Letters

he tragic killings of teachers in Jonesboro and Edinboro have touched all of us. I feel such emptiness in my heart for the teachers' families as they attempt to cope with the loss of their loved ones.

When and where the next at-risk student takes human lives; we don't know. It's time educators nationwide unite to protect ourselves and our families from the devastation these senseless acts of violence create.

I propose establishing a national trust fund in memory of our colleagues. Donations by teachers and the public at-large could be used to pay college costs, mortgage payments, and other expenses of the surviving families. I want to help, to let these people know that we are one big family with a common bond.

Please provide teachers and the public an opportunity and a way to support these families that have lost so much.

Joe Smith

Parkersburg, West Virginia

Editor's note: To honor those lost in Arkansas, send contributions to the Westside Assistance Fund, clo Union Planters Bank, 300 South Church St., Jonesboro, AR 72401. To honor those lost in Pennsylvania, send contributions to the John Gillette Memorial Fund, c/o James W. Parker Middle School, 11781 Edinboro Rd., Edinboro, PA 16412.

Shame on you. A heroic teacher gives her life protecting her students and all it rates is a brief mention on page seven (Heroes & Zeroes, May)? What did you feel was more important? Six pages on "new unionism." How inconsequential!

It's an insult to this brave teacher and to all teachers who have put themselves in danger to protect children to have this story treated so negligently. Let's have more meaningful stories and less propaganda.

Stephen Shinnick

Norwood, Massachusetts

he society that accepts 100,000 acts of violence as entertainment for its children and in which grief counseling becomes a growth industry needs rethinking.

Why are our schools becoming killing fields? Pressure, stress, violence, and profanity abound in our culture. Childhood as we know it is being destroyed. Simply put, our society is reaping what our culture is sowing.

F Patrick Kedian

Somerville, New Jersey

A Welcome Tune

Thanks to Linda Arms Gilbert, the music teacher in Tennessee who "teaches to a different tune" and keeps the freshness of music alive in America (Innovators, May).

Reading about her gave me hope that there are other music teachers out there who have chosen to use their special creativity to develop their own music programs, instead of subscribing to the prepackaged materials that seem to be taking over.

Jennifer Badanes

Everett, Washington

Reading's Starting Line

Catherine Snow's comments on "the reading wars" (Innovators, May) illustrate the lack of clear thinking on this subject by many educators.

The key question is not phonics or whole language. It's where do we begin? Do we start by teaching all reading skills right from the beginning or do we simplify things at first? Are there good starting skills that lead more successfully to the full act of reading than others?

The suggestion that we should take the best from every method because reading is a complex task requiring multiple skills and because of wide differences among beginning readers ignores an overwhelming body.of research. There's nothing uniquely whole-language about comprehending what is read. A phonics-first approach recognizes the ultimate purpose of reading and the value of children's literature.

Charles Arthur

Portland, Oregon

Bring on the Tests

'm disappointed that NEA opposes random drug testing for teachers (Rights Watch, May) "because it is unprofessional, degrading, unnecessary, expensive, an invasion of privacy, and unconstitutional."

I support random drug testing of teachers. I feel the strongest anti-drug message I can send to my students is to live a drug-free life. Once I make that choice, I have nothing to fear from random drug tests.

Teachers should model every behavior we expect from students, even if it's inconvenient. If students can be tested, then so can-and should-teachers and staff.

Ramona Lee

Kamiah, Idaho

Storm the Supremes?

see that the U.S. Court of Appeals for the Fourth Circuit ruled in a case involving NEA member Margaret Boring that public high school teachers have no right to academic freedom (Rights Watch, May). Boring made the "mistake" of selecting a controversial play for her students to perform in the state drama competition.

Is there any use in mounting a grassroots campaign to get the Supreme Court to review this scary decision?

Anne Holzman

St. Paul, Minnesota

Editor's Note: NEA's Office of the General Counsel has appealed Boring 's case to the Supreme Court and is "hopeful" that the Court will take up the case. The Court will make its decision public sometime this fall Stay tuned.

Problem Students

The reason why our students score lower on tests than students in other countries is not because our educational system is lacking or our teachers aren't teaching (Inside Scoop, May). The problem is with the students.

The majority of them don't study or pay attention in the classroom. They're too busy worrying about what activity they'll be doing after school, what sport they'll be practicing, how many hours they'll be working at their job, or how much money they'll make.