Education 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 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. Fifteen years of good work is a beginning. May God grant our school a further 15 years, and more, that we might continue to stand as a model of that which is right, true and good for American education.

cademyA aneL Vol. 3, No. 3 • Summer 2005

Dr. Ken Calvert

F eatures

Staff Profile: Pam Steiner

Staff Profile: Karen Somerville

Academy Alumni

Through The Years

Salvatori Prize

Academy Donors

Headmaster’s Corner

“Not a Laboratory: On the Founding of Hillsdale Academy”

“15th Anniversary”

Pam SteinerKindergarten 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 AccomplishedLarry 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.

Alumni

Since its first Commencement in 2001, Hillsdale Academy has graduated 45 seniors.

2001Kendra BaronThomas BlackstockNatalie BurkeJustin TylerElizabeth Wolfram

2002Katy ArnnAmanda BurkeAimee ClarkStephanie GarnettBenjamin LewisLane McMillenKimberly MosleyNicholas OttoNasko PetrovJonathan SmithErin SomervilleVeronica Whalen

Karen SomervilleFifth & 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.

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.

2003Rhiannon AngellChristopher BlackstockToby KnightonMichelle LongAndrea ShepherdNiklas York

2004Henry ArnnCaitlin BaronAmanda BelsonCaitlyn BuchhopBrian ClowKyle ErissNicholas HayesMelanie McElroyMatthew MosleyNaomi Woods

2005Kyle AumockJeanelle BediakoAdam ClarkMonica CraigLindsay HortonJessica MarshChristopher MoenchPatricia OwusuCharlotte PainterLaura PainterBrian PottsLeslie Ryan

“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

hroughT

“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.”

ElizabethWolfram,2001Graduate Senior,UniversityofMichigan ClassicalArcheology

“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.”

MichelleLong,2003Graduate Sophomore,HillsdaleCollege Theater

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.

Then Hillsdale College Board of Trustees Chairman Donald R. Mossey, ’51, participated in the Academy groundbreaking ceremony withAcademy benefactors Marian and Quinten Ward.

the

earsY“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

“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.”

ErinSomerville,2002Graduate Junior,UniversityofNorthCarolina English

Michelle McAvoy, Christina Frudakis

and Katelyn Wollet

Jordan Benzing displays his piece of the Academy dedication ribbon.

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.

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

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.

Since its inception, the following teachers have received the Salvatori Prize: 1996 – Maxine Kerttula, American Heritage School

Pleasant Grove, Utah1997 – Ellen Didion, Cornerstone Academy, Sycamore, Illinois1998 – Sr. Marie Vianney, St. Michael’s Academy

Spokane, Washington1999 – Karen Sammons, Grace Christian School, Blacklick, Ohio2000 – Aaron Friar, St. Herman of Alaska School

Allston, Massachusetts2001 – Stephen Thorpe, Roadside Academy

Middletown, Connecticut2002 – Micah Porter, D’Evelyn Junior/Senior High

Denver, Colorado2003 – 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.

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.

The Henry Salvatori Prize for “Excellence in Teaching”

“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.”

Ellen Didion

Salvatori Prize Winner – 1997

Salvatori Prize Winner DiAnne McClenahan: A Perspective on Success

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.

Charles and Irma McIntyreThe 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.

Irina Pabst

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.

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.

Charles M. Bauervic Foundation – Mrs. Patricia LeonardCharles 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.”

“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

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HILLSDALE, MI

VOL. 3, NO. 3 ANNIVERSARY 2005

A cademy L ane

Administrative offices are open Monday - Friday; 8:00 a.m. - 4:00 p.m. EST

(517) 439-8644

Hillsdale AcademyOne Academy Lane ♦ Hillsdale, MI 49242

Phone: 517-439-8644 ♦ Fax: 517-607-2794 www.hillsdale.edu/academy

The White House sent this letter to

Hillsdale Academy acknowledging

its success.

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. Academy Open House Families, Friends, Prospective Families Open to the Public

12:00 p.m. Academy Picnic Families, Friends, Prospective Families Open to the Public

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.

For more information regarding 15th Anniversary Celebration events, please contact Jackie Linebrink, Hillsdale College Advancement Office, (517) 607-2315, or jackie.linebrink@hillsdale.edu