As for charitable giving, Alexis de Tocqueville commented on the high level of generosity he observed during his travels in the early days of the United States. People who are free and prosperous are more likely to share with those who have less.

We are more likely to protect the environment when we own a piece of it and profit by nurturing it.
*Whenever people do not pay the full cost of something they use, they have less incentive to conserve. For example, when people pay the same amount of taxes for solid waste disposal whether they recycle or not, fewer people are inclined to recycle. As a consequence, we have more waste and disposal problems.

Throughout the world, law enforcement has many characteristics of fourth-layer aggression. Police, courts, and prosecutors are often part of tax-subsidized government monopolies that we are forced to use. As with all such aggression, we end up with high-cost, low-quality service and little innovation. We pay too much for too little.

The Swiss people are the best practitioners of the ideals of non-aggression. The Swiss national government posts are parttime positions. Most decisions are made at the canton (state) level. Swiss per capita income is the highest in the world, showing that non-aggression pays. How did the Swiss come to adopt a relatively non-aggressive constitution in an aggressive world? In the mid-1800s, they imitated our constitution and stuck with it!

Can you imagine a school system funded by taxation hiring a teacher who equated taxation with theft? Hardly! Consequently, our children are instructed by teachers who believe that first-strike force, fraud, or theft is acceptable as long as it’s for a good cause.

In spite of the additional financial burden, struggling immigrants made great sacrifices to educate their children as they saw fit rather than send them to inexpensive or even free public schools. Catholics saw the public schools as vehicles for Protestant propaganda and established parochial schools. German immigrants sent their children to private institutions when the public ones refused to teach them in German as well as in English. Immigrants who wanted their children to learn their native tongue and their Old World history opted for private or parochial schools that catered to their preferences.

In the late 1980s, Soviets were allowed to keep the wealth they created by raising vegetables on their garden plots. Although these plots composed only about 2% of the agricultural lands in the Soviet Union, they produced 25% of the food! When Soviets kept the wealth they created, they produced almost 16 times more than when it was taken from them at gunpoint, if necessary!

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In the marketplace ecosystem, interference usually means aggression-through-government. When we don’t like the outcomes that we get in the marketplace, we sometimes try to correct its ‘imperfections’ with laws that force our neighbors—at gunpoint, if necessary—to do things differently… Imperfections of the marketplace ecosystem are dwarfed by the havoc created by our well-meaning aggression.