>By their fruit you will know them. All roads lead to Rome. Faculty members of the School of Education at Loyola University Maryland argued recently that while there are many topics that should be kept at the collegiate level because they are too advanced or inappropriate for children, Critical Race Theory (CRT) is not among them. In an essay published at the Jesuit-led Loyola website, at the start of the academic year, Benjamin Parker, Ph.D., Christine Mahady, Ed.D., and David Marcovitz, Ph.D., did not bother to participate in the many denials by K-12 school administrators and teachers’ union bosses that CRT is being taught in their districts. Instead, the Loyola faculty members praised the widely discredited “1619 Project” as a “landmark work” and “educative tool to be used to initiate honest and representative discussions in schools of the enduring legacy of slavery.” The academics criticized the firestorm about CRT created by parents and concerned citizens in many K-12 districts: For too long K-12 schools have been overly deferential in their approach to teaching anything that could be perceived as sensitive, political, or controversial. The result of this “neutral” stance is a large population of students that have never engaged in thoughtful or critical discussions about the role that race plays in society and the intersections of identity, place, power, and opportunity. Those discussions should not be limited only to college-bound students. There are plenty of topics that are reserved for the collegiate level and have difficulty translating to K-12 schools because they are too specific, advanced, or inappropriate for children. However, CRT does not fit those criteria.