The Wealth of Nations · Chapter
Article II: Of the Expense of the Institutions for the Education of Youth explained
Adam Smith discusses the public expense of educating youth, emphasizing the need for state involvement in providing basic education to the common people to counteract the mental torpor caused by the division of labor.
What happens
Adam Smith discusses the public expense of educating youth, emphasizing the need for state involvement in providing basic education to the common people to counteract the mental torpor caused by the division of labor. He contrasts the education of the lower ranks, who have little time or leisure, with that of the higher ranks, who can afford extensive private instruction. Smith advocates for public schools, small premiums, and mandatory examinations to ensure literacy and numeracy, drawing on examples from Scotland, England, and ancient Greece and Rome. He also critiques existing institutions like universities for their corruption and inefficiency, noting that privately taught subjects (e.g., fencing, dancing) are often better taught than those in public institutions.
Themes in this chapter
Role of Government
Smith argues that the public should facilitate, encourage, and even impose basic education on the common people to counteract the negative effects of the division of labor.
Division of Labor
The division of labor is presented as a cause of mental torpor among the common people, necessitating public education to preserve their understanding.
Social Class and Inequality
Smith contrasts the educational opportunities and outcomes for people of rank and fortune versus the common people, highlighting class-based disparities.
Characters to notice
- Adam Smith
Author and commentator on the public expense of education, advocating for state-facilitated schooling for the common people.
- The Teacher
Implied figure in the discussion of schoolmasters and university professors, whose performance depends on fees and public oversight.
- The Master
Refers to schoolmasters and teachers in public institutions, whose negligence is noted when salaries are fixed.
- The Greeks
Ancient Greek republics cited as examples of promoting military and gymnastic education through public facilities and incentives.
- The Romans
Ancient Roman republics similarly cited for maintaining martial spirit through public education in military exercises.
- The Common People
The lower ranks whose education is the focus of the chapter, needing public support to acquire basic literacy and numeracy.
Key passages
“For a very small expense the public can facilitate, can encourage, and can even impose upon almost the whole body of the people, the necessity of acquiring those most essential parts of education.”
The government can, at low cost, make it possible, promote, and even require that nearly all citizens learn basic reading, writing, and arithmetic.
Smith advocates for public intervention in education to ensure universal basic literacy.
“In Scotland the establishment of such parish schools has taught almost the whole common people to read, and a very great proportion of them to write and account.”
Scotland's parish school system has successfully taught nearly all common people to read, and many to write and do arithmetic.
Smith uses Scotland as a positive example of public education's effectiveness.
“The understandings of those who are engaged in such employments can seldom grow torpid for want of exercise.”
People in complex occupations rarely suffer mental stagnation because their work constantly challenges their intellect.
Smith contrasts the mental stimulation of higher-status jobs with the monotony of common labor.
“Those parts of education, it is to be observed, for the teaching of which there are no public institutions, are generally the best taught.”
Subjects taught without public institutions, like fencing or dancing, tend to be taught better than those in public schools.
Smith criticizes public institutions for inefficiency compared to private instruction.
