Poetry for Basics.

To the great concern of educators and par ents alike, many school children in America today are borderline illiterates. Perhaps it is true, as many educational experts contend, that teaching children to read and write skillfully is becoming a neglected art. Alarming deficiencies in literacy have prompted a re-evaluation of goals within the educational community and from it has sprung a nationwide "back to basics" movement. But rather than follow a dreary basic program, per haps an important key to improved literacy is to blend basics with the humanities: as an example, to teach basics through poetry. Many authori tative studies articulate the importance of pro viding opportunities for creativity linked with communication for students. Certainly there are no skills more necessary and fundamental to the learning process than those that facilitate creative and effective com munication. As a teacher, I realize that the mas tering of writing skills includes the use of strong verbs, precise words, effective openers, and a wide range of syntax; elimination of wordiness; and the use of active instead of passive language. As a poet, I remain partial to the belief that the most important basic skill of all is the ability to create. Pennsylvania's State Department of Educa tion lists creative activities and feelings toward self and others as among the most important of its program goals. A statement of essential pri orities by the Wisconsin State Department of Instruction refers to self-actualization and reali zation as well as creative and critical thinking. Wilmington's (Delaware) K indergarten Hand-