Many thanks for Debbi Wilgoren's article about teacher Johnny Brinson's initiative to follow his students from first through sixth grade {Metro, Sept. 5}. What a sane and sensible idea!

It's no wonder students in Johnny Brinson's classroom do so well on test scores; for these fortunate kids, going to school must feel like going home to a father.

I urge the D.C. School board to consider adopting Johnny Brinson's experiment more widely throughout the city's schools.

In response to this same issue of finding ways to reach emotionally orphaned young males who get so little fathering, a multi-racial men's conference will be held in Washington next spring, organized by members of the Men's Council of Greater Washington and community groups like the Concerned Black Men. One of the conference's organizers will be Ezra Knight, recently featured in The Post's Sunday magazine article about The Living Stage.

There is no federal "safety net" offering a father's challenge of loving discipline. Only individuals and groups of concerned men such as Johnny Brinson can do this. GABRIEL HEILIG Washington

It was encouraging to read about Johnny Brinson's third-grade class in a D.C. public school. The practice of having a teacher remain with the same children for a number of years is both effective and progressive; it certainly merits a closer look.

In the past 30 years, families, extended families and communities have changed dramatically. It is now essential that schools step forward to help provide some of the care and continuity that can no longer be provided by the neighborhood and the home.

Teachers who continue to teach the same children year after year establish the trust which allows the important relationship between student and teacher to grow. At the same time, they develop a more discerning eye and are able to perceive problems before they become painfully obvious. An intimate knowledge of students fosters effective teaching and limits the time spent managing behavior and teaching to tests. The benefits for the teachers are equally significant. Vitality replaces complacency as teachers strive to master new lessons.

Having taken two classes of 25 children from grade one to grade eight at the Washington Waldorf School and having worked with colleagues who have done the same, I can attest to the level of commitment that such an undertaking brings forth. There are many teachers who would welcome the opportunity to make a difference in a child's life, and many parents long for just such help. Administrators and educators should take heed and allow more parents, teachers and especially children to benefit from the Waldorf School approach. JACK PETRASH Kensington