From Sarah Kyrie
Argyle
To the editor:
As I reflect upon the 15 year anniversary of the US invasion of Iraq this month, I remember the many afternoons I skipped during my senior year of high school to stand on the corner with our local Pax Christi group in opposition to the "shock-and-awe" military strategy. My parents, fortunately, were supportive of my endeavors but my high school was not and these absences were considered unexcused truancies of which I served many detentions.
When I read in the Monroe Times that some school administrators opposed the March 15th high school walk-out to bring awareness to school gun-violence, I was saddened. To call the protests a "disruption to learning" is to miss a life-shaping opportunity.
I recall much more vividly the mourning and energy of my peaceful protests in 2002 than any class lesson. Becoming emotionally involved with real life issues is the highest potency of learning, shaping adolescents into the responsible, thoughtful citizens we all wish them to be.
Argyle
To the editor:
As I reflect upon the 15 year anniversary of the US invasion of Iraq this month, I remember the many afternoons I skipped during my senior year of high school to stand on the corner with our local Pax Christi group in opposition to the "shock-and-awe" military strategy. My parents, fortunately, were supportive of my endeavors but my high school was not and these absences were considered unexcused truancies of which I served many detentions.
When I read in the Monroe Times that some school administrators opposed the March 15th high school walk-out to bring awareness to school gun-violence, I was saddened. To call the protests a "disruption to learning" is to miss a life-shaping opportunity.
I recall much more vividly the mourning and energy of my peaceful protests in 2002 than any class lesson. Becoming emotionally involved with real life issues is the highest potency of learning, shaping adolescents into the responsible, thoughtful citizens we all wish them to be.
