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Economics Programs Economists Harvard Radical

Harvard. Leontief and Galbraith report on conflict within department, 1972

In December 1972 the conflict about opening the Harvard economics faculty to include “broader and necessarily ‘softer’ questions of social structure, social functions and social reform” exploded beyond the confines of the economics department. This post provides two letters/memos sent to Harvard’s President Derek C. Bok written by Wassily Leontief and John Kenneth Galbraith, respectively, that supported curriculum reform involving the continued appointments of young radical economists. It would appear from Leontief’s account that a relatively silent majority of the younger mathematical economists in the department was able to block the recommendation of their more senior colleagues to expand course offerings to meet the demand of students for courses outside the confines of “orthodox technical economics”…a revolution that devoured its own parents.

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Background tip:

Talk presented by Tom Weisskopf “The Origins and Evolution of Radical Political Economics” (September 25, 2012).

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Photocopy Leontief to Harvard President Derek C. Bok

HARVARD UNIVERSITY

Wassily Leontief
Professor of Economics

309 Littauer
Cambridge, Massachusetts 02138
(617) 495-2118

December 21, 1972

Mr. Derek Bok
President
Harvard University
Massachusetts Hall 1

Dear Derek:

I am writing in response to your request for my views on the conflict that for some time has been straining the relationships within the Executive Committee of our Department on the one hand and Executive Committee and the graduate student body on the other. It developed along rather familiar lines and finally broke into the open.

The controversy, as I see it, centers on the question whether the Department of Economics should widen the range of its intellectual concerns and of its teaching responsibilities beyond the narrowly delineated field of orthodox technical economics by inclusion of broader and necessarily “softer” questions of social structure, social functions and social reform: questions raised for example in the old Marxist and the new radical economics.

While a minority in the Executive Committee favors a move in this direction, arguing that it would reflect the natural growth and extension of our discipline, the majority opposes it on the grounds that this would amount to politicalization of the field and lowering of intellectual standards. Somewhat paradoxically, the minority favoring a change comprises mostly senior members of the Department while the core of the majority group consists of the younger mathematical economists. Needless to say, the students are on the side of the minority. While the minority did most of the talking, the majority was content with voting.

Last spring a mixed faculty-student committee appointed by the Chairman proposed a modest curriculum reform that would reflect the interest in the new subjects. After a stiff fight, the report was first accepted, then watered down, and finally scuttled.

The division within the Department was clearly reflected in a series of votes on new appointments. Three years ago, the junior staff contained four radical economists: Herb Gintis, Tom Weisskopf, Art MacEwan and Sam Bowles. All were let go. Gintis is now lecturer in the Department of Education, Tom Weisskopf was avidly acquired by the Department of Economics of the University of Michigan, Sam Bowles failed a week ago to receive a permanent appointment, and Art MacEwan was denied this week a second three-year appointment. The slate is clear except for Steve Marglin, who was elevated to full professorship before his interests had shifted into the field of institutional analysis and criticism.

Adverse votes are invariably based on lack of intellectual distinction and creditable contributions to knowledge by the candidate; this notwithstanding the fact that several permanent slots were filled in the past by scholars of admittedly indifferent stature on the ground that a vacancy had to be filled in some narrowly defined specialized field.

Reluctantly the minority on the Executive Committee came to the conclusion that its advice and counsel will be disregarded in the future as it was in the past; that crucial decisions will be made on the basis of an often silent, but invariably effective majority vote. The rising tension finally led to acrimonious exchanges at the last meeting of the Executive Committee.

The obvious frustration of the graduate students finds its expression in sharp verbiage used by the radical minority and sullen indifference and cynicism among the rest. I hardly need to add that the students are quite aware of the division within the Executive Committee.

This is where we stand now. At best one could observe that as a whole the senior teaching staff of the Economics Department is much less effective than one could have expected it to be considering the distinction of its individual members. At worst, the continuation of the conflict might result in resignations and damage all around.

After you called me up, Jim Duesenberry asked several members of the Department to serve on a committee that would review the intellectual problems involved and try to find some way out. The proposed composition of the committee (Arrow, Bergson, Dorfman, Galbraith and me) assures that its report will give full weight to the minority point of view.

I myself feel that nothing short of a clear-cut reversal in the present trend can prevent further deterioration of the situation. Needless to say, I will do all I can to bring about a constructive and peaceable solution of the difficult problems we are facing. Some counsel and some help from you and John [probably economist John T. Dunlop who was serving as Dean] most likely will be needed. Let me add that some of my colleagues who up to now held an opposing point of view have offered their full cooperation.

I have dictated this letter but had no time to proofread it since Estelle and I are leaving for London two hours from now. In case of need, please do not hesitate to call me. My secretary, Mary Conley, will know all the time where I can be reached.

With best wishes from Estelle and me to Sissele and you.

Sincerely,
[signed]
Wassily Leontief

WL:mc

*  *  *  *  *  *  *  *  *  *  *  *  *  *  *

Carbon copy Galbraith to Harvard President Derek C. Bok

December 22, 1972

President Derek C. Bok
Massachusetts Hall

Dear Derek:

This I hope will diminish the concern you may have had following my telephone call of the other evening. My personal anger, as usual, has been difficult to sustain although I surely intend to stay with this problem until things are put right. I’ve met with the young radicals and I think they are persuaded that Toronto is not a good forum and that neither Arrow nor I is the man they most want to embarrass. John has operated with usual skill and panache. He accepts the idea of a commission to consider and act before things get worse, and I am drafting up the terms of reference for discussion with Jim Duesenberry. I’ve gone over the rough outlines with Wassily. With considerable approval, I’ve raised the question of conflict of interest with external corporate enterprises. I enclose a document on that subject.

In any case, a Merry Christmas.

Yours faithfully,

John Kenneth Galbraith

JKG:kv

Enclosure

 

Source: John F. Kennedy Presidential Library. John Kenneth Galbraith Personal Papers. Series 5. Harvard University File, 1949-1990. Box 526. Folder “Harvard Dept. of Economics, Discussion of appointments, outside interests and reorganization, 1972-1973 (1 of 2)”.

Image Source: Wassily Leontief from Harvard Class Album 1957.

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Economics Programs Race Sociology Undergraduate

Fisk University. Economics, Sociology & Social Work Courses. Haynes, 1911-13

In the previous post we met the first African American awarded a Columbia University Ph.D. (Dissertation: “The Negro at Work in New York City”, 1912), George Edmund Haynes (1880-1960). His first academic appointment was at Fisk University in Nashville, Tennessee where he was Professor of Social Science, a department of one. This post provides an excerpt from the catalogue to this private historically black university that gives us courses with descriptions and text-books (linked here!) for economics, sociology and social work à la Haynes.

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SOCIAL SCIENCE AND SOCIAL WORK
[Fisk University, 1911-13]

In the study of Sociology and Economics and the scientific approach to social problems Fisk is making every effort to keep abreast of the leading developments. Especially is there need for thorough training in scientific methods for study of social problems and the development of the spirit of social service among Negro college youth.

The growing urban concentration of Negroes demands special study and the development of methods of social betterment to meet the problems attendant upon the increasing complexity of their life and conditions in cities, North and South. This urban situation can best be met by college Negroes who have had training in the social sciences and in practical methods of social work. The greatest need of the urban situation is a number of well-trained social and religious workers. It is the chief aim of this department to develop courses, theoretical and practical, in Economics, Sociology and Social Problems that will give a thorough foundation as a preparatory training for social and religious workers.

Also, the increasing concentration of Negroes in urban centers demands that teachers, ministers, doctors, and those entering other professions, should have a thorough equipment to enable them to understand and to meet successfully the problems with which they will have to deal.

The students who desire to make their life calling that of social workers and who show promise of efficiency and success in such work will be given, through fellowships after graduation, opportunities for practical experience and further study in social betterment efforts in New York and other cities under the auspices of the National League on Urban Conditions Among Negroes, which has been organized by a number of public-spirited citizens with the purpose of studying conditions among Negroes in cities, of developing agencies to meet social needs and for the purpose of securing and training Negro social workers. The University is affiliated with the League in developing this work.

Besides, the time has come for the Negro college to become closely articulated with the community in which it is located. The further aim is to bring the University into closer relation with the conditions among colored people in Nashville and to seek the cooperation of the other Negro colleges in developing this much needed phase of education. The following courses are now given:

  1. ELEMENTARY ECONOMICS: INDUSTRIAL HISTORY AND ORGANIZATION. Junior Year. First and second semesters, 3 hours per week. The aim of this course is to acquaint the student, through a study of concrete facts, with the underlying principles of the economic organization and activity of society, with special reference to American conditions, and with the fundamental economic doctrines as an introductory knowledge of the principles of production, consumption and distribution. The course is conducted by means of readings, class discussions and lectures. Text-books: Coman, “Industrial History of the United States;” collateral reading, and Ely, “Outlines of Economics”.

 

  1. ADVANCED ECONOMICS; ECONOMICS AND LABOR PROBLEMS. Senior Year. First and second semesters. 2 hours per week. The work of this course is based upon Course 1. It is conducted partly in the form of a seminar.

In the second half of the course such questions as taxation, labor legislation, child labor, strikes and lockouts, etc., are studied by means of discussions, lectures, readings and assigned investigations. The aim is to develop the student in independent thinking about current economic and labor problems. Text-books: Seager, “Introduction to Economics”[replaced by Nearing and Watson, “Economics” in 1912-13]; Adams and Sumner, “Labor Problems”; collateral reading.

 

  1. SOCIOLOGY AND SOCIAL PROBLEMS. Senior Year. First and second semesters, 3 hours per week in class-room work. During 12 weeks of the second semester ten hours per week additional field work is required. The first half of this course gives the student an acquaintance with some of the fundamental sociological principles and laws, with some of the chief authorities in sociology, and leads him to a point of view for his thinking about modern social problems. The class-room work is conducted by means of lectures, assigned readings and discussions.

The second half of the course begins with a study of elementary statistics and methods of social investigation. Each student is required to take part in an investigation of some problem like the housing problem, occupations, etc., as they are found among Negroes in Nashville. In addition, he is required to acquaint himself with the literature bearing on the topics of the investigation. In the last part of the course a series of lectures on problems and methods of bettering conditions among Negroes in cities is given by social experts from various cities. The past year the following lectures were given:

Two lectures on “Conservation of Childhood”;
Six lectures on the “Religious Problem among Negroes in Cities”;
Ten lectures on “Principles of Relief and Charity Organization”;
Three lectures on “Special Problems among Negro Women in Cities”;
Five lectures on “Delinquency and Probation”.

[Topics added 1912-13: “Health Problems Among Negroes”; “Educational Problems Among Negroes”; “The State and City in Relation to Social Conditions”; “Rural Conditions Among Negroes”.]

Text-books: Blackmar, “Elements of Sociology” [replaced by Metcalf, “Organic Evolution” in 1912-13]; Carver, “Sociology and Social Progress”; Ward, “Applied Sociology”; collateral reading.

 

  1. HISTORY OF THE NEGRO IN AMERICA. Junior Year. First and second semesters. 1 hour per week. A rapid survey is made of the early period of the importation of slaves and of the social and economic conditions which gave rise to slavery, as well as the suppression of the slave trade. A more intensive study is made of the two periods, 1820-1860, and 1860 to the present day. The study thus gives historical perspective for the understanding of present conditions, an appreciation of the honored names of the Negroes of the past, and an estimate of the genuine contributions the Negro people has made in the way of labor force, military strength, musical culture, etc., to American civilization.

There is no suitable text-book to be used for such a historical course, so that in addition to lectures assigned readings are selected from standard histories [added in 1912-13: Brawley, “Short History of the American Negro”], from Du Bois’ “Suppression of the Slave Trade”, Williams’ “History of the Negro in America”[Williams not listed as text-book in 1912-13], Washington’s “Story of the Negro” [Volume I; Volume II], and Hart’s “Slavery and Abolition”. In addition, each student is required to use original sources and report upon some assigned topic, such as biographies of slaves, sale of slaves, underground railroad, etc.

 

  1. THE NEGRO PROBLEM. Senior Year. First and second semesters, 1 hour per week. It is the aim of this course to use all available data to acquaint the student with the part the Negro has in the developing life of America and with the economic, political, intellectual, religious and social forces that enter into the condition and relations of the Negro in America. Particular attention is given to urban conditions. Reviews of current books and articles on the Negro Problem are made. The student is thus developed in the power of independent thinking upon the subject. Text-books: Weatherford, “Negro Life in the South”; Du Bois, “Philadelphia Negro”; Haynes, “The Negro at Work in New York City”; collateral reading.

Source: Catalogue Number 1911-1912 (2nd ed.), Fisk University News, Vol. III, No. 3 (May, 1912), pp. 47-50.

Image Source: Tennessee Vacation Website. Road trip to Nashville.

 

Categories
Economics Programs Harvard

Harvard. Galbraith’s Proposal to Split the Economics Department, 1973

 

During the early 1970s the Harvard economics department went through an identity crisis in which the orthodox mainstream was challenged by a not-so-silent minority of proto-heterodox economists and a dissatisfied graduate student body. The following three artifacts from the discussion of that time come from John Kenneth Galbraith’s papers. I would not exclude the possibility that some/much of the December 26, 1972 memo from the dean of the faculty of arts and sciences was inspired, if not directly penned, by Galbraith.

Galbraith was incapable of writing even an intrauniversity memo without flashes of wit as both the draft and final versions of his memo clearly demonstrate. And yet, there remains an overwhelming pathetic, quixotic note to his proposal of dividing the economics department in order to save its diverse, social elements.

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When the Dean Asks
How to Fix the Harvard Economics Department

December 26, 1972

From: THE DEAN OF THE FACULTY OF ARTS AND SCIENCES

To: THE CHAIRMAN OF THE DEPARTMENT OF ECONOMICS

Re: TERMS OF REFERENCE FOR A STUDY OF AND RECOMMENDATIONS ON THE DEPARTMENT OF ECONOMICS

Recent developments and discussions suggest problems of some concern in the Department of Economics. In the belief that such problems, if attacked in timely fashion and a spirit of goodwill, will be more readily resolved than if allowed to persist and be aggravated, I am proposing action which I trust will meet with the approval of all concerned. I shall first identify those matters on which, I believe, there will be general agreement and then suggest terms of reference for the appropriate action.

  1. The Department of Economics has become very large. In the current catalogue I count 25 tenured members, 56 non-tenured members, 5 visiting professors and 13 economists in associated departments principally the Kennedy School, in addition to the large force of teaching assistants. It is not surprising that so large a body should have problems in maintaining a sense of common purpose and identity.
  2. There has of late been a deep difference of view on appointments in the Department. This has led to the suggestions that the Department, its size notwithstanding, is not emphasizing an adequate representation of diverse, socially unpopular or methodologically different positions, and that standards for promotion operate to exclude or minimize the representation of such views.
  3. There will be agreement that a majority may be less urgently seized of the need for representation of a minority view than the minority.
  4. In recent years there has been dissatisfaction among students, principally graduate students, with instruction in the Department. Again I state the fact without passing on the merits of the position. I do note that, historically, students have found satisfaction and pride in their association with the Department.
  5. The question has been raised whether some appointments are being appraised in accordance with contribution or non-contribution to or effect on corporate profit-making which, however useful and legitimate, is external to the scientific work and teaching of the Department.

In light of the foregoing I propose to ask the three past presidents of the American Economic Association together with the two American Nobel Prize winners who are engaged in active teaching (one of whom is also current President of the American Economic Association), together with the Chairman of the Department of Economics to examine the Department as a matter of urgency and to report. The following are the terms of reference for this examination:

  1. The group shall be denoted the Special Study Committee, and hereafter as the Committee.
  2. In its deliberations the Committee will consult to the fullest extent with students of the Department as well as with tenured and non-tenured members of the Department, and will discuss its provisional findings with students and faculty.
  3. The Committee will consider and report on whether the present personnel of the Department reflects an appropriately broad spectrum of method and view and, as necessary, on corrective steps. Corrective steps may specifically include recommendations for change in past action.
  4. The committee will consider whether the present teaching of economics is sufficiently broad, and specifically whether there should be a second and alternative track to a doctorate in economics embracing both course work and examinations and in which the primary emphasis would be on history of economic thought, institutional economics and socialist thought, or subject matter disciplines not required by the present framework.
  5. The Committee shall consider possible division or subdivision or other reorganization of the Department to provide greater knowledge of candidates for appointment or promotion, greater corporate responsibility for instruction and other possible gains from smaller size. In this connection special attention should be given to the relationship with the Kennedy School of Government.
  6. The effect of external corporate or other activities of Departmental members as these may bear on appointments, teaching or research, shall be examined with recommendations.
  7. The report of the Committee shall be made public and, in the absence of specific and fully-supported objection, it is my hope that its conclusions will be found acceptable to the Department. There is no intention to alter the constitutional arrangements by which tenured members, as now or in a suitably reorganized or subdivided Department, if that is the decision, are responsible for appointments and instruction.

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Galbraith Draft Statement (undated)
[handwritten additions in bold italics]

Draft #2

MEMORANDUM

MEMO:

The President
The Dean of the Faculty of Arts and Sciences
Members of the Department of Economics

From: John Kenneth Galbraith

 

In these last weeks tensions long present in the Department of Economics at Harvard have come to the surface. The consequences are attracting interest and discussion well beyond the confines of the Department and the University. It is doubtful if anyone, and certainly any active participants, can state the issues with complete impartiality but some of the basic circumstances admit of agreement. They are.

(1) The Department has become very large—the current catalogue lists twenty-five regularly tenured professors, thirty-five nontenured professors, thirteen members in an adjunct relationship from other parts of the University and five visiting professors. In addition there are a large number of teaching assistants. The Department has become a parliamentary and not a corporate body. Long before the recent explosion I expressed my concern not only to my colleagues but also to the top management over our increasingly ungainly and ineffective mass and its dangers. I encountered little or no disagreement.

(2) The Department has for some years been deeply divided in its views. There has been an ineffective and mostly unchanging minority, and an effective and largely unchanging majority.

(3) While the basis of the division is diverse, including the polemical folk-tendencies of academic life, our learned delight in self assertion, our sensitivity to the intellectual shortcomings of others, differences in reaction to change, political attitudes, it is also a difference in the view of economics. I doubt that any statement of this difference can avoid prejudice. I shall content myself with being dull. It partly involves the acceptance or rejection of the established economic institutions; partly acceptance or rejection of accustomed preconceptions of economic thought, partly the trade-off between precision in established modalities and lesser precision in more innovative, critical or experimental work; partly it has to do with the degree of commitment to measurement and mathematics.

(4) While the underlying fact is a difference in the view of the subject (including the importance of representing the minority views) the argument over appointments invokes competence. Each side with no slight sense of moral righteousness defines competence in its own image. What is unscientific or soft to one side is irrelevant or unreal or unuseful to the other. Certainty in these positions is enhanced by the effect of professional esteem on ego. The members of the majority rightly reflect on the high regard in which precision and excellence of their work is held in their particular spheres of econometric, mathematical or applied work. The members of the minority rejoice similarly on their standing in the profession generally. Given these attitudes, the likelihood that one side will yield gracefully to the other is (if possible) even further reduced. Thus the absolute certainty of continued conflict.

(5) The difference comes to a head over appointments. This reflects a clear view of the reality. It is recognized by all that it is people who determine what is taught and investigated—and wholly so in such an unstructured environment as Harvard. The majority, not unnaturally, has prevailed. In this context a minority should not be expected to acquiesce. To do so is to accept eventual extinction. No one who is serious about his views or methods should countenance that.

(6) The students, once pridefully associated with the Department, are discontented. Their affiliation is largely, although by no means completely, with the minority. As a consequence some members of the majority hold or harbor the thought that the minority is acting less out of conviction than a desire to seek popularity or appease student opinion. Members of the minority react with a strong (and in my own case previously undisclosed) concern for the quality of our institution.

(7) There is a question as to the bearing of subjective judgments formed in connection with the business activities of members—or in consequence of those activities—on promotion of those whose disposition or work leads to criticism of cherished and remunerative economic institutions.

Aggravated problems sometimes allow of simple choices. This is so in the present case. One course is to continue as now, and enjoy the acrimony and continue to invite, by our public bickering, disesteem for the subject, the Department, the University, our students and ourselves. The other is to move to the obvious and forthright resolution, on which will be to the benefit of all concerned.

The solution is to divide the present vast Department into two parts. One part, a Department or Division of General Economics*, would reflect the specialized interests and scientific purpose of the majority, including those whose identification with the minority has been based not on identity of professional interest but concern for academic diversity. A second part would be the Department of Social Economics. This initially much smaller Department would consist of those tenured and untenured members whose active identification with the social issues of planning, economic structure, criticism, or socialism or institutionalism leads them to make the transfer. The new Department, born out of a need to ensure diversity, would itself be under the normal academic obligation to perpetuate diversity. It would develop an undergraduate and graduate curriculum and degree requirements compromising nothing in depth and rigor, in accordance with the interests of its members and of students. Subject to established ad hoc procedures—and its resources—it would make its own promotions and appointments.

*No difficulty should be made over a name. The parent Department could be called the Department of Economics.

The initial resources of the new Department would consist of the present financial commitment to those making the change. There would, some minor administrative costs apart, be no added burden on the University budget. I would make the transfer and make the revenues from the Paul M. Warburg Professorship, including the supporting research revenues (on neither of which I have drawn in net amount in recent years) available for a new professorial appointment. I believe, not without knowledge, that money for one or two added professorships as well as for research could be raised from sources not presently open either to the University or the Department. Scholarship funds would be divided in accordance with student demand. I am willing to commit a good share of personal time in the next year to money raising, a task in which, unlike my economics, my competence has been sufficiently established.

May I note in summary the advantages of the foregoing proposal.

(1) The basic cause of distress and conflict in the present Department of Economics would be removed. Each of the new Departments or Divisions will be in a position to develop the subject in full accordance with its own lights. Neither will be in the academically repellant position (however agreeable in practice) of imposing its standards or preferences on the other.

(2) The problem of excessive scale and consequent diminution in sense of communal responsibility for teaching, research and appointments is solved in the case of the new small Department or Division. It is alleviated for the larger parent Department.

(3) The Department of Social Economics if it is to attract, retain and place its graduate students, will have to demonstrate itself in competition with its older and more prestigious parent. This competition will be exceedinglyhealthy for both. This is an appealing point. While businessmen favor competition more often in principle than in practice, this is not an error into which any good economist will allow himself to fall.

(4) Undergraduate instruction in the new Department will benefit no alone from the members’ commitment to their subject matter but also from the greater sense of community as between teaching assistants, tenured and non-tenured faculty in a much smaller department and the present Department will be better. In the present Department not even all tenured and untenured members are known to each other. Teaching assistants are known only to a fraction of the faculty members and even less is known about their performance. And again in undergraduate teaching the vigorous competition of the new Department will be good for the older one.

(5) Problems associated with the corporate business activities of professors will be at least partly resolved. No question of concern for attitudes of business clients, however subjective, will be thought to influence those who are passing on appointments in the new Department. Subject no doubt, to appropriate safeguards the activities of present members of the Department with their potential for useful employment, income and information could perhapsremain.

(6) The two Departments through a coordinating committee might [illegible word] combine for the time being on the elementary course.

(7) The creation of the new Department with an admixture of old and new members intent on developing both old and new lines of inquiry will affirm, as nothing else, Harvard’s avidly proclaimed commitment to free inquiry by people of the highest calibre and to whatever result.

(8) Nothing is forever. If, after say ten years, there is demand for reunification, why not.

With so much to be gained—and also so much trouble to be avoided—I hope that we can proceed to consider this solution with a minimum of delay. Needless to say—perhaps on the basis of past departmental performance it is very necessary that I say—I am ready at any notice to lend a hand.

____________________________

Memo On Splitting the Harvard Economics Department
[Apparent Final Draft]

June 18, 1973

From:  JOHN KENNETH GALBRAITH

To:

PRESIDENT DEREK C. BOK
DEAN-DESIGNATE HENRY ROSOVSKY
PROFESSOR JAMES S. DUESENBERRY
MEMBERS OF THE DEPARTMENT OF ECONOMICS

Re: THE DEPARTMENT OF ECONOMICS

The Department of Economics is, I would judge, entering into a period of considerable calm and tranquility. The older dissidents and heretics in the Department will, with one or two exceptions, soon be retiring. And, in any case, they are now a harmless minority. Within a year or so the younger generation of dissidents will be safely gone. Thus the expectation of a period of scholarly calm.

My purpose in this memorandum is to suggest that the prospect is not as happy as these developments imply. And it is to suggest some steps which, without unduly disturbing the equanimity of the situation, the Department and the Administration would be wise to consider. May I note that these are matters on which I have no personal, as distinct from general, professional concern. I am one of those who will be contributing, however modestly, to a more seemly, tranquil and comfortable life by a comparatively early departure.

The problems remaining after the prospective changes are two. There is first the fact that, while faculty affairs have been generally arranged to the satisfaction of all, the students remain deeply dissatisfied. Let no one doubt this or seek, by the usual academic rationalizations, to explain it away. I was much exposed to this in the special seminar last autumn; I determined then to inform myself in a minor way during the spring, which I have done. The students, over a wide political spectrum, deeply dislike their work and the Department. This is especially true of the first-year students who, in a puzzling exercise in public relations reflecting an odd attitude toward education, are now blithely told at the outset to expect the worst year of their lives. Those who have been here two or three years also look back with discontent on their educational experience. My first year of graduate work was one of the most vital and interesting of my life. So, I believe it was with most of my generation.

The complaint of the students is straitforward. They are squeezed, especially in their first year but increasingly as a test in later work, into a narrow model-building, problem-solving, quasi-mathematical routine that they find boring and unrelated to the world in which they live. The emasculated careerist may accept the routine and do well. The student who thought that economics was a window on the problems of the world is abjectly disappointed.

These student reactions are heavily discounted by most although not all of the senior faculty. The rationalization is that such student attitudes are inevitable—that the modern student is inherently lazy, feckless, radical and dissatisfied. It is even suggested, not without scholarly vigor, that those who express concern about students are courting a student popularity in a sadly unscholarly tradition. As I say, this rationalization seems to me unwise and something that very soon will have a more practical consequence. A bad reputation in these matters is not easily kept a secret. It could happen that eventually the Department will have very few graduate students of indigenous origin of any consequence, a few committed careerists, mathematicians and model-builders apart. Numbers and quality of applicants will decline. In consequence, the ratio of faculty to active, teachable graduate students, which is now approaching one to one, will pass that point and will widen as a ratio of students to teachers. This is not hyperbole. A course was recently described to me by a graduate student in which he was the only participant along with three faculty members. We have a fair number of seminars with only a handful of students, sometimes but one. Faculty life will continue in comfort. Workshops will serve, as already now, to disguise the shortage of students. But still there will be nervousness.

There is another and more subjective danger. The harmony which one now foresees is based on a general commitment to neoclassical economics or its applied refinements. Accomplishment in model-building and refinement is, I think nearly all will agree, an increasingly stern requirement. We would not again hire a labor economist who, like Professor Dunlop or Professor Slichter, made his career out of a practical association with the unions and the problems of labor mediation. Professor Leontief, were he now showing the experimental tendencies that marked his early career, would be in trouble. Even his work, when firmly established, was not strongly supported. We would not have an economist who was too much preoccupied with the practical details of tax reform—unless he protected his flank by suitable theoretical or econometric exercise. My own past tendencies would certainly not be acceptable for promotion—although on the merits of this, with characteristic tact, I disqualify myself. What is not in doubt is that we are now very strong in the journals but much less strong in the obscenely practical matters on which many people, including many students, expect economists to be useful. This could be damaging to the reputation of the Department. The latter has always depended in appreciable measure not on the great scientists but on its vulgar practitioners.

Now let me say a word on reform. Mention of reform leads to thoughts of reform of the Department—so it is with faculty and also students. The present course of instruction is wrong. Let us find the right one. The problem is that no one line of graduate economic instruction can now serve all interests, reflect all points of view. Nor does it deal with the highly important fact that instruction is far less important than the inclination of the people who guide it. The Department is now a vast parliamentary body. So long as there is only one educational track, as a matter of course it will reflect the preferences of the majority. All of us, in the oldest of academic traditions, appraise excellence using ourselves as the yardstick. Reform requires that we begin to provide real choices as to teachers and as to work. Three possibilities occur to me:

  1. We should have in the Department of Economics two tracks to two Ph.D.’s. One of these would be in economics, another in (say) social economics. Professors in the Department would be grouped into two broad Executive Committees around these tracks. And each of these two Executive Committees would have responsibility not only for developing graduate work in its track and for examination therein but also for recruitment and promotion. This would broaden the choice for students; would mean that we would have two more nearly corporate bodies rather than one parliamentary body to guide instruction and appointments; would foster the kind of competition which all economists intrinsically and devoutly applaud; and would reduce by half the present parliamentary tendency to exclude the minority view. The first track would continue the present program with all of its neoclassical and model-building rigor. The second track would be experimental, humane and with a much stronger orientation to the emerging issues of our time. It would not, and this must be emphasized, involve any less effort.
  2. The second possibility would be to establish within the Department an institute—an Institute for Economic Innovation. This would enlist the members of the senior faculty so inclined, would develop a program purely of graduate instruction and would lead also to a degree which would reflect its own course of instruction. The purpose of constituting this as an institute would be twofold: to get the energy and attention of one man who would see the institute as the projection of his own efforts, and to use the institute as a device for raising new funds for both chairs and research. It is my near certainty, based on some experience as a medicant, that this enterprise, properly presented, would be very attractive to donors. I am not sure, however, that given the present size of the Department, it would not be wiser simply to allot some Graustein appointments to the Institute for the next few years.
  3. The third and final possibility would be to have two Departments of Economics—one Department of Economics and one Department of Social Economics. There are advantages to this—again the healthy competition in which all economists theoretically rejoice, elimination of the present diseconomies of scale, the much more clearly defined differentiation of purpose. It would not be as difficult a solution as seems at first glance. Those who approve of the Department as it is would remain with the Department of Economics. The rest would make the new Department. It would form its character from those who join it in the feeling that a more strongly innovative, humane and applied—in the modern sense—approach to economics is in order. The problem is, of course, that it involves the largest disruption in established institutional arrangements. That is not something to be undertaken lightly. Sometimes, though, that is good.

I am persuaded that in one or another of the above arrangements lies the only hope for a satisfactory future. For a while the tranquility that is in prospect will be greatly enjoyed. Given the sterile tendencies of the accepted economics and the attitudes of the students, it will be, if not the tranquility of the tomb, certainly that of a kind of somnambulant decay.

J.K.G.

Source: John F. Kennedy Presidential Library. John Kenneth Galbraith Personal Papers. Series 5. Harvard University File, 1949-1990. Box 526. Folder “Memorandum on Reorganization of the Department of Economics”.

Image Source: Harvard Class Album 1958.

Categories
Bryn Mawr Economics Programs Gender

Bryn Mawr. Undergraduate and graduate economic courses, Williamson and Parris, 1909

 

This post resulted from my search for biographical/career information concerning the Bryn Mawr economics Ph.D. alumna, Marion Parris. Next post will be devoted to biographical detail. This post gives us a snap-shot of the Bryn Mawr undergraduate and graduate economics programs as of 1909/10 which is just after Marion Parris’ fellowship to study at the University of Vienna. 

___________________________

Economics and Politics Faculty

Charles Clarence Williamson, Ph.D., Associate in Economics and Politics.

A.B., Western Reserve University, 1904; Ph.D., Columbia University, 1907. Assistant in Economics and Graduate Student, Western Reserve University, First Semester, 1904-05; Scholar in Political Economy, University of Wisconsin, 1904-05; Graduate Student, University of Wisconsin, 1905-06; University Fellow in Political Economy, Columbia University, 1906-07; Research Assistant of the Carnegie Institution, 1905-07.

Marion Parris, A.B., Associate in Economics and Politics.

A.B., Bryn Mawr College, 1901. Graduate student, Bryn Mawr College, 1902-05. Fellow in Economics and Politics, 1905-06; Bryn Mawr College Research Fellow and Student in Economics and Politics, University of Vienna, 1906-07.

 

Undergraduate and Graduate Instruction in Economics and Politics.

The instruction in this department is under the direction of Dr. Charles Clarence Williamson, Associate in Economics and Politics, and Miss Marion Parris, Associate in Economics and Politics. The instruction offered by this department covers twenty-three hours of lectures and recitations a week; it includes ten hours a week of undergraduate minor and major work; two hours a week of free elective work; five hours a week of post-major work open only to graduates and to undergraduates who have completed the major course in economics and politics; and six hours a week of graduate work.

The object of the undergraduate courses in economics and politics is three-fold: first, to trace the history of economic and political thought; second, to describe the development of economic and political institutions; and third, to consider the practical economic and political questions of the day. Instruction is given by lectures. The lectures are supplemented by private reading, by oral and written quizzes, by written theses and reports, and by such special class-room exercises as the different subjects require.

 

First Year.
(Minor Course.)
(Given in each year.)

1st Semester.

Introduction to Economics, Miss Parris.

Five hours a week.

The objects of this course are to introduce the students to the economic problems in the modern state, to familiarise them with the main problems in economic science, and to train them to think clearly on economic subjects. The main work of the semester is the study of the nature and extent of supply, including a brief outline of economic geography, the nature and laws of demand, an introduction to the theory of wants, value and fixing of price, and the theory of economic institutions, methods of production, methods of exchange, international exchange, and transportation problems. The lectures are supplemented by a large amount of reading from standard economic authors. Numerous short papers are required and oral and written quizzes are frequently held.

 

2nd Semester.

Introduction to Politics, Dr. Williamson.

Five hours a week.

This is a study of the organisation and workings of American political institutions, as much use being made of historical and comparative materials as the limits of the course permit. The legislative, executive and judicial branches of the national and state governments are studied, with some attention to their origin and development, and with special reference to their efficiency and amenability to popular control. Lectures are given on the organisation and legislative methods of the United States Senate and House of Representatives, the election and powers of the president, the civil service and the federal courts. A brief time is allotted to a similar study of the state governments, after which problems of municipal government, political parties, suffrage and elections are treated. Lastly, the functions of the modern state are examined with special reference to the contentions of individualism and socialism.

 

Second Year.
(Given in each year)

1st Semester.

Social Politics, Dr. Williamson.

Five hours a week.

The work of the preceding year is continued by a thorough study of the economic position of the working classes under the industrial regime. The rise of the problem is traced; radical and conservative programmes of reform are examined; the arguments for and against state action are discussed in connection with a concrete study of legislation in various countries designed to ameliorate the conditions of employment and to promote the economic and social well-being of the weaker classes of society. The methods of securing legal enactment, constitutional hindrances, and the difficulties of enforcing factory laws are treated with special reference to the experience of American states. The chief topics taken up are the industrial revolution and the factory system, socialism and the labor movement, labor organisations and the methods of securing industrial peace, the labor of women and children, factory inspection, employers’ liability, workmen’s insurance, and industrial education.

 

2nd Semester.

History of Economic Thought, Miss Parris.

Five hours a week.

The object of this course is twofold. First, to trace the development of certain of the most fundamental concepts in modern economic theory, such as the theories of value, concepts of capital and interest, rent, wages, monopoly, etc., in order to appreciate critically modern economic theory. Secondly, by relating economic thinking to the political and economic history, and to the religious and philosophical thinking of the successive historical epochs studied, to give the student a proper historical background for further study.

The students will be required to read critically portions of Aristotle’s Ethics and Politics in translation, also selections from the mediaeval canonistic writers: Adam Smith’s Wealth of Nations, Vol. I; Ricardo’s Principles of Political Economy and Taxation; Malthus’s Principles of Population; and selections from Senior’s Political Economy, John Stuart Mills’s Principles of Political Economy, and Jevons’s Political Economy. Numerous short papers, written quizzes, and one report on some specially assigned subject will be required.

Group: Economics and Politics, with History, or with Law, or with Philosophy.

Free Elective Courses.

Methods of Social Research, Miss Parris.

Two hours a week throughout the year.

(Given in 1909-10 and again in 1911-12.)

The course begins with a brief account of modern institutions for social research and social reform. Various methods of social research will then be studied and reports required on special problems in social statistics, and the collection and graphical representation of material. Booth’s Life and Labour in London, Bailey’s Modern Social Conditions and Henderson’s Modern Methods of Charity will be used as text-books. The course is open only to those students who have attended the minor course in economics and politics.

 

Municipal Government, Dr. Williamson.

Two hours a week throughout the year.

(Given in 1910-11.)

The course consists of a general survey of the more important problems of American city government. The chief topics treated are, the origin of the city, the growth of urban population, with its economic and political results, the position of the city is the state government, political parties and municipal government, municipal elections, and the municipal functions, such as police and fire protection, sanitation, and education. The policy of municipal ownership of public utilities will be examined in its various aspects. This course is open only to those students who have attended the minor course in economics and politics.

 

Post-major Courses.

The post major courses are designed to bridge over the interval between the ordinary undergraduate studies and graduate work. As the amount of time given to undergraduate subjects differs in different colleges graduate students frequently find it advisable to elect some of these courses.

Public Economy, Dr. Williamson.

Two hours a week throughout the year.

(Given in 1908-09 and again in 1910-11.)

This course begins with a discussion of the nature of the public economy and its relation to private economics. After tracing the development of the public economy, theories of the economic activity of the modern state are examined. This is followed by a discussion of public expenditure, its growth in modern democratic societies, and its social and industrial effects. A rapid survey of the history and theories of taxation serves as an introduction to a special study of the problems of federal, state, and local taxation in the United States, comparisons being made with the leading foreign countries. Attention is also called to the nature and significance of other forms of public revenue. The course concludes with a discussion of the theory of public credit and the policy of national and local governments in regard to public debts. This course was given as a course of three hours a week in 1908-09.

 

Industrial Problems, Dr. Williamson.

Three hours a week throughout the year.

(Given in 1909-10 and again in 1911-12.)

The lectures of this course deal with certain economic problems which involve political action. Among the more important subjects taken up are the following: problems of money and banking; the commercial policy of the principal countries with special reference to the tariff situation in the United States; the rise of the transportation problem and a comparison of the methods of government control in use in various countries; industrial combinations, their development and their relation to the state. Typical combinations will be studied and the results of anti-trust legislation examined. The aim is to put before the student the significant facts of our commercial and industrial development, accompanied by an economic analysis of the problems created and a discussion of the political factors to be reckoned with in their solution.

 

Theoretical Sociology, Miss Parris.

Two hours a week throughout the year.

(Given in 1908-09 and again in 1909-10.)

This course is designed to introduce the students to the problems of modern sociology. The first semester’s work will be a history of sociological theory. The students will read selections from Auguste Comte, Herbert Spenser, Professor Giddings, and others. In the second semester the various social problems confronting the modern state will be considered, such as the congestion of population, housing and transportation problems in American and Continental cities, immigration and race problems in America, the standard of living among various economic groups, etc.

The lectures are supplemented by written reports on specially assigned reading and by written and oral quizzes.

 

The History of Political Theory, Miss Parris.

Three hours a week throughout the year.

(Given in 1910-11.)

The object of this course is to trace the history of certain political concepts, such as the ideas of liberty, sovereignty, state, government, etc. The first semester will be devoted to ancient and mediaeval political theory. In the second semester modern political theory will be studied. The following books will be read during the year: Plato’s Republic; Aristotle’s Politics; Machiavelli’s Prince; Hobbes’ Leviathan; Locke’s Essays on Government; Rousseau’s Social Contract; Burgess’s Political Science and Constitutional Law.

 

Graduate Courses.

Six hours a week of seminary work and graduate lectures are offered each year to graduate students of economics and politics accompanied by the direction of private reading and original research, and the courses are varied from year to year so that they may be pursued by students through three or more consecutive years. The books needed by the graduate students are collected in the seminary library of the department. No undergraduates are admitted to graduate courses or to the seminary library, but the post-major courses of the department amounting to five hours a week may be elected by graduate students.

 

Economic Seminary, Dr. Williamson.

Three hours a week throughout the year.

The methods of instruction in the seminary are designed to guide advanced students in special research work along the lines indicated by the titles of the courses. Some lectures are given but the main attention is devoted to the presentation and criticism of the results of studies made by the students themselves.

In 1908-09 the seminary is devoted to a study of selected topics in the financial and industrial history of the United States.

In 1909-10 the government of American cities will be the principal subject for the work of the seminary.

In 1910-11 labor problems will be the subject for seminary study. The lectures will trace the rise of the problem, the history and functions of labor organisations, and certain aspects of labor legislation. The seminary will meet two hours a week in this year.

 

Seminary in the Theory of Value, Miss Parris

Two hours a week throughout the year.

(Given in 1908-09.)

This course is a critical study of modern theories of value. A short historical introduction serves as a review of the principal economic theories of value in the English and German schools. The main work of the year is a study of the modern German and Austrian writers. The works of Ehrenfels, Meinong, Kraus, Kreibig, and Chuel are studied and criticised.

 

Seminary in Utilitarianism in Economics, Miss Parris.

Two hours a week throughout the year.

(Given in 1909-10 and again in 1911-12.)

The object of this course is to study the influence of utilitarian philosophy and ethics in shaping the economic theory of the English classical school. Paley, Bentham, Adam Smith, James Mill, Ricardo, Malthus, and John Stuart Mill are read critically.

 

Seminary in Capital and Interest, Miss Parris.

Three hours a week throughout the year.

(Given in 1910-11.)

The theories of capital of modern German, American, and Italian economists are studied and critically compared.

 

Economic Journal Club, Dr. Williamson and Miss Parris.

Two hours once a fortnight throughout the year.

At the meetings recent books and articles are reviewed and the results of special investigations are presented for discussion, comment, and criticism.

 

Source: Bryn Mawr College Calendar. Undergraduate and Graduate Courses, 1909. Vol. II, Part 3, (May, 1909), pp. 13, 130-134.

 

 

Categories
Chicago Economics Programs Economists

Chicago. Henry Simons’ Hayek project proposal, 1945

 

Henry C. Simons composed a dozen page, double-spaced, memo that he circulated in draft form to Hayek and the Chancellor of the University of Chicago, Robert M. Hutchins in May 1945. He was afraid that socialists and Keynesians (i.e. the Cowles Commission) were getting the upper-hand and that “traditional-liberal” economists like himself were becoming an endangered species. Not trusting university governing structures, Simons hoped to established an Institute of Political Economy that would dock onto the university but remain an independent beacon of traditional-liberal economics. 

I presumed the unnamed angel in all this was the William Volker Fund, but David Levy thinks the Earhart Foundation would have been a more likely addressee, given the list of people named by Simons. I find it curious that Simons never explicitly mentions a target foundation for his proposal though he had no reservations about including a long list of names of the economists he expected to support the work of his proposed Institute of Political Economy.

Hutchins wrote back to Simons in early September 1945, “I understand from the angel that Hayek has submitted another program, which has no relation to economics.” Simons’ proposal can be considered to have been an elevator pitch for a Chicago-based pre-Mont-Pèlerin Society.

Pro-tip.

According to the University of Chicago Archive’s Guide to the Henry C. Simons Papers, 1925-1972, Box 8, Folder 9 contains Simons’ file regarding his “Institute of Political Economy” proposal. The material for this post all come from Office of the President. Hutchins Administration Records. Box 73, Folder “Economics Dept., 1943-1945”.

______________________
Some of the Backstory

Henry C. Simons Urges his Department Chair (Simeon E. Leland) to Recruit Milton Friedman

August 20, 1945

Henry Simons’ grand strategy was to seamlessly replace the triad Lange-Knight-Mints with his own dream team of Friedman-Stigler-Hart. He feared that outsiders to the department might be tempted to appoint some convex combination of New Dealer Rexford Tugwell and trust-bustin’ George W. Stocking Sr., economists of the institutional persuasion who were swimming on the edges of the mainstream of the time.

______________________

Cover memo from Henry Simons to Robert M. Hutchins

THE UNIVERSITY OF CHICAGO

Date: May 19, 1945

[To:] Robert M. Hutchins

[From:] Henry Simons[,] Department [of] Economics

In re Hayek project

I enclose copies of two memoranda sent to Professor Hayek and of the covering letter.

Hayek asked Friedrich Lutz, Aaron Director, and me to send him suggestions and, when possible, to discuss the matter with one another. Other copies of the enclosures have been sent to Lutz, Director, and a few local people.

When you find time to look at this stuff, you might first read the letter and Memorandum II. The other item (Memorandum I) is long, discursive, and suitable, at best, only for very restricted circulation.

[signed]
Henry Simons

______________________

Henry Simons letter to Friedrich Hayek
[Carbon copy]

 

May 18, 1945

Professor Friedrich Hayek
London School of Economics
The Hostel, Peterhouse
Cambridge, England

Dear Professor Hayek:

I have been struggling to formulate a worthy and promising project that might attract endowment funds. Enclosed find two memoranda which are the poor results of my efforts. Memorandum II is mainly just a condensation of I—and is perhaps better suited for strangers.

I have departed very far from the kind of project we discussed here. I cannot muster or sustain much enthusiasm for any short-term project, or for any project which aims merely at another book or series of tracts. So much good money and professional effort has been wasted on such enterprises. My guess is that one should be less diffident about proposing what one really wants—that one might get both more (and “better”) money and fare better results by projecting something which the active participants might undertake and pursue with conviction and enthusiasm. Honesty is probably the best policy, even when seeking endowment funds.

I have contrived a project largely for what one might call ulterior purposes: (1) to get Aaron Director back here and into a kind of work for which he has, as you know, real enthusiasm and superlative talents; (2) to effect an arrangement regarding visiting professors which I have long espoused. Moreover, I have deliberately formulated the kind of project for which this University would be the natural location and for which Aaron would be a natural choice as head. But I doubt if such ulterior purposes condemn the scheme; on the contrary, the best procedure probably is that of making new schemes to do old things that one has long regarded as desirable. Indeed, the new device, as regards the stream of visitors, has very special merits, for it permits a continuity in the contribution of the visitors which could hardly be achieved otherwise.

I am sorry to have organized Lutz out of the picture—and hope he might be “organized in” again from time to time or permanently. He is probably the best choice for your kind of project; but Aaron seems a better choice for mine, if only by the nature of his own preferences and interests—although Lutz, in turn, would be a better choice for my project if it were located at Princeton.

My scheme may have little or no appeal to the particular donor. I’ve gotten too intrigued with formulating a project to give attention to its saleability to any individual.

We’re still sad about having seen so little of you and about having failed to keep you on for the Summer.

Cordially,

Henry C. Simons

HCS:w
Encl. 2 [Note: only memorandum 1 is to be found in the Hutchins file]

*  *  *  *  *  *  *  *  *  *  *  *  *  *

Memorandum I on a proposed
INSTITUTE OF POLITICAL ECONOMY

It may clarify all that I have to say here if I start with confession of my personal interests and selfish purposes.

A distinctive feature of “Chicago economics,” as represented recently by Knight and Viner, is its traditional-liberal political philosophy—its emphasis on the virtues of dispersion of economic power (free markets) and of political decentralization (real federalism for large nations and for supra-national organization). With the scattering of the “Austrians” and the vastly changed complexion of economics at Cambridge and Harvard, this intellectual tradition (of Smith, Ricardo, Mill, Menger, Wieser, Sidgwick, Marshall, Pigou, Clark, Taussig, Fisher, and Fetter, and of Locke, Hume, Bentham, de Tocqueville, von Humboldt, Acton and Dicey) is now almost unrepresented among the great universities, save for Chicago; and it may not long be well represented at Chicago. It has still many firm adherents, to be sure; but its competent representatives are widely dispersed and isolated from one another, in academic departments or governmental bureaus where they are largely denied opportunity for cooperation with like-minded scholars, or for recruiting and training their successors.

There should, I submit, be at least one university in United States where this political-intellectual tradition is substantially and confidently represented—and represented not merely by individual professors but also by a small group really functioning as a social-intellectual group. This objective presents difficulties, to be sure. Universities will seek to maintain balanced representation of major schools of thought (if not every fashionable novelty), in economics as in other departments; a group of traditional liberals large enough to function effectively might either dominate unduly any single economics department or require, for adequate representation of other “schools,” a department of excessive size. Moreover, traditional labels, individualists in political ideology, tend also to be lone -wolves and excessively individualist in their social-intellectual activities. More than other economists, they must, for real group activity, be selected with regard for their individual propensities for working with one another; if not inordinately friendly and congenial as persons, they are likely to go their separate ways, instead of cooperating, even if propinquity invites a more fruitful community activity.

Consequently, I see much merit in planning for such a group—for such a small social organization of traditional-liberal economists—without total reliance on departmental or university policy and with some loosely or informally affiliated “center” or “institute.” A few traditional-liberal professors might then function both as members of university departments, representing a suitable variety of schools or ideologies and not overlarge, and also as members of a different group centering around the small “institute” or “center” and organized deliberately in terms of a political philosophy or ideology.

Such an institute (Institute for Political Economy) should have a permanent head (Mr. Aaron Director). It should offer services, especially stenographic and mimeographing, for its local group. As its main function, it should, normally in cooperation with the university and department(s), arrange and partly finance extended visits of the best economists and political philosophers of its “school” from all over the world, one or two at a time. It might arrange local lectures or seminar talks by such economists when they happen to be passing through the city. It might sponsor a small local discussion club for faculty, advanced students, and selected outsiders. It might offer a few special fellowships for advanced study—for traditional-liberal economists (teachers, bureaucrats, journalists) as we now offer them for agricultural economists. It might help finance the writing and research of a few cooperating economists not visitors here. Above all, however, it should facilitate the group activity of the interested local professors and maintain a steady flow of competent visitors. From all its activities, a better flow of publications, both scholarly and semi-popular, might be anticipated; but this result should be planned by indirection—stimulated or facilitated rather than required under contracts with participants.

The permanent head of the Institute should be a broadly competent economist, with a major interest in a political philosophy and 19th century English political economic thought. He should be young enough to do creative work and yet mature enough to assure against his stepping out of character as a libertarian. He should be an essentially intellectual person, not a promoter, not politically ambitious or “on the make,” not “the administrator type,” not prominently identified with other organizations or public activity, and not adept at salesmanship or public relations. Indeed, the Institute should have no organized “public relations” at all, should cultivate obscurity, and, while promoting some popular writing, should seek primarily to make its influence felt in the best professional and academic circles, and merely by improving the quality of the writing (and teaching) of individuals. It should not ordinarily engage in publication or seek to identify itself in connection with the publications of its members or participants. Its head should be simply one scholar among scholars, seeking to hold together a group of individuals characterized by common political-economic persuasions, and to help them to help one another—by free interchange of ideas, mutual criticism of preliminary manuscripts, etc.

An important function of the Institute, indeed, should be that of providing typing, mimeographing, and mailing services for affiliated economists. It might facilitate organized discussion (1) of what people intend to write about, (2) of what they have prepared as tentative drafts, and (3) of what they are about ready to publish. Such discussion, besides stimulating writing, should greatly improve its quality, enabling an individual, before publishing, to thresh out disagreements with competent colleagues or, at least, to recognize what their disagreements or dissents are.

The most obvious merit of the scheme, for the University, lives in the plan of bringing in, for extended visits, the best available libertarian economists from other institutions and other countries. Such visitors might mainly or largely be younger men considered more or less eligible for regular appointment to the University faculty. In many cases, the University might be able to “look over” such men without the usual awkwardness of that process—to have them around for six or twelve months without any implied commitment to retain or even to “consider” them for permanent appointment. I should hope that the Institute would, in effect, deeply influence appointments to the faculty, merely by bringing excellent persons whom everyone, knowing them by their visit, would recognize as desirable appointees. It might also improve appointments by itself making this community more attractive to the best candidates.

The closest cooperation between the Institute and the University in the selection of visitors should be maintained. For distinguished visitors nominated by institute, the University might occasionally bear all, and often half, of the cost. For prospective appointees, the University might occasionally use the Institute as a dummy, thus getting a look at the candidate with a minimal [sic] of involvement and without risk of building up expectations that might be unpleasantly disappointed. Normally, it might be hoped that visitors would nominally divide their time between the Institute and the university, each bearing part of the cost.

I naturally would choose Chicago as a location for such an institute, and the University of Chicago as the institution with which to associate it. More substantial reasons than my personal predilections, however, could be offered for this choice. “Chicago economics” still has some distinctively traditional-liberal connotations and some prestige. Here, more than elsewhere, the project would be that of sustaining or keeping alive something not yet lost or submerged—and something which here, too, will shortly be lost unless special measures are taken.

However, I am somewhat open-minded about the location—and should myself be more than ready to go elsewhere, even at financial sacrifice, in order to participate in the kind of intellectual community in question. Likewise, I suspect that many able people might be attracted, at moderate stipends, to any good university where such a prospect was reasonably assured.

And I will concede that the outlook at Chicago, if better than elsewhere, is not very promising. Our Divisional dean has no appreciation of economic liberalism and a distinct hostility toward it, and the same is true of most persons in the other social science departments. Among higher administrative offices, there is at best only indifference, or provisional toleration, toward such political economy. A few members of the Law School and School of Business are interested or sympathetic, as are other individual faculty members here and there. In the department, moreover, we are becoming a small minority. Since I came to the University (1927), only one economist has been appointed who could be classified as really a traditional liberal (he, at an age when cure might still be anticipated); and one (the only fellow I ever found eminently useful as a colleague) was fired simply because of his uncompromising, competent profession of that political-economic philosophy. Meantime, many appointments have been made to the divisional economics staff; and a large staff, overwhelmingly hostile to economic liberalism, has been built up for the College courses in social science. Then, too, we acquired the Cowles Commission and its staff—whose influence the proposed Institute might partially neutralize or offset. Finally, there are our new agricultural economists who, while sympathetic, are real libertarians only avocationally.

Within the large department, there are now Knight, Mints, Viner, myself, and Lewis (in order of age). Knight will soon reach retirement age; Mints is not far behind; and Lewis, long frequently on leave, may well be attracted elsewhere. Moreover, Knight and Viner, while the best of libertarians, can hardly be called members of our group. Knight is increasingly preoccupied with the philosophy and philosophers, not to mention historians, theologians, anthropologists, et al., and is not deeply interested in concrete problems of economic policy. And Viner, while eminently useful to us as Journal editor, seems increasingly to dissociate himself both by interests outside economics and by very special preoccupations in his own writing and research. That leaves Mints and Simons to talk with and to stimulate one another, and to represent libertarian economics on the main teaching front—along with Lewis when he is here. (Viner and Knight teach only quite advanced courses and, even at that level, reach most of the students only in courses which stress technical matters, not political philosophy or political economy.)

On the other hand, our socialist and Keynesian colleagues are friendly and unusually tolerant toward us; and the others are not so much opposed to our political persuasions as simply uninterested—politically neutral or agnostic. It is a group which would be mainly friendly and cooperative with the Institute and its guests; it would doubtless welcome cordially most of the people whom the Institute would propose as visitors, and be happy to use the Institute occasionally for looking over possible appointees. No hostility would be likely to arise if the Institute was properly handled (for its own purposes) and if its resources were moderate.

Let me now formulate more concrete proposals.

(1) The Institute should be projected for roughly a 20-year period.

(2) It should have a permanent head (Aaron Director) with a salary of $7,500—the only person for whom the Institute would hold out permanent, full-time, professional employment.

(3) It should occupy a suite of three or four rooms at 1313 East 60th Street—or, like the Cowles Commission, on the campus—one for the director, one for a secretary-stenographer (or two?) and one for its visiting economists.

(4) It should plan to have one visiting economist (or political scientist, if libertarian ones can be found) on the ground all the time (save for its vacation periods)—and more than one if and as joint appointments and joint financing with the University are arranged.

(5) Finances permitting, it might grant a few fellowships (of, say, $1,000-$1,500) for the advanced training (or refresher training) of persons teaching economics at other institutions, or of interested practicing bureaucrats and journalists.

(6) It might also occasionally bring in outsiders for specific projects of writing and/or research—or assist them in completing publishing work done elsewhere.

(7) It would be highly desirable to have, in addition to the permanent head, a permanent half-time economic statistician, if arrangements could be made for joint appointment, with some department or school of the University, of a suitable person (e.g., Mr. Milton Friedman).

(8) In addition to one or two stenographer-secretaries, generous budgetary provision should be made for peak-load typing and for mimeographing of the manuscripts of economists affiliated with the Institute.

(9) These tentative proposals contemplate a budget of $20,000-$40,000 per year. A start could be made with less than $20,000, and more than $40,000 could easily be utilized effectively; but I distrust munificent arrangements. The important thing financially is assurance of continuity for a considerable period; but, again, I should urge against initial provision for more than 20-25 years. All this implies endowment of $300,000-$600,000—or assurance that funds of that (initial) present value will be steadily available.

The Institute should be set up, not as part of the University of Chicago but independently, with its own governing body and its own funds. It should be located at Chicago, however, only after reasonable assurance of close and friendly relations with the University; and it should be free to move elsewhere if effective or fruitful cooperation later proves unattainable here. The University might undertake to handle Institute funds; it should extend full use of facilities like the Library to the Institute’s director and its guests; it should offer facilities for lectures and seminars sponsored by the Institute; and it should undertake, when feasible, to make temporary (and perhaps one permanent ) joint appointments, so that guests of the Institute might also commonly serve also as members of the faculty. Close administrative cooperation and consultation should be continuously maintained. Cooperation, however, should be achieved largely through individuals, rather than by formal organizational connections.

The Institute should be designed primarily to promote cooperation and communication among competent economists of a traditional-liberal persuasion. It should aim to make such economists more cohesive and more articulate as a group. Its primary concern should be that of contributing to professional discussion and publication at the highest professional level, not that of popularizing or of propagandizing at a mass level. It may be hoped that such publication of popular or semi-popular books and articles would incidentally come about; and some direct efforts to this end would be appropriate. The Institute should seek to focus attention, not only on general economic-political philosophy, but largely on real, concrete problems and issues of public policy. It should, however, adhere firmly to a long and large view of policy, seeking not to influence immediate political action but to improve the quality of discussion of immediate matters. It should largely ignore considerations of immediate political expediency, seeking by discussion to influence professional opinion and thus perhaps to determine what will much later become politically feasible.

The director might properly occupy himself considerably with projects of non-technical writing on major policy problems. He might occasionally arrange for symposium publications, or for a series of special studies, with subsequent summary publications, for a wide audience. In the main, however, the director should be simply one member like others in an academic-intellectual community, contributing his share of talks and manuscripts to the common pool for mutual stimulation and criticism. Like others, moreover, he should publish mainly as an individual.

There are presumably plenty of agencies for publishing and disseminating good popular books and tracts. The Institute might quietly call attention to such writings of libertarian economists as might appeal to other organization; and it might occasionally subsidize or “undisclosedly enterprise” good publications which fail to find other outlets. In the main, however, it should seek to promote work which, when ready for publication, will readily attract commercial publishers. Its subsidies should be largely confined to unusual manuscripts which promise important contribution to professional discussion but do not promise commercially adequate sales.

The Institute, avoiding publicity, should be frank about its purposes and about its ideological position. Its director, its governing board, and all of its consulting or affiliated economists should be chosen as ardent, confirmed free traders—as anti-collectivists, anti-syndicalists, anti-“Planners”—as advocates of free foreign and free domestic trade, of non-discriminatory commercial policies, of untied, non-governmental foreign lending, of deorganization of functional groups, of deconcentration of economic power, of decentralization in national government, of impairment of national sovereignty (through supra-national organization), of devolution of central government powers (in favor of provisional and local powers); i.e., as advocates of systematic and progressive dispersion of power, nationally and internationally. They should be proponents of rigid economy in the kinds of governmental control or intervention—yet more concerned to minimize the kinds than the aggregate amount, and more concerned about minimizing the amount in large or central governments than in local and provincial bodies. Their central credo, following Acton and de Tocqueville, should be that no large organization can be trusted with, or wisely permitted, much power. They should be zealous proponents of the rule of law, of rules of policy as against legislative nose following, and of minimal delegations of discretionary authority. In a word, they should be confirmed constitutional-federalists in the strict sense.

That such an Institute would serve its proper or original purposes cannot be assured for a long period. It can be reasonably assured for (say) twenty years only by the most careful selection of personnel. One can trust Aaron Director to serve such purposes faithfully and intelligently. One can so trust Friedrick [sic] Hayek, Jacob Viner, Frank Knight, Lloyd Mints, Gregg Lewis, Theodore Yntema, Theodore Schultz, Garfield Cox, Wilber Katz, Quincy Wright, Ronald Crane and, to mention some persons elsewhere, Friedrick [sic] Lutz, Herbert Stein, Leland Bach, George Stigler, Allan Wallis, Howard Ellis, Frank Dunston Graham, Frank A. (and Frank W.) Fetter, Harry G. Brown, Joseph Davis, Karl Brandt, Leo Wolman, William A. Paton, Clare Griffin, I. L. Sharfman, Leverett S. Lyon, Milton Friedman, Arthur F. Burns, Gottfried Haberler, Eugene Rostow, Lionel Robbins, Fredrick Bonham, Henry Clay, R. G. Hawtrey, T. E. Gregory, Arnold Plant, A. J. Baster, Colin Clark, Roland Wilson, Harold A. Innis, Carl S. Shoup, James W. Angell, Thurman Arnold, Harry D. Gideonse, Reginald Arragon, Albert G. Hart, John M. Clark and, among prominent business men, William Clayton, and, among journalists, Walter Lippman, John Davenport, and Sir Walter Layton. Many others might be named, and some of those named above could be fully trusted only as members of an otherwise well-selected company.

Aaron Director is not only the ideal person to head the Institute; he is available and would be willing to undertake the task even at financial sacrifice (which he should not be expected to make). He probably would accept the modest stipend compatible with a properly modest and unobtrusive organization. No serious problem should arise in recruiting an able and reliable governing body or a fairly sizable company of conscientious, interested economist-participants or sponsors.

The Institute, to repeat, should not be designed primarily or explicitly as an agency for preparing tracts or reports. It should not be mainly concerned with formal economic theory; neither should it engage substantially in empirical research. It should focus on central, practical problems of American economic policy and governmental structure. It should afford a center to which economist liberals everywhere may look for intellectual leadership or support. It should seek to influence affairs mainly through influencing professional opinion and by preserving at least one place where some political economists of the future may be thoroughly and competently trained along traditional-liberal lines. Money for such causes is perhaps not hard to get and is very easy to spend wastefully or harmfully. In the project here suggested, I can see little danger of miscarriage and real promise of very good results.

______________________

Memo from Merrill Mead Parvis [?] to Hutchins and Colwell

THE UNIVERSITY OF CHICAGO

Date: June 14, 1945

R.M.H. [Robert M. Hutchins]
E.C.C.  [Ernest Cadman Colwell, President of the University of Chicago from 1945 to 1951]

In re Hayek à la Simons

There is an element of fear in Mr. Simons’ presentation of the true faith in economics. It sounds very familiar to me. It weakens any enthusiasm I may have had for the Hayek project. When it is seriously suggested that the staff for the institute should be drawn from men already so old that there is no risk of any ideas entering their heads, the cause must be in precarious condition indeed. Instead of the title that Mr. Simons suggests, I would suggest “asylum for laissez faire economists.”

In the second place, it seems to me that Mr. Simons takes all the vigor out of the proposal: It should not do serious research; it should not produce books that would influence public opinion; but it should aim at being a small, social, intellectual community, effecting contacts and influencing professional opinion. There is an element of dilettantism in this whole proposal, as I read it, that makes it sound like the laissez faire economists dinner club.

The statement of its relationship to the University seems to me to be a very simple one, not altogether desirable. The institute would be a pressure and propaganda group on the edge of the University entirely outside the University’s control, organized for the purpose of forcing or leading the University to appoint orthodox economists. None of this sounds very good for the University to me.

Yours truly,
[signed]

[Guess: Merrill Mead Parvis (1906-1983), colleague of Ernest Cadman Colwell, Chicago Ph.D. 1944, appointed associate professor of New Testament at Emory. Note that Colwell left Chicago in 1951 to become vice president and dean of faculties at Emory University.]

“Colwell was a New Testament scholar of some note. A graduate of Emory University, he received his PhD from the Divinity School at Chicago in 1930. He served on the faculty of the Divinity School from 1930 to 1951. One of his most remarkable decisions was to veto the appointment of George S. Stigler in 1946 to the faculty of the Department of Economics, on the grounds that Stigler was too empirical. See Ronald Coase, “George J. Stigler,” in Edward Shils, ed., Remembering the University of Chicago: Teachers, Scientists, and Scholars (Chicago, 1991), p. 470.

Source: Ftnt. 359 in John W. Boyer The University of Chicago: A History (2015), p. 571.

______________________

Carbon copy

Follow-up Memo from Hutchins to Simons

June 20, 1945

Dear Henry:

Thank you for the memoranda on the Hayek project. What has happened to this scheme?

Sincerely yours,

ROBERT M. HUTCHINS

Mr. Henry Simons
Department of Economics
Faculty Exchange

______________________

(Late) Reply to Hutchins by Simons

THE UNIVERSITY OF CHICAGO

Date: September 4, 1945

Chancellor R. M. Hutchins
From: Henry C. Simons [,] Economics [Department]

I am not remiss in telling you about the Hayek project, for there still is no further news. I have heard nothing from Hayek since he was here—which suggests either that he didn’t like my memos or that he has been preoccupied, possibly as a consultant on the treatment of Germany. Probably something unexpected has happened, for others have heard nothing from him; he is usually more than polite and “correct” about correspondence.

The memos and their scheme, however, were obviously not well contrived to get money from his particular “angel.” I had hopes that they just might be otherwise useful. Now that Sociology and Political Science are going into economics on their own, some scheme like mine is really needed as a counterpoise—not to mention E.H. Carr!

I’m taking the liberty of enclosing copy of a recent memo. [Not found in this file] Let’s hope it is not too irregular to do so, and that you will not be annoyed by passages which, at worst, were not intended to annoy you. Sending copy to you is an afterthought.

[signed, HCS]

HCS-w

P.S. A letter has just come from Hayek. Copy will go to you when it has been deciphered.

______________________

[Carbon copy]

Hutchins’ Reply to Simons

September 10, 1945

Dear Henry:

I understand from the angel that Hayek has submitted another program, which has no relation to economics.

What is the matter with E. H. Carr? I take few exceptions to your memorandum on Economics. My most important one is the implication that the Department is engaged in a bitter struggle with the administration to secure its just desserts. The administration would like nothing better than to make as many first-class appointments in Economics as the Department can prove are first-class.

The implication that the administration has put on pressure for “less good” appointments will prevent the administration from passing on without comment suggestions which it receives from reputable quarters. The suggestion of Stocking came from Edward H. Levi and was sent to Mr. Leland with no comments except those of Mr. Levi.

There is a kind of particularistic flavor about these suggestions for developments in connection with the Cowles Commission, the Law School, and possibly the School of Business, which imply that these are in the central field, whereas Industrial Relations, Agricultural Economics, Political Science and Planning, and possibly American Economic History are not. Some day I want you to explain to me why some of these areas are central and others are ancillary.

But what I started out to say was that I am glad that you are thinking about and pushing for the development of Economics in the University.

Sincerely yours,
ROBERT M. HUTCHINS

Mr. Henry C. Simons
Social Science 516
Faculty Exchange

______________________

The University of Chicago
Department of Economics

October 6, 1945

Chancellor Robert M. Hutchins
Faculty Exchange

Dear Mr. Hutchins:

Your good letter of September 10th was forwarded to me on vacation; hence the tardiness of this reply.

I share most of your disagreements with me! That memo was written for a small group of immediate colleagues—not hypocritically, I hope, but with “slants” that others might easily misinterpret.

I certainly have not felt that the Department is engaged in a bitter struggle with the administration to secure its just desserts. Neither do I object to the passing along of suggestions from reputable quarters. (Levi’s suggestion, by the way, was not without merit, if interpreted as part of his proposal for a large-scale local project in anti-trust investigation.) I was complaining about departmental policy or practice of making no longer-range proposals for recruitment and replacement—not about suggestions coming down to us but about the dearth of suggestions going up.

The Department, I think, should submit to the administration, not only recommendations for immediate, urgent appointments but also a “waiting list,” subject always to revision, of several men whom we definitely want if and when the administration is prepared to act on them. The administration might then make careful, unhurried outside inquiries; and, when outside suggestions are received, we might discuss and report on the relative merits of particular appointments and invite your inquiry on the same basis. Thus the waiting list or appointment program might be kept more or less continuously under critical discussion.

On that matter of what is central and what is ancillary, I think I have an important point, although I might have trouble stating it clearly or persuasively. The point, moreover, is one on which I would anticipate support from you.

About E. H. Carr, I am too strongly and deeply prejudiced for judicious comment. I have seldom reacted so strongly against a book as against his The Conditions of Peace—which is the only Carr book I have read. Knowing nothing of his work on Dostoevski or Bakunin, however, I would have less reason to oppose the appointment if it were in the proposed Russian Institute than if it were in Political Science and International Relations.

My objections to Carr are largely ideological. The Conditions of Peace is a powerful book, very well written and admirable in many parts and aspects. But it is largely and deeply concerned with economics and commercial policy; and here my criticism involves more than bitter disagreement; for here, I think, the fellow is using his rhetorical, journalistic skill to cover up his own lack of insight and understanding. One should not expect all students of politics to discuss economic problems competently. But one may object to their writing arrogantly, caustically, and demagogically about men, books, and subjects that they do not understand.

This book, I think, is one of the outstanding anti-Liberal documents of its time, not only as regards economic policy, domestic and international but also as regards the rights of small nations and their proper place or role in the good society. Carr personifies, for me, almost everything that is wrong with political thinking at both the extreme Right and the extreme Left.

It is significant, I think, that Carr has earned the most bitter denunciation of two such different people as Hayek and Keynes. (Don’t quote me as regards Keynes, for my information is somewhat privileged in that case and second-hand; but I believe it may easily be confirmed.) At best, Carr is a very hot potato in present-day politics—much too hot for wise University appointment, even if one approved of his views.

I should be more diffident about my own reactions to Carr if those of J. Viner and Q. Wright (and Louiee Wright) were not much the same. Incidentally, what is distinctive about Carr (tough political “realism”) is, I think, already adequately represented here, and competently, by Morgenthau.

I’ll be happy to talk sometime about what is central what is ancillary—or as happy as I can be when trying to talk philosophically,

Sincerely yours,

[signed] Henry Simons
Henry C. Simons

ECS-w

P.S. I hear that Milton Friedman, whom I was proposing for Lange’s place, has been appointed to an associate professorship at Minnesota. My scheme thus requires raiding the Minnesota staff for two men, within a few years. Moreover, it might now be best, under that scheme, to get Stigler first.

Source:  University of Chicago Archives. Office of the President. Hutchins Administration Records. Box 73, Folder “Economics Dept., 1943-1945”.

Image Source:  Henry Calvert Simons portrait at the University of Chicago Photographic Archive, apf1-07613, Special Collections Research Center, University of Chicago Library.

 

Categories
Australia Economics Programs Suggested Reading

Melbourne. History, Constitutional Law, Political Economy, Philosophy Examination Fields. Elkington, 1899

 

Serendipity led me to the University of Melbourne archives where there turns out to be a considerable amount of digitised material from the University’s history. I figured I’d take a quick look at turn of the century (as in 1899) economics offerings in the land down under. I’ve transcribed the lists of readings for examinations there in economics and related fields. I have even added links to all the items for our collective convenience.

The professor of history and political economy at the time was John Simon Elkington who had succeeded  William Edward Hearn, LL.D. Hearn resigned the chair of History and Political Economy in 1873 and died in 1888.

Elkington was not really an economist, even at a time when “economist” was much more inclusive a term than today. Judging from the brief biographical entry for him in the Australian Dictionary of Biography, he appears to have been less a gentleman and a scholar than a dirty old drunkard of the chair whose spectre might haunt some Victorian faculty club to this day. 

_________________________

A Colorful Professor

John Simeon Elkington (b. Nov. 22, 1841 at Rye, Sussex, England; d. June 6, 1922 in Canterbury, Melbourne, Australia)

Elkington was appointed professor of history and political economy at the University of Melbourne 1879 and he retired “by agreement” March 1, 1913. His main field was constitutional history, though his teaching portfolio did include political economy.

“…he was an intense political partisan and a ‘Freetrader of Freetraders’. A gifted raconteur, he ‘interspersed the dry facts of historical research and economic argument with anecdotes and stories’ whose Rabelaisian quality had to be censored when women students entered the university… Gregarious by nature, he attracted interesting people: ‘he has known everybody and is full of anecdotes and incidents about the leading men in Victorian life’. Bankruptcies in 1892 and 1895 after speculating in land and mining, as well as his inordinate thirst, created problems for the university.”

Source: Norman Harper, ‘Elkington, John Simeon (1841–1922)’, Australian Dictionary of Biography, National Centre of Biography, Australian National University, http://adb.anu.edu.au/biography/elkington-john-simeon-6100/text10451, published first in hardcopy 1981, accessed online 4 June 2020.

_________________________

From the University of Melbourne Calendar 1899

ARTS AND SCIENCE.

DETAILS OF SUBJECTS AND RECOMMENDATIONS FOR THE ANNUAL EXAMINATIONS TO BE HELD IN THE EXAMINATION TERM, 1899

POLITICAL ECONOMY—

Books recommended in addition to the various references to other works given in the Lectures: —

Hearn—Plutology.
Walker—Political Economy.

So far as treated in the Lectures:

Marshall—Principles of Economics.
Adam Smith—Wealth of Nations.

Additional for Honours.

Bagehot—Economic Studies.
Mill—Political Economy, Books I. and V.
Mill—Logic, Book VI.
Spencer—Principles of Sociology, Part II.
Spencer—Study of Sociology.

[p. 228]

*  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *

DEDUCTIVE LOGIC—

The Course will include the following subjects: —The scope and definition of Deductive (or Formal) Logic; the Primary Logical Laws; the formation and characteristics of general notions; Terms, Propositions, and Reasonings, in connection with the questions and exercises in the text-books; recent criticisms and proposed extensions of the traditional logic; Symbolic Logic; and Fallacies.

Pass.

Books recommended: —

Jevons—Elementary Lessons in Logic.
Keynes—Studies and Exercises in Formal Logic, Parts I. II., and III.
Whately—Logic, Book III.

The Examination will include Exercises to test the Candidate’s skill in applying the logical rules.

Additional for Honours.

Veitch—Institutes of Logic, Part I.
Keynes—Studies and Exercises in Formal Logic, Part IV.

INDUCTIVE LOGIC—

Mill’s Logic, critically treated with reference to the views of other logicians, will be used as the principal text-book. In considering Books I. and II., prominence will be given to the Psychology of Judgment and of Reasoning; and Book III. Will be made the basis of a full treatment of the Logic of Induction.

This subject does not presuppose a previous knowledge of Deductive Logic.

Books recommended: —

Mill—Logic. [Part I, Books I-III; Part II, Books IV-VI]
Jevons—Principles of Science [Volume I; Volume II], so far as referred to in Lectures.
(Fowler’s Inductive Logic may be read with advantage prior to the study of Mill’s Logic.)

Additional for Honours.

Venn—Empirical Logic.

[pp. 234-235]

*  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *

MORAL PHILOSOPHY—

Candidates will be expected to show—

(i.) A general knowledge of the History of Moral Philosophy.

(ii.) A critical acquaintance with the following works: —

Butler—Dissertation on Virtue and Sermons on Human Nature.
Kant—Fundamental Principles of the Metaphysic of Morals.
J.S. Mill—Utilitarianism; with references to Bentham.
Herbert Spencer—Data of Ethics.

[p. 236]

*  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *

SUBJECTS OF EXAMINATIONS FOR FINAL HONOURS AND SCHOLARSHIPS TO BE HELD IN THE FIRST TERM, 1900.

(2.) — SCHOOL OF HISTORY, INCLUDING CONSTITUTIONAL HISTORY AND LAW, AND POLITICAL ECONOMY.

Ancient History.
The History of the British Empire.
The Character and Method of the Social Sciences.
The Principles of Political Economy.
Constitutional and Legal History.

Books recommended: —

The books and references mentioned under Ancient History, History of the British Empire, Parts I. and II., Political Economy and Constitutional and Legal History.

Mommsen—History of Rome, Book I.; Book II., ch. 1, 2, 3, 8, 9.
Spencer—Principles of Sociology, Part V. and Part VIII.
Seebohm—The English Village Community.
Stubbs—Constitutional History [Volume I; Volume II; Volume III].
Lord Playfair—Subjects of Social Welfare, Part II., articles 1-7.
Edmund Burke—Thoughts on the cause of the present discontents, and the two speeches on America.
Cunningham—Growth of English Industry and Commerce (2nd edition). [Volume I (1890); Volume II (1892)]
Lecky—History of England in the Eighteenth Century. [Volume I; Volume II; Volume III; Volume IV; Volume V; Volume VI; Volume VII; Volume VIII]
Spencer—First Principles, Part II., ch. 12-17 (3rd edition).
The article Political Economy in the current edition of the Encyclopaedia Britannica (published separately). [Vol. 19 of the 9th edition, article written by J.K.I. (John Kells Ingram)]

(3.) —SCHOOL OF LOGIC AND PHILOSOPHY.

Papers will be set in the following subjects: —

  1. FORMAL LOGIC—

Veitch—Institutes of Logic, Part I.
Keynes—Studies and Exercises in Formal Logic.
Venn—Symbolic Logic.

The Examination will include exercises in Formal and Symbolic Logic.

  1. INDUCTIVE LOGIC—

Mill—Logic. [Part I, Books I-III; Part II, Books IV-VI]
Venn—Empirical Logic.

  1. PSYCHOLOGY—

Psychology of the senses and Intellect.
Lotze—Metaphysics, Book III. (Psychology).

  1. METAPHYSICS—

Kant—Critique of Pure Reason.
E. Caird—Metaphysic (Article, Encyclopaedia Britannica. Republished in Essays on Literature and Philosophy [Vol. II]).

  1. MORAL PHILOSOPHY—

Aristotle—Nicomachean Ethics.
Spencer—Data of Ethics.
Green—Prolegomena to Ethics.

  1. HISTORY OF PHILOSOPHY—

The History of Modern Philosophy, from Descartes to Kant inclusive.

[pp. 252-253]

*  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *

EXAMINATIONS FOR THE DEGREE OF MASTER OF ARTS TO BE HELD IN THE FIRST TERM, 1900.

A. — SCHOOL OF HISTORY, INCLUDING CONSTITUTIONAL HISTORY AND LAW, AND POLITICAL ECONOMY.

The History of the Middle Ages.

The Practical Applications (as stated by the principal Economic Writers) of the Principles of Political Economy.

Constitutional History and Law.

Books recommended: —

Bryce—Holy Roman Empire.
Gibbon—Decline and Fall of the Roman Empire (Dr. Smith’s edition), ch. 49-71 [Volume VI; Volume VII; Vol. VIII].
Hallam—Middle Ages, except ch. 8 [Volume I; Volume II; Volume III].
Mill—Political Economy, Books III., IV., V.
Cliffe Leslie—Essays in Political and Moral Philosophy.
Herbert Spencer—Principles of Ethics, Part IV., and The Man versus The State.
Giffen—Essays in Finance.
Walker—Wages Question.

Bachelors of Arts who graduated before 1st April, 1896, may substitute this work for Constitutional History and Law.

Sir H.S. Maine—Dissertations on Early Law and Custom.
The following Articles in the current edition of the Encyclopaedia Britannica: —Equity, Fictions, International Law, Law, Treaties.

B. —SCHOOL OF LOGIC AND PHILOSOPHY.

Any four of the Papers set for the Final Honour Examination in the same Term.

[pp. 257-258]

Source:  University of Melbourne. Library, Digitised-Collections. University of Melbourne Calendar 1899.

Image Source: Professor John Simeon Elkington. Copy in the University of Melbourne Archives from Photo N. 4. Alma Mater, Supplement (April 1, 1896).

 

Categories
Chicago Economics Programs Economists Fields

Chicago. Schedule of the preliminary economics exams for the Ph.D. and A.M., Summer 1951

 

The following schedule for preliminary examinations in economics at the University of Chicago from the summer quarter of 1951 comes from Milton Friedman’s papers at the Hoover Institution Archives. We see that he was on the two economic theory examination committees along with Lloyd Metzler and Frank Knight. Besides providing the names of the faculty members serving on the nine committees, the schedule also provides the names of the sixty students registered for the examinations during that quarter.

____________________

DEPARTMENT OF ECONOMICS

SCHEDULE FOR PRELIMINARY EXAMINATIONS
FOR THE PH.D. AND FOR THE A.M.

Summer Quarter, 1951

The schedule below shows the examinations requested for the current quarter. Will the chairman of each committee please be responsible for turning in the complete examination at least one week before the date on which it is to be given?

 

Date

Examination Committee

Students Registered

Thurs., Aug. 2
8:30
Law Court

Agricultural Economics

D.G. Johnson, chr.
C. Hildreth
T.W. Schultz
Dunsing, Marilyn (A.M.)
Fox, Kirk (Ph.D)
Hughes, Rufus (Ph.D.)
Taylor, Maurice (Ph.D.)

Tues., July 31
8:30
Law Court

Economic Theory I

L. Metzler, chr.
M. Friedman
F. Knight
Baskind, Irwin (Ph.D.) in abs.
Bassett, Marjorie (Ph.D.-A.M.)
Blumberg, Lionel (Ph.D.-A.M.)
Chen, Ho-Mei (Ph.D.)
Chen, Sze-te (Ph.D.-A.M.)
Chien, Chih Chien (Ph.D.)
Cleaver, George (Ph.D.)
Dunsing, Marilyn (A.M.)
Emmer, Robert (Ph.D.)
Fox, Kirk (Ph.D.)
Frank, Andrew (Ph.D.-A.M.) in abs
Gustus, Warren (Ph.D.)
Heizer, Raymond (Ph.D.)
Herlihy, Murray (Ph.D.)
Hoch, Irving (Ph.D.)
Hughes, Rufus (Ph.D.)
Krawczyk, Richard (Ph.D.-A.M.) in abs
Lerner, Eugene (Ph.D.)
Liang, Wei K. Liang (Ph.D.)
Lininger, Charles (Ph.D.)
Lurie, Melvin (Ph.D.)
McGuire, Charles (Ph.D.)
Malhotra, Man Mohan (Ph.D.)
Malone, John (Ph.D.)
Mitcham, Clinton (Ph.D.-A.M.)
Morrison, George (Ph.D.-A.M.)
Sonley, Lorne (Ph.D.)
Taylor, Maurice (Ph.D.)
Terrell, James (Ph.D.-A.M.)
Toscano, Peter (Ph.D.)
Traeger, Gordon (Ph.D.-A.M.)
Viscasillas, Felipe (Ph.D.)
Waldorf, William (Ph.D.)
Weir, Thomas (Ph.D.)
Weiss, Roger (Ph.D.-A.M.)
Zelder, Raymond (Ph.D.)

Tues., Aug. 7
8:30
Law Court

Economic Theory II

L. Metzler, chr.
M. Friedman
F. Knight
Chen, Ho-Mei (Ph.D.)
Herlihy, Murray (Ph.D.)
Hoch, Irving (Ph.D.)
Toscano, Peter (Ph.D.)
Weir, Thomas (Ph.D.)

Thurs., Aug. 9
8:30
Law Court

Government Finance

P. Thomson, chr.
J. Marschak
D.G. Johnson
Frank, Andrew (Ph.D.-A.M.) in abs
Haskell, Max (Ph.D.) in abs
Henry, Edward L. (Ph.D.)
Horwitz, Bertrand (Ph.D.-A.M.)
Lininger, Charles (Ph.D.)
Selden, Richard (Ph.D.)

Thurs., Aug. 9
8:30
Law Court

Industrial Relations

F. Harbison, chr.
E. Hamilton
H.G. Lewis
Barghout, Saad (Ph.D.)
Bechtolt, Richard (Ph.D.)
Hoch, Irving (Ph.D.)
Liang, Wei K. (Ph.D.)
Mullady, Philomena (Ph.D.)
Ness, David (Ph.D.)

Thurs., Aug. 2
8:30
Law Court

International Economics

L. Metzler, chr.
B. Hoselitz
A. Rees
Alberts, William (Ph.D.)
Anderson, Edwin (Ph.D.) in abs
Chen, Sze-te (Ph.D.-A.M.)
Chien, Chih Chien (Ph.D.)
Cleaver, George (Ph.D.)
Frank, Andrew (Ph.D.-A.M.)
Glick, Milton (Ph.D.-A.M.)
Gustus, Warren (Ph.D.)
Lukomski, Jesse (Ph.D.-A.M.)
Mitcham, Clinton (Ph.D.-A.M.)
Morey, Donald J. (Ph.D.-A.M.)

Tues., Aug. 7
8:30
Law Court

Money, Banking, and Monetary Policy

L. Mints, chr.
E. Hamilton
J. Marschak
Alberts, William (Ph.D.)
Bauer, Milton (Ph.D.)
Blumberg, Lionel (Ph.D.-A.M.)
Chen, Sze-te (Ph.D.-A.M.)
Chien, Chih Chien (Ph.D.)
Cleaver, George (Ph.D.)
Conomikes, George (Ph.D.-A.M.)
Davis, George (Ph.D.) in abs
Emmer, Robert (Ph.D.)
Heizer, Raymond (Ph.D.)
Horwitz, Bertrand (Ph.D.-A.M.)
Hughes, Rufus (Ph.D.)
Krawczyk, Richard (Ph.D.-A.M.) in abs
Lerner, Eugene (Ph.D.)
Liang, Wei K. (Ph.D.)
Lukomski, Jesse (Ph.D.-A.M.)
Meckling, William (Ph.D.)
Mitcham, Clinton (Ph.D.-A.M.)
Morey, Donald (Ph.D.-A.M.)
Ogawa, George (Ph.D.)
Smulekoff, Suzanne (Ph.D.-A.M.)
Sonley, Lorne (Ph.D.)
Taylor, Maurice (Ph.D.)
Terrell, James (Ph.D.-A.M.)
Traeger, Gordon (Ph.D.-A.M.)
Zelder, Raymond (Ph.D.)
Zingarelli, Carla (Ph.D.-A.M.)
Rayack, Elton  (Ph.D.) in abs

Thurs., Aug. 2
8:30
Law Court

Statistics

T. Koopmans, chr.
C. Hildreth
H.G. Lewis
Cagan, Phillip (Ph.D.)
Hogan, Lloyd (Ph.D.)
Katzman, Irwin (Ph.D.)
Malhotra, Man Hohan (Ph.D.)
Waldorf, William (Ph.D.)

Thurs., Aug. 2
8:30
Law Court

Economic History

E. Hamilton Mullady, Philomena (Ph.D.)
Toscano, Peter (Ph.D.)

Source: Hoover Institution Archives. Papers of Milton Friedman. Box 76, Folder “University of Chicago ‘Economic Theory’”.

Categories
Economics Programs Princeton

Princeton. Economics course offerings 1910-11

 

Not only were the Princeton University graduate economic course offerings in 1910/11 relatively slim, it is also interesting to note that five of the ten courses listed covered history of economics and economic history. Undergraduate courses could also be taken by graduate students in the department of history, politics, and economics. Links to the textbooks used are included in the following transcription of the economics portion of the course announcements.

___________________

UNDERGRADUATE COURSES

The following are the undergraduate [economics] courses in the Department of History, Politics, and Economics, and, though not listed or counted as graduate courses, they are open to graduate students of the Department:

45, 46. Elements of Economics. This course will comprise the essential elements of the abstract theory of economics and some of the more essential applications and exemplifications of the theory, such as money, banking, transportation, international trade, and monopoly problems. There will be one lecture a week, and two recitations in small groups to test the student’s apprehension of the subject matter covered in the reading. [Frank A.] Fetter: Principles of Economics; [Jeremiah Whipple] Jenks: The Trust Problem; and [Frank W.] Taussig: The Tariff History of the United States. Junior course, both terms, 3 hours a week. Prerequisite course: History 22 [Mediaeval History; 400 A.D.-1494 A.D. Sophomore elective, second term, 3 hours a week.]. Prerequisite to Public Finance and Money and Banking. Professor Daniels [Winthrop More Daniels, A.M.] and [Assistant] Professor Meeker [Royal Meeker, Ph.D.].

79. Economics. Public Finance. This course will cover the theory of public finance. Lectures with weekly conferences. [Winthrop More] Daniels: Public Finance; and [David MacGregor] Means: The Methods of Taxation. Senior course, first term, 3 hours a week. Prerequisite courses: History 22 and Economics 45, 46. Professor Daniels [Winthrop More Daniels, A.M.].

80. Economics. Money and Banking. This course is designed to outline briefly the problems touching money and banking. [Joseph French] Johnson: Money and Banking; [Edwin Walter] Kemmerer: Money and Prices [Money and Credit Instruments in their Relation to General Prices]; [Amos Kidder] Fiske: Modern Bank. Senior course, second term, 3 hours a week. Prerequisite courses: History 22 and Economics 45 and 46. [Assistant] Professor Meeker [Royal Meeker, Ph.D.].

THE PRO-SEMINARY. In the Department of History, Politics, and Economics there will be a pro-seminary both terms; the pro-seminary to be divided into sections, one for history, one for politics, and one for economics. Admission to the pro-Seminary will be conditioned upon a student’s obtaining in the Junior year courses in the Department the standing prescribed for entrance upon pro-seminary work….Professor Meeker will have charge of the economics section; and Industrial Organizations of Capital and of Labor will be the subjects of study, first and second term respectively.

 

GRADUATE COURSES

ECONOMICS

133. History of Economic Theory. Early economic theory through Adam Smith. A study of Mercantilist and Physiocratic thought, and the work of Adam Smith, preceded by a brief resumé of ancient and mediaeval economic ideas. Three hours a week, first term. Given 1909-10. Professor [sic] Adriance [Walter Maxwell Adriance, A.M., Preceptor in History, Politics and Economics].

134. History of Economic Theory. The classical economists through J. S. Mill and Cairnes. Beginning with Malthus, the concrete problems in which the classical English political economy arose are taken up for study. The theory of Distribution in particular is traced in the Ricardian economics and down through the Wage-Fund theory. Three hours a week, second term. Given 1909-10. Professor Daniels [Winthrop More Daniels, A.M.].

135. History of Economic Theory. The modern movement in Economics, beginning with Jevons and the Austrian school, down through the modern critical analysis of the nature of capital, interest, and the process of Distribution. Three hours a week, first term. Given 1910-11. Professor Daniels [Winthrop More Daniels, A.M.].

136. Statistics. Modern methods of statistical investigation and their results; with problems in practical statistical work. Three hours a week, second term. Give 1910-11. Professor Adriance [Walter Maxwell Adriance, A.M., Preceptor in History, Politics and Economics].

137, 138. Economic History. This course is designed to give a general account of the economic development of the United States. Beginning with the explorations and settlements that led to the colonization of the continent, will be traced the growth of industry, agriculture, commerce, transportation, population, and labor, from the simple, isolated agricultural communities of the colonies to the complex industrial and commercial society of today. The principal topics discussed will be the land policy, the westward movement, internal improvements, the factory system, slavery, the tariff, immigration, the national finances, etc. A brief survey of the economic history of the industrially most developed European nations will also be given in so far as it is necessary to a complete understanding of the economic development of the United States. The lectures will be supplemented by assigned reading, and a thesis will be prepared by each student during the year on at least one subject. Three hours a week, both terms.

139. Modern Industrial Organization. Organization of Labor. A study of the development of labor organizations, the changes in the legal concepts of labor combinations, conspiracy, strikes, monopoly, boycott, etc., and the aims and methods of trades-unions today. Three hours a week, first term. Given 1909-10. Professor Meeker [Royal Meeker, Ph.D.].

140. Modern Industrial Organization. Organization of Capital. A study of modern industrial methods, the growth of large-scale industry, culminating in the recent Trust development and the effects of this movement industrial, political, and social. Three hours a week, second term. Given 1909-10. Professor Meeker [Royal Meeker, Ph.D.].

141, 142. History and Theory of Transportation. A survey of the improvements in methods and instruments of transportation and the consequent changes in the legal and economic theories relating thereto. A reading knowledge of French and German will be desirable. Three hours a week, both terms, alternating with Courses 139, 140. Given 1910-11. Professor Meeker [Royal Meeker, Ph.D.].

 

Source: Department of History, Politics and Economics. Announcements for 1910-11. Official Register of Princeton University, Vol. I, No. 8 (March 15, 1910).

Image Source:   Princeton University (ca. 1909 photo). Library of Congress Prints and Photographs Division Washington, D.C.

 

 

 

 

Categories
Economics Programs Johns Hopkins

John Hopkins. Economics Ph.D. completion rate, years to completion. 1956-1970

 

 

I have a sneaking suspicion that the numbers in this table (that come from archived departmental statistics) need to be transformed to adjust for  incomplete “spells” of graduate work reported for the most recent cohorts (e.g. 1967/8 through 1969/70) that are apparently included with the completed “spells” and program drop-outs in order to get a proper estimate of the completion rate and the distribution of times to completion for the Ph.D. It has been years since I made this sort of calculation for the distribution of unemployment spells by duration, so I’ll just leave this as an exercise for readers.

____________________

JOHNS HOPKINS UNIVERSITY
Political Economy Department
Fall 1970

DISTRIBUTION OF GRADUATE STUDENTS ENTERING SINCE JULY 1956, SHOWING IN COLUMN (3) THE PERCENTAGE OF ALL ENTERING STUDENTS WHO TAKE THE Ph.D. WITHIN 1, 2, 3, 4, 5, 6, and 7 and more YEARS AFTER STARTING GRADUATE WORK AT HOPKINS

 

Year since
starting
graduate
work at
Hopkins a
Percentage of all entering students who took the Ph.D. during that yearb
Col. (6) – Col. (5)
Cumulative percentage from
Col. (2)c
Academic years during which the represented students entered Hopkins Number of students who entered during the years in Col. (4) Number of those in
Col. (5) who took the Ph.D. during the year given in
Col. (1)

(1)

(2) (3) (4) (5) (6)
1st 56/7 thru 69/70 198

0

2nd

1.7% 1.7% 56/7 thru 68/9 176 3
3rd 6.8% 8.5% 56/7 thru 67/8 162

11

4th

14.0% 22.5% 56/7 thru 66/7 145 20
5th 4.5% 27% 56/7 thru 65/6 132

6

6th

8.0% 35% 56/7 thru 64/5 118 8
7th & more 6.0% 41% 56/7 thru 63/4 108

6

a Not counting any previous graduate work elsewhere

b Including those who completed requirements by October at the end of the year given in Col. (1).

c About 59% (i.e. 100% — the total of 41%) of entering students do not take the Ph.D.

 

Source: Johns Hopkins University. Eisenhower Library. Ferdinand Hamburger, Jr. Archives. Department of Political Economy Papers. Series 5, Box 6, Folder “Statistical Information (Dept, University National, 1927, 1956-1972”.

Categories
Berkeley Economics Programs M.I.T. Race

M.I.T. Economics Chair’s Account of Early Efforts of Affirmative Action for Black Graduate Students. Cary Brown, 1974

 

Starting with the 1970/71 academic year, the M.I.T. economics department launched an initiative to increase the enrollment of black students in its graduate program. E. Cary Brown, the head of the M.I.T. economics department described the first four years experience of the initiative in his response to an inquiry from the chairperson of the Berkeley economics department, Albert Fishlow.

For considerably more on this subject, see:

William Darity, Jr. and Arden Kreeger. The Desegregation of an Elite Economics Department’s PhD Program: Black Americans at MIT in MIT and the Transformation of American Economics (Annual Supplement to Volume 46 of History of Political Economy, edited by E. Roy Weintraub. Duke University, 2014) pp. 371-335.

____________________________

M.I.T. Economics Department’s Experience With Expanding Graduate Enrollment of Black Students, 1970-74

September 18, 1974

Professor Albert Fishlow, Chairman
Department of Economics
University of California
Berkeley, California 94720

Dear Professor Fishlow:

This letter is in reply to your letter of August 9, 1974, requesting information on our procedures with respect to qualified minority students.

As background, you should know that we had no special programs for minority candidates (although we had a few such students) until the entering class of 1970. At that time we took seriously an experiment to see if the number in our student body could be expanded. In the admissions process we set aside criteria we had used in the past, on the assumption that they were not as relevant to minority candidates. With the help and advice of several of our Deans for Minority Students and our own contacts with minority groups, we selected three students that first year (1970-71). Subsequently we admitted 3 blacks in 1971, 4 in 1972, 2 in 1973 and 4 this year.

Initially we organized a summer tutorial program that worked on the development of their mathematical skills and gave them a serious taste of what was to come in theory and statistics. This was supervised and participated in by several faculty and graduate students. We now make this a standard offering at students’ options, and this summer, for example, only one entering student requested this special help.

The tutorial program was extended into the regular academic year when students required it. We are still prepared to carry this out, but, in general, it has diminished essentially to zero.

There has been no modification in the academic program or requirements for minority students, nor any tempering of standards. They have been urged to take a less heavy program than the ordinary student—to stretch out preparation for their examinations. Typically they added about a year to the preparations time, but that, too, seems to be less necessary.

We have had many discussions with black students to try to achieve better communication and awareness of mutual problems. What started as essentially a student-faculty committee has evolved into a Black Graduate Economics Association. This association, on its own volition, prepared a video tape presentation for the purposes of encouraging minority high school students to go on to college in economics, to encourage minority college student to go on to graduate school, and to encourage this group to come to M.I.T. There was much informal recruiting by the black students. When admitted candidates visited Cambridge to determine what graduate school to attend, the program would be essentially organized by some of our black students. They have been extremely important in establishing an environment congenial to black students, and conveying their enthusiasm about the program.

The relations have been good with the black students, especially as between faculty and black students. There have been some student problems, feelings of exclusion and the like, that existed last year. The precise source of these difficulties we have not been able to ascertain. We are also aware that black women have had special complaints that neither the black males nor the faculty could fully understand. Our keeping communications open has perhaps depended on luck, but certainly also depended heavily on particular black students here and on particular faculty and the administrative officer who have made substantial amounts of time available to them and who have helped with their social and living problems.

One problem should be pointed out to you. Much of graduate instruction is self instruction by students in study groups. The black students complained at first that they had no leader, no one they could emulate, no one who could answer their problems. This has changed as the quality of preparation has improved, but it is something that I would urge you to keep in mind. A second problem with high incidence is the difficulty of family adjustment (and most of our minority students have families) to the demands of academic life (including work for many of the wives).

We have no special departmental resources for minority students. M.I.T. has some resources, usually for new students, and there are the national minority fellowships that many of our students have won. Otherwise, they are supported by general graduate financial aid at M.I.T. or in the Department.

Finally, you might look briefly at the record of the minority students. Of the three who entered in 1970, on went to another University to get a Master’s degree (after two years here), another transferred to a Master’s program in Urban Studies at M.I.T. (after two years). The third passed his general examinations a year ago, but has made little progress on his dissertation. Of the second year admittees, two have passed generals and are at work on theses, the third is still in school after being out for a year. The 1972 group includes two who partially failed their generals, two who will be taking them this year. Of the 1973 group, one transferred to another graduate school and one will take generals this year.

I am not sure how I would describe our program. It is viable; there are enough students as a group so they do not feel they should drop out or transfer; morale seems to be high. On the other hand, we have put much time and resources into the program and do not yet have candidates who have completed the program. We have had the satisfaction of seeing the quality of preparation and the enthusiasm rise. We are also sure that we will have a half dozen Ph.D.’s from this minority group in the next three or four years.

I am sending you a copy of our current graduate brochure which contains more detailed information than the catalogue. Professor Robert L. Bishop is Chairman of the Graduate Committee on Admissions, and Professor Peter A. Diamond is Chairman of the Graduate Committee.

Sincerely yours,

E. Cary Brown, Head

ECB/ss
Enclosure

 

Source: Massachusetts Institute of Technology. Institute Archives and Special Collections. Department of Economics Records. Box 1, Folder “Women + Minorities”.

Image Source: “E. Cary Brown, fiscal policy expert, dies at 91“. M.I.T. News. June 27, 2007.