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Show youth. On the other hand, the school system is actually counter-productive to learning. learn-ing. So where does this leave the kids? We dump them out onto the street after high school totally unprepared to cope with life and then wonder won-der why they flounder. Some of them know their 3 Rs, but find that's hardly adequate. They don't begin to understand under-stand what life is all about, just where they fit into it, where to go, what to do, or what their relationship is with hardly anything or anyone. any-one. Had they never attended even kindergarten, they would be far ahead of the game. Now, itll take them 20 more years to untangle what they've been taught so they can get their heads together to-gether and begin to learn. No. Homework is not the issue. Learning is. Dick Brown Beaver, Utah Dear Red, I suppose that homework , (News 9 Oct) would give the kids something to do after school but it, in itself, hardly seems worth getting upset (- about. Granted, it won't teach them a thing but that's just an extension of the waste of hours they spend in class anyway. If youth is going to be denied the wonders of learning for some 12 years , ; anyway, what's a few more i . hours? , ; My point, of course, is ' ! that somehow we get tangled up in side issues worrying about the color of the boat and neglecting the matters of importance; is it seaworthy? sea-worthy? In the case of the public school system, it's not. It's a dismal failure as , i a result of an excess of ir- relevant subjects to which students are improperly exposed. ex-posed. It alway has been. j: ! It seems apparent that I I parents, themselves the pro - ' I ducts of this system, cannot j properly prepare their chil- ! 1 dren for life in an age where changes occur too rapidly !; i even for the parents to keep f up with, this even assuming :i that the parents had the time ;' and the ability to cope with ! , the problem of educating our h l- . |