Categories
Carnegie Institute of Technology Chicago Economist Market Economists Harvard M.I.T.

Chicago. Three casual letters from Cambridge, Mass. regarding young talent, 1957-59

 

In the three letters to Theodore W. Schultz transcribed for this post we witness the old-boy network at work in Chicago’s search for young talent.  Mason and Harris from Harvard share the enormous respect that Harvard Junior Fellow Frank Fisher had won from the senior professors there.  Evsey Domar hedges somewhat in his assessment of Robert L. Slighton but more or less places him in a spectrum running between Marc Nerlove and Martin Bailey closer to the latter. Other now familiar (and less familiar) names are tossed in for good measure.

____________________________

HARVARD UNIVERSITY
GRADUATE SCHOOL OF PUBLIC ADMINISTRATION

Office of the Dean

Littauer Center
Cambridge 38, Massachusetts

December 27, 1957

Professor Theodore Schultz
Department of Economics
University of Chicago
Chicago, Illinois

Dear Ted:

In addition to [John] Meyer, [James] Henderson and [Otto] Eckstein, I would also name Franklin Fisher and Daniel Ellsberg as among our really promising young men. Fisher and Ellsberg are, at present, both junior fellows. Fisher is something of a wunderkind, having graduated summa cum laude from Harvard at the age of 18. He published a mathematical article on Welfare Economics when he was a senior, and those who can understand it say it’s good. He is only 20 now, and, of course, it is difficult to say how he is going to turn out. He may be another Paul Samuelson, and on the other hand he may not. Ellsberg is another one of our summas and a very good man, indeed. I don’t think he measures up to John Meyer, but is probably in the Henderson and Eckstein category. Since I promised you six names, I will add that of [???] Miller who came to us this year from California. I have really seen nothing of him, and consequently, can no give you a first-hand judgement. My colleagues, however, think he is very good.

With best wishes, I am

Sincerely yours,
[signed] Ed
Edward S. Mason
Dean

ESM:rrl

____________________________

HARVARD UNIVERSITY
DEPARTMENT OF ECONOMICS

Office of the Chairman

M-8 Littauer Center
Cambridge 38, Massachusetts

January 5, 1959

Professor Theodore Schultz
Department of Economics
University of Chicago
Chicago 37, Illinois

Dear Ted:

It was good to see you even though it was for a very short period. As you know, we include on our list of available men only those who have requested to be put on the list or who have given us their permission to have their name included in the list. It represents men who are either already Ph.D.’s or will receive their Ph.D. within the year, and who are actually available for the coming year.

[Daniel] Ellsberg will be getting his Ph.D. this year, but he is going to Rand at a salary of about $10,000. [Franklin] Fisher will not have his Ph.D. until June 1960. He is just out of college three years and has been offered an assistant professorship at Carnegie Tech. We have now promised him a similar appointment, and in fact he said he would prefer to be at Harvard.

Among other young men of talent who are now here but are not on our permanent roster are the following: Leon Moses who teaches half time in the department and does research with the [Wassily] Leontief project half time. There is a good chance that Moses will go to Pittsburgh, particularly in order to work on the metropolitan project with [Edgar M.] Hoover. Moses is an excellent man in every way and certainly of permanent quality: the same holds for Alfred Conrad who is in somewhat the same position as Moses. Incidentally, both of them have a leave for next year: There is also André Daniere who will be an assistant professor next year and who works primarily with Leontief. Daniere is another good man, though probably not quite as good as the others.

Then there are Otto Eckstein, James Henderson, Jaroslav Vanek and Louis Lefeber. They are all excellent men and in the running for a permanent appointment. Actually, during the next few years we will have but one or two openings and obviously we cannot keep all these men. There is little to choose among them and we will have a tough time making a decision. Please keep this in the highest confidence.

With kind regard, I am,

Sincerely yours,
[signed] Sey
Seymour E. Harris
Chairman

SHE/jw

____________________________

MASSACHUSETTS INSTITUTE OF TECHNOLOGY
Department of Economics and Social Science

Cambridge 39, Massachusetts

January 14, 1959

Professor Theodore W. Schultz
Department of Economics
University of Chicago
Chicago 37, Illinois

Dear Ted:

Your letter of January 6, regarding [Robert L.] Slighton is not quite easy to answer. I do not know [Daniel] Elsberg [sic] or [Franklin] Fisher well enough to make comparisons, but I will try to compare Slighton with [Martin J.] Bailey and [Marc] Nerlove. From the point of view of statistical and mathematical ability, Nerlove stands in a class all by himself, and I do not think that Slighton’s comparative advantage is in those fields. As far as Bailey is concerned, he may have flashes of ideas at times superior to Slighton’s. On the other hand, I would credit Slighton with greater solidity, more common sense and better judgment. As far as long-run contributions are concerned, I don’t know on whom of the two I would bet at the moment, but Slighton would be a serious contender in any such betting.

Lloyd [Metzler]’s session went quite well. He was greeted by the audience most warmly and was pleased about the whole works very much. I am very happy that that meeting was arranged and that I could participate in it.

Please let me know if you need any additional information.

Sincerely yours,
[signed] Evsey D
Evsey D. Domar

EDD:jr

Source:  University of Chicago Archives. Department of Economics, Records. Box 42, Folder 9.

Categories
Economists Harvard

Harvard. Schumpeter opines on Germany’s future under Hitler, 1933

 

If memory serves me correctly, Larry Summers once commented on a paper by Bob Hall to the effect that the biggest home-run hitters also strike out the most (or did Hall say that about Summers? … whatever). In any event Joseph Schumpeter certainly went down swinging as a political pundit before setting sail to Europe in 1933 with Frank Taussig and his daughter.

 

__________________________

SAYS NAZI GERMANY TO “SETTLE DOWN”
Prof Schumpeter, Harvard, Sails With Prof Taussig

Germany, under Hitler, “looks much worse than she actually is; in a few months the Nazi Government will settle down to a more rational, conservative routine—and then Germany will become a power not only to respect but also, possibly, to fear,” asserted Prof Joseph A. Schumpeter, economics professor at Harvard and Minister of Finance in Austria in 1919, last night before he sailed for two months in Europe.
Boarding the Cunarder Scythia, in company with his superior in the Harvard economics department, Prof Frank W. Taussig, Dr Schumpeter declared that Hitler can conduct the Government on a sounder financial basis than would be possible under a parliamentary setup.
The two professors will spend the Summer visiting scholars and universities on the Continent. Prof Taussig is accompanied by his daughter, Dr Helen B. Taussig.

Source: The Boston Globe, May 27, 1933, p. 13.

Image Source: Harvard University Archives, from Schumpeter’s 1932 German passport.

Categories
Economists Gender Harvard

Radcliffe. Economics Ph.D. alumna, Elizabeth Boody, 1934

 

Joseph Schumpeter’s third wife, Romaine Elizabeth Firuski née Boody (1898-1953), was the first Radcliffe woman to be awarded the distinction of receiving a summa cum laude A.B. in economics. This post provides a few items from her undergraduate years as well as a brief biography that the Find-A-Grave website clearly copied from somewhere else, but which for our purpose here is still a useful summary. The wedding announcement “Mrs. E.B. Firuski Wed to Educator” from the New York Times (August 17, 1937) provides a wonderful detail regarding the location of the wedding luncheon–the Viennese Roof Garden of the St. Regis in Manhattan.

For much more detail about Elizabeth Boody Schumpeter’s life, career, and her personal and professional partnership with Joseph Schumpeter, see:

Robert Loring Allen, Opening Doors: The Life and Work of Joseph Schumpeter. Volume 2: America. London and New York: Routledge, 1991.

Richard A. Lobdell, “Elizabeth Boody Schumpeter (1898-1953)” in A Biographical Dictionary of Women Economists, Edited by Robert W. Dimand, Mary Ann Dimand, and Evelyn L. Forget. London: Edward Elgar Publishing, 2000, pp. 382-385.

Richard Swedberg, Joseph A. Schumpeter: His Life and Work. Polity Press, 1991.

Elizabeth Boody received her Ph.D. in economics from Radcliffe in 1934. Her doctoral dissertation had the title “Trade Statistics and Cycles in England, 1697-1825”.

___________________________

Radcliffe College Yearbook, 1920

Source: Elizabeth Boody’s senior picture from the Radcliffe Yearbook 1920, p. 36

___________________________

Brief biography from the Find-a-Grave Website

Elizabeth Boody Schumpeter was an economist and expert on East Asia.

Born Romaine Elizabeth Boody on 16 August 1898 in Lawrence, Massachusetts, she was the daughter of Maurice and Hulda (Hokansen) Boody. She lived there with her family until she enrolled at Radcliffe College in the Fall of 1916.

At Radcliffe, Boody majored in economics, pursuing a special interest in labour problems. In the spring of 1920, she was awarded the college’s first summa cum laude AB degree in economics. After graduation, Boody worked as an assistant labour manager for a clothing firm in Rochester, New York. She returned to Radcliffe for graduate studies in economics, including coursework in statistics as well as economics, reflecting the field’s increasing interest in quantitative data and statistical techniques. Boody published her first scholarly article in 1924 in the Review of Economic Statistics, eventually becoming the first woman to serve as a contributing editor of that journal. She earned an M.A. in 1925 and joined the Harvard University Committee on Economic Research, where she was particularly interested in the statistical analysis of time series data and their use in forecasting business cycles. Resuming doctoral studies at Radcliffe, Boody spent 1926 and 1927 collecting English trade statistics for her thesis in London, where she was strongly influenced by Harold Laski and others at the London School of Economics.

Boody was appointed an Assistant Professor of Economics at Radcliffe. She also taught at Vassar (1927-1928) and at Wheaton College (1938-1939, 1948-1949). As a lecturer and author of articles on East Asian economics and politics, she advocated a “moderate isolationist” policy in the Pacific during the years preceding World War II. She was an assistant editor of the Quarterly Journal of Economics.

Boody completed her Ph.D. in 1934. From 1935 to 1940 she worked for the Bureau of International Research at Harvard University. There she directed two studies: one of English trade during the 18th century, and one on the industrialization of Japan and Manchukuo. These resulted in the publication of two books, one of them posthumous: The Industrialization of Japan and Manchukuo (1940) and English Overseas Trade Statistics, 1697-1808 (1960).

In 1937 she married fellow Harvard economist Joseph Alois Schumpeter. He died 08 January 1950 at their residence in the hamlet of Taconic, Town of Salisbury, Litchfield County, CT, where she ran a small nursery. She edited their posthumously published magnum opus, History of Economic Analysis (1954), based on his research.

Elizabeth Boody Schumpeter died of cancer 17 July 1953.

Her personal and professional papers, dating from 1938-1953, are archived at the Arthur and Elizabeth Schlesinger Library on the History of Women in America, Radcliffe Institute, Harvard University, Cambridge, Massachusetts.

___________________________

THE THIRD DIVISION

Sarah Wambaugh, A.B. 1902, A.M. 1917
Romaine Elizabeth Boody, A.B. 1920

Sarah Wambaugh, author of “A Monograph on Plebiscites” and temporary member of the Administration Commission and Minority Section of the Secretariat of the League of Nations, is now an instructor in Political Science at Wellesley College. Romaine Elizabeth Boody graduated summa cum laude in Economics, and became Assistant Employment Manager for the Hickey-Freeman Company of Rochester, New York.

[High likely that Elizabeth Boody is one of the Radcliffe women in the picture below.]

A VISITOR in Cambridge having supper at the Cock Horse, once the home of Longfellow’s “Village Blacksmith,” may occasionally encounter a group of girls in deep discussion. They may be eagerly arguing some point with a man, whom one instantly labels a Harvard professor. The visitor is probably privileged to gaze upon an evening meeting of the Third Division Club of Radcliffe College. The issue may be the League of Nations, the tariff, a decision of the disarmament conference, or any other topic of the day.

The Third Division from which the Club takes its name includes the Departments of History, Government, and Economics. Students concentrating in these departments formed the club some three years ago with a double purpose — to increase the pleasant social intercourse of students and professors interested in the division and to prepare members to pass their final General Examination. When this examination was uppermost in mind, the Club was often unofficially known as the “Third Degree Club.”

Both to Harvard and to Radcliffe large numbers of students have always been drawn from far and wide by the authority and record for public service of the men who give instruction in these departments. But at Radcliffe, interest in these courses has increased greatly during the last few years, until in 1920 approximately one fourth of the Senior class chose this field of concentration. This impetus is traceable in part to the war and to the larger place women are occupying in industrial and social life, but especially to the stimulus of the chance to work under the guidance of men whose names are always in the public print, whose opinions have been anxiously sought at every juncture of the Great War and of the readjustment period.

Regardless of the actual quality of the instruction, is it not human nature to listen the more eagerly to the well-known expert who may come to class occasionally directly from the train from Washington where he has been acting as adviser to a congressional committee? The privilege of hearing and questioning a Thomas Nixon Carver robs the name “sociology” of any impractical flavor it may have had in pre-college days. The labor situation seems to require immediate attention when a Ripley stands ready to interpret it. The newspaper-reading undergraduate who finds Radcliffe her natural habitat is pulled with equal urgency to International Law with George Grafton Wilson, and Municipal Government with William Bennett Munro.

When making up the courses of study for the year it is evident that the fare provided by the Third Division is tantalizing to say the least. How hard it is to choose. How can failure to study under Albert Bushnell Hart, Professor Holcombe, or Professor Day be explained to parents, old teachers, or the neighbors at home? Will one regret the rest of one’s days the omission of Professor Taussig’s course? Most likely. Certain alluring pages in the catalogue must be hurried over. The world seems nothing but one renunciation after another.

In addition to Harvard instruction, Radcliffe students of History, Government, and Economics have the use of the great Harvard Library. They have access to the Boston Public Library and its splendid Americana, to the Boston Athenaeum, famous for its Washingtonia, the Massachusetts State Library, strong on foreign law, and the Library of the Massachusetts Historical Society, rich in local history and manuscript material.

These departments were the first to adopt the tutorial system and the general final examination. Useful as the new plan has proved in other departments, it is especially suited to the study of these subjects. In a literal sense these are living subjects, changing their aspect with each day’s news — news which cannot be correctly interpreted by isolated study but only by discussion. The wide reading necessary must be judiciously assimilated in order to develop the student’s appreciation and critical faculties. This can be done only with the help of some one who had already mastered the subject.

Under the new plan tutors guide and assist the students in preparing for the final examination, meeting those in their charge individually every week. The tutor is in no sense a coach, rather a friendly counselor whose aid is an enormous encouragement to the student in learning how to learn.

It would be interesting to know what these women concentrating in Division Three do after leaving college. After discussing the problems of our present political and industrial structure in the Liberal Club, the Debating Club, and the Third Division Club, do they ever apply their conclusions in practical work? After studying under men of ripe scholarship and wisdom, are they better qualified to take upon themselves the duties of citizenship? These questions are best answered by telling of the work of a few Radcliffe women.

The courses in International Law at Radcliffe have attracted a considerable number of those holding fellowships in the subject from the Carnegie Endowment for International Peace. Two of these graduate students, Bernice V. Brown and Eleanor W. Allen, have subsequently held the Commission for Relief in Belgium Fellowship which means a year’s study in Brussels. A third, Alice Holden, is this year a member of the Department of Government at Smith College, and is giving the course in International Law at that institution.

Many students of economics are engaged in various forms of educational and service work in factories and other industrial establishments, and in administering philanthropies. Elizabeth Brandeis, 1918, is secretary of the Minimum Wage Board of the District of Columbia. Nathalie Matthews, 1907, is the Director of the Industrial Division of the Children’s Bureau at Washington.

The strength of the Third Division lies not alone in the unrivaled quality of the instruction and the stimulus of being in touch with the tide of current history, but also in the type of student it brings to Radcliffe.

SourceWhat We Found at Radcliffe. Boston, McGrath-Sherrill Press, ca. 1921, pp. 7-10.

___________________________

Wedding Announcement

Mrs. E.B. Firuski Wed to Educator

Radcliffe College Research Fellow Married here to Joseph A. Schumpeter

Mrs. Elizabeth Boody Firuski of Windy Hill, Taconic, Conn., was married yesterday at noon to Dr. Joseph A. Schumpeter of Cambridge, Mass., Professor of Economics at Harvard University, in the Community Church of New York by the associate minister, the Rev. Leon Rosser Land.

The ceremony was followed by a luncheon in the Viennese Roof Garden of the St. Regis.

The bride, formerly Assistant Professor of Economics at Vassar College is a research fellow at Radcliffe College, working under the auspices of the Bureau of international Research of Harvard University. Her marriage [1929] to Maurice Firuski was terminated by divorce in Reno in 1933.

Dr. Schumpeter, a widower, was born in Austria, where he was Finance Minister in 1919. He formerly was a professor at the University of Bonn.

Dr. and Mrs. Schumpeter will make their home at Windy Hill until the reopening of the Fall session at Harvard.

Source: The New York Times, August 17, 1937, p. 22.

 

Image Sources: Elizabeth Boody’s senior picture from the Radcliffe Yearbook 1920, p. 36; Portrait of Elizabeth Boody Schumpeter, November 18, 1941. Harvard University Archives.

 

 

Categories
Economist Market Economists Harvard

Harvard. Responses of Wassily Leontief to Questionnaire from Committee to Investigate Walsh-Sweezy Case, 1937

 

For background on the 1937 case involving the Harvard economics instructors Alan R. Sweezy (brother of Paul Sweezy) and John Raymond Walsh, whose appointments were not renewed in spite of positive recommendations from the department of economics, see

Lovejoy, Arthur O. “Harvard University and Drs. Walsh and Sweezy: A Review of the Faculty Committee’s Report.” Bulletin of the American Association of University Professors (1915-1955), vol. 24, no. 7, 1938, pp. 598–608. JSTOR, www.jstor.org/stable/40219387. 

The artifact of value that concludes this post is a draft of Wassily Leontief’s responses to fifteen questions sent out to junior instructional officers at Harvard by the Faculty Committee tasked to review the case and which ultimately released two reports:

Report on the terminating appointments of Dr. J.R. Walsh and Dr. A.R. Sweezy, by the special committee appointed by the President of Harvard University. Cambridge: Harvard University Press, 1938.

Report on some problems of personnel in the Faculty of arts and sciences by a special committee appointed by the president of Harvard university. Cambridge: Harvard University Press, 1939.

__________________________

Conant Appoints Committee to Investigate Walsh-Sweezy Case
Dodd, Morison, Morgan, Perry, Murdock, Schlesinger, Shapley, Frankfurter, Kohler Named

The Harvard Crimson, May 28, 1937

The complete text of President Conant’s report to the Overseers may be found in column four. [next item below]

Admitting “the existence of substantial doubt within the University as to the justice or wisdom of the University’s action” in regard to the Walsh-Sweezy case, President Conant wrote a letter to the Overseers dated May 26th in which he announced he had appointed a committee to investigate the affair.

The committee will be made up of the nine professor who received a memorandum from 131 junior teachers requesting a report on the issues involved.

At the same time President Conant wrote both Walsh and Sweezy announcing that he very much regretted the misconstruction of the University’s April 6th statement “as a reflection on your teaching capacity and scholarly ability.” In the last paragraph of the letter the President pointed out that the committee will investigate not only the case of the two men but also “the larger questions involved in the promotion of younger men.

The text of the President’s letters to Walsh and Sweezy follow:

Text of Letter

“I understand that the University’s statement issued on April 6 has been misconstrued in some quarters as a reflection on your teaching capacity and scholarly ability. I very much regret this. No such reflection was intended; the statement in my opinion cannot justly be taken as implying that you are not an able teacher or scholar. All that was meant or implied was that your political views and activities outside the University had nothing to do with the decision and that the choice among several candidates was made according to academic criteria.

“I am writing you this letter, after appointing a committee to investigate your case and some of the larger questions involved in the promotion of younger men, in order that you may not be under any misapprehension as to my personal feelings toward you. “Very sincerely yours,   James B. Conant.”

__________________________

TEXT OF REPORT

The Harvard Crimson, May 28, 1937

“To the Board of Overseers:

“In view of the fact that there is not another stated meeting of the Board until Commencement Day, I am reporting to you in writing concerning the case of the two instructors in Economics which I discussed with the Board at the meeting on April 12.

“On May 18, I was informed by a group of senior professors that they had received a memorandum from 131 junior teaching officers of the University requesting them to report upon the issues raised by the University’s action in respect to Messrs. J. R. Walsh and A. R. Sweezy, instructors in Economics. The memorandum was addressed to the following nine professors: E. Merrick Dodd, Jr., Felix Frankfurter, Elmer P. Kohler, Edmund M. Morgan, Samuel E. Morison, Kenneth B. Murdock, Ralph B. Perry, Arthur M. Schlesinger, and Harlow Shapley.

“This group informed me that they would prefer to have this inquiry conducted by a committee appointed by the President. I have replied that it is clear that the nine men to whom the memorandum was addressed have the confidence of the petitioners. For that reason I have requested them to make the investigation which the petitioners desire and have appointed them a committee for that purpose. I assured them that the University would make available any information they may desire, and I might add that the Chairman of the Department of Economics has informed me that he welcomes the inquiry.

“I expressed the hope that the report of the committee would he available by the middle of the coming academic year. Since the appointments of Dr. Walsh and Dr. Sweezy run for two years, there is ample time for me to reopen their cases if the committee’s report warrants it.

“Inasmuch as there has been some misunderstanding about a public statement issued on April 6, I have written letters to Dr. Walsh and Dr. Sweezy of which copies are appended.

“No further action or comment on my part would seem to be required until the committee have made their report. I should, however, like to say that the existence of substantial doubt within the University as to the justice or wisdom of the University’s action is sufficient ground for welcoming an inquiry.”

__________________________

 

Questionnaire of the Committee on the appointment and promotion of junior teaching officers at Harvard.

Interleaved with a draft copy of Wassily Leontief’s responses.

CONFIDENTIAL

September 20, 1937

Dear Sir:

The undersigned Committee has been appointed by the President to consider certain questions relating to the method of appointment and promotion of junior teaching officers in Harvard College. It will be of great assistance to the Committee if you will write frank answers to the questions below, together with any general comments you care to make on the broad problems involved, and send them before October 9, 1937, to the Secretary of the Committee, Kenneth B. Murdock, Master’s Lodgings, Leverett House, Cambridge. Your answers and comments will be regarded as strictly confidential and shown to no one except members of the Committee. If it seems desirable to quote from or refer to them in the Committee’s final report, this will be done anonymously.

  1. In your opinion, is the treatment of junior teaching officers at Harvard and the administrative policy and procedure in respect to their appointment and promotion satisfactory; or have you suggestions as to how it might be improved so as to create a better opportunity for intellectual development and professional advancement?

Leontief: For the lower ranks of the teaching staff the problem of creating a “better opportunity for intellectual development” is fundamentally a question of firing and not of hiring and promoting.
As long as the position of instructorship is considered to be a temporary one and while only a small proportion of the junior staff can be absorbed by promotion into the higher ranks, the position of the average junior officer will necessarily be precarious. No administrative devices can obviate the necessity of discharging annually a large number of tutors and instructors. At best it might be possible to secure new jobs for some of these the university could help the parting[?] men in their search[?] for new positions, In any case it is well to avoid in parting any at worst [it] should be possible to avoid unnecessary affront to their personal sensibilities. ([The] case Sweezy, Walsh is a good example of how it should not be done).

  1. Has any pressure been exerted upon you to publish, as a condition of your appointment or promotion at Harvard? If so, do you consider this pressure advantageous or harmful to your intellectual development? From whom has the pressure come?

Leontief: The pressure to publish comes from the fact that no man can be promoted without having shown some printed results of his scientific work. It is not personal pressure but pressure of “circumstances”. I find that this pressure is harmful only insofar as it is associated with the presumption that articles are not “real” publications and thus puts a premium on wordiness.

  1. Has your research and publication grown continuously out of your doctor’s thesis and graduate studies; or has there been a conflict or change of interest? If the latter, specify the causes and nature of the conflict or change.

Leontief: My research and publications developed rather continuously, without serious conflicts.

  1. Have you been given a clear definition of what you should do, in scholarly work and teaching, in order to merit appointment or promotion? By whom? Has such advice been helpful or misleading? In answering this question specify your relations to senior members of your Department, the Dean of the Faculty, senior colleagues or personal friends in other Departments.

Leontief: I never asked anybody for a clear definition of what to do to merit promotion. I was told, however, by the head of the department that since I am working in a rather new field it will be necessary to wait and see what the ultimate results will be before deciding whether or not I am to be kept on. I spoke with the Dean of the faculty once; I discuss my current academic problems with the head of the department two or three times a year; among my close friends I have senior as well as junior members of the department. My relations to all others are quite cordial.

  1. Have you felt any conflict between research and teaching, either in respect to the amount of time given to each, or the type of ability and interest required for each? Have you ever been advised to neglect one in favor of the other? If so, by whom? Can you give an approximate statement of the proportion of your time given to teaching, and the proportion to research?

Leontief: Considering the issue of teaching vs. research from a somewhat more general standpoint than that of your question I wish to call your attention to the fact that in the field of economics it acquires a quite peculiar aspect.
The problems, methods and the general body of knowledge change so frequently that one not actively engaged in the process of scientific work would most likely be ignorant of the most significant present day developments.
While a “good teacher” in physics or history can naturally be expected to command a solid, up to date knowledge of his subject, the “good teacher” in economics—if not engaged in active research—lacks with a very few exceptions this elementary prerequisite of pedagogical activity. This applies not only to graduate instruction but also to the higher type undergraduate courses. I personally have never experienced any conflict between my research and teaching activities for the simple reason that both coincided in their subject matter. Approximately one third of my time is devoted to actual teaching.

  1. To what extent have you received help and encouragement from your senior colleagues, in your teaching, and in your research?

Leontief: With some of my colleagues I maintain a very close contact in research as well as collaboration in teaching. In one instance, for example, we visit each other’s lectures (advanced courses) with a view to closer coordination of subject matter and methods.

  1. At what point in his career does it seem to you that a teacher at Harvard should have definite assurance of permanent tenure?

Leontief: [Blank]

  1. By what standards, and by whom, do you feel that your qualifications for permanent appointment are likely to be appraised? Do you feel confident that the appraisal will be just? If not, what method can you suggest for securing a just appraisal?

Leontief: So far as I know, in the department of Economics appointment to associate professorship is discussed and decided by a “committee of full professors” or the “executive committee” which comprises also associate professors. I have no reason to believe that an “appraisal” by such a committee would not be just.
I think that my standing as a scientist and teacher will determine the opinion of the senior members of the department in the first instance. Secondary considerations of “strategic” character however are also likely to influence in greater or smaller degree their attitude.
In order to achieve a greater uniformity of standards and reduce the influence of various subjective motivations to a minimum it would be advisable in my opinion to
a) define more rigidly the membership of the appointing committee.
b) to require each member of the committee to submit a written, motivating opinion (however short) which would be forwarded to the president of the university together with the final vote of the committee.

  1. Do you believe that serving at Harvard prior to any decision as to your permanent appointment has been beneficial to you as regards your teaching, your scholarship, and your professional career?

Leontief: Yes.

  1. Have you refused offers from other institutions since you have been at Harvard? What reasons led you to refuse them?

Leontief: No.

  1. Do you believe that your personal opinions, in relation to your own field or to other subjects, have in any way influenced your treatment at Harvard? If so, what evidence have you to support this belief? Has a regard for your position or advancement at Harvard limited your freedom of opinion either within or outside of your own field?

Leontief: I do not think that my personal opinion (as distinct from my “personality” in general) has influenced my position in Harvard, nor did a regard for my position or advancement influence or limit the freedom of my opinion.

  1. Have you engaged in any “outside activities”? If so, what proportion of your time have they occupied? How have they been related to your scholarly activities? Do you believe that such outside activities have in any way influenced or jeopardized your appointment or promotion at Harvard? If so, what evidence can you offer in support of this belief?

Leontief: I have hardly ever been engaged in any “outside” activity.

  1. Has your salary been sufficient to meet your living expenses? Has it seemed to you appropriate and just? In answering this and the following question, state whether you are married or unmarried; and, if married, give the size of your family.

Leontief: I am married and have one child. Since the time of my marriage five years ago I have been able to put aside $600. My wife’s medical expenses connected with an automobile accident absorbed all these savings. This financial situation is not typical because unlike most of my colleagues I do not receive any supplementary income from instruction in Radcliffe College or in the Harvard Summer School.

  1. Have you found living conditions, housing, schooling, etc. satisfactory in Cambridge?

Leontief: I find the cost of living comparatively high, the public schools inadequate and private schools beyond the reach of my budget.

  1. Have you been delayed in completing your research by inability to finance publication or by the cost of securing requisite materials not available in Cambridge? What remedy do you suggest?

Leontief: My research work is supported by the Harvard Committee for Research in Social Sciences which has nearly without exception granted all my requests for financial assistance.

In answering the above questions, the Committee hopes that you will support and illustrate your comments by specific citations from your own experience, or that of others.

Very truly yours,

Ralph Barton Perry, Chairman
Professor of Philosophy

Elmer Peter Kohler
Professor of Chemistry

William Scott Feguson
Professor of History

Felix Frankfurter
Professor of Law

Edmund Morris Morgan
Professor of Law

Edwin Merrick Dodd, Jr.
Professor of Law

Arthur Meier Schlesinger
Professor of History

Harlow Shapley
Professor of Astronomy

Kenneth B. Murdock, Secretary
Professor of English

Source: Harvard University Archives. Papers of Wassily Leontief (HUG 4517.7). Box: Personal correspondence etc. Dates mainly from 1920’s and 1930’s. Folder: [W.L.-Personal]

Image Source: Wassily Leontief in Harvard Class Album 1934.

Categories
Chicago Economists Harvard

Chicago. Milton Friedman visits the Harvard Young Conservative Club, 1964

 

At the time of Milton Friedman’s talk at Harvard, reported below in the Harvard Crimson, the 1964 Republican Presidential primaries and conventions were running hot and Senator Barry Goldwater was taking a lot of flak for his opposition to the Civil Rights Act of 1964. Milton Friedman can be seen here flying wingman for Goldwater on the issue.

________________________

Friedman Cautions Against Rights Bill
The Harvard Crimson, May 5, 1964

Milton Friedman, professor of economics at the University of Chicago and bogeyman of Ec 1, last night defended the “free-market principles” of “unanimity without conformity” against encroachments by the “coercive mechanism” of “the political method.”

In a talk sponsored by the Young Conservative Club, Friedman spent most of the evening criticising the Civil Rights Bill. “The majority in this country are prejudiced,” he stated, “and it is naive–no, it’s undemocratic,–to suppose you’re going to get people to vote against themselves.”

But he also found time to consider the tax cut (“naive”), legislation guaranteeing equal wages to women (“antifeminist”) the Federal Reserve Board (“it has never worked”), the draft (“an invasion of privacy”), legislation in general (“in case after case, laws have had the opposite effect of what was intended”), and the market mechanism (“protects the interests of minoriy groups”).

The Civil Rights Bill, said Friedman, is “wrong in principle,” because it attempts to make people “conform to the values of the majority.”

This bill is made worse, he said, because in actually there is only the “appearance of a majority” in favor of passing it. “The only reason the bill has a ghost of a chance,” he said, is that Northerners will vote for it thinking it applies to the “regional problem” of the South.

“It is extraordinary to see how naive one can be in this area” of legislation, he declared. “If we pass a law saying that race shall not be a factor in employment, then what grounds do we have for opposing a law that race shall be a factor?”

The most valid grounds, he continued, are “the general principle that the state shall not interfere in these matters.”

“The Negro is undoubtedly hurt” by segregation, said Friedman, and “the appropriate recourse is to try to persuade people that they are wrong.”

However, “the most important” solution is to eliminate “barriers” to equality, specifically, fair employment practices legislation. If the free market is allowed to operate, said Friedman, prejudice will result in lower wages for Negroes.

“Each of us separately,” he said, can then “try to offset the actions of others through our own economic activity.” By being unprejudiced and hiring Negroes, “we get things at less cost,” he said. “Not only does virtue triumph–it is even rewarded.”

SourceThe Harvard Crimson Archive.

Image Source: University of Chicago Photographic Archive, apf1-06231, Hanna Holborn Gray Special Collections Research Center, University of Chicago Library.

Categories
Economics Programs Economists Harvard Socialism Wing Nuts

Harvard. Veritas investigating Keynesian economics, 1960

 

It’s that time again to venture into the loony-fringe. There once were (ahem) woke Harvard alumni who wished to save the world from “Keynesism” among other dangers. They had their own modest foundation founded by the son of President Theodore Roosevelt and John Bircher, Archibald B. Roosevelt of the class of 1917. This post shares reports from the Harvard Crimson as well as a transcription of a four page pamphlet put out by the Veritas foundation with the title “Keynesism-Marxism at Harvard.”

In an earlier draft, I unfortunately confounded father with son, both Harvard alums, both Archies. I still include the obituary for President Theodore Roosevelt’s grandson, Archibald B. Roosevelt, Jr. who had quite a  C.I.A. career, if for no other reason than to offer some anecdotal evidence regarding the proposition that apples don’t fall far from their respective trees.

There is also some archival irony in the fact that the copy of the pamphlet “Keynesism-Marxism at Harvard” comes from the W.E.B. Du Bois papers at the University of Massachusetts.

__________________________

Veritas Foundation Given $10,000 For Probe of Economics Teaching
Pamphlet Raises Funds

By Michael Churchill, The Harvard Crimson, January 13, 1960.

The Veritas Foundation has raised “around $10,000” towards its goal of $25,000 in order to investigate the teaching of Economics at Harvard, according to Archibald B. Roosevelt [Sr.] ’17.

The money has come in response to a pamphlet circulated recently by the Foundation, “Keynesism-Marxism at Harvard” which charges that “the teaching of Economics has been abandoned at Harvard, and a political-Marxian-Keynesian-socialist propaganda has been substituted.”

A major portion of the pamphlet is devoted to attacking Keynesian theory as un-American and totalitarian. “Even a cursory analysis reveals that Keynesism is not an economic science, but is a political credo which in its main essentials coincides with the communist teachings of Karl Marx.” It specifically contends that “Keynesians attack the principle of individual thrift and personal savings” in order to undermine American initiative and freedom.

“The fountain-head of Keynesian socialism in America has been, and still is, Harvard University,” the Foundation claims, adding that its center within the University lies in the Economics Department.

“Professor Seymour E. Harris is probably the leading propagandist of Keynesism in the United States today. He has been backed by such well known economists as J.K. Galbraith, Alvin H. Hansen and Paul M. Sweezy. Other supporters of Keynesism are some remnants of the now defunct Socialist Party and a larger number of miscellaneous ‘left-wingers’ of the ADA stripe, including certain known partisans of the Soviet system,” the pamphlet declares.

Harris and Galbraith were the only active Harvard professors mentioned, Roosevelt said, because of space limitations in the four page article.

Roosevelt refused to disclose the names of the persons who prepared the preliminary report, saying that due to the battle between Keynesians and anti-Keynesians it would jeopardize the jobs of the two outside economists who contributed to its preparation.

The Foundation circular notes “Keynesian ideas enjoy almost a monopoly” in American colleges. The effect of this monopoly is that “pessimism, discouragement and the credo of despair have been skillfully instilled into the minds of our youth. It has been done with planned premeditation.”

“The prestige of Harvard University has been used to promote a destructive ideology,” it charges. Followers of the doctrine include “the whole gamut of the totalitarian world. Socialists, Nazis, Fascists, Argentine Peronistas, followers of Nehru and those in the United States who yearn for a ‘man on horseback’ have embraced the socio-economic thinking of Keynes.”

__________________________

‘Veritas’ Report To Reach 30,000

The Harvard Crimson, January 17, 1961.

A Veritas Foundation report accusing the Harvard faculty of left-wing activities will be circulated to 20,000 additional alumni, according to Kenneth D. Robertson, Jr. ’29, one of the founders of the Foundation.

The second printing will boost to 30,000 the number of copies of the study, which is called Keynes at Harvard, and is subtitled “Economic Deception as a Political Credo.”

Left wingers–“Fabians and Keynesians” have turned the Economics Department into a “virtual Keynesian monopoly,” the report claims. Citing Seymour E. Harris, Alvin H. Hansen, and other professors of Economics by name, the study points to the Department as “the breeding ground of much of the leftism in Harvard.”

A form letter was sent to thousands of Alumni urging them to buy the 114 page pamphlet, Robertson said.

The $25,000 report was financed by Alumni in response to a letter sent out by the Foundation. “Veritas” is headed by three Harvard graduates: Arthur B. Harlow ’25, William A. Robertson ’31, and Archibald Roosevelt ’31 [sic, should be class of ’17]

__________________________

KEYNESISM-MARXISM AT HARVARD

In the brief span that the Veritas Foundation has been in existence it has received an unusual number of complaints from alumni, parents, students and others who are disturbed by the twisted economic and social thinking of growing numbers of graduates and undergraduates of our colleges and universities. Large numbers of graduates entering into adult society were found to be obsessed with the concept that our free enterprise society is doomed. For years many of them have felt that it is of little use to enter into private enterprises, since such institutions are only surviving relics of the dying capitalist system which is not worth the political efforts necessary to save it.

Much of today’s college thinking reflects the following premises:

  1. The private enterprise system of the United States is full of basic contradictions and fundamental flaws which inevitably will relegate it to the scrap heap. At best, some of the useful features of the private enterprise system will be tolerated but only under government control and domination until a transition to something different is evolved.(1)
  2. Manufacturers, merchants, bankers and the host of corporate executives of the country are hopelessly reactionary and incapable of understanding the need of the “new order”.(2) These same “leaders” are somehow not so “good” or not so “kind of heart” as are those who belong to the ranks of “organized” labor. They are incapable of concern for the “social good”.
  3. Thrift, savings, ownership and accumulation of private property are harmful to society and are not socially compatible with the “new order” which is rising out of the ashes of the “old capitalist” system throughout the, world. In fact, the new Welfare State will handle entirely the basic security of the individual by dominating and regimenting all segments of society so that there will always be “full” employment and “maximum” production. This will eliminate the need for a personal nest egg for the future and thus savings and accumulations of wealth become unnecessary to the individual, who becomes a “ward” of the state.(3)
  4. Society is composed of classes and these classes are consciously banded together to protect their overall group interests. Persons who possess property, operate industry, direct the banks, and own stocks and bonds, as well as those who engage in transport and exchange goods and services are members of the capitalist class. This class is more selfish, grasping, hard hearted, calculating and reactionary than the rest of the population. This class also bands together in a conscious plot to keep the rest of society in economic and political subjection.(4)
  5. The scope of government must be expanded to stand as a “third force”, gradually expropriating or redistributing the wealth of existing capitalists through unrestricted powers of taxation and at the same time preventing the accumulation of any new capital. This philosophy is represented as essential to any “progressive” or “liberal” society. The process of gradual taking over by government of all productive enterprise, accompanied by less and less private saving and unlimited national debt will somehow eliminate recurring cycles of mass unemployment and depression, followed by short lived prosperity. Government must control all fiscal and monetary policies as well as all production, distribution of goods and services.(5)
  6. College and university graduates can insure their personal future by attaching themselves to government bureaucracy, which is destined to expand indefinitely. Other alternatives presented are large corporate “bureaucracies” which are destined to socialization by government, or the huge tax-free foundations which are considered mere precursors of future government agencies.

The above philosophy may sound like communist Marxist propaganda, but it isn’t. It is a basic pattern for “sneaking into socialism”. It is a type of thinking which is identified as Keynesism after an English economist, the late John Maynard Keynes. It was this pattern that the Labor Party in Great Britain followed in its efforts to convert that nation into a Welfare State.

The type of thinking and planning that goes under the “Keynesian” label represents one of the slickest and most deceptive economic and political philosophies in the free world today. Keynesian propaganda is usually prefaced by the claim that its purpose is to “save” the free enterprise system from itself. Almost every book written by Keynesians opens with that theme. However, the remedies suggested represent some form of “creeping” socialism which will by degrees bring about a regimented society in which the government becomes the sole controlling and directing force.(6)

Since Keynes wrote his sensational work “General Theory of Employment, Interest and Money” — (1936), the socialist movements in the United States, Great Britain and Germany have adopted his economic and social theories as the theoretical sinews of the “new” socialism”.(7)

The campaign to picture Keynes as the outstanding economist of “private enterprise” is a gross misrepresentation. For a number of years (prior to his 1936 book) Keynes’ ideas were considered as an important theoretical bulwark for the older doctrine of Fabian socialism. The Fabian movement was, however, the chief impetus behind the theory and early planning of British socialism, with overtones in the communist direction. Some Fabians were later identified as part of the Soviet espionage apparatus. Another (Sir Oswald Mosley) later led a movement in support of Nazism as a totalitarian prototype for the western world to follow. A book officially endorsed by Mussolini stated flatly that Keynesian principles were in operation under Fascism.

Keynesism has been accepted in the whole gamut of the totalitarian world. Socialists, Nazis, Fascists, Argentine Peronistas, followers of Nehru and those in the United States who yearn for a “man on horse­back” have embraced the socio-economic thinking of Keynes. Even Communists (who are supposed to be wedded only to Marx) have espoused the Keynesian dogma. Earl Browder, former head of the U. S. Com­munist Party was an open advocate of Keynes’ principles.(8)

The spread of Keynesian concepts throughout American colleges and universities has been phenomenal. It has grown to such dimensions that today in both the graduate and undergraduate fields of political economy the Keynesian ideas enjoy almost a monopoly. Except in our schools of Business Administration, the classical concepts of capitalism, private property, and the market economy have either been completely excluded from our colleges or are given a twisted and perverted presentation by Keynesian advocates. Sound economic principles are pictured as obsolete and inadequate for a modern industrial society.(9)

In tracing the growth of these ideas it soon becomes obvious that the fountain-head of Keynesian socialism in America has been, and still is, Harvard University. Harvard, on account of its academic prestige, was chosen the “launching pad” for the Keynesian rocket in America. Although the Keynesian concepts have spread throughout various departments of Iearning at Harvard the source and center of this ideology can be traced to the economics department of the college and its graduate school. The current chairman of this department, Professor Seymour E. Harris, is probably the leading propagandist of Keynesism in the United States today. He has been backed by such well known economists as J. K. Galbraith, Alvin H. Hansen and Paul M. Sweezy. Other supporters of Keynesism are some remnants of the now defunct Socialist Party and a larger number of miscellaneous “left-wingers” of the ADA stripe, including certain known partisans of the Soviet system.

In spite of some differences as to how to reach their goal, the advocates of Keynesism, like all the “left­wing” groups, belong to what may be called a political underworld. In the criminal underworld the various elements may cheat, shoot and kill one another, but they nevertheless present a general united front against their common foe, the police. The “left-wing” political underworld is likewise composed of elements that can fight each other, even unto death, but they consistently present a united front against the capitalist system.

The roster of those who have joined the Keynesian band wagon ranges from moderate socialistic “liberals” to the most ardent pro-soviet protagonists. The bulk of them, while claiming to be non-communists, eagerly join in the chorus against those who investigate communism, be they Congressional Committees, independent organizations or private individuals. The Keynesian crowd, in large measure, furnish support for the defense of those accused as Soviet spies and militantly uphold the right of communists to practice their subversion.(10)

Even a cursory analysis reveals that Keynesism is not an economic science, but is a political credo which in its main essentials coincides with the communist teachings of Karl Marx. Official communist publications accuse the Socialists of plagiarizing Karl Marx by offering Marxian theories under a Keynesian coating. Essentially the communist complaint against Keynesism is correct. Keynesism is basically Marxist in content. It is the same old wine in the same old bottles, but the labels are different.(11)

Keynesism, however, has a more subtle and deceptive approach than Marxism. Marxism openly announces its intent to overthrow the capitalist system. Keynesism gives lip service to the saving of capitalism, while its covert policies are calculated to make capitalism unworkable.

Marxism uses the regularly recognized economic terms in propounding its theory while Keynesism has invented an entire new nomenclature to replace the accepted terminology used in our classical economics.(12) Thus, in one fell swoop, the Keynesians have attempted to side track, by-pass and confuse, all minds previously educated in economic thinking, relegating them, so to speak, to the scrap heap. The new terms which are more abstract and vague than the time tested old ones, make it possible to indoctrinate an entire generation of college students exclusively with Keynesian dogma; while leaving it totally ignorant of the workings and benefits of our classical economic society. Keynesism (with its accompanying partner Marxism) dominates the sociological thinking in the academic world today. Students today cannot even understand the language of the pre-Keynesian treatises.(13)

A whole generation of college trained youth has been infected with the virus of Keynesism and Marxism.

Tens of thousands of young minds have been taught to lose faith in the economic system that has made the United States what it is today. Thousands of our future leaders have been discouraged from applying their personal initiative and talents towards the strengthening and perfection of the private enter­prise system. Pessimism, discouragement and the credo of despair have been skillfully instilled into the minds of our youth. It has been done with planned premeditation.

Keynesians attack the principle of individual thrift and personal savings. Their policy is fundamentally contrary to a “peoples capitalism” which encour­ages the small investors to become the owners of American corporations on an ever-increasing scale.

Tyrannies of all kinds, in the course of history, have always stifled individual savings. It is the savings of millions of Americans that have made it possible for our people to remain free. Corporations and governments that depend on the contributions of citizens to maintain operations must be the servants and not masters of these millions.

The modern political “left-wing” is fully aware of this fact. That is why they are so unanimous in branding the thrifty as “anti-social” and “producers of panics.” All collectivists are deathly afraid that, if the principle of saving is allowed to continue, a genuine “peoples capitalism” will continue to improve, expand and strengthen our modern American society.

Preliminary research has uncovered a mass of evidence in support of the thesis outlined above. The prestige of Harvard University has been used to promote a destructive ideology which has spread into practically every great American university. Entire departments, bureaus, and other agencies of government on the federal, state and local level have been flooded with personnel steeped in Keynesian and Marxist thinking.(14)

Banking and business institutions, industrial corporations, trade associations and labor unions have found it increasingly difficult to employ economists that are not infected with the destructive and dangerous social philosophy of Keynesism. Some of them have been forced to train their own economists to insure the sound, productive, realistic and constructive thinking necessary for the operation and preservation of the private enterprise system.

Educational institutions that train our economics instructors, at the graduate level, have been for some thirty (30) years almost exclusively devoted to the Keynesian theory. Consequently this country is faced with the tragic fact that teachers of economics  throughout the nation are predominantly Keynesian or Marxist. For years, these Keynesian professors have infected, yearly, several hundred students who in turn became instructors and indoctrinated thousands more. Thus the process snow-balls on.

Marxism-Keynesism in our academic institutions has thus far been winning by default. There has been a lack of factual exposure. Keynesians keep repeating, in their text books, the theme that their theories are too deep and complex for the ordinary layman to understand. They lay exclusive claim to a profundity which builds a “Chinese Wall” around their dogmas. This is obviously done to discourage people outside their own inner circle from probing into their motives and intentions. The whole miasma of Keynesism is given the protective cover of “science.”(15)

The Veritas Foundation is not overawed by such claims of omniscience on the part of a group of would­be-bosses over all of society.

The text books, treatises, lectures and articles of those who run the economics department at Harvard represent the backbone of the Keynesian forces in the United States.

With your help we can get the true facts before the American people. We will unmask the methods by· which the Keynesian revolutionary virus is being injected, by degrees, into the life blood of our free society.

STATEMENT OF PURPOSE OF VERITAS FOUNDATION
AS GIVEN IN ITS DECLARATION OF TRUST

To educate the officials, teaching staffs, governing bodies, under-graduates and graduates of American colleges and universities, upon the subject of communism, the international communist conspiracy and its methods of infiltration into the United States.

[NOTES]

  1. Financing American Prosperity (A symposium of Economists) published by The Twentieth Century Fund (1945) Chapter no. 4 by Professor Howard S. Ellis.

  2. The National Debt and The New Economics by Seymour E. Harris, published by McGraw-Hill Book Co., Inc. (1947).

  3. Ibid.

  4. Saving American Capitalism edited by Seymour E. Harris Chapter XXXI (1948).

  5. Ibid. Chapter XIII.

  6. The Failure of the New Economics by Henry Hazlitt, published by D. Van Nostrand Co., Inc., (1959).

  7. Outline of the Political History of the Americas by William Z. Foster published by International Publishers.Socialists Abandon Marx (U.S. News and World Reports, October 12, 1959).

  8. Fabianism in the Political Life of Britain, 1919-1931, published by The Heritage Foundation, lnc., (1954) by Sister M. Margaret Patricia McCarran, Ph.D. The Universal Aspects of Fascism, by James Strachey Barnes, F.R.G.S., published by Williams and Norgate, Ltd., 0928). Outline of the Political History of the Americas by William Z. FosterJawaharlal Nehru by Frank Moraes, published by The MacMillan Co. (1956).The Twenty-Year Revolution by Chesly Manly.

  9. The Failure of the New Economics by Henry Hazlitt.

  10. Saving American Capitalism, edited by Professor Seymour E. Harris. Chapter 11 by Chester Bowles.

  11. Political Economy by John Eaton, published by the International Publishers (1949)

  12. The Failure of the New Economics by Henry Hazlitt. Chapter XXlX.

  13. Ibid.

  14. Financing American Prosperity (A Symposium of Economists) published by The Twentieth Century Fund (1945). Chapter no. 2 by Benjamin M. Anderson.

  15. The National Debt and The New Economics by Seymour E. Harris. Chapter II.

Source: UMassAmherst.  W.E.B. DuBois Papers/ Series 1. Correspondence/Keynesism-Marxism at Harvard, ca. February 1961.

__________________________

HON. MARY ROSE OAKAR
in the House of Representatives
WEDNESDAY, JUNE 6, 1990

Ms. OAKAR. Mr. Speaker, I was saddened by the recent passing of Archibald Roosevelt, Jr. Mr. Roosevelt lived a full life and spent 27 years as a public servant to our country. I include in the Record his obituary, which recently appeared in the Washington Post.

The article follows:

(BY J.Y. SMITH)

Archibald B. Roosevelt Jr., 72 a retired intelligence officer who served as chief of the Central Intelligence Agency’s stations in Istanbul, Madrid and London, died yesterday at this home in Washington. He had congestive heart failure.

A grandson of President Theodore Roosevelt and a soldier, scholar, linguist and authority on the Middle East, Mr. Roosevelt viewed his calling–and its faceless, anonymous half-world of nuance and seemingly random fact–with a hard-headed realism leavened by a kind of romanticism that that has echoes of an earlier time.

After retiring from the CIA in 1974, he became a vice president of Chase Manhattan Bank and director of international relations in its Washington office. Well known in Washington social circles in his own right, he was particularly active on the diplomatic circuit during the Reagan administration, when his wife, Selwa Showker ‘Lucky’ Roosevelt, was chief of protocol at the State Department.

In 1988, he published a memoir called ‘For Lust of Knowing: Memoirs of an Intelligence Officer,’ in which he adhered so strictly to this oath to keep the CIA’s secrets that he did not even identify the countries where he had served. And although he was happy to tell interviewers that they could figure it out from his entry in ‘Who’s Who in America,’ he also was quick to explain that some Americans have forgotton what an oath is and that he would not break his even if the government told him to.

Instead, he gave his views on such questions as the nature of the CIA and why it attracted him, and on what intelligence officers should be and how they should see themselves in relation to their own country and the rest of the world.

‘We in the CIA were always conscious of having a special mission, of being the reconaissance patrols of our government,’ he wrote. Despite such vicissitudes as the Bay of Pigs disaster in Cuba in 1961, he said, the agency kept its esprit de corps even though with the passage of time it `was no longer a band of pioneers, but an organization.’

As for intelligence officers, Mr. Roosevelt said he thought of them in ‘the old-fashioned sense, perhaps best exemplifed in fiction by Kipling’s British political officers in India.’

His notion embodied a high ideal, indeed, for the intelligence officer ‘must be able to empathize with true believers of every stripe in order to understand and analyze them. …. He must, like Chairman Mao’s guerrillas, be able to swim in foreign seas. But then he must be able to pull himself to shore, and look back calmly, objectively, on the waters that immersed him.’

Most important, he said, the intelligence officer ‘must not only know whose side he is on, but have a deep conviction that he is on the right side. He should not imitate the cynical protagonists of John Le Carre’s novels, essentially craftsmen who find their side no less by his own account, the product of a ‘conventional, Waspish, preppy world’ and was destined for a conventional career on Wall Street. He managed to escape this fate, he said, because he `lived in another world of my imagination.’

Archibald Bulloch Roosevelt Jr. was born in Boston on Feb. 18, 1918. He graduated from Groton School and then went to Harvard, where he graduated in the class of 1940. While an undergraduate, he was chosen as a Rhodes Scholar, but was not able to accept because of the outbreak of World War II in Europe. His first job was working for a newspaper in Seattle.

During the war, he became an Army intelligence officer. He accompanied U.S. troops in their landing in North Africa in 1942 and soon began to form views on the French colonial administration and the beginnings of Arab nationalism. Later in the war he was a military attache in Iraq and Iran.

In 1947, he joined the Central Intelligence Group, the immediate forerunner of the CIA. From 1947 to 1949, he served in Beirut. On that and on all of his subsequent assignments abroad, he was listed in official registers as a State Department official.

From 1949 to 1951, he was in New York as head of the Near East section of the Voice of America. From 1951 to 1953, he was station chief in Istanbul. From 1953 to 1958, he had several jobs at CIA headquarters in Washington. In 1958, he was made CIA station chief in Spain. From 1962 to 1966 he held the same job in London. He finished his career in Washington.

Through it all he pursued an interest in languages. A Latin and Greek scholar when he was a boy, he had a speaking or reading knowledge of perhaps 20 languages, including French, Spanish, German, Russian, Arabic, Hebrew, Swahili and Uzbek.

Mr. Roosevelt’s marriage to the former Katherine W. Tweed ended in divorce.

In addition to Selwa Roosevelt, to whom he was married for 40 years, survivors include a son by his first marriage, Tweed Roosevelt of Boston, and two grandchildren.

Source:  https://web.archive.org/web/20200525140528/https://fas.org/irp/congress/1990_cr/h900607-tribute.htm

Categories
Economists Harvard

Harvard. Life of accounting professor William Morse Cole, A.M. 1896

 

In preparing the previous post, “Harvard final exams in political economy and ethics of social reform, 1889-1890“, I saw that the Harvard Business School accounting professor, William Morse Cole, got his professional start in the department of political economy as Frank Taussig’s side-kick for Political Economy 1, the principles course of its time. Answering the call of due diligence, I decided to put together a biographical post on the man. To be honest, I did not feel at all inspired about the prospect of checking out the career of this early Harvard Business School professor. While I confess to loving national income and product accounts (and especially deflating them with theoretically appropriate price indexes), I’ve never warmed to the nuts-and-bolts of actual economic accounting. Literally, go figure. Still, I overcame my nasty prejudice enough to track down Professor Cole and so we “Meet a Harvard A.M. alumnus…”

Cole wrote a battery of accounting textbooks that one could logically expect from a professor of accounting. These are listed below with links. Three other books by Cole were definitely composed outside his accounting lane. Cole’s first book was a romance written under a pseudonym, his mid-life tome “An American Hope” offered his readers a series of meaning-of-life reflections, and towards the end of his career he even published a high-school elementary economics textbook (encouraged by no less a mover-shaker in the economics profession than Richard Ely).

 

_________________________

Harvard University, in memoriam

WILLIAM MORSE COLE, Professor of Accounting, Emeritus, died December 15, 1960, in his ninety-fifth year. A graduate of Harvard College in 1890, Mr. Cole first offered a non-credit course in accounting in the Department of Economics in 1900-01 as a vocational aid for seniors. Five years later the course achieved credit status, and when the Business School was founded in 1908, Mr. Cole became an Assistant Professor there and teacher of one of the first required courses. He was made a full Professor in 1916 and continued to teach accounting until his retirement in 1933. A highly respected teacher known for his strict intellectual discipline, he was the originator of one of the major types of accounting statements, the “source and application of funds statement,” used extensively by professional accountants, and his books on accounting were highly regarded. A gracious and thoughtful person, he continued alert and interested in Harvard affairs until his death.

Source: Harvard University. Report of the President of Harvard College, 1959-1960, p. 26.

_________________________

Life of William Morse Cole in Dates

1866. Born February 10 in Boston, Massachusetts.

Family moved to Portland, Maine. High school and Portland Business College.

1890. A.B. Harvard College

1890-93. Instructor in political economy, Harvard College.

1894-95. Secretary, Massachusetts Commission on Unemployed.

1896. A.M. Harvard.

1896-98. American University Extension Society, Lecturer.

1898-1901. High school teacher of English literature and composition in Fall River, Massachusetts.

1900-08. Harvard Instructor in Principles of Accounting.

1901-08. High School teacher of English literature and composition at South High School, Worcester, Massachusetts.

1908-13. Assistant Professor, Harvard Business School.

1913-16. Associate Professor, Harvard Business School.

1917-1919. Served twenty months as captain in the Quartermaster Corps.

1916-1933. Professor of Accounting, Harvard Business School.

1931. Visiting Instructor at University of California, Berkeley Summer Session.

1933. Professor Emeritus of Accounting, Harvard.

1960. Died December 15 at age 94 in New Britain, Connecticut.

Sources:

William Morse Cole” in John J. Kahle, American Accountants and Their Contributions to Accounting Thought, (Reprinted Routledge).
University of California. Intersession and Summer Session 1931 at Berkeley (1931), p. 4.
Harvard Business School Yearbook 1924-25, p. 13.
Harvard University. Report of the President of Harvard College, 1959-1960, p. 26.

_________________________

Life of William Morse Cole in Books

1895. An Old Man’s Romance, a Tale. (Pseudonym “Christopher Craigie”). Boston: Copeland and Day.

1908. Accounts. Their Construction and Interpretation for Business Men and Students of Affairs. Boston: Houghton Mifflin Company.

“The first issue of this book was brought out at a time when no general, non -technical, non-professional treatise on accounting had been published . The author had then been giving for eight years a course of instruction to seniors in Harvard College on the principles of accounting, and believed that many business men and students of affairs would be interested to see briefly but comprehensively how accounts are constructed and interpreted.”

Revised and enlarged edition, 1915.

1910. Accounting and Auditing. Minneapolis: Cree Publishing Company.

1910. The American Hope. New York: D. Appleton.

“The academic point of view is apt to be out of joint with real life and may be said to be a disease to be gotten rid of at all hazards, but once in a while from academic circles comes forth a book filled with a knowledge of both the real and the ideal. The study of the use of the possessive by Shakspeare or the dative by Virgil has been supplanted by study of life understood and depicted so well by both Shakspeare and Virgil and the result is a book of real worth, as in this book on the American Hope by a Harvard teacher.

‘The fundamental ground of American hope,’ says Mr. Cole, ‘is the prevailing idealism of the American character.’ Not money or things in themselves, but power, life, and the ideal are behind our material development. Business on a large scale is the child of the ideal. The chapter on the power of choice is a pretty exposition of the responsibility of the irresponsible, and, like all essays concerning the freedom of the will, finds an escape from both heredity and surroundings by the pursuit of truth and life. The marriage tie is a great spring of progress and the ideal is brought out quite strongly. ‘It is doubtless true that if the only marriages contracted were those classed in this chapter as perfect, the marriage rate would decline rapidly. This might not be a calamity. Few parts of the world are today suffering from lack of population. What the world needs is not at all more people, but more people begotten and trained In ideal conditions.’

The Training of Powers, The Fraternal Bond, The Still, Small Voice, The Will of the Community and the Attitude Toward Life are the titles of various chapters and a reflection of the character of the book. Economic Freedom is discussed in a separate chapter and the root of progress is clearly brought out. The pressure of population on subsistence, thrift, sobriety, and industry are discussed. Civilisation in every one of its aspects is a struggle against the animal instincts.’ The book is a thoroughly readable one from beginning to end and it is not too high praise to say that it is a rare one.”  Boston Evening Transcript, 22 June 1910, p. 22.

1913. Cost Accounting for Institutions. New York: Ronald Press Company.

1914. Bookkeeping, Accounting and Auditing. Racine: National Institute of Business.

1915. Problems in the Principles of Accounting. Cambridge, Massachusetts: Harvard University Press.

“These problems have been designed for use with the author’s Accounts: Their Construction and Interpretation, published by Houghton Mifflin Company, of Boston.”

1921. The Fundamentals of Accounting. With the collaboration of Anne Elizabeth Geddes, A.B. Boston: Houghton Mifflin.

1926. Economic Success. New York: Macmillan.

“This book is an attempt to present fundamental economic principles in form and content comprehensible by young people of the age of the highest grades in elementary and intermediate schools.” Thanks Richard T. Ely “for the original suggestion that this book be written, and for helpful criticism both of its proposed content and of the form which the manuscript took.” (p. xii).

Image Source: Harvard Class Album 1916.

Categories
Columbia Economists Gender Social Work Socialism

Columbia. Economics Ph.D. Alumna, Vera Shlakman, 1938

 

Vera Shlakman (1909-2017) was born in Montreal to an anarchist mother and social-democratic father, Jewish immigrants born in Vilna and Pinsk, respectively, who named their children after Eleanor Marx, Victor Hugo and the Russian revolutionary Vera Zasulich. “Whenever Emma Goldman and Rudolf Rocker came to Montreal to lecture they stayed with us.”

Vera and her siblings all studied at McGill University but then moved to New York to find jobs. Vera did her Ph.D. thesis work with the economic historian Carter Goodrich at Columbia University. Later at Smith College she worked together with, among other people, Dorothy Douglas (divorced from the economist and later U.S. Senator, Paul Douglas).

Vera Shlakman’s career as an economist was cut short in 1952 as a consequence of the Second Red Scare. She was later rehabilitated and actually received financial compensation for lost pension rights. Of no small interest are the recollections  of the eminent historian of economics, Mark Blaug, included below.

__________________________

Biographical information for Vera Shlakman

Heins, Marjorie. Priests of Our Democracy–The Supreme Court, Academic Freedom, and the Anti-Communist Purge. New York: New York University Press, 2013.

Kessler-Harris, Alice. “Vera Shlakman, Economic History of a Factory Town, A Study of Chicopee, Massachusetts (1935).” International Labor and Working-Class History, no. 69 (2006): 195-200.

Avrich, Paul. Interview with Lena Shlakman, January 23 and 24, 1974, in Anarchist Voices. A Oral History of Anarchism in America. Princeton, N.J.: Princeton University Press, 1995. Pages 325-328.

Vera Shlakman’s New York Times obituary, “Vera Shlakman, Fired in Red Scare, Dies at 108” was published November 29, 2017.

__________________________

Timeline of Vera Shlakman

1909. Born July 15 in Montreal to Louis Shlakman (tailor and shirtwaist factory foreman) and Lena Hendler (glove stitching, shirtwaist factory worker).

1930. B.A. in economics from McGill University in Montreal.

1931. M.A. in economics from McGill University.

1931/32-1932/33. In residence graduate work at Columbia University. Some months employed as research assistant to Professor Arthur R. Burns.

1933/34-1934-35.  Research Fellow to the Council of Industrial Studies, Smith College.

1935. Publishes Economic History of a Factory Town: A Study of Chicopee, Massachusetts as volume 20, Nos. 1-4 (October, 1934-July, 1935)  of the Smith College Studies in History.

Pasted on the title page: “Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, in the Faculty of Political Science, Columbia University.”

1935-37. Instructor in the Department of Economics, Smith College.

1937-38. Instructor in the Department of Economics and Sociology at Sweet Briar College, Virginia.

1938. Ph.D. in economics awarded by Columbia University.

1938. Hired by Queens College as instructor.

1944-46. Reported to have been a member of the Communist Party. One of the reasons why the F.B.I. had placed her on a watch list. [Not aware of any record in which Shlakman had ever confirmed or denied such activity.]

1952. Assistant professor, but summoned as vice-president of the Teachers Union local for a public hearing of the Senate Internal Security Subcommittee. After taking the Fifth Amendment to avoid self-incrimination in response to questions regarding  Communist Party activity, she (along with several others) was dismissed from Queens College.

1953. Unemployed.

1954-58.  Employed as a secretary and bookkeeper with some intermittent teaching.

1959. Hired for an administrative position at Adelphi University.

1960. Teaching position in Social Work at Adelphi University, achieved rank of associate professor..

1966. Hired at the School of Social Work at Columbia University, Associate professor.

1967-68. Supreme Court of the United States declares the New York state laws under which Shlakman and others were dismissed as unconstitutional.

1978. Retired from Columbia University as professor emerita.

1980. Official apology received from City University of New York.

1982. Trustees of the City University announced a financial settlement for its dismissed faculty. Vera Shlakman received $114,599.

2017. Vera Shlakman died November 5 in Manhattan.

__________________________

AEA Listing 1938

Shlakman, Vera, Queen’s Col., Flushing, N.Y. (1938) a Queen’s Col., instr. b B:A:, 1930, M.A., 1931, McGill (Canada); Ph.D., 1938, Columbia. c Economic history of factory town: study of Chicopee, Mass. d American economic history; labor.

Source: American Economic Review, Vol. 28, No. 3, Supplement, Handbook, Who’s Who in the American Economic Association: 1938 (Sep., 1938). List of Members, p. 83.

__________________________

Testimony by the Historian of Economics, Mark Blaug

I doubt whether it would have taken me so many years to throw off the weight of Marxism if it had not been for an encounter in 1952 with the spectre of McCarthyism. McCarthy was riding high in 1952, the product of the anti-Communist hysteria that held America in its grip at the height of the Cold War. And it was a hysteria as the following story will show. I had graduated from Queens College of the City University of New York in 1950 and was in the midst of my preliminary year for the PhD at Columbia University when Arthur D. Gayer, the chairman of the economics department at Queens College, was killed in an automobile accident. The department looked around for someone to take over his courses in the middle of the semester and since I had worked for him as a research assistant, I was asked whether I would have a go. And so I suddenly found myself teaching a full load of courses in microeconomics, consumer economics and marketing, a subject I had never studied. I can remember being so nervous about my first lectures that I literally memorized them in their entirety the night before giving them.

I was just getting on top of all this teaching when the Un-American Activities Committee, chaired by Senator Joseph McCarthy, arrived in New York city to investigate communism in the New York City college system. They called on three well-known professors to appear before them in order, no doubt, to ask them the familiar questions: “Are you now or have you ever been a member of the Communist Party?”. All three refused to cooperate with the committee, pleading the First and Fifth Amendment to the Constitution, which prohibits witnesses from incriminating themselves. Despite the fact that all three were tenured professors, they were promptly and summarily dismissed by their employer, the City University of New York.
One of these three professors was Vera Shlakman, Professor of Labour Economics at Queens College, a former teacher of mine and, at that point in time, a colleague. She was the president of the Teachers’ Union, a left-wing professional union of college teachers in the New York City area, and was herself left-wing and, for all I knew, a fellow-traveler. But having been taught by her, I knew that she was scrupulously impartial and leaned over back wards not to indoctrinate her students. A number of students organized a petition to the President of Queens College demanding Vera Shlakman’s reinstatement but, by the by-laws of the college, student petitions could not be submitted to a higher authority without an endorsing signature of at least one faculty member. The students went right through the economics department, which then numbered 40 professors, associate professors, assistant professors, and lowly tutors like myself, without encountering one person willing to endorse the petition. At the end of the line, they came to me and because of my personal regard for Professor Shlakman, and because I could not bear the thought of being pusillanimous, I signed the petition. Within 24 hours, I received a curt note from President Thatcher of Queens College (odd that I should remember his name after 40 years!) informing me that, unless I resigned forthwith, I would be dismissed, and black-listed for future employment.
For a day or two, I contemplated a magnifi cent protest, a statement that would ring down the ages as a clarion call to individual freedom, that would be read and recited for years to come by American high school students?and then I quietly sent in my letter of resignation.

I was now at my wit’s end. I had planned to apply for a scholarship to begin working on my doctoral dissertation and had been relying on my teaching salary from Queens College to carry me through the application period. I was broke and depressed by the entire experience when suddenly the telephone rang to inform me that I had been offered a grant by the Social Science Research Council to enable me to go abroad to write my PhD thesis: clearly, there were people here and there behind the scenes lending assistance to victims of McCarthyism.

Source: Mark Blaug, Not Only an Economist—Autobiographical Reflections of a Historian of Economic Thought, The American Economist, Fall, 1994, Vol. 38, No. 2 (Fall, 1994), pp. 14-15.

__________________________

Oscar Shaftel Papers

The Oscar Shaftel Collection documents Professor Shaftel’s tenure as a professor at Queens College, including his dismissal and his efforts to reinstate his pension. The bulk of the collection is from 1948 to 1982 and includes correspondence, flyers, printed materials, and hearing transcripts. The collection provides evidence of Oscar Shaftel’s personal experience at Queens College, as well as student activism on campus in the late 1940s and early 1950s. More broadly, the collection provides documentation of the McCarthyism and its effect on the New York City education system.

This series includes correspondence from Queens College President John T. Theobald (1953); a copy of the transcript from Oscar Shaftel’s testimony before the Senate Internal Security Subcommittee; correspondence regarding Shaftel’s appeal of his termination by Queens College; testimony of former Queens College professor Vera Shlankman; court documents of former professors Dudley Straus and Francis Thompson (undated); and a letter written in support of Vera Shlankman and Oscar Shaftel from Queens College alumni.

__________________________

Image Source:  Faculty portrait of Vera Shlakman, Social Work. Alephi University (Garden City, New York), The Oracle 1965.

 

 

Categories
Economists Harvard Policy

Harvard. Paul Volcker’s A.M. Transcript for Graduate School of Public Administration, 1949-1951

 

Paul Volcker’s entry into Economics in the Rear-view Mirror was celebrated as the 45th member of the tongue-in-cheek page “Economists Wearing Bowties”.  

But seriously now, Paul Volcker’s biographer, William L. Silver (Volcker The Triumph of Persistence, New York: Bloomsbury Press, 2012), included an image of a hand-written copy of Paul Volcker’s Harvard University A.M. course transcript that I  have transcribed into a digital artifact for this post. Two Volcker quotes from the book have been added to show the power of academic scribblers from a few years back (and not necessarily in a good way) to provoke frenzy in the minds of those in authority. 

Incidentally, for a couple of the courses Economics in the Rear-view Mirror already provides copies of the course outlines, reading lists, and final exams (see below for links).

________________________

Too late for a tuition refund
(from Princeton)

“I don’t think I heard the name of John Maynard Keynes until I got to Harvard. At Princeton they taught the famous quantity theory of money as though they heard it directly from David Hume in 1750….Friedrich Lutz was about forty at the time, but from the perspective of an eighteen-year-old, he might as well have been two hundred and forty. He taught us that too much money created inflation.”

Source: William L. Silber, Volcker The Triumph of Persistence, New York: Bloomsbury Press, 2012, pp. 33-34.

________________________

But what if your detector is defective?

“Every man should have a built-in automatic crap detector operating inside him. It also should have a manual drill and a crank handle in case the machine breaks down.”

Ernest Hemingway 1954

*  *  *  *  *  *  *  *  *  *  *

Volcker recalling Roosa’s arranging a presidential appointment for him as deputy undersecretary of the treasury for monetary affairs so that he could serve as Treasury’s point man in confronting the [Kennedy Administration’s] CEA:

“It all sounded too easy. Push this button twice and out pops full employment. Equations do not work as well on people as they do on rocket. I remember sitting in class at Harvard listening to [the fiscal policy expert] Arthur Smithies say, ‘A little inflation is good for the economy.’ And all I can remember after that was a word flashing in my brain like a yellow caution sign: ‘Bullshit.’ I’m not sure exactly where that came from…but it’s a thought that never left me.”

Source: “William L. Silber, Volcker The Triumph of Persistence, New York: Bloomsbury Press, 2012, pp. 33-34.

________________________

Handwritten copy of Volcker’s
Harvard transcript:

Harvard University. Graduate School of Public Administration
Littauer Center, Cambridge, Mass.

July 26, 1951.

Transcript of Harvard Record of Paul Adolph Volcker

Course

Grade
½ Course

Full Course

1949-50

Ec. 201

Economic Theory A
Ec. 241 Principles of Money and Banking

A-

Ec. 243a

International Trade A

Gov. 250a

Govt. Admin. & Public Policy

A

Ec. 243b

International Trade A

Gov. 250b

Govt. Admin. & Public Policy A-
1950-51

Gov. 106b

History of Political Thought A
Ec 202 Advanced Economic Theory

Excused

Ec. 251

Public Finance A
Ec. 350 Reading & Research/half
Prof. Hansen

Satisfactory

Gov. 300

Reading & Research/half
Prof. Fainsod
Satisfactory

 

Gov. 300 Reading & Research/half
Prof. Neumanns

Satisfactory

Degree awarded: A.M., Harvard Univ., June 1951

The established grades are A, B, C, D, and E.

A grade of A, B, Credit, Satisfactory or Excused indicates that the course was passed with distinction. Only courses passed with distinction may be credited toward a higher degree.

Robert G. McCloskey
Secretary

Source: Image from William L. Silber, Volcker — The Triumph of Persistence, New York: Bloomsbury Press, 2012, p. 308.

________________________

Volcker’s Harvard Course Instructors

1949-50

Ec 201. Economic Theory. Professor Chamberlin.

Ec 241. Principles of Money and Banking. Professor J. H. Williams (Fall); Professor Hansen (Spring).

Ec 243a. International Trade. Professor Haberler.

Ec 243b. International Economic Policy. Professors Haberler and Smithies.

Gov 250a. Government Administration and Policy. Professor Fainsod.

Gov 250b. Government Administration and Policy.  Professor Gaus.

1950-51

Ec 251. Public Finance. Professor Burbank.

Gov 106b. History of Political Thought II. Probably Prof. Friedrichs.

Source: Harvard University. Report of the President of Harvard College, 1949-1950. [Note: course enrollment information was not provided in the President’s Report for 1950-51.]

 

Image Source: 2020 Princeton Reunions Virtual Talk: Honoring the Remarkable Legacy of Paul Volcker ’49.

Categories
Economists Harvard Teaching Undergraduate

Harvard. Political Economy à la Francis Bowen, 1870

From time to time one digs up a nugget in the secondary literature that deserves its own post. Harvard President Charles W. Eliot (from 1869 to 1909), an advocate of putting more political economy into the curriculum, trash talks the quality of economics instruction when he took office.

Here two textbooks that had been inflicted upon Harvard College students in the pre-Dunbar days.

Francis Bowen (1856). The Principles of Political Economy Applied to the Condition, the Resources, and the Institutions of the American People. Boston: Little, Brown, and Company, 1856.

Francis Bowen (1870). American Political Economy, including Strictures on the Management of the Currency and the Finances since 1861. New York: Charles Scribner’s Sons.

________________________

Harvard’s retired president,
Charles W. Eliot, looking back at economics instruction à la Bowen

In respect to the teaching of political economy, or economics, I can perhaps give you some notion of the great change which has taken place since 1869 by describing the work done by Professor Francis Bowen, the only Harvard professor who then dealt at all with the subject of political economy. He gave only about a quarter of his time to that subject, because he had so many other subjects to deal with. His idea of teaching political economy was to write an elementary book on the subject, and to require the senior class — it was a required subject of the senior year — to read that book. He gave no lectures; he sometimes commented upon those pages of the book which had been assigned as the lesson of the day, to be repeated in the recitation room by those students who had studied the lesson. It is a long way from that condition of things to the present organization of the Department of Economics.

Source:  Charles William Eliot (1923), Harvard Memories. Cambridge, Mass.: Harvard University Press, pp. 70-71.

Image Source: Harvard University. Hollis Images. Portrait (1891) of Francis Bowen by Edwin Tryon Billings.