George H. Smith begins his discussion of the free-market theories of Thomas Hodgskin.
George H. Smith discusses Thomas Hodgskin’s most controversial work, Labour Defended Against the Claims of Capital.
Smith begins his series on Thomas Hodgskin, one of the most remarkable, if little known and unjustly neglected, libertarian thinkers of the nineteenth century.
How much say should the political process have over what we can freely buy and sell?
Smith explores the ideas of Irving Kristol and Robert Bork on culture. He begins with a discussion of the anti-jazz crusade of the 1920s.
Smith tells the story of how a disagreement with Roy Childs over the ideas of Irving Kristol resulted in a serious argument.
George H. Smith begins his series on neoconservatism by exploring some of its fundamental differences with libertarianism.
Smith explores Thomas Jefferson’s belief in the value of history, and his plan for public universities.
George H. Smith concludes this series with a close look at Herbert Spencer’s views on charity and the poor.
Smith continues his discussion of Herbert Spencer and William Graham Sumner, explaining how they explicitly repudiated the ideas associated with social Darwinism.
George H. Smith interrupts his series on education with a timely discussion of social Darwinism.
Smith discusses Jefferson’s ideas about education and his plan for a decentralized system of public schools.
George H. Smith explores the Voluntaryist critique of those who support free trade in religion and commerce but advocate state interference in education.
Smith explores some more Voluntaryist arguments against state education.
The Chinese economist and intellectual and social entrepreneur Mao Yushi explains the role that markets play in bringing about concord and cooperation.
Smith turns to the philosophy of Voluntaryism, discussing how its proponents fought against state control of education in the nineteenth century.
Smith begins his series on the critics of state education with a discussion of Joseph Priestley, the Englishman who discovered oxygen.
George H. Smith continues his examination of the intellectual roots of state education by turning to the views of Plato’s most famous student.