From the Archives: 'Keep the Lottery -- It's Better Than Taxes" (1997)

This article originally appeared in the Norfolk Virginian-Pilot on Tuesday, April 29, 1997, under the headline, "Keep the Lottery -- It's Better Than Taxes."

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A minor tempest is brewing in the Virginia attorney general's race. Two candidates for the Republican nomination for that office have attacked the Virginia Lottery. State Sen. Mark Earley of Chesapeake complains there ``is too much state-sponsored gambling'' while former Public Safety Secretary Jerry Kilgore proposes that if lottery proceeds are not returned to local governments, then voters should have an opportunity to repeal the lottery's authorization.

Virginia State Capitol, Richmond

Pointing out that the lottery brings in more than $330 million to the Virginia treasury each year, state Sen. Ken Stolle of Virginia Beach criticizes his opponents for being fiscally irresponsible, challenging them to ``show me the money.'' Similarly, Fairfax attorney Gil Davis, the fourth candidate for the GOP nomination, asks them to explain how they will make up for lost revenues.

While Stolle and Davis seem to be looking at the lottery from a pragmatic perspective, all of the candidates seem to be missing the larger point: When compared to taxes, a lottery is a morally superior means to raise money for government programs.

The reason for this moral superiority can be explained simply. Taxes are always obtained through coercion (the threat of punishment for nonpayment) while lottery proceeds are obtained from voluntary action (an individual willingly purchases a lottery ticket). Acts that are coerced are always morally inferior to those that are done voluntarily.

As Robert Ringer wrote in his 1979 book, Restoring the American Dream, ``It is instructive to note that, among the many dictionary definitions, a `tax' is described as: `a heavy demand'; `a burden'; `a compulsory payment of a percentage of income . . . for the support of a government.''' Ringer adds: If something is compulsory, it means you are forced to do it. And the use of force is . . . the act of aggressing on a person's rights.'' Thus he concludes: ``No matter how much good certain people may believe is accomplished with `tax' money, the good can never negate the immorality of theft. You cannot change the nature of stealing by calling it taxation and explaining that it is a patriotic means of `raising revenue.'''

There is also a pragmatic case against taxes, made succinctly by the Cato Institute's David Boaz in his 1997 book, Libertarianism: A Primer:

``Now let's consider an ever-popular form of coercion by which governments extract money directly from those who earn it: taxation. Taxes reduce the return each individual gets from economic activity. Since one of the important functions of income - including profits and losses - is to direct resources toward their most highly valued uses, an artificial reduction in the return has a distorting effect on economic calculation. . . . Taxes always have different effects on different economic actors. They drive the marginal supplier or the marginal purchaser out of the market. . . . High taxes discourage work effort. Why work overtime if the government will take half of what you earn? Why invest in a risky business opportunity when the government promises to take half of any profit but to let you bear the losses? In all these ways, taxes reduce the productive effort directed toward serving human needs.''

A lottery is preferable to coercive taxation because compulsory actions eliminate the possibility of virtuous behavior: Virtue is only possible as the result of free will. The 19th century German philosopher Karl Wilhelm Von Humboldt explained it this way: ``Coercion may prevent many transgressions; but it robs even actions which are legal of a part of their beauty. Freedom may lead to many transgressions, but it lends even to vices a less ignoble form.''

Opponents of the lottery argue that gambling is itself an ignoble act. Yet buying a lottery ticket is always and everywhere a free choice. No one holds a gun to your head to force you to buy a ticket, and no one will throw you in jail if you refuse to buy one.

Other opponents argue that the lottery is more tempting, and therefore more burdensome, to the poor, who buy more tickets as a proportion of their income than wealthy people do. This is patronizing and ultimately insulting, for the essence of the argument is that poor people are not smart enough, or prudent enough, to decide for themselves how to spend their own money, but ``we who know better'' can decide for them.

A strong pragmatic and moral case can be made for reducing taxes and expanding the lottery and other voluntary means to raise government revenue (such as increasing user fees paid by those who actually benefit from government services).

Our attorney general candidates should be on notice: Rather than eliminate the lottery, a morally superior form of raising government revenues through voluntary (rather then coercive) means, we should expand it.

Memo: Richard Sincere Jr. is state coordinator for the Republican Liberty Caucus of Virginia.

From the Archives - 'Teaching Geography: A Valuable Enterprise' (1997)

I first wrote about this topic in the late 1980s. This article appeared in the Norfolk Virginian-Pilot on April 7, 1997, under the headline "Teaching Geography: A Valuable Enterprise."

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Lord Chesterfield, the 18th century English statesman, once remarked: "The world can doubtless never be well known by theory: practice is absolutely necessary; but surely it is of great use to a young man, before he sets out for that country, full of mazes, windings and turnings, to have at least a general map of it, made by some experienced traveller.''

Healy Tower, Georgetown University

When I was a child in elementary school, my teachers insisted that my classmates and I draw maps of all the major countries and regions of the world. Being all thumbs when it comes to handling a crayon or pencil, my grades were always low, mostly Cs. Nonetheless, I learned geography: I learned where things are and the relationship of one thing to another.

Today's students are apparently not being taught where things are. The serious teaching of geography in the schools seems to have disappeared. This is distressing.

For example, a few years ago at the School of Foreign Service of Georgetown University - America's premier institution for the teaching of international affairs, alma mater of President Bill Clinton - almost a third of the brightest and most competitive freshmen in the school's history failed a basic geography test, even after taking a one-credit course in the subject. Earlier, of the 225 students who tried to test out of the course, only 23 passed, and of those, 16 were not U.S. citizens.

The questions on this exam were not difficult, but basic: What is the capital of China? Where is the Persian Gulf? Who are the two main ethnic groups of Cyprus? Through what countries does the Danube River flow?

Other, similar tests and surveys show similarly disturbing results. Many high school students tested a couple of years ago could not find the United States on a world map, a good fraction pointed to Brazil as the answer.

The consequences of this ignorance are grave. As Georgetown Dean Charles E. Pirtle put it, "How can we expect our students to understand news reports out of the Persian Gulf when they don't know where it is, much less where Kuwait, Bahrain and the Straits of Hormuz are?''

Former U.S. Ambassador to the United Nations Jeane Kirkpatrick notes that "many of our most bitter foreign-policy disputes are a direct consequence of the fact that Americans decided sometime not to study geography anymore. It is impossible to think sensibly about foreign affairs without knowing what is where.''

Jeane Kirkpatrick photo by Rick Sincere

Ambassador Kirkpatrick explains: "In foreign policy, geography is destiny. What gives the U.S. a vastly different stake in Nicaragua than in, say, Burundi? Burundi is my example of a very remote place. I have been there, and I can testify that it is a very remote place. I do not think we should be indifferent to the hardships of its people, but I do believe that Burundi is less important to us than Nicaragua. The difference is rooted in geography.''

Knowledge about the static facts of geography - as real estate brokers say, "location, location, location'' - is important because other social factors can be so fluid and dynamic. When Ambassador Kirkpatrick commented on the differences between Nicaragua and Burundi, a Marxist regime in Nicaragua was threatening the security of the United States and its allies in the Western Hemisphere. Today, Nicaragua is free (if still troubled) while Burundi is amidst a maelstrom of conflict and pestilence that includes refugee flows, civil war in neighboring Zaire and Rwanda and endemic ethnic violence. Yet without knowing the facts about these countries - territorial size, population, economic products and neighbors - we cannot wisely judge the importance of recent changes and coming trends. As citizens, we cannot make well-grounded decisions about U.S. policy toward these places.

The new standards of learning and standards of accreditation for Virginia schools include a renewed emphasis on geography (among the other social sciences). The new standards suggest strongly that geography be taught in grade 10, although the Arlington public schools have a nationally recognized, model program that requires geography in grade 8. The Arlington sequence is more logical than the state's version, because teaching geography in eighth grade girds students with the conceptual tools and facts they need to learn world history, economics and other high school subjects. Every Arlington student I have encountered remembers the geography course fondly, and all agree that it definitely prepared them for future studies.

The task of other Virginia schools is clear: Reintroduce geography teaching as a separate discipline with an emphasis on facts. Children should be able to name the state capitals at an early age, the capitals of foreign countries soon afterward, and by high school should be able to fill in the blanks on a world map, naming oceans and rivers, mountain ranges and islands, cities and nations. Should we expect less?

Memo: Richard Sincere is co-chair of the Social Studies Advisory Committee for Arlington Public Schools.