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Issues in
Economics Today
Eighth Edition
ROBERT C. GUELL
Indiana State University
ISSUES IN ECONOMICS TODAY, EIGHTH EDITION
Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2018 by McGraw-Hill
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Guell, Robert C., author.

Issues in economics today/Robert C. Guell, Indiana State University.
Eighth edition. | New York, NY : McGraw-Hill Education, [2018]
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About the Author
Dr. Robert C. Guell (pronounced “Gill”) is a professor of economics at Indiana State University
in Terre Haute, Indiana. He earned a B.A. in statistics and economics in 1986 and an M.S. in
economics one year later from the University of Missouri–Columbia. In 1991, he earned a Ph.D.
from Syracuse University, where he discovered the thrill of teaching. He has taught courses for
freshmen, upper-division undergraduates, and graduate students from the principles level, through
public finance, all the way to mathematical economics and econometrics.
Dr. Guell has published numerous peer-reviewed articles in scholarly journals. He has
worked extensively in the area of pharmaceutical economics, suggesting that the private
market’s patent system, while necessary for drug innovation, is unnecessary and inefficient
for production.
In 1998, Dr. Guell was the youngest faculty member ever to have been given Indiana
State University’s Caleb Mills Distinguished Teaching Award. His talent as a champion of
quality teaching was recognized again in 2000 when he was named project manager for the
Lilly Project to Transform the First-Year Experience, a Lilly Endowment–funded project to
raise first-year persistence rates at Indiana State University. He was ISU’s Coordinator of
First-Year Programs until January 2008, when he happily stepped aside to rejoin his depart-
ment full time.
Dr. Guell’s passion for teaching economics led him to request an assignment with the larg-
est impact. The one-semester general education basic economics course became the vehicle
to express that passion. Unsatisfied with the books available for the course, he made it his
calling to produce what you have before you today—an all-in-one readable issues-based text.
vi
Brief Contents
Preface xviii 17 International Trade: Does It Jeopardize
Issues for Different Course Themes xxviii American Jobs? 201
Required Theory Table xxx 18 International Finance and Exchange
Rates 213
1 Economics: The Study of Opportunity 19 European Debt Crisis 222
Cost 1 20 Economic Growth and Development 231
2 Supply and Demand 19 21 NAFTA, CAFTA, GATT, TPP, WTO:
3 The Concept of Elasticity and Consumer Are Trade Agreements Good for Us? 238
and Producer Surplus 40 22 The Line between Legal and Illegal
4 Firm Production, Cost, and Revenue 56 Goods 248
5 Perfect Competition, Monopoly, and 23 Natural Resources, the Environment,
Economic versus Normal Profit 68 and Climate Change 258
6 Every Macroeconomic Word You 24 Health Care 271
Ever Heard: Gross Domestic Product, 25 Government-Provided Health Insurance:
Inflation, Unemployment, Recession, Medicaid, Medicare, and the Children’s
and Depression 79 Health Insurance Program 283
7 Interest Rates and Present Value 98 26 The Economics of Prescription Drugs 296
8 Aggregate Demand and Aggregate 27 So You Want to Be a Lawyer: Economics
Supply 107 and the Law 304
9 Fiscal Policy 119 28 The Economics of Crime 310
10 Monetary Policy 131 29 Antitrust 319
11 Federal Spending 145 30 The Economics of Race and Sex
12 Federal Deficits, Surpluses, and the Discrimination 327
National Debt 155 31 Income and Wealth Inequality:
13 The Housing Bubble 168 What’s Fair? 339
14 The Recession of 2007–2009: Causes 32 Farm Policy 349
and Policy Responses 177 33 Minimum Wage 358
15 Is Economic Stagnation the 34 Ticket Brokers and Ticket Scalping 366
New Normal? 186
35 Rent Control 373
16 Is the (Fiscal) Sky Falling?: An
36 The Economics of K–12 Education 379
Examination of Unfunded Social Security,
Medicare, and State and Local Pension 37 College and University Education: Why Is
Liabilities 193 It So Expensive? 390
vii
viii Brief Contents
38 Poverty and Welfare 400 45 Unions 478

39 Head Start 411 46 Walmart: Always Low Prices
40 Social Security 418 (and Low Wages)—Always 488
41 Personal Income Taxes 429 47 The Economic Impact of Casino

and Sports Gambling 494
42 Energy Prices 440
48 The Economics of Terrorism 499
43 If We Build It, Will They Come?
And Other Sports Questions 455 Index 505
44 The Stock Market and Crashes 467
Table of Contents
Preface xviii What on God’s Green Earth Does This Have
to Do with Economics? 18
Issues for Different Course Themes xxviii
Required Theory Table xxx Chapter 2
Supply and Demand 19
Chapter 1 Supply and Demand Defined 20
Markets 20
Economics: The Study of Opportunity Quantity Demanded and Quantity Supplied 20
Cost 1 Ceteris Paribus 22
Economics and Opportunity Cost 1 Demand and Supply 22
Economics Defined 1 The Supply and Demand Model 22
Choices Have Consequences 2 Demand 22
Modeling Opportunity Cost Using the Production Supply 23
Possibilities Frontier 2 Equilibrium 24
The Intuition behind Our First Graph 2 Shortages and Surpluses 25
The Starting Point for a Production Possibilities Frontier 3 All about Demand 25
Points between the Extremes of a Production The Law of Demand 25
Possibilities Frontier 3 Why Does the Law of Demand Make Sense? 25
Attributes of the Production Possibilities Frontier 5 All about Supply 26
Increasing and Constant Opportunity Cost 5 The Law of Supply 26
Economic Growth 6 Why Does the Law of Supply Make Sense? 26
How Is Growth Modeled? 6 Determinants of Demand 27
Sources of Economic Growth 7 Taste 28
The Big Picture 7 Income 28
Circular Flow Model: A Model That Shows the Price of Other Goods 28
Interactions of All Economic Actors 8 Population of Potential Buyers 29
Thinking Economically 8 Expected Price 29
Marginal Analysis 8 Excise Taxes 29
Positive and Normative Analysis 8 Subsidies 29
Economic Incentives 9 The Effect of Changes in the Determinants of Demand
Fallacy of Composition 9 on the Supply and Demand Model 29
Correlation ≠ Causation 10 Determinants of Supply 31
Kick It Up a Notch: Demonstrating Constant and Price of Inputs 31
Increasing Opportunity Cost on a Production Technology 32
Possibilities Frontier 10 Price of Other Potential Outputs 32
Demonstrating Increasing Opportunity Cost 11 Number of Sellers 32
Demonstrating Constant Opportunity Cost 11 Expected Price 32
Summary 11 Excise Taxes 33
Subsidies 33
Appendix 1A The Effect of Changes in the Determinants of
Graphing: Yes, You Can. 15 Supply on the Supply and Demand Model 33
Cartesian Coordinates 15 The Effect of Changes in Price Expectations on the
Please! Not Y = MX + B . . . Sorry. 16 Supply and Demand Model 35
ix
x Table of Contents
Kick It Up a Notch: Why the New Equilibrium? 35 Perfect Competition 69

Summary 37 Monopoly 70
Monopolistic Competition 70
Chapter 3 Oligopoly 71
The Concept of Elasticity and Consumer Which Model Fits Reality 71
and Producer Surplus 40 Supply under Perfect Competition 73
Normal versus Economic Profit 73
Elasticity of Demand 41 When and Why Economic Profits Go to Zero 73
Intuition 41 Why Supply Is Marginal Cost under Perfect Competition 74
Definition of Elasticity and Its Formula 41 Just Words 74
Elasticity Labels 42 Numerical Example 74
Alternative Ways to Understand Elasticity 42 Graphical Explanation 75
The Graphical Explanation 42 Summary 76
The Verbal Explanation 43
Seeing Elasticity through Total Expenditures 44
Chapter 6
More on Elasticity 44
Determinants of Elasticity of Demand 44
Every Macroeconomic Word You
Elasticity and the Demand Curve 44 Ever Heard: Gross Domestic Product,
Elasticity of Supply 46 Inflation, Unemployment, Recession,
Determinants of the Elasticity of Supply 47 and Depression 79
Consumer and Producer Surplus 49 Measuring the Economy 80
Consumer Surplus 49 Measuring Nominal Output 80
Producer Surplus 49 Measuring Prices and Inflation 81
Market Failure 50 Problems Measuring Inflation 83
Categorizing Goods 50 Real Gross Domestic Product and Why It Is Not
Kick It Up a Notch: Deadweight Loss 51 Synonymous with Social Welfare 86
Summary 52 Real Gross Domestic Product 86
Problems with Real GDP 86
Chapter 4 Measuring and Describing Unemployment 87
Firm Production, Cost, and Revenue 56 Measuring Unemployment 87
Production 57 Problems Measuring Unemployment 89
Just Words 57 Types of Unemployment 90
Graphical Explanation 58 Productivity 90
Numerical Example 58 Measuring and Describing Productivity 90
Costs 59 Seasonal Adjustment 91
Just Words 59 Business Cycles 92
Numerical Example 60 Kick It Up a Notch: National Income and Product
Revenue 62 Accounting 94
Just Words 62 Summary 95
Numerical Example 63
Maximizing Profit 64 Chapter 7
Graphical Explanation 64 Interest Rates and Present Value 98
Numerical Example 64
Summary 65 Interest Rates 99
The Market for Money 99
Chapter 5 Nominal Interest Rates versus Real Interest Rates 99
Present Value 100
Perfect Competition, Monopoly, and
Simple Calculations 100
Economic versus Normal Profit 68
Mortgages, Car Payments, and Other Multipayment
From Perfect Competition to Monopoly 69 Examples 101
Table of Contents xi
Future Value 102 Chapter 10

Kick It Up a Notch: Risk and Reward 104 Monetary Policy 131
Summary 104
Goals, Tools, and a Model of Monetary Policy 132
Goals of Monetary Policy 132
Chapter 8
Traditional and Ordinary Tools of Monetary Policy 132
Aggregate Demand and Aggregate Modeling Monetary Policy 133
Supply 107 The Monetary Transmission Mechanism 134
Aggregate Demand 108 The Additional Tools of Monetary Policy Created
Definition 108 in 2008 135
Why Aggregate Demand Is Downward Central Bank Independence 137
Sloping 108 Modern Monetary Policy 138
Aggregate Supply 109 The Last 30 Years 138
Definition 109 Summary 143
Competing Views of the Shape of Aggregate
Supply 109 Chapter 11
Shifts in Aggregate Demand and Aggregate Federal Spending 145
Supply 110 A Primer on the Constitution and Spending Money 146
Variables That Shift Aggregate Demand 110 What the Constitution Says 146
Variables That Shift Aggregate Supply 113 Shenanigans 146
Causes of Inflation 114 Dealing with Disagreements 147
How the Government Can Influence Using Our Understanding of Opportunity Cost 148
(but Probably Not Control) the Economy 115 Mandatory versus Discretionary Spending 148
Demand-Side Macroeconomics 115 Where the Money Goes 149
Supply-Side Macroeconomics 115 Using Our Understanding of Marginal Analysis 151
Summary 116 The Size of the Federal Government 151
The Distribution of Federal Spending 151
Chapter 9 Budgeting for the Future 151
Fiscal Policy 119 Baseline versus Current-Services Budgeting 151
Summary 152
Nondiscretionary and Discretionary
Fiscal Policy 119 Chapter 12
How They Work 119
Federal Deficits, Surpluses, and the
Using Aggregate Supply and Aggregate Demand
National Debt 155
to Model Fiscal Policy 120
Using Fiscal Policy to Surpluses, Deficits, and the Debt: Definitions
Counteract “Shocks” 121 and History 156
Aggregate Demand Shocks 121 Definitions 156
Aggregate Supply Shocks 122 History 156
Evaluating Fiscal Policy 123 How Economists See the Deficit and the Debt 159
Nondiscretionary Fiscal Policy 123 Operating and Capital Budgets 159
Discretionary Fiscal Policy 123 Cyclical and Structural Deficits 159
The Political Problems with Fiscal Policy 124 The Debt as a Percentage of GDP 160
Criticism from the Right and Left 125 International Comparisons 160
The Rise, Fall, and Rebirth of Generational Accounting 161
Discretionary Fiscal Policy 125 Who Owns the Debt? 161
The Obama Stimulus Plan 126 Externally Held Debt 162
Kick It Up a Notch: Aggregate Supply A Balanced-Budget Amendment 162
Shocks 128 Projections 165
Summary 128 Summary 166
xii Table of Contents
Chapter 13 Chapter 17
The Housing Bubble 168 International Trade: Does It Jeopardize
How Much Is a House Really Worth? 168 American Jobs? 201
Mortgages 170 What We Trade and with Whom 201
How to Make a Bubble 172 The Benefits of International Trade 204
Pop Goes the Bubble! 173 Comparative and Absolute Advantage 204
The Effect on the Overall Economy 174 Demonstrating the Gains from Trade 205
Summary 175 Production Possibilities Frontier
Analysis 205
Chapter 14 Supply and Demand Analysis 206
The Recession of 2007–2009: Causes Whom Does Trade Harm? 206
Trade Barriers 207
and Policy Responses 177
Reasons for Limiting Trade 207
Before It Began 177 Methods of Limiting Trade 208
Late 2007: The Recession Begins as Do the Trade as a Diplomatic Weapon 209
Initial Policy Reactions 180 Kick It Up a Notch: Costs of Protectionism 210
The Bottom Falls Out in Fall 2008 181 Summary 210
The Obama Stimulus Package 182
Extraordinary Monetary Stimulus 183 Chapter 18
Summary 184 International Finance and Exchange
Rates 213
Chapter 15
International Financial Transactions 213
Is Economic Stagnation the Foreign Exchange Markets 215
New Normal? 186 Alternative Foreign Exchange Systems 217
Periods of Robust Economic Growth 187 Determinants of Exchange Rates 219
Sources of Growth 187 Summary 220
Causes and Consequences of Slowing
Growth 187 Chapter 19
Causes 187 European Debt Crisis 222
Consequences 188
In the Beginning There Were 17 Currencies
What Can Be Done to Jump-Start Growth, in 17 Countries 222
or Is This the New Normal? 189 The Effect of the Euro 223
Summary 191 Why Couldn’t They Pull Themselves Out?
The United States Did 226
Chapter 16 Is It Too Late to Leave the Euro? 228
Is the (Fiscal) Sky Falling?: An Where Should Europe Go from Here? 229
Examination of Unfunded Social Security, Summary 229
Medicare, and State and Local Pension
Liabilities 193 Chapter 20
Economic Growth and Development 231
What Is the Source of the Problem? 193
How Big Is the Social Security and Medicare Growth in Already Developed Countries 231
Problem? 194 Comparing Developed Countries and Developing
How Big Is the State and Local Pension Countries 233
Problem? 196 Fostering (and Inhibiting) Development 234
Is It Possible That the Fiscal Sky Isn’t The Challenges Facing Developing Countries 235
About to Fall? 198 What Works 236
Summary 199 Summary 236
Table of Contents xiii
Chapter 21 Natural Resources and the Importance

NAFTA, CAFTA, GATT, TPP, WTO: of Property Rights 262
Environmental Problems and Their Economic
Are Trade Agreements Good for Us? 238
Solutions 263
The Benefits of Free Trade 239 Environmental Problems 263
Why Do We Need Trade Agreements? 239 Economic Solutions: Using Taxes to Solve
Strategic Trade 240 Environmental Problems 265
Special Interests 240 Economic Solutions: Using Property Rights
What Trade Agreements Prevent 240 to Solve Environmental Problems 265
Trade Agreements and Institutions 241 No Solution: When There Is No Government
Alphabet Soup 241 to Tax or Regulate 267
Are They Working? 242 Summary 268
Economic and Political Impacts of Trade 243
The Bottom Line 245 Chapter 24
Summary 245
Health Care 271
Chapter 22 Where the Money Goes and Where
It Comes From 271
The Line between Legal and Illegal
Insurance in the United States 272
Goods 248 How Insurance Works 272
An Economic Model of Tobacco, Alcohol, Varieties of Private Insurance 273
and Illegal Goods and Services 249 Public Insurance 273
Why Is Regulation Warranted? 249 Economic Models of Health Care 274
The Information Problem 249 Why Health Care Is Not Just Another Good 274
External Costs 250 Implications of Public Insurance 275
Morality Issues 252 Efficiency Problems with Private Insurance 276
Taxes on Tobacco and Alcohol 253 Major Changes to Insurance Resulting from PPACA 277
Modeling Taxes 253 The Blood and Organ Problem 279
The Tobacco Settlement and Why Elasticity Comparing the United States with the Rest
Matters 254 of the World 279
Why Are Certain Goods and Services Summary 281
Illegal? 254
The Impact of Decriminalization on the Market Chapter 25
for the Goods 254 Government-Provided Health Insurance:
The External Costs of Decriminalization 255
Medicaid, Medicare, and the Children’s
Summary 255
Health Insurance Program 283
Chapter 23 Medicaid: What, Who, and How Much 284
Why Medicaid Costs So Much 285
Natural Resources, the Environment,
Why Spending Is Greater on the Elderly 286
and Climate Change 258
Cost-Saving Measures in Medicaid 287
Using Natural Resources 259 Medicare: Public Insurance and the Elderly 287
How Clean Is Clean Enough? 259 Why Private Insurance May Not Work 287
The Externalities Approach 260 Why Medicare’s Costs Are High 288
When the Market Works for Everyone 260 Medicare’s Nuts and Bolts 289
When the Market Does Not Work for Everyone 260 Provider Types 289
The Property Rights Approach to the Environment Part A 289
and Natural Resources 262 Part B 290
Why You Do Not Mess Up Your Own Property 262 Prescription Drug Coverage (Part D) 290
Why You Do Mess Up Common Property 262 Cost Control Provisions in Medicare 291
xiv Table of Contents
The Medicare Trust Fund 292 Chapter 29

The Relationship between Medicaid and Antitrust 319
Medicare 293
Children’s Health Insurance Program 293 What’s Wrong with Monopoly? 319
Summary 294 High Prices, Low Output, and Deadweight
Loss 319
Chapter 26 Reduced Innovation 320
The Economics of Prescription Drugs 296 Natural Monopolies and Necessary Monopolies 320
Natural Monopoly 320
Profiteers or Benevolent Scientists? 297 Patents, Copyrights, and Other Necessary
Monopoly Power Applied to Drugs 297 Monopolies 321
Important Questions 299 Monopolies and the Law 322
Expensive Necessities or Relatively The Sherman Anti-Trust Act 322
Inexpensive Godsends? 299 What Constitutes a Monopoly? 323
Price Controls: Are They the Answer? 301 Examples of Antitrust Action 323
FDA Approval: Too Stringent or Too Lax? 301 Standard Oil 323
Summary 302 IBM 324
Microsoft 324
Chapter 27 Apple, Google, and the European Union 325
So You Want to Be a Lawyer: Economics Summary 325
and the Law 304
Private Property 304 Chapter 30
Intellectual Property 305 The Economics of Race and Sex
Contracts 305 Discrimination 327
Enforcing Various Property Rights and Contracts 305
Negative Consequences of Private Property Rights 306
The Economic Status of Women and Minorities 327
Women 327
Bankruptcy 306
Minorities 328
Civil Liability 306
Summary 308 Definitions and Detection of Discrimination 330
Discrimination, Definitions, and the Law 330
Detecting and Measuring Discrimination 331
Chapter 28
Discrimination in Labor, Consumption, and
The Economics of Crime 310 Lending 332
Who Commits Crimes and Why 310 Labor Market Discrimination 332
The Rational Criminal Model 311 Consumption Market and Lending Market
Crime Falls When Legal Income Rises 311 Discrimination 333
Crime Falls When the Likelihood and Consequences Affirmative Action 334
of Getting Caught Rise 312 The Economics of Affirmative Action 334
Problems with the Rationality Assumption 312 What Is Affirmative Action? 335
The Costs of Crime 312 Gradations of Affirmative Action 335
How Much Does an Average Crime Cost? 313 Summary 336
How Much Crime Does an Average Criminal
Commit? 313 Chapter 31
Optimal Spending on Crime Control 314 Income and Wealth Inequality:
What Is the Optimal Amount to Spend? 314
What’s Fair? 339
Is the Money Spent in the Right Way? 315
Are the Right People in Jail? 315 Measurement of Inequality 339
What Laws Should We Rigorously Enforce? 315 Income Inequality 339
What Is the Optimal Sentence? 316 Wealth Inequality 342
Summary 317 The Shrinking Middle Class 343
Table of Contents xv
Causes of Household Income and Wealth Inequality 344 Why Promoters Charge Less Than They Could 369
Costs and Benefits of Income Inequality 345 An Economic Model of Scalping 369
Summary 347 Legitimate Scalpers 370
Summary 371
Chapter 32
Farm Policy 349 Chapter 35
Farm Prices Since 1950 349 Rent Control 373
Corn and Gasoline 350 Rents in a Free Market 373
Price Variation as a Justification for Government Reasons for Controlling Rents 374
Intervention 351 Consequences of Rent Control 375
The Case for Price Supports 351 Why Does Rent Control Survive? 377
The Case against Price Supports 352 Summary 378
Consumer and Producer Surplus Analysis
of Price Floors 352 Chapter 36
One Floor in One Market 352 The Economics of K–12 Education 379
Variable Floors in Multiple Markets 353
What Would Happen without Price Supports? 353 Investments in Human Capital 379
Price Support Mechanisms and Their History 353 Present Value Analysis 380
Price Support Mechanisms 353 External Benefits 380
History of Price Supports 355 Should We Spend More? 381
Is There a Bubble on the Farm? 355 The Basic Data 381
Kick It Up a Notch 356 Cautions about Quick Conclusions 383
Summary 356 Literature on Whether More Money Will Improve
Educational Outcomes 385
Chapter 33 School Reform Issues 385
Minimum Wage 358 The Public School Monopoly 385
Merit Pay and Tenure 386
Traditional Economic Analysis of a Minimum Private versus Public Education 386
Wage 359 School Vouchers 387
Labor Markets and Consumer and Producer Surplus 359 Collective Bargaining 387
A Relevant versus an Irrelevant Minimum Wage 360 Summary 388
What Is Wrong with a Minimum Wage? 361
Real-World Implications of the Minimum Wage 361 Chapter 37
Alternatives to the Minimum Wage 362 College and University Education:
Rebuttals to the Traditional Analysis 362
Why Is It So Expensive? 390
The Macroeconomics Argument 362
The Work Effort Argument 363 Why Are the Costs So High? 390
The Elasticity Argument 363 Why Are College Costs Rising So Fast? 392
Where Are Economists Now? 363 Why Have Textbook Costs Risen So
Kick It Up a Notch 364 Rapidly? 393
Summary 364 What a College Degree Is Worth 395
How Do People Pay for College? 396
Chapter 34 Summary 398
Ticket Brokers and Ticket Scalping 366
Chapter 38
Defining Brokering and Scalping 367
Poverty and Welfare 400
An Economic Model of Ticket Sales 367
Marginal Cost 367 Measuring Poverty 400
The Promoter as Monopolist 367 The Poverty Line 401
The Perfect Arena 368 Who’s Poor? 401
xvi Table of Contents
Poverty through History 402 Why Social Security Is in Trouble 424

Problems with Our Measure of Poverty 403 The Social Security Trust Fund 424
Poverty in the United States versus Europe 404 Options for Fixing Social Security 425
Programs for the Poor 404 Summary 426
In Kind versus In Cash 404
Why Spend $789 Billion on a $96 Billion Chapter 41
Problem? 406 Personal Income Taxes 429
Is $789 Billion Even a Lot Compared to
Other Countries? 406 How Income Taxes Work 429
Incentives, Disincentives, Myths, Issues in Income Taxation 434
and Truths 406 Horizontal and Vertical Equity 434
Welfare Reform 407 Equity versus Simplicity 434
Is There a Solution? 407 Incentives and the Tax Code 434
Welfare as We Now Know It 408 Do Taxes Alter Work Decisions? 435
Is Poverty Necessarily Bad? 408 Do Taxes Alter Savings Decisions? 435
Summary 408 Taxes for Social Engineering 435
Who Pays Income Taxes? 435
Chapter 39 The Tax Debates of the Last Two Decades 436
Summary 437
Head Start 411
Head Start as an Investment 411 Chapter 42
The Early Intervention Premise 411 Energy Prices 440
Present Value Analysis 412
External Benefits 412 The Historical View 440
The Early Evidence 412 Oil and Gasoline Price History 440
The Remaining Doubts 412 Geopolitical History 441
The Head Start Program 413 A Return to Irrelevancy 442
The Current Evidence 414 OPEC 445
Evidence that Head Start Works 414 What OPEC Tries to Do 445
Evidence that Head Start Does Not Work 415 How Cartels Work 445
More Evidence Is Coming and Some Is In 415 Why Cartels Are Not Stable 445
The Opportunity Cost of Fully Funding Back from the Dead 446
Head Start 416 Why Do Prices Change So Fast? 446
Summary 416 Is It All a Conspiracy? 447
From $1 to $4 per Gallon in 10 Years? 447
Chapter 40 Electric Utilities 449
Electricity Production 449
Social Security 418
Why Are Electric Utilities a Regulated Monopoly? 450
The Basics 418 What Will the Future Hold? 451
The Beginning 418 Kick It Up a Notch 452
Taxes 419 Summary 453
Benefits 419
Changes over Time 419 Chapter 43
Why Do We Need Social Security? 420 If We Build It, Will They Come?
Social Security’s Effect on the
And Other Sports Questions 455
Economy 421
Effect on Work 421 The Problem for Cities 455
Effect on Saving 421 Expansion versus Luring a Team 455
Whom Is the Program Good For? 422 Does a Team Enhance the Local Economy? 457
Will the System Be There for Me? 424 Why Are Stadiums Publicly Funded? 458
Table of Contents xvii
The Problem for Owners 458 Where Unions Go from Here 485
To Move or to Stay 458 Kick It Up a Notch 486
To Win or to Profit 459 Summary 486
Don’t Feel Sorry for Them Just Yet 460
The Sports Labor Market 461 Chapter 46
What Owners Will Pay 461 Walmart: Always Low Prices
What Players Will Accept 461 (and Low Wages)—Always 488
The Vocabulary of Sports Economics 461
What a Monopoly Will Do for You 464 The Market Form 488
Summary 465 Who Is Affected? 490
Most Consumers Stand to Gain—Some Lose Options 490
Chapter 44 Workers Probably Lose 491
Sales Tax Revenues Won’t Be Affected Much 491
The Stock Market and Crashes 467
Some Businesses Will Get Hurt; Others Will Be
Stock Prices 468 Helped 491
How Stock Prices Are Determined 468 Community Effects 491
What Stock Markets Do 469 Summary 492
Efficient Markets 470
Stock Market Crashes 470 Chapter 47
Bubbles 470 The Economic Impact of Casino
Example of a Crash: NASDAQ 2000 471
and Sports Gambling 494
The Accounting Scandals of 2001 and 2002 472
Bankruptcy 473 The Perceived Impact of Casino Gambling 494
Why Capitalism Needs Bankruptcy Laws 473 Local Substitution 494
The Kmart and Global Crossing Cases 473 The “Modest” Upside of Casino Gambling 495
What Happened in the Enron Case 474 The Economic Reasons for Opposing Casino
Why the Enron Case Matters More Than Gambling 495
the Others 475 Sports Gambling and Daily Fantasy 496
Rebound of 2006–2007 and the Drop Summary 497
of 2008–2009 475
Summary 476 Chapter 48
The Economics of Terrorism 499
Chapter 45
The Economic Impact of September 11th and
Unions 478 of Terrorism in General 499
Why Unions Exist 478 Modeling the Economic Impact of the Attacks 500
The Perfectly Competitive Labor Market 478 Insurance Aspects of Terrorism 501
A Reaction to Monopsony 479 Buy Insurance or Self-Protect or Both 502
A Way to Restrict Competition and Improve Quality 480 Terrorism from the Perspective of the Terrorist 502
A Reaction to Information Issues 481 Summary 503
A Union as a Monopolist 481
The History of Labor Unions 482 Index 505
Preface
This book is designed for a one-semester issues-based general education economics course,
and its purpose is to interest the nonbusiness, noneconomics major in what the discipline of
economics can do. Students of the “issues approach” will master the basic economic theory
necessary to explore a variety of real-world issues. If this is the only economics course they
ever take, they will at least gain enough insight to be able to intelligently discuss the way eco-
nomic theory applies to important issues in the world today.
Until the first edition of this book was published, instructors who chose the issues approach
to teaching a one-semester general economics course had to compromise in one of the follow-
ing ways: they could (1) pick a book that presents the issues but that is devoid of economic
theory; (2) pick a book that intertwines the issues with the theory; (3) ask students to buy two
books; or (4) place a large number of readings on library reserve.
Each of these alternatives presents problems. If the course is based entirely on an issues text,
students will leave with the incorrect impression that economics is a nonrigorous discipline that
assumes that all of the issues are relevant to all students in the course. In fact, some issues are not
relevant to some students and others are relevant only when the issue makes news. For example,
at Syracuse my students never understood why farm price supports were interesting, whereas at
Indiana State no student that I have met has ever lived in a rent-controlled apartment. The prob-
lem associated with using multiple books is the obvious one of expense. Having multiple reserve
readings, still a legitimate option, requires a great deal of time on the part of students, teachers,
and librarians and is usually not convenient to students.
The eighth edition of this book meets both student and instructor needs simultaneously. By
making the entire portfolio of chapters available for instructors to select and include in a print
book as they see fit within McGraw-Hill’s CREATE platform, we allow instructors maximum
flexibility to design a product that keeps students interested.
HOW TO USE THIS BOOK

Issues in Economics Today includes 8 intensive core theory chapters and 40 shorter issues
chapters. The book is designed to allow faculty flexibility in approach. Some colleagues like
to intertwine theory and issues while others like to lay the theoretical foundation first before
heading into the issues. Some faculty will choose to set a theme for their course and pick is-
sues consistent with that theme while others will let their students decide what issues interest
them. There is no right way to use the book except that under no circumstances is it imag-
ined that the entire book be covered.
McGraw-Hill CREATE
To address the recommendation that no instructor should assign the entire book to be cov-
ered in their course, the eighth edition takes advantage of the capabilities in McGraw-Hill’s
CREATE platform (www.mcgrawhillcreate.com) to give instructors the flexibility to easily
design a print product customized to their issues course: instructors can easily add chapters to
their product in the same way someone might add purchases to their cart when online shop-
ping. Once the table of contents is set, the instructor can easily view the net price of their
xviii
Preface xix
course text (often much lower once extraneous chapters have been removed). When the prod-
uct is approved by the instructor, the system will generate an ISBN for the customized product,
which can be provided to the bookstore. Once an order is placed, the copies will be printed
on demand for each institution. The process is very straightforward; however, a McGraw-Hill
representative can assist instructors or build products based on syllabi if required. This work-
flow makes it feasible for an instructor to revisit their product and make tweaks every time
they teach the course. It also makes it a possibility for me to author and make available chap-
ters that address current economic issues in a timely manner as events arise.
Organization of the Issues Chapters

There are 40 issues chapters that I have divided into the following categories: Macroeco-
nomic Issues (Chapters 9–16), International Issues (Chapters 17–20), Externalities and Market
Failure (Chapters 22–23), Health Issues (Chapters 24–26), Government Solutions to Soci-
etal Problems (Chapters 27–31), Price Control Issues (Chapters 32–34), and Miscellaneous
Markets (Chapters 36–48). These groupings will be helpful as you navigate through the
Contents looking for a particular topic. To help you decide which issues chapters to cover,
see the table on pages xxx–xxxi, entitled “Required Theory Table.” It shows at a glance
which theory chapters need to be covered before pursuing each of the issues chapters. On
pages xxviii–xxix, the table entitled “Issues for Different Course Themes” includes my
recommendations for courses that focus on social policy, international issues, election year
issues, or business. Within the CREATE platform these different course structures are al-
ready assembled into ready-made Express Books to make it easy for you to customize your
text according to these themes.
CHANGES TO THE EIGHTH EDITION

Due to the CREATE-delivery of the eighth edition, issues chapters that have previously been
hosted on the website have now moved back within the table of contents so instructors can
more easily add them to custom products. These chapters include:
• Chapter 21 NAFTA, CAFTA, GATT, WTO: Are Trade Agreements Good for Us?
• Chapter 28 Antitrust
• Chapter 35 Rent Control
• Chapter 39 Head Start
• Chapter 48 The Economics of Terrorism
Furthermore, many instructors have requested with previous editions that we provide assign-
able material within Connect, McGraw-Hill’s online assessment platform. We are happy to
report that Connect is now available with the eighth edition including an adaptive reading ex-
perience, assignable homework (with additional quantitative and graphing problems beyond
what is found at the end of each chapter), test bank content, and a host of instructor resources.
For more information, please review the Connect portion of this preface.
Chapter 1: An entire section has been added on modeling economic growth using a pro-
duction possibilities frontier. Both generalized and specialized growth are depicted in both
a world of increasing and constant opportunity cost. In addition, the sources of economic
growth are explicated.
Chapter 2: Content and data updates have been made as needed to reflect the most current
information available.
xx Preface
Chapter 3: Added to the discussion of substitutes by describing the inclination to use goods
already in our possession longer when newer substitutes increase in price. Added an entire
section on the determinants of elasticity of supply. Added a description of network goods.
information available. Textbox added to illustrate the importance of exit and entry using
oil drilling.
information available. Added textbox that answers frequently asked questions regarding how
particular situations (products made in one year and sold in the next, used cars, equities, and
illegal drugs) are handled in GDP accounting.
Chapters 7–9: Content and data updates have been made as needed to reflect the most current
Chapter 10: Content and data updates have been made as needed to reflect the most current infor-
mation available. Added a section that described the monetary policies of other countries and how
the unprecedented actions of the Federal Reserve can be undone when the times comes to do so.
information available. Added World Bank measures of debt-to-GDP measures.
information available. Added a comparison of home affordability in 2006 vs. 2015 for selected
major markets.
Chapter 15: The chapter reshapes the “Japan” chapter from the previous edition to take on the
broader question of economic stagnation in the U.S. and other western economies.
information available. Extensively revised the section on state and local pension problems
using updated information. Focused particular attention on the intractability of the pension
problem in Illinois.
Chapters 17–18: Content and data updates have been made as needed to reflect the most cur-
rent information available.
information available. Reference made to ECB stimulus and to Brexit.
information available. References also made to the Trans-Pacific Partnership.
information available. The impact of the availability of e-cigarettes as substitutes for tobacco
is discussed, particularly as it relates to tobacco elasticity.
Preface xxi
information available. The responsiveness of average temperatures to changes in CO2 concen-
trations is also discussed in the context of climate change.
Chapter 24: Content and data updates have been made as needed to reflect the most cur-
rent information available. Clarifications are included regarding the impact of the PPACA
on Medicaid expansions. International comparisons for five-year survival rates of various
cancers are included.
Chapter 25: Content and data updates have been made as needed to reflect the most current in-
formation available. The Congressional action to address the perpetual “Docfix” is discussed.
information available. Issues involving expensive life-saving drugs (Harvoni, Vivitrol, etc.)
and their coverage (or lack thereof) by Medicaid are discussed.
Chapter 27: A discussion of class-action lawsuits and the example of Takata airbags was
inserted.
information available. Significant modifications to the impact of various crime policies on
crime was added stemming from a Brennan Center for Justice report that showed diminishing
returns to increasing levels of incarceration.
Chapter 29: A discussion of the Apple and Google cases before the EU anti-trust agencies
was included.
information available. A Pew Charitable Trusts monograph on the state of the middle class is
examined. A discussion regarding the economic and political consequences of the shrinking
middle class is offered.
information available. The textbox on state and local minimum wage statutes is completely
redone. The difference, in terms of consequences, between modest and large increases in the
minimum wage are examined in the context of efforts to raise wages to $15/hr.
information available. The secondary market for tickets is examined through the examples of
StubHub, Ticketmaster, and NFL Ticket Exchange.
Chapter 35: No substantive changes.
Chapter 36: Content and data updates have been made as needed to reflect the most cur-
rent information available. A discussion of the decline in inflation-adjusted K–12 per-student
spending is offered.
Chapter 37: Content and data updates have been made as needed to reflect the most current in-
formation available. Notes drawing attention to the fact that tuition increases at state institutions
or higher education have slowed at the same time that state subsidies to those schools have also
xxii Preface
decreased. Attention is also drawn to the fact that young adults in the United States are now no
longer the likeliest to have a college education. In fact, the United States is now eighth on that list.
information available. The reform of the AMT is discussed.
information available. Hydraulic Fracturing and directional drilling and the impact of these tech-
nologies on the elasticity of supply of crude oil are examined. The impact of these technologies
and the increase in U.S. capabilities on OPEC are discussed. Data shows the link between U.S.
rig counts and prices is displayed.
information available. The relocation of the Rams to L.A. is discussed. The fact that fewer
constraints on soccer talent exist is related to the dominating position of Spain’s Barcelona and
Real Madrid and the Premier League’s top five teams.
information available. Daily Fantasy gambling is discussed.
Chapter 48: More recent terror attacks in France, Belgium, and San Bernardino included.
FEATURES
• A conversational writing style makes it easier for students not majoring in economics to
connect with the material. The book puts students at ease and allows them to feel more
confident and open to learning.
• Chapter Outline and Learning Objectives set the stage at the beginning of each chapter
to let the student see how the chapter is organized and anticipate the concepts that will
be covered.
• Key Terms are defined in the margins and recapped at the end of the chapters.
• Summaries at the end of each chapter reinforce the material that has been covered.
• Issues Chapters You Are Ready for Now are found at the end of each theory chapter, so
students can go straight to the issues chapters that interest them once they’ve mastered
the necessary theoretical principles.
• Quiz Yourself presents questions for self-quizzing at the end of each chapter.
• Think about This asks provocative questions that encourage students to think about how
economic theories apply to the real world by putting themselves in the economic driver’s
seat. For example, one Think about This asks, “Suppose you buy a new car. What is the
opportunity cost of doing so?” This feature facilitates active learning so that the students
will learn the concepts more thoroughly.
• Talk about This includes questions designed to trigger discussion.
• For More Insight See sends the students to websites and publications to find additional
material on a given topic. Since economic issues are particularly time-sensitive, this
Preface xxiii
feature not only helps students learn to do research on the web but also keeps the course
as fresh and current as today’s newspaper.
• Short Answer Questions are included so that faculty may ask students questions that will
help faculty assess student understanding of complex economic phenomena.
RESOURCES TO SUPPORT LEARNING

The content and reliability of supplements is of primary importance to the users of the book.
Because of this, I am personally involved in crafting and checking all of the following an-
cillaries, which are available for quick download and convenient access via the instructor
resource material available through Connect.
Instructor’s Manual
In addition to a traditional outline of each chapter’s content and updated we references to data
sources for each chapter, the Instructor’s Manual offers key-point icons to emphasize the im-
portance of particular concepts. Another distinctive feature is that each figure is broken into
subfigures with explanations that can be offered at each stage. Solutions to the end of chapter
questions are also provided.
Test Bank
The test bank includes 80–200 multiple-choice questions for the core theory chapters and
60–100 multiple-choice questions for the issues chapters. These questions test students’
knowledge of key terms, key concepts, theory and graph recognition, theory and graph
application, and numeracy, as well as questions about different explanations given by
economists regarding particular economic phenomena.
Computerized Test Bank

TestGen is a complete, state-of-the-art test generator and editing application software that al-
lows instructors to quickly and easily select test items from McGraw-Hill’s test bank content.
The instructors can then organize, edit, and customize questions and answers to rapidly generate
tests for paper or online administration. Questions can include stylized text, symbols, graphics,
and equations that are inserted directly into questions using built-in mathematical templates.
TestGen’s random generator provides the option to display different text or calculated number
values each time questions are used. With both quick-and-simple test creation and flexible and
robust editing tools, TestGen is a complete test generator system for today’s educators.
PowerPoint Presentations
An extensive set of editable PowerPoint slides accompany the text to support instructor lectures.
Assurance of Learning Ready

Many education institutions today are focused on the notion of assurance of learning, an
important element of some accreditation standards. Issues in Economics Today supports as-
surance of learning objectives with a simple, yet powerful solution.
Instructors can use Connect to easily query for learning outcomes/objectives that directly
relate to the learning objectives of the course. You can then use the reporting features of Con-
nect to aggregate student results in similar fashion, making the collection and presentation of
assurance of learning data simple and easy.
Required=Results
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McGraw-Hill Connect®
Learn Without Limits
Connect is a teaching and learning platform
that is proven to deliver better results for
students and instructors.
Connect empowers students by continually
adapting to deliver precisely what they need,
when they need it, and how they need it, so
your class time is more engaging and effective.
73% of instructors who use

Connect require it; instructor
satisfaction increases by 28% Using Connect improves retention
when Connect is required. rates by 19.8%, passing rates by
12.7%, and exam scores by 9.1%.
Analytics
Connect Insight®
Connect Insight is Connect’s new one-
of-a-kind visual analytics dashboard
that provides at-a-glance information
regarding student performance, which
is immediately actionable. By presenting
assignment, assessment, and topical
performance results together with a time
metric that is easily visible for aggregate or individual
results, Connect Insight gives the user the ability to
take a just-in-time approach to teaching and learning,
which was never before available. Connect Insight presents
data that helps instructors improve class performance in a
way that is efficient and effective.
Adaptive
THE ADAPTIVE
READING EXPERIENCE
DESIGNED TO TRANSFORM
THE WAY STUDENTS READ
More students earn A’s and

B’s when they use McGraw-Hill
Education Adaptive products.
SmartBook®
Proven to help students improve grades and study more
efficiently, SmartBook contains the same content within
the print book, but actively tailors that content to the
needs of the individual. SmartBook’s adaptive technology
provides precise, personalized instruction on what the
student should do next, guiding the student to master and
remember key concepts, targeting gaps in knowledge and
offering customized feedback, and driving the student
toward comprehension and retention of the subject
matter. Available on tablets, SmartBook puts learning at
the student’s fingertips—anywhere, anytime.
Over 8 billion questions have

been answered, making McGraw-
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intelligent, reliable, and precise.
www.mheducation.com
xxvi Preface
AACSB Statement
McGraw-Hill Global Education is a product corporate member of AACSB International. Un-
derstanding the importance and value of AACSB accreditation, Issues in Economics Today
has sought to recognize the curricula guidelines detailed in the AACSB standards for business
accreditation by connecting questions in the test bank and end-of-chapter material to the gen-
eral knowledge and skill guidelines found in the AACSB standards.
It is important to note that the statements contained in Issues in Economics Today are
provided only as a guide for the users of this text. The AACSB leaves content coverage and
assessment within the purview of individual schools, the mission of the school, and the fac-
ulty. While Issues in Economics Today and the teaching package make no claim of any spe-
cific AACSB qualification or evaluation, we have labeled questions according to the general
knowledge and skill areas.
ACKNOWLEDGMENTS
This text would not have been possible but for the efforts of a number of people. I thank
Indiana State University and its Department of Economics for their continued support of
this project. In particular, I thank my chair, John Conant, for his unflagging support, both
moral and material. I am indebted to the personnel of McGraw-Hill Education for their
work in gathering and compiling peer reviews. Katie Hoenicke, Senior Brand Manager,
Jamie Koch, Product Developer, and Christina Kouvelis, Senior Product Developer, were
always encouraging and willing to help at every stage. Finally, I want to thank Kelsey
Darin. Kelsey, an undergraduate student at Indiana State, spent countless hours updating each
data reference, table, and graph. Her careful and unending attention to detail helped me put
together this edition in a way that I will be relying upon for editions to come. She cheerfully
completed each task at a time when the University (almost inexplicably) assigned me to chair
a department in another college. I will forever be in her debt.
I thank the many participants in McGraw-Hill Symposia who happily offered great insight
on the best way to teach interesting issues. Finally, I thank the following peer reviewers whose
insight substantially enhanced this book:
Alex Aichinger R. Edward Chatterton

Northwestern State University Lock Haven University
Thomas Andrews Russ Cheatham
West Chester University Cumberland University
Michael Araujo Joab Corey
Quinsigamond Community College Florida State University
Lee Ash Ann M. Eike
Skagit Valley College University of Kentucky
Robert J. Bartelli Herb Elliott
Labette Community College All Hancock College
Daria J. Bernard John A. Flanders
University of Delaware Central Methodist University
Roberta Biby Holly Fretwell
Grand Valley State University Montana State University
Ann Marie Callahan Neil Garston
Caldwell College CSULA
Preface xxvii
E. B. Gendel Inge O’Connor

Woodbury College Syracuse University
Glenn Graham Nathan Perry
SUNY–Oswego University of Utah
Abbas P. Grammy Chris Phillips
California State University, Bakersfield Somerset Community College
Sheryl Hadley Patrick Price
Johnson Community College University of Louisiana at Lafayette
Suzanne Hayes Taghi Ramin
University of Nebraska, Kearney William Patterson University
Rolf Hemmerling Michael Ryan
Greenville Technical College Western Michigan University
John S. Heywood John Sabelhaus
University of Wisconsin–Milwaukee University of Maryland
Richard Hoogerwerf Sue Lynn Sasser
Marian College University of Central Oklahoma
Scott Hunt Brenda M. Saunders
Columbus State Community College Somerset Community College
Hans Isakson Robert D. Schuttler
University of Northern Iowa Marian University
Debra Israel Millicent M. Sites
Indiana State University Carson-Newman College
Allan Jenkins Rebecca Smith
University of Nebraska, Kearney Mississippi State University
Dick Johnson Arun K. Srinivasan
Skagit Valley Community College Indiana University Southeast
Gary Langer Frank Tenkorang
Roosevelt University University of Nebraska, Kearney
Tom Larson Tara Thornberry
California State University–Los Angeles Maysville Community and Technical College
Raymond Lee Michelle Villinski
Benedict College DePauw University
Gary D. Lemon Darlene Voeltz
DePauw University Rochester Community and Technical
Alston Lippert College
University of South Carolina William Walsh
Patrick McMurry University of St. Thomas
Missouri Western State University Wendel Weaver
Tom Means Oklahoma Wesleyan University
San Jose State University Janet L. Wolcutt
Kimberly Merritt Wichita State University
Oklahoma Christian University Derek K. Yonai
Daniel Morvey Campbell University
Piedmont Technical College Ben Young
Richard Newton University of Missouri, Kansas City
Augusta Technical College Johnson County Community College
Issues for Different
Course Themes
Social Policy 37. College and University Education: Why Is It
22. The Line between Legal and Illegal Goods So Expensive?
24. Health Care 40. Social Security
25. Government-Provided Health Insurance:
International Issues
Medicaid, Medicare, and the Children’s Health
Insurance Program 12. Federal Deficits, Surpluses, and the
National Debt
26. The Economics of Prescription Drugs
15. Is Economic Stagnation the New Normal?
30. The Economics of Race and Sex Discrimination
17. International Trade: Does It Jeopardize American
31. Income and Wealth Inequality: What’s Fair?
Jobs?
33. Minimum Wage
18. International Finance and Exchange Rates
36. The Economics of K–12 Education
19. European Debt Crisis
37. College and University Education: Why Is It
20. Economic Growth and Development
So Expensive?
22. The Line between Legal and Illegal Goods
38. Poverty and Welfare
23. Natural Resources, the Environment, and Climate
47. The Economic Impact of Casino and Sports
Change
Gambling
32. Farm Policy
Election Year 42. Energy Prices
9. Fiscal Policy
Business Issues
11. Federal Spending
10. Monetary Policy
14. The Recession of 2007–2009: Causes and Policy
Responses 11. Federal Spending
15. Is Economic Stagnation the New Normal? 13. The Housing Bubble
16. Is the (Fiscal) Sky Falling? An Examination of 14. The Recession of 2007–2009: Causes and Policy
Unfunded Social Security, Medicare, and State Responses
and Local Pension Liabilities 17. International Trade: Does It Jeopardize American
17. International Trade: Does It Jeopardize American Jobs?
Jobs? 24. Health Care
23. Natural Resources, the Environment, and Climate 26. The Economics of Prescription Drugs
Change 34. Ticket Brokers and Ticket Scalping
24. Health Care 41. Personal Income Taxes
27. So You Want to Be a Lawyer: Economics and 42. Energy Prices
the Law 44. The Stock Market and Crashes
28. The Economics of Crime 45. Unions
30. The Economics of Race and Sex Discrimination 46. Walmart: Always Low Prices (and Low
33. Minimum Wage Wages)—Always
xxviii
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APPENDIX
MEASURES AND WEIGHTS.
A few tables of measures may be helpful here because accurate
measurements are necessary to insure success in the preparation of
any article of food.
All dry ingredients, such as flour, meal, powdered sugar, etc.,
should be sifted before measuring.
The standard measuring cup contains one-half pint and is divided
into fourths and thirds.
To measure a cupful or spoonful of dry ingredients, fill the cup or
spoon and then level off with the back of a case-knife.
In measures of weight the gram is the unit.
A “heaping cupful” is a level cup with two tablespoonsful added.
A “scant cupful” is a level cup with two tablespoonsful taken out.
A “salt spoon” is one-fourth of a level teaspoon.
To measure butter, lard and other solid foods, pack solidly in
spoon or cup and measure level with a knife.
TABLE OF MEASURES AND WEIGHTS[13]
4 saltspoons = 1 teaspoon, tsp.
3 teaspoons = 1 tablespoon, tbsp.
4 tablespoons = ¼ cup or ½ gill.
16 tablespoons (dry ingredients) = 1 cup, c.
12 tablespoons (liquid) = 1 cup.
2 gills = 1 cup.
2 cups = 1 pint.
2 pints = 1 quart.
4 quarts = 1 gallon.
2 tablespoons butter = 1 ounce.
1 tablespoon melted butter = 1 ounce.
4 tablespoons flour = 1 ounce.
2 tablespoons granulated sugar = 1 ounce.
2 tablespoons liquid = 1 ounce.
2 tablespoons powdered lime = 1 ounce.
1 cup of stale bread crumbs = 2 ounces.
1 square Baker’s unsweetened chocolate = 1 ounce.
Juice of one lemon = (about) 3 tablespoons
5 tablespoons liquid = 1 wineglassful.
4 cups of sifted flour = 1 pound
2 cups of butter (packed solid) = 1 pound
2 cups of finely chopped meat (packed solidly) = 1 pound
2 cups of granulated sugar = 1 pound
2⅔ cups of powdered sugar = 1 pound
2⅔ cups brown sugar = 1 pound
2⅔ cups oatmeal = 1 pound
4¾ cups rolled oats = 1 pound
9 to 10 eggs = 1 pound
1 cup of rice = ½ pound.
APOTHECARIES WEIGHTS[13]
20 grains = 1 scruple, ℈
3 scruples = 1 drachm, ʒ
8 drachms (or 480 grains) = 1 ounce, ℥
12 ounces = 1 pound, lb.
APOTHECARIES MEASURES[13]
60 minims (M) = 1 fluid drachm, f ʒ
8 fluid drachms = 1 fluid ounce, f ℥
16 fluid ounces = 1 pint, O or pt.
2 pints = 1 quart, qt.
4 quarts = 1 gallon, gal.
APPROXIMATE MEASURES[13]
One teaspoonful equals about 1 fluid drachm.
One dessertspoonful equals about 2 fluid drachms.
One tablespoonful equals about 4 fluid drachms.
One wineglassful equals about 2 ounces.
One cup (one-half pint) equals about 8 ounces.
METRIC MEASURES OF WEIGHT[13]
In measures of weight the gram is the unit.
1 gram 1.0 gm.
1 decigram 0.1 gm.
1 centigram 0.01 gm.
1 milligram 0.001 gm.
FOOTNOTES:
[13] Practical Diatetics, Alida Frances Pattee, Publisher, Mt.
Vernon, N. Y.
Classification of Diets.
The purpose is not to give below such receipts as are found in
ordinary cook books, but simply to suggest foods useful for invalids,
for semi-invalids, or for chronic, abnormal conditions of digestive
organs.
BEVERAGES.
Beverages are primarily to relieve thirst; they may also contain
food elements; they may be used for their effect in heat and cold; for
their flavor which helps to increase the appetite; or for their
stimulating properties.
WATER. Pure and carbonated; mineral waters contain iron, sulphur,
lithium, etc.
Hot drinks should be served at a temperature of from 122 to 140
degrees F. When water is used as a hot drink it should be freshly
drawn, brought to a boil and used at once. This sterilizes and
develops a better flavor.
Cold water should be thoroughly cooled, but not iced, unless ice
water is sipped very slowly and held in the mouth until the chill is off.
Water is best cooled by placing the receptacle on ice rather than by
putting ice in the water.
FRUIT JUICES. Under fruit juices are

Grape juice, apple juice,
Currant juice, pineapple juice,
Orangeade and lemonade.
They are especially grateful to fever patients and are often used to
stimulate the appetite. They are particularly valuable for the acids
which they contain, which stimulate the action of the kidneys and the
peristaltic action of the digestive tract; they also increase the alkalinity
of the blood.
Apples contain malic acid, lemons citric acid and grapes tartaric
acid. The ferment in the ripe pineapple juice aids in the digestion of
proteins.[14]
Lemonade. Wash and wipe a lemon. Cut a slice from the middle
into two pieces to be used in the garnish before serving; then squeeze
the juice of the rest of the lemon into a bowl, keeping back the seeds.
Add sugar and boiling water; cover and put on ice to cool; strain and
pour into a glass.
Fruit Lemonade. To change and vary the flavor, fresh fruit of all
kinds may be added to strong lemonade, using boiling water as
directed above.
Egg Lemonade. Beat an egg thoroughly, add 2 tablespoonsful of

sugar, 2 tablespoonsful of lemon juice and gradually pour in one cup
of cold water. Stir until smooth and well mixed. Serve thoroughly cold.
This drink is very easily digested, the lemon having partly digested the
egg; 2 tablespoonsful of sherry or port may be added.
Bran Lemonade. Mix ¼ cup of wheat bran with 2 cups of cold

water. Allow this to stand over night and in the morning add the juice
of a lemon.
Pineapple Lemonade. Mix ½ cup of grated pineapple with the juice

of 1 lemon and 2 tablespoonsful of sugar; add ½ cup of boiling water,
put on ice until cool, then add 1 cup of ice cold water. Strain and
serve.
Grape Lemonade. To one cup of lemonade, made as directed

above, rather sweet, add ½ cup of grape juice.
Orangeade is prepared as lemonade. The juice of one sour orange

to 2 tablespoonsful of sugar and ½ cup of boiling water is about the
right proportion.
Mixed Fruit Drink. Mix ¼ cup of grated pineapple, the juice of ½ a

lemon, the juice of ½ an orange, 1 cup of boiling water and sugar to
taste. Put on the ice until cool. Strain and add more cold water and
sugar according to taste.
Pineapple Juice. Pour ½ cup of pineapple juice over crushed ice

and serve in a dainty glass. This is especially helpful in cases of weak
digestion and in some throat troubles—as stated above, the pineapple
aids protein digestion.
Lemon Whey. Heat one cup of milk in a small sauce pan, over hot
water, or in a double boiler. Add two tablespoonsful of lemon juice;
cook without stirring until the whey separates. Strain through cheese
cloth and add two teaspoons of sugar. Serve hot or cold. Garnish with
small pieces of lemon.
Wine Whey may be made in the same way, using ¼ cup of sherry
wine to 1 cup of hot milk.
Grape Juice, Apple Juice and Currant Juice are tonics and make
a dainty variety for the sick room. They should be used according to
their strength, usually about ⅓ of juice to ⅔ water. They should be
kept cold and tightly corked until ready to serve.
Grape Lithia. Add 4 ounces of Lithia water to 1 ounce of grape

juice and two teaspoons of sugar.
Grape Nectar. Boil together 1 pound of sugar and ½ pint of water

until it begins to thread. Remove from the fire and when cool add the
juice of 6 lemons and one quart of grape juice. Let stand over night.
Serve with ice water, Apollinaris, or plain soda water.
Tea Punch. Pour boiling lemonade, sweetened to taste, over tea

leaves. Allow the liquid to stand until cool. Then strain and serve with
shaved ice and slices of lemon. This makes a delicious cooling drink
for hot weather.
LIQUID FOODS.
Under this heading such liquids are given as are actual foods.
MILK. Milk is a complete food and a perfect food for infants, but not
a perfect food for adults. It may be used as
Whole or skimmed;
Peptonized; boiled;
Sterilized, pasteurized;
Milk with lime water, Vichy or Apollinaris;
With equal parts of farinaceous liquids;
Albuminized milk with white of egg;
Milk with egg yolk, flavored with vanilla, cinnamon or nutmeg;
Milk flavored with coffee, cocoa, or meat broth;
Milk punch; milk lemonade;
Koumiss; kefir or whey, with lemon juice, as above.
EGG PREPARATIONS. These consist of

Albumin water (diluted white of egg), flavored with fruit juice;
Egg lemonade; egg orangeade;
Egg with meat broth;
Egg with coffee and milk;
Chocolate eggnog.
Often the white of egg, dissolved in water or milk, is given when the
yolk cannot be digested, because of the amount of fat which the yolk
contains.
Where one is inclined to billiousness, the egg is better digested if
beaten in wine.
The albuminous or egg drinks are best prepared cold.
Eggnog. To make eggnog, separate the white and the yolk, beat
the yolk with ¾ of a tablespoonful of sugar and a speck of salt until
creamy. Add ¾ of a cup of milk and 1 tablespoonful of brandy. Beat
the white until foamy, add to the above mixture and serve immediately.
A little nutmeg may be substituted for the brandy. The eggs and milk
should be chilled before using. Eggnog is very nutritious.
Egg Broth. Beat the yolk of 1 egg, add 1 tablespoonful of sugar

and a speck of salt. Add 1 cup of hot milk and pour it on gradually.
Flavor with nutmeg.
Dried and rolled bread crumbs may be added, or beef, mutton or
chicken broth may be used in place of the milk, and the sugar may be
omitted. The whole egg may be used if desired.
This is very delicious made with beef broth, instead of hot milk.
Pineapple juice or coffee may be used.
Coffee Eggnog. 1 egg, 1¼ teaspoons of sugar, ½ scant cup of milk

or cream, ½ scant cup of coffee.
Egg Malted Milk. Mix 1 tablespoonful of Horlick’s Malted Milk with 1

tablespoonful of crushed fruit and 1 egg; beat for five minutes. Strain
and add 20 drops of acid phosphate, 1 tablespoonful of crushed ice
and ¾ cup of ice water. A grating of nutmeg may be used for flavor.
Grape Yolk. Separate the white and the yolk of an egg, beat the
yolk, add the sugar and let the yolk and sugar stand while the white of
the egg is thoroughly whipped. Add two tablespoonsful of grape juice
to the yolk and pour this on to the beaten white, blending carefully.
Have all ingredients chilled before blending and serve cold.
Albuminized Milk. Beat ½ cup of milk and the white of one egg
with a few grains of salt. Put into a fruit jar, shake thoroughly until
blended. Strain into a glass and serve cold.
Albumin Water. Albumin water is used chiefly for infants in cases of

acute stomach and intestinal disorders, in which some nutritious and
easily assimilated food is needed. The white of 1 egg is dissolved in a
pint of water, which has been boiled and cooled.
Albuminized Grape Juice. Put two tablespoonsful of grape juice
into a dainty glass with pure chopped ice. Beat the white of one egg,
turn into the glass, sprinkle a little sugar over the top and serve.
FARINACEOUS BEVERAGES. These are all made by slowly

adding cereals, such as barley, rice, oatmeal, etc., to a large quantity
of boiling water and cooking from two to three hours and then
straining off the liquid and seasoning to taste. They are particularly
valuable when only a small amount of nutriment can be assimilated.
Since the chief ingredient is starch, long cooking is necessary to make
soluble the starch globules and to change the starch into dextrin, so
that it can be more readily digested. Since these drinks are given only
in case of weak digestion, it is important that they be taken slowly and
held in the mouth until they are thoroughly mixed with the saliva.
Barley Water. (Infant feeding). Mix 1 teaspoonful of barley flour with

two tablespoonsful of cold water, until it is a smooth paste. Put in the
top of a double boiler and add gradually one pint of boiling water. Boil
over direct heat five minutes, stirring constantly; then put into a double
boiler, over boiling water, and cook fifteen minutes longer. This is used
as a diluent with normal infants and to check diarrhoea.
For children or adults use ½ teaspoonful of barley or rice flour, 1
cup of boiling water and ¼ teaspoonful of salt. Cream or milk and salt
may be added for adults, or, lemon juice and sugar, according to the
condition.
Barley water is an astringent and used to check the bowels when
they are too laxative.
Rice Water. Wash two tablespoonsful of rice, add 3 cups of cold

water and soak thirty minutes. Then heat gradually and cook one hour
until the rice is tender. Strain through muslin, re-heat and dilute with
boiling water or hot milk to the consistency desired. Season with salt;
sugar may be added if desired and cinnamon, if allowed, may be
cooked with it to assist in reducing a laxative condition. 1 teaspoonful
of stoned raisins may be added to the rice, before boiling, if there is no
bowel trouble.
Oatmeal Water. Mix 1 tablespoonful of oatmeal with 1 tablespoonful

of cold water. Add a speck of salt and stir into it a quart of boiling
water. Boil for three hours, replenishing the water as it boils away.
Strain through a fine sieve or cheese cloth, season and serve cold.
Sufficient water should be added to keep the drink almost as thin as
water.
Toast Water. Toast thin slices of stale bread in the oven; break up
into crumbs; add 1 cup of boiling water and let it stand for an hour.
Rub through a fine strainer, season with a little salt. Milk, or cream and
sugar may be added if desirable. This is valuable in cases of fever or
extreme nausea.
Crust Coffee. Dry crusts of brown bread in the oven until they are
hard and crisp. Pound or roll them and pour boiling water over. Let
soak for fifteen minutes, then strain carefully through a fine sieve.
Meat Juice. Meat juice may be prepared in three ways:

(1) Broil quickly, or even scorch, a small piece of beef. Squeeze out
the juice with a lemon squeezer, previously dipped in boiling water.
Catch the juice in a hot cup. Season and serve. If desirable to heat it
further, do so by placing the cup in hot water.
(2) Broil quickly and put the small piece into a glass jar. Set the
covered jar in a pan of cold water. Heat gradually for an hour, never
allowing the water to come to a boil. Strain and press out the clear,
red juice, season and serve. One pound of beef yields eight
tablespoonsful of juice.
(3) Grind raw beef in a meat grinder; place in a jar with a light cover
and add one gill of cold water to a pound of beef. Stand it on ice over
night, strain and squeeze through a bag. Season and serve.
Meat Tea. Meat tea is made in the proportion of a pound of meat to

a pint of water. Grind the meat in the meat grinder, place in a jar and
cover with cold water. Set the jar in an open kettle of water and cook
for two hours or more, not allowing the water to boil. Strain, squeeze
through a bag, skim off the fat and season.
Meat Broth. Meat broth is made from meat and bone, with and
without vegetables. The proportion is a quart of water to a pound of
meat. Cut the meat into small pieces, add the cold water and simmer
until the quantity is reduced one-half. Strain, skim and season with
salt. Chicken, veal, mutton and beef may be used in this way. They
may be seasoned with onions, celery, bay-leaves, cloves, carrots,
parsnips, rice, barley, tapioca; stale bread crumbs may be added.
Soups. Clear soups are made by cooking raw meat or vegetables,

or both together, slowly, for a long time, straining and using the liquid.
The flavor may be changed by browning the meat or vegetables in
butter before adding the water.
Cream Soups are made in the proportion of one quart of
vegetables, (such as corn, peas, beans, tomatoes, celery or
asparagus) to one pint of water and a pint of milk. Cook the
vegetables thoroughly in water and mash through a colander. To this
water and pulp add a cream sauce made in the proportion of 4
tablespoonsful of flour, 4 tablespoonsful of butter and a pint of milk for
vegetables poor in starch or protein. Add 2 tablespoonsful of flour, 2
tablespoonsful of butter and a pint of milk for those rich in protein.
Season to taste.
Tomato acid should be counteracted by the addition of one-eighth
tablespoonful of soda before the milk is added.
Potato soup may be flavored with onion or celery, or both.
SEMI-SOLID FOODS.
The following lists of foods are given for ready reference.[15]

Jellies.
(a) Meat Jellies and gelatin; veal, beef, chicken, mutton.
(b) Starch Jellies, flavored with fruit; cornstarch,
arrowroot, sago, tapioca.
(c) Fruit jellies and gelatin.
Custards.
(a) Junkets, milk or milk and egg (rennet curdled),
flavored with nutmeg, etc.
(b) Egg, milk custard, boiled or baked.
(c) Corn starch, tapioca, boiled custard.
(d) Frozen custard (New York Ice cream.)
Gruels. (Farinaceous)
(a) Milk gruels.
(b) Water gruels.
Toasts.
(a) Cream toast.
(b) Milk toast.
(c) Water toast.
Creams.
(a) Plain.
(b) Whipped.
(c) Ice cream.
Oils.
(a) Plain olive, cotton seed, or nut.
(b) Butter.
(c) Emulsion, as mayonnaise.
(d) Cod liver oil, plain or emulsified.
SOLID FOODS.
(Suitable for Invalids.)
Cereals.
(a) Porridges and mushes—Oatmeal, cornmeal, wheat,
rice, etc.
(b) Dry preparations—Shredded wheat biscuit, corn flakes,
puffed rice, puffed wheat, triscuit.
Breads.
(a) Plain—White, graham, nutri-meal, whole wheat, brown,
rye, etc.
(b) Toasts—Dry, buttered, zwieback.
(c) Crackers—Soda, graham, oatmeal, Boston butter, milk.
(d) Biscuits—Yeast biscuits (24 hours old), baking powder
biscuit, beaten biscuit.
Egg Preparations.
(a) Boiled, poached, scrambled, baked.
(b) Omelets.
(c) Souffles of meat and of potatoes.
Meats.
(a) Beef or mutton—Broiled or roasted.
(b) Chicken, turkey or game—Broiled or roasted.
(c) Fish—Broiled, boiled or baked.
(d) Oysters—Canned, stewed, etc.
(e) Clams—Chowder, broiled or baked.
Vegetables.
(a) Potatoes—Baked, boiled, creamed and escalloped.
(b) Sweet potatoes, baked and boiled.
(c) Green peas, plain and creamed.
(d) Lima beans, plain and creamed; string beans, plain and
creamed; cauliflower, plain and creamed; carrots,
parsnips.
Fruits.
(a) Fresh—Oranges, grapes, melons, etc. etc.
(b) Stewed apples, plums, apricots, pears, berries, etc.
(c) Baked apples, bananas, pears.
(d) Canned peaches, apricots, plums, pears.
(e) Preserved peaches, plums.
SEMI-SOLID FOODS.
jellies. Meat Jellies are made in two ways:
(1) Cook soup meat (containing gristle and bone) slowly for a long
time in just enough water to cover. Strain and set the liquid away in a
mold to cool and set. If desired, bits of shredded meat may be added
to the liquid before molding.
(2) Use meat broth and gelatin in the proportion of one tablespoon
gelatin to three quarters of a cup of hot broth. Pour into mold and set
on ice.
Starch Jellies.—Starch Jellies are made by cooking in a pint of fruit

juice or water until clear, two tablespoons of tapioca, arrowroot, sago,
cornstarch, or flour. Sweeten to taste.
If water is used, fresh fruit may be used either in the jelly or in a
sauce poured over the jelly.
Fruit Jellies.—These are made:

(1) Of fruit juice and sugar in equal quantities, cooked until it will set
when cooled;
(2) Of fruit juice and gelatin in the proportion of one tablespoon of
gelatin to three fourths of a cup of fruit juice, or one half box gelatin to
one and a half pints of juice. Sugar to taste. Made tea or coffee, or
cocoa or lemonade may be used in the same proportion.
custards.—These are made with (1) milk, (2) milk and eggs, (3)
milk, egg and some farinaceous substances as rice, cornstarch,
tapioca. In the first the coagulum is produced by the addition of
rennet, in the other two by the application of heat.
Plain Junket.—Dissolve in a cup of lukewarm milk (never warmer),
a tablespoon of sugar or caramel syrup. Add a quarter of a junket
tablet, previously dissolved in a tablespoon of cold water. Stir a few
times, add vanilla, nuts, or nutmeg if desired. Pour into a cup and set
aside to cool and solidify. This may be served plain or with whipped
cream, or boiled custard.
Egg-Milk Custard.—When eggs are used for thickening, not less

than four eggs should be used to a quart of milk (more eggs make it
richer).
Boiled Custard.—One pint of milk, two eggs, half cup of sugar, half
saltspoon of salt. Scald the milk, add the salt and sugar, and stir until
dissolved. Beat the eggs very thick and smooth. Pour the boiling milk
on the eggs slowly, stirring all the time. Pour the mixture into a double
boiler, set over the fire and stir for ten minutes. Add flavoring. As soon
as a thickening of the mixture is noticed remove from the fire, pour
into a dish and set away to cool. This custard makes cup custard, the
sauce for such puddings as snow pudding, and when decorated with
spoonfuls of beaten egg-white, makes floating island.
Baked Custard.—Proceed as in boiled custard, but instead of

pouring into a double boiler pour into a baking dish. Set the dish in a
pan of water, place in the oven and bake until the mixture is set in the
middle.
Farinaceous Custards.—Make like boiled custard, using one less
egg and adding one quarter cup of farina, tapioca, cornstarch,
arrowroot, or cooked rice to the hot milk and egg.
Sago should be soaked over night before using.
Tapioca should be soaked one hour before using.
Coffee Custard.—Scald one tablespoon of ground coffee in milk

and strain before proceeding as for boiled custard.
Chocolate Custard.—Add one square of grated chocolate to the

milk.
Caramel Custard.—Melt the dry sugar until golden brown, add the
hot milk, and when dissolved proceed as before. Bake.
gruels.—Gruels are a mixture of grain or flour with either milk or
water. They require long cooking and may be flavored with sugar,
nutmeg, cinnamon, or almond.
Take the meal or flour (oatmeal, two tablespoons, or cornmeal, one
tablespoon, or arrowroot, one and a half tablespoons). Sift it slowly
into one and a half cups boiling water, simmer for an hour or two.
Strain off the liquid; add to it one teaspoon of sugar, season with salt,
and add one cup of warm milk.
Water Gruel.—If water gruel is desired, let the last cup of liquid
added be water instead of milk.
Cream Gruel.—A cream gruel may be made by using rich cream
instead of milk or water.
Barley Gruel.—Barley gruel (usually a water gruel) is prepared as

follows: Moisten four tablespoons of barley flour in a little cold water
and add it slowly to the boiling water. Stir and boil for twenty minutes.
TOASTS.—Cream Toast.—Toast the bread slowly until brown on
both sides. Butter and pour over each slice enough warm cream to
moisten (the cream may be thickened slightly and the butter may be
omitted.)
Milk Toast.—One tablespoon of cornstarch or flour; one cup of
milk, salt to taste, and boil. Butter the toast and pour over it the above
white sauce.
Water Toast.—Pour over plain or buttered toast enough boiling

water to thoroughly moisten it.
souffles of fruit, etc.—The distinguishing feature of a souffle
is a pastry or pulpy foundation mixture, and the addition of stiffly
beaten egg-white. A souffle may or may not be baked.
Plain Souffle.—Two tablespoons flour; one cup of liquid (water,
milk, or fruit juice); three or four eggs; sugar to suit the fruit. If thick
fruit pulp is used, omit the thickening. Beat the egg yolks until thick.
Add sugar gradually and continue beating. Add the fruit (if lemon juice
add some rind also). Fold in the well-beaten whites. Bake in a
buttered dish (set in a pan of hot water) for thirty-five or forty minutes
in a slow oven.
Fresh Fruit Souffle.—Reduce the fruit to a pulp. Strawberries,

peaches, prunes, apples, bananas, etc., may be used. Sweeten the
pulp. Beat the egg-white to a stiff froth, add the fruit pulp slowly. Chill
and serve with whipped cream or soft custard.
Chocolate Souffle.—Two tablespoons flour; two tablespoons
butter; three quarters cup of milk; one third cup of sugar: two
tablespoons hot water. Melt the butter, add the flour and stir well. Pour
the milk in gradually and cook until well boiled. Add the melted
chocolate, to which the sugar and hot water have been added. Beat in
the yolks and fold in the whites of the eggs. Bake twenty-five minutes.
Farina Souffle.—Cook the farina (four tablespoons) in a pint of

boiling water. Stir this with the egg-yolks, add sugar or salt, and later
fold in the egg-whites, flavor, and set away to cool.
The following tables are from “Food and Dietetics,” (Norton),
published by the American School of Home Economics, Chicago.
They are used in a number of schools of Domestic Science and in
Dietetic kitchens in hospitals.
These tables are exceptionally valuable in compiling diets in
various combinations. One readily determines the number of grams
in various servings of different foods. For example—a small serving
of beef (round), containing some fat, weighs 36 grams; forty per
cent; 14.4 grams, is protein, and sixty per cent, 21.6 grams, is fat,
(no carbohydrates). One ordinary thick slice of white, home made
bread weighs 38 grams; thirteen per cent, 4.94 grams, is protein, six
per cent 2.28 grams is fat and eighty-one per cent, 30.78 grams, is
carbohydrate.
One can readily make up the proportions of proteins,
carbohydrates and fats required by the average individual suggested
on pages 217-218 from various combinations of foods. Each
individual may make this study for himself to know whether his
system is receiving too much in quantity, or too large a proportion of
proteins or of carbohydrates or of fats.
TABLE OF 100 FOOD UNITS
Wt. of 100
Per cent of
Calories
“Portion”
Containing 100
Name of Food Grams Oz. Proteid Fat Carbohydrate
Food Units
(approx.)
COOKED MEATS
[17]Beef, r’nd, boiled (fat) Small serving 36 1.3 40 60 00
[17]Beef, r’d, boiled (lean) Large serving 62 2.2 90 10 00
[17]Beef, r’d, boiled
Small serving 44 1.6 60 40 00
(med.)
[17]Beef, 5th rib, roasted Half serving 18.5 .65 12 88 00
[17]Beef, 5th rib, roasted Very small s’v’g 25 .88 18 82 00
[18]Beef, ribs boiled Small serving 30 1.1 27 73 00
[16]Calves foot jelly 112 4.0 19 00 81
[16]Chicken, canned One thin slice 27 .96 23 77 00
[16]Lamb chops, boiled,
One small shop 27 .96 24 76 00
av
[16]Lamb, leg, roasted Ord. serving. 50 1.8 40 60 00
[17]Mutton, leg, boiled Large serving 34 1.2 35 65 00
[17]Pork, ham, boiled (fat) Small serving 20.5 .73 14 86 00
[17]Pork, ham, boiled Ord. serving 32.5 1.1 28 72 00
[17]Pork, ham, r’st’d, (fat) Small serving 27 .96 19 81 00
[17]Pork, ham, r’st’d,
Small serving 34 1.2 33 67 00
(lean)
[16]Turkey, as pur.,
Small serving 28 .99 23 77 00
canned
[17]Veal, leg, boiled Large serving 67.5 2.4 73 27 00
VEGETABLES
[16]Artichokes, av. 430 15 14 0 86

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FRUIT JUICES. Under fruit juices are

Egg Lemonade. Beat an egg thoroughly, add 2 tablespoonsful of

Bran Lemonade. Mix ¼ cup of wheat bran with 2 cups of cold

Pineapple Lemonade. Mix ½ cup of grated pineapple with the juice

Grape Lemonade. To one cup of lemonade, made as directed

Orangeade is prepared as lemonade. The juice of one sour orange

Mixed Fruit Drink. Mix ¼ cup of grated pineapple, the juice of ½ a

Pineapple Juice. Pour ½ cup of pineapple juice over crushed ice

Grape Lithia. Add 4 ounces of Lithia water to 1 ounce of grape

Grape Nectar. Boil together 1 pound of sugar and ½ pint of water

Tea Punch. Pour boiling lemonade, sweetened to taste, over tea

EGG PREPARATIONS. These consist of

Egg Broth. Beat the yolk of 1 egg, add 1 tablespoonful of sugar

Coffee Eggnog. 1 egg, 1¼ teaspoons of sugar, ½ scant cup of milk

Egg Malted Milk. Mix 1 tablespoonful of Horlick’s Malted Milk with 1

Albumin Water. Albumin water is used chiefly for infants in cases of

FARINACEOUS BEVERAGES. These are all made by slowly

Barley Water. (Infant feeding). Mix 1 teaspoonful of barley flour with

Rice Water. Wash two tablespoonsful of rice, add 3 cups of cold

Oatmeal Water. Mix 1 tablespoonful of oatmeal with 1 tablespoonful

Meat Juice. Meat juice may be prepared in three ways:

Meat Tea. Meat tea is made in the proportion of a pound of meat to

Soups. Clear soups are made by cooking raw meat or vegetables,

The following lists of foods are given for ready reference.[15]

Starch Jellies.—Starch Jellies are made by cooking in a pint of fruit

Fruit Jellies.—These are made:

Egg-Milk Custard.—When eggs are used for thickening, not less

Baked Custard.—Proceed as in boiled custard, but instead of

Sago should be soaked over night before using.

Tapioca should be soaked one hour before using.

Coffee Custard.—Scald one tablespoon of ground coffee in milk