Dear Council and School Board members,
I am a retired physician, grandfather to elementary and junior high children. I am relatively new to Talbot County, but my wife has been here for 20 years.
I am writing to express my thoughts about the School Board’s 7/17/23 meeting with Challenging Racism to discuss Diversity, Equity, and Inclusion (or was it a form of ‘critical race theory’ they were discussing?).
I watched about half of it on video, then skipped through half of it to see if there was anything worth spending my time on. There wasn’t. It was agonizingly worthless. And there wasn’t anything worth our School Board’s time, either. Nor was it worth Talbot County’s money.
We all know that there are still a few racist people around, but none of them were at that meeting. Even if you could get a bigoted person to attend, I doubt a presentation like that would help them to see the light.
I resent the public school system forcing this agenda, or any other social engineering agenda down our students’ and teachers’ throats. The schools are there to prepare our children for the best job they can get and hold. That’s it, nothing more.
I suggest we spend time and energy teaching English, mathematics, science, and skilled trades (see below).
COMMON COURTESY
Given the harsh discourse that dominates public and private conversations since the advent of social media, there should be attention paid to common courtesy and honesty in all interactions with others. Our children should be taught how to LISTEN when they are in disagreement with others, and how to express themselves without demeaning others.
They should be taught the importance of a strong work ethic that includes trying hard to do the best they can, showing up on time, and doing what their employers (teachers, parents) want them to do.
These tenets are paramount to having and keeping a job. They are also important to being a good supervisor or employer, or spouse, or friend. Our experience over the last 20+ years is that most High School graduates do not understand how important these traits are to getting and keeping the best jobs available to them. They are not ready to be adults or good employees. These characteristics have nothing to do with race or gender identity. They should be applied universally by all. Why not start an academic and social program for schools that teaches our children to be ready to join the workforce and become successful and independent, instead of imbedding the idea that their success or failure isn’t in their own hands?
PARENTS
We also know that much of what makes a child, and later an adult, successful depends on their home environment. Parents who make education and the above social mores a priority raise healthy, independent, successful children. That is true across all social boundaries, too. It has nothing to do with ethnicity. Let’s start a program for parents!
TRADE SCHOOL
While I have your ear (if I still have your attention), I’d like to ask you to consider expanding our education system to include teaching the trades to high schoolers who are not destined for College. Almost every skilled tradesman I know says it is impossible to find help. Most are nearing (or past) retirement age. Some have closed their business because they can’t find anyone who wants to take up the trade. They are skilled people doing work that we all need from time to time, and are getting harder and harder to find. They make a good living wage. If we don’t start training our workforce in these skills very soon, there won’t be anyone to do the work when we need it done.
Thank you for your consideration and any thoughts you have about these important issues.
Kent A. Robertson, MD (Retired)
Royal Oak
Reed Fawell 3 says
A wonderful and critically important comment. I suspect but do not know that this behavior has been going on for some time as the miserable performance of these schools as reported by the state suggests. These kids deserve far better from us. Our silence must end. Thank you Doctor Robertson.
Willard T Engelskirchen says
It would have been nice if Dr. Robertson had cited an example or two of the agenda items he objects to. If he thinks that diversity and tolerance are stressed too heavily in our schools, he should provide data to that affect. With regards to “Critical Race Theory”, it seems to me that this is a trope that those on the right have created as a new thing to fear. CRT is not taught in local schools. It is taught at the graduate level. Are we to fear diversity and “the other”?
Our grandchild attended a local school in a near in Chicago suburb. Part of the day included, besides the pledge, an admonition that all students treat all other students, teachers, and staff with respect.
With respect to trade education, I agree. However, this should be an option for all students not just those, like me many years ago, who come from a blue collar background. I worked in industrial research as a scientist for 35 years.
Keep in mind that over 70% of the students at Harvard come from families at the top 1% of the income distribution.
Richard Lynch says
I didn’t see the school board meeting but I agree with the points Dr Robertson made. About how we interact with each other. Respect is paramount.
His comment about providing training young people in the trades is a great point. Trade people are desperately needed and a person can make good money working various trades.
Brooke Lynch
Brian Wroten says
The come-here, retiree community is already over-represented in our current political discourse. The least place your opinion is relevant is what you believe should be being taught in our public schools.
Brian Wroten says
The come-here, retiree community has quite enough representation in our current education discourse.
Eric Ploeg says
Well said Dave, thank you. Shouldn’t we be addressing why schools don’t seem to teach students how to manage personal finances or maintain a checking account – things kids entering adulthood should know. What is predatory lending and how can it create economic hardships, budgeting and prioritizing personal spending? FYI – Talbot schools do offer some decent basic introduction to the trades courses.
Bettye Maki says
You Are So Right. Thank You For These Insightful Words.
Johnny O’Brien says
I agree with the major points Dr. Robertson makes in his letter
….the importance of civility , of teaching practical and useful skills, and robust vocational training ( which the TSC is pretty good at).
He also rightly calls for “ honesty in all interactions” yet seems to exclude the truthful teaching of our children about both the
tragic and heroic founding of our/ their great nation. We can both prepare our youngsters for satisfying jobs and be honest with them about America’s history.
Note: This letter has “ by Dave Wheelan” under the title. I read the entire viewpoint thinking it was Dave’s…a bit misleading.
Reed Fawell 3 says
I have watched video of the Talbot County School Board’s 7/17/23 work session arranged for the sole purpose of “Challenging Racism” led by a pair of traveling “experts” from “Challenging Racism” whose self proclaimed mission is” “We educate people about the prevalence and inequities of institutional and systemic racism, giving them knowledge and tools they need to challenge racism where they encounter it.”
See Challenging Racism’s website found at https://www.challengingracism.org.
Here the group describes “Our Approach” as:
“Since 2004, Challenging Racism has held yearlong workshops to teach people in Arlington, Virginia about issues surrounding race. We have since expanded to serve the DC, Maryland and Virginia areas and have workshops that run from as short as 2.5 hours to as long as 11 months. We also have a variety of programming offerings which support diversity, equity, inclusion and belonging initiatives in organizations, agencies and businesses.
Challenging Racism
Learning How began as a parallel experience to the Arlington Public Schools initiative to inform faculty and staff about race and equity in its effort to close the Achievement Gap between white and non-white students. It has grown to provide information to school and work groups, community organizations, and others whose members can benefit from a deeper and broader understanding of racism and its effect on our society.
Through reading, stories, activities and conversations, participants learn to work effectively in cross-cultural situations. We encourage a basic understanding of racism, white privilege, the roots of racism and its more recent modern manifestations in our society. The skills developed in our programs can be applied by anyone to many different topics and situations.
As interest in learning about racism has increased, we’ve expanded our offerings to include short introductory programs, training for facilitators, partnerships with organizations, and support for alumni.” END QUOTE
Here is how this group further describes itself and its activities on its website:
“CHALLENGING RACISM BRIEF:
Our Work in Education
Join the Conversation, Be Part of the Change
Challenging Racism is a 501(c)3 organization that empowers citizens to disrupt racism in themselves and their community through an intensive curriculum of facilitated conversations about race. Using stories, facts, and local history to dispel racial myths, we teach listening skills and how to hold the difficult conversations necessary to advance systems-level change.
For TEACHERS AND ADMINISTRATORS
We provide the skills to navigate and lead courageous and safe discussions about race in the classroom …
For PARENTS
Extend Diversity, Inclusion & Equity values to the broader school community through sessions for parents to reinforce skills at home …
For STUDENTS
Cultivate Youth Leaders for social & racial equity actions through Learning How for Secondary Students, our adapted secondary curriculum. This is a stand-alone module that can also be easily integrated in English, History, Government, or Sociology courses. … 7 Units / 1 Quarter, 45 min each. Recent programs delivered to students include:
• Arlington Public Schools. Learning How for Secondary Students at H-B Woodlawn Secondary Program,
Arlington, 3rd quarter, Sociology. (2019)
• Encore Theater. Student education session for “Flip the Script” Program focused on “redlining” and achievement
gaps for students of color. (2019)
• Mothers of North Arlington hosted a session on Racial Microaggressions for parents and their teens. (2022)
Insightful Questions for School Communities
o Can your teachers confidently lead and navigate discussions about race in the classroom?
o Is your school community equipped to support confident identity development of all children, including bi-racial children and children of color?
o Are your students visibly grappling with news of racial injustices and its implications on our community?
o Are your administrators prepared to confidently address racial conflicts that arise within the school community to a constructive outcome?
o Is your school intentional about teaching inclusive history?
o For affluent schools, is your community working to understand the inherent advantages and responsibilities it may have to help address racial inequities in underserved areas?
o Does your institution need impactful ways to demonstrate your school’s commitment
to the values of diversity and inclusion?”
END QUOTE.
I invite others to watch the Talbot County School Board July 17 2023 work session video found here, if it has not yet been removed from the website:
https://talbotschools-md.granicus.com/MediaPlayer.php?view_id=1&clip_id=244
Note the stilted, strained, and artificial tone and tenor of the “discussion” starting with the fact that all the members stand for the pledge of allegiance to the flag though all partipates remain silent. I question whether his one hour and forty three minute ‘working meeting is a discussion at all. Or is it an attempt at indoctrinate our teachers, parents, and kids to “change equities in our society” based solely on race?
This responds to Willard T Engelskirchen’s assertion that “With regards to “Critical Race Theory”, it seems to me that this is a trope that those on the right have created as a new thing to fear. CRT is not taught in local schools. It is taught at the graduate level. Are we to fear diversity and “the other”?”
Thomas Elliott HIll says
Thank you, Dr. Robertson, for your common sense approach to schooling and parenting. When we see our students as people not black or white or yellow, we will be preparing them for the world of making a living. I love your comments about listening and work and also about learning the basics—reading, writing and arithmetic.
Thank you for your ideas.
As an aside, the Easton Rotary club has established a scholarship for trades folks. People should call the Midshore Community Foundation on Dover St. in Easton if they would like to apply. Ask about the Rotary Centennial Scholarship.
Janet Sadler says
What a beautifully stated letter. I whole heartedly agree with Dr Robertson. Emphasis on the obvious negativity in the world does no good for maturing adolesence, but incite them. Yes, one should be aware, but focus on fundamentals!
Janice M. Johnson says
AMEN!
Reed Fawell 3 says
For those who want to better understand where these sort of indoctrination programs lead in practical impact on kids, I highly recommend the very find article “When the Culture War Comes for the Kids”, written by George Packer. It appears in the Oct 19, 2019 edition of The Atlantic magazine.
It’s subtitle is: “Caught between a brutal meritocracy and a radical new progressivism, a parent tries to do right by his children while navigating New York City’s schools.” It is found here:
https://www.theatlantic.com/magazine/archive/2019/10/when-the-culture-war-comes-for-the-kids