Summer 2005 - Hillsdale Academy

A
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Vol. 3, No. 3 • Summer 2005
Headmaster’s Corner
“Not a Laboratory:
On the Founding of Hillsdale Academy”
E
ducation in modern America is dominated
by John Dewey’s belief that “The school is
primarily a social institution,” the central
mission of which is not to teach “science, nor
Dr. Ken Calvert
literature, nor history, nor geography.” Rather,
it is the child’s “social activities” that lie at the heart of a school’s mission.
He wrote that, “The mere absorption of facts and truths is so exclusively an
individual affair that it tends very naturally to pass into selfishness. There
is not obvious social motive for the acquirement of mere learning; there is
no social gain in success thereat.”
Dewey’s book, The School and Society (1899), and his leadership in
establishing laboratory schools at American colleges and universities, set
the compass of education away from traditional, classical models of learning
toward an “experimental” approach that emphasizes “socialization” and
individualized methods of learning. American education in the twentieth
century was gradually overrun by Dewey’s philosophy. American schools, as
a whole, became laboratories in which new methods and untried curricula
were tested upon students. The results of this approach are clear. Little
unity and consistency exists in modern American schools. “Self esteem” has
become the new god of education as students are encouraged to “feel good”
about themselves without an emphasis on that which is true or permanent.
“Socialization” over knowledge and “feeling good” over a strong work ethic
now serve as the double foundations of modern education.
Fortunately, not every college in the country has followed Dewey’s lead. In
the late 1980s, the trustees of Hillsdale College made the important decision
to establish a K-8 school. This decision was based, in part, upon the stated
desire by Hillsdale College administrators, faculty and staff to establish a
school for their children that better reflected their conservative convictions.
However, this decision was also based upon the strongly held belief that
Hillsdale College ought to step forward and demonstrate precisely how
traditional elementary education ought to be done. On August 27, 1990, the
Academy opened its doors to 45 students. In 1998, the College expanded
this work by adding an Upper School to the Academy. As a leading light in
the conservative movement in America, Hillsdale College established this
good school as a model for the revival of traditional, classical pedagogy, not
as a laboratory for the latest in “cutting edge” methodology.
Today, celebrating its 15th year of success, the Hillsdale Academy model
and its Reference Guides are followed by nearly 500 schools across the
nation. The Academy itself has 160 students and 15 full-time faculty
and staff. The Academy waiting lists are substantial as are the successes of
the school’s graduates. Families have moved from California and Alaska
to attend the school, while many other students travel from throughout
south-central Michigan to attend Hillsdale Academy. Our students, who
have been admitted “first come, first serve” – without an admissions test
– have proven that everyday American children not only desire and deserve
a quality education but thrive in this rigorous environment.
Of course, the success of Hillsdale Academy did not occur without a great
deal of hard work. Many men and women worked diligently for years to
establish the school. Good people like George Roche, Ellen Donohoe, John
Willson, Gloria Boodt, John Lyon, Walter Lewke, Colleen Gadwood, Todd
Avis and Scot Hicks, among many, many others, gave of themselves in ways
great and small. Kind and generous donors, such as Irina Pabst, Charlie and
Irma McIntyre and William and Berniece Grewcock, provided the necessary
monetary support to launch Hillsdale Academy and establish the school
in its current, magnificent building. In other words, men and women of
conviction brought their various talents and treasures together in the hope
that this “Model for America” would succeed. The first 15 years of Hillsdale
Academy have proven that their message has been heard.
Many like-minded people have written concerning the need for a return
to traditional, classical education. Such authors as William Bennett, Tracy
Lee Simmons and Susan Wise Bauer have provided good light for the
path. The homeschooling movement, as well as educators such as Douglas
Wilson and Peter Kohler, have successfully applied traditional methods
and resurrected traditional curricula. Recent studies by William Jeynes
(Divorce, Family Structure and the Academic Success of Children) and Roy
Baumeister (Exploding the Self-Esteem Myth) provide evidence that suggests
Dewey’s legacy is bankrupt and must ultimately be replaced. A solid,
rigorous education that leaves
socialization to the family, the
church and the local community
is old fashioned, but it works. It
is Hillsdale Academy’s mission
to replace the new with the old.
Staff Profile: Pam Steiner
Fifteen years of good work is a
beginning. May God grant our
school a further 15 years, and
Staff Profile: Karen Somerville
more, that we might continue
to stand as a model of that
Academy Alumni
which is right, true and good
for American education.
F eatures
Through The Years
Salvatori Prize
Academy Donors
Pam Steiner
Kindergarten Teacher
The following is an updated profile of
kindergarten teacher Mrs. Pam Steiner that
originally appeared in the November 2002
issue of Academy Lane.
Kindergarten is an important milestone
for young children because it sets the tone
for the academic years that follow. For
many fortunate Hillsdale Academy students, their first teacher is Mrs.
Pam Steiner. Mrs. Steiner has taught kindergarten at the Academy
since 1991, and currently is the longest-tenured staff member. Pam
estimates that she has started a total of 90 Academy students on their
academic journey.
She says she prefers teaching kindergartners because “everything is
new and exciting to them.” Kindergarten “opens up a whole world of
learning” for children; “I just love this age.” Mrs. Steiner enjoys teaching
at the Academy because of “the small class sizes and the interested,
supportive parents.”
The Academy’s kindergarten curriculum is different from other schools,
she says, because phonics is used to teach reading, and the students
work at a first grade level in math. Parents can prepare their children
for kindergarten by reading to them frequently, counting with them
and “spending lots of time with them,” Mrs. Steiner says. Readiness for
kindergarten “depends on the individual child,” she says, but children
often do best when they are five years old by the end of August in the
year they enter kindergarten.
Mrs. Steiner was born and raised in Canton, Ohio. She completed her
degree in elementary education at Ohio University in Athens, Ohio.
She is married to Frank Steiner, Dean of Sciences and Professor of
Biology at Hillsdale College. Their son Andrew graduated this year
from Tri-State College in Angola, Indiana, and their daughter Amanda
has completed her freshman year at Tri-State.
In addition to her kindergarten class, Mrs. Steiner teaches reading to
the Academy’s second grade students in the afternoons, sharpening
their skills and preparing them for the accelerated level of reading
and writing they will encounter in third grade and beyond.“I
enjoy working with our second-graders in reading,” she says,
“because I can see the progress they’ve made since I had them as
kindergartners. We read wonderful books like Mike Mulligan and
his Steam Shovel by Virginia Lee Burton, The Drinking Gourd by
F.N. Monjo, and The Courage of Sarah Noble by Alice Dagliesh.”
Pam Steiner attributes her longevity in her position as the Academy’s
kindergarten teacher to “patience, a love of teaching kindergartners,
and the school’s superior curriculum and teaching philosophy.”
Kindergartners “have an amazing capacity to learn,” says Mrs. Steiner.
They also are learning the rules of appropriate behavior in school and
how to respect their teacher and each other, she notes. “Each fall, a new
group of kindergarten students enters the Academy, full of enthusiasm
and wonder,” she says. “It’s always gratifying for me in the spring when
my students make the leap from simply learning to write the alphabet
and doing simple counting to reading, writing sentences, and knowing
their addition and subtraction facts.”
Hillsdale Academy:
Two Missions
Accomplished
Larry P. Arnn, President, Hillsdale College
Hillsdale College founded Hillsdale Academy in 1990 to serve both an
immediate and a long-term mission. The immediate mission was to offer
a classical K-8 education (later expanded to include grades 9-12) to local
children. The long-term mission was to provide a model for primary and
secondary education reform nationwide. It has accomplished the first
from the start. It is accomplishing the second increasingly each year.
Students at Hillsdale Academy’s Lower School consistently score above
the 95th percentile on the Iowa Tests of Basic Skills. Our Upper School
graduates have been accepted to some of the nation’s top colleges and
universities. This is a function of the Academy’s curriculum, which
was developed here at the College and the Academy on the basis of the
classical liberal arts.
Hillsdale Academy also places an emphasis on character. It not only
requires good behavior, but also teaches its students why virtue is
essential both to the maintenance of free government and to personal
happiness. Our Academy graduates are a source of pride to us long
after they depart.
In 1995, Hillsdale College introduced the Hillsdale Academy Reference
Guides as an educational resource for those interested in drawing upon
the Academy’s curriculum and school culture guidelines. Within two
years, the K-8 and 9-12 Reference Guides were in use in all 50 states. Today
more than 500 public, charter and private schools—not to mention
countless homeschool parents—employ our Reference Guides.
We are indebted to the many generous supporters who have made
possible these accomplishments, and to the dedicated teachers who
have served so well. We expect the next 15 years of Hillsdale Academy
to be even more fruitful than the last.
i
n
m
Alu
Since its first Commencement
in 2001, Hillsdale Academy has
graduated 45 seniors.
2001
Kendra Baron
Thomas Blackstock
Natalie Burke
Justin Tyler
Elizabeth Wolfram
2002
Katy Arnn
Amanda Burke
Aimee Clark
Stephanie Garnett
Benjamin Lewis
Lane McMillen
Kimberly Mosley
Nicholas Otto
Nasko Petrov
Jonathan Smith
Erin Somerville
Veronica Whalen
Benefits from
Hillsdale College
Affiliation
Hillsdale Academy was founded in 1990 under the auspices of Hillsdale
College and is located on the College campus. Academy students and
families enjoy many benefits from affiliation with the College, which
offers an environment rich with opportunities such as concerts, art
exhibits and theater. Academy students also make use of College
facilities such as the field house, including the pool for swimming
instruction, and the library.
Academy families have attended lectures and workshops by such notable
figures as former United States Vice President Dan Quayle, former
Prime Minister of Great Britain Margaret Thatcher, former Prime
Minister of Pakistan Benazir Bhutto, William J. Bennett, Thomas
Sowell, Walter Williams and Ann Coulter, to name a few.
In addition, Hillsdale Academy students who wish to pursue studies
beyond the scope of that offered by the Academy have the opportunity
to do so at the College. During the 2004-2005 academic year, several
Academy juniors and seniors have taken courses at the College,
including: Monica Craig (Introduction to Politics); Anna Leutheuser
(Western Heritage and U.S. and the World Since 1945); Lindsay Horton
(Western Heritage, American Heritage, vocal lessons, and College Choir);
Jessica Marsh (Introduction to Sociology and Introduction to Psychology);
and Krista Woods (Introduction to Drawing). Leslie Ryan (viola) and
Maria Blood (violin) play in the College Orchestra.
“The Hillsdale Academy Reference Guide has supplied me
with the basics of a classical curriculum. It has been a helpful
model for the development of our own course of study.”
Aaron Friar
Salvatori Prize Winner – 2000
2003
Rhiannon Angell
Christopher Blackstock
Toby Knighton
Michelle Long
Andrea Shepherd
Niklas York
2004
Henry Arnn
Caitlin Baron
Amanda Belson
Caitlyn Buchhop
Brian Clow
Kyle Eriss
Nicholas Hayes
Melanie McElroy
Matthew Mosley
Naomi Woods
2005
Kyle Aumock
Jeanelle Bediako
Adam Clark
Monica Craig
Lindsay Horton
Jessica Marsh
Christopher Moench
Patricia Owusu
Charlotte Painter
Laura Painter
Brian Potts
Leslie Ryan
Karen Somerville
Fifth & Sixth Grades Teacher
Karen Somerville received her bachelor
of science in special education from
Appalachian State University in Boone,
North Carolina. She and her husband,
Dr. John Somerville, associate professor of
English at Hillsdale College, moved their
family to Hillsdale in 1991. Their eldest
daughter, Erin, a 2002 graduate of Hillsdale
Academy, is a junior at the University of North Carolina majoring
in English. The Somervilles also have ninth-grade triplet daughters.
Mary and Elizabeth are students at the Academy; Katherine, who has
cerebral palsy, is a student at Hillsdale High School.
Please tell us about your background.
After graduation from college, I taught high school special education
students in math and language arts in Asheville, North Carolina, and
K-3 reading and math in Tarpon Springs, Florida. I stayed home after
the birth of our daughters for about 13 years.
Our oldest daughter, Erin, entered the Academy in the fifth grade
at which time I began volunteering, substituting and working in the
library. In January 1998, I began teaching in the fifth and sixth grade
classroom. I had the opportunity to move into the new building in
1998 and to work with former Headmaster Scot Hicks. It was an
exciting time for the Academy, and I’m grateful that I had a chance
to be part of that.
Our daughters, Elizabeth and Mary, entered the Academy in the
fifth and sixth grade, respectively, so I had my own daughters as
students.
What are the advantages/disadvantages of teaching combined grades?
You get to have the students for two years. Overall this is great because
you see so much growth and progress over that time span. They come
in as little children and leave me as young adults. I love the sixth grade,
especially in the spring as they take off and mature. But, it’s always
sad to see them go.
The most challenging aspect of the combined grades is dealing with
the range of maturity, academic and developmental levels of children
at that age.
What do you see as your strengths as a teacher?
People tell me that I’m pretty calm and even-tempered, and I think
that is important when you are working with children. I love all of
the subjects that I teach – history, science, grammar, literature – it
is never boring.
Also, having a child with special needs makes life very intense. I love
my job because it gives me a break from thinking about her problems
and energizes me to come home and take care of Katherine’s needs.
What do you like most about teaching at Hillsdale Academy?
I have taught in public schools and definitely like the fact that here at the
Academy the parents support our mission; there are very few disciplinary
issues. I really enjoy working with my colleagues. And, as a parent, I like
the way the Academy helped prepare our daughter Erin for college.
“The Academy prepared me well for college by opening my mind to a world where learning
and scholarship were important and valued, and where the pursuit of something higher was
admirable and to be commended. At the Academy I was surrounded by people who were
intelligent, interested and supportive, and who looked on my intellectual curiosity as something
to encourage. This has prepared me well for the rigors of academic life, making me confident
to pursue my passion for a field outside of the normal, run-of-the-mill majors. But what I
appreciate most about the Academy is that there, I felt as if I were amongst only friends.”
Elizabeth Wolfram, 2001 Graduate
Senior, University of Michigan
Classical Archeology
T
hrough
Hillsdale College Trustee Robert
Richardson enjoyed the company of
Academy student Michelle McAvoy
during the dedication luncheon.
The Academy kindergarten room was
named in honor of Mr. Richardson’s
late wife, Beverly.
th
Then Hillsdale College Board of Trustees Chairman
Donald R. Mossey, ’51, participated in the
Academy groundbreaking ceremony with
Academy benefactors Marian and Quinten Ward.
“There is no possible way that I could be thriving as I am here at Hillsdale without my
Academy education. I had a heads-up on the competition here, especially in English,
because I had previously read a good portion of the required freshman literature. Also,
the personal relationships I cultivated at the Academy have made me a much stronger
person than I was before I came to the Academy (in 1999). I feel confident to be myself,
and the Academy’s small, family-like environment really helped.”
Michelle Long, 2003 Graduate
Sophomore, Hillsdale College
Theater
“I entered UNC in the fall of 2002 as a sophomore in standing because of all of
the Advanced Placement (AP) exams I completed at Hillsdale Academy, including
French, biology, Latin and English. UNC accepted my 20 hours of AP credits, so I
didn’t have to take some of the freshman survey courses required for most students.
The college workload felt pretty much the same as the Academy workload; the Upper
School’s rigorous classroom experience is similar to a college environment.”
Erin Somerville, 2002 Graduate
Junior, University of North Carolina
English
ristina
cAvoy, Ch
Michelle M ollet
W
yn
and Katel
Frudakis
he
Jordan Benzing displays his piece
of the Academy dedication ribbon.
Y
ears
“The Hillsdale Academy succeeds admirably in providing the classical education it claims
to offer. As a graduate, I feel solidly grounded in my knowledge and appreciation of the
Greco-Roman and Judeo-Christian contribution to world history and civilization, and
well equipped to proceed wherever my particular interests may take me in the humanities
and social sciences. In fact, when I’ve described the Academy curriculum to my classmates
at Harvard, most of them have said,‘That’s the high school experience I wish I’d had.’”
Nick Hayes, 2004 Graduate
Freshman, Harvard University
Political Science
Former Hillsdale Academy Headmaster Todd Avis, ’84, and
teachers Pam Steiner; Nancy Coury, ’92;
Colleen (Colosimo) Gadwood, ’90; John Waldvogel, ’91;
and Karen Perry, ’93.
The Henry Salvatori Prize for
“Excellence in Teaching”
In response to the widespread decline in American teaching standards and
student performance, the late Henry Salvatori established a permanent
endowment at Hillsdale College to recognize exceptional classroom teachers
nationwide. A longtime friend of the College, Mr. Salvatori admired
Hillsdale’s tradition of refusing federal taxpayer funding and maintaining a
traditional liberal-arts curriculum since its founding in 1844. The College
honors Mr. Salvatori’s legacy by preserving and conveying the principles
of independence and civic virtue in education.
Each year, a $25,000 award is made payable to the winner’s institution.
The winner is selected from the many teachers implementing the ideas and
curricula found in the Hillsdale Academy Reference Guide, a comprehensive
resource designed by Hillsdale College faculty for teaching kindergarten
through 12th grade.
The Salvatori prize recognizes teachers whose actions reflect the importance
of education in cultivating good and useful citizens – citizens worthy of
the freedom that is our heritage as Americans.
“The Hillsdale Academy Reference Guide has provided
our school with an abundance of excellent strategies
and resources for enhancement in the academics and
for development of strong moral character.”
Since its inception, the following teachers have received the Salvatori Prize:
1996 – Maxine Kerttula, American Heritage School
Pleasant Grove, Utah
1997 – Ellen Didion, Cornerstone Academy, Sycamore, Illinois
1998 – Sr. Marie Vianney, St. Michael’s Academy
Spokane, Washington
1999 – Karen Sammons, Grace Christian School, Blacklick, Ohio
2000 – Aaron Friar, St. Herman of Alaska School
Allston, Massachusetts
2001 – Stephen Thorpe, Roadside Academy
Middletown, Connecticut
2002 – Micah Porter, D’Evelyn Junior/Senior High
Denver, Colorado
2003 – DiAnne McClenahan, Temecula Preparatory School
Winchester, California
2004 – Daren Johnson, Nathan Hale Academy, Ocala, Florida
For more information on the Salvatori Prize , visit www.hillsdale.edu/academy.
Ellen Didion
Salvatori Prize Winner – 1997
Salvatori Prize Winner DiAnne McClenahan: A Perspective on Success
As the Headmistress of Temecula Preparatory School, located in
Winchester, California, one of my many duties is to lead our quarterly
Recitation and Awards Assembly. It was just recently that I was preparing
myself for this duty when my eight-year-old daughter asked me if I had
signed all of the award certificates yet. I responded with a yes, which led
to the next, unavoidable question: “Mommy, did I receive an award this
nine weeks?” This is a question that I was used to hearing and decided
to answer in a different approach. I sat my daughter down and explained
that even though she had done her best, not everyone can measure their
best efforts by receiving an award, and there were many other ways we
could measure her successes. I then went on to tell her that Mommy never
received an award in school and that the Salvatori Award in 2003 was my
first award ever.
She then responded like only a first–grader can, “Mommy, that sounds
like you were bad in school.” My daughter was not far off the mark that
day. I realized once again that I needed to be sure my daughter was given
the tools that I had been given by my mother to measure my successes
and failures in a healthy way.
In 2003, I received the Henry Salvatori Prize for “Excellence in Teaching”
from Hillsdale College. This award was especially meaningful to me because
as a young fifth-grade student in Pennsylvania, I was told that I had too
many learning disabilities to be taught in a regular classroom. In fifth grade,
I could not read or write. Frustrated with the public school system, my
mother pulled me out and placed me in a very challenging private school,
which is the complete opposite of what most people would do. My mother
surrounded me with tutors during weekdays and weekends along with her
own tutelage that took place every time we were in the car together. Even
with this help, my counselor in high school said that I would never make
it into college, let alone, graduate.
Don’t ever tell me that I can’t do something! From that point, I turned
my special learning disability into special learning abilities. I developed
sophisticated coping skills. By the end of my college career at Lock Haven
University, I was working for the same tutoring company that had once
helped me, and I set my sights for teaching so that every student could
learn, even those with special learning abilities. Learning how to read and
write so late in life gave me the ability to teach children how to learn, how
to love what they are learning and most importantly, to be excited about
what they were learning.
Now as the Headmistress and former fifth-grade teacher at TPS, which
follows the Hillsdale Academy model, I interview teacher candidates and
find that these candidates fall into two categories. The first category is the
new teacher fresh out of college, who is flabbergasted after reading the
Hillsdale curriculum and responds by saying, “Wow, this is exactly the
opposite of what they’ve been teaching me to do in college the last five
years.” The second type of teacher that I interview is the teacher who has
been “around the block” and sees that most public school curricula are
not working and is looking for the curriculum that resembles the way he
or she was taught. A quote from one of these teachers puts it best: “Why
do we always feel the need to reinvent the wheel of education every three
years? We don’t need to reinvent the wheel when the Hillsdale curriculum
sounds like it is the wheel.”
With that in mind, I would like to thank Hillsdale for the foundation that
this curriculum provides. Our school has an overall excitement for learning
that is infectious among the students, staff and parents. Thank you for
your vision and your guidance that shares our dreams for our Southern
California students.
Academy Thrives Through Donors’ Generosity
Hillsdale Academy opened its doors in August 1990 with 45 students in Grades K-8. The Academy, then located on Barber Drive, was housed in four
modular prefabricated units: three were used for classrooms, and the fourth served as the office and library. The current 47,000 square-foot school
building on Academy Lane was dedicated in the fall of 1998. Today’s student body has more than doubled in size, with 100 students enrolled in
Grades K-8 and 57 students in Grades 9-12.
Here are just a few of the many generous donors who are helping to make Hillsdale Academy a successful, national model of learning.
Irina Pabst
Charles and Irma McIntyre
The Academy Upper School, housing the
ninth through twelfth-grade classrooms,
is named for Charles S. McIntyre III and
his wife, Irma, of Monroe, Michigan.
The McIntyres have been supporters
of Hillsdale College for more than
three decades. Mr. McIntyre became
a trustee of the College in 1972, and
Mrs. McIntyre has been a longtime
member of the College’s Board of
Women Commissioners, which among
other activities administers a scholarship
fund. Mr. McIntyre’s family helped found the Monroe Auto Equipment Company, now part
of Tenneco Automotive. For many years, the Monroe Auto Equipment Company had a plant
in Hillsdale, and Mr. McIntyre was closely involved in community activities.
The McIntyre family’s affiliation with Hillsdale goes back even further. Charles McIntyre’s
father, Brouwer D. McIntyre, was also on the Board of Hillsdale College. His wife, Mrs. Jane
McIntyre, was a much-beloved member of the Board of Women Commissioners.
As a fitting tribute to the McIntyre family’s commitment to the Upper School’s construction
and endowment, the uniform jumpers and skirts worn by female Academy students sport the
McIntyre clan’s distinctive tartan pattern.
William and Berniece Grewcock
The Academy’s Lower School, housing the kindergarten
through eighth-grade classrooms, is named after William
and Berniece Grewcock of Nebraska. The Grewcocks,
through the Bill and Berniece Grewcock Foundation,
have been benefactors of Hillsdale College since the late
1980s, with several endowed faculty chairs among their
contributions. In 1996, the Grewcock Foundation made
a major gift to Hillsdale Academy toward the construction
of the new permanent building on Academy Lane. The
Academy owes a great deal to the generous assistance of
these philanthropists.
Dr. Irina Pabst, who lives in New York, is also
a longtime supporter of Hillsdale College.
She was awarded an honorary doctorate from
the College in 2002. Since 1990, Academy
students have benefited from Dr. Pabst’s
love of books; she has endowed much of the
Academy’s library collection.
Each year, Academy and College officials
attend the annual Pequot Library sale in
Southport, Connecticut, to purchase books
at reduced prices for the Academy library. Dr.
Pabst helps defray the costs of this trip. Dr.
Pabst also visits the Academy on a regular basis,
and she loves to read to the students from some
of her favorite books. Her most recent visit was
in the fall of 2004.
“The Hillsdale Academy Reference Guide provides
a clear vision that is true and timeless. By adhering
to high standards such as those championed in the
Reference Guide, D’Evelyn has proven to be the most
successful public school in the state of Colorado.”
Micah Porter
Salvatori Prize Winner – 2002
Charles M. Bauervic Foundation – Mrs. Patricia Leonard
Charles M. Bauervic, an entrepreneur and businessman from Southfield, Michigan, established a charitable foundation in 1968 to “recognize . . .
institutions which are successfully providing basic learning consistent with Godly and Americanist principles.” His daughter, Mrs. Patricia Leonard, is the
Foundation’s executive director. In addition to supporting several programs at Hillsdale College, the Bauervic Foundation has made regular donations
since the Academy’s earliest years to provide textbooks, science equipment and marketing materials for Hillsdale Academy.
Mrs. Leonard, who resides in Northern Michigan, said in 1990, “The Academy is a magnificent addition to the Hillsdale Freedom Concept. Hillsdale
Academy is certainly greatly needed in our time.”
15th Anniversary
Celebration
Friday, September 23
7:45 p.m.
Program featuring Dinesh D’Souza
Limited Seating/ By Reservation Only,
Academy Commons
Saturday, September 24
10:00 a.m.
12:00 p.m.
Academy Open House
Families, Friends, Prospective Families
Open to the Public
Academy Picnic
Families, Friends, Prospective Families
Open to the Public
For more information regarding 15th Anniversary
Celebration events, please contact Jackie Linebrink, Hillsdale
College Advancement Office, (517) 607-2315, or
[email protected]
The White House
sent this letter to
Hillsdale Academy
acknowledging
its success.
A cademy L ane
Vol. 3, No. 3 Anniversary 2005
Administrative offices are open
Monday - Friday; 8:00 a.m. - 4:00 p.m. EST
(517) 439-8644
Hillsdale Academy
One Academy Lane ♦ Hillsdale, MI 49242
Phone: 517-439-8644 ♦ Fax: 517-607-2794
www.hillsdale.edu/academy
Dinesh D’Souza
Dinesh D’Souza is the Robert and Karen Rishwain
Fellow at the Hoover Institution at Stanford
University. He has been called one of the “top
young public-policy makers in the country” by
Investor’s Business Daily. His areas of research include
the economy and society, civil rights and affirmative
action, cultural issues and politics, and higher education.
Mr. D’Souza graduated Phi Beta Kappa from
Dartmouth College in 1983 and was senior domestic
policy analyst at the White House during the Reagan
administration from 1987 to 1988. From 1985 to
1986 he was the managing editor of Policy Review.
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