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Columbia. Memo of Musings Regarding Institutional Economics, Area Studies, and Economic History. Hart, 1973

A memorandum written in 1973 by 64-year old Albert G. Hart shares his laments concerning the path taken by the Columbia University department of economics to what he saw to be a grievous neglect of instruction and research into the institutional nuts-and-bolts, historical trajectories, and granular area studies of economics. A copy of the memorandum was found in the files of his colleague, historian of economics, Joseph Dorfman.

Chicago-style economics was explicitly disdained by Hart who actually wished good riddance to Gary Becker (“…he played dog-in-the-manger too much…” with a note of scorn for Milton Friedman (“… [he] ignores the risk that what passes for ‘general economic law’ may turn out to be a series of adhockeries concocted to be plausible for a very special and perhaps transitory state of society…”).

The memo closes with a question of what to do with the theoretical Wunderkinder of economics departments whose peak years have past with still another quarter century of tenure left in their respective academic life-cycles. Fortunately he stops considerably short of recommending senicide.

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Previously posted content related to Albert G. Hart

University of Chicago

Exams for Introduction to Money and Banking at Chicago, A. G. Hart, 1932-35

Course Outline for Introduction to Money and Banking at Chicago. A. G. Hart, 1933

Columbia University

Hiring Albert Gailord Hart as visiting professor, 1946

Core Economic Theory. Hart, 1946-47

First semester graduate economic analysis. First weeks’ notes. Hart, 1955

Reading list for Economic Analysis (less advanced level). Hart and Wonnacott, 1959

Hart Memo, Economics Faculty Salaries for 15 U.S. universities. April 1961

Personal Narrative of the Columbia Crisis. A.G. Hart, May 1968

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AGH 11 July 1973

RESPONSIBILITIES AND RESOURCES OF THE DEPARTMENT OF ECONOMICS
AT COLUMBIA UNIVERSITY

Response, addressed to:

Professor Donald Dewey, Chairman,
Professor Ronald Findlay, Director of Graduate Studies
Continuing and Incoming members of the Department

Dean George S. FRANKEL, Graduate School
Dean Harvey PICKER, School of International Affairs

Interested bystanders

to report of Committee of Instruction on the Department of Economics,
by Albert G. Hart, Professor of Economies.

– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

Preliminary generalities

The COI [Committee of Instruction] report is one of those papers which an informed reader finds simultaneously to be almost-excellent and almost-horrible. I can endorse with only minor reservations its conclusions that recent senior-staff recruiting has been of excellent calibre; that the intensification of workshop-patterns is very healthy; that much stress should be placed on catching good men before their qualifications known to us have become so generally know as to create a bull market; that the graduate students are only moderately happy, and that to build on the quantitative theoretical work of Lancaster, Phelps, and now Dhrymes is a promising way to rebuild morale as well as to establish Columbia again as a major professional focus.

Yet the report is so lop-sided that its net effect is likely not to be constructive. It overlooks entirely two major sides of economics in which Columbia has been, is, and ought to be prominent, and which are of major concern to students. And its lack of historical perspective and of a realistic view of the professional life-cycle may seriously distort its proposals and the reaction to the Department of the central leadership of the University. So I do not see how I can silently let this report stand as expressing real wisdom about the Department and its futures hence this “reaction”.

Some historical correctives

To clear the ground, let me disabuse the reader of the notion that the Department is only now beginning to work on the problems central to the COI report. In the first place, the fact that the workshop pattern of faculty-student interaction (taking in professional visitors) is central to the learning process in economics has been well understood for a long time. At the moment when I became chairman (in 1958), the Department was granted $250,000 by the Ford Foundation specifically to make a major shift toward workshop groupings. The deservedly-praised labor workshop (which non-accidentally had a Becker/Mincer leadership with experience in workshop endeavors at the University of Chicago) was one; we launched also an “Industrial Countries Workshop” (led by Carter Goodrich and Goran Ohlin) which developed a very useful line of publications, a Public Finance Workshop led by Carl Shoup and W. S. Vickrey, and an Expectational Economics workshop under my leadership which was clearly the least successful of the cluster, for reasons I won’t bother the reader with, but for all that far from useless). Presently we had a very lively and constructive International Economics workshop (led by Peter Kenen), which continued under Ronald Findlay; and for a number of years we have had a good-if-not-superlative Monetary Economics workshop (managed by Philip Cagan with partnership of Hart and Barger). In 1972/73 we tried a “Development/Regional” shop, which has been floundering somewhat — partly because it is hard to find a real focus with so many students not in the habit of working together, partly because of its natural leaders, Findlay had to put his main energy into the international field and Wellisz was absent on leave.

What is new in the workshop situation is in the first place the effort (led by Findlay, with enthusiastic support of most of the rest of the Department) to make it work for virtually everybody in the Department, faculty or student — and in the second place serious recognition by the Administration that this is an appropriate-if-expensive way to work, deserving serious backing even if no more Ford funds can be had.

A second consequential historical point (hinted at but not spelled out in the COI report) is that the Department has been working for years at the kind of staffing the COI report now indicates as appropriate. When I was chairman, for example, we had a deal arranged to recruit Svi [sic] Griliches —  which was frustrated by what I am bound to call sabotage at the ad hoc committee stage. In Carl Shoup’s chairmanship, we successfully recruited at the assistant professor level two key men who beautifully exemplify the application of quantitative theory and econometric research techniques to economics —  Peter Kenen and Gary Becker, both of whom were full professors very young, and were regarded as stars in the profession. In my chairmanship and afterwards, much of the work of the chairman went into nursing these two men’s careers and working conditions. Kenen contributed among other things a distinguished job as departmental leader — first Informally leading a curricular reform, then taking over as chairman for a term-and-a-fraction; had the 1968 not disrupted his strategy, he’d have brought us out as one of the two or three leading departments of economics. Becker, with all his virtues, was unlivable and not available as Departmental leader — being too much centered in his own work, too much inclined to insist that the only desirable recruits were quasi-Beckers, too narrow in his views of the profession’s responsibilities (despite his astounding record of success in applying his own apparently-narrow approach to an unexpectedly wide range of problems). Frankly, I felt it unburdened the Department when he moved to Chicago, because much as we must regret the loss of his lively influence on campus, he played dog-in-the-manger too much and helped foster the impression that economics was devoted to “apologetics for the system” rather than to a search for ways to guide constructive social policies.

Agreeing with the COI that we should recruit young and staff the tenure levels largely from local people, I would point out that we have been working at this with a remarkable lack of effective cooperation from outside the Department. As I just mentioned we did acquire Kenen and Becker as assistant professors; but we had no luck in persuading the Administration and ad hoc committees to let us repeat this success. In my time as chairman, we caught a star by converting Albert Hirschman (who accidentally was here without tenure as one-year replacement for Nurkse, on leave), and who was not at the time widely-enough appreciated in the profession. We were unable to hold David Landes on economic history. Two people who in the end proved to be very highly valued outside though when we acquired them they were rank outsiders are Alexander Erlich and Charles Issawi (both of whom were given tenure in my time as chairman). We should remember also that Vickrey (and earlier Barger and Shoup) started at Columbia in Junior ranks. Dewey, Hart, Cagan, Mincer (who however had filled in earlier), Lancaster, Findlay, Phelps, and now Dhrymes, represent recruiting-with-tenure.

What lends poignancy to the question of recruiting-young is that we now have a very distinguished collection of assistant professors — I think the best we’ve had simultaneously in my time at Columbia. But our uniform lack of success with ad hoc committees on promotions of such men (I think Nakamura has been our only promotion to tenure at all recently) creates a situation where we must tell them frankly that we have little hope of keeping them. Such anomalies as two successive years of leave for young Heckman (with serious problems of continuity for students, and loss of the experiential value of a disastrous first-try at reforming the econometrics curriculum) is an extreme example of the kind of handicap for the Department created by the fact that we are morally bound to help our assistant professors make the kind of showing that will get them goods jobs elsewhere — Columbia being unwilling to back us in getting deserved promotions.

Major areas disregarded

Two major areas of professional responsibility in which Columbia has had and must maintain great distinction are simply not mentioned in the COI report. These are the areas of “institutional economics” and of international/regional/developmental economics.

Traditionally, economics in the United States was split into two main camps —those of theoretical and those of “institutionalist” orientation — which maintained an uneasy partnership in the American Economic Association and in many departments. While the titular headquarters of institutionalism was at Wisconsin, its leading center was actually Columbia; and before the sudden recruitment at the end of World War II of a cluster of theoretically-oriented men (Vickrey, Stigler and myself) there was almost a vacuum in Columbia research and instruction on the theoretical side. J. M. Clark (a most distinguished mind whose personals shyness prevented him from being a major influence in face-to-face contact) was a distinguished theoretical thinker, but regarded himself as an institutionalist and had little curricular influence. Hotelling, who was just leaving at the time I came in 1946, was the nearest thing to an active theorist.

A merger of the theoretical and institutionalist schools began to shape up during the 1930’s and was to a considerable extent accomplished during and just after World War II. The terms of merger were much like those for the two meetings of Quakers in New York City, who obviated what might have been an awkward problem of merging properties by having each member of one meeting become a member also of the other! In the 1940’s and 1950’s, it began to look as if nobody could make a career as theorist without also doubling in some other area, and nobody could make a career as institutionalist without also paying serious attention to the theoretical aspects of his problem. But in the end the merger turned out to be slanted in favor of the theorists: it is again possible to make a career by pursuing problems that are trivial variations on theoretical themes; and large elements of the institutional side of economics are allowed to die out. Students doing quantitative work with data have no tradition of asking what their numbers mean in the context of wider social processes and problems.

At Columbia, the tradition that study of law-cases is one important way to understand the economic subject-matter is preserved chiefly by the fortunate fact that we have Dewey teaching “industrial organization”. Economic history was allowed to die out; and while at present we have in assistant professors Edelstein and Passell two excellent specimens of economic historians who are also competent theorists and econometricians, we have no assurances that economic history will not again be blanked out. Some institutional aspects of “economics of human resources” are very much alive in the labor workshop; but large parts of that tradition (including the tradition of trying to understand trade unions and more generally economic organizations other than business firms) seem to have evaporated. History of thought as an approach to economics is now represented almost entirely by Alexander Erlich (who is also our only member who is expert in Marxist economics and in the functioning of European communist economies). While in terms of professional fashions the lack of “institutionalist” instruction will not cause us to lose face in the profession, we should ask whether in bringing up a new generation of economists we should be willing to see the positive aspects of the institutionalist tradition simply evaporate.

The other major aspect of economics which is disregarded in the COI report — though in fact it absorbs much of our staff manpower and is of fundamental importance for many of our students, especially from overseas — is concern with the world outside the United States. We are seriously understaffed in the pivotal area of formal economics of international-trade-and-finance, where Ronald Findlay is saddled with both the responsibilities handled by Kenen and those which were handled by Hirschman. The problems of economic development (or its lack) in the world’s poor countries need and get a lot of attention. [Incidentally, since USA is rapidly evolving “backwards” into a state of underdevelopment, the insights one gets in studying Latin America or Asia become disconcertingly applicable at home!]

The presence at Columbia of a cluster of “regional institutes” has had an important impact on our work in economics. On the whole, the Department has resisted successfully pressures to recruit people who were expert on some “region” but lacked general professional competence. [Before Riskin fortunately turned up, we were under pressure to recruit an economist who combined Chinese language and willingness to function largely as librarian a combination of qualifications which didn’t seem to coexist with all-round professional competence. Bergson, who for years was our “Soviet specialist” was also a distinguished welfare-theorist. Erlich was originally recruited on “soft money” to be an East-Central-Europe specialist; when Bergson left, there was a closing-of-ranks operation which gave him the Russian field —  and it has turned out that his knowledge of Marxist economics and of economic thought, and the fact that he is regularly sought out by East European visitors in USA make him a major factor of general departmental strength. At present the nearest equivalents of “mere” area specialists are Issawi (who also handles general instruction in economics in the School of International Affairs, and a good deal of development-and-history work at the dissertation stage), Nakamura and Riskin — all men of great general usefulness. The roles of European and Latin American “regional specialists” are filled by two of our senior general economists —  Barger and myself.

While one could imagine a budgetary situation such that one must recommend reducing to a token scale a University’s involvement in this area (except for basic international-trade-and-finance courses), it is hard to believe that Columbia specifically should withdraw from this kind of work. Surely the economic profession in USA has as part of its responsibility an understanding of the economic processes of other countries. [True, I have heard Milton Friedman say that to have a different economics for Brazil as against USA makes no more sense than to have a different science of chemistry; but he simply disregards the ethnocentric character of the economics which inward-looking economists develop for USA, and ignores the risk that what passes for “general economic law” may turn out to be a series of adhockeries concocted to be plausible for a very special and perhaps transitory state of society.] This responsibility surely comes home to Columbia. For one thing, New York is the natural focus of such work, what with its outward-looking tradition and the presence of the UN. Besides, we incur a special responsibility because we have so many overseas students. I would add that to educate overseas students too exclusively in economics-for-USA is dysfunctional: one of the major handicaps of development has been the attempt of US-trained economists overseas to apply Keynesian remedies to unemployment problems of non-Keynesian type, for example.

Economics and the SIA [School of International Affairs]

If the University were very strong financially, it seems to me plain that one would recommend developing the Economics Department in a way that would greatly strengthen the general work on international relations and on the understanding of societies outside USA which is represented by the School of International Affairs. The SIA could advantageously be much more of a research body and center of workshop activity.

I would not recommend developing an economics department within the SIA (even if SIA eventually develops a distinct and separately-recruited faculty, which I don’t think I would recommend either). To set up standards of recruiting, teaching and publication for “SIA economists” that will pass muster with the general profession is an essential safeguard, and the generally low standards of economic thinking in the UN and in overseas universities outside Europe, Japan and Australasia should be a warning that a separate international economics might not be a genuine “discipline”. But it will be a major defeat if Columbia cannot maintain and improve its standard of keeping a stable of economists for whom understanding of outside economies (and especially of the economies of poor countries) is a major concern.

A question which interacts with this, of course, is whether the SIA can develop its own sources of financing, as seemed so probable a few years ago. If not, the general financial debility of the University will mean that we must stop far short of optimum in the whole area represented by SIA, and hence also on its economic side. Specifically, it may make a great difference whether or not SIA can finance workshop activity in this area, and make a role for research posts for young economists (for example, teaching two-thirds time in the Department and working one-third-time-plus-summer in a research branch of SIA).

If the University’s policy toward economics is primarily to develop its mathematical-economics core, the contribution the Department can make on the SIA side may suffer. And reciprocally, failure to develop strength on this side may be a handicap to SIA in its efforts to get backing for a really strong program.

A postscript on professional life-cycles

One of the most valuable pieces of education I picked up in my earlier years at Columbia was a comment by Isador Rabi at a University Seminar about the problems of a field like physics where the most impressive men “peak” very young and the work regarded as important by the profession is done largely by youngsters. It would be a tremendous waste to throw men on the scrap-heap after their “peak” years, or to regard them as living on the benefits of tenure, as non-producers, for most of their profession lifetimes. The solution, Rabl indicated, was surely to be found in an appropriate division of labor between colleagues at different stages of life-cycle, working out what economists call an area of comparative advantage for the older men.

The COI report seems to me to ignore this problem, and to frame problems as if we could hope to recruit good men between age 25 and age 30 and have them conveniently remove themselves (suicide recommended?) along about age 40 — significant activities being described as those appropriate to men aged 25-40. In good part, I think the “problem” of life-cycle (once recognized) and the “problems” of maintaining strength in institutional economics and in the development/regional areas exist largely because we don’t integrate our approaches to different aspects of economics work. To a considerable degree, the natural life-cycle of the economist is to be obsessed with very abstract problems in youth, and mature into a person more concerned with and more knowledgeable about the real world. To a very large degree, the staffing of the institutional fields and of the SIA-type activities should then be handled by shifting over of people who have graduated from being pure theorists. If we don’t do this, the channels of recruiting and promotion for the continuation of the supposedly -central mathematical-economics core are apt to get clogged. It is very tricky to suppose that giving tenure to a theoretically creative young man is to acquire forty years of theoretically creative activity. Most of the relevant people have their key ideas very young, and develop them as fully as is profitable by age 40. If they continue to preempt the key teaching roles in these fields, they will keep the young from advancing and will impair the freshness of the curriculum offered to graduate and undergraduate students. [It was because of this view that I allowed myself to be pushed out of micro-teaching by Becker and Co. in the early 1960’s.] But to suck the tenured men out of these lines and make room for their successors, a Department needs a lot of roles for the maturing older man. Unless we can do well with the institutional and SIA aspects of the field, I conclude, we can’t do well in the long run with the “core” aspects.

Source: Columbia University Libraries, Manuscript Collections. Joseph Dorfman Collection, Box 13 (Columbia University-teaching, etc.); Folder “Economic H…P…”

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

Categories
Chicago Economist Market Economists Gender

Chicago. Notes on conversation with U Chicago president Colwell by T.W. Schultz, 1946

Biblical Greek Scholar/Theologian Ernest Cadman Colwell served under Chancellor Robert M. Hutchins as the president of the University of Chicago from 1945 to 1951. Theodore W. Schultz was the relatively new head of the Department of Economics who met with Colwell in late September 1946 to brief the president on developments in the economics department, especially with respect to efforts being made in pursuit of several economists needed to fill the gaps left by Henry Simons’ death (1946), Chester W. Wright’s retirement (1944), resignations by Jacob Viner (1946) and Simeon E. Leland (1946), and Oskar Lange’s leave of absence (1945-).

We see in the memorandum of conversation transcribed below that John and Ursula Hicks posed a spousal hire issue needing a creative solution before an actual offer could be made and that sixty year old Frank Knight was due some sort of a “senatorial courtesy” to get him on board with the majority of the department who badly wanted to extend an offer to thirty-one year old Paul Samuelson. 

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Chicago Economics in 1946

Mitch, David. “A Year of Transition: Faculty Recruiting at Chicago in 1946.” Journal of Political Economy 124, no. 6 (2016): 1714–34. https://www.jstor.org/stable/26549915. Especially the online supplemental materials, where the following memo is quoted in part.

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More on the Pursuit of Samuelson
by Chicago

Harro Maas, “Making Things Technical: Samuelson at MIT” in E. Roy Weintraub (ed.) MIT and the Transformation of American Economics (Durham: Duke University Press, 2014), pp. 272-294.

Roger Backhouse. Founder of Modern Economics: Paul A. Samuelson. Vol. I: Becoming Samuelson, 1915-1948 (Oxford University Press, 2017), Chapter 28 “Commitment to MIT.”

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Discussion with Ernest C. Colwell
(25 September 1946)

This discussion with President Colwell was highly satisfactory in that we considered in some detail and carefully, a number of important developments affecting the Department of Economics as follows:

1. I indicated to Mr. Colwell that the role of the Department of Economics at the University of Chicago should be reviewed, with the view of achieving a better division of labor among universities within the U. S. and internationally. An increasing number of universities can do creditable undergraduate work in economics, and also satisfactory graduate work up to and beyond the master’s. There are upwards of two score of such institutions in the U. S. Meanwhile, the number of students seeking training at the undergraduate level, and also in graduate work, has increased rapidly, and the post war promises further growth in numbers. Meanwhile, many Western countries are looking to the U.S. for some of their advanced education in other fields as well as in economics), this along with the development that is taking place within the U. S., suggests that the time has come for the University of Chicago to allocate its resources even more largely to the most advanced reaches of economics. I proposed that we examine carefully the implications of this kind of refocusing of our program. I was pleased that Mr. Colwell found himself drawn to the kind of analysis I was presenting. He made several contributions to it and concurred with the analysis itself. He very cordially urged the Department to examine this thesis and reconstitute itself to serve more effectively, taking full account of the division of labor within American academic institutions.

2. I reviewed in some detail the state of the Department, pointing out the losses that have come as the result of the death of Simons, the retirement of Wright, the resignations of Viner and Leland, and the leave of absence of Lange. I expressed our pleasure in achieving the appointment of Friedman and Blough, and reaffirmed my confidence in our judgment in seeking these appointments.

With regard to additional appointments, the following individuals were discussed.

(1) Mr. and Mrs. Hicks. I reviewed the agreements we had with Mr. Hutchins, which were the foundation of negotiations last spring. I indicated that the Hicks would arrive this week to be with us the fore-part of the fall quarter. If as a result of this opportunity of being together during part of the fall quarter, the Hicks see a real opportunity for their professional efforts at the University of Chicago, and we continue to be genuinely interested in bringing them to this University, would we be permitted to offer Mr. and Mrs. Hicks the salaries and positions that we had discussed last spring realizing we might have to go higher in the case of Mr. Hicks, for I was convinced his standing warranted our paying the maximum. Mr. Colwell said he was willing to authorize an offer of $10,000 to Mr. Hicks, and probed with me for a while the merit of making it higher instead of offering a position to both individuals. It was my judgment that our bargaining power would be at a maximum if we would offer both individuals a position, but that we could escape the liability of dual membership in one family by making the offer to Mrs. Hicks a term appointment — perhaps that of a Lecturer or Research Associate, say for three years at $3,000, and then reconsider at the end of three years, where she would have the privilege of withdrawing or redefining her relationship, and the Department would likewise have that privilege. Thus, the commitment would be permanent in the case of Mr. Hicks, but meaningful in terms of time turned into professional task to Mrs. Hicks and yet allowing flexibility in her case. Mr. Colwell accepted my proposal to proceed with an offer to both Mr. and Mrs. Hicks along the lines I have outlined.

(2) I reported Mr. Viner’s observations that it was not likely Mr. Robbins would leave the London School of Economics, and that, at least for a year, there was no point in making an indirect approach again to see whether or not he might feel free to accept an appointment in this country. Mr. Colwell fully concurred.

(3) I reviewed our offer to Mr. Colin Clark to come to the University of Chicago as guest professor for a year. I also pointed out we had included in the offer $1000 for travel expenses. I Indicated further that several of my colleagues were disposed to feel that we should now make an offer of a permanent appointment to Mr. Clark, since he is not able to obtain leave of absence to come as visiting professor. I then indicated why I felt, although tentatively, that it was unwise to make this move for a permanent relationship with the Department until we had a chance to become personally acquainted with Mr. Clark, although I continue to have a high regard for his professional work as evidenced by his major writings. Mr. Colwell concurred with the view I expressed, namely, we should not make an appointment on a permanent basis, but should try to get Mr. Clark to come as a visiting professor, if not this year, perhaps next year.

(4) I reviewed the case of Albert G. Hart, indicating that he had accepted a position at Columbia before we could approach him with an offer, and that it was important to his own growth to take the position at Columbia for a year. My plan is to approach him at the end of the year, let him weigh alternatives, including the opportunities as he sees them at Columbia. My proposal to Mr. Colwell was that we approach Hart along in February or March in order to induce him to come to Chicago. We discussed Hart’s background in some detail, Mr. Colwell concurred in the procedure I outlined to him.

(5) I then outlined at some length the case of Paul Samuelson of M.I.T. Mr. Colwell had not had the privilege of visiting with Samuelson at the time he was here. Samuelson visited with Hutchins and Gustavson, as far as Central Administration was concerned. I stated it was my judgment that Samuelson is one of the younger men in economics who has a high probability of achieving a distinguished career as an economist, and that in this respect his promise is most outstanding; that I had no doubt of the merits of the case intellectually and would press for an appointment, were that the only consideration, without delay, but that I had to achieve, however, an acceptance of Mr. Samuelson in the Department, not that a majority was lacking; a mandate existed satisfying the University administrative requirements. But the obstacle lies in what in substance is a matter of “senatorial courtesy” in behalf of the most distinguished and senior member of the Department, Professor Frank Knight. I expressed the hope it would be possible to have Professor Knight concur in the appointment and feel it was being made without any discourtesy to him and his professional role and standing in this University and in the profession. I felt this end must and could be achieved and that I was going to give a great deal of effort to it in the coming months. Pending the full exploration of what can be done in this connection I wanted to reserve decision as to whether or not to recommend the appointment of Mr. Samuelson. Mr. Colwell discussed at some length his own appraisal of the problem I had presented. He seemed to be pleased with the approach that was implicit in what I was relating to him. He made the point, and made it explicitly, that if the intellectual stature of Samuelson is as high as my judgment indicated, that it was exceedingly important the University move toward an appointment. I felt sure, though, that he was disposed to await the wishes of the Department, weighing carefully the factors I had tried to describe to him.

  1. At this point Mr. Colwell took me back to my general thesis, namely, the refocusing of the goals of the Department and the use of its resources, urging me to give active attention to this task. Whereupon I suggested the achievement of this role might well mean the setting up of 5 to 7 positions in the Department for individuals to spend 2 to 5 years at this university in what would be essentially a post-doctoral role as scholars, then accept positions elsewhere consistent with their accomplishments and promise. Mr. Colwell was drawn to the proposal as I had put it and referred briefly to similar planning and developments in other fields.

T. W. Schultz.

Source: University of Chicago Archives. Department of Economics, Records. Box 42, Folder “3”.

Categories
Chicago Economists Money and Banking

Chicago. Ph.D. Thesis Committees in Monetary Economics. Patinkin’s Research, 1968

The first boxes of archival material that I examined as my research project on the evolution of graduate economics training was beginning to take shape came from Don Patinkin’s papers back when Duke’s Economists’ Papers Archive still bore the modest descriptor of “Economists’ Papers Project”.

This post transcribes some of the research material collected by Patinkin in his survey of Chicago style monetary economics. Fun Fact: his research assistant while on leave at M.I.T. was the graduate student Stanley Fischer, from whom incidentally I was to take my first graduate macroeconomics course (Patinkin’s book was on the reading list, surprise, surprise).

Doctoral theses advisers were identified for a dozen and a half Chicago theses that drew Don Patinkin’s attention. This is the sort of information that doesn’t normally jump at you in digitised form through a duly diligent internet search, so I thought it worth my time to file this information for now in a blog post. Minor additions have been added in square brackets for the sake of completeness.

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List of Patinkin’s copy request for Chicago Ph.D. theses

Author

Article Details of parts photographed

Box No.

1.
Bach, George [Leland]

Price Level Stabilization: [Some Theoretical and Practical Considerations]

[blank]

[blank]

2.
Bloomfield, Arthur [Irving]

International Capital Movement and the American Balance of Payments 1929-1940 Title, Contents, Bibliography.
pp. 513-514, 578-579.

T-304

3.
Bronfenbrenner, Martin

Monetary Theory and General Equilibrium Title, Preface, Bibliography.
Chaps. 1, 4, 7, 8, 9, 10, 11.

T-10250

4.
Brooks, Benjamin [Franklin]

A History of Monetary Theory in the United States Before 1860 Contents, Preface, Bibliography.
Chap. 11.

T-9885

5.
Caplan, Benjamin

The Wicksellian School—A Critical Study of the Development of Swedish Monetary Theory, 1898-1932 Title, Contents, Preface, Bibliography.

T-7847

6.
Cox, Garfield V.

Business Forecasting in the United States 1919-1928 Title, Contents, Preface, Bibliography.

T-17-91

7.
Daugherty Marion [Roberts]

The Currency-Banking Controversy Title, Contents, Bibliography
pp. 41, 54, 130, 133, 246, 316.

T-10282

8.
Harper, [William Canaday] Joel

Scrip and Other Forms of Local Money Title, Contents, Bibliography.

T-145

9.
Leigh, Arthur Hertel

Studies in the Theory of Capital and Interest Before 1870 Title, Contents, Bibliography.

T-554

10.
Linville, Francis [Aron]

Central Bank Co-operation Title, Contents, Bibliography.

T-11508

11.
McEvoy, Raymond H.

The Effects of Federal Reserve Operations 1929-1936 Title, Contents, Preface Bibliography.

T-7731

12.
McIvor R. Craig

Monetary Expansion in Canadian War Finance, 1939-1946 Title, Contents, Bibliography.

T-10268

13.
McKean, Roland Neely

Fluctuations in Our Private Claim-Debt Structure and Monetary Policy Title, Contents, Bibliography.
Chaps. 1, 2, 3, 4, 5, 6, 7, 8

T-90

14.
Reeve, Joseph [Edwin]

Monetary Proposals for Curing the Depression in the United States 1929-1935 [blank]

T-11022

15.
Shaw, Ernest Ray

The Investment and Secondary Reserve Policy of Commercial Banks Title, Contents, Preface, Bibliography.

T-8322

16.
Snider, Delbert [Arthur]

Monetary, Exchange, and Trade Problems in Postwar Greece Title, Contents, Bibliography.

T-1031

17.
Tongue, William [Walter]

Money, Capital, and the Business Cycle Title, Contents, Preface, Bibliography.

T-670

Source: Duke University. David M. Rubenstein Rare Book & Manuscript Library, Economists’ Papers Archive. Don Patinkin Papers, University of Chicago School of Economics Raw Materials, Box 2, Folder “Chicago, general (?). from binder: “U. Chicago Ph.D. Theses”, folder 1 of 2”.

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The University of Chicago
Chicago, Illinois 60637

Department of Economics

August 21, 1968

Professor Don E. Patinkin
Economics Department
Massachusetts Institute of Technology
Cambridge, Massachusetts

Dear Professor Patinkin:

            I am listing below the information (Committee members) you requested in your letter of July 8, 1968. I am also hoping that you have received your microfilm by now. The Photoduplication department was to have mailed them to you on August 13.

Bach, George [Leland] 1940 S. E. Leland
C. W. Wright
H. C. Simon
Bloomfield, Arthur [Irving] 1942 J. Viner
Lloyd W. Mints
O. Lange
Bronfenbrenner, Martin 1939 Frank Knight, chr.
S. E. Leland
Brooks, Benjamin [Franklin] 1939 Frank Knight, chr.
Lloyd Mints
[Viner also thanked in thesis preface]
Caplan, Benjamin 1942 J. Viner
O. Lange
L. W. Mints
H. C. Simons
Cox, Garfield [V.] 1929 Lionel D. Edie, chr.
Jacob Viner
Chester W. Wright
Daugherty, Marion [Roberts] (Mrs.) 1941 Jacob Viner, chr.
Garfield Cox
Lloyd Mints
Harper, Joel [William Canady] 1949
[Summer 1948]
F. Knight
O. Lange
H. Simons
C. W. Wright
L. Mints
S. Leland
Leigh, Arthur [Hertel] 1946 Frank Knight, chr.
Jacob Viner
Oskar Lange
McEvoy, Raymond [H.] 1950 Lloyd W. Mints, chr.
Earl J. Hamilton
Lloyd A. Metzler
McIvor, Russel [Craig] 1947 Roy Blough, chr.
J. K. Langum
L.W. Mints [in thesis acknowledgement Mints as the doctoral committee chair]
McKean, Roland [Neely] 1948 Lloyd W. Mints, chr.
Lloyd A. Metzler
Earl J. Hamilton
A. Director
Reeve, Joseph [Edwin] 1939 Lloyd W. Mints, chr.
Garfield V. Cox
Jacob Viner
Shaw, Ernest [Ray] 1930 Lionel D. Edie, chr.
Lloyd W. Mints
Stuart P. Meech (Bus. School)
Snider, Delbert [Arthur] 1951 L. Metzler, chr.
R. Blough
Bert Hoselitz
Tongue, William [Walter] 1947 L. W. Mints, chr.
Frank H. Knight
H. Gregg Lewis

            As you can see in some instances the Chairman was not listed, but the examining committee was listed. I wrote to Professor Cox, 660 W. Bonita, Apt. 24 E, Claremont, California 91711, to get the committee members for him and for Professor E. Shaw. Professor Cox also gave me the address of Professor Lloyd W. Mints, 618 E. Myrtle St., Ft. Collins, Colorado, should you have any interest. I hope this is sufficient.

Yours truly,
[signed]
(Mrs.) Hazel Bowdry
Sec. to Professor Telser

*  *  *  *  *  *  *  *  *  *  *

The University of Chicago
Chicago, Illinois 60637

Department of Economics

October 23, 1968

Professor Don Patinkin
Department of Economics
The Eliezer Kaplan School of
Economics and Social Sciences
The Hebrew University
Jerusalem, Israel

Dear Professor Patinkin:

            In answer to your letter of October 4, I have rechecked the files and find the below listed information.

George Bach’s committee members:

L. W. Mints, chr.
S. E. Leland
C. W. Wright
Oskar Lange
F. H. Knight
H. C. Simons
Jacob Viner
Jacob Left
Maynard Krueger

This is the order in which the examining committee is listed.

Martin Bronfenbrenner:

Henry Schultz chr.
J. Viner
L. W. Mints
F. Knight
A. G. Hart
H. C. Simon

Joel Harper:

S. E. Leland, Chr.
H. Simons
L. W. Mints
Mr. Chatters

Benjamin Brooks:

L. Mints, chr.
J. Viner
F. Knight

            I checked Faculty records with Mrs. Mosby, and found a re-appointment for Henry Simons dated June 3, 1930.

            I hope this information is helpful, and I am sorry I cannot give more definite committee members in the case of Bach.

Sincerely yours,
[signed]
(Mrs.) Hayzel Bowdry

P.S. I hope you have received the microfilm by now. It was mailed via airmail yesterday.

Source: Duke University. David M. Rubenstein Rare Book & Manuscript Library, Economists’ Papers Archive. Don Patinkin Papers, University of Chicago School of Economics Raw Materials, Box 2, Folder “Chicago, general (?), Simons, Mints, Knight materials”.

Image Source: Don Patinkin article at Gonçalo L. Fonseca’s History of Economic Thought website. Colorized at Economics in the Rear-view Mirror.

Categories
Columbia Economist Market Economists

Columbia. Major wave of economics appointments. Stigler, Polanyi, Hart, Nurkse, Bergson. 1947

 

The economics department of Columbia University could rightly boast of its bumper crop of faculty appointments for the 1947-48 academic year. I’ll be surprised if I ever come across a press release announcing a correspondingly large wave of resignations anywhere. However, it is not uncommon for members of rival departments to comment on the movement of colleagues from one department to another as the result of such movement raising the average in both departments. But no doubt, quite a proud moment for economics at Columbia.

_______________________________

Columbia University Press Release
August 28, 1947

Public Information Office
Columbia University
Morningside Heights
New York 27, N.Y.
———————–
Robert Harron, Director

Appointments of several noted scholars in the field of economics, effective with the new academic year, were announced yesterday (Wednesday) by Dr. Frank D. Fackenthal, acting president of Columbia University.

Dr. George Joseph Stigler, who has been a member of the faculty of Brown University, has been appointed professor of economics. Dr. Stigler was graduated from the University of Washington in 1931, and received advanced degrees from Northwestern University and the University of Chicago. He has held research positions with The National Resources Committee and the National Bureau of Economic Research, and is the author of “Production and Distribution Theories: the Theory of Price.” [sic, actually two different books: Production and Distribution Theories, The Formative Period (1941) and The Theory of Price (Revised 1952)]

Dr. Karl Polanyi, former lecturer at Oxford, the University of London, and Bennington College, has been named as visiting professor of economics. Dr. Polanyi, who was born in Vienna and was from 1924 to 1934 on the staff of the “Oesterreichische Volkswirt”, then a leading financial weekly, has been a naturalized British citizen since 1940. In 1944 he wrote “The Great Transformation, [1944]” which attracted international attention. It is an analysis of free enterprise capitalism as it affects western society. He was at Columbia during the recent Spring Session.

Three who were visiting professors during the past year have accepted permanent status. They are Albert Gailord Hart, visiting professor of economics; Ragnar Nurkse, visiting professor of international economics, and Abram Bergson, visiting associate professor of economics.

Professor Hart was educated at Harvard and the University of Chicago, has taught at Iowa State and the University of Chicago, and has served as research economist for the Committee for Economic Development. He is the author of “Anticipations, Uncertainty, and Dynamic Planning,” “Debts and Recovery, 1929-1937,” “The Social Framework of the American Economy” (with J.R. Hicks) and, with collaborators, “Paying for Defense.”

Professor Nurkse, a native of Estonia, worked with the economic and financial section of the League of Nations and has had major responsibility for a number of its publications, notably the volume, “International Currency Experience.” He holds an advanced degree from the University of Edinburgh. His work will be largely in the School of International Affairs.

Professor Bergson, who came to Columbia a year ago as a member of the Russian Institute staff, was trained at Johns Hopkins and Harvard, and has taught at the University of Texas. During the war he served with the office of Strategic Services as Chief of the Economic Subdivision, U.S.S.R. Division. He was also consultant on Russian financial questions to the Department of State and a member of the U.S. Reparations Delegations to the Moscow and Potsdam conferences.

Newly appointed to the department, whose executive officer is Professor Carter Goodrich, are Lawrence Abbott, a graduate of Harvard who has taught at Hotchkiss School, and Aaron W. Warner, former instructor in labor law at the University of Denver. Mr. Abbott will be an instructor in Columbia College. Mr. Warner will be in charge of economics in the School of General Studies.

Source: Columbia University Archives. Historical Subject Files, Series I: Academics and Research,  Box 23, Folder 5 “Economics, Dept. of, 1915—”.

Image Source: George Stigler (left) at the 1947 Mt. Pelerin Society meeting from the Milton Friedman Papers at the Hoover Institution Archives. Karl Polanyi (1947)  (right) picture found multiple times on webpages without attribution.

Categories
Columbia

Columbia. Personal Narrative of the Columbia Crisis. A.G. Hart, May 1968

 

This contemporary eye-witness report of the events of April/May 1968 by Columbia University economics Professor Albert G. Hart can be found in the economics department records in the Columbia University archives. Added to this transcription of a rather faint mimeographed copy is a link to a convenient overview of those events assembled by the Columbia University Libraries.

Hart was clearly writing for his colleagues but also for us historians (he closes with the German text from Buxtehude’s “Du Frieden-Fürst, Herr Jesu Christ”, and not just a phrase but three full stanzas without translation. Learned showboat?). He also didn’t want his report to leak to academic adversaries, but I think with over a half-century between us and this document, we can now legitimately “declassify” Hart’s 26-page typed “Annotated Narrative of the Columbia University Crisis”.

______________________________

Who’s Who and What’s When
Columbia University, Apr/May 1968

Columbia University Libraries. Web exhibit: 1968 — Columbia in Crisis.

______________________________

ANNOTATED NARRATIVE OF THE COLUMBIA UNIVERSITY CRISIS
CONFIDENTIAL

From: A.G. HART
4 May 1968

To:

J.W. [James W.] ANGELL
H. [Harold] BARGER
A.R. BURNS [sic, A.R.B. was 73 at the time, A.F.B. was 64]
C. [Carter] GOODRICH
C.S. [Carl S.] SHOUP
W.S. [William S.] VICKREY

You will all obviously find yourselves in a position where you must explain to outsiders what has been happening to us at the University; and I hope you will feel impelled to offer us some counsel. Hence, you ought to be getting some word from us as to how things feel, with enough detail on the happenings to show where we get these feelings. It’s quite plain I won’t get around to writing all the indicated personal letters; hence this circular. Please don’t take it as a complete briefing (even in my intention, let alone in fact): I was well-placed to observe and saw a lot; but I was watching at any time only one segment of one ring of the 12-ring circus and was rarely calm.

The format of this paper is an annotated narrative rather than an analysis. Diagnosis[,] prognosis and prescription have to go on while we’re sick and I am much involved. But it would be pretentious to claim full understanding; and a sketch of a chronology is necessary in any case. Hence I use a chronological skeleton. While I think one can produce a much more coherent report by addressing it to somebody in particular I want to be in a position to show this to a moderate number of people outside its address list. Largely for this reason, I avoid name-dropping except where I am clear that the act or utterance in question was designedly public and that to put a name to it is illuminating about the general process at work.

Before I dive in, let me say that so far as my observation an intake of reliable gossip reach, none of the economists (senior faculty, junior faculty and students) seem to have done or said things that will prevent us from working together in harmony and mutual respect. Things that may yet take a serious turn for the worse; but I think the Department of Economics is coming through in good shape.

Opening episodes

Tuesday, 23 April. While most of us knew there was ferment among the students (and my wife was hearing almost daily from Negro co-workers in West Side Relocation that the Morningside Park gym was going to be a focus for riots), it was a surprise to most of [us] that the troubles erupted so suddenly and strongly. I arrived on the 5th floor of Kent for a 12-o’clock class just as the announced protest and counter-protest got under way in front of Low Library. Having put together my normal prefabricated notes I was moderately coherent about regional problems within Latin American countries. When I told a student who insisted on gawking out the window that I’d “lower the guillotine” to reduce the noise; he walked out; wasn’t ours after all; but just a fellow with a camera? We heard some cries of “Let’s go” and a lot of rushing about. (The surge was first toward Low then towards Hamilton. Eyewitnesses tell me, what I could have seen from our window but missed that when the demonstrators crossed flower beds, they managed to avoid trampling the tulips, which were best-ever).

By early afternoon, we all knew that Hamilton was occupied. But while it was a curious sensation to walk past Hamilton — especially after rumors spread that Harlem had been invited in — the rest of the campus was more or less normal. The monetary seminar met in Haskell with only moderate signs of distraction; office hours were normal. Tuesday evening I read dissertations.

Wednesday, 24 April. Wednesday also had an air of quasi-normality; though one learned that the blacks in Hamilton had evicted the other occupants who in turn had “liberated” much of Low Library.* From the faculty standpoint, it was refreshing that the College Faculty met and passed some resolutions.1 Above all it called for cessation of work at the site of the Morningside Park gym project and for an announcement that work would not be resumed unless building there was accepted on behalf of the community by some group of community leaders.2

____________

*Spectator, which seems suddenly to have jumped from adolescent to adult approaches, reported this most interestingly—though with some confusion between hours AM and PM. The rumor that blacks imported by the “Afro-American students” from Harlem[?] as “representatives” of various organizations were taking charge with guns, was apparently traceable to what the ineffable Mr. [Mark] Rudd told his constituents inside Hamilton.

1 The Faculty of Political Science had met on Friday the 19th, with the weakest attendance I have ever witnessed—about 20, which I am told was a shade higher than the 1967 meeting when I was in Frankfurt. Robert Merton remarked near the end of this meeting that we had managed to sit an hour and a half without discussing anything that wasn’t merely procedural, and told us we’d simply have to find ways to revivify faculty meetings by having an agenda with real substantive content that would command participation.

2 I find I am unclear as to what stand was taken on “University participation in IDA [Institute for Defense Analyses]”: of course, I have no seat in the College Faculty, and I find I haven’t either brought the relevant papers to Connecticut for this breather Nor stored my mind with any clear memory of what I may have been told by the brethren who were at the meeting.
The IDA issue is of course typical on the interplay between the SDS [Students for a Democratic Society] agitation and Kirk’s reactions. They chose to ignore (though never quite denying) the fact that the Trustees had voted withdrawal, and to concentrate on the fact that Kirk and one trustee remained as directors.
As one of the economics graduate students closest to the strike leadership said at the department gathering last night (May 3), the strike couldn’t lose while it had Kirk to oppose it! Why didn’t he have the wit to withdraw as director so as to make the University’s withdrawal unambiguous?

____________

Closing of Fayerweather

Thursday, 25 April. On Thursday morning I arrived at Fayerweather to find that there was a picket line circulating in front of the south door, and a solid mass of cheerful-looking youngsters sitting on the steps inside.Various classes (including Wellisz’s Development) had been held normally at 9 o’clock, but Wellisz, having left, was locked out.

____________

3 Yes, the grey-haired and unidentified professor the back of whose head (stuck into Fayerweather door at an interrogative angle) got into the Daily News, Times, and other spots was AGH. I was looking to see whether anybody on the steps looked to me like a student I’d ever seen before; none did. Paul Lazarsfeld, who came up with me (wanting to go to his office) also looked and recognized nobody; though other sociologists told me some of their students were on those steps.

____________

            While Lazersfeld and I were at the door, people inside closed and locked it. Then there was thinning out of students inside. Presently there was a lot of talking and moving around, and inside the door appeared Eileen Christianson (at top of the steps also Eva Kiessling); Eileen was fumbling with a key in the lock. My impression was that she wanted out and was being kept in; so when in the confusion the door opened, I stuck my foot in it. None of us from outside tried to push in. It turned out that what was up was a protest-within-the-protest. Eileen objected to having her work (on behalf of students) interfered with; and if the lads said “strike”, she’d have them know that she’d worked six years for a trade union, knew what a proper strike was, and saw this “strike” was out of order! Things were getting hotter; messenger from Hamilton wanted to know if Fayerweather wanted some of them to come over: TV men on the steps were trying to tape the excitement, and I was afraid (though I didn’t actually touch anybody) that there might be pictures that looked as if faculty were hitting students. So I urged Eileen to adjourn upstairs; she and Eva later left by a 300-floor window (room 302 if that’s the seminar-room under the examination room) that later became the portal for an enormous traffic.

I met my 12:00 class in Kent, and we talked largely about affinities between this trouble and those in Latin American universities. One of the Argentinos had remarked to me outside Fayerweather that while they had strikes, LA students couldn’t have tolerated a strike that hadn’t been voted by a proper student-body meeting. I asked the students in Kent (about 2/3 of normal attendance) whether they’d had any notice of a meeting at which they could consider a strike, and not one had had such notice or heard of a meeting he could go to.

So far as I can remember it, Thursday afternoon was when arm-bands began to blossom, and there began to be people at the gates (only those at the ends of College Walk were left open) calling for a look at University identification.

Thursday afternoon and evening I still felt able to get ahead a bit with my current research project and with dissertations. It didn’t seem unplausible that one would wake up Friday and find everything had blown over. There was still blasting to be heard from the gym site, but one expected to hear that the University was backing off.

Faculty mobilization

Friday morning, 26 April. So far as I was concerned, my last more-or-less-normal act before plunging into the crisis as full-time occupation was to pick up some computer printout early Friday morning. By this time, one was getting reports of very awkward “confrontations” involving faculty. There had been some sort of hassle in front of Fayerweather and another around Low. I had the impulse (which evidently was rather common among the brethren) that we should be trying to get the faculties convoked. My notion was to get the 20 signatures on a paper addressed to Sigmund Diamond as chairman of the Committee on Instruction which (according to a conversation between Low and Fayerweather with Diamond and Dean Frankel on Thursday sometime) would be necessary to convoke Political Science according to the members’-demand procedure. My first thought was to circulate on campus with a clip-board; but my wife persuaded me that might help stir things up. Wellisz and I concocted a paper calling for a meeting with primary emphasis on trying to define in advance a distinction between modes of police action we must reject and modes we might accept in case of a decision to clear the by-now-five occupied buildings. Wellisz (though late for a meeting in Harlem) let me into the International Affairs building, which was the likeliest place to find any number of members of our Faculty that could be spoken to quietly. I came out a couple of hours later with several signatures (nearer 10 than 20) and with advice not to push a call till we’d heard from the Advisory Committee of the Faculties. (In the end the Advisory Committee never met, or at least did nothing I’ve heard of).

Friday early afternoon, 26 April. During Friday afternoon, the word was passed that an informal meeting was to be held late in the afternoon at the Faculty Club, consisting of available members of the three Committees on Instruction of the Graduate Faculties, augmented by such ex-department-chairmen types as me. Meanwhile, I dropped into Philosophy Hall, which bore a sign (one of the few conspicuous touches of humor in this dead-pan affair) “liberated by the faculty”, and where somebody-or-other at the door insisted on seeing faculty identification. I had been warned that a group of light-weights had been holding a marathon meeting in 301 Philosophy, urging all sorts of foolishness, and needed to be squelched by some senior faculty. So pending the beginning of the Faculty Club meeting, I thought I’d better visit 301 Philosophy just long enough to find a chink in their discussion into which I could insert a dignified protest. Where did these characters get the idea they could claim to speak for the faculty at large, or even could assert they were sensible enough to deserve a hearing? I sat about two minutes before I noticed that maybe I didn’t want to protest; within an hour I found that I very much respected the way they were working and might want to wear the white arm-band, which turned out to denote ad-hoc-faculty-group-as-peace-force.4

____________

4 As to becoming a member, I found I had already become one by showing faculty identification to enter Philosophy Hall and then entering room 301; if I chose, I could become a non-member by walking out at any moment without fuss, and could become a member again by walking in again. Once in a while I heard it said that to be a real member you had to put your name to a paper that committed you not to meet classes till certain “student” demands were met. But nobody either presented me with such a paper, claimed that non-signers were non-voters, or called upon me to take or authorize any action that conflicted with my quite-different principles.
By the time I came in, it was plain that the role of the ad hoc group was above all mediation. They had quite a team of mediators (among them Peter Kenen), who were rarely visible except in rapid passage — and who had to take horrible abuse from the SDS people and carry messages which they knew were not being properly transmitted to rank-and-file in the buildings.
It turned out that the group of faculty had also intervened to block an attempt of the “majority coalition” (jacket-and-tie types students, with a considerable admixture of athletes) to enter Fayerweather and dislodge the occupants, of whom (though I didn’t believe it when first told so by faculty who had been in and out the window, there were some 400. Furthermore, the group had resisted an attempt to move into Low a number of plain-clothes policemen. I think both of these were Thursday-night events, though my timing could be off here.
The white-arm-banded faculty by the time I came in were (1) manning the gates and checking University credentials for entrance; (2) circulating on campus to “cool” disturbances; and (I think so soon) manning the “ledge” around the foot of Low Library, to prevent entry through windows of people aiming to join the SDS occupants. (Exit—sorry, “egress” — was ok, with rainchecks for ingress to designated couriers escorted by mediators or members of the ad hoc group’s steering committee. Result: rapid accretion of improvised law, leading into the “Hedge-Ledge Treaty”.)

____________

Friday late afternoon, 26 April. The Friday afternoon meeting of the augmented Committees on Instruction was a heartening expression of sweet reason—but a little hard to remember in detail. For once, nobody said anything silly or inflammatory; but we did rather wonder whether we were saying anything applicable. The main outcome was a decision that the Committees should convene a joint session of the three graduate faculties.

Friday evening, so far as I can remember, went into a plenary session of the ad hoc group. Every now and then ther’d be an interruption because more people were needed at the gate, or there was need of white armbands to tone down some incipient mob scene. Early (that is, 1 AM) to bed for me.

Saturday, 27 April. Saturday was a day of prolonged meetings of the ad hoc group, with walks to talk to students. My memory is rather vague on details. Late in the day, Alan Westin (admirable chairman of the group) put it that the resources of mediation were about played out and we should move toward having a settlement-proposal. I went to dinner at the Clifford’s (Jimmy didn’t make it, being absorbed in the meeting); conversations with Kenneth Boulding, who stressed among other things seasonal aspects of disturbances.

Beginnings of formalization

Sunday morning, 28 April. Sunday opened with an 8 AM meeting of the ad hoc group, which voted some very good resolutions cooked up by the steering committee. The gymnasium-clause, especially, was a masterpiece—holding open the idea of building in the park only if agreed to by civic and community leaders picked by Mayor Lindsay. The Group held out against a commitment to amnesty for those occupying the buildings, and called for activation of a proposed tri-partite body (faculty 5, students 5, administration 2) with a named roster of members that had been negotiated (I gather largely by Peter Kenen, whose name is on it) with the strikers and Low Library.5

____________

5 Before I came in, a three-man committee with Lionel Trilling as draftsman had been proposed by the ad hoc group and empowered to draft a scheme for such a body by the administration — the first step toward a process of negotiation via agreement on a slate of people to take something in hand.

____________

            The proposal to convoke the three Graduate Faculties had expanded during Saturday into one to call the “General Faculty”—an amalgam of all faculties within the Corporation (no Barnard, and no TC [Teachers’ College]) on the Heights (no medical, no Social Work). Western Union for once got some business: invitations by telegram. This met in Law School A-B. Trilling read the almost-final report on the judicial tripartite body; Westin got to explain the ad hocgroup’s resolutions, which he did not call on the General Faculty to adopt. We voted I can’t quite remember what (including some corrective to the Trustees’ goof in characterizing the Friday suspension of blasting at the gym site as a matter of “courtesy” toward the Mayor, nothing more), and avoiding any commitment to general amnesty.

Sunday afternoon, 28 April. The afternoon so far as I can remember it, was spent outdoors. The “majority coalition” decided to move in around the occupied side of Low Library (west) and set up a food-and-ingress blockade by occupying en masse the ground between the faculty’s ledge and the surrounding hedge. (Walks outside remained as a no-man’s land). SDS tried various run-the gauntlet tricks, and we had a thick white-arm-band line on the ledge, with confused mimeographed instructions (hedge-ledge treaty) which set up something like a game of capture-the flag. Incredibly picturesque colored children swarmed, with handfuls of our tulips.

Sunday night, 28 April. In the evening, there were the usual meetings. A bad night was forecast. At midnight we diverted a small fraction of the meeting to guard duty. Having donned a white armband for the first time in the afternoon, I had a spell of gate duty and then about two went on the ledge. Very quiet. There was a pleasant encampment of “coalition” people inside the hedge, and the College Walk a camp of SDS people, with candles, guitars, etc.—very serene and rather a beautiful sight. About four a bagpiper started to skirl between the two; but somebody whispered to him and he collapsed. Fuss over flag-raising at dawn, with the “coalition” very firm on singing Star Spangled Banner. The 4AM relief of faculty didn’t turn up, which made the night rather wearing as our numbers thinned out to an extent which we were told had proved dangerous the previous night; but no adverse consequences. About 7, new white armbands began to build up, and the night-guard went off to sleep.

Monday morning, 29 April. Monday the ad hoc group convened about 10AM, and Westin announced the day would be devoted to trying to get a real rallying of sentiment to our terms of settlement. Kirk had put out a statement (printed by the Times in a box with the ad hoc group statement[)] that represented substantial concessions. We voted for a terms of-settlement package with a useful sequence: If Kirk would make recommendation to the Trustees to meet the gymnasium proposition and activate the judicial body, we would then demand that the building-occupiers come out and submit to academic due process (no amnesty, but indications of “uniform punishment”). If the strikers refused this, we would cease to “interpose” and let the Administration have a free hand to clear the buildings. Kirk came through rather promptly with a response which many of us saw as “yes but”—with a readily-negotiable but. The SDS strikers, on their side, sent us at 6 PM a complete refusal to accept these terms.

Monday evening, 29 April. When the ad hoc group reconvened in the evening, it was plain that the steering committee was rattled. Westin was able to read a long list of telegrams (Javits, the AAUP, etc.) commending our terms. But there was a whole series of disastrously bad proposals. Before Westin and the Steering Committee were on deck, there was a proposal to evacuate our ledge because of physical danger to our people there. We took a recess, looked, and came back convinced this was nonsense—though a few eggs had hit our brethren, and one large-size fruit-juice can had scored a near miss. Next the Steering Committee moved a statement that treated as substantially identical the Administration’s yes-but answer and the SDS’s resounding no. (Westin’s slogan had been “bitter pills for everybody”; as I see it, the bitter bill [sic] for us in the ad hoc group was that we had to take yes-but as yes, or else negotiate the but). This not meeting acceptance, they moved t[o] invoke arbitration to be set up by Governor Rockefeller. But it proved that they’d no evidence that arbitration would be accepted, any more than mediation, by SDS.

Monday midnight, 29 April. Adjournment rather after midnight, with no program formulated, put a lot of our people on the ledge. For my part, I had shifted myself to the 4 AM list, reckoning that with so many of our people ready to drop from exhaustion, actual arrivals of 4 AM relief men were essential so that we’d at least have a presence as observers (lacking any basis for real effectiveness) in case the “blowup” came at the most probable hour of the night.

First steps toward unwinding

Tuesday morning, 30 April. My alarm didn’t sound at 4 AM: I hadn’t pulled out the can-ring peg. (Is this what happened to the 4 AM reliefs the previous nights?) But my wife, who never wakes at such hours, had set her internal timer and poked me when the alarm-clock said 4:05. (It was 10 minutes slow). So I got to the Amsterdam gate about 4:25. The police, who had been around in force almost all the time since Thursday mid-day6, were thinned out and more in motion; nobody checking credentials at the gate. The noisy Harlem demonstration that had been at the corner at 1 AM had vanished.

____________

6The Amsterdam-Morningside block of 116th was throughout a mass of parked police cars (including horse-vans, paddy-wagons sometimes, and on the last days ordinary city buses that had brought in large batches of police). There were always a good many police on foot on the block, who would talk pretty freely. Even the mounted police weren’t totally frozen: I regretted lacking a camera when I saw a small colored boy in a red sweater petting a very placid horse with a rider up.
The police apparently held all the “100-level” tunnel network from Thursday onward, but eventually entered almost all occupied buildings by campus-level doors. When I began to circulate on the 100-level of Low, I found a small reserve on the benches near the “Security entrance”. While on the gate, I passed lots of plain-clothes police that flashed badges. One of the objectionable features of the “blowup” was that plain-clothes men took a hand without putting on visible badges.

____________

            Yes, the “blowup” had happened while I slept. The word was that mounted police had swept away the outdoor demonstrators. The Administration had given 30 minutes notice that the buildings would be cleared on bull-horns. At Hamilton (which had been the point we were afraid might lead to major trouble), there was token resistance; police went in without clubs, and occupiers came out in some order. In front of Fayerweather, a number of white-armband-types linked arms and got clubbed; police at the 54th St. station told a companion of mine that “if they link arms you have to use clubs”.There was a considerable fracas at each of the buildings with fairly solid masses of “radical” occupants (Low, Mathematics) and also at Fayerweather (into which most of the “moderates” had been displaced).

____________

7The TPF (“tactical police force”) had been around all week, and felt frustrated. A partly-rational explanation could be that they were aware that they were being kept away from other danger-points in the city and were losing sleep—hence were losing effectiveness in alternative uses. It occurs to me, too, that it may have been painful to be kept away from their taxi-driving and other “moonlighting” jobs, even though getting overtime pay.
The police group that took Hamilton must have been specially selected and indoctrinated. Most of the faculty feel that if an acceptable mode of police action was feasible there, it would have been so in the other buildings. There is no doubt, however, that the other groups were less disciplined than Hamilton. (Damage in Hamilton was limited to furniture used to barricade the doors. This may also have been true in Fayerweather before the police started smashing glass panes in doors to see who was inside. But in Mathematics and above all in the presidential suite in Low, there was damage on a large scale of strictly malicious character). The police also did not and perhaps could not have a huge superiority of numbers at points of contact: Fayerweather contained at the blowup some 300+/- 50 strikers, mostly on the 200 and 300 floors. I still regret that I wasn’t able to persuade faculty groups to consider in advance the difference between weaponless police action which would pull-and-carry and armed action which would club-and-push. We have no reports of guns being used; handcuffs were used as brass knuckles—an angle I hadn’t thought of at all.

____________

            At the corner of 116 and Amsterdam, I found a few white arm-band people who like me were just turning out, and a couple who had been on campus. The word was that we’d go to somebody’s apartment on 116th and see what we could find out by phone. I dashed home to use my own phone, alerted my wife, and called up her brother (Bethuel Webster), who coached me a bit as to how arrestees could be advised. (Only family and attorneys have a recognized right to see them; family can designate attorneys.) As I turned the corner back onto 116th, I met a young-faculty type I didn’t know, in shock with a broken head, and with a middle-aged woman; they said they wanted a phone, and I referred them to my wife, who tells me she took them in. The previous knot of faculty being invisible and not in the designated apartment, I went through an unguarded gate to Philosophy for instructions, and found 301 was a dressing-station, with no ad hoc leadership in evidence. So I took it upon myself to visit police stations. Some students at 114th and Amsterdam, who had a car, ferried me around. We found at West 100 St. that all arrestees were blacks from Hamilton, and that somebody had taken our role. At West 54th Street we found also only Hamiltonians, and the police gave us a list. At West 68th Street things were more confused: they had about 25 arrestees in stock, and refused a list. I asked if any were faculty, and the produced “one somewhat older”, who turned out to be Dankwart Rustow. The police refused to give me a list, and refused to let me hand a clip-board around; but they conveniently failed to notice when Rustow opened the door of the room they were using and handed me a slip the arrestees had all signed. This was at 6:30; Rustow said not to call his wife till 8 o’clock, as she expected to hear nothing from him sooner. Following advice from a student reporter from WKCR (which throughout has done a first-rate job of reporting) I got WKCR to come and fetch the list from 7th-floor Philosophy.

Tuesday mid-day, 30 April. It developed that the General Faculties had been called for 4 PM, and the ad hoc group had called itself for 10, 10:30 maybe? This ad hoc group gathering shifted to Earl Hall because 301 Philosophy was disrupted, then to MacMillan because Earl Hall was too small. It was finally called to order at noon. Westin proceeded to lay out a resolution the Steering Committee had framed, in a state of shock, before 10 o’clock; it opened with a resounding vote of lack of confidence in Kirk and Truman and ended with a call to “respect” the new student strike that was already visibly shaping up. A “medical report” was called for, and proved to be such an incendiary utterance that Westin had to insist the doctor give us a few facts and sit down.8 The tone of most utterances was rather frantic; a move to adopt the revolution “by acclamation”, rejected by Westin, proved hard to head off. After about an hour, Westin (after whispered consultations) announced that the Steering Committee was amending its resolution to say that so far as the strike was concerned, the ad hoc group would reconsider its position after 48 hours. From my standpoint, this was crucial: I’d still have had to vote “no”, but if the amended resolution had carried, I would not have felt I had to drop out of an organization which, taking a wrong stand, guaranteed to reconsider. After a further hour, Westin announced that in the light of the discussion the Steering Committee was convinced that it could quickly frame a much better resolution; he withdrew the resolution and called for a recess. A motion to recess proved to draw shouts pro and con. Westin was about to call a vote when somebody (I can’t remember who) objected that what with the attendance being double that of any previous meeting and with the lack of screening of identification as we shifted from Earl Hall, we could be sure that many present were not faculty and that many were so unfamiliar with our operations that they couldn’t fully gauge the situation. He suggested that those who had attended no previous meeting of the ad hoc group should abstain from voting on the recess. Angry shouts opposed him. So Westin said that with or without a recess, he withdrew the resolution and called on the Steering Committee to move with him to a place where they could work. The moment he left, one of the more responsible survivors proclaimed that the meeting had adjourned, and the great bulk of those present left.

____________

8One clearcut scandal was that although the Administration saw violence happening and knew a “blowup” was imminent, it took no steps to set up emergency medical facilities on campus. The natural consequence was that there was a volunteer group linked to the strikers. One of the Communist stereotypes of the 1930’s (cf. various works of Howard Fast) was the noble doctor who worked inside rebel lines till the damned reactionaries played on his nobility to get him in their hands. Was it really necessary for the Administration to let this hackneyed scenario be reused on our campus?

____________

            As I was leaving too, the preceptor on my left urged me to stay a minute. One of the more obstreperous members of the ad hoc group was saying very proper things—that “those who remained in the room”, as a non-meeting, might want to hear a statement on the new student strike by the Executive Vice-President of the Student Council. This lad then popped up, and with great propriety made a strictly explanatory statement (laced with hopes of faculty support), making it clear that this was a new strike to express revulsion against violence, not a continuation of the old strike, with a strike committee for the present composed of elected leaders from student organizations that had not participated in nor approved occupation of buildings, and with its statement of objectives yet to be formulated. Then the Student Council lad introduced a young African (seems to straddle faculty and student status, like many of the juniors), who had made a disturbance in the previous meeting. He started by an apology for the disturbance, went on to other remarks which I disliked but which in substance seemed admirable in spirit—and then rashly pronounced the word “motion”. Then he swallowed his tongue, evidently sensing that one can’t put motions to a non-meeting. But at least twenty voices cried “Yes: motion”. He started to unreel a form of words about “the faculty members present at this meeting”, and almost instantaneously a large proportion of us were on foot headed for the exit. (I had the sensation of leading a walkout from my well-chosen heckler’s position, second row on the aisle; but if I was leading it, come to think of it, why were there a hundred people ahead of me on the way to the exit?) According to one of the few New York Times stories that seems to check in detail—another evidence that the room contained unqualified people—about 125 people remained, claimed that the meeting had not adjourned and they were the ad hoc group, and passed “unanimously” the original Westin resolution. Since the story said also that there had been 600 present when Westin took the Steering Committee, [but] my feeling is that it isn’t necessary to repudiate this rump, but the figures will speak.

Second meeting of the General Faculty

The General Faculty meeting was transferred to the Chapel. It convened almost on schedule, with an almost full house. I missed the opening because I was in the porch taking a hand in leading to vacant places in the balcony 20 junior faculty who had somehow sifted themselves out to act as observers on behalf of the juniors in the ad hocgroup.9 The moment Ralph Halford came out to tell us the meeting had accepted the 20 observers, I helped pilot them to the north balcony.

____________

9Kirk had transformed a suggestion from the junior group that they participated in the first General Faculty meeting into a proposal in invite twenty by telegrams like those sent to senior faculty. But an accident (call to people framing the list of 20 to help “cool” a fracas outside Low) prevented completing the list, and the telegrams never went.
Kirk opened the first meeting with a request for unanimous consent to admit one junior representative as observer, which was done. It seemed to me that if tokenism was the order of the day, one wasn’t the optimum permanent level for it; so I got the question taken to Truman and he suggested 20, to be picked by some procedure the juniors were to find themselves.____________

 

Tuesday afternoon, 30 April. After a brief statement of his own and somewhat more from Truman, chiefly about the police action, Kirk introduced Hofstatter [sic, Richard Hofstadter], who presented a list of resolutions (half a dozen well-worded points, on one sheet of paper that had been handed to everybody) concocted by a stable of most estimable middle-of-the-road types including Hofstatter[sic], himself, Daniel Bell, and I think Trilling. The main content was a move toward constitutional reform (constitutional convention for the University; preparatory commission to organize the convention; demands upon the Trustees that they take a constructive part in reorganization). The first line of the resolutions referred to the “necessity” of the policy action and the last point to continued leadership by Kirk and Truman, so that this motion was vote-of-confidence sandwich, with lots of rather appetizing stuffings.

A number of prestigious professors were primed (as at the first General Faculty meeting) to support these resolutions, stressing the “no-recriminations” aspect of the first point, and the go-ahead character of the rest. But presently up rose Marvin Harris and moved as an additional resolution the original Westin proposal to the morning session, pointing out that its author would probably oppose it. This resolution too had a lot of sound where-do-we-go-from-here stuff in the middle; but since it opened by repudiating Kirk and Truman and ended by endorsing a strike, it was a vote-of-no-confidence sandwich. Kirk ruled from the chair that there was no use treating this as an additional resolution, but it had to be seen as a substitute. Since its main content seemed to be lack of confidence in him, he felt he should not continue to preside, and called upon Dean Warren to take over as presiding officer. By some miracle, previously non-existent chairs appeared just below the steps, and he and Truman stepped down into them.

Westin did get up to say that he opposed the motion of his drafting as an utterance from the General Faculty. From that point, discussion ran downhill as to content and got more and more shrill. Every speaker was being oh-so-parliamentary and trying to speak to the substitute proposal without reference to the original. Some sort of confused vote was taken on something which required a show of hands and a very slow count, and indicated that on any more substantive vote we were likely to split with at least a third dissenting. At this point up stepped Maurice Rosenberg and introduced a most valuable element of confusion by putting up a third set of resolutions as an amendment to displace the second (substitute). This was much less a statement of principle and more an action; its key clause was to set up the executive committee of the Faculty, to be composed of professors “such as” a specified list of ten (partly ad hoc group types like Westin and Bell, partly strong figures not identified with the group), to coopt two junior faculty; and another clause called upon the Trustees to cooperate with our Executive Committee in restructuring the University.

While Rosenberg’s proposal was received with a sense of relief, discussion again ran downhill. At this point, I somehow got it through my head how Rosenberg had laid the threads out so that one could give a tug at the right place and they would unsnarl. I came downstairs and planted myself by a pillar just behind the properly-seated people, whence it wasn’t too hard to watch Warren’s eye; he recognized me as a long shot, not knowing at all who it was. (Kirk, who must regard me as a bungler, winced when he saw me appear—as if it wasn’t bad enough to hear all the previous nonsense). I began by introducing myself as an economist, and pointed out that economists felt that in logic you could talk sense about a substitute only in explicit comparison with what it was supposed to be a substitute for. Hence it would not be out of order to deal not with one of the proposals before us, but with all three. To start with the second, its chief effect would clearly be to paralyze us; whether or not we fully approved of the leadership we had, we would be in a disastrous situation if the first order of business for the Trustees was to replace it. This was “proposal to use all available steam to blow the whistle”. The third proposal had the supreme merit that it would actually put well-chosen people to work on reconstruction. The very substantial merits of the first set of resolutions10 could best be realized by putting an Executive Committee to work.

____________

10 I hope I referred also to the constructive middle parts of the second resolution, but can’t remember how I said it if I did.

____________

            At this point (though I hadn’t intended it when I rose), I realized that for the moment people were breathing more calmly, and that I should try to wind up the debate. So I said that in a moment I was going to move the question, but first wanted to say a word about our attitude toward the strike, I referred to the “very commendable weasel-word ‘respect’” used in the resolution. No doubt this word could be used in a technical sense; but we should take it in a much deeper sense. Whatever else the strike was, we must see it as an outburst of grief over what had happened to the University. Even though we might regard the form of outburst as uncouth, if we couldn’t show “respect” for the grief it expressed, who were we? Once we started putting more meaning into “respect”, must we not also say that we respected the view of some of our colleagues that if there was a students’ strike of this type, they must take some steps of participation? Reciprocally, must we not respect the view of some of our colleagues who hold that in the academic world there must always be some better vehicle for a protest, and that even in these conditions, they must refuse anything that might seem like participation? Mustn’t we also respect the need of many students to complete their work this semester, and to get completion properly attested on a University transcript? In sum, mustn’t we as a University find a way to move ahead in a climate of mutual respect? With that, I moved the question.

Dean Warren, in view of the previous fuss, called for a show of hands. “Voice!” called a number of people. All right, no harm in trying a voice vote first. In favor of the motion to call the question and terminate debate? Lots of aye. Opposed? Silence! Before he could call for the substantive vote, up rose some youngish man I didn’t know, with a question to the proposer of the motion. Would Professor Rosenberg agree that the motion would be clearer if he expunged the words “such as” in front of the roster of names for the Executive Committee. And yes, he would. (The fox! It looks as if he put those words in just to have something to concede. The effect was that instead of voting a rather ambiguous request to somebody—Kirk?—to name us a committee of a certain type, suddenly we were engaged in electing a committee on our own initiative, with no middlemen!) On the substantive question of Rosenberg’s amendment, Warren again called for hands. Again shouts of “voice”; again he tried it. Lots of aye; distinct but faint, a definite minority of no. No challenge when Warren said the ayes had it.

Then came a motion to adjourn. A count of hands did prove necessary this time. (I sprinted upstairs, to be able to certify that our junior-staff observers didn’t vote.) The count was 250[?] to adjourn versus 250 not to. Just what the vote meant, Lord knows. Some hoped still to roll up a substantial vote against Kirk and Truman on some motion or other. The Architecture folks had some proposition that never reached the floor. Maybe a good many were worried because of something I quite failed to register: that Warren had goofed; and after getting proposition three voted to displace proposition two as a substitute for proposition one, had failed to get a vote on proposition three against proposition one. A technically-fatal-but-practically-trifling error in procedure. Everybody knew that in fact we’d elected a new executive; and as people went out, a few of the Executive Committee were sorting the rest out of the crowd for an instant beginning on the new phase of activity.

Over the hump—perhaps

Tuesday evening, 30 April. Once again, prompt steps were taken to legitimatize what might have been challenged. The Trustees held a dinner meeting and afterwards sat till 2 AM with the Executive Committee. The statement from the Trustees that resulted was to my taste most satisfactory. As a position, it serves only ad interim; but it shows that the Trustees have engaged themselves in a process that if well guided can put us a sound footing. To begin with, the Trustees recognized the Executive Committee as a responsible body acting on behalf of the faculty. They recognized the tripartite judicial body, which under Rosenberg’s resolution was at last put to work. They appointed their own committee to look into reform of the “basic structure” of the University, and instructed that committee both to consult with our Executive Committee and more broadly to consult with faculty and students. On the gym, they proposed to “consult and negotiate” with a body of community leaders. Maybe they thought this was only a token concession; but of course they’ll find that to “negotiate” you have to be on terms with an opposite number that isn’t just your stooge; doubtless the Mayor will find himself on the spot with a need to select the “community” people.

A useful point of the Rosenberg resolution was to call for a “day of reflection” on the Wednesday. So far as I was concerned, the most urgent business was a dissertation-defense, for a candidate who is very ill and had been patched together by the doctors for this week only, between two spells of hospitalization. We had taken the precaution of arranging for him to come by taxi to my flat at 54 Morningside. One of the scheduled examiners was Terence Hopkins of Sociology, who was visibly so exhausted that it was doubtful he knew the day of the week; so I had hedged by inviting a historian ([Bailey W.] Diffie) who lives at 54 Morningside. We opened the defense (following the precedent set by Peter Kenen when we held an examination in subjects at my flat on—I think—Friday the 26th) by asking the candidate to waive objections to irregularities of procedure. Fortunately we were able to pass the dissertation in the first column—as was true also of the Kim dissertation on Thursday the 2nd and Sobestyen dissertation on Friday the 3rd.11

____________

11 We held three defenses and two examinations in subjects—Aspra and Deestlov[?]—at the flat between 25thApril and 3rd May. Newsprint-pad-and-wax-pencil proves in many ways much better than a blackboard! Several other flats in the neighbourhood have been in use, and on the whole examinations for the doctorate have gone as scheduled—though I hear rumors of one case where a colleague refused to examine because of the strike.

____________

Wednesday afternoon, 1 May. After lunch, the thing to do was join the conversation-bees on the campus. Most of us were looking for students we knew; once we started talking to them, others latched on.12 I found myself telling them that if they thought about the “Kirk must go” slogan, then so nearly the sole focus of the strike agitation, they would find that what their position really called for was “Kirk must go—but not yet!” My basic argument was that we couldn’t afford to let the Trustees get bogged down in the problem of a replacement, and that within a few months we’d have a much better Board to make selections.13

____________

12 But I didn’t succeed in spotting the SDS type who on Sunday had told me intensely that “to block food going into Low is murder, of course!” To choose the right moment to laugh has been tricky. One is reminded of what a Canadian colleague said about “Social Credit”: “You have to remember, it’s only a stop from the sublime to the ridiculous, and sometimes the line gets shifted a little.”

13 Advice by telephone from my sagacious son: a further argument for delay, still stronger, is that any immediate replacement must be made by the Trustees; while very likely the University-reform program should include selection of a President by the faculty, subject to Trustee ratification. This will obviously take time to organize.
SDS seems to be trying to avoid getting Kirk’s resignation on the list of the strike objectives. One can easily think up possible motives that don’t include getting sound leadership by sound procedures.

____________

Several students thought this idea (together with some comments on “respect” along the lines I’d presented before) should get circulation; and an undergraduate I’ve known for some 15 years showed me the way to the WKCR studios. They gave me a 5-minute interview, and later read off a page of typescript I left with them; besides, I got a chance to tell a couple of their staff how much my acquaintances were praising their handling of the crisis.

Wednesday evening, 1 May. In the evening, we held the usual musical open house (with Dean Morse [Columbia economics PhD 1965] as pianist) at my flat. Much of our time was spent on a Buxtehude motet. Bitte um Frieden. It’s musically first-rate, happens to fit the odd combination of people who came, and certainly has a most suitable subject.14

____________

14 While it’s most genuinely religious music, it’s an odd twist that the text tells the second person of the Trinity his business (“Remember your office!….Expedite the business.”) for all the world in the tone the Faculty tends to use in the new turn of events toward the Trustees.

____________

Thursday, 2 May. The situation on Thursday was much like that on Wednesday, except that there was a certain devolution of authority. The University Council, which on the whole has stayed tactfully out of sight, had to be consulted on the obvious necessity of doing something about the University Calendar and could think of nothing better than to toss it to departments and schools. A gathering of department chairmen (to which Peter Kenen sent Donald Dewey as his deputy) could offer no guidance either on the calendar or on how to handle classes in face of the amorphous strike movement.

Thursday evening (or was it afternoon), 2 May. Peter Kenen called a meeting of economics faculty and graduate students on Thursday, which was very heavily attended. I can’t remember that we did much but clear the air; but a number of suggestions were canvassed that crystallized next day.

Friday evening, 3 May. A more decisive meeting of the same composition was held on Friday evening. The students (apparent ringleaders Reischauer and Roosevelt) proposed a resolution in favor of getting on with our education, and then came up with a suggestion that if the strike was on, we should set up classes (“all classes” was amended by deleting “all”) in places off campus. Several of the faculty indicated it might be a matter of principle for them to appear, at stated hours and stated rooms, if the University was officially open. I drew attention to the fact that faculty as well as students had taken the line that we objected to having our education interrupted. For my part, I’d suffered rather heavily in some dimensions by the interruption; but in other dimensions, my education had been greatly accelerated. In particular, I’d come to agree with one of the young faculty who told me, “On the ledge, we learn to bend.” I felt we’d do well to bend by taking a stand that wouldn’t create avoidable points of conflict—without putting in the wrong any colleagues who felt bound to hold “regular” classes. We must remember that any signals we might send out by stating high principles were quite likely to be incompatible with the receiving apparatus of the people we thought we were signalling to. For my part, I proposed to hold classes at 54 Morningside drive if campus space was picketed—hoping that any classes held on campus would not meet with disturbances. If disturbances did happen, I’d be strongly inclined to move back to campus classrooms rather than leave colleagues isolated. Alexander Erlich said he felt bound provisionally to hold no classes—but must refuse to endorse beyond (say) Monday morning a strike that was so amorphous, and would have to reevaluate it as it developed.15

____________

15 If we were so hard up for information about the strike, it was partly because our graduate students largely stood outside it. Reischauer had been conspicuous among the green-armband-wearers, who registered disapproval both of forcible seizure of buildings and of violence to clear them; and one gathers this was rather typical of our students. The strike committee had invited any student organization with more than seventy students willing to sign a strike paper to send in one representative per 70 students signing; but our students did not include enough strikers to be represented. I learned however on the Monday (past the closing date of this narrative) that signatures by economics students had mounted enough to send a member.

____________

            There appeared to be an almost-universal sense that we needed a student-faculty committee on departmental problems. Peter Kenen suggested that he would name a faculty group of 5, and urged the students to elect 5. For those who straddled faculty and student status, he suggested that they sit with the students or faculty in the committee-selection process as they thought they could be most useful. The committee roster turned out as follows:

 

Faculty

Students
D. [Donald J.] Dewey

A. Gandolfi

A. [Alexander] Erlich C. Gersti [Gerstl?]
A. [Albert G.] Hart (to preside) D. [David] Gold
C. Jordan R. Reischauer
P. [Peter B.] Kennen (ex officio)

A. [Anwar] Shaikh

R. [Robert B.] Zevin

The spread of opinions, ages, and backgrounds is very interesting.

This committee must face a number of sticky questions. I don’t want to particularize till things have shaken down somewhat. Problems will be accentuated by the fact that one platoon of senior staff ([Donald J.] Dewey, [Kevin J.] Lancaster, [Stanislaw] Wellisz) will be going on leave just as another ([Harold] Barger, [Arthur F. (more likely) or Arthur R.] Burns, [Carl S.] Shoup, [William S.] Vickrey) comes back from leave. But we will get benefits of continuity from the work on junior-staff selection that brought us as the assistant professors giving main-stream[?] graduate courses the team of [Roger E.] Alcaly, [Roger C.] Lawrence, [Raymond] Lubitz and [Robert B.] Zevin. We seem to have about the sanest set of graduate students in the University, and by good luck those with political flair also seem to have a more-than-superficial view of what’s happening. We are still very much at the mercy of events; but I remain optimistic.

______________________________

Text (from Jacob Ebert’s hymn, Du Friede-Fürst) of Buxtehude’s cantata Bitte um Frieden:

[Correct text from the Internationale Dieterich Buxtehude Gesellschaft website:]

  1. Du Frieden-Fürst, Herr Jesu Christ,
    wahr Mensch und wahrer Gott,
    Ein starker Nothelffer du bist,
    Im Leben und im Tod,
    Drum wir allein im Namen dein
    Zu deinem Vater schreien.
  2. Recht große Noth uns stößet an
    Von Krieg und Ungemach,
    Daraus uns niemand helfen kan,
    Denn du, drum führ die Sach,
    Dein Vater bit, daß er ja nicht
    Im Zorn mit uns wol fahren.
  3. Gedenk, Herr, jetzt und an dein Ampt
    Daß du ein Fried-Fürst bist,
    Und hilff uns gnädig allesamt
    Jetzt und zu dieser Frist,
    Laß uns hin-fort, Laß uns hin-fort,
    Dein göttlich Wort
    Im Fried, im Fried, im Fried
    Noch Länger schallen. Amen.

 

Source: Columbia University Libraries, Manuscript Collections. Columbia University Department of Economics Collection. Box 10, Carl Shoup Materials. Folder,” Columbia University—General”.

Image Source:  Columbia University Record, vol. 23, no. 5 (Oct. 3, 1997).

Categories
Columbia Suggested Reading Syllabus

Columbia. Reading list for Economic Analysis (less advanced level). Hart and Wonnacott, 1959

 

Judging by the following syllabus, the entry level graduate course for economic theory at Columbia sixty years ago seems to have been pitched no higher than the level of an undergraduate intermediate economic theory of today.

The syllabus transcribed for this post comes from William Vickrey’s papers in the Columbia University Archives. We can see there was a deviation from the originally announced announcement with the addition of Paul Wonnacott (a recent Princeton PhD) to co-teach with the department chairman Albert G. Hart. It is not clear what is meant below that Vickrey teaches “a reverse section” to start in January 1960, though I suspect it meant that the sequence could either be taken with Hart [first semester (101) then second semester (102)] or the sequence could be taked lagged one semester with Vickrey [second semester (101) then first semester of the following year (102)].

I will be going back into my files to see if I can find Hart’s 102 syllabus for 1960.

_________________________

From Course Announcements 1959-60

Economics 101-102. Economic Analysis

Sec 1: Professor [Albert G.] Hart. (3) ThTh 11.
Sec 2: Professor [William] Vickrey. (3) TuTh 4:10.

May be taken only for E credit [“examination credit” where course requirements include a final examination or paper with a recorded letter grade (A,B,C,D or Pass).]. Students who have not completed Economics 101 are admitted to 102 only with the instructor’s permission.

Detailed analysis of the reactions of producing units (firms) and consuming units (households); determination through the market of resource allocation, outputs, prices, and incomes; capital and interest; theories of general equilibrium (Walrasian and Kenesian); introduction to “dynamics.”

Economics 105-106. Economic Analysis

Professor [Gary] Becker. (3) Tu Thu 11.

Prerequisite: the instructor’s permission. The course may be taken only for E credit.

Topics noted under Economics 101-102, treated at a more advanced level.

Source: The Graduate Faculties 1959-1960 in the Columbia University Bulletin, Series 59, Number 19 (May 9, 1959), p. 40.

_________________________

Reading list for Hart and Wonnacott

ECONOMICS 101
AUTUMN 1959

Meetings:

Regular: M.W., 11 AM: 710 Business
Third hour (Rooms to be arranged):

(1) Th. 10 AM
(2) Th. 1 PM

Instructors:

A.G. Hart, 503 Fayerweather
P. [Paul] Wonnacott, 513 Fayerweather

For “reverse section” starting January 1960: W. Vickrey

Textbooks:

  1. Each member of the course should own one of the following texts, and arrange loans back and forth with other students:

A. W. Stonier & D.C. Hague, Textbook of Economic Theory (2d ed., London, Longmans Green, 1957)
Chapters 1-8 are first-semester material.

G.J. Stigler, Theory of Price (Revised ed., New York, Macmillan, 1952)
Chapters 1-10 and 12 are first-semester material.

K.E. Boulding, Economic Analysis (3rd ed., New York, Harper, 1955)
Chapters 26-29 and 36 are first-semester material.

  1. An optional item is the mimeographed BASIC MATHEMATICS OF ECONOMIC QUANTITIES (Economics Department office, $1.00).
  2. In addition, each student’s working library should come to include some of the following:

J.M. Henderson and R.E. Quandt, Microeconomic Theory (New York: McGraw-Hill, 1958): mathematical.

J.R. Hicks, Value and Capital (Oxford: Clarendon Press; 2nd ed. 1946)

A. Marshall, Principles of Economics (8th ed., London: Macmillan, 1920)

G.J. Stigler & K.E. Boulding, Readings in Price Theory (Chicago: Irwin, 1952)

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

AGH/PW/8/27/59
[Economics] 101
Autumn 1959

INTRODUCTION

Sept. 28, 30. LOGIC OF SUPPLY-AND-DEMAND MODELS

Stonier & Hague, ch. 1-2 (pp. 9-33).

Stigler, ch. 1-2 (pp. 1-19).

E.J. Working, “What Do Statistical ‘Demand Curves’ Show?” in Readings in Price Theory, pp. 97-115.

ad lib. Henderson & Quandt, ch. 1 (pp. 1-5).

Oct. 2. Math short course: Quantitative concepts and their dimensions.

THE FIRM AND THE MARSHALLIAN INDUSTRY

Oct. 5, 7. SHORT-RUN AND LONG-RUN COST CURVES AND THE FIRM’S SUPPLY SCHEDULE

l           Stonier & Hague, ch. 5 (pp. 87-122).

Stigler, ch. 7-8 (pp. 111-146); note that discussion is intermingled with that of the next topic.

Boulding, ch. 27 (note references to preceding chapters which have not been discussed in this course).

*  *  *  *  *  *  *  *  *  *

J. Viner, “Cost Curves and Supply Curves” in Readings in Price Theory, pp. 198-232.

H. Staehle, “Measurement of Statistical Cost Functions” in Readings in Price Theory, pp. 264-79.

Oct. 9. Math short course: Charts, tables and functions.

Oct. 12, 14. THEORY OF PRODUCTION.

l           Stonier & Hague, ch. 10 (pp. 210-31).

Stigler, ch. 6 (pp. 96-110: completes production-cost-and-supply discussion).

Boulding, ch. 28 (pp. 585-604).

*  *  *  *  *  *  *  *  *  *

Marshall, Book IV, ch. 13 (pp. 314-22).

H.S. Ellis & W. Fellner, “External Economies and Diseconomies” in Readings in Price Theory, pp. 242-63.

ad lib. Henderson & Quandt, ch. 3 (pp. 42-84).

Oct. 16. Math short course: Simple analytical networks.

Oct. 19, 21. COMPETITIVE EQUILIBRIUM.

l           Stonier & Hague, ch. 6-7 (pp. 123-61).

Stigler, ch. 9-10 (pp. 148-86).

Oct. 23. Math short course: Maxima and derivatives.

Oct. 26, 28. COMPETITIVE EQUILIBRIUM, continued.

Marshall, Book V, ch. 1-5 (pp. 323-80).

ad lib. Henderson & Quandt, ch. 4 (pp. 85-125).

Oct. 30. Math short course: Maxima and derivatives, continued.

Nov. 2,4. MONOPOLY.

l           Stonier & Hague, ch. 8 (pp. 162-81).

Stigler, ch. 12 (pp. 204-21).

Boulding, ch. 29 (pp. 605-27).

*  *  *  *  *  *  *  *  *  *

Marshall, bk. V, ch. 14 (pp. 477-95).

Chamberlin, ch. 1-2 (pp. 3-29).

Robinson, ch. 3 (pp. 47-59: note references to preceding chapter on “the geometry”).

Robinson, ch. 15-16 (pp. 179-208).

ad lib. J.R. Hicks, “Theory of Monopoly” in Readings in Price Theory, pp. 361-83.

Nov. 6. Math short course: compound analytical networks.

Nov. 9, 11. HORIZONTAL AND VERTICAL LINKAGES OF MARKETS.

Marshall, Book V, ch. 6 (pp. 381-93).

Nov. 16. “MARGINALISM” AND THE FIRM.

R.L. Halland & C.J. Hitch, “Price Theory & Business Behavior” in T. Wilson (ed.) Oxford Studies in the Price Mechanism, pp. 107-38.

F. Machlup, “Marginal Analysis and Empirical Research”, American Economic Review, Sept. 1946 (pp. 521-54).

Nov. 18. Midterm hour exam.

THE HOUSEHOLD, AND MARKETS INVOLVING CONSUMERS.

Nov. 23, 25, 30. PREFERENCE AND UTILITY.

Stonier & Hague, ch. 2-4 (pp. 34-86).

Stigler, ch. 5 (pp. 68-93).

Boulding, ch. 32 (pp. 680-701), 36 (pp. 787-809).

Hicks, Value & Capital, ch. 1-2 (pp. 11-37).

Marshall, Book 3, ch. 1-5 (pp. 83-123).

ad lib. Henderson & Quandt, ch. 2 (pp. 6-41).

ad lib. S.W. Rousseas and A.G. Hart, “Experimental Verification of a Composite Indifference Map”, Journal of Political Economy, Aug. 1951 (pp. 288-318).

Dec. 2, 7, 9. INDIVIDUAL AND MARKET DEMAND FUNCTIONS.

Stigler, ch. 4 (pp. 42-66).

Hicks, Value & Capital, ch. 3 (pp. 42-52).

J.S. Duesenberry, Income, Saving and the Theory of Consumer Behavior, ch. 5 (pp. 69-92); ad lib. ch. 2 (pp. 6-16), 6 (pp. 93-110).

Dec. 16, 18. CONSUMER SURPLUS & INDEX NUMBERS.

Marshall, Book III, ch. 6 (pp. 124-37).

Hicks, Value & Capital, pp. 38-41.

Hicks, Revision of Demand Theory, pp. 95-106.

A.P. Lerner, “Note on the Theory of Price Index Numbers” in Essays in Economic Analysis (pp. 152-63).

Source: Columbia University Rare Book & Manuscript Library. William Vickrey Papers, Box 35. Folder 630, “Columbia/Economics 101 Course 1954-1959, n.d.”

Image Source: Alma Mater, Columbia University. Columbia College Today, Winter 2017-18.

 

Categories
Columbia Economist Market Economists Iowa Salaries

Columbia. Hiring Albert Gailord Hart as visiting professor. Bureaucracy light, 1946

 

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.

Materials from Hart’s core economic courses in his first year at Columbia have been posted earlier.

This post provides a few brief items regarding Albert G. Hart’s initial Columbia appointment. What I was most struck with is the relative brevity of the documentation expected (demanded) by university administrators for a visiting professor appointment.

________________________

From the budget proposals for 1946-47,
Columbia’s salary structure for economics professors

Actual professorial salary appropriations at Columbia for 1945-46
and proposed for 1946-47

Professors:

Robert M. Haig, Leo Wolman, John Maurice Clark, Harold Hotelling:  $9,000

James Waterhouse Angell, Carter Goodrich, Horace Taylor, Arthur F. Burns, Abraham Wald: $7,500

Associate Professors ranged from $4,500 to $7,500.

Assistant Professors ranged from $3, 500 to $4,000

A vacant professorship: for Hart ($7,500) and a slot proposed for a visiting professor of international economics, also budgeted at $7,500.

________________________

Columbia University
in the City of New York

[New York 27, N.Y.]

FACULTY OF POLITICAL SCIENCE

March 25, 1946

Dr. Frank D. Fackenthal, Acting President,
Columbia University,
213 Low Memorial Library.

Dear Mr. President:

I am writing to advise you that Dr. Albert Gailord Hart, formerly of Iowa State College, has accepted the invitation of the Department of Economics to serve as Visiting Professor of Economics during the academic year 1946-47. Dr. Hart’s salary for the period will be $7,500, chargeable to the vacant professorship in Economics carried in our budget for the year 1946-47.

I am requesting Professor Evans, chairman of the Committee on Instruction of the faculty of Political Science, to take what steps may be necessary in order that Dr. Hart may have a seat on the Faculty of Political Science during the period of his residence.

A brief statement on Dr. Hart’s education and scholarly background is enclosed.

Sincerely,
[signed] Frederick C. Mills

________________________

ALBERT GAILORD HART

Born in 1909.

A.B., Harvard, 1930; Ph.D., Chicago, 1936.

Sheldon Traveling Fellow, 1930-31.

Spent 1934-35 in London.

Title of Doctoral dissertation: Anticipations, business planning, and the cycle.

Full professor, Iowa State College, Department of Economics, 1944-45.

At present on research staff, Committee on Economic Development.

Major interests: Economic theory, public finance, consumption, business fluctuations.

Publications:

Debts and recovery (Twentieth Century Fund, 1938)
Paying for defense (with E. D. Allen and others). 1941.
The social framework of the American economy. (with J. R. Hicks). 1945.

Lectured in California, 1936, and served at one time as Economic Analyst with the United States Department of the Treasury.

Source:  Columbia University Rare Book and Manuscript Library, Columbia University Archives. Central Files 1890-. Box 396, Folder “Mills, Frederick Cecil”.

Image Source:  Columbia University Record, vol. 23, no. 5 (Oct. 3, 1997).

Categories
Columbia Lecture Notes Suggested Reading

Columbia. First semester graduate economic analysis. First weeks’ notes. Hart, 1955.

 

 

Based on what we see of the first few weeks of the content of this first graduate economics theory course at Columbia taught by Albert Gailord Hart (Chicago PhD, 1939) in 1955, it appears that the level of analysis in the course barely attained that of a contemporary average intermediate course in micro- or macroeconomics. Jumping to the end of this post, we find that Hart’s poll of the students in his class revealed that one-third of the aspiring graduate students in economics brought with them no math skills beyond what was taught in high-school (calculus was not taught in high-schools in the US at that time). Only one-third had been economics majors at college. One third had either zero economics or could not even recall the name the textbook that was used in their principles of economics class.

One can imagine the fare of Alfred Marshall, George Stigler and Kenneth Boulding would have been hard to digest for many, if not the majority, of Hart’s first-year graduate students. 

_______________________

Course Announcement

Economics 101-102—Economic Analysis. Professor Hart and Dr. Mosak.

Section 1—2:10-4. Dr. Mosak. 201 Fayerweather.
Section 2—M. W. 12. Professor Hart. 201 Fayerweather.

Detailed analysis of the reactions of producing units (firms) and consuming units (households); determination through the market of resource allocation, outputs, prices, and incomes; capital and interest; theories of general equilibrium (Walrasian and Keynesian); introduction to “dynamics.”

Students who have not completed Economics 101 are admitted to Economics 102 only with the permission of the instructor.

 

SourceAnnouncement of the Faculty of Political Science for the Winter and Spring Sessions 1955-1956. From the Columbia University Bulletin of Information. Fifty-fifth Series, No. 25 (June 25, 1955), p. 34.

_______________________

ECONOMICS 101 (Section 2), autumn 1955
AGH 10/3/55
101-1

Role of the course is basic training in theoretical analysis.

  1. This is today’s version (though differently arranged) of the traditional “value and distribution” course – staple of the graduate curriculum, and counterpart of the key section of “Principles” courses.
  2. The two “sections” are independent courses aim to provide this basic training; interchangeable as prerequisites for later work, but not guaranteed interchangeable in January 1956.
  3. Prerequisites for 101 are simply some previous economics (minimum: a “Principles” course) and high-school mathematics.
  4. Because of the wide range of backgrounds, the course opens each topic at an elementary level, and then pushes the topic to a professional level. All questions are welcome.

Books:

  1. Contrary to most fields, theoretical analysis boasts several textbooks that are first-hand jobs by productive men in the field and belong in personal working libraries. Students in the course should own either:
    1. Stigler, THEORY OF PRICE, 2nd ed., or
    2. Boulding, ECONOMIC ANALYSIS, 3rd ed.
      Choice is a matter of temperament.
  2. All economists should own Alfred Marshall, PRINCIPLES OF ECONOMICS (8th ed.) – obsolescent for over 40 years, never superseded.
  3. Stigler & Boulding (eds) READINGS IN PRICE THEORY has several items we will use; so does
  4. American Economic Association, READINGS IN THE THEORY OF DISTRIBUTION.

Plan of the Course will be shaped partly by background of its members; to start:

Introduction, Oct. 3, 5.
Read introductory chapters of Marshall, Boulding Stigler.

Preliminary supply-and-demand analysis, Oct. 10, 12, 17, 19.
Read Marshall, Book V; examine Boulding’s first part as attempt to deal at this level.

Next stage (starting about October 24) we’ll be on the theory of the firm and Marshallian industry (short-run).

Place of theoretical analysis in economics is to my mind central.

  1. Economic theory is a logic of economic quantity-networks.
    1. By general consent, economics is about problems of scarcity.
    2. To mitigate any one scarcity requires substitution – which intensifies some other scarcity. (Example: wartime petroleum.)
    3. Therefore scarcity situations interlock.
    4. Characteristic problems are of the sort represented by simultaneous equations. (Example: oil-rich sheik. [See note below for 10/5/55])
  2. A widespread skepticism about the theoretical tradition must be recognized.
    1. There is very proper skepticism about people who claim to have applicable knowledge a priori–an offense of which theorists can sometimes be convicted. (Example: fish [sic] taxonomy.)
    2. As maybe seen from curricular tendencies in general social science courses, the “basic social science” group aspire to build an adequate social analysis without drawing on our theoretical tradition.” (Background on this at next meeting.)
    3. In many departments, theory is taught as a parlor accomplishment, or at best as a tool on a par with historical or statistical methods.
  3. My claims for theoretical analysis are ambitious:
    1. Proposed substitutes for theory can so far not touch things it can do.
    2. While some economic topics lack historical or statistical angles, none lack scarcity-and-substitution angles.

 

ECONOMICS 101 (Section 2), autumn 1955
AGH 10/5/55
101-2

Economic Theory in Social Science is not such an anomaly as it might seem if you relied on (say) a sociologist’s interpretation.

  1. The basic difficulty is that economic theory is about the inter-relations of economic quantities, while social science is supposed to be about the inter-relations of people.
  2. The economist’s first answer is that one of the most pervasive social relationships is that of markets and division of labor, which cannot be understood without a logic of economic quantities.
  3. At a slightly more fundamental level, the economist must insist on the human content of his economic quantities and his patterns of relationship among them.
    1. The focus of economic analysis is choice (alias decision); in setting up our models, we take account of the psychology of individual and group decisions.
    2. Behind choices lie estimates of future consequences; our models take account of human fallibility, and of the way people learn from experience.
    3. Even such apparently mechanical relations as a “production function” have human content.
      1. We visualize the production function as a table of figures (or an algebraic formula), designed so that if we know the inputs we can look up or calculate the output.
      2. It is tempting to look at such a table or formula as embodying a set of impersonal “natural laws” of physics, chemistry and biology.
      3. But insofar as such “natural laws” come in questions, what counts is not the ultimate truth but the understanding held by the decision-maker; thus the production function for steel has changed from one using charcoal to one using coke.
      4. Many of the quantities involved are intensely human—especially the overwhelmingly important quantity called labor input.
      5. Input-output relations hinge on patterns of cooperation among workers and between workers and management.
    4. Thus the human content is not drained out of economics by adopting the economic-quantity approach.
    5. At the same time, it is worth remembering that economists as such are not expert on many relevant aspects of human relations, and can profit from criticism.

*  *  *  *  *  *  *  *  *  *  *  *

Data on the oil contract with the Arab potentate: The executive negotiating the contract agreed tentatively to deliver 2500 gallons weekly at his oasis. Engineers report that a tank-truck’s round trip requires 0.09 gallons of gasoline per pound of loaded weight at the start, and that the truck will weigh 2½ tons plus 10 pounds for each gallon of capacity.
Then (1) G = 2500 + 0.09W and (2) W = 5000 + 100.

 

ECONOMICS 101 (Section 2), autumn 1955
AGH 10/10/55 (compilation of 5/5/55[possibly “65”]
101-3[?]-c[?]

Demand Data for Fruits and Vegetables

To test the presumption that price and quantity-demanded of individual commodities are negatively related, a promising experiment is to locate an array of price-quantity data where supply is apt to have changed erratically enough to give a variety of experiences, and where price structure, tastes, income and expectations can be supposed similar.

The adjacent years 1951-52 happen to lie close in other characteristics than chronology. Price averages rose about 2%, without great changes in general structure; population rose about 2% real income per capita, after taxes, rose about 1%. The years being adjacent, drastic changes in tastes are unlikely.

A promising body of price-quantity data is the list of 32 types of “truck” and 10 kinds of fruit for which output and price are reported in Statistical Abstract of the United States (1953 volume, pp. 668-669). For the 20 items whose output-change exceeded 10% up or down, data run as follows:

Commodity

% change in output

% change in price

[comment]

Shallots +45% -22%
Artichokes +35% -12%
Broccoli +27% -9%
Eggplant +26% -1% Weak or mildly parallel relation
Mint (for oil) +25% -4%
Corn, sweet +19% +0.5% Weak or mildly parallel relation
Cucumbers +13% +11% Strong failure of inverse relation
Lettuce +10% -8%
Garlic -11% +88%
Beets -12% +11%
Beans (snap) -14% +15%
Tomatoes -16% +12%
Spinach -17% +11%
Apples -18% +31%
Peas, green -20% +1% Weak or mildly parallel relation
Pimientos -20% +8%
Prunes -21% +28%
Brussels sprouts -31% +6%
Plums -40% +64%
Honeyball melons -46% +36%

 

ECONOMICS 101 (Section 2), autumn 1955
AGH 10/12/55
101-4
Topic I

Note on Class’s Background from preliminary tabulation of data slips:

  1. Only about 1/3 were economics majors as undergraduates. In view of the plea in the catalogue to get background rather than over-concentrate, it is my business to see that non-majors are not penalized.
  2. About 1/3 have had no formal economics, or a “weak principles”—meaning that they can’t identify the text, in many cases! Recommended they have one of the stronger elementary texts for review & reference.
  3. Mathematical background of 1/3 includes nothing beyond high school level—distributed rather evenly over economics background. Those who are weak both in previous economics and in math may need extra time for the course.
  4. In view of this state of the class’s background, do not shy off from raising a question that bothers you for fear it is too elementary!

Assignment:

In Stigler: Read chapters 1, 2, and 4 (treating 3 as a reference work).
Work out to your own satisfaction his exercises no’s 2-4 on p. 67.

In Boulding: Read chapters 7-8 (3rd ed.)
Work out to your own satisfaction his exercise no. 1 on pp. 165-166.

Source: Columbia University Archives.  Albert Gailord Hart Collection, Box 62, Folder “TEACHING: Sec. 4 ColUniv 1955/56. Ec 101/2 MICRO”.

Image Source: Albert Gailord hart, Economist, Dead at 88. Columbia University Record. Vol. 23, No. 5 (October 3, 1997).

Categories
Chicago Exam Questions Undergraduate

Chicago. Introduction to money and banking. Final exam. A.G. Hart, Summer 1933

 

 

In an earlier post you will find (i) the official course description for the undergraduate course “Introduction to Money and Banking” taught by A. G. Hart at the University of Chicago during the mid-1930s as well as (ii) the course syllabus.

A subsequent post provides the final exam for the Fall Quarter 1932; midterm exam for the Summer Quarter 1933; final exam for the Winter Quarter 1933; final exam for the  Winter Quarter 1934; and final exam for the Fall Quarter 1935.

Today I found the following misfiled final examination for the summer quarter of 1933. Before I forget to fill the gap, I add this item to the Economics in the Rear-view mirror collection of artifacts.

_______________________

A.G. Hart
Econ 230

FINAL EXAMINATION, AUGUST 25, 1933

Answer the first two questions and any two others. (One hour)

  1. It has been proposed to require that no bank in the U.S. be permitted to accept deposits to an amount over five times its capital and surplus; any bank wishing to expand deposits after reaching this limit would then have to increase its capitalization. Would this regulation make the depositor’s position more secure than at present? Explain.
  2. Briefly contrast the monetary series of Fisher and Hawtrey.
  3. Discussed the advantages and disadvantages of the scheme just going into effect for guaranteeing bank deposits through a central fund derived largely from assessments on the insured banks.
  4. The circulation of Federal Reserve Notes has decreased from about $4,300,000,000 on March 15 to about $3,000,000,000 last week. Officials of the Federal Reserve System deny that this constitutes deflation, and insisted does not run counter to the government’s announced program of inflation. Is the denial justified? Discuss.
  5. Outline an explanation for the rise of the price of francs from a bit less than four cents early in April to over five cents recently. If prices in this country do not rise appreciably above the present level, what is likely to happen to the price of francs in dollars over the next year? How will these prospects be affected by repudiation or resumption of foreign war debt payments due to the U.S.? Justify your answer.
  6. By what means can the Federal Reserve Banks stop an undesirable credit expansion? An undesirable credit contraction? Evaluate the effectiveness of these powers.
  7. Explain the difference between Federal Reserve Notes and the recent issues of  Federal Reserve  Bank  Why is there just now a tendency for the circulation of the former to contract and that of the latter to expand from week to week?

 

Source:  Columbia University Libraries, Manuscript Collections. Albert Gailord Hart Collection. Box 60, “Folder Exams: CHI Qualifying”.

Image source: Albert Gailord Hart, Economist, Dead at 88.” Columbia University Record, Vol. 23, No. 5 (October 3, 1997)

Categories
Curriculum Harvard Teaching Undergraduate

Harvard. Economics teaching responsibilities according to David Landes, 1955

 

In the archived Columbia University graduate economics department papers one finds an extended discussion about a university administration initiative in 1955-56 to adjust teaching loads to meet a fiscal crisis. The economics chairman, Carl S. Shoup, asked the young economic historian on the faculty, David Landes, to brief him on the teaching situation at Harvard. The following “note to self” by Shoup offers an obiter dictum or two that one would not be able to glean from published Harvard catalogues alone, e.g., “This system is also well suited to a coeducational program.”

_________________

COLUMBIA UNIVERSITY
Interdepartment Memorandum

Date: February 18, 1955
Carl S. Shoup

Memorandum for Files
Record of Conversation with David Landes on Harvard
Technique of Handling Graduate and Undergraduate Classes

Landes tells me that at Harvard in economics, there are three kinds of courses. First is an elementary course for undergraduates in which there is one lecture a week before a class that may range from 50 to 300 students or perhaps even more. Another two hours a week is taken up with section work handled by graduate students who are somewhat below our instructors in terms of the amount of their responsibilities (I understand from Hart that in some of these elementary courses one lecture will be given by one professor, another professor will come along the following week and so on). This professor is a senior man whose chief interest is in the graduate field. Nevertheless, there seems to be considerable competition among the senior professors for the privilege of giving these big lectures. Not all senior professors give such lectures and not all are competitors for the task.

Then there are mixed courses containing 20 or 30 students or so, some of the students being undergraduate and some graduate.

Finally, there are the graduate seminars attended only by graduate students.

In no case does the graduate professor have to take care of the mechanics of grading undergraduate examination papers, taking attendance, etc. All these chores are handled by the young assistant.

As a result, there is no well-defined undergraduate faculty in economics as there is in Columbia. Landes thinks this system is undoubtedly the most economical, but it has the drawback that the undergraduate student who reads the catalogue and thinks he is going to get some big name to teach him in his beginning course finds that he does so only to the extent of sitting in a large group and listening to the professor without ever getting any personal contact with him.

This system is also well suited to a coeducational program.

 

Source:  Columbia University Libraries, Manuscript Collections, Columbiana. Department of Economic Collection, Box 5, Folder “Budget Meeting—1955-1956”.

Image Source:  The Harvard Gazette  August 30, 2013 photo of David S. Landes.