{"resolved":true,"match_type":"uuid","source_type":"original_book","book_id":"10f0f318-a2eb-4ea9-8798-d4fb0304f8c3","title":"Time for Things Labor, Leisure, and the Rise of Mass Consumption","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9780674250529","requested_by":"printed_page","book":{"source_type":"original_book","book_id":"10f0f318-a2eb-4ea9-8798-d4fb0304f8c3","id":"10f0f318-a2eb-4ea9-8798-d4fb0304f8c3","uuid":"10f0f318-a2eb-4ea9-8798-d4fb0304f8c3","title":"Time for Things Labor, Leisure, and the Rise of Mass Consumption","normalized_title":"timeforthingslaborleisureandtheriseofmassconsumption","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9780674250529","isbns":["9780674250529","9780674250536","9780674979512"],"parsed":true,"ai_readable":true,"document_type":"book","page_count":355,"navigation_url":"https://workshop.closeclaw.top/ai/book/10f0f318-a2eb-4ea9-8798-d4fb0304f8c3","title_url":"https://workshop.closeclaw.top/ai/title/Time%20for%20Things%20Labor%2C%20Leisure%2C%20and%20the%20Rise%20of%20Mass%20Consumption","fixed_page_url_template":"https://workshop.closeclaw.top/ai/book/10f0f318-a2eb-4ea9-8798-d4fb0304f8c3/page/{printed_page}","path_api_url_template":"https://workshop.closeclaw.top/api/ai/book/10f0f318-a2eb-4ea9-8798-d4fb0304f8c3/page/{printed_page}","read_url":"https://workshop.closeclaw.top/api/ai/read/10f0f318-a2eb-4ea9-8798-d4fb0304f8c3","page_url":"https://workshop.closeclaw.top/api/ai/books/10f0f318-a2eb-4ea9-8798-d4fb0304f8c3/page","search_url":"https://workshop.closeclaw.top/api/ai/books/10f0f318-a2eb-4ea9-8798-d4fb0304f8c3/search"},"page":{"printed_page":66,"pdf_page":74,"physical_index":74,"physical_index_base":0,"printed_page_status":"recognized","page_sha256":"fb7e3d09ce5e2b24d79aa2a1a14e5b1aeccda2deaba4802f41e8f246c2fee21f"},"chapter":"FOR","content":"In light of the failure of the life-cycle and permanent-income hypotheses to hold empirically, as well as evidence that people tend to discount the future hyperbolically, the argument that increases in life expectancy, in conjunction with the advent of retirement, account for the stagnation of the length of the working week is less than convincing.\n\nAt the other end of the life course from retirement, there was an increase, during the twentieth century, in the number of years spent in full-time education prior to entering the work force. In 1910, only 10 percent of the population completed high school. By 1940, that number had leapt to over 50 percent (Goldin 1998, 1999). High school graduation rates continued to climb until around 1960, after which they hovered at around 75 percent, declining slightly through to the end of the century. Most of the increase in the rate of graduation then took place between 1910 and 1960. Enrollment in institutions of higher education also steadily increased, from around 3 percent of the population in the first decade of the century, to 56.6 percent in 1995.37 If increasing productivity was in part used to delay the age at which work begins, then, although it might appear as if working time stayed constant, in fact it was decreasing, as some proportion of increasing output was used to increase the amount of time spent in education. Over the course of the century, individuals entered the workforce progressively later, and this reduced the total number of hours worked over a lifetime.\n\nThis trend would go some way to explaining the pattern of work time if full-time education can be characterized as free time. However, that seems questionable, given that school is compulsory (at least until the later teen years) and that to a large extent the telos of schooling is work. From the point of view of the individual, time spent in full-time education might therefore seem more like a backward extension of working life than a mirror image of retirement at the other end of the life course. In the nineteenth century, workers typically began their working lives as apprentices, training “on-thejob.” It makes some sense to think of the time young people spend in fulltime education as somewhat analogous to an apprenticeship, as modern education is to a large extent about training for work. It would certainly be odd to categorize increasing time in education in response to the demands of the labor market as leisure time. This is not to suggest that becoming educated is not, for many individuals, an end in itself. But the main reason for the increasing time spent in full-time education prior to entering the workforce was an increase in the credentials required for work. In that sense, time spent in education should be thought of as continuous with working time rather than as a form of free time.\n\n66\n\nTime for Things","previous_page":65,"next_page":67}