There is almost a taboo in the public debates dedicated to education systems reform to represent them in terms of ownership reform. Education is presumed to be a public good to be delivered only by means of publicly owned or at least publicly certified institutions, as part of “national cultural security” concern. Market forces are described as not properly equipped for delivering this public meta-service, at least not in the terms considered appropriate within authorities’ self-referentials. In this essay we will briefly revisit such an allegation, drawing the attention to the ethical and economic common sense that private education, “even” (or, better said, “all the more”) in its “extreme” form, homeschooling, looks fully endowed to provide to societies good individuals in terms of plenary formative education, not tight instrumental instruction. Since the “social cooperation by extensive division of labour” (as the very route to prosperity) is not just a technological function, but also a spiritual one, the private property order logic is crux also within education provision.
