Letters: Nov. 17, 1997

WHAT MAKES A GOOD SCHOOL

"Why should Johnny bother to read when the vast majority of teachers and parents prefer football games to science fairs?" NATASHA X. JACOBS Bloomington, Ind.

All too often the learning experience for students [SPECIAL REPORT, Oct. 27] is characterized by teachers talking and by students taking notes and endlessly memorizing facts. This approach simply bores students. The schools that will be recognized as institutions of excellence are the ones that directly engage students in the learning process through strong reliance on class discussion, cooperative student projects, community-based learning, meaningful field trips and guest lecturers. RICHARD PARKER, Executive Director Partners in Education Eureka Springs, Ark.

Your articles on schools and how to teach our children were excellent. It was evident that the writers had been in the field, where the action is. But to an old-timer in public education, much of the material could have been describing the circumstances of 30 years ago. The only major changes in public education in the second half of the century have been demographic in nature. The national debate over methods of instruction in reading continues unabated. Sometime back, a savvy old primary teacher summed it up; she said the only thing new in education is Scotch tape. DANIEL A. WELCH Retired School Administrator Rochester Hills, Mich.

Technology does not play an important role in education. It has never been a necessary aid in teaching children. And while technologically advanced equipment may make it easier for teachers, school is not exactly for entertainment. Computers are significant to those who are interested in them, but the World Wide Web has nothing to teach people that a book cannot. As a student, I know that the most important thing to learn is how to teach yourself. Everything else, computers included, is just a detail. PATRICK GIBSON Shorewood, Wis.

If there were one "right" way to teach reading, there would be no illiteracy and every child would be reading at grade level. It takes an experienced teacher using sound pedagogy to teach a child to read. To support phonics instruction and make the advocates of "whole language" the whipping boy does a disservice to our schools and teachers. Teaching reading is a complex process. Pitting one method of instruction against another is confusing and only raises the anxiety level of already concerned parents and teachers. CONSTANCE G. KEAN Pebble Beach, Calif.

I was distressed by "Where Does The Money Go?" Baltimore's public schools admittedly have overwhelming problems and a record of achievement that is less than satisfactory when compared with schools in mostly suburban communities. However, Baltimore's schools have many similarities to other urban schools--problems such as poverty, shortages of resources, aging facilities and competition for staff. You should have included the many examples of excellence found throughout the system. The 1997-98 school year is a fresh era for Baltimore. The new city-and-state partnership and the infusion of some added monies will permit us to initiate reforms. Our school system is moving forward with new ideas and programs. I hope you will watch, and will be ready to report our successes. SHEILA Z. KOLMAN, President Public School Administrators and Supervisors Association Baltimore, Md.

A LOOK AT NURSING HOMES