Why Rome Declined and Modern Europe Grew

Ancient Rome was larger than any European city in 1700. What happened?

On Branko Milanovic’s recommendation, I read Aldo Schiavone’s The End of the Past. Scholarly and elegantly written, it provides one of the best imaginative reconstructions of the ancient Roman economy.

The Roman Empire as a whole may have been comparable to Europe in 1700.

Some of my previous posts have touched on the economies of late antiquity, the modernist primitivist debate, and diagnosed problems in many recent assessments of the ancient economy (here, here, here, and here). I want to use Schiavone’s book to revisit a question raised by Peter Temin in The Roman Market Economy. How advanced was the Roman economy? Specifically, how did it compare to the economy of Europe in late medieval or early modern times? Was the Roman economy only as developed as that of Europe circa 1300 or was it as advanced as that of western Europe on the eve of the Industrial Revolution in say 1700?

This question is not mere idle speculation. It matters for our understanding of the causes of long-run economic growth whether an industrial revolution could have happened in Song China or ancient Rome. This type of counterfactual history is crucial for pinning down the causal mechanisms responsible for sustained growth, especially as historians like Bas van Bavel are now proposing explicitly cyclical accounts of growth in societies as varied as early medieval Iraq and the Dutch Republic (see The Invisible Hand? (OUP, 2016))

Temin’s GDP estimates suggest that Roman Italy had comparable per capita income to the Dutch Republic in 1600. The Empire as a whole, he suggests, may have been comparable to Europe in 1700 (Temin 2013, 261). My gut reaction is that this is plausible as an upper-bound. Schiavone (who was writing several years before Temin), however, raises important points that I had fully not considered previously.

Schiavone opens with an account of a speech given by Aelius Aristides celebrating the wealth of the Roman empire in the mid-2nd century AD.

“Whatever each culture grows and manufactures cannot fail to be here at all times and in great profusion. Here merchant vessels arrive carrying these many commodities from every region in every season and even at every equinox, so that the city takes on the appearance of a sort of common market for the world. One can see cargoes from India and even from southern Arabia in such numbers that one must conclude that the trees in those lands have been stripped bare, and if the inhabitants of those lands need anything, they must come here to beg for a share of what they have produced….

Your farmlands are Egypt, Sicily, and all of cultivated Africa. Seaborne arrivals and departures are ceaseless, to the point that the wonder is, not so much that the harbor has insufficient space for all these merchant vessels, but that the sea has enough space (if it really does). Just as there is a common channel where all waters of the Ocean have a single source and destination, so that there is a common channel to Rome and all meet here: trade, shipping, agriculture, metallurgy— all the arts and crafts that are or ever were and all things that are produced or spring from the earth. What one does not see here does not exist” (Aristides, The Roman Oration).

This is a panegyric addressed to flatter the emperor but its emphasis on long-distance trade, commerce, and manufacturing is highly suggestive. Such a speech is all but impossible to imagine in a predominantly rural and autarkic society. Aristides is painting a picture of a highly developed commercialized economy that linked together the entire Mediterranean and beyond. Even if he is grossly exaggerates, the image he depicts must have been plausible to his audience. In evaluating the Roman economy in the age of Aristides, Schiavone notes that:

“Until at least mid-seventeenth century Amsterdam, so expertly described by Simon Schama — the city of Rembrandt, Spinoza, and the great sea-trade companies, the product of the Dutch miracle and the first real “globalization of the economy — or at least, until the Spanish empire of Philip II, the total wealth accumulated and produced in the various regions of Europe reached levels that were not too far from those of the ancient world” (Schiavone, 2000, 94).

This is the point Temin makes. Whether measured in terms of the size of its largest cities — Rome in 100 AD was larger than any European city in 1700 — or in the volume of grain, wine, and olive oil imported into Italy, the scale of the Roman economy was vast by any premodern standard. Quantitatively, then, the Roman economy looks as large and prosperous as that of the early modern European economy.

Qualitatively, however, there are important differences that Schiavone draws out and which have been obscured in recent quantitative debates about GDP estimates.

Observe that Roman history leaves no traces of great mercantile companies like the Bardi, the Peruzzi or the Medici. There are no records of commercial manuals of the sort that are abundant from Renaissance Italy; no evidence of “class-struggle” as we have from late medieval Europe; and no political economy or “economics,” that is, no attempts to systematize one’s thoughts and insights concerning the commercial world. The ancient world, in this view, only superficially resembled that of early modern Europe. Seen from this perspective, the latter contained the potential for sustained growth; the former did not. Why is this?

The economic stagnation of the ancient world may have been due to a peculiar equilibrium that centered around slavery.

The most obvious institutional difference between the ancient world and the modern was slavery. Recently historians have tried to elevate slavery and labor coercion as a crucial causal mechanism in explaining the industrial revolution. These attempts are unconvincing (see this post) but slavery certainly did dominate the ancient economy.

In its attempt to draw together the various strands through which slavery permeated the ancient economy, Schiavone’s chapter “Slaves, Nature, Machines” is a tour de force. At once he captures the ubiquity of slavery in the ancient economy, its unremitting brutality—for instance, private firms that specialized in branding, retrieving, and punishing runaway slaves — and, at the same time, touches the central economic questions raised by ancient slavery: to what extent was slavery crucial to the economic expansion of the period between 200 BCE and 150 AD? And did the prevalence of slavery impede innovation?

It is impossible to do justice to the argument in a single post. Suffice to say that after much discussion, and many fascinating interludes, Schiavone suggests that ultimately the economic stagnation of the ancient world was due to a peculiar equilibrium that centered around slavery.

One can think of this equilibrium as resting on two legs. The first is the observation that the apparent modernity of the ancient economy — its manufacturing, trade, and commerce rested largely on slave labor. The expansion of trade and commerce in the Mediterranean after 200 BC both rested on and drove the expansion of slavery. Here Schiavone notes that the ancient reliance on slaves as human automatons — machines with souls — removed or at least weakened, the incentive to develop machines for productive purposes.

The existence of slavery, however, was not the only reason for the neglect of productive innovation. There was also a specific cultural attitude that formed the second leg of the equilibrium:

“None of the great engineers and architects, none of the incomparable builders of bridges, roads, and aqueducts, none of the experts in the employment of the apparatus of war, and none of their customers, either in the public administration or in the large landowning families, understood that the most advantageous arena for the use and improvement of machines — devices that were either already in use or easily created by association, or that could be designed to meet existing needs — would have been farms and workshops”

The relevance of slavery colored ancient attitudes towards almost all forms of manual work or craftsmanship. The dominant cultural meme was as follows: since such work was usually done by the unfree, it must be lowly, dirty and demeaning:

“technology, cooperative production, the various kinds of manual labor that were different from the solitary exertion of the peasants on his land — could not but end up socially and intellectually abandoned to the lowliest members of the community, in direct contact with the exploitation of the slaves, for whom the necessity and demand increased out of all proportion . . . the labor of slaves was in symmetry with and concealed behind (so to speak) the freedom of the aristocratic thought, while this in turn was in symmetry with the flight from a mechanical and quantitative vision of nature”

Thus this attitude also manifests itself in the disdain the ancients had for practical mechanics:

Similar condescension was shown to small businessmen and to most trade (only truly large-scale trade was free from this taint). The ancient world does not seem to have produced self-reproducing mercantile elites. Plausible this was in part because of the cultural dominance of the landowning aristocracy.

The phenomenon coined by Fernand Braudel, the “Betrayal of the Bourgeois,” was particularly powerful in ancient Rome. Great merchants flourished, but “in order to be truly valued, they eventually had to become rentiers, as Cicero affirmed without hesitation: ‘Nay, it even seems to deserve the highest respect, if those who are engaged in it [trade], satiated, or rather, I should say, satisfied with the fortunes they have made, make their way from port to a country estate, as they have often made it from the sea into port. But of all the occupations by which gain is secured, none is better than agriculture, none more delightful, none more becoming to a freeman’” (Schiavone, 2000, 103).

The most advanced economies of early modern Europe were superficially similar to ancient Rome. But beneath the surface, they contained a “coiled spring.”

Such a cultural argument fits perfectly with Deirdre McCloskey’s claim in her recent trilogy that it was the adoption of bourgeois cultural norms and specifically bourgeois rhetoric that distinguished and caused the rise of north-western Europe after 1650 (here, here, and here).

Having taken note of the existence of such a powerful equilibrium — one resting on both material and cultural foundations, we can now return to Schiavone’s argument for why a modern capitalist economy did not develop in antiquity. He argues that given the prominence of slavery and the prestige of the landowning elite, economic expansion and growth of the kind that took place between c. 200 BCE to 150 CE was not self-reinforcing. It generated a growth efflorescence that lasted several centuries, but it ultimately undermined itself because it was based on an intensification of the slave economy that, in turn, reinforced the cultural supremacy of the landowning aristocracy and this cultural supremacy, in turn, eroded the incentives responsible for driving growth.

Compare and contrast with early modern Europe. The most advanced economies of early modern Europe, say England in 1700, were on the surface not too dissimilar to that of ancient Rome. But beneath the surface, they contained the “coiled spring”, or at least the possibility, of sustained economic growth — growth driven by the emergence of innovation (a culture of improvement) and a commercial or even capitalist culture. According to Schiavone’s assessment, the Roman economy at least by 100 CE contained no such coiled spring.

We are not yet at the point when we can decisively assess this argument. But the importance of culture and the manner in which cultural and material factors interacted is clearly crucial. The argument that the slave economy and the easy assumptions of aristocratic superiority reinforced one another is a powerful one. For whatever historical reasons these cultural elements in the Roman economy were relatively undisturbed by the rise of merchants, traders and money grubbing equites. Likewise, slavery did not undermine itself and give rise to wage labor.

Why this was the case can be left to future analysis. The full answer to the question why this was the case and a more careful consideration of the counterfactual “could it have been otherwise” are topics deserving their own blog post.

Republished from Notes on Liberty.

The Simple Math of How to Retire with Millions

I like to ask my class what it takes to be wealthy, and someone always says, “one million dollars.” I typically respond by saying, “well, that is true for a lot of people, but one million dollars is easy – I’m going to show you how to have much more than that!”

On FEE’s website, David Veksler has an article: How to Become a Millionaire by 40. In the article, Veksler states, “By my estimate, a majority of American households would be worth a million dollars by their 40s if they start early and make a concerted effort.”

He is right. And I think the math to make this work is easy, in fact, I think we should walk through it here (and you are welcome to put in your own numbers too). But before we walk through it all, I want to give you the equation I learned in high school (thanks to my favorite teacher, Mrs. I) that makes this all work.

It is called the Present Value formula:

Where PV is the Present Value, FV is the Future Value, i is the interest rate, and n is the number of years. This equation allows you to figure out how much your money is worth in the future (if you have a certain amount now) or how much you need now to get to a certain amount in the future. So, let’s walk through that math here.

Let’s set up an example where you graduate from college at 22 years old, and you have a starting salary of $65,000. Then assume you work until you are 70, meaning you have to work for the next 48 years (tip: this is why you should pick a job you like). Also, assume they receive 3 percent raises per year (which is approximately the national average in the United States). Thus, in your last year of work, you will be making $268,596.37. Filling in the equation above (with the cross-multiplication) is:

Now that you have hit your retirement, what you need to figure out is how much you need to retire comfortably. This is contingent on your life expectancy, which is very difficult to predict – but one strategy is to set up a personal endowment (money that will last forever because you only live on the interest earned – which means you cannot outlive your money).

To do this, we first want to think about how much money we need each year in our retirement. Financial planners say to expect your expenses to fall to 60-80 percent of your pre-retirement expenses (less commuting, you can now travel during off-peak times, etc.). Thus, let’s assume you need 70 percent of your pre-retirement income. Which means you need $188,017.46 (.7 times the $268,596.37). But remember, you need this per year, and every year, throughout your retirement. So what you need is this money as what’s called a Cash Flow. To solve for a cash flow, you need to use this equation (where PV is still the present value, CF is the cash flow needed each year, and i is the interest rate):

But you have to take into account inflation, the fact that prices rise over time. Thus you need to adjust each year’s cash flow by a growth rate so that you can still buy the same amount each year (i.e., you need more money each year to account for the fact that items cost more). So you need to attach a g, or growth rate, to this equation. In the U.S. the average inflation rate is about 3.1 percent per year, but this has a real impact on consumers of 2 percent per year (due to the fact that people shift their consumption as prices rise). Thus (here the i used is the nominal return on a safe investment, U.S. Savings Bonds—which have a long-term average return of 5%):

Wow, that is a lot of money! Not only do you need more than $1 Million, but you need $6.2 Million! That is a lot of money. But there is good news here: if you’re young, you have a lot of time until you need this money (this is why Veksler recommended people begin saving for retirement at an early age).

Although most of the personal-finance literature will argue that you should save a certain percentage of your income every year throughout your whole life, I am making a different recommendation: if you can save as much as possible your first-year out of college (or first two- or three-years out of college), how much would you have to save? Remember that present value formula?

The 10 percent comes from the historical average returns to the stock market (simply buying a low-cost total market fund), which means that if you saved $64,599.33 in your first year of work you would never have to save again! (note: it is not that much per year – it is that much one time, or that amount split between the first few years).

I assumed that during your working years you would take the risks of investing in the stock market and you would take the safer option in retirement (when in all likelihood you would mix those in both of those time periods), but the simplicity allows us to think about how important the “start early” statement really is.

What I tell my students is, “keep living like a college kid for a year or two after graduation and save everything you can.” And if you do this, you will set yourself up for a well-endowed retirement. I know you do not want to think about this the first year you start work, but the value of endowing your entire retirement is worth it. Although I am not retired yet, I did this – and it works!

Editors Note: FEE offers a workshop on Personal Finance. If you are interested in this for your school, register here. Or, you can book a program with this program builder.


Don’t Want to Go to College Wearing a Mask 24/7? Here’s What to Do Instead

Hundreds of colleges are requiring students to be fully vaccinated for Covid-19 before returning to school this fall. With cases rising due to the Delta variant, many colleges are now announcing that they’ll be requiring masks on campus — some only in public buildings, others all the time.

If you don’t want to sit in a classroom wearing a mask, or don’t want to spend your money on college until things go back to normal, there are a number of options for you.

Skipping a semester (or a full year, depending on how long mandates last) isn’t wasted time.

No matter what your professional goals, college is not the only thing you can be doing to make meaningful progress.

If you haven’t declared a major, your goal is probably to expand your knowledge, explore your options, and determine what you would like to major in — and gain experience engaging with the world as an adult along the way.

If you have declared a major, your goals are most likely to build skills and experience in your field of choice, gain project and internship experiences that will look good on your resume, and make yourself as impressive as possible for future job opportunities.

College doesn’t have a monopoly on any of those activities. You can accomplish all these goals outside of the classroom, sometimes more effectively than you could in school.

You can get a lot done when your time isn’t spent on gen-eds and school assignments that don’t impact your hireability. (Besides your final grade, does your essay assignment matter at all?)

More importantly, the project and extracurricular experience that makes you stand out on the job market can be accomplished in time away from the classroom — and in some cases, these projects may lead to opportunities that don’t require a degree at all.

So if you’re thinking about skipping out on the fall semester, here’s a few ideas about what you could do instead.

Gain Business Experience

Start a small business of your own. Find a product or service to sell (anything from an ecommerce store to a gutter repair business) and go through all the steps of running a business — marketing, the sales cycle, delivering your product, handling customer service inquiries, managing business operations, and keeping books. You’re likely to learn more than you’d ever learn in school, and if you document your work well, you’ll have a fantastic project experience to add to your resume.

If you were a business owner, who would you rather hire — a person who just has a business degree, or a person who has experience operating every facet of their own business?

Apprentice with a business owner. Don’t just apply for a job; create a value proposition pitching the owner on helping with specific areas of the business in exchange for business experience.

Go get an entry-level job at a small business or a startup. Now is a great time to be gaining real-world experience. Businesses in all areas are having a hard time hiring, which means everyone is hungry for talent. If you’re excited to work and eager to learn, opportunities abound. And spending a few months working at a business is one of the best ways to build your real-world business acumen and expand your resume.

Read the business classics. There are a multitude of books high-level business professionals consistently recommend, and packed in their pages is a wealth of knowledge from elite-level CEOs, founders, and operators. And some, like The Personal MBA, are intended to cover everything you need to know to level up in your career. (Check out this list to get you started.)

Go through a business program like Praxis. Professional development programs are a great way to launch your career and gain experience, especially if you aren’t sure if you want to go back to college at all.

Spend a Semester Learning

Read books on the topics you’re most interested in. You can find quality reading lists on a variety of topics all over the internet, and with a library card, you can do this entirely for free. If you want to build a portfolio around what you’re learning, write blog posts or record videos on the things you’re learning.

If you consistently post about what you’re learning — for the length of a full semester — you’ll start to develop a reputation as a topic expert. In fact, it doesn’t take as much study on a subject to develop a level of expertise as one might think. If you read 3+ books on a given topic, you’ll know more about it than 99% of the population.

Choose a book (or a series of books) and record a YouTube video series discussing each one. You can record recaps of your thoughts on the book (like this project), or you can create more polished book summaries (like this YouTube playlist). Either way, this exercise will serve two great benefits: it will help organize your thoughts, and it will help build your portfolio.

Go read the classics and start a discussion group around them. Reading the classics is the traditional liberal arts education, and there are few better ways to expand your thinking and challenge your mind. Plus, a good discussion will hone your skills in both articulation and critical thinking. I’ve done this twice; you can read about my process here.

Write, Edit, Publish

Start a blog with book reviews and recommendations. If you’re interested in working long-term in the publishing or literary world, this is a great place to begin. What if you launched a blog offering recommended book lists for different topics or interests? (i.e. “the top 10 books every college freshman should read,” or “best 5 novels set in New York City”). Or what if you started reviewing new releases, with the intention of building credibility over time as an authority on new books?

Start a blog or a magazine online. Work on getting submissions and building a reader base. There are lots of ways to do this -- you could build your own website, or you could start a publication on Medium, or you could start an email newsletter that accepts reader submissions and functions like a periodical. Look for niches you can fill. For example: Medium has many business and personal development publications, but few fiction publications. What if you started a fiction magazine on Medium?

Offer freelance editing services on Fiverr with the goal of launching an editing business. With a strong Fiverr profile, you can land editing work in the area of your choice -- and landing jobs will get easier as your portfolio of past projects expands. As long as you can deliver quality work (and sell people on your ability to do so), your formal credentials don’t matter.

Chase Your Career Without a Degree

Get experience in your field of choice. Shadow, intern. Find ways to work in the field without a degree. If you’re studying to be a teacher, go work at an after-school program or in a private school. Set up a tutoring business and teach for a semester. If you’re interested in law, go work as a paralegal. If you’re studying medicine, land a job in a medical office, or go work in an adjacent field (i.e. a medical blog or publishing company, where you can still learn about your field of choice). To increase your chances of landing a role, send a value proposition.

Find the bibliographies of well-respected courses in your field of choice and work through them. To gain portfolio collateral, start a blog or a podcast talking about what you’re learning. Build a reputation as someone who has expertise in your chosen field.

Start a podcast and interview people in your field of choice. Professionals are often excited to help young people getting started in their field, and are happy to give an hour of their time to answer your questions, especially if those questions are recorded in podcast format. And what better way to build a reputation of expertise than to be the person who interviews all the experts?

The Bottom Line

The same general principles apply across any field. You’re looking for opportunities to

  1. Gain real-world experience
  2. Build your skills
  3. Build your portfolio (proof of skill and ability via projects completed)

To find opportunities and generate ideas, go through the following process:

  1. Make a list of the skills you’d most like to gain or the knowledge you’d most like to acquire
  2. Make a list of all the types of projects you could tackle that would allow you to gain that skill or knowledge
  3. Make a list of all the areas in your field (or adjacent to your field) where you could land work without a degree

Then go over your lists and look for areas of intersection. Regardless of the field you’re interested in going into, there are multiple ways you can make progress towards your goals without having to sit in a classroom — and multiple things you can do to further your growth until you’re ready to go back to school.

In fact, you might find your extracurricular projects so effective that you don’t end up going back to school.

If the goal of your education is to land meaningful work in your field of interest, you may find that these projects allow you to do just that, without getting a degree at all.


Biden Administration Seeks to Override States That Prohibit School Mask Mandates, Citing Civil Rights Act

The back-to-school mask wars have been heating up for weeks, but the Biden administration just took them to a whole new level. On Wednesday, the president ordered the US Department of Education to use all available measures to prohibit states from banning school mask mandates.

In his remarks, Biden decried the contentious school board meetings that have occurred in districts across the country as parents argue for and against school mask mandates. He indicated that the “intimidation and the threats we’re seeing across the country,” from concerned citizens who oppose mask mandates “are wrong. They’re unacceptable.”

Yet, Biden applied this same layer of intimidation and threats to governors who have banned mask mandates in public schools. Yesterday, the president directed Education Secretary Miguel Cardona to use “all of his oversight authorities and legal actions, if appropriate, against governors who are trying to block and intimidate local school officials and educators.”

Biden also criticized individuals who spoke out against mask mandates at a school board meeting in Tennessee last week, saying “protestors threatened doctors and nurses who were testifying, making the case for masking children in schools.” But he ignored the threats being made against other doctors who make the case against mask mandates, including one Illinois physician who says state regulators are suggesting that he may lose his medical license for his position on school masking.

“I have considered authoritative medical evidence that questions the necessity of mandatory masking in our schools,” said Dr. Jeremy Henrichs, a sports doctor at Carle Hospital and sports team physician at the University of Illinois. “As a result, the [Illinois Department of Financial and Professional Regulation] has threatened my medical licensure unless I expressly support and enforce a mask mandate for all students.”

Banning Mask Mandates, Not Masks

The governors of eight states that have banned school mask mandates, including Arizona, Florida, Iowa, Oklahoma, South Carolina, Tennessee, Texas, and Utah, have already received or will soon receive letters from the Biden administration reprimanding them for their policies and warning of potential federal action.

These states, it’s worth noting, have banned mask mandates in schools but have not banned masking. Individuals are free to wear masks at any time, for any reason.

The Biden administration argues that bans on mask mandates violate the civil rights of students who may be immunocompromised. It is leveraging Section 504 of the Rehabilitation Act of 1973 that entitles students to a “free appropriate public education,” as well as Title VI of the Civil Rights Act of 1964 that forbids discrimination based on race and ethnicity.

The Rehabilitation Act has historically been used to provide resources and accommodations to students with disabilities, including various curriculum, technology, therapeutic, and staffing supports, that enable them to learn to their fullest potential. It might, for example, provide a mechanism to enable schools to provide high-quality, medical-grade masks to immunocompromised students, but it has not been used to mandate such masks for all other students in schools.

The president’s recent threats against state governors highlight a much broader and more pernicious problem. The federal government, despite having no constitutional role in education, has ballooned in size and scope over the past half-century and is increasingly spreading its tentacles into state and local education issues. This is true for other sectors as well, including healthcare, as Biden’s recent vaccine mandate for all staff in nursing homes that receive federal funds shows.

The Solution: Decentralization

The solution is to reduce the size and scope of the federal government and embrace the Founders’ vision of federalism, or power dispersed to the states. As James Madison wrote in The Federalist Papers, no. 45: “The powers delegated by the proposed Constitution to the federal government are few and defined. Those which are to remain in the State governments are numerous and indefinite.”

When government power is decentralized to the state and local levels, there are more opportunities for experimentation and accountability, as well as a much greater ability for individuals to exercise their rights of protest and exit. If citizens don’t like certain policies, it is much easier for them to voice concerns locally, or move from one city or state to another. When the federal government enacts policies, or uses its power to pressure state and local governments to comply with federal edicts, it is much more difficult for citizens to escape this centralized control. The Founders knew this, which is why they intentionally laid the foundation for a limited federal government.

President Biden is hardly alone in his efforts to interfere in state and local education policy. Last fall, I wrote against President Trump’s “1776 Commission” and his call for mandatory “patriotic education” to be taught in American schools. I argued then that the federal government has no constitutional role in education and that the Trump administration should reduce, rather than expand, the federal government’s influence on education. Restraining the federal government to its proper constitutional powers is crucial regardless of which political party or president is in control.

As the mask wars escalate, and the federal government is increasingly involved, parents may find that they need to take individual action to protect their own children. This is true for parents in districts who may be upset that their schools will or will not require masks. More parents are pulling their children out of public schools for homeschooling or other private options to avoid mask policies, whether because these policies are too strict or not strict enough.

In a Mississippi school district, for instance, the recent voluntary mask policy prompted some parents to cheer and others to jeer. Some of the latter are un-enrolling their children from the district schools for private schools with mandatory mask policies. Similarly, in Alabama, a recent school district mask mandate caused some parents to take their children out of school for homeschooling.

As the Nobel prize-winning economist, Friedrich Hayek said, “the more the state ‘plans’ the more difficult planning becomes for the individual.” Government mandates, particularly those originating from the federal government, make it much more difficult for individuals to exercise free will.

Pushing back against government mandates, and avoiding these mandates through the power of exit and peaceful noncompliance, will help to curtail government overreach.


One Big Way the US Can Mitigate the Afghanistan Disaster

The scenes coming out of Afghanistan right now are nothing short of brutal. Amid the much-belated withdrawal of US troops, the Taliban has once again seized control of much of the nation, as the alternative government the US spent decades trying to prop up quickly collapsed. 

From the renewed subjugation of women and desperate attempts to flee by Afghans who fear Taliban retribution for assisting the US, predictable tragedies have ensued amid the chaos.

Unfortunately, the political reaction to these terrible scenes has immediately been consumed by the debate over whether US military withdrawal was a mistake. This is a complex debate, but there’s one way to help the Afghan people we should all be able to agree on: Opening our doors to refugees.

The Cato Institute’s Alex Nowrasteh estimates that somewhere between 400,000 and 2 million Afghans could flee as refugees due to the current crisis. The large majority of these refugees will flee to neighboring countries. But the US should still accept tens of thousands and welcome them to our shores. It would be a win-win for both the Afghans fleeing tyranny and the US economy, and Americans have a particular moral obligation to the Afghan people due to the role the US’s military interventions played in destabilizing their homeland.

Of course, people have understandable concerns about refugee resettlement. First and foremost among these concerns is security: How can we be sure that no terrorists or other dangerous individuals are able to infiltrate our country among the refugees? 

The good news is that we already have an extensive and effective vetting system in place for refugees that come to this country. It works well.  

According to Cato, we have accepted tens of thousands of Afghan refugees over the last two decades, and more than 76,000 Afghans through special visa programs. Yet, Nowrasteh reports, “from 1975–2017, zero people were murdered by Afghans in terror attacks on U.S. soil.” 

So, we could bring Afghan refugees to territories such as Guam and evaluate them using the same safety procedures that have worked well in the past. While an understandable concern, safety is no obstacle to helping the Afghan people. 

On the economic front, studies show that immigrants create roughly 1.2 jobs for every job they “take,” because they add human capital and make our economy more productive. And while refugees do consume more welfare benefits than other immigrants, that’s a reason to scale back those programs, not deny them potentially life-saving refuge in the US.

“The United States should make an open‐​ended commitment to evacuate and resettle Afghans in the United States, cognizant of legitimate security and health concerns,” Nowrasteh concludes. “If ever there were a situation where the refugee system should be expanded rapidly to account for larger numbers of people facing death, this is it.”

WATCH: Alex Nowrasteh on Biden's HUGE Immigration Plan (Amnesty, Border, & More)


Massive Nurse Shortage Hits Houston—Weeks After 150 Unvaccinated Nurses and Hospital Workers Fired

Jennifer Bridges knew what was coming when her director at Houston Methodist hospital called her up in June to inquire about her vaccination status.

Bridges, a 39-year-old registered nurse, responded "absolutely not" when asked if she was vaccinated or had made an effort to get vaccinated. She was terminated on the spot.

"We all knew we were getting fired," Bridges, 39, told CBS News. "We knew unless we took that shot to come back, we were getting fired today. There was no ifs, ands or buts."

Bridges was one of more than 150 hospital workers fired by Houston Methodist hospital.

"All last year, through the COVID pandemic, we came to work and did our jobs,” said Kara Shepherd, a labor and delivery nurse who joined Bridges and other workers in an unsuccessful lawsuit. “We did what we were asked. This year, we're basically told we're disposable."

‘Please Send Help Now’

Shepherd and her colleagues may be disposable in the eyes of hospital administrators, but they are perhaps not as easily replaced as she or Houston Methodist thought.

Two months after firing unvaccinated hospital staff, Houston Methodist is one of several area hospitals experiencing a severe shortage of medical personnel. Media reports say hospitals have “reached a breaking point” because of a flood of COVID-19 cases.

In an editorial published Tuesday, the Houston Chronicle said the 25-county hospital area that includes Houston had more patients in hospital beds—more than 2,700—than at any point in 2021. News reports make it clear that hospitals are struggling to keep up.

KHOU-11, a local news station, says medical tents have been erected outside of Lyndon B. Johnson Hospital but are vacant because of a shortage of nurses.

“Please send help now," said Dr. George Williams (depicted in main photo), chief ICU medical officer for LBJ Hospital.

While most media reports focus on LBJ Hospital, reports also make it clear other hospitals, including Houston Methodist, are experiencing similar struggles. The Houston Chronicle says Harris Health System (which includes LBJ) is short some 250 nurses, while the University of Texas Medical Branch has requested an additional 100 nurses to help address staff shortages at four hospitals.

Baylor St. Luke's Medical Center, a private Houston hospital jointly owned by Baylor College and a local healthcare system, said the hospital “is definitely being impacted” by the nurse shortage.

As for Houston Methodist, the hospital is reportedly struggling as well—although they’ve yet to admit it publicly.

“An internal memo at Houston Methodist Hospital said it ‘is struggling with staffing as the numbers of our COVID-19 patients rise,’” the Chronicle reports.

Public officials are scrambling to address the shortage, which has created a massive patient backlog throughout the Houston area. More than a week ago, Tex Gov. Greg Abbott requested out of state assistance for the statewide crisis, including 2,500 out of state nurses. LBJ Hospital officials said those nurses have not yet arrived.

The metro-wide shortage of nurses reportedly came to light when an ER doctor emailed a state senator about the dire situation in hospitals.

“The combined increase in volume from (COVID and) existing normal volume (and) nursing shortage has made this a terrible disaster at every ER and hospital in the city of Houston,” the physician wrote, according to the Chronicle.

Cobra Effects

It’s unclear to what extent Houston Methodist’s decision to fire 150 unvaccinated medical workers exacerbated the nursing crisis. For perhaps obvious reasons, hospital officials have been mum on the issue.

What we know is that Houston hospitals that did not abruptly fire 150 employees struggled to deal with the COVID spike, and in some cases people died as a result. So it’s safe to presume that Houston Methodist’s decision to fire 150 employees a few weeks before the Delta variant arrived in force didn’t make the situation any better and probably made it much worse.

Some may be tempted to think Houston Methodist was able to quickly replace the workers they lost, but evidence suggests this is unlikely. Apart from the broader shortage, front line nurses “are burned out,” they say.

“We are all tired of this; nurses are tired of this,” Texas Nurses Association CEO Cindy Zolnierek wrote in a recent public letter.

That Houston Methodist hospital didn’t intend to exacerbate its shortage of hospital staff goes without saying, but it’s also an important reminder about what economists call the Cobra Effect.

Every human decision brings about consequences, intended ones and unintended ones. Unintended consequences are so common economists often call them “Cobra Problems,” after an interesting historical event in India that occurred when the British Empire tried to eradicate cobras by putting out a bounty on them. (Can you guess what happened?)

When hospital administrators set their policy—get vaccinated or lose your job—their goal was to increase vaccination rates of hospital staff. The unintended consequence was a shortage of nurses and other hospital workers during a deadly pandemic.

In June, Houston Methodist's president, Marc Boom, sounded confident that his coercive methods were effective, noting that almost 25,000 of the health system's 26,000 workers were fully vaccinated.

“The science proves that the vaccines are not only safe but necessary if we are going to turn the corner against COVID-19," Boom told employees in a statement.

Other Houston hospitals saw things differently. Two months before Houston Methodist fired its workers, Harris Health System officials announced they would not be requiring hospital workers to get vaccinated, noting none of the vaccines were fully approved by the FDA.

Americans will of course disagree about which CEO’s approach was the correct one. The pandemic, after all, has been bitterly divisive because we’re deeply divided over this very question: should coercive means be employed to achieve certain desired healthcare outcomes, and if so, to what extent?

In 2020, political leaders around the world said yes to this question, and the results were disastrous. A year later, private companies are playing a different version of the same game: take the vaccine, or get fired.

Like the lockdown champions of 2020, corporate leaders no doubt believe their action is moral, proper, and will achieve their desired result. But as the Cobra Effect reminds us, focusing strictly on desired outcomes and ignoring potential unintended outcomes is a good way to get bit.