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Chicago Exam Questions

Chicago. Price Theory (Econ 300A and B) Exams. Friedman, Winter Quarter, 1947

 

Norman Kaplan’s handwritten  list of readings for Milton Friedman’s price theory courses (Economics 300A and 300B) taught during the winter quarter of 1947 at the University of Chicago has been posted earlier. That winter quarter was the first time Friedman taught Economics 300B and only the second time he taught Economics 300A. In Friedman’s and Kaplan’s papers at Hoover and Chicago, respectively, I have found examination materials from that quarter.  Friedman’s two quarter sequence was not included in the course announcements for 1946-47, so I have included the announcement for 1947-48.    The 1948 course reading assignments have been transcribed as well.

_________________________

Course Announcement

300A,B. Price Theory. A systematic study of the pricing of final products and factors of production under essentially stationary conditions. Covers both perfect competition and such imperfectly competitive conditions as monopolistic competition, oligopoly, and monopoly. 300A deals primarily with the pricing of final products; 300B, with the pricing of factors of production. Prereq: Econ 209 or equiv. and Econ 213 or equiv or consent of instructor.

300A. Aut: MWF 9:30; Win: MWF 10:30; Friedman.
300B. Win: MWF 9:30; Spr: MWF 9:30; Friedman

Source: Announcements. The College and the Divisions, Sessions of 1947-1948.   Vol. XLVII, No. 4 (May 15, 1947), p. 224.

_________________________

PROBLEM FOR ECONOMICS 300A, WINTER 1947

Assume that a comprehensive system of point rationing is superimposed on a money price system. Each consumer is given an equal number of points although money incomes are very unequal. Point prices exist for every commodity for which a money price exists, and a consumer must pay over both points and money to purchase a commodity. To simplify the analysis, assume throughout (1) that the points are dated, (that is, can be used only during a specific period), (2) that fixed and known quantities of various commodities are available each period.

(a) Indicate (on an indifference diagram or in any other manner) how to determine the quantity of each good that an individual would purchase, given money prices, point prices, his money income, and his point income (i) if it is illegal to transfer points from one person to another and consumers conform to this requirement, and (ii) if points may legally be bought and sold for money. In this case, take as given to the individual consumer also the price of points in terms of money.

(b) If the only thing the government fixed were the number of points each individual receives, and it were to allow the money prices, point prices, and price of points in terms of money to be determined on the market, there would not be a unique set of values of these variables that would establish equilibrium, because the number of variables would be greater than the number of conditions. Explain this statement. Suppose the government tries to remove the indeterminacy by assigning values to some variables on the basis of criteria other than clearing the market. How many variables could the government so set and still have a determinate equilibrium? Does it matter which variables the government sets?

(c) It has been argues that every consumer will gain if non-transferable points, case (a) (i), were made freely transferable into money, case (a) (ii). Do you think this correct? Discuss.

 

Mid-Quarter Examination in Economics 300A
Winter, 1947

  1. (20 points) Define briefly:
    1. Indifference curve
    2. Income effect of a change in price
    3. Equilibrium price
    4. Marshallian demand curve
    5. Marginal rate of substitution
  2. (40 points) Indicate whether each of the following statements is true (T), false (F), or uncertain (U), and state briefly the reason for your answer.

A government subsidy of $100 per year to each grower of potatoes enacted after the end of a particular planting season and expected to be continued indefinitely will lower the price of potatoes (which it is assumed cannot be stored)

_____ a. for that season’s crop.

_____ b. in the long run.

During period when general business is improving, both the price and output of steel rise. This means

_____ a. that the income effect of the rise in price is greater than the substitution effect.

_____ b. that the demand for steel is inelastic.

_____ c. that the demand for steel increases with income.

Removal of rent control would

_____ a. reduce the money wages of maids.

_____ b. reduce the price of trailers.

_____ If the removal of rent controls were to lead to a rise in rents, then the total amount paid in rents would decline if the demand for rental housing were elastic and rise if the demand for rental housing were inelastic.

_____ “Since elasticity measures variation in quantity (demanded or offered) divided by variations in a price, the elasticity of demand for anything will be seven times as large for seven similar demanders as it is for one.” (A. C. Pigou)

_____ A rise in the price of coal will reduce the number of “Okies” trying to go to California.

  1. (40 points) Assume that a system of point rationing is superimposed on a price system. Each consumer is given a specified total number of points, point prices are set on various commodities, and a consumer must pay over both points and money to purchase a commodity. For simplicity, assume that there are only two commodities in the system. Indicate (on an indifference diagram or in any other manner), how to determine the quantity of each of the two commodities an individual would purchase, given money prices, point prices, his money income, and his point income.

(a) If it is illegal to transfer points from one person to another and consumers conform to this requirement. In your explanation, distinguish among the various special cases that may arise.

(b) If points may legally be bought and sold for money. In this case, take as given also the price of points in terms of money.

(c) Suppose that a fixed total quantity of each of the two goods is available; that point prices are fixed by the government, money prices are freely determined so as to clear the market; and that in case (a) some consumers are left with points which they cannot spend because they do not have enough money. The legal prohibition against transferring points is now removed, the point prices and the total number of points issued are unchanged, and the price of points in terms of money is determined in the open market. What, if anything, can be said about the price of points in terms of money under these conditions?

 

Source: Hoover Institution Archives. Papers of Milton Friedman. Box 76, Folder 9 “University of Chicago Econ. 300A”.

 

Final Examination 300A
Winter, 1947

Has not been found either in Milton Friedman papers (Hoover Archives) nor at the Norman Kaplan papers (University of Chicago Archives).

 

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Mid-Quarter Examination in Economics 300B
Winter, 1947

  1. Indicate briefly whether the following statements are correct or incorrect and why.
    1. Economic theorists contend that, under competition, wages are always equal to the marginal product of labor. It seems to follow that if they are right, the simplest way to raise the productivity of labor, and hence to increase the total output of society, is to force employers to pay higher wages.
    2. The value of the marginal product of a laborer employed at the same wage rate is higher if he is employed by a monopolistic firm than if he is employed by a competitive firm. It follows that the monopoly employs labor more efficiently.
    3. A rise in wages will tend to lower the marginal productivity of capital.
    4. The law of diminishing returns is contradicted by the fact that agricultural output of this country has increased tremendously despite a decrease in the proportion of the working population on farms.
  2. Discuss the conditions that may give rise to long-run decreasing cost for an industry. What are the implications of the various conditions for the state of competition in this industry.
  3. Suppose the wage differential between northern and southern laborers of the same grade were eliminated by raising the southern wage rates. Discuss the short- and long-run economic effects, including the effects on employment in the north and south.
  4. A particular industry composed of numerous competing firms each producing a single product has been hiring labor by the hour and is in a position of long-run equilibrium. This industry (and no other) is required, because of a new law, to hire the labor by the year at a guaranteed annual wage equal to the hourly wage prevailing prior to the change times the number of hours in a normal working year. Discuss (1) the short-run effect of this change on (a) the average and marginal cost curve of a typical firm, (b) the output of that firm, (c) the number of man hours of labor employed by that firm; (2) the long-run effects on the number of firms in the industry and the output of the industry.

 

Final Examination in 300B
Winter Quarter, 1947

Part I

  1. The income of farmers from the sale of their products depends on the prices at which the products sell. The general level of agricultural prices, in turn, depends primarily on the income of nonfarm population. But the income of the nonfarm population depends on the prices of nonfarm products which, in turn, depends partly on the income of farmers.
    This kind of analysis is often criticized as circular reasoning and hence as incapable of leading to any useful conclusions. Is this criticism valid? Explain your answer.
  2. Discuss the following quotation from Marshall:

“A useful history of the opposition to machinery is given in Industrial Democracy (by Sidney and Beatrice Webb)…It is combined with the advice (to trade unions) not generally to resist the introduction of machinery, but not to accept lower wages for working on the old methods in order to meet its competition. This is good advice for young men. But it cannot be followed by men who have reached their prime.”

  1. How would you expect prices in local, neighborhood, stores in large cities to compare with prices in the central shopping district (in Chicago, the “loop”)? In your answer, distinguish among different products, and include an evaluation of the statement so often made by neighborhood stores that they can charge lower prices because they pay lower rents.

Part II

  1. There are 100 each of A and B farms. The product schedules of one farm are
Number of laborers Total Product
A Farm B Farm
1 40 40
2 90 80
3 140 115
4 185 145
5 225 170
6 260 190
7 290 205
8 315 215
9 335 220

a) Determine wages, rents, and employment on both types of farms

(i) if there are 900 laborers and full competition
(ii) if with 900 laborers, the laborers on the A farms organize and succeed in setting a wage rate of 40,
(iii) if, with 900 laborers, the laborers on the A farms organize and succeed in raising the standard wage rate to 47.

b) State briefly the general economic principles illustrated by each part of the above problem.

  1. Consider a hypothetical society in which there is no investment, either net or gross. All capital is completely permanent, not subject to change in form but capable of being used for different purposes. There is no lending or borrowing, no selling or buying of capital goods: whoever owns the capital goods is forced by the laws or conventions of society to hold them and is permitted only to rent them out (i.e., all capital is subject to the conventions that now govern human capital). Hence there is no market interest rate that matters, and all saving takes the form of hoarding of cash. The total amount of money in society is fixed in nominal units (say dollars). Wages are initially rigid (by law or otherwise) and the society is in a state of Keynesian unemployment equilibrium, unemployment keeping the real income down to a level at which dissaving equals saving, so total net saving is zero.Now wages are made flexible. Describe the process of adjustment to a new equilibrium position. Does this new position involve unemployment? What is the equilibrium condition on total net saving? What forces operate to bring about the satisfaction of this equilibrium condition?

Source: Kaplan, Norman Maurice. Papers, Box 1, Folder 8, Special Collections Research Center, University of Chicago Library.

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

Categories
Chicago Funny Business M.I.T.

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

 

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

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

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

________________________

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

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

 

 

PROLOGUE

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

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

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

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

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

 

FIRST EPISTLE UNTO NEW STUDENTS*

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

 

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

“John Maynard Keynes”

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

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

(on to the next door:)

“Paul A. Samuelson”

(the door opens, and the chorus sings:)

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

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

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

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

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

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

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

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

 

“Robert Solow”

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

 

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

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

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

(repeat first 11 lines)

 

 

“Charles P. Kindleberger”

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

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

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

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

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

 

 

“Robert L. Bishop”

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

(to the tune of Jingle Bells)*

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

 

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

“Walt W. Rostow”

(the voice continues:)

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

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

 

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

(chorus)

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

(solo)

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

(solo)

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

(chorus)

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

(solo)

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

(solo: and how!)

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

(chorus)

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

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

 

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

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

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

 

“Charlie Myers”

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

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

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

(enter George Shultz carrying a manuscript)

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

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

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

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

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

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

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

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

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

 

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

(repeat CHORUS)

 

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

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

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

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

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

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

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

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

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

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

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

 

COURT SCENE

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

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

Judge: “What’s your name?”

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

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

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

Judge: “What proof have you of this?”

Prosecutor: “I have here my star witness.”

Judge: “What is your name?”

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

Judge: “Speak.”

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

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

(Coleman leaves; enter Herb Shepard)

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

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

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

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

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

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

 

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

 

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

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

CHORUS:

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

 

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

[Repeat] CHORUS:

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

[Repeat] CHORUS:

 

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

Grad Students:

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

 

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

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

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

 

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

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

 

EPILOGUE

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

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

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

 

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

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

 

Categories
Chicago Economist Market Economists

Chicago. Marschak on potential hires for department, 1946

 

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

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

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

 

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

__________________________________

Biographical Note of Rueben Gilbert Gustavson

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

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

__________________________________

Gustavson Memorandum of Discussion with Jacob Marshak

THE UNIVERSITY OF CHICAGO

Date February 19, 1946

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

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

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

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

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

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

I shall discuss all these men with Schultz.

 

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

 

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

Categories
Chicago Economics Programs Economist Market Economists NYU

Chicago. Chester Wright recounts J. Laurence Laughlin to Alfred Bornmann in 1939

 

 

In 1939 a NYU graduate student, Alfred H. Bornemann, wrote to the University of Chicago economic historian Chester W. Wright requesting any of the latter’s personal memories of the first head of the Chicago Department of Political Economy, J. Laurence Laughlin. Bornemann’s letter and Wright’ response are transcribed below. Results from Bornemann’s project were published in 1940 as J. Laurence Laughlin: Chapters in the Career of an Economist. I have added Bornemann’s AEA membership data from 1948 and his New York Times obituary to round out the post.

Reading Wright’s letter it is easy to convince oneself that any oral history interview is more likely to extract something from a witness than is an open-ended request for a written statement. Still, an artifact is an artifact and Wright’s response is now entered into the digital record.

________________________________

1948 Listing in the AEA Membership Roll

BORNEMANN, Alfred H., 1618 Jefferson Ave., Brooklyn 27, N. Y. (1939). Long Island Univ., teach., res.; b. 1908; B.A., 1933, M.A., 1937, Ph.D., 1941, New York. Fields 7 [Money and Banking; Short-term Credit; Consumer Finance], 6 [Business Fluctuations].

Source:   “Alphabetical List of Members (as of June 15, 1948).” The American Economic Review 39, no. 1 (1949): 1-208. .p. 20.

________________________________

Alfred Bornemann, 82, Economist and Author
New York Times Obituary of May 3, 1991

Alfred H. Bornemann, an economist who taught at several colleges and who wrote extensively on economics, died on Friday at his home in Englewood, N.J. He was 82 years old.

He died of liver and colon cancer, his family said.

Dr. Bornemann was a professor at Norwich University and chairman of its department of economics and businness administration from 1951 to 1958. He taught at C. W. Post College of Long Island University from 1960 to 1966 and at Hunter and Kingsborough Colleges of the City University of New York from 1967 to 1974.

He wrote, among other books, “Fundamentals of Industrial Management,” published in 1963; “Essentials of Purchasing” (1974) and “Fifty Years of Ideology: A Selective Survey of Academic Economics” (1981).

Dr. Bornemann was born in Queens and received bachelor’s, master’s and doctoral degrees from New York University. He was an accountant with Cities Service and with the American Water Works and Electric Company before beginning his teaching career at N.Y.U. in 1940.

He is survived by his wife, the former Bertha Kohl; a son, Alfred R., of Bayonne, N.J., and a brother, Edwin, of Liberty, N.Y.

Source: New York Times Obituaries, May 3, 1991.

________________________________

Bornemann’s book and doctoral thesis about J. Laurence Laughlin

Alfred Bornemann. J. Laurence Laughlin: Chapters in the Career of an Economist. Introduction by Leon C. Marshall. (Washington,: American Council on Public Affairs,1940).

Chief sources: Agatha Laughlin’s recollections of her father; Letters from numerous colleagues and students; Laughlin papers in the University of Chicago and in the Library of Congress. His 300 odd books and articles published, 1876-1933.

Source: FRASER. Committee on the History of the Federal Reserve System. Biographies, Memoirs, Personal Reminiscences: American: U. Economists (Date 1956).

Downloadable doctoral thesis

Bornemann’s 1940 NYU PhD thesis (degree awarded in 1941) on J. Laurence Laughlin. 420 typewritten leaves (LOC: LD3907/.G7/1941/.B6). Downloadable pdf copy of the dissertation for libraries with access to ProQuest Dissertations & Theses Global!

________________________________

Handwritten letter from Alfred Borneman to Chester W. Wright requesting personal observations of J. L. Laughlin and the Department of Political Economy of the University of Chicago

1618 Jefferson Ave.,
Brooklyn, NY.
Jan 12, 1939.

Professor C. W. Wright,
University of Chicago,
Chicago, Illinois.

Dear Professor Wright,

I am writing a thesis on J. Laurence Laughlin, as I believe Professor Mayer has already told you. What I am trying to do, among other things, is to write a chapter on “Faculty, Fellows and Students” in Laughlin’s Department at Chicago. In this chapter, I hope to tell as much as I can about the background in the Department and about the men connected with it.

As I understand it, you were appointed instructor in 1907, assistant professor in 1910, and associate professor in 1913. Can you tell me anything of interest in connection with your original appointment, that is, where you were teaching and where you got the Ph.D.? Marshall, I think, was also appointed in 1907, but even though he did not have the Ph.D. he was made a professor in 1911. Can you suggest the reason for his more rapid advancement?

On the other hand, I may suggest that apparently you and Marshall and Field were the first to be advanced so rapidly. In any event you seem to have been advanced more rapidly than Veblen and Hoxie. It is possible that in the early days he had a different attitude.

Of course there is so much which you experience under Laughlin that would be of value to me to know about that I scarcely know how to ask you anything. Alvin Johnson has suggested that Laughlin was a neurotic and he would explain him in psychological terms, which, of course, I shall not do. But his characterization may suggest some thoughts to your mind. Moulton, incidentally, says Johnson could never have known Laughlin well enough to arrive at his conclusion, because Laughlin had few intimate friends.

I do not know, of course, how much interest you had in Laughlin’s public work or his theories, so that what I am asking you largely concerns his Department. If you care to give me any observations with respect to these two phases, however, I should naturally greatly appreciate your doing so.

But I believe you could give me most invaluable information by your recollections of your years under Laughlin and how he saw the Department, as well as possibly some of the background.

For anything which you can find the time to tell me I shall be grateful.

Cordially yours,

Alfred Borneman

 

Carbon copy of Chester W. Wright’s reply to Alfred Borneman

February 27, 1939

Mr. Alfred Borneman
1618 Jefferson Avenue
Brooklyn, New York

My dear Mr. Borneman:

I am sorry to have been so long in replying to your inquiry, but have been very rushed the last few weeks and assumed there was no need for an immediate answer.

I presume Professor Laughlin’s attention was called to me by the staff at Harvard as it seems to have been his policy to make inquiries there when he had positions to be filled. I received my Ph.D. degree at Harvard in 1906 and during the following year taught at Cornell University. It was while I was there that I received a request from Professor Laughlin to meet him for an interview in Philadelphia, following which he offered me the appointment at Chicago which I decided to accept.

Professor Marshall came to Chicago at the same time. As I recollect, he had been teaching at Ohio Wesleyan for several years after completing two or three years of graduate work at Harvard, though he did not remain there to write a thesis and get his Ph.D. degree. Since he was recognized as an excellent teacher and very competent in administrative work, the fact that he did not have a Ph.D. degree was never considered an obstacle to his promotion any more that in the case of J. A. Field, who only held a Bachelor’s degree. I presume the explanation for the more rapid advancement of the men who came to the Department at Chicago about this time is that they proved to be more of the type in whom Laughlin had confidence. President Judson, I believe, had unusual confidence in Laughlin, so the latter was able to get his recommendations approved.

Of the men already in the Department when I came, Cummings and Hill were not conspicuous successes either as teachers or productive scholars. I suspect there was no pressure either to promote them or to keep them when they had chances to go elsewhere. Just why Davenport left, I never knew. Hoxie was eventually made a full professor on the strength of his recognized success as a teacher and a student of labor problems despite views on these problems which must have seemed rather questionable to one of Laughlin’s conservatism.

Professor Laughlin was very much a gentleman of the old school and placed considerable emphasis on what he called “a sense of form.” Possibly the fact that he thought the men coming into the Department about my time and later had more of this sense of form may have been a factor in their advancement. It has never occurred to me that Laughlin was of the neurotic type, though Hoxie was.

As Laughlin’s theoretical and public work was entirely outside of my field of special interest, I cannot very profitably discuss it.

In his conduct of the Department, I had no feeling that he was autocratic or unreasonable. My recollection is that most matters of general interest were discussed among the members of the Department and commonly acted upon as decided by the group. I suspect that this may have been more generally the case after about the time I came to the Department here than it had been formerly, but I have no definite knowledge on this point.

Sincerely yours,

Chester W. Wright

CWW-W

Source: University of Chicago Archives. Department of Economics, Records. Box 41, Folder 12.

Image Source:  Dr. Alfred Bornemann in C. W. Post College Yearbook, 1966.

Categories
Chicago Suggested Reading Syllabus

Chicago. Price and distribution theory. Metzler, 1952

 

 

 

Today’s reading lists for the core Chicago course in price and distribution theory as taught by Harvard’s man in Chicago, Lloyd A. Metzler, in 1952 is virtually identical to that of his reading lists for 1948-49 posted earlier. There were only a few additions and few deletions. More interesting are comparisons with the reading lists for the same course as taught by Milton Friedman in ca. 1947, Arnold Harberger in 1955, or Gary Becker in 1956.

 

____________________________

Economics 300A
Winter Quarter, 1952
Lloyd A. Metzler

  1. The Theory of Consumer’s Choice

A. Marshall, Principles of Economics, Book III.
J. R. Hicks, Value and Capital, Chapters I – V, and appendices to these chapters.
W. S. Jevons, Theory of Political Economy, Chapters I – IV.
P. A. Samuelson, Foundations of Economic Analysis, Chapters III, V, VII.
M. Friedman and L. J. Savage, “The Utility Analysis of Choices Involving Risk,Journal of Political Economy, LVI (August, 1948) 279-304.
I. Fisher, “Measuring Marginal Utility,” in Economic Essays in Honor of John B. Clark (1927).
G. J. Stigler, “The Development of Utility Theory, I,” Journal of Political Economy, LVIII (August, 1950) pp. 307-327.
M. Friedman, “The Marshallian Demand Curve,” Journal of Political Economy, LVII (December, 1949), pp. 463-495.

  1. Production Functions and Cost Schedules

J. M. Cassels, “On the Law of Variable Proportions,” in Explorations in Economics (1936).
J. R. Hicks, Value and Capital, Chapter VI, VII, VIII, and appendices to those chapters.
J. Robinson, The Economics of Imperfect Competition, Chapter II.
P. A. Samuelson, Foundations, Chapter IV.
G. J. Stigler, The Theory of Price, Chapters VII, VIII.

  1. Market Price under Perfect Competition.

J. Robinson, Economics of Imperfect Competition, Book III.
A. Marshall, Principles, Book V.
G. J. Stigler, The Theory of Price, Chapters IX, X.

  1. Monopoly and Monopolistic Competition.

J. Robinson, Economics of Imperfect Competition, Books II, IV, V, and X.
E. Chamberlin, Theory of Monopolistic Competition, IV, V, VI, VII.

  1. Duopoly, Oligopoly, Bilateral Monopoly.

J. Marschak, “Neumann’s and Morgenstern’s New Approach to Static Economics,” Journal of Political Economy, LIV, (April 1946).
E. Chamberlin, Theory of Monopolistic Competition, Chapter III.
H. G. Lewis, “Some Observations on Duopoly Theory.” American Economic Review, XXXVIII (May 1948, supplement) 1-9.
O. Morgenstern, “Oligopoly, Monopolistic Competition, and the Theory of Games,” American Economic Review, XXXVIII (May 1948, supplement) 10-18.
W. Fellner, Competition Among the Few, New York, 1949.

  1. Modern Price Theory and Welfare Economics.

A. Burk (Bergson), “A Reformulation of Certain Aspects of Welfare Economics,” Quarterly Journal of Economics (1937-38).
A. C. Pigou, The Economics of Welfare (4th Edition), Part II, Chapters I – XI.
A. P. Lerner, The Economics of Control, Chapters I – XIX.
P. A. Samuelson, Foundations, Chapter VIII.
J. R. Hicks, “The Foundations of Welfare Economics,” Economic Journal XLIX (1939).
G. J. Stigler, “The New Welfare Economics,” American Economic Review, XXXIII (1943), 355-359.
T. de Scitovszky, “A Note of Welfare Propositions in Economics,” Review of Economic Studies, IX (1941-42) pp. 77-88.
P. A. Samuelson, “Evaluation of Real National Income,” Oxford Economic Papers, II, new series (January 1950) pp. 1-29.

 

Required purchases:

A. Marshall, Principles of Economics.
J. R. Hicks, Value and Capital.
E. Chamberlin, Theory of Monopolistic Competition.

 

Source: Duke University. David M. Rubenstein Rare Book, Manuscript and Special Collections Library. Economists’ Papers Archive. Lloyd Appleton Metzler Papers, Box 9, Folder: “Reading Lists 300 A & B — 302”.

 

____________________________

Economics 300B
Major Topics and Selected Readings
Spring Quarter, 1952
Lloyd A. Metzler

The principal books to be used are as follows:

A. Marshall, Principles of Economics, eighth edition, reprinted 1947.
J. R. Hicks, Value and Capital, second edition, 1946.
B. Haley and W. Fellner, editors, Readings in the Theory of Income Distribution, reprinted 1947.
G. J. Stigler, Production and Distribution Theories, 1941.
J. R. Hicks, The Theory of Wages.

  1. Production Functions and the Doctrine of Marginal Productivity

B. Haley and W. Fellner, Readings, Chapters 5, 6, 7, 11.
Stigler, Production and Distribution Theories.
P. H. Douglas, “Are There Laws of Production?”, American Economic Review, XXXVIII (1948) 1-41.
E. Chamberlin, The Theory of Monopolistic Competition, Chapter 8.

  1. The Theory of Wages

B. Haley and W. Fellner, Readings, Chapters 13, 14, 16, 17, 19.
J. R. Hicks, The Theory of Wages, 1932.
R. A. Lester, “Shortcomings of Marginal Analysis for Wage-Employment Problems”, American Economic Review, 1946.
F. Machlup, “Marginal Analysis and Empirical Research”, American Economic Review, 1946.

  1. Capital and Interest

E. Böhm-Bawerk, The Positive Theory of Capital, 1891.
I. Fisher, The Theory of Interest, 1930.
W. Fellner and B. Haley, Readings, Chapters 20, 21, 22, 23,24, 26.
J. M. Keynes, General Theory of Employment, Interest and Money, Book IV.
A. Marshall, Principles, the relevant chapters in Books IV and VI.
J. R. Hicks, Value and Capital, Parts III and IV.

  1. Inter-relations of Wages, Interest, and Profits.

F. H. Knight, Risk, Uncertainty and Profit.
J. A. Schumpeter, The Theory of Economic Development.
K. Wicksell, Interest and Prices.
________, Lectures on Political Economy, Vol. I, Part 2.
J. S. Mill, Principles of Political Economy, Book IV.

 

Source: Duke University. David M. Rubenstein Rare Book, Manuscript and Special Collections Library. Economists’ Papers Archive. Lloyd Appleton Metzler Papers, Box 9, Folder: “Reading Lists 300 A & B — 302”.

Source Image: “From family album, taken while Lloyd Metzler was a student at Harvard.”
“Lloyd A. Metzler” by Margiemetz – Own work. Licensed under CC BY-SA 3.0 via Commons.

 

Categories
Chicago Funny Business

Chicago. Gilbert and Sullivan Parody Songs. About Classical and Keynesian Economics.

 

 

__________________________

Every so often the tiny cultural studies scholar inside my economist body says it is time to post another artifact from the social life of an economics department. Annual Christmas parties, skit parties and picnics (less so) are occasions when economists attempt to write comedy and some popular or familiar song or text gets reworked into a bit of burlesque humor.

Transcriptions of such masterpieces previously posted in Economics in the Rear-view Mirror include: FIRST EPISTLE UNTO NEW STUDENTS, WHEN I WAS A LAD, COWLES COMMISSION SONG, and SONG FOR AN ENTREPRENEUR.

This evening I thought I would treat myself to a quick-and-easy posting of the lyrics of two songs taken from the nine pages stapled together of University of Chicago skits that I found in Albert Rees’ papers at Duke. In an act of unpremeditated scholarship I glanced at what I had believed to be identical copies of the same stuff in Milton Friedman’s papers. Then to my horror (I really wanted this to be a quick-and-easy posting), I discovered that the two versions are not quite identical (recycling!). The only honorable thing to do was to post both versions side-by-side and highlight their differences. The versions found in Milton Friedman’s papers seem to me to read better than those found in Albert Rees’ papers which leads me to conclude that the versions from the Friedman papers are of more recent vintage.

Authorship is unknown, but there can be no doubt that we are dealing with lyrics composed, performed, and (first) enjoyed by economists at the University of Chicago sometime in the first two decades after WWII (when Rees was at the University of Chicago).

My personal favorite line: “In economic theory we’re wed to ceteris paribus./We find it nicer living where the air is rather raribus.”

__________________________

Parody of  Gilbert and Sullivan’s “I am the very model of a modern Major General”

To enjoy the original work being parodied:

English National Opera: Major-General’s Song from The Pirates of Penzance – live and with lyrics!

I AM THE VERY MODEL OF A CLASSICAL ECONOMIST

(To the tune of “I am the very model of a modern Major General” from THE PIRATES OF PENZANCE)

I AM THE VERY MODEL OF A U OF C ECONOMIST

(To the tune of “I am the very model of a modern Major General” from THE PIRATES OF PENZANCE)

I am the very model of a classical economist.
A Marshall, Smith, Pigou and Mill
Comprise my total reading list
For policy, you must insist
On having as your analyst
A U of C example of a classical economist.
I am the very model of a classical economist.
A Marshall, Smith, Pigou and Mill
Comprise my total reading list
For policy, you must insist
On having as your analyst
A U of C example of a classical economist.
Our tools are based on static equilibrium analyses.
The economy we study is afflicted with paralyses.
But, if you want an analyst,
For quality you must insist
On a U of C example of a classical economist.
Our tools are based on static equilibrium analyses.
The economy we study is afflicted with paralyses.
But, if you want an analyst,
For quality you must enlist
A U of C example of a classical economist.
Competitive adjustment is the true course for all laborers.
A freely fluctuating wage, all long-run benefits confers,
So, unions, if you must persist
Remember, that an analyst
Does not come any finer than a classical economist.
Competitive adjustment is the true course for all laborers.
A freely fluctuating wage, all long-run benefits confers,
So, unions, if you must persist
Remember, that an analyst
Does not come any finer than a classical economist.
In economic theory we’re committed to ceteris paribus.
We find it easier living where the air is rather raribus.
So, if you want an analyst
For purity you must insist
On a U of C example of a classical economist.
In economic theory we’re wed to ceteris paribus.
We find it nicer living where the air is rather raribus.
So, if you want an analyst
For purity you must enlist
A U of C example of a classical economist.
The chastity of this our land we manifestly must preserve.
The banking system should be based on 100% reserve.
So obvious, so simple this
Why does the FRB exist?
Replace it with a very special U of C economist.
The chastity of this our land we manifestly must preserve.
The banking system should be based on 100% reserve.
So obvious, so simple this
Why does the FRB exist?
Replace it with a very special U of C economist.
Our little coterie extends from here across to Manchester.
But government advisers seldom here or there with us concur.
We must ask a psychiatrist
Why our advice they all resist.
But we’ll keep the tradition of the classical economist.
Our little coterie extends from here across to Manchester.
But government advisers seldom here or there with us concur.
We’ll ask a good psychiatrist
Why our advice they all resist.
But we will bear the standard of the classical economist.
Source: Duke University. David M. Rubenstein Rare Book & Manuscript Library. Economists’ Papers Archive. Papers of Albert Rees. Box 1, Folder “Rees—Personal”. Source: Hoover Institution Archives, Papers of Milton Friedman, Box 79, Folder 6 “University of Chicago Miscellaneous”.

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Parody of  Gilbert and Sullivan’s “I’m Called Little Buttercup”

To enjoy the original work being parodied:

Lyric Theatre of San Jose performing “I’m Called Little Buttercup” from H.M.S. Pinafore.  Song starts at 0:45.

KEYNESIAN SONG

(To the tune “They call me Little Buttercup” from H.M.S. Pinafore)

THEY CALL ME A KEYNESIAN

(to the tune of Buttercup from PINAFORE)

They call me a Keynesian, a Keynesian Economist
And that I can never deny
For I’m a heretic, a classicist critic
Bold little Keynesian, I.
They call me a Keynesian, a Keynesian economist
And that I cannot deny.
For I’m a heretic, a classicist critic,
Bold little Keynesian, I.
I’ve equations and functions, and marginal assumptions
All here in my little kit bag.
I have tricky proposals for income disposals
All lest the economy sag.
I’ve equations and functions, and marg’nal assumptions
All here in my little kit bag.
I’ve tricky proposals for income disposals
Lest the economy sag.
To deficit spending and government lending
I give a hearty “Huzzah”.
I distrust automaticity despite its simplicity
I doubt if it would work at all.
To deficit spending and government lending
I give a hearty huzzah.
I shun automaticity despite its simplicity;
I doubt if it would work at all.
For I am a Keynesian, a Keynesian economist
And that I can never deny
For I’m a heretic, a classicist critic
Bold little Keynesian, I.
They call me a Keynesian, a Keynesian economist
And that I can cannot deny.
For I’m a heretic, a classicist critic,
Bold little Keynesian, I.
When faced with deflation or misallocation
I feel that the former is worse
I abominate waste with Ricardian distaste
But still first things always come first.
When faced with deflation or misallocation
I feel that the former is worse.
I abominate waste with Ricardian distaste,
But still first things always come first.
And yet they deplore me, criticize and abhor me
For I am the standard straw man
But blows I don’t heed—Oh, I’ll stick to my credo
That a plan is a plan is a plan.
And yet they deplore me, criticize and abhor me,
For I am the standard straw man.
But blows I don’t heedo, I’ll stick to my credo,
That a plan is a plan is a plan.
For I am a Keynesian, a Keynesian economist
And that I can never deny
For I’m a heretic, a classicist critic—
Bold little Keynesian, I.
Source: Duke University. David M. Rubenstein Rare Book & Manuscript Library. Economists’ Papers Archive. Papers of Albert Rees. Box 1, Folder “Rees—Personal”. Source: Hoover Institution Archives, Papers of Milton Friedman, Box 79, Folder 6 “University of Chicago Miscellaneous”.

Image Source:   Monty Python’s silly walks.  Quora website:   What are examples of Low Comedy?

 

 

 

 

Categories
Chicago Economists Fields

Chicago. Ph.D. Field exam reports by Viner, Wright, and Millis. 1923

 

 

 

Today’s posting provides an observation from the paper-flow in reporting the results of Ph.D. field exams at the department of political economy of the University of Chicago in the 1920’s. Fields examined were capitalistic organization, government administration, trusts, economic history, and labor.

Of the five Ph.D. students mentioned in the following Ph.D. field exam reports from August 1923 only two were awarded Ph.D.’s by the University of Chicago economics department:

Elinor Evangeline Pancoast [the link takes you to a few blog posts from a currently inactive blog by a woman who has examined the Pancoast papers archived at Goucher College] received her Ph.D. in Autumn,1927 with the dissertation “The photo-engravers’ union”. She went on to teach at Goucher College in Baltimore. She lived to be 100!

Lewis Carlyle Sorrell received his Ph.D. in Autumn, 1928 with the dissertation “Transportation and traffic in industry” and went on to Professor of Transportation and Traffic in the School of Business at the University of Chicago.

 

_______________________

Jacob Viner’s handwritten report

The Quadrangle Club
Chicago

Dear Mr. Millis,

I am reporting to you on the Ph.D. papers, on the understanding that in the Dean’s absence you have assumed the task of supervision

Fife. Capitalistic Organization. Passed.
Miss Pancoast. Government Administration. Passed.
Lynn. Government Administration. Failed.

            I think there should be no hesitation in accepting Mr. Fife’s and Miss Pancoast’s papers. They are both good papers, showing thorough preparation, a good grasp of the problems discussed, and considerable independence of judgment.

Lynn’s paper is poor. On several of the questions he is absolutely at sea, and on none of them does he display any measure of ability or knowledge above the middling grade.

J. Viner

Fife’s and Miss Pancoast’s papers have been sent on to the others.

_______________________

C. W. Wright’s handwritten report

THE UNIVERSITY OF CHICAGO
The School of Commerce and Administration

Memorandum to Miss McKugs from C.W. Wright, Aug 14 192[3]

I have to report as follows on the examinations taken for the Ph.D.

L. C. Sorrell. Trusts. Passed A-
Elinor Pancoast. Economic History [Passed] A-
Harry Fife. [Economic History] [Passed] B
A. J. Lynn [Economic History] Not passed D

C.W. Wright

_______________________

H. A. Millis first typed memo

THE UNIVERSITY OF CHICAGO
Department of Political Economy

August 20, 1923

Memorandum re examinations for the doctorate.

I have read the Labor papers written two weeks ago by candidates for the doctorate. Mr. H. A. Fife’s paper grades A or A-, that by Mr. C. F. Lay slightly under C. Fife and Lay are therefore passed. I do not regard Mr. A. J. Lynn’s paper as passable. I shall have other members of the department read it, and then make final report.

Signed: H. A. Millis

_______________________

H. A. Millis second typed memo

THE UNIVERSITY OF CHICAGO
Department of Political Economy

Memorandum re Exams for the Doctorate.

I have graded Labor papers by Fife and Lay, A- and C-. Hitchcock, Viner and I have all three found Lynn’s paper in Labor below the passing point. Viner and I grade his paper in Govt Adm. below passing while Merriam grades it D. Viner and I grade Miss Pancoast in this same field B or A- and Merriam says it is at least a “good paper”

Signed: H. A. Millis

 

Source: University of Chicago Archives. Economics Department, Records & Addenda. Box 35, Folder 14.

 

Categories
Chicago Suggested Reading Syllabus

Chicago. Readings for Marschak’s course on statistical applications to economics, 1946

 

 

Another jewel in the Norman M. Kaplan papers at the University of Chicago Archives are his notes from Jacob Marschak’s course “Applications of Statistics to Economics”. In this posting I have only transcribed the reading lists for the course, there is of course much more course content in Kaplan’s notes. 

A Biographical Memoir was written by Kenneth Arrow and published by the National Academy of Sciences.

___________________________

Course Announcement

  1. Applications of Statistics to Economics. Statistical testing of economic theories. Numerical estimation of demand and cost functions and other functions occurring in the theory of the firm and household, the theory of markets and the theory of national income. Estimation of economic models. Statistical prediction under conditions of changing economic structure and policy. Prereq: Econ 211, 301 or equiv. Aut: TuTh 3-5; Marschak.

 

Source:   University of Chicago. Announcements (Vol. XLVI, Number 4: May 15, 1946). The College and the Divisions, Sessions of 1946-1947, p. 222.

___________________________

First Course Reading List

ECONOMICS 314. Autumn 1946.

Recommended Readings    (First Installment)

(The material is arranged in the order of the lectures during which it is mentioned for the first time)

I

M. Ezekiel. Methods of correlation analysis. 1941. [Useful for first orientation and for practice. Does not give adequate account of (a) fundamentals of statistical logic; (b) peculiarities of statistical economics.]

T.C. Schelling. Raise profits by raising wages? Econometrica 1946, pp. 227-234. [Good formulation of a policy problem, inserting plausible numerical values of economic parameters.]

Henry Schultz. Theory and measurement of demand. 1938 [See in particular (a) the historical parts concerning Gregory King, Jerome Marshall, Letfeldt, H. L. Moore; (b) shifts of demand and supply curves treated on pp. 72-83.]

A.C. Pigou. Economics of Welfare, Appendix II, §1 (and footnote on Moore).

Elmer Working. What do statistical demand curves show? Quarterly Journal of Economics. 1927.

Ragnar Frisch. Pitfalls in the Statistical Analysis of Demand and Supply Curves. 1933.

Ragnar Frisch and B. D. Mudgett. Statistical correlation and the theory of cluster types, Journal of American Stat. Ass. 1931. [read pp. 375-381 only.]

L. Klein. Pitfalls in the statistical determination of the investment schedule. Ecometrica 1943, pp. 240-258.

J. R. Hicks. Mr. Keynes and the Classics, Econometrica. 1937.

J. Tinbergen. Statistical Testing of Business Cycle Theories, Vol. II: Business fluctuations in U.S.A. 1919-1932. League of Nations. Geneva 1937.

Paul Douglas. The Theory of Wages. 1934.

J. Marschak and W. Andrews. Random simultaneous equations and the theory of production. Econometrica 1944. (Read also the articles of Reder and of Bronfenbrenner treated in appendix 2 of the article).

___________________________

Second Course Reading List

ECONOMICS 314     Fall 1946.

BIBLIOGRAPHY, Second Installment

Production and Cost Functions.

J. Tintner. A note on the derivation of production functions from farm records. Econometrica, 1944.

Joel Dean. The Relation of Cost to Output for a Leather Belt Shop. National Bureau of Economic Research, 1941.

Joel Dean. Statistical Cost Functions of a Hosiery Mill. Journal of Business, 1941. The University of Chicago. 1941.

Joel Dean. Articles on Cost Functions in the Journal of Business, 1936, 1941, 1942.

U.S. Steel Corporation. Pamphlets and Charts submitted to the Temporary National Economic Committee; esp. Volume I Pamphlets No. 5 and No. 7, 1940.

Ragnar Frisch. The Principle of Substitution. An example of its application in the chocolate industry. Nordisk Tidskrift for Tenisk Økonomi. September 1935.

R.G.D. Allen. Mathematical Analysis for Economists. 1930. Look up the index to locate numerous references and exercises to the problem of cost and production functions.

Family Budgets and Demand Functions.

National Resources Planning Board. Consumer Expenditures 1935-1936. Washington 1939.

Allen, R. G. D., and Bowley. Family Expenditure, A Study of its variation. 1935.

J. Marschak. Personal and Collective Budget Functions. Review of Economic Statistics. 1939.

J. Marschak. Money Illusion and Demand Analysis. Review of Economic Statistics. 1943.

H. Staehle. Relative Prices and Postwar Mariets for Annual Food Products. Quarterly. Journal of Economics. February 1945.

 

[Handwritten note on back: “Lange’s Price Flexibility & Haavelmo’s Probability Approach available for sale at Cowles Comm.?”]

___________________________

Marschak’s questionnaire for students taking course

By filling out this questionnaire, you will enable the instructor to adjust the course Economics 314 to the prevailing level of the students.

U. of C. Courses
(Dept. and No.)
Other Courses Other Training
or Experience
Economics, theoretical
Economics, descriptive
Mathematics
Theory of Statistics

Further relevant information on previous training:

 

Name three problems to exemplify the application of Statistics to Economics

 

 

Source: University of Chicago Archives. Norman M. Kaplan Papers, Box 3, Folder 3.

Image Source:  Portrait of Jacob Marschak in the Biographical Memoir “Jacob Marschak, 1898-1977” written for the National Academy of Sciences by Kenneth Arrow (1991).

 

Categories
Amherst Chicago Columbia Economists

Columbia. John Maurice Clark. Autobiographical notes, 1949

 

The following recollections of John Maurice Clark of his earliest contacts with economic problems is found in a folder of his papers containing notes about his father, John Bates Clark. The hand-written notes are fairly clear until we come to a clear addition on the final page. Abbreviations are used there and the handwriting is not always clear. Still the pages together provide a few nice stories and short lists of J.M. Clark’s teachers and students.

______________________

June 8, 1949

J.M.C.’s recollections of his earliest contacts with economic problems.

I think my earliest contact with an economic problem came on learning that the carpenter who sometimes came to do odd jobs for us at 23 Round Hill got $2.00 a day. I had a special interest in that carpenter. He was a tall man, with a full, dark beard; and it had been my imprudent interest in his operation with the kitchen double-windows (putting on? taking off?) that led me to lean out of a hammock and over the low rail of our second-story porch, to watch him (I was between two and three at the time). Mechanical consequences—I descended rapidly, landing on my head, but apparently suffering no injury except biting my tongue. Subjective consequences – maybe it pounded a little caution into me at an early age; but the present point is that it fixed that carpenter in my memory as “the man who picked me up.” It was some time later I learned that he got $2.00 a day.

I don’t remember whether I took the initiative and asked, or not. The cost of things was often discussed in our house, and my mother often talked of the difficulty of making both ends meet. I knew my father’s salary, though I can’t be sure now whether it was $3,500 or less. Anyhow, it was maybe eight or ten times the carpenter’s pay; and I began wondering how he made both ends meet, and remarked to my father that $2.00 a day wasn’t much to live on. He answered that it was pretty good pay for that kind of work. So I learned there were two ways of looking at a daily stipend—as income to live on and as the price of the service you gave your employer. Or perhaps simply the standpoints of the recipient and the payer. But especially I learned there were people who had to adjust their ideas of what they could live on, to a fraction of the income we found skimpy for the things we thought of as necessary. In short, I had a lesson in classes and their multiple standards to ponder over; without reaching any very enlightening conclusions.

I don’t think I connected this with our friends the Willistons (of the family connected with Williston seminary in Easthampton) who lived in the big house above us and from whom we rented ours. They were evidently much richer than we. They had gone to Europe (and been shipwrecked on the way, and had to transfer at sea to a lumber-schooner, which threw its deckload of lumber overboard to enable it to take on the people from the helpless steamship. — but that’s another story.)

To return to the carpenter. I suppose today he’d get perhaps $16, more?, and a Smith College salary, for a full professor, might be $7,000 or $8,000. The discrepancy has shrunk to maybe 2/5—certainly less than half—of what it was then. That puzzling discrepancy was my first lesson in economics—the first I remember.

There was another lesson—if you could call it that—the summer we spent a while at the Stanley House (now gone) in Southwest Harbor, on Mt. Desert. The rich people went to Bar Harbor. At Southwest, there was Mr. Brierly who had a yacht. We took our outings in a rowboat, sometimes with the help of a spritsail. One time we were going up Somes Sound, and were passed by one of the biggest ocean-going steam yachts—the “Sultana”. It was a very impressive sight, in those narrow waters, and looked about as big as the “Queen Mary” would to me now. I don’t remember anybody doing any moralizing; but if they did, the impression it left was that we, in our fashion, were doing the same kind of thing they were.

My first contact with economic literature (not counting the subversive economics of Robin Hood, which we boys knew by heart, in the Howard Pyle version) was at 23 Round Hill, so I must have been less than nine. I found a little book on my father’s shelves that had pictures in it – queer pictures done in pen and ink, which puzzled me. There was a boy not much bigger than I was, in queer little knee-britches, acting as a teacher to a class of grown men (including I think a Professor Laughlin, under whom I later taught at the University of Chicago.) And there were classical females being maltreated by brutal men, and other queer things. I was curious enough to read some of the text, to find out about the pictures. It was “Coin’s Financial School,” the famous free-silver tract.

I read enough to become a convinced free-silverite. And then I had the shock of discovering that my beloved and respected father was on the wrong side of that question. I decided there must be more to it than I’d gotten out of the queer picture-book. I suppose that was my first lesson in the need of preserving an open mind and holding economic ideas subject to possible reconsideration. Davenport and Veblen gave me more extensive lessons, fifteen or twenty years later, only this second time it was my father’s ideas I had to rethink, after reluctantly admitting that these opposing ideas represented something real, that needed to be reckoned with. One had to do something about it, though the something didn’t mean substituting Veblen for my father. It was a more difficult and discriminating adjustment that was called for.

To return to my boyhood. It may have been about this time that I learned something about mechanical techniques, when my father took me to see the Springfield Arsenal. They had a museum, with broadswords that had been used in battle—one was so nicked up that its edge had disappeared in a continuous series of surprisingly deep nicks—but the mechanical process that impressed me was a pattern-lathe, rough-shaping the stocks of Krags. On one side was a metal model of the finished stock revolving, with a wheel revolving against it. On the other side was the wooden blank revolving, and a wheel like the one on the model, and linked to it so as to copy its movements, and armed with knives. So the machine could make complicated shapes following any model you put into it, and do it faster and more accurately that a hand worker.

Incidentally (and as a digression) that was our first military rifle with smokeless powder, more powerful than black; our first regular military magazine rifle of the modern kind with a bolt action and a box magazine. The regulars were just getting them. The militia still had the black-powder 45-70 Springfields at the time of the Spanish War, and a Massachusetts regiment had to be ordered off the firing-line at El Caney because their smoke made too good a target. Teddy Roosevelt had pull enough to get Krag carbines for his Rough Riders plus the privilege of using their own Winchesters if individuals preferred, and, if they had the 30-40-220, which took the Krag cartridge.

But my regular education in economic theory began at the age of 9 or 10, in our first year at Amherst, when we lived on Amity Street, opposite Sunset Ave. My father had in mind James Mill’s training of his son, John Stuart Mill, and he copied the techniques of explaining something during a walk, but he didn’t follow James Mill’s example by making me submit a written report for criticism and revision. All he did was to explain about diminishing utility and marginal utility—using the illustration of the oranges. And he was satisfied that I understood it, and concluded that the simple fundamentals of economics could be taught to secondary school or “grammar-school” students. Later, my friend and former graduate student, Leverett Lyon, pithily remarked that I probably understood it better then than I ever had since. Maybe he was right. I know when I met Professor Fetter, the year the Ec. Ass. met in Princeton, he told me I didn’t understand the theory, because I had said (in print, I think) that there were some dangers about the concept of “psychic income.” I didn’t say it was wrong, but I did think it was likely to be misleading to use a term that was associated with accountants’ arithmetic. So I did probably understand the theory “better” at the age of 9 or 10. Twenty ears later, it didn’t look so simple. This was long before I disagreed with Fetter about basing-point pricing and the rightness of the uniform FOB mill price, as the price “true” competition would bring about.

______________________

J.M.C. later history.

Amherst, C in Ec tho 85 on exam, & written work not credited. (cf French A from Wilkins, C from [William Stuart] Symington (father of present (1951) W. Stuart Symington, head of nat security Resources Board). Symie sized my attitude up as that of a gentleman & gave me a gentleman’s mark) Crook said he “didn’t get hold” of me. He was correct.

 

Columbia: Giddings, A. S. Johnson, H.L. Moore, Seligman, Seager, Hawkins [?], Chaddock, Agger, Jacobstein. indoctrinated: J. B. C. orthodoxy modified by overhead costs (catalogued as “dynamics”) Dynamics (defined as) everything statics leaves out. & much induction. Take “Essentials” on slow dictation.

Veblen: slow infiltration of its logical & progre[?] rel. to the abstractions of J.B.C.: reverse normalizing might make[?] an arguable claim to equal legitimacy.

1912 ed. of Control of Trusts

“Contribution to theory of competive price” [QJE, August 1914] forerunner of “mon-comp”, largely empirical basis.

Germs of social & inst. ec. Rich-poor, Freedom as val in ec.[??] B. M. Anderson cf. Cooley

Revs of Hobson?, Pigou, Davenport Economics of Enterprise [Political Science Quarterly, Vol 29, no. 2]

 

To Chi. 1915 Changing basis of economic responsibility [JPE, March 1916] on moving to Chi. open declar[ation] of non-Laughlinism: backfire to an Atlantic article of Laughlin’s.

Modern Psych.

1917-18. War-ec. (“basis of war-time collectivism.”)

Students: Garver oral. Slichter, Lyon, Innis, Martin [?], Goodrich, Copeland, O’Grady [John O’Grady ?]

Ayres, Knight on faculty.

Ov. C. [Studies in the Economics of Overhead Costs]

Social Control [of Business]

 

Columbia. Students, Friedman, Ginzberg, Salera, Kuznets’ oral

 

Source: Columbia University Archives. John M. Clark Collection. History of Economic Thought. Box 37, Folder “J. B. Clark, 1847-1938”.

Image Source: John Maurice Clark. University of Chicago Photographic Archive, apf1-0171.  Special Collections Research Center, University of Chicago Library.

Categories
Chicago Columbia Economists Harvard

Columbia. James Waterhouse Angell’s 1943 report to his Harvard Class of 1918

 

Today we have autobiographical scrap written by the Columbia University professor of international economics, James Waterhouse Angell,  a quarter of a century after being awarded his A.B. from Harvard in 1918. He notes that in the year 1923/24 he “acquired a charming wife, a Ph.D. degree, a hungry offspring, and a new job”. The previous posting provides transcriptions of Columbia University records concerning his initial appointment that also mention his “charming wife”. The dates of three European trips are noteworthy as are his brief remarks declaring himself a nondogmatic social and political liberal. I have added a link to the Pennsylvania report on bootleg mining that Angell refers to.

__________________________

JAMES WATERHOUSE ANGELL

Home address: 4926 Goodridge Ave., New York, N.Y.

Office address: Columbia University, New York, N.Y.

Present address: 4421 Hawthorne St., N.W., Washington, D.C.

Born: May 20, 1898, Chicago, Ill. Parents: James Rowland Angell, Marion Isabel Watrous.

Prepared at: University High School, Chicago, Ill.

Years in College: 1914-1918. Degrees: A.B. magna cum laude, 1918; A.M., 1921; Ph.D., 1924.

Married: Jane Norton Grew, Oct. 19, 1923, Wellesley, Mass. Children: James Grew, July 18, 1924; Edward Dexter, April 21, 1928.

Occupation: Professor of Economics, Columbia University, at present chief economic adviser, Office of Civilian Supply, War Production Board.

Military or naval record: Enlisted private Nov. 5, 1918; detailed to Field Artillery Central Officers’ Training School, Camp Zachary Taylor, Ky.; discharged Jan. 29, 1919, and commissioned 2d lieutenant Field Artillery Officers’ Reserve Corps.

Offices held: Vice-chairman, Pennsylvania Anthracite Coal Industry Commission, 1937; vice-president, American Economic Association, 1940.

Member of: American Economic Association; Council on Foreign Relations; Royal Economic Society; American Academy of Arts and Sciences; Century Association (New York); Harvard Club of Boston; Authors’ Club (London).

Publications: “Theory of International Prices,” 1926; “Recovery of Germany” 1929; “Financial Foreign Policy of the United States,” 1933; “Behavior of Money,” 1936; “Investment and Business Cycles,” 1941.

ANGELL does not pretend that the following is a literary essay:

“This is obviously the occasion for an imperishable literary essay, in which the blushing author combines poking fun at himself and his times with some remote approach to a recognizable picture of what he has really done with twenty-five years, the whole nicely larded with a few well-chosen and inspiring sentiments.

“I contain no such essay, and shall not pretend to. After emerging from under the hostile hooves of Field Artillery mules in 1919, I took graduate work in economics at Chicago and Harvard and taught at both places. In one rather hectic period of twelve months I acquired a charming wife, a Ph.D. degree, a hungry offspring, and a new job. Thereafter the tempo slowed down a bit. The job was at Columbia University, where I have been ever since except when on leave, and most of my subsequent activities have been of the standard sorts associated with those who profess at institutions of learning. I have written some books and articles, all on economic questions, took a crack at trying to find an answer to the bootleg mining problem in Pennsylvania (we thought we had the answer, but the Legislature defeated our bill by two votes), and spent parts of three years in Europe. One of these trips was in 1922-1923, in the worst of the post-war inflation and collapse in continental Europe. Another one was in 1928-1929, at the height of the boom, and the third in 1938, uncomfortably close to the outbreak of the present war. In retrospect, it was a little like watching gigantic breakers build up and destroy themselves on rocks.

“Since November, 1941, I have been in Washington with the War Production Board and the antecedent O.P.M. I am now chief economic adviser in the Office of Civilian Supply. I violate no official confidence in admitting that civilian supply, as seen by the recipients, ain’t what she used to be. We don’t propose to put anyone in the hospital for lack of enough food or a roof, but the anatomical and spiritual paunches are on their way out—or off. Objections may be addressed to Berlin and Tokyo.

“We have two boys, both of whom are very fine citizens, if I do say so as shouldn’t. One is finishing up at Admiral Farragut Academy, and hopes to go thence into the Navy. The younger one has just started at Exeter, with an ultimate eye on medicine and surgery.

“I cannot lay claim to genuine hobbies, in any consuming sense, but there are many things I like and like to do as circumstances permit. I enjoy mountain climbing (I have the scalp of one major Alp, but only one), squash, swimming, small-boat sailing (in which ignorance runs pleasure a close second), drinking almost any good Burgundy, and listening to almost any allegedly humorous story. I also enjoy trying, unsuccessfully, to identify more than five of the common eastern American birds.

“My social and political views are liberal, if that term means anything, but not, I think, dogmatic. The rising pressures of the last ten or fifteen years in this country have made it impossible for us ever to return to the institutions, practices, and attitudes of, say, the middle 1920’s. The emergency of war is teaching us how to plan our economic and social operations on a national scale, for the general good and benefit yet without harmful effects on individual freedom, independence, and initiative. When this war is won and the pieces picked up, I look forward to an unprecedented era in this country, both internally and in our relations with other peoples. If we use and keep our heads, we shall reach undreamed-of levels of individual welfare, cultural and spiritual development, and general happiness.”

 

Source:   Harvard Class of 1918, Twenty-fifth Anniversary Report. Cambridge: 1943, pp. 24-26.

Image Source: Ibid.