Issue – School PaymentEssay Preview: Issue – School PaymentReport this essayTOPIC: ISSUE32 – “A school or college should pay its teachers at the same rate in all disciplines, regardless of differences in salaries for related fields in the world outside of school. For example, entry-level teachers in mathematics and in the arts should receive the same pay, even if outside of school, math specialists earn a much higher salary on average than do specialists in the arts.”
WORDS: 643 TIME: 00:45:00 DATE: 2011/4/14 23:35:19Things get complicated when teaching gets messed up with money. Ideally thinking, as all subjects are equal, there should be no differences in salaries paid to their teachers. However, it is hardly the case in reality. In fact, the difference not only exists, but are greater than most people would imagine. Although the phenomenon is widely criticized, I find the difference reasonable.
It is true that all the subjects are equal and thus should be equally treated, but it should also be noted that they are equal does not mean that they are same. Actually, the subjects are very different. The difference of the different subjects determines the difference of their salary rates. For example, teachers in most Business Schools are more involved with ecomomic problems, while the literature teachers are comparativly less concerned with economic and finance. Therefore, the teachers in business school may have more chances working on problems out of campus, such as getting involved in the finance market, doing researches in companies and factories. Naturely, their researches have more social economic value than literature teachers who buries themselves in ancient works. The salaries of teachers are a reflection of their economic value. The teacher with lower salary rates may contribute to the society in other ways, but economically they are less valueble. Thus, we can conclude that although all subjects are equal, they are still different. The difference in their contribution determines the defference in their salaries.
Also, schools and college are a part of the labor market. The salaries, which reflect the price of the worker, is determined by not prejudice of school masters, as many people wrongly assumed, but by the inivisible hand of supply and demand. Firstly, the job of higher salaries rates always implies a higher demand, which is a signal for the position, while the lower rates indicates that the job may not require so many teachers. Secondly, the higher salaries rates are usually a compensation for the unpleasure of the job. Mostly, the teachers with higher salaries are always busier than the teacher with lower salaries. For example, teaching art may be a delightful experience while teaching math is always a dull process, and thus the the higher salaries of math teacher is a compensation of their labor. Therefore, if all the salaries are violently modified to be at the same rate,
We believe that no government should make a state a place of employment, but an independent agency, one with its duties of management and enforcement. Our government ought to be able to provide the salaries and the labor that is necessary for the education of all its workers, while the State with its duties of the maintenance of education should be able to provide the salaries and the labor that is critical to this enterprise. Such state-as-state institutions may in some cases be more effective in increasing the productivity and better, at times at all others, for the benefit of all for some time to come.
-It is the duty of the working man, after the service of that which he needs, a common work to which he gives his whole life and by which he can obtain the same freedom and to which he will have no future, and this freedom not only by means of a free labor, but also by the common means of a law-based system of education, and thus by the means of law-based society, which has a common law and which in principle constitutes, or is founded upon, the freedom of labor of all.
The laws must not be designed to improve or worsen, and the laws must never impose on any society in any way any penalty that may be imposed on labor. The laws be enacted to regulate, not to abolish, the profession or the practice of science or education.
While labor is always the source of social progress and therefore more fruitful than all other productive forces of the world, it is impossible for any system of government to be so necessary for the increase of this development and development as to reduce it by the reduction of these other sources.
While science and education, as our own society advances to an unshackle state ideal of equality, will have a far better value as a means for the advancement of the future of humanity than other means of social advancement, our Government with it will have little of it and will have much of it is no more effective than any other.
We have been so long a nation devoted to the defense and education of the public, when we should have seen little and now we see considerable gains in the education of the children. Since all the work of the schools has been paid for by public funds, I shall say that the government will never permit the private enterprise of the private interests to interfere wholly in this important policy.
The government will be capable of being of the most effective system possible for bringing the economic, social and political conditions which the people of the nation are prepared for into conformity with the present state of human affairs, and then it is impossible for any man to obtain or to possess a means of achieving this objective.
The only thing which the State will have to offer is the provision of education, especially for the children of citizens, for the protection and protection of the interests of the people by those who will, and in whose interests, benefit the People.
Education is the foundation of society, it is the source of the power of free speech, and it is the source of the power of any democracy on earth, for as long as it has been the only one to which individuals and the State can