S.E.E.D.
Self-Esteem Enrichment & Development
Monthly Tax-Deductible Partner
To donate online visit (Account #4179):
or Consider sending a "one time check"
(for any amount!) or partnering with monthly
by check, mail to:
Missionary Companion Ministries
PO Box 533
Greeneville, TN 37744
Write Account #4179 in the meme line
To visit the MCM (Missionary Companion Ministries) Website click here:
|
On Monday Mar 17, 2025 We met with Oscar Humberto Subuyuj Gil, the Superintendent of Schools, the Superintendent of schools. He thanked us because two of the four schools S.E.E.D. is be taught at do not have a physical education program or teacher, making the S.E.E.D. Martial Art Instructors the Schools We will be there PE Teachers (Physical Education)! I informed him about MYFEST25! (Our International Tournament) coming to Santo Doming Xenacoj Oct 15-18, 2025 and that 250 students from the 4 public schools will compete Internationally in the MYFEST 25! Pan-Am Tournament United States, Mexico, Central America and South America. S.E.E.D. is currently being taught in four Public Schools for a total of over 1,200 students!
|
What is S.E.E.D. and how did it start?
PART 1: 1980's. "S.E.E.D." conception
In the 1980s, I owned a karate school and taught several low-income students. Many came from unstable homes affected by addiction, and eventually the financial strain forced some to quit. One student still stays with me: Terrence — a gifted young Black teenager from the inner city. He was talented, respectful, funny, and loved by everyone. Losing him from the program broke my heart. Years later, in 2010, I sold everything and moved to a poor Indigenous Mayan community in Guatemala as a missionary. I lived there from 2010–2013 with my family. During that time, I noticed something important: “attitudes are caught, not taught.” My children — bright, capable, full of potential — began adopting the poverty mindset around them. Some said things like, “Maybe I won’t go to college.” College isn’t for everyone, but it was the right path for many of them. I realized something crucial: I was called to the mission field — not my children. In 2013 we returned to the U.S., and I continued traveling back to Guatemala every few months. Today, in 2025, I’m grateful to say my children are thriving: graduates from UNC Chapel Hill, UNC Charlotte, Divinity School, FTCC, careers in nursing, paramedicine, real estate, and even agriculture. Each found their own path — and I couldn’t be prouder! But I often wonder how different their stories would have been had we stayed. After years of ministry — feeding programs, medical teams, building homes, and installing stoves — I saw little long-term change. It became clear that repeating charity alone wasn’t enough. Real transformation needed opportunity, education, and a pathway out. That’s when Terrence came back to mind. Terrence didn’t leave karate because he wanted to — he left because life gave him no other option. No father figure, no support system, no opportunities. I remember him ironing his shorts before going swimming at one of our camping trips. When I asked why, he smiled and said, “Sir, you gotta look good for the ladies — the pool is full of them!” That moment summed him up: confident, joyful, full of potential. But without support, he quit karate… then school… and eventually started selling drugs — because in his world, it felt like the only path forward. Later, I learned he ended up in jail. It broke me then, and it still does. That loss — not just of Terrence, but of so many promising young people — is what led me to create S.E.E.D. A program built on one belief: There must be a different way. A better way. S.E.E.D. exists so the next “Terrence” doesn’t lose his future simply because he couldn’t afford to stay connected to hope.
What is S.E.E.D. and how did it start?
PART 2: "Bogotá, Columbia"
Zechariah 4:10 Do not despise these small beginnings,for the Lord rejoices
to see the work begin, to see the plumb line in Zerubbabel’s hand.”
I knew firsthand that karate had changed my life. My friend, Dr. James Cook, earned his Doctorate in Organizational Leadership and wrote his thesis on "A Wrap Around Poverty Intervention Model: Leveraging Social Capital Reduces Poverty." In his work, he defined social capital as "the networks of relationships among people who live and work in a particular society, enabling that society to function effectively." When I read his research, it hit me: my true social capital was karate.
At the time, I was an 8th Degree Grandmaster Black Belt. I ran a full-time Dojang (karate school) and led an association of 30 affiliated schools. I had over 50 years of experience, a network of contacts worldwide, and was even appointed as the Guatemala Representative for the World Escrima Kali Arnis Federation (WEKAF). In short, I had everything I needed to start a karate program — everything except one critical piece: karate teachers.
They say, "drastic times call for drastic measures," and that’s exactly what was needed. I remembered another saying: "Give a man a fish and you feed him for a day. Teach a man to fish, and you feed him for a lifetime." I didn’t just want to teach karate — I wanted to train young men and women to become karate teachers themselves, empowering them to open their own schools and change their communities.
There was just one problem: I was only in Guatemala for two weeks every couple of months.
So, I took a radical approach. Instead of training students to be students, I trained them to be teachers from the start. On July 31, 2023, we launched our first class with six students. I told them:
I made them an offer: "If you get your passports and train seriously, I’ll cover your airfare, hotels, and competition fees — and take you as a team to compete internationally."
Just 342 days later, 12 Guatemalan students traveled to Bogotá and brought home 20 medals.
History was made. Lives were changed forever.
If you’d like to read Dr. James Cook’s full dissertation, you can find it here: digitalshowcase.lynchburg.edu/cgi/viewcontent.cgi?article=1034&context=etd
At the time, I was an 8th Degree Grandmaster Black Belt. I ran a full-time Dojang (karate school) and led an association of 30 affiliated schools. I had over 50 years of experience, a network of contacts worldwide, and was even appointed as the Guatemala Representative for the World Escrima Kali Arnis Federation (WEKAF). In short, I had everything I needed to start a karate program — everything except one critical piece: karate teachers.
They say, "drastic times call for drastic measures," and that’s exactly what was needed. I remembered another saying: "Give a man a fish and you feed him for a day. Teach a man to fish, and you feed him for a lifetime." I didn’t just want to teach karate — I wanted to train young men and women to become karate teachers themselves, empowering them to open their own schools and change their communities.
There was just one problem: I was only in Guatemala for two weeks every couple of months.
So, I took a radical approach. Instead of training students to be students, I trained them to be teachers from the start. On July 31, 2023, we launched our first class with six students. I told them:
- I would come to Guatemala every 6–8 weeks and train them intensely for two weeks at a time.
- Between my visits, they would train together two to three nights a week.
- I would provide videos for them to study and asked them to send me videos of their practice for review.
- If they were serious, they could promote and eventually earn their black belts.
I made them an offer: "If you get your passports and train seriously, I’ll cover your airfare, hotels, and competition fees — and take you as a team to compete internationally."
Just 342 days later, 12 Guatemalan students traveled to Bogotá and brought home 20 medals.
History was made. Lives were changed forever.
If you’d like to read Dr. James Cook’s full dissertation, you can find it here: digitalshowcase.lynchburg.edu/cgi/viewcontent.cgi?article=1034&context=etd
What is S.E.E.D. and how did it start?
Part 3: "S.E.E.D. is planted Mon March 17, 2025"
Photo below, Adan Aquino the Francisco Marroquín National Order Award. This honorary distinction of Guatemala awarded to each year to 10 Guatemalan educators who have distinguished themselves in the field of education and is granted on June 25 of each year, in celebration of Teacher's Day in Guatemala.
In March 2024, the idea of hiring some of my students to teach karate in public schools first began to take shape. I discussed the concept with my good friend, Adan Aquino — a respected local elementary school principal and recipient of the prestigious Francisco Marroquín National Order Award. Adan immediately embraced and supported the vision.
Over the course of the year, we worked together to plan the logistics. Then, on Monday, March 17, 2025, I took a major step of faith: we officially partnered with four schools, reaching over 1,200 students!
I personally visited each school to announce the launch of S.E.E.D. (Social, Educational, Economic Development). Below is a photo gallery capturing the excitement and energy of our inaugural classes!
Our goal is to culminate this incredible journey with an International Tournament called "MYFEST25!" scheduled for October 15–18, 2025, in Guatemala.
From Oscar Humberto Subuyuj Gil, Superintendent of Schools for the Coordinación Santo Domingo Xenacoj and San Bartolomé Milpas Altas:
"We recently had a conversation with the SGRO Karate Organization to join efforts in strengthening the sport and promoting moral and ethical values within the educational community. As part of this collaboration, we will have the support of three sports facilitators who will work across various educational centers in the district, contributing to the comprehensive development of boys and girls and promoting their advancement on the international stage."
Over the course of the year, we worked together to plan the logistics. Then, on Monday, March 17, 2025, I took a major step of faith: we officially partnered with four schools, reaching over 1,200 students!
I personally visited each school to announce the launch of S.E.E.D. (Social, Educational, Economic Development). Below is a photo gallery capturing the excitement and energy of our inaugural classes!
Our goal is to culminate this incredible journey with an International Tournament called "MYFEST25!" scheduled for October 15–18, 2025, in Guatemala.
From Oscar Humberto Subuyuj Gil, Superintendent of Schools for the Coordinación Santo Domingo Xenacoj and San Bartolomé Milpas Altas:
"We recently had a conversation with the SGRO Karate Organization to join efforts in strengthening the sport and promoting moral and ethical values within the educational community. As part of this collaboration, we will have the support of three sports facilitators who will work across various educational centers in the district, contributing to the comprehensive development of boys and girls and promoting their advancement on the international stage."
What is S.E.E.D. and how did it start?
Part 5: "VECA" Christian Academy"
Our plan is to hire students to teach martial arts — with one important condition: if they do not already have a high school diploma, they must work to earn one.
To support them, students have two enrollment options: they can join the local Saturday program for adults, or they can enroll in our VECA School (Vocational Entrepreneurial Christian Academy). VECA’s core curriculum is based on A.C.E. (Accelerated Christian Education) (www.aceschooloftomorrow.com).
The incredible advantage of an A.C.E. diploma is that it is a U.S.-accredited high school diploma, carrying greater value internationally than a Guatemalan diploma. A.C.E. graduates have been accepted into over 1,400 colleges and universities worldwide, including prestigious institutions like Harvard and Stanford. (For a full list of colleges accepting A.C.E. graduates, click here.)
This strategic advantage is critical for S.E.E.D. graduates. Many young people want to continue their education but are forced into the workforce early to help support their families. By hiring them to teach in the S.E.E.D. program while requiring them to finish high school, we create a sustainable pathway to success.
Students who complete their education through VECA — with a vocational or entrepreneurial focus — will not only become part of the 20% of Guatemalan students who earn a high school diploma but will also be uniquely positioned for future leadership.
In Guatemala, where only 20% of youth complete high school, earning a U.S.-based diploma can be truly life-changing. It unlocks opportunities for higher education, better careers, and international possibilities that would otherwise remain out of reach. Beyond academics, it fosters confidence, broadens perspectives, and helps break the cycle of poverty. A U.S. diploma offers Indigenous youth a powerful tool to uplift themselves, their families, and their communities toward a future filled with dignity, hope, and real possibility.
To support them, students have two enrollment options: they can join the local Saturday program for adults, or they can enroll in our VECA School (Vocational Entrepreneurial Christian Academy). VECA’s core curriculum is based on A.C.E. (Accelerated Christian Education) (www.aceschooloftomorrow.com).
The incredible advantage of an A.C.E. diploma is that it is a U.S.-accredited high school diploma, carrying greater value internationally than a Guatemalan diploma. A.C.E. graduates have been accepted into over 1,400 colleges and universities worldwide, including prestigious institutions like Harvard and Stanford. (For a full list of colleges accepting A.C.E. graduates, click here.)
This strategic advantage is critical for S.E.E.D. graduates. Many young people want to continue their education but are forced into the workforce early to help support their families. By hiring them to teach in the S.E.E.D. program while requiring them to finish high school, we create a sustainable pathway to success.
Students who complete their education through VECA — with a vocational or entrepreneurial focus — will not only become part of the 20% of Guatemalan students who earn a high school diploma but will also be uniquely positioned for future leadership.
In Guatemala, where only 20% of youth complete high school, earning a U.S.-based diploma can be truly life-changing. It unlocks opportunities for higher education, better careers, and international possibilities that would otherwise remain out of reach. Beyond academics, it fosters confidence, broadens perspectives, and helps break the cycle of poverty. A U.S. diploma offers Indigenous youth a powerful tool to uplift themselves, their families, and their communities toward a future filled with dignity, hope, and real possibility.
What is S.E.E.D. and how did it start?
Part 6: A "Catch 22" Situation. How S.E.E.D. breaks the Cycle of Generational Poverty:
"Education helps break the Cycle of Generational Poverty, but poverty prevents Education!"
A compelling example illustrating how one family member's educational advancement can uplift an entire family from generational poverty is found in the story of Mark Ryan, as reported by The Guardian in January 2025. Mark and his twin brother, raised in a single-parent household in Redcliffe, Australia, faced significant financial hardships. Their mother, Patricia, emphasized the importance of education despite their circumstances. With the support of The Smith Family's Learning for Life program, both brothers received scholarships that enabled them to pursue higher education. Mark went on to earn multiple degrees and now serves on the board of The Smith Family, highlighting the transformative impact that educational support can have on breaking the cycle of intergenerational poverty .The Guardian
This narrative underscores the broader principle that when even one family member escapes the grip of generational poverty—particularly through education—they often become a catalyst for elevating the entire family's socioeconomic status. Such individual successes can inspire and provide tangible support to other family members, fostering a culture of aspiration and achievement that transcends generations.
For a more in-depth understanding of strategies to combat intergenerational poverty, you might find the Annie E. Casey Foundation's report, "Toward Reduced Poverty Across Generations," insightful. It discusses programs like New York City's Family Rewards, which combine immediate financial assistance with conditions aimed at improving education and workforce skills, thereby addressing both short-term needs and long-term poverty reduction .The Annie E. Casey Foundation
This narrative underscores the broader principle that when even one family member escapes the grip of generational poverty—particularly through education—they often become a catalyst for elevating the entire family's socioeconomic status. Such individual successes can inspire and provide tangible support to other family members, fostering a culture of aspiration and achievement that transcends generations.
For a more in-depth understanding of strategies to combat intergenerational poverty, you might find the Annie E. Casey Foundation's report, "Toward Reduced Poverty Across Generations," insightful. It discusses programs like New York City's Family Rewards, which combine immediate financial assistance with conditions aimed at improving education and workforce skills, thereby addressing both short-term needs and long-term poverty reduction .The Annie E. Casey Foundation
