THE EDITOR: Reading through the scriptures recently, I could not help but recognise the many mentions being made of leaders who were actually genuinely concerned about the welfare of their people, and in some cases praying for them. For example The King of Nineveh in the book of Jonah, King David in (1 Chronicles Ch 29). To us Christian we firmly believe that Jesus, in addition to praying and fighting for us, actually died, not only for His followers, but also for all of us. There are many more scriptural examples. These are just a few. In modern times I am aware of my praying Pope. He is mostly depicted in his favourite praying posture. Mahatma Gandhi was known to fast and pray and, of course, fight against what he believed was unfair treatment of his Indian brothers and sisters. He too died for their cause as well. Having reflected on this aspect of praying leaders, I could not help but pause and wonder. Do our present leaders pray for us? Or, do they only seek our prayers and all the other favours that they need from us in order for them to remain in power? Presidents, prime ministers, labour leaders, managers, supervisors and others, do you spend some time reflecting on your role as a leader of people who themselves need your special prayers and supplication? We may never know.

As the head of WASA Security I prayed for my people. There were tough times. There were lies and compromises against me, but I prayed for my detractors. My secretary and some office staff would, from time to time, pray for our guard force. We prayed for all employees. We prayed for management etc. I personally prayed for wisdom and a continued spirit of humility in me. I prayed against the spirit of anger and revenge. These aspects still remain a mainstay in my daily prayers. We are aware of God’s promise to deal with leaders who persecute and lead their followers astray. In this time of ongoing calamity and confusion, would it not be nice to have more praying “people at the top”? To those of you who are already doing it, I salute you. God bless you.

DOYLE  HICKS Sr
Orlando, Florida

THE EDITOR: Can I return to the subject of the vexing (by being missing these many years) interchange at the junction of the Churchill Roosevelt and Uriah Butler Highways? (Three gentlemen who should be spinning in their graves in having their names associated with continued atrocious negligence!) When the UNC was newly in power and the Minister of Works, Sadiq Baksh, was variously taking helicopter rides to see what highway traffic jams were, taking weekend walkabouts in the Never Dirty district, and having water tanks on top John John decorated like a baby’s nursery, I was the only letter-writer constantly asking for this vital overpass to be provided, both to return sanity to commuting and to enhance productivity (ha! ha! ha! which politician cares about that? I was wasting ink and time!) Be that as it may, the UNC Government (aka the Panday Regime), in its wisdom, promoted the needs of the international jet set above us lowly voter-commuters and began to get itself mired in the miasma of the ever notorious Piarco Project about which ‘nuff said for now. Later, when the wheels to the bandwagon fell off, the co-driver and conductors having long jumped off and the driver unable or unwilling to control the mutiny/desertion, himself losing control, and we were handed back, there being no other choice excepting Hobson’s, to the mercies, of the PNM, then, suddenly a slew of irate readers’ letters appeared like a rash, all appealing, as if in one  voice, for the overpass!

This was stunning! Where were their voices before, when mine seemed the lone one? And where are they now? Has the urgent need for this Interchange suddenly vanished? Surely, with the vast sums spent in raking dirt, whitewashing stones and bricks, prettifying waste lots and, generally, indulging in activities similar to the aforementioned John John water tanks, this sorely needed interchange could be a reality today? If God is, in reality, a Trinidadian, he must have a sardonic sense of humour to have us, these past few years, under the control of an alphabet soup of political parties who, (in 20 years!) Have failed to provide more than traffic lights where the country’s two major North-South and East-West Highways intersect! Is there another country in the world where such a situation exists or where the politicians, of whatever perceived persuasion, could blithely ignore the gross inconvenience and suffering casually inflicted daily on thousands by their, the politicians’, neglect and unconcern? All those adversely affected should vote with their feet and stay away from the Polling Stations in the upcoming Local Government Elections, (being conspicuous by their absence), and showing these lame duck politicians that until they show concern for our quality of life, starting with travelling convenience to and from our daily jobs, they can do without our support. Is anyone listening?

GEOFF  HUDSON
Port-of-Spain

THE EDITOR: Several studies on the impact of a variety of sex education programmes have concluded that they have two notable effects. First, they delay the onset of sexual activity. Second, they enhance the use of reliable contraceptive devices. It is therefore disappointing to read the concerns expressed by the Minister of Education, that run so diametrically counter to this well-established knowledge. My understanding is that information was passed out freely and that condoms were included in pamphlets which examined the male condom. We keep missing the point. The need is to remove the veil of secrecy. We first had a curriculum for sex education in 1973. That was 30 years ago, long before the onset of HIV/AIDS. The world is a different place today. Today, ignorance about sex leaves teenagers, especially girls at risk of death. Yet we continue to play around. Today, no academic course is more important than sexuality education. I have never seen a cause of death listed as ‘failed mathematics.’ Youngsters need to learn from persons they can trust. We should not let our hang-ups impede their access to information they need to survive. Sexuality education is not pornography.

BARBARA  KANHAI
Cocorite

THE EDITOR: I am sick and tired of people who are not satisfied with my ethnic concerns telling me to go back to India or referring to me as a coolie. In multi ethnic societies governments allow their people to promote whatever culture they so wish and financially support these groups overwhelmingly. Caribana is one such case in point in Toronto, Canada, ditto for the Irish, Sikhs, Chinese, etc. I want Mr Milton Wire Austin, the PRO of Pan Trinbago to tell me what is the culture of Grenada, St Vincent, Barbados, or for that matter the Mighty USA? In the USA we have Pop, Jazz, Country and Western, R&B, Ballet, Philharmonics to mention a few, and they are all supported evenly by the different levels of government in that country. Mr Austin check your history, Indian chutney music was played in Trinidad long before calypso and pan, and if you want to talk foreign, these two cultures were brought to Trinidad by the Grenadians and advanced in Laventille where small islanders settled. The reason why Pan was never registered as our own intellectual property was because it was never ours to claim. Many Grenadians say openly that pan and calypso were their invention and creation and brought to Trinidad. (Check the nationalities of the first steelpan makers and calypsonians). Indians have been passive for too long, being looked down upon as second-class citizens in our own country by people who pass themselves off as public relations officers. We have to thank people like Sat Maharaj for standing up to people with the likes of the NLCB for our fair share of this country. We pay taxes and support this country as everyone else including the Johnny come lately.

The NLCB, as an arm of the government of all the people has an obligation to divide the pie evenly. We hope the government will see fit to have a more balanced board to do the sharing. We talk about revenue creation; check the airline schedules and you would see there are as many extra plane loads of people arriving at Christmas time to this country. If Carnival was such a big money earner why the bandleaders are always crying they buss? Like you said, Mr Austin, we have Indian steelbands and Indian calypsonians, just as we have African chutney singers, dancers, and musicians. Not too long in the past we also had many Africans who spoke Hindi. People are free to choose whichever culture they wish a la USA, and we the people are going to stand up for our rights and stop bigots from trying to shove pan and racist calypsos down our throats. Just remember we will chose whichever of the art forms we wish as part of our culture. Who don’t like it, they can always reclaim back their pan and calypso and go back to the small foreign island they originated from. All we want is to live in equal peace and harmony.

NIZAM  MOHAMMED
San Juan

THE EDITOR: I was one of the many thousands of people who gathered at the datta temple on June 9 for the unveiling of the Hanuman murti. Hanuman is a very powerful inspiration to many Hindus as well as Baptists all over the world, so like many of the people gathered there, I was there because of Hanuman (the god of strength). But I was very disappointed in the way the members of the temple behaved. It is no wonder Indians are looked down on. While talking to some other persons who attended the occasion, I noticed that some people were ripped off. While I paid $20 for two coconuts, some people paid as much as $50 for one. I wonder whose pocket does the extra money go into? Does it go to help the poor people in India? Or does it go towards the up-keep of the temple? Does it go to the Swami? Or even some of the members of the temple?

I have  nothing against the temple, but I do have my doubts about how the temple is managed and the people who manage it. If this is how Indian people operate then call me a Trinidadian because I do not believe in scheming people, that was not what I learnt from my religion and my parents while I was growing up. While I continue to pray to Hanuman to give me the strength to overcome all the unrest in this beloved country, the members of the temple must clean up their act and apologise to Hanuman for exploiting him the way they have.

I  MAHARAJ
Port-of-Spain

THE EDITOR: While it is legitimate for parents to express their concerns on sex education, it is wrong to do so with a course in the techniques of sex. The culture of drugs, violence, narcissism, and sexuality promoted by the $million Hollywood industry and American culture threaten to undermine the stability of our society (as well as many others), and our children must be given the information to deal with these dangers. Here is how the Ontario Ministry of Education in Canada approaches the subject of sex education. Health and physical education is integral to every grade level of the curriculum. The curriculum’s major areas of knowledge and skills are organised around three strands: Healthy living, Fundamental movement skills, Active participation. These strands combine the living skills (eg, personal, interpersonal, communication, conflict-resolution, goal-setting, organisational, time-management, problem-solving, and decision-making skills) that all students require. Sex education takes place within the area of Growth and Development, which is contained within the strand of Healthy Living. Growth and development education focuses on an understanding of sexuality in its broadest context — sexual development, reproductive health, interpersonal relationships, affection, abstinence, body image, and gender roles. Parents and guardians are the primary educators of their children. But as children grow they are also influenced by television, radio, videos, movies, books, advertisements,  music, and newspapers. School-based programmes are intended to add another important dimension to a child’s ongoing learning about sexuality. Because of the sensitive nature of these topics, parents or guardians must be informed about the content of the curriculum and time of delivery. Teachers and learners are expected to develop a comfort level with these topics so that information can be discussed openly, honestly, and in an atmosphere of mutual respect. The “healthy sexuality” expectations should be addressed only after teachers have developed rapport with their students. Opportunities should be provided for segregated as well as co-educational instruction.

In Grade 1 (ages 6-7), students learn to:
* describe simple life cycles of plants and animals, including humans;
* recognise that rest, food, and exercise affect growth;
* identify the major parts of the body by their proper names;

In Grade 2 (7-8), to:
* distinguish the similarities and differences between themselves and others (eg in terms of body size or gender)’
* describe how germs are transmitted and how this relates to personal hygiene (eg, using tissues, washing hands before eating);
* identify the five senses and describe how each functions;

In Grade 3, (8-9) to:
* outline the basic human and animal reproductive processes (eg, the union of egg and sperm) — drawings, illustrations, videos;
* describe basic changes in growth and development from birth to childhood (eg, changes to teeth, hair, feet, and height);

In Grade 4, (9-10) to:
* describe the four stages of human development (infancy, childhood, adolescence, and adulthood) and identify the physical, interpersonal, and emotional changes appropriate to their current stage; (drawings, illustrations, and videos)
* identify the characteristics of healthy relationships (eg, showing consideration of others’ feelings by avoiding negative communication);
* identify the challenges (eg, conflicting opinions) and responsibilities in their relationships with family and friends;

In Grade 5, (10-11) to:
* identify strategies to deal positively with stress and pressures that result from relationships with family and friends;
* identify factors (eg, trust, honesty, caring) that enhance healthy relationships with friends, family, and peers;
* describe the secondary physical changes at puberty (eg, growth of body hair, changes in body shape);
* describe the processes of menstruation and spermatogenesis;
* describe the increasing importance of personal hygiene following puberty;

In Grade 6 (11-12) to:
* relate the changes at puberty to the reproductive organs and their functions;
* apply a problem-solving/decision-making process to address issues related to friends, peers, and family relationships;

In Grade 7 (12-13) to:
* explain the male and female reproductive systems as they relate to fertilisation;
* distinguish between the facts and myths associated with menstruation, spermatogenesis, and fertilisation;
* identify the methods of transmission and the symptoms of sexually transmitted diseases (STDs), wand ways to prevent them;
* use effective communication skills (eg, refusal skills, active listening) to deal with various relationships and situations;
* explain the term abstinence as it applies to healthy sexuality;
* identify sources of support with regard to issues related to healthy sexuality (eg, parents/guardians, doctors);

In Grade 8 (13-14): (Gr 9 is the beginning of high school: ages 14 and up)
* explain the importance of abstinence as a positive choice for adolescents;
* identify symptoms, methods of transmission, prevention, and high-risk behaviours related to common STDs, HIV, and AIDS;
* identify methods used to prevent pregnancy;
* apply living skills (eg, decision-making, assertiveness, and refusal skills) in making informed decisions, and analyse the consequences of engaging in sexual activities and using drugs;
* identify sources of support (eg parents/guardians, doctors) related to healthy sexuality issues.
Unless we wish to see an increase in teen pregnancies, sexual diseases of every kind, including AIDS, we have a moral obligation to educate our children to live safely in this unsafe world.
Let’s give our schools an opportunity to dissipate our clouds of ignorance.

KENNETH AQUAN-ASSEE
Port-of-Spain