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Principles of Economics

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Economics/Political Economy, Non-fiction
Chapter: 6 | Listen:

“The most valuable of all capital is that invested in human beings.” An uncannily prophetic quote from an 1890 book, Principles of Economics by Alfred Marshall presents an idea that has been accepted by major corporations and governments all over the world today. People’s understanding of market behavior and how industries operate has its roots in the work done by European economists more than a century ago. Little has changed in terms of principles, though the effects of globalization and technology resulted an unmistakable impact on how business is done today. Alfred Marshall was a thought leader. He presented path breaking concepts like the principle of diminishing returns: the assumption that companies or products who taste early success in markets soon fall prey to their own limitations, thus leading to a quantifiable and predictable equilibrium of market share and pricing. He was a prize winning mathematician at Cambridge and a brilliant physics student. However a nervous breakdown while at college compelled him to shift to the study of philosophy where he was deeply attracted by the concepts of Utilitarianism as propounded by Henry Sidgwick, a famous teacher and founder of Newnham College. Marshall went on to describe Sidgwick as his “spiritual mother and father.” One of Sidgwick’s guiding principles was that no person should act so as to destroy his own happiness, a form of “ethical hedonism.” Marshall began writing Principles of Economics in 1881, part of a two volume treatise. However, it took him nearly ten years to complete […]

H.M.I.: Some Passages in the Life of One of H.M. Inspectors of Schools

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Education
Chapter: 30 | Listen: 3

Sneyd-Kinnersley was an Inspector of Schools in a period when regulations were rapidly changing and access to free public education was expanding widely. He fell into the job accidentally and shares anecdotes of his years traveling around the country. – Summary by LynneT [chương_files]

The Slavery of Our Times

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Economics/Political Economy, Non-fiction, Politics
Chapter: 18 | Listen: 1

This little book shows, in a short, clear, and systematic manner, how the principle of Non-Resistance, about which Tolstoy has written so much, is related to economic and political life. [chương_files]

Macht oder ökonomisches Gesetz?

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Economics/Political Economy, Non-fiction
Chapter: 7 | Listen: 1

Macht oder ökonomisches Gesetz? by Eugen von Böhm-Bawerk (1851 – 1914). Böhm-Bawerk, Mitbegründer der Österreichischen Schule der Nationalökonomie, erörtert, ob ökonomische Gesetze auch für den Staat gelten. (Zusammenfassung von redaer) Böhm-Bawerk, Macht oder ökonomisches Gesetz? Zeitschrift für Volkswirtschaft, Sozialpolitik und Verwaltung, Bd. XXIII (S.205–271) [chương_files]

The Communist Manifesto

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Economics/Political Economy, Non-fiction, Philosophy, Politics, Psychology
Chapter: 3 | Listen:

The Communist Manifesto was conceived as an outline of the basic beliefs of the Communist movement. The authors believed that the European Powers were universally afraid of the nascent movement, and were condemning as “communist,” people or activities that did not actually conform to what the Communists believed. This Manifesto, then, became a manual for their beliefs. In it we find Marx and Engel’s rehearsal of the idea that Capital has stolen away the work of the artisan and peasant by building up factories to produce goods cheaply. The efficiency of Capital depends, then, on the wage laborers who staff the factories and how little they will accept in order to have work. This concentrates power and money in a Bourgeois class that profits from the disunity of workers (Proletarians), who only receive a subsistence wage. If workers unite in a class struggle against the bourgeois, using riot and strikes as weapons, they will eventually overthrow the bourgeois and replace them as a ruling class. Communists further believe in and lay out a system of reforms to transform into a classless, stateless society, thus distinguishing themselves from various flavors of Socialism, which would be content to have workers remain the ruling class after the revolution. The Manifesto caused a huge amount of discussion for its support for a forcible overthrow of the existing politics and society. [chương_files]

Boise Survey

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Education
Chapter: 14 | Listen: 1

A complete survey of the Independent Boise School District, Boise, Idaho was conducted over two weeks, with the purpose to study and observe the schools in operation, including the systems of financing and filing educational records. Facts are presented alongside conclusions and recommendations to be understood the general public as to the importance of educational enterprise. – Summary by Leon Harvey [chương_files]

1001 Questions and Answers on English Grammar

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Education, Reference
Chapter: 26 | Listen: 1

A book for students interested in finding out how many things about the English language have changed, and how many have weathered the test of time. – Summary by jasonb [chương_files]

On the Future of Our Educational Institutions (Version 2)

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Education, Philosophy
Chapter: 7 | Listen:

These are lectures on the education system of Nietzsche’s day. He states that “This book is intended for calm readers, for those who have not yet been drawn into the mad headlong rush of our hurry-scurrying age, and who do not experience any idolatrous delight in throwing themselves beneath its chariot-wheels. It is for those, therefore, who … ‘still have time.’ Without any qualms of conscience they may improve the most fruitful and vigorous hours of their day in meditating on the future of our education.” Nietzsche passionately calls for “Ye contemplative ones who cannot, with hasty glances, turn your eyes swiftly from one surface to another! Ye lofty thinkers, of whom Aristotle said that ye wander through life vacillating and inactive so long as no great honour or glorious Cause calleth you to deeds! It is you I summon! Refrain this once from seeking refuge in your lairs of solitude and dark misgivings. Bethink you that this book was framed to be your herald. When ye shall go forth to battle in your full panoply, who among you will not rejoice in looking back upon the herald who rallied you?” – Summary by jvanstan [chương_files]

Idea of a University

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Education
Chapter: 24 | Listen:

John Henry Newman (1801-90) was an Anglican clergyman and Oxford academic whose study of early Christianity led him to convert to the Catholic Church in 1845. At that time Catholics were banned from attending the ancient British universities. The issue was particularly acute in Ireland with its majority Catholic population, so the British government decided to found some non-denominational colleges there which would admit all but which also were not allowed to have Catholic theology faculties in them. The pope of that time, Pius IX, urged the Irish bishops instead to found a Catholic university. Newman, as the leading intellectual Catholic convert, was appointed its founding Rector. He gave a series of public lectures, arguing the case for a Catholic university (such as existed elsewhere in Europe) and also that a university should include theology among its subjects. He also argued for academic education in its own right, against the ‘utilitarians’ who said that all education should just be practical and immediately ‘useful’. Newman later added some other articles on educational topics, such as the relation between science and religion. The resulting book, ‘The Idea of a University’, became a classic of educational philosophy which is still referenced in debates about the nature and purpose of education today. – Summary by Andrew Nash [chương_files]

Home Education Series Vol. II: Parents and Children

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Education
Chapter: 27 | Listen: 2

Volume two of the Home Education Series by Charlotte Mason talks about parents and children. Charlotte breaks down a couple of different topics about home education, like the family, the parent’s role as the teacher, and much more. – Summary by Elijah Fisher [chương_files]