How ironic that your editorial ``The Music of Politics,'' Sept. 8, demonstrating the value of artistic vision in leaders, should run in the same issue as the article ``Georgia County Sparks Furor,'' outlining the Cobb County Commission's decision to eliminate funding for county arts programs.
What other groups are now punished whose efforts might encourage an as-yet-unknown national president? Why deprive the children's chorus, children's theater, and children's museum, as well as the symphony, of significant financial support?
The decision reflects on the limitations of the commissioners, who are unable to deal in a mature, creative way with such a complex decision. I praise your editorial perspective and hope that artists will be able to give their gifts to all of us. Emily Teller, Westford, Mass. At least one vote for US education
Your special report ``World Media Education,'' Sept. 8, offers some provoking insights. But as a product of both the British and United States systems, I'd like to propose a more careful examination of the true meaning of the word ``education.''
I endured the British educational system until I was 21 years old. At the age of 16, I was forced into deciding what my future career path would be. From then on through university, I was permitted to take only specific subjects, such as engineering, math, and chemistry, to further my usefulness to society.
In hindsight, having been exposed to the humanities in the US, I recognize that what I received in Britain was not education but training. There is a significant difference between the two concepts. In the US, individuals are encouraged to think holistically. In contrast, individuals in Britain are trained to conform and to become useful and productive members of society. For all its faults, the US education system appears to produce well-educated, rather than well-trained, human beings. Len Milich, Tucson, Ariz.