, this man is accused of attempting to overthrow the neo-classical Chicago School.”

Judge: “What’s your name?”

Coleman: “Sir, my name is Jack Coleman.”

Judge: “Prosecutor, define more explicitly what the charge is against this man.”

Prosecutor: “This man is presently collaborating with a well-known group of collectivists.”

Judge: “What proof have you of this?”

Prosecutor: “I have here my star witness.”

Judge: “What is your name?”

Buckley: “Your honor, sir, my name is Ludwig von Buckley.”

Judge: “Speak.”

Buckley: “I have here a book written by Paul A. Samuelson, and it says here on page.–., Oh, well, let’s not bother with the page number now. It says: “…know…conclusively…that…Karl Marx…is…(turn pages back towards front)…correct.”

Judge: “Speak no more. Any man collaborating with the author of such a book must be guilty of attempting to overthrow the Chicago School. I hereby sentence you to six months of solitary confinement, with a copy of Hazlitt’s “Economics in One Lesson.” Next case.”

(Coleman leaves; enter Herb Shepard)

Prosecutor: “Your honor, this man is accused of playing marbles with the fabulous Alex Bavelas.”

Judge: “What is your name?” (say it aggressively)

Shepard: “Say, you’re unusually aggressive today. Has your wife stopped beating you? How’s your libido?”

Judge: “Now that you mention it, I have been feeling rather despondent.”

Shepard: “Judge, I’m a Freud…you’re tending toward a psycho-social orientation that no longer promotes an optimization of gratification.”

Judge: “Noooooo—I’m too JUNG to die!….But what am I saying! Herbert Shepard, for this circumlocutionist behavior, I hereby sentence you to the marble pits in ex-communication.”

 

(the student next comes to a door marked “reserved for Chicago U. delegates to the A.E.A. Convention.” He knocks, the door opens, and he hears:)

 

HIS RULES GO MARCHING ON*
(to the tune of the Battle Hymn of Republic)

If you want to pass your prelims
You must listen now to me;
You must learn your catechism
If you want to get your ‘B’
They have flunked the finest people
The department ever had
And they never said ‘too bad.’

CHORUS:

Stick, stick, stick with Henry Simons;
Henry is the man to see you through;
He’s the most consistent [man]
With an economic plan;
His rules go marching on.

 

He would nationalize the railroads,
He would atomize the firm,
He would then repeal the tariff
And the “E” bonds he would burn;
He would cleanse the banking system
Of the Federal Reserve;
His rules go marching on.

[Repeat] CHORUS:

He is the man who’d fix up
The progressive income tax;
He would fill in every item that
The present structure lacks;
He’d repeal the excise levies
And forget the margarine tax;
His rules go marching on.

[Repeat] CHORUS:

 

(by now the student will have reached the end of the hall; but questions linger in his mind. He wonders how the student takes all this. And as if in answer, he hears this song between students and faculty:* (to the tune of the ‘Sergeant’s Song’ from the Pirate[s] of Penzance)

Grad Students:

From nine around to nine—Tarantara! tarantara!
We remain in that salt mine—Tarantara!
-Our eyes are growing dim–Tarantara! tarantara!
Our hair is getting thin—Tarantara!
As we while away our youth—Tarantara! tarantara!
In sedate pursuit of Truth—Tarantara!!
Searching stacks and aching backs,
Third degree for a PhD—Tarantara! tarantara! tarantara!

 

Faculty: (to the tune of “Mabel’s Song” from the Pirate[s] of Penzance)

Go, you students, you’ll not be sorry.
You’ll contribute to MY great story.
You shall live in footnote glory.
Go to immortality!

Go to work and hold off suicide,
For if your work with our needs coincide,
Our reluctance to grant degrees we’ll override.
Go, you heroes, go and work!

 

(finally, as our student reaches the end of his journey, he meet the one ‘older and wiser than thou’, and listens as he tells of the ‘impending doom’.)

Twas the night before Orals
When all through the room
A feeling forecast
The impending doom.
The facts were placed
In each head with care
In hopes that when needed
They’d surely be there.
The victims then nestled
All snug in their beds
While visions of cost curves
Danced in their heads.
I soon fell asleep
And began to dream
I sat in a room
All filled with steam.
When out in the yard
There arose such a clatter
I sprang from the chair
To see what was the matter.
Over to the window
I flew like a flash
Tore open the shutters
And threw up the sash.
When what to my wondering
Eyes there appears
A miniature sleigh
And eight tiny examineers.
Instead of the four
They usually required
They sent me four more
If the others got tired.
As I drew in my head
And was turning around
In through the window
They came with a bound.
They were dressed all in black
From their head to the toe;
Whose funeral, I asked,
Someone I know?
A wink of their eyes,
A twist of each head
Soon gave me to know
I had plenty to dread.
They spoke not a word
But went straight to their work
Of filling the blackboards
Then turned to the jerk.
The questions commenced
Like machine gun fire;
I couldn’t keep straight
The seller from buyer.
Now sir, please listen
One of them said
Try to imagine
All this in your head.
Nansen and Johansen
Have only one sled;
They’re at the North pole
And have not bread.
Suddenly there appears
A giant Tartar
Coming from Siberia
Looking to barter.
They can bake some bread
At increasing cost
Yet without a compass
They’ll certainly be lost.
He has a compass
And they have bread
And without exchange
They all will be dead.
They started to bargain
Until he did tell you
That the Russians decided
The ruble to devalue.
Only Sterling is recognized,
So they start to bake
Instead of the bread
A large pound cake.
Then suddenly Nansen
Thought to remember
That neither of them
Was a union member.
Closed shops were enforceable
As a matter of fact
For this was before
The Taft-Hartley Act.
They went ahead anyway,
They didn’t give a hoot;
It was so cold
They needed a union suit.
Before they acted
Or did anything drastic
They examined their demand curve
To see if it was elastic.
Their cost curve was unknown–
It had never been seen;
How lucky they were
That Nansen was really Joel Dean.
Their consumption function told them
Just how to behave;
They knew what to consume
And how much to save.
Please consider the theories
of Tibor Scitovsky
And the two fisted cowboy
two-gun Baranowsky.
If you remember these facts
And keep them in mind,
The right answer, I know
You certainly should find.
I shivered and shook,
In the chair I did writhe;
Now the question, they said
Who was Adam Smythe?
The leader then yelled
For a decision it’s time;
This man has suffered,
He has paid for his crime.
And laying a finger
Aside of his nose
Out of the window
All eight of them goes.
It was the leader then
That I heard exclaim
As he shouted and whistled,
And called them by name:
Now Myers, now Bishop
Now Shultz and C.P.K.
On Coleman, on Solow,
Let’s now dash and dash away.
They sprang to their sleigh
And away they flew
Like they were speeding
To another rendezvous.
Although some details
Of this horrible nightmare
Still seem a bit hazy
I certainly would swear,
Before I awoke
I heard them say
Merry Christmas to all,
And to all a good day.

 

EPILOGUE

As disproved by classical economics
All good things much reach an end;
And so we must leave our attempt at comics,
Hoping we’ve pleased both foe and friend.

‘Tis true enough that our little parody
Has given economics unusual clarity,
And that our writers if circumstances permit it
Will prefer to have their names omitted.

So then, since ours must be the last say,
a real Merry Christmas from the G.E.A.

 

Source: Duke University. David M. Rubenstein Rare Book & Manuscript Library. Economists’ Papers Archive. Robert M. Solow Papers, Box 83, Folders “Economic Skit Parties”.

Image: Cover art from “God and Keynes at M.I.T.” December 15, 1951. Ibid.

 

Categories
Chicago Economist Market Economists

Chicago. Marschak on potential hires for department, 1946

 

In his magnificent article about the departmental politics behind the appointment of Milton Friedman at the University of Chicago in 1946, David Mitch refers in passing to a February 1946 memo written to the Chancellor and President of the University by Vice-President Rueben G. Gustavson in which the Vice-President reports on a discussion he had with Jacob Marschak about various economists being considered for appointment.

Mitch’s online Appendix to his article provides an excellent selection of archival artifacts to which the transcription of the Gustavson memo below may be added. In this memo it looks like we are observing active lobbying (at least providing his “spin”) on Marschak’s part rather than a senior faculty member summoned by an administrator to provide deep background on prospective hires.

It is worth noting that the names of five future Nobel prize winners in economics can be found in a single 1946 memo. It is also interesting that the last two candidates mentioned in the memo, namely Lloyd Metzler and Milton Friedman, were the only two to turn out to become permanent acquisitions of the department.

 

See: David Mitch, “A Year of Transition: Faculty Recruiting at Chicago in 1946,” Journal of Political Economy 124, no. 6 (December 2016): 1714-1734. [working paper version (ungated)]

__________________________________

Biographical Note of Rueben Gilbert Gustavson

Rueben Gilbert Gustavson was born (April 6, 1892-February 24, 1974) to Swedish immigrants James and Hildegard Gustavson. As a young man Gustavson developed a strong belief in moral responsibility to others. After a childhood injury made following in his father’s footsteps as a carpenter impossible he attended high school where he excelled in his studies. In deference to his father’s wish he learn practical skills Gustavson took courses in typing and stenography. These classes enabled Reuben to gain employment with Colorado and Southern Railroad where he became secretary to the auditor. The monies Gustavson earned working at the railroad enabled him to enroll in at the University of Denver, DU. After obtaining his bachelor’s degree DU Gustavson decided to pursue a master’s degree in chemistry. He received his MS in chemistry in 1917 and briefly became a chemist at the Great Western Sugar Company. He accepted an offer to teach at the Colorado Agricultural College in Fort Collins but became disillusioned when told that as a professor he could not teach and conduct research. Gustavson returned to DU where he remained for the next seventeen years. During that time he spent summer breaks working toward his PhD at the University of Chicago. Initially, specializing in radioactivity the loss of his advisor enabled him to change to biochemistry. Gustavson received his PhD in 1925 and taught at the University of Chicago during the 1929-30 academic year. A disagreement over what Gustavson felt were unethical practices involving student athletes led to him leaving DU. University of Colorado President, George Norlin, invited Gustavson to join the faculty as a professor of chemistry. He was appointed chairman of the chemistry department and remained in that position from 1937-42. In 1942 the Dean of the Graduate School became ill and Gustavson was chosen as a temporary replacement but when the dean died the position became permanent. Now involved in the academic administration of the university Gustavson was chosen to substitute for the new president of the University of Colorado, Robert L. Stearns, during World War II. Stearns was commissioned as an officer in the Army Air Corps. Gustavson accepted the position with the understanding that Stearns would resume the presidency when he returned. After the war Gustavson became the Vice President and Dean of Faculties at the University of Chicago for a short time in 1945-46. During Gustavson’s time at the University of Chicago he worked with Enrico Fermi and Edward Teller on the atomic bomb project. The destruction of Hiroshima and Nagasaki convinced Gustavson the only hope for human survival was the promotion of peace through education that taught appreciation of other peoples and cultures. In 1946 Gustavson moved to the University of Nebraska where he remained as Chancellor until 1953. After leaving the University of Nebraska Gustavson became the first president of Resources for the Future where he served from 1953-1959. An outgrowth of his work on the atomic bomb project this organization conducted economic research and analysis to help craft better policies on the use and preservation of natural resources. Gustavson then resumed teaching at the University of Arizona and was a member of the chemistry department from 1960 until his death in 1974.

Source: John Patrick McSweeney. The Chancellorship of Reuben G. Gustavson at the University of Nebraska, 1946-1953. Lincoln: Digital Commons @ University of Nebraska, 1971.

__________________________________

Gustavson Memorandum of Discussion with Jacob Marshak

THE UNIVERSITY OF CHICAGO

Date February 19, 1946

To:     RMH [Robert Maynard Hutchins, President of the University of Chicago (1929-45); Chancellor (1945-51)]; ECC [Ernest Cadman Colwell, President of the University of Chicago (1945-51)]
From: RGG [Reuben G. Gustavson, Vice-President of the University of Chicago (1945-1946)]

Professor Marschak came in to talk to me about possible recommendations for men in the Department of Economics. He discussed the following:

  1. John Hicks of London. He is now at Oxford but is coming to this country. He is about forty years of age. He is quite well known, especially for his book called the “Brainwork of Social Economy.” [sic, The Social Framework: An Introduction to Economics] This book is now being used in the College.
  2. Paul Samuelson is a much younger man than Hicks. He is now an associate professor at M.I.T. He is known for his work in the general theory of disequilibrium.
  3. Arthur Smithies is professor at the University of Michigan. He is now in the Bureau of the Budget at Washington. Marschak describes him as a man who is concerned with economic policies. He takes the empirical approach to the study of economics.

Marschak states that Mr. Hicks is also a good man in local finance [Hicks’ wife, Ursula Hicks, probably mentioned by Marschak]. He says also that T. Koopmans, Research Associate with the Cowles Commission, who has been recommended for an associate professorship, is a very fine man. He is in mathematical statistics. He speaks highly of Lionel Robbins of the London School. Marschak says he is an all-around personality. He has been of great service to the English government during the war.

He thinks very highly of Lloyd Metzler. He was an instructor at Harvard. He as applied the modern methods of Samuelson to international trade.

Professor Marschak also thinks very highly of Milton Friedman, who is a graduate of the University of Chicago.

I shall discuss all these men with Schultz.

 

Source: University of Chicago Library, Department of Special Collections. Office of the President. Hutchins Administration. Records. Box 284, Folder “Economics, 1943-1947”.

 

Image Source: Reuben G. Gustavson from University of Chicago Photographic Archive, apf1-06588, Special Collections Research Center, University of Chicago Library.

Categories
Exam Questions Suggested Reading Syllabus Tufts

Tufts/Fletcher. International Economics, Readings and Final Exam. Samuelson, 1944

 

 

During the mid-1940s Paul Samuelson regularly taught courses at Tufts University in international economics and policy. Transcribed below are two reading lists and a final exam from the second term of the 1943-44 academic year. All the material comes from a single folder but at least the sections of the reading lists match well the exam questions for international economics so we can be reasonably sure that they belong together for Samuelson’s course at the Fletcher School. Unlike international economics courses today that typically start with real trade theory and commercial policy and then move on to international monetary/macroeconomics, the sequence in this course was clearly reversed. Also interesting to note that the first reading list here is nearly identical to that from M.I.T. from February 1943.

___________________________

READING LIST
January, 1944
P. A. Samuelson

Asterisks indicate required reading, other items suggested reading.

  1. NATIONAL INCOME, EMPLOYMENT & PRODUCTION

M. Gilbert, “War Expenditures & National Production,” Survey of Current Business, March, 1942.
S. S. Kuznets, National Income & Its Composition, 1919-1938, Vol. I.
W. L. Crum, J. F. Fennelly, L. J. Seltzer, Fiscal Planning for Total War.
S. Fabricant, Productivity of American Manufacturing Industries.
Federal Reserve Board Bulletin, August & September, 1940.
R. A. Nixon & P. A. Samuelson, “Estimates of Unemployment in the U. S.,” Review of Economic Statistics, August, 1940.

  1. NATURE OF BUSINESS CYCLE

(*) A. H. Hansen, Fiscal Policy & Business Cycles, Ch. 1-4.
(*) Wesley C. Mitchell, Business Cycles, 1941 Reprint of 1913 Edition, Ch. V, Part I.
(*) J. P. Wernette, The Control of Business Cycles, pp. 3-23 and Conclusion.
(*) J. R. Meade & H. Hitch, Economic Analysis & Policy, Ch. I.
(*) G. Haberler, Prosperity & Depression, Ch. IX, I & II.
(*) S. H. Slichter, Towards Stability, Ch. I.
A. H. Hansen, Business Cycle Theory, Chs. I, II, IV, & VI.
S. H. Slichter, Towards Stability, Chs. II & IV.
G. Haberler, Prosperity & Depression, any part, especially Ch. 8.
S. Harris, Postwar Economic Problems, Chs. by Hansen, Samuelson, Bissell and Kindleberger.

  1. SAVING AND INVESMENT

(*) Joan Robinson, Introduction to the Theory of Employment.
(*) T.N.E.C. testimony of Hansen and Currie.
(*) A. H. Hansen, Fiscal Policy, Chs. 11, 12, 15 & 24.
(*) L. V. Chandler, Introduction to Monetary Theory, Chs. VI & VII.
O. Altman, T.N.E.C. Monograph #37, Saving & Investment.

  1. THE PROPENSITY TO IMPORT & THE FOREIGN TRADE MULTIPLIER

(*) R. F. Harrod, International Economics, (Rev. Ed.) Ch. 6, 7, (8 & 9 optional).
(*) W. A. Salant, “Foreign Trade Policy in the Business Cycle,” in Public Policy II (editor E. S. Mason).
(*) J. M. Keynes, General Theory, Preface, Chs. 23 & 24.
(*) F. Machlup, International Trade & the National Income Multiplier, Chs. I-IV, IX.
I. DeVegh, Review of Economic Statistics, 1940.
C. Clark & J. Crawford, National Income of Australia.
L. Metzler, Journal of Political Economy, 1942.

  1. INTERNATIONAL PROPAGATION OF BUSINESS CYCLES

(*) G. Haberler, Prosperity & Depression, Ch. XII, pp. 455-473.
(*) J. Viner, Studies, pp. 432-436.
(*) League of Nations, Annual Survey, 1939-40.
(*) Sir A. Salter, Recovery, pp. 27-66, (101-195 optional).
R. Bennett, National Bureau, manuscript.
P. Einzig, Bankers, Statesmen & Economists.
League of Nations, B. Ohlin, Course & Phases of the World Economic Depression, especially pp. 116-215.
O. Morgenstern, Journal of Political Economy, August, 1943, “On the International Spread of Business Cycles.”

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[Handwritten note: “Fletcher”]

INTERNATIONAL ECONOMICS
Reading List
March, 1944

  1. Mercantilism

Viner, Studies, Chs. I and II.
E. F. Heckscher, Mercantilism, Vol. I, Introduction, Vol. II, Chs. I and II of Part II.
A. Smith, Wealth of Nations, Book IV, Chs. I and II, Introduction, and glance through Ch. VIII.

  1. Tariffs and Import Quotas

G. Haberler, Theory of International Trade, pp. 169-174, and Chs. XV, XVI, XVII, XX, XXI.
F.W. Taussig, Some Aspects of the Tariff Question, Part I and one other part of your own choosing.
Sir W. Beveridge and others, Tariffs: The Case Examined, Chs. II-XI.
H. Heuser, Control of International Trade, Chs. I, II, V, VII, VIII, IX, X, XII, and pp. 150-151, 155-156, 158-159, 161-162.

  1. Exchange Control and Trade Agreements

P. Einzig, Exchange Control, Chs. I, II, VII, X, XI, XII, XIII, XVIII.
P. Einzig, Economic Warfare, Chs. VI, IX, X, XI.
H. S. Ellis, Exchange Control in Central Europe, Chs. I, IV, V.
Hearings before the Ways and Means Committee on Extension of Reciprocal Trade Agreements Act, 76th Congress, 3rd Session, H.J. Res. 407 (Washington: U.S. Government Printing Office, 1940), Vol. I. Go through testimony of Hull (4-15, 31-33), Wallace (116-122, 125, 142-143), Noble (169-171), Fox (491-503), Grady (713-750, 899-910) and anything else that interests you.

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ECONOMICS 1
Final Examination
May 18, 1944
Professor Samuelson

3 hours
Answer 3 out of 4 questions

  1. To what extent has the business cycle been international? Discuss the mechanisms whereby the cycle may be transmitted between countries.
  2. Analyze the pros and cons of one of the advantages claimed for the tariff, with specific reference to some American industry.
  3. Describe the successive steps by which a country extends exchange control. What problems is each designed to meet?
  4. Bring to bear the tools of analysis developed in this course upon some anticipated postwar problem of international economic relations.

 

Source: Duke University. David M. Rubenstein Rare Book and Manuscript Library. Economists’ Papers Archive. Paul Samuelson Papers, 1930s-2009, Box 33, Folder “Fletcher School of Law and Diplomacy, 1944-1947”.

Image Source:  Paul Samuelson faculty photo in MIT Technique 1950.

Categories
Exam Questions M.I.T. Suggested Reading Syllabus

M.I.T. Reading assignments and final exam for Business Cycles. Samuelson, 1948

 

The reading list and final exam questions for Paul Samuelson’s course on business cycles at M.I.T. that he taught during the second term of 1942-43 were posted earlier. In this posting I provide transcriptions for the reading list and final exam for the same course offered five years later. I have included a carbon copy of the first two questions that are different from the first two questions in the mimeographed copy. Maybe the carbon copy was preliminary, perhaps undergraduates and graduates received different questions. In any event the questions are different and clearly identified for the same examination date and same course. Note the tease in his illustration for Question 3 where he lists “in order of importance” “sunspots” and “anti-Keynesian” as Samuelson’s personal main theories.

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Reading Assignment, Economics 26
Spring Term 1948

  1. The student should buy J. M. Keynes, General Theory of Employment, Money and Interest; and if possible, G. Haberler, Prosperity and Depression (3rd revised edition).
  2. As background reading, the student may wish to consult J. A. Estey or E. Bratt on Business Cycles [James Arthur Estey, Business Cycles, New York: Prentice-Hall, 1941; Elmer Clark Bratt, Business Cycles and Forecasting, 3rd 1949] and Joan Robinson, Introduction to the Theory of Employment.

 

Reading Assignments
A

Wesley C. Mitchell, Business Cycles: The Problem and its Setting (1927), Chapters 1, 4.
A. H. Hansen, Fiscal Policy and Business Cycles, Chapters 1, 2
Wm. H. Beveridge, Full Employment in a Free Society, Appendix A.
J. A. Schumpeter, Business Cycles (1939), Chapters 4, 7C, 15G
S. Kuznets, National Income and its Composition, Vol. 1, Chapter 1
G. Haberler, Prosperity and Depression, Chapters 1, 9

Optional:

A. F. Burns and W. C. Mitchell, Measuring Business Cycles.

 

B

G. Haberler, op cit, Ch. 2, 3, 4, 5, 6, 7
A. H. Hansen, Business Cycle Theory, 1, 2, 4, 8
K. Wicksell, Interest and Prices, Introduction, Ch. 5, 7, 8, 11.

 

C

J. M. Keynes, General Theory
P. Samuelson, Ch. 13 on Savings and Investment in Economics
A. H. Hansen, Fiscal Policy, 6, 11, 12, 13, 14, 15
G. Haberler, Ch. 8, Part III
S. E. Harris, Postwar Economic Problems, Ch. 2, 5
S. E. Harris, Economic Reconstruction, Ch. 5
Selected Readings on Business Cycles, [Probably: American Economic Association. Gottfried Haberler, chairman of the selection committee. Readings in Business Cycle Theory. Philadelphia: Blakiston, 1944.] Lange, Clark, Tinbergen papers.

 

D

Financing American Prosperity. [Financing American prosperity : a symposium of economists. Editors: Paul T. Homan and Fritz Machlup. New York : The Twentieth Century Fund, 1945.] Read Ch. 1 and any other two
Federal Reserve Monograph No. 3. First Musgrave Article and Comments.

 

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Business Cycles
Ec 26 Examination
May 27, 1948
[from mimeographed copy]

20 minutes

  1. What postwar public policies should be followed in connection with business cycles? (If none, justify your answer.)

 

15 minutes

  1. Define in a paragraph or less:

acceleration principle
Say’s Law
marginal propensity to invest
“foreign trade multiplier”
Juglar cycle

 

15 minutes

  1. Next to each of the following writers fill in the appropriate letter and number (or numbers if more than one is called for).

Thus the correct answer for Samuelson might be as indicated:

Samuelson    A         2         9

if his principal contribution occurred in the last 20 years; and if the theories of the cycle for which he is best known were (in order of importance) “sunspots” and “anti-Keynesian.”

 

Time of Principal Contribution Main Theory or Theories
A. Last 20 years 1. monetary
B. Early 20th century (1900-27) 2. sunspots and weather
C. 19th century or earlier 3. underconsumption
4. self-generating, endogenous
5. exogenous investment fluctuation
6. Say’s Law of Markets
7. eclectic (some truth in most theories)
8. overinvestment
9. anti-Keynesian

 

 

Time of Principal Contribution

Main Theory or Theories

Cassel

_____

_____; _____

Catchings

_____

_____

Dewey and Dakin

_____

_____

Fisher (I.)

_____

_____

Foster

_____

_____

Haberler

_____

_____

Hawtrey

_____

_____

Hansen

_____

_____; _____

Hobson

_____

_____

Hayek

_____

_____; _____

Jevons

_____

_____

Anderson

_____

_____; _____

Keynes

_____

_____; _____

Pigou

_____

_____

Lauderdale

_____

_____

Mitchell

_____

_____; _____

Mises

_____

_____; _____

Malthus

_____

_____

Spiethoff

_____

_____

Ricardo

_____

_____

Tugan-Baranowsky

_____

_____; _____

Schumpeter

_____

_____

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Business Cycles
Ec 26 Examination
May 27, 1948
[from carbon copy]

 

20 minutes

  1. In retrospect what public policies seemed called for in the period between the two world wars in connection with “business cycles”?

 

15 minutes

  1. Define or describe in a paragraph:

natural rate of interest vs. real rate of interest
open market purchase
Kondratieff cycle
marginal efficiency of capital

 

Source: David M. Rubenstein Rare Book & Manuscript Library, Duke University. Paul A. Samuelson Papers: Box 33, Folder “14.451 Business Cycles, 1943-1955”.

Image Source: From the slideshow at the MIT Memorial Service for Paul A. Samuelson held on April 10, 2010.