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  1. This published response is an excellent representation of the thoughts and feelings of a lot of people in this community.

    It seems to me that a student at the school, hearing fellow students and teachers expound on the horrors of wanting input, and perhaps some revisions to the “biased, costly and divisive” seminar, would feel totally intimidated and bullied by the following statements :

    “I was very shocked and pretty disgusted and altogether
    ashamed that people would protest the seminar day.”

    “By wanting to get rid of this day, you might as well have said ‘let’s make a petition to rid the school of the civil rights movement.”

    How would you feel after hearing those responses? How could there be intelligent debate when the rhetoric is so divisive and prejudiced?

    The following published statement made several days ago didn’t ask for the seminar to be abolished:

    “The goal should be to have the students walk out thinking, ‘What skills can I use to solve this problem?’ And not ‘I am a bad person because of my racial and socioeconomic classification.’ ”

    So tell me why that statement would cause “disgust” and “shame” ? And then tell me that a student can truly attend this seminar and be able to speak his or her mind without intimidation!

  2. This piece is not only offensive, but poorly written and sophomoric in execution – at best. The author was clearly not afforded an opportunity to engage in a high-caliber academic curriculum such as that provided to students at NTHS. This perhaps would explain the author’s clear disdain for thoughtful reflection on the meaning of inalienable civil rights, as well as for a logical, well conceived argument. Stay in school, kids.

  3. I have a very simple question for the parents who are criticizing NTHS’s civil rights seminar.

    QUESTION: When their offsprings graduate from NTHS, will these very same parents be monitoring the content of the college/university classes which their daughters and sons enroll?

    RESPONSE: I taught American history for thirty-eight years at colleges and universities. Never once did I receive complaints from parents object to the content of my course offerings.

    If the NTHS parents wish to have their youngsters enroll in an institution of higher education that avoids issues such as the history of civil rights, I suspect that they will look far and wide.

    I am quite familiar with NTHS — I have been an invited speaker there and have written about the founding of high school in 1899 — and think of its as among the most outstanding public secondary schools in the United States.

    The shameful opposition to the civil rights seminar runs counter to the illustrious history of NTHS.

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