Feel The Money

And the third format I have observed as school ideology, was the Capitalist format, where those with the best finances, got the best education (supposedly). I generally considered this format applied at high school, but, unfortunately, today, in some suburbs of Australia (and like western cultures), the Capitalist format is already starting to overtake the other formats in even the pre-school sector. (the rich – and they know who they are-  want the best for their children ‘only’). The sad thing about the capitalist format is often the children have done nothing to be involved in the wealth their parent possess, so they tend to have been spoiled, rather than developed a sense of value for the position held. They seem to ‘expect’ whatever they are handed. There is little grace in their behaviour, demeanour or expectations. There are of course exceptions in this. I have observed children, in the same family, for whom the wealth has come during their lifetime, react differently. Some who started without, and have grown accustomed to the wealth, have that necessary ability of value. Others in that same family, who have arrived, as the wealth existed, expect everything (and usually get it).

There has often been a sacrifice on the part of one or both parents to have this wealth, and it is here, there has been a trade off in other areas. ‘Money can’t buy happiness’ is the oft used phrase, which sometimes had the added tag “but it sure helps’ when looking at the family cost in acquiring such wealth. I recall giving some presentations many years ago, to several ‘executive’ groups, of lawyers, doctors and dentists (yes, dentists usually earn a bit of high end finances as well). The common theme expressed by them was, they were working long hours to earn the big bucks for their children to have a good life. Meanwhile, as I pointed out, their children were growing up without their necessary involvement. Was that a good trade off?

This Capitalist format is particularly noticed in the high schools, for where there is status in ‘material possessions’. Most private schools (for those reading this blog from overseas (yes I have certainly noticed you all, thank you) in Australia, State run schools are ‘public’ school and ‘private’ schools are usually religious denomination based (and State) supported and the private schools have the excellent buildings, equipment, smaller class sizes and resources. State run schools usually struggle financially, are burdened with large class sizes and lack genuine resources. Sadly, many of the students in the private schools do not seem to value the opportunity presented by such quality (again there are exceptions). The teaching standard appears higher, but is it necessarily better? In some cases, yes it can be. But, in others, it is still the quality of the actual teacher, not what they have available, that crafts the better student. There are many teachers in public schools (I was generally in the public school sector, apart from a few where run-ins with nuns and such were involved) who influence their students despite the difficult circumstances.

(continued tomorrow)