NHEG-July-August2022
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ISSUE 7-8
2022
J U L Y - A U G U S T
NHEG EDGUIDE 2
EDITORIAL TEAM
EDITOR IN CHIEF
PRODUCTION MANAGER
PROOFREADERS/EDITORS
PHOTOGRAPHERS IN THIS ISSUE
Pamela Clark
NewHeightsEducation@yahoo.com
Marina Klimi
MarinaKlimi@NewHeightsEducation.org
Laura Casanova
Laura Casanova
Frani Wyner
Pamela Clark
Contents
EDITORIAL TEAM
4
THOUGHT OF THE MONTH
8-17
NHEG MEDIA PACK
18-19
MISSING CHILDREN
22-23
NHEG GROUP NAMED
BEST CHILDREN & ADULTS
LITERACY GROUP
30-32
NEW COMIC STRIPS
CREATED BY
BARBARA BULLEN
68-90
NHEG Writers ARTICLES
92-106
FEE ARTICLES
110
HSLDA ARTICLES
111
NATIONAL NEWS REPORTS IN
EDUCATION
112-117
RECIPES
118-119
NHEG PARTNERS &
AFFILIATES
40-41
VOLUNTEERS PAGES
42-46
NHEG INTERNET RADIO
PROGRAM
50-51
THE WALK IN AND OUT OF DARKNESS
56-59
VOLUNTEER PAGES
62-63
EARN BOX TOPS
July August 2022
NHEG EDGUIDE July - August 2022
Thought for the Month
Welcome to the official
New Heights Educational Group store.
THE CURRENT STORE IS UNDER
CONSTRUCTION, PLEASE BE PATIENT
This month we reflect on the
achievements of the last school
year and the many blessings
that NHEG receives and
provides to the public, thanks
to volunteers from all around
the world.
https://www.NewHeightsEducation.org/NHEG-store/
Pamela Clark
Founder/ Executive Director of
The New Heights Educational
Group, Inc.
Resource and Literacy Center
NewHeightsEducation@yahoo.com
http://www.NewHeightsEducation.org
Learning Annex
https://School.NewHeightsEducation.org/
A Public Charity 501(c)(3)
Nonprofit Organization
New Heights Educational Group
Inc.
14735 Power Dam Road, Defiance, Ohio
43512
+1.419.786.0247
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NHEG EDGUIDE
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NHEG MEDIA PACK
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NHEG EDGUIDE July - August 2022
NCMEC: 1453332
NCMEC: 1452759
Missing Since: Jun 13, 2022
Missing From: Akron, OH
DOB: Oct 5, 2005
Age Now: 16
Female
Sex:
Black
Race:
Hair Brown
Color:
Eye Brown
Color:
5'6"
Height:
215 lbs
Weight:
Missing Since: Jun 8, 2022
Missing From: Liima, OH
DOB: Apr 5, 2006
Age Now: 16
Male Sex:
Whiite
Race:
Hair Brown
Color:
Eye Hazel
Color:
6'1"
Height:
Weight:
Saunja Atkins
Liam Hastings
161 lbs
Saunja was last seen June 13, 2022.
Liiam was last seen on June 8, 2022.
ANYONE HAVING INFORMATION SHOULD CONTACT
Case handled by
Case handled by
ANYONE HAVING INFORMATION SHOULD CONTACT
NCMEC: 1453059
NCMEC: 1451337
Missing May 23, 2022
Since:
Missing Columbus, OH
From:
Aug 17, 2004
DOB:
Age 17 Now:
Female
Sex:
White
Race:
Hair Brown
Color:
Eye Brown
Color:
5'5"
Height:
Weight:
Missing Jun 9, 2022
Since:
Missing Dayton, OH
From:
Jan 19, 2005
DOB:
Age 17 Now:
Male Sex:
Black
Race:
Hair Black
Color:
Eye Brown
Color:
5'9"
Height:
160 lbs
Weight:
Jacob Boykin
Areonna Suttles
170 lbs
Areonna was last seen May 23, 2022.
Jacob was last seen on June 9, 2022.
Case handled by
Case handled by
ANYONE HAVING INFORMATION SHOULD CONTACT
ANYONE HAVING INFORMATION SHOULD CONTACT
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NHEG EDGUIDE July - August 2022
NHEG EDGUIDE July - August 2022
New Heights Educational Group Named Best Children & Adults Literacy Group
New Heights Educational Group (NHEG) has been named a U.S. winner in Acquisition International’s 2022 Non-Profit Organisation
Awards. NHEG was awarded Best Children & Adults Literacy Group – Ohio.
This is the second win for NHEG from Acquisition International, a monthly digital business magazine with global circulation
published by AI Global Media Ltd, a publishing house based in the United Kingdom.
Pamela Clark, Founder/Executive Director of NHEG stated, “We extend a warm thank you to Acquisition International for
recognizing the work of our organization and its many volunteers. We are thankful for and appreciate your continued support.”
More information about the NHEG award and other award winners is available via the links below:
• Directory listing - https://www.acquisition-international.com/winners-list/?award=98329-2022
• The official press release - https://www.acquisition-international.com/acquisition-international-is-proud-to-announce-thewinners-of-the-2022-non-profit-organisation-awards/
• New Heights Educational Group - New Heights Educational Group 2022 (acquisition-international.com)
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NHEG EDGUIDE
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https://newheightseducation.org/NHEG-news/heroes-of-liberty-partnership/
https://www.collegexpress.com/reg/signup?campaign=10k&utm_campaign=NHEG&utm_medium=link&utm_source=NHEG
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https://nheg.memberhub.gives/nheg/Campaign/Details
NHEG EDGUIDE
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NHEG EDGUIDE July - August 2022
VOLUNTEER PAGES
NEW VOLUNTEERS
VOLUNTEERS OF THE MONTH
RAMYASREE ARVA (RAMYA)
DATE OF HIRE: 4/21/2022
DOCUMENT BUILDER/EDITOR
DATA COMPILATION TEAM
GOOGLE CLASSROOM ASSISTANT
MICHAEL ANDERSON
RAMYASREE ARVA (RAMYA)
VIVIEN DINH
JACKSON HOCHSTETLER
NINA LE
VICTOR RODRIGUEZ
ANGELICA BARBOSA
RHONE-ANN HUANG
STEPHANIE SONG
BARBARA BULLEN
PADMAPRIYA KEDHARNATH
EMILY STAGG
LAURA CASANOVA
PRIYA
CARMEN TACHIE-MENSON
CAROLINE CHEN
MEGHNA KILAPARTHI
SEAN URKE
KRISTEN CONGEDO
MARINA KLIMI
JAVIER CORTÉS
JULIA LANDY
Sad Goodbyes and Best Wishes
Olaniyan Taibat and Meghna Kilaparthi,
we wish you all the best.
Thank you for everything
you have done for us.
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THE INTERNET RADIO PROGRAM FROM
NEW HEIGHTS EDUCATIONAL GROUP
Internet Radio Show Spots now available
The New Heights Educational Group is now offering the opportunity for the public or businesses that promote education to purchase sponsor advertisement on our internet radio show.
All products, business and service advertisements will need to be reviewed by our research department and must be approved by NHEG home office.
All advertisements must be family friendly.
Those interested in purchasing packages can choose for our host to read the advertisement on their show or supply their own pre-recorded advertisement.
If interested, please visit our website for more details.
https://Radio.NewHeightsEducation.org/
The NHEG Radio Show is an internet radio program in which the hosts cover various topics of education for Home, Charter and Public School families in Ohio.
These Communities include Paulding, Defiance, Van Wert, Delphos, Lima, Putnam County, Wauseon and Napoleon.
For an invitation to the live show, visit us on Facebook or Twitter to sign up, or email us at info@NewHeightsEducation.org
If you are looking to listen to past shows, please check out this document
https://docs.google.com/spreadsheets/d/1oW5gxFB7WNgtREowSsrJqWP9flz8bsulcgoR-QyvURE/edit#gid=529615429
NHEG EDGUIDE July - August 2022
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NHEG EDGUIDE July - August 2022
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NHEG EDGUIDE July - August 2022
NHEG July Birthday
NHEG August Birthday
JUL 02
Victoria Lowery
AUG 10
Rachel Marie Flowers
JUL 06
Cuyler Spangler
AUG 11
Sheila Wright
JUL 07
Elias Bucchop
AUG 20
Bruno Moses Patrick
JUL 09
Zachary Clark
JUL 14
Jody Bowden
JUL 15
Oliver Clark
JUL 20
Jeff Ermoian
JUL 25
Buffie Williams
JUL 29
Olaniyan Taibat
JUL 30
Victor Rodriguez
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NHEG EDGUIDE July - August 2022
NHEG July Anniversaries
NHEG August Anniversaries
JUL 13
Lakshmi Padmanabhan
AUG 13
Greg and Pamela Clark 34th Wedding
JUL 14
Nina Le
JUL 22
Sheila Wright
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HAPPY
4
TH
JULY
DAY
INDEPENDENCE DAY
NHEG EDGUIDE July - August 2022
HOW TO EARN
BOX TOPS MAKES IT EASY
All you need is your phone! Download the Box Tops app, shop as you normally
would, then use the app to scan your store receipt within 14 days of purchase. The
app will identify Box Tops products on your receipt and
automatically credit your school’s earnings online.
Twice a year, your school will receive a check and can use that cash to buy
whatever it needs!
DO YOU NEED TO ENROLL YOUR SCHOOL? FIND OUT HOW HERE.
https://www.boxtops4education.com/enroll
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NHEG EDGUIDE
July - August 2022
PRESS RELEASE
NEW HEIGHTS EDUCATIONAL GROUP WINS SILVER AND BRONZE
STEVIE® AWARDS IN
2022 STEVIE AWARDS FOR SALES & CUSTOMER SERVICE
STEVIE WINNER PROVIDES LITERACY AND EDUCATIONAL
SUPPORT TO ADULTS AND CHILDREN
Defiance, Ohio – March 2, 2022 – New Heights Educational Group (NHEG)was presented with a
Silver Stevie® Award in the Best Use of Thought Leadership in Customer Service category and a
Their Mission: Stevie Award winner New Heights Educational Group, Inc. promotes literacy for children and
adults by offering a range of educational support services. Such services include assisting families in the
selection of schools, organization of educational activities, and acquisition of materials. They promote a
healthy learning environment and enrichment programs for families of preschool and school-age children,
including children with special needs.
Award-winning organization New Heights Educational Group (NHEG) was formed in 2006 by Mrs. Pamela
Clark. Mrs. Clark discovered that families needed to cooperate, especially in educating children with learning
difficulties such as ADHD, bipolar disorder, autism, and neurological disorders. NHEG has served over
350,000 students via online services and courses. Mrs. Clark leads a team of 92 volunteers who research
advancements and provide training to teachers and tutors exploring different learning styles.
Bronze Stevie® Award in the Best Use of Thought Leadership in Business Development category
in the 16th annual Stevie Awards for Sales & Customer Service.
The Stevie Awards for Sales & Customer Service are the world’s top honors for customer service, contact
center, business development and sales professionals. The Stevie Awards organizes eight of the world’s leading
business awards programs, also including the prestigious American Business Awards® and International
Business Awards®.
Winners will be recognized during a virtual awards ceremony on May 11.
More than 2,300 nominations from organizations of all sizes and in virtually every industry, in 51 nations,
were considered in this year’s competition. Winners were determined by the average scores of more than
150 professionals worldwide on eight specialized judging committees. Entries were considered in more than
90 categories for customer service and contact center achievements, including Contact Center of the Year,
Award for Innovation in Customer Service, and Customer Service Department of the Year; more than 60
categories for sales and business development achievements, ranging from Senior Sales Executive of the
Year to Sales Training or Business Development Executive of the Year to Sales Department of the Year; and
categories to recognize new products and services, solution providers, and organizations’ and individuals’
response to the COVID-19 pandemic. New categories this year honor excellence in thought leadership in
customer service and sales.
Judges’ Comments
--Congratulations on an incredible and amazingly profound mission. Well done.
--Awesome to see enablement through education, developing support around kids for a better future
--Interesting method to meet the requirements and needs of the business
--Congratulations on your successful thought leadership focus on family education and those with special needs!
--Excellent initiative taken by the company. The company seems to have benefitted tremendously under Mrs. Pamela
Clark’s leadership. Well done on promoting literacy through various educational programs.Worthy of acclaim!
--Supporting your clients every step along the way is the key to building trust. And since people do business
with people they know, like, and trust, you can see how essential this is. You can also see how it’s the opposite
of trying to SELL. It’s about guiding them to find the best solution for their problem …based on where
they are in their Decision Journey.
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--True general leadership growth opportunities in an equitable social application. This will impact and assist in true across
the board growth in thought leadership
--Overall a good and innovative solution to a time tested problem.
--Congratulations NHEG on your valuable contributions to children’s education during the Covid crisis!
--New Heights Educational Group has a very fulfilling goal, which is to provide education to the children with learning
difficulties. The increase in the number of course offerings is commendable. Their partnerships with various online course
providers is a clear indication of their interest in the growth of the children.
Pamela Clark, Executive Director of NHEG, stated, “we are proud of our team of volunteers that work so hard to
bring opportunities to families in need. We are honored by these awards.”
“The nominations we received for the 2022 competition illustrate that business development, customer service,
and sales professionals worldwide, in all sorts of organizations, have continued to innovate, thrive, and meet
customer expectations during the COVID-19 pandemic,” said Stevie Awards president Maggie Gallagher Miller.
“The judges have recognized and rewarded their achievements, and we join them in applauding this year’s winners
for their continued success. We look forward to recognizing them on May 11.”
Details about the Stevie Awards for Sales & Customer Service and the list of Stevie winners in all categories are
available at www.StevieAwards.com/Sales.
About NHEG
New Heights Educational Group, Inc., promotes literacy for children and adults by offering a range of educational
support services. Such services include the following: assisting families in the selection of schools; organization
of educational activities; and acquisition of materials. We promote a healthy learning environment and
various enrichment programs for families of preschool and school-age children, including children with special
needs.
About The Stevie Awards
Stevie Awards are conferred in eight programs: the Asia-Pacific Stevie Awards, the German Stevie Awards,
the Middle East & North Africa Stevie Awards, The American Business Awards®, The International Business
Awards®, the Stevie Awards for Great Employers, the Stevie Awards for Women in Business, and the Stevie
Awards for Sales & Customer Service. Stevie Awards competitions receive more than 12,000 entries each year
from organizations in more than 70 nations. Honoring organizations of all types and sizes and the people behind
them, the Stevies recognize outstanding performances in the workplace worldwide. Learn more about the Stevie
Awards at http://www.StevieAwards.com.
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Nelson Mandela
Peace often brings with it joy and pain.
Joy in the relief that there are no longer racist
governmental policies
and pain in the attempt to overcome historically
racist and prejudicial acts towards those whose
skin color is different.
Mandela, you helped overthrow Apartheid.
For this, the world thanks you.
Nelson Rolihlahla Mandela known throughout the world as a revolutionary and political leader who aided
in the dismantling of Apartheid; Black South Africans whose lives were filled with fear due to the historical
racist and prejudicial governmental policies of South Africa found their hero in Mandela. The world craved
such a leader, as Black South Africans lives were filled with violence, fear and the struggle to end racism, and
they were severely affected by policies enacted and intended to make them feel subservient and inferior to
White South Africans.
https://en.wikipedia.org/wiki/Nelson_Mandela
Nelson Rolihlahla Mandela (/mænˈdɛlə/;[1] Xhosa: [xolíɬaɬa mandɛ̂ ːla]; 18 July 1918 – 5 December 2013)
was a South African anti-apartheid revolutionary and political leader who served as the first president of
South Africa from 1994 to 1999. He was the country’s first black head of state and the first elected in a fully
representative democratic election. His government focused on dismantling the legacy of apartheid by
tackling institutionalised racism and fostering racial reconciliation. Ideologically an African nationalist and
socialist, he served as the president of the African National Congress (ANC) party from 1991 to 1997.
A Xhosa, Mandela was born into the Thembu royal family in Mvezo, Union of South Africa.
He studied law at the University of Fort Hare and the University of Witwatersrand before working as a
lawyer in Johannesburg. There he became involved in anti-colonial and African nationalist politics, joining
the ANC in 1943 and co-founding its Youth League in 1944. After the National Party’s white-only government
established apartheid, a system of racial segregation that privileged whites, Mandela and the ANC
committed themselves to its overthrow. He was appointed president of the ANC’s Transvaal branch, rising to
prominence for his involvement in the 1952 Defiance Campaign and the 1955 Congress of the People. He was
repeatedly arrested for seditious activities and was unsuccessfully prosecuted in the 1956 Treason Trial.
Influenced by Marxism, he secretly joined the banned South African Communist Party (SACP). Although
initially committed to nonviolent protest, in association with the SACP he co-founded the militant uMkhonto
we Sizwe in 1961 and led a sabotage campaign against the government. He was arrested and imprisoned in
1962, and, following the Rivonia Trial, was sentenced to life imprisonment for conspiring to overthrow the
state.
July - August 2022
Mandela served 27 years in prison, split between Robben Island, Pollsmoor Prison and Victor Verster Prison. Amid growing
domestic and international pressure and fears of racial civil war, President F. W. de Klerk released him in 1990. Mandela and de
Klerk led efforts to negotiate an end to apartheid, which resulted in the 1994 multiracial general election in which Mandela
led the ANC to victory and became president. Leading a broad coalition government which promulgated a new constitution,
Mandela emphasised reconciliation between the country’s racial groups and created the Truth and Reconciliation Commission
to investigate past human rights abuses. Economically, his administration retained its predecessor’s liberal framework despite
his own socialist beliefs, also introducing measures to encourage land reform, combat poverty and expand
healthcare services. Internationally, Mandela acted as mediator in the Pan Am Flight 103 bombing trial and served as
secretary-general of the Non-Aligned Movement from 1998 to 1999. He declined a second presidential term and was succeeded
by his deputy, Thabo Mbeki. Mandela became an elder statesman and focused on combating poverty
and HIV/AIDS through the charitable Nelson Mandela Foundation.
Mandela was a controversial figure for much of his life. Although critics on the right denounced him as a communist terrorist
and those on the far-left deemed him too eager to negotiate and reconcile with apartheid’s supporters, he gained international
acclaim for his activism. Globally regarded as an icon of democracy and social justice, he received more than 250 honours,
including the Nobel Peace Prize. He is held in deep respect within South Africa, where he is often referred to by his Thembu
clan name, Madiba, and described as the “Father of the Nation”.
https://www.un.org/en/events/mandeladay/assets/pdf/mandela100-booklet.pdf
“Our march to freedom is irreversible. We must not allow fear to stand in our way.” Those who are voteless cannot be expected
to continue paying taxes to a government which is not responsible to them. People who live in poverty and starvation cannot
be expected to pay exorbitant house rents to the government and local authorities. We furnish the sinews of agriculture and
industry. We produce the work of the gold mines, the diamonds and the coal, of the farms and industry, in return for miserable
wages.
Why should we continue enriching those who steal the products of our sweat and blood? Those who exploit us and refuse us
the right to organise trade unions? ...
I am informed that a warrant for my arrest has been issued, and that the police are looking for me. ... Any serious politician
will realise that under present-day conditions in this country, to seek for cheap martyrdom by handing myself to the police is
naive and criminal. We have an important programme before us and it is important to carry it out very seriously and without
delay. I have chosen this latter course, which is more difficult and which entails more risk and hardship than sitting in gaol. I
have had to separate myself from my dear wife and children, from my mother and sisters, to live as an outlaw in my own land.
I have had to close my business, to abandon my profession, and live in poverty and misery, as many of my people are doing.
... I shall fight the government side by side with you, inch by inch, and mile by mile, until victory is won. What are you going to
do? Will you come along with us, or are you going to cooperate with the government in its efforts to suppress the claims and
aspirations of your own people? Or are youv going to remain silent and neutral in a matter of life and death to my people, to
our people? For my own part I have made my choice. I will not leave South Africa, nor will I surrender. Only through hardship,
sacrifice and militant action can freedom be won. The struggle is my life. I will continue fighting for freedom until the end of
my days.
“THE STRUGGLE IS MY LIFE,” PRESS STATEMENT ISSUED WHILE UNDERGROUND IN
SOUTH AFRICA, 26 JUNE 1961”
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In its proper meaning equality before the law means the right to participate in the making of the laws by
which one is governed, a constitution which guarantees democratic rights to all sections of the population,
the right to approach the court for protection or relief in the case of the violation of rights guaranteed in the
constitution, and the right to take part in the administration of justice as judges, magistrates, attorneysgeneral,
law advisers and similar positions. In the absence of these safeguards the phrase “equality before
the law,” in so far as it is intended to apply to us, is meaningless and misleading. All the rights and privileges
to which I have referred are monopolized by whites, and we enjoy none of them. (I)consider myself neither
morally nor legally obliged to obey laws made by a parliament in which I am not represented. That the will of
the people is the basis of “I have cherished the ideal of a democratic and free society.... It is an ideal which I
hope to live for and to achieve. But if needs be, it is an ideal for which I am prepared to die.” The authority of
government is a principle universally acknowledged as sacred throughout the civilised world, and constitutes
the basic foundations of freedom and justice. It is understandable why citizens, who have the vote as well as
the right to direct representation in the country’s governing bodies, should be morally and legally bound by
the laws governing the country.
It should be equally understandable why we, as Africans, should adopt the attitude that we are neither
morally nor legally bound to obey laws which we have not made, nor can we be expected to have confidence
in courts which enforce such laws. …
I hate the practice of race discrimination, and in my hatred I am sustained by the fact that the overwhelming
majority of mankind hate it equally. I hate the systematic inculcation of children with colour prejudice and
I am sustained in that hatred by the fact that the overwhelming majority of mankind, here and abroad, are
with me in that. I hate the racial arrogance which decrees that the good things of life shall be retained as
the exclusive right of a minority of the population, and which reduces the majority of the population to a
position of subservience and inferiority, and maintains them as voteless chattels to work where they are
told and behave as they are told by the ruling minority. I am sustained in that hatred by the fact that the
overwhelming majority of mankind both in this country and abroad are with me.
Nothing that this court can do to me will change in any way that hatred in me, which
can only be removed by the removal of the injustice and the inhumanity which I have
sought to remove from the political and social life of this country.
COURT STATEMENT, PRETORIA, SOUTH AFRICA, 15 OCTOBER–7 NOVEMBER 1962
*****
Mandela, we love you for what you stood for
The right for equality
The right to end racism
The right to be human
The right for governmental policies to be just, and
The right to be free.
https://www.oyez.org/justices/thurgood_marshall
July - August 2022
Thurgood Marshall had a fresh, passionate voice and became a champion of civil rights, both on the bench and through almost
30 Supreme Court victories before his appointment, during times of severe racial strains. Marshall was born in Baltimore,
Maryland, on July 2, 1908, to Norma Arica and William Canfield Marshall. Marshall’s mother was a kindergarten teacher and
his father was an amateur writer who worked as a dining-car waiter on a railroad, later becoming a chief steward at a
ritzy club. When Marshall’s father had a day off, he would occasionally take his sons to court so they could watch the legal
procedure and arguments presented. Afterwards, the three would debate legal issues and current events together.
Marshall’s father would challenge his sons on the points they made, constantly encouraging them to prove their case.
Growing up in Baltimore, Marshall experienced the racial discrimination that shaped his passion for civil rights early on. The
city had a death rate for African-Americans that was twice that of Caucasians, and due to school segregation, Marshall was
forced to go to an all-black grade school. Once, he was unable to use the bathroom because all public restrooms were reserved
for whites. Despite the times, Marshall’s parents tried to shelter him from the reality of racism. They earned enough money to
live in a nice area, and he was able to attend a first-rate high school. He was often mischievous and sent out of class to read the
Constitution for misbehavior.
When Marshall graduated high school in 1925, he knew the Constitution backwards and forwards. Marshall was accepted to
Lincoln University in Oxford, Pennsylvania, from where his brother had just graduated. It was known as the black counterpart
to Princeton, and one of his classmates was the famous writer Langston Hughes. Marshall chose to focus more on the social life
of college. Because of his intelligence, he was able to get through with little effort, but after getting suspended for hazing with
his fraternity, he began to focus on academics. Marshall joined the debate club, which helped him realize his passion for
becoming a lawyer. He also became more involved with civil rights and helped desegregate a movie theater, which he later
described as one of the happiest moments in his life. Marshall met his wife, Vivian Burey, while taking a weekend trip with his
friends to Philadelphia.
Thurgood Marshall
Written By: Barbara Bullen
Birthday wishes to a great man.
Honored by many for the work he did to
end segregation by taking an active role in his job as a
Civil Rights Activist, Lawyer and Justice.
Thank you, Thurgood, for the good you did and may your
work and successbe forever in the thoughts
of everyone not only in the United States
but the world.
They soon married on September 4, 1929, before Marshall started his last semester. He graduated college in 1930 as a top-notch
student. After being denied by his first choice, the University of Maryland Law School, due to the color of his skin, Marshall
decided to go to Howard University. He and his wife moved in with his parents, and his mother sold her wedding ring to help
pay for his law school. There he learned about civil rights law and began to think of the Constitution as a living document.
His mentors introduced him to the world of the NAACP, often bringing him to attend meetings and watch lawyers discuss key
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issues. One of the mentors who made the biggest impression upon Marshall was Charles Houston, who
taught him to defeat racial discrimination through the use of existing laws. Marshall graduated as
valedictorian of his class in 1933 and moved back to Baltimore.
Marshall denied a postgraduate scholarship to Harvard in order to start his own practice and opened an
office in east Baltimore. A few people did come to him for help, though unable to pay. Marshall turned
none of them away. He began to develop his style as he took cases dealing with police brutality, evictions
and harsh landlords. Marshall was respectful but forceful in presenting his case. As his name began to gain
notice, he earned big clients such as labor organizations, building associations, and corporations.
Marshall started to volunteer with the NAACP and eventually became one of their attorneys, joining his
mentor Houston to argue cases together. He won his first case arguing that the University of Maryland Law
School should allow an African-American admission. In 1935, Houston got Marshall appointed as Assistant
Special Counsel for New York in the organization.
From then on, the two began planning on how to have the Supreme Court overrule the separate but
equal doctrine. After Houston resigned and Marshall took over as Special Counsel in 1938, he traveled to
dangerous areas in the South in order to investigate lynching, the denial of voting rights, jury service, and
fair trials to African-Americans. The face of the NAACP had soon become that of Marshall’s.
In 1940, the NAACP set up a legal activist organization known as Fund, Inc., of which Marshall was hired to
be special counsel. He was able to work toward his goal of challenging segregation in education. He won his
first Supreme Court case dealing with forced confession; and after President Truman rejected the separate
but equal doctrine in relation to the G.I. Bill, Marshall was ready to bring the education issue into full light.
Marshall finally got the case he had been hoping for, and in 1952 argued Brown v. Board of Education. The
case was reargued in 1953, and after five months of waiting, the Supreme Court delivered its opinion that
invalidated the separate but equal doctrine. In 1961, President Kennedy appointed Marshall as federal judge
to the Second Circuit Court of Appeals in New York City. Marshall spent four years on the court, and none of
his opinions were reversed on appeal to the Supreme Court. In 1965, President Johnson called upon Marshall
to be the country’s next Solicitor General. Marshall was sworn into office, but only spent two years in
the position. In 1967, the President appointed him as the first African-American to be an Associate Justice
on the U.S. Supreme Court. Marshall’s voice was a liberal one that held great influence early on in his term.
As a proponent of judicial activism, he believed that the United States had a moral imperative to move
progressively forward. He staunchly supported upholding individual rights, expanding civil rights, and
limiting the scope of criminal punishment. Justice William Brennan shared many of Marshall’s opinions
and they usually voted in the same bloc. In Furman v. Georgia, these justices argued the death penalty
was unconstitutional in all circumstances, and dissented from the subsequent overruling opinion, Gregg v.
Georgia, a few years later. He also made separate contributions to labor law (Teamsters v. Terry), securities
law (TSC Industries, Inc. v. Northway, Inc.), and tax law (Cottage Savings Ass’n v. Commissioner of Internal
Revenue). He had strong views on affirmative action and contributed greatly to opinions on constitutional
law. Marshall maintained a down-to-earth style and would oftenjoke with Chief Justice Burger as they
passed in the hallways by asking “What’s shakin’, Chief baby?”
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As the court made a shift towards conservatism, however, Marshall became frustrated and his
influence weakened. Despite the change of currents, Marshall’s voice remained strong until
his retirement, when he was succeeded by Associate Justice Clarence Thomas. Marshall died
on January 24, 1993 of heart failure in Bethesda, Maryland.
“Thurgood Marshall.” Oyez, www.oyez.org/justices/thurgood_marshall. Accessed 2 Jun. 2022.
*****
https://usa.usembassy.de/etexts/gov/marshall.pdf
Justice for All: The Legacy of Thurgood Marshall
*****
https://www.archives.gov/milestone-documents/brown-v-board-ofeducation#:~:text=On%20May%2017%2C%201954%2C%20
U.S.,amendment%20and%20
was%20therefore%20unconstitutional.
Brown v. Board of Education (1954)
In this milestone decision, the Supreme Court ruled that separating children in public schools on the basis of race was
unconstitutional. It signaled the end of legalized racial segregation in the schools of the United States, overruling the
“separate but equal” principle set forth in the 1896 Plessy v. Ferguson case.
On May 17, 1954, U.S. Supreme Court Justice Earl Warren delivered the unanimous ruling
in the landmark civil rights case Brown v. Board of Education of Topeka, Kansas. Statesanctioned segregation of public schools
was a violation of the 14th amendment and was therefore unconstitutional. This historic decision marked the end of the
“separate but equal” precedent set by the Supreme Court nearly 60 years earlier
in Plessy v. Ferguson and served as a catalyst for the expanding civil rights movement
during the decade of the 1950s.
*****
Thurgood Marshall
Thurgood is famous for the Brown v. Board of Education case
where “separate but equal” was held to be unconstitutional in public schools.
He is a hero for the Civil Rights Era and for the future
where his determination, strength, and courage
enabled him to stop racism and inequality
in schools by taking action.
Thurgood Marshall, Happy Birthday.
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CLAUDETTE COLVIN
Written By: Barbara Bullen
When racism rears its ugly head against you
should you take action to stop the pain you feel
of being discriminated against
the laws that aren’t right
the laws to protect only whites!
When one hears about the Civil Rights era, it immediately brings to mind activists; Martin Luther King, Jr.,
Rosa Parks and organizations like the NAACP and the Southern Christian
Leadership Conference. There are also many other leaders and activists that are in history books throughout
the United States and the World. In 1955, a teenager stood up for her rights and was arrested even before the
infamous Rosa Parks stand. Rosa Parks, who worked for the
NAACP as the secretary for the Montgomery Chapter, was arrested for not getting up from her seat for a
White man on a bus. Claudette Colvin, a Black teenager attended Booker T. Washington High School, only 15
at the time, didn’t want her constitutional rights violated even though segregation on public transit was the
law. Whites were to be seated in the front of the bus, and if there were no seats left for
Whites than Blacks had to get up from their seats at the back for Whites to be seated.
Colvin lived in troubled times; times when segregation divided the nation so that Blacks took a back seat to
the lives of Whites. Segregation was the norm and the daily lives of all who traveled the public transit until
Colvin took a stand.
In Montgomery, Alabama, Colvin is said to be a pioneer, one who led the way and helped end
segregation on public transit. When she was forcibly removed from the bus and arrested on March 2,
1955, her attorney, Fred Gray, along with four other plaintiffs filed a federal case, in Federal District Court,
February 1, 1956, Browder vs. Gayle, to challenge segregation on public transit. A three-judge panel found
the law unconstitutional which was appealed to the Supreme Court where it upheld the state court ruling,
finding the law unconstitutional.
When one hears about the Civil Rights era, it immediately brings to mind activists; Martin Luther King, Jr.,
Rosa Parks and organizations like the NAACP and the Southern Christian Leadership Conference. There are
also many other leaders and activists that are in history books throughout the United States and the World.
In 1955, a teenager stood up for her rights and was arrested even before the infamous Rosa Parks stand.
Rosa Parks, who worked for the NAACP as the secretary for the Montgomery Chapter, was arrested for not
getting up from her seat for a White man on a bus. Claudette Colvin, a Black teenager attended Booker T.
Washington High School, only 15 at the time, didn’t want her constitutional rights violated even though
segregation on public transit was the law. Whites were to be seated in the front of the bus, and if there were
no seats left for Whites than Blacks had to get up from their seats at the back for Whites to be seated.
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Colvin lived in troubled times; times when segregation divided the nation so that Blacks took a back seat to the lives of Whites.
Segregation was the norm and the daily lives of all who traveled the public transit until Colvin took a stand.
In Montgomery, Alabama, Colvin is said to be a pioneer, one who led the way and helped end segregation on public transit.
When she was forcibly removed from the bus and arrested on March 2, 1955, her attorney, Fred Gray, along with four other
plaintiffs filed a federal case, in Federal District Court, February 1, 1956, Browder vs. Gayle, to challenge segregation on public
transit. A three-judge panel found the law unconstitutional which was appealed to the Supreme Court where it upheld the
state court ruling, finding the law unconstitutional.
“Browder v. Gayle 142 F. Supp. 707 (M.D. Ala. 1956) Decided Jun 5, 1956 709 *709 RIVES, Circuit Judge. Statement of the Case. The
purpose of this action is to test the constitutionality of both the statutes of the State of Alabama and the ordinances of the
City of Montgomery which require the segregation of the white and colored races on the motor buses of the Montgomery City
Lines, Inc., *711 a common carrier of passengers in said City and its police jurisdiction.
1 2 711 1 Title 48, § 301(31a, b, c), Code of Alabama of 1940, as amended, which provide: “§301(31a).
Separate accommodations for white and colored races. — All passenger stations in this state operated by any motor
transportation company shall have separate waiting rooms or space and separate ticket windows for the white and colored
races, but such accommodations for the races shall be equal. All motor transportation companies or operators of vehicles
carrying passengers for hire in this state, whether intrastate or interstate passengers, shall at all times provide equal but
separate accommodations on each vehicle for the white and colored races. The conductor or agent of the motor transportation
company in charge of any vehicle is authorize and required to assign each passenger to the division of the vehicle designated
for the race to which the passenger belongs; and, if the passenger refuses to occupy the division to which he is assigned,
the conductor or agent may refuse to carry the passenger on the vehicle; and, for such refusal, neither the conductor or
agent of the motor transportation company nor the motor transportation company shall be liable in damages. Any motor
transportation company or person violating the provisions of this section shall be guilty of a misdemeanor and, upon
conviction, shall be fined not more than five hundred dollars for each offense; and each day’s violation of this section shall
constitute a separate offense. The provisions of this section shall be administered and enforced by the Alabama public service
commission in the manner in which provisions of the Alabama Motor Carrier Act of 1939 are administered and enforced. (1945,
p. 731, appvd. July 6, 1945.)”
For the complete case see below:
https://www.freedomforuminstitute.org/wp-content/uploads/2019/07/Browder-v.-Gayle.pdf
According to Jonathan Gold in his article, “The Browder in Browder v. Gayle. On April 29, 1955, Aurelia Browder, like so many
other black residents of Montgomery, was mistreated on a city bus. According to her testimony in the civil case, she was
forced by the bus driver “to get up and stand to let a white man and a white lady sit down.” Three other plaintiffs, Mary Louise
Smith, Claudette Colvin and Susie McDonald, had reported similar mistreatment. The cumulative effect of these “demeaning,
wretched, intolerable impositions and conditions,” as boycott organizer Jo Ann Robinson referred to them, inspired
Montgomery’s black community to begin developing plans for a boycott that eventually began after the arrest of Rosa Park.
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For further reading:
https://www.learningforjustice.org/sites/default/files/general/TT53%20Browder%20v.%20Gayle.pdf
“Nine months after Claudette Colvin’s arrest, local activist Rosa Parks took similar action. She refused
to give up her bus seat to a white rider and got arrested. Colvin’s actions raised awareness, but
Parks’s actions set off a boycott of the Montgomery bus lines. Thousands of Black residents rode the
bus to work, often for white employers. After Parks’s arrest, though, they refused to ride for an entire
year (National Youth Summit 2020).”
https://americanhistory.si.edu/sites/default/files/file-uploader/NYS%20Case%20Study%E2%80%93S
tudent%20Kit%20FINAL4.pdf
Colvin’s case unlike Rosa Parks’s “was dropped by civil rights campaigners because Colvin was
unmarried and pregnant during the proceedings.[6][7] It is now widely accepted that Colvin was not
accredited by civil rights campaigners at the time due to her circumstances. Rosa Parks stated: “If the
white press got ahold of that information, they would have [had] a field day.
The record of her arrest and adjudication of delinquency was expunged by the district court in 2021,
with the support of the district attorney for the county in which the charges were brought more than
66 years before.”
https://en.wikipedia.org/wiki/Claudette_Colvin
When people, no matter their race, color or creed cannot take any more discriminatory and racist
acts towards them, their only recourse is to take action. Humanity needs people like Colvin and the
others who took a stand for their rights despite the consequences.
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Martin Luther King Jr. Day
Written by: Barbara Bullen
Martin Luther King Jr., (Michael King Jr., 1929-1968) known internationally throughout the world as one of
the greatest mediators of all time, is honored yearly. Brought up as a Christian, he followed in his father’s
footsteps (Martin Luther King, Sr.) by becoming a Baptist Minister. A man who took it upon himself to
eradicate discrimination against blacks along with his wife, Coretta Scott King, his leaders and activists,
helped dismantle the barriers that for so long held blacks from having equal rights. The civil rights
movement which began in 1955 led to the enactment of the Southern Christian Leadership Conference of
which Martin Luther King Jr. was the President. Martin’s mission was to do what ever was necessary in a nonviolent
way to dismantle discrimination, violence and oppression against blacks which included the use of
civil disobedience.
For too long, the laws protected whites in order for blacks to be subservient. He was tired and so were blacks
in the South, throughout the United States and around the world, so King participated in and led marches for
their civil rights including the right to vote, desegregation and labor rights. King was also instrumental in the
1955 Montgomery Bus Boycott which was a protest against the segregation policies of public transit.
December 5, 1955, the Monday after Rosa Parks sat in the white area of the bus and refused to give her
seat to a white person, she was arrested due to the segregation laws on public transit, only permitting
her to sit in the back of the bus. King led many nonviolent protest marches and was the key figure helping
organize the 1963 March on Washington, where he delivered a speech that electrified the nation with his “I
have a Dream speech” on the steps of the Lincoln Memorial. Part of his speech is listed below because the
reinforcement of what King did for the world to change the discriminatory practices and laws need to be
remembered by all.
I HAVE A DREAM SPEECH
Martin Luther King Jr
I have a dream that one day this nation will rise up and live out the true meaning of its creed: “We hold these
truths to be self‐evident, that all men are created equal.”
I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former
slave owners will be able to sit down together at the table of brotherhood.
I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice,
sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.
I have a dream that my four little children will one day live in a nation where they will not be judged by the
color of their skin but by the content of their character.
I have a dream today!
And when this happens, when we allow freedom ring, when we let it ring from every village and
every hamlet, from every state and every city, we will be able to speed up that day when all of God’s
children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to
join hands and sing in the words of the old Negro spiritual:
Free at last! Free at last!
Thank God Almighty, we are free at last!
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1964 saw the award of the Nobel Peace Prize to King for dismantling racial inequality through nonviolence. In 1965, Martin
was instrumental in organizing two marches from Selma to Montgomery in the fight for the right to vote with activists of the
Southern Christian Leadership Conference. In 1968, Martin was assassinated in Memphis, Tennessee when he planned a national
occupation of Washington, D.C.
Martin Luther King Jr. Day is King’s birthday which is a federal holiday signed into bill on November 3, 1983 by President Ronald
Reagan for the third Monday of each January.
Martin Luther King Day In Ohio
MARTIN LUTHER KING, JR. HOLIDAY COMMISSION
“The Ohio Dr. Martin Luther King, Jr. Holiday Commission (Commission) was established in 1985 by Executive Order. Today, the
DAS Administrative Support Division provides support to the commission.
The Commission is a statewide advocate of Dr. King’s principles of nonviolence and annually honors Ohio’s citizens who work
to promote diversity and eliminate discrimination through nonviolent methods. Each year, the Commission presents awards to
Ohioans to celebrate the life of Dr. King, whose teachings encourage nonviolent actions to secure equal rights for all Americans.
The commemorative celebration is held each January in downtown Columbus.
The Commission strives to carry out Dr. King’s dream of service to others throughout the entire year through various events
(Ohio, Department of Administrative Services).”
For further information on the 37th Annual MLK Awards please go their website:
https://das.ohio.gov/Divisions/Equal-Opportunity/Martin-Luther-King-Jr-Holiday-Commission
“Awards are presented in the following categories.
•Governor’s Humanitarian Award
•Individual Award
•Organization Award
•Collaborative Effort Award
•Youth: Capturing the Vision of Dr. Martin Luther King, Jr.”
King’s legacy continues throughout generations, never to be forgotten for what he did for mankind
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Harriet Tubman
Written by: Barbara Bullen
Harriet Tubman an abolitionist renown.
We thank God for her spirit, her strength and her love for her fellow men.
We’ll remember her birthday this March to tell her story of the love for mankind,
despite the cruelty that she, the slaves and the fugitives received
by the merciless slave masters bent on slavery.
March 10 is the day on which it is said that Harriet Tubman (Araminta Ross) famously known as an
abolitionist was born. As most Blacks who were born into slavery in the 1800s, Harriet was like them but
became a hero when she escaped from slavery and helped other enslaved people escape from their masters
or bondage.
Harriet was born in Dorchester County, Maryland where she lived a horrific life like most slaves being beaten
and whipped by her slave masters and even experiencing a life-threatening head injury that induced visions
and dreams she attributed to the works of God. She became deeply religious because of her Methodist
upbringing and these visions and dreams.
“She often fought illness in her childhood, but as she grew older, the “sickly” young household girl grew
stronger and even became a fieldhand. On a secluded plantation during her adolescence, Tubman attempted
to warn an escaping slave that his master was nearby. She was caught between the slave and his master
when the two confronted each other. The master slung a lead weight at the escapee, but hit Tubman in the
head. The force of the blow “broke her skull and drove a piece of her bandana” into her head. The head injury
would cause her to have headaches, fainting spells, and visions for the rest of her life. In 1844, she married
a free black man named John Tubman. Around this time, she hired a lawyer to investigate her family’s slave
contracts. The lawyer found her mother should have been freed at the age of 45, meaning that some of her
siblings should have been born free.”
https://www.crf-usa.org/images/pdf/gates/Harriet-Tubman-End-of-Slavey.pdf
In the mid-1800s she escaped to Philadelphia to return to help those she left behind; she helped her family to
escape and led many others to their freedom.
“The Fugitive Slave Law of 1850 was part of the Compromise of 1850. This law required the United States
government to actively assist slave holders in recapturing freedom seekers. Under the United States
Constitution, slave holders had the right to reclaim slaves who ran away to free states. With the Fugitive
Slave Law of 1850, the federal government had to assist the slave holders. No such requirement had existed
previously.” https://ohiohistorycentral.org/w/Fugitive_Slave_Law_of_1850
Harriet tried to find and help slaves in captivity escape and this included John Tubman who she later found
out had remarried to a woman named Caroline thereby ending her quest to find him.
Frederick Douglass an abolitionist was also said to have worked with Tubman in helping fugitives.
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“There is evidence to suggest that Tubman and her group stopped at the home of abolitionist and former slave Frederick
Douglass.[63] In his third autobiography, Douglass wrote: “On one occasion I had eleven fugitives at the same time under my
roof, and it was necessary for them to remain with me until I could collect sufficient money to get them on to Canada. It was
the largest number I ever had at any one time, and I had some difficulty in providing so many with food and shelter. ... “[64] The
number of travelers and the time of the visit make it likely that this was Tubman’s group.[63]
Douglass and Tubman admired one another greatly as they both struggled against slavery. When an early biography of Tubman
was being prepared in 1868, Douglass wrote a letter to honor her. He compared his own efforts with hers, writing:
The difference between us is very marked. Most that I have done and suffered in the service of our cause has been in public,
and I have received much encouragement at every step of the way. You, on the other hand, have labored in a private way. I
have wrought in the day – you in the night. ... The midnight sky and the silent stars have been the witnesses of your devotion to
freedom and of your heroism. Excepting John Brown – of sacred memory – I know of no one who has willingly encountered more
perils and hardships to serve our enslaved people than you have.[65]” https://en.wikipedia.org/wiki/Harriet_Tubman
In 11 years, Tubman helped rescue 70 slaves in what was said to have taken 13 trips that included family members. Tubman was
called “Moses” because of her efforts to free and rescue the slaves from their slave masters and to help fugitives to escape to the
north.
She was devout and dedicated to God aided by visions, premonitions and the voice of God which is said to sometimes be
attributed to her head injury. Although a religious woman she would not hesitate to use a gun which she carried for her
protection and the protection of the slaves, even to the point of using it on them if they ever turned back to their plantation.
“Despite the efforts of the slaveholders, Tubman and the fugitives she assisted were never captured. Years later, she told an
audience: “I was conductor of the Underground Railroad for eight years, and I can say what most conductors can’t say – I never
ran my train off the track and I never lost a passenger.”[3]…
Scouting and the Combahee River Raid
“When Lincoln issued the Emancipation Proclamation, Tubman considered it an important step toward the goal of liberating
all Black people from slavery.[107] She renewed her support for a defeat of the Confederacy, and in early 1863 she led a band of
scouts through the land around Port Royal.[108] The marshes and rivers in South Carolina were similar to those of the Eastern
Shore of Maryland; thus, her knowledge of covert travel and subterfuge among potential enemies was put to good use.[108]
Her group, working under the orders of Secretary of War Edwin Stanton, mapped the unfamiliar terrain and reconnoitered its
inhabitants. She later worked alongside Colonel James Montgomery, and provided him with key intelligence that aided in the
capture of Jacksonville, Florida.[109]
Later that year, Tubman became the first woman to lead an armed assault during the Civil War.[110] When Montgomery and
his troops conducted an assault on a collection of plantations along the Combahee River, Tubman served as a key adviser and
accompanied the raid.
On the morning of June 2, 1863, Tubman guided three steamboats around Confederate mines in the waters leading to the shore.
[111] Once ashore, the Union troops set fire to the plantations, destroying infrastructure and seizing thousands of dollars worth
of food and supplies.[112]
When the steamboats sounded their whistles, slaves throughout the area understood that they were being liberated. Tubman
watched as slaves stampeded toward the boats. “I never saw such a sight”, she said later,[113] describing a scene of chaos with
women carrying still-steaming pots of rice, pigs squealing in bags slung over shoulders, and babies hanging around their parents’
necks.
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Although their owners, armed with handguns and whips, tried to stop the mass escape, their efforts were
nearly useless in the tumult.[112] As Confederate troops raced to the scene, steamboats packed full of slaves
took off toward Beaufort.[114]
More than 750 slaves were rescued in the Combahee River Raid.[115][113] Newspapers heralded Tubman’s
“patriotism, sagacity, energy, [and] ability”,[116] and she was praised for her recruiting efforts – most of the
newly liberated men went on to join the Union army.[116] Tubman later worked with Colonel Robert Gould
Shaw at the assault on Fort Wagner, reportedly serving him his last meal.[117] She described the battle by
saying: “And then we saw the lightning, and that was the guns; and then we heard the thunder, and that was
the big guns; and then we heard the rain falling, and that was the drops of blood falling; and when we came
to get the crops, it was dead men that we reaped.”[118]
For two more years, Tubman worked for the Union forces, tending to newly liberated slaves, scouting into
Confederate territory, and nursing wounded soldiers in Virginia.[119] She also made periodic trips back to
Auburn to visit her family and care for her parents.[120] The Confederacy surrendered in April 1865; after
donating several more months of service, Tubman headed home to Auburn.[121]
During a train ride to New York in 1869, the conductor told her to move from a half-price section into the
baggage car. She refused, showing the government-issued papers that entitled her to ride there. He cursed at
her and grabbed her, but she resisted and he summoned two other passengers for help. While she clutched
at the railing, they muscled her away, breaking her arm in the process. They threw her into the baggage car,
causing more injuries. As these events transpired, other white passengers cursed Tubman and shouted for
the conductor to kick her off the train.[122] Her act of defiance became a historical symbol, later cited when
Rosa Parks refused to move from a bus seat in 1955.[123][124]”
https://en.wikipedia.org/wiki/Harriet_Tubman
Harriet Tubman,
your legacy and dream continues,
until the day when slavery,
is abolished throughout the world.
The snow leopard is one of nature’s most beautiful creatures. As of 2021, the snow leopard is no longer considered an
July - August 2022
endangered species. However, the population is still at risk due to illegal poaching and the encroachment of society into the
cats’ habitat. So, although it has been moved from “endangered” to “vulnerable” on the Endangered Species list, the snow
leopard is still at risk. According to the International Union for Conservation of Nature, the snow leopard is still on track to lose
over ten percent of its wild population over the next three generations.
The natural habitat of the snow leopard
is primarily in the mountainous areas of
Central Asia, Kyrgyzstan, and Pakistan.
Their defining features include a white pelt,
with a pattern of dark rosettes and spots.
Additionally, the leopard has a tail that is
longer than most other cats, in order to
assist with balance on steep mounds of
snow. Unfortunately, the snow leopard’s
distinctive coat makes it a prize for
poachers. The bones and other body parts
are also used in traditional Asian medicine.
Snow leopards are known to be extremely
elusive. Their territory spans over twelve
countries, and they live in snowy, mountainous terrain. This makes gathering data on the cat difficult. For this reason, the wild
snow leopard population is believed to be between 4,000 and 6,500 in number, and researchers are unable to narrow down that
number to a more specific figure.
In addition to poachers, snow leopards face a variety of other threats, including human encroachment on territory and
“retaliatory killings”--the leopards are killed by farmers in the area to protect their livestock. Due to humans pushing further
into their territory, snow leopards find it increasingly difficult to find food, not only due to industrialization, but because a snow
leopard’s prey is also hunted by the surrounding humans.
The Ghost of the Mountains
Written by: Erika S. Hanson
Snow leopards are capable of bringing down prey that is up to three times their own weight. A typical diet would include
blue sheep, Argali wild sheep, ibex, marmots, deer and other, smaller, animals. Because these animals are also consumed
by humans, the number of prey in these mountainous areas is dwindling, leading the snow leopards to attack local livestock
instead and the aforementioned retaliatory killings by farmers.
According to the Snow Leopard Trust, there has never been a verified instance of a snow leopard attacking a human. The Trust
focuses its efforts on protecting the snow leopard by partnering with local communities and creating incentives for those
communities to preserve snow leopards.
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A snow leopard can live between ten and twelve years in the wild. In captivity, their level of survival sharply
increases to twice that, at 22 years. Snow leopards mature quickly. Initially, they are totally reliant on their
mother, and their eyes do not open until they are seven days old. At two months old, cubs are able to eat
solid food. At three months, they are able to learn basic hunting skills. Between 18 and 22 months, the cubs
are ready to leave their mother. It is estimated that male snow leopards reach maturity by age four. Females
maturation is harder to pin down, due to scant information.
However, it is estimated that a female snow leopard is ready to have her first litter by age three.
Mating season is the only time you will see more than one of these solitary cats. From January to mid-
March, males and females travel together for a few days. Once that time is done, and the female leopard is
pregnant, she retreats to a secluded den site.
Pregnancy typically lasts between 93 and 110 days. Her cubs are usually born that June or July, and she
becomes their sole caretaker, providing food and warmth, and teaching them how to survive in the wild.
Once the cubs are ready, they separate from their mother and strike out on their own.
We continue to gather details about this “Ghost of the Mountains,” but information remains scarce. Their
spotted white coats are unique, and unlike other big cats, they cannot roar, but can make other sounds such
as a mew, purr, growl or hiss. They also make a low puffing sound called a “pusten” or “chuff.” This is a nonaggressive
sound, and can indicate contentment, or be used to communicate with other snow leopards in
the area. It is often used as a greeting.
There is still much to learn about these beautiful animals. Researchers continue their work with the people
of Central Asia and the Himalayas to preserve and protect the snow leopard. Yet, the snow leopard remains
elusive, which only adds to its mystique. Although sometimes misunderstood, this great cat is harmless to
humans and is a key part in the planet’s continuing ecology.
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Malcolm X
Written by: Barbara Bullen
“No, I’m not an American. I’m one of the 22 million Black people
who are the victims of Americanism. One of the 22 million
Black people who are the victims of democracy, nothing but
disguised hypocrisy. So, I’m not standing here speaking to you
as an American, or a patriot or a flag saluter, or a flag-waver-no not I.
I’m speaking as a victim of this American System.
And I see America through the eyes of the victim.
I don’t see any American dream; I see an American nightmare.”
“And why was he our ‘Shining Black Prince’?
Selected Quotes from Malcolm X: Nation Time: Spring 1997
https://freedomarchives.org/Documents/Finder/DOC513_scans/Malcolm_X/513.Malco
lm.X.Selected.Quotes.pdf
One of the most influential figures of the Civil Rights Movement was Malcolm X. Unlike Dr. Martin
Luther King Jr’s non-violent mission for equality and the end of discrimination not only for Blacks but
for all races, Malcolm X commanded attention throughout the world.
“Malcolm X (born Malcolm Little, later Malik el-Shabazz; May 19, 1925 – February 21, 1965) was an
African-American Muslim minister and human rights activist who was a prominent figure during the
civil rights movement. A spokesman for the Nation of Islam until 1964, he was a vocal advocate for
black empowerment and the promotion of Islam within the black community.
Malcolm spent his adolescence living in a series of foster homes or with
relatives after his father’s death and his mother’s hospitalization. He engaged in several illicit activities,
eventually being sentenced to 10 years in prison in 1946 for larceny and breaking and entering.
https://en.wikipedia.org/wiki/Malcolm_X
Malcolm’s childhood was fraught with misfortune yet he never stopped looking forward to another day
in which to excel even to the extent of educating himself while in prison.
“…Malcolm X was one of the most articulate and powerful leaders of black America during the 1960s.
A street hustler convicted of robbery in 1946, he spent seven years in prison, where he educated himself and
became a disciple of Elijah Muhammad, founder of the Nation of Islam. In the days of the civil rights movement,
Malcolm X emerged as the leading spokesman for black separatism, a philosophy that urged black Americans to
cut political, social, and economic ties with the white
community. After a pilgrimage to Mecca, the capital of the Muslim world, in 1964, he became an orthodox
Muslim, adopted the Muslim name El Hajj Malik El-Shabazz, and distanced himself from the teachings of the
black Muslims. He was assassinated in
1965. In the following excerpt from his autobiography (1965), coauthored with Alex Haley and published the year
of his death, Malcolm X describes his self-education…
It was because of my letters that I happened to stumble upon starting to acquire some kind of a homemade
education.
I became increasingly frustrated. at not being able to express what I wanted to convey in letters that I wrote,
especially those to Mr. Elijah Muhammad. In the street, I had been the most articulate hustler out there - I had
commanded attention when I said something. But now, trying to write simple English, I not only wasn’t articulate,
I wasn’t even functional. How would I sound writing in slang, the way I would say it, something such as, “Look,
daddy, let me pull
your coat about a cat, Elijah Muhammad-“
July - August 2022
Many who today hear me somewhere in person, or on television, or those who read something I’ve said, will think I
went to school far beyond the eighth grade. This impression is due entirely to my prison studies.
It had really begun back in the Charlestown Prison, when Bimbi first made me feel envy of his stock of knowledge.
Bimbi had always taken charge of any conversations he was in, and
I had tried to emulate him. But every book I picked up had few sentences which didn’t contain anywhere from one to
nearly all of the words that might as well have been in Chinese. When I just skipped those words, of course, I really
ended up with little idea of what the book said. So I had come to the Norfolk Prison Colony still going through only
book-reading motions. Pretty soon, I would have quit even these motions, unless I had received the motivation that I
did. I saw that the best thing I could do was get hold of a dictionary - to study, to learn some words. I was lucky enough
to reason also that I should try to improve my penmanship. It was sad. I couldn’t even write in a straight line. It was
both ideas together that moved me to request a dictionary along with some tablets and pencils from the Norfolk Prison
Colony school.
I spent two days just riffling uncertainly through the dictionary’s pages. I’d never realized so many words existed! I
didn’t know which words I needed to learn. Finally, just to start some kind of action, I began copying.
In my slow, painstaking, ragged handwriting, I copied into my tablet everything printed on that first page, down to the
punctuation marks.
I believe it took me a day. Then, aloud, I read back, to myself, everything I’d written on the tablet. Over and over, aloud,
to myself, I read my own handwriting I woke up the next morning, thinking about those words - immensely proud to
realize that not only had I written so much at one time, but I’d written words that I never knew were in the world.
Moreover, with a little effort, I also could remember what many of these words meant. I reviewed the words whose
meanings I didn’t remember. Funny thing, from the dictionary first page right now, that “aardvark” springs to my mind.
The dictionary had a picture of it, a longtailed, long-eared, burrowing African mammal, which lives off termites caught
by sticking out its tongue as an anteater does for ants.
I was so fascinated that I went on - I copied the dictionary’s next page. And the same experience came when I studied
that. With every succeeding page, I also learned of people and places and events from history. Actually the dictionary is
like a miniature encyclopedia. Finally the dictionary’s A section had filled a whole tablet-and I went on into the B’s. That
was the way I started copying what eventually became the entire dictionary. It went a lot faster after so much practice
helped me to pick up handwriting speed. Between what I wrote in my tablet, and writing letters, during the rest of my
time in prison I would guess I wrote a million words.
I suppose it was inevitable that as my word-base broadened, I could for the first time pick up a book and read and now
begin to understand what the book was saying. Anyone who has read a great deal can imagine the new world that
opened. Let me tell you something: from then until I left that prison, in every free moment I had, if I was not reading in
the library, I was reading on my bunk. You couldn’t have gotten me
out of books with a wedge. Between Mr. Muhammad’s teachings, my correspondence,
my visitors,... and my reading of books, months passed without my even thinking about
being imprisoned. In fact, up to then, I never had been so truly free in my life.”
http://www.lattc.edu/Lattc/media/lattc_media/PDFs/Learning-to-Read-by-MalcolmX-PDF.pdf
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NHEG WRITERS ARTICLES
The Autobiography of Malcolm X
New York, June 1965
CHAPTER ONE NIGHTMARE
“When my mother was pregnant with me, she told me later, a party of hooded Ku Klux
Klan riders galloped up to our home in Omaha, Nebraska, one night. Surrounding the house,
brandishing their shotguns and rifles, they shouted for my father to come out. My mother went to
the front door and opened it. Standing where they could see her pregnant condition, she told them
that she was alone with her three small children, and that my father was away, preaching, in
Milwaukee. The Klansmen shouted threats and warnings at her that we had better get out of town
because “the good Christian white people” were not going to stand for my father’s “spreading
trouble” among the “good” Negroes of Omaha with the “back to Africa” preachings of Marcus
Garvey.
My father, the Reverend Earl Little, was a Baptist minister, a dedicated organizer for
Marcus Aurelius Garvey’s U.N.I.A. (Universal Negro Improvement Association). With the help
of such disciples as my father, Garvey, from his headquarters in New York City’s Harlem, was
raising the banner of black-race purity and exhorting the Negro masses to return to their ancestral
African homeland-a cause which had made Garvey the most controversial black man on earth.
Still shouting threats, the Klansmen finally spurred their horses and galloped around the
house, shattering every window pane with their gun butts. Then they rode off into the night, their
torches flaring, as suddenly as they had come.”
https://antilogicalism.com/wp-content/uploads/2018/04/malcom-x.pd
Advocacy and teachings while with Nation
“From his adoption of the Nation of Islam in 1952 until he broke with it in 1964, Malcolm X promoted
the Nation’s teachings. These included beliefs:
• that black people are the original people of the world[99]
• that white people are “devils”[2] and
• that the demise of the white race is imminent.[3]
Louis E. Lomax said that “those who don’t understand biblical prophecy wrongly label him as a racist
and as a hate teacher, or as being anti-white or as teaching Black Supremacy”.[100] He was accused[ of
being antisemitic.[101] In 1961, Malcolm X spoke at a NOI rally alongside George Lincoln Rockwell, the
head of the American Nazi Party; Rockwell claimed that there was overlap between black nationalism
and white supremacy.[102]
Many who today hear me somewhere in person, or on television, or those who read something I’ve
said, will think I went to school far beyond the eighth grade. This impression is due entirely to my
prison studies.
It had really begun back in the Charlestown Prison, when Bimbi first made me feel envy of his stock of
knowledge.
July - August 2022
Bimbi had always taken charge of any conversations he was in, and I had tried to emulate him. But every book I picked
up had few sentences which didn’t contain anywhere from one to nearly all of the words that might as well have
been in Chinese. When I just skipped those words, of course, I really ended up with little idea of what the book said.
So I had come to the Norfolk Prison Colony still going through only book-reading motions. Pretty soon, I would have
quit even these motions, unless I had received the motivation that I did. I saw that the best thing I could do was get
hold of a dictionary - to study, to learn some words. I was lucky enough to reason also that I should try to improve my
penmanship. It was sad. I couldn’t even write in a straight line. It was both ideas together that moved me to request a
dictionary along with some tablets and pencils from the Norfolk Prison Colony school.
I spent two days just riffling uncertainly through the dictionary’s pages. I’d never realized so many words existed! I
didn’t know which words I needed to learn. Finally, just to start some kind of action, I began copying.
In my slow, painstaking, ragged handwriting, I copied into my tablet everything printed on that first page, down to the
punctuation marks.
I believe it took me a day. Then, aloud, I read back, to myself, everything I’d written on the tablet. Over and over, aloud,
to myself, I read my own handwriting I woke up the next morning, thinking about those words - immensely proud to
realize that not only had I written so much at one time, but I’d written words that I never knew were in the world.
Moreover, with a little effort, I also could remember what many of these words meant. I reviewed the words whose
meanings I didn’t remember. Funny thing, from the dictionary first page right now, that “aardvark” springs to my mind.
The dictionary had a picture of it, a longtailed, long-eared, burrowing African mammal, which lives off termites caught
by sticking out its tongue as an anteater does for ants.
I was so fascinated that I went on - I copied the dictionary’s next page. And the same experience came when I studied
that. With every succeeding page, I also learned of people and places and events from history. Actually the dictionary is
like a miniature encyclopedia. Finally the dictionary’s A section had filled a whole tablet-and I went on into the B’s. That
was the way I started copying what eventually became the entire dictionary. It went a lot faster after so much practice
helped me to pick up handwriting speed. Between what I wrote in my tablet, and writing letters, during the rest of my
time in prison I would guess I wrote a million words.
I suppose it was inevitable that as my word-base broadened, I could for the first time pick up a book and read and
now begin to understand what the book was saying. Anyone who has read a great deal can imagine the new world
that opened. Let me tell you something: from then until I left that prison, in every free moment I had, if I was not
reading in the library, I was reading on my bunk. You couldn’t have gotten me out of books with a wedge. Between Mr.
Muhammad’s teachings, my correspondence, my visitors,... and my reading of books, months passed without my even
thinking about being imprisoned. In fact, up to then, I never had been so truly free in my life.”
http://www.lattc.edu/Lattc/media/lattc_media/PDFs/Learning-to-Read-by-MalcolmX-PDF.pdf
One of the goals of the civil rights movement was to end disenfranchisement of African Americans, but the Nation of
Islam forbade its members from participating in voting and other aspects of the political process.[103] The NAACP and
other civil rights organizations denounced him and the Nation of Islam as irresponsible extremists whose views did not
represent the common interests of African Americans.[104][105]
Malcolm X was equally critical of the civil rights movement.[106] He called Martin Luther King Jr. a “chump”, and said
other civil rights leaders were “stooges” of the white establishment.[107][G] He called the 1963 March on Washington
“the farce on Washington”,[109] and said he did not know why so many black people were excited about a
88
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NHEG WRITERS ARTICLES
demonstration “run by whites
in front of a statue of a president who has been dead for a hundred years and who didn’t like us when
he was alive”.[110]
While the civil rights movement fought against racial segregation, Malcolm X advocated the
complete separation of African Americans from whites. He proposed that African Americans should
return to Africa and that, in the interim, a separate country for black people in America should be
created.[111][112] He rejected the civil rights movement’s strategy of nonviolence, arguing that black
people should defend and advance themselves “by any means necessary”.[113] His speeches had a
powerful effect on his audiences, who were generally African Americans
in northern and western cities. Many of them—tired of being told to wait for freedom, justice,
equality and respect[114]—felt that he articulated their complaints better than did the civil rights
movement.[115][116]”
https://en.wikipedia.org/wiki/Malcolm_X
Malcolm X a great but controversial leader is remembered by memorials and tributes that include the
first home he was brought up in which is now a historical monument. Malcolm X is also portrayed
in the movies, TV and on stage.
*****
Malcolm X was a great leader known for his beliefs that not everyone liked. But he proved to
everyone that despite being incarcerated for seven years he put his time to good use through
selfeducation turning out to be the most prolific, educated speaker that there was in the United States.
We welcome the holiday that celebrates Malcolm X for we live in a democracy where both sides
must be heard; the good, the bad and the ugly that rears its head because of the suffering, racial
discrimination and fear and torture of Blacks.
Let us look forward to another day for great leaders to appear to lead us to justice for the benefit of
all races in the United States
July - August 2022
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July August 2022
NHEG EDGUIDE July - August 2022
THURSDAY, APRIL 21, 2022
BY KERRY MCDONALD
Boston College Psychology Professor: “School Has
Become a Toxic Place for Children”
More families may be flocking to homeschooling and
other schooling alternatives over the past two years,
but Peter Gray has been urging families to flee coercive
schooling since long before the pandemic began. The
Boston College psychology professor wrote in his 2013
book Free To Learn: “The more oppressive the school
system becomes, the more it is driving people away, and
that is good.”
Gray joins me on this week’s episode of the LiberatED
Podcast to talk about the harms of forced schooling and
why self-directed education, grounded in play, is most
beneficial for youth learning and development.
In our conversation, Gray explains that standard
schooling today is a key factor in the continuous
rise in rates of childhood and adolescent anxiety,
depression, and suicide. Its imposed, one-size-fits all
curriculum, reliance on reward and punishment as
external motivators, and dismissal of natural childhood
curiosity and creativity erode learners’ powerful drives
for learning and discovery. Stripped of these drives, and
increasingly deprived of opportunities to play, explore,
and pursue individual interests outside of school without
the constant hovering of adults, children and adolescents
become more melancholic and morose.
“We adults are constraining children’s lives, in school
and out of school,” says Gray in our podcast discussion.
“School has become a toxic place for children, and we
Self-directed education, grounded in play, is most beneficial for youth learning and development.
92
refuse to say that publicly. The research can show it but
it almost never gets picked up in the popular press,” he
adds.
Our discussion digs deeper into Gray’s research on the
link between standard schooling and skyrocketing rates
of diagnoses of ADHD, which Gray asserts is essentially “a
failure to adapt to the conditions of standard schooling.”
He talks about the disappearance of childhood play
and the corresponding rise in childhood mental health
disorders, as well as why parents shouldn’t be too
concerned about their children’s screen time use.
Gray believes that parents should remove their children
from standard schooling and embrace schooling
alternatives that are centered on self-directed
education. “I’m cheered by the ever-growing stream of
people who are leaving coercive schooling for relaxed
homeschooling, unschooling, Sudbury schooling, and
other forms of education that allow children to control
their own learning,” he wrote in Free To Learn.
The current exodus of families away from standard
schooling and toward other, often freer, learning models,
may have positive, long-term effects on young people’s
intellectual development and emotional well-being.
Listen to the weekly LiberatED Podcast on Apple,
Spotify, Google, and Stitcher, and sign up for Kerry’s
weekly LiberatED email newsletter to stay up-to-date
on educational news and trends from a free-market
perspective.
FRIDAY, APRIL 29, 2022
BY KERRY MCDONALD
From Pandemic Playgroups to a Thriving Microschool:
How One “Edupreneur” Met Rising Parent Demand for
Schooling Alternatives
Ada Salie heard a lot of complaints. Parents were upset
about what was happening in their children’s schools
last fall, and were reluctant to send their children back.
Many of the parents she heard from had pulled their
children out of a district school for homeschooling during
the 2020/2021 academic year—something that millions
of parents did that year, according to US Census Bureau
data. They wanted a place to send their children in fall
2021, but many didn’t want their kids masked all day or
contending with various other school policies.
Ada decided to turn those complaints into an opportunity.
The Massachusetts mother of three had been
running playgroups and offering gatherings and activities
for homeschooled children throughout the pandemic
response. She decided to make these offerings more
formal. So, last August she leased a building in central
Massachusetts and launched Life Rediscovered, a homeschool
learning center that attracted dozens of children,
ages 5 to 13. The children can attend part-time or fulltime,
and engage in Montessori-inspired learning activities
and plenty of play.
Source: The Foundation for Economic Education (FEE)
Now is an ideal time for more parents, educators, and innovators to build new K-12 learning
models.
93
On this week’s LiberatED podcast, Ada Salie shares how
she launched her program, including the ups and downs
of education entrepreneurship and her advice for aspiring
entrepreneurs who are dreaming of launching a
similar microschool or schooling alternative.
Ada’s story is familiar. Other parents and educators who
created informal “pandemic pods” and co-ops during
school shutdowns evolved those programs into brickand-mortar
businesses as well. Ada thinks the parent
demand for such programs is enormous.
“I don’t think there’s going to be any shortage of kids
and families looking for services, but right now I do see
a shortage of services,” says Ada. “We have families that
drive up to an hour to get to us because there’s nothing
in their area.”
With the Associated Press recently reporting that homeschooling
rates remain at record high levels this academic
year despite school reopenings, and public school enrollment
declines continuing, now is an ideal time for more
parents, educators, and innovators to build new K-12
learning models.
Listen to the weekly LiberatED Podcast on Apple, Spotify,
Google, and Stitcher, and sign up for Kerry’s weekly LiberatED
email newsletter to stay up-to-date on educational
news and trends from a free-market perspective.
https://fee.org/
July August 2022
NHEG EDGUIDE July - August 2022
‘’Marx has become relativized,” Loren Graham, a historian at the Massachusetts Institute of Technology, told the
Times.
Graham was just one of a dozen of the scholars the Times spoke to, a mix of economists, legal scholars, historians,
sociologists, and literary critics. Most of them seemed to reach the same conclusion as Graham.
Marxism was not dying, it was mutating.
‘’Marxism and feminism, Marxism and deconstruction, Marxism and race - this is where the exciting debates are,’’ Jonathan
M. Wiener, a professor of history at the University of California at Irvine, told the paper.
Marxism was still thriving, Barringer concluded, but not in the social sciences, “where there is a possibility of practical
application,” but in abstract fields such as literary criticism.
A Strategic Shift
Marxism was not defeated. The Marxists had just staked out new turf.
THURSDAY, SEPT 10, 2020
BY JON MILTIMORE
The New York Times Reported ‘the Mainstreaming of
Marxism in US Colleges’ 30 Years Ago. Today, We See
the Results
In August 1989, Poland’s parliament did the unthinkable.
The Soviet satellite state elected an anti-communist as its
new prime minister.
The world waited with bated breath to see what would
happen next. And then it happened: nothing.
When no Soviet tanks deployed to Poland to crush the
rebels, political movements in other nations—first Hungary,
followed by East Germany, Bulgaria, Czechoslovakia
and Romania—soon followed in what became known as
the Revolutions of 1989.
The collapse of Communism had begun.
‘Marx’s Ideological Heirs’
On October 25, 1989, a mere two months after Poland’s
pivotal election, the New York Times published an article,
headlined “The Mainstreaming of Marxism in US Colleges,”
describing a strange and seemingly paradoxical
phenomenon. Even as the world’s great experiment in
Marxism was collapsing for all to see, Marxist ideas were
taking root and becoming mainstream in the halls of
American universities.
“As Karl Marx’s ideological heirs in Communist nations
struggle to transform his political legacy, his intellectual
heirs on American campuses have virtually completed
The lesson of 1989 is that today’s culture and ideas are tomorrow’s politics and policies.
94
their own transformation from brash, beleaguered outsiders
to assimilated academic insiders,” wrote Felicity
Barringer.
There were notable differences, however. The stark,
unmistakable contrast between the grinding poverty of
the Communist nations and the prosperity of Western
economies had obliterated socialism’s claim to economic
superiority.
As a result, orthodox Marxism, with its emphasis on economics,
was no longer in vogue. Traditional Marxism was
“retreating” and had become “unfashionable,” the Times
reported.
‘’There are a lot of people who don’t want to call themselves
Marxist,” Eugene D. Genovese, an eminent Marxist
academic, told the Times. (Genovese, who died in 2012,
later abandoned socialism and embraced traditional conservatism
after rediscovering Catholicism.)
Marxism wasn’t truly retreating, however. It was simply
adapting to survive.
Watching the upheaval in Poland and other Eastern bloc
nations had convinced even Marxists that capitalism
would not “give way to socialism” anytime soon. But this
would cause an evolution of Marxist ideas, not an abandonment
of them.
And it was a highly strategic move. “Practical application” of Marxism had proven disastrous. Communism had been
tried as a governing philosophy and had failed catastrophically, leading to mass starvation, impoverishment, persecution,
and murder. But, in the ivory tower of the American university system, professors could inculcate Marxist ideas in
the minds of their students without risk of being refuted by reality.
Yet, it wasn’t happening in university economics departments, because Marxism’s credentials in that discipline were
too tarnished by its “practical” track record. Instead, Marxism was thriving in English departments and other more
abstract disciplines.
In these studies, economics was downplayed, and other key aspects of the Marxist worldview came to the fore. The
Marxist class war doctrine was still emphasized. But instead of capital versus labor, it was the patriarchy versus
women, the racially privileged versus the marginalized, etc. Students were taught to see every social relation through
the lens of oppression and conflict.
After absorbing Marxist ideas (even when those ideas weren’t called “Marxist”), generations of university graduates
carried those ideas into other important American institutions: the arts, media, government, public schools, even
eventually into human resources departments and corporate boardrooms. (This is known as “the long march through
the institutions,” a phrase coined by Communist student activist Rudi Dutschke, whose ideas were influenced by early
twentieth-century Marxist theoretician Antonio Gramsci.)
Indeed, it was recently revealed that federal agencies have spent millions of taxpayer dollars on programs training
employees to acknowledge their “white privilege.” These training programs are also found in countless schools and
corporations, and people who have questioned the appropriateness of these programs have found themselves summarily
fired.
A huge part of today’s culture is a consequence of this movement. Widespread “wokeness,” all-pervasive identity
politics, victimism, cancel culture, rioters self-righteously destroying people’s livelihoods and menacing passersby: all
largely stem from Marxist presumptions (especially Marxism’s distorted fixations on oppression and conflict) that have
been incubating in the universities, especially since the late 80s.
As it turned out, what was happening in American universities in 1989 was just as pivotal as what was happening in
European parliaments.
Especially in an election year, it can be easy to fixate on the political fray. But the lesson of 1989 is that today’s culture
and ideas are tomorrow’s politics and policies.
That is why the fate of freedom rests on education.
To advance the cause of freedom for today and tomorrow, please support the Foundation for Economic Education.
Correction: This article originally stated that Gramsci coined the phrase “the long march through the institutions.”
Source: The Foundation for Economic Education (FEE)
https://fee.org/
95
July August 2022
NHEG EDGUIDE July - August 2022
Now, neither my amendment nor the legislature’s law gives parents carte blanche permission to neglect or endanger
their children. Rather, the law encourages law enforcement to work on a case-by-case basis instead of equating lack of
immediate supervision with endangerment.
The law does not set specific ages but rather stresses that children need their parents’ permission and need to be
mature enough to handle the activity in which they are engaged.
It is parents who are best suited to gauge what kind of experience a child is mature enough to handle. And it should be
the child’s maturity and the activity involved, not government intimidation, that informs a parent’s decision.
Hopefully, other states will follow Utah’s example and in a few years, parks, sidewalks, jungle gyms, and basketball
courts will be full of more free-range kids from coast to coast.
Source: The Foundation for Economic Education (FEE)
https://fee.org/
SATURDAY, APRIL 7, 2018
BY MIKE LEE
Free-Range Parenting Makes for Responsible Kids.
We Shouldn’t Penalize It
It’s a scene as American as apple pie. Neighborhood
children are playing together at a park. Then, as the
sun starts to fade and their stomachs start to rumble,
the children scatter and begin the journey back to their
various homes for dinner and an evening of homework
before bed.
But in the age of helicopter parenting, this is happening
less and less.
Kids Learn from Parent-Free Experiences
Lenore Skenazy popularized this issue when she wrote
about allowing her 9-year-old to ride the New York City
subway by himself. Her child wanted to ride and navigate
the subway alone, and after convincing his parents that
he was capable of doing so, they allowed it.
The backlash was immediate. She was even dubbed the
“worst mom in America” for “endangering” her child.
But her story brought even more disturbing stories
into the public eye: cases of parents being investigated
or prosecuted for simply allowing their kids to walk to
school or play in the park by their house without direct
parental supervision.
What makes this concerning is that it’s these types of
predictable, parent-free experiences that teach children
to use their judgment and to develop problem-solving
In the age of helicopter parenting, free-range parenting is under attack.
96
skills. They teach them the joy of play, physical activity,
and how to entertain themselves. It socializes them and
shows them how to compromise, empathize, and communicate
with their peers.
And, maybe most importantly, these experiences show
children they are capable of accomplishing things on
their own.
These skills are essential in productive, self-sufficient
adults, and the government should not be intimidating
parents from deciding how best to cultivate them in their
children.
Protect Free-Range Parenting
This is why I pushed to include a “free-range” parenting
amendment in 2015 Every Student Succeeds Act. While
I was unable to support the bill as a whole, the amendment
to this K-12 education bill stated that parents
should not be penalized for allowing their children to
walk or bike themselves to school as long as they had
their parent’s permission.
Just last month, the governor of my home state of
Utah signed the state’s free-range parenting bill that
expanded on that idea. The bill, the first of its kind in the
nation, allows kids the freedom to be self-sufficient. This
includes walking by themselves to school, playing outside
unsupervised, or even sitting in a car by themselves
while their parents run an errand.
97
July August 2022
NHEG EDGUIDE July - August 2022
Great Britain experienced similar trends. In 1996, Edwin West wrote in “The Spread of Education Before Compulsion in
Britain and America in the Nineteenth Century” that “when national compulsion was enacted ([in 1880], over 95 percent
of fifteen-year-olds were literate.” More than a century later, “40 percent of 21-year-olds in the United Kingdom
admit[ted] to difficulties with writing and spelling.”
Laws against the education of black slaves date back to as early as 1740, but the desire to read proved too strong to
prevent its steady growth even under bondage. For purposes of religious instruction, it was not uncommon for slaves
to be taught reading but not writing. Many taught themselves to write, or learned to do so with the help of others willing
to flout the law. Government efforts to outlaw the education of blacks in the Old South may not have been much
more effective than today’s drug laws. If you wanted it, you could find it.
Estimates of the literacy rate among slaves on the eve of the Civil War range from 10 to 20 percent. By 1880, nearly 40
percent of southern blacks were literate. In 1910, half a century before the federal government involved itself in K-12
funding, black literacy exceeded 70 percent and was comparable to that of whites.
WEDNESDAY, APRIL 29, 2020
BY LAWRENCE W. REED
The Myth that Americans Were Poorly Educated
before Mass Government Schooling
Parents the world over are dealing with massive adjustments
in their children’s education that they could not
have anticipated just three months ago. To one degree or
another, pandemic-induced school closures are creating
the “mass homeschooling” that FEE’s senior education
fellow Kerry McDonald predicted two months ago. Who
knows, with millions of youngsters absent from government
school classrooms, maybe education will become
as good as it was before the government ever got
involved.
“What?” you exclaim! “Wasn’t education lousy or non-existent
before government mandated it, provided it, and
subsidized it? That’s what my government schoolteachers
assured me so it must be true,” you say!
The fact is, at least in early America, education was better
and more widespread than most people today realize
or were ever told. Sometimes it wasn’t “book learning”
but it was functional and built for the world most young
people confronted at the time. Even without laptops and
swimming pools, and on a fraction of what government
schools spend today, Americans were a surprisingly
learned people in our first hundred years.
I was reminded a few days ago of the amazing achievements
of early American education while reading the
Early America had widespread literacy and a vibrant culture of learning.
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enthralling book by bestselling author Stephen Mansfield,
Lincoln’s Battle With God: A President’s Struggle
With Faith and What It Meant for America. It traces the
spiritual journey of America’s 16th president—from fiery
atheist to one whose last words to his wife on that tragic
evening at Ford’s Theater were a promise to “visit the
Holy Land and see those places hallowed by the footsteps
of the Savior.”
In a moment, I’ll cite a revealing, extended passage from
Mansfield’s book but first, I’d like to offer some excellent,
related works that come mostly from FEE’s own archives.
In 1983, Robert A. Peterson’s “Education in Colonial
America” revealed some stunning facts and figures. “The
Federalist Papers, which are seldom read or understood
today even in our universities,” explains Peterson, “were
written for and read by the common man. Literacy rates
were as high or higher than they are today.” Incredibly,
“A study conducted in 1800 by DuPont de Nemours
revealed that only four in a thousand Americans were
unable to read and write legibly” [emphasis mine].
Well into the 19th Century, writes Susan Alder in “Education
in America,” “parents did not even consider that
the civil government in any way had the responsibility
or should assume the responsibility of providing for the
education of children.” Only one state (Massachusetts)
even had compulsory schooling laws before the Civil War,
yet literacy rates were among the highest in our history.
Daniel Lattier explained in a 2016 article titled “Did Public Schools Really Improve American Literacy?” that a government
school system is no guarantee that young people will actually learn to read and write well. He cites the shocking
findings of a study conducted by the US Department of Education: “32 million of American adults are illiterate, 21 percent
read below a 5th grade level, and 19 percent of high school graduates are functionally illiterate, which means they
can’t read well enough to manage daily living and perform tasks required by many jobs.”
Compulsory government schools were not established in America because of some widely-perceived failure of private
education, which makes it both erroneous and self-serving for the government school establishment to propagate the
myth that Americans would be illiterate without them.
As Kerry McDonald wrote in “Public Schools Were Designed to Indoctrinate Immigrants,” the prime motivation for government
schooling was something much less benign than a fear of illiteracy. Her remarkable 2019 book, Unschooled:
Raising Curious, Well-Educated Children Outside the Conventional Classroom, explains the viable, self-directed alternatives
that far outclass the standardized, test-driven, massively expensive and politicized government schooling of
today.
If you’re looking for a good history of how America traveled the path of literacy to a national education crisis, you can
find it in a recent, well-documented book by Justin Spears and associates, titled Failure: The History and Results of
America’s School System. The way in which government short-changes parents, teachers, and students is heart-breaking.
I promised to share a passage from Stephen Mansfield’s book, so now I am pleased to deliver it. Read it carefully, and
let it soak in:
We should remember that the early English settlers in the New World left England accompanied by fears that they would pursue their
“errand into the wilderness” and become barbarians in the process. Loved ones at home wondered how a people could cross an ocean
and live in the wild without losing the literacy, the learning, and the faith that defined them. The early colonists came determined to
defy these fears. They brought books, printing presses, and teachers with them and made the founding of schools a priority. Puritans
founded Boston in 1630 and established Harvard College within six years. After ten years they had already printed the first book in the
colonies, the Bay Psalm Book. Many more would follow. The American colonists were so devoted to education—inspired as they were
by their Protestant insistence upon biblical literacy and by their hope of converting and educating the natives—that they created a
near-miraculous culture of learning.
This was achieved through an educational free market. Colonial society offered “Dame schools,” Latin grammar schools, tutors for hire,
what would today be called “home schools,” church schools, schools for the poor, and colleges for the gifted and well-to-do. Enveloping
these institutions of learning was a wider culture that prized knowledge as an aid to godliness. Books were cherished and well-read. A
respected minister might have thousands of them. Sermons were long and learned. Newspapers were devoured, and elevated discussion
of ideas filled taverns and parlors. Citizens formed gatherings for the “improvement of the mind”—debate societies and reading clubs
and even sewing circles at which the latest books from England were read.
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The intellectual achievements of colonial America were astonishing. Lawrence Cremin, dean of American education historians, estimated
the literacy rate of the period at between 80 and 90 percent. Benjamin Franklin taught himself five languages and was not
thought exceptional. Jefferson taught himself half a dozen, including Arabic. George Washington was unceasingly embarrassed by
his lack of formal education, and yet readers of his journals today marvel at his intellect and wonder why he ever felt insecure. It was
nothing for a man—or in some cases a woman—to learn algebra, geometry, navigation, science, logic, grammar, and history entirely
through self-education. A seminarian was usually required to know Greek, Hebrew, Latin, French and German just to begin his studies,
instruction which might take place in a log classroom and on a dirt floor.
This culture of learning spilled over onto the American frontier. Though pioneers routinely moved beyond the reach of even basic education,
as soon as the first buildings of a town were erected, so too, were voluntary societies to foster intellectual life. Aside from schools
for the young, there were debate societies, discussion groups, lyceums, lecture associations, political clubs, and always, Bible societies.
The level of learning these groups encouraged was astounding. The language of Shakespeare and classical literature—at the least
Virgil, Plutarch, Cicero, and Homer—so permeated the letters and journals of frontier Americans that modern readers have difficulty
understanding that generation’s literary metaphors. This meant that even a rustic Western settlement could serve as a kind of informal
frontier university for the aspiring. It is precisely this legacy and passion for learning that shaped young Abraham Lincoln during his six
years in New Salem.
Not bad for a society that hardly even knew what a government school was for generations, wouldn’t you say? Why
should we blindly assume today that we couldn’t possibly get along without government schools? Instead, we should
be studying how remarkable it was that we did so well without them.
When I think of the many ways that government deceives us into its embrace, one in particular really stands out: It
seeks to convince us how helpless we would be without it. It tells us we can’t do this, we can’t do that, that government
possesses magical powers beyond those of mere mortals and that yes, we’d be dumb as dirt and as destitute as
drifters if we didn’t put it in charge of one thing or another.
When it comes to education, Americans really should know better. Maybe one positive outcome of the virus pandemic
is that they will rediscover that they don’t need government schools as much as the government told them they do. In
fact, we never did.
Source: The Foundation for Economic Education (FEE)
https://fee.org/
FRIDAY, APRIL 1, 2022
BY KERRY MCDONALD
How Hybrid Schools Are Reshaping Education
They’re not exactly schools, but they’re not homeschools
either. They have elements of structured curriculum and
institutional learning, while offering maximum educational
freedom and flexibility. They provide a consistent,
off-site community of teachers and learners, and prioritize
abundant time at home with family. They are not
The growing interest in and supply of hybrid schooling across the country reflect a larger educational
trend away from traditional schooling and toward innovative, decentralized solutions.
cheap but they are also not exorbitant, with annual tuition
costs typically half that of traditional private schools.
The ability of these schools to emerge in varied and
spontaneous ways to meet local learning needs, and to
define their communities however they see fit, exemplifies
the promise of free-market education solutions and
the process of voluntary exchange. The unique structure
of hybrid schools makes it easier for entrepreneurial parents
and educators to open one, and often enables them
to avoid government regulation and oversight that can
limit innovation and experimentation.
Hybrid schools are, in the words of Kennesaw State University
Professor Eric Wearne, the “best of both worlds,”
drawing out the top elements of both schooling and
homeschooling while not being tied too tightly to either
learning model.
Wearne studies hybrid schools and is the director of the
National Hybrid Schools Project which seeks to better
understand this educational approach and why it’s been
gaining popularity in recent years. Wearne joined me on
this week’s episode of the LiberatED Podcast to talk more
about hybrid schools and how they are reshaping American
education.
Hybrid schools are as diverse as the people who launch
them and the communities they serve. Some of these
schools think of themselves as a group of homeschoolers
that comes together in a physical building for formal
learning several times a week, while other hybrid schools
think of themselves as formal private schools that meet
on a part-time basis.
In their new paper on hybrid schooling, Wearne and
his colleague John Thompson, acknowledge that the
autonomy and independence of these schools are
among their attributes. “One can imagine the policy and
regulatory issues that may arise from a set of schools
who custom-design themselves in ways that may make
them impossible for states and localities to categorize
consistently,” they write. “This may pose problems for
policymakers, but for these schools, this bespoke nature
is a feature, not a bug. These schools tend to avoid the
political battles involved in startup charter schools, and
are less of a financial lift to create compared to five-day,
conventional private schools.”
In his earlier research, including his 2020 book on the
topic, Wearne found that hybrid schools satisfy a rising
demand by families for smaller, more personalized, more
family-centered learning models rather than larger, more
standardized conventional schooling. In fact, Wearne
found that most of the hybrid school students in his sample
had attended public
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schools prior to enrolling in a hybrid school, and most said they’d prefer full-time homeschooling, rather than full-time
private schooling, if they could. Parents also indicated that they were much more satisfied with their children’s hybrid
school than with their previous schools.
The growing interest in and supply of hybrid schools across the country reflect a larger educational trend away from
traditional schooling and toward innovative, decentralized solutions. Keeping government regulation and intrusion
at bay will help hybrid schools and similar models expand and evolve to meet the distinct preferences and needs of
local learning communities, and will introduce a greater variety of interesting and affordable educational options for
families.
Learn more about hybrid schools on the latest episode of the LiberatED Podcast, available on Apple, Spotify, Google,
and Stitcher.
And sign up for Kerry’s weekly LiberatED email newsletter to stay up-to-date on educational news and trends from a
free-market perspective.
Source: The Foundation for Economic Education (FEE)
https://fee.org/
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FRIDAY, APRIL 1, 2022
BY PAUL BOYCE
Schools Are Outdated. It’s Time For Reform
The public education system we currently know has been
around for more than 150 years. However, the basic
schooling model remains the same. Roughly 20 to 30 kids
of the same age are stuffed into a classroom and taught
by one teacher.
Even though the curricula have developed, the essence
has stayed the same. Children are still taught in a standardized
and industrialized way. As with anything that
comes from centralized control, it is highly inefficient,
bureaucratic, and wasteful.
Yes, the overall educational system has changed in many
regards. However, the way we are taught has not. A
teacher at the front and the children seated is the optimal
way to learn for some students, but others struggle in
this environment.
Children learn best in different ways. Some children are
best suited to learn through visual stimulation. Others
may learn best through hands-on education. The reality is
that the current educational system doesn’t really accommodate
any learning style, nor does it aim for anything
other than high test scores.
Let Children Be Children and Enhance Their Minds
Children rarely are allowed to be children. Play is stifled.
Students are crammed into a classroom and taught in
a standardized way. Creativity is restricted. They aren’t
allowed to harness their inquisitive minds. Questioning
things is part of the analytic mind and a key to societal
development, but this takes a backseat to examinations.
By continuing along with this standardized type of schooling, we are putting millions at a disadvantage.
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The very nature of tests relies on memorization, repetition,
and regurgitation: Tests infrequently harness the
analytical mind. They train students to know the answers.
However, they don’t train them on how to find the
answers.
Faculty aspire to develop students’ thinking skills, but
research shows that in practice, we tend to aim at facts
and concepts in the disciplines, at the lowest cognitive
levels, rather than the development of intellect or values.
Critical thinking is key to creating free and individual
minds. It is also increasingly important in today’s age,
where the line between information and facts is so fine.
In fact, 95 percent of statistics are made up. A critical
mind will question where this actually came from. Where
did this statistic come from? Is it actually reliable?
The issue we have today is that students are taught to
test. Whether the information makes sense or not is irrelevant
as long as it is correct. This comes at a cost. Schools
teach students what to think as opposed to how to think.
There are important critical skills that aren’t taught. Do
students truly question whatever they read or accept
any claim blindly? Or, perhaps, do they accept it as long
as it confirms their biases? The current system is failing
because it is offering the wrong type of education. We
must develop individual minds, not mindless zombies.
Learning Styles
Each child is unique in their own right. Each has a different
personality and preferred way of learning. Under the
current system, each child is bundled under one standardized
umbrella. When considering the different types of
learners, it is easy to see why some get left behind.
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The four learning styles include: visual learners, auditory learners, reading/writing learners, and kinesthetic learners.
However, the idea of learning styles is not definitive. That is to say that you are not exclusively one type of learner or
another.
Research from Pashler et al. disputes the evidence of specific learning styles.
Rather, these learning styles are preferences rather than “hard-coded.” This is to say that these preferred learning
styles can change over time. When a specific learning style is preferred, it is easier for students to take in that information.
For example, some students may prefer visual stimulation to emphasize a point, so graphs and charts may be
useful. If this engages the students, they take more in. This inevitably affects educational outcomes.
Kinaesthetic learners are probably the biggest anomaly in the classroom. For students who learn best by being active,
the classroom is the last place to be. It is no wonder why there are always a few individuals who are consistently disengaged.
These individuals are often sporty and have high levels of energy. The traditional football captain who struggles
to maintain his place on course may spring to mind. By continuing along with this standardized type of schooling,
we are putting millions at a disadvantage.
Educational Stagnation
Whether you buy into learning styles or not, it is evident that the current classroom system is outdated. Literacy rates
have stagnated since 1971, while there has been no progress in math since 1990. So what are the causes of this stagnation?
The New York Times would have you believe the issue is underfunding. Throwing more money at something is a classic
proposal used by modern-day liberals. This problem cannot be solved with money alone, however. Kansas City, Missouri,
provides us with a perfect example. It currently spends roughly 63 percent of its entire budget on schooling.
Benefiting from the best-funded school facilities in the country, student performance has failed to improve. Furthermore,
the US spends more on education than any other OECD country besides Norway.
At the same time, it is receiving little value for the money. Outcomes are average, but mathematic results are particularly
poor. Countries such as Vietnam, Hungary, and Slovakia score higher.
Testing Is Outdated
So why is testing such a bad thing? It teaches children how to absorb information. Children “learn for a test.” However,
once the test is taken, is the information truly absorbed? How long does it stay present in the mind? Research by neurobiologists
Blake Richards and Paul Frankland suggests it isn’t very long.
According to the neurobiologists, the brain quickly disregards information that is no longer required. Forgetting is an
evolutionary strategy to promote the survival of the species. Richards and Frankland state:
From this perspective, forgetting is not necessarily a failure of memory. Rather, it may represent an investment in a more optimal mnemonic
strategy.
It is true that repetition can help with memory retention. However, if that specific memory is not recalled, it is eventually
forgotten. Further research from Bacon and Stewart studied individual students for up to two years following
course completion. They concluded that most of the knowledge gained during the course was lost within two years.
It is clear that the current system is generally based upon memory—who can memorize the most information to prepare
for the test. Is this really arming kids with the tools they need for adulthood?
Potential Solutions
One potential solution for education would be to start “formal” schooling at age seven. Research from the University
of Cambridge concludes that there are benefits of later starts to formal education. This evidence relates to the contribution
of playful experiences to children’s development as learners and the consequences of starting formal learning
at the age of four to five years of age.
There also needs to be a reduction in the level of testing. We have developed a system whereby teachers have a strong
incentive to “teach to test.” It’s about memorizing as much information as possible rather than learning how to think.
Furthermore, the testing culture is putting a strain on both teachers’ and students’ mental health. Test results are the
be-all and end-all. It is for that reason that many teachers are already leaving the profession. Reforming this testing
culture would not only reduce teacher and student stress but also relieve teacher turnover rates.
Thirdly, school vouchers are a viable option. There are already a number of states that have experimented with this.
Mostly, there has been large success across the board. The benefits of school choice are widely documented. The vast
majority of existing studies find positive effects. Not only are test scores improved, but graduation rates and civic
engagement are also enhanced.
Source: The Foundation for Economic Education (FEE)
https://fee.org/
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FRIDAY, JANUARY 31, 2020
BY LAURA WILLIAMS
93 Vermont Towns Have No Public Schools, But Great
In just a couple of weeks, 50 boys with learning disabilities
will take to a stage in Vermont, one after the other, to
recite the Gettysburg Address from memory. It’s a daring
experiment undertaken each February at the Greenwood
School and its population of boys who’ve struggled in
public schools. Diagnosed with ADD, dyslexia, and executive
function impairments, Greenwood’s boys stand
before an auditorium full of people (and once even a Ken
Burns documentary crew) to recite powerful words many
adults would struggle to retain.
Many of these young men are residents of Vermont’s
“tuition towns.” Too small and sparsely populated to
support a traditional public school, these towns distribute
government education funds to parents, who choose the
educational experience that is best suited to their family’s
needs. If the school doesn’t perform up to parents’
expectations, they can take their children, and the tuition
dollars they control, elsewhere.
The Greenwood School is one of more than 100 independent
schools in the tiny state of Vermont (population:
626,000). The whole state has just 90,000 students in K-12
schools (the city school districts of Denver and Albuquerque
have more students, and some county districts
are twice as large). How can Vermont sustain such a rich
network of educational options?
In “tuition towns,” the funds local governments expect to spend per pupil are instead given
directly to the parents of school-age children.
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Tuition Towns and the Families They Serve
Ninety-three Vermont towns (36 percent of its 255 municipalities)
have no government-run school at all. If there
were enough kids, the pot of public money earmarked
for education would be used to buy a building and hire
teachers. In these towns, the funds local governments
expect to spend per pupil are instead given directly to the
parents of school-age children.
This method gives lower- and middle-income parents
the same superpower wealthy families have always had:
school choice. Kids aren’t assigned to public schools by zip
code—instead, parents have the ability to put their kids
in school anywhere, to buy the educational experience
best suited to each child. If that decision doesn’t work
out, they can change it the following year and try a school
that might better fit their child’s needs.
Better Outcomes, Similar Costs
So how much money are we talking about? As far as
income distribution, Vermont looks a lot like the national
average. The per-student expenditure of $18,290 is
high by national standards (only New Jersey, New York,
Connecticut, and DC spent more). But independent, tuition-driven
schools spend $5,000 less, on average, than
public schools in the area, which is near the national
average.
In many other parts of the country, even the most “progressive”
ones, government-run schools consume evermore
resources while doing little to address disparities
of outcome. The promise of equal opportunity through
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public education continues to fall short, and lower-income families are the most likely to feel trapped by the lack of
choices. A variety of schools has arisen to compete for these tuition dollars. A spectrum from centuries-old academies
to innovative, adaptive, and experimental programs competes for students from tuition towns, just as for the children
of independently wealthy families.
Eligibility for tuition vouchers actually increased home values in towns that closed their public schools. Outsiders
were eager to move to these areas, and the closure of public schools actually made at least some people already living
nearby significantly wealthier as their home values rose, according to real estate assessments.
Because parents, not bureaucrats or federal formulas, determine how funds are allocated, schools are under high economic
pressure to impress parents—that is, to serve students best in their parents’ eyes.
Educational Alternatives = Comparative Advantages
The Compass School, nestled on the New Hampshire border, enrolls 80-100 high school students from three states and
a mix of demographics. Forty percent of students qualify for subsidized lunch (the school system’s proxy for poverty),
and 30 percent have special learning needs.
Nearly any public school in the country with Compass’ student population (considered mid-poverty) would be aspiring
to a 75 percent graduation rate and a 60 percent college-readiness rate. Compass has a virtually 100 percent graduation
rate, and 90 percent of graduates are accepted to college. And still, Compass achieves these results with $5,500
less funding-per-pupil than the average Vermont government-run public high school.
Emergent programming for children with physical, intellectual, or behavioral challenges provides a 22-school menu of
accountable, adaptive alternatives to public school remediation. Increasingly, “mainstreaming” students with these
challenges has become a priority at larger high schools, which compete to serve special-needs students as fiercely as
any other.
Room to Grow? Watch for More Tuition Towns
Having watched these models develop nearby, two more Vermont towns voted in 2013 to close their government-run
schools and become “tuition towns” instead. The local public elementary and high schools there closed and reopened
as independent competitors in an increasingly rich marketplace of education options. We eagerly wait to see what the
innovative combination of private control and public investment can bring to students in those areas.
Can Vermont’s quirky school program work elsewhere? Probably. An independent evaluation by the Ethan Allen Institute,
a free-market think tank in Vermont, reported:
...an expansion of Vermont’s publicly funded tuition model can be an effective way to lower costs, improve student outcomes, achieve
greater diversity in the classroom, and increase parental satisfaction with and participation in their children’s education.
Wealthy parents will always have school choice. They have the power to choose the best opportunity and the best fit
for their individual child. Tuition towns—where all parents direct their child’s share of public education spending—give
that power to every family.
Vermont’s empowered parents feed a rich landscape of educational choices, not just one or two. In such fertile soil,
smaller, tailored programs pop up and grow to meet children where they are instead of where a one-size-fits-most
default curriculum says they should be. If the family’s needs change, their choices can, too.
We pour plenty of public money into educational potential. Only parents’ power of choice can unleash it.
Source: The Foundation for Economic Education (FEE)
https://fee.org/
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National News Reports in Education
Civil Beat
By Suevon Lee
February 16, 2022
FIGHTS AT HAWAII SCHOOLS HIGHLIGHT THE NEED FOR MORE MENTAL
HEALTH SUPPORT
https://timesofmalta.com/articles/view/home-education-association-ignored-by-government.908437
Michael Donnelly, JD,
February 24, 2022
Dave Dentel
February 23, 2022
HOSPITAL CALLS CPS TO STOP HEALTHY MOM AND BABY FROM LEAVING
https://hslda.org/post/hospital-calls-cps-to-stop-healthy-mom-and-baby-from-leaving?utm_source=hslda&utm_
medium=email&utm_campaign=2-24-2022&utm_id=WU
HOMESCHOOLED TEEN’S TENACITY: DETERMINED TO FIND A CURE
FOR DAD’S ALZHEIMER’S
KTVH News
by Marian Davidson
October 28, 2021
HOMESCHOOLING IN MONTANA: TWO PARENTS’ REASONS FOR LEAVING
THE TRADITIONAL CLASSROOM
https://www.ktvh.com/news/us-news/two-americas/homeschooling-in-montana-two-parents-reasons-for-leaving-the-traditional-classroom
Daniel Beasley, Esq.
February 17, 2022
https://hslda.org/post/homeschooled-teen-s-tenacity-determined-to-find-a-cure-for-dad-s-alzheimer-s?utm_
source=hslda&utm_medium=email&utm_campaign=2-24-2022&utm_id=WU
GOVERNMENT FUNDING FOR HOMESCHOOLING HAS A HIGH COST
https://hslda.org/post/government-funding-for-homeschooling-has-a-high-cost?utm_source=hslda&utm_medium=email&utm_campaign=2-24-2022&utm_id=WU
KTVH News
by Laura Yuen
October 29, 2021
YUEN: WHAT’S BEHIND THE BUMP IN BLACK HOME-SCHOOLING
https://www.startribune.com/yuen-whats-behind-the-bump-in-black-home-schooling/600111200/
Dave Dentel
March 02, 2022
“LET CHILDREN PLAY” RESEARCHER QUESTIONS MANDATORY PRESCHOOL
https://hslda.org/post/let-children-play-researcher-questions-mandatory-preschool?utm_
source=hslda&utm_medium=email&utm_campaign=3-2-2022&utm_id=WU
Thomas J. Schmidt, Esq.
March 02, 2022
DISTRICT THREATENS FAMILY WITH CPS UNLESS THEY “REGISTER”
https://hslda.org/post/district-threatens-family-with-cps-unless-they-register?utm_source=hslda&utm_
medium=email&utm_campaign=3-2-2022&utm_id=WU
Scott Woodruff, Esq.
April 20, 2022
ON THE DOUBLE: HSLDA HELPS VETERAN OVERCOME DISCRIMINATION
IN TWO HOURS
https://hslda.org/post/bill-seeks-to-help-more-families-homeschool?utm_source=hslda&utm_medium=email&utm_campaign=2-9-2022&utm_id=WU
Jessica Cole
WHEN THE TODDLER RUNS YOUR SCHOOL DAY
April 09, 2022
https://hslda.org/post/when-the-toddler-runs-your-school-day?utm_source=hslda&utm_medium=email&utm_campaign=4-20-2022&utm_id=WU
Steven Duvall, PhD
April 12, 2022
HOMESCHOOL SURGE STILL GOING STRONG
https://hslda.org/post/homeschool-surge-still-going-strong?utm_source=hslda&utm_medium=email&utm_campaign=4-13-2022&utm_id=WU
HSLDA
April 06, 2022
HSLDA PRESIDENT MIKE SMITH ANNOUNCES HIS RETIREMENT
https://hslda.org/post/hslda-president-mike-smith-announces-his-retirement?utm_source=hslda&utm_
medium=email&utm_campaign=4-6-2022&utm_id=WU
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GRILLED BLUE MARLIN WITH LEMON-BUTTER SAUCE RECIPE
Ingredients
• 150 grams blue marlin
• rock salt
• 1 tbsp calamansi juice
• 1 tsp garlic salt
• 1 tbsp seasoning
• dash paprika
• 1 tbsp melted butter
• 1 tsp chopped garlic, fried
• Lemon Butter sauce:e N
• lemon
• butter
• salt
• parsley
Directions
1. Wash and clean fish with rock salt. Rinse and set aside.
2. Mix together calamansi juice, garlic salt, seasoning, paprika and butter.
3. Marinate blue marlin in mixture for few minutes, turning both sides from time to time.
4. Over hot charcoal, grill the fish 15 minutes or until done on both sides.
5. Baste blue marlin with marinade all over while cooking.
6. remove from heat and serve with lemon and butter sauce. Sprinkle with fried garlic for the finale then serve.
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SIMPLE PAN-FRIED FISH WITH INDIAN SPICES RECIPE
Ingredients
• 2 pounds fish fillets (Swai, Tilapia, Catfish,
Orange Roughy, etc.)
• 1 Tbsp paprika (approx)
• 1 Tbsp cumin (approx)
• 1 tsp turmeric (approx)
• Kosher salt and freshly ground pepper
to taste
• 1-2 Tbsp vegetable oil
PAWPAW COOKIES RECIPE
Ingredients
• 1½ c. pawpaw pulp (or mashed bananas)
• ¾ c. shortening
• 1& 1/3 c. sugar
• 1 egg
• 3 c. sifted flour
• 1 Tbsp. baking soda
• 1 tsp. salt
• ¼ tsp. ginger
• ¼ tsp. allspice
• 1 tsp. nutmeg
• 1 tsp. cinnamon
Directions
1. Heat the oil in a large frying or saute pan.
2. Meanwhile liberally sprinkle the paprika and cumin on both sides of the fish fillets, while less liberally sprinkling
the turmeric. Then sprinkle both sides with Kosher salt and freshly ground black pepper.
3. When the oil is hot, add the fish to the pan and cover. Cook for 2 minutes on a side, then flip and cover again and
cook an additional 2 minutes on the other side. If the fillets are thick, cut in the thick part with a night to check
if the fish is white and flaky on the inside. If the fish is still pink or translucent in the thickest part, continue cooking
for approximately 2 more minutes, flipping back to the other side for the last minute.
4. Serve over or next to rice with a vegetable.
Directions
1. Cream the shortening and sugar thoroughly.
2. Add beaten egg and pawpaw.
3. Stir in the dry ingredients, and mix well.
4. Form into small balls and place on cookie sheet.
5. Press into round flat shape with the bottom of a glass that has been lightly greased.
6. Bake in a moderate oven about 15 minutes.
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BEEF FAJITA BEST MARINADE RECIPE (GLUTEN FREE)
Ingredients
• 2 tsp chili powder
• 1 tsp sweet paprika
• 1/2 tsp ground cumin
• 1 tsp sugar ( I use turbinado)
• 1 tsp granulated onion
• 1/2 tsp granulated garlic
• 1/4 tsp cayenne pepper
• 1 T cornstarch
• 1 tsp coarse salt
• 1/4 C chopped fresh cilantro (coriander)
• juice of 1 lime
• 2 T olive oil
• While the meat is resting for 10 minutes, core, seed,
de-rib and slice a couple of sweet bell peppers
and an onion and saute them in the same skillet
used to cook the meat. Slice the rested steak and
re-sear on a serving iron or back in the skillet,
plate & serve.
CONDENSED MILK GLUTEN FREE CAKE RECIPE (GLUTEN FREE)
Ingredients
• 1 cup almond meal
• 3 eggs
• 1 can sweet ened con densed milk
• 1⁄4 tea spoon bak ing power
• pinch of salt
Directions
1. Gather your spices
2. Add the ‘wet’ ingredients to the dry and combine
well
3. Rub the marinade completely into the meat and
let it rest in the cooler for an hour
4. Wipe the excess marinade off the meat. Sear the
meat to your taste, slice it very thin and serve
very hotwith sweet peppers and onion slices
Directions
1. Pre heat oven to 180°C/160°C fan-forced. Grease 20cm x 20cm cake pan and line base with bak ing paper.
2. Beat eggs with a whisk or fork until well com bined. Mix with bak ing pow der, salt and almond meal until well combined.
3. Poor mix ture into cake pan and bake for 45 min utes until golden brown.
4. Sprin kle with coconut flakes when ready (optional).
https://cookeatshare.com
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NHEG EDGUIDE
July - August 2022
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New Heights Educational Group Inc.
14735 Power Dam Road, Defiance, Ohio 43512
+1.419.786.0247
NewHeightsEducation@yahoo.com
https://www.NewHeightsEducation.org