Marilyn Martin Outlines School Candidacy Views

Marilyn (Terry) TMartiffhas announced her candidacy for the Ann Arbor Board of Education in the June 12 school election. "I have lived in Ann Arbor since 1948 and my four children have all attended Ann Arbor Schools. The youngest child, Jon, is currently a ninth grader at Tappan Junior High School. As a professional mother, I have been involved in Boy Scouts, Girl Scouts, skating, hockey, Little League, competitive swimming and PTO's, ad infinitum. As an individual I have sérved time with the Cáncer Foundation, the United Fund, the League of Women Voters, the United First Methodist Church and have served on the executive board of the Conger, University of Michigan Alumni Group, the Woriien's City Club, Ann Arbor High School PTO and as executive secretary of the National Foundation, March of Dimes. As a harpist, I have played with civic orchestras throughout the state and I am currently solo harpist with the Plymouth Symphony Orchestra. As a wife I have been a supporter of numerous civic projects, the University of Michigan and Faculty Women's Club. My husband is a prof. of chemical engiI neering, and associate director of the Institute of Science and Technology. "I was bom in Cleveland, Ohio, and attended the Eastman School of Music, of the University of Rochester, New York, where I received a degree of Bachelor of Music. "In the 25 years In which my children have been in the Ann Arbor school system, I have witnessed a steady deterioration in the quality of education and a steady rise in the tax bilí. Ann Arbor Schools, generously supported by the public, in years past, were once the pride of the community and were highly acclaimed by educators throughout the country. Today, despite revolutionary approaches and innovative theories, our educational system seems to be dispensing to its students a concept of mass mediocrity. "It is time now, to review our educational aims and to make some reasoned choices. If we fail to act and thereby default, the choices will be made for us by a combination of circumstances and administrative sleight of hand, despite the conscientious efforts of our capable teachers. "The priraary responsibility of this community is to provide an equal, basic, educational opportunity for all. Concerned voters cannot allow whimsicalities to distract them, but must now define educational priorities. I believe that our citizens will agree that schools exist to teach systematic, organized subject matter to our children. I believe that education, in depth, is more basic in promoting self-reliant indivldualism, than any number of image-conscious courses aimed at 'life adjustment,' 'social dynamics' and 'meaningful dialogue.' " "The planners of a Uíopian society would be all things to all people. But, we cannot afford to conduct the business of education in a bath of sentiment. When an overprivileged child manifests his inner bankruptcy with overt boredom, we complain that 'he has not been challenged.' And when an underprivileged child vents his inner hatreds in acts of destruction, we say that 'he is begging for help.' We cali our resopnses 'humane' and indeed we cannot ignore our real problems or wish them away. But, we do young people a great disservice if we expect less of them than they can reasonably perform, or if we publicly condone, on their behalf, actions which should be condemned. We fail in our public duty if we yield to too ■many peripheral claims and do not provide a school environment in which individual and group needs are respected. "The citizens of Ann Arbor must provide an education for its studénts that insists on: "1) Mastery of the basic skills, especially reading. "2) Responsiveness to the needs of the community as well as themselves. "3) Respect for teachers, fellow studénts and the citizens who are providing them with educational opportunity. "The citizens of this community must provide for its children the kind of education which we honestly believe is right for them. "_Not the kind which will pacify only the most vocal and most strident parental interests. ! " - Not the kind which will make quick reputations for officials. "_Not the kind which will meet some instantly obsolescent f ashion. "But an education which wül lead our young people to self-j mastery, personal competencel and the spirit of community.