In the other case, again, where a trade is not easily learnt, how is skill to be obtained but by an apprenticeship.  The bringing the son up to his father’s trade, a practice that prevails in the eastern parts of Asia, is one way; parental authority needs not the aid of a written indenture; but, where this is not the case, who is to teach a youth, if he is not to be bound for a certain number of years, but to go away as soon as he has learnt a trade?  The father, in some cases, may be able to pay for his son learning the trade, and this experiment has sometimes been tried, but generally with very imperfect success.  The youth, for the most part, in those cases, considers himself as independent of the master, and gives himself very little trouble to learn his business.

Where the reward of the master, or rather the remuneration for his pains and trouble, is to arise from the labour of the boy, the master is interested in his learning; and the other feels an obligation, as well as an interest in learning.  Though the apprentice is not absolutely paid for what he does, he finds his ease, his importance, and comfort, all depend on his proficiency; and, with young minds, such motives are much more powerful, and act through a better channel than avarice.

The power that the legislature gives to a master over his apprentice appears not only to be wise but necessary; and, if rewards for earning a trade could be given, in addition to that without infringing on liberty, or burthening the state, it would be a great advantage.

But learning a trade is not the only advantage of an apprenticeship; a good moral conduct, fidelity, and attention to his duties, are all acquired at the same time, or ought to be so; whereas, the youth who, at an early age, is left without control, is apt to learn just the contrary.

Where people have fortune, circumstances give them a control over their children by expectancies; but, where there is no fortune, and children must provide for themselves, an apprenticeship is a substitute for expectancies, which appears highly necessary; and it is wonderful how so discriminating and profound a man as Dr. Smith could overlook so material a circumstance.  It shews how far prejudice, and an [end of page #222] opinion once adopted, will lead men of the first judgement and genius astray; {180} for it is not to be supposed that any person will stand forward of himself to maintain an opinion against which experience speaks so decidedly.

To learn a trade, and be taught a good moral conduct, and attention to one’s duty, is certainly the essential part of education, both in the lower and middling classes; and that portion of education, which appears to have got an exclusive title to the name, reading and writing, are, with the working classes, a very inferior object.

One of the duties of government, then, is to watch over the education of the children of the middling and lower orders, which has a tendency to grow worse, as the nation advances in wealth.