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Chicago Economists

Chicago. Milton Friedman from Cambridge to T.W. Schultz. 29 Mar 1954

About a week ago I posted Milton Friedman’s letter from Cambridge, England to T. W. Schultz dated 28 October 1953. Today we have the next carbon copy of a letter to Schultz from Cambridge in the Milton Friedman papers at the Hoover Institution in which Friedman discusses a range of issues from a one-year appointment in mathematical economics at Chicago, the Cowles’ Directorship appointment, and postdoctoral fellowships. The letter ends with a laundry-list of miscellaneous comments from Arthur Burns’ Economic Report to the President through the reception of McCarthy news in England. Friedman’s candid assessments of many of his fellow-economists make this letter particularly interesting.  More to come!

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If you find this posting interesting, here is the complete list of “artifacts” from the history of economics I have assembled. You can subscribe to Economics in the Rear-View Mirror below. There is also an opportunity for comment following each posting….

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Milton Friedman to T.W. Schultz
29 March 1954

15 Latham Road
Cambridge, England
March 29, 1954

 

Dear Ted:

Of the people you list as possible visiting professors while Koopmans is away, Solow of M.I.T. is the one who offhand appeals to me the most. I have almost no doubt about his absolute competence: I read his doctoral dissertation at an early stage and saw something of him last summer and the preceding summer when he was spending some time at Hanover in connection with one or another of Bill Madow’s projects. He has a seminal mind and analytical ability of a very high order. My only questions would be the other that you raise, whether he is broadly enough interested in economics. And here I am inclined to answer with an uncertain yes, relying partly on the fact that he is flexible and capable of being induced. I do not know Dorfman of California either personally or through his writings. My question about him is that I believe that we would do best if we could use this opportunity in general to bring in someone with a rather different point of view and who will provide a broadening of the kind of thing done under the heading of mathematical economics, and my impression is that Dorfman is very much in the same line as Koopmans – but here too, I don’t have much confidence in my knowledge. As you know, I think very highly of both Modigliani and Christ, but as of the moment for this particular spot, would prefer Solow, partly on grounds of greater differentiation of product.

One rather harebrained possibility that has occurred to me outside your list is Maurice Allais, the French mathematical economist who is Professor at École des Mines. Allais is a crackpot genius in many respects. He came out of engineering and is largely self taught, which means he holds the erroneous views he has discovered for himself as strongly as the correct ones. I have always said that if he had, at a formative age, had one year of really good graduate education in economics he might have become one of the really great names. At the same time, Allais is an exceedingly active and stimulating person who works in mathematical economics of a rather different kind than we have been accustomed to. I think it would be a good thing to have him around for a year – both for us and him – though I am most uncertain that it would be for a longer period. I don’t have any basis for knowing whether Allais would be interested.

I have tried to think over the other European mathematical economists to see if they offer other possibilities. There are others in France: Guilbaud [Georges-Théodule Guilbaud (1912-2008)], Boiteux [Marcel Boiteux (1922-)] (I don’t have that spelled right), but none seem to me as good as Allais for our purposes. There are Frisch and Haavelmo in Norway, Wold in Sweden; of these, Haavelmo would be the best. I find it hard to think of anybody in England who meets this particular bill, and would be at all conceivable. Dick Stone? Has just been over and is not primarily mathematical but might be very good indeed in some ways. Is certainly econometric minded and fairly broadly so. R.G.D. Allen? Has done almost nothing in math. econ. for a long time.*

*[handwritten footnote, incomplete on left side presumably because carbon paper folded on the corner:   “…real possibility here is a young fellow at the London School, A. W. Phillips…invented the “machine” Lerner has been peddling. He came to econ. out of ….good indeed. He has an important paper in the mathematics of stabilization (over) policies, scheduled to appear(?) in Econ. Journal shortly.”]

Getting back home, the names that occur to me have, I am sure, also occurred to you. Is Kenneth Arrow unavailable for a year’s arrangement? What about Vickrey? I don’t believe that in any absolute sense I would rate Vickrey above Christ, say, but for us he has the advantage of bringing a different background and approach.

The above is all written in the context of a definite one-year arrangement in the field of mathematical economics. I realize, of course, that this may turn out to be an undesirable limitation. This is certainly an opportunity to try someone whom we might be interested in permanently; and it may be possible to make temporary arrangements for math. econ. for the coming year – via DuBrul, Marschak, etc. The difficulty is that once I leave this limited field, the remainder is so broad that I hardly know where to turn. For myself, I believe we might well use this to bring someone in in money, if that possibility existed. If it did, I should want strongly to press on you Harry Johnson, here at Cambridge, but originally a Canadian educated at the University of Toronto, who is the one new person I have come to know here who has really impressed me.

One other person from the US left out of the above list but perhaps eligible even within the narrower limitations is William Baumol. Oughtn’t he be considered?

Within the narrower limitations, my own listing would, at the moment, be: Allais, Solow, Baumol, Arrow, Vickrey, Phillips. I would hasten to add that my listing of Arrow fourth is entirely consistent with my believing him the best of the lot in absolute competence, and the one who would still go to the top of this list for a permanent post.

I turn to the other possibility you raise in your letter, a permanent post a la the Tobin one. I am somewhat puzzled how to interpret the change of view, you suggest, I assume that the person would be expected to take over the directorship of Cowles. If this is so, it seems to me highly unfortunate to link it with a permanent post in the department. Obviously, the best of all worlds would be if there were someone we definitely wanted as a permanent member of the department who also happened to be interested in the Cowles area and was willing to direct, or better interested in directing, Cowles. In lieu of this happy accident, I would myself like to see the two issues kept as distinct as possible; to have the Cowles people name a director, with the aid and advice but not necessarily the consent, of the department; have the department offer him cooperation, opportunity to teach, etc., but without having him a full-fledged permanent member. I hope you will pardon these obiter dicta. I realize that this is a topic you have doubtless discussed ad nauseam; what is even more important, if after such discussion, you feel differently, I would predict that you would succeed in persuading me to your view; which is why I leave it with these dicta and without indicating the arguments – you can provide them better than I.

The issue strikes me particularly forcefully because I do feel that in terms of the needs of the department, our main need is not for someone else mainly in the Cowles area; it is for someone to replace either Mints in money, or me in orthodox theory, if I slide over to take Mints’ role.

For Cowles’ sake as well as our own, there might be much to be said for having the directorship be the primary post for whoever comes. It seems to me bad for Cowles to have that post viewed as either a sideshow or a stepping stone. For directorship of Cowles, some names that occur are: Herbert Simon; Dorothy Brady; with more doubt Modigliani. One possibility much farther off the beaten track is Warren Nutter, who has, I gathered, been a phenomenal administrative success in Wash. at Central Intelligence Agency; yet is an economist. Would Charlie Hitch, who has been running Rand’s economic division be completely out?

[Handwritten note: “You know, Gregg Lewis might be better than any of these if he would do it!]

If the post is to be viewed as primarily a professorship in the department, with Cowles directorship as a sideline, I have great difficulty in making any suggestions: I would not, in particular, be enthusiastic about any of those mentioned in the preceding paragraph. Arrow, yes, but he is apparently out. Simon Kuznets, yes, but he would be likely to make Cowles into something altogether different that it is. I feel literally stuck in trying to think of acceptable candidates. Perhaps I can be more useful in reacting to other suggestions.

Let me combine with this some comments on your March 15 letter, which I should have answered long since.

On the post-doctoral fellowship, I feel less bearish than you, primarily, I suppose because I am inclined to lay a good deal of emphasis on the intangible benefits from having a widespread group of people who have had a year at Chicago. It seems to me that a post-doctoral fellowship is more likely to do this than a staff appointment, both because it is likely to bring in a wider range of people to apply and because it is rather more likely to have a one or two year limit and so a more rapid turnover. What has disappointed me most is the limited number of people among whom we have been forced to choose. Why is it that we don’t get more applications? Is it because we do treat it now like a staff appointment? Do we advertise it as widely as we might and stimulate a considerable number of applicants? Or is it simply because the great increase in number of post-doctoral fellowships available (and decrease in quality of people going in for economics?) has lowered the demand for any one fellowship? I find it hard to believe that making it into a staff appointment would help much in providing more adequate review and appraisal – this is I believe a result of the limitations of time on all of us – but it might give it greater prestige and make it more valuable to the recipient in this way, though, it would cost him tax and limit freedom.

I believe that part of the problem you raise about the postdoctoral fellowship has little to do with it per se but is a general problem about the department. Is our own work subject to as much discussion and advice from our colleagues as each of us would like? The answer seems to me clearly no. The trouble is – and I am afraid it is to some extent unavoidable and common at other places – that we have so many other duties and tasks to perform that being an intellectual community engaged in cross-stimulation perforce takes a back seat. This disease is I think one that grows as the square of the professional age. From this point of view, I think that the more junior people around the better in many ways and I think this one of the real virtues of the development of research projects that will enable us to keep more beginners around.

On the whole, I continue to think that the fellowship idea is sound, in the sense that we ought to have a number of people around who have no assigned duties. I would defend the Mishan result in these terms. I think he was a most useful intellectual stimulant and irritant to have around even if his own output was not too striking. The virtue of the fellowship arrangement is that it enables you to shape the hole to the peg. I cannot of course judge about Prais. But I am surprised by your adverse comments on Dewey’s use of it; I would have thought his one of the clearly most successful post-doctoral fellowships so far.

As you have doubtless heard, Muth has decided to go to Cowles. I am sorry that he has. I think he is good. I am somewhat troubled about the general problem of recruiting for the Workshop at a distance. In addition to Muth, I had heard from Pesek, whom I encouraged but left the matter open because he would rather have a fellowship that he applied for that would pay his travelling expenses to Washington. My general feeling is that it would be a mistake to take anyone just because I am not on the spot, that it would be far better to start fairly slowly, and let the thing build up, adding people as they turn up next year. Any comments or suggestions would be greatly appreciated.

I am delighted to hear about Fred’s ford project. I had a wire from Willits recently re Harberger and I assume it was in connection with his proposed project. Al Rees will be a splendid editor, I feel, and it is excellent to have him entirely in the department. I hardly know what to think of Morton Grodzins as Dean. I assume that his appointment measn that he was regarded as a successful administrator at the Press. Grodzins has great drive and energy, is clearly bright and intelligent, but whether he has the judgment either of men or of directions of development that is required, and the ability to raise money that Tyler displayed, is something I have less confidence in. Who is taking over the Press?

I enjoyed your comments on both Arthur Burns and McCarthy. With respect to the first, I thought the economic report extraordinarily good, both in its analysis of the immediate situation and in its discussion of the general considerations that should guide policy. It showed courage, too, I think in its willingness to say nasty things about farm supports and minimum wages to mention two. My views about the recession are indicated by the title of a lecture I am scheduled to give in Stockholm towards the end of April: “Why the American Economy is Depression-proof”. After all, there is no reason why Colin Clark should be the only economist sticking his neck out. It continues to seem to me that the danger to be worried about is over-reacting to this recession and in the process producing a subsequent inflationary spurt. Arthur seems to me to be showing real courage in holding out against action. To do something would surely be the easy and in the short run politically popular course.

McCarthyism has of course been attracting enormous attention here. Indeed, for long it has crowded almost all other American news into the background with the result that it has given a thoroughly distorted view of America to newspaper readers. I enclose a clipping in this connection which you may find amusing. it is not a bad summary, though I trust I put in more qualifications.

We have gotten an opportunity to go to Spain via an invitation to lecture at Madrid (Earl’s doing, I suspect), so Rose and I are leaving next week for a week there. Shortly after our return we go to Sweden and Denmark for a couple of weeks. We are very much excited by the prospects. Best regards to all.

Yours

[signed]
Milton

 

Source: Hoover Institution Archives. Milton Friedman Papers. Box 194, Folder “194.6 Economics Department S-Z, 1946-1976”.

 

Image: Left, Milton Friedman (between 1946 and 1953 according to note on back of photo in the Hoover Archive in the Milton Friedman papers). Right, Theodore W. Schultz from University of Chicago Photographic Archive, apf1-07484, Special Collections Research Center, University of Chicago Library.

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Columbia Courses Exam Questions Suggested Reading Syllabus

Columbia. Core Economic Theory. Hart, 1946-47

Up through the academic year 1945-46, Arthur F. Burns offered the first core economic theory course, Economic Analysis (Economics 153-154), in the Columbia graduate program. The following year, 1946-47, the course was taught by the visiting professor of economics (who would be offered and accepted a regular appointment that same year), Albert G. Hart. In 1947-48 Economic Analysis was given a new course number, Economics 103-104, and taught in three sections by Hart, Stigler, Vickrey.
From Hart’s materials for Economic Analysis (1946-1947), I provide below transcriptions of “Introductory Notes” along with the “Prospectus and Background” and the “Outline of Economics 153—154” that includes reading assignments from a 92 page set of typed course notes. Midterms and final semester exams have been appended to this posting.

 

Introductory Notes

Prospectus and Background

Outline of Economics 153-154

Midterm exam, ca. late November 1946

First term final examination, January 21, 1947

Midterm exam, April 14, 1947

Final examination, May 22, 1947

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*Economics 153-154—Economic Analysis. 3 points each session. Professor Hart.

M. and W. at 10. 301 Fayerweather.

Character, uses, and limitations of received economic theory. “Equilibrium” of economic units, markets, and clusters of markets; “process analysis.” Translation of policy problems into questions of theory, and of theory problems into questions of fact.

*Designed primarily for candidates for the degree of Doctor of Philosophy in Economics.

 

 

Economics 159—160—Economic Theory. 3 points each session. Mr. Vickrey.

Tu. and Th. at 9. 301 Fayerweather.

A systematic course in neoclassical economics, designed to prepare students for more advanced studies. Emphasis is placed on economic theory as a tool for analyzing economic changes.

[Note that Vickrey was listed in the Bulletin of Information that announced the courses for 1946-47. From the January 1947 examination below it is clear that Stigler taught either an additional section of Economics 153 or he taught Economics 159 instead of Vickrey in the autumn 1946 term. In any event the next year found all three (Hart, Stigler and Vickrey) teaching separate sections of the new core theory course, Economics 103-104.]

 

Source.   Columbia University Bulletin of Information, 46th Series, No. 37 (August 10, 1946). History, Economics, Public Law, Sociology, and Anthropology: Courses offered by the Faculty of Political Science (Winter and Spring Sessions, 1946-1947),p. 40-41.

 

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Economics 153-154
ECONOMIC ANALYSIS
Outline

A. G. Hart, October 15, 1946

Economics 153—i
ECONOMIC ANALYSIS

Introductory Notes

The attached outline is aimed to clarify the general structure of the 153-143 course. Note that the topical outline becomes increasingly vague as to reading assignments toward the latter part of the course; this will be filled in later, as I get the feel of the class’s effective reading pace and as I improve my forecast of the time-table.

 

Arrangement of Outline

By way of orientation, the topical outline has been carried clear through to May. The detailed sentence outline, however, is brought only up to the current date; “to be continued”.

The sentence outline is intended to serve as at least a partial substitute for classroom notes. It is based on the notes from which I speak in class, and aims to carry the main thread of the argument. My own experience as a graduate student was that trying to get detailed notes interfered with thinking things through in classes; and I want to put the class in a position where class notes can be somewhat sketchy. If facilities can be managed, I hope at least part of the time to be able to give out installments of the sentence outline in advance, to maximize the extent to which I can accept interruptions in class without losing the thread.

From time to time there will be written exercises, supplementary reading suggestions, etc.

 

Why This Sequence of Topics?

The organization of the material is intended to minimize the chief normal learning-difficulty of economic theory, which arises from having to carry seemingly unrelated pieces of analysis some time in separate packages before they fit together. I am trying by my first and second “approximations” to keep the various special topics continuously in perspective; to fit in each piece almost as soon as it is developed; and to avoid carrying forward excess baggage in the way of gadgets which later prove useless.

The “first and second approximations” should not be identified with either “statics and dynamics” or “perfect and imperfect competition”. In my view, the best stopping-place for a first approximation is a good way short of a full account of “statics”; in particular, it leaves out a good many institutional insights which can be handled after a fashion in “static” terms. The “second approximation”, needless to say, will stop a good deal short of a well-rounded account of “economic dynamics”—for the very good reason that a satisfactory “dynamics” is not yet worked out. As to imperfect competition, some elements of the subject go into the first approximation; and a good many, to my taste, classify as useless gadgets and go out altogether.

 

Acquaintance with Authors

It is not a primary objective of the course to acquaint students with authors. But part of the process of learning theoretical analysis is to observe the theoretical frameworks set up by a few of the masters. The reading list will give the elements of the point of view of Marshall, Keynes, Hicks, Stigler or Boulding, and one aspect of the thinking of Lange; Fisher, Knight, Pigou and J. M. Clark will be represented only by fragments, and many other important writers not at all. The foregoing constitutes a minimum list of theorists whose mark should be represented in an economist’s bookshelf.

 

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PROSPECTUS AND BACKGROUND

 

I. Conceptions of the Course. I propose to treat economic theory not as an auxiliary to the economist’s work (like statistical method), but as the core of economics.

A. It is tempting to think of economics as composed of two classes of sub-fields: subject-matter fields (money, international trade, labor, etc.) relating to particular sets of institutions and their working: tools (theory, statistics, history, perhaps law).
B. Theory has a claim to be the distinctive feature by which economics can be identified.
C. In essence, theory is a systematic check list of questions: an economist is one who knows the questions.
D. The course aims at coverage (an “advanced principles”) rather than at maximum proficiency on a small number of topics.
E. I refuse to accept the view that theoretical and institutional approaches are competitive:

1. Neither type of knowledge of economics makes the other dispensable.
2. Each type of knowledge contributes to the applicability of the other.

 

II. Content of Economic Theory. Economic theory is a way of dealing with economic quantities; but it deals also with people and social groups.

A. Considering that economics purports to be a social science, it is astounding how far it turns out to operate by manipulation of abstract quantitative symbols.
B. The human side of economics comes in through the choice of hypotheses; but the central questions economics asks about people are quantitative.
C. In general, economic theory deals with choice among alternatives; with substitution of one means to an end for others; and with compromises among partially conflicting goals by maximizing something. It has to criticize goals themselves, with an eye on the degree to which goals are set to make the game interesting.
D. The quantities with which economics deals are in the first instance events (final services, productive services, transactions). “Goods” turn out to be “bundles of services”: wealth has the dimensions rate-of-service X time.

 

III. Plan of the Course. The course is planned as a “spiral” progression across a wide range of topics:

A. Its first stage is an analysis of national income and product, following Hicks.
B. Beyond that stage, analysis will run in terms of:

1. The economic unit (firm or household)
2. Markets as inter-relations of units
3. Unemployment and fluctuations
4. “Welfare economics”

C. In the second stage, these four problems will be considered in “Statics”—i.e., they are carried up to the point at which anticipations and uncertainty take on importance, but not further. The idea is to postpone refinement of analysis till after looking at the theorist’s concept of a “system of economics”.
D. In the third stage, elements of uncertainty will be brought to the surface, and the more general theoretical consequences of institutionalist insights not recognized in the second stage will be drawn.
E. In view of numbers, class meetings cannot be conducted primarily as discussions; but I shall welcome questions and argument, and hope to provide much of the benefit of discussion via written assignments and conferences. Student reliance must be largely on learning cooperatively.

IV. Economics as a Field. The field of economics deserves the best of human intelligence; and the profession is one in which its members can take pride.

A. The critical importance of economics is visible in the policy field: whether or not our society cracks up depends largely on whether a minimum of wisdom (or good luck) guides our economic policy.
B. Waiving the question whether economics is “a science”, it is a field in which it takes a great deal of mental power, and a heroic effort to correct biases, to make major contributions.
C. Economics has its weaknesses and its record of failures (though nothing like as black a record as the public may think); but its professional standards deserve respect, and its prospects seem hopeful.

 

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AGH—10/9/46

OUTLINE FOR ECONOMICS 153-154

[PART I]

I. Introduction. (Sept. 30-Oct. 2: 2 hours)

Required:

Hicks and Hart, Social Framework of American Economy, Chapter 1

Suggested Supplements:

Stigler, Economics of Price, Chapter 1

 

II. The Economic Process. (National Income and Output: Oct. 7, 9, 16: 3 hours)

Required:

Hicks and Hart, Parts I and IV; over II-III lightly.

Suggested Supplements:

F. H. Knight, teaching materials reproduced from Social Science II Syllabus (Univ. of Chicago Bookstore)

[PART II]

III. The Economic Unit: schematic view

A. The Firm and Costs (Oct. 18, 23, 25, perhaps 30: 3 to 1 hours hours)

Required:

Option:
Stigler, Chapters 7-9; 1st Section of Chapter 10 or
Boulding, Economic Analysis, Chapters 22-23, followed by 21

B. The Household (perhaps October 30; Nov. 4, 6, 11, 13,18, perhaps 20: 5 to 7 hours)

Required:

Option:
Stigler, Chapter V, or Boulding, chapters 29-30,
Hicks, Value and Capital, Chapters I-II
Marshall, Book III
Hicks, Note to Chapter II; Chapter III

 

IV. Inter-Relations of Units: “Markets”, First Approximation

A. Introduction: Interplay of units; aggregation; clearing the market (Oct. 30: 1 hour)

B. Monopoly: One unit versus many. (Nov. 4, 6

Required: Cournot, Chapter V

C. Perfect Competition on inter-related markets: factor markets; “general equilibrium”. (Nov. 18, 20, 25, 27: 3-4 hours)

Required: Cournot, Chapter V

D. Monopoly: One unit versus many. (Nov. 4, 6

Required:

Stigler, Chapter 10
Cassel, Theory of Social Economy
Hicks, Value and Capital, Part II (Chapters IV-VIII)

E. Variations on a Classical Theme: monopolistic competition (Dec. 2, 4, 9, 11: 4 hours)

Required:

Stigler, Part III (Chapters 11-15) (or alternative to be assigned)

Reserve of time: December 16, 18: 2 hours.

F. Inter-temporal and inter-spacial markets. (Jan. 6, 8, 13: 3 hours)

Required:

I. Fisher, or alternative to be assigned.
[Assignment: Irving Fisher, Theory of Interest, pp. 99-149, 178-230 or Rate of Interest, pp. 117-177. If possible, also Theory of Interest,pp. 231-315 or Rate of Interest, pp. 374-415 Cf. Stigler, Ch. 17, and Boulding, Ch. 33.]

Reserve of time: January 15: 1 hour.

 

V. Welfare Economics—First Approximation: (Feb. 3, 5, 10, 12: about 4 hours)

Losses through unemployment and through inefficient use of employed resources; equalization of returns at the margin as welfare criterion; system-wide external economies; inequality and incentives; substantial identity of welfare economics for capitalist and socialist economies.

Readings: Lange on Socialism; Lerner; Robbins-Kaldor-Hicks journal discussion; Simons.

[Marshall, Principles, Book V, Ch. XIII (pp. 462-476
A.P. Lerner, Economics of Control, pp. 1-105
O. Lange, Economics of Socialism (with Lippincott and Taylor; Lange essay) or “On the Economic Theory of Socialism”, Rev. Ec. Studies, Oct. 1936, pp. 53-71, and Feb., 1937, pp. 123-142
H. C. Simons, Positive Program for Laissez-Faire
L. Robbins, “Interpersonal Comparisons”, Econ. Jour., Dec., 1938, pp. 635-641
N. Kaldor, “Welfare Propositions” Ibid., Sept., 1939, pp. 549-552
D. H. Robertson, “Wage Grumbles” in Readings in Theory of Income Distribution, pp. 221-236
]

 

VI. Unemployment Fluctuations—First Approximation (Feb. 17, 19, 21, 26: about 4 hours)

Effects of general inadequacy of demand with limited price flexibility; “propensities” to save, invest, as influenced by government budgets, foreign trade, money, etc.; basis for expecting fluctuations in demand; the prescription of “Flexibility”.

 

Readings: Keynes, Lerner, NPA, A. F. Burns

[A. P. Lerner, Economics of Control, Chapters 22-23 (pp. 271-301)
Gardiner C. Means, Monetary Theory of Employment, Chapters V-VI (mimeographs; on reserve)
National Planning Association, National Budgets for Full Employment (pamphlet, Washington, 1945)

Additional stuff if time:

J. M. Keynes, General Theory of Employment, Interest and Money, Books III-IV (pp. 89-254)
A. F. Burns, Economic Research and the Keynesian Thinking of Our Times (New York, National Bureau of Economic Research, 1946) pp. 3-29
Oscar Lange, Price Flexibility and Employment, Bloomington, Indiana, 1944

(following mentioned with regard to use of numerical Keynesian models for forecasting)

Nicholas Kaldor in Beveridge’s Full Employment in a Free Society, Smithies and Mosak in Econometrica, for critical discussion cf., the 1945-1946 volumes of American Economic Review]

 

PART III: FIRST STEPS TOWARD REALISM

VII. The Unit—Second Approximation (March 3, 5, 10, 12, 17, 19: about 6 hours)

Imperfect access to markets; anticipations and planning; uncertainty, flexibility and liquidity; qualifications to first approximation arising from fact unit is social group; “just prices”, confederations of units and price rigidity.

Readings: Knight, Hart, Keynes, Hicks, Berle and Means;_______________]

[Assignment:
Hicks, Value and Capital, Chapters IX-X; XIV-XVIII (pp. 113-140, 171-236)
Hart, Anticipations, Uncertainty and Dynamic Planning (Chicago, 1940)
Means, Monetary Theory of Employment (mimeo) Chapter V.
Ad lib., A. A. Berle and G. C. Means, Modern Corporation and Private Property]

 

VIII. Markets—Second Approximation (March 24, 26; Apr. 7, 9: about 4 hours)

Gradations of price rigidity; imperfect clearing of markets; peculiarities of markets for productive services, perishables and durables; consistency, and inconsistency of expectations and locus of surprises; unintended saving and investment; differences of opinion and speculation.

Readings: Lindahl, Hicks, Keynes;_________________________

[Assignment:
Means, Monetary Theory of Employment (mimeo), Chapter VI.
E. Lindahl, Money and Capital, pp. 21-69
Mentioned with respect to “locus of surprises”: Hart, AER, Supplement, March 1938 and Rev. Econ. Stat., May, 1937 “of a sketch by Lindahl mimeographed in 1934).]

 

IX. Unemployment and Fluctuations—Second Approximation (April 16, 18, 23, 25: about 1 hour)

Uses and limitations of “modes”; uncertainty and interest; “stagnations”; inevitability of fluctuations in major comments; the policy issues.

Readings: To be worked out.

[For details and bibliography see National Planning Association, National Budgets for Full Employment and Hart and Mosak in AER, 1945-46.]

 

X. Welfare Economics—Second Approximation (May 5, 7, 12, 14: about 4 hours)

The economists’ struggle against proposals to enable groups to “earn” more by producing less; “social justice”; economic warfare within the nation and conditions of disarmament; adaptation of economic policy to social structure; role of reason in contemporary society.

Readings: To be worked out.

Reserve of time: Nil! Whence it becomes urgent to jam V into January if possible, pushing all of IV back before Christmas. By bet is that this can’t be done, however, and that in consequence Part III (especially VIII) must be skimped.

 

____________________________________

 

ECONOMICS 153

[Undated but would fit into syllabus between Sections III and IV in November 1946]

Answer 4 questions:

1) What is Marshall’s theory of demand? In what direction has this theory been extended by modern research? What problems in demand theory deserve, in your judgment, the greatest attention in the years ahead? Why?

2) What are indifference curves? What can they contribute to the understanding of consumers’ behavior? To the understanding of producers’ behavior? To pure economic theory?

3) What does a demand curve of unitary elasticity mean? What does an average cost curve of unitary elasticity mean? Is the Marshallian demand curve equivalent to an average revenue curve, an average cost curve, or a marginal revenue curve? Why? Assuming a linear demand curve, indicate the elasticity of demand at ‘critical points’ on this curve. Will farmers benefit more from a short crop than from a bumper crop? Is there any conflict in this respect between the interests of farmers as individuals and as a class?

4)    (a) What, briefly, does the principle of diminishing return mean to Lucretius, Mill, Marshall, Stigler?

(b) Over what range of industry does ‘the’ principle of diminishing return apply? over what range of factors? over what range of output?

(c) What is ‘the’ principle of increasing return and how is it related to ‘the’ principle of diminishing return?

5) (a) Suppose that two factors of production are used in producing a certain commodity, one factor being fixed and the other variable. How much of the variable factor will a producer seeking the least-cost combination use, if the variable factor is free? If the fixed factor is free? if neither factor is free? if the price of both factors is doubled? if the price of the fixed factor is doubled while the price of the variable factor remains unchanged? Explain your answers.

(b) Suppose that both factors may be varied freely and that each costs money. How much of each factor will the producer use? Why?

(c) Same as (b), but suppose the number of factors is ten instead of two.

 

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ECONOMICS 153-159

Composite Final Examination
January 21, 1947
306 Mines
1:10—4:00

Answer enough questions to add up to 120 “minutes”. Students in Stigler’s section must include question 1. Do not answer both 1 and 6, nor both 1 and 9.

1. (60 minutes) There are 100 each of A and B farms in a competitive economy. The product schedules of one farm are

Total Product
Number of Laborers A Farm B Farm
1 40 40
2 90 80
3 140 115
4 185 145
5 225 170
6 260 190
7 290 205
8 315 215

i. Determine wages and rents on both types of farms when there are 240 laborers.
ii. Determine wages and rents on both types of farms when there are 900 laborers.
iii. And 910 laborers, no laborer divisible.
iv. With 900 laborers, those on the A farms organize and succeed in setting a wage rate of 40.
v. And then they raise the standard rate to 47.
vi. Congress, dominated by radicals, levies a 20 per cent tax on wages. There are 900 laborers, and full competition.

 

2. (30 minutes) Explain as briefly as possible each of the following statements.

i. For a monopolist, marginal cost is greater than marginal revenue at any output at which the demand is inelastic.
ii. Demand has no influence on the price of the product of a competitive industry that uses no specialized resources.
iii. The elasticity of a straight line demand curve varies from point to point.
iv. The imposition of a license fee does not affect short-run normal price.

 

3. (30 minutes) Write a short essay on utility theory, in one of its variants, taking into account:

i. The need for “going behind” the demand curve to explain observable behavior.
ii. The empirical evidence that supports the utility theory.
iii. The uses, if any, to which the utility theory can be put.

 

4. (15 minutes) Define each of the following concepts and write a brief paragraph on its place in contemporary economic theory:

a) Opportunity cost
b) Economic rent
c) Net profit
d) Consumer’s surplus
e) Marshallian long-run
f) Quasi-rent
g) Factor of production

5. (15 minutes) Explain the difference between the “marginal utility” and “indifference curve” approaches to the theory of consumption, and evaluate the advantages attributed to the latter.

6. (30 minutes) Explain the meaning and implications of “constant returns to scale”, Under constant returns to scale, what is the relation between the amounts of the factors used, their respective marginal productivities, and the total product.
Illustrate the meaning of increasing, constant, diminishing and negative returns to one factor–amounts of other factor being held constant—within the framework of constant returns to scale. In a range where there are increasing returns to one factor, what is implied about returns to other factors?

7. (15 minutes) Give an exposition, illustrated as well as decorated by diagrams, of one of the standard special cases of monopolistic competition theory—such as (a) a price leader “holding up the umbrella” for a fringe of small “independents”; (b) product differentiation with free entry; (c) substitution of selling-cost competition for price competition; (d) cartel with enforceable output quotas but open membership; (e) spatial competition with free entry but tabu on price competition (gasoline stations with fixed per-gallon markup).

8. (15 minutes) Do the same for one other of these cases. DO NOT TREAT MORE THAN TWO ALTOGETHER.

9. (30 minutes) Suppose a perfectly competitive industry, with long-run constant costs, is in long-run equilibrium. Trace adjustment to a new short-run and long-run equilibrium when a tax per unit of output is put into effect unexpectedly but permanently.
What difference will it make if the tax is per unit of input instead (the input affected accounting for, say, ¼ the industry’s costs)?
Where the tax is per unit of output, what difference will it make if the industry is subject to long-run increasing costs?

10. (30 minutes) Suppose a household has its “income” given in kind—in a “commodity X” rather than in “money”. Draw up a diagram with “money” graphed vertically and “X” horizontally, and trace out the loci of accessible combinations of X and money (“opportunity paths” alias “budget lines”) for several different prices of X.
Assuming both X and money to be necessities (in the sense that the household will always prefer a some-of-each combination to any alternative comprising some of one and none of the other), is it possible to draw on this diagram a field of indifference curves so shaped that the points of maximum attainable satisfaction along these opportunity paths will show the household retaining more X (“supplying” less X) at higher prices than at lower prices of X? If so, draw such a field of curves; if not, show geometrically why it cannot be done.
Relate this analysis to the supply by households of agricultural commodities for which overhead costs overshadow variable costs (apples?). To the supply of labor (regarding X as leisure, of which less is retained as more time is devoted to work).

11. (15 minutes) Is the “law of diminishing returns”, construed in terms of variable proportions of inputs, a “law” of engineering, social relations, or individual psychology? (or is it strictly a parlor accomplishment for economists?) Justify your answer.

12. (30 minutes) (a) Economists generally accept a strong presumption that demand curves have a “negative slope”: i.e., that increasing a price reduces the amount demanded. What are the main pieces of evidence by which this presumption can be supported? Do you consider the evidence adequate?
(b) On the supply side, economists feel a much weaker presumption that increasing a price will increase the amount supplied, particularly where many of the suppliers have only one type of commodity (or service) to sell. What are the grounds for this difference in the strength of the presumption?

13. (30 minutes) Describe the Walrasian equations and discuss their significance in relation to the determinateness of the general equilibrium of a simple exchange economy.

14. (15 minutes) Discuss bilateral monopoly (monopolistic seller facing monopsonistic buyer) in relation to the efficiency of the bargaining and exchange process, the determinacy of the general equilibrium, and factors affecting the result.

15. (15 minutes) Distinguish between impatience and marginal time preference as a basis for interest. What other factors besides interest affect the supply of savings and capital?

16. (30 minutes) The following table shows the estimated yearly traffic over a proposed bridge at various rates of toll:

Toll Cars per year
$2.00 None
1.50 1,000,000
1.00 2,000,000
.50 3,000,000
.00 4,000,000

If the bridge can be built at an annual cost of $3,500,000 for interest, depreciation, and repairs, would it be worth while, from the point of view of the community as a whole, (a) if no toll is to be charged; (b) if a toll of $1 is to be charged, the balance of the cost coming from taxes. Can such a bridge be undertaken privately? If so, how?

If the bridge costs only $2,000,000 and a private company undertakes it, charging $1 toll, what is the net social loss as compared with operating without a toll? If the cost is $1,500,000 and the necessary toll is 50 cents? Discuss the qualifications, if any, to be attached to your conclusions. Note: Consider the demand curve to be continuous, not a series of steps; i.e., at a toll of $.10, traffic is 3,800,000, at $.20, 3,600,000, etc. Ignore wear & tear on bridge.

 

____________________________________

 

Economics 154
Hour Examination
April 14, 1947

  1. (30 minutes) Write a brief essay on “external economies and diseconomies of large scale production”, touching upon:

a) Economies external respectively to firm and to industry
b) Distinction between external economies operating via changes in production functions and via price changes
c) Effects analogous to external economies in the affairs of households
d) The Marshall-Pigou tax and subsidy proposal

  1. (20 minutes) Comment on the sense and degree in which “welfare economics” is handicapped by limitations on the “interpersonal comparison of utilities”.

 

____________________________________

 

Final Examination
Economics 151 and 160
May 22, 1947

Answer one question in each group and four questions in all.

Group I

1. Explain the following propositions:

a. If the proportion in which two factors of production are used in producing a commodity in a certain industry is not alterable, the industry’s demand for factor A will be less elastic (1) the less elastic is the demand for the commodity, (2) the smaller the proportion of total costs that factor A accounts for, and (3) the less elastic is the supply of factor B.

b. If the proportions in which the two factors are used can be altered, the demand for A will be less elastic the less easily it can be substituted for factor B.

2. What reasons are advanced by Adam Smith and J. S. Mill to explain persistent differences between the wages of labor in different occupations? Under what conditions would demand be important?

3. What deviations from the “social optimum” of welfare economics result from monopolistic competition? Discuss (a) the use of existing resources; (b) investment; (c) income distribution.

Group II

4. Explain two of the following propositions and indicate how imperfections in the loan market affect their validity.

a. To maximize their satisfaction from income, individuals borrow or lend in a volume that equates their marginal rates of time preference with the market rate of interest.
b. It pays investors to undertake all ventures in which the rate of return over cost (internal rate) is as high as the market rate of interest.
c. Current rates of interest for loans of different maturity imply specifiable expectations of rates of interest to rule in the future.

5. “For the individual, the rate of interest will determine the choice among his optional income streams (investment opportunities), but, for society as a whole, the order of cause and effect is reversed. The rate of interest will be influenced by the range of options open to choice.”

6. Which of the following statements about interest have been supported by which of the economists listed below, and which of the statements have not been supported?

a. Interest equates the supply and demand for capital.
b. Interest reflects the superiority of roundabout methods of production.
c. Interest represents the rate at which the total stock of capital in the community increases.
d. The rate of interest corresponds to the rate of decline of the marginal productivity of capital.
e. Interest is the reward for the sacrifice of liquidity.
f. Savings tend towards the point at which interest equals the marginal propensity to consume.
g. Interest arises from the exploitation of labor by capital.
h. Interest is a monopoly profit exacted by bankers through the exercise of the sovereign power to coin money.

Böhm-Bawerk, J. B. Clark, Commons, Fisher, Keynes, Marx, Nobody, Soddy, Veblen.

Explain the reasoning behind one of the statements.

7. What are the relations between the spot price of a commodity (cotton), the spot price expected to rule six months from now, and the (“futures”) price at which a contract will be entered into now for execution six months from now? Explain with allowance for uncertainty.

 

Group III

8. “…it is not the rate of interest, but the level of incomes which ensures equality between saving and investment.” Explain.

9. Expound and criticize Means’s doctrine of price rigidity as cause of unemployment.

10. Comment on F. H. Knight’s view that “in the absence of uncertainty the velocity of circulation of money would be infinite.” How far and what sense does uncertainty explain the “transactions, precautionary and speculative motives” to hold money?

 

Source: Columbia University Libraries, Manuscript Collections. Albert Gailord Hart Collection, Box 62, Folder “Sec (4) Ec 153-154 Columbia = 103-104 Micro, grads”.

Image Source:  Obituary in The Columbia Spectator, October 3, 1997.

Categories
Columbia Curriculum

Columbia. Curricular Suggestions and Comments. 1945

In my examination of departmental records at Columbia, Chicago, Harvard and M.I.T. I have found relatively few written reflections on the rules/regulation/courses of the graduate programs. Today’s posting provides a memo of miscellaneous ruminations by Arthur F. Burns, Carter Goodrich and Carl Shoup who served as members of the Columbia Economic Department’s Curriculum Committee in 1945. Having a major field of comparative economic systems myself, I found Arthur Burns’ rather dismissive remarks about whether the graduate program should add a course in that field noteworthy.

_____________________________

April 30, 1945

To the Members of the Department of Economics:

During the year the Curriculum Committee has given thought to problems growing out of the Department discussions of last spring. Although the Committee is not prepared to place definite recommendations before the Department, I think it desirable that the members of the Department review certain suggestions and other changes that have been considered by the Committee. These suggestions, with comments of Committee members, are enclosed. There should be opportunity to discuss these at our meeting on me second. May 2.

Frederick C. Mills

_____________________________

SUGGESTIONS FOR CURRICULAR AND OTHER CHANGES
with comments by Committee Members

 

  1. We should formulate a more definite statement of requirements to be met by applicants for admission to the graduate department of economics.
    (Can we agree on basic requirements? Should we include mathematics, accounting, statistics, history, economic principles, English composition, psychology, one laboratory science?)

 

A. F. Burns

I doubt if much progress in this direction can be made this year or next. For one thing, there is likely to be slight unanimity among the staff. For another, each of us will have difficulty in convincing the others unless judgment be implemented by a canvas of experience. What do other graduate departments do? Would there be any advantage in drawing up a sample list of former graduate students in the department and analyzing the undergraduate training of those who proved especially “successful” and those who “got nowhere”?

 

Carter Goodrich

This is the point on which I am most doubtful of the general tendency. I do not believe we can agree on “basic requirements”. Even on recommendations I think we should be most cautious. We may be justified in making a strong recommendation for things we consider specific prerequisites, – perhaps economic principles, mathematics, accounting or statistics. I should see no justification for such specifications as “one laboratory science”. If we are to make a recommendation regarding preliminary training in economics, I feel strongly that it should be accompanied by a recommendation against over-specialization in economics at the undergraduate level. An excellent statement of this general point of view is contained in the Princeton catalog in a passage referring to pre-professional training.

 

Carl S. Shoup

As I see it, the Department faces two general alternatives. First, it can continue to admit graduate students who have had little or no economic training during their undergraduate days and who must therefore be given some general courses on a fairly elementary level. Owing to the number of students involved, these courses would presumably be of the traditional lecture type. Students who have already had substantial training in economics might be excused from these courses to take instead either special seminars designed for first-year students, or the usual advanced seminars. This alternative is inviting in many ways, but I fear that, inevitably, two undesirable consequences would follow: (1). Since our resources are not unlimited, even though they may be expanded from the present level, the use of some resources to give the rather elementary lecture courses would, necessarily, decrease the time and effort that the faculty members could otherwise give to the students entering with a good background in economics; (2) The fact that the graduate department would be supplying a pretty complete series of lectures in the various subjects on this level would tend to discourage the better undergraduate schools from maintaining high standards in their economics teaching. This would particularly be the case if students coming here with good undergraduate training in economics were required or allowed to attend these general lecture courses, and I think that experience indicates that this is what would happen: Word would get back to the undergraduate colleges that there is no particular point in working too hard on students who hope to go on for graduate economics work since they will have to, or will be induced to, or will allow themselves to spend a good deal of time in the graduate school going over, at much the same pace and with much the same intensity, the same material they covered in their undergraduate courses. To a certain extent, I believe this hypothetical situation I outlined has already developed in fact it will simply be intensified if we do not set up some sort of professional standards for admission.

The other alternative is to require that a student show a certain degree of proficiency in the elementary subjects of economics before he is admitted to the graduate school. This might be done simply on showing of courses taken and grades given, but I should prefer to work toward a system of entrance examinations without any requirements at all concerning specific undergraduate courses. We would be more sure that we were getting people with the kind of background desired and we would also thereby allow individuals to qualify, if they were able enough to do so, on the basis of study without taking courses. Assuming that the department had the same total resources and manpower is under the first alternative, these resources could then be thrown wholly into the training of graduate students in small groups through individual conferences, on research projects, etc. The resulting rise in the standard of our graduate teaching and in the quality of our product, as embodied in the successful Ph.D. Candidates — and also indeed, in those who get the Master’s degree — would, in my opinion, be marked. Moreover, since all of the graduate students would have shown proficiency in the elementary branches of economics, the could and should be encouraged to branch out in allied fields of graduate work: philosophy, psychology, etc. This alternative, however, has the disadvantage of borrowing from the graduate school able students who have taken little or no economics in their undergraduate days. I look upon this I look upon this as a necessary cost that must be paid if we are really to step up, in any marked degree, the quality and intensity of our graduate training. I wish it did not have to be paid, but I think that we shall be unrealistic if we think that we can change the present situation greatly without incurring that cost. It would, of course, still be possible for an able student, who had decided that he wanted to switch to economics, to get enough economics to pass the entrance examinations by six months or so of intensive study by himself. Only the very able ones could do this, but I doubt whether we should make much effort to get the merely average student who has had no economics at all in his undergraduate days.

 

 

  1. Standards of admission to graduate study in economics should be reviewed with the Office of Admissions. Tightening up may be possible, but fairly liberal principles of admission should prevail for the present.

 

Arthur F. Burns

I Agree.

 

Carl Goodrich

Yes

 

Carl S. Shoup

If we follow the first alternative outlined in number 1 above, I should agree that the general standards of admission should be tightened up somewhat. If the second alternative is followed, the nature of the qualifying examinations would pretty much settled this question.

 

  1. A nuclear program of first-year courses is to be planned. Provision should be made for some flexibility, but most students would be expected to take three or four basic first-year courses (including theory, statistics, money and banking, and economic history). Requirements in these courses would be fairly rigorous, and all students would take examinations and receive letter grades. A special reading course might be taken in view of a basic course by the student already reasonably well-prepared in that subject.

 

Arthur F. Burns

I agree with some interpretations and qualifications. (a) The essential thing is that in his first year a student attend to certain basic courses (a list to be discussed). (b) If a student has had satisfactory training at college in any one or all of these courses (the latter, of course, is rather unlikely), he should not be required to take them again. (c) Whether letter grades are to be given in these courses should be decided on the basis of the general policy in regard to letter grades. Note also that there are bound to be second-and third-year students in the basic courses. (d) Special reading courses are a very doubtful educational expedient, unless the faculty is willing to give real time to the work.

 

Carter Goodrich

On the whole, yes, as long there is 5 to provide flexibility and provided that at some stage we really encourage a considerable number of our students to take relevant work outside the Department.

 

Carl S. Shoup

The program of first-year courses is necessary only under the first alternative in number 1. A student who is already reasonably well prepared in a subject should not, I think, be required to take even a special reading course. He should, instead, be admitted at once to the advanced seminars.

 

 

  1. M.A. candidates should be required to have letter grades of B or better in courses carrying 21 points of credit. Department members should be requested to test first-year students systematically and grade rigorously.

 

A.F. Burns

I am inclined to agree, but I do not expect very much from this proposal. It may merely mean that we will now say B where we formerly said P.

 

Carter Goodrich

Like Walton Hamilton on monogamy, “I suppose I’d vote for it but I’ll be damned if I’d electioneer for it.”

 

Carl S. Shoup

I suggest that we give only a “P” grade with the understanding that the passing level is “B” rather than “C”. Under the first alternative in number 1, I would be willing to go so far as to require passing grades in all of the thirty points, both for candidates for M:A. and for those who are not taking the M.A. but want to go on to the Ph.D. If we are to assume real responsibility for the product that we turn out, I do not see how we can afford to give a degree to anybody who is not good enough to pass all of the courses that he takes. (Do the medical schools give degrees to people who are unable to pass all of the courses?)

 

  1. We should provide seminar courses for first-year students of outstanding ability and satisfactory preparation. Admission would be by consent of the instructor. Admission would be restricted to men of clear promise. Such a man might have a first-year program consisting of three basic courses and two seminars.

 

A. F. Burns

I think it is desirable to admit qualified first-year students to seminars. But it would be unwise and impractical to run one special seminar for first-year students and another for second-year students. It is an artificial distinction. (However, it might be well to organize a seminar for M.A. students who are writing their theses, one requirement (among others) for admission being that a student have a definite topic that he already has done a little work on and that he expects to complete within the year. This suggestion raises serious questions as to administration, teaching load, etc.)

 

Carter Goodrich

Yes. These seminars would not in all case have to be for first-year students only.

 

Carl S. Shoup

This problem is covered in the discussion under number 1 above. I should add that even under the second alternative, I should visualize fairly frequent and rigorous examinations of some kind or other to be sure that the graduate student was not losing his grasp of his tools of analysis and his basic information, and was, indeed, improving them as he went along.

 

  1. There should be a rigorous weeding out of graduate students at the end of the first graduate year. At the end of the spring term a committee of the department should review the records of all candidates for degrees. Only those of clear merit should be permitted to carry forward studies for the doctorate. We should have a restricted group of second and third-year graduate students of high ability.

 

A. F. Burns

I agree heartily.

 

Carter Goodrich

Yes, decidedly.

 

Carl S. Shoup

I agree with this proposal, whether under the first or second alternatives in number 1 above.

 

  1. We should consider introducing comprehensive written matriculation examinations, to come before more than 45 residence credits have been acquired.

 

A. F. Burns

I feel handicapped because I don’t know precisely what matriculation means or involves. Would the comprehensive examination come six months after a student has been encouraged to try for the doctorate? If so, is the interval too short?

 

Carter Goodrich

Not with this timing. It would be too late for the privileges of matriculation and I think too early for a comprehensive test. Possibly such examinations might supplement the oral on subjects and replace certification.

 

Carl S. Shoup

I agree that it is desirable to have comprehensive written examinations from time to time through the graduate work (see comments under numbers 4 and 5 above).

 

 

  1. Doctoral candidates should be required to pass a third year in residence or in an approved research position. This year should be given to rigorous research training, under the supervision of the department.

 

Arthur F. Burns

I agree if “Rigorous research training” means the writing of a dissertation on the premises, or at least working on it for a year under the supervision of the department. But there is a good deal to think through before making a definite proposal. For example, would the orals have to be taken before this research year?

 

Carter Goodrich

Yes, as an ideal to press for as rapidly as possible. In my judgment, this is the direction that promises the most significant improvement.

 

Carl S. Shoup

This is an excellent idea; if doctoral candidates would pass a third year in residence or in an approved research position, many of our difficulties at the thesis level would disappear.

 

 

  1. A sum equivalent to approximately 10 per cent of the departmental budget for salaries should be allocated to research. This would be available to members of the department for employment of research assistants on research activities approved by a departmental committee on research, and for meeting other research costs. It is to be expected that some portion of this research fund could be used for the employment of doctoral candidates during their period of internship.

 

Arthur F. Burns

Clearly, financial provision for research work is important. I am not sufficiently familiar with the needs of the department (even its boundaries: is the college included?) to have any judgment as to a specific figure. The whole problem should be surveyed before definite recommendations are made.

 

Carter Goodrich

I am not sure of the ten per cent, but I like the general idea. Something of this sort must be done to make 8 possible.

 

Carl S. Shoup

I do not think there would be a marked increase in the research work under this proposal (to allocate, say, 10 per cent of the departmental budget to research) since it does not touch what seems to me the real problem; namely, the desire of many faculty members — especially in the younger group — to supplement their University salaries by research fees and salaries. It is possible that the solution may be found in some form of split salary schedule whereby the faculty member is paid a certain basic amount, viewed as compensation chiefly for teaching services, and, upon application, might be granted an additional amount as compensation for devoting his time to unpaid research, thus foregoing outside paid activities. The tendency to grant the supplementary amount almost automatically to anybody who happened not to be doing outside work would be a real difficulty, but it might be met by having the supplementary amounts granted only upon approval by some outside board, specially constituted for this purpose.

 

 

  1. The department should consider adding the following courses to its curriculum:

1. First-year graduate course in money and banking
2. A course in accounting, designed to meet the needs of economists
3. A course in comparative economic systems (to be given in cooperation with the School of Business)
4. An additional course in international economics (subject matter to be adapted to that of the present course on international trade).

 

Arthur F. Burns

10a. Definitely yes

10b. Probably yes. But the man must precede the course.

10c. Probably, no. Who is an expert on such questions? I can’t think of any. I doubt if the department ought to try to develop one, and I doubt if it would succeed if it tried (the man, if he is any good, would soon specialize). If there is a gap here, we might perhaps try a lecture course to be given by several specialists and coordinated by some instructor. This has at least the negative advantage that the department’s hands will not be tied.

10d. Probably, yes. I would want to know the scope of the course before expressing a more definite opinion.

 

Carter Goodrich

Certainly d, probably the others.

 

Carl S. Shoup

I should like to discuss these prospective courses further before venturing an opinion, especially with respect to the first-year course in money and banking. I believe there is no unnecessary duplication in this field already than in almost other part of our curriculum.

 

 

Source: Columbia University Archives.Columbiana. Department of Economics Collection. Box 1. Folder: “Committee on Instruction”.

Categories
Chicago Columbia Economists Transcript

Milton Friedman’s Coursework in Economics, Statistics and Mathematics

Before Milton Friedman could be a teacher of economics, he was of course the student of many teachers. This list of his relevant coursework and teachers is complete. I merely add here that his transcript also shows three semesters of college French and four semesters of college German and that he entered Rutgers with advanced credits in French.

Rutgers University
University of Chicago
Columbia University
Dept. of Agriculture Graduate School

Rutgers University (1928-32)

Principles of Economics E. E. Agger 1929-30
Money and Banking E. E. Agger 1930-31
Statistical Methods Homer Jones 1930-31
Business Cycles Arthur F. Burns 1931-32
Economic Research Ivan V. Emelianoff 1931-32
Principles of Insurance Homer Jones 1931-32
College Algebra 1928-29, 1st term
Analytical Geometry 1928-29, 2nd term
Calculus 1929-30
Advanced Calculus 1930-31
Theory of Numbers 1929-30, 2nd term
Theory of Equations 1930-31, 1st term
Differential Equations 1930-31, 2nd term
Analysis 1931-32
Elliptic Integrals 1931-32, 2nd term

 

University of Chicago (1932-33, 1934-35)

Econ 301 Prices and Distribution Theory Jacob Viner Autumn Quarter 1932
Econ 302 History of Economic Thought Frank H. Knight Winter Quarter 1933
Econ 303 Modern Tendencies in Economics Jacob Viner Spring Quarter 1933
Econ 311 Correlation and Curve Fitting Henry Schultz Winter Quarter 1933
Econ 312 Statistical Graphics Henry Schultz Spring Quarter 1933
Econ 330 Graduate Study of Money and Banking Lloyd W. Mints Autumn Quarter 1932
Econ 370 International Trade and Finance Jacob Viner Winter Quarter 1933
Econ 220 Economic History of the United States, not taken for credit Chester Wright Winter Quarter 1935
Econ 220 Economic History of Europe, not taken for credit John U. Nef Autumn Quarter 1934
Labor (visited) Paul H. Douglas  1934-35
Theory of Demand (visited) Henry Schultz  1934-35
Math 306 Introduction to Higher Algebra  E. Dickson Autumn Quarter 1932
Math 341 Calculus of Variations  G. Bliss Autumn Quarter 1932
Math 324 Theory of Algebraic Numbers  A. Albert Winter Quarter 1933
Math 310 Functions of a Complex Variable (not taken for credit) L. M. Graves

 Master’s thesis: An empirical study of the relationship between railroad stock prices and railroad earnings for the period 1921-31.

 

Columbia University (1933-34)

Stat 111-12 Statistical Inference Harold Hotelling Winter/Spring semesters
Econ 117-18 Mathematical Economics Harold Hotelling Winter/Spring semesters
Econ 119 Economic History V. G. Simkhovitch Winter semester
Econ 128 Currency and Credit James W. Angell Spring semester
Econ 211-12 Business Cycles Wesley Claire Mitchell Winter/Spring semesters
Econ 315-16 Economic Theory Seminar John M. Clark, James W. Angell, and Wesley C. Mitchell Winter/Spring semesters
Social Economics (visited) J. M. Clark
Labor (visited) Leo Wolman
Theory (visited) R. W. Souter

 

Department of Agriculture Graduate School (1936-37)

Statistics 17-18 Adjustment of Observations

Source: Assembled from transcripts and course lists kept by Milton Friedman. Hoover Institution Archives, Milton Friedman Papers, Box 5, Folders 11, 13 (Student years).

Image Source: Columbia University, Columbia 250 Celebrates Columbians Ahead of Their Time.