Smith distinguishes “tolerating” religious difference from recognizing a genuine right to religious freedom.
The purpose of these Excursions is to explore the fascinating and complex history of libertarian ideas. Over four decades of reading, writing, and lecturing on the history of libertarianism have taught Smith an important lesson, namely, that the theories of some early libertarian thinkers were sometimes better and more sophisticated than the theories we take for granted today.
Smith begins a series of essays on the Declaration of Independence by examining colonial reaction to its list of grievances.
Jefferson drew on a rich intellectual tradition when he drafted the Declaration of Independence. But did he also draw directly from contemporary works?
Smith continues his series on the Declaration of Independence by looking to the intellectual history behind its famous reference to unalienable rights.
Smith explores America’s proud history of smuggling in the colonies—and the disastrous attempts by the British to put an end to it.
Smith uses some of the crucial events that led to the American Revolution as background to explain the theory of resistance and revolution that emerged
Smith continues his look at the events leading up to the American Revolution by telling the story of the Boston Massacre.
The story of the American Revolution’s prelude continues with the emergence of Committees of Correspondence among the colonists.
The British response to the Boston Tea Party stiffened American resolve for revolution. In this essay, George Smith tells the story of that event.
The British response to the Boston Tea Party and the revolution-sparking Coercive Acts.
The Coercive Acts led Americans to blame the king for the conspiracy to strip them of their rights and liberties.
A glance at some economic regulations from the past.
George H. Smith discusses how the educational system of Sparta influenced later advocates of state education.
History’s first great philosopher wasn’t a fan of educational freedom.
George H. Smith continues his examination of the intellectual roots of state education by turning to the views of Plato’s most famous student.