What Education owes to tractors

What if the secret to economic success lay in school meals and farming techniques? Across centuries, access to food has determined access to education, influencing industrialization and social mobility.

In France, each 3 children per classroom arrive with an empty stomach.

The organization of food production and distribution has played a crucial role in shaping societies, directly influencing education and economic growth. Societies that invested in education as a driver of productivity and social mobility thrived in the long term, while those that restricted access to knowledge to maintain a cheap labour force stagnated. If agriculture was a leading force for many other drivers of growth, in the case of education, it was to other way round, at least until when the tractors came in.

Food Production, Literacy, and Economic Growth

Historically, societies that emphasized education as a means of economic mobility thrived. For example, Jewish communities understood very early in History the importance of reading the Torah for oneself. Despite strong oppositions from rural population, young Jews accessed rudimentary literacy. When, in the Middle Age, this religion was restricted from land ownership, they naturally turned to activities where literacy was “an asset”, therefore excelling in commerce and finance. Similarly, the Protestant Reformation encouraged literacy for direct access to religious texts, boosting literacy rates and contributing to the economic prosperity of Protestant-majority regions, which is still visible today (Galor, 2022; Becker & Woessmann, 2009).

Industrialization and the Decline of Child Labour

For centuries, children actively participated in household economies, whether in agriculture or later in industry. However, with technological advancements, the economic value of child labour decreased while the demand for skilled workers increased. Although it may sound cynical, the transition to a knowledge-based economy was not initially imposed by law but was driven by economic realities. Indeed, the Factory Act of 1802 in Britain, which limited child labour, followed this trend. Studies show that child labour had already begun to decline before legislative intervention, as industrialists recognized the value of an educated workforce (Humphries, 2010). In the United States, industrialized regions such as Massachusetts adopted child labour laws early, whereas agricultural regions resisted these reforms.

Agricultural Mechanization and Social Reforms

By the end of the XIXth Century, the education revolution was way on track, but large landowners often resisted these changes, fearing that education would encourage rural workers to migrate to cities, reducing the labour supply and increasing wages. However, the advent of agricultural mechanization in the early 20th century altered the situation. A 1921 advertisement for the Case kerosene tractor reflects this shift:

"Often, the urgency of spring work forces you to take your son out of school for several months. This may seem necessary, but it is not fair to him! Depriving him of an education handicaps him for life. Today, schooling is increasingly essential for success, even in agriculture."

Mechanization reduced the need for manual labour, making education a worthwhile investment for farming families. This transformation contributed to the expansion of education and the economic transition of industrialized nations.

The Role of Agricultural Education in Economic Development

After World War II, the introduction of dedicated agricultural education programs made a decisive leapfrog for the global level of education in Western countries. In territories where agriculture remained dominant, these initiatives helped rural families recognize the importance of schooling, not only for literacy but also for acquiring technical skills.

With this new academic background, rural youth were offered new opportunities, thus facilitating the demographic transition to industry and services, accelerating land concentration, urbanization and economic diversification. Nations that invested in agricultural education saw faster GDP growth and more dynamic urbanization (Schultz, 1964; Mundlak, 2000). A clear correlation exists between land distribution and literacy rates. Countries with equitable land ownership, such as the United States, Canada, and Japan, achieved higher levels of education and sustained economic growth. In contrast, Latin American countries, where land remained concentrated among elites, experienced stagnant rural education levels, perpetuating economic inequalities (Engerman & Sokoloff, 2002).

Nourishing also the Minds

The quality of a nation's education system hinges not only on student enrollment numbers but also on the health and nutrition of its pupils. In Europe, malnutrition remains a concern, with 4.5% of children under five experiencing stunting (Global Nutrition Report, 2023). The consequences of malnutrition are profound; children suffering from inadequate nutrition are at a higher risk of cognitive impairments, leading to diminished academic performance and reduced future economic prospects (PMC, 2022).

In the United States, multiple studies have shown the adverse effects of poor nutrition on academic performance. Research from the Early Childhood Longitudinal Study-Kindergarten Cohort found that food insecurity is associated with lower cognitive development trajectories, even when controlling for socioeconomic factors (Alaimo, Olson, & Frongillo, 2001). Additionally, studies indicate that malnourished children exhibit delayed social development and weaker literacy skills, impacting their long-term academic success (Jyoti, Frongillo, & Jones, 2005). School meal programs have been shown to mitigate these negative effects, improving both concentration and classroom performance (Bartfeld et al., 2009).

The Hidden Cost of Industrial Food Systems on Learning

While industrialization mechanized agriculture and freed labour for education, it also concentrated land, distorted diets, and disconnected people from food production. The prevalence of ultra-processed foods, food deserts, and economic barriers to healthy eating have reversed many of the historical gains in education linked to agricultural development. Today, a new paradox emerges: countries with high school enrolment rates are still seeing stagnating academic performance due to poor nutrition.

To foster an educated and productive future workforce in the age of accelerating technology, policymakers must prioritize resilient and localized food systems that guarantee fair land distribution and nutritious diets for all. These historical lessons remain relevant today as nations continue to navigate the balance between labour needs, education, and technological advancement.

References

• Alaimo, K., Olson, C. M., & Frongillo, E. A. (2001). Food Insufficiency and American School-Aged Children’s Cognitive, Academic, and Psychosocial Development. Pediatrics, 108(1), 44-53.

• Banerjee, A., & Iyer, L. (2005). History, Institutions, and Economic Performance: The Legacy of Colonial Land Tenure Systems in India. American Economic Review, 95(4), 1190-1213.

• Bartfeld, J., Ahn, H., Berger, L., & Men, F. (2009). The School Breakfast Program and Student Outcomes. Economics of Education Review, 28(2), 245-256.

• Becker, S. O., & Woessmann, L. (2009). Was Weber Wrong? A Human Capital Theory of Protestant Economic History. Quarterly Journal of Economics, 124(2), 531-596.

• Engerman, S. L., & Sokoloff, K. L. (2002). Factor Endowments, Inequality, and Paths of Development Among New World Economies. NBER Working Paper No. 9259.

• FAO. (2012). The State of Food and Agriculture: Investing in Agriculture for a Better Future.

• Galor, O. (2022). The Journey of Humanity: The Origins of Wealth and Inequality. Bodley Head.

• Global Nutrition Report. (2023). Nutrition Profiles: Europe. https://globalnutritionreport.org 

• Humphries, J. (2010). Childhood and Child Labour in the British Industrial Revolution. Cambridge University Press.

• Jyoti, D. F., Frongillo, E. A., & Jones, S. J. (2005). Food Insecurity Affects School Children’s Academic Performance, Weight Gain, and Social Skills. The Journal of Nutrition, 135(12), 2831-2839.

• Mundlak, Y. (2000). Agriculture and Economic Growth: Theory and Measurement. Harvard University Press.

• PMC. (2022). The Impact of Childhood Malnutrition on Cognitive and Academic Performance. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9500247 

• Schultz, T. W. (1964). Transforming Traditional Agriculture. Yale University Press.

• World Food Programme USA. (2023). Effects of Child Nutrition on Academic Performance: How School Meals Can Break the Cycle of Poverty. https://www.wfpusa.org