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To:   His Excellency, the President of the Hellenic Republic, Mr. Karolos Papoulias

The Prime Minister of Hellenic Republic, Mr. Kostas Karamanlis

The President of the Hellenic Parliament, Professor Anna Psarouda-Benaki

The Minister of Education and Religion, Mrs. Marietta Yiannakou

The Minister of State, Mr. Theodoros Roussopoulos

The purpose of this open letter to members of the Greek government is to express our profound concern regarding the recent decision by the Greek Ministry of education (published in the official Greek Government Gazette, on July 10, 2006, second volume, folio No. 867, pages 12373-12390), which introduces the Turkish language as a second foreign language in Greek public secondary schools.

The signatories are members of the Hellenic Electronic Center (HEC), a non-profit organization based in the United States of America. The signatories represent part of the Academic community of Greece, Cyprus and the Diaspora, as well as Philhellenes in Academia. Also, the letter is co-signed by the Honorable Mr. Nikolaos Martis, former Greek Minister for Macedonia and Thrace, and by retired officers from all three branches of the Greek Armed Forces.

Copies will be distributed, seven days after receipt of this letter by the principal addressees, to leaders of the political parties of Greece, mass media in Greece and the Diaspora, the Prelate of the Church of Greece, as well as to Associations of Parents & Guardians and Teachers of Foreign Languages in Greece, and organizations of the Greek Omogenia worldwide.

A critical evaluation of the aforementioned Decree, as stated in the official Greek Government Gazette, indicates that the program is intended primarily for Greek-speaking Christian students, as opposed to Turkish-speaking students of the Muslim minority residing in the Western Thrace region of northern Greece. We draw your attention to the following:

1) Greek society at-large has never demanded Turkish language instruction in the Greek public school system, as has been the case with other foreign languages, e.g., English, French or German.

The decision to enact this law during the summer months raises legitimate questions and queries. Major relevant issues, such as the sponsor or source of funding for this project, the evaluation and delineation of the curricular structure, subject matter and textbooks, as well as the criteria for hiring teaching staff should have been clarified through established procedures governed by principles of transparency, deliberation, open dialog and consultation, which should have taken place before tabling and ratifying said Ministerial Decision. With this letter, we request that the Ministry of Education make public the full dossier of the Pedagogical Institute’s original proposal.

2) Helladic Greeks are considered among the most avid foreign language speakers in Europe, as a very high percentage of Greek students have received formal instruction in English, German and French through the public school system and private tutoring. If despite this reality, the Greek government believes that more foreign languages should be introduced into the public school curriculum, it is indeed difficult to understand why a higher priority was given to Turkish than, for example, Italian or Spanish, which are widely demanded. It is also puzzling that the Greek Ministry of Education plans to introduce Turkish language instruction in the middle school curriculum, while it recently opted to decrease the hours of instruction for other foreign languages, such as French and German.

Moreover, the introduction of Turkish as a second foreign language carries serious implications, as it is likely that the students of the Muslim minority will be forced to choose Turkish over French or German (due to pressure exerted by the local community and other outside political factors), to the detriment of their future educational or career prospects. In fact, for Muslims in the Greek province of Thrace, this coercion is certain.

3) As it appears in the Government Gazette, the official text of the decision does not specify the extent to which the program in question may be limited to the prefectures of Xanthi and Rodopi, bordering Turkey, or if it will be expanded incrementally to the rest of Greece, including the islands of the Eastern Aegean.

Notably, this educational initiative takes place during a period when Greek-Turkish relations are becoming increasingly strained and problematic. Additionally, there are no indications that Turkey intends to reciprocate by introducing Greek as a second language in its secondary schools.  In contrast, Turkish authorities relentlessly pursue a policy of systematic annihilation of the last few cultural remnants of Romiosyne in Istanbul: The longstanding, and likely permanent closure of the Theological Seminary of Halki, blatant violations of religious freedom punctuated by the escalation of defamatory attacks, intimidation and humiliation of the Ecumenical Patriarch (who does not even enjoy the rights of a citizen in Turkey), as well as the ongoing confiscation of the Patriarchal properties and institutions and denial of permission to maintain properties belonging to the Patriarchate, clearly indicate a deliberate and consistent strategy of ethnic cleansing. This strategy contradicts the principles of rapprochement - despite good will exhibited by the Greek side.

4) The encyclical issued by the Ministry of Education in its August 2, 2006 Press Release (see: http://www.ypepth.gr/docs/7_8_05_d_t1.doc ) claiming that the program in question is a pilot program involving only five middle schools in the prefectures of Xanthi and Rodopi, is essentially worthless, as it lacks legislative value and does not amend the content of the original ministerial decision, which implies that the program will be applied to middle schools throughout Greece. Especially noteworthy is the rhetoric in the aforementioned press release, which justifies this official action as consistent with the principles of protection of linguistic and cultural diversity embraced by the European Union (EU) per the Copenhagen Declaration. Given the history and political implications of the issues at hand, the simplistic interpretation in the context of minority rights protection within the EU framework is open to question, as it portends de jure recognition of a Turkish minority in Western Thrace (incorporating other Muslim indigenous populations, such as Slav-speaking Pomaks and linguistically/culturally distinct Roma).  

Should the Ministry of Education adhere to its decision regarding the teaching of Turkish in Greek public schools in the province of Thrace, it should undertake similar curricular initiatives as to offer other members of the Muslim minority the option of instruction in their mother tongues, that is, either in the Pomak or the Roma languages.  Any purported difficulties, in connection with curricular development and instruction for these languages could be tackled by scholars and education specialists in linguistics.

5) In the Hellenic Republic, according to the analysis by the Greek NGO ‘Research Center for Minority Groups’ (KEMO), “the Turkish language is offered as a subject in various university departments: at the Democritus University of Thrace (Komotini), the University of Aegean (Rhodes), the Aristotle University of Thessaloniki (Florina), the Ionion University (Corfu), the University of Crete (Rethimno) and at the University of Macedonia (Thessaloniki). Mainly, this is in departments dealing with International, Balkan, Mediterranean and Black Sea studies as well as Historical Studies. In Thrace, moreover, there are at least 3 private tutoring schools for foreign languages where Turkish is taught.”

(http://www1.fa.knaw.nl/mercator/regionale_dossiers/regional_dossier_turkish_in_greece.htm )

If, despite the existence of these centers of Turkish studies, the Greek government believes that there is a need to "better acquaint Greek students with the culture and civic life of the neighboring country," we suggest the establishment of additional academic centers of Turkish Studies ─ either at the university level and/or as freestanding institutes. In this connection, we cite two international precedents: the existence of institutes of Russian studies in the United States, and of English language centers in the former Soviet Union. Neither case necessitated curricular changes in the respective educational systems of these countries. Certainly, the creation of new departments or centers of Turkish studies in Greece ought to be governed by a system based on academic and professional merit of its faculty and staff, complete fiscal transparency, as well as diversity of opinions, in keeping with the tenets of pluralistic thought. Also, such an initiative should be free of the bane of favoritism and ideological nepotism, which have marred the reputation of Greek universities.

6) We submit that it is one thing to foster the development of Turkish studies programs in Greece for purposes of diffusion of knowledge, such as the rigorous training of diplomats, scholarly historical research, and the promotion of commercial relations with the neighboring country, and an entirely different proposition for the Greek government to introduce Turkish as a foreign language in middle schools geared for 12, 13 and 14 year old youths, sidelining, rather blatantly, other foreign languages for which the demand is unquestionable.  Suffice it to say that the objections and mounting opposition to this measure should not come as a surprise, especially, when this initiative coincides with the recent release of a series of «revised» schoolbooks, such as the 6th grade History textbook or the four “alternative history” books by the Center for Democracy and Reconciliation in Southeast Europe (CDRSEE; http://www.see-jhp.org/hw_download.html) which misrepresent historical facts.  Among the glaring omissions, common to these publications, are the censoring of the 1821 War of Independence, the Hellenic Genocide, and other critical periods and events of Modern Greek history. These omissions and misrepresentations of historical facts are in line with a growing revisionist trend aiming to re-interpret Modern Greek continuity and identity within an innocuous post-Ottoman context. It should be noted that the first opposition to this political trend was voiced last July, within the framework of the 6th World Congress of Pontian Hellenism, when representatives from 600 organizations worldwide unanimously demanded that the Greek Ministry of Education retract the «new» 6th grade History textbook.  (http://www.antibaro.gr/istoria.php)

Along these lines, the content and subject matter of the webpage «Kleidia and Antikleidia» [«Keys and Master Keys»] which belongs to a semi-official non-governmental organization (NGO) partially funded by the Greek Ministry of Education, amounts to a politically deliberate and deconstructionist approach based on utterly questionable historiography. 

Although the mission of this NGO purports to deal exclusively with educational issues and concerns involving the Muslim Minority of Western Thrace, many of its published works indicate otherwise. There are dormant and implicit references to a «new Hellenic identity» whereby a group of self-appointed authorities are trying to impose, top-down, a new «multicultural» and «multilinguistic» status quo asserting invented ethno-linguistic minorities in present-day Greece with special focus on the Eastern Aegean and Greek Macedonia.    (http://www.kleidiakaiantikleidia.net/)

Very briefly, we present a few representative points from the aforementioned web page:

6.1) The Greek War of Independence (1821) and the Genocide of  Hellenes/Romioi of Asia Minor are disputed. The excerpt below encapsulates some salient points in this regard:

«... Neither patriotism nor national identity are threatened by the knowledge that for example, what the Greeks call ‘Asia Minor Catastrophe’ represents for the Turks the ‘birth certificate’ of their ethnogenesis, that the Greek War of Independence did not erupt when (collectively) all Greeks overwhelmed by patriotic fervor decided to sacrifice themselves for freedom, but rather (all these events took place) during a period when different groups amidst Christian (Orthodox) subjects displayed divergent attitudes (and a different stance) toward the insecurity embodied in the challenge of Ottoman sovereignty...» 

«... Δεν απειλείται ο πατριωτισμός και η εθνική συνείδηση από τη γνώση ότι, λ.χ., εκείνο που οι Έλληνες ονομάζουν Μικρασιατική Καταστροφή για τους Τούρκους αντιπροσωπεύει τη ληξιαρχική πράξη της εθνογένεσής τους, ότι η Ελληνική Επανάσταση δεν ξέσπασε όταν όλοι οι Έλληνες με πατριωτικό ενθουσιασμό δέχτηκαν να θυσιαστούν για την ελευθερία,  αλλά σε μια περίοδο που διαφορετικές ομάδες του χριστιανικού πληθυσμού είχαν διαφορετικές στάσεις απέναντι στην ανασφάλεια που αντιπροσώπευε η αμφισβήτηση της οθωμανικής κυριαρχίας. »

(Efe Avdela «Teaching History», a book for future educators and students. [Own translation]  http://www.kleidiakaiantikleidia.net/book17/i8.html)

6.2) Under the auspices of the Greek Ministry of Education we are currently witnessing a dissemination of texts in the internet which, among others,  a) Raise the question of the existence of a Turkish minority in the Aegean islands portending the introduction of Turkish as a foreign language in middle schools of the Dodecanese island of Kos; b) Dispute indirectly the Greekness of a significant population segment of survivors of the Hellenic Genocide, notably, the Greek/Romioi refugees who settled in Greece after 1922, since among them are identified Arab- and Kurdish- speaking «minority» groups, and c) Recognize the existence of a «Macedonian minority» raising openly and arbitrarily the question of Arvanite and Vlach «ethno-linguistic minorities» in Greece (see publication by a member of the semi-official Greek NGO ‘Research Center for Minority Groups’ (KEMO) http://www.kleidiakaiantikleidia.net/book13/i3.html)

In this connection we note that certain irredentist circles operating outside Greece (including semi-official organizations of the European Union) are actively promoting the recognition of purported 'Macedonian' (Slav Macedonian/Makedonski), Aromanian (Armanji/Vlach) and Albanian (Arvanite) national and/or ethnolinguistic minorities in Greece, setting the stage for a concerted destabilization effort to jeopardize Greece's northern provinces. These circles undermine the unity, mandate and collective conscience of the Arvanite- and Vlach-speaking Hellenes, as well as that of many indigenous Greek Macedonians whose forefathers spoke Slavic and/or Slavic-appearing local dialects. Historically, these linguistic groups are among the most vibrant and loyal members of Hellenism and constitute an integral part of the Greek body politic. Unfortunately, certain self-appointed “saviors and patrons” harboring irredentist agendas and autonomist visions, operating under the pretext of linguistic and cultural diversity, have found unexpected allies in Greece, including semi-official entities and NGOs sponsored in part by the Greek State.

It is painfully apparent that the introduction of Turkish language instruction in Greek public schools is not an isolated initiative of the present Greek government, or a simple misstep. Instead, it seems part of the progressive implementation during the past decade of political measures which seriously infringe on Greek national identity and portend an insidious danger for Greece’s security. It is high time to reverse this trend before it is too late. We submit that no individual, government or political party has the right to alter arbitrarily and without an open national discourse, selected chapters of Hellenic history in the interest of Realpolitik.

With this letter we request that the law in question be either withdrawn, or put before the people at a national debate. Rather than introducing Turkish language instruction in public schools, we call upon the Greek state, Church, and organizations of the Diaspora to foster the dissemination of the Hellenic Language and Education and provide material support to those neglected and marginalized expatriate Hellenes, regardless of mother tongue or place of origin, including Albanian-, Vlach- and Slav-speaking Greek youths living in Albania, the Former Yugoslav Republic of Macedonia and other countries of Southeast Europe and the former Soviet Union. 

Respectfully submitted,

Signed – in alphabetical order

1       Ailamaki, Anastasia, Associate Professor of Computer Science and Electrical and Computer Engineering, School of Computer Science, Carnegie Mellon University, PA - USA

2       Alevromagiros, Dimitrios, Lt. General (ret.), Hellenic Army, Athens - Greece

3       Anagnostopoulos Stavros, Professor of Civil Engineering, Head, Structures Division, University of Patras, Patras - Greece

4       Anagnostopoulos, Georgios, Lt. General (ret.), Hellenic Army, Athens - Greece

5       Anastassopoulou, Ioanna, Professor, National Technical University o Athens - Greece

6       Androutsopoulos, Georgios, Professor, National Technical University of Athens, School of Chemical Engineering, Chemical Process Engineering Lab., Athens - Greece

7       Antonakeas, Ioannis, Lt General (ret.), Greek Army, Athens - Greece

8       Antoniou, Antonios, Dr.dent.Inachou str. 3, 3086 Lemessos - Cyprus

9       Arkas, Evangelos, Dr., CEO, Prometheus Technology Inc., London, London - UK

10     Aroniadou-Anderjaska, Vassiliki, PhD, Research Assistant Professor, Department of Anatomy, Physiology and Genetics, USUHS, Bethesda, Maryland - USA

11     Asimakopoulos, Byron, Assistant Professor, Demokritus University Thrace - Greece

12     Askaridou, Annouska, Remmert, Director of International Education, Lorain County Community College, Ohio - USA

13     Avramopoulos, Dimitrios, Major, ret. Civ.Eng. NTUA, Athens - Greece

14     Baloglou, George, PhD, Associate Professor, Department of Mathematics, State University of New York, Oswego, NY - USA

15     Barbas, John, PhD, Professor of Chemistry, Valdosta State University, Valdosta, Ga - USA

16     Bourlos, Nikolaos, Lt. General (ret.), Athens - Greece

17     Cacoulou, Nice, PhD, Centre Immunology and Therapy of Cancer, Agios Savvas Hospital, Athens - Greece

18     Caratzas, Aristide D., Publisher, New York, Athens, NY - USA

19     Chatzidakis, Konstantinos, PhD., NTUA, Athens - Greece

20     Chrysanthis, Panos, Professor of Computer Science, University of Pittsburgh, PA - USA

21     Danginis, Vassilios, PhD, Director, Reliability Engineering, SMSC, New York - USA

22     Dimopoulos, Grigorios, Commander H.N. (ret,) Athens - Greece

23     Dritsas, Eleftherios, Dr, Diablo Canyon Nuclear Power Plant, Electrical Engineer, Greek language educator in central California, California - USA

24     Economides, Alexandros, (ret.) Mech.Eng., Grad. Univ. McGill, Montreal, Canada and Nat.Univ.Athens, Athens - Greece

25     Economou, Alexandra, PhD, Lecturer, Philosophy Department, Section of Education. & Psychology, University of Athens, Athens - Greece

26     Fountopoulos, Panagiotis, Electr. Eng., NTUA, PhD, Informatics, Athens – Greece

27     Gardikas Anastasios, Retired Army Lieutenant General, Athens - Greece

28     Gatzouli, Nina, Lecturer Hellenic Studies, Dept. Of Languages, Literature, and Cultures (Classics), University of New Hampshire, Durham, New Hampshire – USA

29     Geokas, Michael, MD, PhD, Emer. Professor of Medicine and Biological Chemistry, University of California, Davis - USA

30     Georgiadis, Sotirios, Rear Admiral, Hellenic Navy, Ret, Athens - Greece

31     Georgiou, Konstantinos, Assoc. Prof., Analytical Chemistry, Geoponic Univ. Athens, Athens - Greece

32     Giakoumetis, Andreas, MD, PhD, Associate Professor of Plastic Surgery, Demokritus University, Thrace - Greece

33     Giannoukakis, Dr. Nick, University of Pittsburgh School of Medicine, Pittsburgh, PA - USA

34     Grammatikos, Theoharis, Associate Director, Planning, Budget and Control, European Investment Bank, Luxemburg

35     Hatgil, Paul, PhD, Professor Emeritus, Austin, Texas, Texas – USA

36     Ifestos, Panayiotis, Professor International Relations and Strategic Studies, Panteion University, Athens - Greece

37     Itskos, Grigorios, Dr., Physics Department, Imperial College London, London - UK

38     Kaleyias, Joseph, MD, PhD, Staff Pediatrician/Registrar, Child Neurology, Children’s Hospital, Patras - Greece

39     Karagianni, Despina, PhD, Assistant Professor, University of Patras - Greece

40     Katsetos, Christos D., MD, PhD, FRCPath, Research Professor of Pediatrics and Pathology, Drexel University College of Medicine and St. Christopher's Hospital for Children, Philadelphia, Pennsylvania - USA

41     Katsifarakis, Konstantinos, Professor, Civil Engineer Department, Aristotle University of Thessaloniki - Greece

42     Katsoufis, Elias, Associate Professor of Physics, National Technical University of Athens - Greece

43     Kirozis, Andreas, MD, PhD, University of Athens - Greece

44     Kitridou, Rodanthi C., MD, FACP, MACR, Professor Emerita of Medicine (Rheumatology), University of Southern California Keck School of Medicine, Los Angeles, California - USA

45     Kleanthous, Costas, MD, Chelsea, Michigan - USA

46     Kosmidou-Landis, Athanasia, MD, Buffalo, New York. - USA

47     Kostakou, Tina, PhD, University of Pittsburgh, Dept. of Epidemiology, Pennsylvania - USA

48     Kotsianidis, Ioannis, Lecturer of Hematology, Demokritos University of Thrace - Greece

49     Kotsianidis, Ioannis, Lecturer, Mathematics, National Capodistrian University of Athens - Greece

50     Kourtidis, Konstantinos, Assistant Professor, Demokritos University of Thrace - Greece

51     Kyriakou, Anastasia, Agricultural Research Institute, Lefcosia, Lefkosia - Cyprus

52     Kyriakou, Georgios, Associate Professor, Demokritos University of Thrace, Thrace - Greece

53     Lamprinos, P., Prof.essor, Demokrios University of Thrace - Greece

54     Landis, Andrew J., MD, Buffalo, New York. - USA

55     Lazaridis, Anastas, Dr., Professor, Widener University, Chester, Chester - USA

56     Lazarou, Achilles, Balkanologist, Romanist, Dr. (Athens), formerly, Lecturer (Charge de cours) University of Paris at Sorbonne, Athens - Greece

57     Lolos, Dr. George John, Professor, Physics Department and Director of the Prairie Particle Physics Institute, University of Regina,Regina, SK - Canada

58     Lomis, Dean, PhD, Professor (Emer), International Center, University of Delaware, Delaware - USA

59     Lousin, Ann, Professor, Chicago, Chicago - USA

60     Lymperopoulos, John P., PhD, Leeds School Summer Dean, Academic Director, Presidents Leadership Class, Professor of International Business & Finance, Leeds School of Business, University of Colorado at Boulder , CO - USA

61     Magliveras, Spyros, Professor & Chair, Math. Sciences Dept. Florida Atlantic University, Boca Raton, Florida - USA

62     Manias, Stefanos, Professor NTUA, Athens - Greece

63     Margaritis, Argirios, PhD, Prof., Department of Chemical and Biochemical Engineering, University of Western Ontario, London, Ontario - Canada

64     Martis, Nikolaos, formerly. Hellenic Government Minister for Macedonia and Thrace - Greece

65     Mihopoulos, Aristotle, Dr., Director of Greek Studies, Hellenic College, Greek Studies Department, Boston, Massachusetts, Boston - USA

66     Mirkopoulos, Paul, Dr., BSc, DDS, Yellowknife, NT - Canada

67     Mylonas, Nikolaos, Professor, Economics Department. National and Capodistrian.University of Athens - Greece

68     Nikas, George K., Ph.D., Research Associate, Mechanical Engineering, Department, Imperial College London, London - UK

69     Okos, Anthony, MD, Clinical Assistant Professor of Medicine, University of Washington, Seattle, Washington - USA

70     Panagiotakopoulos, Demetrios, Professor, Civil Engineering Department, Demokritos University of Thrace - Greece

71     Panoutsopoulos, Basile, Dr., Naval Undersea Warfare Center, Division Newport, Communications, Imaging, and Electronic Warfare Sensors Department, Communications Antennas Branch, RI - USA

72     Pantelidis, G., Prof. Em. Dr., USA

73     Papadopoulos, Georgios, Ph.D., Prof.essor, Technical.Institute of Epirus, TEI, Arta - Greece

74     Papageorgiou, George, Dr, Senior Investigator Scientist, National Institute for Medical Research, Mill Hill, London - UK

75     Papageorgiou, Peter Christopher, PhD, University of Toronto, Faculty of Medicine, Institute of Medical Science & University Health Network  & Heart and Stroke / Richard Lewar Centre for Cardiovascular Research, Toronto - Canada

76     Papanikolaou, Stathis, MSc, Executive, The Boeing Company, Seattle, Washington - USA

77     Paris, Erato, Dr. historian, researcher, writer, Nice, Nice - France

78     Pelekanos, Nikolaos, Associate Professor, Materials Science and Technology Department,University of Crete - Greece

79     Phufas S. Ellene, PhD, Professor English/Humanities, SUNY-Erie Community College, Buffalo, New York - USA

80     Polymenis, Petros, PhD, Electrical.Engineer NTUA, Athens - Greece

81     Prokopiou, Platon, PhD NTUA, Hague, Hague - Holland

82     Psaras, John, PhD, Engineering Consultant, Annapolis, MD. - USA

83     Rodopoulos, Georgios, Colonel, ret., Athens - Greece

84     Roilides, Emmanuel, MD, PhD., Associate Professor, 3rd Dept Pediatrics, Aristotle University of Thessaloniki, Hippokration Hospital, Thessaloniki - Greece

85     Saltos, Nicholas, Nuclear Power Risk Analysis, Gaithersburg, Maryland. - USA

86     Samothrakis, Periandros, PhD, Hydraulic Engineer, Frederick, Maryland, Washington - USA

87     Sarantopoulos, Athanasios, PhD, Electrical Engineer, National Meteorological Department, Athens - Greece

88     Shiakolas, Panos S., Dr.,Associate Professor of Mechanical Engineering, Mechanical and Aerospace Engineering Department, University of Texas at Arlington, Texas - USA

89     Shinas, Christos, Assistant Professor, Demokritos University of Thrace - Greece

90     Skoutelis, Panagiotis, Air Vice-Marshall ret., Athens - Greece

91     Stamatakos, Georgios, Associate Research Professor, ICCS- NTUA, Athens - Greece

92     Stavropoulou, Georgia, ΜΑ, M.Phil, Board Member, Hellenic University Club, Southern California, California - USA

93     Stratakos, Georgios, Senior Res.Eng.,ICCS-NTUA, Athens - Greece

94     Theofanides, Theofilos, Professor, NTUA, Athens - Greece

95     Tiggelis, Ioannis, Associate Professor University of Athens, Athens - Greece

96     Tsakumis, Theodore G., Dr., Corporate Executive (Retired), USA

97     Tsatsanifos, Christos, PhD, Civil Engineer., PANGAIA Consult. Engin. Ltd, Athens - Greece

98     Tsigkas, Konstantinos, Major ret., Mech.Eng. NTUA, Athens - Greece

99     Tsiros, Michael, Associate Professor, Department of Marketing, University of Miami, Miami - USA

100   Ttofi, Christopher, MD, Newington, Connecticut - USA

101   Uzunoglu, Nikolaos, Professor, National Technical University of Athens, President New Cycle of Constantinopolitans, Athens - Greece

102   Vallianatos, Evaggelos , PhD, Writer, Alexandria, Virginia - USA

103   Vardoulakis Antonios Ioannis, Professor, Mathematics Department, Aristotle University of Thessaloniki - Greece

104   Vartholomeos, Tassos, MD, PhD, Assistant Professor, School of Health Professions, Alexandrian Technical. University of Thessaloniki - Greece

105   Vouzounis, Nicos, Agricultural Research Officer, Head, Plant Protection Section, Agricultural Research Institute, Lefkosia - Cyprus

106   Vritsios, Aristotle, MD, PhD, Emer. Professor of Oncology (Radiotherapy), Aristotle University of Thessaloniki, Presid. Aristotle Institute, Thessaloniki - Greece

107   Yiannos N. Peter, PhD, Corporate Executive (Ret.), Delaware - USA

108   Zavos, Panayiotis, Prof. Dr. , Ed.S., Ph.D., Professor Emeritus of Reproductive Physiology & Andrology, Univ. of Kentucky, President and CEO, Zavos Diagnostic Laboratories, Inc., Director, Andrology Institute of America, Associate Director, Kentucky Center for Reproductive Medicine & IVF, Lexington, KY - USA

109   Zerefos, Christos, Professor, President, National Observatory, Athens – Greece

A copy of this letter will be sent to the following individuals and institutions:

The leaders of all opposition political parties of Greece: ΠΑΣΟΚ, ΚΚΕ, ΣΥΝ, ΛΑΟΣ

The responsible parties of the National Council of Education.

The Archbishop of Athens and all Greece, Christodoulos

The News Media on Education matters.

The Organizations of Teachers, Parents and Guardians.

The Panhellenic Organization of  Teachers of the French, German, and Spanish Language.

The Organization of Teachers of the French Language in the Province of Xanthi.

Pan-Macedonian Organizations in the U.S.A., Canada, Great Britain, Australia, and South Africa.

The Aristotle Institute of Thessaloniki.

The Institute of Studies of the Emos Peninsula.