The recent crisis of the Roslyn School District has grievously affected the finances of its citizens. Whereas blame may be laid to the criminality of some administrators and dereliction of duty of the School Board then in office, some responsibility has to be shared by the citizens themselves. The statement "our children shall not be deprived of anything," summarizing a widespread attitude, was too often followed by "the price does not matter." If it does not matter, why monitor it carefully? And lack of monitoring creates a growth medium for crooks.

Having volunteered to work in the district's Budget Advisory Committee, I soon observed that the narrowest of programs or activities has its passionate and uncompromising defenders. Thus, on studying the course catalog of the high school, I came to question some course offerings. Invariably, my line was countered by "My child took this course and loved it" (or "is very interested in taking it.") This, I think, is not a valid answer.

For the sake of example, let's choose from the catalog a course on modern trends in art and architecture (realism, cubism, surrealism, dada, etc.). It can, of course, be a fascinating object of study. But so could be a course on Dante, or on the Fourier transform and its applications (from Math to MRI), or on the history of inventions from steam engine to microcomputers. The existence of the first but not of the rest does not reflect an analysis and comparison of informational and educational value. Rather, such offerings usually originate in the interest of a teacher, who manages to sell it to students and administration.

Other courses aim at providing an "experience," or "atmosphere," or "flavor" more than effectively teaching something. This seems a general fad. A girl that I know has been studying Spanish in school for seven years. She cannot read a Spanish book (and never has tried) or converse in the language. Each year, however, she goes home with a diploma of appreciation for contributions to the Spanish culture day, when students and teachers dress in Spanish costumes and eat paella. At least, in that case the parents pick up the tab. Frankly speaking, one either learns Spanish or one doesn't. The rest is humbug.

If time and resources were limitless, any and all imaginable courses could be taught, each to someone's benefit. In real life, each program appropriates some resources, which people are much interested in alternative endeavors will have to give up. The gain to the student interested in cubism is the loss to the one wanting to know about history in the time of the Peloponnesian war, or about building ship models. The attempt at widening the horizon and choices of some children, arbitrarily narrows them for others. By deciding upon some activity, unavoidably catering to very few and at the fringe of the endeavors of a high school, someone on the teaching staff or in the administration preempts the choices of many others. The same holds for supporting independent student fencers or providing "supervised wellness time" to some "young people of the Roslyn School District."

I believe it is better to revert to the idea of school as providing a solid basic education and giving the students the ability and, ideally, the desire to pursue special and specific interests on their own. If the school will press for and, especially, will recognize and reward excellence in the students, their interest in outside intellectual and cultural endeavors will be assured. The school should inform the students of the many activities possible, so the children and their parents can decide which interests them most. The choices for each child will then be broader than what the school can offer. The tax reduction brought about by the change in approach to schooling will allow the parents to pay for the best choice for their child.

Finally, acquiring the understanding that there are limitations, that one cannot expect to receive everything, that there are competing needs for limited resources and the choice of one should not limit the choices of others are part of a good education of children.

Dr. Dan Farcasiu