Professional Documents
Culture Documents
the
Economic Freedom
and
Human Well Being
INSIDE:
Wealth and Freedom 4
Wealth and Health 6
Principles of Federalism 10
Tax Cuts’ Success 22
The theme of this issue of The Insider is schools as something to be fixed with money
that institutions matter and they matter a from the federal government, rather than a
lot. First up, Rebecca Hagelin asks: Why is it problem for which they should hold state
that some countries have thriving, dynamic governments accountable. Hickok wonders
economies in spite of few natural resources, what this development portends for respon-
while other countries that are richly endowed sible citizenship.
States can make bad education poli-
Edwin J. Feulner, Publisher • Bridgett Wagner, Director, Coalition Relations • Alex Adrianson, Editor, The Insider • Teri
Ruddy, Deputy Director • Colin Sharkey, Project Coordinator • Ernest Prax, Intern • Becky Norton Dunlop, Vice President,
External Relations
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brings together knowledge and news from all parts of the conservative movement. The Coalition Relations Department
serves as Heritage’s liaison to a network of some 500 policy groups and over 2,000 leading scholars and activists worldwide.
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consideration and publication on InsiderOnline.org to:
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any bill before Congress.
12
24
6 15
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Wealth and
Economic
Freedom
Go Hand in Hand
By Rebecca Hagelin
about poverty and wealth consistently shines on chance or luck. What really makes a differ-
through, year after year: Wealth and economic ence is policy. More specifically: How much
freedom go hand in hand. economic freedom do people enjoy? Time and
Favorable geography? Tell that to the people again, the Index shows, the more economically
of Asia, where some of the world’s wealthiest free people are, the more wealth they generate.
countries can be found remarkably close to some Here in the United States (fourth globally
of the poorest. Here, you’ll find Hong Kong, the in the Index rankings), we enjoy many eco-
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A Virtuous Cycle
How Greater
WEALTH
Is Making
the World
Healthier,
and Greater
HEALTH
Is Making the World
Wealthier
By Indur Goklany
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comes to the United States. Moreover, the ture Organization (FAO) indicates that mal-
transportation systems and associated infra- nutrition can increase the child mortality rate
structure that trade depends on—hardware from common childhood diseases. Compared
such as ships, refrigerated trucks, roads, and to children who have adequate nourishment,
rails, as well as software such as mechanisms FAO’s analysis shows that the risk of death is
and techniques to transfer money, hedge 2.5 times higher for children with mild mal-
risks, and so forth—are themselves products nutrition, 4.6 times higher for children suf-
of technology, capital, and human resources. fering from moderate malnutrition, and 8.4
Not surprisingly, richer countries have more times higher for the severely malnourished.
food supplies per capita. Greater wealth also Moreover, wealthier societies are more able to
makes it more likely that a society will estab- target capital and human resources on public
lish and sustain food programs for those on health measures and technologies in order to
the lower rungs of the economic ladder. There- increase the availability of sanitation, water
fore, although “you can’t eat GDP,” if GDP is supplies, immunization, and antibiotics, which
larger you are less likely to go hungry or be further reduces infant mortality and increases
undernourished (except by choice). life expectancies.
But more food not only means fewer hun- Thus greater wealth—through a multiplic-
gry stomachs, it also means healthier people ity of sometimes overlapping pathways—leads
who then are less likely to succumb to infec- to greater education; to lower rates of child
tious and parasitic diseases. Historically, labor; to higher food production; to greater
reductions in hunger and undernourishment access to food supplies and safe water; and,
have been among the first practical steps eventually, to better health, to lower mortality,
nations have taken to improve public health, and to higher life expectancies.
to reduce infant mortality, and to increase life Wealthier is more educated, less hungry, and
expectancy. Analysis by the Food and Agricul- healthier. But the converse is also true: more
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Federalism
Statement of Principles
By Ronald W. Reagan
Every now and then, it’s worth revisiting every state? Could state experimentation help
certain principles of good government—like us find better solutions for increasing educa-
federalism. A good place to start is with Presi- tional achievement? Is there really only one
dent Ronald Reagan’s Statement of Principles, best education policy that fits every state?
issued on April 8, 1986, and reproduced on the At page 12, Eugene Hickok notes that feder-
opposite page. Reagan’s principles are relevant alizing education policy threatens to undermine
to many policy problems. One such is educa- the important role of responsible citizenship. If
tion policy, a current topic of national debate. the federal government intrudes where state
Discussions of education policy typically policy fails, then why should citizens bother
10 focus on things like budgets, testing, accredi- holding their state governments accountable
tation, and standards. Today policymakers are for performance?
considering expanding the federal No Child At page 15, George Leef shows that higher
Left Behind program so that it encompasses education is plagued, not be a lack of govern-
high school as well as elementary school chil- ment action, but by overly generous subsidies
dren. Further, some are even talking about from both the states and the federal government.
NCLB as a model for a higher education test- As we go to press, the U.S. Congress is consid-
ing regime. ering expanding student loans and creating a
Reagan’s principles direct us to a different federal testing regime. How are the states to
set of questions. Is the federal government fix bad policies when the federal government is
uniquely competent to set education policy for moving in exactly the wrong direction? —Ed.
I. Federalism is rooted in the knowledge VI. The nature of our constitutional system
that our political liberties are best assured encourages a healthy diversity in the public
by limiting the size and scope of the policies adopted by the people of the sev-
national government. eral States according to their own condi-
tions, needs, and desires. In the search for
II. T he people of the States created the enlightened public policy, individual States
national government when they delegat- and communities are free to experiment
Xxxxxxx
ed to it those enumerated governmental with a variety of approaches to public issues.
xxxxx
powers relating to matters beyond the
xxxxxx
competence of the individual States. VII. Acts of the national government—whether
xxxxxx
All other sovereign powers, save those legislative, executive, or judicial in nature—
expressly prohibited the States by the that exceed the enumerated powers of that
Constitution, are reserved to the States government under the Constitution violate
or to the people. the principle of federalism established by
the Founders.
III. The constitutional relationship among
sovereign governments, State and nation- VIII. Polices of the national government should
al, is formalized in and protected by the recognize the responsibility of—and should
Tenth Amendment to the Constitution. encourage opportunities for—individuals,
families, neighborhoods, local govern-
IV. The people of the States are free, subject ments and private associations to achieve
only to restrictions in the Constitution their personal, social, and economic objec-
itself or in constitutionally authorized tives through cooperative effort.
Acts of Congress, to define the moral,
political, and legal character of their lives. IX. In the absence of clear constitutional or
statutory authority, the presumption of
V. In most areas of governmental concern, sovereignty should rest with the indi-
State and local governments uniquely vidual States. Uncertainties regarding
possess the constitutional authority, the the legitimate authority of the national
resources, and the competence to dis- government should be resolved against 11
cern the sentiments of the people and regulation at the national level.
to govern accordingly. In Jefferson’s
words, the States are “the most com- X. These principles should guide the depart-
petent administrations for our domes- ments and agencies of the national
tic concerns and the surest bulwarks government in the formulation and imple-
against anti-republican tendencies.” mentation of policies and regulations.
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Federalism
and
12
By Eugene W. Hickok
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students, regulations ensuring teachers are structure of the government and the civic virtue
“highly qualified,” and policies to test every of the people. Federalism, as we have seen, was
student in grades 3 through 8 annually, and to considered one way to achieve both.
hold schools accountable for the performance Federalism’s contribution to the structure
of their students. He also asked Congress to of government served two purposes initially. It
increase federal spending for America’s schools, provided another check on the consolidation
and Congress went along. Today, the national of power in the national government while
government plays a much larger role in the ensuring the vitality of state and local govern-
administration, oversight, and governance of ment. The vitality of state and local govern-
America’s public schools. It is a bit early to ment was considered important, as well, to
know whether the schools, the students, and nurturing the sort of civic virtue so necessary
the nation will be better off. to the creation of good citizens and the main-
But we do know some things. As the 21st tenance of good government.
century dawns in America, its citizens have Citizenship is all about self-government:
turned to government to do something they people actively participating in the public
once did for themselves. Recognizing that affairs of their communities and states. As
their schools are not getting the job done, they this happens, the tendency all people have to
looked to Washington to do something about it. pursue their own individual self-interests is
They wanted more from their schools and their blunted by a concern for a wider general civic
students and their teachers, and so they looked responsibility. Managing the tension that can
to Washington to pass a law to require more exist between individual self-interest and the
from their schools and their students and their community or public interest is particularly
teachers. None of this is necessary, of course. important in America, where the emphasis is
It shouldn’t take an act of Congress to set high on rights rather than individual responsibili-
standards for schools. It shouldn’t take an act of ties. Here, in order for popular government
Congress to hold a public school accountable to to succeed, there would be a need to ensure
the public. But in 21st century America, public that there were public-spirited citizens, thus
education has become something government making the cultivation and nurturing of civic
provides rather than something the “public” virtue all the more important. There would
or the “people” provide; public education has be citizens interacting with one another in the
been transformed into government schooling. It discussion and pursuit of public issues within
is something people expect from their govern- a community in which every citizen recogniz-
ment and purchase from it with their tax dol- es his well-being is related to the well-being of
14 lars. It is as though the public is no longer really his fellow citizens. If civic virtue is the foun-
a part of public education. dation on which citizenship is built, then fed-
This transformation in the character of eralism is the crucial structure for nurturing
America and in American citizenship, illus- good citizenship.
trated by the education reforms noted above, is
the result of many things. And it has transpired Dr. Hickok is as an adjunct professor of politi-
over time, surely. But interestingly, it is a trans- cal science at the University of Richmond, and
formation that those who created the American is a Bradley Fellow at The Heritage Founda-
Republic anticipated and sought to avoid, in tion. This article is an excerpt from his book
part through federalism. They recognized that Why States? The Challenge of Federalism,
good government would depend on both the forthcoming from The Heritage Foundation.
By George C. Leef
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motivated students among the college gradu- other young people are there. For them, college
ates and that even the highly-motivated ones is a pleasant interlude between high school and
respond to lower tuition levels by choosing to going to work.” Furthermore, many young
study less.” people see going to college as the prerequisite
Not only is college highly subsidized, but to landing a good job and enjoying the good
many young people obtain poor information life. Those students want the degree, but with
about it. A major source of that information as little effort as possible. In David Labaree’s
is high school teachers and counselors. Pro- view, the credentialism rampant in American
fessors Kenneth Gray and Edwin Herr write education undercuts learning since it means
in their book Other Ways to Win: “Among “directing attention away from the substance
the ‘true believers’ in one way to win are high of education, reducing student motivation to
school teachers and guidance counselors. Both learn the knowledge and skills that constitute
should know better. … According to disturbing the core of the educational curriculum.” With
research by Oakes (1985) and others, teachers large numbers of students enrolled who have
in the average high school have a pejorative little or no interest in academic pursuits, it
view of noncollege-bound teens. … An amaz- is hard to disagree with the view of Stephen
ing 57.2% of the students in even the lowest Balch, President of the National Association of
quartile said their teachers had recommended Scholars, that “we don’t so much have higher
that they go to college.” education as we have longer education.”
Teachers and counselors strongly encour- Why do colleges and universities want stu-
age most high school students—even aca- dents who aren’t interested in studying? It’s
demically weak ones—to enroll in college. because they bring in revenue. Many colleg-
Students repeatedly hear the conventional es and universities would face a tremendous
wisdom that getting a college degree will financial problem if they accepted only seri-
make the difference between a comfortable ous, well-prepared students. Gray and Herr
life and a life of drudgery. Rarely do they remark that the excess capacity at schools
hear it said that going to college could be a that have expanded “removes the obstacle of
costly mistake and that other opportunities admissions standards; as enrollment declines,
might be better for them. The “go to college” colleges take in fewer qualified applicants and
siren song lures into higher education a large then finally all applicants.” Some administra-
number of students who are not interested in tors even admit that they have made a Faus-
college except as a means of obtaining a sup- tian bargain—large enrollments at the expense
posedly indispensable credential. of academic integrity. Stephen C. Zelnick, vice
16 provost for undergraduate studies at Temple
The Educational Value of College University, says that academic demands on
For many students, college is several years students “went slack” in the mid-1990s “when
of fun between high school and the time when Temple decided to open its doors to all and
they’ll have to start earning a living—several sundry in order to pay its bills.”
years of “beer and circus,” to borrow the title Fifty years ago, when disengaged students
of a book by Professor Murray Sperber. As were accepted in college (which was rarely the
Milton Friedman puts it, college “attract(s) case), they would usually drop out or flunk
many young men and women who come out quickly. Prevailing academic standards
because the fees are low, residential housing were too demanding for them. As more and
and food are subsidized, and above all, many more disengaged students enrolled, however,
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paying employment if only lege degrees. Contrary to
they could go to college and the conventional wisdom,
obtain a degree. After all, having a college degree is
those who go to college and neither a necessary nor a suf-
those who don’t are people ficient condition for finding
with very different charac- employment that pays well
teristics. Instead of looking enough to enjoy a comfort-
at average earnings for each able life. People who don’t
group, it is more sensible to have the interest or aptitude
focus on the workers at the for serious college studies at
margin. The right question age 18 may find that later
There are quite a few job oppor-
to ask is this: For high school in life they do, but those
graduates who might have tunities available to high school who enroll just because they
gone to college but did not, graduates that compare favor- think that the mere posses-
is it the case that their earn- ably in earnings with many of sion of a college degree is
ings would be significantly the jobs where a college degree is the passport to success will
higher if they had instead just dig themselves a finan-
“required.”
enrolled in college? cial hole.
A decision to forgo col- It simply is not true that
lege—especially in light of all the pressure on everyone would be better off with more years
students to enroll—is usually deliberate and of formal education, as the average earn-
informed. If a young man or woman chooses ing comparison implies. Most if not all low-
to enter the labor force right after high school, income individuals who do not have college
that probably reflects an intelligent weighing degrees would have no brighter job prospects
of the relevant costs and anticipated benefits. even if they could manage to earn a college
For example, a young man may like the idea degree. Indeed, given the monetary and oppor-
of working with his hands, perhaps as an auto tunity cost involved in getting a degree, many
mechanic, and dislike the work required in col- mediocre to weak students who now enroll in
lege—reading, studying, writing papers. If he college would probably be better off if they
concludes that college would be a poor use of instead partook of some vocational training
his time and money because his interests and and then entered the labor force. A college
aptitudes do not lie in an academic direction, education is very beneficial for some students,
that decision is presumably a sensible one. but we can’t raise national income by dipping
18 Also, there are quite a few job opportuni- further into the non-college population and
ties available to high school graduates that enticing more of that group to spend time and
compare favorably in earnings with many of money in pursuit of a degree.
the jobs where a college degree is “required.” Furthermore, it is questionable whether all
That young man who forgoes college to the jobs that are now said to require a college
become an auto mechanic probably earns degree in fact require any skills or knowledge
more than a classmate who spent four years in that would presumably be possessed only by
college and then took a low-skill job such as college graduates. Many employers today use
working as a theater usher, office clerk, or der- the college degree as a means of screening out
rick operator—jobs that to a significant degree applicants who haven’t continued their formal
are now held by people who have earned col- education past high school. They do so not
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promote higher education access. She points State governments should increase both
to Egypt as an example of a nation in the first their tuition charges and their entrance stan-
category and to Switzerland of the second. dards. Selective tuition reductions for good
students from poor families is preferable to a
What to Do policy that keeps tuition low for everyone.
The best (and only appropriate) policy All states subsidize their higher educa-
response to the informational aspect of our tion systems to some degree, although the
overselling problem is to rely upon the free degree varies greatly. In some states, tuition
flow of information. As people learn that covers less than 25 percent of the cost of the
more and more college graduates are wind- higher education system, while in some oth-
ing up with unskilled employment, the blan- ers it covers more than two-thirds. There is
dishments of college recruiters will become no reason why tuition should have to cover
less persuasive. Furthermore, competitive all of the cost of higher education—colleges
institutions offering job training that is more and universities have substantial sources of
focused and beneficial than the traditional revenue other than tuition and government
college degree have strong incentives to sell appropriations—but by increasing tuition,
their programs to people who know what the attractiveness of going to college will
kind of career they want to pursue. A good diminish, especially for the most marginal
example is Northface University in Utah. and disengaged students. Having to pay more
With backing from IBM, this for-profit school for higher education where the benefit of that
provides an intensive 28-month program for choice is questionable will cause some young
students who want to pursue careers in the people to pursue other training or job market
burgeoning field of software development. options instead.
The federal government should also stop Equally if not more important, colleges and
subsidizing students to attend colleges and universities should increase student entrance
universities. Economist Gary Wolfram has requirements. Higher education is extremely
advocated that federal student aid programs valuable for some people, but not for everyone.
be phased out over a period of years. Such a By promoting it as heavily as we have in this
move would not leave students whose families country, we haven’t raised either the level of
cannot afford the expense without financing education or skill in the population, but instead
options, since there are many loan and schol- have brought on credential inflation and the
arship programs available on the free market. erosion of academic standards. Our best course
Also, a new higher education financing mech- is to turn down the sales campaign that has
20 anism appears to be developing—“human drawn so many weak students into college.
capital contracts” whereby a student obtains
the money he needs for his education and in Dr. Leef is vice president for research for the
return agrees to repay the investors at a cer- John William Pope Center for Higher Edu-
tain rate for some number of years after enter- cation Policy. This article is adapted from
ing the labor market. The great advantage his longer paper “The Overselling of Higher
of philanthropic and market-based financial Education,” published September 5, 2006,
aid for education is that it can be targeted to by the John William Pope Center for Higher
bright students from poorer families rather Education Policy, available at www.johnlocke.
than subsidizing the wealthy and the academi- org/acrobat/pope_articles/the_overselling_of_
cally indifferent. higher_education_report.pdf.
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Article the twelfth. The p ower not delegated
of law. The social contract requires some form The Harding and
of taxation, but as King George III learned, it Coolidge Tax Cuts
is unwise to be irresponsible when it comes to President Warren Harding represented fiscal
tax policy. conservatism at its best. In 1921 when he took
The citizen response to taxation is often office, he faced a severe economic recession from
complex and confusing. Citizens do not like his predecessor President Woodrow Wilson.
high taxes, yet they expect much from all lev- Harding, along with Treasury Secretary Andrew
els of government and complain when defi- Mellon, resolved the recession by slashing taxes
cits grow. How does government keep taxes and government spending. Historian Paul John-
low, keep revenues coming in, and yet keep son writes: “Harding and Mellon had done
the economy growing? The solution is to cut nothing except cut government expenditure by a
taxes and government spending, in addition to huge 40 percent from Wilson’s peacetime level,
reviving the fiscal aspects of the Constitution. the last time a major industrial power treated a
The Constitution specifically lists the recession by classic laissez-faire methods, allow-
responsibilities and powers of the national ing wages to fall to their natural level.”
22 government. Article I, Section 8 states the President Calvin Coolidge, upon the unfor-
powers of Congress, and the Tenth Amend- tunate death of Harding, continued the tax- and
ment establishes state jurisdiction or Federal- budget-cut policies of the Harding administra-
ism. The Tenth Amendment explicitly limits tion. “The Coolidge-Mellon team,” says veter-
the scope of the federal government. an political reporter Robert Novak, “took dead
The 20th century saw three important peri- aim at a steeply graduated federal income tax.”
ods where tax cuts stimulated the economy: the According to historian Robert Sobel, Coolidge’s
Harding/Coolidge cuts of the 1920s, the Ken- “goal was to hold the line on spending, and if
nedy cuts of the 1960s, and the Reagan cuts possible roll it back, while at the same time
of the 1980s. All three substantially improved reducing taxes, for he expected that this would
result in greater personal freedom, continued gan signed into law the Kemp-Roth tax cut,
prosperity, and a more moral population.” which slashed income and capital gains tax
The economic policies of the 1920s created rates. “Total federal revenues,” writes Heri-
more revenues and ushered in economic expan- tage Foundation policy analyst Peter Sperry,
sion. “Between 1922 and 1929,” writes fiscal “doubled from just over $517 billion in 1980
policy scholar Veronique de Rugy, “real gross to more than $1 trillion in 1990.” Reagan fol-
national product grew at an annual average lowed his tax cut up with another series of
rate of 4.7 percent and the unemployment rate cuts in 1986, which added to the economic
fell from 6.7 percent to 3.2 percent.” Accord- recovery and expansion into the 1990s.
ing to columnist Cal Thomas, “[Coolidge] cut According to Christopher Frenze of the
taxes four times and reduced the national debt Joint Economic Committee, “the Reagan
by one-third while maintaining a surplus every tax cuts, like similar measures enacted in the
year in office.” 1920s and 1960s, showed that reducing exces-
sive tax rates stimulates growth, reduces tax
The Kennedy Tax Cuts avoidance, and can increase the amount and
President John F. Kennedy is not known for share of tax payments generated by the rich.”
his “conservatism,” but he did understand the
benefit of sound fiscal policy. “Recognizing that The Benefit of Tax Cuts
high tax rates were hindering the economy,” Arthur Laffer, the father of the Laffer Curve
writes tax expert Dan Mitchell, “President and Supply-Side economics, writes:
Kennedy proposed across-the-board tax rate
reductions that reduced the top tax rate from Lower tax rates change economic behavior
more than 90 percent down to 70 percent.” In and stimulate growth, which causes tax
a speech before the New York Economic Club, revenues to exceed static estimates. Under
Kennedy explained the reason for his policy: some circumstances, tax cuts can lead to
“In short, it is a paradoxical truth that tax rates more—not less—tax revenue. The exact
are too high today and tax revenues are too low opposite occurs following tax increases, and
and the soundest way to raise revenues in the revenues fall short of static projections.
long run is to cut the rates now.” Walter Heller,
chairman of the Council of Economic Advisors, The tax cuts outlined above were signifi-
described the Kennedy tax cut as a “major fac- cant because all three examples ushered in sig-
tor that led to our running a $3 billion surplus nificant economic growth. The best economic
by the middle of 1965 before escalation in Viet- policy can be summed up by tax cuts, budget 23
nam struck us.” cuts, and limited government, or to phrase it
in simple terms: constitutional government.
The Reagan Tax Cuts
President Ronald Reagan in 1981 inherited Mr. Hendrickson is a research analyst at the
an economic malaise marked by inflation, high Public Interest Institute, an Iowa-based non-
taxes, and a general feeling that capitalism had partisan public policy research organization.
reached its capacity. Reagan understood that This article is adapted with permission from
less government and tax cuts were necessary to Iowa Economic Scorecard, October 2006,
reverse the past economic trend. In 1981 Rea- published by the Public Interest Institute.
24
By Peter Saunders
In the 20th century, the growth of the state was a
worldwide phenomenon. Now in the 21st century, hav-
ing second thoughts is a worldwide phenomenon, too.
Following is a report from Australia. —Ed.
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over their presents on Christ- sion we should have, what
mas Day morning. kind of health treatment we
Of course, the govern- should get. Like children, we
ment has no money of its are rendered dependent on a
own to dispense. Every dol- higher authority to determine
lar that Prime Minister How- many of the most important
ard directs at one section of decisions affecting our lives.
the population, Treasurer Yet we actually need the
The federal government has
Peter Costello has to take government less today than
from another. As demands come to be seen by many people ever before. Most of us
and expectations escalate, as a giant cash machine whose today could afford to buy
this means governments rob principal purpose is to spray income insurance, health
Peter to pay Paul, and then money at them. insurance, and a retirement
mug Paul to compensate pension—if only we didn’t
Peter. The net result is that have to give so much of our
many of us end up no better off than we would income to the government in taxes.
have been had the government simply left us So we are trapped in a vicious circle. Because
alone. What we receive in benefits, subsidies we give so much of our cash to the government,
and services we lose in higher taxes. Everybody we don’t have enough left to buy the services
is paying for everybody else’s handouts. we need, and because we don’t have enough
This is why the welfare state keeps getting left to buy these services, the government keeps
bigger, even though the need for it is declining. raising taxes to provide them for us.
We have developed a “welfare state mindset” To break out of this circle, government must
that assumes any problem and any need has to leave more of the money we earn in our own
be resolved by government. We therefore keep pockets. That way we can provide for ourselves
demanding that government do more for us, rather than relying on politicians to look after
and politicians respond by taking even more us. Earlier generations (who lived in a world
taxes out of one pocket in order to stuff the incomparably less affluent than our own) were
money back into another. perfectly capable of running their own lives
There are few winners from this continuous with little support from the state. Given our
26 expansion of government other than politi- level of affluence, we should at least be able to
cians and bureaucrats. High welfare spending emulate their example. It is time to take back
(and the high taxes that go with it) empowers responsibility for running our own lives.
them, for it puts our cash in their hands. But
almost everyone else loses. Mr. Saunders is Social Research Director
When we hand money to the government, of The Centre for Independent Studies and
we relinquish our ability to make our own author of Australia’s Welfare Habit and How
decisions and choices about how it should be to Kick It. This article is a transcript from
spent. We allow career politicians and bureau- “Counterpoint,” a program of the Australian
crats to decide what schools our children Broadcasting Corporation’s Radio National,
should attend, what sort of retirement pen- November 27, 2006.
Bloggers
Nevada learned firsthand the effect bloggers
can have on public policy when he was hand-
ed a defeat only days after Democrats took
Leave Their
control of the 110th Congress.
In the weeks that followed, bloggers dem-
onstrated they weren’t going away. No mat-
Mark on
ter what the issue—from the minimum wage
to the war in Iraq—bloggers made sure they
were part of the debate, demonstrating that
nology that gives us blogs and other user-sub- when something new is available. If they check
scriber Web tools. The clearest advantage to a back once or twice and nothing new is posted,
podcast is that once someone subscribes, your they are likely to forget about checking back
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check for an e-mail or visit your Web site. By podcasting speeches, interviews, reports,
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Getting Started …
Hardware Needs
• Mixing board: EuroRack UB502. ($30)
• Two microphones and a splitter (leading into the mixer). It is important to get
decent quality microphones. Radio Shack specials will not give the same quality
as a Sure microphone or an EV. ($100 – $200)
• “InPort” USB audio connection. This takes the RCA-style output from the mixer into
your computer’s USB port. ($30)
• Any modern laptop computer (hopefully already part of your budget).
• Optional hardware.
• Olympus DS-330 digital recorder (allows you to record to a separate device from
your laptop and well worth the cost).
Software Needs
• WavePad (www.nch.com.au/wavepad/masters.html). A superior “audio capture” pro-
gram for recording purposes. A free version exists, but the master costs only $50.
This software allows for easy graphical editing of sound files, pasting in corrections,
etc. It can also remove annoying clicks and pops that tend to plague audio record-
ings, as well as reduce distracting “white noise” background sounds (like the con-
stant hum of an air conditioning unit).
• Propaganda (www.makepropaganda.com). The software bills itself as a way to seam-
lessly record and post podcasts. It doesn’t entirely deliver on that, but for the money
the program does an excellent job of turning wav-format files created with WavePad
(or any other sound file) into a solid mp3. You can mix channels of audio for back-
ground music, introductions, exits, and other cues. Propaganda allows you easily to
implement fades and other fancy audio stuff. Cost: $50.
• WS-FTP (www.ipswitch.com). I use this free file transfer program to upload my files
(XML and MP3) to the Web server. FileZilla is another free option.
Questions to Consider …
Pre-Production
• How often will we issue our podcast? And can we commit to it through thick and thin?
30 • Will we use background music to begin and end the podcast?
• How will we promote the podcast?
Production
• What are the four most important questions I can ask about this issue?
• Can my guest get to the point quickly?
• Am I recording in a place with minimal background noises?
Post-Production
• Who needs to get an early release of this (reporters, lawmakers, etc.)?
• Where on the Web site will we highlight this edition?
ing the next 80-page study, complete with As a side note, radio reporters are no less
regression analysis tables and appendices upon lazy than their print counterparts. Just as the
appendices, they in fact are doing other things. text from a press release helps a print reporter
It is in that realm of “other things” that pod- fill space in a story, so too does a quick, exist-
casting allows us to disseminate our message. ing actuality from a podcast help the radio
It’s important, though, not to confuse pod- journalist.
casting efforts with real journalism. Just as we The tools for producing a quality podcast
don’t pretend our newsletters are the one-news- can be had for a very small investment—less
source for our readers, so too should we treat than $500—and your existing Internet hosting
our podcast somewhat realistically. We’re not provider should be able to support podcasting
trying to recreate a radio show or newsmaga- without any hiccups. It is important to check
zine, we’re trying to propagate our ideas. your contract to understand what your band-
A daily or weekly podcast—set on a definite width charges might be; a popular weekly
release schedule—can serve as background podcast of modest size could greatly increase
accompaniment to the stuffing of envelopes, a your monthly Web hosting fees if you are not
morning job or the evening commute. careful and do not plan ahead. 31
It is important not to let our podcasts Perhaps more than any other form of
become the audio version of a thick economic electronic communication to date, podcast-
text. The content should be engaging, pref- ing allows us to speak, literally, in our own
erably in an “interview” format—giving the voices to those we are seeking to influence
listener a voice with which to identify as the and educate.
learner/questioner. The podcast should be
kept to a manageable length—no more than Mr. Sullivan is president of Texans for Fiscal
15 minutes. Responsibility. He started the successful,
As with all communications efforts, pod- weekly “Texas PolicyCast” at the Texas Public
casts should be in line with the other things you Policy Foundation.
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