Categories
Columbia Economics Programs Regulations

Columbia. Language Requirements for PhD Report, 1951

In 1950 the economics department of the Faculty of Political Science at Columbia University was able to amend the foreign language requirement for a Ph.D. in economics to allow mathematics to substitute for one of the two required non-English languages. In 1951 the sociology department wanted to follow suit but this led to a faculty meeting discussion “so lively and so subtle that the Secretary was unable to keep up with it” ending in a special committee being formed to consider the matter further. The eleven page report of that committee has been transcribed for this post. It follows the excerpt from the minutes of the faculty meeting that would lead to the appointment of the special committee.

The portions of the report that explicity address the issue of the substitution of mathematics literacy for additional foreign language literacy have been highlighted for convenience. Connoisseurs of the discourse of academic rule-making will find much to savour in the minutes and report below. I find it hilarious that a three person committee speaks of  “majority” and “minority” recommendations when the humble fact was that “two of the committee members” disagreed with “the other one”.

It is unfortunate that I happened to have stopped my collection of faculty minutes with the year 1951, so that at the present moment I don’t know the ultimate fate met by the report’s recommendations at a later general meeting of the Faculty of Political Science, presumably sometime in early 1952.

___________________

Excerpt from the Minutes of the annual meeting of the Faculty of Political Science, April 27, 1951.

…Professor Lazarsfeld [Paul Felix Lazarsfeld, Professor of Sociology] offered a resolution to permit students in Sociology and Economics to substitute Mathematics for one of the two foreign languages normally required for the Ph.D. degree. In the discussion Professor Wuorinen [John H. Wuorinen, Professor of History] asked to be enlightened on the tendency of the motion. The answer was that Mathematics is a language and one far more necessary to the statistical student of society than any of the languages that consist of words.

Professor Evans [Austin Patterson Evans, Professor of History] opposed the motion on two grounds: first, the principle that all Doctors of Philosophy in Columbia University are rightly deemed able to use the literature of their fields in two foreign languages besides their own; second, the technicality that any change in the requirement must be approved by all three faculties.

From this point forward the discussion became at once so lively and so subtle that the Secretary was unable to keep up with it, and can provide only a feeble rendering of its reality. Professor Angell [James W. Angell, Professor of Economics] urged the far greater range of ideas available in his field through mathematical formulations; Professor Bonbright [James Cummings Bonbright, Professor of Finance] uttered the suspicion that our language requirement was not really effective, and implied that a mathematics requirement would be. Dean Krout rose to reinforce Professor Evans’ point that we could not take separate action as a Faculty.

Professor Evans introduced an amendment of which the effect was to reduce the requirement to one language for all fields. The amendment was not accepted by the first mover and Professor Angell called for a test vote on the original motion. It was carried 25-10; but given the Faculty lack of power to act independently on this matter, Professor Angell moved the appointment of a committee to reconsider the language requirement for the Ph.D. degree. This suggestion was powerless to stem the debate. Professor Stigler [George Joseph Stigler, Professor of Economics]urged that all departments be treated equally. Professor Wuorinen questioned the relevance of mathematics to the purpose served by the linguistic equipment. Professor Davis [Kingsley Davis, Asssociate Professor of Sociology] wondered how much mathematics would equal one language. Dean Krout likewise wished to know what would be meant by “mathematics”. Professor Lazarsfeld replied that a committee exists and has expressed itself on the nature of the mathematical equipment required by social scientists. Professor Angell revealed that the Department of Economics has the specifications all worked out. Professors Macmahon [Arthur W. Macmahon, Eaton Professor of Public Administration] and Shoup [Carl Sumner Shoup, Professor of Economics] both agreed in considering mathematics a language and raised the spectre of a three-language requirement.

Finally the question was called for, and Professor Angell’s motion to appoint a committee was passed 26-9.

 

Source: Columbia University Archives. Minutes of the Faculty of Political Science, 1950-1962, pp. 1039-40.

___________________

COLUMBIA UNIVERSITY
FACULTY OF POLITICAL SCIENCE

REPORT OF SPECIAL COMMITTEE ON LANGUAGE REQUIREMENTS
[Nov. 5, 1951]

Summary

Findings of Fact:

  1. The University Council delegated to the Faculties of the University in a resolution of the year 1916 its power to specify language requirements of faculties and departments.
  2. Under the Statutes of the University the University Council and the Trustees retain residual powers which they may exercise when they wish.
  3. Since 1916 the Faculty of Political Science has concerned itself with language requirements and has not raised with the University Council in any formal manner changes in the requirements.
  4. The Faculty of Political Science left the departments free until the year 1941 to prescribe their own language requirements, and they differed widely.
  5. In 1941 a re-editing of the Announcement of the Faculty of Political Science took account of the fact that no department required at the time less than two languages. The re-edited Announcement was adopted by the Faculty without specific reference to the re-editing of the language requirement. Thus was established without specific discussion a Faculty rule requiring two languages.

Conclusions:

  1. The Faculty of Political Science is free to establish and change language requirements without reference of its proposals on each occasion to the University Council for approval.
  2. The Faculty of Political Science established a rule of two foreign languages in 1941 by its action on the re-edited Announcement

Recommendations:

  1. That the Faculty of Political Science continue to maintain a rule establishing minimum language requirements for the Ph.D. degree, to which all departments of the Faculty must adhere.
  2. That the minimum language requirements of the Faculty of Political Science be two languages other than English, it being understood that mathematics may be substituted for one of the two languages if a department so desires.
  3. That the Faculty of Political Science continue to act in accordance with the delegation of authority by the University Council in 1916, since there appears to be no necessity for parallel action in matters of language requirements by the three graduate faculties.

A minority of the Special Committee recommends:

  1. That the Faculty of Political Science reaffirm the rule established before 1941 under which the departments were permitted to establish such language requirements as they felt met the purposes of the educational program of the department.
  2. That the Faculty of Political Science retain its power to veto departmental action, if the action seems to a majority of those present at a Faculty meeting to have been taken without reasonable consideration of the factors involved.

 

FACULTY OF POLITICAL SCIENCE

REPORT OF SPECIAL COMMITTEE FOR THE RECONSIDERATION OF THE LANGUAGE REQUIREMENT FOR THE PH.D. DEGREE

By letter, dated October 1, 1951, Dean John A. Krout constituted the undersigned as a Special Committee of the Faculty of Political Science to reconsider the language requirement for the Ph.D. degree.

The Special Committee was asked to treat the subject generally in its report and to give special attention to the following questions: (1) Is it wise for the Faculty to permit its Departments to modify the existing language requirement; and (2) If the Faculty determines that it is wise to permit Departmental modification, should the Faculty recommend to the University Council such a change in the language requirement rules without the concurrence of the Faculties of Philosophy and Pure Science?

A third question emerges from a reading of the minutes of the meeting of the Faculty of Political Science, held on April 27, 1951. Some of the members expressed the question in terms of debate over the authority of the Faculty of Political Science under the currently existing “constitutional law” of the University to take action on the language requirement without reference to the University Council for approval.

In an effort to answer the three questions raised, the Special Committee has divided its study into its component parts, namely (1) Have the Departments and the Faculty of Political Science present authority under the Statutes of the University, the resolutions of the Trustees and of the University Council and accepted. practice to change the language requirements for the Ph.D. degree; (2) From a policy point of view, should a change be made; and (3) From a policy point of view, should such a change be made without concurrence of the Faculties of Pure Science and Philosophy?

The Findings of Fact

(a) Under the Statutes of the University the University Council and the Trustees here residual powers which they may exercise as they wish.

This finding is supported by the following evidence:

The Trustees of the University have supreme authority over the “educational policy” of the University. No proposal involving a change in this policy may take effect until after approval of the Trustees, or until after the termination of the second meeting following the introduction of the proposal, in the event that the Trustees remain silent on the subject.

This is so by virtue of the terms of Article 24 of the Statutes of the University, which reads as follows:

Chap. II. The University Council

Art. 24. LIMITATION OF POWERS. No exercise of the powers conferred upon the Council which involves a change in the educational policy of the University in respect to the requirements of admission or the conditions of graduation, shall take effect until the same shall have been submitted to the Trustees at one meeting, and another meeting of the Trustees shall have been held subsequent to that at which it was submitted.

The University Council has the right under the Statutes of the University to consider every proposal, submitted by the Faculties which involves a change in the educational policy of the University.

This is so by virtue of Articles 33 and 142 of the Statutes of the University, which read as follows:

Chap. III. Faculties and Administrative Boards

Art. 33. LIMITATION OF POWERS. Every proposed exercise of the power conferred on any of the Faculties, which involves a change in the educational policy of the university in respect to the requirements of admission, the program of studies or the condition of graduation shall be submitted to the University Council before being recommended to the Trustees, and such recommendation shall not be laid before the Trustees until the Council has acted thereon, or until another meeting of the Council has been held, subsequent to that at which the recommendation was submitted. No exercise of such power by any Faculty shall take effect until the same shall have been submitted to the Trustees at one meeting, and another meeting shall have been held subsequent to that at which it was submitted.

Chap. XIV. Faculty of Political Science

Art. 142. DEGREES. (b) Ph.D. Candidates for the degree of Doctor of Philosophy shall be qualified to receive that degree upon compliance with the conditions prescribed by the University Council by concurrent action with the Faculty of Political Science.

While the authority of the Trustees and the University Council is clearly superior to that of the Faculties in matters concerning the “educational policy” of the University (which would seem to include the language requirement for the Ph.D. degree), the record seems to indicate that this authority has been delegated to the Faculties. The second finding of fact, is therefore:

(b) The University Council delegated to the Faculties of the University in a resolution of the year 1916 its power to specify language requirements for faculties and departments.

The finding is supported by the following evidence:

The Minute book of the University Council contains the following resolution, dated April 18, 1916, which reads as follows in its pertinent provisions:

“A student admitted to the University under the jurisdiction of the Faculties of Political Science, Philosophy or Pure Science, who wishes to become a candidate for the degree of Doctor of Philosophy will be matriculated by the Dean upon the recommendation of the department in which his research work lies. Departments will recommend students for matriculation upon the following conditions:

    1. The student must have satisfied the department that he is proficient in such languages as it may under the rules of the faculty prescribe.

Such an interpretation of, the meaning of the resolution of the University Council, dated April 18, 1916, is supported by the action of the Faculty of Political Science in years subsequent to the adoption of the University Council’s resolution. The record is sufficiently clear on this score to permit the Special Committee to make the third finding of fact:

(c) Since 1916 the Faculty of Political Science has concerned itself with language requirements and has not raised with the University Council in any formal manner changes in the language requirements.

This finding is supported by the following evidence:

On various occasions the Faculty has altered the language requirements for the degree of Doctor of Philosophy, as will be indicated later in this report, but after April 18, 1916, the Minutes of the Faculty of Political Science and of the University Council are silent as to any reference of changes in the language requirement to the University Council. References to the University Council appear in the minutes before April 18, 1916.

Compare the minutes of the meeting of the Faculty of Political Science, held on February 25, 1916 (Minute Book, page 404), with the minutes of the meetings of the Faculty of Political Science, held on March 28, 1919 (Minute Book, page 468) and on February 13, 1920 (Minute Book, page 488).

While the Faculty has established a practice of acting on language requirements without reference to the University Council, a minority of the Special Committee feels it desirable to raise with the Faculty the question of whether it might not be courteous to inform the University Council of changes in the future, with an indication that the change has been made under the provisions of the delegation of authority under the resolution of April 18, 1916. There would then be no possibility of a misunderstanding. The majority of the Special Committee believe such informative procedure unnecessary.

The record of the action of the Faculty of Political Science on the language requirements is sufficiently clear to permit the special Committee to make the following fourth finding of fact.

(d) The Faculty of Political Science left the departments free up until the year 1941 to prescribe their own language requirement, and they differed widely.

This finding is supported by the following evidence:

The Minute Book of the Faculty of Political Science records the following action of the Faculty on language requirements for the Ph.D. degree.

(1) December 12, 1913: (Minute Book, page 371)

“The Dean then presented to the Faculty for its consideration certain resolutions of the Joint Committee on Instruction of the several graduate faculties, as follows:

…After the completion of at least one year of residence…..students may present themselves for examination in any two of the subjects, of graduate instruction. The satisfaction of this examination together with a demonstration of ability to read French and German or such other languages as may be accepted will entitle them to become candidates for the degree of Doctor of Philosophy ……”

The matter was referred to the Committee on Instruction for consideration and report.

The Committee on Instruction reported at, the meeting of January 23, 1914, and the following was ordered entered upon the Minutes of the Faculty: (Minute Book page 375).

“…. (2) Each department shall prescribe, by regulations approved by the faculty and by the dean, the subjects and languages in which the student must show himself proficient and the manner in which his proficiency shall be determined.”

(2) February 25, 1916: (Minute Book, page 404)

“The Dean then recommended to the Faculty the adoption of the following revised regulations for the control of the award of the degree of Doctor of Philosophy:

Students who wish to become candidates for the degree of Doctor of Philosophy will be matriculated by the Dean upon the recommendation of the department in which their research work lies. Departments will recommend students for matriculation upon the following conditions:

….2. The candidate must satisfy the department that he is proficient in such languages as it may under the rules of the Faculty prescribe.”

The recommendation was adopted by the Faculty and referred to the University Council. It was this resolution which evoked from the University Council the resolution quoted above in connection with the discussion of the powers of the Faculty.

(3) March 28, 1919 (Minute Book, page 468)

“The following were moved as a substitute for the requirements for the degree of Doctor of Philosophy approved by the faculty at its meeting of May 25, 1916.

    1. Admission to Candidacy.

“2. Languages. The applicant shall demonstrate his ability to read at least one modern European language other than English and such additional languages as may, within the discretion of the professor in charge of the subject of his primary interest or of his researches, be deemed essential for the prosecution of his studies. Normally the requirements in the several fields are as indicated in the list of subjects below. The language requirement must be satisfied at least one academic year prior to the admission of the applicant to candidacy for the degree.”

(4) February 13, 1920 (Minute Book, page 488)

A substitution in the requirements approved on March 28, 1919 was moved and accepted:

“4. Languages. The candidate must have demonstrated his ability to express himself in correct English and to read at least one European language other than English and such additional languages as may, within the discretion of the Executive Officer of the appropriate Department, be deemed essential for each subject as indicated in the following paragraphs:”

There were then listed a considerable number of subjects with varying language requirements for each. There were as much as four languages required of those obtaining their degree in Ancient History, and in American Government, always in addition to English.

(5) April 19, 1940 (Minute Book, page 865)

The Faculty voted to rephrase the requirements for the degree of Doctor of Philosophy to read as follows, In the pertinent section:

“6. Matriculation as a Candidate for the Degree of Doctor of Philosophy. After not less than one year of graduate residence, after satisfying the department that he is proficient in such languages as it prescribes for a candidate and after satisfying the department that he is prepared to undertake research under its direction, the prospective candidate will be recommended by the department to the Dean for matriculation as a candidate for the degree of Doctor of Philosophy.”

The Announcement of the Faculty for the year 1940-1941 continued to carry without change the paragraph adopted by the Faculty on February 13, 1920, and quoted under (4) above. See Announcement for 1940-1941 at pp. 12-13. An examination on the list of subjects with the language requirements for each indicates that there was no longer a single subject which required but one language other than English. All required two languages or more.

The crucial change in Faculty practice on the language requirement occurred in 1941. The Special Committee finds it possible to make the following fifth finding of fact.

(e) In 1941 a re-editing of the Announcement of the Faculty of Political Science took count of the fact that no department required at the time less than two languages.

The re-edited Announcement was adopted by the Faculty without specific reference to the re-edited language requirement. In effect there was established in this manner a Faculty rule requiring two languages when no general Faculty rule requiring a specific number of language had existed previously.

This finding is supported by the following evidence:

The Announcement of the Faculty for the year 1941-1942 changed one word in the paragraph which had been adopted by the Faculty on February 13, 1920, namely the word “one”. This word was changed to “two”, making the statement on languages read as follows: “The candidate must have demonstrated his ability to read at least two languages other than English…” The list of subjects, which had been printed in the Announcement in previous years, continued to appear, there being varying requirements for each subject, but none less than two languages.

No Minute of Faculty action concern specifically the question of the language requirement.  Professor Austin P. Evans, who was Chairman of the Faculty’s Committee on Instruction at the time, has informed the Special Committee that he recalls making the change in editing the Announcement. He noted that all of the subjects listed required two languages, and to avoid any confusion on the part of students in reading a general rule requiring only one language and a list of subjects in which all required at least two languages; he made the change. The Announcement was then submitted, for adoption by the Faculty, so that the change in the general statement of the language requirement was adopted as a new Faculty rule.

In the Announcement for the following year, 1942-1943, the list of subjects with the specific foreign languages required of candidates for the Ph.D. degree in each field was dropped. The list has never reappeared, leaving the sole statement of the language requirement the paragraph which has been altered for the Announcement of 1941-1942.

No Faculty action has been found authorizing requirement by subject. It is possible that the deletion occurred as a part of the campaign of the Secretary of the University for shortened Announcements to save money. Whatever the reason, the change strengthened the rule, as amended in the previous year, and removed any indication that the rule had originally been a summarizing of the requirements as established by each department for the subjects under its control.

Conclusions

Having made the above five findings of fact, the Special Committee believes it possible to conclude at this point the following:

  1. The Faculty of Political Science is free to establish and change language requirements without reference of its proposals on each occasion to the University Council for approval.
  2. The Faculty of Political Science established a rule of two foreign languages in 1941 by its action on the re-edited Announcement

Considerations Underlying Recommendations

In seeking to find the basis for appropriate recommendations to the Faculty, the Special Committee has examined the report of the special committee for the review of the requirements for the Ph.D. degree, appointed by the President of the University in the autumn of 1937, under the Chairmanship of Professor Woodbridge. The “Woodbridge Committee” report is the most recent of the exhaustive studies of the subject of the requirements for the Ph.D. degree. Reference was made to the language requirement, and this reference seems pertinent to the matter under discussion in this report.

In a preliminary report, dated May 12, 1937 (see Minute Book of the University Council, page 349) the Woodbridge Committee proposed that no one should be admitted to candidacy for the degree of Doctor of Philosophy until he had passed an examination. In stating the ground to be covered by such an examination, the Woodbridge Committee included “command of English usage, and ability to read such foreign languages as the department may require”. The Committee suggested further that “The examination including that in foreign languages shall be written, and the quality of the writing be used as a test of the student’s command of English.”

In its final report, dated April 21, 1939 (see Minute Book of the University Council, page 361) the Woodbridge Committee reaffirmed the recommendation of its preliminary report that there be an examination of prospective candidates, but said that it had changed its mind as to the manner of administration and was now of the opinion that the type of examination to be given should be determined by the department concerned and not by any central authority.

Parts of the Woodbridge Committee report were adopted by the Faculties of Political Science, Philosophy and Pure Science in March, 1939. The resolution of the Faculties, as set forth in the record of the University Council (see Minute Book of the University Council, page 373) reads, as follows, in its pertinent provisions:

“1. An applicant may be admitted as a regular graduate student only after he has satisfied, in addition to the general University requirements for admission, any further requirements which may be specified by the Department of his major interest, and which may relate especially to the content and the quality of his prior studies and to his ability in the use of foreign languages.”

The practice of other Universities also seems appropriate to consideration of recommendations. The Special Committee has been informed of the results of a surrey of 18 Universities conducted by the Department of Economics of the University Oregon communicated to Dean John A. Krout by letter dated July 26, 1951. It reads as follows:

“About half of the Universities allow no substitutions or restrict substitutions, such as by prohibiting use of two romance languages. Five Universities have provided for substitution of subjects for a language. These are Harvard, Chicago, Columbia, Minnesota and Stanford, the substitutions being allowed mainly on economics in the first three institutions. Mathematics and statistics are the usual substitutes, though the practices vary. Ohio State requires only one language of candidates with a high competence in one language. The faculty of the University of Oregon was not disposed to allow any modification of language requirements, although the Economics Department and some other departments were seeking modification.”

The Special Committee has considered whether it is desirable that the Faculty of Political Science prescribe minimum language requirements for all departments, and the majority has decided in favor of such a minimum. Such a provision minimizes the probability of subsequent intervention by the Faculty in the affairs of the departments. It is believed also that a large number of the members of the Faculty share the majority’s view that, in so far as it is feasible, there should common minimum standards for the degree of Doctor of Philosophy throughout the Faculty. Prior to 1941 when departments were autonomous in the matter of language requirement they had in fact arrived at a common minimum which became a matter of Faculty decision thereafter.

The establishment of a minimum requirement involves the level of the minimum. The minimum resulting from the decisions of the separate departments prior to 1941 and thereafter endorsed by the Faculty was two foreign languages. For the majority of the students in the Faculty this still seems to be the minimum number of languages required for competence in their fields, especially to give them access to the work of eminent scholars of the past and present. In some fields of study there is a growing body of ideas in mathematical form. It seems desirable therefore, to acknowledge the increasing importance of this means of communication by permitting students to present mathematics in place of one language. We do not suggest that this substitution be permitted by all students but that it be allowed by the departments only where it appears to be especially appropriate to the individual student’s program of study. In fields where statistical analysis is important or desirable this option will assist the student who desires to acquire the mathematical basis for graduate work in statistical methods. It will also facilitate the use of analysis in mathematical form.

There may remain students who appear to need neither mathematics nor foreign languages as suggested above. The Special Committee is somewhat doubtful whether there are such  students because in most fields there are works in the basic theory or philosophy in foreign languages or mathematics to which the student should have access. Furthermore, the Doctor of Philosophy degree should certify more than competence in a selected and possibly narrow field of study. It should indicate also a measure in a cultural maturity. Finally students trained by the Faculty are likely to participate in increasing numbers in international associations, private and public, and the University should do nothing, especially at the present time, to discourage the acquisition of a knowledge of languages, except where it is necessary to permit some students to participate competently in the use of mathematical forms for the communication of ideas. These considerations all suggest the maintenance of the present requirement of a minimum of two languages apart from the exception above mentioned in favor of mathematics.

A minority of the Special Committee, while accepting in full the majority’s argument as to the importance of language for any scholar, dissents on the method proposed for enforcing the requirement. The minority finds that language requirements were dictated successfully by the departments without Faculty intervention prior to 1941. The development of the Faculty rule in 1941 seems not to have been caused by any abuse of autonomy by the departments. On the contrary it followed departmental action, which in several cases went beyond it. Its origin as the result of re-editing of the Announcement seems to the minority to have presented no occasion for thoughtful consideration of the change in principle involved. The minority would prefer to return to the procedure existing prior to 1941 when the departments set their own requirements, subject always to the authority of the Faculty to veto the proposal of a department if it seems to have been made without adequate consideration of the issues.

Such a return to departmental autonomy, subject to a reserved right of faculty veto seems to conform to the spirit of the Woodbridge Report. It also seems to have merit in that it would render unnecessary the present attempt of some departments to reduce the language requirements for their students by attempting to fit some other requirement for scholarship in the discipline under the rubric of “language”. Although the minority appreciates that there is reason to argue that some of these substitutions may aid communication between scholars, the minority would prefer calling the subjects what they are, and leaving the departments free to adopt them, whether they be mathematics, statistics, political theory or historiography, without attempting to call them a “language.”

To the minority the mixing of mathematics with the language requirement seems only to becloud the issue, which can be kept clear if no rigid Faculty rule of two foreign languages is set. The departments in the past indicated that they could be trusted. The Faculty has ample power through the veto to restrain any department in the future which exceeds the bounds of the “reasonable”. In consequence the minority prefers the return to the pre-1941 situation, with reservation in the Faculty of the veto with which it can maintain the uniformity as seems to be required.

Recommendations

In the light of the foregoing, the majority of the Special Committee makes the following recommendations:

  1. That the Faculty of Political Science continue to maintain a rule establishing minimum language requirements for the Ph.D. degree, to which all departments of the Faculty must adhere.
  2. That the minimum language requirements of the Faulty of Political Science be two languages other than English, it being understood that mathematics may be substituted for one of the two languages if a department so desires.
  3. That the Faculty of Political Science continue to act in accordance with the delegation of authority by the University Council in 1916, since there appears to be no necessity for parallel action in matters of language requirements by the three graduate faculties.

The minority of the Special Committee recommends:

  1. That the Faculty of Political Science reaffirm the rule established before 1941 under which the departments were permitted to establish such language requirements as they felt met the purposes of the educational program of the department.
  2. That the Faculty of Political Science retain its power to veto departmental action, if the action seems to a majority of those present at a Faculty meeting to have been taken without reasonable consideration of the factors involved.

Action by the Faculty Alone

One question asked of the Special Committee remains unanswered, namely, Should the Faculty recommend to the University Council a change in the language requirements without the concurrence of the Faculties of Philosophy and Pure Science?

Since the Faculty’s Special Committee is recommending no change in the existing the Special Committee, the question is academic, but if the Faculty should vote with the minority, the question would be pertinent.

Even if the Faculty should vote to change the rule, there appears to be necessity for parallel action by the three graduate faculties, in view of the delegation of power by University Council in 1916 to the faculties. As the requirements for competent training in the three faculties differ markedly, it is desirable to permit each to deal independently with this problem.

Respectfully submitted

Arthur R. Burns
John N. Hazard
Richard B. Morris

November 5, 1951

Source: Columbia University Archives. Minutes of the Faculty of Political Science, 1950-1962.

Image Source: From Roberto Ferrari, “August Rodin and The Thinker“, Columbia University Library Blog. June 8, 2014.

Categories
Columbia

Columbia. Personal Narrative of the Columbia Crisis. A.G. Hart, May 1968

 

This contemporary eye-witness report of the events of April/May 1968 by Columbia University economics Professor Albert G. Hart can be found in the economics department records in the Columbia University archives. Added to this transcription of a rather faint mimeographed copy is a link to a convenient overview of those events assembled by the Columbia University Libraries.

Hart was clearly writing for his colleagues but also for us historians (he closes with the German text from Buxtehude’s “Du Frieden-Fürst, Herr Jesu Christ”, and not just a phrase but three full stanzas without translation. Learned showboat?). He also didn’t want his report to leak to academic adversaries, but I think with over a half-century between us and this document, we can now legitimately “declassify” Hart’s 26-page typed “Annotated Narrative of the Columbia University Crisis”.

______________________________

Who’s Who and What’s When
Columbia University, Apr/May 1968

Columbia University Libraries. Web exhibit: 1968 — Columbia in Crisis.

______________________________

ANNOTATED NARRATIVE OF THE COLUMBIA UNIVERSITY CRISIS
CONFIDENTIAL

From: A.G. HART
4 May 1968

To:

J.W. [James W.] ANGELL
H. [Harold] BARGER
A.R. BURNS [sic, A.R.B. was 73 at the time, A.F.B. was 64]
C. [Carter] GOODRICH
C.S. [Carl S.] SHOUP
W.S. [William S.] VICKREY

You will all obviously find yourselves in a position where you must explain to outsiders what has been happening to us at the University; and I hope you will feel impelled to offer us some counsel. Hence, you ought to be getting some word from us as to how things feel, with enough detail on the happenings to show where we get these feelings. It’s quite plain I won’t get around to writing all the indicated personal letters; hence this circular. Please don’t take it as a complete briefing (even in my intention, let alone in fact): I was well-placed to observe and saw a lot; but I was watching at any time only one segment of one ring of the 12-ring circus and was rarely calm.

The format of this paper is an annotated narrative rather than an analysis. Diagnosis[,] prognosis and prescription have to go on while we’re sick and I am much involved. But it would be pretentious to claim full understanding; and a sketch of a chronology is necessary in any case. Hence I use a chronological skeleton. While I think one can produce a much more coherent report by addressing it to somebody in particular I want to be in a position to show this to a moderate number of people outside its address list. Largely for this reason, I avoid name-dropping except where I am clear that the act or utterance in question was designedly public and that to put a name to it is illuminating about the general process at work.

Before I dive in, let me say that so far as my observation an intake of reliable gossip reach, none of the economists (senior faculty, junior faculty and students) seem to have done or said things that will prevent us from working together in harmony and mutual respect. Things that may yet take a serious turn for the worse; but I think the Department of Economics is coming through in good shape.

Opening episodes

Tuesday, 23 April. While most of us knew there was ferment among the students (and my wife was hearing almost daily from Negro co-workers in West Side Relocation that the Morningside Park gym was going to be a focus for riots), it was a surprise to most of [us] that the troubles erupted so suddenly and strongly. I arrived on the 5th floor of Kent for a 12-o’clock class just as the announced protest and counter-protest got under way in front of Low Library. Having put together my normal prefabricated notes I was moderately coherent about regional problems within Latin American countries. When I told a student who insisted on gawking out the window that I’d “lower the guillotine” to reduce the noise; he walked out; wasn’t ours after all; but just a fellow with a camera? We heard some cries of “Let’s go” and a lot of rushing about. (The surge was first toward Low then towards Hamilton. Eyewitnesses tell me, what I could have seen from our window but missed that when the demonstrators crossed flower beds, they managed to avoid trampling the tulips, which were best-ever).

By early afternoon, we all knew that Hamilton was occupied. But while it was a curious sensation to walk past Hamilton — especially after rumors spread that Harlem had been invited in — the rest of the campus was more or less normal. The monetary seminar met in Haskell with only moderate signs of distraction; office hours were normal. Tuesday evening I read dissertations.

Wednesday, 24 April. Wednesday also had an air of quasi-normality; though one learned that the blacks in Hamilton had evicted the other occupants who in turn had “liberated” much of Low Library.* From the faculty standpoint, it was refreshing that the College Faculty met and passed some resolutions.1 Above all it called for cessation of work at the site of the Morningside Park gym project and for an announcement that work would not be resumed unless building there was accepted on behalf of the community by some group of community leaders.2

____________

*Spectator, which seems suddenly to have jumped from adolescent to adult approaches, reported this most interestingly—though with some confusion between hours AM and PM. The rumor that blacks imported by the “Afro-American students” from Harlem[?] as “representatives” of various organizations were taking charge with guns, was apparently traceable to what the ineffable Mr. [Mark] Rudd told his constituents inside Hamilton.

1 The Faculty of Political Science had met on Friday the 19th, with the weakest attendance I have ever witnessed—about 20, which I am told was a shade higher than the 1967 meeting when I was in Frankfurt. Robert Merton remarked near the end of this meeting that we had managed to sit an hour and a half without discussing anything that wasn’t merely procedural, and told us we’d simply have to find ways to revivify faculty meetings by having an agenda with real substantive content that would command participation.

2 I find I am unclear as to what stand was taken on “University participation in IDA [Institute for Defense Analyses]”: of course, I have no seat in the College Faculty, and I find I haven’t either brought the relevant papers to Connecticut for this breather Nor stored my mind with any clear memory of what I may have been told by the brethren who were at the meeting.
The IDA issue is of course typical on the interplay between the SDS [Students for a Democratic Society] agitation and Kirk’s reactions. They chose to ignore (though never quite denying) the fact that the Trustees had voted withdrawal, and to concentrate on the fact that Kirk and one trustee remained as directors.
As one of the economics graduate students closest to the strike leadership said at the department gathering last night (May 3), the strike couldn’t lose while it had Kirk to oppose it! Why didn’t he have the wit to withdraw as director so as to make the University’s withdrawal unambiguous?

____________

Closing of Fayerweather

Thursday, 25 April. On Thursday morning I arrived at Fayerweather to find that there was a picket line circulating in front of the south door, and a solid mass of cheerful-looking youngsters sitting on the steps inside.Various classes (including Wellisz’s Development) had been held normally at 9 o’clock, but Wellisz, having left, was locked out.

____________

3 Yes, the grey-haired and unidentified professor the back of whose head (stuck into Fayerweather door at an interrogative angle) got into the Daily News, Times, and other spots was AGH. I was looking to see whether anybody on the steps looked to me like a student I’d ever seen before; none did. Paul Lazarsfeld, who came up with me (wanting to go to his office) also looked and recognized nobody; though other sociologists told me some of their students were on those steps.

____________

            While Lazersfeld and I were at the door, people inside closed and locked it. Then there was thinning out of students inside. Presently there was a lot of talking and moving around, and inside the door appeared Eileen Christianson (at top of the steps also Eva Kiessling); Eileen was fumbling with a key in the lock. My impression was that she wanted out and was being kept in; so when in the confusion the door opened, I stuck my foot in it. None of us from outside tried to push in. It turned out that what was up was a protest-within-the-protest. Eileen objected to having her work (on behalf of students) interfered with; and if the lads said “strike”, she’d have them know that she’d worked six years for a trade union, knew what a proper strike was, and saw this “strike” was out of order! Things were getting hotter; messenger from Hamilton wanted to know if Fayerweather wanted some of them to come over: TV men on the steps were trying to tape the excitement, and I was afraid (though I didn’t actually touch anybody) that there might be pictures that looked as if faculty were hitting students. So I urged Eileen to adjourn upstairs; she and Eva later left by a 300-floor window (room 302 if that’s the seminar-room under the examination room) that later became the portal for an enormous traffic.

I met my 12:00 class in Kent, and we talked largely about affinities between this trouble and those in Latin American universities. One of the Argentinos had remarked to me outside Fayerweather that while they had strikes, LA students couldn’t have tolerated a strike that hadn’t been voted by a proper student-body meeting. I asked the students in Kent (about 2/3 of normal attendance) whether they’d had any notice of a meeting at which they could consider a strike, and not one had had such notice or heard of a meeting he could go to.

So far as I can remember it, Thursday afternoon was when arm-bands began to blossom, and there began to be people at the gates (only those at the ends of College Walk were left open) calling for a look at University identification.

Thursday afternoon and evening I still felt able to get ahead a bit with my current research project and with dissertations. It didn’t seem unplausible that one would wake up Friday and find everything had blown over. There was still blasting to be heard from the gym site, but one expected to hear that the University was backing off.

Faculty mobilization

Friday morning, 26 April. So far as I was concerned, my last more-or-less-normal act before plunging into the crisis as full-time occupation was to pick up some computer printout early Friday morning. By this time, one was getting reports of very awkward “confrontations” involving faculty. There had been some sort of hassle in front of Fayerweather and another around Low. I had the impulse (which evidently was rather common among the brethren) that we should be trying to get the faculties convoked. My notion was to get the 20 signatures on a paper addressed to Sigmund Diamond as chairman of the Committee on Instruction which (according to a conversation between Low and Fayerweather with Diamond and Dean Frankel on Thursday sometime) would be necessary to convoke Political Science according to the members’-demand procedure. My first thought was to circulate on campus with a clip-board; but my wife persuaded me that might help stir things up. Wellisz and I concocted a paper calling for a meeting with primary emphasis on trying to define in advance a distinction between modes of police action we must reject and modes we might accept in case of a decision to clear the by-now-five occupied buildings. Wellisz (though late for a meeting in Harlem) let me into the International Affairs building, which was the likeliest place to find any number of members of our Faculty that could be spoken to quietly. I came out a couple of hours later with several signatures (nearer 10 than 20) and with advice not to push a call till we’d heard from the Advisory Committee of the Faculties. (In the end the Advisory Committee never met, or at least did nothing I’ve heard of).

Friday early afternoon, 26 April. During Friday afternoon, the word was passed that an informal meeting was to be held late in the afternoon at the Faculty Club, consisting of available members of the three Committees on Instruction of the Graduate Faculties, augmented by such ex-department-chairmen types as me. Meanwhile, I dropped into Philosophy Hall, which bore a sign (one of the few conspicuous touches of humor in this dead-pan affair) “liberated by the faculty”, and where somebody-or-other at the door insisted on seeing faculty identification. I had been warned that a group of light-weights had been holding a marathon meeting in 301 Philosophy, urging all sorts of foolishness, and needed to be squelched by some senior faculty. So pending the beginning of the Faculty Club meeting, I thought I’d better visit 301 Philosophy just long enough to find a chink in their discussion into which I could insert a dignified protest. Where did these characters get the idea they could claim to speak for the faculty at large, or even could assert they were sensible enough to deserve a hearing? I sat about two minutes before I noticed that maybe I didn’t want to protest; within an hour I found that I very much respected the way they were working and might want to wear the white arm-band, which turned out to denote ad-hoc-faculty-group-as-peace-force.4

____________

4 As to becoming a member, I found I had already become one by showing faculty identification to enter Philosophy Hall and then entering room 301; if I chose, I could become a non-member by walking out at any moment without fuss, and could become a member again by walking in again. Once in a while I heard it said that to be a real member you had to put your name to a paper that committed you not to meet classes till certain “student” demands were met. But nobody either presented me with such a paper, claimed that non-signers were non-voters, or called upon me to take or authorize any action that conflicted with my quite-different principles.
By the time I came in, it was plain that the role of the ad hoc group was above all mediation. They had quite a team of mediators (among them Peter Kenen), who were rarely visible except in rapid passage — and who had to take horrible abuse from the SDS people and carry messages which they knew were not being properly transmitted to rank-and-file in the buildings.
It turned out that the group of faculty had also intervened to block an attempt of the “majority coalition” (jacket-and-tie types students, with a considerable admixture of athletes) to enter Fayerweather and dislodge the occupants, of whom (though I didn’t believe it when first told so by faculty who had been in and out the window, there were some 400. Furthermore, the group had resisted an attempt to move into Low a number of plain-clothes policemen. I think both of these were Thursday-night events, though my timing could be off here.
The white-arm-banded faculty by the time I came in were (1) manning the gates and checking University credentials for entrance; (2) circulating on campus to “cool” disturbances; and (I think so soon) manning the “ledge” around the foot of Low Library, to prevent entry through windows of people aiming to join the SDS occupants. (Exit—sorry, “egress” — was ok, with rainchecks for ingress to designated couriers escorted by mediators or members of the ad hoc group’s steering committee. Result: rapid accretion of improvised law, leading into the “Hedge-Ledge Treaty”.)

____________

Friday late afternoon, 26 April. The Friday afternoon meeting of the augmented Committees on Instruction was a heartening expression of sweet reason—but a little hard to remember in detail. For once, nobody said anything silly or inflammatory; but we did rather wonder whether we were saying anything applicable. The main outcome was a decision that the Committees should convene a joint session of the three graduate faculties.

Friday evening, so far as I can remember, went into a plenary session of the ad hoc group. Every now and then ther’d be an interruption because more people were needed at the gate, or there was need of white armbands to tone down some incipient mob scene. Early (that is, 1 AM) to bed for me.

Saturday, 27 April. Saturday was a day of prolonged meetings of the ad hoc group, with walks to talk to students. My memory is rather vague on details. Late in the day, Alan Westin (admirable chairman of the group) put it that the resources of mediation were about played out and we should move toward having a settlement-proposal. I went to dinner at the Clifford’s (Jimmy didn’t make it, being absorbed in the meeting); conversations with Kenneth Boulding, who stressed among other things seasonal aspects of disturbances.

Beginnings of formalization

Sunday morning, 28 April. Sunday opened with an 8 AM meeting of the ad hoc group, which voted some very good resolutions cooked up by the steering committee. The gymnasium-clause, especially, was a masterpiece—holding open the idea of building in the park only if agreed to by civic and community leaders picked by Mayor Lindsay. The Group held out against a commitment to amnesty for those occupying the buildings, and called for activation of a proposed tri-partite body (faculty 5, students 5, administration 2) with a named roster of members that had been negotiated (I gather largely by Peter Kenen, whose name is on it) with the strikers and Low Library.5

____________

5 Before I came in, a three-man committee with Lionel Trilling as draftsman had been proposed by the ad hoc group and empowered to draft a scheme for such a body by the administration — the first step toward a process of negotiation via agreement on a slate of people to take something in hand.

____________

            The proposal to convoke the three Graduate Faculties had expanded during Saturday into one to call the “General Faculty”—an amalgam of all faculties within the Corporation (no Barnard, and no TC [Teachers’ College]) on the Heights (no medical, no Social Work). Western Union for once got some business: invitations by telegram. This met in Law School A-B. Trilling read the almost-final report on the judicial tripartite body; Westin got to explain the ad hocgroup’s resolutions, which he did not call on the General Faculty to adopt. We voted I can’t quite remember what (including some corrective to the Trustees’ goof in characterizing the Friday suspension of blasting at the gym site as a matter of “courtesy” toward the Mayor, nothing more), and avoiding any commitment to general amnesty.

Sunday afternoon, 28 April. The afternoon so far as I can remember it, was spent outdoors. The “majority coalition” decided to move in around the occupied side of Low Library (west) and set up a food-and-ingress blockade by occupying en masse the ground between the faculty’s ledge and the surrounding hedge. (Walks outside remained as a no-man’s land). SDS tried various run-the gauntlet tricks, and we had a thick white-arm-band line on the ledge, with confused mimeographed instructions (hedge-ledge treaty) which set up something like a game of capture-the flag. Incredibly picturesque colored children swarmed, with handfuls of our tulips.

Sunday night, 28 April. In the evening, there were the usual meetings. A bad night was forecast. At midnight we diverted a small fraction of the meeting to guard duty. Having donned a white armband for the first time in the afternoon, I had a spell of gate duty and then about two went on the ledge. Very quiet. There was a pleasant encampment of “coalition” people inside the hedge, and the College Walk a camp of SDS people, with candles, guitars, etc.—very serene and rather a beautiful sight. About four a bagpiper started to skirl between the two; but somebody whispered to him and he collapsed. Fuss over flag-raising at dawn, with the “coalition” very firm on singing Star Spangled Banner. The 4AM relief of faculty didn’t turn up, which made the night rather wearing as our numbers thinned out to an extent which we were told had proved dangerous the previous night; but no adverse consequences. About 7, new white armbands began to build up, and the night-guard went off to sleep.

Monday morning, 29 April. Monday the ad hoc group convened about 10AM, and Westin announced the day would be devoted to trying to get a real rallying of sentiment to our terms of settlement. Kirk had put out a statement (printed by the Times in a box with the ad hoc group statement[)] that represented substantial concessions. We voted for a terms of-settlement package with a useful sequence: If Kirk would make recommendation to the Trustees to meet the gymnasium proposition and activate the judicial body, we would then demand that the building-occupiers come out and submit to academic due process (no amnesty, but indications of “uniform punishment”). If the strikers refused this, we would cease to “interpose” and let the Administration have a free hand to clear the buildings. Kirk came through rather promptly with a response which many of us saw as “yes but”—with a readily-negotiable but. The SDS strikers, on their side, sent us at 6 PM a complete refusal to accept these terms.

Monday evening, 29 April. When the ad hoc group reconvened in the evening, it was plain that the steering committee was rattled. Westin was able to read a long list of telegrams (Javits, the AAUP, etc.) commending our terms. But there was a whole series of disastrously bad proposals. Before Westin and the Steering Committee were on deck, there was a proposal to evacuate our ledge because of physical danger to our people there. We took a recess, looked, and came back convinced this was nonsense—though a few eggs had hit our brethren, and one large-size fruit-juice can had scored a near miss. Next the Steering Committee moved a statement that treated as substantially identical the Administration’s yes-but answer and the SDS’s resounding no. (Westin’s slogan had been “bitter pills for everybody”; as I see it, the bitter bill [sic] for us in the ad hoc group was that we had to take yes-but as yes, or else negotiate the but). This not meeting acceptance, they moved t[o] invoke arbitration to be set up by Governor Rockefeller. But it proved that they’d no evidence that arbitration would be accepted, any more than mediation, by SDS.

Monday midnight, 29 April. Adjournment rather after midnight, with no program formulated, put a lot of our people on the ledge. For my part, I had shifted myself to the 4 AM list, reckoning that with so many of our people ready to drop from exhaustion, actual arrivals of 4 AM relief men were essential so that we’d at least have a presence as observers (lacking any basis for real effectiveness) in case the “blowup” came at the most probable hour of the night.

First steps toward unwinding

Tuesday morning, 30 April. My alarm didn’t sound at 4 AM: I hadn’t pulled out the can-ring peg. (Is this what happened to the 4 AM reliefs the previous nights?) But my wife, who never wakes at such hours, had set her internal timer and poked me when the alarm-clock said 4:05. (It was 10 minutes slow). So I got to the Amsterdam gate about 4:25. The police, who had been around in force almost all the time since Thursday mid-day6, were thinned out and more in motion; nobody checking credentials at the gate. The noisy Harlem demonstration that had been at the corner at 1 AM had vanished.

____________

6The Amsterdam-Morningside block of 116th was throughout a mass of parked police cars (including horse-vans, paddy-wagons sometimes, and on the last days ordinary city buses that had brought in large batches of police). There were always a good many police on foot on the block, who would talk pretty freely. Even the mounted police weren’t totally frozen: I regretted lacking a camera when I saw a small colored boy in a red sweater petting a very placid horse with a rider up.
The police apparently held all the “100-level” tunnel network from Thursday onward, but eventually entered almost all occupied buildings by campus-level doors. When I began to circulate on the 100-level of Low, I found a small reserve on the benches near the “Security entrance”. While on the gate, I passed lots of plain-clothes police that flashed badges. One of the objectionable features of the “blowup” was that plain-clothes men took a hand without putting on visible badges.

____________

            Yes, the “blowup” had happened while I slept. The word was that mounted police had swept away the outdoor demonstrators. The Administration had given 30 minutes notice that the buildings would be cleared on bull-horns. At Hamilton (which had been the point we were afraid might lead to major trouble), there was token resistance; police went in without clubs, and occupiers came out in some order. In front of Fayerweather, a number of white-armband-types linked arms and got clubbed; police at the 54th St. station told a companion of mine that “if they link arms you have to use clubs”.There was a considerable fracas at each of the buildings with fairly solid masses of “radical” occupants (Low, Mathematics) and also at Fayerweather (into which most of the “moderates” had been displaced).

____________

7The TPF (“tactical police force”) had been around all week, and felt frustrated. A partly-rational explanation could be that they were aware that they were being kept away from other danger-points in the city and were losing sleep—hence were losing effectiveness in alternative uses. It occurs to me, too, that it may have been painful to be kept away from their taxi-driving and other “moonlighting” jobs, even though getting overtime pay.
The police group that took Hamilton must have been specially selected and indoctrinated. Most of the faculty feel that if an acceptable mode of police action was feasible there, it would have been so in the other buildings. There is no doubt, however, that the other groups were less disciplined than Hamilton. (Damage in Hamilton was limited to furniture used to barricade the doors. This may also have been true in Fayerweather before the police started smashing glass panes in doors to see who was inside. But in Mathematics and above all in the presidential suite in Low, there was damage on a large scale of strictly malicious character). The police also did not and perhaps could not have a huge superiority of numbers at points of contact: Fayerweather contained at the blowup some 300+/- 50 strikers, mostly on the 200 and 300 floors. I still regret that I wasn’t able to persuade faculty groups to consider in advance the difference between weaponless police action which would pull-and-carry and armed action which would club-and-push. We have no reports of guns being used; handcuffs were used as brass knuckles—an angle I hadn’t thought of at all.

____________

            At the corner of 116 and Amsterdam, I found a few white arm-band people who like me were just turning out, and a couple who had been on campus. The word was that we’d go to somebody’s apartment on 116th and see what we could find out by phone. I dashed home to use my own phone, alerted my wife, and called up her brother (Bethuel Webster), who coached me a bit as to how arrestees could be advised. (Only family and attorneys have a recognized right to see them; family can designate attorneys.) As I turned the corner back onto 116th, I met a young-faculty type I didn’t know, in shock with a broken head, and with a middle-aged woman; they said they wanted a phone, and I referred them to my wife, who tells me she took them in. The previous knot of faculty being invisible and not in the designated apartment, I went through an unguarded gate to Philosophy for instructions, and found 301 was a dressing-station, with no ad hoc leadership in evidence. So I took it upon myself to visit police stations. Some students at 114th and Amsterdam, who had a car, ferried me around. We found at West 100 St. that all arrestees were blacks from Hamilton, and that somebody had taken our role. At West 54th Street we found also only Hamiltonians, and the police gave us a list. At West 68th Street things were more confused: they had about 25 arrestees in stock, and refused a list. I asked if any were faculty, and the produced “one somewhat older”, who turned out to be Dankwart Rustow. The police refused to give me a list, and refused to let me hand a clip-board around; but they conveniently failed to notice when Rustow opened the door of the room they were using and handed me a slip the arrestees had all signed. This was at 6:30; Rustow said not to call his wife till 8 o’clock, as she expected to hear nothing from him sooner. Following advice from a student reporter from WKCR (which throughout has done a first-rate job of reporting) I got WKCR to come and fetch the list from 7th-floor Philosophy.

Tuesday mid-day, 30 April. It developed that the General Faculties had been called for 4 PM, and the ad hoc group had called itself for 10, 10:30 maybe? This ad hoc group gathering shifted to Earl Hall because 301 Philosophy was disrupted, then to MacMillan because Earl Hall was too small. It was finally called to order at noon. Westin proceeded to lay out a resolution the Steering Committee had framed, in a state of shock, before 10 o’clock; it opened with a resounding vote of lack of confidence in Kirk and Truman and ended with a call to “respect” the new student strike that was already visibly shaping up. A “medical report” was called for, and proved to be such an incendiary utterance that Westin had to insist the doctor give us a few facts and sit down.8 The tone of most utterances was rather frantic; a move to adopt the revolution “by acclamation”, rejected by Westin, proved hard to head off. After about an hour, Westin (after whispered consultations) announced that the Steering Committee was amending its resolution to say that so far as the strike was concerned, the ad hoc group would reconsider its position after 48 hours. From my standpoint, this was crucial: I’d still have had to vote “no”, but if the amended resolution had carried, I would not have felt I had to drop out of an organization which, taking a wrong stand, guaranteed to reconsider. After a further hour, Westin announced that in the light of the discussion the Steering Committee was convinced that it could quickly frame a much better resolution; he withdrew the resolution and called for a recess. A motion to recess proved to draw shouts pro and con. Westin was about to call a vote when somebody (I can’t remember who) objected that what with the attendance being double that of any previous meeting and with the lack of screening of identification as we shifted from Earl Hall, we could be sure that many present were not faculty and that many were so unfamiliar with our operations that they couldn’t fully gauge the situation. He suggested that those who had attended no previous meeting of the ad hoc group should abstain from voting on the recess. Angry shouts opposed him. So Westin said that with or without a recess, he withdrew the resolution and called on the Steering Committee to move with him to a place where they could work. The moment he left, one of the more responsible survivors proclaimed that the meeting had adjourned, and the great bulk of those present left.

____________

8One clearcut scandal was that although the Administration saw violence happening and knew a “blowup” was imminent, it took no steps to set up emergency medical facilities on campus. The natural consequence was that there was a volunteer group linked to the strikers. One of the Communist stereotypes of the 1930’s (cf. various works of Howard Fast) was the noble doctor who worked inside rebel lines till the damned reactionaries played on his nobility to get him in their hands. Was it really necessary for the Administration to let this hackneyed scenario be reused on our campus?

____________

            As I was leaving too, the preceptor on my left urged me to stay a minute. One of the more obstreperous members of the ad hoc group was saying very proper things—that “those who remained in the room”, as a non-meeting, might want to hear a statement on the new student strike by the Executive Vice-President of the Student Council. This lad then popped up, and with great propriety made a strictly explanatory statement (laced with hopes of faculty support), making it clear that this was a new strike to express revulsion against violence, not a continuation of the old strike, with a strike committee for the present composed of elected leaders from student organizations that had not participated in nor approved occupation of buildings, and with its statement of objectives yet to be formulated. Then the Student Council lad introduced a young African (seems to straddle faculty and student status, like many of the juniors), who had made a disturbance in the previous meeting. He started by an apology for the disturbance, went on to other remarks which I disliked but which in substance seemed admirable in spirit—and then rashly pronounced the word “motion”. Then he swallowed his tongue, evidently sensing that one can’t put motions to a non-meeting. But at least twenty voices cried “Yes: motion”. He started to unreel a form of words about “the faculty members present at this meeting”, and almost instantaneously a large proportion of us were on foot headed for the exit. (I had the sensation of leading a walkout from my well-chosen heckler’s position, second row on the aisle; but if I was leading it, come to think of it, why were there a hundred people ahead of me on the way to the exit?) According to one of the few New York Times stories that seems to check in detail—another evidence that the room contained unqualified people—about 125 people remained, claimed that the meeting had not adjourned and they were the ad hoc group, and passed “unanimously” the original Westin resolution. Since the story said also that there had been 600 present when Westin took the Steering Committee, [but] my feeling is that it isn’t necessary to repudiate this rump, but the figures will speak.

Second meeting of the General Faculty

The General Faculty meeting was transferred to the Chapel. It convened almost on schedule, with an almost full house. I missed the opening because I was in the porch taking a hand in leading to vacant places in the balcony 20 junior faculty who had somehow sifted themselves out to act as observers on behalf of the juniors in the ad hocgroup.9 The moment Ralph Halford came out to tell us the meeting had accepted the 20 observers, I helped pilot them to the north balcony.

____________

9Kirk had transformed a suggestion from the junior group that they participated in the first General Faculty meeting into a proposal in invite twenty by telegrams like those sent to senior faculty. But an accident (call to people framing the list of 20 to help “cool” a fracas outside Low) prevented completing the list, and the telegrams never went.
Kirk opened the first meeting with a request for unanimous consent to admit one junior representative as observer, which was done. It seemed to me that if tokenism was the order of the day, one wasn’t the optimum permanent level for it; so I got the question taken to Truman and he suggested 20, to be picked by some procedure the juniors were to find themselves.____________

 

Tuesday afternoon, 30 April. After a brief statement of his own and somewhat more from Truman, chiefly about the police action, Kirk introduced Hofstatter [sic, Richard Hofstadter], who presented a list of resolutions (half a dozen well-worded points, on one sheet of paper that had been handed to everybody) concocted by a stable of most estimable middle-of-the-road types including Hofstatter[sic], himself, Daniel Bell, and I think Trilling. The main content was a move toward constitutional reform (constitutional convention for the University; preparatory commission to organize the convention; demands upon the Trustees that they take a constructive part in reorganization). The first line of the resolutions referred to the “necessity” of the policy action and the last point to continued leadership by Kirk and Truman, so that this motion was vote-of-confidence sandwich, with lots of rather appetizing stuffings.

A number of prestigious professors were primed (as at the first General Faculty meeting) to support these resolutions, stressing the “no-recriminations” aspect of the first point, and the go-ahead character of the rest. But presently up rose Marvin Harris and moved as an additional resolution the original Westin proposal to the morning session, pointing out that its author would probably oppose it. This resolution too had a lot of sound where-do-we-go-from-here stuff in the middle; but since it opened by repudiating Kirk and Truman and ended by endorsing a strike, it was a vote-of-no-confidence sandwich. Kirk ruled from the chair that there was no use treating this as an additional resolution, but it had to be seen as a substitute. Since its main content seemed to be lack of confidence in him, he felt he should not continue to preside, and called upon Dean Warren to take over as presiding officer. By some miracle, previously non-existent chairs appeared just below the steps, and he and Truman stepped down into them.

Westin did get up to say that he opposed the motion of his drafting as an utterance from the General Faculty. From that point, discussion ran downhill as to content and got more and more shrill. Every speaker was being oh-so-parliamentary and trying to speak to the substitute proposal without reference to the original. Some sort of confused vote was taken on something which required a show of hands and a very slow count, and indicated that on any more substantive vote we were likely to split with at least a third dissenting. At this point up stepped Maurice Rosenberg and introduced a most valuable element of confusion by putting up a third set of resolutions as an amendment to displace the second (substitute). This was much less a statement of principle and more an action; its key clause was to set up the executive committee of the Faculty, to be composed of professors “such as” a specified list of ten (partly ad hoc group types like Westin and Bell, partly strong figures not identified with the group), to coopt two junior faculty; and another clause called upon the Trustees to cooperate with our Executive Committee in restructuring the University.

While Rosenberg’s proposal was received with a sense of relief, discussion again ran downhill. At this point, I somehow got it through my head how Rosenberg had laid the threads out so that one could give a tug at the right place and they would unsnarl. I came downstairs and planted myself by a pillar just behind the properly-seated people, whence it wasn’t too hard to watch Warren’s eye; he recognized me as a long shot, not knowing at all who it was. (Kirk, who must regard me as a bungler, winced when he saw me appear—as if it wasn’t bad enough to hear all the previous nonsense). I began by introducing myself as an economist, and pointed out that economists felt that in logic you could talk sense about a substitute only in explicit comparison with what it was supposed to be a substitute for. Hence it would not be out of order to deal not with one of the proposals before us, but with all three. To start with the second, its chief effect would clearly be to paralyze us; whether or not we fully approved of the leadership we had, we would be in a disastrous situation if the first order of business for the Trustees was to replace it. This was “proposal to use all available steam to blow the whistle”. The third proposal had the supreme merit that it would actually put well-chosen people to work on reconstruction. The very substantial merits of the first set of resolutions10 could best be realized by putting an Executive Committee to work.

____________

10 I hope I referred also to the constructive middle parts of the second resolution, but can’t remember how I said it if I did.

____________

            At this point (though I hadn’t intended it when I rose), I realized that for the moment people were breathing more calmly, and that I should try to wind up the debate. So I said that in a moment I was going to move the question, but first wanted to say a word about our attitude toward the strike, I referred to the “very commendable weasel-word ‘respect’” used in the resolution. No doubt this word could be used in a technical sense; but we should take it in a much deeper sense. Whatever else the strike was, we must see it as an outburst of grief over what had happened to the University. Even though we might regard the form of outburst as uncouth, if we couldn’t show “respect” for the grief it expressed, who were we? Once we started putting more meaning into “respect”, must we not also say that we respected the view of some of our colleagues that if there was a students’ strike of this type, they must take some steps of participation? Reciprocally, must we not respect the view of some of our colleagues who hold that in the academic world there must always be some better vehicle for a protest, and that even in these conditions, they must refuse anything that might seem like participation? Mustn’t we also respect the need of many students to complete their work this semester, and to get completion properly attested on a University transcript? In sum, mustn’t we as a University find a way to move ahead in a climate of mutual respect? With that, I moved the question.

Dean Warren, in view of the previous fuss, called for a show of hands. “Voice!” called a number of people. All right, no harm in trying a voice vote first. In favor of the motion to call the question and terminate debate? Lots of aye. Opposed? Silence! Before he could call for the substantive vote, up rose some youngish man I didn’t know, with a question to the proposer of the motion. Would Professor Rosenberg agree that the motion would be clearer if he expunged the words “such as” in front of the roster of names for the Executive Committee. And yes, he would. (The fox! It looks as if he put those words in just to have something to concede. The effect was that instead of voting a rather ambiguous request to somebody—Kirk?—to name us a committee of a certain type, suddenly we were engaged in electing a committee on our own initiative, with no middlemen!) On the substantive question of Rosenberg’s amendment, Warren again called for hands. Again shouts of “voice”; again he tried it. Lots of aye; distinct but faint, a definite minority of no. No challenge when Warren said the ayes had it.

Then came a motion to adjourn. A count of hands did prove necessary this time. (I sprinted upstairs, to be able to certify that our junior-staff observers didn’t vote.) The count was 250[?] to adjourn versus 250 not to. Just what the vote meant, Lord knows. Some hoped still to roll up a substantial vote against Kirk and Truman on some motion or other. The Architecture folks had some proposition that never reached the floor. Maybe a good many were worried because of something I quite failed to register: that Warren had goofed; and after getting proposition three voted to displace proposition two as a substitute for proposition one, had failed to get a vote on proposition three against proposition one. A technically-fatal-but-practically-trifling error in procedure. Everybody knew that in fact we’d elected a new executive; and as people went out, a few of the Executive Committee were sorting the rest out of the crowd for an instant beginning on the new phase of activity.

Over the hump—perhaps

Tuesday evening, 30 April. Once again, prompt steps were taken to legitimatize what might have been challenged. The Trustees held a dinner meeting and afterwards sat till 2 AM with the Executive Committee. The statement from the Trustees that resulted was to my taste most satisfactory. As a position, it serves only ad interim; but it shows that the Trustees have engaged themselves in a process that if well guided can put us a sound footing. To begin with, the Trustees recognized the Executive Committee as a responsible body acting on behalf of the faculty. They recognized the tripartite judicial body, which under Rosenberg’s resolution was at last put to work. They appointed their own committee to look into reform of the “basic structure” of the University, and instructed that committee both to consult with our Executive Committee and more broadly to consult with faculty and students. On the gym, they proposed to “consult and negotiate” with a body of community leaders. Maybe they thought this was only a token concession; but of course they’ll find that to “negotiate” you have to be on terms with an opposite number that isn’t just your stooge; doubtless the Mayor will find himself on the spot with a need to select the “community” people.

A useful point of the Rosenberg resolution was to call for a “day of reflection” on the Wednesday. So far as I was concerned, the most urgent business was a dissertation-defense, for a candidate who is very ill and had been patched together by the doctors for this week only, between two spells of hospitalization. We had taken the precaution of arranging for him to come by taxi to my flat at 54 Morningside. One of the scheduled examiners was Terence Hopkins of Sociology, who was visibly so exhausted that it was doubtful he knew the day of the week; so I had hedged by inviting a historian ([Bailey W.] Diffie) who lives at 54 Morningside. We opened the defense (following the precedent set by Peter Kenen when we held an examination in subjects at my flat on—I think—Friday the 26th) by asking the candidate to waive objections to irregularities of procedure. Fortunately we were able to pass the dissertation in the first column—as was true also of the Kim dissertation on Thursday the 2nd and Sobestyen dissertation on Friday the 3rd.11

____________

11 We held three defenses and two examinations in subjects—Aspra and Deestlov[?]—at the flat between 25thApril and 3rd May. Newsprint-pad-and-wax-pencil proves in many ways much better than a blackboard! Several other flats in the neighbourhood have been in use, and on the whole examinations for the doctorate have gone as scheduled—though I hear rumors of one case where a colleague refused to examine because of the strike.

____________

Wednesday afternoon, 1 May. After lunch, the thing to do was join the conversation-bees on the campus. Most of us were looking for students we knew; once we started talking to them, others latched on.12 I found myself telling them that if they thought about the “Kirk must go” slogan, then so nearly the sole focus of the strike agitation, they would find that what their position really called for was “Kirk must go—but not yet!” My basic argument was that we couldn’t afford to let the Trustees get bogged down in the problem of a replacement, and that within a few months we’d have a much better Board to make selections.13

____________

12 But I didn’t succeed in spotting the SDS type who on Sunday had told me intensely that “to block food going into Low is murder, of course!” To choose the right moment to laugh has been tricky. One is reminded of what a Canadian colleague said about “Social Credit”: “You have to remember, it’s only a stop from the sublime to the ridiculous, and sometimes the line gets shifted a little.”

13 Advice by telephone from my sagacious son: a further argument for delay, still stronger, is that any immediate replacement must be made by the Trustees; while very likely the University-reform program should include selection of a President by the faculty, subject to Trustee ratification. This will obviously take time to organize.
SDS seems to be trying to avoid getting Kirk’s resignation on the list of the strike objectives. One can easily think up possible motives that don’t include getting sound leadership by sound procedures.

____________

Several students thought this idea (together with some comments on “respect” along the lines I’d presented before) should get circulation; and an undergraduate I’ve known for some 15 years showed me the way to the WKCR studios. They gave me a 5-minute interview, and later read off a page of typescript I left with them; besides, I got a chance to tell a couple of their staff how much my acquaintances were praising their handling of the crisis.

Wednesday evening, 1 May. In the evening, we held the usual musical open house (with Dean Morse [Columbia economics PhD 1965] as pianist) at my flat. Much of our time was spent on a Buxtehude motet. Bitte um Frieden. It’s musically first-rate, happens to fit the odd combination of people who came, and certainly has a most suitable subject.14

____________

14 While it’s most genuinely religious music, it’s an odd twist that the text tells the second person of the Trinity his business (“Remember your office!….Expedite the business.”) for all the world in the tone the Faculty tends to use in the new turn of events toward the Trustees.

____________

Thursday, 2 May. The situation on Thursday was much like that on Wednesday, except that there was a certain devolution of authority. The University Council, which on the whole has stayed tactfully out of sight, had to be consulted on the obvious necessity of doing something about the University Calendar and could think of nothing better than to toss it to departments and schools. A gathering of department chairmen (to which Peter Kenen sent Donald Dewey as his deputy) could offer no guidance either on the calendar or on how to handle classes in face of the amorphous strike movement.

Thursday evening (or was it afternoon), 2 May. Peter Kenen called a meeting of economics faculty and graduate students on Thursday, which was very heavily attended. I can’t remember that we did much but clear the air; but a number of suggestions were canvassed that crystallized next day.

Friday evening, 3 May. A more decisive meeting of the same composition was held on Friday evening. The students (apparent ringleaders Reischauer and Roosevelt) proposed a resolution in favor of getting on with our education, and then came up with a suggestion that if the strike was on, we should set up classes (“all classes” was amended by deleting “all”) in places off campus. Several of the faculty indicated it might be a matter of principle for them to appear, at stated hours and stated rooms, if the University was officially open. I drew attention to the fact that faculty as well as students had taken the line that we objected to having our education interrupted. For my part, I’d suffered rather heavily in some dimensions by the interruption; but in other dimensions, my education had been greatly accelerated. In particular, I’d come to agree with one of the young faculty who told me, “On the ledge, we learn to bend.” I felt we’d do well to bend by taking a stand that wouldn’t create avoidable points of conflict—without putting in the wrong any colleagues who felt bound to hold “regular” classes. We must remember that any signals we might send out by stating high principles were quite likely to be incompatible with the receiving apparatus of the people we thought we were signalling to. For my part, I proposed to hold classes at 54 Morningside drive if campus space was picketed—hoping that any classes held on campus would not meet with disturbances. If disturbances did happen, I’d be strongly inclined to move back to campus classrooms rather than leave colleagues isolated. Alexander Erlich said he felt bound provisionally to hold no classes—but must refuse to endorse beyond (say) Monday morning a strike that was so amorphous, and would have to reevaluate it as it developed.15

____________

15 If we were so hard up for information about the strike, it was partly because our graduate students largely stood outside it. Reischauer had been conspicuous among the green-armband-wearers, who registered disapproval both of forcible seizure of buildings and of violence to clear them; and one gathers this was rather typical of our students. The strike committee had invited any student organization with more than seventy students willing to sign a strike paper to send in one representative per 70 students signing; but our students did not include enough strikers to be represented. I learned however on the Monday (past the closing date of this narrative) that signatures by economics students had mounted enough to send a member.

____________

            There appeared to be an almost-universal sense that we needed a student-faculty committee on departmental problems. Peter Kenen suggested that he would name a faculty group of 5, and urged the students to elect 5. For those who straddled faculty and student status, he suggested that they sit with the students or faculty in the committee-selection process as they thought they could be most useful. The committee roster turned out as follows:

 

Faculty

Students
D. [Donald J.] Dewey

A. Gandolfi

A. [Alexander] Erlich C. Gersti [Gerstl?]
A. [Albert G.] Hart (to preside) D. [David] Gold
C. Jordan R. Reischauer
P. [Peter B.] Kennen (ex officio)

A. [Anwar] Shaikh

R. [Robert B.] Zevin

The spread of opinions, ages, and backgrounds is very interesting.

This committee must face a number of sticky questions. I don’t want to particularize till things have shaken down somewhat. Problems will be accentuated by the fact that one platoon of senior staff ([Donald J.] Dewey, [Kevin J.] Lancaster, [Stanislaw] Wellisz) will be going on leave just as another ([Harold] Barger, [Arthur F. (more likely) or Arthur R.] Burns, [Carl S.] Shoup, [William S.] Vickrey) comes back from leave. But we will get benefits of continuity from the work on junior-staff selection that brought us as the assistant professors giving main-stream[?] graduate courses the team of [Roger E.] Alcaly, [Roger C.] Lawrence, [Raymond] Lubitz and [Robert B.] Zevin. We seem to have about the sanest set of graduate students in the University, and by good luck those with political flair also seem to have a more-than-superficial view of what’s happening. We are still very much at the mercy of events; but I remain optimistic.

______________________________

Text (from Jacob Ebert’s hymn, Du Friede-Fürst) of Buxtehude’s cantata Bitte um Frieden:

[Correct text from the Internationale Dieterich Buxtehude Gesellschaft website:]

  1. Du Frieden-Fürst, Herr Jesu Christ,
    wahr Mensch und wahrer Gott,
    Ein starker Nothelffer du bist,
    Im Leben und im Tod,
    Drum wir allein im Namen dein
    Zu deinem Vater schreien.
  2. Recht große Noth uns stößet an
    Von Krieg und Ungemach,
    Daraus uns niemand helfen kan,
    Denn du, drum führ die Sach,
    Dein Vater bit, daß er ja nicht
    Im Zorn mit uns wol fahren.
  3. Gedenk, Herr, jetzt und an dein Ampt
    Daß du ein Fried-Fürst bist,
    Und hilff uns gnädig allesamt
    Jetzt und zu dieser Frist,
    Laß uns hin-fort, Laß uns hin-fort,
    Dein göttlich Wort
    Im Fried, im Fried, im Fried
    Noch Länger schallen. Amen.

 

Source: Columbia University Libraries, Manuscript Collections. Columbia University Department of Economics Collection. Box 10, Carl Shoup Materials. Folder,” Columbia University—General”.

Image Source:  Columbia University Record, vol. 23, no. 5 (Oct. 3, 1997).

Categories
Bibliography Columbia Suggested Reading

Columbia. Bibliography on Government Debt for Fiscal Policy Course. Shoup, 1948

 

Government debt was the subject of this first installment of a planned (perhaps completed later) bibliography for a course on fiscal policy that was prepared by Carl Shoup (New York Times obituary). This draft with a few hand-corrections was found in the papers of his colleague in public finance, Robert Haig.

_____________________

Economics b160—Fiscal policy. 3 points. Spring Session. Professor Shoup. M. W. 9. 710 Business.

A study of the reasons why governments choose to follow a policy of deficit financing, balanced-budget financing, or surplus financing, as the case may be, with emphasis on the economic forces that influence these decisions and on the economic results of the various policies. Topics discussed include war finance, compensatory spending in a depression, public finance aspects of theories of long-term investment stagnation, and the problems of the interest charge on the budget and the growing stock of money that may be associated with a great increase in the public debt.

Source: Columbia University. Announcement of the Faculty of Political Science for the Winter and Spring Sessions, 1947-1948, p. 50.

_____________________

[Pencilled Note: “For Dr. Haig. (Parts II, III, IV to follow)”]

COLUMBIA UNIVERSITY
SCHOOL OF BUSINESS

BIBLIOGRAPHY, ECONOMICS b160,
FISCAL POLICY
February, 1948

This bibliography is divided into four parts, and each part is further divided into sections. The four parts are:

Part I. Government Debt
Part II. Taxation
Part III. Government Expenditures
Part IV. Fiscal Policy in the United States and Abroad in Recent Years

Most of the sections are directly concerned with government debt, taxation, and expenditures; for these sections an attempt has been made to present a fairly comprehensive coverage of the periodical and book literature of the past three or four years. The readings that are particularly important for purposes of the present course are marked with an asterisk. The asterisked readings have been put on reserve in the School of Business library.

A few sections are concerned with topics that are only collateral to fiscal policy: for example, the technique of bank deposit expansion, and data on recent changes in amount of currency outstanding. In these sections the references are highly selective, being designed only to assist the student to refresh his background, or to suggest a minimum of reading.

PART I: GOVERNMENT DEBT

  1. Technique of Credit Creation by the Banking System
  2. Technical Characteristics and Pattern of Ownership of Each Type of Federal Security
  3. Non-Negotiable Securities; Securities Ineligible for Bank Holding
  4. Currency
  5. Gold and Silver
  6. Bank Holdings of Government Bonds, and Data on Bank Deposits
  7. Total Interest Charge on Government Debt
  8. Interest Rates
  9. “Burden” of Debt
  10. Debt Management
  11. Debt Management and Credit Control

 

1. Technique of Credit Creation by the Banking System. –The creation of credit by commercial banks is well described in a general way by Bowman and Bach, Economic Analysis and Public Policy (1943), 589-99; but to get a thorough understanding, the student should read J. Brooke Willis, The Relation of Bank Deposits to War Finance (Chase National Bank, November 18, 1942, mimeographed). A description of the Federal Reserve System is given on pp. 636-53 of Bowman and Bach. See also J. E. Horbett, “Banking Structure of the United States,” in Banking Studies, by members of the staff, Board of Governors, Federal Reserve System (1941). Some brief discussions in the Federal Reserve Bulletin may aid in avoiding elementary misconceptions: “Central Banking” (December 1940), “Federal Reserve Bank Lending Power…” (February 1941), “Bank Credit and…Reserves”- (July 1941), “Bank Deposits [and]…Savings Bonds” (August 1941). An explanation of how credit is created under the British banking system, with particular attention to wartime developments, is given in Norman Crump, Facts about British Banks and the War (1943).

 

2. Technical Characteristics and Pattern of Ownership of Each Type of Federal Security.— The types of security issued by the Federal Government, and the relative importance of each, are given in the monthly Bulletin of the Treasury Department, in the section headed “General Fund Position and Debt Outstanding” (consult any recent issue). Note the names of the different kinds of obligations, their respective interest rates and periods to maturity, as shown in the tables headed “Offerings of Marketable Issues of Treasury Bonds, Notes, and Certificates of Indebtedness” “Offerings and Maturities of Treasury Bills,” “Sales and Redemptions of United States Savings Bonds.—Table 1, Summary…,” and “Sales and Redemptions of Treasury Savings Notes.—Table 1, Summary…” Then study the tables headed “Public Debt and Guaranteed Obligations of the United States Government Outstanding”: “Table 1, Summary;” and “Table 2, Interest-Bearing Public Debt;” then the table headed “Computed Interest Charge and Computed Interest Rate….” Note the data on who owns the federal debt, in the section headed “Ownership of Government Securities.” Study the charts on “Yields of Treasury Securities….”

See also:

Hargreaves, H. W. H., “The Guaranteed Security in Federal Finance,” J.P.E., Aug., 1942.

Mann, F. K., “The Dual-Debt System as a Method of Financing Government Corporations,” J.P.E., Feb., 1947, 39-56.

Simmons, E. C., “The Position of the Treasury Bill in the National Debt,” J.P.E., Aug., 1947, 333-45.

“Treasury Financing Operations,” statement on first page of each issue of Treasury Bulletin in recent issues.

“Direct Exchange of Maturing Treasury Bills for New Issues,” Fed. Res. Bull., May, 1947.

“Treasury Bills and Certificates as Outlets for Idle Funds,” Fed. Res. Bull. July, 1942.

“The Tax Savings Plan,” Red. Res. Bull., Aug., 1941.

 

3. Non-Negotiable Securities; Securities Ineligible for Bank Holding.—

Secretary of the Treasury, “Spreading the Public Debt,” Treasury Bulletin, May, 1947.

Secretary of the Treasury, “The Role of Savings Bonds in Public Debt Management,” Treasury Bulletin, May, 1947.

Tostlebe, A. S., “Estimate of Series E Bond Purchases by Farmers,” J.A.S.A., Sept., 1945.

“Bank Purchases of Restricted Treasury Bonds,” Treasury Bulletin, July, 1946.

 

4. Currency.—The wartime rise in currency is described by G. L. Bach, “Currency in Circulation,” Federal Reserve Bulletin, April, 1944. See also the following unsigned articles in the Federal Reserve Bulletin: “The Currency Function of the Federal Reserve Banks,” July, 1940; “Recent Changes in the Demand for Currency,” April, 1942; and “Relation between Currency and Bank Deposits,” May, 1943.

For a historical treatment: V. M. Longstreet, “Currency System of the U.S.” in Banking Studies, Federal Reserve System, 1941. For terminology; I. B. Cross, “A Note on the Use of the Word ‘Currency,’” J.P.E., December, 1944.

 

5. Gold and Silver.—The vast literature in recent years on the gold situation in general will not be considered here; however, reference by be made to F. D. Graham and C. R. Whittlesey, Golden Avalanche, 1939. For the place of gold in the present U.S. money and credit system, see Bowman and Bach, Economic Analysis and Public Policy, Chapter 42, “Gold and the Price Level,” and a series of notes in the Federal Reserve Bulletin: “Ownership of the Monetary Gold Stock” (May, 1940), “Utilization of the Monetary Gold Stock” (June, 1940), “The Gold Stock” (September, 1940), “Definition of Lawful Money” (July, 1941), and “Money and Inflation” (March, 1944). The Treasury position on gold was stated by Secretary Morgenthau in two press releases, March 23, 1939 (reply to Senator Wagner’s questions) and May 3, 1940 (address before National Institute of Government).

 

6. Bank Holdings of Government Bonds, and Data on Bank Deposits—An appreciation of the quantitative aspects of the bank-credit expansion of the war and postwar years can be obtained from “The Wartime Expansion of Liquid Assets,” Fed. Res. Bull., Oct., 1944, and from “Estimated Liquid Asset Holdings of Individuals and Business,” Fed. Res. Bull., Sept., 1947, and earlier reports on the same subject in the issues of June, 1945; Feb., 1946; and Nov., 1946.

See also:

Robinson, Roland I., “Money Supply and Liquid Asset Formation,” A.E.R., March, 1946.

Warburton, Clark, “Quantity and Frequency of Use of Money in the United States, 1919-45,” J.P.E., Oct., 1946.

“Ownership of Demand Deposits [as of Feb. 26, 1947],” Fed. Res. Bull., June, 1947.

* “Assets and Liabilities of Commercial Banks and Mutual Savings Banks, December 31, 1939-1946.” Treasury Bulletin, July, 1947.

“Measurement of Factors Influencing the Volume of Deposits and Currency,” Fed. Res. Bull., June, 1944.

“Wartime Monetary Expansion and Postwar Needs,” Fed. Res. Bull., Nov. 1945. For the growth in deposits prior to the war, see “Factors Responsible for Increase in Bank Deposits,” Fed. Res. Bull., March, 1941.

 

7. Total Interest Charge on Government Debt.—

“Transfer to Treasury of Excess Earnings of Federal Reserve Banks,” Fed. Res. Bull., May, 1947, 518-19.

Rolph, Earl R., “The Payment of Interest on Series E Bonds,” A.E.A. Proceedings., May, 1947, 318-21.

Shoup, Carl, “Postwar Federal Interest Charge,” A.E.R., Supplement to June, 1944 issue (“Implemental Aspects of Public Finance”).

 

8. Interest Rates.—The average rates (including the case of zero interest) and the structure of interest rates of the public debt are discussed particularly in the following articles. The recent United States experience is analyzed in:

Coleman, G. W., “The Effect of Interest Rate Increases on the Banking System,” A.E.R., Sept. ’45.

Harris, S. E., “A One Per Cent War?” A.E.R., Sept. ’45.

*Samuelson, Paul A., “The Effect of Interest Rate Increases on the Baking System,” A.E.R, March, 1945.

Samuelson, P. A. “The Turn of the Screw [Interest Rates and the Banks],” A.E.R., Sept. ’45.

Seligman, H. L., “The Problem of Excessive Commercial Bank Earnings,” Q.J.E., May, 1946.

*Seltzer, L. H., “Is a Rise in Interest Rates Desirable or Inevitable?” A.E.R., Dec., 1945.

Wallich, Henry C., “The Changing Significance of the Interest Rate,” A.E.R., Dec. 1946.

Willis, J. Brooke, “The Case against the Maintenance of the Wartime Pattern of Yields on Government Securities,” A.E.A. Proceedings, May, 1947.

“Yields on United States Government Securities—Revision of Averages,” Fed. Res. Bull., Oct., 1947.

The wartime position of the United States Treasury on interest rates was stated by Secretary Morgenthau in three addresses printed in the Treasury Bulletin, Nov. 1944.

Recent British discussion includes:

Henderson, H., “Cheap Money and the Budget,” E.J. Sept., ’47.

Paish, F. W., “Cheap Money Policy,” Economica, Aug., 1947.

The particular case of interest-free financing has been the subject of some debate recently; see:

Poindexter, Julius C., Proposals for Interest-Free Deficit Financing. Ph.D. Virginia, 1944 (May be obtained on inter-library loan).

Poindexter, J.C., “Fallacies of Interest-Free Deficit Financing,” Q.J.E., May, 1944.

Wright, D. McC., “Interest-Free Deficit Financing: a Reply,” Q.J.E., Aug., 1944.

Poindexter, J. C., “Interest-Free Deficit Financing: Rejoinder [to Wright’s article],” Q.J.E., Nov. 1945.

Poindexter, J. C., “A Critique of Functional Finance through Quasi-Free Bank Credit,” A.E.R., June, 1946.

Benoit-Smullyan, Emile, “Interest-Free Deficit Financing and Full Employment [Poindexter’s article],” A.E.R., June, 1947.

Pritchard, L. J., “The Nature of Bank Credit [Poindexter’s article]: A Comment,” A.E.R., June, 1947.

In view of the recent changes in the interest rate structure, the forecasts of a few years ago are worth reviewing:

Morgan, E. V., “The Future of Interest Rates,” E.J., Dec., 1944.

Round Table, “The Future of Interest Rates,” A.E.A. Proceedings, March, 1943.

Riddle, J. H., “The Future of Interest Rates,” Bankers Magazine, March, 1943.

 

9. “Burden” of Debt.—Interest and amortization requirements on the public debt lead to a discussion of the degree to which a domestically held debt is a burden. On this topic, see:

*Kalecki, M., “The Burden of the National Debt,” Bull., Oxford Inst. Stat., April 3, 1943.

Ratchford, B. U., “The Burden of a Domestic Debt,” A.E.R., Sept., 1942.

Wright, D. Mc., “Mr. Ratchford on the Burden of a Domestic Debt: Comment,” A.E.R., March, 1943.

*Hansen, A. H., “The Growth and Role of Public Debt,” Ch. IX, especially pp. 135-44, 152-61, 175-85, in Fiscal Policy and Business Cycles.

Harris, S. E., “Postwar Public Debt,” Chapter X in Postwar Economic Problems;

Mitnitzky, Mark, “Some Monetary Aspects of Government Borrowing” A.E.R., March, 1943.

Hahn, A., “Should a Government Debt, Internally Held, Be Called A Debt at All?” Banking Law Journal, July, 1943.

Domar, E. D., “The ‘Burden of the Debt’ and the National Income,” A.E.R., Dec., 1944.

Ratchford, B.U., “Mr. Domar’s ‘Burden of the Debt,” and rejoinder by Domar, A.E.R., June, 1945, 411-14.

 

10. Debt Management.—More comprehensive discussions of the problems posed by the public debt are found in writings on “debt management,” “limits to the debt,” etc. (see also the references in No. 11 below):

*Abbott, Charles C., Management of the Federal Debt, McGraw-Hill, 1946, 187 pp., Rev. in A.E.R., March, ’47.

*Committee on Public Debt Policy, National Debt Series, Nos. 1 to 4 issued in 1947. 12 to 22 pp. each.

Garritsen, Margaret M., Some Theoretical and Practical Problems in the Management of the Federal Debt in the Postwar Period. Ph.D., Mass. Inst. of Tech. 1946. (May be available on inter-library loan.)

*Hansen, A. H., “Federal Debt Policy,” Proceed., N.T.A., 1944, 256-67, 295-97.

Leland, Simeon E., “Management of the Public Debt after the War,” A.E.R., Supplement to the June 1944 issue (“Implemental Aspects of Public Finance”), and discussion by D. T. Smith and L. H. Seltzer.

Leonard, Norman H., Public Debt Management. Ph.D. Yale (no date given). (May be available on inter-library loan.)

Mehta, J. K., “Some Problems of Public Debt,” South Indian Journal of Economics, Feb., 1946.

Neale, E. P., “The Growth of New Zealand’s General Government Debt,” Eco. Record, Dec. 1945.

Neumark, F., “Limite de la dette publique ou deficit permanent?” L’Egypte Contemp., March, 1946.

Ratchford, Benjamin U., “History of the Federal Debt in the United States,” A.E.A. Proceedings, May, 1947, 131-41; discussion by L. Wilmerding Jr. and C. C. Abbott, 151-56.

Suiter, William O., “Some Questions Relative to the Management of the National Government Debt,” Bull. N.T.A., June, 1946.

Wallich, H. C., “La dueda publica y el ingreso nacional de Estados Unidos,” El Trimestre Econ., Jan. and April, 1946.

*Wallich, H. C., “Debt Management as an Instrument of Economic Policy,” A.E.R., June, 1946.

Wickens, Aryness Joy, “The Public Debt and National Income,” A.E.A., Proceedings, May, 1947.

Woodward, Donald B., “Public Debt and Institutions,” A.E.A. Proceedings, May, 1947, 157-83. Discussion by L. H. Seltzer, Susan S. Burr, R. J. Saulnier and E. A. Goldenweiser.

 

11. Debt Management and Credit Control.—The complex relations that link debt management and credit control have received increasing attention in recent years as evidenced by the following articles. The discussion is chiefly in terms of inflationary rather than deflationary conditions.

Abbott, Charles C., “The Commercial Banks and the Public Debt”; discussion by H. H. Preston, A.E.A. Proceedings, May, 1947.

Arndt, H. W., “The Monetary Theory of Deficit Spending: A Comment on …. Warburton’s Article [in RES, 1945, 74-84].” R.E.Stat., May, 1946.

Bach, George L., “Monetary-Fiscal Policy, Debt Policy, and the Price Level,” A.E.A. Proceedings, May, 1947.

Carr, Hobart C., “The Problem of Bank-Held Government Debt,” A.E.R., Dec. 1946.

Chamberlain, N. W., “Professor Hansen’s Fiscal Policy and the Debt”; rejoinder by Hansen, A.E.R., June, 1945.

Cluseau, M., “De quelques definitions necessaires,” Rev. de Sci. et Législ. Fin., April, 1947.

Eccles, M. S., “Sources of Inflationary Pressures,” Fed. Res.Bull., Feb. 1946.

*Eccles, M., “Methods of Restricting Monetization of Public Debt by Banks,” Fed. Res. Bull., April, 1947.

Eccles, M. S., “The Current Inflation Problem—Causes and Controls,” Fed. Res. Bull. Dec., 1947.

Goldenweiser, E. A., “Federal Reserve Objectives and Policies: Retrospect and Prospect,” A.E.R., June 1947.

Hauge, Gabriel, Banking Aspects of Treasury Borrowing in World War II. Ph.D., Harvard, 1947 (Available only on inter-library loan.)

*Hardy, C. O., “Bank Policy versus Fiscal Policy as an Economic Stabilizer,” Proceed. Nat. Tax Assn., 1946.

Lerner, Abba P., “Money as a Creature of the State,” A.E.A. Proceedings, May, 1947.

Mikesell, Raymond F., “Gold Sales as an Anti-Inflationary Device,” R.E.Stat., May, 1946.

Mints, Lloyd W., Hansen, A. H., Ellis, Howard S., Lerner, A. P. and Kalecki, M. “A Symposium on Fiscal and Monetary Policy,” R.E.Stat., May, 1946.

Robinson, R. I., “The Reserve Position of the Federal Reserve Banks,” Fed. Res. Bull., March, 1945.

Seltzer, Lawrence, “The Changed Environment of Monetary-Banking Policy”; discussions by D. B. Woodward and R. A. Young, A.E.A. Proceedings, May, 1946.

*Simons, Henry C., Economic Policy for a Free Society, Univ. of Chicago Press, 1948, 353 pp. espec. Chs. VII, “Rules versus Authorities in Monetary Policy,” VIII, “Hansen on Fiscal Policy,” IX, “On Debt Policy,” X, “Debt Policy and Banking Policy” and XIII, “The Beveridge Plan: an Unsympathetic Interpretation.”

Sproul, Allan, “Monetary Management and Credit Control,” A.E.R., June, 1947.

Sweezy, Alan R., “Fiscal and Monetary Policy”; discussion by J. H. G. Pierson, W. J. Fellner, and Clark Warburton; A.E.A. Proceedings, May, 1946.

Villard, H. H., “The Problem of Bank-Held Government Debt: Comment [on Carr’s article],” A.E.R., Dec. 1947.

Wallace, Robert F., “The Federal Debt and Inflation,” Bull. N.T.A., June, 1947.

Wallich, H. C., “The Current Significance of Liquidity Preference,” Q.J.E., Aug., 1946.

*Warburton, Clark, “The Monetary Theory of Deficit Spending,” R.E.Stat., May, 1945, 74-84.

Warburton, Clark, “Monetary Theory, Full Productivity, and the Great Depression,” Econometrica, April, 1945.

Warburton, Clark, “The Volume of Money,” J.P.E., June 1945.

Whitaker, T. K., Financing by Credit Creation, Dublin, 1947, 67pp. (E.J., Sept. ’47.)

Whittlesey, C. R., “Federal Reserve Policy in Transition,” Q.J.E., May, 1946.

“Treasury Finance and Banking Developments,” Fed. Res. Bull., May, 1946.

* “Debt Retirement and Bank Credit,” Fed. Res. Bull., July, 1947.

 

Source: Columbia University Libraries, Manuscript Collections. Robert M. Haig Collection. Box 16, Folder “Bibliography”.

Image Source: The Columbia Spectator Archive. March 8, 1967.

Categories
Curriculum Harvard Teaching Undergraduate

Harvard. Economics teaching responsibilities according to David Landes, 1955

 

In the archived Columbia University graduate economics department papers one finds an extended discussion about a university administration initiative in 1955-56 to adjust teaching loads to meet a fiscal crisis. The economics chairman, Carl S. Shoup, asked the young economic historian on the faculty, David Landes, to brief him on the teaching situation at Harvard. The following “note to self” by Shoup offers an obiter dictum or two that one would not be able to glean from published Harvard catalogues alone, e.g., “This system is also well suited to a coeducational program.”

_________________

COLUMBIA UNIVERSITY
Interdepartment Memorandum

Date: February 18, 1955
Carl S. Shoup

Memorandum for Files
Record of Conversation with David Landes on Harvard
Technique of Handling Graduate and Undergraduate Classes

Landes tells me that at Harvard in economics, there are three kinds of courses. First is an elementary course for undergraduates in which there is one lecture a week before a class that may range from 50 to 300 students or perhaps even more. Another two hours a week is taken up with section work handled by graduate students who are somewhat below our instructors in terms of the amount of their responsibilities (I understand from Hart that in some of these elementary courses one lecture will be given by one professor, another professor will come along the following week and so on). This professor is a senior man whose chief interest is in the graduate field. Nevertheless, there seems to be considerable competition among the senior professors for the privilege of giving these big lectures. Not all senior professors give such lectures and not all are competitors for the task.

Then there are mixed courses containing 20 or 30 students or so, some of the students being undergraduate and some graduate.

Finally, there are the graduate seminars attended only by graduate students.

In no case does the graduate professor have to take care of the mechanics of grading undergraduate examination papers, taking attendance, etc. All these chores are handled by the young assistant.

As a result, there is no well-defined undergraduate faculty in economics as there is in Columbia. Landes thinks this system is undoubtedly the most economical, but it has the drawback that the undergraduate student who reads the catalogue and thinks he is going to get some big name to teach him in his beginning course finds that he does so only to the extent of sitting in a large group and listening to the professor without ever getting any personal contact with him.

This system is also well suited to a coeducational program.

 

Source:  Columbia University Libraries, Manuscript Collections, Columbiana. Department of Economic Collection, Box 5, Folder “Budget Meeting—1955-1956”.

Image Source:  The Harvard Gazette  August 30, 2013 photo of David S. Landes.

Categories
Berkeley Carnegie Institute of Technology Columbia Economist Market Modigliani Ohio State Salaries

Columbia. Economist salaries below market. Examples of Modigliani and James W. Ford, 1956

 

The following letter provides interesting testimony to Franco Modigliani‘s market value in 1956 as well as how A. G. Hart hoped to offer Modigliani’s other offers together with an offer extended to James William Ford (Harvard economics Ph.D., 1954) by Ohio State University as evidential ammunition in the economics department plea for a significant increase in Columbia University salaries to remain competitive.

_________________

COPY

[Stamp: Office of the Vice President, July 13, 1956, Columbia University]

July 8, 1956

Prof. Carl S. Shoup
Executive Officer
Department of Economics
503 Fayerweather

Dear Professor Shoup:

This is to give further background on the scrap of evidence about the adequacy of Columbia University salary scales that is offered by Franco Modigliani’s comment on our offer of a visiting professorship for next year. As your note points out, the interpretation hinges largely on his professional status.

Against our offer of $10,000 for a one-year visit, as I read Modigliani’s letter with its gentlemanly absence of specific figures, he was offered $12,000 for a year as visiting professor at Harvard and at least $12,500 as permanent professor at Berkeley, and settled for (I take it) $12,000 to stay at Carnegie Tech. His age is 37 or 38, I believe, and he has been professor for two or three years at Carnegie Tech.

Modigliani’s reputation is established, but not very wide. He has published several distinguished articles, and has important work in progress; but his only book publication to date has been a collaboration with Neisser. Furthermore, he has lacked the backing of the major graduate schools (being an immigrant with a doctorate from the New School), and has thus tended to be undervalued by the market. Besides, he suffered a setback because he had the misfortune to be in the thick of the fracas at the University of Illinois. When working conditions there became intolerable, he felt such an unconditional urge to leave that he sacrificed the bargaining power of his tenure there as associate professor. At the time he went to Carnegie Tech, he could not command a tenure appointment but went on a term arrangement which however it took them only a few months to convert to an appointment with tenure.

In short, here is the kind of man we will want when next we have an appointment to make—and undervalued rather than overvalued on the national economics market—and our salary scale is at least $2500 below what he can command at good centers with about our teaching load, and with a lower cost of living. Another interesting comparison has come in meanwhile. James Ford, whom we let go from a Columbia instructorship to be assistant professor at Vanderbilt, writes that he has refused a post at Ohio State as associate professor at $8100. This is for a man of about the caliber and stage of development we think suitable for an assistant professorship at Columbia. We must be a good $1500 below the market at that level, if this is evidence.

Very truly yours,
/s/ Albert Gailord Hart
Professor of Economics

Source:  Columbia University Archives, Rare Book and Manuscript Library. Central Files, 1890-, Box 400. Folder “Shoup, Carl Sumner (2/2); 1/1956—6/1948”.

Image Source: Franco Modigliani, from MIT Museum website.

Categories
Columbia Economist Market Economists Harvard

Columbia. Economics Ph.D. Alumnus, Clement Lowell Harriss, 1940.

 

In this post we have a nice pair of bookends for the career of Columbia economics Ph.D. (1940) and later Columbia professor, C. Lowell Harriss:  a letter from 1946 recommending his appointment to an assistant professorship and a memorial webpage from the Columbia economics department.

________________

Columbia University
in the City of New York

Faculty of Political Science

November 26, 1946

Dr. Frank D. Fackenthal, Acting President,
213 Low Memorial Library

Dear Mr. President:

On recommendation of the College Committee appointed in accordance with your letter of October 3d and with the approval of the Committee on Instruction of Columbia College, the Department of Economics requests the promotion of C. Lowell Harriss from instructor to assistant professor, effective January 1, 1947.

The Department considers that this promotion would be a well earned recognition of ability and service. The reasons set forth in the enclosed letter from Professor Horace Taylor, chairman of the College Committee, in our judgment amply justify our request that this action be taken at an exceptional time.

Dr. Harriss’ salary as instructor is $3,300 for the year. We recommend that his salary as assistant professor should be at the rate of $3,600. Funds for the additional $2150 required on the 1946-47 budget are available in the unexpended salary of Carl T. Schmidt.

Respectfully yours,
[signed]
Carter Goodrich
Executive officer, Department of Economics

*  *  *  *  *  *

________________

Columbia University
in the City of New York

Faculty of Political Science

November 26, 1946

Professor Carter Goodrich
Fayerweather Hall
Columbia University

Dear Professor Goodrich:

The newly constituted Committee on Economics Instruction in Columbia College held its first meeting on October 28. I have reported separately the formal action taken at this meeting with regard to the nomination of a Departmental Representative.

Its most urgent matter of regular business in the view of the Committee is its unanimous recommendation that Dr. C. Lowell Harriss, instructor in Economics, be promoted to Assistant Professor of Economics. It is the opinion of the Committee that Dr. Harriss has reached a maturity and a competency in this field that cause him to be considerably underranked in his present position. The Committee not only recommends promotion for Dr. Harriss, but strongly urges that the promotion be made immediately and to take effect January 1, 1947. This recommendation is made both because it would provide immediate recognition to a man who, in the Committee’s judgment, thoroughly deserves it, and also because we believe that action of this kind would have distinct morale value, both for Dr. Harriss, and for other members of the College staff who feel as we do about Dr. Harriss as a teacher, a scholar, and a person.

Dr. Harriss is thirty-four years old. He joined this Department as an instructor in economics in 1938. He is a man of such broad intellectual background and training that he has been extraordinarily well qualified for work in the course in Contemporary Civilization, and has made substantial contributions to the planning and teaching of this difficult course. He also has contributed materially to the Departmental work in the College, and one of our plans for the next academic year is that Dr. Harriss will offer an undergraduate course in his speciality [sic], which is Public Finance. During the current year, he is giving a course in this field designed for University Undergraduates. If Dr. Harriss receives the promotion that is recommended, it is planned that he will be a member of the Faculty of Columbia College and also of the Faculty of the new School for General Studies. One of the reasons that we strongly believe that we should, in the interests of the University, increase the number of young men of professorial rank is that the College Faculty will be expected to provide members to the Faculty of the School for General Studies.

Dr. Harriss’s intellectual attainments are extraordinarily high. He received the B.S. degree at Harvard Summa Cum Laudein 1934, having majored in history. My impression is that the degree with highest distinction is awarded to a major student in a particular department only once in several years at Harvard or, at least, it averages out about this way. On graduating from Harvard, Dr. Harriss was awarded the highest scholarship (one for travel in Europe) that is given to a graduate of Harvard College. He then became a Council for Research in the Social Sciences Fellow in economics and pursued graduate studies at both Chicago and Columbia. He was awarded our Ph.D. in 1940. As a graduate student, he won the high opinion of his professors. His dissertation on “Gift Taxation in the United States” was written under the direction of Dr. Haig. This dissertation was of such excellence that it immediately established Dr. Harriss as an authority on this subject. This was pointedly demonstrated when he was made head of the Gift Tax Section in the Division of Research of the United States Treasury Department. He held this post from November 1941, until April, 1943. He then entered the Army and rather rapidly rose to the rank of Captain. His distinction as a student was continued in the fact that he was the first ranking man in his class in Officers Candidate School. During his service in the Army, he was in charge of important work connected with procurement for the Army Air Forces, and was stationed at Air Force Headquarters, Wright Field, Dayton, Ohio. For his work there, he received the Army Commendation Award. He returned to his work with us at the beginning of the Spring Term.

Last summer Dr. Harriss received a firm offer of an Associate Professorship at Syracuse University at a salary of $4,000. He also received inquiries which appear to anticipate firm offers from both Rice Institute and the University of Indiana. Both of these institutions talked with him in terms of an Associate Professorship at a salary of about $4,000. Dr. Harriss declined to consider the inquiries and turned down the offer made by Syracuse. I believe that I am not exaggerating when I say that there is not a young man in this country of greater competence or promise in the field of public finance than Dr. Harriss, and I believe that Professors Haig and Shoup rate him at about the same level.

During his time with us and the period that he was in the Army, Dr. Harriss has outgrown his academic rank. Our Committee believes that his appointment in the fashion we have recommended will be in the long-run interest of education and scholarship in Columbia College and in the University at large.

Sincerely yours,

[signed]
Horace Taylor

HT:mdl

Source:Columbia University Archives. Rare Book and Manuscript Library. Central Files 1890-, Box 406, Folder “Goodrich, Carter 1/4”.

________________

C. Lowell Harriss (1912-2009)
In Memoriam

COLUMBIA UNIVERSITY EDUCATOR, ECONOMIST AND ADVOCATE OF LAND TAX REFORM DIES

C. Lowell Harriss, an economist whose groundbreaking theories on land tax reform led to a widening of public spaces and improved quality of life in domestic and international urban and rural areas, died on December 14, 2009 at his home in Bronxville, N.Y. He was 97.

He died from natural causes.

An author of 16 books on economics and hundreds of articles, Professor Harriss was one of the last living economists to experience the Depression. He was known for his seminal work on taxation of land, property tax, finance reform, land values and planning land use.

He was a professor emeritus of economics at Columbia University, where he taught for 43 years, from 1938 to 1981. He also taught at Stanford University, UC-Berkeley, Yale, Princeton, The Wharton School, the New School for Social Research and Pace University. He earned Fulbright professorships from the Netherlands School of Economics (now Erasmus University), Cambridge University, and the University of Strasbourg, France.

His professional interests beyond education were extensive, including: Executive Director of The Academy of Political Science; President, National Tax Association-Tax Institute of America; Vice President, International Institute of Public Finance; Chairman, Robert Schalkenbach Foundation, Inc.; Trustee, American Institute for Economic Research; Advisory Member, American Enterprise Institute; Academic Advisor, Center for the Study of the Presidency; and Advisor, Thomas Jefferson Research Center. He was a fellow at the Lincoln Institute of Land Policy, and a board member of the American Institute of Economic Research in Cambridge, both institutions that serve as leading resources for policy makers and practitioners including the use, regulation and taxation of land.

He advised state, federal and foreign governments on tax policy including the U.S. Department of Treasury; the City of New York; New York State; the Commonwealth of Puerto Rico; the Federal District of Venezuela; the Ministry of Finance, Republic of China; the United Nations; and the Agency of International Development of the U.S. Department of State.

In addition to his academic and professional pursuits and achievements, Professor Harriss was well known for his great respect of the role that humor has in making daily life enjoyable and more civilized. He often said that “a smile costs nothing.” He was known for his frequent compilations of cartoons, which he distributed in his mailings to colleagues and friends. As he said, “they get people’s attention”.

Clement Lowell Harriss was born Aug. 2, 1912, in Fairbury, Nebraska. He attended Harvard College and graduated summa cum laude in 1934. Upon graduation, he received a Sheldon Fellowship which enabled him to travel for 13 months throughout Europe, the Balkans, Turkey and Northern Africa, before arriving in Berlin the day Hitler assumed the presidency. This experience was the beginning of a lifetime of travel that would take him around the world nine times and stimulate his academic and personal curiosity and inquiry.

Professor Harriss met and married Agnes Bennett Murphy in 1936. While pursuing graduate studies at the University of Chicago and Columbia University, he began his teaching career in 1938 at and received his Ph.D. in 1940 from Columbia University.

Professor Harriss served as an officer in the Army Air Corps from 1943 to 1946, working on aircraft and manpower procurement, later on the economic problems of the shift of fighting to the Pacific, and finally, on the problems of economic demobilization and the postwar aircraft industry.

He is the namesake of the C. Lowell Harriss Scholarship at Columbia College, the C. Lowell Harriss Chair of Economics at Columbia University, and the Professor C. Lowell Harriss Scholarship at the School of General Studies at Columbia University. In 1996 he accepted the Nobel Prize in Economics on behalf of long-time Columbia colleague William Vickrey, who had died shortly before the ceremony.

He is survived by his sister, Marion Engelhart, of Gross Pointe, Michigan, his four children, L. Gordon Harriss, of Bronxville, New York; Patricia Harriss, of Bronxville, New York, Martha Harriss, of New York, and Brian Harriss, of Greenwich, Connecticut, five grandchildren, and by his two daughters in law, Elizabeth Harriss, Bronxville, New York, and Lucinda Harriss, Greenwich, Connecticut. His wife died in 1992.

Source:  Columbia University. Department of Economics. Webpage: In Memoriam; C. Lowell Harriss (1912-2009).

 

________________

In Memoriam: from Columbia College Today

C. Lowell Harriss ’40 GSAS, professor emeritus of economics, died on December 14, 2009, at his home in Bronxville, N.Y. He was 97.

Born in Fairbury, Neb., on August 2, 1912, Harriss graduated summa cum laude from Harvard in 1934. Upon graduation, he received a Sheldon Fellowship, which enabled him to travel for 13 months throughout Europe, including Berlin and the Balkans, as well as Turkey and Northern Africa. This trip was the beginning of a lifetime of travel that would take him around the world nine times.

Harriss served as an officer in the Army Air Corps from 1943–46, working on aircraft and manpower procurement, on the economic problems of the shift of fighting to the Pacific, and finally on the problems of economic demobilization and the postwar aircraft industry. He began teaching at Columbia in 1938 while pursuing a Ph.D. in economics at GSAS and remained at Columbia until retiring from teaching in 1981.

University Trustee Mark E. Kingdon endowed, in 1998, the C. Lowell Harriss Professorship of Economics in honor of “my teacher, mentor and friend.”

“I took Professor Harriss’ public finance course in the late 1960s, when it was not cool to be a conservative, especially at Columbia,” said Kingdon. “I remember Professor Harriss warning us about the extraordinary power of the government: ‘Nothing can be as cruel as the government.’

“During the 1970 student strike, I learned later, a classmate was picketing a building that the professor wanted to enter. ‘You can’t go in,’ my friend declared. ‘Why not?’ Professor Harriss asked. ‘Because then you would be a scab.’ In response, Professor Harriss brushed by and entered the building while declaring, ‘A scab is part of the natural healing process.’

“Teachers in the department on both the left and right loved the man. He was soft-spoken, tolerant, smart, non-dogmatic but firm in his beliefs. His classroom style was brusque, informative and clear. He committed many random acts of kindness, such as writing a complimentary note about me to my father, and helped students with letters of recommendation to his many friends that led to jobs or entry into grad school.

“I watched him age gracefully almost to the very end, vigorous in mind, body and spirit, an inspiration to us all. I miss him very much.”

Harriss also taught at Stanford, UC Berkeley, Yale, Princeton, The Wharton School, the New School for Social Research and Pace. He earned Fulbright professorships from the Netherlands School of Economics (now Erasmus University), Cambridge and the University of Strasbourg, France.

One of the last living economists to have experienced the Depression, Harriss authored 16 books on economics and hundreds of articles. He was known for his seminal work on taxation of land, property tax, finance reform, land values and planning land use.

Harriss also had advised state, federal and foreign governments on tax policy including the Depart- ment of Treasury; the City of New York; New York State; the Common- wealth of Puerto Rico; the Federal District of Venezuela; the Ministry of Finance, Republic of China; the United Nations; and the Agency of International Development of the U.S. Department of State.

Harriss met and married Agnes Bennett Murphy in 1936. She predeceased him in 1992. Harriss is survived by his children, L. Gordon ’68, Patricia, Martha and Brian; five grandchildren; and sister, Marion Engelhart.

Source: In Memoriam. Columbia College Today, March/April 2010.

Image Source:  In Memoriam. Columbia College Today, March/April 2010.

 

 

Categories
Columbia Regulations

Columbia. Economics Graduate Student’s Guide, 1957-58

 

The process of awarding a Ph.D. in economics is governed by rules, so every so often I add a program’s rule-book here. The following excerpt from the Graduate Student’s Guide even provides a bit of motivation and interpretation of the rules for economics graduate students at Columbia University in the mid 1950s.

Recently an exam for Gary Becker’s 1965 micro-theory course (already one of the most visited pages in the Economics in the Rear-view Mirror collection) revealed that either the rule for making no-allowance in exams for non-native English speakers  was suspended by 1965 or Gary Becker disregarded the rule, allowing non-native speakers extra time for their written examinations.

________________

Excerpt from Columbia University’s The Graduate Student’s Guide

ECONOMICS

EXECUTIVE OFFICER: Carl S. Shoup, 503 Fayerweather

Office hours:Monday and Wednesday, 10 to 10:30 and 11 to 12. Thursday, 2 to 4
Telephone Extension:2171

DEPARTMENT SECRETARY: Carolyn M. Stedman, 502 Fayerweather

Office hours:Monday through Friday, 9 to 5
Telephone Extension:849

DEPARTMENT BULLETIN BOARD: outside 502 Fayerweather

 

The following remarks supplement or amplify the description of degree requirements found in two places in the Graduate Faculties Bulletin: on pages 14-18 for the Faculty Requirements and on page 37 for the Departmental Requirements. Have these pages of theBulletin at hand when reading the statement below.

GENERAL

The Department takes the view that each graduate student having his particular intellectual interests and methods of satisfying them, flexibility in the departmental procedures intended to assist him is necessary. Hence, no system of departmental advisers has been set up. During his first registration, the student will find all members of the Department available, at hours posted on the bulletin board, for consultation on his course program. Any member of the Department may sign approval of the student’s program card. If a study of the course offerings in the Bulletindoes not give the entering student a clear enough idea of the particular member of the Department by whom he would prefer to be advised on his program, he may obtain suggestions on this score from the Academic Assistant or Professor Shoup.

In succeeding semesters the student’s developing interests and his growing acquaintance with the members of the Department should enable him to select some one or two faculty members as his chief adviser or advisers.

Although no specified courses are required for either degree, all students in the Department are advised to attend Economics 101-102, the basic course in economic theory, unless they enter the Department with an exceptional background in that subject.

 

THE MASTER’S DEGREE

Candidates are expected to study the requirements listed in the Graduate Faculties Bulletinand to plan their work in the light of both A. M. and Ph.D. requirements in case they should later decide to work toward the higher degree.

Not less than six months before he desires to receive the degree, the candidate must select his Essay subject, submit it to the appropriate member of the Department, and, after approval, list the subject with the Academic Assistant of the Department. The Essay need not be completed until after the candidate has satisfied the course requirements for the degree.

The selection of a subject of importance within the field of his interests must be made by the student, and the ability to make a proper choice will be regarded as an essential qualification for the degree.

The completed Essay must be submitted for approval not later than four weeks before the date on which copies are to be filed with the Essay and Dissertation Secretary. The candidate should not proceed beyond the preparation of his detailed program of investigation and the completion of a preliminary chapter or section without submitting his work to his supervisor. An Essay is judged by the manner of its presentation and style as well as by its contents and the employment of original material.

Another foreign language may be substituted for French or for German, with the approval of the Executive Officer, if it is particularly useful for the student’s projected research; but another Romance language may not be offered with French. Failure to pass one of the language examinations or the mathematics examination, as the case may be, before registering for more than 30 points, or failure to pass the other examination before registering for more than 45 points, will result in denial of permission to register until the deficiency is removed.

In 1957-1958 the examinations in languages and mathematics will be held on the following days: Thursday, September 19, 1957, from 10 to 12; Friday, January 17, 1958, from 2 to 4; Friday, May 2, 1958, from 2 to 4 (room numbers will be posted outside Room 502 Fayerweather). At least one week before the examination the student must notify the Academic Assistant of the Department of his intention to take it.

Two years of intensive language work in one of Columbia University’s Institutes, with a grade of B or better throughout, are accepted in lieu of passing the regular language examination. Language examinations taken at other universities are not accepted for this requirement.

Foreign students are asked to bear in mind that a command of the English language is assumed, and that English consequently cannot be accepted as a foreign language satisfying the requirement. Nor can allowance be made in any examination, oral or written, for unfamiliarity with English.

 

THE DOCTORATE

The student must satisfy the Department that he has gained a thorough knowledge of several fields of economics (and, at his option, one field outside economics), to the point where he can demonstrate command of the material in a comprehensive oral examination and can utilize his knowledge in the writing of a doctoral Dissertation. To this end, the Department does not require course examinations of the Ph.D. candidate, nor are particular courses required. Instead, the student must, in addition to meeting the language and proficiency requirements stated in the Bulletin, (a) compete a seminar paper in one of the research courses offered in the Department, and (b) prepare an outline of his dissertation topic.

In practice, the typical Ph.D. candidate does take examinations in a limited number of courses, both to test himself and to build a record on which recommendations for fellowships or employment can be based. Moreover, those doctoral candidates who wish to obtain an A.M. degree en route necessarily take examination in 21 points (seven courses). The student’s decision to earn this degree should be guided by his interests and aims, after consultation with the Executive Officer or other members of the Department. Although the Department approves of a limited amount of examination taking, it asks the doctoral candidate to keep in mind the possible disadvantages of devoting too much time to the preparation for such tests.

Before he registers for more than 45 points, and as soon as possible, the candidate should submit for the Executive Officer’s approval his tentative choice of the three subjects, from the list given in the Graduate Faculties Bulletin, to add to the three required subjects. To ascertain the requirements for obtaining the certifications of proficiency in two of the six subjects, the candidate should, during his first semester, consult those members of the staff in charge of the respective fields. Certification of proficiency is not given for economic theory or for any subject under No. 19 in the Bulletinlist. These subjects may be, and economic theory mustbe, offered only at the oral examination.

The prospective candidate may find it advisable to take Statistics 191-192 and either Economics 153-154 (Economic history of the United States), or Economics 155-156 (Economic history of Europe, 1740-1914), or Economics 151-152 (Economic history of Russia to 1917) during his first year of residence, if he wishes to obtain a certificate of proficiency in statistics, or in one of these three divisions of economic history. No more than one of the three divisions may be offered among the six subjects. The professors in charge of certifying in these divisions are: United States, Professor Goodrich; Europe, Professor Landes (in 1957-1958, Professor Hughes); Russia, Professor Florinsky.

The 6-point research-course requirement cannot be fulfilled by research courses taken in other universities or in other Departments. Students are advised to take a research course in the Department as soon as they have completed 30 points, if not before. The required paper may be written in either of the two semesters of the research course.

Some time before he plans to take the oral examination, the student should select the field in which he intends to write his Dissertation. This field should normally be one of the six chosen for proficiency and oral examination. With the assistance of a member of the Department interested in this field, the candidate should formulate a topic for his Dissertation. As soon as the topic has been approved by the staff member (henceforth the student’s sponsor), the candidate must report to the Academic Assistant the name of the sponsor and the subject of the proposed Dissertation. No change of sponsorship will be recognized unless the candidate notifies the Academic Assistant. Although the Executive Officer may authorize a joint sponsorship, the Dissertation is generally written under a single sponsor.

The candidate is expected to draft a three- or four-page memorandum outlining the proposed Dissertation, indicating also the chief sources to be used, and defending the feasibility of the project. No oral examination will be scheduled until the candidate has deposited with the Academic Assistant his project memorandum, bearing the approval of the sponsor.

Well before the time he expects to apply for the oral examination, the candidate should obtain advice on preparing for this examination from members of the Faculty in charge of the fields he is offering. The oral examination is not an examination on courses, but on subjects (fields).

The formal application for a date for the examination must be made to the Academic Assistant for approval by the Executive Officer. The application will not be received until the requirements discussed above have been met. No exceptions can be made to the rules governing the dates of scheduling the various departmental and faculty examinations.

The reference under No. 19 in the Graduate Faculties Bulletin (page 37) to “any other one subject…approved by the Executive Officer of the Department” may include a subject falling in one of the Departments under the Faculty of Political Science, or in philosophy, or psychology, or in some other discipline dealing with matters relevant to the student’s scholarly interests. A candidate proposing to offer a subject outside the Department of Economics must obtain the approval of the Executive Officer of that other Department in advance. In general, the Department encourages doctoral candidates to devote a part of their efforts to a subject outside the Department.

Candidates for the Ph.D. degree in other Departments who propose to offer a minor in economics at the oral examination must be examined on economic theory and any one other of the subjects listed under Nos. 1-19 in the Bulletin. Such candidates should consult the Executive Officer of the Department of Economics as early as possible.

Candidates in other departments offering a minor in economic history aat the oral examination will be required to show either (a) a knowledge of the economic history of two major regions, or (b) a knowledge of the economic history of one major region and of the field or fields of economics particularly relevant to the subject of the proposed Dissertation.

A few private studies are available in Butler Library for students who are writing their Dissertations in residence; application should be made to the Academic Assistant.

The doctoral candidate may find it advisable to start on a first draft of his Dissertation well before the oral examination, perhaps in one of the research courses. During the writing of his Dissertation, the candidate should not fail to keep in lose touch with his sponsor. Much time will be saved, more assistance will be obtained, and more of the intellectual stimulus that should develop from the writing of a Dissertation will be felt if the candidate remains on or close to the Columbia campus. The candidate is particularly warned against writing a Dissertation in absentia, out of touch with his sponsor, and usually in the unfounded expectation that what he considers his finished draft, suddenly deposited on the desk of the sponsor, will lead speedily to a defense examination and the award of a degree.

If the candidate leaves the campus and makes no progress on his Dissertation, he should in December of each year send an explanatory statement to his sponsor; or, alternatively, notify his sponsor that he has abandoned the project. If the candidate does not apply for an examination in defense of his Dissertation within five years from the time he passed his oral examinations, he will be regarded as having abandoned his Dissertation topic, unless he requests in writing an extension of time and receives written approval of such an extension from his sponsor and the Executive Officer.

The candidate will not be recommended by the Executive Officer for an examination in defense of the Dissertation until the candidate’s sponsor has notified the Academic Assistant that the Dissertation is in acceptable form for final typing.

 

GRADUATE ECONOMICS SOCIETY

Graduate students will enhance their efficiency in learning and their professional interests by frequent discussion among themselves. For this purpose, the Graduate Economics Society, which meets regularly in Fayerweather Lounge, will be found useful. The officers for 1957-1958 are as follows:

President:  Edwin Dean, 419 West 115thStreet, Apt. 52, New York 25.

Vice President: Paul Graeser, 517 Furnald Hall

Secretary-Treasurer: Louise Freeman, 45 East 80thStreet, New York 21.

Telephone: LEhigh 5-6375.

 

SourceThe Graduate Student’s Guide. Columbia University, Bulletin of Information. Series 57, Number 39 (September 28, 1957), pp. 114-119.

Image Source:  Butler Library, 1939. Columbia’s Rare Book & Manuscript Library blog. April 19, 2018.

Categories
Columbia Curriculum

Columbia. Proposed plan to review economics curriculum, 1944

 

A transcription of a 1945 memo from the curriculum committee of the department of economics at Columbia University regarding curricular issues brought up during discussions during the spring of 1944  was posted earlier. In a different box of departmental records I found the following memo that initiated the series of meetings and that provides us some of the backstory for the 1945 memo. I find the curious ordering of the meetings by topics rather random, e.g. theory courses only to be discussed in the second to last session. 

As the note stapled to the bottom of the memo indicates, the proposed days for the meeting were suggested to be shifted to Mondays. The penciled dates shown in square brackets in the transcription are all Mondays.

______________________

Plan to review Columbia’s economics curriculum

January 13, 1944

To the Members of the
Graduate Department of Economics

At our meeting on December 6th there was, we think, general agreement on the need of reviewing our course offerings and some of our present methods of graduate instruction. For such review, and for a more careful consideration of the problems we shall face in the Department during the years immediately following the war, we suggest that a series of meetings be held during the Spring Session. Each meeting could be devoted to consideration of a particular subject or group of subjects in our present curriculum. One meeting could be given to economic theory, another to economic history, another to labor and industrial relations, and so on. It would be desirable, of course, that at each session we have, not the casual and rather unfocussed discussion that was inevitable at our first meeting, in December, but intensive examination of what we are doing, and a consideration of what we should and can do.

As an indication of what might be covered, we list certain matters that might be given attention, each time:

—the substance of our present offering (i.e. a summary account of what is given in our present courses, including an indication of the subjects covered and of the manner in which each course is organized.
—chief present problems in this field of knowledge, and prospective problems in the post-war period.
—relation of work in this field to other fields and the curriculum as a whole.
—teaching procedures employed, and appraisal of results (If seminar system, how effective? If lecture system, or modified lecture system, how effective?)
—relation of our work to what is done elsewhere (in several other leading graduate schools) in this field.
—needs of this field, in the way of equipment of trained men (What equipment is needed by men undertaking work in this field? What are the best means of providing the needed equipment and research experience?)
—recommendations, if any, as to what we should do in the future in this field at Columbia.

This list is, of course, suggestive only; it is not intended to be an outline that should be followed each time. We should doubtless, throughout, keep the whole curriculum in mind, and the relations among activities in different fields, although the discussion at each meeting would center on a particular topic.

Following is a provisional grouping of subjects for discussion at successive meetings:

  1. Labor and industrial relations (including labor law and social insurance) [February 14]
  2. Economic history (excluding the courses on capitalism and investment, which are placed in group #6) [February 21]
  3. International trade and finance [February 28]
    Banking, and monetary economics
  4. Industrial organization [March 6]
    Capitalism in the 19thand 20thcenturies
    Investment and economic change
    Economics of business enterprises
  5. Business cycles[March 13]
    Structure of the American Economy
    Prices
  6. Types of economic organization [March 20]
    …Socialism
    …Types of national planned economy
  7. Statistics[March 27]
    Accounting
  8. Economic theory (including all courses on theory, the history of theory, institutional economics and mathematical economics) [April 3]
  9. Public finance and taxation [April 10]
    Corporation finance
    Public utilities

This tentative grouping is subject to modification, if the general plan is approved by the Department. We hesitate to suggest covering several important topics at a single meeting, but we can see no other way to keep the time schedule within reasonable limits.

Our purposes in holding these meetings would perhaps be better served by afternoon meetings, running for two hours, than by evening sessions. As a possibility we suggest Wednesday, from 3 to 5 o’clock in 304 Fayerweather, beginning on February 9th. We should probably plan to have the discussion of each topic opened with a statement from the Department member concerned—a statement that might run from 20 to 40 minutes, depending on the number of subjects to be covered at that meeting. Thereafter time should be given for general discussion. Particular attention would be given in this discussion to the relation of the topic in question to other subjects covered in our curriculum.

The Curriculum Committee would be glad to have the judgment of the members of the Department on this proposal. If you approve the general plan, will you let us know whether you could attend meetings on Wednesday afternoon from 3 to 5 o’clock?

Sincerely yours,

CARTER GOODRICH
FREDERICK C. MILLS
CARL S. SHOUP
WESLEY C. MITCHELL, Chairman

[added] NOTE: We find that a Wednesday afternoon schedule for the proposed meetings would involve at least one serious conflict. Accordingly, we suggest that the meetings be held on Monday afternoon from 4 to 6. Is this time suitable? If so, our first session might be held on Monday, February 14th.

Curriculum Committee

 

Source:  Columbia University Archives. Columbiana. Department of Economics Collection. Box 2 “Faculty”, Folder “Department of Economics—Faculty, Beginning January 1, 1944”.

Categories
Columbia Regulations Research Tip Salaries

Columbia. Excerpts from annual faculty meeting. GRE’s, Math, Salaries discussed, 1951

 

 

The Department of Economics at Columbia University was a constituent element of the Faculty of Political Science from its earliest days. The Columbia University Archives have a long series of bound, typed minutes of the Faculty of Political Science and some of its committee meetings [Research tip: these bound volumes run from 1897 to at least 1957, when I approached the end of my project’s historical window].  I have somewhat randomly selected today’s transcription. The meeting had four items directly relevant to the greater project of chronicling the education of economists (i.e., about four items above the mode) and a relatively descriptive account of presentation and debate. When the discussion turned to a motion to replace a foreign language with a math requirement, the secretary of the Faculty, Professor Barzun, threw in the towel as keeper of the minutes: “From this point forward the discussion became at once so lively and so subtle that the Secretary was unable to keep up with it, and can provide only a feeble rendering of its reality.”

_____________________

FACULTY OF POLITICAL SCIENCE
April 27, 1951

The annual meeting of the Faculty of Political Science was held on April 27, 1951, at 4:10 P.M. in the Trustees’ Room.

Roll Call
[p. 1035]

Present:

Vice President Kirk
Dean Krout
Professors Anderson, Angell, Barzun, Bergson, Bonbright, Burns (A.F.), Burns (A.R.), Clark, Dorfman, Davis, Evans, Florinsky, Fox, Goodrich (Carter), Goodrich (L.M.), Greenberg, Hunt, Lazarsfeld, Lerner, Mattingly, Mills, Miner, Merton, Macmahon, Nurkse, Orchard, Peffer, Scheffé, Shoup, Strong, Steward, Stigler, Vickrey, Wagley, Wallace, Wilbur, Wolfowitz, Wuorinen.

Absent:

Professors Abel, Aly, Barghoorn, Baron, Berle, Brebner, Brunner, Carman, Clough, Commager, Dowling, Einaudi, Gellhorn, Haig, Hart, Haas, Hazard, Ho, Holborn, Jessup, Kroeber, Lehmann, Lipset, Lissitzyn, Lynd, MacIver, McNeill, Malone, Millett, Moley, Morris, Mosely, Neumann, Niebuhr, Nevins, Odlozilik, Pearden, Pennock, Polanyi, Robinson, Rogers, Saulnier, Sayre, Schuyler, Shapiro, Szeftel, Tannenbaum, Thomson, Truman, Westermann, Wolman.

[…]

Re-admission of graduate students
[p. 1036]

Dean Krout proposed the resolution of the Joint Committee on Graduate Instruction concerning the readmission of graduate students, as follows:

RESOLVED, That any former graduate student who seeks re-admission for work in residence at a date more than five years following his latest residence, must have his earlier academic work re-evaluated and his essay or dissertation subject reconsidered, either prior to readmission, or during the first semester of renewed residence. The credit which such students shall receive shall be determined by the Admissions Office on the recommendation of the Department concerned.

In the case of a former graduate student who makes application for the final examination in defense of his dissertation, at a date more than five years following his latest residence, the department concerned may require a similar re-evaluation.

It was passed unanimously without discussion.

[…]

Salary Report (of Committee of Six)
[p. 1038]

Speaking for the Committee of Six representing the three Graduate Faculties, Professor Stigler spoke briefly about the Report on University Salaries, copies of which had been previously sent to all members of the Faculty. He again stressed the fact that the role of the Committee was not to recommend a salary schedule, nor to cope with the difficulties of financing, but simply to report comparative findings. He pointed out the inadequacy of data for the period 1914-1930, but expressed confidence in the statistical results for the period 1930-1950. “We have now reached”, he said, “the lowest point of the entire stretch, and a remedial rise, to be significant, would have to be about 20% generally, and relatively higher for the lower ranks”.

Professor Carter Goodrich moved approval of the general thesis of the report, namely, that it is of the utmost importance to the academic standing of the University that our competitive position expressed through our salary scale be maintained.

The motion was unanimously approved.


Requirement of Graduate Record Examination for admission rescinded
[p. 1039]

Professor Carter Goodrich offered a resolution for the Committee on Instruction regarding the Graduate Record Examination. In discussion he gave a brief history of the requirement and referred to published survey showing that college grades offer a better means of predicting success in Graduate Studies than the examination. Moreover, the Examination costs the student $13.00 and three afternoons, which seems a lavish expenditure for an uncertain measure of prophecy. The Faculty unanimously voted to rescind the requirement.

 

Proposal of Dep’t. of Sociology to substitute Mathematics for one foreign language as a Ph.D. requirement
[pp. 1039-1040]

Professor Lazarsfeld offered a resolution to permit students in Sociology and Economics to substitute Mathematics for one of the two foreign languages normally required for the Ph.D. degree. In the discussion Professor Wuorinen asked to be enlightened on the tendency of the motion. The answer was that Mathematics is a language and one far more necessary to the statistical student of society than any of the languages that consist of words.

Professor Evans opposed the motion on two grounds: first, the principle that all Doctors of Philosophy in Columbia University are rightly deemed able to use the literature of their fields in two foreign languages besides their own; second, the technicality that any change in the requirement must be approved by all three Faculties.

From this point forward the discussion became at once so lively and so subtle that the Secretary was unable to keep up with it, and can provide only a feeble rendering of its reality. Professor Angell urged the far greater range of ideas available in his field through mathematical formulations; Professor Bonbright uttered the suspicion that our language requirement was not really effective, and implied that a mathematics requirement would be. Dean Krout rose to reinforce Professor Evans’ point that we could not take separate action as a Faculty.

Professor Evans introduced an amendment of which the effect was to reduce the requirement to one language for all fields. The amendment was not accepted by the first mover and Professor ANGELL called for a test vote on the original motion. It was carried 25-10; but given the Faculty lack of power to act independently on this matter, Professor Angell moved the appointment of a committee to reconsider the language requirement for the Ph.D. degree. This suggestion was powerless to stem the debate. Professor Stigler urged that all departments be treated equally. Professor Wuorinen questioned the relevance of mathematics to the purpose served by the linguistic equipment. Professor Davis wondered how much mathematics would equal one language. Dean Krout likewise wished to know what would be meant by “mathematics”. Professor Lazarsfeld replied that a committee exists and has expressed itself on the nature of the mathematical equipment required by social scientists. Professor Angell revealed that the Department of Economics has the specifications all worked out. Professors Macmahon and Shoup both agreed in considering mathematics a language and raised the spectre of a three-language requirement.

Finally the question was called for, and Professor Angell’s motion to appoint a committee was passed 26-9.

[…]

The meeting adjourned at 5:35 P.M.

Respectfully submitted
[signed]
Jacques Barzun
Secretary

 

Source: Columbia University Archive, Minutes of the Faculty of Political Science, 1950-1962. pp.1035-1042.

Categories
Columbia Curriculum

Columbia. Comments on Programs of Study in Economics and Business. Shoup, 1944

The Columbia Provost, Frank D. Fackenthal, must have sent out a request to department chairs to answer a set of questions regarding their departments’ educational programs early in 1944. I have found a copy of a letter dated April 10, 1944 in which Carl S. Shoup (1902-2000) provides his reply in which he was able to comment both on graduate economics as well as business education. Shoup refers to an “accompanying memorandum” in which his thoughts are spelled out more precisely. That memorandum was not filed with the copy of the letter I found, so it must be left to another archival visit to see if there might not be some copy filed elsewhere.

Note to self (or others): the “accompanying memorandum” might be found in Provost Fackenthal’s papers.

____________________

Letter to Provost Frank D. Fackenthal from Professor Carl Shoup on the educational programs in economics and business at Columbia University
April 10, 1944

COPY
[Omitting some minor points, as explained in letter to Professor Mills, April 18, 1944]

April 10, 1944

Mr. Frank D. Fackenthal
Provost of the University
Low Memorial Library

Dear Mr. Fackenthal:

This letter and the accompanying memorandum are in reply to your request of February 18 for suggestions on the educational program of the University.

It so happens that during some spare moments last summer and fall when I was in Washington with the Treasury Department, I drew up a memorandum on graduate instruction in the American universities in the fields of economics and public finance, with special but not exclusive reference to Columbia. I had for some time been of the opinion that the training given to graduate students was falling short of what it might accomplish, and this memorandum was an attempt to systematize my thoughts. Upon returning to Columbia I found that Professor Mills, as head of the Department of Economics, was planning to appoint a curriculum committee and also hold a series of Department meetings in which the curriculum of the Department would be analyzed and suggestions for improvement made. I showed him my memorandum, and he thought it advisable to circulate mimeographed copies among the members of the Department. Since this memorandum contains most of what I have to say on the educational program, I am enclosing a copy; but I also add a few remarks below, addressed more specifically to some of the questions raised in your letter, and to Columbia rather than graduate schools in general.

My remarks here and in the mimeographed memorandum, rest upon three general assumptions: (1) that graduate students in economics and public finance are willing and even eager to assume a more responsible and professional attitude toward their work, which involves more hours of work and more intense work, the satisfying of more exacting standards in examination, and a realization of the damage they can cause if they go into government or private research, or teaching, without adequate training; (2) that many, perhaps most, faculty members (including certainly myself) have not been fully aware how small have been our direct efforts to challenge the graduate student to higher standards, and to help him reach them, perhaps because we have to readily assumed that by continually improving ourselves through research and study we could help the mature student about as well as we could in any other way; (3) that, finally, there is indeed no real conflict between this value we customarily put on faculty research and the producing of highly trained graduate students, but that the faculty member’s research experience needs to be made more available to the graduate student through participation by the latter at least some of the research carried on by the faculty. Unfortunately for the chances of formulating a specific program, I have not yet been able to devise a mechanism (to train the graduate by participation in research) that will be highly effective in a graduate department which, like Columbia’s, already has a long history of development along somewhat different lines. It may be that the idea is impracticable except for a graduate department that is founded primarily with this end in view. The problem of mechanism is discussed in some detail in the accompanying memorandum. In any case it would be essential to guard against the development of the research work into an element of so-called (“prestige” whereby it became necessary to grind out a certain amount of published product regularly for the public view. The results should be good enough to warrant publication, but not on any monthly or other periodic schedule.

To turn out to the specific subjects suggested in your letter of February 18, 1944:

            (1) Comment on the Department of which I am a member (I am a member of the School of Business and also of the Faculty of Political Science).

(A) The most troublesome problem facing the graduate Economics Department in curriculum construction is in my opinion caused by the wide variety in background and in aims of our graduate students. The difficulty takes this specific form: shall we introduce so-called “first graduate-year courses” (or “intermediate courses”) in subjects like public finance, international trade, and monetary theory, for students who have had few if any undergraduate courses in economics, or who, having majored in economics, have not had courses in one or more of these particular subjects? There are diverse views on the principles we should follow, but my present inclination – subject to change, of course, as we debate the matter further – is that we cannot do work on this intermediate level without forgoing a good deal of work on the higher level, and that we therefore should not attempt to make good the undergraduate’s course deficiencies except by special reading assignments and special examinations. If we had a much larger faculty, we might be able to offer a satisfactory selection of “intermediate” courses without decreasing our advanced offerings. Even so, I should doubt the desirability of going far in that direction. Before we realized it, we might find ourselves taking over much of the work of undergraduate colleges. From a long run point of view, the effect would be to weaken undergraduate work, not strengthen it.

The School of Business is revamping its entire curriculum. I am a member of a central curriculum committee that has been appointed to suggest what changes should be made, and since we are in the middle of our deliberations at the moment, I have nothing specific to report at this time. I am also a member of a curriculum sub-committee of the Department of Economics, but this sub-committee is awaiting the close of a series of conferences now being held by the Department, before assembling to consider whether specific changes in the curriculum should be recommended.

(B) I believe that it might be good practice for the Department of Economics and the School of Business to appoint a two or three-man committee to become thoroughly acquainted with the record, and to assess the possibilities of, any individual – within or outside the University – who is suggested as a possible member of the Department. This small committee would make an extended report to the Department after some period of time, perhaps six months or so. I think we need some much practice as this to avoid letting ourselves drift into accepting someone largely because there is a general impression that he seems to be the best one readily available at the moment. Perhaps it would be better to appoint a small committee whenever there is a vacancy, with the instructions to search carefully throughout the country to find the best possible prospect and to report back a year later. It is, I think, worth our while to take unusual pains in this respect, for the University has great pulling power, and should not waste it.

(C) As to relations with other departments, the major point, both for the School of Business and for the Department of Economics, is the relation between these two. Fortunately, the two faculties are keeping in close touch with each other. There is almost surely substantial duplication of effort at the present time, more of it than is desirable in some fields, especially, in my opinion, in money and credit theory. It is to be hoped that the two curriculum committees will suggest ways of eliminating needless duplication.

(D) I know very little about present methods of finding, and opening the way for, the brilliant student in the undergraduate group who should devote himself to scholarship and research, but I suspect that the supply of brilliant scholars could be substantially increased if some general effort were made to call to the attention of A-grade undergraduates the possibilities of careers and research and in college or university teaching.

(E) I have no suggestions on scholarships and fellowships, since I happen to have had very little to do with choosing from among the candidates or with examining the general system of selection.

 

            (2) Comment on the programs of study.

(A) In my opinion the program both of the School of Business and the Graduate Department of Economics have lacked sufficiently definite aims and standards, in standards sufficiently high. There is no specific suggestion I should want to venture at the moment, pending completion of the discussions in our two curriculum committees, but some of the suggestions and the accompanying mimeographed memorandum will indicate in a general way what I have in mind. We do not want rigidity in curriculum and teaching; indeed, we need experimentation, but it needs to be experimentation by the department or school as a whole, with some agreement on what we are trying to do. During the 1930’s, particularly, I have the impression that both the School of Business and the Economics Department rather drifted along, each faculty member being concerned chiefly with his own work as it affected himself, not in its relation to the group as a whole (at least I am sure I fell into that habit). We are beginning to overcome this tendency, as a result of frequent group meetings, but the former attitude has become so deeply ingrained in us that I am not optimistic for the future unless there is somewhat more concerned over the problem of training the graduate student then I have noticed thus far. The lack of regimentation, the freedom given at Columbia to each faculty member to go his own way, is a fine thing in we must of course be careful not to decrease it much, if at all. It is a prerequisite for outstanding work in research. The group action that I have particularly primarily in mind is designed rather (1) to provoke in each of us a greater feeling of individual responsibility for (a) ascertaining what our shortcomings are with respect to the training of graduate students and (b) using our imagination to devise improvements; and (2) to create the mechanism for cooperative effort where cooperative effort is deemed essential to making the improvements. But if the group action – in the form of the group discussions we are now engaged in – turns out not to have the effect described in objective (1) above, it would be dangerous to try to move on rapidly to objective (2). A widespread and fairly strong sense of dissatisfaction with our present degree of achievement in training graduate students is a prerequisite to the success of any thoroughgoing change. It remains to be seen whether such a feeling exists. If the current discussions show that it does not, we must conclude either that after all there is no real ground for substantial change or that the change must start elsewhere.

(B) I do not get the impression that competition with or imitation of the programs of other institutions have lowered our standards or over-extended our efforts. Rather, we have probably failed to learn as much as we should about what other institutions are doing.

(C) There is now – in contrast to the situation some years ago, as noted above – ample opportunity for the general discussion of educational matters.

(D) The faculty members’ participation in outside work has benefited the University. It is essential that a considerable amount of outside work be allowed. Such work has however, in my opinion, been carried well of beyond the optimum point in many cases (including my own). In the accompanying mimeographed memorandum I discuss this problem in some detail. My present opinion is that the University should create “research professorships”. Such professorships would not call for any lowering of the teaching schedule beyond the four hours a week now prevailing in the graduate department (but would call for a change in the School of Business’ minimum of eight hours). Anyone accepting such a professorship would agree to engage in no outside work for pay to himself except, say, during one year out of seven. He would be free to undertake any other outside paid work, but the fees would be paid into the University. Such professorships would carry his salary substantially higher than at present obtain – perhaps 75 per cent to 100 per cent higher at the lower salary levels, and 50 per cent higher at the higher salary levels. (I understand that the University of Chicago is offering, or may shortly offer, contracts on the basis something like that suggested for these “research professorships”).

 

            (3) Comment on the facilities for research.

(A) the School of Business library, through which I work, is, in my opinion, doing an excellent job. My only reservation for the library as a whole has to do with the availability of works in foreign languages. We may need to develop a better system for guarding against gaps here and there, after the war, for I have found some omissions that have hampered my work a little. I am not yet, however, prepared to make any recommendations.

(B) I have not encountered any of the resources of the metropolitan area that were not open to me.

(C) I have had limited experience, especially in recent years, with undergraduate teaching, so had little to say on this subject. My impression is that undergraduate teaching, while not incompatible with research, is not exactly conducive to it.

(D) Probably the most important steps that could be taken to increase the research accomplishment of the University staff are:

(a) Slightly lighter teaching schedules (in the School of Business not the Department of Economics).

(b) The introduction of research professorships as suggested in 2 (D) above.

(c) Full pay for the entire sabbatical year with an understanding of the faculty member will use the time in study or in some activity, paid or not (unless he is on one of the research professorships) of direct importance to his long-term product program of self-development. The present system of granting full pay for a half-year’s leave induces almost everyone to take a half-year leave. In most cases this cost the university more money than the full-year half-paid leave, and results in less uninterrupted time for research.

                       (E) As to sources of financial support I have no suggestions (aside from the fees that would come to the University under the research professors’ outside work (2 (D) above), which would be needed to pay the higher salaries) except the general and perhaps impractical one that the University seek mass support from thousands of middle-class sponsors would contribute regularly say $5 to $25 a year and would receive in exchange reports on the progress of the University, special seating privileges at Commencement, exclusive attendance privileges at occasional special lectures by members of the faculty, and any other marks of attention that could make them feel a sense of part ownership in, and pride in, a great University.

Sincerely yours,

Carl Shoup

 

Source: Columbia University Libraries. Manuscript Collections. Columbia University Department of Economics Collection. Carl Shoup Materials, Box 10, Folder “Columbia University—General”.

Image Source: The Columbia Spectator Archive. March 8, 1967.