The record-union., 1891-02-21
TEACHERS PENSION BILL.
Professor Raymond's Argument in
Support Thereof.
The Peculiar Relations Existing Be.
tween the Government and Teach
ers In the Public Schools.

Following are the remarks of w. II. V.
Raymond, editor of the State series of
| textbooks, before the Joint Legislative
Committees on Education on Tuesday
evening:
shall not attempt discussion of the
| sections of this bill in detail. / am con-
cerned only with the principle of it. In
tins country the proposition of this bill,
though settled policy in some other
countries, is somewhat unfamiliar, and
for this reason the ground Oh which it
rests should be carefully considered.
| 1t is sometimes said, "If we are to pen
sion teachers, why not pension editors,
doctors, farmers, mechanics, or any other
| good citizens who do honest work in their
| particular industrial niche?''
| 1t is freely conceded in the outset that
| If pension for the teacher rests upon the
same or upon a like foundation as that
! for other workers, it is on made earth and
not on solid bottom.
But it does not rest on the same or on
a like foundation. 1t does not rest on
good work or good citizenship. This
| ground may be occupied in common by
The teacher, the preacher, the farmer, OF
the street scavenger. a pension for the
| teacher rests on no natural claim what
| ever; 1t rests on the relation which the
laws of the State have created between his
work and the Governments peculiar
relation that does not exist between Gov
ernment and any other business naturally
belonging to private enterprise.
| l think it is an undeniable proposition
that any public service rendered by invi-
tation of the State through its laws, with
compensation fixed by the State, and
containing for such length of time and for
! such smallneSs of compensation that
competence for old age cannot, as rule,
/ be acquired under it, entities the person
| Il,
public care when it is completed.
The service of the public school teacher
| fits into this proposition exactly. 1t is
| rendered by invitation of the State and
its compensation is fixed by the public
Moreover it is fixed at so low a figure
that if the service is continued to old age
| land long service is encouraged because
of the value of experienced it is only in
rare instances that the servant is able to
acquire in it a competence for his declin-
ing years.
This is the peculiar relation existing
between the body of public school teach
erS on the one hand and the Government
on the other-a relation unlike that exist
ing between the Government and any
other class of private citizens or any other
naturally private business.
| But there is another aspect of this rela-
| ton which emphasizes the obligation ofthe
! State. 1t is this: In establishing the pub
| 1lS SSllOOI SlciIt IIC EotSblt HIS
! the most gigantic trust, combine, monop-
Olyin the history of the world. 1t has put
into it an amount Of capital and organ
lied it with a thoroughness of detail that
simply strangle competition. The man or
woman who would engage in the busi-
ness OF teaching must engage with the
State. More than nine-tenthS of all the
teaching work of the State is controlled
! by the State. For this service, therefore.
| nine out OF every ten persons can look to
no other employer. The State has forced
them into her service. Virtually she has
said to them, Engage with me or quit
| the business'' Does she thereby incur
no peculiar obligation to this class OF her
citizens? Is her relation to them the
same as that toward the doctor, the me-
chanic, the farmer?
Nor is the case of the State bettered be-
cause this monopoly differs in its reason
| from other monopolies. Indeed, it may
! be pertinent to inquire into the reason for
its creation, to ask why, i'll this particular
instance, the State has ventured so far to
depart from the ordinarily accepted func-
tons of government? Why has she Gre
ated this colossal monopoly? [ will not
attempt for myselfto answer. / will read
to you the answer given by the people of
the State themselves in their organic Act
ofGovernment. Article TX, Section1:
"A general diffusion of knowledge and
intelligence being essential to the pre-
servation of the rights and liberties of the
people, the Legislature shall encourage
| by all suitable means the promotion of
intellectual, scientific, moral and agricult-
ural Improvement"
For this avowed reason, then. no less
reason than the high and sacred pur-
! pose Ito preserve the rights and liberties
of the people" has the State felt justified
in emasculating private business,
erecting in its place a giant monopoly,
employing its servants, arbitrarily fixing
their compensation, and demanding q
high educational qualification. Does not
the reason for the monopoly increase the
obligation ofits founders?
When all these facts are taken into con-
sideration must it not be conceded that in
coming. to you with this bill these serv-
ants do not come as the wards of the
State, asking that they may share in the
charity you so bounteously bestow upon
the public wards, but as creditors of the
State, asking only what is due? Aside
from all the other questions involved,
does not the question of State honor and
State integrity rise into commanding and
supreme importance? Does not this
question determine the issue, and deter
| 1Ir,o for flo, L. 3 ~ 1