Economics in One Lesson, Preface to the New Edition.

Preface to the "New" (1978) edition:

The first edition of this book appeared in 1946. Eight translations were made of it, and there were numerous paperback editions. In a paperback of 1961, a new chapter was added on rent control, which had not been specifically considered in the first edition apart from government price-fixing in general. A few statistics and illustrative references were brought up to date.

Otherwise no changes were made until now. The chief reason was that they were not thought necessary. My book was written to emphasize general economic principles, and the penalties of ignoring them-not the harm done by any specific piece of legislation. While my illustrations were based mainly on American experience, the kind of government interventions I deplored had become so internationalized that I seemed to many foreign readers to be particularly
describing the economic policies of their own countries.

Nevertheless, the passage of thirty-two years now seems to me to call for extensive revision. In addition to bringing all illustrations and statistics up to date, I have written an entirely new chapter on rent control; the 1961 discussion now seems inadequate. And I have added a new final chapter, "The Lesson After Thirty Years," to show why that lesson is today more desperately needed than ever.

H.H.
Wilton, Conn.
June 1978

Read Economics in One Lesson by Henry Hazlitt by clicking on the title.

Back to School: Do You Know What Your Child is Learning?

Article excerpt:

In their text The Living World (Fifth Edition, McGraw Hill, 2008) evolutionary apologists George Johnson and Jonathan Lobos rehearse the usual lies. Students are told that “Microevolution Leads to Macroevolution” with the giraffe’s neck serving as the example of how small change is supposed to accumulate to the large-scale change evolution needs.

Of course this is a long-standing, well-known problem for evolution. Mechanisms for large-scale change are speculative for it does not appear merely to be the result of repeated rounds of microevolution. Johnson and Lobos, of course, inform the student of none of this.

The giraffe example is also useful in explaining evolution’s concept of biological variation. The text explains that according to evolution variation arises independent of need or experience via mechanisms such as random mutation.

Contrary to such evolutionary dogma, it has been known for decades that variation is sensitive to experience and need. Evolutionists have resisted this and the text again leaves the student ignorant of the science.

Such misrepresentations of science, as damaging as they are, pale in comparison to Johnson’s and Lobos’ next move. The apologists make a pathetic attempt to enlist the fossil record as powerful evidence for evolution, and end up with only the usual religious dogma.

They write:

If the theory of evolution is not correct, on the other hand, then such orderly change is not expected.

Very interesting. And how do evolutionary clowns know so much? From where did Johnson and Lobos learn such ultimate truths? If evolution is not correct then such orderly change is not expected? Tell us more.

For the rest of the article, go here:

Darwin's God: Back to School: Do You Know What Your Child is Learning?