Grove NewsFall/Winter 2007

Board ChairJock Fleming ’74

Past ChairMarilynn Booth

Mary Armstrong Gr.12

Cindy Atkinson-Barnett

Nicole Bendaly ’93

David Bignell

Gerry Bird

Walter Blackwell ’56

Gordon Blake

Marilynn Booth

Scott Campbell

Brian Carter*

Andrew Clarke ’85

Richard Cohen Gr.12

Janet Cudney ’94

Jack Curtin

Susan DeNure

Peter Dunn ’62

Andrew Durnford ’85

Michael Eatson ’83

Stephanie Edwards

Bishop George Elliott

Ann Farlow

Jock Fleming ’74

Romina Fontana ’94

Bill Gastle ’68

Bruce Gibson

Janice Green

Jennifer Gruer

Terry Guest

David Hadden*

Chris Hadfield

John K. Hepburn ’68

Paul Hickey

Howard Hickman

Tim Hyde ’77

James Hyslop ’85

Alan Ingram

Warren Jones ’88

Angie Killoran

Janet Lafortune

Kathleen Leonard

Nicholas Lewis ’77

James (Kim) Little ’53

Laleah Macintosh

Bubs Macrae ’33

Don Maguire

Kevin Malone ’77

Paul Mason

James Matthews ’58

Scott McCain

Andrea McConnell

John McRae ’70

Val McRae

Betty Morris

William Morris ’70

Christopher Ondaatje

Travis Price ’85

Tony Pullen ’63

Sean Quinn ’82

Kathleen Ramsay

Douglas Rishor

Gretchen Ross

John Ryder ’77

John Schumacher

Nancy Smith

Scott Smith ’87

Amanda Soder ’98

David Thompson

Stuart Thompson ’91

Ann Tottenham

Tim Ward ’62

Gordon Webb ’72

Jamie White ’79

Chris White ’91

Terry Windrem

HRH Duke of York ’78

Directors in Bold

* Honorary Alumni

School Trustees 2006—2007

Front Cover: (L-R) Kane Miller and Philip Switalski in the school play, The Man Who Came to Dinner.

Calendar of Events 2007For details please refer to our school calendar at www.lcs.on.ca and click NEWS

MARCH MAY

31 The Ties That Bind Gala 12 Trustees’ Day

APRIL 25 Grove Society Annual General Meeting

5 Grove Society Meeting 26 Regatta Day

19 Victoria Pub Night JUNE

20 Vancouver Pub Night 5 Grove Society Pot Luck Luncheon

17 Grade 7, 8, and 9 Parent Reception 13 Grade 8 Graduation Dinner

24 Grade 10, 11, and 12 Parent Reception 16 ClosingGrade 12 Graduation Dinner

MAY

4 Class Reps WorkshopToronto Pub Night

20 Andy Harris Cup — Grove Golf Tournament

piii

Belinda Schubert ’99I’m still not sure what exactly a

“beat poet” does, but Grove

students seem to enjoy it a great

deal. Working in the library at

Lakefield was a unique opportunity

for an alumna of The Grove to get

to know the next generation of

alumni. It struck me that the range

of arts programs had doubled since

my time as a student at The Grove.

In addition to the bands and choirs

of my past, students are now

participating in beautiful dance

performances, submitting pictures

for photography contests, taking

part in the art club and yes, doing

“beat poetry.”

Why would there have been such

an increase in the number and

variety of arts at Lakefield? Stories

like those of James Hyslop ’85

(p.23) and Jess Perlitz ’96 (p.14)

suggest the value of Lakefield’s

emphasis on exploring a broad

range of experiences.

Paul Mason points to the value of

this when he describes the benefits

of Lakefield’s Drama Program to

students: “In any profession they

enter—all these folk need to know

how to project their voices, how to

speak clearly and expressively, how

to listen carefully, how to move

quietly, how to be still” (p.17).

As a graduate of The Grove, I am

one of thousands of living exam-

ples who benefited from this type

of education. When it came time

for me to go before a judge in

Criminal Court and speak to the

sentencing of a client, I came with

a tool box of skills learned from Ms.

Stamboulie (debating), Dr.

Grasmuck (band), Mr. Milburn

(literary journal) and Mr. Watt

(English Literature). I hope that as

you read through this issue of the

Grove News you will find yourself

remembering the special contribu-

tion that involvement in the arts

has made to your life.

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

Lakefield College School offers an enriched liberal arts

curriculum within the Western educational tradition,

which emphasizes the holistic development of each

individual. In our mission statement and in our state-

ment of values, we put our emphasis on the develop-

ment of the individual potential of our students in the

intellectual, physical, and moral realms. Our words are

unique in these statements, but the values we express

are in the mainstream of Canadian educational

thought.

This having been said, Lakefield has made philosoph-

ical choices about the structure and delivery of

curriculum, which have a real impact on the learning

culture of our school. Lakefield’s academic curriculum

is rigorous and demanding; but Lakefield’s academic

culture is relaxed and flexible. If one were to construct

a spectrum of educational philosophy, one might put

at one end the view that students learn best in a

formal environment with structured instructional

methods, while at the other end the view that students

learn best in a relaxed environment with flexible

instructional methods. Lakefield tilts deliberately

towards the “relaxed and flexible” end of the spectrum.

Lakefield’s classroom dress for students is informal.

The standard of professional dress for Lakefield’s

teachers and administrators is casual. Lakefield has no

bells to announce the change of classes. Lakefield’s

teachers are encouraged to adjust their instruction to

meet the needs of individual students. Lakefield

students are encouraged to participate in a wide range

of co-curricular activities (e.g. sports, arts, community

and international service projects) even if these activi-

ties take them away from class for considerable time.

Above all, Lakefield values relationships far more than

codes of behaviour.

Philosophical choices involve both benefits and costs.

Lakefield is a warm and caring community and many

students achieve their best here, because they trust

and respect their teachers (and vice versa). The cost,

of course, is that Lakefield is not the best school for

students who require enforced structure and codes of

behaviour in order to do well. Moreover, Lakefield’s

flexibility and emphasis on co-curricular activities

does take students’ focus off their studies at various

times. Quite frankly, it is Lakefield’s philosophy that if

playing First Team sports, or being in a school play, or

spending three weeks on a service project in the Third

The LCS PhilosophyRigorous and Demanding yet Relaxed and Flexible

Richard Life, Associate Head of SchoolLakefield College School is a founding member of the Canadian Educational Standards Institute (CESI). CESI is

the accrediting body of Canadian independent schools. In order to maintain accreditation, each CESI school

engages in a thorough process of self-reflection and review by a visiting committee every seven years. Lakefield is

being evaluated by CESI during the current academic year.

CESI requires schools to provide the visiting committee with an up-to-date statement of their educational philos-

ophy. In the paragraphs that follow, I am pleased to share with our school community my best effort to explain

Lakefield’s philosophy of education. I am indebted to the students and staff members who have provided input

and advice on the development of this statement. I would be pleased to receive your comments, via e-mail sent to:

rlife@lcs.on.ca

pv

World costs a student one or two percent on his or her

academic average, the cost is worth the benefits of the

experience—many times over!

Lakefield recently conducted a study of the attitudes

of parents whose children were admitted to Lakefield.

The goal was to find differences between the parents

who accepted Lakefield’s offer of a place for their

child, and those who chose to place their child in

another school. The most significant differentiating

factor was that those parents who chose Lakefield

were more inclined to allow their child considerable

decision-making independence, and were also more

inclined to value their child’s current happiness

equally with their child’s specific direction for univer-

sity. These are the families for whom a Lakefield

education works.

As John Dewey noted, “The process of being a child is,

in itself, an education.” Lakefield provides a safe and

loving environment in which “kids can be kids.”

Lakefield offers a rich and varied curriculum and co-

curriculum, through which students are challenged

and enabled to reach their individual potential in

mind, body, and spirit. By choosing to cultivate a

relaxed and flexible school culture, which affirms the

essential value of “being a kid,” Lakefield helps young

people to learn about themselves, to find their own

soul and to follow their own heart.

(L-R) Grade 12 students, Cassi Hammett, Christine Forest, and Nick Pullen with Associate Head of School, Richard Life

pvi

pvii

Jock Fleming ’74 Chair, Board of Directors

I wish I could remember all of my marks in Calculus or

English, but I can’t ... what I do remember is standing

on stage with my knees shaking and heart pounding,

desperately trying to remember my next line! The

theatre was always one of my favorite areas at the

school. A couple of my classmates (John Jarvis ’74 and

Bill Hope ’74) went on to become world-class actors

and continue to practise their craft today.

Many times during the late evening in my last year at

the school, a few of us would head down to the Grove

House basement, where there were a couple of potter’s

wheels (in the early 1970s the art room wasn’t large

enough to house them). The boiler in the next room

was noisy but kept things quite warm as we threw clay

on to the wheel. Unfortunately, I never could get the

tall urn to stand up straight. I am sure Al Pace ’77

(www.pacepottery.com) could give me some pointers.

Whether it’s the stage, art room, or bellowing out the

school hymn in chapel, the arts at The Grove have

always been an integral part of the student experience

and clearly represent one of the pillars that make the

Lakefield difference. These pillars, or values as we

more often refer to them, are the guidelines that the

trustees of the school are proud to protect.

Your board of directors and school trustees have been

active over the past number of months. The board

had four areas of focus over this past year: the transi-

tion of the new governance structure for the founda-

tion; the support and development of the Learning

Commons; helping the management of the school

develop and implement a focused marketing initiative;

and the investigation of new programs that could

generate additional revenue by optimizing the school’s

plant, financial, and intellectual resources. We were

successful on all fronts, while enabling our students to

achieve their individual potential in mind, body, and

spirit.

This next year will be one of implementation. Over the

past number of years a great deal of planning has

taken place: the update of our five-year plan Securing

our Future, the introduction of the new foundation

governance structure as outlined in Endowing Our

Future, and Towards Tomorrow, a document that

provides a road map for the future success of the

school’s foundation. Every year our board has a

retreat to review the past year, discuss long-term plan-

ning, and set a few key objectives for the upcoming

year. We conducted this year’s retreat at the school on

December 7th and had a special presentation from Dr.

Jim Christopher, the current President of the Canadian

Association of Independent Schools (CAIS). He

provided us with many insights to the demographics

of North America’s student population, long-term

trends in education, and highlighted the many chal-

lenges that independent schools may face.

This year the board will focus on four strategic areas:

the financial viability and construction of the Student

Recreation Centre; the continued support and imple-

mentation of the marketing plan; the ensurance of

sustainable leadership with the school’s management

team; and the start of a process to develop a vision for

the next strategic planning period.

Our school has a strong balance sheet and is in very

good financial and physical condition. We have an

outstanding management team, dedicated faculty and

staff, an energized student body and an extremely

motivated group of volunteers. All of this makes The

Grove a very successful and special place. Thank you

for your support.

Trustee UpdateFrom Planning to Implementation

(Opposite) Christine Davidson (Gr. 9) and Emily Koller (Gr. 8) take a moment to enjoy the sun outside the Bryan Jones Theatre.

pviii

So, What Exactly Is The Grove Society?

Occasionally we hear that not

everyone in the LCS community

understands what the Grove

Society is. We thought we’d take

this opportunity to let you know a

little bit more about the mission

and purpose of the Grove Society,

and how you can get involved.

First of all, if you’re reading this,

you are almost certainly a

member. The Grove Society is

made up of all alumni, current

and past parents, current and past

faculty and staff, and the gradu-

ating class of LCS.

In the past, these groups were

separate. Alumni were represented

by the Alumni Association, parents

by the Grove Guild. A few years

ago these organizations merged

and became the Grove Society.

The key purpose of this amalga-

mation was to keep all of the

different constituents of the LCS

community connected to the

school. This is primarily accom-

plished through various events

throughout the year, such as the

Fall Fair, the Christmas Luncheon

at the Haddens’, galas, and the

Grove Golf Tournament, to name a

few.

New and current parents learn

about LCS through Grove Society

meetings, where they hear about

what’s happening at school

directly from the faculty and

students. Also, special speakers

discuss subjects relevant to

parents, such as community

service projects, exchanges, Duke

of Edinburgh Awards, policies on

drinking and drugs, and how to

support students as they face

university admission. Parents

report that Grove Society meetings

are tremendously helpful and give

them a better understanding of all

the opportunities and challenges

of a Lakefield education.

For alumni, the Grove Society is

the link to the entire alumni

community—welcoming new

members and reintroducing

existing alumni to classmates and

friends through pub nights and

reunions, both at the school and

around the world. The alumni

network is extensive and boasts

numerous benefits for all who are

involved.

The mandate of the Grove Society

is primarily to promote opportuni-

ties for alumni, parents, and staff

to connect and establish new rela-

tionships with one another so that

we can all contribute to the

vitality and excellence of LCS. The

sole purpose of the vast majority

of events is to bring the whole

community together. A few

events, such as Grove Golf and the

spring gala, also help to raise

funds for student bursaries and

capital needs of the school.

We are all encouraged to become

involved in the Grove Society.

Please take the opportunity to

come to events when you can, or if

you’d prefer a more hands-on role,

to participate in the many volun-

teer opportunities that are avail-

able. The members of the execu-

tive are listed online at

www.lcs.on.ca through either the

parent or alumni portals. Feel free

to contact any of them for more

information on how to become

more involved.

We look forward to welcoming you

to future LCS events.

Stephanie Edwards, Chair, ParentOutreach & Communication

Amanda Soder ’98, Chair, AlumniOutreach & Communication

School Highlights 2

A View From the Trenches: Grade 10 Orientation—The WWI Re-Enactment 4

It Came From Her Imagination—Stephanie Edwards, LCS Parent 6

“The Real Essence of Art”— A Compendium of Articles on The Arts

Debating—Preparing Our Students for The World and The Worlds 9

Shane Smyth ’96—Debating Champion 10

Literary Arts 11

Stephen Smith ’85—Literary Journalist & Novelist 12

Visual and Applied Arts 13

Jess Perlitz ’96—Artist With a Mission 14

Drama and Dance 15

Laura Lawson ’00—Performance Artist 17

Music—Instrumental and Vocal 19

Marcus MacDonald ’86—Discipline and Love 20

The Technical Crew 21

James Hyslop ’85—Writer & Director 23

Creativity in Costuming: The Art of Megan Watson—LCS Volunteer in Action 24

Foundation Update—$31.5M Raised to Date! 26

Scope of New Recreation Centre Project Grows 27

The Gift of Life Insurance—Innovative and Easy 28

The Class of ‘81 Fund—Inspired by Friendship 29

Honorary Alumni—Outstanding Members of The Grove 30

Events, Class News, Marriages, Births 31

In Our Memories 37

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 Karen Denis. Contributing Photographer: Simon Spivey. Please address correspondenceto the Communications and Constituent Relations Office: Lakefield College School, Lakefield, ON, K0L 2H0705.652.3324 Ext.333 tblodgett@lcs.on.ca

John Boyko’s Latest BookLCS faculty member John Boyko has

published his third book entitled,

Into the Hurricane: Attacking

Socialism and the CCF. The book

invites Canadians to think of the

ways in which their political opin-

ions and options are manipulated

today by considering how they were

manipulated yesterday. Into the

Hurricane asks Canadians to

consider the hurricane that

destroyed the CCF (Cooperative

Commonwealth Federation Party)

that was attempting to bring forward

the ideas so many now consider our

birthright.

According to Jack Layton (leader of

Canada’s NDP), the book is “a bril-

liant and refreshing account of the

troubling lengths to which power

elites sought to suppress the CCF

vision of a more equitable Canada.

Boyko accurately reminds us why it

is no coincidence that Tommy

Douglas [leader of the CCF party]

was voted the Greatest Canadian."

The book is available in major book-

stores across the country.

Young Debaters ArgueTheir Way to the Top

Nick Pullen (Gr.12), Vanika Chawla

(Gr.11), and Laura Wilson (Gr.10)

represented Lakefield with strength

at the International Independent

Schools’ Public Speaking

Championships in October.

Congratulations to Nick Pullen for

successfully reaching the finals in

two out of three of his events (and

coming extremely close in the third).

His scores qualified him for one of

ten spots on the Canadian National

Team to compete at the World

Individual Debating and Public

Speaking Championships in April

2007. Six of those ten were selected

at this competition.

The “Internationals” included 200 of

the strongest public speakers from

across North America and Great

Britain. Nick’s achievements are

exceptional!

To view these and other news stories

at LCS, visit www.lcs.on.ca and select

NEWS (click “More News” and search

by date to find specific stories).

Opposite (Top Row) L-R: Debaters NickPullen, Laura Wilson, Vanika Chawla, andtheir coach Manal Stamboulie at theInternational Independent Schools' PublicSpeaking Championships this past fall; Castof the fall school play production of TheMan Who Came to Dinner.

(Middle Row) L-R: Canadian folk musicianSarah Harmer (aunt to Matt Ryder Gr.10),along with producer Andy Keen (cousin toNick Pullen Gr.12), visited LCS inNovember to play music and promote theirdocumentary on the environment (releasedto TVO and the CBC); John Boyko with hisnew book Into The Hurricane released thisfall.

(Bottom Row) L-R: Patsy Harper, RN, OHN,retired after five years of being an enthusi-atic, caring, and involved member of thethe Health Services team; The LCS Girls’Varsity Hockey Team (who along with theBoys’ Team) won bronze in the High SchoolDivision of the American Cup in LakePlacid.

p2

School Highlights

John BoykoThe young soldier stood poised at

the ready with a heavy rifle

cradled in tired arms, an elbow on

the parapet, gazing blindly,

desperately through the darkness

of no man's land before him.

Flashes of haunting light betrayed

the ghosts of trees and broken

land as booming artillery

exploded before and behind him.

He had already survived a gas

attack by reacting quickly,

donning his mask, and waiting for

the orange cloud to dissipate.

And now he stood. Adrenalin

filled his veins. And he waited for

the order to go over the top.

The young person could be any

soldier on either side of the First

World War's western front. Or he

could have been one of Lakefield

College School's Grade 10

students on a rainy night last

September, participating in The

Grove’s new and unique orienta-

tion experience—the First World

War Re-Enactment.

It began on Monday morning with

students gathered in the theatre,

moved by a film documenting

Grove students who fought and

died in the war. Attestation papers

were signed and an oath to the

king sworn. Split into four

platoons, students were issued

uniforms and proudly sewed

platoon badges to their tunics. It

was then on to the Peterborough

armouries where drill Sgt. Kyle

and his staff trained the raw

recruits. Then, with dusk

approaching, and the booming

sound of battle echoing over unfa-

miliar fields far from the school,

soldiers moved from the safety of

the buses and marched up a

narrow, wooded trail, and estab-

lished camp.

It was dark. And the rains came.

Undaunted, one platoon

embarked on an unnerving

march, found a wounded soldier,

and bore him back to camp on a

A View From the TrenchesGrade 10 Orientation—The WWI Re-Enactment

p4

p5

stretcher to learn of war time

medical practices. Another

platoon was told of, and shown,

Canadian military artefacts and

discussed battle tactics. A third

was on leave in a log cabin

serving as a Belgian café where

they enjoyed hot chocolate and a

snack while singing songs of the

day. At the same time, the fourth

platoon marched to the front.

Through the rain and the crashing

cacophony of battle, soldiers scur-

ried into the trench, filled sand

bags to re-enforce the line, and

trained with clumsy, slippery gas

masks. The thunder of artillery,

machine gun fire, and the screams

from the enemy line grew louder.

A gas attack came and the masks

saved the day. Volunteers

ventured into no man's land and

secured a listening post. Finally,

they went over the top. After just a

few tentative steps a flare turned

night into day and the platoon

froze. Machine gun fire rico-

cheted as mortars and rockets

created a deafening din, but with

the return of darkness the

advance continued, only to be

stopped again by a second flare.

The platoon withdrew to the

safety of the trench, then to the

rear lines.

Tuesday morning saw a return to

the front line for a “stand to,”

more re-enforcement of the

trench, and the writing of

emotion-drenched letters to those

at home. Platoons practised drills,

and then stood proudly as

“General Currie” (A.K.A. John

Runza, pictured below) arrived on

horseback to inspect the troops

and oversee a competition.

Students were assured at the

outset that the exercise was not

meant to glorify war but to

honour those who served. They

were told that the exercise’s three

goals were to have fun; get to

know one another better through

a shared experience; and, since

the First World War is the opening

unit in the Canadian History

course in which they were all

enrolled, to learn a little about the

war—to bring history to life. All

three goals were accomplished. In

the written debrief that ended the

two day experience the most

common expressions students

offered were awesome, fun, fasci-

nating, coolest, intense, and

fantastic.

p6

Last May I had the unsettling

experience of watching my four-

teen-year-old daughter smoke a

cigarette, drink gin, and ask a boy

if he really loved her. Now you

must understand that my darling

daughter has never smoked,

drunk liquor, or loved any male

who wasn’t a relative or Johnny

Depp. So you can imagine my

shock.

But can you imagine my delight?

All right—she was onstage. She

was playing the wife of a noto-

rious Canadian bank robber in a

production of Girls in The Gang,

directed by her drama teacher, the

abundantly talented Greg

MacPherson. Over the years I

have watched my daughter play

everything from a tree to a nun,

but seeing this child transform

herself into a divorced woman in

love with a doomed criminal

was—to say the least—mind-

boggling.

Talk about a stretch. First she had

to learn how to move—to walk in

high heels, wiggle her hips, perch

on a bar stool, hug her man, drag

on a cigarette, handle a drunk, be

arrested. Then she had to learn

how to sound: prissy, passionate,

pensive, sad, outraged, terrified,

bitter, resigned. As I watched her,

transfixed, I wondered where on

earth all this came from.

I think I’ve figured it out. It came

from her imagination.

When Zoe was little, imagination

was her favourite plaything. If

friends didn’t share her fascina-

tion with make-believe, if they

had no interest in playing witches

or pioneers or orphans—it

stumped us both. What on earth

would they do all afternoon?

But when children did share her

passion for make-believe, what a

wonderful world our home

became, and a particularly

wonderful mess: couches

upturned in the living room,

sheets draped over the deck,

mattresses and pillows on the

lawn, pots and pans in the

sandbox, lemonade on the garage

roof, dress-up clothes everywhere.

Despite the chaos, I felt very priv-

ileged because I was allowed to

witness those witches and

pioneers and orphans flitting

about their imagined worlds.

It Came From Her Imagination

Stephanie Richmond Edwards, LCS ParentReprinted with permission from The Peterborough Examiner (Outtakes, August 21, 2006)

“But I had a dismaying thought. In this high-tech,

time-crunched, results-obsessed world, do adults

still appreciate how important imagination is?”

p7

Now, watching my daughter and

her peers perform roles onstage

they have only glimpsed in books

and movies—and do it so

convincingly—it’s obvious their

ability flows from the deep well of

imagination.

But I had a dismaying thought. In

this high-tech, time-crunched,

results-obsessed world, do adults

still appreciate how important

imagination is?

Sure, everyone agrees creative

types need robust imaginations.

Directors, screenwriters, play-

wrights, novelists, artists,

composers, musicians, choreogra-

phers, dancers, performers,

designers, architects, inventors,

chefs—of course they must be

able to imagine. Otherwise they

couldn’t create; they would be

limited to serving up stale imita-

tions. A rich fantasy life is pretty

much a prerequisite for their

chosen fields.

But what about the rest of us?

Chances are, only a handful of our

kids will use ‘imagination’ to earn

their living. And probably none of

them will use it as successfully as

J. K. Rowling or Frank Gehry or

Tim Burton. So why encourage

imagination? Isn’t it the real world

we should be teaching our kids to

understand—only reality that

matters?

For what it’s worth, I think reality

cannot be fully grasped without

imagination.

Consider this: if George W. Bush

could truly imagine what it’s like

to be the mother of a dead young

soldier, if Osama Bin Laden could

truly imagine what it’s like to be

the sister of an immolated suicide

bomber—if every one of us could

truly imagine a reality other than

our own—isn’t it possible that

awareness could create a more

empathetic world? A more

connected world? A wiser world?

One thing is certain. If we want

our kids to create a better world—

they’ll have to imagine it first.

(Above) Onstage rehearsals for last year’s production of Girls in the Gang in the Bryan Jones Theatre—a perfect venue for theengagement of the imagination by actors and audience alike.

Debating .

p9

Stomach butterflies, sweaty

palms, rapidly beating heart, a dry

mouth: all are symptoms of the

anxiety most people feel at the

thought of speaking in public. It

is the most widely acknowledged

fear in the Western world, yet

public speaking at its best can

move an audience to tears, sell

products, persuade and motivate,

and inspire change. A comfort-

able, confident public speaker can

glide through corporate presenta-

tions, toasts to the bride, eulogies,

and an occasional Robbie Burns

evening—not to mention an LCS

Chapel speech.

Manal Stamboulie, faculty leader

of the LCS Debating Program,

readily acknowledges the benefits

of being a strong public speaker.

She has built a debating program

that is meant to provide every

student at LCS with some public-

speaking experience. While the

program has both competitive

and non-competitive aspects, its

primary focus is to encourage

student participation. LCS

students can gain a solid level of

comfort with speaking, while still

in the safe cocoon of The Grove

environment. Consequently, when

they are required to deliver a pres-

entation or a speech for university

or work, they have already faced

down their fear—and learned lots

of skills and strategies for effective

speech-making along the way.

The Debating Program runs from

September to June, and about

sixty to seventy students partici-

pate actively each year. Students

meet once per week to play

speaking games, complete speech

exercises, and engage in

impromptu and formal debates.

The meetings focus on presenta-

tion skills: students learn about

tone and emphasis, body

language, facial expressions, and

movement of arms and legs.

A favourite game is “Double-

Speak.” In this exercise, students

are shown flash cards with single

words, usually nouns, and must

invent and tell a story incorpo-

rating words that are flashed at

them. Students have only ninety

seconds for this task. The results

are often hilarious, and students

become increasingly comfortable

at speaking to an audience

through this form of improvisa-

tional humour.

For those students who want to

use their newly honed skills in a

broader arena, many opportuni-

ties are available. LCS belongs to

several debating leagues,

including the Fulford (which

includes Canadian Association of

Independent School members),

the Ontario Student Debating

League, and the International

Independent School League.

Students interested in politics and

global issues can also dedicate

their rhetorical and intellectual

skills to the Model United Nations.

In these forums, LCS students

compete with vigour, intelligence,

and wit, debating on topics

ranging from Canada’s participa-

tion in the war in Afghanistan to

the virtues of ethanol. We have

often had students compete inter-

nationally, and Shane Smyth ’96

was a finalist at The Worlds. This

year, Nick Pullen has earned a

place on the Canadian National

Team, and will take part in the

World Debating Competition in

April at Bishops-Diocesan College

in South Africa.

Debating is a Lakefield co-curric-

ular institution, bringing out the

best in those who participate. As

Ms. Stamboulie notes, “There is

room in Debating for whatever

students want out of it, whether

that be keen competition or

personal development of confi-

dence.”

HEATHER AVERY

Preparing Our Students for the World and The Worlds

p10

Shane Smyth ’96—Debating Champion

“Trust men and they will be true to you;

treat them greatly and they will show

themselves great.” RALPH WALDO EMERSON.

Shane Smyth and his fiancée Aurora Ratcliffe

something that he would be inter-

ested in trying out. It would be a

great next step for a young man

who was experienced in acting.

(Shane’s pre-Grove acting experi-

ence included a brief appearance

on a Nickelodeon program called

Who’s Afraid of the Dark). For

Shane, debating married the

opportunity to make arguments

and discuss important issues. Paul

Mason, who was the coordinator

of the program at the time, saw a

talent in Shane and encouraged

him to continue.

Upon arriving at The Grove, Shane

was actively involved in the life of

the school. He was Head Student

in his graduating year, was

involved in drama, concert band,

concert choir, and participated in

hockey, soccer, sailing, and tennis.

For all of his achievements, his

debating career is the first thing

his former teachers recall about

him. Shane achieved great success

through the debating program. He

placed first at the North American

High School Parliamentary

Debating Tournament in Victoria,

B.C. in 1994, which qualified him

for the World Championships held

in Nicosia, Cyprus in 1995, where

he placed second in the world in

Persuasive Speaking.

He tells us, “Lakefield gives you the

chance to try different things and I

found out that debating was one of

the things I enjoyed. I also did a

lot of music, sports, and drama—

and so I feel that is one of the

greatest things Lakefield has to

offer: giving students the chance

to try different things.”

Shane graduated from Princeton

University in 2000 where he

studied public policy and interna-

tional affairs in the Woodrow

Wilson School. He worked for the

Boston Consulting Group in

Toronto for two years, and then

worked for Telus Corporation

before he went to University of

Toronto in pursuit of his law

degree. In the fall of 2006 he

joined Shearman & Sterling LLP, a

New York Law firm, based in

Toronto.

Is the natural next step from

debating success and law school,

to a political career? “I have

thought about it, but it is certainly

early in my career. It is something

I keep in the back of my mind and

may consider doing down the

road, but I don’t have any concrete

plans at this point. Certainly,

public service is something that is

always interesting to me, so maybe

one day,” Shane shares.

For now, he is content to continue

learning and enjoying the law. We

will continue to follow as Shane

continues to achieve greatness.

TRACEY BLODGETT

Cited on his grad page in 1996,

Emerson’s quote (above) contains

“words to live by,” according to

Shane Smyth ’96 ... even for today.

Shane came to the LCS debating

program in Grade 7. After

watching senior students he

admired participate in model

debates, he thought it might be

p11

Guiding students through much of

this journalistic-style work has

been veteran Toronto Star reporter

Judy Steed, a friend of the school

and weekend Lakefield-area resi-

dent. Ms. Steed, one of Canada’s

most respected reporters, actually

approached Lakefield herself

several years ago.

She was impressed by the quality

of the work generated by students.

“I was amazed by their passionate

curiosity. I learned a lot about

popular culture, their ideas and

interests. It makes me feel good

as an adult to know this genera-

tion is so interested in social

issues as well.”

Look for stories in the e-news and

this year’s In a Grove, available on

Regatta Day!

TOM MILBURN

students have a first-class show-

case for their work.

For most students who are inter-

ested in writing, it’s an opportu-

nity to express themselves about

something they feel passionately.

“I like writing because it lets me

access the creative part of my

brain that otherwise lies pretty

dormant,” says Literary Journal

Senior-in-Charge Felicia Ross. “It

gives me the opportunity to put

my incessant thoughts into words

as eloquently as possible. Writing

can be really liberating because it

gives you absolute control over

something.”

“Personally, I think writing has

become my creative outlet,” says

Grade 11 student Karine Gauthier,

who has had several pieces

published in In a Grove.

“Everything that I want to say but

can’t, or even things that I never

will have the chance to experi-

ence, I can put into words and

create my own world.”

Another outlet for student writing

and publishing has been the

weekly online school e-news.

Many students have made contri-

butions over the years on a wide

variety of topics, including news

and updates, and opinion pieces

on everything from current music

to fashion to world issues. Alumni

including Emily Ames ’05, Hilary

Bird ’06, and Michael Wilson ’06,

have found a much broader audi-

ence for their opinions.

Writing .Literary Arts

Judy Steed Toronto Star Reporter and classroom volunteer

Mention the word “writing” in a

school setting, and it tends to

conjure up the image of students

sitting at rows of desks, churning

out the latest essay or assignment

for an English or History class.

While that will always be part of

the educational process, Lakefield

College School students have

found that both inside and

outside the classroom, writing is

an important and creative way to

express their individuality.

Students are, of course, given

many opportunities to express

themselves creatively in English

and other classes, but in recent

years, a variety of opportunities

have enabled Lakefield’s young

writers to show off their work on a

broader stage.

These opportunities have resulted

in victories and honourable

mentions in contests such as the

Conference of Independent

Teachers of English (CITE)

province-wide writing contests

and the University of Buffalo’s

high school poetry contest. And

now that Lakefield’s annual

student-produced Literary Journal

has evolved into In a Grove, the

new poetry and art journal,

the schoolyard talking to her friend

Ellie, The New Yorker, Thai food

menus, flyers that come through

the door.

“But I think you’re probably asking

more about older influences, back

when I didn’t realize I was being

influenced. I used to steal my

dad’s New Yorker for the cartoons

and then I accidentally started to

read the articles. I’m still reading,

though I have my own subscription

now.

“I also read a lot of history, espe-

cially military. Also I’ll say, as far

as fiction, I have a shelf here by my

desk, above the shelf with the

dictionaries, the shelf for neces-

sary novels. In an emergency, if I

have to get out of the house fast,

they’re close enough that I can

grab them and go. That’s how

essential they seem, for me.”

What advice might he give a young

writer? “I loved working in a news-

room, especially at The Whig-

Standard in Kingston. Reporting

news is a very worthy preparation

for many kinds of writing. Writers

don’t need to be told to read, so

maybe I’d say read everything you

can.”

Stephen Smith’s literary journalism

is first-rate. I know that I, and

many others, will put his first novel

at the top of our to-read lists.

PAUL MASON

have a just-about-finished book

that may be, I’m not sure, a novel-

made-of-stories or a collection of

linked stories. It has no publisher.

I’m trying to find one.”

“What are you doing at present?”

we wondered.

“I’m working on a book about the

culture of hockey and vice-versa.

It’s called Ear to the Ice, I think.

This one does have a publisher.

Then I also have another novel

that’s beginning to assert itself.

It’s set in old Toronto. It has fires

and wild animals of the forest and

adultery and a battle. A historical

novel, but full of lies.”

Asked what influences were

particularly important in shaping

his work, Stephen considers for a

moment. “I’m going to have to

invoke the present tense on this

one,” he says. “My influences are

ongoing and everyday: newspa-

pers, CBC radio, my daughter in

Stephen Smith ’85—Literary Journalist& Novelist

Stephen Smith ’85 researching his latest topic—an abandoned outport in Ireland's Eye, Newfoundland

Anyone who reads the literary

pages of Canada’s national news-

papers will be familiar with

Stephen Smith’s byline—it serves

as a signal that what follows will

be both insightful and elegantly

written. But when the Grove News

caught up with him recently we

found his thoughts were focused

on creative rather than critical

writing.

“I had a novel I was writing for a

long stretch of years that was

going to be called Invasion

Behaviour. It wasn’t working. It

was falling apart on every side,

bits of it blowing away, staining

the furniture, making a mess. I

had another one, after that. I was

going to call that one The Patron

Saint of Sorry—but it slipped out

of the tent at night and went off to

die quietly in the blizzard. Now I

p12

Art at Lakefield College School is

not limited to one specific type of

student, and a walk through room

#5 illustrates this to even those visi-

tors unfamiliar with the long and

storied history of the program at

The Grove. While looking at the

impressive collection of paintings,

drawings, collages, prints, and

photographs on display in and

around the art room, it is clear that

the inclusive nature of the Art

Program is one of the greatest

themes underscoring the continued

success of the discipline at LCS.

“This room has always been, and

continues to be, owned by the

students,” confided art instructor

Linda Warren. “It is a place for them

to learn about the language of art

that is around us, all of the time. It

is a language that helps us make

choices and feel a certain way.”

The Grade 9 and 10 options for

Visual Arts are encapsulated by an

‘open’ course in Grade 10—

requiring no previous experience in

art. The emphasis is on creativity,

not background—and this starts

with a simple discussion of the

right and left hemispheres of the

brain and their respective roles in

Self Portrait by Mike Kim, Gr. 11

Art .

p13

Visual and Applied Arts

p14p14

drawing realistically. Day-to-day

activities may vary—contour

drawing, color theory, painting

with watercolors, jewelry making,

a study of art history—but the

theme remains the same: a

commitment to creative problem-

solving and an emphasis on

feeling good about both the end

product and the effort to

produce it.

Grade 11 can be characterized as

more of a transition course.

Students use their “foundation

skills” and are pushed to realize

that on many levels, art commu-

nicates ideas—a concept that is

currently being looked at in a

cross-curricular project involving

the use of the Grade 11 art and

Grade 11 mathematics courses to

explore the “true language” of

each discipline. For example, the

patterns and concepts found

within M.C. Escher’s work in

Grade 11 art overlaps with the

student’s understanding of the

tessellations of Grade 11 mathe-

matics.

By Grade 12, the emphasis shifts

to the student as the ‘art maker.’

Students (in consultation with Ms.

Warren) create a proposal using

specific criteria to design, plan,

produce, and evaluate their

project—a model that closely

parallels first-year university art

school structure.

The LCS Art Club is open to all

students. Members participate in

origami and jewelry workshops,

tile-painting, and collage-making.

Ms. Warren and her students were

also involved with making

Christmas decorations for the

school’s entry into the

Peterborough Festival of Trees

during November of 2006.

The LCS Photography Club (also

open to all students) participated

in an exhibit during the Spring of

2006 at the Kawartha Artists’

Gallery, and Visual Art students

have their creativity showcased

during the annual Art Show on

Regatta Day at The Grove.

These courses and clubs (including

art instruction at the junior school

level), point clearly to the popu-

larity and longevity of art at The

Grove. This success stems from the

fact that art has traditionally been,

and continues to be, highly acces-

sible to a wide cross-section of

students at Lakefield.

JAMES MCGOWAN

Jess Perlitz ’96—Artist with a Mission

Jess Perlitz ’96 (left) lives in the

Toronto studio where she writes

and makes her sculptures and

drawings. It’s a small space, but

the limited square footage doesn’t

constrain her dreams.

Today, she tells us, she spent time

at one of Toronto’s long-term care

facilities—a city home for the aged.

“I’m running three classes right

now,” she says. “Under the name

of Upwards Art, I bring art

programming into facilities in

Toronto where art programming

would otherwise not exist. Today I

helped the residents make a

welcome sign and some paintings

of dogs, a beach, Detroit, flowers,

and abstract explosions.

“Since forming this non-profit

community arts organization four

p15

years ago, I have begun to realize

that it is part of my art practice.

I’m trying to address a system that

has some major problems and I’m

doing it quite directly and in a

way that takes a great deal of

thought and reordering of my

assumptions. That is what I’m

grappling with all the time in my

own creative work.”

And what about that creative

work, we wonder? What is she

working on now?

“I’ve been making large sculptures

that explore points of interaction

between people: how we commu-

nicate with each other, how we

interact with the space around us,

what our expectations are from

those things. I’ve been making big

work—bigger than me at least,”

she laughs. “Recently I’ve been

making large fiberglass and

plaster forms that become

containers for the viewer to stand

in.

“I’ve also been making a bunch of

steel talk-tube sculptures. Two ear

pieces connected by a hollow pipe

are acoustically sensitive enough

to carry sound over an amazing

distance.

“The other big project that I just

wrapped up had me making one-

Ask any of the 31 students

enrolled in the Dance Program

why she loves it and she will say,

“It’s so much fun!” In its fifth year,

the class’s dedicated, enthusiastic

and talented dancers are already

preparing for the Dance Showcase,

February 22-24, 2007. Libby

Dalrymple, dance coach, has

worked hard to ensure that dance

is accessible to students of all

levels. “In addition to improving

their fitness and body awareness,

students learn new dance tech-

niques, learn how to choreograph

and perform as well as learn

different cultural dances. All of

this enhances the girls’ self-

esteem,” said an excited

Dalrymple. “I am so inspired by

their energy and creativity. Kids

who are shy blossom on stage,”

she says proudly.

Theatre.Drama and Dance

of-a-kind shirts. People ordered

them by downloading a question-

naire, then answering 21 ques-

tions about the person they were

buying the shirt for. They mailed

the questionnaire to me, and I

interpreted the answers and

painted and sewed onto a t-shirt.

In the end I made 365 shirts for

people all over the world. I did it

to pay the bills, but also to

address the larger capitalist

system in which we all live. I am

trying to make work that has

importance, worth, and success

measured on an entirely different

scale.

“I wear a Lakefield sweatshirt as I

work. Lakefield gave me the room

to pursue what I was interested

in.

“Lakefield encouraged me in my

questioning. I was provided with

the support there to use my anger

and confusion—and there’s a lot

of both in high school—to do

something constructive with

them. That’s different from acting

out of anger, and I think it’s an

important thing to get help with.

What I learned was to use it as a

way to make this world a better

place.”

PAUL MASON

p16

Becki Worsfold, a Grade 11 student,

enrolled with no previous dance

experience in Grade 9. Becki was

uncomfortable and self-conscious

in front of people. “I am very shy,”

she says. “I wanted to get over my

fear of performing in front of

people.” Just two years later, she is

looking forward to getting up in

front of people during the Dance

Showcase to do a belly-dance solo!

Sitting across from Becki is Mika

Watanabe, also in Grade 11. Mika

started dancing ballet in Japan

when she was three. She loves to

dance and was very excited to join

the dance program and learn new

dance styles. Even though Mika

loves dancing and performing, she

hates talking in front of people. “It’s

so hard for me,” she says, “but it’s

totally different when you’re

dancing. It’s a good experience to

dance in front of your friends.” Ja-

Min Kim, a Grade 10 student,

agrees that the opportunity to

dance with and for your friends is

LCS Dance Student, Olivia Kim

p17

amazing. “My confidence has

grown so much. I can dance in

front of people now,” she says

proudly. Krys Byers, a Grade 11

student with extensive training in

many forms of dance, found that

dancing in front of people helped

her make new friends. “People

know who I am now because of the

Dance Showcase. People say, “hi”

to me because they recognize me.

It’s a really nice feeling.” Because

of the positive experience that

these girls have had in the Dance

Program, they hope to continue to

dance recreationally and, for

some, professionally, once they

leave LCS.

Like the Dance Program, the

Drama Program encourages a wide

range of students to get involved.

In addition to the school’s two

major productions (one in Fall and

one in Spring), Drama classes are a

popular choice for students who

want to improve their confidence

and presentation skills. Drama

classes help prepare students for

theatrical performance but also for

life. Drama teacher and director

Paul Mason explains:

“Only a tiny percentage of our

students will ever perform profes-

sionally. We rightly celebrate their

achievement, but we are more

interested in building the confi-

dence and skills young people will

need in any profession they enter:

how to project their voices, how to

speak clearly and expressively, how

to listen carefully, how to move

quietly, and how to be still.”

One of the great strengths of these

productions is the broad range of

students who participate. While

the Lakefield stage attracts

seasoned performers, many

students who have never been

involved in theatre before coming

to LCS make the leap of audi-

tioning for a part (onstage or back-

stage) and never look back. The

inclusive nature of the program

encourages a wide array of

students to venture outside their

comfort zone and play an active

role. Grade 12 student Greg

Soltermann made a leap of faith

this fall when he auditioned for

the first time and landed the chal-

lenging (and hilarious) role of

Banjo in The Man Who Came to

Dinner. “It was the strong encour-

agement from my parents, friends,

and Mr. MacPherson that gave me

not only the courage to audition

but also the confidence to perform

in front of the whole school.” Greg

credits that supportive environ-

ment for his motivation to work

hard and succeed in his role:

“With such a friendly environment

during the play, I found myself

eager to read over the lines to

learn them, not wanting to let

down my friends.”

The Dance and Drama Programs at

LCS share the common goals of

preparing students to take creative

risks and ensuring that the

performing arts are accessible to

all students.

LORRAINE BROWN

LOUISE PAOLI DI PRISCO

Laura Lawson ’00—Performance Artist

“For me, my dance and my

theatre—it is where my heart is. I

feel so fulfilled doing it and when

you are doing what is your heart’s

true passion, the universe starts to

align for you—that’s how it feels,”

says Laura Lawson ’00.

Laura was introduced to the world

of dance at a young age. In her

earlier dance years she attended

the National Ballet School and the

Quinte Ballet School in Belleville,

Ontario. In her Grade 10 year she

returned to her home town of

Peterborough, feeling the need for

a more balanced education. “I had

danced so intensely since I was

very young, and felt that I needed

something more,” she recalls.

She and her mother visited

Lakefield College School and were

immediately drawn to the campus.

“I came for an interview and was

astounded by the people I met, the

energy of the space, and what the

school is about. I remember

feeling that I would do anything to

be a part of Lakefield. It meant the

world to me.”

At the time of her arrival at LCS,

there was no formal dance

program—as there is today.

Instead, she was introduced to the

world of music and drama. She

was inspired by music teacher and

advisor Stephen Grasmuck who

helped her to find her voice as a

performer. She also credits the

guidance of teachers Mike Chellew

p18

and Paul Mason in support of her

career at the school. “All of a

sudden there was drama and there

was music and I was no longer

bound to simply point shoes—I had

a much bigger voice.”

She attended Ryerson, where she

completed her Bachelor of Fine

Arts in Acting. In addition to

performing in various projects,

including Cirque du Soleil, she

began a non-profit dance program

for underprivileged children in

Toronto. She also returned to LCS

to conduct dance workshops.

When she finished at Ryerson, she

was invited to be the Artistic

Director for the Centre for

Performing Arts in Peterborough.

She embraced the opportunity to

give back to her hometown, by

bringing the relationships and skills

fostered in Toronto to the

Peterborough arts community.

She later turned her attention back

to Toronto to continue her growth

as a performer. She began working

on a collective with fellow artists,

completed the film Save the Last

Dance II, and did a season touring

with the Ontario Ballet Company.

Recently she appeared in Wagner's

Ring Cycle at the Four Season's

Performing Arts Centre with the

Canadian Opera Company.

Her most recent project was the

film Hairspray, filmed in Toronto

this fall (due out Summer 2007).

She is the founder of The Rise and

Fall of the Picket Fence, a project

bringing together various artists

p19

“creating cross-collaborative and

multi-sensory works for perform-

ance” for the urban community.

Today, she is continuing to learn

and grow as a performer, director,

and teacher. She continues to

teach, to work with Picket Fence,

and to nurture her relationships

with the performing arts commu-

nity. “I am trying to bring people

together, link them up, and I am

really trying to have them do what

they are innately driven to do—

and providing the canvas for that

to happen.”

TRACEY BLODGETT

“Music can be enjoyed through

listening or creating; everyone

listens to music, but not enough

create it. The Lakefield Music

Department encourages and

provides many outlets to create

music,” says guitarist Karl

Patrontasch, a Senior-in-Charge of

Music. And it’s true. One of the

main goals of the Lakefield College

School Music Department is to

provide opportunities for all

students to experience the pleasure

of making music.

Music .Instrumental and Vocal

It all starts with music class. In

Grade 7 and 8 Music, students

gain important musical knowl-

edge, appreciation, and experi-

ences, which they will carry with

them. John Kraus, who teaches the

Upper School Music classes (and

directs three of the four ensem-

bles at LCS) reflects:

“It is a thrill to be able to watch as

our students’ understanding of

the world comes into play as we

discuss the evolution and the

changes that have occurred in

music over time. Add to this the

students who choose not to study

music as a course, but who choose

to participate in our co-curricular

ensembles. It is here that they

further their performance skills

and evolve into confident, proud

members of our performing

ensembles.”

Concert Choir and Concert Band

are two co-curricular ensembles

that enjoy a varied membership:

some have rich musical experi-

ence, and others are novices. It is

gratifying to see how these ensem-

bles allow more experienced

musicians to mentor others. For

90 minutes every Monday

evening, the choir and band say

good-bye to worries about tests

and assignments and sing or play

their hearts out.

(Opposite) Laura Lawson ‘00 (Left) L-R:Jerry Hogan, Gr.10, Jordan Muise, Gr.11

p20

Marcus MacDonald ’86—Discipline and Love

When one meets Marcus

MacDonald ’86, one is struck by his

dramatic appearance: tall, bleached

blond hair, black leather boots,

coat, and gloves—perhaps unex-

pected for an LCS alumnus. When

you get to know him you realize he

is a kind, gentle, articulate man.

Meet his alter-ego, Baron Marcus,

the owner and lead singer for the

Goth Band Vampire Beach Babes.

Marcus’ classmates are very

surprised when they meet him

today. “They were pretty shocked

when we met at our reunion this

past September. I was a pretty mild,

quiet, kind of a ‘geek’, back then,”

he remembers.

Marcus is effusive about the impact

LCS has had on his life. “Lakefield

College School gave me the tools to

be able to pursue my dream.

Lakefield enables and empowers

students to know that all the

resources in the world are available

to them. Just about anything is

possible. Lakefield did that for me

for sure.”

He recalls an incident with house-

master Doc McCubbin that had an

impact on him. Having broken the

house rules, he anticipated the

‘hammer’ to fall, but he was

surprised to receive concern

instead. “It was a life lesson that I

took with me ... that discipline and

love can be combined. That follows

me today with my musical industry

career. The music industry requires

two things ... discipline and love.

Without those you are never going

to make it.”

After earning his undergraduate

degree in Philosophy at Trent

University, Marcus interned at BMG

Lorelei and the Jazz Ensemble

because they are just plain fun.”

The Music Department encourages

students of all levels to take

pleasure in the challenges of making

music. Emily Ewing (Grade 11) is an

active trumpeter at the school, in

the community, and in her church.

Emily reflects on the value of

performing music, "Music has given

me opportunities to participate in

ensembles where everyone has to

work together as a team in a

performance setting. This provides

valuable life lessons, such as co-

operating with friends and co-

workers, which will help me as I

enter the work force later on."

Music is about beauty, proficiency,

communication, confidence, and

camaraderie. I am proud of

Lakefield College School because it

embraces these qualities, and

encourages students to do the same.

SARAH YOUNG

LCS is proud of our auditioned,

competitive ensembles, Lorelei

Consort and the LakEFFECT Jazz

ensemble. Both ensembles have

earned successive invitations

from MusicFest to attend

National Festivals. The Lorelei

Consort is an advanced choir of

approximately 20 mixed voices.

The LakEFFECT Jazz Ensemble

performs demanding instru-

mental jazz music. These ensem-

bles provide a place for advanced

musicians to polish their skills.

Tyler Bishop (Grade 11) is in his

third year with both the Lorelei

Consort and the LakEFFECT Jazz

Ensemble, where he plays alto

saxophone. He enjoys these

ensembles because they “inte-

grate many people that may have

never become friends. This is a

great thing, because it helps

everyone get to know each other

better.” He adds, “I also enjoy

“Baron” Marcus MacDonald ’86

Backstagecalled HM Fist and then in 1997,

he began the Vampire Beach

Babes, a project band with semi-

regular members. He describes

the band as a “gothic pop band

with industrial influence. There is

an influence of dark rave about

us—electronic ... dance-club-

related stuff; a sense of humour

with a twang guitar which is our

signature sound.” VBB has

achieved success in Canada, the

UK, and Germany. In 2006, they

completed a US tour and recently

opened in the UK for The Damned

(the first professional punk band).

“We feel now that we have been

welcomed into the circle—we

have finally broken through,”

Marcus shared.

But Goth has such a dark, negative

reputation, some argue. Marcus

disagrees, “I think that every

community has good and bad

people. In a nutshell, Goth can be

a really healthy way to reconcile

popular culture and mysticism.

The irony is that most Goth

people are kind-hearted, articu-

late, and bright, with a good sense

of humour.”

Where is Baron Marcus in ten

years? “It is an easy question to

answer because I so love what I

am doing: continuing to work on

the music, and my beloved data-

base company and who knows ...

maybe a family ... imagine seeing

me on the soccer pitch!”

TRACEY BLODGETT

Records in Toronto where he

learned he had an affinity for

database development. He

formed his own company in the

early 1990s, and in 1997 he part-

nered with a friend and formed

M7 Database Services to allow him

more time to pursue his music.

He was not involved formally with

the music program while at LCS,

but he took advantage of the

availability of the piano. “I would

sit there several hours each day

just playing on that piano—

improvising, playing the sounds—

basically teaching myself. My

parents suffered through trying to

put me through formal lessons

and I failed so miserably. I was

left in a world where I didn’t have

any technical skills for music, but

my heart would be filled by it.”

His first performance was in

Grade 11 and the name of the

band was Party Moose and the

Melba Toast. “We were very well

received,” he recalls. “Then we

were blown off the stage by

another band that featured

Sebastian Bierk ’86 on vocals,

who of course later became world-

renowned rock singer, Sebastian

Bach [Skid Row]. So needless to

say we were trounced.”

Marcus’ first professional band

was The New World Disorder

(1991), a punk rock band with a

cult following in Toronto. Later he

pursued a solo industrial project

Behind every great performance is

a great production crew, and LCS is

no exception.

As anyone who has ever worked

backstage will know, a tremendous

amount of activity goes on behind

the curtain—a full-scale perform-

ance requiring choreography just

as practiced and as tightly

rehearsed as what the audience

will see on stage.

For each drama production, the

drama teacher directs a hierarchy

of assistants in “supporting” roles:

stage manager, backstage manager,

two assistant stage managers,

technical director, and assistant

technical director. There is the

properties manager and crew,

costumes, makeup, and set

construction. It is not only actors

who win Academy Awards on

Oscar night, they go to costume

and set designers, for musical

scores, and technical effects.

A tour backstage of the Bryan

Jones Theatre reveals a full back-

room of technical equipment—a

whole world of technical opportu-

nities for students with strong

interest or skills in sound, lighting,

and digital technology.

During a production the technical

crew rolls into action in the last

The Technical Crew

week of rehearsal—the week before

the production opens. This is a

training week during which stage

managers and support crews learn

their responsibilities. On opening

night, the reins are handed over

from the Director to the Stage

Manager.

Working backstage provides oppor-

tunity to exercise organization,

leadership, and time management

skills. It also gives students the

chance to experience teamwork—

the camaraderie and sense of

togetherness, adrenalin, and satis-

faction of being part of a team.

Much like in sports, the crew—tech-

nicians, costumes, makeup, and

properties—must work together in a

coordinated effort towards one goal.

When the technical elements of a

theatre production run flawlessly in

the background, they serve to

support the entire show. It’s when

things go wrong that things are

noticed. Andrew Ball ’05 shares, “I

remember during the production of

Noises Off (2004) ... the revolving

stage stopped and wouldn’t move.”

The set—built two stories tall with

four stairwells and eight doors—had

been built on top of one-inch

casters. With a squeak and a squeal,

the entire thing locked up. “Luckily,

we were able to fix the problem

with a car jack during the intermis-

sion, and everything ran smoothly

for the rest of the show.”

Technical theatre involves not only

the digital technology of lighting

and sound, but the full mechanics

of designing and construction of

complete theatre sets.

Michael Wilson ’06 is quick to give

credit to Andrew Ball for opening

the door and “grooming” him in

technical theatre. Mike has since

followed suit, “mentoring” Kane

Miller (Gr.11) and Philip Switalski

(Gr.12). Mike formed a company

called Meet the Dude Productions

and employs both Kane and Phil to

work with him on local gigs.

“In theatre production you work ...

to fulfill the director’s dream.” Mike

enjoys the creativity offered by

dance shows and other types of

studio productions. After gradu-

ating from LCS, Mike followed

Andrew into Ryerson University’s

Theatre Technical Production

program.

Kane Miller is in Grade 11 at LCS,

and plays the piano, guitar, flute,

viola and violin. Discipline has been

a big part of the skill set Kane has

learned. “To do a show, you can’t

just plug in and go. Everything

needs to be framed out, all the

details covered. You can’t rush it.

The last week before a performance,

you must run the entire script,

practice transitions, and build the

entire set, running through the “dry

tech rehearsal” and then the “full

dress rehearsal.”

A big hurrah for the guys behind the

scenes making it all happen!

KAREN DENISAndrew Ball ’05 above stage on the catwalk of theBryan Jones Theatre during The Farm Show, 2004

p23

James Hyslop ’85—Writer & Director

Since graduating from the Grove

in 1985, James Hyslop has forged

an impressive career in the film

and television industry. Among

many other projects, he’s directed

35 episodes of Masterminds for

Court TV and History Channel,

three episodes of the Gemini-

nominated series Forensic Factor

(A & E and Discovery), and four

episodes of CBC’s true crime

series 72 Hours.

James has also directed several

documentaries. His subjects have

included the notorious band Black

Sabbath, the Inuit, life on board a

nuclear submarine, polar bears,

and mountain climbing. He is just

finishing a documentary for the

National Geographic Channel and

the BBC called Underworld City—

Montreal, which covers the

alliance between the Hell’s Angels

and the Mafia in Quebec.

Dramatic films are a large part of

James’s professional life. “The one

project that continues to resonate

both with myself and, by all

reports, audiences, is a film I did

five years ago called Maximum

Capacity,” says James. “It’s a story

about the father of the accused

and the father of the victim

trapped in the courthouse

elevator during jury deliberations.

“We had very limited production

resources, so I set the majority of

the film [which James also wrote]

in the elevator. I was blessed with

two gifted actors, Eugene Lipinski

and John Bourgeois, who really

became the characters. In one

very emotional scene, John

summoned up the image of his

daughter dying to find the space

that the character would be in. It

was one of the most powerful

performances I have ever seen.”

Maximum Capacity has been sold

to HBO, Showcase, and Air

Canada.

“I came to film-making through

an unconventional route,” says

Hyslop. “I was a naval officer, an

advertising copywriter, and a

bodyguard before ever directing a

single frame of film.”

Asked what advice he might give a

young person interested in the

same field, James pauses a

moment. “I’m the poster boy for

not going to film school,” he even-

tually replies. “I have lots of film

school grads working on my sets,

pulling cables or getting me a hot

cup of tea. Get out and live life.

Travel. Explore. See what’s out

there in the real world. Walk

through the gutters of Calcutta, sit

on the Spanish Steps, ride the Inca

trail, work at a Native Outreach

Centre. There is nothing technical

about film that you can’t learn from

a book or actually working in the

business for half an hour. If you

want to be a writer or director, take

the money you would have spent on

film school and make a film.

“Take the opportunities that

Lakefield provides,” Hyslop

concludes—“Round Square,

community service, the music, art,

and drama programs—and always

keep them in your life. If you do,

you will always have a story to tell.”

PAUL MASON

p24

Karen Denis

Megan Watson lives on an acreage

near Lakefield with her gregarious

Bernese Mountain dog, Griffin. The

parent of three alumni, Oliver

Barker ’01, Eliot Barker ’03, and

Gemma Barker ’05, she is a volun-

teer, professional costume maker,

and as talented as she is generous.

Her gift to Lakefield College

School for the past seven years

has been her time, skill and

expertise, her love, her energy, her

creativity. As Mr. Hadden says, “It

is just unbelievable.”

To sew and create an outfit is one

thing—to design, craft, and

construct hundreds of costumes,

with ideas wrought from costume

books and historical pictures—is

something else.

Megan attended the University of

Guelph to obtain her degree in

Drama, studying history and liter-

ature to give her exposure to

period costume.

With Stratford Theatre Company,

she was Maggie Smith’s personal

Dresser. She also worked with

Rod Beatty, Sedrick Smith, and

Jennie Phipps. But this was only

seasonal work. Compelled to

move on, she worked for Young

People’s Theatre, The St. Lawrence

Centre, and the CBC.

Ms. Watson’s relationship with

Lakefield College School began

when her eldest son entered the

school in 1996. Bea Quarrie, who

was directing at the time, asked

Megan to sew a costume for Paper

Bag Princess. Thus began the

volunteer career and relationship

between Megan Watson and

Lakefield College School.

Megan also works with LCS

teachers Paul Mason and Greg

MacPherson. Greg introduced the

archetypal Renaissance characters

from Italian street theatre to the

drama curriculum—The Clown

(Harlequin), The Shylock, the Fey

Prince, and The Pompous Fat

Creativity in CostumingThe Art of Megan Watson—LCS Volunteer in Action

p25

Man. In 2004, Megan completed

the magnificent set of Commedia

del’Arte costumes that are used by

new troupes of budding actors,

year after year.

Beyond costuming for theatrical

productions, her skills are also in

high demand for costumes to

enhance curriculum studies. She

created, for Teacher John Boyko,

costumes of Abraham Lincoln, Sir

John A. MacDonald, lawyers’ robes,

and all the Civil War Re-enactment

uniforms.

Professional costume maker and

designer, yes, but Ms. Watson is so

much more.

Gea di Prisco, a Grade 12 drama

student and backstage manager,

calls Ms. Watson “the strength of

the cast and crew who work on

stage and behind the set.”

With her caring manner, she has

earned the trust of the students.

They know she will be there for

them, offering emotional security

and support. She is a friend and

“den mother.” She is there,

cheering them on, pumping their

confidence, and rejoicing in their

successes.

“Ms. Watson’s dressing room

becomes a small refuge,” observes

Gea. “She ... always has time to

listen, laugh, and share stories—

her patience outlasting anyone

you’ll ever meet. She orchestrates

small miracles every day … unlikely

friendships form under her

watchful eye, and unfriendly situa-

tions that erupt she quickly defuses

… all while teaching everyone the

finer details of costume design and

props.”

When finances and time allow,

Megan combines teaching with

costume making, working with

students who show an interest.

Under Ms. Watson’s tutelage,

students like Gea and another

Grade 10 student, Alison Cameron,

have learned to sew. The pride of

success and accomplishment is

evident when the girls speak of the

costumes they sewed.

Not only do the students rely on

Megan, but so do the staff. “I don’t

know what we would do without

Ms. Watson,” says MacPherson.

“She is my right hand ... she gives

the kids something you can’t put on

paper.”

“Megan’s work has been an extraor-

dinary gift to this community,”

declares Mason. “Her designs are

beautiful, her sense of craft

exemplary—and she has an

absolutely wonderful rapport with

our students.”

And her dedication to the school is

evident. When the school was

looking for a location on which to

build the trenches for the Grade 10

World War I Re-enactment, Ms.

Watson immediately offered her

property.

For Megan, it’s all about the kids,

about “... giving them trust, and the

opportunity to stretch as far as they

can go ... so they can take it and

run,” she says.

The direct involvement with the

students is what Megan loves. To

see a child who has never been on

stage get into costume and become

the character—this is why she

does it.

(Opposite L-R) Megan Watson, Alison Cameron, Gea di Prisco, and Krys Byers(Below) Megan Watson and Alison Cameron

David Hadden, CEO LCS FoundationRudy Massimo, Director of Advancement

In 2002, Lakefield College School launched its new strategic plan entitled

Securing our Future, a $30M initiative to fund campus renovations, capital

projects, and student financial assistance.

Identified priorities included the renovation of three student residences,

refurbishment of the Bryan Jones Theatre, the addition of a new student

recreation centre, and the doubling of the school's endowment fund.

The original goal has recently been increased to $38M to reflect the addition of

other capital elements including a new outdoor shinny rink and the outdoor

education wing attached to the Student Recreation Centre. As well, an

expanded endowment will fund the human resources required for the new

learning support program.

At the time of publication, we are pleased to announce that, due to the

magnificent leadership of our foundation trustees and exceptional generosity

of the Lakefield community, we have raised $31.5M (83% of the revised goal) in

cash and commitments.

The Foundation continues to work diligently to meet the targets that have been

set and to support the strategic priorities identified by the school trustees.

We are grateful for the time and leadership that the foundation trustees

provide in advancing the school for the benefit of our students.

Foundation Update—$31.5M Raised To Date!

p26

Paul Desmarais Jr. ’73, Chairman

Emilio Azcarraga Jean ’87

Bruce Boren ’87

Jonathan Carroll ’87

Brian Carter*

Bryce Douglas

John K. Hepburn ’68

Trustees of The Lakefield College School Foundation

Linda Leus

Angus MacNaughton ’48

Jeffrey Marshall*

Scott McCain

Bill Morris ’70

Rosemary Phelan

Kathleen Ramsay

Donald Ross ’48

Thomas Ryder '53

William Wells ’78

Richard Wernham

Graham Worsfold

HRH The Duke of York ’78

* Honorary Alumni

p27

The scope of the new Student Recreation Centre for

Lakefield College School has grown to include the

construction of an attached $1.5M outdoor education

wing.

The decision to include the outdoor education wing

was based on the considerable cost savings resulting

from combining the two projects into one. It is antic-

ipated that the new wing will add approximately

$1.5M to the $9.0M original project cost. In addition,

a new elevator, new furnishings and equipment, a

larger climbing wall enclosure, “green” construction

(including LEED—Leadership in Energy and

Environmental Design—Gold Certification) and

ground source heating and cooling will bring the total

project cost to $12.5M. The world-renowned archi-

tectural firm of Diamond & Schmitt is leading the

project design and will oversee construction.

The outdoor education wing will include three class-

rooms and a faculty office on the upper level, and a

food preparation area and equipment room, with easy

access to the outdoors, on the lower level. This wing

will complete the “quad” created by the original class-

room block, the Desmarais Family Academic Wing,

and the new recreation centre. The quad will be land-

scaped and used as a protected outdoor gathering

area for students during the warm-weather months.

Fundraising for the Student Recreation Centre is in

full swing. At press time, more than $10.5M of the

$12.5M project had been raised. It is anticipated that

construction will begin in the summer of 2007 with

completion in the fall of 2008. A number of naming

opportunities, for donations of $50K or more, remain.

Multi-year pledges of up to five years are being

sought from our community of parents and alumni.

To lend your support to this exciting project, please

contact Rudy Massimo in the Advancement Office.

The students are eagerly anticipating the opening of

the new recreation centre and outdoor education

wing and the opportunities it will present for

enhanced athletic activities, spirit events/assemblies,

quiet gatherings in the student commons and the

outdoor quad, teaching, and rock climbing.

Scope of New Recreation Centre Project Grows

Rendering of Upper Student Commons looking onto courtyard View from inside the gymnasium looking out at the lake

p28

Al Pace ’77During the early 1980s two of my ’77 classmates, Jim

Kemp and Hugh Rawling, chatted up the idea of

purchasing life insurance policies for Lakefield College

School as a way of initiating a planned giving program.

At the time, Hugh worked for London Life Insurance

and, with the blessing of the school, he set up the

necessary paperwork and began to quietly pitch the

idea to a few Grove alumni.

In 1990, I was the acting Chair of the Grove Alumni

Association and felt this program was a worthwhile

endeavour to consider. After talking with Hugh about

how the Life Insurance Program worked, I was

convinced that this was an affordable way that a guy

like me with limited financial means could make a

significant financial contribution to LCS.

So, at the age of 31, I purchased a Life Insurance Policy

and then transferred the ownership of the policy to

Lakefield College School. The policy took just a few

phone calls to set up with minimal paperwork. My

goal was to sponsor the policy for fifteen years at

which time the policy would be worth approximately

$50,000 depending on fluctuations in the markets. My

monthly premium payments of $50 were automatically

withdrawn and totaled $600 annually. Because LCS

owns the policy, I was issued a charitable tax receipt

each year for the full $600 amount. My only other

reminder about the policy (besides the annual tax

receipt), has been ongoing donor recognition in school

publications which often catches me by surprise. To

my delight, the entire process of sponsoring this insur-

ance plan was entirely maintenance-free.

After 16 years of sponsoring the policy, I have decided

to take a “premium vacation.” In the end, the total cost

of my policy was $9600. I made my last $50 premium

payment on October 26. In my business world as a

studio-potter, I can generate $50 by making and

selling a couple of coffee mugs. So I guess you could

say I created 24 coffee mugs annually for 16 contin-

uous years in order to finance my policy. That works

out to about two days of studio time for me every year

dedicated to the Grove—time I am pleased to give.

Upon my death, Lakefield College School will receive

this substantial cash payment without affecting my

personal estate. Now, at age 47, the policy is worth

$52,000 to the school if I die, but because of the equity

in the policy it will continue to grow to approximately

$77,000 if I am lucky enough to live until age 80. I am

telling this story because, after 16 years, I feel really

good about the entire planned giving experience. I

could continue to support and grow the policy, but as

a parent of a graduating student, I would like to

support some current fund-raising initiatives like the

Bob Armstrong Bursary.

Although the school currently owns a number of

similar policies purchased fifteen or twenty years ago,

imagine the future financial impact if more alumni

supported planned giving with new policies purchased

on an annual basis. Planned giving may not be some-

thing you have considered as a way of supporting the

school but I can assure you that my experience has

been both remarkably uncomplicated and personally

gratifying.

The Gift of Life Insurance—Innovative and Easy

Giving a life insurance policy is one way to

maximize your contribution to LCS. It

enables you to make a significant, lasting

gift to the school with minimal outlay of

current savings or income. Donors often

struggle between their desires to achieve

philanthropic goals and their need to

preserve their estates for their families. A gift

of life insurance can eliminate this conflict.

For more information please contact:

Theresa Butler-Porter 705.652.3324 Ext. 329

or email tbutlerporter@lcs.on.ca.

p29

The Class of ’81 Fund—Inspired by Friendship

Ross Little ’81Over half of the Class of 1981 returned to LCS for our

25th reunion this fall—amazed that it had been 25

years since we graduated. Each time we return, we are

awed by the changes and amazed with what has

stayed the same.

At dinner we recounted those stories I’m sure all

alumni have. This time around, however, we some-

what unexpectedly found ourselves in passionate

conversation over what we could give back to the

school and future students of The Grove.

With the realization that had we done something

when we graduated, we would have a sizable fund to

offer as an annual bursary or gift to the school, we

decided that this 25th reunion presented us with an

ideal opportunity—at this time in our lives—to give

back something for what each of us received from our

Lakefield experience. Likely because each of us had

gained something different, we had difficulty figuring

out how and where to allocate our funds. For some it

would be in recognition or support of the Masters, the

activities, or the curriculum. For others, it was in

appreciation of specific good times we had or oppor-

tunities we were given. That evening we decided not

to worry about deciding what our Class of ’81 Fund

would be for, we just decided to make it happen first.

And in five years, at our 30th, we will figure it

out then.

So, for The Class of ’81 Fund, we set a goal to have

$25,000 in five years with at least 25 percent partici-

pation. As we launch the fund now, we have over 50

percent participation and will easily meet our target

with a number of seed donations of $1,981, monthly

contributions of $19.81, and more.

On behalf of the Class of 1981 we are happy and

proud to start this fund which we hope to see grow

even greater over the years; and we happily share our

story in the hopes that it may be a modest induce-

ment to great alumni giving to come.

LCS and the Class of 2006 Win Gold

CASE Leadership in Educational Fundraising Award 2007 On February 12, 2007 in New York City, the Council for Advancement and Support of Education

(CASE) presented Lakefield College School with a Gold Award for Leadership in Educational

Fundraising for our innovative 2006 Grad Class Bursary initiative (www.case.org).

Congratulations to our 2006 grads whose enthusiasm and passion for The Grove resulted in this

unprecedented grad class gift. See www.lcs.on.ca /NEWS—January 26, 2007 for the full story.

(L-R) From the Class of ’81: John Rich, Keith Drummond, RossLittle, Phil Dyment, Ramsay Wells, Hamish McEwan, PeterBassel, Robert King, Ian Macdonell, Steve Hill, David MacNicol(missing Larry Greaves, Andrew Sibbald).

Congratulations To Our New Honorary AlumniThe Grove Society is pleased to announce that the following

individuals have been selected to become Honorary Alumni

of Lakefield College School:

Lois Keller—Past Staff, Volunteer

Jack Matthews—Former Headmaster

Bid Milligan—Former Head of House, Past Staff, Past Parent

Ben Whitney—Former Faculty, Past Parent, Volunteer

These individuals will be recognized at Closing Ceremonies

on June 16, 2007.

Honorary Alumni—Outstanding Members of The Grove

Throughout The Grove’s recent history, individuals who are non-alumni, but have

committed themselves as outstanding members of the LCS community, have been awarded

the prestigious title of “Honorary Alumnus/a of Lakefield College School.”

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

J. Gordon Dunlop(deceased)

Current Honorary Alumni

Editorial Note:On page 30 of the Spring/Summer 2006 edition of the Grove News John Dunlop (deceased) is listed as an Honorary

Alumnus of LCS. The proper name should have read J. Gordon Dunlop (deceased), commonly known as Gordon.

p31

Grove Events

This January, The Grove Society hosted over 150 alumni for the SnowBall, a semi-formal

event at the Steamwhistle Brewery in Toronto (read story online, dated January 19, 2007).

To read about recent LCS events, news, and view snapshots, please visit our website at

www.lcs.on.ca, choose NEWS / MORE NEWS.

Guides: Lin Ward and Vicky BoomgaardtDifficulty: Class II, novice—intermediate, no portages Group size: 12June 30—July 14 (including travel)

Have you ever dreamed of paddling a pristine wilderness

river and retracing the historic trail to the Klondike Gold

Rush? This canoe trip through the Yukon's stunning

mountain landscapes includes time for hiking, wildlife

viewing, and photography.

Lin Ward and Vicky Boomgaardt invite current or past

parents, alumni, and staff—with a spirit of adventure—to

paddle the Pelly and Yukon Rivers to historic Dawson City.

For fifteen years, current parents Lin Ward and Al Pace ’77

have operated Canoe North Adventures dedicated to

exploring Canada's Arctic by canoe. Together, they have

guided more than 50 expeditions in the Yukon, Northwest

Territories, and Nunavut including five trips for Grove

alumni and students.

Vicky is an experienced wilderness leader having led trips

with Outward Bound Canada and in her role as a current

teacher at The Grove.

If you are interested, and would like to attend an

informative presentation, please contact

Lin Ward at info@canoenorthadventures.com

p32

The 1960sMichael Derrick ’63 has retired

from teaching after spending 27

years at Graham Creighton Junior

High School in Dartmouth. He

currently lives in Halifax with his

wife Genia and their cat, Amber.

Old Boys of his vintage will be

happy to hear that Michael’s

mother, Katharine Derrick is alive

and well and living in Halifax. She

has many fond memories of the

boys at The Grove, as Michael’s

father used to teach there.

The 1980s

Randal Barker ’83 is Group Legal

Director and Group Company

Secretary of Resolution plc, a

member of the FTSE 100 index

that comprises the UK’s largest

public companies. Randal

functions as the company’s chief

legal officer and has responsibility

for all legal and corporate gover-

nance matters across the group.

Randal and his wife, Loralie, have

three children—Max (6), Zoe (5),

and Hugo (2)—and live in

central London.

Patrick McManus ’88 will be a

member of the Shaw Festival

company next year (2007 season),

appearing in, among other

productions, Saint Joan.

The 1990s

Crispin Barker ’92 is spending

2006-2007 as a visiting scholar at

the Max Planck Institute for the

History of Science in Berlin,

Germany, and the Centre Cavaillès

de l’Ecole Normale Supérieure in

Paris, France, where he is working

alongside Europe’s leading histo-

rians of science.

Nicole (Morgan) Barton ’92 has

relocated to Atyrau, Kazakhstan,

where she and her family plan on

a two to three year stay in this city

on the banks of the Ural River.

Congratulations to Anil Patel ’93

who, with his colleagues, was

presented with the Queens’

University Alumni Humanitarian

Award for his work in establishing

The Framework Foundation. The

Foundation promotes volun-

teerism within Canadian commu-

nities. Visit their website at

www.frameworkfoundation.ca.

In June, Chantel Coward ’95

obtained a degree of Doctor of

Psychology in Clinical Psychology

with highest honours and has

since accepted full-time employ-

ment at Queen’s University.

Class News

Honorary Alumnus and former Headmaster Terry Guest has

been named a Commander of the Royal Victorian Order.

The Royal Victorian Order was established in 1896 by Queen Victoria

“as a reward for extraordinary, important or personal services performed

for the Sovereign or the Royal Family.” Terry Guest has been

recognized for his humanitarian work with Round Square, with

whom he has recently retired as their Executive Director.

Class of ’92 Back Row: Kurosh Burris, Bill Lett, Dave Stephens, Ehren Mendum. 2nd Row:Mark and Josee-Anne Wakefield; Matthew, Franziska, and Lukas Hines; Kristy Hook (Lett)and Petra Lett; Shari Stephens; Melanie and Emerson Mendum. Kneeling: SteveHutchinson, Sonja Veal, Laura Penny. Front Row: David, Callia, and Elaine Chui (Lee);Katie (Brown), Sandrine, Marco, and Daniel Gagne; Heather, Jason and Aidan Haigh

p33

Victoria (Horton) Turner ’95, has

officially become a “mompreneur”

with the successful launch of her

stylish baby sling company,

Pippalily. Pippalily was featured

in The Globe and Mail, November

18, 2006—Style. You can visit her

website at www.pippalily.com.

Dawn Danby ’96 has co-authored

WorldChanging: A User’s Guide to

the 21st Century, (Abrams, Harry

N Inc.) and has spoken about

designing for sustainability at

TEDGlobal 2005: Ideas big enough

to change the world (Oxford UK),

Subtle Technologies (Toronto),

and Unilever (Sao Paulo). A

Canadian liaison for the ’02

Global Sustainable Design

Network (Toronto/Ontario), she

also researches and maintains the

sustainable/design/portal as a

resource site for product

designers.

Jennifer (McIntosh) West ’97

spent four years at Mount Allison

studying math and geology. She

spent one year teaching English in

Japan and travelling, then

attended Dalhousie where she is

now finishing her MSc in Earth

Sciences. She is starting a new

job as an environmental

consultant near Halifax.

David Anthony ’98 will receive

both his MD and his Master of

Public Health from Columbia

University in New York in May,

2007. His MPH concentrated on

Global Health—he has been

involved in the development of

emergency medical systems in

India and Eastern Africa

(www.emcounter.com). In the

summer of 2007 David will begin

his residency (location TBA) in

Emergency Medicine.

The 2000sKate Anthony ’00 accepted a

position at Collingwood School in

Vancouver, BC, where she will be

teaching Grade 3.

Joel Allen ’01 graduated in the

spring with concurrent degrees in

Business and Health Science after

a “fun and quick” five years at

Western. He began working for

Carpedia International Ltd.

(consulting) in the fall.

Kristin Macrae ’01 received a

Master of Science Degree with

Merit from the London School of

Economics in December 2006. She

is currently studying french in

Dijon, France.

Meghan Roach ’01 will receive her

C.A. from the Canadian Institute

of Chartered Accountants in

February 2007. She graduated

from Queen’s University in 2005

with her B. Comm.

Kevin Makowchik ’03, in his final

year of the Honours Business

Administration Degree at the

Richard Ivey School of Business,

UWO, was the youngest

contestant among 90 hopefuls

making pitches to the new CBC-

TV reality show Dragon’s Den. To

make it to this level, contestants

were faced with tough questions

from corporate financier Sean

Wise, who traveled across Canada

in search of potential candidates

for the show. Kevin invented a

key chain that helps prevent

drunk driving. The device, devel-

oped with the help of MADD

Canada, can be programmed with

the owner’s personal information

and the amount of alcohol

consumed to estimate the

person’s blood alcohol over a

period of time.

Class News

Keith and Dorothy Scott (former

Bursar) celebrated their 50th

wedding anniversary.

(L-R) Dorothy Scott, Major Doug

Munro (great grandson of

Catharine Parr Traill), Keith Scott,

Stephan Grasmuck, and Judy

Grasmuck

p34

Marriages

Jonathan Brinckman ’78 married

Amy Gage Thompsen in Portland,

Oregon, on September 23, 2006.

John Lyman ’78 and Tom

Stevenson ’78 attended.

Sean Quinn ’82 and LCS faculty

member Libby Dalrymple were

married on September 16, 2006.

LCS community in attendance

were: Terry and Sue Guest, John

Paul Beaudoin ’92, Cameron

Beaudoin ’88, Mitch Mingie ’82,

Stephen Robinson ’82, Scott

Ebenhart ’82, Doc and Jose

McCubbin, Louise Paoli di Prisco,

Vicky Boomgaardt, Todd Harris,

and Diane Rogers.

Nik Rishor ’89 and Nancy

Sukornyk were married on

September 2, 2006 at the A.W.

Mackenzie Chapel by Father

Glenn Empey. Grove community

members attending were Richard

“Swatty” Wotherspoon ’48,

Geordie Dalglish ’89, Peter

Dalglish, Camilla Dalglish, Joel

Finlayson ’89, Jake Dudas ’90,

Rich Lavery ’89, Fred Wood ’79,

Douglas Rishor ’57, Sigrid Rishor,

Charles Rishor ’93 and Best Man

David Rishor ’89.

Philip Craig ’91 and Petra Elaine

Pedley were married on February

25th, 2006 in Kuala Lumpur,

Malaysia.

Todd Lamont ’95 and Lindsay

Anderson (photo opposite) were

married on June 24th, 2006 in

Lakefield.

Sean Quinn ’82 and Libby Dalrymple Nik Rishor ’89 and Nancy Sukornyk

(Top) Craig Wedding (L-R) David Craig'89, Annabel Craig '00, Hershey Beharry'92, Best Man Justin Minns '91, Philip,and Petra Elaine

(Bottom) Lamont Wedding (L-R) SueHolland ’95, Scott Ross ’95, HeatherPatterson '95, Davin MacIntosh '95,Erica Chellew '95, Andrew Johnston '95,Tam Matthews, Chris Howard ’95, JanMatthews, Jamie Lamont '93, LinsayAnderson ’95, Todd Lamont '95, Richardand Pat Life

(L) Jonathan Brinckman ’78 and AmyGage Thompsen

p35

Jennifer McIntosh ’97 married

Julian West in the summer of

2006.

Jennifer Scott ’98 was married to

Mike Wellman on June 3, 2006 at

King Valley Golf Course in King

City, Ontario. Brendan Dunn ’98

and Nik Van Haeren ’98 were in

attendance.

Daisy Surjo ’98 married Andres

Vergara on May 21, 2005 in Kansas

City, MO. Andres is from Kansas

City, KS, but met Daisy in Hawaii

when he was stationed there with

the US Army in 2000. Daisy is a

family therapist working with

families through the Child Welfare

System.

Carolyne Mondoux ’00 and Dave

Tennant ’99 were married on July

2, 2005 outside of Ottawa. Their

courtship began at The Grove on

September 28, 1998.

Jess Arsenault ’00 and Graham

Thoem (of Burlington, Ontario)

were married on October 7, 2006

at Viamede Resort. LCS commu-

nity in attendance included: Jill

(Arsenault) Dewing ’03, Joss

Arsenault ’04, Megan Walsh ’00,

Dave and Marg Walsh, Gerry and

Sandra Bird, Katie Hadden ’00,

Kate Anthony ’00, Mark

Sunderland ’00, Tara Gilchrist

’00, Leslie Najgebauer ’01.

LCS staff member Carol Todd and

Mark Jorgensen were married on

September 29, 2006 at the

Lakefield Legion. Many Grove

staff joined in their celebration.

(Left) Front Row (L-R) Dave Tennant ‘99,Carolyne Mondoux ‘00; 2nd Row (L-R)Heather Konecny ‘00, Ashley Royer ‘00,Robyn Hardage ‘00, Valerie Mondoux ’97, Laura Reesor ‘04; BackRow (L-R) Mark Reesor ‘99, Jenn Reesor ‘01, Mike McRae ‘99 (Middle) Graham Thoem and JessArsenault ’00 (Bottom Right) Carol and Mark Jorgensenand their children

Julian West and Jennifer McIntosh ’97 Jennifer Scott ’98 and Mike Wellman Andres Vergara and Daisy Surjo ’98

p36

Mona and Kevin Malone ’77

announce the arrival of Matthew

Jack Henry on October 18, 2006

weighing 6 lbs 12 ozs.

Charlotte Grace Coates was born

on Sunday, October 22, 2006

weighing 7 lbs 13 ozs to parents

Nicole and Steve Coates ’90.

Michelle and Peter Grose ’91 are

thrilled to announce the birth of

their first child, a daughter,

Samantha Elizabeth on January

10, 2006, in Aurora, Ontario.

Franziska and Matthew Hines ’92

welcomed Lukas Sebastian on

March 17, 2006 in Toronto.

Melanie and Ehren Mendum ’92

are pleased to announce the birth

of their baby boy, Emerson, born

June 20, 2006 and weighing 10 lbs

7 ozs.

Lisa, Clint, and Aidan (4) Clarke,

welcomed Cohen Nikolas

weighing 7 lbs 11 ozs on

September 25, 2006, in

Peterborough. Lisa works in the

Communications & Constituent

Relations Office.

Births

Matthew Hines ’92 and Ehren Lukas Hines Mendum ’92 with Lukas and Emerson Cohen Clarke

Matthew Malone Charlotte Coates Michelle and Peter Grose ’91 with Samantha

p37

Donald Gordon ’45 on March 17, 2006. Brother of the

late Michael Gordon ’53.

Jeremy C. Sams ’57 on June 15th, 2006.

Gary O'Neill ’65 in Campbellford on June 25, 2006.

Mary Rogers on August 23, 2006. Mother of David

Rogers ’73.

Jim Massie on September 19, 2006. Father of former

Board Chair Marilynn Booth and grandfather of Rob

Booth ’98.

William Errington ’42 on October 1, 2006 in

Newmarket. Brother of Joseph Errington ’41 and the

late Philip Errington ’42.

David Perry ’80 on October 3, 2006. Son of Peter

Perry ’42.

Elizabeth Bierk on October 12, 2006 at her home in

Peterborough, Ontario. Mother of Nicholas Bierk ’03

and Charlie Bierk ’05; step-mother to Sebastian

Bierk ’86.

Albert Branscombe on October 25, 2006. Former

School Bursar from 1955 to 1982.

Donald Bark on November 5, 2006. Father of John

Bark ’70.

Larry Soder on November 8, 2006 at his home in

Lakefield. Father of Amanda Soder ’98 and Mark

Soder ’00.

Bill Hamilton ’42 on November 26, 2006.

Laura Gainey on December 9, 2006. Sister of Anna

Gainey ’96 and Colleen Gainey ’03, and daughter of

Bob Gainey.

Clarence Coons ’59 on December 16, 2006 in

Kemptville, Ontario.

Ismay Needham, mother of John Needham ’90 on

December 21, 2006 at Toronto Western Hospital.

Harold Matthews on January 1, 2007. Father of

Timothy Matthews ’80 and brother of former

Headmaster Jack Matthews.

In Our Memories

p38

From the Archives

This is a photo from our Archives with the caption “Chapel Choir Picture” 1965 to 1966. Can you help us fill in

the missing names? Please contact Richard Johnston at rjohnston@lcs.on.ca or phone 705.652.3324 Ext. 343.

If addressee has moved, DO NOT forward. Return with presentaddress if known. Mailed under Canada Post PublicationAgreement #40025808

The Grove News is published twice a year by the AdvancementOffice. We welcome your comments and suggestions. Pleasecontact Tracey Blodgett at 705.652.3324 or tblodgett@lcs.on.ca, orvisit our website at www.lcs.on.ca

Lakefield College School, 4391 County Road. 29 Lakefield, Ontario Canada K0L 2H0

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