How did we end up with cuts to the College of Midwives? That is not a decision I saw coming. Not that I saw the other cuts and changes coming either, but midwives? Family doctors have been happy to step aside and let these experts look after birth and newborn care in a cost-effective manner. How did this happen?

Another recent action that disturbs me is the funding cut for indigenous cultural programming. Along with the cancellation last summer of a program for indigenous curriculum writing, this means that our province is ignoring the Calls to Action from the Truth and Reconciliation Commission. Saving money at the expense of vulnerable people is short sighted and mean-spirited.

Why are we racing backward? People have worked so hard to make progress in our province.

I am resisting the temptation to rant, although I have appreciated the one's I've read and heard. What is on my mind is how to answer the question: why is this happening?

My first clue came the other day when I listened to people complain about how math is taught. "Kids don't know how to make change because they are not taught in school" was the basic thrust of the argument. I wanted to object. I wanted to say that the materials I used the year we "home schooled" to travel had a whole unit on money. And our kids loved it. We used the graphics from those pages over and over.

That was twenty years ago, though, and I wasn't in the right frame of mind to enter the discussion. In my own head I argued that the current way of teaching math, with an emphasis on critical thinking and problem solving, has prepared youth to deal with the quick changes in technology that we see, changes these people sometimes complain about.

The fact that I didn't say anything bothers me. I hope that if the discussion had been about the sex education curriculum I would have spoken up. That shift to an older program, ignoring the new dangers social media present, puts our youth at risk.

But in my silence, I got a clue about how to answer my question. When we win a battle for funding something new, we celebrate. Then, we move on to the next issue. We don't keep talking about the reasons for the change. We forget that some people did not agree with the decision or understand it. Some people are angry about wasting money on a "special interest group."

It isn't easy to talk with someone who disagrees with us, but it is important. Otherwise, the frustration seethes under the surface. Given an opportunity, the latent anger and disagreement will lash out.

Because the choice to have a midwife attend a birth is available in most communities now, we stopped arguing that midwives provide great care at less cost. Because access to French language is visible on every label, we stop pointing out the need to make all services equal. With each success, we take it for granted that we've made progress.

With some questions, we know there is deep division. Some issues we know we have to keep talking about. But it is tiring to keep going over the same ground, so we try to avoid making a point when the program is already in place. As a result, those who don't understand the need for a particular program, like funding new curriculum, reinforced the ideas in their own minds and voted in a government who agreed with them.

There is some disagreement within the caucus. An MPP left over cuts to French language services. I hope more speak out even if behind closed doors.

And the rest of us need to find ways to talk about the dangers of "sexting." We need to talk about teaching indigenous history to settler communities. We need to learn again how to speak up for change with those who are comfortable with the way things were.

I wish I had said that the youth who couldn't make change could get their computer tuned up in a snap.  I will talk about the need for teachers to talk about "snap chat." I will express my commitment to the Calls to Action from the Truth and Reconciliation commission. I will remind myself that progress isn't solid until the most reluctant people are convinced.

Cathy Hird lives within the traditional territory of the Saugeen Ojibway.