NHEG-July-August2022

ISSUE 7-8

2022

J U L Y - A U G U S T

NHEG EDGUIDE 2

EDITORIAL TEAM

EDITOR IN CHIEF

PRODUCTION MANAGER

PROOFREADERS/EDITORS

PHOTOGRAPHERS IN THIS ISSUE

Pamela Clark

NewHeightsEducation@yahoo.com

Marina Klimi

MarinaKlimi@NewHeightsEducation.org

Laura Casanova

Laura Casanova

Frani Wyner

Pamela Clark

Contents

EDITORIAL TEAM

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THOUGHT OF THE MONTH

8-17

NHEG MEDIA PACK

18-19

MISSING CHILDREN

22-23

NHEG GROUP NAMED

BEST CHILDREN & ADULTS

LITERACY GROUP

30-32

NEW COMIC STRIPS

CREATED BY

BARBARA BULLEN

68-90

NHEG Writers ARTICLES

92-106

FEE ARTICLES

110

HSLDA ARTICLES

111

NATIONAL NEWS REPORTS IN

EDUCATION

112-117

RECIPES

118-119

NHEG PARTNERS &

AFFILIATES

40-41

VOLUNTEERS PAGES

42-46

NHEG INTERNET RADIO

PROGRAM

50-51

THE WALK IN AND OUT OF DARKNESS

56-59

VOLUNTEER PAGES

62-63

EARN BOX TOPS

July August 2022

NHEG EDGUIDE July - August 2022

Thought for the Month

Welcome to the official

New Heights Educational Group store.

THE CURRENT STORE IS UNDER

CONSTRUCTION, PLEASE BE PATIENT

This month we reflect on the

achievements of the last school

year and the many blessings

that NHEG receives and

provides to the public, thanks

to volunteers from all around

the world.

https://www.NewHeightsEducation.org/NHEG-store/

Pamela Clark

Founder/ Executive Director of

The New Heights Educational

Group, Inc.

Resource and Literacy Center


http://www.NewHeightsEducation.org

Learning Annex

https://School.NewHeightsEducation.org/

A Public Charity 501(c)(3)

Nonprofit Organization

New Heights Educational Group

Inc.

14735 Power Dam Road, Defiance, Ohio

43512

+1.419.786.0247

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NHEG MEDIA PACK

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NCMEC: 1453332

NCMEC: 1452759

Missing Since: Jun 13, 2022

Missing From: Akron, OH

DOB: Oct 5, 2005

Age Now: 16

Female

Sex:

Black

Race:

Hair Brown

Color:

Eye Brown

Color:

5'6"

Height:

215 lbs

Weight:

Missing Since: Jun 8, 2022

Missing From: Liima, OH

DOB: Apr 5, 2006

Age Now: 16

Male Sex:

Whiite

Race:

Hair Brown

Color:

Eye Hazel

Color:

6'1"

Height:

Weight:

Saunja Atkins

Liam Hastings

161 lbs

Saunja was last seen June 13, 2022.

Liiam was last seen on June 8, 2022.

ANYONE HAVING INFORMATION SHOULD CONTACT

Case handled by

Case handled by


NCMEC: 1453059

NCMEC: 1451337

Missing May 23, 2022

Since:

Missing Columbus, OH

From:

Aug 17, 2004

DOB:

Age 17 Now:

Female

Sex:

White

Race:

Hair Brown

Color:

Eye Brown

Color:

5'5"

Height:

Weight:

Missing Jun 9, 2022

Since:

Missing Dayton, OH

From:

Jan 19, 2005

DOB:

Age 17 Now:

Male Sex:

Black

Race:

Hair Black

Color:

Eye Brown

Color:

5'9"

Height:

160 lbs

Weight:

Jacob Boykin

Areonna Suttles

170 lbs

Areonna was last seen May 23, 2022.

Jacob was last seen on June 9, 2022.

Case handled by

Case handled by



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New Heights Educational Group Named Best Children & Adults Literacy Group

New Heights Educational Group (NHEG) has been named a U.S. winner in Acquisition International’s 2022 Non-Profit Organisation

Awards. NHEG was awarded Best Children & Adults Literacy Group – Ohio.

This is the second win for NHEG from Acquisition International, a monthly digital business magazine with global circulation

published by AI Global Media Ltd, a publishing house based in the United Kingdom.

Pamela Clark, Founder/Executive Director of NHEG stated, “We extend a warm thank you to Acquisition International for

recognizing the work of our organization and its many volunteers. We are thankful for and appreciate your continued support.”

More information about the NHEG award and other award winners is available via the links below:

• Directory listing - https://www.acquisition-international.com/winners-list/?award=98329-2022

• The official press release - https://www.acquisition-international.com/acquisition-international-is-proud-to-announce-thewinners-of-the-2022-non-profit-organisation-awards/

• New Heights Educational Group - New Heights Educational Group 2022 (acquisition-international.com)

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NHEG EDGUIDE

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https://newheightseducation.org/NHEG-news/heroes-of-liberty-partnership/

https://www.collegexpress.com/reg/signup?campaign=10k&utm_campaign=NHEG&utm_medium=link&utm_source=NHEG

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https://nheg.memberhub.gives/nheg/Campaign/Details

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VOLUNTEER PAGES

NEW VOLUNTEERS

VOLUNTEERS OF THE MONTH

RAMYASREE ARVA (RAMYA)

DATE OF HIRE: 4/21/2022

DOCUMENT BUILDER/EDITOR

DATA COMPILATION TEAM

GOOGLE CLASSROOM ASSISTANT

MICHAEL ANDERSON

RAMYASREE ARVA (RAMYA)

VIVIEN DINH

JACKSON HOCHSTETLER

NINA LE

VICTOR RODRIGUEZ

ANGELICA BARBOSA

RHONE-ANN HUANG

STEPHANIE SONG

BARBARA BULLEN

PADMAPRIYA KEDHARNATH

EMILY STAGG

LAURA CASANOVA

PRIYA

CARMEN TACHIE-MENSON

CAROLINE CHEN

MEGHNA KILAPARTHI

SEAN URKE

KRISTEN CONGEDO

MARINA KLIMI

JAVIER CORTÉS

JULIA LANDY

Sad Goodbyes and Best Wishes

Olaniyan Taibat and Meghna Kilaparthi,

we wish you all the best.

Thank you for everything

you have done for us.

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THE INTERNET RADIO PROGRAM FROM

NEW HEIGHTS EDUCATIONAL GROUP

Internet Radio Show Spots now available

The New Heights Educational Group is now offering the opportunity for the public or businesses that promote education to purchase sponsor advertisement on our internet radio show.

All products, business and service advertisements will need to be reviewed by our research department and must be approved by NHEG home office.

All advertisements must be family friendly.

Those interested in purchasing packages can choose for our host to read the advertisement on their show or supply their own pre-recorded advertisement.

If interested, please visit our website for more details.

https://Radio.NewHeightsEducation.org/

The NHEG Radio Show is an internet radio program in which the hosts cover various topics of education for Home, Charter and Public School families in Ohio.

These Communities include Paulding, Defiance, Van Wert, Delphos, Lima, Putnam County, Wauseon and Napoleon.

For an invitation to the live show, visit us on Facebook or Twitter to sign up, or email us at info@NewHeightsEducation.org

If you are looking to listen to past shows, please check out this document

https://docs.google.com/spreadsheets/d/1oW5gxFB7WNgtREowSsrJqWP9flz8bsulcgoR-QyvURE/edit#gid=529615429


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NHEG July Birthday

NHEG August Birthday

JUL 02

Victoria Lowery

AUG 10

Rachel Marie Flowers

JUL 06

Cuyler Spangler

AUG 11

Sheila Wright

JUL 07

Elias Bucchop

AUG 20

Bruno Moses Patrick

JUL 09

Zachary Clark

JUL 14

Jody Bowden

JUL 15

Oliver Clark

JUL 20

Jeff Ermoian

JUL 25

Buffie Williams

JUL 29

Olaniyan Taibat

JUL 30

Victor Rodriguez

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NHEG July Anniversaries

NHEG August Anniversaries

JUL 13

Lakshmi Padmanabhan

AUG 13

Greg and Pamela Clark 34th Wedding

JUL 14

Nina Le

JUL 22

Sheila Wright

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HAPPY

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TH

JULY

DAY

INDEPENDENCE DAY


HOW TO EARN

BOX TOPS MAKES IT EASY

All you need is your phone! Download the Box Tops app, shop as you normally

would, then use the app to scan your store receipt within 14 days of purchase. The

app will identify Box Tops products on your receipt and

automatically credit your school’s earnings online.

Twice a year, your school will receive a check and can use that cash to buy

whatever it needs!

DO YOU NEED TO ENROLL YOUR SCHOOL? FIND OUT HOW HERE.

https://www.boxtops4education.com/enroll

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NHEG EDGUIDE

July - August 2022

PRESS RELEASE

NEW HEIGHTS EDUCATIONAL GROUP WINS SILVER AND BRONZE

STEVIE® AWARDS IN

2022 STEVIE AWARDS FOR SALES & CUSTOMER SERVICE

STEVIE WINNER PROVIDES LITERACY AND EDUCATIONAL

SUPPORT TO ADULTS AND CHILDREN

Defiance, Ohio – March 2, 2022 – New Heights Educational Group (NHEG)was presented with a

Silver Stevie® Award in the Best Use of Thought Leadership in Customer Service category and a

Their Mission: Stevie Award winner New Heights Educational Group, Inc. promotes literacy for children and

adults by offering a range of educational support services. Such services include assisting families in the

selection of schools, organization of educational activities, and acquisition of materials. They promote a

healthy learning environment and enrichment programs for families of preschool and school-age children,

including children with special needs.

Award-winning organization New Heights Educational Group (NHEG) was formed in 2006 by Mrs. Pamela

Clark. Mrs. Clark discovered that families needed to cooperate, especially in educating children with learning

difficulties such as ADHD, bipolar disorder, autism, and neurological disorders. NHEG has served over

350,000 students via online services and courses. Mrs. Clark leads a team of 92 volunteers who research

advancements and provide training to teachers and tutors exploring different learning styles.

Bronze Stevie® Award in the Best Use of Thought Leadership in Business Development category

in the 16th annual Stevie Awards for Sales & Customer Service.

The Stevie Awards for Sales & Customer Service are the world’s top honors for customer service, contact

center, business development and sales professionals. The Stevie Awards organizes eight of the world’s leading

business awards programs, also including the prestigious American Business Awards® and International

Business Awards®.

Winners will be recognized during a virtual awards ceremony on May 11.

More than 2,300 nominations from organizations of all sizes and in virtually every industry, in 51 nations,

were considered in this year’s competition. Winners were determined by the average scores of more than

150 professionals worldwide on eight specialized judging committees. Entries were considered in more than

90 categories for customer service and contact center achievements, including Contact Center of the Year,

Award for Innovation in Customer Service, and Customer Service Department of the Year; more than 60

categories for sales and business development achievements, ranging from Senior Sales Executive of the

Year to Sales Training or Business Development Executive of the Year to Sales Department of the Year; and

categories to recognize new products and services, solution providers, and organizations’ and individuals’

response to the COVID-19 pandemic. New categories this year honor excellence in thought leadership in

customer service and sales.

Judges’ Comments

--Congratulations on an incredible and amazingly profound mission. Well done.

--Awesome to see enablement through education, developing support around kids for a better future

--Interesting method to meet the requirements and needs of the business

--Congratulations on your successful thought leadership focus on family education and those with special needs!

--Excellent initiative taken by the company. The company seems to have benefitted tremendously under Mrs. Pamela

Clark’s leadership. Well done on promoting literacy through various educational programs.Worthy of acclaim!

--Supporting your clients every step along the way is the key to building trust. And since people do business

with people they know, like, and trust, you can see how essential this is. You can also see how it’s the opposite

of trying to SELL. It’s about guiding them to find the best solution for their problem …based on where

they are in their Decision Journey.

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--True general leadership growth opportunities in an equitable social application. This will impact and assist in true across

the board growth in thought leadership

--Overall a good and innovative solution to a time tested problem.

--Congratulations NHEG on your valuable contributions to children’s education during the Covid crisis!

--New Heights Educational Group has a very fulfilling goal, which is to provide education to the children with learning

difficulties. The increase in the number of course offerings is commendable. Their partnerships with various online course

providers is a clear indication of their interest in the growth of the children.

Pamela Clark, Executive Director of NHEG, stated, “we are proud of our team of volunteers that work so hard to

bring opportunities to families in need. We are honored by these awards.”

“The nominations we received for the 2022 competition illustrate that business development, customer service,

and sales professionals worldwide, in all sorts of organizations, have continued to innovate, thrive, and meet

customer expectations during the COVID-19 pandemic,” said Stevie Awards president Maggie Gallagher Miller.

“The judges have recognized and rewarded their achievements, and we join them in applauding this year’s winners

for their continued success. We look forward to recognizing them on May 11.”

Details about the Stevie Awards for Sales & Customer Service and the list of Stevie winners in all categories are

available at www.StevieAwards.com/Sales.

About NHEG

New Heights Educational Group, Inc., promotes literacy for children and adults by offering a range of educational

support services. Such services include the following: assisting families in the selection of schools; organization

of educational activities; and acquisition of materials. We promote a healthy learning environment and

various enrichment programs for families of preschool and school-age children, including children with special

needs.

About The Stevie Awards

Stevie Awards are conferred in eight programs: the Asia-Pacific Stevie Awards, the German Stevie Awards,

the Middle East & North Africa Stevie Awards, The American Business Awards®, The International Business

Awards®, the Stevie Awards for Great Employers, the Stevie Awards for Women in Business, and the Stevie

Awards for Sales & Customer Service. Stevie Awards competitions receive more than 12,000 entries each year

from organizations in more than 70 nations. Honoring organizations of all types and sizes and the people behind

them, the Stevies recognize outstanding performances in the workplace worldwide. Learn more about the Stevie

Awards at http://www.StevieAwards.com.

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NHEG WRITERS ARTICLES

Nelson Mandela

Peace often brings with it joy and pain.

Joy in the relief that there are no longer racist

governmental policies

and pain in the attempt to overcome historically

racist and prejudicial acts towards those whose

skin color is different.

Mandela, you helped overthrow Apartheid.

For this, the world thanks you.

Nelson Rolihlahla Mandela known throughout the world as a revolutionary and political leader who aided

in the dismantling of Apartheid; Black South Africans whose lives were filled with fear due to the historical

racist and prejudicial governmental policies of South Africa found their hero in Mandela. The world craved

such a leader, as Black South Africans lives were filled with violence, fear and the struggle to end racism, and

they were severely affected by policies enacted and intended to make them feel subservient and inferior to

White South Africans.

https://en.wikipedia.org/wiki/Nelson_Mandela

Nelson Rolihlahla Mandela (/mænˈdɛlə/;[1] Xhosa: [xolíɬaɬa mandɛ̂ ːla]; 18 July 1918 – 5 December 2013)

was a South African anti-apartheid revolutionary and political leader who served as the first president of

South Africa from 1994 to 1999. He was the country’s first black head of state and the first elected in a fully

representative democratic election. His government focused on dismantling the legacy of apartheid by

tackling institutionalised racism and fostering racial reconciliation. Ideologically an African nationalist and

socialist, he served as the president of the African National Congress (ANC) party from 1991 to 1997.

A Xhosa, Mandela was born into the Thembu royal family in Mvezo, Union of South Africa.

He studied law at the University of Fort Hare and the University of Witwatersrand before working as a

lawyer in Johannesburg. There he became involved in anti-colonial and African nationalist politics, joining

the ANC in 1943 and co-founding its Youth League in 1944. After the National Party’s white-only government

established apartheid, a system of racial segregation that privileged whites, Mandela and the ANC

committed themselves to its overthrow. He was appointed president of the ANC’s Transvaal branch, rising to

prominence for his involvement in the 1952 Defiance Campaign and the 1955 Congress of the People. He was

repeatedly arrested for seditious activities and was unsuccessfully prosecuted in the 1956 Treason Trial.

Influenced by Marxism, he secretly joined the banned South African Communist Party (SACP). Although

initially committed to nonviolent protest, in association with the SACP he co-founded the militant uMkhonto

we Sizwe in 1961 and led a sabotage campaign against the government. He was arrested and imprisoned in

1962, and, following the Rivonia Trial, was sentenced to life imprisonment for conspiring to overthrow the

state.

July - August 2022

Mandela served 27 years in prison, split between Robben Island, Pollsmoor Prison and Victor Verster Prison. Amid growing

domestic and international pressure and fears of racial civil war, President F. W. de Klerk released him in 1990. Mandela and de

Klerk led efforts to negotiate an end to apartheid, which resulted in the 1994 multiracial general election in which Mandela

led the ANC to victory and became president. Leading a broad coalition government which promulgated a new constitution,

Mandela emphasised reconciliation between the country’s racial groups and created the Truth and Reconciliation Commission

to investigate past human rights abuses. Economically, his administration retained its predecessor’s liberal framework despite

his own socialist beliefs, also introducing measures to encourage land reform, combat poverty and expand

healthcare services. Internationally, Mandela acted as mediator in the Pan Am Flight 103 bombing trial and served as

secretary-general of the Non-Aligned Movement from 1998 to 1999. He declined a second presidential term and was succeeded

by his deputy, Thabo Mbeki. Mandela became an elder statesman and focused on combating poverty

and HIV/AIDS through the charitable Nelson Mandela Foundation.

Mandela was a controversial figure for much of his life. Although critics on the right denounced him as a communist terrorist

and those on the far-left deemed him too eager to negotiate and reconcile with apartheid’s supporters, he gained international

acclaim for his activism. Globally regarded as an icon of democracy and social justice, he received more than 250 honours,

including the Nobel Peace Prize. He is held in deep respect within South Africa, where he is often referred to by his Thembu

clan name, Madiba, and described as the “Father of the Nation”.

https://www.un.org/en/events/mandeladay/assets/pdf/mandela100-booklet.pdf

“Our march to freedom is irreversible. We must not allow fear to stand in our way.” Those who are voteless cannot be expected

to continue paying taxes to a government which is not responsible to them. People who live in poverty and starvation cannot

be expected to pay exorbitant house rents to the government and local authorities. We furnish the sinews of agriculture and

industry. We produce the work of the gold mines, the diamonds and the coal, of the farms and industry, in return for miserable

wages.

Why should we continue enriching those who steal the products of our sweat and blood? Those who exploit us and refuse us

the right to organise trade unions? ...

I am informed that a warrant for my arrest has been issued, and that the police are looking for me. ... Any serious politician

will realise that under present-day conditions in this country, to seek for cheap martyrdom by handing myself to the police is

naive and criminal. We have an important programme before us and it is important to carry it out very seriously and without

delay. I have chosen this latter course, which is more difficult and which entails more risk and hardship than sitting in gaol. I

have had to separate myself from my dear wife and children, from my mother and sisters, to live as an outlaw in my own land.

I have had to close my business, to abandon my profession, and live in poverty and misery, as many of my people are doing.

... I shall fight the government side by side with you, inch by inch, and mile by mile, until victory is won. What are you going to

do? Will you come along with us, or are you going to cooperate with the government in its efforts to suppress the claims and

aspirations of your own people? Or are youv going to remain silent and neutral in a matter of life and death to my people, to

our people? For my own part I have made my choice. I will not leave South Africa, nor will I surrender. Only through hardship,

sacrifice and militant action can freedom be won. The struggle is my life. I will continue fighting for freedom until the end of

my days.

“THE STRUGGLE IS MY LIFE,” PRESS STATEMENT ISSUED WHILE UNDERGROUND IN

SOUTH AFRICA, 26 JUNE 1961”

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In its proper meaning equality before the law means the right to participate in the making of the laws by

which one is governed, a constitution which guarantees democratic rights to all sections of the population,

the right to approach the court for protection or relief in the case of the violation of rights guaranteed in the

constitution, and the right to take part in the administration of justice as judges, magistrates, attorneysgeneral,

law advisers and similar positions. In the absence of these safeguards the phrase “equality before

the law,” in so far as it is intended to apply to us, is meaningless and misleading. All the rights and privileges

to which I have referred are monopolized by whites, and we enjoy none of them. (I)consider myself neither

morally nor legally obliged to obey laws made by a parliament in which I am not represented. That the will of

the people is the basis of “I have cherished the ideal of a democratic and free society.... It is an ideal which I

hope to live for and to achieve. But if needs be, it is an ideal for which I am prepared to die.” The authority of

government is a principle universally acknowledged as sacred throughout the civilised world, and constitutes

the basic foundations of freedom and justice. It is understandable why citizens, who have the vote as well as

the right to direct representation in the country’s governing bodies, should be morally and legally bound by

the laws governing the country.

It should be equally understandable why we, as Africans, should adopt the attitude that we are neither

morally nor legally bound to obey laws which we have not made, nor can we be expected to have confidence

in courts which enforce such laws. …

I hate the practice of race discrimination, and in my hatred I am sustained by the fact that the overwhelming

majority of mankind hate it equally. I hate the systematic inculcation of children with colour prejudice and

I am sustained in that hatred by the fact that the overwhelming majority of mankind, here and abroad, are

with me in that. I hate the racial arrogance which decrees that the good things of life shall be retained as

the exclusive right of a minority of the population, and which reduces the majority of the population to a

position of subservience and inferiority, and maintains them as voteless chattels to work where they are

told and behave as they are told by the ruling minority. I am sustained in that hatred by the fact that the

overwhelming majority of mankind both in this country and abroad are with me.

Nothing that this court can do to me will change in any way that hatred in me, which

can only be removed by the removal of the injustice and the inhumanity which I have

sought to remove from the political and social life of this country.

COURT STATEMENT, PRETORIA, SOUTH AFRICA, 15 OCTOBER–7 NOVEMBER 1962

*****

Mandela, we love you for what you stood for

The right for equality

The right to end racism

The right to be human

The right for governmental policies to be just, and

The right to be free.

https://www.oyez.org/justices/thurgood_marshall

July - August 2022

Thurgood Marshall had a fresh, passionate voice and became a champion of civil rights, both on the bench and through almost

30 Supreme Court victories before his appointment, during times of severe racial strains. Marshall was born in Baltimore,

Maryland, on July 2, 1908, to Norma Arica and William Canfield Marshall. Marshall’s mother was a kindergarten teacher and

his father was an amateur writer who worked as a dining-car waiter on a railroad, later becoming a chief steward at a

ritzy club. When Marshall’s father had a day off, he would occasionally take his sons to court so they could watch the legal

procedure and arguments presented. Afterwards, the three would debate legal issues and current events together.

Marshall’s father would challenge his sons on the points they made, constantly encouraging them to prove their case.

Growing up in Baltimore, Marshall experienced the racial discrimination that shaped his passion for civil rights early on. The

city had a death rate for African-Americans that was twice that of Caucasians, and due to school segregation, Marshall was

forced to go to an all-black grade school. Once, he was unable to use the bathroom because all public restrooms were reserved

for whites. Despite the times, Marshall’s parents tried to shelter him from the reality of racism. They earned enough money to

live in a nice area, and he was able to attend a first-rate high school. He was often mischievous and sent out of class to read the

Constitution for misbehavior.

When Marshall graduated high school in 1925, he knew the Constitution backwards and forwards. Marshall was accepted to

Lincoln University in Oxford, Pennsylvania, from where his brother had just graduated. It was known as the black counterpart

to Princeton, and one of his classmates was the famous writer Langston Hughes. Marshall chose to focus more on the social life

of college. Because of his intelligence, he was able to get through with little effort, but after getting suspended for hazing with

his fraternity, he began to focus on academics. Marshall joined the debate club, which helped him realize his passion for

becoming a lawyer. He also became more involved with civil rights and helped desegregate a movie theater, which he later

described as one of the happiest moments in his life. Marshall met his wife, Vivian Burey, while taking a weekend trip with his

friends to Philadelphia.

Thurgood Marshall

Written By: Barbara Bullen

Birthday wishes to a great man.

Honored by many for the work he did to

end segregation by taking an active role in his job as a

Civil Rights Activist, Lawyer and Justice.

Thank you, Thurgood, for the good you did and may your

work and successbe forever in the thoughts

of everyone not only in the United States

but the world.

They soon married on September 4, 1929, before Marshall started his last semester. He graduated college in 1930 as a top-notch

student. After being denied by his first choice, the University of Maryland Law School, due to the color of his skin, Marshall

decided to go to Howard University. He and his wife moved in with his parents, and his mother sold her wedding ring to help

pay for his law school. There he learned about civil rights law and began to think of the Constitution as a living document.

His mentors introduced him to the world of the NAACP, often bringing him to attend meetings and watch lawyers discuss key

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issues. One of the mentors who made the biggest impression upon Marshall was Charles Houston, who

taught him to defeat racial discrimination through the use of existing laws. Marshall graduated as

valedictorian of his class in 1933 and moved back to Baltimore.

Marshall denied a postgraduate scholarship to Harvard in order to start his own practice and opened an

office in east Baltimore. A few people did come to him for help, though unable to pay. Marshall turned

none of them away. He began to develop his style as he took cases dealing with police brutality, evictions

and harsh landlords. Marshall was respectful but forceful in presenting his case. As his name began to gain

notice, he earned big clients such as labor organizations, building associations, and corporations.

Marshall started to volunteer with the NAACP and eventually became one of their attorneys, joining his

mentor Houston to argue cases together. He won his first case arguing that the University of Maryland Law

School should allow an African-American admission. In 1935, Houston got Marshall appointed as Assistant

Special Counsel for New York in the organization.

From then on, the two began planning on how to have the Supreme Court overrule the separate but

equal doctrine. After Houston resigned and Marshall took over as Special Counsel in 1938, he traveled to

dangerous areas in the South in order to investigate lynching, the denial of voting rights, jury service, and

fair trials to African-Americans. The face of the NAACP had soon become that of Marshall’s.

In 1940, the NAACP set up a legal activist organization known as Fund, Inc., of which Marshall was hired to

be special counsel. He was able to work toward his goal of challenging segregation in education. He won his

first Supreme Court case dealing with forced confession; and after President Truman rejected the separate

but equal doctrine in relation to the G.I. Bill, Marshall was ready to bring the education issue into full light.

Marshall finally got the case he had been hoping for, and in 1952 argued Brown v. Board of Education. The

case was reargued in 1953, and after five months of waiting, the Supreme Court delivered its opinion that

invalidated the separate but equal doctrine. In 1961, President Kennedy appointed Marshall as federal judge

to the Second Circuit Court of Appeals in New York City. Marshall spent four years on the court, and none of

his opinions were reversed on appeal to the Supreme Court. In 1965, President Johnson called upon Marshall

to be the country’s next Solicitor General. Marshall was sworn into office, but only spent two years in

the position. In 1967, the President appointed him as the first African-American to be an Associate Justice

on the U.S. Supreme Court. Marshall’s voice was a liberal one that held great influence early on in his term.

As a proponent of judicial activism, he believed that the United States had a moral imperative to move

progressively forward. He staunchly supported upholding individual rights, expanding civil rights, and

limiting the scope of criminal punishment. Justice William Brennan shared many of Marshall’s opinions

and they usually voted in the same bloc. In Furman v. Georgia, these justices argued the death penalty

was unconstitutional in all circumstances, and dissented from the subsequent overruling opinion, Gregg v.

Georgia, a few years later. He also made separate contributions to labor law (Teamsters v. Terry), securities

law (TSC Industries, Inc. v. Northway, Inc.), and tax law (Cottage Savings Ass’n v. Commissioner of Internal

Revenue). He had strong views on affirmative action and contributed greatly to opinions on constitutional

law. Marshall maintained a down-to-earth style and would oftenjoke with Chief Justice Burger as they

passed in the hallways by asking “What’s shakin’, Chief baby?”

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As the court made a shift towards conservatism, however, Marshall became frustrated and his

influence weakened. Despite the change of currents, Marshall’s voice remained strong until

his retirement, when he was succeeded by Associate Justice Clarence Thomas. Marshall died

on January 24, 1993 of heart failure in Bethesda, Maryland.

“Thurgood Marshall.” Oyez, www.oyez.org/justices/thurgood_marshall. Accessed 2 Jun. 2022.

*****

https://usa.usembassy.de/etexts/gov/marshall.pdf

Justice for All: The Legacy of Thurgood Marshall

*****

https://www.archives.gov/milestone-documents/brown-v-board-ofeducation#:~:text=On%20May%2017%2C%201954%2C%20

U.S.,amendment%20and%20

was%20therefore%20unconstitutional.

Brown v. Board of Education (1954)

In this milestone decision, the Supreme Court ruled that separating children in public schools on the basis of race was

unconstitutional. It signaled the end of legalized racial segregation in the schools of the United States, overruling the

“separate but equal” principle set forth in the 1896 Plessy v. Ferguson case.

On May 17, 1954, U.S. Supreme Court Justice Earl Warren delivered the unanimous ruling

in the landmark civil rights case Brown v. Board of Education of Topeka, Kansas. Statesanctioned segregation of public schools

was a violation of the 14th amendment and was therefore unconstitutional. This historic decision marked the end of the

“separate but equal” precedent set by the Supreme Court nearly 60 years earlier

in Plessy v. Ferguson and served as a catalyst for the expanding civil rights movement

during the decade of the 1950s.

*****

Thurgood Marshall

Thurgood is famous for the Brown v. Board of Education case

where “separate but equal” was held to be unconstitutional in public schools.

He is a hero for the Civil Rights Era and for the future

where his determination, strength, and courage

enabled him to stop racism and inequality

in schools by taking action.

Thurgood Marshall, Happy Birthday.

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CLAUDETTE COLVIN

Written By: Barbara Bullen

When racism rears its ugly head against you

should you take action to stop the pain you feel

of being discriminated against

the laws that aren’t right

the laws to protect only whites!

When one hears about the Civil Rights era, it immediately brings to mind activists; Martin Luther King, Jr.,

Rosa Parks and organizations like the NAACP and the Southern Christian

Leadership Conference. There are also many other leaders and activists that are in history books throughout

the United States and the World. In 1955, a teenager stood up for her rights and was arrested even before the

infamous Rosa Parks stand. Rosa Parks, who worked for the

NAACP as the secretary for the Montgomery Chapter, was arrested for not getting up from her seat for a

White man on a bus. Claudette Colvin, a Black teenager attended Booker T. Washington High School, only 15

at the time, didn’t want her constitutional rights violated even though segregation on public transit was the

law. Whites were to be seated in the front of the bus, and if there were no seats left for

Whites than Blacks had to get up from their seats at the back for Whites to be seated.

Colvin lived in troubled times; times when segregation divided the nation so that Blacks took a back seat to

the lives of Whites. Segregation was the norm and the daily lives of all who traveled the public transit until

Colvin took a stand.

In Montgomery, Alabama, Colvin is said to be a pioneer, one who led the way and helped end

segregation on public transit. When she was forcibly removed from the bus and arrested on March 2,

1955, her attorney, Fred Gray, along with four other plaintiffs filed a federal case, in Federal District Court,

February 1, 1956, Browder vs. Gayle, to challenge segregation on public transit. A three-judge panel found

the law unconstitutional which was appealed to the Supreme Court where it upheld the state court ruling,

finding the law unconstitutional.

When one hears about the Civil Rights era, it immediately brings to mind activists; Martin Luther King, Jr.,

Rosa Parks and organizations like the NAACP and the Southern Christian Leadership Conference. There are

also many other leaders and activists that are in history books throughout the United States and the World.

In 1955, a teenager stood up for her rights and was arrested even before the infamous Rosa Parks stand.

Rosa Parks, who worked for the NAACP as the secretary for the Montgomery Chapter, was arrested for not

getting up from her seat for a White man on a bus. Claudette Colvin, a Black teenager attended Booker T.

Washington High School, only 15 at the time, didn’t want her constitutional rights violated even though

segregation on public transit was the law. Whites were to be seated in the front of the bus, and if there were

no seats left for Whites than Blacks had to get up from their seats at the back for Whites to be seated.

July - August 2022

Colvin lived in troubled times; times when segregation divided the nation so that Blacks took a back seat to the lives of Whites.

Segregation was the norm and the daily lives of all who traveled the public transit until Colvin took a stand.

In Montgomery, Alabama, Colvin is said to be a pioneer, one who led the way and helped end segregation on public transit.

When she was forcibly removed from the bus and arrested on March 2, 1955, her attorney, Fred Gray, along with four other

plaintiffs filed a federal case, in Federal District Court, February 1, 1956, Browder vs. Gayle, to challenge segregation on public

transit. A three-judge panel found the law unconstitutional which was appealed to the Supreme Court where it upheld the

state court ruling, finding the law unconstitutional.

“Browder v. Gayle 142 F. Supp. 707 (M.D. Ala. 1956) Decided Jun 5, 1956 709 *709 RIVES, Circuit Judge. Statement of the Case. The

purpose of this action is to test the constitutionality of both the statutes of the State of Alabama and the ordinances of the

City of Montgomery which require the segregation of the white and colored races on the motor buses of the Montgomery City

Lines, Inc., *711 a common carrier of passengers in said City and its police jurisdiction.

1 2 711 1 Title 48, § 301(31a, b, c), Code of Alabama of 1940, as amended, which provide: “§301(31a).

Separate accommodations for white and colored races. — All passenger stations in this state operated by any motor

transportation company shall have separate waiting rooms or space and separate ticket windows for the white and colored

races, but such accommodations for the races shall be equal. All motor transportation companies or operators of vehicles

carrying passengers for hire in this state, whether intrastate or interstate passengers, shall at all times provide equal but

separate accommodations on each vehicle for the white and colored races. The conductor or agent of the motor transportation

company in charge of any vehicle is authorize and required to assign each passenger to the division of the vehicle designated

for the race to which the passenger belongs; and, if the passenger refuses to occupy the division to which he is assigned,

the conductor or agent may refuse to carry the passenger on the vehicle; and, for such refusal, neither the conductor or

agent of the motor transportation company nor the motor transportation company shall be liable in damages. Any motor

transportation company or person violating the provisions of this section shall be guilty of a misdemeanor and, upon

conviction, shall be fined not more than five hundred dollars for each offense; and each day’s violation of this section shall

constitute a separate offense. The provisions of this section shall be administered and enforced by the Alabama public service

commission in the manner in which provisions of the Alabama Motor Carrier Act of 1939 are administered and enforced. (1945,

p. 731, appvd. July 6, 1945.)”

For the complete case see below:

https://www.freedomforuminstitute.org/wp-content/uploads/2019/07/Browder-v.-Gayle.pdf

According to Jonathan Gold in his article, “The Browder in Browder v. Gayle. On April 29, 1955, Aurelia Browder, like so many

other black residents of Montgomery, was mistreated on a city bus. According to her testimony in the civil case, she was

forced by the bus driver “to get up and stand to let a white man and a white lady sit down.” Three other plaintiffs, Mary Louise

Smith, Claudette Colvin and Susie McDonald, had reported similar mistreatment. The cumulative effect of these “demeaning,

wretched, intolerable impositions and conditions,” as boycott organizer Jo Ann Robinson referred to them, inspired

Montgomery’s black community to begin developing plans for a boycott that eventually began after the arrest of Rosa Park.

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For further reading:

https://www.learningforjustice.org/sites/default/files/general/TT53%20Browder%20v.%20Gayle.pdf

“Nine months after Claudette Colvin’s arrest, local activist Rosa Parks took similar action. She refused

to give up her bus seat to a white rider and got arrested. Colvin’s actions raised awareness, but

Parks’s actions set off a boycott of the Montgomery bus lines. Thousands of Black residents rode the

bus to work, often for white employers. After Parks’s arrest, though, they refused to ride for an entire

year (National Youth Summit 2020).”

https://americanhistory.si.edu/sites/default/files/file-uploader/NYS%20Case%20Study%E2%80%93S

tudent%20Kit%20FINAL4.pdf

Colvin’s case unlike Rosa Parks’s “was dropped by civil rights campaigners because Colvin was

unmarried and pregnant during the proceedings.[6][7] It is now widely accepted that Colvin was not

accredited by civil rights campaigners at the time due to her circumstances. Rosa Parks stated: “If the

white press got ahold of that information, they would have [had] a field day.

The record of her arrest and adjudication of delinquency was expunged by the district court in 2021,

with the support of the district attorney for the county in which the charges were brought more than

66 years before.”

https://en.wikipedia.org/wiki/Claudette_Colvin

When people, no matter their race, color or creed cannot take any more discriminatory and racist

acts towards them, their only recourse is to take action. Humanity needs people like Colvin and the

others who took a stand for their rights despite the consequences.

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Martin Luther King Jr. Day

Written by: Barbara Bullen

Martin Luther King Jr., (Michael King Jr., 1929-1968) known internationally throughout the world as one of

the greatest mediators of all time, is honored yearly. Brought up as a Christian, he followed in his father’s

footsteps (Martin Luther King, Sr.) by becoming a Baptist Minister. A man who took it upon himself to

eradicate discrimination against blacks along with his wife, Coretta Scott King, his leaders and activists,

helped dismantle the barriers that for so long held blacks from having equal rights. The civil rights

movement which began in 1955 led to the enactment of the Southern Christian Leadership Conference of

which Martin Luther King Jr. was the President. Martin’s mission was to do what ever was necessary in a nonviolent

way to dismantle discrimination, violence and oppression against blacks which included the use of

civil disobedience.

For too long, the laws protected whites in order for blacks to be subservient. He was tired and so were blacks

in the South, throughout the United States and around the world, so King participated in and led marches for

their civil rights including the right to vote, desegregation and labor rights. King was also instrumental in the

1955 Montgomery Bus Boycott which was a protest against the segregation policies of public transit.

December 5, 1955, the Monday after Rosa Parks sat in the white area of the bus and refused to give her

seat to a white person, she was arrested due to the segregation laws on public transit, only permitting

her to sit in the back of the bus. King led many nonviolent protest marches and was the key figure helping

organize the 1963 March on Washington, where he delivered a speech that electrified the nation with his “I

have a Dream speech” on the steps of the Lincoln Memorial. Part of his speech is listed below because the

reinforcement of what King did for the world to change the discriminatory practices and laws need to be

remembered by all.

I HAVE A DREAM SPEECH

Martin Luther King Jr

I have a dream that one day this nation will rise up and live out the true meaning of its creed: “We hold these

truths to be self‐evident, that all men are created equal.”

I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former

slave owners will be able to sit down together at the table of brotherhood.

I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice,

sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.

I have a dream that my four little children will one day live in a nation where they will not be judged by the

color of their skin but by the content of their character.

I have a dream today!

And when this happens, when we allow freedom ring, when we let it ring from every village and

every hamlet, from every state and every city, we will be able to speed up that day when all of God’s

children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to

join hands and sing in the words of the old Negro spiritual:

Free at last! Free at last!

Thank God Almighty, we are free at last!

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1964 saw the award of the Nobel Peace Prize to King for dismantling racial inequality through nonviolence. In 1965, Martin

was instrumental in organizing two marches from Selma to Montgomery in the fight for the right to vote with activists of the

Southern Christian Leadership Conference. In 1968, Martin was assassinated in Memphis, Tennessee when he planned a national

occupation of Washington, D.C.

Martin Luther King Jr. Day is King’s birthday which is a federal holiday signed into bill on November 3, 1983 by President Ronald

Reagan for the third Monday of each January.

Martin Luther King Day In Ohio

MARTIN LUTHER KING, JR. HOLIDAY COMMISSION

“The Ohio Dr. Martin Luther King, Jr. Holiday Commission (Commission) was established in 1985 by Executive Order. Today, the

DAS Administrative Support Division provides support to the commission.

The Commission is a statewide advocate of Dr. King’s principles of nonviolence and annually honors Ohio’s citizens who work

to promote diversity and eliminate discrimination through nonviolent methods. Each year, the Commission presents awards to

Ohioans to celebrate the life of Dr. King, whose teachings encourage nonviolent actions to secure equal rights for all Americans.

The commemorative celebration is held each January in downtown Columbus.

The Commission strives to carry out Dr. King’s dream of service to others throughout the entire year through various events

(Ohio, Department of Administrative Services).”

For further information on the 37th Annual MLK Awards please go their website:

https://das.ohio.gov/Divisions/Equal-Opportunity/Martin-Luther-King-Jr-Holiday-Commission

“Awards are presented in the following categories.

•Governor’s Humanitarian Award

•Individual Award

•Organization Award

•Collaborative Effort Award

•Youth: Capturing the Vision of Dr. Martin Luther King, Jr.”

King’s legacy continues throughout generations, never to be forgotten for what he did for mankind

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Harriet Tubman


Harriet Tubman an abolitionist renown.

We thank God for her spirit, her strength and her love for her fellow men.

We’ll remember her birthday this March to tell her story of the love for mankind,

despite the cruelty that she, the slaves and the fugitives received

by the merciless slave masters bent on slavery.

March 10 is the day on which it is said that Harriet Tubman (Araminta Ross) famously known as an

abolitionist was born. As most Blacks who were born into slavery in the 1800s, Harriet was like them but

became a hero when she escaped from slavery and helped other enslaved people escape from their masters

or bondage.

Harriet was born in Dorchester County, Maryland where she lived a horrific life like most slaves being beaten

and whipped by her slave masters and even experiencing a life-threatening head injury that induced visions

and dreams she attributed to the works of God. She became deeply religious because of her Methodist

upbringing and these visions and dreams.

“She often fought illness in her childhood, but as she grew older, the “sickly” young household girl grew

stronger and even became a fieldhand. On a secluded plantation during her adolescence, Tubman attempted

to warn an escaping slave that his master was nearby. She was caught between the slave and his master

when the two confronted each other. The master slung a lead weight at the escapee, but hit Tubman in the

head. The force of the blow “broke her skull and drove a piece of her bandana” into her head. The head injury

would cause her to have headaches, fainting spells, and visions for the rest of her life. In 1844, she married

a free black man named John Tubman. Around this time, she hired a lawyer to investigate her family’s slave

contracts. The lawyer found her mother should have been freed at the age of 45, meaning that some of her

siblings should have been born free.”

https://www.crf-usa.org/images/pdf/gates/Harriet-Tubman-End-of-Slavey.pdf

In the mid-1800s she escaped to Philadelphia to return to help those she left behind; she helped her family to

escape and led many others to their freedom.

“The Fugitive Slave Law of 1850 was part of the Compromise of 1850. This law required the United States

government to actively assist slave holders in recapturing freedom seekers. Under the United States

Constitution, slave holders had the right to reclaim slaves who ran away to free states. With the Fugitive

Slave Law of 1850, the federal government had to assist the slave holders. No such requirement had existed

previously.” https://ohiohistorycentral.org/w/Fugitive_Slave_Law_of_1850

Harriet tried to find and help slaves in captivity escape and this included John Tubman who she later found

out had remarried to a woman named Caroline thereby ending her quest to find him.

Frederick Douglass an abolitionist was also said to have worked with Tubman in helping fugitives.

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“There is evidence to suggest that Tubman and her group stopped at the home of abolitionist and former slave Frederick

Douglass.[63] In his third autobiography, Douglass wrote: “On one occasion I had eleven fugitives at the same time under my

roof, and it was necessary for them to remain with me until I could collect sufficient money to get them on to Canada. It was

the largest number I ever had at any one time, and I had some difficulty in providing so many with food and shelter. ... “[64] The

number of travelers and the time of the visit make it likely that this was Tubman’s group.[63]

Douglass and Tubman admired one another greatly as they both struggled against slavery. When an early biography of Tubman

was being prepared in 1868, Douglass wrote a letter to honor her. He compared his own efforts with hers, writing:

The difference between us is very marked. Most that I have done and suffered in the service of our cause has been in public,

and I have received much encouragement at every step of the way. You, on the other hand, have labored in a private way. I

have wrought in the day – you in the night. ... The midnight sky and the silent stars have been the witnesses of your devotion to

freedom and of your heroism. Excepting John Brown – of sacred memory – I know of no one who has willingly encountered more

perils and hardships to serve our enslaved people than you have.[65]” https://en.wikipedia.org/wiki/Harriet_Tubman

In 11 years, Tubman helped rescue 70 slaves in what was said to have taken 13 trips that included family members. Tubman was

called “Moses” because of her efforts to free and rescue the slaves from their slave masters and to help fugitives to escape to the

north.

She was devout and dedicated to God aided by visions, premonitions and the voice of God which is said to sometimes be

attributed to her head injury. Although a religious woman she would not hesitate to use a gun which she carried for her

protection and the protection of the slaves, even to the point of using it on them if they ever turned back to their plantation.

“Despite the efforts of the slaveholders, Tubman and the fugitives she assisted were never captured. Years later, she told an

audience: “I was conductor of the Underground Railroad for eight years, and I can say what most conductors can’t say – I never

ran my train off the track and I never lost a passenger.”[3]…

Scouting and the Combahee River Raid

“When Lincoln issued the Emancipation Proclamation, Tubman considered it an important step toward the goal of liberating

all Black people from slavery.[107] She renewed her support for a defeat of the Confederacy, and in early 1863 she led a band of

scouts through the land around Port Royal.[108] The marshes and rivers in South Carolina were similar to those of the Eastern

Shore of Maryland; thus, her knowledge of covert travel and subterfuge among potential enemies was put to good use.[108]

Her group, working under the orders of Secretary of War Edwin Stanton, mapped the unfamiliar terrain and reconnoitered its

inhabitants. She later worked alongside Colonel James Montgomery, and provided him with key intelligence that aided in the

capture of Jacksonville, Florida.[109]

Later that year, Tubman became the first woman to lead an armed assault during the Civil War.[110] When Montgomery and

his troops conducted an assault on a collection of plantations along the Combahee River, Tubman served as a key adviser and

accompanied the raid.

On the morning of June 2, 1863, Tubman guided three steamboats around Confederate mines in the waters leading to the shore.

[111] Once ashore, the Union troops set fire to the plantations, destroying infrastructure and seizing thousands of dollars worth

of food and supplies.[112]

When the steamboats sounded their whistles, slaves throughout the area understood that they were being liberated. Tubman

watched as slaves stampeded toward the boats. “I never saw such a sight”, she said later,[113] describing a scene of chaos with

women carrying still-steaming pots of rice, pigs squealing in bags slung over shoulders, and babies hanging around their parents’

necks.

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Although their owners, armed with handguns and whips, tried to stop the mass escape, their efforts were

nearly useless in the tumult.[112] As Confederate troops raced to the scene, steamboats packed full of slaves

took off toward Beaufort.[114]

More than 750 slaves were rescued in the Combahee River Raid.[115][113] Newspapers heralded Tubman’s

“patriotism, sagacity, energy, [and] ability”,[116] and she was praised for her recruiting efforts – most of the

newly liberated men went on to join the Union army.[116] Tubman later worked with Colonel Robert Gould

Shaw at the assault on Fort Wagner, reportedly serving him his last meal.[117] She described the battle by

saying: “And then we saw the lightning, and that was the guns; and then we heard the thunder, and that was

the big guns; and then we heard the rain falling, and that was the drops of blood falling; and when we came

to get the crops, it was dead men that we reaped.”[118]

For two more years, Tubman worked for the Union forces, tending to newly liberated slaves, scouting into

Confederate territory, and nursing wounded soldiers in Virginia.[119] She also made periodic trips back to

Auburn to visit her family and care for her parents.[120] The Confederacy surrendered in April 1865; after

donating several more months of service, Tubman headed home to Auburn.[121]

During a train ride to New York in 1869, the conductor told her to move from a half-price section into the

baggage car. She refused, showing the government-issued papers that entitled her to ride there. He cursed at

her and grabbed her, but she resisted and he summoned two other passengers for help. While she clutched

at the railing, they muscled her away, breaking her arm in the process. They threw her into the baggage car,

causing more injuries. As these events transpired, other white passengers cursed Tubman and shouted for

the conductor to kick her off the train.[122] Her act of defiance became a historical symbol, later cited when

Rosa Parks refused to move from a bus seat in 1955.[123][124]”

https://en.wikipedia.org/wiki/Harriet_Tubman

Harriet Tubman,

your legacy and dream continues,

until the day when slavery,

is abolished throughout the world.

The snow leopard is one of nature’s most beautiful creatures. As of 2021, the snow leopard is no longer considered an

July - August 2022

endangered species. However, the population is still at risk due to illegal poaching and the encroachment of society into the

cats’ habitat. So, although it has been moved from “endangered” to “vulnerable” on the Endangered Species list, the snow

leopard is still at risk. According to the International Union for Conservation of Nature, the snow leopard is still on track to lose

over ten percent of its wild population over the next three generations.

The natural habitat of the snow leopard

is primarily in the mountainous areas of

Central Asia, Kyrgyzstan, and Pakistan.

Their defining features include a white pelt,

with a pattern of dark rosettes and spots.

Additionally, the leopard has a tail that is

longer than most other cats, in order to

assist with balance on steep mounds of

snow. Unfortunately, the snow leopard’s

distinctive coat makes it a prize for

poachers. The bones and other body parts

are also used in traditional Asian medicine.

Snow leopards are known to be extremely

elusive. Their territory spans over twelve

countries, and they live in snowy, mountainous terrain. This makes gathering data on the cat difficult. For this reason, the wild

snow leopard population is believed to be between 4,000 and 6,500 in number, and researchers are unable to narrow down that

number to a more specific figure.

In addition to poachers, snow leopards face a variety of other threats, including human encroachment on territory and

“retaliatory killings”--the leopards are killed by farmers in the area to protect their livestock. Due to humans pushing further

into their territory, snow leopards find it increasingly difficult to find food, not only due to industrialization, but because a snow

leopard’s prey is also hunted by the surrounding humans.

The Ghost of the Mountains

Written by: Erika S. Hanson

Snow leopards are capable of bringing down prey that is up to three times their own weight. A typical diet would include

blue sheep, Argali wild sheep, ibex, marmots, deer and other, smaller, animals. Because these animals are also consumed

by humans, the number of prey in these mountainous areas is dwindling, leading the snow leopards to attack local livestock

instead and the aforementioned retaliatory killings by farmers.

According to the Snow Leopard Trust, there has never been a verified instance of a snow leopard attacking a human. The Trust

focuses its efforts on protecting the snow leopard by partnering with local communities and creating incentives for those

communities to preserve snow leopards.

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A snow leopard can live between ten and twelve years in the wild. In captivity, their level of survival sharply

increases to twice that, at 22 years. Snow leopards mature quickly. Initially, they are totally reliant on their

mother, and their eyes do not open until they are seven days old. At two months old, cubs are able to eat

solid food. At three months, they are able to learn basic hunting skills. Between 18 and 22 months, the cubs

are ready to leave their mother. It is estimated that male snow leopards reach maturity by age four. Females

maturation is harder to pin down, due to scant information.

However, it is estimated that a female snow leopard is ready to have her first litter by age three.

Mating season is the only time you will see more than one of these solitary cats. From January to mid-

March, males and females travel together for a few days. Once that time is done, and the female leopard is

pregnant, she retreats to a secluded den site.

Pregnancy typically lasts between 93 and 110 days. Her cubs are usually born that June or July, and she

becomes their sole caretaker, providing food and warmth, and teaching them how to survive in the wild.

Once the cubs are ready, they separate from their mother and strike out on their own.

We continue to gather details about this “Ghost of the Mountains,” but information remains scarce. Their

spotted white coats are unique, and unlike other big cats, they cannot roar, but can make other sounds such

as a mew, purr, growl or hiss. They also make a low puffing sound called a “pusten” or “chuff.” This is a nonaggressive

sound, and can indicate contentment, or be used to communicate with other snow leopards in

the area. It is often used as a greeting.

There is still much to learn about these beautiful animals. Researchers continue their work with the people

of Central Asia and the Himalayas to preserve and protect the snow leopard. Yet, the snow leopard remains

elusive, which only adds to its mystique. Although sometimes misunderstood, this great cat is harmless to

humans and is a key part in the planet’s continuing ecology.

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Malcolm X


“No, I’m not an American. I’m one of the 22 million Black people

who are the victims of Americanism. One of the 22 million

Black people who are the victims of democracy, nothing but

disguised hypocrisy. So, I’m not standing here speaking to you

as an American, or a patriot or a flag saluter, or a flag-waver-no not I.

I’m speaking as a victim of this American System.

And I see America through the eyes of the victim.

I don’t see any American dream; I see an American nightmare.”

“And why was he our ‘Shining Black Prince’?

Selected Quotes from Malcolm X: Nation Time: Spring 1997

https://freedomarchives.org/Documents/Finder/DOC513_scans/Malcolm_X/513.Malco

lm.X.Selected.Quotes.pdf

One of the most influential figures of the Civil Rights Movement was Malcolm X. Unlike Dr. Martin

Luther King Jr’s non-violent mission for equality and the end of discrimination not only for Blacks but

for all races, Malcolm X commanded attention throughout the world.

“Malcolm X (born Malcolm Little, later Malik el-Shabazz; May 19, 1925 – February 21, 1965) was an

African-American Muslim minister and human rights activist who was a prominent figure during the

civil rights movement. A spokesman for the Nation of Islam until 1964, he was a vocal advocate for

black empowerment and the promotion of Islam within the black community.

Malcolm spent his adolescence living in a series of foster homes or with

relatives after his father’s death and his mother’s hospitalization. He engaged in several illicit activities,

eventually being sentenced to 10 years in prison in 1946 for larceny and breaking and entering.

https://en.wikipedia.org/wiki/Malcolm_X

Malcolm’s childhood was fraught with misfortune yet he never stopped looking forward to another day

in which to excel even to the extent of educating himself while in prison.

“…Malcolm X was one of the most articulate and powerful leaders of black America during the 1960s.

A street hustler convicted of robbery in 1946, he spent seven years in prison, where he educated himself and

became a disciple of Elijah Muhammad, founder of the Nation of Islam. In the days of the civil rights movement,

Malcolm X emerged as the leading spokesman for black separatism, a philosophy that urged black Americans to

cut political, social, and economic ties with the white

community. After a pilgrimage to Mecca, the capital of the Muslim world, in 1964, he became an orthodox

Muslim, adopted the Muslim name El Hajj Malik El-Shabazz, and distanced himself from the teachings of the

black Muslims. He was assassinated in

1965. In the following excerpt from his autobiography (1965), coauthored with Alex Haley and published the year

of his death, Malcolm X describes his self-education…

It was because of my letters that I happened to stumble upon starting to acquire some kind of a homemade

education.

I became increasingly frustrated. at not being able to express what I wanted to convey in letters that I wrote,

especially those to Mr. Elijah Muhammad. In the street, I had been the most articulate hustler out there - I had

commanded attention when I said something. But now, trying to write simple English, I not only wasn’t articulate,

I wasn’t even functional. How would I sound writing in slang, the way I would say it, something such as, “Look,

daddy, let me pull

your coat about a cat, Elijah Muhammad-“

July - August 2022

Many who today hear me somewhere in person, or on television, or those who read something I’ve said, will think I

went to school far beyond the eighth grade. This impression is due entirely to my prison studies.

It had really begun back in the Charlestown Prison, when Bimbi first made me feel envy of his stock of knowledge.

Bimbi had always taken charge of any conversations he was in, and

I had tried to emulate him. But every book I picked up had few sentences which didn’t contain anywhere from one to

nearly all of the words that might as well have been in Chinese. When I just skipped those words, of course, I really

ended up with little idea of what the book said. So I had come to the Norfolk Prison Colony still going through only

book-reading motions. Pretty soon, I would have quit even these motions, unless I had received the motivation that I

did. I saw that the best thing I could do was get hold of a dictionary - to study, to learn some words. I was lucky enough

to reason also that I should try to improve my penmanship. It was sad. I couldn’t even write in a straight line. It was

both ideas together that moved me to request a dictionary along with some tablets and pencils from the Norfolk Prison

Colony school.

I spent two days just riffling uncertainly through the dictionary’s pages. I’d never realized so many words existed! I

didn’t know which words I needed to learn. Finally, just to start some kind of action, I began copying.

In my slow, painstaking, ragged handwriting, I copied into my tablet everything printed on that first page, down to the

punctuation marks.

I believe it took me a day. Then, aloud, I read back, to myself, everything I’d written on the tablet. Over and over, aloud,

to myself, I read my own handwriting I woke up the next morning, thinking about those words - immensely proud to

realize that not only had I written so much at one time, but I’d written words that I never knew were in the world.

Moreover, with a little effort, I also could remember what many of these words meant. I reviewed the words whose

meanings I didn’t remember. Funny thing, from the dictionary first page right now, that “aardvark” springs to my mind.

The dictionary had a picture of it, a longtailed, long-eared, burrowing African mammal, which lives off termites caught

by sticking out its tongue as an anteater does for ants.

I was so fascinated that I went on - I copied the dictionary’s next page. And the same experience came when I studied

that. With every succeeding page, I also learned of people and places and events from history. Actually the dictionary is

like a miniature encyclopedia. Finally the dictionary’s A section had filled a whole tablet-and I went on into the B’s. That

was the way I started copying what eventually became the entire dictionary. It went a lot faster after so much practice

helped me to pick up handwriting speed. Between what I wrote in my tablet, and writing letters, during the rest of my

time in prison I would guess I wrote a million words.

I suppose it was inevitable that as my word-base broadened, I could for the first time pick up a book and read and now

begin to understand what the book was saying. Anyone who has read a great deal can imagine the new world that

opened. Let me tell you something: from then until I left that prison, in every free moment I had, if I was not reading in

the library, I was reading on my bunk. You couldn’t have gotten me

out of books with a wedge. Between Mr. Muhammad’s teachings, my correspondence,

my visitors,... and my reading of books, months passed without my even thinking about

being imprisoned. In fact, up to then, I never had been so truly free in my life.”

http://www.lattc.edu/Lattc/media/lattc_media/PDFs/Learning-to-Read-by-MalcolmX-PDF.pdf

86

87


The Autobiography of Malcolm X

New York, June 1965

CHAPTER ONE NIGHTMARE

“When my mother was pregnant with me, she told me later, a party of hooded Ku Klux

Klan riders galloped up to our home in Omaha, Nebraska, one night. Surrounding the house,

brandishing their shotguns and rifles, they shouted for my father to come out. My mother went to

the front door and opened it. Standing where they could see her pregnant condition, she told them

that she was alone with her three small children, and that my father was away, preaching, in

Milwaukee. The Klansmen shouted threats and warnings at her that we had better get out of town

because “the good Christian white people” were not going to stand for my father’s “spreading

trouble” among the “good” Negroes of Omaha with the “back to Africa” preachings of Marcus

Garvey.

My father, the Reverend Earl Little, was a Baptist minister, a dedicated organizer for

Marcus Aurelius Garvey’s U.N.I.A. (Universal Negro Improvement Association). With the help

of such disciples as my father, Garvey, from his headquarters in New York City’s Harlem, was

raising the banner of black-race purity and exhorting the Negro masses to return to their ancestral

African homeland-a cause which had made Garvey the most controversial black man on earth.

Still shouting threats, the Klansmen finally spurred their horses and galloped around the

house, shattering every window pane with their gun butts. Then they rode off into the night, their

torches flaring, as suddenly as they had come.”

https://antilogicalism.com/wp-content/uploads/2018/04/malcom-x.pd

Advocacy and teachings while with Nation

“From his adoption of the Nation of Islam in 1952 until he broke with it in 1964, Malcolm X promoted

the Nation’s teachings. These included beliefs:

• that black people are the original people of the world[99]

• that white people are “devils”[2] and

• that the demise of the white race is imminent.[3]

Louis E. Lomax said that “those who don’t understand biblical prophecy wrongly label him as a racist

and as a hate teacher, or as being anti-white or as teaching Black Supremacy”.[100] He was accused[ of

being antisemitic.[101] In 1961, Malcolm X spoke at a NOI rally alongside George Lincoln Rockwell, the

head of the American Nazi Party; Rockwell claimed that there was overlap between black nationalism

and white supremacy.[102]

Many who today hear me somewhere in person, or on television, or those who read something I’ve

said, will think I went to school far beyond the eighth grade. This impression is due entirely to my

prison studies.

It had really begun back in the Charlestown Prison, when Bimbi first made me feel envy of his stock of

knowledge.

July - August 2022

Bimbi had always taken charge of any conversations he was in, and I had tried to emulate him. But every book I picked

up had few sentences which didn’t contain anywhere from one to nearly all of the words that might as well have

been in Chinese. When I just skipped those words, of course, I really ended up with little idea of what the book said.

So I had come to the Norfolk Prison Colony still going through only book-reading motions. Pretty soon, I would have

quit even these motions, unless I had received the motivation that I did. I saw that the best thing I could do was get

hold of a dictionary - to study, to learn some words. I was lucky enough to reason also that I should try to improve my

penmanship. It was sad. I couldn’t even write in a straight line. It was both ideas together that moved me to request a

dictionary along with some tablets and pencils from the Norfolk Prison Colony school.

I spent two days just riffling uncertainly through the dictionary’s pages. I’d never realized so many words existed! I

didn’t know which words I needed to learn. Finally, just to start some kind of action, I began copying.

In my slow, painstaking, ragged handwriting, I copied into my tablet everything printed on that first page, down to the

punctuation marks.

I believe it took me a day. Then, aloud, I read back, to myself, everything I’d written on the tablet. Over and over, aloud,

to myself, I read my own handwriting I woke up the next morning, thinking about those words - immensely proud to

realize that not only had I written so much at one time, but I’d written words that I never knew were in the world.

Moreover, with a little effort, I also could remember what many of these words meant. I reviewed the words whose

meanings I didn’t remember. Funny thing, from the dictionary first page right now, that “aardvark” springs to my mind.

The dictionary had a picture of it, a longtailed, long-eared, burrowing African mammal, which lives off termites caught

by sticking out its tongue as an anteater does for ants.

I was so fascinated that I went on - I copied the dictionary’s next page. And the same experience came when I studied

that. With every succeeding page, I also learned of people and places and events from history. Actually the dictionary is

like a miniature encyclopedia. Finally the dictionary’s A section had filled a whole tablet-and I went on into the B’s. That

was the way I started copying what eventually became the entire dictionary. It went a lot faster after so much practice

helped me to pick up handwriting speed. Between what I wrote in my tablet, and writing letters, during the rest of my

time in prison I would guess I wrote a million words.

I suppose it was inevitable that as my word-base broadened, I could for the first time pick up a book and read and

now begin to understand what the book was saying. Anyone who has read a great deal can imagine the new world

that opened. Let me tell you something: from then until I left that prison, in every free moment I had, if I was not

reading in the library, I was reading on my bunk. You couldn’t have gotten me out of books with a wedge. Between Mr.

Muhammad’s teachings, my correspondence, my visitors,... and my reading of books, months passed without my even

thinking about being imprisoned. In fact, up to then, I never had been so truly free in my life.”

http://www.lattc.edu/Lattc/media/lattc_media/PDFs/Learning-to-Read-by-MalcolmX-PDF.pdf

One of the goals of the civil rights movement was to end disenfranchisement of African Americans, but the Nation of

Islam forbade its members from participating in voting and other aspects of the political process.[103] The NAACP and

other civil rights organizations denounced him and the Nation of Islam as irresponsible extremists whose views did not

represent the common interests of African Americans.[104][105]

Malcolm X was equally critical of the civil rights movement.[106] He called Martin Luther King Jr. a “chump”, and said

other civil rights leaders were “stooges” of the white establishment.[107][G] He called the 1963 March on Washington

“the farce on Washington”,[109] and said he did not know why so many black people were excited about a

88

89


demonstration “run by whites

in front of a statue of a president who has been dead for a hundred years and who didn’t like us when

he was alive”.[110]

While the civil rights movement fought against racial segregation, Malcolm X advocated the

complete separation of African Americans from whites. He proposed that African Americans should

return to Africa and that, in the interim, a separate country for black people in America should be

created.[111][112] He rejected the civil rights movement’s strategy of nonviolence, arguing that black

people should defend and advance themselves “by any means necessary”.[113] His speeches had a

powerful effect on his audiences, who were generally African Americans

in northern and western cities. Many of them—tired of being told to wait for freedom, justice,

equality and respect[114]—felt that he articulated their complaints better than did the civil rights

movement.[115][116]”

https://en.wikipedia.org/wiki/Malcolm_X

Malcolm X a great but controversial leader is remembered by memorials and tributes that include the

first home he was brought up in which is now a historical monument. Malcolm X is also portrayed

in the movies, TV and on stage.

*****

Malcolm X was a great leader known for his beliefs that not everyone liked. But he proved to

everyone that despite being incarcerated for seven years he put his time to good use through

selfeducation turning out to be the most prolific, educated speaker that there was in the United States.

We welcome the holiday that celebrates Malcolm X for we live in a democracy where both sides

must be heard; the good, the bad and the ugly that rears its head because of the suffering, racial

discrimination and fear and torture of Blacks.

Let us look forward to another day for great leaders to appear to lead us to justice for the benefit of

all races in the United States

July - August 2022

90

91

July August 2022


THURSDAY, APRIL 21, 2022

BY KERRY MCDONALD

Boston College Psychology Professor: “School Has

Become a Toxic Place for Children”

More families may be flocking to homeschooling and

other schooling alternatives over the past two years,

but Peter Gray has been urging families to flee coercive

schooling since long before the pandemic began. The

Boston College psychology professor wrote in his 2013

book Free To Learn: “The more oppressive the school

system becomes, the more it is driving people away, and

that is good.”

Gray joins me on this week’s episode of the LiberatED

Podcast to talk about the harms of forced schooling and

why self-directed education, grounded in play, is most

beneficial for youth learning and development.

In our conversation, Gray explains that standard

schooling today is a key factor in the continuous

rise in rates of childhood and adolescent anxiety,

depression, and suicide. Its imposed, one-size-fits all

curriculum, reliance on reward and punishment as

external motivators, and dismissal of natural childhood

curiosity and creativity erode learners’ powerful drives

for learning and discovery. Stripped of these drives, and

increasingly deprived of opportunities to play, explore,

and pursue individual interests outside of school without

the constant hovering of adults, children and adolescents

become more melancholic and morose.

“We adults are constraining children’s lives, in school

and out of school,” says Gray in our podcast discussion.

“School has become a toxic place for children, and we

Self-directed education, grounded in play, is most beneficial for youth learning and development.

92

refuse to say that publicly. The research can show it but

it almost never gets picked up in the popular press,” he

adds.

Our discussion digs deeper into Gray’s research on the

link between standard schooling and skyrocketing rates

of diagnoses of ADHD, which Gray asserts is essentially “a

failure to adapt to the conditions of standard schooling.”

He talks about the disappearance of childhood play

and the corresponding rise in childhood mental health

disorders, as well as why parents shouldn’t be too

concerned about their children’s screen time use.

Gray believes that parents should remove their children

from standard schooling and embrace schooling

alternatives that are centered on self-directed

education. “I’m cheered by the ever-growing stream of

people who are leaving coercive schooling for relaxed

homeschooling, unschooling, Sudbury schooling, and

other forms of education that allow children to control

their own learning,” he wrote in Free To Learn.

The current exodus of families away from standard

schooling and toward other, often freer, learning models,

may have positive, long-term effects on young people’s

intellectual development and emotional well-being.

Listen to the weekly LiberatED Podcast on Apple,

Spotify, Google, and Stitcher, and sign up for Kerry’s

weekly LiberatED email newsletter to stay up-to-date

on educational news and trends from a free-market

perspective.

FRIDAY, APRIL 29, 2022

BY KERRY MCDONALD

From Pandemic Playgroups to a Thriving Microschool:

How One “Edupreneur” Met Rising Parent Demand for

Schooling Alternatives

Ada Salie heard a lot of complaints. Parents were upset

about what was happening in their children’s schools

last fall, and were reluctant to send their children back.

Many of the parents she heard from had pulled their

children out of a district school for homeschooling during

the 2020/2021 academic year—something that millions

of parents did that year, according to US Census Bureau

data. They wanted a place to send their children in fall

2021, but many didn’t want their kids masked all day or

contending with various other school policies.

Ada decided to turn those complaints into an opportunity.

The Massachusetts mother of three had been

running playgroups and offering gatherings and activities

for homeschooled children throughout the pandemic

response. She decided to make these offerings more

formal. So, last August she leased a building in central

Massachusetts and launched Life Rediscovered, a homeschool

learning center that attracted dozens of children,

ages 5 to 13. The children can attend part-time or fulltime,

and engage in Montessori-inspired learning activities

and plenty of play.

Source: The Foundation for Economic Education (FEE)

Now is an ideal time for more parents, educators, and innovators to build new K-12 learning

models.

93

On this week’s LiberatED podcast, Ada Salie shares how

she launched her program, including the ups and downs

of education entrepreneurship and her advice for aspiring

entrepreneurs who are dreaming of launching a

similar microschool or schooling alternative.

Ada’s story is familiar. Other parents and educators who

created informal “pandemic pods” and co-ops during

school shutdowns evolved those programs into brickand-mortar

businesses as well. Ada thinks the parent

demand for such programs is enormous.

“I don’t think there’s going to be any shortage of kids

and families looking for services, but right now I do see

a shortage of services,” says Ada. “We have families that

drive up to an hour to get to us because there’s nothing

in their area.”

With the Associated Press recently reporting that homeschooling

rates remain at record high levels this academic

year despite school reopenings, and public school enrollment

declines continuing, now is an ideal time for more

parents, educators, and innovators to build new K-12

learning models.

Listen to the weekly LiberatED Podcast on Apple, Spotify,

Google, and Stitcher, and sign up for Kerry’s weekly LiberatED

email newsletter to stay up-to-date on educational

news and trends from a free-market perspective.

https://fee.org/

July August 2022


‘’Marx has become relativized,” Loren Graham, a historian at the Massachusetts Institute of Technology, told the

Times.

Graham was just one of a dozen of the scholars the Times spoke to, a mix of economists, legal scholars, historians,

sociologists, and literary critics. Most of them seemed to reach the same conclusion as Graham.

Marxism was not dying, it was mutating.

‘’Marxism and feminism, Marxism and deconstruction, Marxism and race - this is where the exciting debates are,’’ Jonathan

M. Wiener, a professor of history at the University of California at Irvine, told the paper.

Marxism was still thriving, Barringer concluded, but not in the social sciences, “where there is a possibility of practical

application,” but in abstract fields such as literary criticism.

A Strategic Shift

Marxism was not defeated. The Marxists had just staked out new turf.

THURSDAY, SEPT 10, 2020

BY JON MILTIMORE

The New York Times Reported ‘the Mainstreaming of

Marxism in US Colleges’ 30 Years Ago. Today, We See

the Results

In August 1989, Poland’s parliament did the unthinkable.

The Soviet satellite state elected an anti-communist as its

new prime minister.

The world waited with bated breath to see what would

happen next. And then it happened: nothing.

When no Soviet tanks deployed to Poland to crush the

rebels, political movements in other nations—first Hungary,

followed by East Germany, Bulgaria, Czechoslovakia

and Romania—soon followed in what became known as

the Revolutions of 1989.

The collapse of Communism had begun.

‘Marx’s Ideological Heirs’

On October 25, 1989, a mere two months after Poland’s

pivotal election, the New York Times published an article,

headlined “The Mainstreaming of Marxism in US Colleges,”

describing a strange and seemingly paradoxical

phenomenon. Even as the world’s great experiment in

Marxism was collapsing for all to see, Marxist ideas were

taking root and becoming mainstream in the halls of

American universities.

“As Karl Marx’s ideological heirs in Communist nations

struggle to transform his political legacy, his intellectual

heirs on American campuses have virtually completed

The lesson of 1989 is that today’s culture and ideas are tomorrow’s politics and policies.

94

their own transformation from brash, beleaguered outsiders

to assimilated academic insiders,” wrote Felicity

Barringer.

There were notable differences, however. The stark,

unmistakable contrast between the grinding poverty of

the Communist nations and the prosperity of Western

economies had obliterated socialism’s claim to economic

superiority.

As a result, orthodox Marxism, with its emphasis on economics,

was no longer in vogue. Traditional Marxism was

“retreating” and had become “unfashionable,” the Times

reported.

‘’There are a lot of people who don’t want to call themselves

Marxist,” Eugene D. Genovese, an eminent Marxist

academic, told the Times. (Genovese, who died in 2012,

later abandoned socialism and embraced traditional conservatism

after rediscovering Catholicism.)

Marxism wasn’t truly retreating, however. It was simply

adapting to survive.

Watching the upheaval in Poland and other Eastern bloc

nations had convinced even Marxists that capitalism

would not “give way to socialism” anytime soon. But this

would cause an evolution of Marxist ideas, not an abandonment

of them.

And it was a highly strategic move. “Practical application” of Marxism had proven disastrous. Communism had been

tried as a governing philosophy and had failed catastrophically, leading to mass starvation, impoverishment, persecution,

and murder. But, in the ivory tower of the American university system, professors could inculcate Marxist ideas in

the minds of their students without risk of being refuted by reality.

Yet, it wasn’t happening in university economics departments, because Marxism’s credentials in that discipline were

too tarnished by its “practical” track record. Instead, Marxism was thriving in English departments and other more

abstract disciplines.

In these studies, economics was downplayed, and other key aspects of the Marxist worldview came to the fore. The

Marxist class war doctrine was still emphasized. But instead of capital versus labor, it was the patriarchy versus

women, the racially privileged versus the marginalized, etc. Students were taught to see every social relation through

the lens of oppression and conflict.

After absorbing Marxist ideas (even when those ideas weren’t called “Marxist”), generations of university graduates

carried those ideas into other important American institutions: the arts, media, government, public schools, even

eventually into human resources departments and corporate boardrooms. (This is known as “the long march through

the institutions,” a phrase coined by Communist student activist Rudi Dutschke, whose ideas were influenced by early

twentieth-century Marxist theoretician Antonio Gramsci.)

Indeed, it was recently revealed that federal agencies have spent millions of taxpayer dollars on programs training

employees to acknowledge their “white privilege.” These training programs are also found in countless schools and

corporations, and people who have questioned the appropriateness of these programs have found themselves summarily

fired.

A huge part of today’s culture is a consequence of this movement. Widespread “wokeness,” all-pervasive identity

politics, victimism, cancel culture, rioters self-righteously destroying people’s livelihoods and menacing passersby: all

largely stem from Marxist presumptions (especially Marxism’s distorted fixations on oppression and conflict) that have

been incubating in the universities, especially since the late 80s.

As it turned out, what was happening in American universities in 1989 was just as pivotal as what was happening in

European parliaments.

Especially in an election year, it can be easy to fixate on the political fray. But the lesson of 1989 is that today’s culture

and ideas are tomorrow’s politics and policies.

That is why the fate of freedom rests on education.

To advance the cause of freedom for today and tomorrow, please support the Foundation for Economic Education.

Correction: This article originally stated that Gramsci coined the phrase “the long march through the institutions.”


https://fee.org/

95

July August 2022


Now, neither my amendment nor the legislature’s law gives parents carte blanche permission to neglect or endanger

their children. Rather, the law encourages law enforcement to work on a case-by-case basis instead of equating lack of

immediate supervision with endangerment.

The law does not set specific ages but rather stresses that children need their parents’ permission and need to be

mature enough to handle the activity in which they are engaged.

It is parents who are best suited to gauge what kind of experience a child is mature enough to handle. And it should be

the child’s maturity and the activity involved, not government intimidation, that informs a parent’s decision.

Hopefully, other states will follow Utah’s example and in a few years, parks, sidewalks, jungle gyms, and basketball

courts will be full of more free-range kids from coast to coast.


https://fee.org/

SATURDAY, APRIL 7, 2018

BY MIKE LEE

Free-Range Parenting Makes for Responsible Kids.

We Shouldn’t Penalize It

It’s a scene as American as apple pie. Neighborhood

children are playing together at a park. Then, as the

sun starts to fade and their stomachs start to rumble,

the children scatter and begin the journey back to their

various homes for dinner and an evening of homework

before bed.

But in the age of helicopter parenting, this is happening

less and less.

Kids Learn from Parent-Free Experiences

Lenore Skenazy popularized this issue when she wrote

about allowing her 9-year-old to ride the New York City

subway by himself. Her child wanted to ride and navigate

the subway alone, and after convincing his parents that

he was capable of doing so, they allowed it.

The backlash was immediate. She was even dubbed the

“worst mom in America” for “endangering” her child.

But her story brought even more disturbing stories

into the public eye: cases of parents being investigated

or prosecuted for simply allowing their kids to walk to

school or play in the park by their house without direct

parental supervision.

What makes this concerning is that it’s these types of

predictable, parent-free experiences that teach children

to use their judgment and to develop problem-solving

In the age of helicopter parenting, free-range parenting is under attack.

96

skills. They teach them the joy of play, physical activity,

and how to entertain themselves. It socializes them and

shows them how to compromise, empathize, and communicate

with their peers.

And, maybe most importantly, these experiences show

children they are capable of accomplishing things on

their own.

These skills are essential in productive, self-sufficient

adults, and the government should not be intimidating

parents from deciding how best to cultivate them in their

children.

Protect Free-Range Parenting

This is why I pushed to include a “free-range” parenting

amendment in 2015 Every Student Succeeds Act. While

I was unable to support the bill as a whole, the amendment

to this K-12 education bill stated that parents

should not be penalized for allowing their children to

walk or bike themselves to school as long as they had

their parent’s permission.

Just last month, the governor of my home state of

Utah signed the state’s free-range parenting bill that

expanded on that idea. The bill, the first of its kind in the

nation, allows kids the freedom to be self-sufficient. This

includes walking by themselves to school, playing outside

unsupervised, or even sitting in a car by themselves

while their parents run an errand.

97

July August 2022


Great Britain experienced similar trends. In 1996, Edwin West wrote in “The Spread of Education Before Compulsion in

Britain and America in the Nineteenth Century” that “when national compulsion was enacted ([in 1880], over 95 percent

of fifteen-year-olds were literate.” More than a century later, “40 percent of 21-year-olds in the United Kingdom

admit[ted] to difficulties with writing and spelling.”

Laws against the education of black slaves date back to as early as 1740, but the desire to read proved too strong to

prevent its steady growth even under bondage. For purposes of religious instruction, it was not uncommon for slaves

to be taught reading but not writing. Many taught themselves to write, or learned to do so with the help of others willing

to flout the law. Government efforts to outlaw the education of blacks in the Old South may not have been much

more effective than today’s drug laws. If you wanted it, you could find it.

Estimates of the literacy rate among slaves on the eve of the Civil War range from 10 to 20 percent. By 1880, nearly 40

percent of southern blacks were literate. In 1910, half a century before the federal government involved itself in K-12

funding, black literacy exceeded 70 percent and was comparable to that of whites.

WEDNESDAY, APRIL 29, 2020

BY LAWRENCE W. REED

The Myth that Americans Were Poorly Educated

before Mass Government Schooling

Parents the world over are dealing with massive adjustments

in their children’s education that they could not

have anticipated just three months ago. To one degree or

another, pandemic-induced school closures are creating

the “mass homeschooling” that FEE’s senior education

fellow Kerry McDonald predicted two months ago. Who

knows, with millions of youngsters absent from government

school classrooms, maybe education will become

as good as it was before the government ever got

involved.

“What?” you exclaim! “Wasn’t education lousy or non-existent

before government mandated it, provided it, and

subsidized it? That’s what my government schoolteachers

assured me so it must be true,” you say!

The fact is, at least in early America, education was better

and more widespread than most people today realize

or were ever told. Sometimes it wasn’t “book learning”

but it was functional and built for the world most young

people confronted at the time. Even without laptops and

swimming pools, and on a fraction of what government

schools spend today, Americans were a surprisingly

learned people in our first hundred years.

I was reminded a few days ago of the amazing achievements

of early American education while reading the

Early America had widespread literacy and a vibrant culture of learning.

98

enthralling book by bestselling author Stephen Mansfield,

Lincoln’s Battle With God: A President’s Struggle

With Faith and What It Meant for America. It traces the

spiritual journey of America’s 16th president—from fiery

atheist to one whose last words to his wife on that tragic

evening at Ford’s Theater were a promise to “visit the

Holy Land and see those places hallowed by the footsteps

of the Savior.”

In a moment, I’ll cite a revealing, extended passage from

Mansfield’s book but first, I’d like to offer some excellent,

related works that come mostly from FEE’s own archives.

In 1983, Robert A. Peterson’s “Education in Colonial

America” revealed some stunning facts and figures. “The

Federalist Papers, which are seldom read or understood

today even in our universities,” explains Peterson, “were

written for and read by the common man. Literacy rates

were as high or higher than they are today.” Incredibly,

“A study conducted in 1800 by DuPont de Nemours

revealed that only four in a thousand Americans were

unable to read and write legibly” [emphasis mine].

Well into the 19th Century, writes Susan Alder in “Education

in America,” “parents did not even consider that

the civil government in any way had the responsibility

or should assume the responsibility of providing for the

education of children.” Only one state (Massachusetts)

even had compulsory schooling laws before the Civil War,

yet literacy rates were among the highest in our history.

Daniel Lattier explained in a 2016 article titled “Did Public Schools Really Improve American Literacy?” that a government

school system is no guarantee that young people will actually learn to read and write well. He cites the shocking

findings of a study conducted by the US Department of Education: “32 million of American adults are illiterate, 21 percent

read below a 5th grade level, and 19 percent of high school graduates are functionally illiterate, which means they

can’t read well enough to manage daily living and perform tasks required by many jobs.”

Compulsory government schools were not established in America because of some widely-perceived failure of private

education, which makes it both erroneous and self-serving for the government school establishment to propagate the

myth that Americans would be illiterate without them.

As Kerry McDonald wrote in “Public Schools Were Designed to Indoctrinate Immigrants,” the prime motivation for government

schooling was something much less benign than a fear of illiteracy. Her remarkable 2019 book, Unschooled:

Raising Curious, Well-Educated Children Outside the Conventional Classroom, explains the viable, self-directed alternatives

that far outclass the standardized, test-driven, massively expensive and politicized government schooling of

today.

If you’re looking for a good history of how America traveled the path of literacy to a national education crisis, you can

find it in a recent, well-documented book by Justin Spears and associates, titled Failure: The History and Results of

America’s School System. The way in which government short-changes parents, teachers, and students is heart-breaking.

I promised to share a passage from Stephen Mansfield’s book, so now I am pleased to deliver it. Read it carefully, and

let it soak in:

We should remember that the early English settlers in the New World left England accompanied by fears that they would pursue their

“errand into the wilderness” and become barbarians in the process. Loved ones at home wondered how a people could cross an ocean

and live in the wild without losing the literacy, the learning, and the faith that defined them. The early colonists came determined to

defy these fears. They brought books, printing presses, and teachers with them and made the founding of schools a priority. Puritans

founded Boston in 1630 and established Harvard College within six years. After ten years they had already printed the first book in the

colonies, the Bay Psalm Book. Many more would follow. The American colonists were so devoted to education—inspired as they were

by their Protestant insistence upon biblical literacy and by their hope of converting and educating the natives—that they created a

near-miraculous culture of learning.

This was achieved through an educational free market. Colonial society offered “Dame schools,” Latin grammar schools, tutors for hire,

what would today be called “home schools,” church schools, schools for the poor, and colleges for the gifted and well-to-do. Enveloping

these institutions of learning was a wider culture that prized knowledge as an aid to godliness. Books were cherished and well-read. A

respected minister might have thousands of them. Sermons were long and learned. Newspapers were devoured, and elevated discussion

of ideas filled taverns and parlors. Citizens formed gatherings for the “improvement of the mind”—debate societies and reading clubs

and even sewing circles at which the latest books from England were read.

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July August 2022


The intellectual achievements of colonial America were astonishing. Lawrence Cremin, dean of American education historians, estimated

the literacy rate of the period at between 80 and 90 percent. Benjamin Franklin taught himself five languages and was not

thought exceptional. Jefferson taught himself half a dozen, including Arabic. George Washington was unceasingly embarrassed by

his lack of formal education, and yet readers of his journals today marvel at his intellect and wonder why he ever felt insecure. It was

nothing for a man—or in some cases a woman—to learn algebra, geometry, navigation, science, logic, grammar, and history entirely

through self-education. A seminarian was usually required to know Greek, Hebrew, Latin, French and German just to begin his studies,

instruction which might take place in a log classroom and on a dirt floor.

This culture of learning spilled over onto the American frontier. Though pioneers routinely moved beyond the reach of even basic education,

as soon as the first buildings of a town were erected, so too, were voluntary societies to foster intellectual life. Aside from schools

for the young, there were debate societies, discussion groups, lyceums, lecture associations, political clubs, and always, Bible societies.

The level of learning these groups encouraged was astounding. The language of Shakespeare and classical literature—at the least

Virgil, Plutarch, Cicero, and Homer—so permeated the letters and journals of frontier Americans that modern readers have difficulty

understanding that generation’s literary metaphors. This meant that even a rustic Western settlement could serve as a kind of informal

frontier university for the aspiring. It is precisely this legacy and passion for learning that shaped young Abraham Lincoln during his six

years in New Salem.

Not bad for a society that hardly even knew what a government school was for generations, wouldn’t you say? Why

should we blindly assume today that we couldn’t possibly get along without government schools? Instead, we should

be studying how remarkable it was that we did so well without them.

When I think of the many ways that government deceives us into its embrace, one in particular really stands out: It

seeks to convince us how helpless we would be without it. It tells us we can’t do this, we can’t do that, that government

possesses magical powers beyond those of mere mortals and that yes, we’d be dumb as dirt and as destitute as

drifters if we didn’t put it in charge of one thing or another.

When it comes to education, Americans really should know better. Maybe one positive outcome of the virus pandemic

is that they will rediscover that they don’t need government schools as much as the government told them they do. In

fact, we never did.


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BY KERRY MCDONALD

How Hybrid Schools Are Reshaping Education

They’re not exactly schools, but they’re not homeschools

either. They have elements of structured curriculum and

institutional learning, while offering maximum educational

freedom and flexibility. They provide a consistent,

off-site community of teachers and learners, and prioritize

abundant time at home with family. They are not

The growing interest in and supply of hybrid schooling across the country reflect a larger educational

trend away from traditional schooling and toward innovative, decentralized solutions.

cheap but they are also not exorbitant, with annual tuition

costs typically half that of traditional private schools.

The ability of these schools to emerge in varied and

spontaneous ways to meet local learning needs, and to

define their communities however they see fit, exemplifies

the promise of free-market education solutions and

the process of voluntary exchange. The unique structure

of hybrid schools makes it easier for entrepreneurial parents

and educators to open one, and often enables them

to avoid government regulation and oversight that can

limit innovation and experimentation.

Hybrid schools are, in the words of Kennesaw State University

Professor Eric Wearne, the “best of both worlds,”

drawing out the top elements of both schooling and

homeschooling while not being tied too tightly to either

learning model.

Wearne studies hybrid schools and is the director of the

National Hybrid Schools Project which seeks to better

understand this educational approach and why it’s been

gaining popularity in recent years. Wearne joined me on

this week’s episode of the LiberatED Podcast to talk more

about hybrid schools and how they are reshaping American

education.

Hybrid schools are as diverse as the people who launch

them and the communities they serve. Some of these

schools think of themselves as a group of homeschoolers

that comes together in a physical building for formal

learning several times a week, while other hybrid schools

think of themselves as formal private schools that meet

on a part-time basis.

In their new paper on hybrid schooling, Wearne and

his colleague John Thompson, acknowledge that the

autonomy and independence of these schools are

among their attributes. “One can imagine the policy and

regulatory issues that may arise from a set of schools

who custom-design themselves in ways that may make

them impossible for states and localities to categorize

consistently,” they write. “This may pose problems for

policymakers, but for these schools, this bespoke nature

is a feature, not a bug. These schools tend to avoid the

political battles involved in startup charter schools, and

are less of a financial lift to create compared to five-day,

conventional private schools.”

In his earlier research, including his 2020 book on the

topic, Wearne found that hybrid schools satisfy a rising

demand by families for smaller, more personalized, more

family-centered learning models rather than larger, more

standardized conventional schooling. In fact, Wearne

found that most of the hybrid school students in his sample

had attended public

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July August 2022


schools prior to enrolling in a hybrid school, and most said they’d prefer full-time homeschooling, rather than full-time

private schooling, if they could. Parents also indicated that they were much more satisfied with their children’s hybrid

school than with their previous schools.

The growing interest in and supply of hybrid schools across the country reflect a larger educational trend away from

traditional schooling and toward innovative, decentralized solutions. Keeping government regulation and intrusion

at bay will help hybrid schools and similar models expand and evolve to meet the distinct preferences and needs of

local learning communities, and will introduce a greater variety of interesting and affordable educational options for

families.

Learn more about hybrid schools on the latest episode of the LiberatED Podcast, available on Apple, Spotify, Google,

and Stitcher.

And sign up for Kerry’s weekly LiberatED email newsletter to stay up-to-date on educational news and trends from a

free-market perspective.


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BY PAUL BOYCE

Schools Are Outdated. It’s Time For Reform

The public education system we currently know has been

around for more than 150 years. However, the basic

schooling model remains the same. Roughly 20 to 30 kids

of the same age are stuffed into a classroom and taught

by one teacher.

Even though the curricula have developed, the essence

has stayed the same. Children are still taught in a standardized

and industrialized way. As with anything that

comes from centralized control, it is highly inefficient,

bureaucratic, and wasteful.

Yes, the overall educational system has changed in many

regards. However, the way we are taught has not. A

teacher at the front and the children seated is the optimal

way to learn for some students, but others struggle in

this environment.

Children learn best in different ways. Some children are

best suited to learn through visual stimulation. Others

may learn best through hands-on education. The reality is

that the current educational system doesn’t really accommodate

any learning style, nor does it aim for anything

other than high test scores.

Let Children Be Children and Enhance Their Minds

Children rarely are allowed to be children. Play is stifled.

Students are crammed into a classroom and taught in

a standardized way. Creativity is restricted. They aren’t

allowed to harness their inquisitive minds. Questioning

things is part of the analytic mind and a key to societal

development, but this takes a backseat to examinations.

By continuing along with this standardized type of schooling, we are putting millions at a disadvantage.

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The very nature of tests relies on memorization, repetition,

and regurgitation: Tests infrequently harness the

analytical mind. They train students to know the answers.

However, they don’t train them on how to find the

answers.

Faculty aspire to develop students’ thinking skills, but

research shows that in practice, we tend to aim at facts

and concepts in the disciplines, at the lowest cognitive

levels, rather than the development of intellect or values.

Critical thinking is key to creating free and individual

minds. It is also increasingly important in today’s age,

where the line between information and facts is so fine.

In fact, 95 percent of statistics are made up. A critical

mind will question where this actually came from. Where

did this statistic come from? Is it actually reliable?

The issue we have today is that students are taught to

test. Whether the information makes sense or not is irrelevant

as long as it is correct. This comes at a cost. Schools

teach students what to think as opposed to how to think.

There are important critical skills that aren’t taught. Do

students truly question whatever they read or accept

any claim blindly? Or, perhaps, do they accept it as long

as it confirms their biases? The current system is failing

because it is offering the wrong type of education. We

must develop individual minds, not mindless zombies.

Learning Styles

Each child is unique in their own right. Each has a different

personality and preferred way of learning. Under the

current system, each child is bundled under one standardized

umbrella. When considering the different types of

learners, it is easy to see why some get left behind.

July August 2022


The four learning styles include: visual learners, auditory learners, reading/writing learners, and kinesthetic learners.

However, the idea of learning styles is not definitive. That is to say that you are not exclusively one type of learner or

another.

Research from Pashler et al. disputes the evidence of specific learning styles.

Rather, these learning styles are preferences rather than “hard-coded.” This is to say that these preferred learning

styles can change over time. When a specific learning style is preferred, it is easier for students to take in that information.

For example, some students may prefer visual stimulation to emphasize a point, so graphs and charts may be

useful. If this engages the students, they take more in. This inevitably affects educational outcomes.

Kinaesthetic learners are probably the biggest anomaly in the classroom. For students who learn best by being active,

the classroom is the last place to be. It is no wonder why there are always a few individuals who are consistently disengaged.

These individuals are often sporty and have high levels of energy. The traditional football captain who struggles

to maintain his place on course may spring to mind. By continuing along with this standardized type of schooling,

we are putting millions at a disadvantage.

Educational Stagnation

Whether you buy into learning styles or not, it is evident that the current classroom system is outdated. Literacy rates

have stagnated since 1971, while there has been no progress in math since 1990. So what are the causes of this stagnation?

The New York Times would have you believe the issue is underfunding. Throwing more money at something is a classic

proposal used by modern-day liberals. This problem cannot be solved with money alone, however. Kansas City, Missouri,

provides us with a perfect example. It currently spends roughly 63 percent of its entire budget on schooling.

Benefiting from the best-funded school facilities in the country, student performance has failed to improve. Furthermore,

the US spends more on education than any other OECD country besides Norway.

At the same time, it is receiving little value for the money. Outcomes are average, but mathematic results are particularly

poor. Countries such as Vietnam, Hungary, and Slovakia score higher.

Testing Is Outdated

So why is testing such a bad thing? It teaches children how to absorb information. Children “learn for a test.” However,

once the test is taken, is the information truly absorbed? How long does it stay present in the mind? Research by neurobiologists

Blake Richards and Paul Frankland suggests it isn’t very long.

According to the neurobiologists, the brain quickly disregards information that is no longer required. Forgetting is an

evolutionary strategy to promote the survival of the species. Richards and Frankland state:

From this perspective, forgetting is not necessarily a failure of memory. Rather, it may represent an investment in a more optimal mnemonic

strategy.

It is true that repetition can help with memory retention. However, if that specific memory is not recalled, it is eventually

forgotten. Further research from Bacon and Stewart studied individual students for up to two years following

course completion. They concluded that most of the knowledge gained during the course was lost within two years.

It is clear that the current system is generally based upon memory—who can memorize the most information to prepare

for the test. Is this really arming kids with the tools they need for adulthood?

Potential Solutions

One potential solution for education would be to start “formal” schooling at age seven. Research from the University

of Cambridge concludes that there are benefits of later starts to formal education. This evidence relates to the contribution

of playful experiences to children’s development as learners and the consequences of starting formal learning

at the age of four to five years of age.

There also needs to be a reduction in the level of testing. We have developed a system whereby teachers have a strong

incentive to “teach to test.” It’s about memorizing as much information as possible rather than learning how to think.

Furthermore, the testing culture is putting a strain on both teachers’ and students’ mental health. Test results are the

be-all and end-all. It is for that reason that many teachers are already leaving the profession. Reforming this testing

culture would not only reduce teacher and student stress but also relieve teacher turnover rates.

Thirdly, school vouchers are a viable option. There are already a number of states that have experimented with this.

Mostly, there has been large success across the board. The benefits of school choice are widely documented. The vast

majority of existing studies find positive effects. Not only are test scores improved, but graduation rates and civic

engagement are also enhanced.


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FRIDAY, JANUARY 31, 2020

BY LAURA WILLIAMS

93 Vermont Towns Have No Public Schools, But Great

In just a couple of weeks, 50 boys with learning disabilities

will take to a stage in Vermont, one after the other, to

recite the Gettysburg Address from memory. It’s a daring

experiment undertaken each February at the Greenwood

School and its population of boys who’ve struggled in

public schools. Diagnosed with ADD, dyslexia, and executive

function impairments, Greenwood’s boys stand

before an auditorium full of people (and once even a Ken

Burns documentary crew) to recite powerful words many

adults would struggle to retain.

Many of these young men are residents of Vermont’s

“tuition towns.” Too small and sparsely populated to

support a traditional public school, these towns distribute

government education funds to parents, who choose the

educational experience that is best suited to their family’s

needs. If the school doesn’t perform up to parents’

expectations, they can take their children, and the tuition

dollars they control, elsewhere.

The Greenwood School is one of more than 100 independent

schools in the tiny state of Vermont (population:

626,000). The whole state has just 90,000 students in K-12

schools (the city school districts of Denver and Albuquerque

have more students, and some county districts

are twice as large). How can Vermont sustain such a rich

network of educational options?

In “tuition towns,” the funds local governments expect to spend per pupil are instead given

directly to the parents of school-age children.

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Tuition Towns and the Families They Serve

Ninety-three Vermont towns (36 percent of its 255 municipalities)

have no government-run school at all. If there

were enough kids, the pot of public money earmarked

for education would be used to buy a building and hire

teachers. In these towns, the funds local governments

expect to spend per pupil are instead given directly to the

parents of school-age children.

This method gives lower- and middle-income parents

the same superpower wealthy families have always had:

school choice. Kids aren’t assigned to public schools by zip

code⁠—instead, parents have the ability to put their kids

in school anywhere, to buy the educational experience

best suited to each child. If that decision doesn’t work

out, they can change it the following year and try a school

that might better fit their child’s needs.

Better Outcomes, Similar Costs

So how much money are we talking about? As far as

income distribution, Vermont looks a lot like the national

average. The per-student expenditure of $18,290 is

high by national standards (only New Jersey, New York,

Connecticut, and DC spent more). But independent, tuition-driven

schools spend $5,000 less, on average, than

public schools in the area, which is near the national

average.

In many other parts of the country, even the most “progressive”

ones, government-run schools consume evermore

resources while doing little to address disparities

of outcome. The promise of equal opportunity through

July August 2022


public education continues to fall short, and lower-income families are the most likely to feel trapped by the lack of

choices. A variety of schools has arisen to compete for these tuition dollars. A spectrum from centuries-old academies

to innovative, adaptive, and experimental programs competes for students from tuition towns, just as for the children

of independently wealthy families.

Eligibility for tuition vouchers actually increased home values in towns that closed their public schools. Outsiders

were eager to move to these areas, and the closure of public schools actually made at least some people already living

nearby significantly wealthier as their home values rose, according to real estate assessments.

Because parents, not bureaucrats or federal formulas, determine how funds are allocated, schools are under high economic

pressure to impress parents⁠—that is, to serve students best in their parents’ eyes.

Educational Alternatives = Comparative Advantages

The Compass School, nestled on the New Hampshire border, enrolls 80-100 high school students from three states and

a mix of demographics. Forty percent of students qualify for subsidized lunch (the school system’s proxy for poverty),

and 30 percent have special learning needs.

Nearly any public school in the country with Compass’ student population (considered mid-poverty) would be aspiring

to a 75 percent graduation rate and a 60 percent college-readiness rate. Compass has a virtually 100 percent graduation

rate, and 90 percent of graduates are accepted to college. And still, Compass achieves these results with $5,500

less funding-per-pupil than the average Vermont government-run public high school.

Emergent programming for children with physical, intellectual, or behavioral challenges provides a 22-school menu of

accountable, adaptive alternatives to public school remediation. Increasingly, “mainstreaming” students with these

challenges has become a priority at larger high schools, which compete to serve special-needs students as fiercely as

any other.

Room to Grow? Watch for More Tuition Towns

Having watched these models develop nearby, two more Vermont towns voted in 2013 to close their government-run

schools and become “tuition towns” instead. The local public elementary and high schools there closed and reopened

as independent competitors in an increasingly rich marketplace of education options. We eagerly wait to see what the

innovative combination of private control and public investment can bring to students in those areas.

Can Vermont’s quirky school program work elsewhere? Probably. An independent evaluation by the Ethan Allen Institute,

a free-market think tank in Vermont, reported:

...an expansion of Vermont’s publicly funded tuition model can be an effective way to lower costs, improve student outcomes, achieve

greater diversity in the classroom, and increase parental satisfaction with and participation in their children’s education.

Wealthy parents will always have school choice. They have the power to choose the best opportunity and the best fit

for their individual child. Tuition towns—where all parents direct their child’s share of public education spending—give

that power to every family.

Vermont’s empowered parents feed a rich landscape of educational choices, not just one or two. In such fertile soil,

smaller, tailored programs pop up and grow to meet children where they are instead of where a one-size-fits-most

default curriculum says they should be. If the family’s needs change, their choices can, too.

We pour plenty of public money into educational potential. Only parents’ power of choice can unleash it.


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NHEG EDGUIDE

July - August 2022

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July August 2022


National News Reports in Education

Civil Beat

By Suevon Lee

February 16, 2022

FIGHTS AT HAWAII SCHOOLS HIGHLIGHT THE NEED FOR MORE MENTAL

HEALTH SUPPORT

https://timesofmalta.com/articles/view/home-education-association-ignored-by-government.908437

Michael Donnelly, JD,

February 24, 2022

Dave Dentel

February 23, 2022

HOSPITAL CALLS CPS TO STOP HEALTHY MOM AND BABY FROM LEAVING

https://hslda.org/post/hospital-calls-cps-to-stop-healthy-mom-and-baby-from-leaving?utm_source=hslda&utm_

medium=email&utm_campaign=2-24-2022&utm_id=WU

HOMESCHOOLED TEEN’S TENACITY: DETERMINED TO FIND A CURE

FOR DAD’S ALZHEIMER’S

KTVH News

by Marian Davidson

October 28, 2021

HOMESCHOOLING IN MONTANA: TWO PARENTS’ REASONS FOR LEAVING

THE TRADITIONAL CLASSROOM

https://www.ktvh.com/news/us-news/two-americas/homeschooling-in-montana-two-parents-reasons-for-leaving-the-traditional-classroom

Daniel Beasley, Esq.

February 17, 2022

https://hslda.org/post/homeschooled-teen-s-tenacity-determined-to-find-a-cure-for-dad-s-alzheimer-s?utm_

source=hslda&utm_medium=email&utm_campaign=2-24-2022&utm_id=WU

GOVERNMENT FUNDING FOR HOMESCHOOLING HAS A HIGH COST

https://hslda.org/post/government-funding-for-homeschooling-has-a-high-cost?utm_source=hslda&utm_medium=email&utm_campaign=2-24-2022&utm_id=WU

KTVH News

by Laura Yuen

October 29, 2021

YUEN: WHAT’S BEHIND THE BUMP IN BLACK HOME-SCHOOLING

https://www.startribune.com/yuen-whats-behind-the-bump-in-black-home-schooling/600111200/

Dave Dentel

March 02, 2022

“LET CHILDREN PLAY” RESEARCHER QUESTIONS MANDATORY PRESCHOOL

https://hslda.org/post/let-children-play-researcher-questions-mandatory-preschool?utm_

source=hslda&utm_medium=email&utm_campaign=3-2-2022&utm_id=WU

Thomas J. Schmidt, Esq.

March 02, 2022

DISTRICT THREATENS FAMILY WITH CPS UNLESS THEY “REGISTER”

https://hslda.org/post/district-threatens-family-with-cps-unless-they-register?utm_source=hslda&utm_


Scott Woodruff, Esq.

April 20, 2022

ON THE DOUBLE: HSLDA HELPS VETERAN OVERCOME DISCRIMINATION

IN TWO HOURS

https://hslda.org/post/bill-seeks-to-help-more-families-homeschool?utm_source=hslda&utm_medium=email&utm_campaign=2-9-2022&utm_id=WU

Jessica Cole

WHEN THE TODDLER RUNS YOUR SCHOOL DAY

April 09, 2022

https://hslda.org/post/when-the-toddler-runs-your-school-day?utm_source=hslda&utm_medium=email&utm_campaign=4-20-2022&utm_id=WU

Steven Duvall, PhD

April 12, 2022

HOMESCHOOL SURGE STILL GOING STRONG

https://hslda.org/post/homeschool-surge-still-going-strong?utm_source=hslda&utm_medium=email&utm_campaign=4-13-2022&utm_id=WU

HSLDA

April 06, 2022

HSLDA PRESIDENT MIKE SMITH ANNOUNCES HIS RETIREMENT

https://hslda.org/post/hslda-president-mike-smith-announces-his-retirement?utm_source=hslda&utm_


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GRILLED BLUE MARLIN WITH LEMON-BUTTER SAUCE RECIPE

Ingredients

• 150 grams blue marlin

• rock salt

• 1 tbsp calamansi juice

• 1 tsp garlic salt

• 1 tbsp seasoning

• dash paprika

• 1 tbsp melted butter

• 1 tsp chopped garlic, fried

• Lemon Butter sauce:e N

• lemon

• butter

• salt

• parsley

Directions

1. Wash and clean fish with rock salt. Rinse and set aside.

2. Mix together calamansi juice, garlic salt, seasoning, paprika and butter.

3. Marinate blue marlin in mixture for few minutes, turning both sides from time to time.

4. Over hot charcoal, grill the fish 15 minutes or until done on both sides.

5. Baste blue marlin with marinade all over while cooking.

6. remove from heat and serve with lemon and butter sauce. Sprinkle with fried garlic for the finale then serve.

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SIMPLE PAN-FRIED FISH WITH INDIAN SPICES RECIPE

Ingredients

• 2 pounds fish fillets (Swai, Tilapia, Catfish,

Orange Roughy, etc.)

• 1 Tbsp paprika (approx)

• 1 Tbsp cumin (approx)

• 1 tsp turmeric (approx)

• Kosher salt and freshly ground pepper

to taste

• 1-2 Tbsp vegetable oil

PAWPAW COOKIES RECIPE

Ingredients

• 1½ c. pawpaw pulp (or mashed bananas)

• ¾ c. shortening

• 1& 1/3 c. sugar

• 1 egg

• 3 c. sifted flour

• 1 Tbsp. baking soda

• 1 tsp. salt

• ¼ tsp. ginger

• ¼ tsp. allspice

• 1 tsp. nutmeg

• 1 tsp. cinnamon

Directions

1. Heat the oil in a large frying or saute pan.

2. Meanwhile liberally sprinkle the paprika and cumin on both sides of the fish fillets, while less liberally sprinkling

the turmeric. Then sprinkle both sides with Kosher salt and freshly ground black pepper.

3. When the oil is hot, add the fish to the pan and cover. Cook for 2 minutes on a side, then flip and cover again and

cook an additional 2 minutes on the other side. If the fillets are thick, cut in the thick part with a night to check

if the fish is white and flaky on the inside. If the fish is still pink or translucent in the thickest part, continue cooking

for approximately 2 more minutes, flipping back to the other side for the last minute.

4. Serve over or next to rice with a vegetable.

Directions

1. Cream the shortening and sugar thoroughly.

2. Add beaten egg and pawpaw.

3. Stir in the dry ingredients, and mix well.

4. Form into small balls and place on cookie sheet.

5. Press into round flat shape with the bottom of a glass that has been lightly greased.

6. Bake in a moderate oven about 15 minutes.

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115

BEEF FAJITA BEST MARINADE RECIPE (GLUTEN FREE)

Ingredients

• 2 tsp chili powder

• 1 tsp sweet paprika

• 1/2 tsp ground cumin

• 1 tsp sugar ( I use turbinado)

• 1 tsp granulated onion

• 1/2 tsp granulated garlic

• 1/4 tsp cayenne pepper

• 1 T cornstarch

• 1 tsp coarse salt

• 1/4 C chopped fresh cilantro (coriander)

• juice of 1 lime

• 2 T olive oil

• While the meat is resting for 10 minutes, core, seed,

de-rib and slice a couple of sweet bell peppers

and an onion and saute them in the same skillet

used to cook the meat. Slice the rested steak and

re-sear on a serving iron or back in the skillet,

plate & serve.

CONDENSED MILK GLUTEN FREE CAKE RECIPE (GLUTEN FREE)

Ingredients

• 1 cup almond meal

• 3 eggs

• 1 can sweet ened con densed milk

• 1⁄4 tea spoon bak ing power

• pinch of salt

Directions

1. Gather your spices

2. Add the ‘wet’ ingredients to the dry and combine

well

3. Rub the marinade completely into the meat and

let it rest in the cooler for an hour

4. Wipe the excess marinade off the meat. Sear the

meat to your taste, slice it very thin and serve

very hotwith sweet peppers and onion slices

Directions

1. Pre heat oven to 180°C/160°C fan-forced. Grease 20cm x 20cm cake pan and line base with bak ing paper.

2. Beat eggs with a whisk or fork until well com bined. Mix with bak ing pow der, salt and almond meal until well combined.

3. Poor mix ture into cake pan and bake for 45 min utes until golden brown.

4. Sprin kle with coconut flakes when ready (optional).

https://cookeatshare.com

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NHEG EDGUIDE

July - August 2022

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New Heights Educational Group Inc.

14735 Power Dam Road, Defiance, Ohio 43512

+1.419.786.0247


https://www.NewHeightsEducation.org

NHEG-July-August2022

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