Tinker v. Des Moines School District, 393 U. S. 503, 393 U. S. 506 (1969); Healy v. James, 408 U. S. 169 (1972). The First Amendment's guarantee of free speech applies to teacher's mailboxes as surely as it does elsewhere within the school, Tinker v. Des Moines School District, supra, and on sidewalks outside, Police Department of Chicago v. Mosley, 408 U. S. 92 (1972). But this is not to say that the First Amendment requires equivalent access to all parts of a school building in which some form of communicative activity occurs.
a particular viewpoint, that of PEA, on labor relations, and consequently must be strictly scrutinized regardless of whether a public forum is involved. There is, however, no indication that the School Board intended to discourage one viewpoint and advance another. We believe it is more accurate to characterize the access policy as based on the status of the respective unions, rather than their views. Implicit in the concept of the nonpublic forum is the right to make distinctions in access on the basis of subject matter and speaker identity. These distinctions may be impermissible in a public forum, but are inherent and inescapable in the process of limiting a nonpublic forum to activities compatible with the intended purpose of the property. The touchstone for evaluating these distinctions is whether they are reasonable in light of the purpose which the forum at issue serves. [Footnote 9]
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Constitutional objections to similar access policies have been rejected by all but one other federal or state court to consider the issue. See Connecticut State Federation of Teachers v. Board of Ed. Members, 538 F.2d 471 (CA2 1976); Memphis American Federation of Teachers Local 2032 v. Board of Ed., 534 F.2d 699 (CA6 1976); Teachers Local 3724 v. North St. Francois County School District, 103 LRRM 2865 (ED Mo.1979); Haukedahl v. School District No. 108, No. 75-C-3641 (ND Ill., May 14, 1976); Federation of Delaware Teachers v. De La Warr Board of Ed., 335 F. Supp. 385 (Del.1971); Local 858 American Federation of Teachers v. School District No. 1, 314 F. Supp. 1069 (Colo.1970); Maryvale Educators Assn. v. Newman, 70 App.Div.2d 758, 416 N.Y.S.2d 876, appeal denied, 48 N.Y.2d 605, 424 N.Y.S.2d 1025 (1979); Geiger v. Duval County School Board, 357 So. 2d 442 (Fla.App.1978); Clark Classroom Teachers Assn. v. Clark County School District, 91 Nev. 143, 532 P.2d 1032 (1975) (per curiam). The only case holding unconstitutional a school district's refusal to grant a minority union access to teacher's mailboxes or other facilities while granting such privileges to a majority union is Teachers Local 399 v. Michigan City Area Schools, No. 72-S-94 (ND Ind., Jan. 24, 1973), vacated on other grounds, 499 F.2d 115 (CA7 1974).
In Greer v. Spock, supra, I suggested that an undue focus on public forum issues can blind the Court to proper regard for First Amendment interests. After noting that "the notion of public forum' has never been the touchstone of public expression," id. at 424 U. S. 859 (dissenting opinion), I stated:
An example of a spelling dictation activity. In spelling dictation, the teacher has children systematically spell words by breaking them into phonemes and writing the associated graphemes one at a time after the teacher's cues. In this example, the teacher has a set of cards where each card represents an English phoneme (or associated phonemes, as in r-controlled vowels). The image on each card contains the target phoneme and serves as a reminder of the pronunciation. Each card contains the most common spellings of the phoneme. For /ʧ/, the card includes both CH and TCH. The spellings sometimes include devices to help with spelling, such as the blank before TCH that indicates it cannot come at the beginning of a word. In this example, the teacher reminds the children of this pattern before they write the word to support them in selecting the correct one of the two.
Last summer in my children's library, we had our usual reading game. For the twelfth time, we did "geographical" reading, with books about a particular area of the globe. In previous summer readings, we moved across the United States and through the other countries of the Western Hemisphere, and then spent two years reading books on the British Isles. This year, I decided to jump to the other side of the globe, so that children who participate over multiple years are not limited to the West. I chose China (along with Mongolia and Taiwan), partly because of its rich, deep culture, but also because I think it's important for us to understand the country that is becoming our biggest competitor in the world.
As I began putting away the summer books, while leaving out the ones I wanted to write about, I realized there were so many of the latter that I decided to do two columns on books about or set in China. In this first column, I'll talk mainly about the non-fiction books.
Kathie Johnson has always had a love for children's books. She collected many as a teacher and began sharing them with other teachers. In 1986, she opened a children's library in her home, and it has continued to expand over the years. Many home-schooled and schooled children borrow books from it, and she takes great pleasure in finding the "right" book for a child. She attends First Presbyterian Church in Berkeley. 2ff7e9595c