Grove News Spring/Summer 2006
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Grove NewsSpring/Summer 2006
Board ChairJock Fleming ’74
Past ChairMarilynn Booth
Cindy Atkinson- Barnett
Heather Avery
Nicole Bendaly ’93
David Bignell
Gerry Bird
Walter Blackwell
Gordon Blake
Scott Campbell
Brian Carter
Andrew Clarke ’85
Janet Cudney ’94
Jack Curtin
Peter Dunn ’62
Andrew Durnford ’85
Michael Eatson ’83
Bishop George Elliott
Ann Farlow
Bill Gastle ’68
Bruce Gibson
Kenneth Gill
Janice Green
Jennifer Gruer
Terry Guest
David Hadden
Chris Hadfield
Goodith Heeney
John K. Hepburn ’68
Paul Hickey
Howard Hickman
Rachael Honig ’06
HRH Duke of York ’78
Tim Hyde ’76
James Hyslop ’85
Alan Ingram
Warren Jones ’88
Angie Killoran
Janet Lafortune
Kathleen Leonard
Nicholas Lewis ’77
James (Kim) Little ’53
Laleah Macintosh
J.M. (Bubs) Macrae ’33
Kevin Malone ’77
James Matthews ’58
Scott McCain
Andrea McConnell
Don McGuire
Fiona McNestry ’06
John McRae ’70
Val McRae
Betty Morris
William Morris ’70
Christopher Ondaatje
Travis Price ’85
Tony Pullen ’63
Kathleen Ramsay
Douglas Rishor ’57
Gretchen Ross
John Ryder ’77
John Schumacher
Maureen Sinden
Nancy Smith
Scott Smith ’87
David Thompson
Stuart Thompson ’91
Ann Tottenham
Tim Ward ’62
Gordon Webb
Chris White '90
Jamie White ’79
Terry Windrem
Directors in Bold
Trustees 2005-2006
Front Cover: LCS students, Paulina Aguire, Sebastian MacGregor, Kyla Murphy, Renée Proulx, Christian Seale, and FernandoVazquez, and staff member, Vicky Boomgardt, “pull all hands together” while participating in the Round Square Botswana Project,2006. Photo courtesy of staff member Joe Bettencourt.
Calendar of Events 2006-2007For details please refer to our school calendar at www.lcs.on.ca, click NEWS
SEPTEMBER NOVEMBER APRIL
27 Gr 7/8 Parent Reception 9 Guelph Pub Night 5 Grove Society Meeting
29 Gr 11/12 Parent Reception 17 Career Day 19 Victoria Pub Night
30 Fall FairHome to the Grove ReunionGr 9/10 Parent Reception
18 70s Decade Reunion 20 Vancouver Pub Night
DECEMBER 28 Gala (to be confirmed)
OCTOBER 2 Christmas Alumni/ae Formal MAY
1 Home to the Grove Reunion 7 Grove Society ChristmasMeeting & Luncheon
4 Class Reps Workshop
5 London UK Dinner 12 Toronto Pub Night
6 Grove Society MeetingLondon UK Pub Night
21 Peterborough Pub Night 25 Grove Society AGM
JANUARY 26 Regatta Day
11 Grove Society BusinessLuncheon / Guest Speaker
18 Montreal Pub Night JUNE
FEBRUARY 5 Grove Society Pot Luck
12 Halifax Pub Night 2 Kingston Pub Night 13 Grade 8 Graduation Dinner
28 Trustees' Meeting/Dinner 10 Alumni/ae Hockey 16 ClosingGrade 12 Graduation Dinner
NOVEMBER 16 London, ON Pub Night
1 Grove Society Meeting 20 Andy Harris Cup — Grove Golf Tournament
piii
Belinda Schubert ’99The World Soccer Championship in
Germany (where I happened to be
taking a course on Legal German)
was accompanied by the motto “Die
Welt zu Gast bei Freunden.”
Translated, this is something like,
“The world is a guest of friends.”
Quite a number of other alumni/ae
traveled to Germany to enjoy the
games — not to mention the more
than 30 alumni/ae who live in
Germany. It is interesting to consider
the vast network of alumni/ae across
the globe. Increasingly, Lakefielders
are finding that no matter where in
the world they are, they are amongst
friends: fellow students, staff, or
alumni/ae are just a stone’s throw
away.
Lakefield College School could easily
adapt the World Cup motto to itself:
“Lakefield: Guests of the World.” The
word “guest,” however, belies the
very active presence of our LCS
family abroad. Staff and students like
Bianca Bell ’06 participate in proj-
ects that strive to better the lives of
individuals in a host of nations, as
noted by David Hadden in his
Closing Chapel speech (p.iv). Alumni
like Marvin Seibert ’98 live and work
internationally; parents also live or
volunteer internationally — like
Brittany Scott's father, who volun-
teers his expertise as a periodontist
in Cambodia (p.19).
Students’ exposure to international
issues and cultures is not limited to
time spent off campus. International
events like the Walk Around the
World, speakers, and spirited
exchange students all contribute. In
courses like Canadian and World
Issues (featured on p.10), students
learn to see themselves as agents of
change who can create solutions and
bring them to fruition. Teachers
Richard Hagg and Stuart Lee — expe-
rienced travelers themselves — forge
a link between the students’ practical
experience abroad and the concepts
learned in the classroom.
With all of these opportunities to
explore the world, it is no wonder
that LCS students are keener than
ever to volunteer, work, and play
abroad. And so our international
network of friends grows ever larger.
In closing, I would like to wish a very
Happy Birthday to Flo Ryder. May
you have many more adventures to
come.
Belinda Schubert ’99, a freelance
writer and editor, is currently
attending law school at UBC. She
graduated from Princeton in June
2003 with a degree in English
Literature.
Editorial
piv
Excerpts from his Closing Chapel Speech, June 16, 2006
The old candlemaker closed the door on his workshop
and climbed slowly up to his bedroom. He went to the
corner of his room and sat, as he always did at dusk, in
his old rocking chair beside the window and peered
out at the fading light and the ever-growing shadow
that was being cast over the village which lay below
his old stone house. But the dark shadows failed to
dominate the scene, for soon candlelight began to
flicker in many windows around the village. The
candlemaker smiled — he always felt a warm glow of
satisfaction at this time of night as he wondered how
many windows he was responsible for lighting. As he
had a thriving business, he knew that it would be
many. Finally, as the lights of the village reached
capacity, he arose and lit his own candle, giving
himself the warmth and comfort of light for the night.
The hope of Lakefield College School has always been
to light candles within young people, to encourage
light to flicker in any way possible and to hope that
this light will go on into the future becoming larger,
kindling other lights elsewhere. It is satisfying for a
person to reflect at the various stages in their life on
the candles they have lit and what they have done to
help illuminate their section of the world.
All of us will reflect back upon this year with our own
very distinct and personal recollections. For me, the
most defining (and satisfying) feature has been the
very meaningful commitment made by so many of you
to give generously of your time and talent to support
so many worthwhile causes.
Not unlike the candlemaker, there is no greater satis-
faction for me, as Head of School, than the knowledge
that LCS has helped young people to view their world
and their responsibility to it from a broader and more
generous perspective ... and to do something about it.
If there were one thing that I would hope every
member of the graduating class would take with them
on the eve of their departures from The Grove, it
Head of School, David Hadden
(L-R) Graduating students, Nick Ballantyne, Bert Lockhart-Dyer, Rachel Honig, and Emily Loyer share their light with each other at Closing Chapel, 2006
pv
would be the acute knowledge that they are the lucky
ones and with this privileged background you share
comes the responsibility to support others who are
less fortunate.
Hilary Bird emphasized this responsibility in her [Fall
Winter 2006] Grove News article when she observed:
“From birth we, as members of the richest society on
the planet, carry a responsibility to the people of the
world. We are a society that can manage luxury,
accommodate extravagance, and afford comfort, and
with this comes the responsibility to give. From those
who have much, much is expected.”
This year — more than any other — more students
than ever have been actively involved with over 40
charities and what is so inspiring about this involve-
ment is the degree of student initiative behind it.
Seniors-in-Charge of Charities — Hilary Bird and
Fiona McNestry — have truly kindled lights elsewhere
with their highly inclusive and welcoming approach.
They have begun a legacy where any student who
seeks to promote awareness and raise money for a
cause can take it on with the support they need from
the Seniors-in-Charge.
Remarkably, the combined contribution of all of you
this year has amassed to over 12,300 community
service hours ... writing for Amnesty International,
reading for the MS Readathon, preparing food for the
Brock Mission, mentoring primary school students at
St. Paul’s, supporting the Salvation Army Toy Drive,
Project BOB, the YMCA, the YWCA, and the Royal
Canadian Legion to name a few.
To my mind, no endeavour raises awareness more
than the 30 Hour Famine. This year, 35 of you partici-
pated at one of three levels including about 20 of you
who fasted for 30 hours. Your efforts will provide
enough food and clean water to sustain seven children
in Africa. Without this support, these children would
face the prospect of starvation.
Beyond these commitments, it is remarkable to me
that 31 of our graduates — one third of you! — were
given the privilege and took the opportunity, at some
point during your career at Lakefield, to participate in
an international community service project.
It would be my hope, on the eve of your departures
from The Grove, that LCS has helped each of you, in a
meaningful way, to appreciate more fully what a privi-
lege it is to serve ... and the wonderful thing is,
increasingly you will come to realize that the more you
give of yourself, to whatever cause or condition you
deem worthwhile, the more you will receive.
Perhaps Bianca Bell best illustrates what she received
with her observations about her trip to India:
“We met people who can sit, alone, ill, utterly poor,
and smile ... we learned the greatest gift is a hand-
shake and the easiest gift is a smile. We realized that
the whole world does not know where Canada is and
that half the world's population do not know white
people exist. We came across situations where we
were uncomfortable and scared. We came across situ-
ations where all we wanted to do was cry at how beau-
tifully happy someone could be while living in
complete poverty. We learned that no job can be done
without teamwork, whether it be filling a hole with
mud or building back a tsunami-devastated commu-
nity. We recognized that we all have disabilities and
that we should focus on our strengths, not our weak-
nesses. We met people who made crafts using their
toes, who rode bikes using their hands. We met people
who were blind and had choreographed a dance. We
met people who could beat us in cricket, but had no
hands. We met people who could beat us in volleyball,
but could not speak. These work projects aren't about
getting enough community service hours to graduate,
or getting a great reference for your college applica-
tion. These trips are about leaving your safe happy
“LCS Bubble” and gaining a greater respect for the rest
of the world. On these trips you will receive, in a
sense, more than you give, but only as you begin to
hear yourselves, to listen, to observe, and to withhold
judgement. Only when you are capable and willing to
learn will you be able to give.”
May each of you, on the eve of your departures from
LCS, preserve, during your lifetimes, a special place in
your heart for what you have shared together. May
you do so with the knowledge that as 2006 draws to a
close at Lakefield College School, with 94 candles
flickering in the darkness, together they flicker not
faintly, but brightly. You will leave LCS and light many
many candles during your lifetimes and, like the
candlemaker, as your lives progress, may you too sit
contentedly and look out at all the windows you have
lit.
pvi
(Top L-R) Graduates, Emily Sale and Leslie Schumacher; (Bottom L-R) Justin Loga, Clara Lonjedo, Brandon Mackenzie, ShannonMatthews and D’Arcy McDonell in line to accept their alumni/ae ties at Closing Ceremonies.
pvii
Jock Fleming ’74Closing Speech, June 17, 2006
When our grad class started this past year, they had a
school-wide goal to communicate, model, and cele-
brate the mission and values of the school.
As I was getting dressed this morning, I was thinking
of the values of the school. I looked in my closet and I
realized that I still had all of the school ties that I
received when I was at the school, and I thought,
metaphorically speaking, that each of these ties might
represent a value of the school. So for example, my
very stylish 1969 Lefevre House tie might represent
“Trust.” My original school tie, with my name sewn so
neatly in the back of it, might represent “Education of
the Whole Student.” My Grade 13 tie might represent
“A Healthy Caring and Learning Community.” My
green “Old Boy” tie might stand for “Individualism.”
My newer alumni tie might stand for “Citizenship.”
Grads, I hope when you leave the school, like my ties
[metaphorically], that you will keep those values that
you learned and lived here at The Grove for many,
many years to come.
Many of you, like me, are a parent of a graduate this
year. I am very proud of Rob and what he has accom-
plished and I am sure you are proud of what your sons
and daughters have accomplished. So Grads, thank
you for a great and successful year.
We have had many successes and accomplishments
this year. Our students logged more than 12,300 hours
of local community service — that is more than three
times the provincial requirement. We have 19
students who are receiving their Gold Duke of
Edinburgh Award this year; and I think that on a per
capita basis, that is the highest in Canada. Since 1997,
four of our graduates have received the very presti-
gious Rhodes Scholarship, the most recent being this
past November, Kim Rutherford, Class of 2001.
We have built four new fantastic tennis courts and, in
my mind, we have built one of the “Groviest” things
we have done in decades, the Bob Armstrong Rink. We
have lots to celebrate.
Over this past year, there was an independent student
survey conducted by Lookout Management (p.8).
When it came to the question of “Overall satisfaction
with Lakefield College School,” we ranked the highest
of all of the schools they surveyed. Two years ago the
same management company did a similar survey of
our parents. Our parents, too, ranked Lakefield
College School highest for overall satisfaction. The
year before that, a survey was conducted of our
alumni/ae; they too, ranked Lakefield College School
among the highest.
To me this speaks volumes to what we have accom-
plished and continue to accomplish at Lakefield
College School … It doesn't just happen, it takes great
leadership. David Hadden and his management team
demonstrate exceptional leadership at the school. The
faculty and staff, day-in and day-out, go way beyond
their call of duty. Hundreds of parents, past parents,
friends, those who serve on the Grove Society,
trustees, my fellow board members, give tirelessly of
their time and energy. All of our efforts together allow
us to meet our mission: “To challenge and enable
students to reach their individual potential in mind,
body and spirit.”
Thank you for all of your efforts. God bless and have a
great day.
From The Chair, Board of Directors
pviii
I just wanted to thank you for making my family and I
feel welcome on the LCS rink. Dawn, Meghan, Ryan,
and I ventured to The Grove on Dec 26th for a skate.
Ryan and I ended up joining in a scrimmage and had
a blast. Lovely facility; nice Zamboni! My wife kept
exclaiming about the setting. Thanks so much. Dawn
ended up chatting awhile with a teacher whose wife is
in charge of Admissions. Their son and dog were
most welcoming. Please pass on my kind regards and
thanks. Our visit to The Grove was a lovely part of our
Christmas. It brought back great memories of the day
— boys getting together in the late 1970s to play on a
duck pond over the Christmas holidays (just east off
of highway 134, roughly opposite the old quarry).
Peter McArthur ’80
Hello Lakefield!
Greetings from the west coast. Thank you for the
Summer ’05 issue and Fall/Winter ’06 issue of the
Grove News. I look for familiar names, but as the
years swirl by, they become fewer. I remember George
Dobbie ’61, and was sorry to read in the Summer ’05
issue that he lost a brother.
The photograph of the Gate House, on page 3, below
the editorial in the Fall/Winter ’06 issue was Mr. and
Mrs. Ketchum's home. We called him "Hoggie" (short
for “Hogarth”). On the other side of their house, we
used to make “hard” apple cider every fall with
Hoggie and his apple cider press. Our dorm was right
above Mr. Smith’s desk in one corner of the library. We
called Mr. Smith “Boodie” and his car “the
Boodmobile.” We had bottles of cider stashed under
our cots, in our galoshes and every other nook and
cranny, waiting for it to “age.” About 10 o'clock one
morning classes were interrupted by a series of explo-
sions coming from our dorm. A sticky brown liquid
was dripping from the library ceiling onto Boodie and
his papers. Plunging up the stairs, we found our dorm
awash with seriously fermenting liquid and broken
glass. Many had been scrounged Javex Bleach bottles.
Boodie emerged from the library. He seemed to be
steaming. We were mobilized into a massive clean-up.
The disaster was subject for informal autopsies in
following days. I think it was our science teacher,
Mike Townsend ’51, who ventured that the “protein
content” (worms) was above 5%, coupled with the the
unusual heat from the steam radiator that morning.
Gary Hiemstraw, the custodian, had struggled with
the pipes and the furnace in the bowels of the school
each winter, yet we could usually freeze water in our
dorm at night.
Thanks again for the Grove News issues.
Ted Gibson ’62
I missed the announcement of Reverend Jack
Cranston's death in the last Grove News. I was
unaware of his distinguished past when he was the
Chaplain at Lakefield. A true hero indeed!
I remember a lesson he was teaching us on religion in
one of the old-wing classrooms. It must have been a
difficult enough “course” to teach as this story will
show.
He was writing on the blackboard, telling a story
about Jesus Christ and started off at the top of a
pyramid of names with the initials J.C . With his back
still to the class he asked anyone who knew who the
initials J.C. stood for. Someone ... was it Army
Armstrong ? ... piped up loudly “Jack Cranston!”
The Reverend, who was obviously very angry, whirled
around to face the class and with his patented
hunched shoulders and furled brow, looking over the
eyebrows called out, “who was that” to which Army
put up his hand. The Reverend then with outstretched
arm, hand pointing to the door, loudly yelled...“OUT!”
As he turned around, his back to the class again, I saw
a small smile on his lips appreciating also the humour
of the comment.
He continues to live on in our fond memories.
Lawrie Snetsinge ’59
Letters
Head Students’ Closing Address 2
Closing Awards 4
School Highlights 6
And The Survey Says ... LCS Student Satisfaction Achieves a New Best Score 8
The State of the World and How It Can Be Fixed: Canadian and World Issues 10
From Student to Global Citizen — Jason Allingham ’03 12
Connected to The World 14
Lakefield College School Foundation 20
A Giving Opportunity 23
Young Philanthropists — The Class of 2006 Bursary 24
LCS Celebrates Rising Stars 25
100 Years Young — Florence (Mackenzie) Ryder 26
The Standing Spirit Project: Corby Petersen ’96 28
Common Ground. Uncommon Journey. 31
Bowside to Beijing: Lindsay Forget '01 32
Class News 34
In Our Memories 38
In this Issue
Editor: Tracey Blodgett; Layout & Design and Copy Editor: Christine Vogel; Contributing Editor: Belinda Schubert ‘99;Editorial Committee: Jeanne Armstrong, Heather Avery, David Hadden, Richard Johnston, Richard Life, SarahMcMahon, Tom Milburn, and Lisa Clarke. Contributing Photographer: Simon Spivey. Please address correspondenceto the Communications and Constituent Relations Office: Lakefield College School, Lakefield, ON, K0L 2H0705.652.3324 [email protected]
p2
Laura Bocking ’06Lakefield is not just a school where we spent this
last year; it's a way of life.
Lakefield has a beautiful campus bordered by sky,
lake, and forest that lends itself to pick-up hockey,
beach volleyball, and outdoor recreation.
Lakefield has an academic environment where we
are challenged to learn, not only from a text, but
also about ourselves.
It is a community that invites, includes and unites
everyone, no matter what their differences may be.
It is where we find our best friends, where we learn
and grow and where we challenge ourselves to
reach new heights.
From September and Expedition to today's awards
and departure, a lot has happened this year. The
new Bob Armstrong Rink, the fashion show for
AIDS, athletic achievements, and a strong return to
Camp Lakefield are just a glimpse of how amazing
this school really is. I think I speak for most of us
when I say that I don't know where my life will take
me, but I know Lakefield was definitely a good start.
Lakefield has always been consistent in upholding
its values while still allowing each year to reflect the
unique character of the student body. Everyone who
comes to Lakefield experiences it in their own way.
Yet the positive impact that our time here has on us,
will stay with us long after we've left.
Scott Seabrooke ’06Though it may be a little early to say this, it's over;
as simple as that. For some it means the last six
years of their life, a chapter has finished.
Remember that for all of us, this was not our first
chapter and not our last, but now Lakefield has
become a part of who we are. It has helped develop
our story. For most of us the story line is still
unclear — what we will do and who we will become.
We have met some of the characters in our story,
friends who may turn into our best men or business
partners or mortal enemies on the field of valor —
however your story goes. With so many options at
Lakefield, and with so few students, it's impossible
to be anything but yourself. There are so many
avenues to explore, but really what you're exploring
is yourself.
There is very little I'll admit to knowing in my life.
Everything these days seems so complicated and
important; it seems foolish to be assured of
anything. One thing I know is that I had fun and it
was all worth it: all of it. We've come here today to
look back at a school year and to look forward to
what may come.
(Opposite) Above: Head Students Laura and Scott join Headof School David Hadden, Assistant Head of School RichardLife, and Director of Advancement Rudy Massimo on a tourof the campus with His Royal Highness The Duke of York andhis party; Below: Laura Bocking and Scott Seabrooke
Head Students’ Closing Address — June 2006
p3
(Below) The Grade 8 graduating class of 2006 (Opposite) Head of School David Hadden presents the Governor General’s Medal toConnie Xu
Student Awards — June 17, 2006
Academic Proficiency Standing
Top of FormGrade 7 Bea Chan
Grade 8 Ashley Patel
Grade 9 Zoe Edwards
Grade 10 Jordan Muise
Grade 11 Mat MacLean
Governor General’s MedalConnie Xu
EnglishGrade 7/8 Arts & Languages Prize: Dana Madill
The Dela Fosse Prize (Junior): Nicole Pinto
Intermediate English Prize: Carly DeNure
The Language and Literature Prize: Sara Ann Ross
The English Writers Craft Prize: Torie Patterson
I. Norman Smith Prize for
English Studies in Literature: Torie Patterson
Fine Arts Hubert Eisdell Award (Junior): Kane Miller
Intermediate Fine Arts Prize: Jenny Lee
Fine Arts
The Drama Prize: Lindsay Joseph
The David Bierk Visual Arts Prize: Rachel Honig
The Music Prize: Carly DeNure
Modern Languages Junior Modern Languages Prize: Jordan Muise
Intermediate Modern Languages Prize: Josh Pascoe
The Core French Prize: Liza Shelley
The Extended French Prize: Gereon Rotering
HRH Prince of Asturias
Spanish Prize: Eirene Kaklamanakis
Academic Awards
p4
Academic Awards
The Gaby Award: Jane Hickey
The Harman Award: Robbie Dickinson
The Junior Grove Society Prize: Mary Elizabeth Konrad
The Fred Page Higgins Award: Jordan Muise
Junior Edson Pease Prize: Zoe Edwards
The Jean Ketchum Prize: Monica Farlow
The Stephen Thompson Prize: Helen Honig
The Senior Grove Society Prize: Brooke Harvey
The Milligan Awards: Melissa Gates, Justin Loga
The King Constantine Medal: Emily Loyer
The Crombie Award: Gilly McRae
Senior Edson Pease Prize: Peter Reid
H.M. Silver Jubilee Award: Hilary Bird
The Nelles Prize: Jeff Davie
The J.R. Anderson Award: Michael Wilson
John Pearman Martyn Sibbald Prize: Laura Bocking
The Ondaatje Foundation Award: Rachel Honig
The Monty Bull Award: Daniel Walsh
The Jack Matthews
Humanitarian Award: Spencer Hodgins
The Whitney Prize: Sara Cooper
Jean and Winder Smith Award: Martha Ramsay
The Trustees’ Prize: Lindsay Joseph
British Alumni Travelling Scholarship: Bianca Bell
The Grove Award: Fiona McNestry
MathematicsGrade 7/8 Mathematics, Science and
Technology Prize: Ashley Patel
Paterson Prize (Junior): Ja Min Kim
Intermediate Mathematics Prize: Kevin Kim
Larry Griffiths Prize for Geometry and
Discrete Mathematics: Connie Xu
Professor M. Mackenzie Prize for Advanced
Functions & Calculus: Daniel Walsh
The Mathematics of Data Management Prize:
Connie Xu
Science and Technology A.W. Mackenzie Environmental Award (Junior):
Andrew Carroll
Intermediate Science and Technology Prize:
Mat MacLean
Mrs. A.W. Mackenzie Natural History Prize
for Biology: Torie Patterson
The Computer and Information Science Prize:
Jeff Kloosterman
Science and Technology The Chemistry Prize: Connie Xu
The Physics Prize: Rachel Honig
The Earth and Space Science Prize: Jaeger Robertson
The Communications Technology Prize:
Sameen Ahmed
The McLimont Scholarship for Engineering and
Applied Science: Sara Cooper
Social Sciences and Outdoor EducationGrade 7 & 8 Social Sciences Prize: Kelsey Slobodian
T.H.B. Symons Canadian Studies Prize (Junior):
Jordan Muise
The American History Prize: Carly DeNure
Susan Guest Outdoor Education Prize: Rob Fleming
The Senior Canadian History Prize: Nick Pullen
The Economics Prize: Kevin Kim
The World History Prize: Gereon Rotering
The Canadian and International Law Prize: Jeff Davie
The World Issues Prize: Hilary Bird
Character and Achievement Awards
p5
Young Scientists Participatein National Competition
Dana Madill (Grade 8) and Ashley
Patel (Grade 8) represented their
school and region among 150
students competing at the Canada-
Wide Science Fair in Saguenay,
Quebec in May.
Dana won the regional science fair
for her project which tested the
health benefits of fast food. After
winning third place at the regional
science fair in Peterborough, Ashley
went on to win a $500 Actuarial
Foundation of Canada Award for her
project showing that there is no
correlation between scores on
cognitive tests and academic
performance.
Fulford DebateLakefield College School had the
honour of hosting the annual
Fulford Debating League
Tournament on campus in May.
“Teams from twenty different
schools from across Ontario met
here to competitively debate the
question, ‘Can humanity manage
climate change,’” shares LCS
Debating Coach Manal Stamboulie.
This was truly a community event —
the call went out to alumni/ae,
parents, and staff to volunteer as
judges. Seventy volunteers partici-
pated including over 30 alumni/ae
— many of them former LCS
debaters. Ms. Stamboulie also
thanked the seventy LCS students
who hosted, scored, and acted as
time-keepers and chairs for the
debates.
His Royal Highness theDuke of York Returns to LCSHis Royal Highness The Duke of York
visited Lakefield College School on
Friday, May 12th to tour the campus
and view the capital projects that
have been completed since his last
visit in June of 2003 including the
Bob Armstrong Rink and the Bryan
Jones Theatre. He took time to
speak with several students about
their experiences in the Arts
Programs and involvement on
recent Round Square projects
around the world; Prince Andrew is
a Patron of the Round Square
Program.
Following his tour, The Duke of York
addressed the staff and students and
spoke about the Round Square and
its importance in building relation-
ships between individuals from
different cultures by giving opportu-
nities to students to explore the
world and to support others.
p6
School Highlights
Opposite (L-R Top to Bottom): Grade 8students Dana Madill (left) and AshleyPatel (right) represented LCS at the CanadaWide Science Fair; Grade 9 and 10 Frenchstudents hosted Carnaval on February 24,a French-Canadian winter tradition, withsnowshoe and canoe relays, broomball, asugar shack and more; His Royal HighnessThe Duke of York ’78 visited the campus inMay to tour the new facilities and speak tostudents about preserving the magic of theschool; Child Rights Advocate KimmieWeeks from Liberia spoke to the school inFebruary about child soldiers, poverty, andAfrica’s economy; After 14 years of serviceto The Grove, Dr. Janet Markus ispresented with a Lakefield College Schoolchair by Head of School David Hadden atClosing; The spring dramatic production ofGirls In The Gang tells the story ofToronto’s notorious Boyd Gang.
To view these and other news stories atLCS, visit www.lcs.on.ca and select NEWS
p8
And The Survey Says...LCS Student Satisfaction Achieves a New Best Score*
Students join parents and alumni/ae in giving LCS top
marks in overall satisfaction
Lakefield College School recently conducted the third
in a series of satisfaction surveys of its community.
The most recent survey, completed by LCS students,
stated that they are very highly satisfied with their
experience at The Grove.
This high rating comes close on the heels of similar
best scores for overall satisfaction given by LCS
alumni/ae (4.5) and parents (4.4) in surveys conducted
in 2003 and 2005 respectively.
LCS students rated their overall satisfaction with LCS
at 4.3 on a five-point scale. This is a new “best score”
among 26 schools surveyed by the consulting group
Lookout Management Inc. Lookout Management,
based in London, Ontario has conducted more than
150 satisfaction surveys of alumni/ae, parents, and
students for 60 independent schools throughout North
America.
“I am thrilled with the results of this survey: the satis-
faction of our students is the primary measure of our
success and the fulfillment of our mission,” says Head
of School David Hadden.
Given that the average score of all other student
surveys conducted by Lookout Management was 3.9,
we are particularly delighted to know that our students
rate their experience at The Grove so highly.
The student assessment was conducted during class
time in May 2006. Three hundred and thirty-four
students in Grades 7 to 12 (92% of the school popula-
tion) completed the anonymous survey.
The school scored highly in the areas of:
Quality of education
International service opportunities
University guidance
Community service opportunities
Co-curricular programs
Class size
Competitive and recreational athletics
Student leadership opportunities
Relationship with faculty
School spirit
Sense of community
Health services
Technology
Academic counselling
The survey identified some areas for improvement
including:
Quality of meals
Student lounge areas
Security of personal belongings
We look forward to further analyzing the results of this
survey, to implementing emergent recommendations,
and to conducting additional surveys in the years
ahead to compare to this baseline study.
* Based on score for overall satisfaction of 26
Independent Schools surveyed by Lookout
Management Inc.
“It’s one thing to achieve such high ratings of overall satisfaction from any single
constituent group, but to do so consistently among alumni/ae, parents, and
students is truly remarkable.” KEVIN GRAHAM, CEO, LOOKOUT MANAGEMENT INC.
Students Give LCS Highest Marks in Independent Survey
Lakefield College School achieved or matched new
best scores from its students in the following school
life areas:
Academic counselling
Advisor program
Fairness of discipline
Leadership opportunities
Relationship with faculty
Respect and caring among students
Sense of community
In fact, LCS students reported new best scores
(among surveyed schools) in agreement with each of
the following statements:
I look forward to coming to school each day
I am proud to tell people that I attend LCS
I would recommend LCS to a friend
I feel free to pursue areas of extra-curricular
interest
I feel that LCS treats me as an individual with
unique abilities and needs
I feel physically safe while at the school
I feel emotionally safe while at the school
LCS students also responded with best scores in
how well they feel prepared in the areas of:
Coping with peer pressure
Leadership skills
Making ethical decisions
And finally, LCS students gave very high scores in
response to questions relating to communications
with each of:
Teachers
Head of School
Heads and Assistant Heads of House
University counselling staff
p9
Grade 11 American History students pose in front of the White House on their trip to Washington D.C.
Dr. Heather AveryDirector of Guidance & Learning
Genetically modified organisms
and transgenic crops, the implica-
tions of the caste system in India,
the case for nuclear disarmament,
the effects of corporate branding,
the illegal diamond trade in Sierra
Leone: this is not a list of the
feature articles in the most recent
issue of The Utne Reader or
Mother Jones magazine, but rather
a sampling of essay topics
explored by members of the
2005-06 World Issues class at The
Grove. Canadian and World Issues
(CGW4U), as it is formally known,
is a course that invites students
both to consider the present in
terms of current events and
socioeconomic issues and to
imagine, given these events and
issues, a sustainable and equi-
table future. As such, it touches
on a broad range of topics
including conflict in the Middle
East, the impact of global
warming, and the plight of
refugees.
For students who want to be
aware of their surroundings and
of how global events affect them,
World Issues is a much desired
Grade 12 credit. Matt Sharpe, a
current student, notes, “I chose
World Issues because it deals with
issues that everyone should know
or be aware of. I thought it would
be good to have first-hand knowl-
edge of what is going on in our
world.”
As many adults who strive to keep
abreast of current events know,
however, it is no easy task to
grapple with the complexities of
current political and environ-
mental issues — so instructors
Stuart Lee and Richard Hagg
deluge students with learning
resources. They use video clips
from Road Warrior to demonstrate
the impact of an energy crisis;
guest speakers like Major Brent
Beardsley, who served under
Roméo Dallaire in Rwanda, to give
students a first-hand glimpse into
genocide; and documentaries
such as the CBC Fifth Estate’s
Conspiracy Theories: Uncovering
the Facts behind the Myths of
September 11, 2001 to demon-
strate the complexities of media
coverage of a world event. In so
doing, the two teachers reinforce
the limitations of particular media
and assist students in under-
standing the need to read widely
in order to gain full under-
standing of a current issue.
Both teachers see the course as
fun to teach as it deals with the
events of the day, and so the
material is always fresh and new.
The pedagogical approach of
instructors Stuart Lee and Richard
Hagg is informed by another key
principle as well: they work to
The State of the World and How It Can BeFixed: Canadian and World Issues
p11
devise assignments and experi-
ences that help students to see
themselves as agents of change
who can assume responsibility for
creating solutions to the problems
they identify.
Having a broad general knowledge
of current events is essential for
this approach, and the course
begins by helping students to
understand the role that geog-
raphy plays in human conflict,
focusing on the Israeli-Palestinian
situation. Students in each class
are required to complete a
“country profile” of a nation-state
in the Middle East, presenting
their research about the country's
history of conflict, its social condi-
tions, its economic structure, and
its population base. This back-
ground proves invaluable when
students move on to the next facet
of the course, the Harkness Table
Debates.
A Harkness Table Debate is a
student-moderated discussion:
teachers do not facilitate or guide
the conversation. Rather, students
come to the “table” with prepared
statements on an issue (for
example, with their proposals for a
viable solution for peace in the
Middle East) and debate with one
another. Current student Torie
Patterson believes these debates
to be one of the best aspects of the
course: “I really enjoyed the
Harkness discussions because I
was able to hear everybody's
differing opinions and throw ideas
around. I found it really effective
to hear these multiple views on
one topic and try to amalgamate
them or create some sort of
consensus.” This teaching
approach, which allows students
to evaluate a myriad of perspec-
tives in order to form their own
opinions, also permits them to see
themselves, not as passive recipi-
ents of news about global events,
but as active, engaged citizens
who can weigh and evaluate what
they hear and see.
Another inspiring feature of the
course is its refugee assignment,
which involves a simulated
refugee hearing. Students work
together to create the story of a
refugee from a particular country,
researching the human rights
violations and living conditions of
that country in order to imagine
the refugee’s case. With one
student acting in the role of the
refugee, and another acting as the
refugee’s lawyer, the case is
presented to the class, who serve
as the board judging the case and
make the decision about whether
refugee status will be granted.
Students learn both the local
(Canadian immigration policies)
and the global (living conditions
in other countries) and once again
are required to listen, learn, and
then act on their knowledge.
Likewise, the independent study
unit in the course is intended to
promote active engagement with
issues, as students are required to
investigate a global issue — and
must propose a solution to the
problem that issue poses. For
many, researching and writing this
essay is eye-opening. Ali Shipley
writes, “My ISU was an essay on
the caste system in India and how
it affects women in particular. I
grew very interested in this topic
and with the understanding I have
of it now, I view it on a far more
personal level. Upon reading
books like A Fine Balance by
Rohinton Mistry and other
sources, I wanted to learn more
and can still hardly believe that
something so significant can still
be happening on our earth that so
many people aren't aware of … I
learned a lot about the world
beyond my own sheltered
perspective of it.”
The course covers many other
issues: global warming, depend-
ency on oil, sustainability, geno-
cide. World Issues is therefore a
natural course choice for students
interested in international devel-
opment, politics, journalism,
economics, or environmental
studies. But it is also a good
choice for students who just want
to understand the implications of
change and how global events will
affect them — and who want a
course that will prepare them to
be engaged citizens. As Alison
Corner puts it, “In every class I
always learned something new
and, as the year went on, I found
myself more willing to voice my
opinion about the current issues
and how I think they are influ-
encing our lives.”
“In every class I always learned something new and, as the year went
on, I found myself more willing to voice my opinion about the current
issues and how I think they are influencing our lives.”
p12
Jason Allingham ’03As if it were yesterday, I remember
one day sitting in Mr. Aben’s math
class when Mr. Hadden abruptly
entered the classroom and took
Chris Nixon out into the hall.
Some of us looked at each other
thinking that he was in trouble for
something, however, after a few
moments passed by Chris rushed
through the door exclaiming that
the Twin Towers had been
attacked. Since that day, I devel-
oped a keen interest in interna-
tional affairs, so much so that I am
currently an International
Development Studies and Political
Science major at Dalhousie
University, and have continued to
explore the answers as to why
people from half way around the
globe would want to have killed so
many, so far away on September
11, 2001. Moreover, throughout my
years of study, I have come to a
critical assessment that one
person’s enemy is another person’s
freedom fighter, and to me this is
how global relations continue to
be perceived today. September
11th was just one of many horrific
incidents taking place around the
world, not only affecting their
concentrated regions, but
impacting our daily lives as well.
This is why it is absolutely vital
that today’s youth, and their
parents, pick up a newspaper and
read about what is taking place in
our world. Furthermore, studying
international affairs is crucial in
developing one’s personality and
perceptions, broadening
successful business or employ-
ment opportunities, and gaining
the ability to make just and well-
rounded decisions and stances on
important political, social or
From Student to Global Citizen
p12
Jason Allingham ’03, West Pokot Mountains, Kenya, June 2006
“Some aspects of other
societies may appear to
be odd or wrong from a
Western standpoint, but
the reality is that a large
majority of the world feels
the same way about our
culture.”
p13
economic issues that arise at home
or abroad.
First and foremost, learning about
different cultures, ideologies,
beliefs, and customs in a class-
room or the field will undoubtedly
have an impact on the way you
perceive or judge the world we live
in. Some aspects of other societies
may appear to be odd or wrong
from a Western standpoint, but the
reality is that a large majority of
the world feels the same way about
our culture. This is why it is impor-
tant that we assess and analyze
how different societies work so
that when major developments or
disastrous issues arise, we will
already have an understanding of
the history and implications that
culture can have on the outcome
of a conflict. In addition to the
classroom, it is imperative for
students to get out and see the
world, if feasible. Recently, I
returned from a two-month field
study in East Africa (Uganda,
Rwanda, Kenya, and Tanzania in
particular) where I was immersed
within societies that appeared to
be completely different from
Canada. In particular, develop-
ment issues such as gender rela-
tions, female/male circumcision,
environmental degradation,
HIV/AIDS, and poverty were
apparent throughout this part of
the world. However, when meeting
with local people, you learn that
they share the same concerns that
we do, such as providing for or
taking care of a family, getting a
good education, and remaining
healthy. Travelling or studying
abroad literally opens your eyes to
a whole new world, which helps
develop character and compassion
for others around you.
In addition to expanding your
perceptions and thoughts about
the world, studying international
affairs is essential if you are plan-
ning on investing or working
around the globe. Learning about
a particular region’s past and
cultural affiliations is vital in
maintaining a successful business
relationship or investment. For
example, in the highlands of
Northwestern Kenya, recent
geographical studies have indi-
cated that potential large gold
deposits could lie within the pre-
Cambrian mountains. Thus,
intense excavations have begun by
Swedish, Chinese, and Canadian
mining companies that have not
informed the Pokot people — who
have been living in the area for
centuries — of their objectives or
why roads are being constructed
all around them. Evidently, this
could be potentially beneficial to
these residents, as it could stimu-
late jobs and economic develop-
ment, however this would cost the
mining companies thousands of
dollars to train the local workforce,
when they could just bring in their
own workers from abroad and
export Kenyan gold under their
flag, not a Kenyan banner. This
example and many others occur
each day around the world, and it
is no wonder that local communi-
ties become resentful and violent
toward multinational corporations
and their host nations. Therefore,
it is important to engage in inter-
national dialogue and under-
standing with those whom you
wish to do business to avoid the
common setbacks and misconcep-
tions that are continuously sepa-
rating people and cultures as the
world becomes increasingly
smaller and more susceptible to
manmade or natural shocks.
Emphasizing this notion, studying
international affairs allows one to
consider both sides of any interna-
tional argument/cleavage.
Obviously, there exists the inherent
biases of being from a certain
culture or region of the world, but
at least one is making the effort,
which already puts them “ahead of
the pack.” In addition to this,
making the effort also erases the
“ignorance” factor that usually can
either make or break a conversa-
tion with someone from abroad.
Examining world issues and
cultures is essential in under-
standing/predicting the actions of
others and gives one the global
perspective that is needed to
understand our ever-changing
world. By becoming a better global
citizen, one will not only be able to
somewhat cope with the harsh
realities of the world we live in,
but will also have the ability to
judge with a solid understanding
of other people’s perceptions that
they may not have considered
before.
p14
Connected to the World
Lisa ClarkeNestled in a grove of maple trees,
Lakefield College School is a
village of thriving students who
grow in a caring community built
on values including trust, interde-
velopment, and citizenship. These
values, cultivated in the class-
room, Chapel, Houses, and sports
field, are the foundation of a moral
education that promotes both
individuality and strong leader-
ship skills.
Yet beyond the shore of Lake
Katchewanooka lies a global
village that also enriches each
student’s social, intellectual, and
emotional experiences. It is not
only the interconnectedness of the
campus community, but our inter-
dependence with the rest of the
world that is reinforced in class-
room learning, student life, and
co-curricular activities. “LCS
teaches students the idea of
thinking about the world before
you think about yourself,” says
Round Square India Project 2005
participant Bianca Bell who will be
this year's British Alumni
Travelling Scholar. “We are
constantly reminded that without
a functional world, we will never
have a sound mind or body.”
By educating the whole person,
the school strives to help students
understand the links between their
lives and those of people
throughout the world. Whether
through academic, physical, or
spiritual commonalities, there can
be communication that enables
people to work together across
countries and cultures. Rather
than just learning behind a desk, a
student is challenged to pursue a
human connection. Through
programs promoting an interna-
tional perspective, students learn
about the social, economic, and
political forces that shape our
existence in an often conflicted
world.
“At LCS, the emphasis on a
rigorous, but also well-rounded
and holistic education cultivates
leaders in global issues,” says
Joanna Dafoe ’04. “Round Square
founder Kurt Hahn's vision of an
internationally-focused education
has certainly helped direct
Lakefield’s teaching. Round
Square trips to India, Thailand, or
Kenya are examples of many
students’ first foray in community
service projects in developing
countries; but other, less obvious,
and equally profound, aspects of
Lakefield help nurture interna-
tional mindfulness. Taking walks
in the forest, watching the sunset,
or living within a supportive
community all contribute an
unquantifiable, but significant
role to the formation of young
leaders.”
“Our own community is filled
with amazing diversity and
culture,” says Dr. Margaret
Blanchette, Head of International
Student Services. Through show-
cases such as the UN Parade and
the Walk Around the World
cultural fair, students and staff
display with pride what is special
about their home countries.
Therefore, students not only learn
about internationalism through
the classroom, but also in their
own residential houses, commu-
nicating and sharing with an
extended family of global citizens.
By celebrating each individual in
our community, students learn to
appreciate this diversity in an
environment of mutual respect
and trust.
“It was the nervousness of the teachers and
parents in this little village in Botswana to get
their presentation just right for us that made
the link for me. It reminded me that we all
want the same things for our students, irrele-
vant of our socio-economic background. The
parallels cross over cultures and oceans.”
JOE BETTENCOURT, MATH TEACHER
p15
LCS students and other participants of the Round Square Botswana 2006project at a school for disabled children
The gift of leadership is deeply
rooted in how one distinguishes
and cultivates the unique traits of
the people in his or her commu-
nity. In a school of such diverse
talents, programs such as interna-
tional affairs and exchanges, the
Duke of Edinburgh’s Awards,
community service, Senior-In-
Charge positions, as well as
courses like the Leadership Class,
World Issues, and Outdoor
Education, are key opportunities
in building students’ awareness of
our local and global connections.
With co-curricular initiatives such
as debating and sports, in addition
to the Lakefield Environmental
Action Force (LEAF) and the Model
UN at Trent University, students
have many tools to broaden their
global perspective and hone their
mentoring skills.
Senior students who excel in
fostering an environment that
embraces the school’s mission —
to challenge and enable students to
reach their individual potential in
mind, body, and spirit — are
invited to join the Grade 12
Leadership Class. “The class is a
training ground for instilling skills
students will apply once leaving
Lakefield College School for
university and the working world,”
says David Walsh, who co-teaches
the course with Vera Wilcox. “We
encourage the students to plan,
organize, motivate, and look criti-
cally at themselves in the role of
leaders to improve their
strengths.” By recognizing and
anticipating the needs of the
community, students learn to
develop solutions that help
improve the student experience. In
conjunction with the Senior-In-
Charge positions that offer all
Grade 12 students the opportunity
to lead programs throughout the
school, senior students develop an
ownership over their school
culture that will have powerful
implications for their education
and will serve them throughout
their lives.
The Ontario secondary school
curriculum supports classroom
learning in subjects such as
culture, human interaction, and
interdependence, as well as global
power and governance. By
bringing issues of social justice
and internationalism into day-to-
day discussion, students build a
basis of knowledge on which they
can expand their global awareness
through more hands-on experi-
ence. “It's part of who I am,”
explains English teacher Lorraine
Brown who participated on the
Round Square Stove Trek in Peru in
March. She brings the voices of
marginalized people into her
classroom through reading
choices, including Alice Walker’s,
The Color Purple, and the “quote
of the week” that challenges
students to contemplate a
thought-provoking quote.
Faculty have also invited guest
speakers, such as international
affairs journalist Gwynne Dyer;
Major Brent Beardsley, executive
assistant to General Roméo
Dallaire; Green Party leader Jim
Harris ’80; and Child Rights
Activist Kimmie Weeks to discuss
war, genocide, the environment
and third-world poverty with the
entire school body. In April,
students from Daly College in
India visited The Grove to perform
a musical and dance showcase
during a cross-Canada inde-
pendent school tour. The visual
arts program also promotes global
awareness through workshops like
Arts for AIDS, and presentations
from international artists
including Professor Chang,
renowned designer and
Chairperson of the Department of
Branding and Design Management
Studies at the University of Hongik
in Seoul Korea, and Zimbabwean
sculptor Chaka Chikodzi.
“I discuss global perspectives and
environmentalism in more subtle
ways,” says teacher Vicky
Boomgardt, who finds it chal-
lenging to integrate social issues
into math studies. “How do you
pose ethical issues in a math
problem and not make them seem
token?” Yet she achieves this
through examples such as consid-
ering the cost of running a gas
versus electric car. As well, in
Grade 10 Biology she has the
“[A leader] is enabled to see and recognize and identify the dignity, worth and value
of any person at a level beyond that of what fortune may have bestowed on one
person and beyond what tragedy may have wrought upon another.”
FATHER GLENN EMPEY — CLOSING CHAPEL 2006
p16
opportunity to talk about “buying
power” in her ecology unit. “I
explain to my students that you
don't have to change the big
picture, but critically examine the
little things you can change in
your home environment to make a
difference.”
Both Ms. Boomgardt and math
teacher Joe Bettencourt traveled
with students to Botswana this
spring on an international service
project. While debriefing students
on their experiences witnessing
AIDS-ravaged villages, Mr.
Bettencourt again reinforced the
lesson. “Students emphasized that
they cared about the situation, but
they felt helpless in solving the
problem.” He explains: “It’s what
you can do in your lifetime. Maybe
you can’t solve the situation you
saw today, but by being aware of
the challenges and issues people
are facing, you have made a
connection — it will spin off in
ways you can’t imagine over the
next years.”
“The list of problems plaguing the
earth often appears to be endless,
daunting, and unchangeable,” says
Joanna Dafoe ’04. “Particularly
frightening is the disconnection
young people feel from these
problems. Learning about the
world, and wanting to change it,
too often becomes a job for adults
and experts only. Lakefield College
School, however, has a proud
history of students and alumni/ae
who have challenged the myth
that young people cannot impact
and improve the political and
social environment.”
Early in their Lakefield College
School career, students begin
doing local community service.
“This gets students involved with
real people, setting them up to
learn about leadership intrinsi-
cally through experience,”
explains Dr. Arnie Boyle, Head of
International Affairs. Currently,
the Ontario government requires
that students complete 40 hours of
community involvement upon
graduation from Grade 12;
Lakefield College School students
logged an astounding 12,376
service hours in the 2005-2006
p17
(L-R) Grade 10 student Smreeti Gurung representing her home of Nepal during The Grove’s Walk Around The World cultural fair;Student artwork created during the Art For AIDS Workshop is on display in the Richard Hayman Gallery at The Grove
p18
school year. The first step in this
process is recognizing our respon-
sibilities on a local level. “We are
called to love one another,” says
Father Glenn Empey, Chaplain.
“Community service is a solid way
to bring this call to action. How
does this service change students’
sense of responsibility to others?
A sense of responsibility for giving
and involvement creates insights
that are lifelong.”
“When students connect with
people in need, they experience
the common chords of the human
condition,” continues Father
Empey. “We are here to help
students understand what’s
happening inside them, how to
deal with biases, and how to cross
barriers.” Through initiatives like
the 30 Hour Famine, students have
the opportunity to experience one
of the widespread epidemics that
spans humanity — hunger. By
knitting hats and scarves for local
shelters, participating in tag days
for the YMCA and YWCA, and
cooking for the local warming
room, they make a direct connec-
tion to the socio-economic issues
that exist close to home.
Through the Duke of Edinburgh’s
Award program, students have the
opportunity to bridge local
community service with national
and international conferences and
projects, including the Round
Square. The Duke of Edinburgh's
Award program promotes indi-
vidual challenge involving four
areas: community service, expedi-
tions, skill/hobbies, and physical
recreation. Awards correspond to
three levels — bronze, silver, and
gold — each requiring an
increased level of commitment
(gold award participants must also
complete a residential project).
Graduating 19 gold award winners
this year with 110 to 120 commu-
nity service hours each, Lakefield
College School is currently among
the top schools in Canada for gold
award participants. “The Duke of
Edinburgh’s Award often intro-
duces students to the benefits and
pleasures of doing community
service,” says teacher David Walsh.
“It tends to motivate them to
partake in activities they wouldn't
regularly do. Every year I'm
impressed by the students’ dedica-
tion and enthusiasm for the
program.”
Lakefield College School strives to
offer students a variety of oppor-
tunities to serve the world beyond
the campus and local community.
In addition to the unique Ondaatje
and Irving Expeditions, students
have the chance to travel with the
Round Square Conference of
Schools and other sister schools
on conferences, service projects
and exchanges. “Lakefield takes
international affairs very seri-
ously,” says Dr. Arnie Boyle. In the
2006 school year, the school sent
14 students on international
exchanges, 22 students and staff
on Round Square conferences, and
52 students and staff on interna-
tional service projects, including
Round Square and sister school
programs, in countries such as
Thailand, Kenya, India, Honduras,
LCS students on the Ondaatje Expedition Baffin Island, Nunavut 2006
p19
Peru, Botswana, Costa Rica, and
Bequia.
Faculty and students are very
supportive of the service projects,
and there is stiff competition each
year to participate. “Everyone
knows that these are wonderful
experiences,” continues Dr. Boyle.
“Working with others, growing
spiritually, opening up to the
world … they appreciate the
educational value.” Over March
Break, Grade 12 student Chris
Jones participated on the Round
Square Stove Trek in Peru with four
senior students and teacher
Lorraine Brown. They began their
adventure with a beautification
project in an impoverished area of
Lima before building stoves and
chimneys in a remote Andean
farming community eight hours
north of Cajamarca. “This trip
gave me a new perspective on the
world,” says Chris. “I looked at my
life a lot differently and learned to
appreciate the smaller things in
our lives.”
The Grade 10 exchange program
also offers rich opportunities in
cultural and linguistic integration.
“Over the years, Lakefield has built
a reputation as a lovely, friendly
environment with a unique
curriculum,” explains Dr. Boyle.
“Exchange students really love it
here; some even return to become
full-time boarding students the
year after.” Marvin Seibert ’98
came to Lakefield College School
on exchange from Germany by
accident, replacing another
student just three weeks before the
exchange start date. “My exchange
was for three months, but I kept
extending my time I loved it so
much. I became a boarding
student the next year. When my
family came to visit, the same
thing happened to my brother and
he wanted to come as soon as
possible. My parents had a lot of
vacations in Canada.”
Dr. Boyle described this year's
incoming exchange students as
“stellar”; they participated in
many aspects of school life,
including Nordic skiing, the dance
program, and Walk Around the
World, and taught classmates
about life in their home country.
“Our outgoing students on
exchange find it an eye-opening
experience to new perspectives
and culture,” he says. “The
exchange program keeps growing
in popularity.” Students have trav-
eled over the winter term to desti-
nations like France, New Zealand,
Australia, Denmark, South Africa,
Peru, and the UK. Marvin Seibert
’98 participated in a Round Square
exchange to China just after grad-
uation. When he recently attended
a biophysics conference in
Shanghai, he was happy to
remember some words and
expressions in Mandarin. “Now I
spend my time between the
Laboratory of Molecular
Biophysics at Uppsala Universitet
in Sweden and the Lawrence
Livermore National Laboratory
and the Stanford Linear
Accelerator Center, both in
California. Without LCS, Dr. Boyle
and the Round Square program, I
would never have been introduced
to this intercontinental lifestyle.”
Yet, for the faculty and staff at the
school, the most satisfaction in
providing a well-rounded arena for
global education comes from
student-lead initiatives. Earth
Week activities, a fashion show in
support of AIDS in Africa, the
Generate Hope Campaign to
purchase a generator for a
Rwandan village, the Hockey for
Heroes tournament, as well as the
numerous “Clean Casuals” days
that supported a number of
different charitable initiatives, are
just a few of the programs the
students facilitated this year. In
addition, it is the activities
students do beyond the school
that are so inspiring. Grade 12
student Brittany Scott spent three
and a half weeks last summer with
her father, a periodontist, in
Cambodia providing dentistry
with Health Teams International.
“It’s changed my life and made me
decide what I want to do,” says
Brittany, who will be attending
Dalhousie University in September
for nursing. “I love working with
people, helping people, making
people happy — there’s such a
sense of accomplishment when
someone finally doesn’t have a
toothache after three years!” A
participant on the Bequia project
in March, Brittany will be traveling
to Bolivia this summer to again
work with Health Teams
International.
Whether holding the safety rope
for a classmate on the Outdoor
Education high ropes initiative,
shooting the puck to a teammate
for the winning goal, or traveling
together in the back of a pickup
truck to the rural village of Ban
Teentok, Thailand, students at
Lakefield College School develop a
keen sense of self-awareness and
interdependence during their time
at The Grove. By developing a
global consciousness, these
students are empowered to
connect with our world family to
create a more just and sustainable
environment for the future.
p20
Inaugural Meeting: May, 2006
On Friday, May 12, 2006, Lakefield College School Foundation Chair Paul Desmarais Jr. ’73 welcomed trustees of
the newly constituted foundation to the head office of Power Corporation in Montreal. Of the 18 trustees in atten-
dance, many traveled from international destinations, including California, Mexico, and the United Kingdom.
In the spring of 2005, a joint committee of the Lakefield College School Foundation and Lakefield College School
began the process of recreating the foundation in preparation for its new role. In addition to its original custo-
dial and investment management functions, the foundation is now responsible for all fundraising activities,
donor stewardship, and strategic planning relating to fundraising and endowment building.
In calling the meeting to order, Mr. Desmarais offered the trustees the opportunity to describe their connection
to Lakefield College School and why they had agreed to serve as trustees. A common theme emerged — that is,
the passion the group felt for the school and the opportunities it presents to students. Alumni/ae trustees felt
that their lives were positively transformed during their time at the school; parent trustees expressed their grati-
tude for the difference the school had made for their family.
One of the most crucial steps in the process was the development of a strategic plan for the foundation. This
plan, a document entitled Towards Tomorrow, was tabled and discussed.
Key Objectives and Long-Term Goals of the Foundation Implement the organizational structure required to achieve the foundation's fundraising and operational
goals; and
Generate the revenue required to meet endowment, financial assistance, program, and capital goals to make
LCS the finest Canadian boarding school.
Specific Goals for the Foundation Over a 10-year Planning Horizon The priorities include:
Building the new $9 M Student Recreation Centre, a multipurpose athletic facility;
Growing the endowment fund from its current $14 M to $35 M to fully fund student financial assistance; and
Making the new $5 M Learning Commons academic support program a reality.
In closing, His Royal Highness The Duke of York (and new foundation trustee) commended the trustees for their
leadership and commitment.
The trustees expressed every confidence in the leadership represented at the board table and by the management
of the school. They were encouraged that, with the support of the broader Lakefield College School community,
the foundation will achieve its ambitious fundraising goals over the next 10 years.
The next meeting of the foundation is planned for December 2006.
The Newly Constituted Lakefield College School Foundation
Paul Desmarais Jr. ’73, Chairman
Paul is Chairman and Co-CEO of Power Corporation of Canada and a director of
numerous companies worldwide. He has been awarded the Medal of the
Confederation (Canada),the Insigne d'Officier de l'Ordre de la Couronne (Belgium),
and The Order of Canada (2005).
Paul and his wife, Hélène, have been philanthropic leaders at Lakefield College School since 1982. Their
generosity was recognized in 2004 with the naming of the Paul and Hélène Desmarais Family Academic
Wing. In addition, Paul and Hélène recently established the Desmarais Family Scholarship providing the
equivalent of four full bursaries annually to deserving LCS students. Three of their children have attended
The Grove, Paul ’00, Alexandre ’03, and Nicolas ’03.
p21
Emilio Azcarraga Jean ’87Chairman and CEO, Grupo Televisa
Brian Carter, Honorary AlumnusVice President and PortfolioManager, Legg Mason Canada Inc.
Linda LeusChair, J.W. McConnell Family Foundation
Bruce Boren ’87CEO, Televisa Networks
Bryce DouglasRetired Deputy Chairman, RBC Capital Markets
Angus MacNaughton ’48Retired CEO, Genstar Corporation
Jonathan Carroll ’87Co-founder and President,iTravel2000.com Inc.
John K. Hepburn ’68Advisory, Vice Chairman, Morgan Stanley & Co. (Europe)
Jeffrey Marshall,Honorary AlumnusPrincipal, Smith, MarshallConsulting
Trustees of the Lakefield College School Foundation
p22
Scott McCainPresident and CEO, AgribusinessGroup, Maple Leaf Foods
Kathleen RamsayVice Chair, Trent University Board of Governors
William Wells ’78CFO, Bunge Limited
His Royal Highness The Duke of YorkRoyal Knight Companion Of TheMost Noble Order of The Garter
Bill Morris ’70CEO, The Stewart Group
Donald Ross ’48President, Jones Gable andCompany Ltd.
Richard WernhamPresident, Five ContinentsInvestment Ltd.
Rosemary PhelanDirector, Cara Operations and Vice President, Cara Holdings
Thomas Ryder '53President, J. H. Ryder Machinery
Graham WorsfoldFounder and Executive Chairman,DigiPos Systems Group
The full biographies of each of our Lakefield College School Foundation
Trustees is available at www.lcs.on.ca (log in to the Alumni or Parent
community)
p23
For individuals wanting to make a donation to Lakefield College
School, donating securities may be your best option. Meeting your
philanthropic goals, receiving a tax receipt, and paying no tax on the
gift are attractive benefits.
The recent federal budget (May 2, 2006) allows for the donation of
appreciated, publicly traded securities to charities, with no tax payable
on the profit — also known as capital gains (see chart below from RBC
Dominion Securities). There are some conditions, however. The secu-
rities must be publicly traded on a recognized stock exchange,
donated ‘in-kind’ (not sold before donation), have appreciated in
value, and be donated to a registered charity.
In addition, you will have the opportunity to designate your gift to a
Grove priority that reflects your interests, such as financial assistance,
capital projects or various other program needs.
For more information contact Theresa Butler-Porter at the Lakefield
College School Foundation Development Office at 705.652.3324 or visit
our website at www.lcs.on.ca — SUPPORT LCS/WAYS OF GIVING.
A Giving Opportunity
p24
Over a year ago, in her Closing address, Leala Wong ’05
spoke on behalf of her classmates and challenged the
incoming Graduating Class of 2006:
“It is our wish for you to step up to the challenge and
lead the school to new heights. It is our wish that you
will exceed any expectation that the staff, your parents,
and we have for you. I have faith that your class as a
whole is capable of conquering unthinkable feats.”
It is doubtful that a graduating class has ever stepped
up to a challenge with such enthusiasm and passion.
Traditionally, grad classes have chosen to leave their
legacy to The Grove through a gift of a tree or a bench
or other innovative ways to mark their time at
Lakefield College School — but not the Class of 2006.
As their time at LCS was coming to a close, many of the
graduating students found themselves reflecting on
what The Grove had given them. Whether at the school
for one year or as long as six, they recognized that the
experiences they had, and the friendships they made
would carry through their lifetime. How could they
express the tremendous impact LCS had on their lives?
The answer was simple: By creating the 2006 Grad
Class Bursary that would provide a way for the grads to
give back to the school enabling another young person
to experience LCS the way that they had. Led by
Rachel Honig (Senior in Charge of Development), each
of the 94 grads were encouraged to contribute $20.06
in honour of their graduating year. With the optimism
of youth, they anticipated 100 percent participation
and a bursary of approximately $1,800 to disperse in
the fall of 2006. But just like the ‘butterfly effect’ —
where a very small action can produce dramatically
out-of-proportion effects — this project soared to
unanticipated heights.
Parents Sue and Jock Fleming ’74 issued a challenge of
their own to further motivate grad participation. They
would match each student gift — potentially doubling
the value of the bursary. Within weeks, fifteen other
parents came forward and joined the Flemings in
matching every student gift — adding a total of $321 to
each gift of $20.06. By Closing, every one of the grads
committed to the bursary, and along with parent
support, the value of the 2006 Grad Class Bursary now
exceeds an astounding $35,000.
Months earlier it would have been difficult to predict
the power of the 2006 Grad Class gift. Financially, they
have achieved what many believed was unthinkable.
Answering the challenge that Leala Wong '05 put to
them just 12 months earlier, they paved the way for
another young person to benefit from the Lakefield
College School experience — an individual who,
without their generosity and vision, might not have
had the opportunity to attend The Grove.
Young Philanthropists: The Class of 2006 Bursary
“The act of philanthropy is a spiritual act, an expression of caring for one’s fellow
human beings. It is the belief in the future and that the future can be good. It is
investing in that future. It is helping to make the dream come true.”
ARTHUR FRANTZREB
Each year, The Globe and Mail celebrates the
achievements of exceptional leaders under the age of
40, in a variety of industries. In 2005, the Top 40
Under 40 acknowledged LCS Alumnus Peter
Kendall ’85 for his work with the Schad Foundation,
a private foundation supporting environmental
causes and education.
This year, two LCS alumni were recognized for their
leadership in two very different fields of work.
Jonathan Carroll ’87 is the President and Co-founder
of iTravel2000.com Inc., Canada's largest online
travel company. Jonathan began the company in
1993 selling vacations over the telephone, quickly
moving to the internet after realizing the opportuni-
ties it offered. Today his company employs 170
people who continue to offer their customers secu-
rity and confidence, while making their travel dreams
come true.
Rudyard Griffiths ’89 is the Executive Director of the
Dominion Institute in Toronto. An initiative he
began with two friends, the Dominion Institute was
launched in 1997 to foster nationalism within
Canada and to address the lack of Canadians’ knowl-
edge of their own history, which was revealed by a
survey showing, for example, that only one third of
18 to 24 year-olds knew when Confederation
occurred. Today, the Institute has a staff of 14 and a
budget of $2 million, and supports a variety of
programs encouraging education, including Youth
Vote and a speakers’ bureau of 1500 veterans.
LCS Celebrates Rising Stars
p25
Lisa ClarkeIn Florence Ryder’s memory lives
100 years of history at The Grove.
Daughter of Dr. A.W. Mackenzie,
“Flo” is the second of five genera-
tions who lived at The Grove —her
father, herself, her sons, three
grandsons, and a great grandson
— and the only living descendent
of the school's early years.
Born in the Head’s residence on
July 31, 1906, Flo was the fourth of
five children to Dr. Mackenzie and
his wife Helen. Winifred (Win) was
the first child, born in 1898. She
married Archibald Lampman, and
after his death she came back to
the school to teach art classes
until 1977. She died in 2000 at the
age of 102. Ken, born in 1900,
graduated from the school in 1917
and joined the Navy. He became
Headmaster following his father’s
death in 1938 until the appoint-
ment of G. Winder Smith two
years later. Ken then rejoined the
Navy to serve in WWII. Mary, the
third child, was born in 1903. She
remained connected with school
life while caring for their mother
over many years. Frances, nick-
named “Billy” at birth by her
brother Ken, was born in 1912.
She was decorated for her work as
a nursing sister, serving in the
Canadian Army in Holland and
Belgium, and later was the
Director of Nursing at the Civic
Hospital in Ottawa for many
years.
Flo spent her early years in
Lakefield living at Lakefield
Preparatory School (as it was then
known) with her family and
attending a small school run by
Mrs. Langley, before boarding at
Bishop Bethune College in
Oshawa when she was 12. Her
earliest memories on campus
were of adventures with her
siblings and the students,
including Bruce Hunt ’28 who
remained a life-long friend. As a
young teenager, she would
rendez-vous with Bruce in the
kitchen for an evening snack after
study. On one occasion, while
enjoying a bowl of cornflakes,
they heard Dr. Mackenzie’s foot-
steps coming and Bruce ducked
into the cellar as Flo feigned inno-
cence. Her father opened the door
on Bruce and said promptly,
“Goodnight Bruce,” as the boy ran
out the door. He then turned to
Flo and exclaimed, “Florence, you
are a perfect nuisance.” Bruce
Hunt later returned to The Grove
to become a Master.
Her parents were an integral part
of school life. Dr. Rosalind Barker
wrote in the Spring 2004 Grove
News: "Dr. Mackenzie's major
contribution to the school may
well have been to instill qualities
and values that have remained
true ever since. He passed these
on, not only to the members of
100 Years Young — Florence (Mackenzie) Ryder
p26
Flo Ryder was delighted to have tea with His Royal HIghness the Duke of York in acknowledgement of her 100th birthday
p27
his family, but to the teachers, students, and all those
who became identified as members of The Grove
community: education of the whole person — body,
mind, and spirit, a love of the outdoors, respect for
oneself and others, friendship, service, leadership.”
“Mother was the power behind the throne,” says Flo.
She was a calming, strong influence who was
completely devoted to the school. Even after the death
of her husband, she lived on campus with her
daughter Mary until her passing in the early 1960s.
“When I was about 10 years old, I had a great adven-
ture with Mary,” remembers Flo. “There was a fair
every fall in Lakefield in early September and we
always used to go. This year we went, there was an
airplane with two pilots — they were taking customers
for a ride for ten dollars for ten minutes. Well, Mary
and I had never seen ten dollars in our lives. The next
morning we took the horse and carriage into the
village to pick up the mail. We went past the fair-
grounds and sure enough the pilots were working on
the plane. So we waited around a while to watch.
‘Would you girls like a ride?’ they asked. Mary and I
jumped right in. It was a wide-open, two-seater. I had
to sit on Mary’s lap and of course, there were no seat-
belts, but we each had a helmet. To this day, I can see
how lovely the land looked — very colourful, neat, and
tidy, like a patchwork quilt. We went all the way up to
Young's Point to watch the boats go through the locks
and then we went home.”
In addition to family adventures, hockey was a big part
of the Mackenzie family. In fact, it was one of the activ-
ities not prohibited in their household on Sundays.
She recalls, “We all played hockey — Win, Mary and I,
and later Billy (the youngest by six years, Billy was the
best hockey player in the family and travelled with an
all-star team). Dad would phone or write to the sisters
at my high school to send me home for the weekend
because they were playing hockey and they ‘needed’
me.” While studying home economics at Mac Hall, she
played hockey for the Guelph Agricultural College and
was reported to exhibit a “dazzling exhibition of stick-
handling and speed.” Dr. Barker recalled that years
later “Flo was renowned for traveling to just about
every one of her sons’ football and hockey games and
for her enthusiastic support (also for her sideline
coaching, much to the chagrin of her sons!).”
Flo married Jack Ryder and had a daughter Janet, and
two sons, Tom and Alick. Tom graduated from
Lakefield College School in 1953 and Alick in 1956.
Jack Ryder became greatly involved with the school
until his death in 1978, as a parent, philanthropist, and
member of the Board of Governors in the 1960s and
1970s. To recognize his continuous support and service
to the school, Ryder House was named in his honour.
Tom Ryder ’53, his son John ’77, and grandson
Matthew (Grade 11), continue the Mackenzie family
legacy at the school. “The girls even wear the
Mackenzie kilt!” exclaims Flo. Tom, who served as a
governor, Chair of the Board, and trustee, recently
joined the newly constituted Lakefield College School
Foundation as a trustee. John currently sits on the
Board of Directors, after eight years as a school trustee.
Flo's second son Alick Ryder ’56, great-nephews
Michael ’63 and Peter Clarke ’69, grandchildren Ian
’77 and Alick Watson ’81, and step-grandson Michael
Pooley ’01, have also kept the Mackenzie clan deeply
entrenched in the school’s history.
It was this constant family support and the celebration
of her 100th year that brought His Royal Highness The
Duke of York to Flo Ryder’s home on May 12, 2006. “I
didn't sleep the night before,” says Flo. “I had a speech
prepared to welcome him. The Prince was very nice; he
had even brought me a present! I gave him a photo
taken at the 125th anniversary of the school at the
Royal York. My grandson John had come to the dinner
table with a number of classmates, including David
Miller ’77 and Al Pace ’77. The Prince knew all the
boys in the photo from his exchange.”
With a hundred years of memories of The Grove, Flo
Ryder continues to be impressed by the school’s
momentum. Last back to the school for the funeral of
Andy Harris ’44 in 2001, she has noticed gradual
changes, the biggest being the new A.W. Mackenzie
Chapel. “I don't think the school has done anything
wrong at all,” she says. “It's gone ahead in leaps and
bounds.” With her constant inspiration to build upon
the values and pride her father first instilled in the
students, the history of the school will continue to be
written.
Flo Ryder celebrated her 100th birthday with family
and friends on July 31, 2006. Happy Birthday Flo from
everyone at The Grove!i
The Standing Spirit Project: Corby Petersen ‘96
Paul Mason (with files from Corby Petersen ’96 and Brad Jacobsen)
Corby Petersen ’96 is a lean, intense presence in the
Thirsty Loon pub in downtown Lakefield. He talks
animatedly about the project that has dominated his
life for the last four years.
In August of 2005, he and nine other people hiked the
northern leg of Vancouver Island's West Coast Trail —
a 32 kilometre journey with some formidable chal-
lenges. (Every year, hundreds of able-bodied hikers
have to be evacuated from the trail as a result of
injuries.) What made this particular trip extraordi-
nary is that one of the hikers was Brad Jacobsen, a
quadriplegic.
Brad became a quadriplegic eleven years ago, when
he chased an errant frisbee into a river and broke his
neck. He had hiked the West Coast Trail as an able-
bodied man, so he knew first-hand how tough the
trip is. The idea that he could make the same journey
as a quadriplegic seemed liked a pipe dream — but
one eminently worth pursuing.
There were times when the project seemed fated to
fail. Just a month before departure, Brad was hit by a
truck backing up in a parking lot. Then, two weeks
later, the house Corby shared with Rachel
Footman ’96 burned down — taking all the equip-
ment (and everything else they owned) with it.
Despair wasn't an option, however, said Corby. He
and Rachel found ways to replace the equipment, and
the special harness which had been created for the
trip was remade and ready to go two days before the
group set out.
The trail presents numerous hazards: conditions are
often very slippery, tides make certain sections
impassable at regular intervals, and bear, cougar, and
wolf can sometimes take over camping spots. The
most significant challenge, however, is probably the
ladders — up to 150 feet in length — that are placed
along cliff faces or river or creek crossings. These
p28
Team Standing Spirit on British Columbia’s West Coast Trail. Photos Courtesy Brad Jacobsen.
required the use of a special two-part harness which
allowed Brad to be lifted onto the back of another
Grove graduate, Jeff Bos ’96, becoming, effectively,
his living, talking backpack.
When not in the harness, Brad spent most of the
journey in the Trailrider, a wheelbarrow-like device
designed to transport a person with mobility impair-
ment in the wilderness. It has one tire, like those
used on small aircraft, which sits directly under its
passenger. At times, as many as four people were
required on the Trailrider to manoeuvre around large
drops, steep inclines, or tight corners.
Every member of the team carried a 75 lb backpack,
but Corby and fellow teammate Graeme Ball were
also hauling movie cameras on breast packs. Corby
had decided from the beginning that he wanted to
document the journey — to have a filmed record of
this the first time that anyone with a significant phys-
ical disability has hiked the WCT.
The defining moment of the trip came at Tsusiat
Falls, a beautiful cascading waterfall with a calm
pool. When the group reached the falls, said Corby,
they all went swimming, Brad among them, then sat
in the pool gazing out at the ocean. At that moment,
Brad felt a powerful sense of reconnection with his
old physicality and with the natural world.
So why take the journey at all? Corby pauses for a
moment. “It's called the Standing Spirit Project
because it's about spirit,” he says. “Though Brad's
body is broken, his spirit remains standing. The trip
was about getting in touch with the spirit within, and
allowing it to be strong. In coming together as a
team, we emerged as stronger individuals than we'd
realized we could be. We had to dig deep and find it
within ourselves to overcome.”
The project has recently acquired a corporate
sponsor, Interac, and the CBC has expressed tentative
interest in broadcasting Corby's documentary.
Anyone interested in finding out more is encouraged
to visit www.standingspirit.com. Among other things,
this site contains a description of the planned second
leg of the journey by sea-kayak.
p29
(Below L-R) Brad Jacobsen gets a lift from teammate Jeff Bos ’96 using a custom made harness; The team enjoys a swim at Tsusiat Falls
p30
Periodically, throughout The Grove’s recent history,
individuals who are non-alumni/ae, but have
committed themselves as outstanding members of
the LCS community, have been awarded the presti-
gious title of “Honorary Alumnus/a of Lakefield
College School.”
The Grove Society is seeking nominations for individ-
uals who may qualify for this award. Nominations for
posthumous awarding of this title will also be consid-
ered.
Eligibility CriteriaFaculty, staff, parents or long-standing friends of
Lakefield College School are eligible for nomination.
The minimum term of involvement required with LCS
is as follows:
Faculty or staff—20 years
Chaplains—10 years
Heads of School—10 years
Chair of the Board of Directors—10 years
Others who have provided exceptional dedication and
service to the school may be considered based on
their term of involvement and level of achievement in
support of Lakfield College School.
NominationThe deadline for nominations is October 15, 2006.
Nomination forms are available from the
Communications Office or at the Grove Society web
page accessed from the alumni portal at:
www.lcs.on.ca/alumni/portal/
Review CommitteeAn alumni/ae committee of the Grove Society will
review all applications.
AwardsThe title of Honorary Alumnus/a may be awarded in
the fall of each year at the Grove Gathering Dinner or
at Closing Ceremonies in June. The award consists of
the presentation of an alumni/ae tie or scarf, a letter
from the Grove Society, and a framed certificate. A
maximum of five awards may be presented annually.
Current Honorary Alumni/ae
Honorary Alumni/aeThe Grove Society Recognizes Exemplary Service
Dr. Rosalind Barker
Neil Blair
Katie Brown
Brian Carter
Mike Chellew
Peter Dalglish
Bob Goebel
Terry Guest
David Hadden
Susan Hadden
Goodith Heeney
Ted Ingram
Win Lampman (deceased)
Jeffrey Marshall
John Milligan
John Dunlop (deceased)
Kathleen RamsayIt began when we flipped open the back cover of the
July ’05 Grove News to a picture of a dog team mushing
along in the shadow of pristine mountains. Months and
thousands of kilometres from where we first noticed
that red parka in the photo, eight of us, all variously
connected to LCS, were kitted out in layers of down and
Goretex launching into Dogsledding 101. It was, in
short, a fabulous experience, memorable, enjoyable,
unexpectedly comfortable, and undertaken with
companions whose Lakefield experiences provided
plenty of fodder for any conversational ice-breaking,
despite the crispness of -30 Celsius outdoors.
After flying over the glistening peaks of the Coast range,
we landed in Whitehorse just in time to attend the wind-
up banquet of the Yukon Quest, a grueling 1000 kilo-
metre trek for only the most experienced mushers. In
the next few days we would come to know some of the
dogs who were the celebrated champions of previous
Quest races. Many of these extraordinary animals come
to Martha and Rod Taylor, hosts of Uncommon Journeys,
to continue their mushing careers at what is often called
the “Club Med” for sled dogs. From the moment you
enter the dog yard, you know how well loved and cared
for these passionate pullers are, and it pays off in their
responsiveness to novice mushers.
After taking in some of Sunday’s Klondike Days festivi-
ties in Whitehorse, we headed west to our base for the
coming days, and settled into the accommodations
surrounding the well-appointed main house where we
would gather for meals. (And what meals! Fending off
remarks from southbound friends about a February trip
to the north amounting to “dogsledding in the dark,”
who knew we would be munching on fresh melon at
breakfast and asparagus and Arctic char at night!) Rod
introduced us to the dogs, and showed us how to set up
the sleds and harness a team, operate the brake (a crit-
ical skill) and the basic commands we would need on
our first outing. Monday we loaded the pickups with
sleds, dogs, and gear and headed out to Fish Lake,
where we would practice our skills on flat ground.
The next day we headed out from our base over more
challenging terrain to Dam Lake, where we tethered the
dogs and hiked a little further for a caribou wiener
roast, then back to water and feed the dogs, and also
ourselves. Wednesday we drove north to the Canol
Road, where for a few hours we took our teams, or they
took us, through more of the spectacular Yukon land-
scape. Thursday some of the group headed off to
Haines Junction, while others headed down the highway
with our teams and sleds to explore the exquisite
surroundings of Kluane. Every day was clear and bright,
and with the layers we had been advised to bring and
the outer wear provided, thirty below was perfectly
comfortable. The last part of our sojourn was under-
taken on four wheelers. An unusual winter left part of
the Ibex valley route impassable for the dog teams.
Negotiating the ice was tricky enough for the machines,
but it was well worth it for the view of the valley and a
night in the yurts.
We left the Yukon with fond memories, great photos,
new friends, and for all of us, I think, a resolve to return.
p31
Common Ground. Uncommon Journey.
(L-R) Bill Wells ’78, Bruce Farlow, Alex Ramsay ’53, Kate Ramsay,Brian Bishop, Virginia Rolph, Rudy Massimo, Cathy Wells
p32
Lisa ClarkeThe serene perfection of a
synchronized stroke on a misty
lake propels Lindsay Forget ’01 to
train seven days a week at Rowing
Canada’s National Training Centre
in London, Ontario. An honours
graduate of the University of
Western Ontario in Kinesiology
and Political Science, she is
currently devoting the next two
years to steering her passions
toward the 2008 Olympics in
Beijing, China.
Lindsay’s love of water began early
on as a competitive swimmer with
the Trent Swim Club in
Peterborough before she joined
Lakefield College School's rowing
team during her high school
career. “I have a tendency to dive
into something that interests me,”
she says. Encouraged by her Head
of House Ms. Yvonne Boyd, who
was also the rowing coach, Lindsay
fell in love with the sport almost
immediately. Libby Dalrymple,
Lakefield College School’s current
rowing coach remembers: “She was
a very dedicated athlete who was
passionate about rowing! She
learned the sport very quickly.”
After two years as a leading force
on the senior rowing team, she
joined Trent University’s summer
rowing program after graduation.
In addition to rowing, Lindsay’s
passion for political studies and
world issues grew during her three
years at LCS. She traveled with
Round Square on the Thailand
Water Project and achieved her
Gold Award in the Duke of
Edinburgh’s Award Program.
Lindsay further developed her
leadership skills as Student in
Charge of Susannah Moodie House
and as Captain of Mackenzie
House during her final year at the
school. “Lakefield completely
changed my life — my body, my
mind, and my spirit. I can only
sing praises about my experi-
ences.”
Western was the next natural step
in her academic and athletic
career. The university not only
hosted a well-recognized political
science program, but the Canadian
National Team rowing coach also
coached there; it was the complete
university package. Lindsay imme-
diately tried out for the varsity
rowing team. “I was very new and
it was tough, but I made the
squad,” she recalls. “It was
extremely exciting, intense, and
more demanding than anything
else I had experienced.”
Lindsay excelled in the Western
rowing program, being recognized
as MVP and team captain from
2003 to 2005. Consistently awarded
for her dedication to the sport,
Lindsay graduated this year not
only with an honours degree, but
also with the coveted Purple
Blanket, the top University of
Western Ontario’s athletic award.
“Lindsay displays all the qualities
and dedication of a determined
athlete. I first met her when she
gave me a campus tour during my
interview to become Head of
Lower Colebrook House. Watching
her row at Western a few years
later, I could not fail to be
Bowside to Beijing: Lindsay Forget ’01
“There is an unspoken language in sports. People can communicate together through
a shared passion of competition even if everything else in their lives is different.”
LINDSAY FORGET ’01
p33
impressed by her athleticism and
total focus,” reflects Amy
Hollingsworth, current Head of
Susannah Moodie House and
seasoned field hockey coach. “It's
obvious that she has the level of
commitment it takes to be
successful at the international
level and to wear Team Canada
colours.”
Armed with degree and paddle in
hand, Lindsay has begun her
professional career continuing her
rigorous training at Rowing
Canada. She has won gold at the
Head of the Charles Regatta, the
Royal Canadian Henley Regatta,
the Canadian University Rowing
Championships, and is working
towards the World Championships
this summer in Eton, United
Kingdom. Training in the Senior A
Women's class, Lindsay enjoys the
camaraderie of her team of 15
women from across Canada. She
reflects, “It's interesting how
different people handle competi-
tion and share a love for a sport.
We seem so lighthearted and laid
back to teams from other coun-
tries, but we have the same inten-
sity.”
Encouraged by national, provin-
cial and private support, Lindsay
continues to dream of reaching
the 2008 Olympics in Beijing,
China. She was recently accepted
into the Sport Canada program,
which offers amateur athletes
funding towards better coaching,
enhanced training, and competi-
tive opportunities. As well, with
the enthusiasm of Hugh Rawling
’77 who helped Lindsay put
together a brochure and website,
www.konceptpro.com/lindsayforget
to promote her Olympic goal, and
the funding efforts of families like
Leslie and Brian Dunn ’69, her
intense training can continue.
“The network of people who have
come to support me is so moti-
vating. When you have people
rooting you on, you believe in
yourself even more.”
In the summer of 2007, the World
Championship races are qualifiers
for the Olympics. The team will
work over the next few years to
become more fit, get more inter-
national race experience, and
build team spirit as a crew. In the
past, the women’s rowing program
has been very strong, bringing
home many Olympic medals. With
such a positive atmosphere,
Lindsay is confident in her team's
continued momentum. “I will go
as far as I can possibly go with
rowing,” she says. “I am so lucky;
there are so many gifts that I
walked out with from LCS. We all
have an obligation to share these
gifts and make a difference in the
world.”
(L-R) Lindsay Forget ’01 wins the coveted ‘Purple Blanket’ award from the University of Western Ontario; Lindsay getting ready to row.
The 1960sA Dozen Years, the first novel by
Harry Hobbs ’64 has been
published by Lighthouse
Publishers. It is set in Ontario,
and partly inspired by his memo-
ries of Lakefield. This spring he
was honoured with the presti-
gious Toastmasters’ Eric
Stuhmueller Award for leadership
in the district which comprises all
of Manitoba and Northwest
Ontario.
The 1980sMichael MacDonald ’85 is the
clinical director of the Roseville
Practice in Sydney, Australia,
specializing in special needs,
mood disorders, and complex
trauma. They do significant work
with refugee families who have
experienced torture and trauma.
Michael and his family live on
Scotland Island, in Pittwater, 20
kms north of the Sydney Harbour
Bridge. He invites anyone from
The Grove to get in touch while
they are in Australia.
Luke Mellors ’88 received the CIO
One to Watch — Private Sector
Award from the European CIO
Awards. The nominees repre-
sented many different industries
from all over Europe and the
judges considered nominations
from Austria, Denmark, Finland,
Germany, Italy, Netherlands,
Poland, Spain, Sweden,
Switzerland, and the UK. Luke
has accepted the role as IT
Director for Expotel, the UK's
largest and leading supplier of
corporate hospitality services and
event management agency.
The 1990sCameron Ainsworth-Vincze ’96
has completed his masters in
journalism at the University of
Western Ontario and an intern-
ship at The Globe and Mail in
Toronto. He now lives in Toronto
where he is interning at Maclean’s
Magazine.
Shane Smyth ’96 proposed to
Aurora Ratcliffe in Central Park,
NYC, on July 2, 2005. The
wedding will take place in West
Vancouver in May 2007. They are
both living in Toronto. Shane
graduated from U of T Law School
last spring. He begins work in
September with Shearman &
Sterling LLP in Toronto after
having completed his New York
Bar Exams.
In March, Susie Pearce '98,
competed in the women’s open
category for Arctic Sports in the
Arctic Winter Games held in Kenai
Peninsula just south of
Anchorage, Alaska. It is both an
athletic and cultural event
drawing competitors and
performers from Russia, Finland,
Norway, and Sweden plus
Greenland, Alaska, and all of
northern Canada (three territo-
ries: northern Alberta, and
Nunavik, Quebec). Susie won
with one gold, two silver, and one
bronze Ulu (an Ulu is a crescent
shaped knife commonly used in
the north). She received a silver
Ulu for the overall championship
and she received pins from offi-
cials who selected her as the
person demonstrating the most
sportsmanlike qualities. Susie
was chosen as valedictorian for
her graduating class in June at
Dalhousie University/ Nunavut
Arctic College where she received
a Bachelor of Science in Nursing
Aaron Baril ’99 has finished law
school, and was admitted to the
NSW Law Society in May 2006.
He has deferred his position
working in public law and insol-
vency law with one of Australia's
top tier law firms (Clayton Utz)
until August 2007 to spend a year
in Paris. He still sings and
manages to see a lot of theatre,
and has developed a love of AFL
football.
p34
Class News
Shane Smyth ’96 and Aurora Ratcliffeengagement.
p35
Power Carts:
Putting Competition:
Longest Drive (men - hole #9):
The Foster family
Longest Drive (women - hole #10):
The Foster family
Hole in One (hole #3):
Closest to Hole (women - hole #11):
Closest to Hole (men - hole #17):
Sign Sponsor:Richard Dupuis, RBC Dominion Securities
Lead: Prize:
Hole Sponsors:Goodmans LLP
Leons Furniture
Trish & Scott McCain
Paul & Kris Hickey
Stonescape Quarry Ltd.
The Fleming Family
MIC Mechanical
Kawartha Lakes Brewery
C & S Logistics
Onandaga Camp
The Latremoille Group
Richardson Partners Financial Ltd.
Lloyds Laboratories
Murray Brothers Lumber
Taycott Enterprises
Coachlamp Homes
Donnatella's Restaurant
Donors:John Easson ’49
Paul Goulet
The Mackenzie Family
Barry & Louise Needler
Tom Ryder ’53
Another Successful Golf Tournament
The organizers of the Andy Harris Cup Grove Golf Tournament 2006 would like togive special thanks to the following sponsors and supporters:
Supporters:Aramark
Rod Baker ’58
Bigleys Shoes
Black Diamond Golf Course
The Blanchette Family
Buckeye Marine
Coach Canada
Richard Dupuis, RBC
Dominion Securities
Farmhouse Pottery
Tony Harris ’82
Lakefield Flowers & Gifts
LCS Athletics
Leon's Furniture
Mapleridge Mechanical
Mark's Work Warehouse
The McDonell Family
Chris Patton ’44
Peterborough Golf & Curling
Club
The Protectors Group
The Stewart Group
Stone Willow Inn
Stony Lake Furniture
Tony's Club House
The Village Florist
The 2000sMark Soder ’00 graduated in June
from Ohio University with a
Master in Sports Administration
and MBA.
Nick Wright ’01 was elected leader
of the Green Party of Nova Scotia.
Chenoah Ellis ’02 is attending the
Melbourne University Law School
doing her LLB and her Undergrad
degree in Political Science
concurrently. To keep her spare
time occupied, she also works for
an executive recruitment company
and still finds time to do some
volunteer work as well. Being your
average LCS “all rounder” she is
also a member of the Melbourne
University Improv team and does
karate twice a week.
Keep your classmates in touch,
please share your news with us at:
To view more LCS news and snap-
shots (by date) please visit our
website at www.lcs.on.ca, choose
NEWS (more news).
p36
MarriagesBeti Canet ’95 and Jacob
Grodzinski were married in
Stratford in February, 2006. A
ceremony celebrating their
exchange of vows took place in
Girona, Spain on March 17, 2006.
Jacob and Beti live in Stratford
with their dog Hogarth.
Jeff Bos ’96 and Daryn
Sutherland ’96 were married in
September 17, 2005 at the
Madawaska Kanu Centre, Ontario.
Sarah Leavens ’98 married Chris
Sherfey in Barbados, on
March 19, 2005.
Congratulations to Tracey-Lee
Smyth '99 and Michael Eddy
whose marriage took place in
Vancouver on November 6th,
2005. The Grove was represented
by Shane Smyth ’96 (Tracey-Lee's
brother), Susan Hadden, Katie
Hadden ’00, Stephan and Judy
Grasmuck, and Jon Hazel ’00.
Tracey-Lee and Michael honey-
mooned in the BVI's in Little Dix
Bay, Virgin Gorda and are now
living in Kitsilano, Vancouver.
Joshua Turk ’03 and Lili Martin-
del-Campo Lustig were married
on June 2, 2006 in Playa del
Carmen, Mexico. The couple met
while attending the Universidad
de las Americas in Cholula Puebla
and will reside in Halifax where
they will continue their studies.
(L) Beti (Canet) ‘95 and Jacob Grodzinski; (R) (front row) Michael Eddy, Tracey-Lee Smyth ’99 (middle row) Susan Hadden, JudyGrasmuck, Katie Hadden ’00, Jon Hazel ’00 (back row) Shane Smyth ’95, and Stephan Grasmuck
(Middle L-R) Sarah Leavens ’98 and ChrisSherfey; Joshua Turk ’03 and Lili Martin-del-Campo Lustig; (Opposite, back row L-R) Graham Bos ’99, Carlo Bos ’94, CorbyPeterson ’96, Jeff Bos (Groom) ’96, BryanNunnelley ’96, Alex Parker ’96. (front row,L-R) Jess Perlitz ’96, Dave Ingram ’96, JonHolmes ’97, Daryn Sutherland (Bride) ’96,Dayna Sutherland ’99, Chris Marshall ’96,Shelley Simmons ’96, Kate Sainsbury ’96,Jim Matthews ’58
p37
Isabella Grace Barker was born on
February 27, 2006 in Houston,
Texas to Monica and Jim “Chi-
Chi” Barker ’82.
Erin and Matthew Binnie ’88 are
delighted by the arrival of Charles
Nelson Cornell, born March 13,
2006 in Berkeley, California.
David MacKay and Janet
Cudney ’94 gave birth to Finlay
Lilias MacKay on June 6, 2005.
Logan Michael and Samantha
Brooke have arrived. Proud
parents are former LCS staff
member Mike and Jenn Garside.
Leslie and Leif Haase ’83
welcomed Julia Margaret to their
family on January 8, 2006.
Jacqueline (Johnson) ’98 and
Jonathan Coughlin welcome their
first child, Cameron Buck on
November 14, 2005.
Kristy and Bill Lett ’92 are thrilled
to announce the birth of Petra
Marie on December 15, 2005 in
Cobourg.
In September 2005, Caitlin Rose
was born to Joanne and Michael
MacDonald ’85.
Sara and Stuart Thompson ’91
welcomed their daughter, Avery
Ruth on Monday May 29 in
Toronto, Ontario.
Nathan Orion Andras was born to
(faculty member) Peter and Sarah
Andras on July 4, 2006 in
Peterborough.
Katie (nee Jones) ’99 and Derek
Jordan are thrilled to announce
the arrival of Calla Wendy Jordan
on July 4, 2006 in St. Thomas,
Ontario.
Births
(L-R) Finlay Lilias (Cudney) MacKay; Mike Garside with twins, Logan and Samantha; Petra Marie Lett
(L-R, Top to Bottom) Baby Jonathan and Jacqueline (Johnson) Coughlin ’98; Veronica, Cameron, and baby Caitlin MacDonald; Averyand Stuart Thompson ’91; Peter Andras with Nathan; Katie (Jones) ’99 and Derek Jordan with baby Calla.
Pam (Heseltine) Balfour on August 6, 2005. Wife of
Paul Balfour ’81, sister of Christopher Heseltine ’81
and Geoffrey Heseltine ’77.
John A. Halwig ’68 on December 28th, 2005.
Joy Angela Grant on January 9, 2006 in Oshawa,
Ontario. Mother of Iain Grant ’71 and Donald
Grant ’77.
John Leslie Gemmel ’37 on February 20, 2006 in
Calgary, Alberta.
Daniel Kearnes ’69 on March 1, 2006.
John “Bruce” Findley, ’67 on March 6, 2006 in
Mississauga, Ontario.
Elizabeth Herold on March 23, 2006. Wife of the late
Robert Herold ’42, mother of Mark Herold ’77, and
sister-in-law to W.A. Herold ’40.
Kyle Trethouen ’06 on March 27, 2006 in Orangeville,
Ontario.
Donald McGregor McRae on May 20, 2006. Father of
Bob McRae ’66, (Rachel) and John McRae ’77 (Val).
Grandfather of Mike McRae ’99, Jamie McRae ’97,
Maggie McRae ’03, Jenny McRae ’99, Cam McRae ’01,
Duncan McRae ’03, and Gilly McRae ’06.
Charles Jeremy Sams ’57 on June 15th, 2006 in
Toronto, Ontario.
Gary O'Neill ’65 on June 25, 2006 in Campbellford,
Ontario.
p38
In Our Memories
p39
First Row (Back)(L-R) Aaron WilsonJustin ChanJeff DavieTom NisbetAdam GravelJatin ChananaPeter ReidJames HutchinsonDaniel WalshNick BallantyneJeff KloostermanMichael WilsonBrent PetticrewOliver PorteBenedikt DellenWard WeberJulien DennerLiam FitzgeraldGraham Goulet
Second Row(L-R) Shannon MatthewsClara LonjedoLindsay Joseph
Rhiannon BarlowLaura ElphinstoneBrooke HarveyJason KimNick CazelaisD'Arcy McDonellAdam BatesMichael ProcykBert Lockhart-DyerGreg HoughJames HoughtonHarrison SonesBrandon MackenzieWayne HoRachel HonigKristen HollowayAlex TrowbridgeMadison MurphyEmily Sale
Third Row(L-R) Kelsey HendersonKaren ChanSara RossJohanne EdghillSameen Ahmed
Melissa GatesSarah ThompsonBrooke JanGilly McRaeEmily LoyerJulia LeeLiza ShelleyAli ChapmanDale FindlayMartha RamsayBianca BellTorie PattersonJenna HabibBrittany ScottAli ShipleyKyla HendersonSara CooperEirene Kaklamanakis
Fourth Row(L-R) Connie XuMartha EwingShi TangElsa BarretoJamie ArmstrongKate Foster
Leslie SchumacherNeslihan AdHilary BirdLaura BockingFiona McNestryKathryn OlsheskiKelly GallacherKelsey YoungRenée ProulxRachele Entwistle-Anderson
Front Row (Front)(L-R) JCarlos FeserChris FasthuberGereon RoteringScott SeabrookeSpencer HodginsArthur ChanRob FlemingDaniel ChiuChris JonesLouis NagyMatthew TamJoe YangJustin Loga
Congratulations to the Graduating Class of 2006
If addressee has moved, DO NOT forward. Return with present address if known.Mailed under Canada Post Publication Agreement #40025808
The Grove News is published twice a year by the Advancement Office. We welcome your comments and suggestions. Please contact Tracey Blodgett at 705.652.3324 or [email protected], orvisit our website at www.lcs.on.ca
Lakfield College School, 4391 County Road. 29 Lakefield, Onatrio Canada K0L 2H0
Photography by Simon Spivey
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