An incisive history of American education—its great success in creating prosperity and equality during the twentieth century and its relative decline since the 1970s.

“As Goldin and Katz have argued, the 20th century was the American century in large part because it was the human-capital century. Education—knowledge—can help people live better by allowing them to learn from past errors and make new discoveries.” —David Leonhardt, New York Times

This book provides a careful historical analysis of the co-evolution of educational attainment and the wage structure in the United States through the twentieth century. The authors propose that the twentieth century was not only the American Century but also the Human Capital Century. That is, the American educational system is what made America the richest nation in the world. Its educational system had always been less elite than that of most European nations. By 1900 the U.S. had begun to educate its masses at the secondary level, not just in the primary schools that had remarkable success in the nineteenth century.

The book argues that technological change, education, and inequality have been involved in a kind of race. During the first eight decades of the twentieth century, the increase of educated workers was higher than the demand for them. This had the effect of boosting income for most people and lowering inequality. However, the reverse has been true since about 1980. This educational slowdown was accompanied by rising inequality. The authors discuss the complex reasons for this, and what might be done to ameliorate it.

Is economic equality necessary for social peace? Why do the strong oppress and impoverish the weak? How are developing nations overcoming the legacy of colonialism? These are a few of the many thought-provoking concerns addressed in this book. The first in a new series—The W. E. B. Du Bois Lectures—it tackles a wide range of topics dealing with the economics of racial conflict in important areas of the world. Race is often introduced as a key factor, whether it is or not, in such highly controversial subjects as colonialism, federalism, dual labor markets, affirmative action, multinational corporations, the international economic order, and of course discrimination itself. W. Arthur Lewis discerns the ways in which race and economics affect individuals and groups, bringing a personal viewpoint to the problems faced by both less-developed and more-developed countries.

How many black vice-presidents should a major North American corporation employ? Do East Indians and Canadians demonstrate more aptitude for business than West Indians? Does affirmative action work in education or business? Though he boldly confronts grave national and international problems, Lewis does so with wisdom, equanimity, optimism, even a touch of humor. His individualistic and commonsensical thoughts and opinions may not please or satisfy everyone, but they cannot fail to intrigue and invite discussion.

Reality and Rhetoric is the culmination of P. T. Bauer’s observations and reflections on Third World economies over a period of thirty years. He critically examines the central issues of market versus centrally planned economies, industrial development, official direct and multinational resource transfers to the Third World, immigration policy in the Third World, and economic methodology. In addition, he has written a fascinating account of recent papal doctrine on income inequality and redistribution in the Third World. The major themes that emerge are the importance of non-economic variables, particularly people’s aptitudes and mores, to economic growth; the unfortunate results of some current methods of economics; the subtle but important effects of the exchange economy on development; and the politicization of economic life in the Third World.

As in Bauer’s previous writings, this book is marked by elegant prose, apt examples, a broad economic-historical perspective, and the masterful use of informal reasoning.