About Kathryn Hickok

Kathryn Hickok is Publications Director, Director of the Children’s Scholarship Fund-Oregon, and Development Coordinator at Cascade Policy Institute, Oregon's free market public policy research organization.

Freedom in Film: Follow That Dream (1962)

What may be the funniest movie about personal initiative and limited government? Look no further than Follow That Dream (1962), a rollicking pro-freedom comedy starring Arthur O’Connell and Elvis Presley.

Elvis plays Toby Kwimper, the young adult son in a family that gets just about every possible government entitlement benefit; and his dad (O’Connell) is proud of it. When overbearing bureaucrats make them angry, what does the Kwimper family do? They swear off their benefit checks, build a homestead on an empty beach in Florida, and start a small business. With several subplots, Follow That Dream shows off Elvis’s deadpan comic ability. He outwits the mafia, cunning social workers, and (most) adolescent girls with equal aplomb.

Suitable for family viewing, the movie delivers a victory for ordinary folks over the powers that be. It’s full of jokes about welfare-state attitudes, zoning laws, and government “looking out for you.” In the climactic courtroom scene, a judge praises the American spirit of enterprise, initiative, and voluntary community.

As Pop Kwimper puts it, sometimes there just gets to be too much government, and a person wants to move someplace without all those regulations. If you’ve ever felt that way after a frustrating encounter with bureaucracy, Follow That Dream will have you in stitches.

Oregon Teens Discover Their “Lightbulb Moment” at Young Entrepreneurs Business Week

Your average high school students may not be able to explain a fictional company’s dividends to a lecture hall full of adults from the business world. But after five days at Young Entrepreneurs Business Week, they could.

YEBW is a nonprofit annual summer camp founded in 2005 by young Oregon entrepreneurs Nick and Maurissa Fisher, hosted on the campuses of the University of Portland, Oregon State University, and University of Oregon. From 75 students on one campus during its first year, YEBW has grown to more than 400 participants on three campuses in 2016.

YEBW’s founders shared a concern that young people of all educational and economic backgrounds often leave high school with no practical business knowledge, hindering their ability to innovate, create, and produce the kinds of goods and services key to Oregon communities’ growth and success. They sought to fill the gap by drawing together curriculum developers, business professionals, educators, and successful youth-focused program leaders to launch an innovative educational program for high school students.

Participants spend one week on the UP, OSU, or UO campus and are exposed to a challenging curriculum designed to teach students that business can be fun and exciting, not to mention understandable and interesting. Students leave the camp possessing relevant, basic financial and business skills to apply to whatever goals they set for themselves. YEBW board chair Jeff Gaus says, “For some, YEBW is that lightbulb moment when they realize who they are and what they want to do in life.”

During the program, students are divided into student-led companies, guided by volunteers from the business community who share their knowledge and expertise throughout the week. The curriculum provides students with the financial literacy, business fundamentals, and confidence they need to be self-sufficient and successful.

During the first-year program, Business Week, students form mock companies where they create management teams, develop mission statements, invent a product, and conduct actual operation of their own business by competing in business simulations. Designed to broaden the practical skill sets of each student, the program incorporates professional speakers and other interactive learning exercises like mock interviews and networking events.

For returning students, Investing Week gives students the opportunity to learn about basic investment vehicles, the principles of evaluating a potential investment, and understanding the personal and business effects of the financial market system. Entrepreneur Week provides the chance to learn what it is like to start and run a business. Students prepare a full business plan, run an on-campus business as a team, and present their individual work to a panel of judges acting as potential company “investors.”

It’s not all “head knowledge,” either. YEBW fosters professional interpersonal skills. Students learn the art of the handshake, eye contact, introductions, proper business and evening attire, and table manners, so they can navigate job interviews and networking events with confidence.

Young Entrepreneurs Business Week teaches teens that “there is a business side to every occupation.” Likewise, every Oregon occupation would benefit from having more business-savvy graduates of YEBW. The young people who attend the first-year program mostly come with no prior business knowledge or experience, but they leave with well-earned confidence in their abilities and potential as tomorrow’s successful professional adults. A nonprofit program like YEBW, spearheaded by enthusiastic young business leaders, is truly a bright light for the future of the entrepreneurial spirit in Oregon.

Children’s Scholarship Fund Closes the Achievement Gap for Low-Income Kids

Since 1999, the nonprofit Children’s Scholarship Fund has empowered more than 152,000 low-income children nationwide to receive a quality education in private and parochial grade schools through privately funded partial-tuition scholarships.

Children’s Scholarship Fund parents value high-quality education as the way out of poverty for their children and sacrifice financially to give them that opportunity. It is a feature of the CSF program that all families pay part of their tuition bill themselves, ensuring a family commitment to education.

The investments of both parents and scholarship benefactors are reaping great rewards. Over time, studies of college enrollment and graduation rates of scholarship alumni are showing that, despite coming from socioeconomic backgrounds associated with lower rates of college enrollment, CSF alumni enroll in college at an average rate that is similar to or higher than the general population.

In other words, these students’ education in private and parochial grade schools, made possible by a relatively modest level of financial assistance, is closing the achievement gap for kids from less advantaged backgrounds.

Children’s Scholarship Fund-Portland is a “hand up” here in our state that helps Oregon kids to reach for success in school and in life. If you would like to help a lower-income Oregon child to get a better education today, contact the Children’s Scholarship Fund-Portland at Cascade Policy Institute.

Freedom in Film: Ever After (1998)

If you are looking for an uplifting summer movie for the teenage girls in your life, Ever After: A Cinderella Story (1998) provides a thought-provoking twist on the classic fairytale. While director Andy Tennant’s plot follows the traditional story, Ever After also explores themes of family loyalty, economic interdependence, social justice, and the rewards of hard work.

In a refreshing departure from predictable Hollywood storylines, Drew Barrymore’s tough and brave Cinderella (“Danielle”) combines a loving respect for her family’s heritage with a can-do approach to solving problems. A hard-working, educated girl―homeschooled by her father―she wants more than anything to restore the just order of her “economy” (in the ancient Greek sense of “managing the home”).

Orphaned young, Danielle does not dream of escaping work. Rather, she defines “happily ever after” as the restoration of her family’s estate to the prosperity it enjoyed under her parents. Like them, she takes pride in the farm and regrets it can’t reach its potential under her stepmother (Anjelica Huston), who has no interest in running what is essentially the family business. Danielle tries to be a good steward of the patrimony she should have inherited, even though her freedom to act independently is limited.

In Danielle’s world, the feudal agrarian society of the Middle Ages begins to meet the mercantile economy of the Renaissance. Forward-thinking Danielle masters the business acumen needed to keep the estate financially afloat; but her primary motivations are rooted in the medieval values of family loyalty, mutual obligation to others, and fulfilling one’s duty. Danielle considers “family” to include servants with multigenerational ties to the household. She wants to succeed for the sake of those whose livelihoods depend on her, as well as for herself.

An admirer of the English humanist Sir Thomas More, Danielle’s father bequeathed to her an inquiring mind and a social conscience. While Danielle’s Utopia-inspired prescriptions for the improvement of society have a fairytale simplicity, her instincts are basically good. She lives the Golden Rule with humility and charm. Her interactions with others show she believes in behaving with dignity and respect toward all whose various roles in society together make the world go ’round.

Of course, Ever After is a fairytale, so while it’s set in 16th-century France, the film isn’t without anachronisms and fictionalized historical events. (Obviously, the son of King Francis I didn’t marry a girl named Danielle, sorry to say.) But if you are looking for a delightful story about filial love, the blessing of honest work, and the ability of virtue to attract the right man, Ever After offers positive lessons, while entertaining the whole family.

Freedom in Film: Gettysburg (1993)

“Up, men! And to your posts! And let no man forget today, that you are from Old Virginia!”

―Major General George Pickett

In Gone with the Wind, Rhett Butler grimly tells Scarlett O’Hara that a looming battle soon would “pretty well fix things, one way or the other.” It would take place in “some little town in Pennsylvania called Gettysburg.”

The 1993 film Gettysburg recreates the events surrounding July 1-3, 1863. Unlike many war movies, including Civil War films, Gettysburg doesn’t really “take sides.” Instead, the film delves into the minds and hearts of both Northern and Southern combatants, largely through the thoughts and decisions of General Robert E. Lee (Martin Sheen), Major General George Pickett (Stephen Lang), and Union Colonel Joshua Lawrence Chamberlain (Jeff Daniels), among many others.

Gettysburg manages to convey understanding of, if not sympathy for, the wide range of motives and issues with which honest people grappled on both sides of the Mason-Dixon Line in the 1860s. This approach makes the movie an excellent introduction to both the Civil War and the culture of the Old South for high school and college history students.

Because of the issue of slavery, it can be easy for many 21st-century Americans to relate immediately to the perspective of the North. However, the war was actually much more complicated than a conflict over slavery. The slavery issue brought deep-seated, decades-long tensions between the agrarian South and the industrial North to a head. The war was also about federalism, sectionalism, federal tax laws and their effects on state economies, and cultural differences between the North and the South.

Many Southerners were loyal to their home states in the same way their grandparents had been loyal to the colonies at the time of the American Revolution. They believed they had the right to declare independence if their states’ legitimate interests were no longer served (or their rights were being abused) by the federal government or by other states, just as the colonies had separated from Britain. As one Southern general put it while musing one evening in the camp, the federal government denying Southern states the right to secede from the Union seemed like a voluntary club refusing to permit people to resign their membership when aggrieved.

Countless surviving letters from Southern soldiers and their families show they believed they were fighting for their homes, freedom, rights, and the sovereignty of their states. On the other hand, the United States was becoming a world power. The Northern states feared that secession would result in numerous tiny, powerless, irrelevant countries. The United States as a nation―and its Constitution―would fail. After the Civil War, the phrase “these United States,” in common parlance in the 1800s, faded. It was replaced by “the United States,” a singular noun, as we say now.

The causes and the legacy of the Civil War are not intuitive for many Americans today, especially for those who live far from the South. Because Gettysburg is a long movie, there is enough time and thoughtful dialogue for viewers without much understanding of the history behind the battle to be pulled into the philosophical, moral, and cultural underpinnings of the events. Gorgeous cinematography and a soul-stirring musical score remind viewers that it’s possible to hold in one’s heart both Old Glory and Dixie, and still to miss Old Virginia, 150 years after the war.


This article was originally published June 22, 2013.

 

 

Freedom in Film: Williamsburg: The Story of a Patriot (1957)

Williamsburg: The Story of a Patriot is the longest running motion picture ever, watched by more than 30 million visitors to Colonial Williamsburg since 1957. One of the most technologically advanced films of its day, it was recently remastered and restored to its original vibrancy. For those who can’t retrace the birth of freedom in Virginia’s colonial capital this Independence Day, Williamsburg: The Story of a Patriot is available online.

A 2004 feature in Colonial Williamsburg magazine explains this film’s significance: “…[F]or forty-seven years The Patriot has introduced guests to Williamsburg and America on the eve of the Revolution. It shows the people of eighteenth-century Williamsburg as they might have been, introduces characters that made the nation, [and] helps audiences understand the issues that divided colonists from one another and from the mother country.”

In one memorable scene, Virginia colonist John Frye (Jack Lord) discusses the impending war with another landowner. His friend is disturbed by talk of independence and says he has decided to go “home,” meaning back to England. John’s reply reflects the shift in loyalty felt by Virginia’s patriots: “I am home.”

Williamsburg: The Story of a Patriot is only about 40 minutes long, making it appropriate for young viewers and for classroom use. If you want to make America’s founding come alive for your family or students, Colonial Williamsburg’s website features extensive interactive history sections and multimedia presentations designed to make the people and issues of the 1770s accessible to children and teenagers.

Not everyone can experience the “Revolutionary City” in person, but through technology you can bring the characters of the American Revolution home.

Freedom: America’s Treasure

Three days after the terrorist attacks of September 11, 2001, President George W. Bush said in a speech, “…[A]dversity introduces us to ourselves.”

“America is a nation full of good fortune,” he said, “with so much to be grateful for, but we are not spared from suffering. In every generation, the world has produced enemies of human freedom. They have attacked America because we are freedom’s home and defender, and the commitment of our fathers is now the calling of our time.”

Freedom is America’s precious treasure―and never too far from being lost. Acts of war and terrorism can undermine a nation and its values; but as Russian thinker Alexander Solzhenitsyn famously said, “the line separating good and evil passes not through states, nor between classes, nor between political parties either, but right through every human heart, and through all human hearts.”

On Independence Day 2016, it can be consoling to remember that character is the first defense against the loss of freedom, and that each of us still has the power to make it a force for good. Character under pressure built America, brought us through 240 years, and can keep our country “freedom’s home and defender”—if we want it to.

New Orleans’ Miracle School District

Ten years ago, Hurricane Katrina devastated the southeastern United States, displacing more than 372,000 school-aged children. Today, New Orleans’ school population has returned to more than two-thirds its pre-storm level, but a lot has changed for the better in the public school district.

Before Katrina, a Louisiana state legislator called New Orleans “one of the worst-run public school systems in America.” Almost two-thirds of students attended a “failing school.” After Katrina, the state legislature transferred more than 100 low-performing Orleans Parish schools to the Recovery School District. Now, the district has 57 charter schools operating under nonprofit charter management organizations.

According to The Washington Examiner, barely more than half of New Orleans public school students graduated before Katrina. Today, almost all New Orleans students attend charter schools. In the 2013-14 school year, three out of four students graduated on time, and fewer than seven percent attend a “failing school.”

This amazing turnaround is due to the hard work of teachers, administrators, local and state leaders, and parents who rebuilt New Orleans’ public school system from the ground-up, with the vision and determination to create “an all-choice school district with high-quality schools.” The unprecedented success of New Orleans’ Recovery School District serves as a model for education reform efforts across the country. Parental choice, flexibility for educators, and innovation in management really can achieve the impossible.


This article was originally published August 26, 2015.

 

Washington, D.C. Charters Called a Laboratory for Innovation in Public Education

Did you know that almost half of Washington, D.C.’s public school children attend charter schools? In fact, our nation’s capital now has 115 charters, run by 62 nonprofit organizations.

President Bill Clinton signed the legislation authorizing D.C.’s charter schools twenty years ago this spring. Since then, D.C. charter school students have made significant academic gains. A recent study on urban charter schools by the Center for Research on Education Outcomes at Stanford University found that D.C. charter students are learning the equivalent of 96 more days in math and 70 more days in reading than their peers in traditional public schools.

David Osborne, director of the project Reinventing America’s Schools at the Progressive Policy Institute, has called D.C. “the nation’s most interesting laboratory” for public education. In an article for U.S. News and World Report, Osborne compares the traditional public school system with a Model T trying to compete on a racetrack with 21st century cars. “…[F]or those with greater needs,” he writes, “schools need innovative designs and extraordinary commitment from theirs staffs.”

Charter schools’ entrepreneurial governance model allows them to innovate, adapt, and specialize to meet the particular needs of students. Their successes in educating children who face the greatest challenges to academic achievement is fueling an even greater demand for the kind of choice in education that charter schools have come to represent.

Freedom in Fiction: Mansfield Park

“Wretchedly did [Sir Thomas] feel, that with all the cost and care of an anxious and expensive education, he had brought up his daughters, without…his being acquainted with their character and temper.”

Graduation season begins this weekend. With young Oregonians taking their next steps in life, why not revisit a classic story about young people setting out into the world of new jobs, independent incomes, first homes, debt, leisure, and love?

Of all Jane Austen’s novels, Mansfield Park is probably the most misunderstood and underrated. Unlike Austen’s more popular tales of upper-class English gentry, Mansfield does not star a confident young woman from a prominent family. Instead, Fanny Price is a shy teenager, dependent on wealthy relatives, who says little in public and hates attention. Mansfield is the only Austen novel in which the full force of a cynical world comes crashing down on an inexperienced teenage girl who seems least equipped to fight it.

The most contemplative of Austen’s works, Mansfield is not so much about a young girl’s search for love as it is a careful study of how not to lose oneself while trying to “make it” in the world. Because Fanny is a quiet person, she observes her peers while they hash out among themselves what is important to their lives and how they judge what they encounter. They debate―often acrimoniously―what their career choices should be, how much money they stand to make, what prestige they can earn in the eyes of others, and what are the criteria by which they should evaluate these decisions.

As their friendships unfold, the young adults of Mansfield Park don’t appear much different from today’s college students. In the brief window of time in which they settle their ideals, professions, friends, and spouses, they show each other their true colors. They discover they have irreconcilable worldviews. They decide what they can and can’t live with. Their romantic and financial decisions bear fruit.

Henry Crawford and his sister Mary, friends of Fanny’s relatives, excuse their personal shortcomings by their upbringing. Raised without the example of stable, responsible adults, they don’t have the confidence (or the will) to operate from a higher set of principles than convenience, social convention, and popular opinions. They admit they don’t have the capacity to trust others or to be reliable in their relationships. Mary is socially adept and attractive, but her cynical biases against concepts and values beyond her personal experiences are crippling. Her intellectual and romantic clashes with Fanny’s favorite cousin reveal the depth of their different approaches to discerning one’s path in life.

The Crawfords had lacked guidance, but Fanny’s cousins have the opposite problem: Sir Thomas confuses his children’s abiding by conventional rules of behavior with authentic character development. Sir Thomas “had meant them to be good, but his cares had been directed to the understanding and manners, not the disposition; and of the necessity of self-denial and humility, he feared they had never heard from any lips that could profit them.”

When three of his four children become involved in public scandals, Sir Thomas’s pain as a parent comes mostly from the realization that he does not truly know who they are. He knows them from the outside―how they tried to do what he expected of them while in his presence―without being acquainted with their minds, hearts, values, and aspirations. Their choices surprise him.

On the other hand, Fanny, despite her social and financial dependence and shy temperament, knows herself. Lacking self-deception or illusions about what will make her happiest in life, she is truly independent on a personal level. When morally unreliable (but financially eligible) Henry suggests that by becoming involved with him, Fanny could bring out the best in him, she delivers her most famous line: “We have all a better guide in ourselves, if we would attend to it, than any other person can be.” By calling him to take responsibility for his own conscience, and refusing to make him a romantic “project,” Fanny shows she understands equal relationships. Her refusal to compromise her self-knowledge by being mismatched frees her to seek a healthy relationship. She and the man she really loves are the only young couple in the novel who do not subscribe to, or settle for, a transactional view of friendship.

Mansfield Park and Fanny Price have drawn acerbic criticism from writers who cannot “like” her and wish the novel “came down” on the side of the sparkling, au courant Mary rather than the quiet, conservative Fanny. That the characters make modern readers uncomfortable says more about what we value, and what we think about how to treat other people, than perhaps we want to admit. The contrast between Mary and Fanny is exactly what we are meant to see: No matter how clever she is, Mary is tragic because she will not give up her self-centeredness; Fanny is heroic because she won’t be browbeaten into going along with the crowd.

Personal authenticity requires the ability to say no, to find happiness in simple things, to value one’s primary relationships, to resist the urge to hide from oneself in a blur of activities and friendships that mask a restless spirit, and to make choices that resonate with one’s true self. At a crossroads in life—like high school or college graduation, or any new beginning—these are crucial reflections deserving deep thought. The most important decisions a person will ever make involve choosing a state in life, establishing a healthy outlook on one’s career and finances, and loving a good person. Each involves surrounding ourselves with a set of people and activities that either will enable or inhibit us from being who we ought to be. By remaining steadfast under tremendous pressure, Fanny Price proves not to be Austen’s weakest heroine, but her strongest.


British television’s 2007 Mansfield Park is a condensed but faithful―and charming―movie adaptation which remains true to Austen’s characterization and the most important themes of the novel. The 1999 feature film is seriously flawed. It alters characters, including Fanny’s, in key ways and introduces plot elements that distract from the meaning of the novel. The 1983 miniseries is faithful in both characterization and plot, but it is missing the production values audiences are used to in Austen films made since the early 1990s.

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