Categories
Chicago Economists Funny Business

Chicago. The School of Chicago 1972 by Roger Vaughan (Ph.D. 1977). IDs by Gordon, McCloskey & Grossbard

The 1500th artifact added to Economics in the Rear-view Mirror deserves to be a celebratory post for visitors. For this honor I have chosen a  pastiche drawn by a Chicago economics graduate student in 1972. Roger Vaughan (Ph.D. 1977) was the principal, if not only, illustrator for the student-produced satirical publication P.H.A.R.T., an issue of which has been transcribed for an earlier post.

I first saw a copy of Roger Vaughan’s reworking of Raphael’s “School of Athens” added to a photo from a Tweet of a few years back. At that time it did not occur to me to engage in a serious search for the backstory to the drawing. And yet, serendipity turned out to be kind to me when, on a visit to the Harvard Archives last year, I stumbled upon a folded, mint-condition copy of  Vaughan’s “The School of Chicago 1972” in the papers of Zvi Griliches. Of course I had this masterpiece of economics funny business copied and it now has pride of place in my home study.

A few identifications of the figures seen in “The School of Chicago 1972” are obvious (e.g. Milton Friedman and George Stigler, duh) and others could be identified from other Vaughan caricatures that likewise are found in Griliches’ papers (e.g. Marc Nerlove, Stan Fischer, and Robert J. Gordon). Still, most of the renderings remained unidentified. My first idea was to seek out the artist himself, but alas I could only confirm that he had passed in October 2021. The next idea was to seek a living eye-witness to the Chicago economics department of a half-century ago. Here I was luckier, the Stanley G. Harris Professor in the Social Sciences at Northwestern University, Robert J. Gordon, responded to my inquiry almost immediately and as quickly forwarded my request for further information to Distinguished Professor of Economics, History, English, and Communication at the University of Illinois at Chicago, Deirdre McCloskey, for her confirmation and further commentary. Following the initial posting of this artifact, Professor Shoshana Grossbard of San Diego State University spotted a few misspelled names (mea culpa), but, more importantly, was able to identify Margaret Reid by her beret(!).We can all be grateful to these colleagues for their identifications provided below. There remains one unidentified man in the back-row standing to George Stigler’s left plus a couple of yet-to-be identified graduate students. Peeps, Economic in the Rear-view Mirror needs your help! You can leave comments at the end of this post.

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About the artist, Roger Vaughan

From his 1981 AEA Biographical Listing, p. 421

Vaughan, Roger J, 421 Hudson St., Apt. 406, New York, NY 10014. Birth Yr: 1946

Degrees: B.A., U. of Oxford, 1968; M.A., Simon Fraser U., 1970; Ph.D. U. of Chicago, 1977. Prin. Cur. Position: Dep.Dir., Off. Of Develop. Planning, State of New York, 1980-

Concurrent/Past Positions: Econ., Citibank, 1978-80; Econ. The Rand Corp. 1974-78. Research: Urban Policy, finance, taxation training.

Roger J. Vaughan’s Rand Reports,
1974-1980

• The Urban Impacts of Federal Policies: Vol. 1, Overview 1980
• Federal Activities in Urban Economic Development 1979
• Recent Contributions to the Urban Policy Debate 1979
• The Urban Impacts of Federal Policies: Vol. 4, Population and Residential Location 1979
• Assessment of Countercyclical Public Works and Public Service Employment Programs. 1978
• Regional Cycles and Employment Effects of Public Works Investments. 1977
• The Urban Impacts of Federal Policies: Vol. 2, Economic Development 1977
• The value of urban open space 1977
• The Economics of Urban Blight. 1976
• Getting People to Parks. 1976
• Public Works as a Countercyclical Device: A Review of the Issues 1976
• The Use of Subsidies in the Production of Cultural Services. 1976
• The Application of Economic Analysis to the Planning and Development of the Delaware Water Gap National Recreation Area. 1975
• The Economics of Expressway Noise Pollution Abatement. 1975
• The Economics of Recreation: A Survey. 1974

Source: Rand Reports. Published Research by Author, Roger J. Vaughan.

Sage. Research Methods.

Communicating Social Science Research to Policymakers
By: Roger J. Vaughan & Terry F. Buss
Published: 1998
DOI: https://dx.doi.org/10.4135/9781412983686

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Raphael’s Scuola di Atene (1509-1511)

For some explanation of what we see in the original, cf. “The Story Behind Raphael’s Masterpiece ‘The School of Athens'” by Jessica Stewart at the Modern Met Website.

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Roger Vaughan’s Pastiche

Open the image in a new window to see a larger image

Source: Harvard University Archives. Papers of Zvi Griliches, Box 129. Folder “Posters, ca. 1960s-1970s”.

Background

The statues standing in the upper alcove are of the President and Vice-President of the United States, Richard M. Nixon (holding a lyre, a sweet visual pun) and Spiro T. Agnew (with the pennant “Effete Snobs”, abridged from his description of self-characterized intellectuals as an “effete core of impudent snobs” in his  “Generation Gap” speech given in New Orleans on October 19th, 1969.)

1126” refers to the street address of the Social Science Research Building, 1126 E. 59th St.

MV=PT” inscribed in the center of the dome is the Equation of Exchange (cf. Irving Fisher’s The Purchasing Power of Money). Cf. at the left of the back-row of Chicago economists, Arnold Zellner is carrying papers with “MV=PY“. Milton Friedman’s vanity license plates on his red cadillac used “MV=PQ” for the Equation of Exchange. Everyone seems to have agreed on the notational virtues of “M”, “V”, and “P”. Does anyone know whether there was any substantive reason for differences regarding the choice of “T”, “Y”, and “Q” for the final term?

Economics in the Rear-view Mirror comment: Though his arm is blocking part of the equation, Zellner is clearly displaying the equation of exchange, MV = PY.

Deirdre McCloskey’s comment: “Underneath Nixon is Marc Nerlove pointing into the ear, by the way of insult, of Hans Theil the great Dutch econometrician (the four great econometricians at Chicago, which had included Zvi Griliches, who had just moved to Harvard, hated each other).”

Economics in the Rear-view Mirror comment: Robert J. Gordon served as an editor of the Journal of Political Economy (J.P.E.) from 1971-1973.

Economics in the Rear-view Mirror comment: Stigler’s position corresponds to that of Aristotle’s in Raphael’s fresco. There Aristotle holds a copy of his own Nicomachean Ethics. Stigler is seen here holding a book by [Adam] Smith, presumably Wealth of Nations.

Deirdre McCloskey’s comment: “George Tolley [is] in a garbage can because he did urban economics (Vaughan was his student).”

Shoshana Grossbard’s comment: “[Margaret Reid]…not only [wore] the dark beret, but also [has] her hair in a bun, under the beret. that was her typical look. She and I attended Becker’s workshop in applications of economics in the years 1974-76.”

And guess what a casual search just turned up…

Margaret Gilpin Reid, professor emeritus of Home Economics and Economics

Source:  University of Chicago Photographic Archive, apf1-07052, Hanna Holborn Gray Special Collections Research Center, University of Chicago Library.

Economics in the Rear-view Mirror’s comment: On the high-resolution hard-copy hanging on my study wall, the beret looks sort of like an ink blot and I regreted that imperfection. But now, thanks to Shoshana Grossbard’s careful observation combined with her memory of Reid’s “typical look” and an archival sighting of said beret, I am convinced and grateful that we now have another positive identification!

Deirdre McCloskey’s comment: “D. Gale Johnson…has a pitchfork because he was an agricultural economist. ”

Deirdre McCloskey’s comment: Ted Schultz […] is pointing down to say “This is where the true Chicago School is, where I am!”.

Foreground

The identification of Robert F. Pollard was made by Roger Vaughan’s work and life partner, Anna Nechai.

 

Deirdre McCloskey’s comment: “…Dick Zecher [is] sticking his finger through an IBM card because he was in charge of the Department’s mainframe computer access.”

Another visual pun: Harry Johnson is portrayed writing on a literal Edgeworth-Bowley-box, a two-dimensional representation of allocations that could be Pareto efficient exchange equilibria. The two tradeable goods are measured in Edgeworth and Bowley units, respectively.

Deirdre McCloskey’s comment: “Mary Jean Bowman, one of two tenured women in a small department; she did educational and demographic economics.  The other woman was Margaret Reid, the inventor of household economics…”

The triangle seen in the previous detail is Arnold Harberger’s measure of deadweight loss (efficiency cost resulting from a natural or policy induced distortion of markets).  See Robert J. Gordon’s historical photo of Al Harberger stripping down to reveal himself as “Triangleman” ca. December 1970. In Raphael’s fresco Harberger’s place was that of Euclid.

Robert  J. Gordon’s comment: “I think the bearded student is Dan Wisecarver

Robert  J. Gordon’s comment: “The woman holding the ball is Carolyn Mosby, the head of the department staff.”

 

 

 

 

 

Categories
Chicago Funny Business

Chicago. Economics Christmas Skit Material, 1969

While no date is given for the following two pages, we can be confident that the material was prepared and one presumes performed at the Chicago Economics Department Christmas Party of 1969. Photos from the December 1970 Christmas party have been posted by Robert J. Gordon–they do not correspond to the texts below.

The events of campus unrest at Columbia, Cornell, Harvard and San Francisco State referred to all took place 1968-69, so the earliest possible date for this skit would have been in December 1969.

I have added the “true” lyrics to the chosen tunes as well as links to videos with the corresponding melodies for readers who wish to try their luck in the privacy of their own offices. Replication probably requires a cocktail or two to establish the appropriate a-critical mood. 

Your sober scribe was not particularly amused. OK, maybe the lighting, costuming, and orchestral arrangements were fantastic–hard to know. I pity though the poor future historians of present economics who will have to deal with audio and video evidence and not just the written record. 

________________________

SONGS FOR SKIT

University of Chicago
Economics Department
Skit Song Lyrics

“The Merry Minuet
(They’re rioting in Africa…)

https://youtu.be/L8-BI89mb9A

They’re rioting at C’lumbia

La La La La La La La

They’re shooting up Cornell

La La La La La

They’re plowin’ up ole Harvard Yard

La La La La La La La

And Hiyakowa’s catching hell.

La La La La La

Academia is festering with strife and discord

The faculty hate students cause they’re paranoid

But we can be certain and brimming with cheer

That none of this nonsense will ever happen here.

They’re rioting in Africa
They’re starving in Spain
There’s hurricanes in Florida
And Texas needs rain
The whole world is festering with unhappy souls
The French hate the Germans,
the Germans hate the Poles
Italians hate Yugoslavs,
South Africans hate the Dutch
And I don’t like anybody very much
But we can be thankful and tranquil and proud
That Man’s been endowed with the mushroom shaped cloud
And we know for certain that some lovely day
Some one will set the spark off and we will all be blown away
They’re rioting in Africa
There’s strife in Iran
What nature doesn’t do to us
Will be done by our fellow man!

 

University of Chicago
Economics Department
Skit Song Lyrics

Santa Claus is Coming to Town
https://youtu.be/HSmsq2iq4bQ
You’d better watch out
You’d better not strike
You’d better not riot
I’m (or We’re) telling you why
The National Guard is coming to town.
They know what you’ve been smoking
They know when you’ve been bad
They know when you’ve been sitting-in
So get out…do you understand!!
They’re making a list
And checking it twice
They’re going to find out
Whose [sic] Commie or nice
The National Guard is coming to town.
Oh! You better watch out
You better not cry
You better not pout
I’m telling you why
Santa Claus is coming to town
He sees you when you’re sleeping
He knows when you’re awake
He knows if you’ve been bad or good
So be good for goodness sake!
He’s making a list
Checking it twice
Gonna find out
Who’s naughty or nice
Santa Claus is coming to town

 

 

University of Chicago
Economics Department
Skit Song Lyrics

On Top of Old Smokey
https://youtu.be/P51eCjKN2Kw
On top of a mountain
In central Vermont
Resides Milton Friedman
Of wisdom the fount.
The scene is idyllic
On that mountain peak
But here in Chicago
The outlook is bleak.
Since Telser to Belgium
Has decided to roam,
Just Zecher and Gorden [sic]
Are left here at home.
No thesis prospectus
Are we able to give
Faculty all neglect us
As their prerogative.
Heed our ultimatum
Before it’s too late
Move the MONEY workshop
To the Green Mountain State.
On top of old smokey
all covered with snow
I lost my true lover
for courting too slow
For courting’s a pleasure
and parting’s a grief
And a false hearted lover
is worse than a thief
For a thief will just rob you
and take all you save
But a false hearted lover
will lead you to the grave
And the grave will decay you
and turn you to dust
Not one girl in a hundred
a poor boy can trust
They’ll hug you and kiss you
and tell you more lies
Than cross lines on a railroad
or stars in the skies
So come all your maidens
and listen to me
Never place your affections
on a green willow tree
For the leaves they will wither
and the roots they will die
You’ll all be forsaken
and never know why.

 

 

University of Chicago
Economics Department
Skit Song Lyrics

Mickey Mouse Club Song
https://youtu.be/x4C_lUy58Rw

Who’s the leader of the club
That’s made for you and me
M-i-l-t-o-n Da Da Da Da De[e]
Uncle Miltie,
Uncle Miltie
Forever let us sing his praises high
[…high, high, high]
He’s the man with just one theory
When others must use two
M-i-l-t-o-n Da Da Da Da Do[o]
Milt the Stilt (Paul the Small)
Milt the Stilt (Paul the Small)
In our hearts we know which one is  right […] [right, right, right]
Velocity is constant
The Phillips curve’s a fraud
M-i-l-t-o-n Da Da Da Da Da[w]
Money matters,
money matters
As long as prices
do not rise too fast.
What’s the purpose of the club
That’s made for you and I
U of C Ph.D. M-O-N-E-Y
Permanent Income,
Permanent income
It makes it all worthwhile, or so they[…]
[…]say. [say, say, say]
Rules and not discretion
And let me tell you why
M-I-L-T-O-N  M-O-N-E-Y
Who’s the leader of the club
That’s made for you and me
M-I-C-K-E-Y M-O-U-S-E
Hey! there, Hi! there, Ho! there
You’re as welcome as can be
M-I-C-K-E-Y M-O-U-S-E
Mickey Mouse! (Donald Duck)
Mickey Mouse! (Donald Duck)
Forever let us hold our banner
High! High! High! High!
Come along and sing the song
And join the jamboree!
M-I-C-K-E-Y M-O-U-S-E
Mickey Mouse club
Mickey Mouse club
We’ll have fun
We’ll meet new faces
We’ll do things and
We’ll go places
We’re marching all around the world
Who’s the leader of the club
That’s made for you and me
M-I-C-K-E-Y M-O-U-S-E
Hey! there, Hi! there, Ho! there
You’re as welcome as can be
M-I-C-K-E-Y M-O-U-S-E
Mickey Mouse! (Donald Duck)
Mickey Mouse! (Donald Duck)
Forever let us hold our banner
High! High! High! High!
Come along and sing a song
And join the jamboree!
M-I-C-K-E-Y M-O-U-S-E(yay Mickey)
(yay Mickey)
(yay Mickey Mouse Club!)

 

 

University of Chicago
Economics Department
Skit Song Lyric

 

O Tannenbaum (O Christmas Tree)

https://youtu.be/27JleM39TPY

Now that we’ve lost our faculties
To real world positions
We can observe to ascertain
What were their life ambitions
Lester Telser for his amusement
Investigated advertisement
So now we find him having fun
On the avenue called Madison.
Those who had taught development
Have left to form a settlement
With Harberger as President
An economist in residence
With [Larry] Sjastaad in an advisory task
They’re sure to find their golden path
And on their farms up with the sun
Are Teddy Schultz and Gale Johnson.
Bob Fogel has aspired to be
The president of the Santa Fee
Gregg Lewis we all should know
Leads the AFL and CIO
And Friedman’s gone up to Ely
To found his university
Big Harry with his knife so free
Now runs a toothpick factory.

[Handwritten addition:]

Uzawa + Mundell have gone to instigate at the Sorbonne
And [Erwin] Diewert is a lumberjack
Up near the straits of Mackinac

Geo. T who’s of urban fame [George S. Tolley]
Has taken over Lindsay’s game [NYC mayor]
And since there is no more faculty
We’ve all enrolled at MIT.

O Christmas Tree, O Christmas tree,
How lovely are your branches!
O Christmas Tree, O Christmas tree,
How lovely are your branches!
Not only green in summer’s heat,
But also winter’s snow and sleet.
O Christmas tree, O Christmas tree,
How lovely are your branches!
O Christmas Tree, O Christmas tree,
Of all the trees most lovely;
O Christmas Tree, O Christmas tree,
Of all the trees most lovely.
Each year you bring to us delight
With brightly shining Christmas light!
O Christmas Tree, O Christmas tree,
Of all the trees most lovely.
O Christmas Tree, O Christmas tree,
We learn from all your beauty;
O Christmas Tree, O Christmas tree,
We learn from all your beauty. 

 

Your bright green leaves with festive cheer,
Give hope and strength throughout the year.
O Christmas Tree, O Christmas tree,
We learn from all your beauty.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Some dialogue:

Opening scene, faculty seated around a table, one member is reading a newspaper:

One faculty member: (reading newspaper, shakes head) The students are revolting!

(All concur)

Another member: But thank God—ah I mean Milton—that we’re at Chicago. Our students are well behaved, well ordered, normal, continuous and homothetic.

Another: (questioning) But how do you know about their sex lives?

(Pause for a few seconds, for all the uproarious laughter, then break into song—“They’re rioting at Columbia….” [See above].)

(After song, and during, students enter, their spokesman present list of demands to Stigler).

Student spokesman: We’ve come to present our nonnegotiable demand schedule for reform in the department.

(All faculty in shock and dismay)

We have decided to bring the free market economy into the university. Therefore:

(1) We demand that prelim grades be bought and sold freely—thereby bringing greater efficiency into the production of economists.

(2) We demand the immediate return of all industrial organization exams from the public enterprise post office.

And (3) We demand the removal of all artificial floors and ceilings in the Department.

Stigler: (unrolls list of demands and exclaims) Heck—we’re saved. Your demand schedule is upward sloping (a pause)

(turns sheet of paper to audience)

And therefore nonexistent.

(All faculty sigh in relief)

 

Source: Harvard University Archives, Papers of Zvi Griliches, Box 129, Folder “Faculty skits, ca. 1960s”.

 

Categories
Chicago Curriculum Fields

Chicago. Gordon, Fischer and Friedman Memos on Money Core Courses. 1972

When Milton Friedman went on leave from the University of Chicago in 1971-72, two assistant professors who had received their Ph.D.’s from M.I.T. were left minding the two core courses in “money” (a.k.a. “macroeconomics”) at Chicago. In this post I first provide the course listings and staffing for the core fields and then the transcription of an exchange of memos between Robert J. Gordon and Stanley Fischer (the two assistant professors just mentioned) on the one hand and their senior colleague Milton Friedman on the other.

The (then) young colleagues have tread most gingerly in the matter of overhauling the Chicago money courses. Friedman for his part has given them a “revise-and-resubmit” sort of response for their efforts. Perhaps Economics in the Rear-View Mirror will get lucky and receive a comment from Messrs. Gordon and Fischer about their memos’ ultimate impact on the Chicago core.

______________________________

 

Graduate Courses in 1971-72
Core Fields and Faculty

PRICE THEORY

300. Price Theory. McCloskey.
301. Price Theory. Becker, Evenson, Harberger.
302. Price Theory. Becker, H. Johnson
303. General Equilibrium Theory. Mundell.
307. Mathematical Methods in the Social and Administrative Sciences. Theil.
309. The Theory of the Allocation of Time. Ghez, Becker.

 

THEORY OF INCOME, EMPLOYMENT, AND THE PRICE LEVEL

330. Money: The Supply Side. Gordon
331. Money. Fischer, Telser.
332. Theory of Income, Employment, and the Price Level. Sjaastad, Zecher.
337.  Special Topics in Monetary Theory. Fischer.

 

 

 

Becker, Gary (Ph.D., Chicago, 1955; John Bates Clark Medal Winner, 1967). University Professor of Economics (at Chicago since 1970).
Recent research: Investment in human capital; the allocation of time; household production functions and non-market behavior; marriage and fertility; law and economics.

Evenson, Robert E. [visiting faculty] (Ph.D., Chicago, 1968; Associate Professor of Economics, Yale).
Recent research: economic development and agriculture.

Fischer, Stanley (Ph.D., M.I.T., 1969). Assistant Professor of Economics (at Chicago since 1969).
Recent Research: Monetary growth models; lags and stabilization policy; trade and capital flows.

Friedman, Milton [on leave, 1971-72] (Ph.D., Columbia, 1946; John Bates Clark Medal Winner, 1951; President of A.E.A., 1967). Paul Snowden Russell Distinguished Service, Professor of Economics (at Chicago since 1946).
            Recent Research: The optimum quantity of money; secular and cyclical changes in money and income; a theoretical framework for monetary analysis.

Ghez, Gilbert (Ph.D., Columbia, 1970). Assistant Professor of Economics (at Chicago since 1969).
Recent Research: A theory of life-cycle consumption; consumption and labor force participation; effects of education on consumption patterns.

Gordon, Robert J. (Ph.D., M.I.T., 1967). Assistant Professor of Economics (at Chicago since 1968).
Recent Research: Labor market theory and inflation; econometric models of wage and price determination; problems in measurement of capital.

Harberger, Arnold C. (Ph.D., Chicago, 1950). Professor of Economics (at Chicago since 1953).
Recent Research. Applied welfare economics; measurement of social opportunity costs of labor, capital, and foreign exchange; taxation and resource allocation.

Johnson, Harry G. (Ph.D., Harvard, 1958). Professor of Economics (Joint appointment with London School of Economics) (at Chicago since 1959).

Recent Research: Theory of international inflation; theory of effective protection; the two-sector model of general equilibrium; Keynesianism and monetarism.

McCloskey, Donald (Ph.D., Harvard, 1970). Assistant Professor of Economics (at Chicago since 1968).
Recent Research: Topics in the application of economics to British economic history; the Old Poor Law as a negative income tax; the economic effects of Britain’s move to free international trade.

Mundell, Robert (Ph.D., M.I.T., 1956). Professor of Economics (at Chicago since 1965).
Recent Research: Monetary systems and economic development; world inflation and unemployment; African currency systems; global trade policy.

Sjaastad, Larry A. (Ph.D., Chicago, 1961). Associate Professor of Economics (at Chicago since 1962).
Recent research: Project evaluation in underdeveloped countries; economics of research.

Telser, Lester (Ph.D., Chicago, 1956). Professor of Economics (at Chicago since 1958).
Recent research: Theory of competitive markets; game theory; the theory of the core; economics of information; determinants of the returns to manufacturing industries; equilibrium price distributions.

Theil, Henri (Ph.D., Amsterdam, 1951). University Professor of Economics (at Chicago since 1965).
Recent research: Econometric methodology and applications; mathematical and statistical methods in other social and administrative sciences.

Zecher, Joseph Richard (Ph.D., Ohio State, 1969). Assistant Professor of Economics and Director of the Undergraduate Program (at Chicago since 1968).
Recent research: Models of commercial banking; interest rates and expectations.

 

Source: Economics at Chicago (Departmental Brochure, 1971-72), p. 23, 26-30. This copy of the brochure found in the Hoover Institution Archives. Papers of Milton Friedman. Box 194, Folder 4.

______________________________

UNIVERSITY OF CHICAGO

May 22, 1972

 

To: Department of Economics Faculty
From: R. J. Gordon

Re: First Year Money Sequence

Stan Fischer, Dick Zecher, and I would like to propose the following reorganization of the topics taught in the first year graduate money-macro sequence. We have long felt that the present organization is suboptimal because (1) the student is taught two approaches to static income determination, one in 331 and one in 332, without sufficient coordination and integration of the two approaches, and (2) the separation between money supply in 330 and money demand in 331 does not work well, because money demand is involved in most of the topics covered in 330. The following reorganization puts static income determination of both the Quantity Theory and Keynesian varieties into course no. 1, in the sequence, then combines the money demand theory from the present 331 with the most important topics in the present 330 in course no. 2, and creates a third course devoted to dynamic topics.

We would like reactions, suggestions, and ideas. Presumably each course would be given twice on a staggered schedule.

 

COURSE NO. 1, to be called 331
taught in Fall and Winter

Static Income Determination in the style of Bailey and Patinkin
Elements of National Income Accounting
Doctrinal history and issues: General Theory, Patinkin vs. Friedman, Leijonhufvud
Theory of Consumption Function
Theory of Investment Behavior from Wicksell to Jorgenson

 

COURSE NO. 2, to be called 330
taught in Fall and Spring

Money demand theory
Tobin-Markowitz approach to portfolio allocation
Money supply theory
Financial intermediaries
Term structure and debt management
Modigliani-Miller and other issues in capital market theory

 

COURSE NO. 3, to be called 332
taught in Winter and Spring

Neoclassical nonmonetary growth models
Monetary growth models in the style of Foley-Sidrauski
Optimum Quantity of Money and welfare economics of inflation
Stability of inflation in Cagan-Mundell-type models
Multiplier-accelerator cycle models, simple inventory models
Models of Labor Market and Inflation
Simple models of open economies (could go in course no. 1)

 

______________________________

 

UNIVERSITY OF CHICAGO

Date: July 20, 1972

To: Professor Robert J. Gordon, Department of Economics
From: Milton Friedman, Department of Economics

In re: Your Memo of May 22 on First-Year Money Sequence

 

I have been hesitant to react to your schedule of topics both because I believe a teacher must decide for himself what he is going to teach but also because my reactions naturally derive from my own experience in teaching these courses and I have not re-thought the question afresh, particularly not in the light of 330.

Nonetheless for what they are worth, let me give my offhand reactions. The basic thing that disturbs me about all three courses is that they are set up as a series of separate topics with no organizational structure in them. For both the monetary approach and the income expenditure approach there is a clear logical structure which it seems to me it is desirable to use in organizing the material. For money as for price theory the obvious structure is the demand for money, the supply of money and the equilibrium produced by their interaction. In Course 2 called 330 you have the elements of money demand theory and money supply theory, but they are put in as if they were on the same level as approaches to portfolio allocation, financial intermediaries, term structures, and the like. Obviously they are not. If financial intermediaries have any relevance to the theory of money it is because they partly enter into the money supply process; it is partly because they may affect the demand for money. Similarly, the Tobin-Markowitz approach to portfolio allocation is simply a fuller exploration of the individual decisions that underlie the demand for money. Similarly, in the income expenditure approach the logical organization has to do with aggregate demand on the one hand and aggregate supply on the other side and their interactions. Consumption theory and investment theories of income then become components of aggregate demand.

I can understand elements of national income accounting and institutional and descriptive material about the monetary and banking system coming early in the courses and preceding the kind of formal theoretical apparatus that I have been talking about, but I find it hard to see the optional history and issues coming where they do in your outline. It seems to me that the desirable thing in these courses is to teach, as best we can, the substance of what we know and believe to be the correct theory. The history of the thought enters in both in introducing and motivating the discussion; also it has always seemed to me desirable that so far as possible we should use the writings of the great men in the field to develop the points that remain valid out of their writings, and finally at the very end I can see where in discussing where we go from here and what the open issues are it is desirable to bring out the question of current and past controversies.

In connection with Course 3, that also seems to be a collection of topics. It is very hard for me to see the organizational structure that underlies it. Presumably what really is in the back of this is the notion that Courses 1 and 2 will deal with static equilibria opposition and Course 3 will deal with dynamic change. But yet that doesn’t quite fit the role of the optimum quantity of money and the welfare economics of inflation. What precisely is a logical structure underlying this? Indeed let me repeat that question for all three courses.

Needless to say, there is more than one organization that would be logically coherent and would be effective in teaching the material within these three courses, so I don’t mean to put any special weight on the one I outlined above, but I do believe that you need to bring the skeleton of your organization more clearly in the open than it is brought in the list of topics in these three courses. Incidentally, one minor item is that I do not see anywhere in any of the topics where quantity equations à la Irving Fisher, Marshall, and the early Keynes would be discussed at all.

(Dictated but not read)

MF:gv

______________________________

 

UNIVERSITY OF CHICAGO

Date: July 26, 1972

To: Milton Friedman, Department of Economics
From: Bob Gordon and Stan Fischer, Department of Economics

In re: First Year Money Sequence

Thanks for your memo to Bob of July 20th. Before reacting to your comments in more detail, let us attempt to restate the aims of the proposed revision. There were two major problems with the previous arrangement: (i) overlap of material in 330 and 331, (ii) 332 as a separate course was taught either as a hodge-podge of topics or as Keynesian multipliers run riot – by the time students had got through 331 the excuse for a separate income-determination course was slim.

The basic organizational structure, which the memo admittedly did not spell out, is based on the use of a common static model, as in Patinkin, Bailey, and equations (9) – (14) of your 1970 piece – as a starting point for discussion of both monetary and income-expenditure approaches (in 331). Once the basic issues are discussed in the framework of the common model – and this will occupy much of the 331 course – the examination of the building blocks of the model will begin. Since more time is needed for the building blocks than remains in 331, some pieces had to be placed in another course and it seemed sensible to separate out money supply and money demand. This makes 330 a self-contained course with the unifying principle that each topic contributes to a model of the monetary and financial markets, whereas the building blocks allocated to 331 are those of the commodity market. The placement of the labor market in the third course is the most arbitrary decision; it should probably be shifted to 331 so that the interaction between aggregate supply and demand can be adequately developed. (Incidentally, we apologize for giving the impression that each topic mentioned is to be given equal weight – we had in mind precisely the considerations mentioned in the second half of your second paragraph in writing, for instance, “Money demand theory” followed by “Tobin-Markowitz….”)

The idea in course 3 is indeed to emphasize dynamic elements. Here the intention is to use a simple common dynamic model, which has naturally to involve expectations and intertemporal maximization, and examine its behavior under a variety of assumptions on expectations etc. This leads naturally into the other topics mentioned in 3 – with the exception of the multiplier-accelerator and inventory models which tend to be sui generis and hard to fit into the overall scheme. (The open economy models also do not fit in very well.)

On your specific comments:

  1. We also realize that each teacher decides what he wants to teach, but in view of the facts that these are the basic money courses and that students take them from different people, we feel it important to try to have some uniformity of coverage.
  2. On the history of thought: we too use this to introduce and motivate the theories and we intend that it permeate the courses rather than be discussed in the middle of 331, as our memo now indicates.
  3. The optimum quantity of money comes right out of discussions of intertemporal optimization by individuals (as in your article) and it does seem that the “Dynamic” course is a good place to discuss it.
  4. The early quantity theorist’ views will obviously be discussed in great detail in the demand for money side of 330, and also in 331; this was one of the sub-topics we intended to be included under the 331 heading “doctrinal history.”

We would very much appreciate your commenting on this since we ourselves discussed several alternative organizations for the courses, and are far from certain that our proposal is optimal. Indeed, in the light of the fact that, as you say, everyone teaches what he wants, we felt some diffidence in making our proposal. But we do think it important to have some generally-greed-upon division of material for the three courses, if only to be fair to the students faced with the Core exam.

Source: Hoover Institution Archives. Milton Friedman Papers. Box 194, Folder 5.

Image Source: Milton Friedman (undated). University of Chicago Photographic Archive, apf1-06230, Special Collections Research Center, University of Chicago Library.