May-June NHEG Magazine

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1ISSUE 5-6<br />

MAY - JUNE 2017<br />

New Heights Educational Group (<strong>NHEG</strong>)<br />



AS WINNER IN 2017<br />


John Oliver points out the major problems with charter schools.<br />

How much does it cost to raise a child?<br />

Americans are rejecting the “homeschool myth”<br />

and experts say the misunderstood education might be better than public or charter schools.<br />

Homeschooling & Socialization.<br />

Sample weekly schedule for homeschooling.<br />

Am I doing enough in my homeschool?<br />

Mom Convicted for Homeschooling Not Backing Down.

www.NewHeightsEducation.org<br />



www.NewHeightsEducation.org<br />

This month, students are graduating from their current grade<br />

level and about to enjoy their summer vacations.<br />

Remember to thank your teachers, tutors and parents for their<br />

dedication in making your future a success.<br />

Marina Klimi<br />

<strong>Magazine</strong> Covers and Editing<br />

Created template<br />

MarinaKlimi@NewHeightsEducation.org<br />

Michael Knott<br />

Proofreader/Editor<br />


Article by volunteer Thomas Huebner<br />

There are currently over nineteen varieties of multimedia available. The most common ones are: Facebook with 1.86 billion users,<br />

Twitter with 319 million users, blogs with 28.3 million users, Snapchat with 158 million users daily, In-stagram with 400 million<br />

users daily and YouTube with 6 billion hours viewed per month.<br />

The latest literacy statistics for the United States report 14% of 32 million adults can’t read, 21% read below the fifth grade level<br />

and 19% of High School Graduates can’t read at all.<br />

As we walk the street, visit a gym, sit in a restaurant, attend a sporting event or drive a car, the most common thing we see are<br />

young children, teens, and adults focused on their phones, games or tablets. Just a sampling of the multi-media available to them<br />

are: blogs, personal websites, and journals. These take time to write on a daily basis and take time to develop a readership. In<br />

addi-tion to online media, the average American spends 2.8 hours daily watching Television, but only 19 minutes reading.<br />

Facebook provides comments, pictures, and videos online, with Americans spending an average of 50 minutes of their day engaging<br />

in this material. Twit-ter sends short burst of 140 characters per message; an ongoing process be-tween individuals. This is<br />

also true for sharing pictures and videos on Insta-gram. YouTube can be watched and/or produced. Snapchat is for sending short<br />

messages, photos and videos. Beyond these six platforms, there are 13 other social media apps available.<br />

Aditi Chopra<br />

Assistant Virtual Developer Of Proofreading/Editing Department (assign proofreader(s) to magazine)<br />

AditiChopra@NewHeightsEducation.org<br />

Sadia Eijaz<br />

<strong>Magazine</strong> Editor Assistant<br />

SadiaEijaz@NewHeightsEducation.org<br />

Jeff Ermoian<br />

Assistant Virtual Development Director Of Graphic Design/Photography Department<br />

Graphic Artist/Photographer<br />

Design and Refine Logo art<br />

Willing to do cartoons for magazine<br />

JeffErmoian@NewHeightsEducation.org<br />

Frani Wyner<br />

Photographer<br />

Media communication will not disappear. If anything, it will continue to grow both nationally and internationally. What then are<br />

the possible alternatives to an attention deficit world? One answer is replication of programs such as <strong>NHEG</strong> in other states. Another<br />

is a serious nationwide attempt to improve the quality of public schools that are overly focused on test scores. The available<br />

expertise of professional teaching and administrative staffs within the schools has been neglected to the detriment of the essential<br />

education of the students.<br />

Philip Vino<br />

Cartoonist<br />

On a Community basis, ongoing programs must be developed and information distributed to help parents understand that children<br />

need to be introduced to reading and books at an early age, as well as constant reaffirmation of the val-ue of reading and writing<br />

to ensure success in the adult world.<br />

Reading for pleasure and for learning is a lifelong affair which has to be started in its earliest stages and consistently pursued.<br />

02 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 03

www.NewHeightsEducation.org<br />



www.NewHeightsEducation.org<br />

LIVE Internet radio program<br />

Briana Dincher<br />

Friday 12:30pm-1:00pm<br />

The New Heights Show on Education<br />

LIVE Internet radio program<br />

Charlotte McGuire<br />

pre-recorded<br />

The New Heights Show on Education<br />

LIVE Internet radio program<br />

Kaden Behan<br />

Pre-recorded<br />

The New Heights Show on Education<br />

Karen Muzzall<br />

Saturday 11:00 a.m. CST / 12:00 p.m. EST<br />

LIVE Internet radio program<br />

The New Heights Show on Education<br />

ADVERTISE WITH <strong>NHEG</strong><br />

Do you own a business or<br />

run a nonprofit organization and<br />

want to advertise with <strong>NHEG</strong>?<br />

LIVE Internet radio program<br />

Kathy Woodring<br />

pre-recorded<br />

LIVE Internet radio program<br />

Priscilena Shearon<br />

Pre-recorded<br />

Shannon Williamson<br />

Pre-recorded<br />

LIVE Internet radio program<br />

Give us a call today, and you could<br />

appear in our magazine.<br />

On top of being listed in our magazine,<br />

your business or organization<br />

The New Heights Show on Education<br />

The New Heights Show on Education<br />

The New Heights Show on Education<br />

will appear in printouts, flyers, emails, inserts<br />

and even our yearbook.<br />

Call us at 419-786-0247<br />

04 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 05

contents<br />








16-17 <strong>NHEG</strong> BIRTHDAYS<br />



21 <strong>NHEG</strong> GoFundMe Fundraiser<br />

22 <strong>NHEG</strong> ORGANIZATIONAL CHART<br />




40-41 CARRY THE LOAD<br />













66-71 RECIPES<br />

73 <strong>NHEG</strong> FUNDRAISING PARTNERS<br />

74-75 2ND AND 7 FOUNDATION<br />

76-77 <strong>NHEG</strong> PARTNERS & AFFILIATES<br />

06 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 07

www.NewHeightsEducation.org<br />

Press Releases<br />

www.NewHeightsEducation.org<br />

Spreaker are creating a partnership.<br />

The New Heights Educational Group<br />

announces a new partnership with<br />

Spreaker.<br />

New Heights Educational Group and<br />

Spreaker offers a complete podcasting solution and has extended their support in order to<br />

expand our educational shows.<br />

https://www.spreaker.com/ podcasting-solutio<br />

Pamela Clark, Executive Director, stated,<br />

"We are happy to partner with Spreaker and appreciate their enthusiasm in bringing exciting educational<br />

topics to interested families. Our radio show hosts look forward to working with Spreaker."<br />

The New Heights Educational Group<br />

(<strong>NHEG</strong>) forms a new partnership with<br />

Touch Type Read and Spell.<br />

The New Heights Educational Group<br />

(<strong>NHEG</strong>) announced that it is forming a new<br />

partnership with Touch-type Read and Spell. This revolutionary product helps students of all<br />

ages who need help learning to read and spell. The product also helps students who have dyslexia<br />

learn from the comfort of their own home.<br />

TTRS is designed to benefit:<br />

• Students of all ages who experience spelling, reading or writing difficulties<br />

4/11/17<br />

The New Heights Educational Group promotes Bassey Arikpo.<br />

The New Heights Educational Group, a local, award-winning organization is expanding<br />

its online presence and has promoted many volunteers to leadership roles.<br />

Bassey Arikpo is the latest volunteer to earn a promotion within the organization. Arikpo<br />

was named the Associate Director of Virtual Development of Video Production and<br />

New Media.<br />

“We are so proud and thankful to Mr. Arikpo for his fine work and dedication to our<br />

organization,” said Pamela Clark, <strong>NHEG</strong> Founder and Executive Director. “He has<br />

earned this promotion, and we are excited to see where he takes us in the future within<br />

his department.”<br />

Located in Defiance, Ohio, <strong>NHEG</strong> is a large organization whose programs, services,<br />

magazine, and radio show reach around the world. Some of the organization’s live and<br />

pre-recorded shows are rated 5-star shows and have been heard over 50,000 times.<br />

The organization has 80 volunteers from around the world and has over 40 positions<br />

currently available.<br />

To learn more about the New Heights Educational Group you can visit the organization<br />

website at the following address: www.NewHeightsEducation.org.<br />

• Schools and colleges as part of the national curriculum<br />

• Adults requiring help with their literacy<br />

• Students learning English as a second language (ESL)<br />

• Some students with dyslexia have a problem with their short-term memory. Repetition is a<br />

way of “over-learning” that can help with this problem. TTRS uses a multi-sensory approach<br />

to repetition learning.<br />

Through the multi-sensory approach, students hear the words through earphones, see the<br />

words printed on the screen, and see what buttons to press via the on-screen keyboard.<br />

To learn more about this fantastic opportunity please visit http://www.readandspell. com/us/<br />

about.<br />

Pamela Clark, Director of <strong>NHEG</strong> said, "We fully support this learning platform. We are strong<br />

advocates for multi-sensory learning and using phonics to teach."<br />

Any of our website visitors, students and staff can purchase the TTRS home user license or the<br />

school license at a 10% discount for their first payment.<br />

The unique referral codes are:<br />

https://www.ttrsonline.com/Reg istration/HomeLicence?code=NHE 10 (Home course)<br />

https://ttrsonline.com/registr ation/EducationSubscription?co de=NHE10 (School license)<br />

08 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

Goodbye to Ersula <strong>May</strong>;<br />

we wish you the best.<br />

Thank you for your volunteer service.<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 09

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

Contact:<br />

Pamela Clark<br />

419-786-0247<br />

NewHeightsEducation@yahoo.com<br />

https://www.NewHeightsEducation.org/<br />

https://www.GoFundMe.com/NewHeightsEducation<br />

New Heights Educational Group (<strong>NHEG</strong>)<br />



Stevie winners will be presented with their awards on <strong>June</strong> 20 in New York<br />

Learning Solution comments<br />

This is a growing need in the education space as families and children have more choices today than they ever have. The concept is excellent and the audio<br />

file was motivating. Innovative and excellent personalized learning solution.<br />

Great solution for special needs families–comprehensive and clearly built with passion. Love the depth of material<br />

and areas covered.<br />

First and foremost, I want to applaud Ms. Clark for her remarkable perseverance. Additionally, congratulations on your achievements such as the ten-fold<br />

growth of your educational listener-ship. Programs such as those you are doing are very much needed.<br />

The New Heights Educational Group would further wish to recognize the American Business Awards and Stevies, our wonderful students, board members,<br />

and leadership groups and councils; our volunteers which we wish we could name of (all 81 here). A few to be mentioned include Savneet Singh, Daniela<br />

Silva, Marina Klimi, Kiyoko Green, Jyoti Dave, William Naugle, Michael Anderson, Divya Rani, Cherrie Stone, Ranita Ashlock, Sheila Wright, Aditi Chopra,<br />

Robert Hall, Samuel Custer, Bassey Aripko, Jeff Ermoian, Briana Dincher, Kaden Behan, Roberta Perkins, Vanh Vue, Savleen Grewal, Pamela Unruh and<br />

Margaret Spangler.<br />

Defiance, Ohio – <strong>May</strong> 2, 2017 – New Heights Educational Group was named the winner of TWO Silver Stevie® Awards in the<br />

“Organization of the Year - Non-Profit or Government – Small” and “Service of the Year - Education - PK-12 Personalized Learning Solution”<br />

category in the 15th Annual American Business Awards today.<br />

The American Business Awards is the nation’s premier business awards program. All organizations operating in the U.S.A. are eligible to submit nominations<br />

public and private, for-profit and non-profit, large and small.<br />

Nicknamed the Stevies for the Greek word meaning “crowned,” the awards will be presented to winners at a gala ceremony at the Marriott Marquis Hotel in<br />

New York on Tuesday, <strong>June</strong> 20.<br />

Thank you for your leadership skills and dedication to our organization. We appreciate you and your work.<br />

More than 190 professionals worldwide participated in the judging process to select this year’s Stevie Award winners. “Each year the judges find the quality<br />

and variety of the nominations to be greater than the year before. The 2017 competition was intense and every organization that has won should be proud,”<br />

said Michael Gallagher, president and founder of the Stevie Awards.<br />

Details about The American Business Awards and the list of 2017 Stevie winners are available at<br />

www.StevieAwards.com/ABA.<br />

More than 3,600 nominations from organizations of all sizes and in virtually every industry were submitted this year for consideration in a wide range of<br />

categories, including Startup of the Year, Executive of the Year, Best New Product or Service of the Year, Marketing Campaign of the Year, Live Event of the<br />

Year, and App of the Year, among others. New Heights Educational Group was nominated in the Organization of the Year - Non-Profit or Government – Small<br />

and Innovative and Excellent Personalized Learning Solution category for Government or Nonprofit Organization<br />

<strong>NHEG</strong> Mission<br />

The New Heights Educational Group, Inc. promotes literacy for children and adults by offering a range of educational support services. Such services include<br />

assisting families in the selection of schools, organization of educational activities, and acquisition of materials. We promote a healthy learning environment and<br />

enrichment programs for families of preschool and schoolage children, including children with special needs.<br />

Pamela Clark, Executive Director of the New Heights Educational Group, said, “This is such an honor. Every day our team of 81 volunteers work to<br />

promote our work in bettering education for all families, regardless of school choice, background or beliefs. We know how special the work we do is, and no<br />

one person could accomplish this on their own. It’s so important to have family and our volunteer team working with me. We have been recognized for five<br />

years in a row, and I know in my heart it’s because of this incredible calling that was endowed to me, team effort and perseverance.”<br />

About the Stevie Awards<br />

Stevie Awards are conferred in seven programs: the Asia-Pacific Stevie Awards, the German Stevie Awards, The American Business Awards, The International<br />

Business Awards, the Stevie Awards for Women in Business, the Stevie Awards for Great Employers, and the Stevie Awards for Sales & Customer Service.<br />

Stevie Awards competitions receive more than 10,000 entries each year from organizations in more than 60 nations. Honoring organizations of all types and<br />

sizes and the people behind them, the Stevies recognize outstanding performances in the workplace worldwide.<br />

Some Judges comments:<br />

Organization of the Year comments<br />

Above average performance: among the top 30%, in my experience.<br />

Essential services from <strong>NHEG</strong> making a positive impact<br />

Great job. You have a really nice website. I think you have a great organization and cause. The radio show sounds<br />

amazing. Keep up the good work.<br />

An organization which is certainly helping others in an amazing way. A huge well done.<br />

Provider of invaluable life skills. Well done.<br />

A well organized not for profit organization<br />

10 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 11

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

New Heights Educational Group has amazing, award winning teachers and tutors available today to help you start achieving<br />

Meet our Teachers and Tutors<br />


Chad has been an animator since 1992, working on<br />

projects that include The Simpsons,<br />

The Emperor’s New Groove and The Polar Express.<br />

In 2007 he began teaching at an online animation<br />

school for career-minded adults and now teaches<br />

elementary students.<br />

Vanh Vue<br />

Vanh recently graduated from the University of North<br />

Carolina, Greensboro with a degree in Anthropology.<br />

Her volunteer experience includes helping children at<br />

a local church. Vanh has always enjoyed assisting<br />

others with their homework, including: math, reading,<br />

social studies and science. Vanh has also taught<br />

JAWS, a program that allows a blind person to use the<br />

computer.<br />

Savleen Grewel<br />

At a young age, Savleen developed a passion for<br />

teaching and passing on her knowledge to improve her<br />

own understanding of material. Being the oldest of three<br />

siblings, she regularly tutors them, and helps friends and<br />

peers whenever she can. In her free time, she enjoys<br />

running, and is currently training for a half-marathon.<br />

She also has a passion for cake decorating.<br />

Maria Lang<br />

Maria is a graduate of Saint Vincent College<br />

with a degree in Studio Art and Theology. She works<br />

from home as a full-time artist and art instructor. She<br />

has been working with her family for several years to<br />

build Art Talkin’, an online art course teaching drawing<br />

from basic through specialized disciplines such as<br />

watercolor and stained glass. She enjoys spending her<br />

free time (if not painting) reading.<br />

David Lantz<br />

David is an Adjunct Professor of Business Management<br />

and Economics for the University of Phoenix.<br />

He teaches for other Indiana colleges, including Ivy<br />

Tech Community College and Indiana Wesleyan. He<br />

was named the 2005 Faculty of the Year by the first<br />

graduating class of the Indianapolis Campus of the<br />

University of Phoenix. He holds a BA in History and a<br />

Master’s in Public Affairs from Indiana.<br />

Heather Ruggiero<br />

Heather dedicates her time toward making online<br />

courses and resources for students, teachers, and<br />

parents. She has a Master's Degree in Education and a<br />

B.S. in Business Management. Heather has tutored a<br />

multitude of students across various grade levels. She's<br />

also developed curriculum, created courses, and taught<br />

in classrooms. For six years, Heather worked as a<br />

trainer for adults with disabilities.<br />

Pamela S. Clark<br />

Founder/Director<br />

14735 Power Dam Road<br />

Defiance, Ohio 43512<br />

Phone: 419-786-0247<br />

NewHeightsEducation@yahoo.com<br />

www.NewHeightsEducation.org<br />

12 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 13

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />


National Center for Missing & Exploited Children<br />

La'Shyra Dotson<br />

Seth Leimgruber<br />

Extra Photo<br />

Missing Since: Mar 8, 2017<br />

Missing From: Columbus, OH<br />

DOB: Jun 13, 2005<br />

Age Now: 11<br />

Sex: Female<br />

Race: Black<br />

Hair Color: Black<br />

Eye Color: Brown<br />

Height: 5'3"<br />

Weight: 140 lbs<br />

Missing Since: Apr 16, 2017<br />

Missing From: Columbus, OH<br />

DOB: Dec 27, 1999<br />

Age Now: 17<br />

Sex: Male<br />

Race: White<br />

Hair Color: Blonde<br />

Eye Color: Blue<br />

Height: 6'0"<br />

Weight: 157 lbs<br />

La'Shyra was last seen on March 8, 2017.<br />

Both photos shown are of Seth. When he was last seen, he had a goatee.<br />


Case handled by<br />


Case handled by<br />

Shane Poe<br />

Missing Since: Apr 16, 2017<br />

Missing From: Findlay, OH<br />

DOB: Feb 12, 2002<br />

Age Now: 15<br />

Sex: Male<br />

Race: White<br />

Hair Color: Blonde<br />

Eye Color: Blue<br />

Height: 5'5"<br />

Weight: 120 lbs<br />

Extra Photo<br />

Both photos shown are of Shane. He may still be in the local area or he may travel to Toledo, Ohio.<br />

Shane has blue gauges in his ears. He may be wearing a hat.<br />




Case handled by<br />

CALL 991<br />

OR<br />

1-800-843-5678<br />

Franklin County Sheriff’s Office (Ohio) 1-614-525-3333<br />

14 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 15

<strong>NHEG</strong> Birthdays<br />

<strong>May</strong> 1<br />

Samuel Custer<br />

<strong>June</strong> 15<br />

Anuja Jose<br />

<strong>May</strong> 3<br />

Kathryne Spangler<br />

<strong>June</strong> 18<br />

Geetha Lingasamy<br />

<strong>May</strong> 2017<br />

Sunday Monday Tuesday Wednesday Thursday Friday Saturday<br />

30 1 2 3 4 5 6<br />

<strong>June</strong> 2017<br />

Sunday Monday Tuesday Wednesday Thursday Friday Saturday<br />

28 29 30 31 1 2 3<br />

<strong>May</strong> 9<br />

Sam Custer<br />

<strong>June</strong> 27<br />

Varun Bhadauria<br />

7 8 9 10 11 12 13<br />

4 5 6 7 8 9 10<br />

<strong>May</strong> 12<br />

Yaminee Patel<br />

14 15 16 17 18 19 20<br />

11 12 13 14 15 16 17<br />

<strong>May</strong> 12<br />

Kaden Behan<br />

21 22 23 24 25 26 27<br />

18 19 20 21 22 23 24<br />

<strong>May</strong> 24<br />

Jyoti Dave<br />

28 29 30 31 1 2 3<br />

Memorial Day<br />

25 26 27 28 29 30 1<br />

<strong>May</strong> 29<br />

Dr. Marina<br />

16 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 17

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

A W A R D S<br />

View all of our awards here<br />

http://www.newheightseducation.org/who-we-are/awards-and-achievements/<br />

18 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 19

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />


We would like to offer educational<br />

events, computer labs, public events,<br />

tutoring and other educational activities<br />

in this location and plan to continue<br />

offering classes, tutoring, and<br />

some afterschool events in Defiance.<br />

Short term goals: Our vision includes<br />

reacquiring a building in Defiance,<br />

Ohio. This can be achieved either by<br />

obtaining funding or a donated building.<br />

This building will house our curricula<br />

library, public educational events<br />

and providing fill-in-the-gaps, highquality<br />

tutoring, place for families to<br />

come in and use technology including<br />

computers, obtain a GED, or educate<br />

their own children on site. Families will<br />

be able to walk in without an appointment<br />

to ask any educational question.<br />

Longer term goals: We foresee a<br />

daycare for young mothers and fathers<br />

in high school (main target) and college<br />

and will provide affordable daycare in<br />

hopes of keeping them in school.<br />


https://www.gofundme.com/newheightseducation<br />

20 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 21

www.NewHeightsEducation.org<br />

<strong>NHEG</strong> BOOKS<br />

www.NewHeightsEducation.org<br />



R ED<br />

ORA N G E<br />

PUR PLE<br />

FRA ME<br />

Savneet Singh, MS, M.Ed., M.Sc.<br />

away from the orange area<br />

Safe Area - Critical graphic/text elements<br />

the purple line.<br />





SP IN E<br />


R ED<br />

ORA N G E<br />

PUR PLE<br />

FRA ME<br />

INSIDE B<br />

A CK C O<br />

Bleeds - To be trimmed off during binding)<br />

Margins - Keep all critical images/text<br />

away from the orange area<br />

Safe Area - Critical graphic/text elements<br />

must be inside the white area enclosed by<br />

the purple line.<br />

e d o c r a B<br />

e z i S & n o i t a c o L<br />

” 2 . 1 X ” 2<br />

One Nonprofit’s Journey to Success is a book about an Ohio-based nonprofit, New<br />

Heights Educational Group, and its founder and director Ms. Pamela Clark.<br />



h t d i W e n i p S<br />

4 ( 2 1 .”<br />

. 0 6 ) m m<br />

R ED<br />

ORA N G E<br />

PUR PLE<br />

FRA ME<br />

Daniela Silva is married, Brazilian, and graduated in Pedagogy (with<br />

habilitations in School Management and Business Education), having<br />

a postgraduate degree in Personnel Management. Active in social<br />

Bleeds - To be trimmed off during binding)<br />

projects since 2009 in the area of e-learning and people development,<br />

Margins - Keep all critical images/text<br />

Daniela has a great motivation to transform lives through knowledge.<br />

away from the orange area<br />

She writes for web columns on education, covering teaching practices in<br />

the classroom; emotions and learning; evaluation and school planning;<br />

the purple line.<br />

learning disorders; and lucidity for the development of people.<br />

Daniela works as a manager of educational media for a project for school support, analyzing and<br />

selecting quality content for the academic training of students and teachers. She has contributed<br />

voluntarily as educational writer for New Heights since 2012, developing and researching material<br />

on education for websites and magazines, including educational assistance to families, school<br />

orientation activities, curriculum and programs, youth and adult education, and technical and<br />

pedagogical practices.<br />

New Heights Educational Group is a 501(c)(3) nonprofit organization, founded in 2006 with the purpose to promote<br />

literacy for children and adults by offering a range of educational support services.<br />

New Heights Educational Group (<strong>NHEG</strong>) aims to serve families by providing multifaceted support. <strong>NHEG</strong> offers<br />

child-focused learning techniques, helping families to cope with their children’s struggle to get adjusted in the<br />

traditional educational setting.<br />

<strong>NHEG</strong> offers an academically enriching environment through guidance on home schooling, charter schools,<br />

public school, college needs and enrichment classes for school-age children -- fostering self-confidence, creativity,<br />

decision-making, leadership and public speaking skills.<br />

Over the last 12 years, Founder/Director Mrs. Pamela Clark has cheerfully and liberally helped<br />

families teach children with learning difficulties such as ADHD, bipolar disorder, autism,<br />

neurological disorders and processing disorders. Despite the challenges of her own health issues,<br />

Mrs. Clark envisioned a resource center that would function as a place for families to receive<br />

educational help and support and was determined to see its fruition.<br />

In order to achieve this, she worked for years helping and encouraging parents to be active in<br />

** SPINE WIDTH<br />

the education of their children. She believes that it takes an active family unit in improving the<br />

educational gaps in families served. Mrs. Spine Clark width provides varies per guidance, book and page training count (48-740 and pages). resources to<br />

Books must have 80 pages or more in order to have a spine text.<br />

teachers and tutors.<br />

Spine width is an exact measurement based on page count.<br />

Her team of over 75 dedicated volunteers strives to provide the most advanced educational techniques for<br />

Use the total page count only after your book’s interior has been formatted<br />

enhancing academic performance and self-esteem among students.<br />

in the book size you select.<br />

For exact spine width measurement, use the spine width calculation chart at:<br />

http://www.printpapa.com/eshop/pc/spine_width_calculator.htm<br />

What people are saying about us<br />

“New Heights is a great group with a wealth of information, books in their library, helpful hints, a large website and a caring<br />

staff full of confidence-building comments to help make the decision that is right for each family.” Dawn L<br />



SP IN E<br />


U N R A V E L I N G R E A D I N G<br />



INSIDE B<br />

by Daniela Silva<br />

A CK C O<br />

R ED Bleeds - To be trimmed off during binding)<br />

ORA N G E Margins - Keep all critical images/text<br />

away from the orange area<br />

PUR PLE Safe Area - Critical graphic/text elements<br />

FRA ME must be inside the white area enclosed by<br />

the purple line.<br />

“For my family and to this community New Heights Educational Group is undoubtedly a vital asset to us all.” Christina W<br />

Unraveling Reading is a response to the needs and difficulties faced by parents,<br />

students and teachers with respect to literacy and education. It presents strategies<br />

and alternatives for developing reading and writing in children, youth and adults in<br />

a practical and dynamic way.<br />

22 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 23

www.NewHeightsEducation.org<br />

New Volunteers<br />

Volunteers of the Month<br />

www.NewHeightsEducation.org<br />

Karen Muzzall 3/5/17<br />

Radio Host (in training)<br />

Elizabeth Ann Jackson 3/9/17<br />

Proofreading/Editing/Book/Copyediting<br />

Sapna B. Shukla<br />

Research Coordinator and Document Builder/Editor<br />

Thomas A Huebner 3/20/17<br />

Proofreader/Editor – for a short time<br />

Article Writer<br />

William Atkinson 3/21/17<br />

Photographer<br />

Anna Shi 3/27/17<br />

Internet Radio Host (In Training)<br />

Janene Kling 3/31/17<br />

Photographer/Graphic Designer<br />

Frederick R Bernsee 3/31/17<br />

Document Preparer – Excel and other formats<br />

Jimmy Jones 4/11/17<br />

Radio Host (In Training)<br />

Michael Joseph Knott 4/11/17<br />

Proofreader/Editor<br />

Rachel Lisa Mathurin<br />

Video Editor and Designer<br />

Marina Klimi<br />

Sadia Eijaz<br />

Khrista Cendana<br />

Briana Dincher<br />

Karen Muzzall<br />

Savleen Grewal<br />

Priscilena Shearon<br />

Vanh Vue<br />

Jyoti Dave<br />

Aditi Chopra<br />

Riya Chopra<br />

Jyoti Khairnar<br />

Tom Huebner<br />

Elizabeth Jackson<br />

Jenipher Rowry<br />

Padmapriya (Priya)<br />

Kedharnath<br />

Philip Vino<br />

Cherrie Stone<br />

Divya Rani<br />

Mike Anderson<br />

Ranita Ashlock<br />

Jeff Ermoian<br />

Kevin Adusei<br />

Frani Wyner<br />

Antonn Bryant<br />

Bassey Arikpo<br />

Julia Doyle<br />

Kaden Behan<br />

Robert Hall<br />

Enjoli Baker<br />

Daniela Silva<br />

Sheila Wright<br />

Kiyoko Green<br />

Katie Gerken<br />

<strong>NHEG</strong> CONTESTs<br />

We have several <strong>NHEG</strong> contests that students in elementary, high school and even college participate in and win cash prizes based on their entries.<br />

This includes essay and poetry writing, art, photography and even song writing.<br />

You can visit this link to see the rules in order to participate in one of our <strong>NHEG</strong> contests and be able to win a cash prize for being a top entry.<br />

https://www.newheightseducation.org/students/nheg-contests/<br />

24 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 25

www.NewHeightsEducation.org<br />

Interview: Lawrence Reed on Education, Millennials, and More<br />

By: Lawrence W. Reed<br />

Monday, April 10, 2017<br />

Whether aiding rebels in Africa and Eastern Europe, penning news articles, or teaching the principles of free enterprise,<br />

Lawrence Reed carries liberty’s torch. He is one fascinating public figure.<br />

1. You have taught economics in formal university settings, researched at policy think-tanks, and instructed the rising<br />

generation via the Foundation for Economic Education (FEE). During the past four decades, what have you discovered – such as<br />

about academic thinking, pupil preferences, market biases – that everyone should understand?<br />

My teaching experience – which continues to this day, though not in a regular, formal classroom setting – has<br />

taught me a great deal. Good content alone is rarely sufficient to be a good teacher. One has to communicate<br />

in ways that capture attention, motivate and inspire, which means making your message relevant to the times,<br />

using stories of real people, appealing to the best in people, exemplifying solid character in everything you do as a<br />

teacher.<br />

Though there are plenty of praiseworthy aspects of academia and plenty of academics to admire, I think the university<br />

environment is all too often far too insulated from reality. It’s heavily subsidized, as are many of its customers.<br />

Artificial protections like tenure, exacerbated by today’s ridiculous “political correctness,” tend to protect the<br />

least defensible elements. Academia would benefit from a great deal more competition, choice, accountability and<br />

bottom-line reckoning. I’ve come to think of it as representing both the best and the worst trends in society.<br />

At its best, academia fosters a lust for learning; at its worst, it imposes an ideological conformity and monopoly.<br />

Whole departments of faculty at many American universities these days are engaged in utter nonsense presented<br />

as established fact but are undermining Western values of freedom and free speech at the same time. I applaud<br />

growing trends, aided by technology and innovation, to take the university experience out of the traditional, subsidized,<br />

hide-bound, left-leaning and vastly too expensive, bricks-and-mortar crowd and put paying customers in<br />

charge through online learning and other alternatives.<br />

Dealing with thousands of high school and college students through the work of FEE is exhilarating. A common<br />

response is, “Why didn’t I hear these things before?” That’s when I know the intellectual corruption of the<br />

Education Establishment has taken a huge toll, but it’s thrilling to see our efforts prompting young people to see<br />

a perspective they weren’t previously exposed to. Making a difference for liberty by changing minds and inspiring<br />

the young is what I’ve devoted my life to and the satisfaction of seeing it happen is a never-ending joy.<br />

2. Freelance journalism has brought you around the world multiple times, including far-flung places like Cambodia and<br />

Mozambique. Was there a superior trip or two?<br />

That’s a tough call between Poland in 1986 and Mozambique in 1991. I’ve written about that first one here and<br />

here because of the amazing experiences I had with people who were active in underground activities against the<br />

Polish communist government. When I went to Mozambique for the first of two times, in 1991, I flew in clandestinely<br />

to the bush headquarters where I lived for a couple weeks with the anti-communist guerrillas during the civil<br />

war there. I am constantly inspired by the lengths to which freedom-loving people will go to exert their rights and<br />

live in freedom, the great risks they will take to be free.<br />

www.NewHeightsEducation.org<br />

4. Bernie Sanders has gained traction among millennials. Why are developing minds especially charmed by socialism?<br />

A free society means you have to be honest, humble, patient, responsible, and respectful of the lives and property<br />

of other people.<br />

Socialism offers what appears to be a magical quick fix, an illusion of security, a sense of power, the allure of<br />

authority. To developing minds, it has a sort of bumper sticker attraction. But the more thorough and logically<br />

one thinks, the more one realizes that decrees and mandates and good intentions are child’s play, not the stuff of<br />

responsible adults who understand the way the world really works.<br />

A free society requires so much more of us than socialism does, which simply demands that we cough up our<br />

taxes and leave the state alone to plan our lives. A free society means you can’t slough off your responsibilities<br />

onto somebody else or demand what doesn’t belong to you or what others are unwilling to provide. A free society<br />

means you have to be honest, humble, patient, responsible, and respectful of the lives and property of other<br />

people. That requires character; socialism just demands your obedience.<br />

5. Today an understanding of economic processes, both personal finance and markets, is vital. However, of eleven-hundredplus<br />

colleges surveyed by the American Council of Trustees and Alumni a meager 3.1% require an introductory econ course.<br />

(Other core-curriculum issues are also evident.) What is a plausible reason for the divide between necessary knowledge and<br />

higher education?<br />

Thomas Sowell put it well when he wrote, “It is hard to imagine a more stupid or more dangerous way of making<br />

decisions than by putting those decisions in the hands of people who pay no price for being wrong. Know-it-alls<br />

in the school system do not lose one dime or one hour’s sleep if their bright ideas turn out to be all wrong, or<br />

even disastrous, for the child.” Higher education these days is often divorced from reality because it operates in<br />

a protected bubble. Subsidies from taxpayers keep the nutty stuff going, even if it produces debt-ridden students<br />

ill-equipped to handle the real world.<br />

What concerns me most is an education system that devalues liberty itself. I don’t think it’s “higher” education if it<br />

teaches discredited notions that undermine liberty, free markets and personal responsibility. And when students<br />

graduate from either college or high school never having been exposed to the case for freedom and against big<br />

government, we’ve done a great disservice to those students and to public debate. Yet it happens all the time, all<br />

across the U.S., every day.<br />

6. Which five books do you most-highly recommend to students and lifelong learners?<br />

Aside from Excuse Me, Professor, which I think offers a great opportunity to learn how to respond to “progressive”<br />

myths, my five recommendations, in no particular order, are:<br />

Frederic Bastiat’s The Law;<br />

Henry Hazlitt’s Economics in One Lesson;<br />

Dale Carnegie’s How To Win Friends and Influence People;<br />

Milton Friedman’s Free to Choose; and<br />

Ron Paul’s End the Fed.<br />

The Mozambique trip was the riskiest venture I’ve undertaken overseas because a colleague and I had to fly from<br />

neighboring Malawi with a pilot we didn’t know during broad daylight for about 200 miles to land a Cessna 172 at a<br />

rebel-built runway in Mozambique. We flew at treetop level to avoid radar so the regime wouldn’t detect us. Then<br />

we visited both rebel headquarters and rebel-controlled territory over the following two weeks.<br />

Source: The Foundation for Economic Education (FEE)<br />

https://fee.org/<br />

3. Having authored more than one-thousand news pieces, please walk us through your regular writing process. How has it<br />

transformed over time? Do you purposely preplan article topics or allow for a natural flow of inspiration?<br />

Thirty-five years ago when I started writing regular newspaper columns and other articles, I would hand-write<br />

them, then type them up on a typewriter, making corrections with white-out and copies on carbon paper. I wrote<br />

my first 500 columns that way until somebody told me, “Hey, you ought to get one of these new things called a<br />

word processor.”<br />

I couldn’t imagine composing an article in my mind while typing it, but now of course, I can’t imagine ever going<br />

back to writing it out in longhand while composing it. Sometimes I outline an article before starting to write but<br />

most of the time to this day, I just write spontaneously from a vague outline in my mind, then fix it as I go along.<br />

Like most writers, I do have “writer’s block” now and then but usually when I get an idea, it flows onto paper fairly<br />

quickly.<br />

26 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 27

www.NewHeightsEducation.org<br />

Why Black Families are Rejecting Public Schools<br />

Annie Holmquist<br />

By: Wednesday, April 12, 2017<br />

www.NewHeightsEducation.org<br />

Because of their long-fought battle for equal access to education, it is generally assumed that black families are big<br />

fans of public schooling.<br />

That assumption, however, is beginning to show its datedness, as evidenced by the research of University of<br />

Georgia College of Education professor Cheryl Fields-Smith. In a recent interview with The 74, Dr. Fields-Smith suggested<br />

that black families are abandoning public schools because said schools exhibit:<br />

1. A hyper-focus on race<br />

According to Dr. Fields-Smith, pioneering black homeschoolers were not always interested in having their children<br />

integrate the public schools. Today’s black homeschoolers see a different problem. They are choosing to bring<br />

their children home because schools have resegregated, and they don’t want them to have such a black-centric<br />

view of the world.<br />

2. Safety issues<br />

As with many other homeschoolers, one of the big motivations for black families to homeschool revolves around<br />

instances of violence in school. But black parents are also concerned that classroom stereotyping will negatively<br />

affect their children:<br />

“One of the predominant themes was a sense of wanting to protect their children from being<br />

labeled a troublemaker, or suggestions that they should be in special ed, or even [schools not]<br />

acknowledging the intellect of their child because they are so focused on the behavior.”<br />

3. A narrow vision of diversity<br />

Although public schools pride themselves on embracing diversity and emphasizing the history of minorities, black<br />

families feel their children need a broader vision than the one currently fed to them:<br />

“I know I had to supplement that with my kids, had to make sure that they knew their black history, because<br />

it’s not really being taught in public school. We get one month, and usually it harps on the same people. We<br />

have a very rich legacy of contributing to this country, and more than just in entertainment and sports.”<br />

4. Poor education<br />

As Dr. Fields-Smith explains, public schools offer a “basic education” to every child. Homeschoolers, however, are<br />

able to help their children rise above the label of average. Evidence of this was revealed in a 2015 report by Dr.<br />

Brian Ray, who found that homeschooled black children register in a percentile above the national average and far<br />

above their black public school peers:<br />

Dr. Fields-Smith goes on to say:<br />

“My families expressed empathy for the public schools; they want the public schools to succeed. It’s just that their<br />

particular children weren’t thriving in that environment.”<br />

Is it possible that such a sentiment could be expressed by more than just black families? Have the public schools<br />

lost their savor to the American public because they can no longer offer an environment in which children of all<br />

ages, races, and abilities can thrive?<br />

Source: The Foundation for Economic Education (FEE)<br />

https://fee.org/<br />

28 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 29

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />


By Emma Brown and Danielle Douglas-Gabriel April 12<br />

Education Secretary Betsy DeVos on Wednesday announced the names of personnel who will serve in key leadership<br />

positions at the Education Department, a move that comes after she spent the first two months of her tenure<br />

operating with a skeletal beachhead team.<br />

Serving as chief of staff is Josh Venable, who worked on former Florida governor Jeb Bush’s 2016 presidential campaign<br />

and for Bush’s Foundation for Excellence in Education. DeVos served on the board of the foundation, which<br />

sought to export the Florida model of education restructuring to other parts of the country.<br />

DeVos’s senior counselor is Robert Eitel, who has been working on the beachhead team while on leave from his<br />

job as general counsel for Bridgepoint Education, an operator of a for-profit college that was recently investigated<br />

by the department. The Education Department’s inspector general determined in February that Bridgepoint owes<br />

the department a $300,000 fine for miscalculating the refund of federal aid provided to students, according to a<br />

regulatory filing. The company can appeal the inspector general’s audit, but department officials have said Eitel will<br />

have no role in the matter because he has recused himself from all matters related to the company.<br />

Company spokeswoman Marianne Perez said Eitel has had no input on company business and no work-related<br />

communications with employees during his time at the department.<br />

James Manning, a longtime Education Department employee who helmed President Trump’s transition effort at<br />

the agency, is senior adviser to the undersecretary and — for now — acting undersecretary. Traditionally, the<br />

undersecretary leads the department’s work on higher-education issues. Manning was a special assistant to<br />

President Ronald Reagan and later served in George W. Bush’s education department as acting head of civil rights<br />

and postsecondary education. More recently, during the Obama administration, he was acting chief operating<br />

officer of Federal Student Aid, running the department’s sprawling student loan division.<br />

Another veteran of the Bush-era Education Department, Ebony Lee, will serve as DeVos’s deputy chief of staff<br />

for policy. During the Obama administration, she worked on charter school policy at the Bill and Melinda Gates<br />

Foundation.<br />

None of the newly announced hires will have to go through the Senate confirmation process — at least for now.<br />

Three, including Manning, are serving in acting roles and would have to go through the confirmation process if<br />

they are ultimately nominated for the permanent position.<br />

Jason Botel, the deputy assistant secretary for elementary and secondary education, and acting assistant secretary<br />

in the same office, was previously working as the White House senior adviser on education. He founded and led a<br />

KIPP charter school in Baltimore and then led statewide advocacy efforts as executive director of MarylandCAN.<br />

Lawyer Candice Jackson is leading the Office for Civil Rights, at least temporarily, as the acting assistant secretary<br />

for civil rights. During Trump’s presidential campaign against Hillary Clinton, Jackson played a key role in shining a<br />

national spotlight on several women who have accused Bill Clinton of sexual misconduct.<br />

Civil rights advocates say they want Trump to nominate a permanent head of the civil rights office as soon as possible,<br />

because the person in that position needs to be scrutinized by the Senate. It’s not clear when or whether<br />

Trump intends to name a nominee for that job. A White House aide declined to comment.<br />

The White House had previously announced Trump’s intent to nominate Carlos Muniz, a senior vice president<br />

at the consulting firm McGuireWoods and former chief of staff to Florida Attorney General Pam Bondi, as the<br />

department’s general counsel. Muniz helped Bondi defend her decision not to pursue legal action against Trump<br />

University, Trump’s real estate seminar business, according to the Associated Press. He also defended Florida<br />

State University in a lawsuit brought by a female student who said she was raped by the college’s football star,<br />

Jameis Winston. Florida State settled the high-profile case, which drew national attention to universities’ handling<br />

of campus sexual assault, for $950,000 without admitting liability.<br />

Several other senior positions that are subject to Senate confirmation remain vacant, including deputy secretary,<br />

chief financial officer, and assistant secretaries for special education; legislation and congressional affairs; and<br />

policy, planning and evaluation. For a full list of Senate-confirmable positions at Education Department and across<br />

the federal government, go to The Washington Post’s presidential appointment tracker, produced in conjunction<br />

with the nonprofit Partnership for Public Service.<br />

Source: The Washington Post<br />

https://www.washingtonpost.com/<br />

30 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 31

www.NewHeightsEducation.org<br />

Delay Schooling for Happier, More Well-Adjusted Children<br />

www.NewHeightsEducation.org<br />

In 2013, a respected group of more than 130 researchers and practitioners in the early childhood education field<br />

argued that formal schooling should be delayed until age six or seven, citing the "profound damage" that early<br />

schooling is causing children.<br />

Here in the U.S. a 2015 research paper by Stanford University professor, Thomas Dee, found that delaying school<br />

entry led to less hyperactivity and more attentiveness. Children who entered formal schooling closer to age 7 were<br />

able to exhibit more self-regulation and had better mental health markers than children who entered school at<br />

age 6 or earlier. Even more remarkable is that this effect was sustained until at least age 11.<br />

But what about the poor and disadvantaged children who purportedly benefit from earlier, more formal schooling?<br />

Dr. Richard House, a senior lecturer at the University of Roehampton in London, argues:<br />

"There are of course some children from very deprived backgrounds who on balance would, and certainly do,<br />

gain a net benefit from such early interventions. But the evidence is now quite overwhelming that such an early<br />

introduction to institutional learning is not only quite unnecessary for the vast majority of children, but can<br />

actually cause major developmental harm, and at worst a shortened life-span."<br />

It is no wonder that more parents are recognizing the serious effects that play-deprivation has on children.<br />

As efforts mount both domestically and abroad to push academics and expand government schooling to increasingly<br />

younger children, it is important for parents to look at the data and implications of such early education<br />

policy.<br />

By: Kerry McDonald<br />

Friday, <strong>May</strong> 05, 2017<br />

If you are one of those parents who decided to delay your child's schooling, or forgo it altogether, you have plenty<br />

of company.<br />

According to Education Week, in the years 2008-2010 fewer than half of U.S. children under age five attended preschool,<br />

and the number of stay-at-home-parents has been rising over the past decade.<br />

A Rising Trend<br />

Additionally, there are more than 2 million homeschoolers in this country and those numbers are increasing dramatically.<br />

A 2013 report by Education News found that the number of children being homeschooled in the United<br />

States has increased by 75 percent over 14 years.<br />

Children who started school later were able to exhibit more self-regulation and had better mental health markers.<br />

The report noted that "the number of primary school kids whose parents choose to forgo traditional education is<br />

growing seven times faster than the number of kids enrolling in K-12 every year."<br />

Many of these parents who choose to delay or forgo schooling for their children may be influenced by mounting<br />

research showing that early schooling is not beneficial to most children, and in fact may be harmful to many.<br />

Most significantly, a 2008 longitudinal study by psychology professor, Dr. Howard Friedman, of the University<br />

of California, Riverside, concluded that "early school entry was associated with less educational attainment,<br />

worse midlife adjustment, and most importantly, increased mortality risk." In an article in the United Kingdom's<br />

Telegraph, Professor Friedman asserts:<br />

"Most children under age six need lots of time to play, and to develop social skills, and to learn to control their<br />

impulses. An over-emphasis on formal classroom instruction-- that is, studies instead of buddies, or staying in<br />

instead of playing out--can have serious effects that might not be apparent until years later."<br />

No Added Benefit<br />

In fact, the UK seems to be taking Dr. Friedman's research, and that of others, to heart in an attempt to halt the<br />

expansion of formal schooling to earlier ages.<br />

While the relatively small percentage of children from "very deprived backgrounds," as Dr. House states, may<br />

benefit from more rigorous early schooling, the vast majority of young children are not helped—and may in fact<br />

be harmed—by accelerated institutional learning.<br />

It is no wonder that more and more parents are recognizing the serious effects that play-deprivation and<br />

forced academics can have on young children. In growing numbers, these parents are choosing to delay formal<br />

schooling--or avoid it altogether--and cultivate a nurturing, play-filled, family-centered childhood in their homes<br />

and throughout their communities.<br />

Source: The Foundation for Economic Education (FEE)<br />

https://fee.org/<br />

OUR <strong>NHEG</strong> TUTORING PROGRAM<br />

The <strong>NHEG</strong> Tutoring program is for K-12 students who are having difficulty in a<br />

subject and are looking for a tutor to help them learn it effectively. Our tutors<br />

share the vision of <strong>NHEG</strong>.<br />

Our tutoring services focus on the individual’s needs and learning styles. We strive<br />

to teach each student in the way that he or she learns best. We teach to fill in the<br />

gaps, promote excellence and help students/families reach their personal goals.<br />

We don’t believe that teaching to get through a day’s or week’s lesson solves any<br />

real issues.<br />

Three hour-long<br />

one-on-one session<br />

per week<br />

$45 per session<br />


Please reserve free tutoring for families that are not<br />

able to afford regular fees.<br />

Also, there will be a $45 fee per month instead<br />

of per session to cover costs.<br />

The majority of young children are not helped by accelerated institutional learning.<br />

32 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 33

www.NewHeightsEducation.org<br />

Thomas Edison Would Have Been Given Adderall Today<br />

By: Kerry McDonald<br />

Thursday, April 13, 2017<br />

www.NewHeightsEducation.org<br />

“The trouble with our way of educating is that it does not give elasticity to the mind. It casts the brain into a mold.<br />

It insists that the child must accept. It does not encourage original thought or reasoning, and it lays more stress on<br />

memory than observation.” - Thomas Edison<br />

I am thrilled to announce that we have added a new Generation Joshua iGovern Summer Leadership camp! This<br />

summer, from July 9-15, we invite your teenager to attend iGovern Heartland in Cedarville, Ohio.<br />

iGovern is a weeklong leadership camp designed to immerse the attendee in the challenges and choices necessary<br />

to govern a nation. Throughout the week, they will wrestle with the challenges of leadership in policy and politics.<br />

At iGovern, students learn about campaigns and the lawmaking process in an engaging, hands-on simulation. They<br />

will be trained on both how the political process works and how<br />

it should work.<br />

As our iGovern program has grown, we are working to keep<br />

it accessible and affordable. We filled to capacity at our camp<br />

locations last year, so we added a new camp for 2017! We are<br />

excited to partner with Cedarville University for our new camp<br />

in the American Heartland. Our deepest hope is that this will<br />

make iGovern accessible for your high school students.<br />

Our elaborate simulation brings politics to life before their<br />

eyes. They can be a member of Congress, report on our nation<br />

as a journalist, and even run for president! We believe the<br />

best kind of learning happens when students are engaged and<br />

active. That idea is the foundation for how we teach and structure every GenJ event.<br />

Our country needs citizens who are equipped to make a difference for good.<br />

By attending iGovern this summer, your teen will receive valuable training that will stick with them for a lifetime.<br />

If you've been watching the news recently, I'm sure you see the importance of having good leaders. Good leaders<br />

understand the principles that guide their actions and recognize the consequences of those actions.<br />

If you want to invest in the leadership and character of your student, I invite you to send your teen to iGovern.<br />

In fact, we have put together a special discount just for people who want to attend iGovern Heartland. Just enter:<br />

Heartland and you will receive $50 off the price of camp.<br />

The website for this event is here:<br />

https://www.generationjoshua.org/GenJ/programs/igovern-leadership-camps/igovern-heartland<br />

And you can also link to our Facebook event, here:<br />

https://www.facebook.com/events/292949797800526/<br />

34 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

In 1855, when he was eight years old, Thomas Edison enrolled in school for the first time. After 12 weeks, his<br />

teacher, Reverend G. Engle, called him “addled,” or unable to think clearly. Edison apparently hated school and its<br />

heavy focus on sitting, memorizing, and repeating. As biographer, Louise Egan, explains: “Tom was confused by<br />

Reverend Engle’s way of teaching. He could not learn through fear. Nor could he just sit and memorize. He liked to<br />

see things for himself and ask questions.”[1]<br />

Edison’s mother, Nancy Edison, approached Reverend Engle about her son but found his ways too rigid. She felt<br />

that he forced things on the children. His mother quickly decided to pull Tom from school and allow him to learn<br />

at home, where he developed a passion for books and knowledge. Edison’s education was largely self-directed,<br />

with his mother avoiding most top-down instruction and instead allowing Edison to learn naturally. Edison’s biographer,<br />

Matthew Josephson, writes: “She avoided forcing or prodding and made an effort to engage his interest by<br />

reading him works of good literature and history that she had learned to love...”[2]<br />

Nancy Edison facilitated her son’s learning by noticing the things that interested him and by gathering books and<br />

resources to help him explore those topics more fully. Nothing was forced. There was no coercion. Edison became<br />

a voracious reader, and by the time he was 12 he had read the great works of Dickens and Shakespeare and many<br />

others. He became interested in science so his mother brought him a book on the physical sciences—R.G. Parker’s<br />

School of Natural Philosophy—and he performed every experiment within it. This led to a passion for chemistry,<br />

so his mother gathered more books for him. Edison spent all of his extra money to gather chemicals from a<br />

local pharmacist and to purchase science equipment, and he conducted his first experiments in a makeshift lab in<br />

his home’s basement while still just a tween. Josephson writes that in allowing Edison so much freedom and selfdirection,<br />

his mother “brought him to the stage of learning things for himself, learning that which most amused<br />

and interested him, and she encouraged him to go on in that path.” Edison himself wrote about his mother: “She<br />

understood me; she let me follow my bent.”[3]<br />

For children who don't learn best by sitting still and listening passively to an adult, school is not a good fit.<br />

With over 1,000 U.S. patents, Thomas Edison went on to become one of the greatest inventors of all time, creating<br />

the phonograph, the motion picture camera, and, most famously, the incandescent light bulb. Books were the<br />

foundation of Edison’s education. He was one of the first library cardholders at the Detroit Free Library, and later<br />

in his massive laboratory in New Jersey he placed his desk in the center of the lab’s library, surrounded by thousands<br />

of books. One of Edison’s chemists, Martin Andre Rosanoff, concluded: “Had Edison been formerly schooled,<br />

he might not have had the audacity to create such impossible things…”[4]<br />

Today, I hope that Nancy Edison would have the same confidence and grit to reject her son's label of addled, or<br />

unfocused, and avoid the push to diagnose him with, and medicate him for, an attention disorder like ADHD. What<br />

if Edison had stayed in school and were prescribed Adderall, a potent amphetamine drug commonly used to treat<br />

ADHD, for his "addled" thinking? Would we all still be sitting in the dark?<br />

For children with a natural tendency to be active and moving, or who don't learn best by sitting still and listening<br />

passively to an adult, school is not a good fit. These children are often frustrated by school and its rigidity, and<br />

teachers are frustrated by behavior that can make classroom control an issue. Schooling and normal childhood<br />

behaviors are very often incompatible. In fact, many of the families I know who decided to home-school their children--often<br />

without ever considering the option before--did so because they realized that schooling was crushing<br />

their child's originality, creativity, and exuberance. Like Nancy Edison, they wanted better for their children.<br />

Boston College psychology professor, Dr. Peter Gray, explains that ADHD diagnoses often begin with teacher evaluations<br />

and are fundamentally a school problem--not a child problem. He writes:<br />

"What does it mean to have ADHD? Basically, it means failure to adapt to the conditions of standard schooling.<br />

Most diagnoses of ADHD originate with teachers' observations. In the typical case, a child has been a persistent<br />

pain in the neck in school--not paying attention, not completing assignments, disrupting class with excessive<br />

movements and verbal outbursts--and the teacher, consequently, urges the parents to consult with a clinician<br />

about the possibility that the child has ADHD.<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 35

www.NewHeightsEducation.org<br />

The child may then be put on a drug such as Adderall or Concerta, with the result, usually, that the child's behavior<br />

in school improves. The student begins to do what the teacher asks him to do; the classroom is less disrupted; and<br />

the parents are relieved. The drug works."<br />

www.NewHeightsEducation.org<br />

Head Start Programs Are Setting Kids Up for Failure<br />

Nancy Edison rejected schooling in favor of learning for Thomas Edison.<br />

ADHD is fundamentally a "failure to adapt to the conditions of standard schooling." Without schooling, as Dr. Gray<br />

discovered upon further research, "most ADHD-diagnosed kids do fine without drugs" and they "do especially<br />

well when they are allowed to take charge of their own education." As schooling lengthens and becomes more<br />

restrictive--beginning at ever-earlier ages--ADHD diagnoses and drug treatments are likely to continue to skyrocket.<br />

According to data from the National Survey of Children's Health, up to 15% of children are now diagnosed<br />

with ADHD. And between 1991 and 1995, the number of children aged two to four who were prescribed stimulant<br />

drugs for alleged attention disorders rose by 300 percent! [5] Toddlers on amphetamines!<br />

Nancy Edison was brave. She saw the energy and creativity in her young son, and also spotted quickly the ways<br />

in which schooling smothers both. She removed her son from school and allowed him to learn at home in a selfdirected<br />

way, through books and hands-on experimentation. She connected him to resources to help him learn<br />

and then allowed him the freedom to direct his own education. She rejected schooling in favor of learning for<br />

Thomas Edison, and today all of us reap the benefits of her wise parental actions.<br />

Source: The Foundation for Economic Education (FEE)<br />

https://fee.org/<br />

By: Annie Holmquist<br />

Wednesday, March 08, 2017<br />

Ιn recent years, support for preschool education has grown by leaps and bounds. After all, who wouldn’t want to<br />

help adorable little kids get an early jump on success?<br />

Come Design for FEE!<br />

We're hiring a graphic designer to join our Atlanta team!<br />

The Graphic Designer will be working mainly on projects as assigned by the Director and<br />

will function as a creative vendor inside the organization, ranging from designing printed<br />

brochures, posters, and annual report booklets;<br />

to creating social media memes with input from the Director of Content, infographics, and<br />

website advertisements; to designing logos, artwork, chyrons, and layered graphics to be<br />

animated or used in video projects.<br />

https://fee.org/about/graphic-designer/?utm_source=FEE+Email+-<br />

Subscriber+List&utm_campaign=28ea58ab63-MC_FEE_DAILY_2017_05_04&utm_medium=email&utm_term=0_84cc8d089b-28ea58ab63-108135745<br />

Entrepreneurship Hack Day at FEEcon<br />

As part of our inaugural FEEcon, we'll be hosting a Hackathon!<br />

Entrepreneurship Hack Day exists to show entrepreneurs that they can create something valuable from scratch<br />

without any knowledge of computer coding.<br />

You don't need to be a computer programmer to enter. We will facilitate the resources that will bring ideas to life<br />

and visually communicate it through prototyping. During Hack Day, you’ll network with like-minded people with<br />

various backgrounds, become a better product person, and win prizes! Subject-matter experts will guide your<br />

team and provide feedback during the event.<br />

But the enthusiasm for Pre-K dampened a bit with the release of two studies, one from 2012 which studied children<br />

in a Head Start program and another from 2016 which studied children in Tennessee’s statewide preschool<br />

program. The Head Start study found that its children were more inclined to behavioral problems than those<br />

who did not participate. The Tennessee study, on the other hand, found that participants did worse academically<br />

several years into school than those who had not participated.<br />

We need to study the effects of preschool education more before we wholeheartedly commit to public Pre-K<br />

programs.<br />

The news that these Pre-K programs may hurt rather than help was not received favorably by preschool advocates.<br />

And according to a recent Brookings Institute article by scholars Dale Farran and Mark Lipsey, Pre-K advocates<br />

have done their best to discredit these studies.<br />

But as Farran and Lipsey explain, the attempts to dismiss these findings “are based on incorrect and misleading<br />

characterizations of each study.”<br />

For starters, the Head Start study is dismissed on the grounds that some participants ended up in the wrong study<br />

group. But according to Farran and Lipsey, such occurrences happen in many scientific studies, and as such, are<br />

controlled for in the final statistics. The authors caution that this does not change the fact that children who participated<br />

in the Head Start program exhibited more aggressive behavior, the most concerning factor of the study.<br />

Secondly, Farran and Lipsey explain that the Tennessee study is dismissed on the grounds that it is not a “highquality”<br />

program such as those in major cities like Boston and Tulsa. However, when sample sizes are taken from<br />

each of these programs, Farran and Lipsey note that there is no major difference between the academic outcomes<br />

of each program. In other words, because of the similarity in the outcomes, those who dismiss the Tennessee preschool<br />

program as being low quality must also dismiss the programs they hold up as models.<br />

Given this information, does it seem we need to study the effects of preschool education more before we wholeheartedly<br />

commit to public Pre-K programs? Is it possible that young children would learn more and have greater<br />

long-term success if they weren’t subjected to the classroom at such early ages?<br />


Source: The Foundation for Economic Education (FEE)<br />

https://fee.org/<br />

36 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 37

www.NewHeightsEducation.org<br />

Now Even Recess Must Be "Structured"<br />

www.NewHeightsEducation.org<br />

Servant Leadership Award<br />

Promoting community service among homeschooled teens<br />

The Home School Foundation is welcoming nominations for its second<br />

annual Servant Leadership Award, a program that offers homeschooled<br />

teens an opportunity to be recognized for their leadership and selfless service<br />

to others.<br />

We will award three homeschooled students for their voluntary community<br />

service with a $2,000 cash award presented in front of homeschool leaders<br />

across the country at HSLDA’s National Leadership Conference in the<br />

fall. Each winner will be given an opportunity to share briefly about his or<br />

her service.<br />

Do you know a homeschool teen who qualifies?<br />

<strong>May</strong>be it’s the young lady who organizes clothing donations for the underprivileged. Or it<br />

could be the young man who motivates his peers during the 4-H projects he leads. Whoever it<br />

is, we want to hear about them!<br />

Teens must be nominated by an adult to receive an application. You may be in a perfect position<br />

to encourage a teen by nominating him or her for the award.<br />

Last year, community leaders and parents nominated over 40 teens for the award. Their stories<br />

inspired us and encouraged us to expect great things from the next generation.<br />

Nomination forms are due by <strong>June</strong>, so don’t delay!<br />

Go here to learn more about the Servant Leadership Award<br />

http://www.homeschoolfoundation.org/index.php?id=270&src=SLA17email<br />

By: Annie Holmquist<br />

Monday, March 20, 2017<br />

A few years ago, recess was on the verge of extinction, crowded out by high-stakes testing and concerns over<br />

potential injuries or schoolyard bullying.<br />

Recess, however, has come roaring back in popularity as parents and teachers have realized how essential it is to<br />

the growth and development of children.<br />

Yet in spite of this resurgence, there are indicators that experts are still hijacking this essential component of childhood.<br />

Exhibit A of this problem was recently explained in a Wall Street Journal article entitled, “Does Recess Need<br />

Coaching?” According to the article:<br />

Schools across the country are revamping recess.<br />

Some have it two or three times a day in shorter increments. Others bring in recess coaches to facilitate games.<br />

Many now have activity zones—all to encourage more physical fitness. ‘Sometimes kids may be out for recess but<br />

they’re not being active,’ said Michelle Carter, senior program manager of SHAPE America. ‘So if you have zones<br />

with different activities and such, it encourages more participation.’ Students are given choices of activity zones.”<br />

On the surface, the idea of structured recess sounds like a good thing. After all, we’re letting kids have recess once<br />

again because it’s good for their mental and physical health. If they’re not maximizing this opportunity, why not<br />

help them?<br />

But as Professor Anthony Esolen explains, it is this mentality that has killed childhood play and imagination in the<br />

first place. In his book, Ten Ways to Destroy the Imagination of Your Child, Esolen explains:<br />

People will blame indoor amusements, and certainly that’s a large part of it. Television comes easy and deadens<br />

the brain. Electronic entertainment, too, is solitary and follows strictly delineated patterns. But that’s not the whole<br />

of it, for we must remember that the premise of our educational system is that children need to be socialized into<br />

a managed world. We talk a great deal about independence, but we loathe it as much as we loathe the blessed<br />

freedom of nothing to do. Children no longer play because we have taken from them the opportunity and, I’ll<br />

insist, even the capacity to play. And this, if we want to kill the imagination, is an altogether healthy thing.”<br />

It has become a common complaint that today’s young people are no longer turning into capable adults, who can<br />

function, create, and thrive on their own. Is it possible that we have created such a problem by continually training<br />

them to operate in structured, adult-directed environments, even in something as basic as daily play?<br />

Source: The Foundation for Economic Education (FEE)<br />

https://fee.org/<br />

38 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 39

www.NewHeightsEducation.org<br />


Honor Those Who Have Sacrificed For Us<br />

Carry The Load asks Americans to simply do something<br />

in the month of <strong>May</strong>, and over Memorial Day weekend,<br />

to honor those who have sacrificed for us.<br />

We host numerous events throughout the United States,<br />

free for the public, where you and as many people as<br />

possible are encouraged to help honor and celebrate<br />

our nation’s heroes.<br />

Participants are also invited to form teams to walk in<br />

respect for our nation’s heroes to fundraise amongst<br />

friends, family and coworkers.<br />

Last year alone, Carry The Load supporters and sponsors<br />

raised more than $2 million for Memorial <strong>May</strong> to<br />

benefit the Continuum of Care program.<br />

http://www.carrytheload.org/site/PageServer?pagename=east_coast_route<br />

www.NewHeightsEducation.org<br />


From Seattle to Dallas: 4,100 Miles<br />

The West Coast route of Carry The Load’s National<br />

Relay begins high in the Pacific Northwest at Victor<br />

Steinbrueck Park in Seattle’s historic Pike Place<br />

Market neighborhood.<br />

Much like the East Coast route, it’s hard to overstate<br />

the beauty of the West Coast journey passing through<br />

the gorgeous architecture within the University of<br />

Oregon; the monumental mountains of Burney, CA;<br />

the vines of Napa; the Golden Gate Bridge; the crashing<br />

surf of Big Sur; the flash of Hollywood; the lights<br />

of Vegas; the painted desert of Arizona; and the white<br />

sands of New Mexico before its final 10-day stretch<br />

through West and South Texas.<br />

40 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 41

www.NewHeightsEducation.org<br />

How to Learn Like Einstein<br />

www.NewHeightsEducation.org<br />

By: Jon Miltimore<br />

Monday, December 12, 2016<br />

Albert Einstein was a much better student than conventional wisdom would have you believe. The popular myth<br />

that Einstein was a poor student belies the truth: he was a math prodigy before the age of 12.<br />

Records reveal that young Albert was “remarkably gifted” in algebra and physics, scored high marks in Greek and<br />

Latin, and was a “brilliant” violinist. He struggled mightily in French, and one suspects this was perhaps because<br />

he simply loathed the subject.<br />

For Einstein, learning came easiest when he was passionate about a subject. Nowhere is this more evident than in<br />

a letter he sent to his 11-year-old son, Hans Albert, on Nov. 4, 1915.<br />

My dear Albert,<br />

Yesterday I received your dear letter and was very happy with it. I was already afraid you wouldn’t write to me at all anymore. You told me when I was<br />

in Zurich, that it is awkward for you when I come to Zurich. Therefore I think it is better if we get together in a different place, where nobody will interfere<br />

with our comfort. I will in any case urge that each year we spend a whole month together, so that you see that you have a father who is fond of<br />

you and who loves you. You can also learn many good and beautiful things from me, something another cannot as easily offer you. What I have achieved<br />

through such a lot of strenuous work shall not only be there for strangers but especially for my own boys. These days I have completed one of the most<br />

beautiful works of my life, when you are bigger, I will tell you about it. I am very pleased that you find joy with the piano. This and carpentry are in my<br />

opinion for your age the best pursuits, better even than school. Because those are things which fit a young person such as you very well. Mainly play<br />

the things on the piano which please you, even if the teacher does not assign those. That is the way to learn the most, that when you are doing something<br />

with such enjoyment that you don’t notice that the time passes. I am sometimes so wrapped up in my work that I forget about the noon meal. . . .<br />

Be with Tete kissed by your<br />

Papa. Regards to Mama.<br />

It is a lovely line and it bears repeating: “That is the way to learn the most… When you are doing something with<br />

such enjoyment that you don’t notice that the time passes.”<br />

Anyone who has ever studied knows that it requires real work and effort. However, we sometimes forget the joy<br />

one experiences in learning. Few things are more exhilarating than acquiring knowledge. For Einstein, this exhilaration<br />

allowed him to unlock some of the greatest mysteries in our universe.<br />






Is the joy of learning a concept we often overlook? Is a passion for learning one of the things often missing from<br />

our studies today?<br />

Source: The Foundation for Economic Education (FEE)<br />

42 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

https://fee.org/<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 43

www.NewHeightsEducation.org<br />

The Devastating Rise of Mass Schooling<br />

www.NewHeightsEducation.org<br />

"School is a place where children are compelled to be and where their freedom is greatly restricted--far more<br />

restricted than most adults would tolerate in their workplaces. In recent decades, we have been compelling our<br />

children to spend ever more time in this kind of setting, and there is strong evidence (summarized in my recent<br />

book Free To Learn) that this is causing serious psychological damage to many of them."<br />

For teenagers, the impact of mass schooling can be even more severe. Largely cut off from the authentic adult<br />

world in which they are designed to interact, many adolescents rebel with maladaptive behaviors ranging from<br />

anger and angst to substance abuse and suicide. As Dr. Robert Epstein writes in his book, The Case Against<br />

Adolescence: Rediscovering the Adult in Every Teen: "Driven by evolutionary imperatives established thousands of<br />

years ago, the main need a teenager has is to become productive and independent. After puberty, if we pretend<br />

our teens are still children, we will be unable to meet their most fundamental needs, and we will cause some teens<br />

great distress."[5]<br />

It is time to hand the reins of education back to parents and once again prioritize authentic learning over mass<br />

schooling. Parents know best. They should be able to choose freely from a wide variety of innovative, agile education<br />

options, rather than rely on a one-size-fits-all mass schooling model. By positioning parents to take back<br />

control of their children's education--to reclaim their rightful place as experts on their own children--we can foster<br />

more education options and better outcomes for children and society.<br />

Source: The Foundation for Economic Education (FEE)<br />

https://fee.org/<br />

Kerry McDonald<br />

Monday, <strong>May</strong> 01, 2017<br />

For generations, children learned in their homes, from their parents, and throughout their communities. Children<br />

were vital contributors to a homestead, becoming involved in household chores and rhythms from very early<br />

ages. They learned important, practical skills by observing and imitating their parents and neighbors--and by<br />

engaging in hands-on apprenticeships as teens--and they learned literacy and numeracy around the fireside.<br />

In fact, the literacy rate in Massachusetts in 1850 (just two years prior to passage of the country's first compulsory<br />

school attendance law there) was 97 percent.[1] According to the National Center for Education Statistics, the<br />

Massachusetts adult literacy rate in 2003 was only 90%.<br />

In advocating for compulsory schooling statutes, Horace Mann and his 19th century education reform colleagues<br />

were deeply fearful of parental authority--particularly as the population became more diverse and, in<br />

Massachusetts as elsewhere, Irish Catholic immigrants challenged existing cultural and religious norms. "Those<br />

now pouring in upon us, in masses of thousands upon thousands, are wholly of another kind in morals and intellect,"<br />

mourned the Massachusetts state legislature regarding the new Boston Irish immigrants.[2]<br />

In his book, Horace Mann's Troubling Legacy, University of Vermont professor, Bob Pepperman Taylor, elaborates<br />

further on the 19th-century distrust of parents, particularly immigrant parents, and its role in catalyzing compulsory<br />

schooling. Pepperman Taylor explains that "the group receiving the greatest scolding from Mann is parents<br />

themselves. He questions the competence of a great many parents, but even worse is what he takes to be the perverse<br />

moral education provided to children by their corrupt parents."[3] Forced schooling was then intended as an<br />

antidote to those "corrupt parents," but not, presumably, for morally superior parents like Mann, who continued<br />

to homeschool his own three children with no intention of sending them to the common schools he mandated for<br />

others. As Mann's biographer, Jonathan Messerli writes:<br />

"From a hundred platforms, Mann had lectured that the need for better schools was predicated upon the<br />

assumption that parents could no longer be entrusted to perform their traditional roles in moral training and<br />

that a more systematic approach within the public school was necessary. Now as a father, he fell back on the<br />

educational responsibilities of the family, hoping to make the fireside achieve for his own son what he wanted the<br />

schools to accomplish for others." [4]<br />

As mass schooling has expanded over the past 165 years, parental empowerment has declined precipitously.<br />

Institutions have steadily replaced parents, with alarming consequences. Children are swept into the mass schooling<br />

system at ever-earlier ages, most recently with the expansion of government-funded preschool and early intervention<br />

programs. Most young people spend the majority of their days away from their families and in increasingly<br />

restrictive, test-driven schooling environments. It is becoming more widely acknowledged that these institutional<br />

environments are damaging many children. Boston College psychology professor, Dr. Peter Gray, writes:<br />

44 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />


Curriculum LIBRARY<br />

AND<br />


New Heights Educational Group is looking to secure a building that will<br />

become a permanent home for our 4000 books, software, DVDs and more<br />

for public, charter and home school students.<br />

The New Heights Educational Group, Inc . promotes literacy for children<br />

and adults by offering a range of educational support services. Such services<br />

include: assisting families in the selection of schools, organization<br />

of educational activities, and acquisition of materials. We promote a<br />

healthy learning environment and enrichment programs for families of<br />

preschool and school-age children,<br />

including children with special needs.<br />

Help spread the word!<br />

You can donate to this cause at the following link:<br />

https://www.gofundme.com/newheightseducation<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 45

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />


According to the Savant curriculum, the educational program has to include:<br />

• The advancement of the student to a higher grade than peers, in a rapid progression of educational content in<br />

a far shorter term.<br />

• Enriching the curriculum with activities according to the learning experiences and high skills of the student.<br />

• A mentoring program with a specialist responsible for guiding the student in his/her academic life and professional<br />

career.<br />

• It is very important that the educational Institution develop an Individual Educational Plan, taking into account<br />

the student’s life history (experiences), the set of skills and interests of this student, as well as the visual stimuli<br />

that motivate his/her learning process.<br />

References:<br />

http://www.positivepartnerships.com.au/en/fact-sheet/savant-skills<br />

http://www.kalbemed.com/Portals/6/09_232Neurophenomenology%20of%20Savant%20Syndrome.pdf<br />

https://www.superduperinc.com/handouts/pdf/193_Savant_Syndrome.pdf<br />

http://homepage.westmont.edu/bstrine/styleable/essay/savant.html<br />

By: Daniela Silva<br />

April 18, 2017<br />

A person with Savant syndrome is characterized as having a set of high-performance skills involving some cognitive<br />

areas related to logical reasoning, memory processing or creativity capacity. These skills can involve the<br />

ability to quickly solve numerical calculations, the ability of memorizing entire contents of books with ease<br />

(reading a great number of works of literatures in a short period) or even thoroughly developing great works of<br />

art, in an impressive way. In addition, some individuals manifest an exceptional talent in the musical area, and in<br />

rare instances, a Savant is able to distinguish smell or touch, in an unusual sensory discrimination.<br />

The term Savant has a French origin and means “learned person.” Possible causes of this syndrome are<br />

unknown, but some studies suggest that the development could be related to the formation of neural structures<br />

during prenatal brain development.<br />

Savantism, in some cases, is related to Asperger’s or Autism Syndrome, and for this reason, people with Savant<br />

Syndrome may have difficulty in social interactions and with communication. However, Savant Syndrome can<br />

also be acquired because of a serious brain injury.<br />

Source: New Heights Educational<br />


https://www.newheightseducation.org/<br />

The high skills of Savant syndrome can manifest in early childhood, even if the child does not attend school.<br />

However, stimulus and intense practice can be crucial components for the improvement of Savant skills.<br />

In a practical way, people with Savant Syndrome manifest prodigious skills in some areas of human intelligence,<br />

such as in the following:<br />

• Musical intelligence: can develop the sound of a melody by playing the piano, just listening to someone<br />

playing for the first time, with no previously training or practice.<br />

• Mathematical Intelligence: developing mathematical calculations mentally, without the aid of calculators,<br />

quickly and accurately or even have the ability to calculate and tell the day of the week of any date in the<br />

year.<br />

• Kinesthetic/ Tactile Intelligence: presents dexterity and agility in the assembly of complex mechanical parts<br />

for engines, motors and smart devices, such as building exquisitely detailed ships.<br />

• Spatial and Pictorial intelligences: known as, Savant artists, these individuals are able to develop three-dimensional<br />

drawings, exceptional sculptures and paintings with excellence. In addition, they might also demonstrate<br />

efficiency in memorizing maps and geographical routes.<br />

• Linguistic Intelligence: ability to understand, write and translate multiple languages quickly and accurately.<br />

• In the school environment, the educational curriculum must be adapted and applied based on the educational<br />

needs of Savant students. Thinking about this, Dr. Trevor Clark, PhD in autism at UNSW (The University<br />

of New South Wales) has developed an academic curriculum aimed at gifted students and with educational<br />

strategies for teaching students with autism.<br />

46 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

Today is a great honor as New Heights Educational Group’s Director, Pamela Clark has received the<br />

2017 ServeOhio Award from the Ohio Governor John Kasich.<br />

Pamela received this wonderful award on the 14th of April.<br />

Below is the citation for the award:<br />

“On behalf of the State of Ohio, we congratulate you on being nominated for a 2017 ServeOhio<br />

Award. Your nomination is a result of your outstanding volunteer Service, the positive difference for<br />

your efforts in creating stronger, healthier communities for all Ohioans, and we commend you upon<br />

receiving this well deserved recognition. Best wishes for continued success!”<br />

Governor John R. Kasich<br />

Lieutenant Governor Mary Taylor<br />

Congratulations Pamela!<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 47

My name is Enjoli Baker, I started Kind Cards for Sick Kids in 2012. I would search Facebook for<br />

different volunteer opportunities because I have a passion for helping people, then one day I<br />

came across different Facebook pages with kids that were very ill.<br />

I wanted to jump through the screen and save them all. I had to find a way to help them<br />

for the little time that they had left. Our family has always been crafty and we love making<br />

handmade items, so I decided to make handmade cards and gifts and send them to the kids.<br />

This charity has changed my life. I love hearing the stories from the wonderful moms and<br />

dads, and I love seeing all of the smiling faces! I wanted a chance to change the world, and<br />

now I know that I can do that, one card at a time!<br />



www.NewHeightsEducation.org<br />

Join our kind card program! We send handmade cards and gifts to sick kids. If you want to request a card please do so by sending us a<br />

message, with name , address and age of your child, or an email kindcards22@gmail.com.<br />

We also have Kind Books to promote literacy for kids! This program is for sick children, ages 1-9 who need books to read. We will<br />

only accept two kids per month, and send out two books a month because we are just starting. You can sign up for our Kind Book list<br />

anytime, by sending us a message, with name , address and age of your child, or you can send us a email kindbooks22@gmail.com. You<br />

will be notified when you are next on the list. Your child will receive one book, one I'm a star readers certificate from elmo, and 3 reward<br />

stickers!<br />

We also send cards to the elderly and to veterans. We also send cards in bulk to any facilities that are assisting children, the elderly and<br />

veterans! We love what we do!<br />


We recieve cards from all over the world for our kids.You can make any type of card. Just make sure it does not say get well or get better<br />

because most of our kids are terminal.<br />

You can send as many as you would like with or without an envelope.<br />

Kind Cards for Sick Kids 2121 Gordon Street Brunswick, GA 31520 THANKS!<br />


You can say smile or we are praying for you, have a wonderful day, your loved, your my sunshine etc.<br />

We take requests on our Facebook page and website for cards. We also do random giveaways and help families with other things their<br />

child may need (medicine, toys, educational books etc...when our budget allows. We also send cards year round and on special holidays.<br />


Kind Cards<br />

Kindcards22@gmail.com<br />

Kind Books<br />

Kindbooks22@gmail.com<br />

Kind Cards 2121 Gordon Street Brunswick, GA 31520<br />

Facebook<br />

https://www.facebook.com/KindCardsForSickKidsAndSoldiers<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 49

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />


We can't do everything but we can do something. And what we can do, we ought to do to help "the least of these"<br />

who are desperate for our support.<br />

You could see it in their eyes. You could feel it throughout the room. Excitement, hope, and trepidation welled<br />

up inside each member of the audience as the speaker described a new concept of education---one that could<br />

be custom-tailored to each child and would protect children from increasing cultural dangers. He called it "home<br />

schooling."<br />

This scene could have been a meeting in America 15 years ago. But it was August 2000, Tokyo, Japan. Over 150<br />

parents had gathered from all over the country to hear the reasons, rights, and practical steps of home schooling.<br />

Thirstily drinking in every word of the day-long seminar, these parents left with a new determination to make<br />

whatever sacrifice necessary to protect and educate their children. They were risking their reputations, respect of<br />

family and friends, perhaps even custody of their children.<br />

This was not a unique experience. I have seen this scene in Japan repeated in many places where I spoke to thousands<br />

of parents in other countries near and far: South Africa, Mexico, Switzerland, and Germany and throughout<br />

the provinces of Canada. Alarmed by moral decay in their own public school systems, parents in many countries<br />

are desperate for hope, more information, and the opportunity to train their own children.<br />

It has become increasingly apparent to me as I travel that home schooling is no longer a United States phenomena.<br />

Home schooling is gradually but steadily spreading across the world.<br />

One catalyst for the explosion of home education internationally has been the Internet. As parents in foreign<br />

countries discover an amazing array of information about home schooling and its results, they want this opportunity<br />

for their own family. Unfortunately, they often find out it is not legal where they live. In fact, it is often very<br />

similar to the difficult legal atmosphere in our country only 15 years ago.<br />

Eyeing the obvious freedom of United States home schoolers, they ask, "How did you do it? Tell us how you gained<br />

this freedom." A number of these parents have also asked Home School Legal Defense Association for assistance<br />

as they seek to gain this freedom in their own countries.<br />

When I started working for HSLDA in 1985, I would have never dreamed that home schoolers in America could<br />

help home schooling get legalized in other countries. We were just trying to survive. Yet God blessed us with many<br />

victories in the courts and legislatures to bring us to this day when it is legal in all 50 states.<br />

Although the home school movement in many countries is only a fledgling movement, it is beginning to take hold.<br />

The first step in many western and Asian countries is to make it legal.<br />

Most important of all is our desire to share the light of Jesus Christ through the vehicle of home schooling. Home<br />

schooling enables families to teach what really matters: knowing Jesus as their Savior and obeying Him as Lord.<br />

More and more families home schooling on the foundation of the Word of God will bring blessings to the nations<br />

around the world.<br />

Reaching Out to Help<br />

Homeschooling Expands Around the Globe<br />

HSLDA's legal staff has provided foreign home school leaders and home school associations with assistance in<br />

several ways. We have recommended legal and political strategies, sent home school research and materials,<br />

and corresponded/met with parliament or other government officials. We have also organized letter-writing campaigns<br />

to embassies, provided interviews for foreign press, visited and spoken in the several countries, and helped<br />

nationals establish their own legal defense associations. Sometimes this help is in the form of seed money for<br />

launching a defense association, purchasing printing equipment, or buying other needed resources. We have also<br />

provided access to research investigating home schoolers' academic success from elementary grades to college.<br />

If you too would like to help these new pioneers, here are several options.<br />

Adopt a country. Learn all you can about the home school movement there by checking the HSLDA website at<br />

www.hslda.org. Use it as an opportunity to instruct your children and do a unit study on the country. Explore its<br />

history, culture, traditions, and geography. Develop pen-pals by writing to the foreign home school association.<br />

Pray for home schoolers around the world. They are often facing the same legal struggles to exist that we once<br />

faced in this country.<br />

Donate money, used books, and home school products to help fledgling home school organizations succeed and<br />

distribute to new home school families.<br />

Respond to HSLDA alerts by writing or calling foreign embassies encouraging them to inform their governments<br />

that parents need to be allowed to home school and reap its benefits.<br />

Offer to personally help foreign home school families locate a curriculum and other resources. E-mail the foreign<br />

home school organizations for information on how you can help.<br />

Urge your support group or state organization to highlight a foreign home school association and take up a collection<br />

at your next meeting or convention.<br />

Join HSLDA your membership supports our efforts to help other countries legalize home schooling.<br />

- Christopher J. Klicka<br />

HSLDA Senior Counsel<br />

Source: HSLDA<br />

https://www.hslda.org/<br />

Join our school. Oops, no room! . . . Aaand now you’re truant.<br />

By: DARREN JONES HSLDA litigation attorney<br />

When a Tennessee public school wrongly charged a homeschooling mother with truancy, Home School Legal<br />

Defense Association went to court for her.<br />

Back in December, our member decided to homeschool her son due to his poor health, which had caused him to<br />

miss numerous days of school. She withdrew him from public school and filed a notice of intent to homeschool<br />

while she looked for a church-related school to join (both options are available to homeschoolers in Tennessee).<br />

However, officials at the public school insisted that she instead should enroll him in a public-school-at-home<br />

program. So she contacted that program to enroll her son.<br />

Several weeks later, the public-school-at-home program told the mother that her son could not enroll because the<br />

program was full.<br />

About the same time, our member received help from a local homeschool group, which assisted her in finding curriculum<br />

and enrolling in a church-related school. But before she could complete the paperwork, the public school<br />

initiated truancy proceedings, claiming that her son had been absent without excuse for 23 days.<br />

HSLDA defended the mother at the initial court hearing in February. At first, the judge threatened to force her to<br />

put her son back in public school. But when we showed that the family was in full compliance with the law and had<br />

been from the beginning, he agreed that the mother should continue homeschooling her son.<br />

Finally free to teach her son at home, our member is happily completing the 2016–17 school year.<br />

Source: HSLDA<br />

https://www.hslda.org/<br />

50 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 51

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />



New Heights Educational Group is looking to<br />

secure a building that will become a permanent<br />

home for our 4000 books, software, DVDs<br />

and more for public, charter and home school<br />

students.<br />

The New Heights Educational Group, Inc . promotes<br />

literacy for children and adults by offering<br />

a range of educational support services.<br />

Such services include: assisting families in the<br />

selection of schools, organization of educational activities, and acquisition of<br />

materials. We promote a healthy learning environment and enrichment programs<br />

for families of preschool and school-age children, including children with special<br />

needs.<br />

Our organization’s ongoing vision is built upon reaching the community through a<br />

variety of support services.<br />

Our goal it to assist families in the selection of schools, organization of<br />

educational activities, acquisition of materials and promoting a healthy learning<br />

environment.<br />

We also aim at providing library and online resources along with enrichment programs<br />

for families of preschool and school age children, including children with<br />

special needs .with special needs .<br />


You can donate to this cause at the following link<br />

https://www.gofundme.com/newheightseducation<br />

52 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 53

www.NewHeightsEducation.org<br />

Cuban Family to Go on Trial for Homeschooling<br />

By: Mike Donnelly<br />

HSLDA Director of Global Outreach<br />

Cuban homeschooling parents Ramón<br />

and Adya Rigal have been formally summoned<br />

to appear at the Guantanamo<br />

District Court on April 25. The couple is<br />

facing criminal charges for homeschooling<br />

their two children, aged 8 and 11.<br />

“We will appear and defend our rights<br />

that are protected by the Cuban constitution<br />

and treaties that Cuba has<br />

signed,” said Ramón, who is also a<br />

pastor.<br />

“The authorities have not acknowledged this, but we will stand on these rights.” The Cuban government, which<br />

calls homeschooling a “capitalist tendency,” has not responded to HSLDA’s outreach on behalf of the Rigal family.<br />

Everything for Their Children<br />

As we reported in February, the Rigals withdrew their children from school earlier this year to homeschool them,<br />

explaining that they were being bullied and indoctrinated in Cuba’s communist school system. In response, Cuban<br />

authorities have threatened the Rigals with up to 8 years in prison, fines, and the seizure of their children.<br />

The family is seeking asylum from the United States, but has not received any formal response other than an invitation<br />

to an interview with a refugee office that appears to be part of the U.S. presence in Cuba. If the family is<br />

jailed, however, they may not be able to get to their meeting.<br />

Ramón and his wife said they have been greatly encouraged by the international support they have received, and<br />

that their faith gives them peace about the situation.<br />

“We are willing to sell everything and leave our country, even though it should be our right to educate our children,”<br />

Ramon said. “We are not moved by [the Cuban government’s] way of thinking. We know that we have the<br />

support of many around the world and we know that God is working in our circumstances. We have hope he can<br />

and will deliver us. We are thankful for HSLDA and the support we are receiving from many around the world.”<br />

Sending a Message<br />

The Rigal family’s courage and commitment under great trial is inspiring, and HSLDA is proud to support them.<br />

HSLDA has sought to draw attention to the Rigals’ case by highlighting the expectation that human rights would<br />

improve in Cuba as it normalizes its relations with the U.S. We are working with members of Congress to bring this<br />

to the Trump administration’s attention. President Trump has previously affirmed his support of a parent’s right to<br />

homeschool, saying that families should be allowed to homeschool “100%.”<br />

We need help to bring this matter before the governments of Cuba and the U.S. We are asking everyone to sign<br />

and share our petition in support of this family. This petition will send a message to the Cuban ambassador and<br />

our elected officials that no family should have to suffer for choosing to homeschool their children. Parents should<br />

be free to give their children the best possible educational experience.<br />

Gο here (http://www.citizengo.org/en/ed/41526-cuban-pastor-arrested-homeschooling-sign-petition)<br />

to sign our petition—and if you already have, pass it on to a friend!<br />

Trump to Sign Repeal of Dangerous Education Regulations<br />

In a stunning victory, bipartisan majorities in Congress<br />

used the Congressional Review Act to overturn a<br />

massive Obama-era attempt to control how teachers<br />

are educated.<br />

With President Donald Trump poised to sign this<br />

repeal into law, here’s the full story.Two years ago, we<br />

wrote about dangerous proposed regulations from the<br />

U.S. Department of Education. The Obama administration<br />

was attempting to dictate how public school teachers<br />

are trained and what they are taught.<br />


After HSLDA and many others filed public comments opposing these proposed regulations, nothing happened for<br />

several years. Then on Halloween, October 31, 2016—nine days before the 2016 Presidential Election—the Obama<br />

administration released their final teacher preparation regulations.<br />

HSLDA and many others believe that these midnight regulations promulgated by the Obama administration<br />

under cover of the election were a direct attack on state and local control over education. Although they would<br />

not have affected homeschoolers directly, these teacher prep regulations, just like the Common Core, would have<br />

greatly increased the federal role in education. And whenever the government expands its power into education,<br />

freedom—including for homeschoolers—will one day be threatened.<br />

Tied to Funding<br />

www.NewHeightsEducation.org<br />

These new regulations were issued by the U.S. Department of Education without congressional approval. Under<br />

the guise of evaluating the effectiveness of teacher prep programs, the new regulations tied eligibility for federal<br />

higher education student aid to teacher prep program evaluations.<br />

In this way they created a de facto federal standard for teacher preparation. College programs that did not meet a<br />

state’s requirements for at least two of the previous three years would have lost federal aid.<br />

We believe that the regulations could have one day been used to control what colleges and universities teach students<br />

who are pursuing education and teaching majors.<br />

Thankfully, our friends in Congress agreed. Using the Congressional Review Act, the U.S. House of Representatives<br />

voted to repeal this regulation. H.J.Res. 58, the regulation repeal resolution, was passed by the House of<br />

Representatives on February 9, 2017, by a vote of 240–181. Two-hundred-thirty-five Republicans voted to repeal,<br />

joined by five Democrats.<br />

On March 8, 2017, the Senate passed H.J.Res. 58 by a wide margin of 59–40. Fifty-one Republicans voted to repeal,<br />

joined by eight Democrats. The repeal resolution now heads to President Trump, who has promised to sign it into<br />

law.<br />

HSLDA applauds Congress and President Trump for their action to rein in unelected federal bureaucrats in the<br />

Department of Education who attempted to regulate how colleges and universities train teachers. Thanks to<br />

Congress and the president, America’s teachers have once again been protected from the overbearing hand of the<br />

federal government.<br />

Source: HSLDA<br />

https://www.hslda.org/<br />

Source: HSLDA<br />

https://www.hslda.org/<br />

54 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 55

www.NewHeightsEducation.org<br />

Want the American Dream? You Might Need to Go Abroad<br />

By: Carl Oberg<br />

Thursday, April 27, 2017<br />

www.NewHeightsEducation.org<br />

Three Reasons Why Dutch Children Are the Happiest Children<br />

Negativity abounds. Between<br />

President Trump, Marie Le<br />

Pen, ongoing wars, healthcare<br />

uncertainty, and general<br />

economic sluggishness,<br />

people want change even if<br />

they really don't know what<br />

kind of change they want.<br />

Tyler Cowen's latest book,<br />

The Complacent Class: The Self-Defeating Quest for the American Dream, places the blame squarely on the public,<br />

which he says is actively working to forestall change despite their own rhetoric. It's telling that change language<br />

from both the right and the left references non-existent golden ages.<br />

Suketu Mehta provides a solution and exhortation to those Americans looking for real change in a recent New<br />

York Times article. Leave. Leave America and you will likely find the job you want.<br />

While Mehta doesn't frame his article as a dressing-down of complacent Americans, some of his facts can come<br />

across, rightly, as a bit of a dismissal:<br />

• "Only a third of Americans have a working passport; three-quarters of Britons do, and 60 percent of Canadians."<br />

• "...you would think that this is because every American has a divine right to a well-paid job in his own country."<br />

• "The 20th century was the American century; the 21st, not so much."<br />

• "You might prefer to stay in the house you were born in all your life, but it's not a constitutional right."<br />

Mehta is saying that the rest of the world's young people are getting out and finding a place on the globe where<br />

they can succeed and create the most value. Perhaps young Americans should do the same, and (hint!) that place<br />

may not be in your backyard or even your own country. Many Americans still think it’s in the late 1950s when<br />

America stood powerful and rich astride the whole globe, while everyone else rebuilt after World War II. Those<br />

days are gone; start living like they are gone.<br />

It is perhaps time for dynamic Americans to go where they can do the most good for themselves and others.<br />

I love this article for so many other reasons. First, it bravely dismisses American Exceptionalism without directly<br />

addressing the issue. We used to laugh at the sad politics and jokey leaders of other countries and welcomed<br />

their people as they fled dysfunctional countries. The tables have now turned and it is perhaps time for dynamic<br />

Americans to go where they can do the most good for themselves and others.<br />

Second, it also tries to introduce the idea of individual "Exit" to a fearful and tenuous America. Why beat your head<br />

against the traditional, hidebound and ridiculous world of politics when there is success and a more agreeable<br />

culture somewhere else? Exit your negative situation and find something more positive.<br />

Finally, I love that this article comes from an immigrant who has done exactly what he is telling others to do. He<br />

comes at this from experience and recognizes both the hardships and the rewards of leaving the comfort of your<br />

home. He wants everyone to succeed and, to my delight, he leavens that encouragement with a little bit of shame.<br />

He did it, why can't you? Are you less capable and dynamic than a poor Indian kid from Gujarat?<br />

If you are, then Tyler Cowen might just be right and our complacency is here to stay.<br />

Source: The Foundation for Economic Education (FEE)<br />

56 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

https://fee.org/<br />

By: Annie Holmquist<br />

Tuesday, April 18, 2017<br />

According to the recently released World Happiness Report, many of the happiest nations are those found in the<br />

Germanic portions of the world. One of these is the Netherlands. But the Netherlands doesn’t just contain happy<br />

adults; it contains happy children as well, as author Rina Mae Acosta explains in an interview for MarketWatch. As<br />

Acosta sees it, there are several things which Dutch parents do which promote this happiness, three of which are<br />

below:<br />

1. They Teach Self-Control<br />

When it comes to dietary choices, Dutch parents aren’t opposed to letting their children indulge in unhealthy foods. This is<br />

particularly evident in the fact that chocolate is a staple of the Dutch breakfast. But according to Acosta, “if children are allowed<br />

their own indulgences, it becomes less of a taboo and they learn to have more self-control.”<br />

2. They Reject Entitlement<br />

Unlike American children who seem to believe that they need to be waited on hand and foot, Acosta explains that Dutch children:<br />

[A]re not children who are entitled – in fact, the children who are spoiled and entitled are often the unhappiest, I find …<br />

Middle-class Dutch children would know even if they wanted something, they have to actually work for it.<br />

3. They Encourage Independence<br />

Dutch parents are careful, Acosta explains, but they strive to avoid the dreaded helicopter parenting by letting children go<br />

places on their own and directing their own play:<br />

They bike to school. They have 45 minutes of recess. They’re also expected to play outside. The first years of<br />

school, they’re encouraged to create their own play dates. The parents talk and it’s decided whose house the children<br />

are going to be at, and what time the children are picked up dropped off at their house. During that time,<br />

the children are expected to entertain themselves. In a nutshell, Acosta describes parenting in the Netherlands as<br />

“an intuitive parenting approach that most of us already know but have forgotten.” In other words, it’s plain old<br />

common sense. Unfortunately, the loss of common sense in American parenting may be detrimental to children<br />

long after they have matured. According to a recent study by Southern Methodist University, college females subjected<br />

to helicopter parenting are less well-adjusted psychologically. College males, on the other hand, encounter<br />

greater anxiety and depression if they are not trained to be independent individuals.<br />

The fact is, Americans seem to have desired the best for their children so badly that they have gone to extremes to<br />

control the environment in which their child is raised. Do more parents need to reverse course and realize that to<br />

be a success, a child must first be taught to stand on his own two feet?<br />

Source: The Foundation for Economic Education (FEE)<br />

https://fee.org/<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 57

www.NewHeightsEducation.org<br />


MONDAY, <strong>May</strong> 15<br />

Children ages 8-12 at 5:00 pm - arrive by 4:30 pm<br />

Adults at 6:00 pm - arrive by 5:30 pm<br />

Call Backs are Tuesday, <strong>May</strong> 16 starting at 7:00 pm<br />

Arts United Center - 303 E. Main, Fort Wayne<br />

Education Used to Happen Outside of School<br />

www.NewHeightsEducation.org<br />

By:Kerry McDonald<br />

Friday, <strong>May</strong> 12, 2017<br />

Music by Alan Menken<br />

Lyrics by Howard Ashman & Tim Rice<br />

Book by Linda Woolverton<br />


Season Tickets are on sale now!<br />

Single tickets go on sale <strong>June</strong> 1, 2017<br />

Originally Directed by Robert Jess Roth<br />

Originally Produced by Disney Theatrical Productions<br />

Step into the enchanted world of Broadway’s modern classic, Disney’s Beauty And The Beast.<br />

Based on the Academy Award-winning animated feature, the stage version of Disney’s Beauty<br />

And The Beast includes all of the wonderful songs from the film, plus new songs written especially<br />

for the Broadway version. It all happens in a lovely French provincial town where the<br />

beautiful Belle lives with her father – a dotty inventor. When her father doesn’t return from a<br />

trip to the local fair, Belle rushes off to find him. To her dismay, she discovers he is being held<br />

captive in an old castle by a horrible beast. She trades her freedom for his and the “tale as old<br />

as time” begins.<br />

Please SIGN UP to audition:<br />

CALL 422-8641 EXT. 226<br />

Prior to passage of America's first compulsory schooling statute, in Massachusetts in 1852, it was generally<br />

accepted that education was a broad societal good and that there could be many ways to be educated: at home,<br />

through one's church, with a tutor, in a class, on your own as an autodidact, as an apprentice in the community –<br />

and often all of the above.<br />

Schooling and education have become inextricably linked, with mixed results.<br />

Even that first compulsory schooling statute only mandated school attendance for 12 weeks of the year for 8-14<br />

year olds – hardly the childhood behemoth it has become.<br />

Acknowledging that schooling is only a singular model of education opens up enormous possibilities for learning.<br />

Looking to successful education models of the past and present, we can imagine what the varied and vibrant<br />

future of education could be.<br />

Educated but Unschooled<br />

In earlier generations, individuals and groups often created dynamic learning communities all on their own,<br />

without coercion. The esteemed thinker, Noam Chomsky, references the rich and varied ways in which people<br />

learned prior to the onslaught of mass schooling. He states:<br />

I grew up in the Depression. My family was a little, I'll say employed working class, but a lot of them never went to<br />

school in the first grade, but [were familiar with] very high culture. The plays of Shakespeare in the park, the WPA performances,<br />

concerts, and it's just part of life. The union had worker education programs and cultural programs. And high<br />

culture was just part of life.<br />

Actually, if you're interested, there's a detailed scholarly study of working class people in England in the 19th century and what<br />

they were reading, and it's pretty fabulous. It turns out that they didn't go to school, mostly. But they had quite a high level of<br />

culture. They were reading contemporary literature and classics. In fact, the author concludes finally that they were probably<br />

more educated than aristocrats."<br />

58 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 59

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

The scholarly study that Chomsky alludes to is Jonathan Rose's book, The Intellectual Life of the British Working<br />

Class. In the preface, Rose writes that "the roots of that autodidact culture go back as far as the late middle ages.<br />

It surged again in the nineteenth century... Thereafter, the working-class movement for self-education swiftly<br />

declined, for a number of converging reasons."<br />

Schooling is a ubiquitous and popular mode of education. But it is not the only one.<br />

A main reason was the rise of compulsory schooling mandates in Europe and in the U.S., and the corresponding<br />

shift in education provided by individuals, families, and local community groups to the obligation of the state.<br />

Since then, schooling and education have become inextricably linked, with mixed results.<br />

For example, the literacy rate in Massachusetts in 1850, just prior to passage of that first compulsory schooling<br />

statue, was 97 percent. According to the National Center for Education Statistics, the Massachusetts adult literacy<br />

rate in 2003 was only 90%. Nationwide, the literacy rate today stands at 86 percent.<br />

Minimally-Invasive Ed<br />

Like cars are to transportation, schooling is a ubiquitous and popular mode of education. But it is not the only one.<br />

There are many ways to learn, to be educated, particularly as technology and information become increasingly<br />

accessible.<br />

The power of technology and the Internet to propel learning without schooling is documented in extensive<br />

research by Dr. Sugata Mitra and his colleagues.<br />

In one study of their "hole in the wall" experiments, Mitra presents compelling findings on how children from disadvantaged<br />

backgrounds in 17 urban slum and rural areas across India used publicly available computers to gain<br />

literacy and computing skills on their own, without any adult interference or instruction.<br />

Formerly illiterate children learned to read simply by having access to computers and the Internet.<br />

The children, ranging in age from six to 14 years, acquired these skills at rates comparable to children in control<br />

groups who were taught in formal, teacher-directed classroom settings. Mitra and his colleagues define this selfeducation<br />

as “minimally-invasive education,” or MIE.<br />

In further studies, Mitra and his colleagues revealed that these same poor, formerly illiterate children also taught<br />

themselves English and learned to read simply by having access to computers and the Internet in safe, public<br />

spaces within their villages. Mitra's powerful, award-winning 2013 Ted Talk about his "hole in the wall" experiments<br />

and findings is definitely worth a watch.<br />

By disentangling schooling from education – to truly de-school our mindset about learning – we can create enormous<br />

potential for education innovation. Schooling is one mode of education; but there are so many others to<br />

explore and invent.<br />

The Summer Food Program runs from <strong>June</strong> 5th-August 4th at LaFountain<br />

Park. This is a free program that serves a nutritious lunch & fun activities for<br />

children ages 1-18.<br />

Source: The Foundation for Economic Education (FEE)<br />

https://fee.org/<br />

Camp Swoneky is a week long summer camp that we help sponsor.<br />

Camp Swoneky is located in Oregonia, Ohio & for children ages 7-13.<br />

KidGuard<br />

Parents' Survival Guide to Online Safety<br />

emphasizes on parental knowledge from facts<br />

and statistics to preventative steps<br />

and warning signs of various cyber risks.<br />

You can read the whole guide at the following link<br />

https://www.kidguard.com/cell-phone-monitoring-and-gps-tracking/<br />

The cost is $20 and assistance is available for families that do not have the<br />

ability to pay.<br />


Becky Michael, CSW<br />

Northwestern Ohio Community Action Commission<br />

401 E. Jackson St.<br />

Paulding, Oh. 45879<br />

Phone 419-399-3650<br />

Fax 419-399-3781<br />

60 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

rmichael@nocac.org<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 61


01<br />

02<br />

All documents on the Ohio credit flexibility for physical education page have been<br />

modified to reflect the updates in Ohio’s Physical Education Standards and Evaluations.<br />

Furthermore, it has come to our attention that some districts/high schools<br />

are implementing and awarding credit through the process credit flexibility improperly<br />

and is in need of correcting their implementation to ensure they are in<br />

compliance with law. As a reminder credit flexibility is based evidence of competency<br />

in the content of a course and/or the physical education standards and<br />

benchmarks and NOT based on activity time and/or the logging of time. A student<br />

can provide evidence of understanding in various ways throughout; however time<br />

and logging of activity provide no such evidence of understanding or competency<br />

of content.<br />

Additionally, by law the district is still responsible for assessing the successes all<br />

benchmarks of the Ohio Physical Education Evaluations to all students that they<br />

are awarding high school physical education credit to each school year, which<br />

includes credit flexibility. Although the student may be gathering and completing<br />

part or even all evidence outside of the school a certified physical education teacher<br />

still plays an important role in credit flexibility, as he/she serves as the teacher<br />

of record, provide an overall grade, ensures a plan and evidence addresses all content/benchmarks,<br />

and ensures the student has either been assessed on the Ohio<br />

High School Physical Education Evaluations and/or provides the proper evidence<br />

to determine their understanding of each benchmark and the teacher has the ability<br />

to properly score the student based on each of the benchmark rubrics.<br />

Please view the Physical Education & Credit Flexibility webpage and ensure your<br />

update websites, documents, etc. to reflect the updates. Lastly, please check the<br />

guidance document to ensure you are implementing credit flexibility properly.<br />


<strong>June</strong> 14, 2017 at the Wright State University Nutter Center<br />

Join your colleagues and friends for a day of professional development featuring sessions<br />

for Physical Education, Recreation, Adapted PE, Health Education and more!<br />

Key Presentation Topics Include:<br />

• HOPE Curriculum<br />

• Ohio Physical Education Evaluation<br />

• Effective Health and Physical Education Curriculum<br />

• Using Date to Maximize Curriculum<br />

View the full schedule here: http://ohahperd.site-ym.com/?page=SummerInstitute<br />

Registration is open on the OAHPERD website: http://ohahperd.site-ym.com<br />

If you plan on attending, come a day early to join OAHPERD at the Dayton Dragon's baseball<br />

game for the Annual Summer Outing! Information on the website!<br />

Join us for the first<br />

"Modeling the Future Challenge"<br />

Webinar, Monday <strong>May</strong> 8th.<br />

Learn how your kids<br />

can apply for $55,000<br />

in scholarships and a<br />

trip to New York<br />

What Educators Get<br />

1. Mentorship from professional actuaries.<br />

www.NewHeightsEducation.org<br />

The Actuarial Foundation has joined forces with the Institute of Competition<br />

Sciences to host the inaugural Modeling the Future Challenge for high school<br />

and home school juniors and seniors. Learn more through the link below.<br />

Get ahead of the game and join our webinar series beginning on <strong>May</strong> 8th.<br />

Support systems for educators are available now!<br />

What Students Get:<br />

1. A chance for a trip to New York City to participate in the Modeling the Future<br />

Symposium.<br />

2. $55,000 in college scholarships split between the 1st, 2nd, 3rd, and 4th place<br />

submissions.<br />

3. Mentorship and guidance from professional actuaries.<br />

this exciting new challenge.<br />

Actuaries are consistently ranked as one of the best math-<br />

2. $1,000 Coaching Awards to educator-coaches of the top 4 ematically related professions, and are a great example how<br />

teams.<br />

math is used in the "real-world!"<br />

3. $500 Educator Math Grants (Applications due <strong>June</strong> 27, 2017) We're here to help as you plan how to get your students<br />

involved, so don't hesitate to reach out with any questions,<br />

Go here https://www.mtfchallenge.org/support/webinars/ to<br />

and please checkout the support services, there are fabulous<br />

actuaries all over the country volunteering their time to<br />

Learn More about our Webinar Introduction on <strong>May</strong> 8th<br />

We look forward to helping you and your students get more<br />

connect with you!<br />

engaged in real-world actuarial science and careers through<br />

New Heights Educational Group joins Bluehost Affiliate relationship.<br />

The New Heights Educational Group joins Bluehost Affiliate program.<br />

Pamela Clark, Executive Director<br />

said "We are loyal customers of Bluehost and it just made sense to<br />

join their affiliate program. So far it's been<br />

a very productive relationship and they have a great team that is<br />

always there to help us when needed."<br />

To learn more about Bluehost, please visit<br />

http://click.e. hostingmessages.com/?qs= 22d7553266d181e15344bcee4a4a15<br />

19982b3a36d56de148856daaef17aa 0412dfabee33c-<br />

139f8aa86b84dded9 12e54d3d06e6e9de65dc17<br />

and to learn more about New Heights Educational Group, please visit<br />

www.NewHeightsEducation.org<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 63

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

Dear Pamela,<br />


The Online Homeschool Convention for homeschool parents of 5-12 year olds is now LIVE!<br />

We'd love to have you and the parents in your network join us for this FREE event.<br />

In partnership with Great Homeschool Conventions, we have 44 gospel-focused speakers participating<br />

in this online event. We'll have speakers like Dr. Christopher Perrin, Dr. Jeff Myers, Dr.<br />

Kathy Koch, and Diana Waring among many other great speakers on homeschooling, parenting,<br />

and discipleship.<br />

You can sign up for this event that will be available for FREE through <strong>May</strong> 23, 2017.<br />

Would you be willing to share this with parents in your sphere of influence today?<br />


https://www.onlinehomeschoolconvention.com/home<br />

We hope this will serve you and any other families that you know.<br />

Please reach out to me if you have any questions or ideas for how to let others know about this<br />

encouraging and practical event.<br />

Regards,<br />

Jeremiah<br />

The Online Homeschool Convention<br />

jeremiah@onlinehomeschoolconvention.com<br />

64 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 65

www.NewHeightsEducation.org<br />


Fresh HOMEMADE tortilla chips restaurant style<br />

Ingredients:<br />

• Vegetable oil<br />

• Corn tortillas(yellow , white, or blue corn )<br />

• Salt<br />

• Frying pan or deep fryer<br />

• Tongs<br />

• 2 paper towels<br />

Our<br />

Recipes<br />

Method:<br />

1. Heat oil on burner over medium heat<br />

2. Cut 10 tortillas into quarters<br />

3. Place tortillas neatly in pan or place stacks in deep fryer, do not overload<br />

4. Flip tortillas over one time each<br />

5. Fry until golden brown and crispy<br />

6. Season with salt to your liking or enjoy salt free<br />

7. They cook fast so pay attention !!!!<br />

8. Enjoy


Turkey London Broil With Cran-Blueberry Sauce<br />

Ingredients:<br />

• 2 lb. Turkey London Broil<br />

• Marinade<br />

• 1/2 can jellied Cranberry sauce<br />

• 1 cup Cranberry/Raspberry juice<br />

• 10 oz. bottle soy sauce<br />

• 3/4 cup brown sugar<br />

• 1/2 cup honey<br />

• 1 Tablespoon canola oil<br />

Method:<br />


1. Mash jellied cranberry sauce into cranberry/raspberry<br />

juice<br />

2. Blend well.<br />

• 1 teaspoon garlic powder<br />

• 1 teaspoon onion powder<br />

• 4 fresh parsley leaves, cut up<br />

• 2 stalks fresh chives, cut up<br />

• Sauce<br />

• 1/4 cup blueberries, washed and stems<br />

removed<br />

• 1/4 cup dried cranberries<br />

• 1 cup of cranberry/raspberry juice<br />

• 1 Tablespoon honey<br />


Crunchy Salmon Sandwich Spread<br />

Ingredients:<br />

• 1 can of salmon, flaked<br />

• 1/3 cup mayonnaise<br />

• 1 small carrot, grated<br />

• 1/2 celery stalk, chopped<br />

• small handful of fresh coriander, chopped<br />

• small fresh red chilli, chopped or 1/2 teaspoon dried chilli<br />

• zest and juice of a small lemon<br />

• salt and pepper<br />

Method:<br />

1. Combine all ingredients and mix gently.<br />

Νo need to mash it, leave it flaky. Adjust seasonings to taste.<br />

3. Mix this with all the remaining marinade<br />

ingredients.<br />

4. Pour into a plastic sealable bag or long container<br />

with a lid.<br />

5. Add turkey London broil and coat well with marinade.<br />

6. Refrigerate for at least 3 hours.<br />

7. Flip over half way through marinating cycle.<br />

SAUCE:<br />

8. Mash berries together with juice and remaining ingredients. Set aside.<br />

9. Grilling:<br />

10. Remove turkey from marinade.<br />

11. Discard marinade.<br />

12. Grill on medium heat for 8-10 minutes on each side.<br />

13. Watch that you don't burn it or over-grill. Internal temperature should be 170 degrees.<br />

14. Slice Turkey London Broil on a diagonal angle<br />

15. Pour sauce over the top.


Prune cake Recipe<br />

Ingredients:<br />

• 200 g prunes without pits<br />

• 200 ml prune juice, 100% organic<br />

• 2 tbs olive oil<br />

• 2 tsp vanilla extract<br />

• 3 eggs<br />

• 20 g Muscovado brown sugar<br />

Method:<br />

• 140 g ground almonds<br />

• 45 g cocoa<br />

• ½ tsp baking powder<br />

• Pinch of salt a splash of balsamic vinegar<br />


Marie Biscuit Cake Recipe<br />

Ingredients:<br />

• 200g of butter,<br />

• 200g of caster sugar,<br />

• five small eggs, (beaten well)<br />

• 250g of plain chocolate,<br />

• About 2 cups of strong coffee,<br />

• Two packets of plain biscuits<br />

Method:<br />

1. In a small saucepan cook<br />

prunes and 80 ml prune juice<br />

on low heat for 8-10 minutes,<br />

or until the liquid has evaporated<br />

and about 2 tablespoons<br />

are left. Cool.<br />

2. Pour the prunes and 2 tbs<br />

of prune juice into a food processor,<br />

add the remaining<br />

prune juice (120 ml), olive oil<br />

and vanilla extract. Mix until<br />

the ingredients are well combined.<br />

Set aside.<br />

3. With a hand-held mixer<br />

whisk the eggs with sugar<br />

until frothy, 3-4 minutes.<br />

1. Melt the chocolate ( I use the microwave, checking it and stirring it until it melts. You can also<br />

use a double boiler )<br />

2. Beat the butter with the caster sugar until light and creamy.<br />

3. Beat in the melted chocolate and then the eggs, one at a time.<br />

4. Dip the biscuits into the coffee<br />

5. Use a largish dish that isn't too shallow make layers of coffee-moistened biscuits alternating<br />

with layers of the chocolate cream.<br />

6. Refrigerate for at least 24 hours.<br />

7. If you really want to be decadent,<br />

top with some fresh whipped cream!<br />

8. Grate some chocolate curls on top.<br />

4. Mix the ground almonds, cocoa, baking powder and salt in a separate bowl and add to the egg<br />

mixture. Stir to combine.<br />

5. Add the prune mixture and stir until all the ingredients are well combined.<br />

6. Pour the batter into a 23x33 cm baking pan greased with olive oil and bake in a preheated<br />

oven at 170°C for 20-25 minutes or until a toothpick comes out clean.Pour sauce over the top.<br />



FUNDRAISING FOR <strong>NHEG</strong><br />











WELZOO<br />

Fundraising for <strong>NHEG</strong> earns money through various fundraising programs,<br />

so the more you participate, the more we earn for our student programs<br />

and services.<br />

We provide step-by-step instructions for participating in each program,<br />

especially if you have accounts with these partner websites already.<br />

please go to the following link to find out more details<br />

https://www.newheightseducation.org/support-nheg/fundraising-for-nheg/<br />

72 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 73

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

74 <strong>NHEG</strong> <strong>Magazine</strong> | MAY - JUNE 2017<br />

MAY - JUNE 2017 | <strong>NHEG</strong> <strong>Magazine</strong> 75

www.NewHeightsEducation.org<br />

www.NewHeightsEducation.org<br />

<strong>NHEG</strong> AFFILIATES & PARTNERS<br />

<strong>NHEG</strong> couldn’t provide the support and educational needs of the children and adults without the support of our many affiliates and partners across the country.<br />

We would like to take this opportunity to acknowledge and thank everyone for their support.<br />

<strong>NHEG</strong> is reliant on corporate support in many ways. Strategic partners provide cash, goods in kind and pro-bono contributions both for service provision and in support of fundraising efforts.<br />

Below you can see all the businesses and organizations that have supported <strong>NHEG</strong> and our mission to provide educational support to adults and children in Ohio.

New Heights Educational Group, Inc.<br />

14735 Power Damn Road, Defiance, Ohio 43512<br />

+1.419.786.0247<br />

NewHeightsEducation@yahoo.com<br />


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